人教版七年级上册英语全册教案精品+测试题及答案 82页

人教版七年级 上册英语全册教案精品+测试题及答案 新目标七年级英语上册教学计划 一、学生情况分析及对策       本学期担任的英语课，绝大多数学生入校前已学过英语或接触过英语，他们已经认识了部分字母和单词，掌握了英语学习的一些基本方法，但多数同学只是会说部分单词和句子。尖子生少，学习困难生多，部分学生没有明确的学习目的，缺少学习的热情和主动性，自觉性较差，相应的学习习惯也差。学生学习英语的新鲜感已经丧失，学习英语有为难情绪。针对种种情况，在本期的英语教学中，一方面应加强基础知识的讲解和基本技能的训练，让学生掌握词汇、语法、句型等基础知识和听、说、读、写等基本技能，为进一步学习英语打下坚实的基础；另一方面，又要采取多种措施，注意培养学生对英语的兴趣；让学生掌握记忆语音、单词、阅读和写作等英语学习技巧，培养良好的学习习惯和自主探索，合作探究能力。充分调动学生的学习积极性和主动性。教学上采取任务型教学，运用灵活多变的方法，实现学生语言运用能力的迁移和拓展。尊重理解学生，与学生一起分享学习中的苦与乐。使每一位学生都能在学习中取得很大成绩，有所进步。      二、教材分析      新课标七年级上册共9个单元。全书采取任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。每个单元都列出明确的语言目标，主要的功能项目与语法结构，需要掌握的基本词汇，并分为A、B两部分。A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。每个单元还有self check部分，供学生自我检测本单元所学的语言知识之用。它采用“语言的输入——学生的消化吸收——学生的语言输出”为主线编排的。通过确定language Goal,采用听、说、读、写，自我检测等手段，有效提高语言习得者的学习效率，有利于习得者的语言产出，体现了以学生为主体的思想。   三、教学目标要求   A. Talking Topic  1．Good morning .   2.What’s this in English?   3. What color is it?   4. My name’s Gina .   5.Is this your pencil?   6.This is my sister.   7.Where is my backpack?   8.Do you have a soccer ball?   9.Do you like bananas?   1o.How much are these socks?    四、教学重难点   1. Present tense to be ;What question; possessive adjectives my, your; his, her.   2. Demonstratives this, that; What question; Yes/No questions and short answers; How do you spell pen? P-E-N.   3. Present progressive tense; How questions ; Plural nouns.   4. Where questions; Prepositions on, in, under; Subject pronoun they.   5. Ask and answer questions about ownership; Make suggestions.   6. How much questions   ‎ 五、教学目的   培养学生对英语的学习兴趣，形成有效的学习策略，有效提高学习效率，发展双基能力，培养听、说、读、写的能力，使学生初步获得运用英语的能力，达到语言运用能力的迁移和拓展。   六、教学措施和方法       措施：1.培养学习兴趣，引导学生掌握正确的学习方法和策略，提高学习效率；2.发挥学生主体和教师主导作用：3.用良好的师生关系，协调课堂气氛，培养学生开口说英语的勇气和信心；4.引导学生实现语言的迁移，加强日常生活中英语口语的运用；5.鼓励学生自主探索，合用探究，共同提高。6.加强听力训练,拟每天晚自习前20分钟进行听力训练      方法：任务型教学：教师提出指令，学生规范操作。听说领先，读写跟上。综合训练，扎实双基。   七、教学计划安排。      本期每周6课时，预计十六个教学周。安排如下：   第1——4周：    预备篇 第5周：Unit 1   第6周：国庆放假 第7周：Unit 2  第8周：Unit 3‎ 第9周：Unit 4 第10周：review unit1-4     期中考试   第11周：Unit 5     第12周：Uint6   第13周：Unit 7   第14周：Unit 8  第15周：Unit 9   第16―20周   复习迎接期末考试  ‎ Starter Unit 1 Good morning!‎ 教学内容 本单元是新目标英语教材的第一个预备单元,学生通过学习本单元内容,从而进入一个崭新的英语世界.学习、巩固与应用英文字母A到H，可以使学生在日常生活中发现英语，提高他们的学习兴趣。同时，又培养学生养成认真观察生活的良好习惯。礼貌问候用语的学习可以帮助他们树立“以礼待人”的良好行为意识，帮助他们建立正确的道德观。‎ 教学目标 1） 知识目标：A.学习和使用字母A到H；‎ ‎ B.学习使用基本的礼貌问候用语；‎ ‎ C.学习相关的缩略词。‎ 2） 能力目标：A.掌握元音字母A、E的发音规律，提高学生的辨音能力；‎ ‎ B.学会向别人有礼貌地问候；‎ ‎ C.培养学生观察生活、捕捉信息的能力。‎ 3） 情感目标：A.通过本单元的学习，使学生从小养成礼貌待人的良好行为习惯；‎ ‎ B.通过学生对英语的初步学习，激发他们的学习兴趣和求知欲。‎ 教学重点、难点 重点： A. 熟练掌握字母A至H；‎ ‎ B. 掌握基本的问候用语。‎ 难点：A.掌握元音字母A和E在单词中的发音；‎ ‎ B.学会如何用简单的日常用语向别人问候。‎ 课时安排 教师根据部分学生是英语零起点的实际情况，对教材进行了顺序调整，把有关字母内容整合在一起，从字母教学入手，逐步过渡到日常用语学习。具体安排如下：‎ 第一课时 Section A 2a-3; Section B3a-3b 第二课时 Section B4; Self-check 4‎ 第三课时 Section A 1a-1b, 4b;Section B 1-2b ‎ Period One 课前准备 老师：准备上课所需图片及实物。‎ 学生：准备一些卡片以便上课时使用。‎ 教学设计 Step One: Present the letters.（用字母卡片向学生展示，会让学生有更为直观的视觉效果。）‎ ‎1. the letters.‎ Teacher: English is one of the most important languages in the world. It is widely used all over the world. It is so useful that we must try our best to learn it well. Thus, we can talk with foreigners casually. If we want to learn English, first we should learn the letters. Today we’ll try to learn the letters A to H. (Textbook Starter P2 2d)‎ ‎2.Read the letters.‎ ‎(students can follow the teacher to read the words aloud. They can read them using the two different intonations----a rising intonation and a falling intonation.)‎ ‎3.Write the letters.（规范学生的书写，养成良好的学习习惯。）‎ Teacher:English letters have two forms.They are capital letters and small letters.They are both important. You can write them after the models.(Textbook Starter P2 2d)‎ Step Two: Practice.‎ 1. Listen to the tape and number the letters you hear.‎ The students listen to the tape and give the right answers.‎ 2. Listen and draw lines between the letters you hear.（绘图游戏会吸引学生的注意力，调动他 们的积极性和主动性。）‎ Teacher: The English letters can be made into a beautiful picture. Can you guess? Let’s listen and guess what it is.(Textbook Starter P5 3a)‎ 3. Help the balloons find their homes.‎ Teacher: Look at the picture. The balloons come out of the houses. Can you help them find their houses? (Textbook Starter P5 3b)‎ Step Three: The abbreviations.‎ 1. Show the pictures.（使用生活中常见的物品及图片激发学生认真观察生活、体验生活的 热情。）‎ Teacher: The English letters are not only used in the words, but also in different places in our daily life. Look at these things. Can you tell me what they mean? (Textbook Starter P2 3)‎ 2. Have a discussion about the abbreviations.（展开小组讨论，发扬合作精神。）‎ Teacher: The words like these can be found easily in our life. Can you tell me something else? Now let’s have a discussion about them.‎ ‎(Students are divided in groups to have a discussion.)‎ 3. Report the result to the class.‎ Step Four: Make letter cards.‎ Encourage students to make letter cards in different groups.‎ Homework（鼓励学生自已动手制作字母卡片，培养每个学生的参与意识和动手能力。）‎ 1. Write the letters A-H.‎ 2. Thinkl about the pronunciation of the letters in the English words.‎ ‎ ‎ ‎ Period Two 课前准备 教师：准备练习时所需单词表格及录音机等。‎ 教学设计 Step One: Present the rules.‎ 1. Play a reading game.（通过拼写字母引出新课，能起到承上启下的作用。）‎ Teacher: Yesterday we learned the English letters A to H. Now let’s play a game. I’ll show some words on the blackboard. Please try to spell the words as quickly as possible. Let’s see which group will be the first.‎ A Dale Grace ‎ Frank Thanks E ‎ B C D E G evening F Helen ‎(The student in different groups spell the words one by one as quickly as they can. The group,which finishes spelling,will be the winner of the games.)‎ 2. Listen to the tape and repeat the words.（让学生通过听和观察来发现规律、总结规律。）‎ Teacher: thank you for your good job.According to the form we can find different letters can be made into different words. Do you want to know how to read them? Now let’s listen to the tape and repeat.‎ 3. Find out the rules of the pronunciation.‎ Teacher: According to the tape, we can find the letters A and E play an important part in the pronunciation. They are called vowels. Now look at their forms, can you find out some rules about them?‎ A: We can find “A” has two pronunciations. One is the sound of the letter“A”. The other is the sound like that in the word “apple”.‎ B:“E” also has two pronunciations. One is [i:], and the other is [e].‎ T:Yes, that’s right.‎ Step Two: Practice.‎ 1. Read the words.（通过发音练习加强学生的辨音能力。）‎ Teacher: Since you know the rules about the pronunciation,can you read the words below? Now you can read the words to your partners.‎ ‎(Students can read the words according to the rules.)‎ 2. Help them find their friends.（游戏简单有趣，既可以使学生适当放松，又可以进一步总 规律，为学生掌握字母组合发音作铺垫。）‎ Teacher: Here are some apples and mangoes.They can’t find their friends. Can you help them?‎ Students: Yes.‎ Aa ‎ Ee face,age,cake,game,bake Had, dad, cat,‎ bag,fat ‎ He, Chinese,‎ eve Bed, egg, get, desk,‎ hell Homework Can you think out other rules about pronunciations?‎ ‎ ‎ Period Three 课前准备 教师：准备歌曲磁带及情景图片。‎ 学生：准备表演时所需道具等。‎ 教学设计 Step One: Present the useful expressions.‎ 1. Introduce the cxpression.（通过问答的形式引出简单的日常问候语。）‎ Teacher: As we know,English is used widely all over the word.But do you know what’s its most important function?‎ S1: It can help us to know more about other countries.‎ T: Yes, it is. But communication is the most important to all the English learners. Before you begin a talk with others,first you must learn how to greet each other.When you meet a friend in the morning, what do you say?‎ S2:Good morning.‎ T:What about in the afternoon?‎ S3:Good afternoon.‎ T:What about in the evening?‎ S4:Good evening.‎ T:But if they want to use another way to greet others,they can say,“How are you ?” How do you answer it?‎ S5:I’m fine,thanks.‎ S6:I’m OK/all right.‎ 2. Listen to the tape and repeat.‎ Step Two: Practice 1. Act the dialogues.（利用学生手中道具进行情景表演，更加真实化、生活化。）‎ Teacher:Greetings are very important. But different situations different greetings.Imagine you are in such a situation, how do you greet your friend?(Textbook Starter P3 4b)‎ ‎(The students practice in groups. Then some of them will be chosen to act them out.)‎ 2. Listen and sing the song on page 5.‎ Step Three: English names.‎ 1. Choose an English name.（通过选择英文名字进一步巩固字母A-H及日常问候语。）‎ Teacher: English is a very interesting subject. But only knowing how to greet each other is not enough, we can use it to do something else, for example, English names. Do you want an English name? Now you can choose one.‎ ‎(Textbook Starter P4 a)‎ 2. Put the names in the correct alphabetical order.‎ 3. Use the English name and greet each other.‎ Homework ‎ Try to greet your family members in English.‎ 新目标Starter Unit 2 What’s this in English？‎ 课程目标 一、知识和能力目标 ‎ 本单元的核心教学内容是“认物”。用英语确认周围的常见事物比较符合英语初学者的实际情况。通过本单元教学，使学生运用所学句型，去熟悉周围事物的名称；教学生学会在实际生活中如何确认事物。通过辨认物体，学生学到一些生词，并巩固所学句型。‎ 二、过程和方法目标 ‎ 教师要尽量使学生对课文中出现的句型能够熟练上口，这样，学生才能顺利开展比较灵活的对话。教师可以用手势，表情，动作等示意，帮助学生听懂课堂教学内容，但在实际操作中应尽量避免“明知故问”的倾向，应该采用应用性原则；如：遮盖物品、显露局部、辨认物体、完形识别、图形辨认等方法。‎ 三、情感态度和价值观目标 ‎ 目标在学生学习过程中的作用至关重要，教师要帮助他们建立起一个切合自己实际的目标，通过渐进的学习以及一点一滴的进步，使他们逐步建立起成功感。成功越多，自信心就越强。‎ 学情分析 ‎ 代词this，that和it的用法。‎ ‎ this和that均指单数的事物。this指处于说话者近处的事物；that指处于说话者远处的事物。而it则指代上文出现的单数的事物，也可指代上文出现的this或that。例如：‎ ‎ A：What’s this? 这是什么?‎ ‎ B：It’s a pen．这是支钢笔。‎ ‎ c：And what’s that over there? 那边的是什么?‎ ‎ B：It’s a ruler．那是把尺子。‎ 教学准备 Tape-recorder，multi-medium 课时参考 四课时 Period 1‎ Step l：Introduction ‎ Review greetings.‎ ‎ Review the letters learn in the last unit． Get the students to introduce themselves in English．‎ Step 2：Lead—in ‎ Have ready a quilt，a map，a jacket，a key，a ruler，a pen，an orange．Hold the key up and say What’s this in English? It’s a key．‎ ‎ Repeat and then get students to repeat．Do the same with a key，a pen，a ruler．If possible，use flashcards to teach the spelling of the words．Put a flashcard beneath a drawing of each object.‎ ‎ Step 3：Practice ‎ Listen．Play the tape twice．Have the students circle the things they hear．‎ ‎ Get the students to act out the conversations in the picture of 1a． Make sure the students understand what they should do．Students can work in pairs then ask them to act out the conversations they made．‎ ‎ Do 2a，2b，2c and 2d one after another．2b：after the students do 2a, show them how to write the letters on the blackboards，both of “Big” and “small"．Make sure all the students know how to write them． Use the flashcards to practise saying the names of the letters and to learn their order．Before doing 2c，ask the students to give the letters containing the／i：／and /e/ sounds．Repeat with the /EJ/ and／aI／sounds．List them out on the blackboard．Then get them to listen to the tape and read the letters and words after the tape．‎ ‎ Step4：Games time ‎ Play the letter game with the students like the following instructions．Sometimes the teacher can explain the rules of the game in Chinese．‎ ‎ 看谁快 ‎ 这是一个训练学生听字母的游戏，将全班分成两组，一组学生持大写字母，另一生持小写字母，教师快速念字母，要求持有该字母的学生迅速站起来，最先站起来的两分，后站起来的得一分，没站起来的得零分，得分多的组获胜。‎ ‎ Step 5：Homework ‎ Finish off the workbook (Do entering famous school)‎ Period 2‎ Step 1：Lead—in ‎ Write the names in the big letters on the blackboard，teach the students to read the names．Then get them to listen to the tape and number the names．Have the students pay attention to your writing names on the Bb．Make sure everyone knows how to write the names．‎ ‎ Step 2：Pairwork ‎ Give each student an English name．Make them remember it and know how to spell it. Write your name，and one or two others on the blackboard． Ask students to look at the words carefully．Explain how capitals are used in English names．‎ ‎ Step 3：Pairwork ‎ Ask the students to say out where we can find English words or English names around us and what they are．What’s the meaning of it?‎ ‎ Maybe the students can list a 1ot．If they couldn’t，give them some notes such as WC, NBA，Exit and so on． Let the students try their best to search as many abbreviations as possible．‎ ‎ step 4：Practice And get them to introduce themselves to the others with their new English name．All these must do after the students know how to do it．The teacher can give them an example with the help of one student．The teacher can take the dialogue on the book for an example．Practise：‎ A：Hello!‎ ‎ B：Hello!‎ ‎ A：I’m Paula．P—A—U—L—A，Paula．What’s your name?‎ ‎ B：I’m James．J—A—M—E—S，James．‎ ‎ A：How do you do?‎ ‎ B：How do you do?‎ ‎ A：Nice t0 meet you．‎ ‎ B：Nice to meet you，too．‎ ‎ Have students switch roles and repeat．‎ ‎ step 5：Homework ‎ Copy the new words and Finish off the workbook. (Do entering famous school)‎ Period 3‎ Step 1：Lead—in ‎ Have ready a map，an orange，a ruler，a pen，a key, a quilt．Use these to ask students：What’s this in English?‎ ‎ Get them to answer the question one by one．Then ask them to listen and number the words they hear．‎ ‎ After they finish 1a，make sure they read the words correctly．And ask students to write the words down in small letters．‎ ‎ Step 2：Pairwork ‎ Do the contents list on the book．Then play a guess game．The teacher should get ready a soft bag，and some objects such as a ruler，a pen，a key，an orange and so on．First show all the things to students，then hide all of them in the teacher’s desk，put one into the bag，try not to let students see it．At last get students to guess what’s in your bag．The teacher can ask the student：‎ ‎ T：What’s this in English?‎ ‎ A：Is it a book?‎ ‎ T：N0，it isn’t．‎ ‎ A：Is it a pen?‎ ‎ T：Yes，it is．‎ ‎ If the student Succeed．congratulate to him or her．Then do the same to another one. This game can also be played in small groups if you have enough materials.‎ ‎ Step 3：Listen and read ‎ Have the students listen to the tape and repeat．‎ ‎ Get the students to listen to the tape and repeat，ask them to try to find what is the connection between the words．‎ ‎ Step 4：Homework ‎ Finish off the workbook．(Do entering famous school)‎ Period 4‎ Step 1：Go through all the contents list on this part，make sure all the students understand them．If they don’t，you my use Chinese to explain it．‎ Step 2: Classwork (Do entering famous school)‎ Starter Unit 3 What color is it?‎ 课程目标 一、知识和能力目标 ‎ ‎ ‎ 通过本单元教学，使学生能运用所学英语，正确地描述物体的颜色；同时进一步学习分辨人物的用语，并加以运用。‎ 二、过程和方法目标 ‎ 本单元口语训练应当自始至终在一种鲜明的色彩背景下进行，旨在营造那种为学生所喜爱的欢快气氛，教师应当在十种颜色上大做文章；在使用实物时要使颜色醒目；在组合图画时，要尽量用大色块；在使用投影时要使颜色突出来。教师可以从教室环境上入手营造色彩气氛，如：选取十种颜色的硬色板，剪成各个大写字母；或者将色板剪成各种卡通动物形象，悬挂在教室当中或在墙上，注明各种颜色的英语字块。‎ 三、情感态度和价值观目标 ‎ 用各种可以调动学生积极性的活动来提高学生的活跃性，激发他们参与讨论的热情。同时可以对学生进行美育教育，从小培养他们对美的正确认识。‎ 学情分析 ‎ “What color"学生在学习的过程中很容易把它错写成或错读成“What’s color”，因此在练习中要反复强调。‎ 教学准备 A tape-recorder, 一张白纸和各种颜色的彩笔 课时参考 四课时 Period 1‎ Step l：Introduction ‎ (1) Do duty report．Ask students to take turns to do duty report (get students to tell a short story)one by one．‎ ‎ (2) Hang the white paper on the blackboard，write the capital letter “A” with a red pen, then ask the students：‎ ‎ T：What’s this in English? Ss：It’s an A．‎ ‎ T：What color is it?‎ ‎ The teacher answers herself：It’s red．‎ ‎ (3) The teacher teaches the other colors with the color pens，repeat these words until students grasp them．‎ ‎ Step 2：Lead—in ‎ Do the same steps of the letters list on l a as the teacher did in the introduction．Make sure students know an these letters and words．‎ ‎ Step 3：Practice ‎ Get students to work in pairs，practice the dialogue appear in the picture of 1a． Allow students use the other things instead of the letters while they are asking the colors．‎ ‎ step 4：Listening ‎ Do 1b，2a，2b and 2c in turn． (Do entering famous school)‎ Period 2‎ Step 1：Lead—in ‎ Take turns to do the duty report．‎ ‎ Review the lesson learned by asking the students to say out the twenty—six letters in right orders．Do 2a，2b，2c and 2d with the whole class．‎ ‎ Step 2：Pairwork ‎ Do the guess game．Ask students to work in pairs to practise like the following：‎ ‎ T：Excuse me，what’s this in your bag? S：Is it a pen?‎ ‎ T：Yes，you’re right．What color is it? S：It’s white．‎ ‎ T：No，you’re wrong． S：Is it red?‎ ‎ Step 3：Grammar ‎ Go through the grammar focus and make sure all the students know what means．If possible，the teacher can use Chinese ‎ to explain them．‎ ‎ Step 4：Practice ‎ Do the co1or changes game，use two small cups of water，color each cup of water yellow and blue．Ask：What color is it? It’s yellow．‎ ‎ What color is it? It’s blue．‎ ‎ After asking，pour the cup of yellow water into the other cup，when the water turns green. Ask students：What color is it now?‎ ‎ Do the color changes with the other colors．Yellow + red =orange，yellow + red + black =brown, yellow +red +blue +black，etc．‎ A1so the teacher can let students discuss what color the objects are around us such as the color of the traffic lights，letter—box，bananas and so on…‎ ‎ (Do entering famous school)‎ Period 3‎ Step l：Lead—in ‎ Do the duty report in turn．‎ ‎ Practise the dialogue in la of section A ‎ Ask students to finish 1a and 1b of section B individual．the teacher walks around the class，give a hand to the students．‎ ‎ Step 2：Pairwork ‎ First 1et the students check the answers of la by asking like the following：‎ ‎ A：What’s this? B：Is it a “pen”?‎ ‎ A：Yes。it is．Can you spell it? B：Yes．P-E-N，PEN．‎ ‎ A：You are right．‎ ‎ Then the teacher checks the answers of l a with the whole class．‎ ‎ Step 3：Listen and repeat ‎ List out the letter A 0n the blackboard and encourage the students to say out what other words also make the same pronunciation．Present the other letters the same as the letter．‎ ‎ Step 4：Groupwork ‎ Get students pay attention to all the abbreviations appear around us，copy them down, try to find what they mean．Then tell your partners．Encourage students t0 search online or finish this homework in other ways．‎ ‎ Step 5: Classwork (Do entering famous school)‎ Period 4‎ Step 1：Go through all the contents list on this part，make sure all the students understand them．If they don’t．you may use Chinese to explain it．‎ Step 2: Classwork (Do entering famous school)‎ ‎ ‎ Unit 1 My name’s Gina Period One 教学设计 Step One: Present the sentence patterns.‎ Play a game “How many words do you know?”‎ Teacher: After the study of the first three starters, I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.‎ ‎(Divide all the students into several groups and show a picture to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.‎ 1. Introduce the champion group to the class.‎ 2. Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us?‎ S1& S2: Yes.‎ S1:Hello.My name is Li Lei.Nice to meet you.‎ Ss: Hello, Li Lei. Nice to meet you，too.‎ Ss: Hello! What’s your name?‎ S2:I’m Sun Ping How do you do?‎ Ss: How do you do?‎ Step Two: Drills.‎ 1. Make introductions.‎ Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.‎ Example:‎ Sa: Hello! I’m Li Lei. What’s your name?‎ Sb: My name’s Zhang Feng.Nice to meet you.‎ Sa: Nice to meet you, too. And what’s your name, please?‎ Sc: Lin Li.How do you do?‎ Sa：How do you do?‎ 2. Listen and number the conversations.‎ Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A.‎ ‎(Students listen to the tape and give the right answers.)‎ Step Three: Make friends.‎ 1. Make new friends.‎ Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK?‎ Ss: OK.‎ Example:‎ Sa: This is my new friend. His name is Sun Nan.‎ Sb: Hello, Sun Nan.Nice to meet you.‎ Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu.‎ Ss: How do you do?‎ Sd: How do you do?‎ ‎(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.)‎ 2. The New comers.‎ Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome.‎ ‎(Three “foreign” students come in and all the students clap warmly.)‎ Teacher: It’s their first time to come to China. Would you like to listen to their introductions?‎ Ss: Yes.‎ ‎(Three students can make introductions and act out the dialogue vividly.)‎ Step Three: Sum up.‎ Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life.‎ Homework ‎“How do you meet new visitors at home?‎ Period Two 教学设计 Step One: Revise the sentence patterns.‎ 1. Sing an English song.‎ Teacher: Yesterday we’ve known each other already. Do you remember your new friends’ names? If you do, let’s sing the song “What’s your name?”.‎ Hello! Hello! What’s your name? My name’s Gina.‎ Hello! Hello! What’s his name? His name’s Peter.‎ Hello! Hello! What’s her name? Her name’s Anna.‎ 2. Listen to the conversations and finish the exercises.‎ Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information.‎ ‎(Students listen to the tape and give the right answers.)‎ 3. Act out the dialogues.‎ Teacher: Now you’ve known something about introductions and greetings. But if you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?‎ ‎(Students can choose any picture they like and act out the dialogues.)‎ Example:‎ ‎(At a party)‎ Sa: Hello! I’m Lucy Green. What’s your name?‎ Sb: My name is Kate Brown, Jim’s classmate.Nice to meet you.‎ Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at home.‎ Sb: Thanks, I will.‎ Step Two: Choose English names.‎ 1. Play a name game.‎ Teacher：As we know, everyone has a name. Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game. The winners of the game will get English names.‎ Rules: Every student should introduce himself or herself, but at the same time he (she) should repeat all the above-mentioned classmates' names.‎ Example:‎ S1: My name’s Tony.‎ S2: His name’s Tony. My name’s Linda.‎ S3: His name’s Tony. Her name’s Linda. My name’s Nick.‎ S4: His name’s Tony. Her name’s Linda. His name's Nick. My name's Kim.‎ S5:…….‎ 2. Choose English names.‎ ‎1).Find out first names and last names.‎ Teacher: Congratulstions to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts: first name and last name. Look at the box, can you classify them according to the demands?‎ Jenny Gina Alan Mary Jim Tony Tom Bob Mike Green Miller Jack Smith Brown Linda Nick Kim Hand ‎ Period Three 教学设计 Step One: Present the English numbers.‎ 1. Sing the song “Ten Little Indian Boys”.‎ Teacher: During the first two classes, we’ve known something about new friends’ names. But if we want to contact them. What shall we do?‎ S1: A telephone call.‎ T: But you don’t have their telephone numbers.‎ S1: Ask for their telephone numbers.‎ T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”.‎ Words One little, two little, three little Indisns,‎ Four little, five little, six little Indians,‎ Seven little, eight little, nine little Indians,‎ Ten little Indian boys.‎ ‎(After singing the song, tell the students not to forget “zero”.)‎ T: Count the number together from zero to nine.‎ S2: Zero…‎ 2. Listen to the conversation and write the telephone number.‎ Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down?‎ ‎(Students listen to the recording of 1b in Section B and give the answer.)‎ Step Two: Drills.‎ 1. Make a survey about your partners’ telephone numbers. ‎ Name Telephone numbers Li Lei Liu Yu Lin Fang Yin Kailin S1: Hello, Liu Yu. What’s your telephone number?‎ S2: My telephone number is …‎ S1: Oh, thank you. What about yours, Lin Fang?‎ S3: It’s…‎ S1: … And may I know your phone number, Yin Kailin?‎ S4: …‎ S1: Thank you very much. Oh, I nearly forgot. My telephone number is…‎ 2. Report it to the class.‎ ‎(After the survey, every group can choose a student to report the survey result to the class.)‎ Example:‎ ‎ My telephone number is… Liu Yu’s phone number is… Lin Fang’s telephone number is… Yin Kailin’‎ ‎ s phone number is…‎ 1. Listen and match the names and telephone numbers.‎ 2. ‎ Teacher: I will play the recording twice. The first time just listen. The second time, write the letter of the person’s telephone number in the space after that person’s name.‎ ‎ (Students listen to the tape .)‎ T: Next, I’ll play the recording again. This time, fill in the missing numbers.‎ ‎(Students listen to the tape again .)‎ T: Can you find out whose telephone numbers they are ?‎ S:…‎ 3. Make an address book.‎ Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can have our own address book. Pay attention to the address book headings “Names” and “Phone numbers”. Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?”‎ Step Three: Make an ID card.‎ 1. Show some different ID cards to the class and try to enjoy them.‎ 2. ‎ Teacher: Now our class has a very useful address book. We can use it to talk with others on the phone. But for most adults, ID cards are more important because they are easy to take along. What’s more, they are very enjoyable. Sometimes they can show the owners’ special personalities. Look at the ID cards below and try to enjoy them.‎ Teacher: From the cards above, what can you find out?‎ S1: It must have a person’s name…‎ S2: Sometimes it has a motto.‎ T: Yes, It must have a person’s name, postcode, telephone number, home address and e-mail address. So if you have a chance to make an ID card, you must think about all the above. But before you make your card, first let’s learn how to get information from the card. It’s very important.‎ 3. Read the ID card and answer the questions.‎ Teacher: Look! Here’s an ID card of my friend’s. Please look at it and find out some useful information about her.‎ FIRST NAME:‎ Jenny LAST NAME:‎ Brown TELEPHONE NUMBER:‎ ‎535-2375‎ 1. What’s her telephone number?‎ 2. What’s her family name?‎ 3. What’s her first name?‎ Homework 1. Students are asked to make ID Cards of their own.‎ Demands: A. Useful information must be included.‎ ‎ B. It can be designed as beautifully as possible.‎ ‎ C. Students may show their own personalities if possible.‎ 2. Find out the information about the famous person.‎ Period Four 教学设计 Step One: Make an ID card show.‎ 1. Show the ID cards to the students.‎ Teacher: Yesterday all of you made some beautiful ID cards.Today we’ll make a show here. Let’s enjoy it together and try to choose the best ones.‎ 2. Find the owner of the card.‎ Teacher: The ID card show is over. All the cards are mixed together. I can’t find the owners. Who can help me?‎ S1: I can (Show one of the cards to another students.)‎ S1: Excuse me, are you in...?‎ S2: YesI am.‎ S1: What’s your telephone number?‎ S2: It’s...‎ S1: Are you...?‎ S2: Yes, I am.‎ S1: Here’s your ID card.‎ S2: Thank you.‎ ‎ (Teacher asks more students to find the owners of ID cards).‎ Step Two: “Face to Face”.‎ 1. Play a guessing game.‎ Teacher: ID cards are useful. But some persons’names are known to all the people.They are very famous. Now look at the pictures and guess their names.‎ ‎ (The teacher shows some famous person’s pictures and students guess their names and give their answers.)‎ 2. Collect useful information.‎ Teacher: These persons are very famous. But it’s better for us to know something else about them. Before class you’ve been asked to collect some information. Now let’s exchange it together.‎ 3. Report it to class.‎ Each group can choose a student to give a report about their favourite person. The other students can ask him some questions in class.‎ Example:‎ S1: This is Michael Jordan. He’s years old. He’s... He speaks...His birth place is ... He is a famous ...player. He’s a member of six Chicago Bulls championship teams. ‎ People like to call him “Air Jordan”.‎ S2: Do you like Michael Jordan? Why or Why not?‎ S1: Yes, I like him very much because he’s so ...‎ S2: Do you want to be a basketball player like him?‎ S1: Of course I do. That’s my dream.‎ Step Three: Make a poster about yourself.‎ Teacher: Do you want to be famous all over the world?‎ First you must learn to show yourself. Now you have a chance to do that. Please try to make a poster about yourself. In your poster you should try to introduce yourself.‎ ‎ (Students can write a passage about themselves. They can give some personal information. They can alse design the poster as well as they can.)‎ Homework Students are asked to sun up this unit, especially about how to talk with others politely.‎ Unit 2 This is my sister.‎ Period One Step One: New words.‎ ‎①Present the new words.‎ T: Hello , everyone ! Look ! What’s this ?‎ Ss: It’s a picture .‎ T: Right . Who is the man in the picture ? ‎ Ss: It’s you.‎ T: Yes, it’s me . You know me . Please look at this . Do you know them ?‎ Ss: No , we don’t . ‎ T: They are my family members . Today I want to introduce my family members to you . Would you like to meet them ?‎ Ss: Yes .‎ T: OK . Please look at this man ? Is he old ?‎ Ss: Yes .‎ T: He is my “grandfather”. Please read after me , GRANDFATHER G-R-A-N-D-F-A-T-H-E-R ,grandfather .‎ Ss: G-R-A-N-D-F-A-T-H-E-R , grandfather .‎ T: This is my grandfather .‎ ‎(Teach the word “grandmother” in the same way .)‎ T: He is my “grandfather”. He is my “grandmother”. These are my grandparents. Read after me , grandparents. ‎ Ss: Grandparents.‎ ‎ (Stick the word “grandparents” on the blackboard. Then teach theses words mother, father, brother, sister and friend in the same way.)‎ T: I have two brothers, two sisters, I have many friends.‎ ‎ (Teach brothers, sisters, and friends.)‎ T: Read these new words together.‎ Ss: …‎ ‎②Practice the new words.‎ T: Who can match the words with the pictures on the blackboard?‎ Ss: I can. (Textbook P13 1a)‎ ‎ (Ask one student to the front to do it. The other students write down letters on the books. In this way finish 1a.)‎ T: Check the answers.‎ Ss: …‎ T: Is he right?‎ Ss: Yes.‎ ‎ (One more student gives the answers.)‎ Step Two: Drill ‎①Listen and circle.‎ T: A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about.‎ Ss: OK.‎ ‎ (Play the recording of 1b twice. Students work.)‎ T: What’s the answer?‎ S: Two brothers and sister.‎ ‎②Pairwork. Talk about Dave’s family.‎ T: This is a picture of Dave’s family. Let’s talk about Dave’s family in pairs. You must use “ This is …” and “ These are …” to do it.‎ ‎ (Students practice. Teacher walks around the room to help them.)‎ T: Now check your peactice.‎ S1: Who is this?‎ S2: This is his …‎ S1: Who are these?‎ S2: These are his …‎ ‎ (Ask a few pairs to practice.)‎ Step Three: Task ‎①Talk about the family tree.‎ T: Look at the family tree.‎ ‎ (Stick a family tree on the blackboard.)‎ T: Let’s talk about the family tree, You can do it in groups of four or three. You can do it in pairs or you can do it yourself. Then ‎ report it to the class.‎ ‎ (Students work. Teach moves around the classroom to help the students.)‎ T: Check your task.‎ S3: Hello. My name is …Look at this. This is my family tree. This is my…and this is my…They are old. These are my … This is my… This is my … My mother is … This is my … His name is … I love my family.‎ T: Very good. Next make a dialogue in pairs about your family. First, you must greet each other, then introduce your family.‎ ‎ (Two students come to the front.)‎ SA: Hello. SB: Hello. How are you ?‎ SA: Fine, thank you. And you? SB: I’m fine, too.‎ SA: Excuse me! What’s this? SB: It’s my family tree.‎ SA: Who’s this? SB: This is my grandfather.‎ SA: Who’s this? SB: This is my grandmother.‎ SA: Is this your father? SB: Yes, he is.‎ SA: The women is your mother? SB: Yes, she is.‎ SA: Who’s the boy? SB: He is my brother.‎ ‎ (A few pairs do this.) T: You did well.‎ ‎②Make a survey.‎ T: Please take out the family photos you bring to school. Work in groups of four. Fill in the form. Then report it to the class.‎ Family Family members ‎(Students work. Teacher moves around the classroom to help the students.)(Students report to the class.)‎ Step Four: Homework Write a passage about your family. ‎ Period Two 教学设计 Step One: Review the drill.‎ T: You know my family members. I want to know your family members. Would you like to introduce your family members to us? (Students use their photos or the pictures they drew.)‎ SS: Yes.‎ T: Who wants to be the first, please?‎ SA: Let me try. T: OK, please.‎ SA: Hello, everyone! My name is …Look at this picture, please. This is a picture of my family. This is my father. His name is …This is my mother. Her name is … They are good parents. This is my brother. His name is …Look! It’s me. Am I funny? I love my family.‎ T: Very good. (Another two students introduce their family.)‎ Step Two: Listening.‎ ‎①Listen and circle the words you hear.‎ T: Here are two boys. One is Lin Hai. The other is Dave. They are talking about Dave’s family members. Please listen to the recording of 2a in Section A and circle the family members you hear.‎ mother father sister brother grandmother grandfather friend grandparents SS: OK. (Play the recording of 2a twice. Students work.)‎ T: Check the answer. (Ask two students to say the answers.)‎ ‎②Listen and match.‎ T: This is a picture of Dave’s family. We know this is Dave. But we don’t know who is Mary, who is Jim and who is Lin Hai. Let’s listen and find them. (Play the recording of 2b. Students work.)‎ T: Who find them? (Many students may say they do. Choose two of them to answer.)‎ S1: Dave is …Lin Hai is …‎ ‎③Pairwork. Talk about Dave’s family.‎ T: You come to Dave’s home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use “ Is this…” to find them, please. When you finish, change roles to do it. Now begin.‎ ‎ (Students work. Teacher walks round the classroom to see how they are doing and helps the students who need.)‎ T: Let’s check your work, please. SS: OK. (Ask one pair to do it.)‎ S1: Is this Jim? S2: No, he isn’t.‎ S1: Is this Jim? S2:Yes, he is. (Ask two more pairs to do it.)‎ ‎④Practice.‎ T: I have a friend. He is talking to his friend. Dave, about Dave’s sister. Fill in the blanks with the words from the box. Work in pairs, then report it to the class.‎ ‎ isn’t brother is sister ‎ (Students work. Teacher walks around the classroom and helps the students who need.)‎ T: Check your work, please.‎ ‎ (Ask one pair to do it.)‎ S3: That’s … and that’s … Is she your…? S4: Yes, she is.‎ S3: And is the your …? S4: No, he isn’t. He’s my …‎ Step Three: Task.‎ ‎①Play a guessing game. ‎ T: I have a picture here. Do you want to know who she is? (Show the picture to the students.)‎ SS: Yes. (Students guess the picture.)‎ ‎②Group work. (Students work.)‎ Homework. Draw your family tree.‎ Period Three 教学设计 Step One: New words.‎ ‎①Present the new words.‎ T: Do you like games? S: Yes.‎ T: Let’s play a guessing game. Please listen carefully. He is my brother. But my father is not his father. His father is not my father. His father and my father are brothers. We have the same grandfather. Who is he?‎ S1: It is your “表哥”. T: No, it isn’t.‎ S2: It is your “堂兄” or “堂弟”. T: Yes, it is. Let’s see how to say it in English.‎ T: It’s cousin. Read after me, C-O-U-S-I-N, cousin.‎ SS: C-O-U-S-I-N, cousin. T: Spell it, please.‎ SS: C-O-U-S-I-N, cousin.‎ T: This time you must say it in English. She is your sister. But your father is not her father. Her father is not your father. Her father and your father are brothers. You have the same grandmother. Who is she?‎ S: It’s my cousin. T: Your father’s brother is your …?‎ S3: “大爷，大伯”. S4: “叔叔”.‎ T: You are right. Let’s see how to say it in English. (Put the word card “uncle” on the blackboard.)‎ T: Read after me, please, U-N-C-L-E, uncle.‎ SS: U-N-C-L-E, uncle.‎ T: Your uncle’s wife is your…? S5: “伯母，婶婶”.‎ T: Right. (Put the card “aunt” on the blackboard and then teach these words son, daughter in this way.)‎ T: Read the words on the card together. SS: …‎ ‎②Practice the new words.‎ T: Look at the family tree. Some words are missing. Who can help me fill it, please?‎ ‎ (Ask one student to the front to do it on the blackboard. The others finish it on their book.)‎ T: Check your work.‎ Step Two: Drill.‎ ‎①Listen and check the words you hear.‎ T: Lin Hai and Dave are talking about Dave’s family. How many family members are they talking about? Please listen and check the words you hear. (Play the recording of 2a once.) (Ask two more students to say the answers.)‎ ‎②Listen and check the picture.‎ T: I have two pictures here. Which one is Lin Hai talking about? Let’s listen and find it out, please.‎ ‎ (Play the recording twice again.) (Check the answer.)‎ ‎③Pairwork. Draw your own picture and talk about it.‎ T: We find out the picture of Lin Hai’s family. Can you draw a picture of your family? SS: …‎ T: OK. When you finish drawing, tell your partner about your picture. You can use “This is …” and “ These are …” to talk about. Then report it to the class. (Students work.)‎ ‎ (Check students’ work. Ask two or three students to report.)‎ Step Three: Task.‎ Talk about the family tree.‎ Homework. Write a passage about your family.‎ Period Four 教学设计 Step One: New words.‎ ‎①Present the new words.‎ T: Hello, everyone. My name is “Emma”. Today I want to introduce my brother to you.‎ ‎ (Put the picture of his sister on the blackboard.)‎ T: This is my sister, Mona. Read after me, MONA, M-O-N-A, Mona.‎ SS: M-O-N-A, Mona.‎ T: These are my parents. They are “great” parents. (Put the picture of his family on the blackboard.)‎ T: Read after me, GREAT, G-R-E-A-T, great.‎ SS: G-R-E-A-T, great. T: They are my “dear” parents, too. (Teach dear, photo, thanks for…)‎ ‎②Practice the new words and drill.‎ T: I have a letter from my pen friend. Now I want you to read it for me. Then draw the photo of Emma’s family.‎ SS: OK. (Students read the letter and draw the photo on their books.)‎ ‎ (Show some photos that students draw to the class. Students say which one is good or which one is better.)‎ Step Three: Task.‎ ‎①Write a letter to your friend.‎ T: Your have a letter form your friend. Now write back to your friend . Tell him or her about your family , And report your letter .‎ SS: OK .‎ ‎(Students work . Teacher moves around the room and helps the students who letter . )‎ T: Now check your work . ‎ S1: Dear . . . ‎ Thanks for the photo your family . Here is my family photo . This is my . . . This is my . . . This is . . . I have a . . . ‎ Your friend , . . . (Another two more students do it . )‎ ‎①Write a letter .‎ T: Take out the photo of your family to school and write a letter about it . When you finish , I’ll put your photos and letters on the blackboard . You match the photos and the letters . ‎ SS: All right .(Students write their letters . Teacher moves around the room and helps the students who need . )‎ T: Check your work now . S: . . . ‎ ‎(Teacher puts some photos and letters on the board . Ask students to come to the front to read the letter and match it with the photo . )‎ Homework . Finish self-check .‎ Unit 2 Is this your pencil?‎ Period One 教学设计 Step One: Warming up.‎ Learn the chant.‎ T: Let’s sing the chant together.‎ my 是我的,your是你的,男他的是his,女她的是her; 名词前面常站岗,限定所属有功劳.‎ Step Two: New words.‎ 1. Present the new words.‎ T: Boys and girls, look at this please. What’s this in English?‎ ‎(Teacher holds a pen in the English.)‎ S1: A pen.(Ss may say it in English.) T: Yeah. It’s a pen. And what’s this?‎ ‎(The teacher holds an eraser in the hand.)‎ S2: It’s an eraser.‎ ‎(Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.)‎ 1. Practice the new words.‎ T: Now, please look at the pictures in your books. Can you put the words with the objects in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish 1a.)‎ T: OK, let’s check the answers. Who can tell us the answers?‎ S2: …‎ Step Three: Present the drills.‎ 1. Present the drill “Is this…?Yes/ No,it is/isn’t.”‎ 2. ‎ (Hold the teacher’s pen.)‎ T: This is my pen.Is this your pen? S1:No,it isn’t.It’s your pen.‎ T: (Hold the student’s pen.) This is your pen. Is this your pen?‎ S1: Yes,it is. It’s my pen.‎ T:(Hold a girl’s pen.) This is her pen. Is this your pen?‎ S1:No,it isn’t. It’s her pen.‎ T:(Hold a boy’s pen.) This is his pen. Is this your pen?‎ S1:No,it isn’t. It’s his pen.‎ T: Thank you.‎ 3. Practice the drill “Is this your…?” in pairs with your own school things.Pay attention to the use of my, your, his or her.‎ S3:Is this your…? S4:…It’s my…‎ S3:Is this…? S4:…It’s his/her…‎ ‎(The teacher asks a few pairs to practice.)‎ 4. Present the drill “Is that …? Yes/ No, it is/isn’t.”（利用教师所站位置的不同来引入批示代词that的用法，并从位置关系上让学生准确理解this ，that的区别。）‎ T:That is my book. Is that my book?‎ ‎(Put a book on the teacher’s table so that the Ss can see it clearly, and the teacher stands a little far from the table.)‎ S5:Yes, it is .It’s your book.‎ T:That is his book.Is that your book?‎ ‎(Put a boy’s book on the table and the teacher in the same place.)‎ S5:No, it isn’t.It’s his book.‎ T:That is her book.Is that your book?‎ ‎(Put a girl’s book on the table and the teacher in the same place.)‎ S5:No,it isn’t.It’s her book.‎ ‎(Teach and practice the drill “Is that …?” and its answer.)‎ 5. Practice the drill “Is that your…?” in pairs with your own school things. S6:Is that your…? S7:… It’s my ….‎ S6:Is that your…? S7: …It’s his/her…‎ ‎(The teacher asks some pairs to practice.)‎ 6. Listening.‎ T: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.‎ ‎(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.)‎ T: Let’s check the answers, OK?‎ S8:(from left to right)‎ T: Thank you.‎ 1. Practice the drills according to the pictures using“his or her”. (Show students four pictures like the followings.)‎ Step Four: Task “Have a contest”.‎ ‎ Languages used for the task:‎ 1. This is my… 2.That is her/his…‎ Step Five: Summary.‎ ‎ Chant.‎ T: In this class, we’ve learned the names of some common personal possessions and how to identify ownership. Let’s learn to say this chant.‎ Is this my book? Yes, it is.‎ Is that your ruler? No,it isn’t.‎ Is this her pencil? Yes, it is.‎ Is that his erase r? No,it isn’t.‎ Homework.‎ Read the new words and the target languages presented in this class and say the chant to improve your spoken English.‎ Period Two 教学设计 Step One: Revision.‎ 1. Review the drills. (Put some paper with the names and telephone numbers on the blackboard.)‎ T: Please look at the blackboard. And answer my questions , please . Is this your first name?‎ S1: No , it isn’t.‎ T: Is that her last name?‎ S2: Yes, it is.‎ T: Is this his telephone number?‎ S3: Yes, it is.‎ T: Good. This time, who would like to come to the blackboard and ask questions like me?‎ ‎(Students in turn come to the blackboard, point to the paper and ask questions, then ask other students to answer.)‎ 1. Review the vocabulary.‎ ‎(Put some pictures of things students have learned in class next to the names of the students.)‎ T: Is this your ruler? (Point to Picture 1.)‎ S4: No,it isn’t.‎ T: Is this her ruler? (Point to Jenny Chen.)‎ S4: Yes, it is.‎ T: Is that your pencil case? (Point to Picture 2.)‎ S5: No, it isn’t. ‎ T: Is that his pencil case ? ( Point to Jim Wang.)‎ S5: Yes, it is.‎ ‎(Get the students to ask the questions in turn, make sure they use the items they like.)‎ Step Two: Listining. ‎ 1. Listening (2a). T: Please look at the pictures in 2a. Can you say their English name? (Teacher asks the students to name each one individually.)‎ S6: This is…‎ S7: This is …‎ ‎……‎ T: Now please take out the objects in 2a and put them on the desk. You will listen a dialogue and please pick up the things you hear. Let’s see who will do fastest and best.‎ ‎( Play the recording for the students to listen.) ‎ T: Now let’s check the answers. Please hold the things you hear and say their English names,OK?‎ ‎(Make sure students hold the things to show them to the other students.)‎ S8: Pencil. S9: ……‎ 2. Listening (2b). ‎ Step Three: New drills.‎ 1. Present the new drills. ‎ ‎(The teacher shows students a pencil.)‎ T: What’s this in English? S: It’s a pencil.‎ T: How do you spell it ? S: P-E-N-C-I-L.‎ ‎(Change an eraser. Ask and answer in the same way.)‎ 2. Practice the drills. ‎ T: Now please practice the conversation with your partner. Use the words shown in 3a.‎ SA: What’s this in English? SB: It’s a ruler.‎ SA: How do you spell it ? SB: R-U-L-E-R.‎ ‎(As students practice, the teacher moves around the classroom checking progress and offering pronunciation and intonation support as needed.)‎ T: I’ll ask some pairs of students to practice the conversations.‎ SA: …‎ ‎3.Play the game : A spelling game. ‎ T: Now let’s play a spelling game. We divide our class into two groups. Each team will take turns asking the other group to the spell we learned in class. The team who is the first to get ten points is the winner. Let’s start.‎ SA: How do you spell backpack? SB: B-A-C-K-P-A-C-K.‎ T: Group B, one point. It’s your turn to ask, please.‎ Step Four: Task 2: Find the owner. ‎ T: I have some things. But I’m sorry I don’t know whose these are. Could you help me find the owers ? Let’s see who can find all the owners first and write the owners’ names in the chart.‎ Language used for the task:‎ 1. Is this your math book?‎ Yes, it is. It’s my math book.‎ 2. Is that your ruler?‎ No, it isn’t. It’s her ruler. My ruler is blue.‎ 3. Kim, is this your dictionary?‎ Yes, it is. It’s my dictionary.‎ Here you are.‎ Thank you.‎ Step Five: Summary and homework.‎ Ask the students to sum up the meanings of English names after class. ‎ Period Three 教学设计 Step One: Revision. T: Let’s listen to the tapes you recorded. Who is the best? OK, let’s start.‎ ‎(Select the best two. Award a prize to their work.)‎ Step Two: New words.‎ 1. Present the new words. ‎ T: Look at the picture.‎ ‎(Show students a picture of a watch.)‎ T: What’s this in English? It’s a watch.‎ ‎(Ask a student) What’s this in English?‎ S1: It’s a watch.‎ T: Good. (Ask another student.) What’s this in English?‎ S2: It’s a watch.‎ T: How do we spell watch? (Show students the spelling.)W-A-T-C-H, watch. Read after me, please.‎ S3: W-A-T-C-H, watch. ‎ ‎(Teach the other words “baseball, computer game, key, notebook, ring and ID card” in the same way.)‎ T: Let’s say the words again. What’s this in English?‎ ‎(Show the words random. Ask questions like this.)‎ S4: It’s a key.‎ T: How do you spell it?‎ S4: K-E-Y.‎ 2. Practice the new words. T: Good. Please look at the pictures in 1a. Match the words with the things in the picture. Do it by yourself.(Students find them in the pictures and objects in the picture.)‎ T: Well, let’s check the answers. Who can tell us the answers?‎ S5: …‎ T: Now please work with your partner, say the conversation in 1b. Use the pictures in 1a.‎ ‎(Students practice the conversation. As students work, the teacher moves around and help them.)‎ Step Three: Listening.‎ 1. Listening (2a). (Play the recording twice. Students listen and circle the items.)‎ T: Let’s check the answers, OK?‎ S6: …‎ T: Who would like to say the circled words again?‎ S7: …‎ Listening(2b).(Play the recording for the students to write down the words.)‎ T: Well, what is Kelsey looking for?‎ S8: …‎ T: What about Mike? What is he looking for?‎ S9: …‎ Step Four: Pair work.‎ T: Now let’s play a game. You are Student A and your partner is Student B. Student A looks at page 81, while Student B looks at page 82. Each student has only part of the information needed to complete the activity. First Student A asks Student B questions, using the words in the box; Student B answers the questions and writes the words in the chart below.‎ ‎(Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure and of fering help.)‎ A sample:‎ SA: Is this her pencil case ? SB: No, it isn't. It's his pencil case. SA: Is this his key? SB: Yes, it is. It's his key. SA: Is this his backpack? SB: No, it isn't. It's her backpack. ‎ ‎(Students practice in pairs.)‎ T: This time Student B asks Student A questions, using the words in the box; Student A answers the questions and writes the words in the chart below.‎ ‎(Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure again and providing help.)‎ SB: Is this her pen? SA: No, it isn't. It's his pen. SB: Is this her book? SA: Yes, it is. It's her book. SB: Is this his computer game? SA: No, it isn't. It's her computer game.‎ T: Let’s check the answers. One from Group A and the other from Group B come to the blackboard to fill in the chart.‎ Step Five: Summary and homework.‎ ‎ In this case, we’ve learned the names of some possessions. After class, please use some of these words to write out a conversation and practice with your partner.‎ Period Four 教学设计 Step One: Revision.‎ T: First I’ll check your homework. Practice the dialogue you made. And you should use the pictures or the objects that are mentioned in your dialogue. I’ll invite some of you to come to the front to say the dialogue.‎ Dialogue One:‎ Sa: What’s this in English? Sb: It’s a …‎ Sa: How do you spell it? Sb: …‎ Dialogue Two:‎ Sa: Is this your…? Sb: No,it isn’t. It’s not my …‎ Sa: Is this her…? Sb: Yes, it is. It’s her…‎ Step Two: New words.‎ 1. Present the new words.‎ T: Please look at the pictures and learn the new words.‎ ‎1．at prep. 在（里面或附近）；在（点刻）；‎ ‎2．the art. 表示特指的人、物、事或群体 ‎ ‎3．lost adj. 丢失的；遗失的 ‎4．Found adj. （find的过去式、过去分词）找回的 ‎5．lost and found 失物招领 ‎6．please adv. 请 ‎7．school n. 学校 ‎8．a set of 一套；一副 ‎ (Teach students to read the words.)‎ 2. Practice the new words. ‎ 3. T: Please listen to a short passage twice then fill the blanks using the words we learned.‎ ‎(Show students a short passage and play the recording for the students to listen.)‎ There are many things in (1)_____________________in my (2)__________. Look, here’s (3)_________keys. Is this yours? (4)__________call Jim (5)___________753-2289.‎ Typescript:‎ There are many things in the Lost and Found in my school. Look, here’s a set of keys. Is this yours? Please call Jim at 753-2289.‎ T: Well, who would like to tell us the answers?‎ S: …‎ T: Good. Let’s read the passage together.‎ ‎(Students read the passage and the teacher pays more attention to their pronunciation.)‎ Step Three: Reading.‎ 1. Present “Lost and Found”. ‎ T: Have you ever picked up others’ things or lost anything?What are they?‎ S1: I lost a backpack.‎ S2: I picked up a pen.‎ T: Good. What will you do with these things? How did you return or find them? Have a discussion with your partner.‎ ‎(Students discuss the problem. Maybe you will get the answer, “we’ll learn how to write a lost and found.”)‎ T: If you lost something, what should you do ? You can answer it in English or Chinese.‎ S1: Call “110”.‎ S2: Tell the teacher about it.‎ S3: Ask my classmate to help me look for it.‎ S4: Tell my parents.‎ S5: 寻物启事。‎ T: All of you are right. Today we are going to learn how to write “Lost”. Look at “Lost” below and find out the important information about it.（让学生通过教师展示的失物启示，发现写失物启示的要点。）‎ Lost:‎ My baseball.‎ Yellow and red.‎ Call Tom at 405-6678‎ Lost:‎ My school ID card.‎ My name is Mike.‎ Please call 843-9096‎ S6: The lost thing.‎ S7: Name.‎ S8: Color.‎ S9: Telephone number.‎ S10: Picture.‎ T: Yes. You have done very well. If we write “Lost”, we must write the lost thing, the person’s name, telephone number and color, we can also put a picture of the thing on it. Next, if you pick up something, what should you do? ‎ S11: Give it to our teacher.‎ S12: 交给警察。‎ S13：找到失主。‎ T: How to find the owner of the thing? I think we can write “Found”, Can you guess the meaning of “Found”?‎ Ss: 失物招领。‎ T: Good. How to write “Found”? Look at “Found” and then tell me the way to write “Found”.‎ Found: Backpack Is this your backpack?‎ Please call Mana.‎ Phone # 556-0203.‎ David, ‎ Is that your pencil case in the lost and found case? ‎ Alice.‎ S14: The found thing.‎ S15: Telephone number.‎ S16: 联系人。‎ S17: Place.‎ T: Excellent. All of you are very clever. If we write “Found”, we should write the thing, telephone number, the people who the owner should call, also write the place that the thing is.‎ 1. Practice. ‎ T: Please look at the notices on the bulletin board in 3a. Who would like to read it ?‎ ‎(Ask four students in turn to read the notices.)‎ S: …‎ T: It’s time for you to read the notices yourself and circle the words from Activity 1a.‎ ‎(Students finish the work alone.)‎ T: Who would like to give us your answer? Please read the words.‎ S7: …‎ Step Four: Make a message.‎ ‎(Show students a message.)‎ ‎( ) at 529-6403‎ ‎( ) call David ‎( ) A set of keys. Please ‎( ) Found:‎ T: This is a bulletin board message. But they are in the wrong order. You should make it clearly by putting them in the right order. The first one is done for you. (Show students the first part with the word “Found”) This is the first part of the message. Write number 2, 3, and 4 in the boxes to complete the message.‎ ‎(Students complete the message and write the numbers in the boxes in 3b.)‎ T: Well, who would like to read the message?‎ S8: …‎ Step Five: Writing. T: OK.Now let’s try to write it. You may use the one in 3a or the one in 3b as a model.‎ ‎(Students write their bulletin board messages and the teacher moves around the room offering language support as needed.)‎ T: Let’s read some of your messages.‎ ‎(Ask some students read their message aloud. And others to help correct their work.)‎ Stepp Six: Self-check.‎ 1. Key words.‎ T: Please read the words in the box. If you don’t know the meaning of the words, you may review the lesson, ask me , ask your classmate use a dictionary.‎ ‎(Students check all the words they know.)‎ 2. Writing. T: Look at the picture please. What are they talking about in Picture 1? Who would like to read it?‎ Sa: Is that your backpack?‎ Sb: No, it isn’t.‎ T: OK, now what may other people talk about in Picture 2, 3 and 4? Complete the chart using Is this/that…? Yes, it is./ No, it isn’t.‎ ‎(Students fill in the chart.)‎ T: Now please read the conversation with your partner.‎ Sa: Is that your notebook?‎ Sb: Yes, it is.‎ Sa: Is that your key?‎ Sb: No, it isn’t.‎ Unit 4 Where’s my schoolbag ?‎ Period One ‎ ‎ 教学步骤 Step One: Present the New words.‎ ‎①Warming up.‎ ‎(Prepare some school things for the students as presents .)‎ T: What’s this ? (There is a pencil in the teacher’s hand .) S1: Yes you a right . Here you are .‎ ‎(give it to the student as a present .)‎ T: Is this a ruler ? (hold up a ruler .) S2: Yes it is.‎ T: How to spell ruler ? S2: R-U-L-E-R , ruler . ‎ T: Good , here you are. (Hold up a pen , an eraser , a notebook and so on . Ask the questions in the same way . And give the presents to the students .)‎ T: What’s this ? S3: It’s a backpack .‎ T: I have a backpack for you as a present ,(Looking for it in the desk , under the chair . . . ) but I can’t find it . Where’s it ? Do you know ?‎ S3: I don’t know . S4: I think it’s in your desk..‎ T: (Look into the desk.) No ,it isn’t .Now , let’s look for the backpack together , OK ? (Write down the title on the blackboard .)‎ ‎②Learn the New words.‎ T: Look at the big picture on the screen .This is a big nice room .I want to own such a room . Because there is some nice furniture in it . Do you know the names of the furniture ? ‎ ‎(Show a picture of a bed and a dresser .)‎ T: What’s this ? It’s a bed . “BED” . Read after me .B-E-D , bed.‎ Ss: B-E-D , bed.‎ T: What’s this ? It’s a dresser . D-R-E-S-S-R , dresser.‎ Ss: D-R-E-S-S-R , dresser.‎ ‎(Teach the other words bookcase /sofa/chair/drawer/plant/ . . . in the same way .)‎ T: Read the words aloud .‎ ‎③Present the words in , on , under , behind using the objects .‎ T: Where is my book ? It’s on the desk . (Put a book on the desk .)‎ T: Where is my bag ? (Put a bag on the desk and ask this question .)‎ S1: It’s on the desk . T: Where is my bag ? (To all the students)‎ Ss: It’s on the desk .‎ T: Where is my pen ? It’s in the pencil case . (Put a pen in the pencil case and ask .)‎ T: Where is my ruler ? (Put a ruler in the pencil case , too .) S1: It’s in the pencil case , too .‎ T: Where is the ruler ? Ss: It’s in the pencil case .‎ ‎(Then learn the other two prepositions “under”, “behind” in the same way . )‎ ‎④Present the words .‎ ‎6: The cat is on the chair . T：Please open your books and do 1a quickly as you can.‎ ‎(After doing 1a,check the answer.)‎ Step Two :drills .‎ ‎①Practice the drills .‎ ‎(Ask the students to practice the dialogue like this. Then get some pairs to act it out.)‎ ‎②Introduce a room and listen to the tape.‎ T: This is Tommy’s room, but he can’t find his books, his pencil case, his baseball, his computer game and his keys, please help him find the things. Listen and number [1-5] the things in the picture.‎ ‎(Play the recording and then check the answer.)‎ Step Three: Play a game.‎ Step Four: Task.‎ T: Look at the picture on the screen. This is Mary’s room. In groups of four , describe where the things are in the room.‎ Homework: Make a play.‎ Period Two 教学设计 Step One: Check the homework.‎ ‎(The students practice the short play “forgetful” for three minutes so that they can act it out well.)‎ T:Which group can act the play out? Ss:We can.(Come to the front.)‎ S1:My name is “forgetful”, I want to work , but ,but … Where are my …?‎ S2: (Come to him ) Are they on the…? S1: No, it isn’t.‎ S3: Are they in your…? S1: Oh, yes, it is. But where is my ID card?... ‎ ‎(Some groups act it out.)‎ Step Two: Review the words. Ask the students to spell the words in the picture in 2a.‎ Step Three: Practice the drills.‎ T: Look at the picture. Is the baseball on the chair? Ss:No, it isn’t. It’s under the chair.‎ T: Are the books under the table. S:No,they aren’t. They’re on the chair.‎ ‎(write the four sentences on the blackboard. Let the students ask and answer using their own thigns.)‎ S1: Is your ruler on your pencil case? S2: No, it isn’t. It’s in my…‎ S3: Are your keys in your pocket? S4:No, they aren’t. They are in my…‎ ‎(Let them ask and answer in pairs as many as they can to improve their oral ability.)‎ Step Four: Present the grammar and practice.‎ ‎ Grammar focus.‎ ‎(The teacher collects some school things on her desk, them hides them to ask some questions.)‎ T:Where is the baseball? (Put a baseball in the desk)‎ S: It’s in …‎ T: Where is the dictionary? Ss: It’s on/ under/ behind…‎ T: Where’re the books/ your keys? S:They’re on the chair./ in your pocket…‎ ‎(Then the teacher writes the sentences on the blackboard.)‎ T: Please pay attention to the sentences. We use “It’s” to talk about single objects and “They’re” to talk about two or more objects.‎ ‎“Where’s, It’s and They’re” are contractions.‎ Step Five: Practice the drill “Where is / are…?”‎ ‎(Make a conversation with a student.)‎ T:Look at the picture in 3c. Where are the books? S1: I don’t know.‎ T: Where are the keys? S2: They are on the dresser.‎ T: Work in pairs. Make a similar conversation like this. S1:Where is the baseball?‎ S2: It’s… S3:Where is the…?‎ S4: I don’t know. S5: Where are the…?‎ S6: … S7: Where is the pencil case?‎ S8: It’s…‎ ‎(Let the students ask and answer according to the picture in 3c or using their own things.)‎ Step Six: Task.‎ ‎ T:Student A looks at Picture 1 (Textbook P21,4) student B looks at Picture2 (Textbook P19,1a)Ask and answer in pairs.‎ Sample:‎ 1. Sa: Where is the backpack? Is it under the table?‎ Sb: No, it isn’t. It’s on the table.‎ 2. Sa: Where are the books? Are they on the sofa?‎ Sb: No, they aren’t. They are on the bed.‎ ‎…...‎ T: Let’s find out the differences between the pictures.Where is the backpack? Is it on the table? (Look at Picture 1)‎ Ss: No, it isn’t. It’s under the table. (Look at Picture 2)‎ T: Where are the books?Are they behind the sofa? (Look at Picture1)‎ Ss: No, they are on the sofa. (Look at Picture 2)‎ ‎(Ask some pairs to make the dialogue and find out some differences.)‎ Homework.‎ T: Make a survey after class. Ask some of your classmates “Where is…? Where are…?” Fill in the chart.‎ Period Three 教学设计 Step One:Present the new words.‎ T: I have some things on my desk, I think you can tell me how to say them.‎ T: What’s this? (Hold up a book in the hand)‎ Ss: It’s a book.‎ T: Yes, it’s a math book. Read after me. M-A-T-H-B-O-O-K, math book.‎ Ss: M-A-T-H-B-O-O-K, math book.‎ T: Do you have a watch?‎ Ss: Yes, I do./ No, I don’t.‎ T: Is it a watch?‎ Ss: No, it isn’t. It’s a clock.‎ T: Good. It’s an alarm clock. Read after me. A-L-A-R-M-C-L-O-C-K,alarm clock.‎ ‎(Then hold up CD, video tape, hat, notebook, teach them in the same way. Check the words using the cards.)‎ T: Let’s do 1a in Section B. Match the words with the things in the picture in 1a.(Then check the answers.)‎ Step Two: Present the drills.‎ 1. Review the words.‎ T: Now do 1b in Section B, look at Tommy’s room for three minutes. Please try your best to remember all the things in the room. Begin!‎ ‎(Three minutes later,ask them to close their books. Give them another three minutes to write down the things they remembered.)‎ T:Who can write them down on the blackboard?‎ S1:I can.(After writing them,students open the books to check the answer.)‎ T:How many words did you write?‎ Ss:Fifteen/Twenty/Twenty-two …‎ T:What are in the picture?‎ S:A backpack, a quilt, a computer game, some books…‎ 2. Present the drill.‎ T: Look at the picture 1a in Section B and answer my questions Where is the math book?‎ S1: It is…‎ T: Where are the pictures?‎ S2: They are…‎ T: Where are the books?‎ S3: They are…‎ T: Ask and answer according to the picture then fill in the chart.‎ Things backpack books ID card ruler cap Places Step Three: Listen and practice the drill.‎ 1. Listen to the tape.‎ T: Tommy wants his mother to bring some school things to school for him. But his room isn’t tidy. So his mother can’t find the things. Let’s listen to the recording of 2a and help his mother find the things.‎ ‎(Play the tape for the first time. The students circle the word they hear. Then check the answer.)‎ T:Now listen again, and fill in the chart.‎ Things ruler notebook Math book CDs Places 2. Practice the dialogue.‎ T: Where’s the ruler? S1: It’s…‎ T: Where’s the notebook? S2: It’s…‎ T: Where’re CDs? S3: They’re…‎ T: Work in pairs according to the chart.‎ Step Four: Task.‎ T: Please look at Tommy’s room. Do you think it’s tidy?‎ Ss: No, I don’t think so.‎ T: Four students in a group. Draw a picture about Tommy’s room, help him clean the room to put the things in the correct places.‎ ‎(Choose some groups to show the room.)‎ Homework.‎ 1. Draw a picture about your room.‎ 2. Describe your new room.‎ Period Four 教学设计 Step One: Learn the new words.‎ 1. Present the new words.‎ ‎(Show some pictures and words on the screen to teach the students the new words.)‎ T: What’s this? S1: It’s a room.‎ T: Do you have a room like this? S2: Yes, I do./ No, I don’t.‎ T: Read after me. R-O-O-M, room. Ss: R-O-O-M, room.‎ ‎(Teach the other words “TV, desk, picture” in the same way.)‎ T: There are some words here. Read the words after me and spell them.‎ ‎(Learn the other words without pictures on the cards.)‎ T: This is a word. Can you spell this word? (Point to a word in the card.)‎ S1: Yes, I can. / No, I can’t. (Let them know the meaning of “can”.)‎ T: I can spell your name. Can you spell my name? S1: Yes, I can.‎ T: Can you write your name? S: Sorry, I can’t. I have no pen.‎ T: You need a pen.( Give him a pen.) ( Let the students understand the word “need”.)‎ T: I bring a football to school every day. Now it is on the floor. After class I take it to my home.‎ ‎(Teach “bring” and “take”. Put a football on the floor and point to the floor to teach the word “floor”.)‎ 2. Practice the words.‎ Step Two: Listen and practice.‎ T: Books closed. Here is a note. Please listen carefully and then answer the questions How many things are there in the note?‎ Ss: There are five things in the note. T: What are these?‎ Ss: They are notebook… T: Open your books, who can read it for us?‎ Ss: I can.(One student reads it , others listen carefully.)‎ T: This is a note from Mom to Sally. Please look at the picture, draw the missing things in the picture.‎ T: Who can tell me where the missing things are? S1: The baseball is…‎ S2: The CDs are… The other students will answer other questions.‎ Step Three: Play a game.‎ T: I divide the class into two groups, one group chooses several students to come to the front to draw some big pictures on the blackboard. The other group chooses someone to draw something on the big things. (after drawing them.)‎ T: Who can say the sentences according to the pictures?‎ S1: I can. The dog is under the chair. S2: The cups are…‎ S3: The quilt are… S4: The books are …‎ Step Four: Practice and fill in the blanks.‎ 1. Fill in the blank. (First, let the students describe the picture.)‎ T: Look at the picture in 3b Where is the hat? S1: It’s…‎ T: Where is the clock? S2: It is…‎ T: Where is the ID card? S3: It is …‎ T: Where is the notebook? S4: It is…‎ ‎(Ask the same questions in the same way.)‎ T: Who can fill in the blank? S1: I can.‎ ‎(Then ask one or two students to read it aloud. Check the answer according to the picture.)‎ 2. Practice.‎ T: You want four things in your room now. But you have no time to go home to get them. Write a note to a friend, let him go to your home to get them. Tell him where the things are.‎ ‎(Students write a note.)‎ Step Five: Task.‎ T: Now draw your ideal rooms in groups of six, Please use your color pencils to draw them, everyone can join this task, and then show the room to us.‎ ‎(Ten minutes later, ask the students hand up their drawing, every group chooses one to describe the room. Choose the best one and give them some candies or school things encourage them.)‎ Step Six: Do Self-check.‎ 1. Review the words.‎ T: Look at self Check, let’s do exercise 1. Look at the cards in my hand , and spell the words as quickly as you can.‎ ‎(Hold up some cards with Chinese words on them such as“ 桌子”.)‎ T: Who can spell this word?‎ S: I can. “TABLE”.‎ ‎(Hold up the other cards to let the students spell them quickly in order to master the key words in this unit.)‎ 2. Write some new words about this unit.‎ T: Now, please think it over. Do you know the other words about school things and furniture? Who can write them down on the blackboard?‎ S: We can. (Some students will come to the front to write them down on the blackboard and others write them down in the notebook.)‎ T: Look at the blackboard. They are: ball, pen, ink, cupboard, living room, bedroom, kitchen, fridge, and washing machine…‎ T:Please remember them.‎ Step Seven: Homework.‎ T: Look at 3, read the note, and draw a room according to it on a picece of paper after class.‎ Unit 5 Do you have a soccer ball ?‎ Period One 教学设计 Step One:Learn the new words.‎ 1. Present the key vocabulary. (Show a basketball to the class.)‎ T: What’s this in English? S1: It’s a basketball.‎ T: Yes,you are right. Read after me. B-A-S-K-E-T-A-B-L-L,basketball.‎ Ss: B-A-S-K-E-T-A-B-L-L,basketball.(Show the students other objects. Teach the new words “tennis racket,ping-pong ball,volleyball,basketball” in the same way. And then show students the picture of television and teach it.)‎ T: Read the words together twice. Ss: …‎ T: Ask and answer in pairs with these things. Use the drill “What’s this in English?” and “Where is the..?”‎ 1. Look at the words in 1a and match the words with the things in the picture.‎ T: Number 1 is (c ) ,tennis racket. What’s Number 2 Match them.‎ 2. Ask one student to show the answers and check them.‎ Step Two: Present the structures.‎ 1. Present these questions and answers.(Point to a student who has a pen or a pencil case.)‎ T: Do you have a pencil case? S1:Yes, I do. (Nod your head yes)‎ T: Do you have a computer game? S1: No, I don’t. (Shake your head no)‎ 2. Practice the drill “Do you have a …?” in pairs. You can use your school things and these balls.Look at the model, then practice like this.‎ Model:‎ Sa: Do you have a backpack? Sb: Yes, I do. Do you have a soccer ball?‎ Sa: No, I don’t. I have a volleyball. (Students work in pairs.)‎ Step Three: Listening practice.‎ T: Look at the four items of 1b in the pictures. Listen to the conversation.‎ ‎(Play the recording of 1b the first time.Students only listen.)‎ T: Listen to the conversation and circle the words you hear.(Play the recording again.)‎ T: Check their answers.‎ S:…‎ Step Four: Practice the conversations.‎ 1. Read the conversations in 1c. (Ask students to repeat.)‎ 2. Look at the picture in 1a and practice the conversation with each other in pairs.‎ S1:Do you have…? S2:Yes, I do.‎ S1:Do you have a …? S2:No, I don’t.‎ 3. Work in groups of four and use the picture to practice the similar conversations with the new words.(television,basketball, baseball bat, soccer ball, volleyball,television)‎ T:Ask and answer the questions as many as you can. S1:Do you have a … ?‎ S2: …‎ S1: … S2: …‎ Step Five: Task.‎ T: Make a survey about “ What kind of balls do the students have?” We want to have a ball game. But we don’t know what kind of balls you have. Please ask your classmates in the group what balls he/ she has. Then write down the information in the chart.‎ ‎1.Fill in the chart using the structure and models on the screen.‎ Structures:Do you have a …? Yes, I do./ No, I don’t.‎ ‎ What balls do you have? I have a …‎ ‎2.Choose one student from each group to report about his or her group.‎ Report like this:She or he likes… One of them has a … But two of them have…‎ Step Six: Homework.‎ Make a survey about your parents’ collection.‎ Period Two 教学设计 Step One:Warming up.‎ 1. Present the new structures.‎ T: Do you have a tennis racket? S1:Yes, I do.‎ T: Do you have a baseball bat? S2:No, I don’t.‎ T: Does she have a tennis racket?(Point to the first student)‎ S3:Yes, she does.‎ T:Does he have a baseball bat?(Pint to the second student)‎ S4:No,he doesn’t.‎ 1. Practice the drill.‎ T:Practice in groups of four. The first two students must use the drill “Do you have a …?” The other two students ask and answer according to their conversation and use the drill “Does he/ she have a …?”‎ S1:Do you have a …? S2:Yes, I do. Do you have a …?‎ S1:No, I don’t. S3:Does she have a …?‎ S4:Yes, she does. Does he have a …? S3:No, he doesn’t.‎ Step Two: Listening.‎ T:Look at the pictures in 2b and name them. What are these?‎ ‎(Point at the baseball, basketball,volleyball,football.)‎ Ss:They are…‎ T:There are four children in the conversations. Who are they? Please listen and find the answer.‎ ‎(Play the recorder for the first time.)‎ S:…‎ T:I’ll play the recorder for the second time. Listen and number the pictures(1-4).‎ ‎(Students listen for the second time.)‎ T:Listen to the conversation in 2b. Match the people with the balls.‎ ‎(Students listen and match. Teacher checks their answer.)‎ Step Three: Practice the structure: Do you have a …? Yes, I do. / No, I don’t.‎ T:Now, Please look at the picture in 2c in your book. Suppose this is your partner’s room. Ask your partner “ Do you have a …?”‎ ‎(Show a photo of the teacher.)‎ Sa:Do you have a …?‎ Sb:Yes, I do./ No, I don’t.‎ T: This is my room.Ask your partner some questions about it . Make the same conversation like this.‎ T:Let’s look at the teacher’s room. Does she/ he have a football?‎ S1:Yes, she/he does.Does she/ he have a ping-pong? T:No,she/he doesn’t.‎ ‎(Ask more students to make a conversation.)‎ T:Make a long conversation with things in the picture. S:…‎ T:Take out your pictures and change each other.Please talk about it. S:…‎ Step Four: Learn how to make suggestions.‎ 1. Present the new word:Let’s …(Show a football to class.)‎ 2. Do 3a.‎ ‎(The teacher reads the cartoon story in 3a for students,saying blank each time you come to an empty write-online.‎ T:I’ll ask a student to read the four words to the class.‎ S:…‎ T:Fill in the blanks with the words from the box.‎ ‎(Students work alone as they write the four words from the box in the correct banks.)‎ T:Check the answers.‎ Step Five: Practice the structure: Let’s…‎ 1. Explaining.‎ 2. Pairwork.‎ Step Six:Task.‎ Period Three 教学设计 Step One: Warming up.‎ 1. Present the structure of last lesson.(show a volleyball to a student)‎ T:Let’s make a conversation about your sport you like. Do you like volleyball?‎ S1:Yes, I like it very much.(Show a baseball to him or her.)‎ T:What about baseball? S1:No, I don’t. I don’t like it .‎ T:OK.Let’s play volleyball after class. S1:Great.‎ 1. Work in pairs and make a similar conversation like this.‎ Step Two: Learn the new words.‎ 1. Read the words in 1a.(Point to the five words in 1a and ask students to repeat each one.)‎ Ss:interesting, fun, relaxing, boring, difficult.‎ 2. Explain the Chinese meaning of them.‎ 3. Then match each picture with one of the words.‎ 4. ‎(Point to the five pictures and ask students to match them.)‎ 5. Correct the answer.‎ Step Three: Practice the new words.‎ 1. Ask and answer using the description words like this.‎ ‎(Write the list of the subjects today on the blackboard.Teacher points to the subjects. Students say the description words.)‎ T:Is math relaxing? Ss:No, it’s boring.‎ T:Now work in pairs.‎ 2. Practice using your pictures.‎ T: Please draw pictures that show something interesting,boring,fun,difficult or relaxing.Then make conversations. Do it like this.‎ ‎(Draw the pictures of a TV and a football on the blackboard.)‎ T:Do you watch TV? S1:Yes. I like it.‎ T:Is it interesting? S1:Yes,it’s very interesting.‎ T:Do you have a football? S1:Yes, I do.‎ T:Is it fun? S1:Yes, it’s fun.And I like it ,too.‎ ‎(Ask a few students to draw and answer it.)‎ 3. Change pictures and work in pairs.‎ Step Four: Listening(2a).‎ 1. One student read the five words in 1a above to the class.‎ 2. Students only listen.(Play the recording the first time.)‎ 3. Listen again and check the words you hear in 1a.(Play the recording again.)‎ 4. Check the answers.‎ Step Five: Listening(2b).‎ T:Practice in recognizing specific vocabulary words in conversation and in writing them.First, listen to the recording in 2b. What does Tony say about the activities?‎ ‎(Point to the blanks where the students write their answers.)‎ ‎(Play the recording the first time. Students only listen.)‎ T:Listen to the conversation and write a word from 1a in each bland.(Play the recording again.)‎ T:Check thd answers.‎ S:…‎ Step Six: Role play.‎ Step Seven: Activity.‎ Period Four 教学设计 Step One: Present the plural forms of nouns.‎ ‎(Show the balls to students.)‎ Teacher: I have two tennis rackets, three basketballs and four footballs.This is my sports collection.(Repeat ‎ the collection several times and teach the new word.)‎ T:What about you?(Ask some students to say something about their own collections.)‎ S:I have three…‎ Step Two: Read the magazine article.‎ ‎(Ask students to look at the picture in 3a.)‎ T:This is Ed Smith. He has a great sports collection.What’s the man’s sports collection? Can you tell me? (Cover the passage.) S1:He has…‎ T:How many balls does he have? Listen to the recording twice.‎ T:Check their answers. S:He has…‎ T:Read the article and circle the sports things in this magazine article ‎(Students read it and work alone.)‎ T:Check their answers. S:The sports things:…‎ Step Three: Writing.‎ T:Look at the things in the picture of 3b and name the things in it.‎ S:Five baseballs…‎ T:Look at the picture and write the missing words on the blsnk lines.(Students work alone.)‎ T:Check their answers.‎ Step Four: Draw a picture and practice writing.‎ Step Five: Write a diary about the collections of your group.‎ T:Make a survey about the collections in your group.‎ ‎(Give students the form.)‎ T:You can use the structures on the blackboard.‎ Structures: Do you have a computer game?‎ ‎ Yes, I do / No, I don’t.‎ ‎ She plays computer games every day.‎ ‎ She has a small sports collection.‎ ‎ She plays sports every day.‎ T:Check their diaries and read the best one for the others.‎ Unit 6 Do you like bananas?‎ ‎ Period One 教学设计 Step One: New words.‎ ① Present the new words.‎ T:Let’s play a aguessing game. Is it an apple in my bag?Touch and tell me the answer.‎ S1: (Touch and say)Yes, it’s an orange. T:I like oranges. Like means”喜欢”. Read after me .L-I-K-E,like.‎ Ss: L-I-K-E,like. T:Do you like oranges?‎ S2:Yes,I do. T: Do you like oranges?‎ S3:No, I don’t. (Teacher writes the title on the blackboard.)‎ T: Now today I have a lot of delicious food. First let’t look at some fruit. Look!(Show a picture of a banana.)‎ T:What’s this in English?It’s a banana. Read after me,B-A-N-A-N-A,banana.‎ Ss:B-A-N-A-N-A,banana.‎ T:Whtat color is it?‎ Ss:It’s yellow.‎ ‎(Then look at some pictures and teach the other fruit words in the same way such as strawberry,apple.)‎ ‎(Next go on learning the vegetables and the other food in the sme way with the pictures.)‎ T:Look at the pictures and fill in the chat according to the category.‎ Step Two:Grammar.‎ ① Present the countable nouns and the uncountable nouns.‎ T:Look!What are these? (Show a picture.)‎ S1:They are oranges.‎ T:How many oranges are there?Let’s count. One,two.‎ S1:Two.‎ T:And what are these? (Show another picture.)‎ S2:They are apples.‎ T:How many apples are there? Let’s count them. One,two,three.‎ S2:Three.‎ T:What’s this?‎ S3:It’s broccoli.‎ T:Can we count it”Can we say a broccoli?‎ S3:Sorry, I don’t know.‎ T:We can’t say a broccoli because it is the uncountable noun. Nouns contain the countable nouns and the uncountable nouns. Countable nouns can be counted with number ,and we add –s or –es to make the blural. For example,we can say an apple, two apples,three eggs. Uncountable nouns can’t be counted with number,and they don’t have plurals. For example, we can say salad, broccoli,but we can’t say salads,broccolis.‎ T:Look at the pictures. Fill in the chart.(Show some pictures of fruits and vegetables.)‎ T:Check the answers.‎ ② Present the rules of noun plural forms.‎ T:look at the pictures,can you say them?‎ S:Yes,three tomatoes,two oranges, three strawberries.‎ T:Look at the three rules of plural forms. Are they the same?‎ S:Of course not.‎ Step Three: Drills.‎ ① Present the new drills “Do you like…? Yes, I do/ No, I don’t.”‎ T:Oh,we have lots of delicious fruit. I like apples best.‎ ‎(Holding apples)‎ Do you like them? ‎ S1:Yes, I do.‎ S2:No, I don’t. I like salad.‎ T:Do you like salad?‎ S3:Yes, I do./No, I don’t.(Ask some more students to practice like this.)‎ ② Practice the drill.‎ T:Work in pairs.Ask and answer with your pictures.‎ ‎(Before class the students have drawn some pictures of the food.)‎ Sa:Do you like…?‎ Sb: …(Then ask more pairs to practice.)‎ T:Let’s open your books and do 1b.Listen and number1-3.(The students listen and then check the answers.)‎ Step Four: Task.‎ T:Let’s make a survey.You can ask eight friends what they like and dislike. Then fill in the chart.‎ ‎(Then ask some students to report.)‎ S1:Five of the students like…, two of them like…‎ S2:…‎ Step Five :Summary.‎ ‎ In this class,we’ve learnt the names of foods, fruit and vegetables and practiced asking and answering questions about likes and dislikes. Please remember the rules of noun plurals.‎ Homework.‎ Make a survey about your parent’s likes and dislikes using Do you like…?‎ Period Two 教学设计 Step One: Review the drill.‎ ① Review the drill “Do you like…”?‎ ② The girl and the boy are talking about their likes and dislike.Let’s open your books and listen. Try to finish 2a and 2b as quickly as you can.‎ Step Two: New drills.‎ ① Present the new drills “Does she/ he like…? Yes, she / he does./ No, she / he doesn’t”using the chart above.‎ ② Practice the drills.‎ T:Let’s work in pairs .‎ ‎(Student A looks at Page 33.Student B looks at Page 83.Try to find out what Bob and Bill and don’t like.)‎ Sa:Does Bill like French fries? Sb: … Does Bob like French fries?‎ Step Three: Task.‎ T:Do you love your parents? S:Yes.‎ T:How do you show your love to them? S1:I’ll do as they say.‎ S2:I’ll buy something for them when their birthday is coming.‎ S3:I’ll study better and better. S4:I’ll make a big meal for them.‎ T:Oh, I think it’s a good idea. Now let’s try to know what they like and dislike. First take out yesterday’s homework,exchange the information in pairs.‎ ‎(The teacher have asked the students to have a survey last class.)‎ ‎(Give a sample to the students)‎ T:Does your father like chicken?(Point to a student)‎ S1: No, he doesn’t. T:Does your mother like eggs?‎ S1:Yes, she does. T:Do they like bananas?‎ S1: Yes, they do.‎ T:Now work in groups and make a food survey.‎ ‎(The students work in groups.)‎ S2:Jim’s father likes… He doesn’t like… Jim’s mother likes…very much. She doesn’t like…And they both don’t like…‎ ‎(Then ask more students to report.)‎ Step Four:Summary.‎ ‎ In this class, we’ve learnt the Simple Present Tense,including of the third person singular form as subject.‎ Homework. Rewrite your conversation in the form of a passage.‎ Period Three 教学设计 Step One: Check the homework.‎ T:Now let’s cxchange your exercise books and help each other. Try to correct it.(Ask different students to report his/her conversation.)‎ Step Twp: Review the words.‎ T:You know we have learnt so much delicious food. Now Let’s play a game with the food. Let’s see who will say the names of the food as many as possible during a minute.‎ ‎(The teacher will give the students a minute to prepare it.Then ask someone to say.)‎ S: Salad, apples, bananas, ice cream…‎ ‎(Choose the three students who said the most and give some food as presents.)‎ Step Three: New words.‎ ① Present the new words.‎ T:How many meals do you have every day? Ss:Three.‎ T:What are they?(The students can answer them in Chinese.) Ss:They are “早餐、中餐和晚餐 ”.‎ T:Oh, yes. In English “早餐”we can say “breakfast”.(Show a picture of the breakfast)‎ Read after me, “breakfast”.‎ B-R-E-A-K-F-A-S-T,breakfast. Ss: B-R-E-A-K-F-A-S-T,breakfast.‎ T:Do you have your breakfast every day?‎ S1:No, sometimes I get up late, I have no time to eat.‎ ‎ T:I think it’s not good for your health.‎ ‎(Teach the other two words lunch, dinner in the same way.)‎ ② Practice the words.‎ ‎ (Do it for lunch and dinner in the same way.)‎ T:Look at 1a, and write the number in the box next to the correct food.‎ ‎(Then the students finish off 1a.)‎ T:How many other food words can you add to the chart?‎ ‎ Try to write them down in the chart.‎ ‎(The students write them down as soon as possible and then read them. See who will add most.)‎ Step Four: Practice the listening.‎ T: Look! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like apples? (Show the picture.)‎ S1: …‎ T: How about chicken? Do you like it ?‎ S1: …‎ T: Can you guess what food I like?‎ S1: Do you like…?‎ T: No, I don’t.‎ S2: Do you like…?‎ S3: Do you like…?‎ T: Yes, you are right. I think you are very lucky. But I have two friends. They are Sandra and Tom. Do you know what food they like? Now, let’s listen and find out the food you hear.‎ ‎(Play the recording 2a in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.)‎ T: Now open your books and listen again. Fill in the chart.‎ ‎(Play the recording the first time. Students listen to the conversation and write in the answers on their charts. Play the recording the second time and then the students can check their answers to be sure they are correct.)‎ T: Does Sandra like salad?‎ S: Yes, she does.‎ T: Work in pairs about the chart.‎ Step Five: Task.‎ ‎ Go on a picnic with a group of friends and make a list of food to buy.‎ ① Divide the students into six groups.‎ ② Talk about what the students in your group like and dislike and make a list.‎ ③ The leader in each group reports to the class.‎ Step Six: Summary and homework.‎ Make a survey about “What do your parents like for three meals?” after class.‎ Period Four 教学设计 Step One: New words.‎ T: Do you like sports? S: Yes, I do. / Of course.‎ T: What sport do you like best? S1:I like playing football/ baskball /table tennis …‎ S2:I like 跑步.‎ T: Oh, Look! What is he doing? (Show the students a picture of Liu Xiang.)‎ Ss: He is 跑步.‎ T: Yes, he is running. Now, read after me, run.‎ S: Run.‎ T: R-U-N, run.‎ S: R-U-N, run.‎ T: Do you know him?‎ S: Yes, he is Liu Xiang.‎ T: You are very clever. He is Liu Xiang. He’s a runner.‎ ‎ R-U-N-N-E-R,runner.‎ S: R-U-N-N-E-R,runner.‎ T: Now he is very famous in China. Maybe everyone knows him. He is a sport star. S-T-A-R,star.‎ S: S-T-A-R,star.‎ T: Liu Xiang likes sports. He runs every day. He is healthy and he doesn’t like dessert. Do you know Healthy and dessert? Healthy means “健康的”. Can you guess the meaning of unhealthy?‎ Ss: “不健康的”.‎ T: Yes, you are clever. Read after me, healthy, unhealthy.‎ Ss: Healthy, unhealthy.‎ T: Look at these pictures. (Show these pictures of dessert.)‎ They are all dessert. In Chinese it means “甜食”.We often eat it after the important dishes.‎ T: Read after me, dessert, D-E-S-S-E-R-T, dessert.‎ Ss: D-E-S-S-E-R-T, dessert.‎ Step Two: Task.‎ T: Now look at the pictures of these foods. (Show some food pictures.) What kind of food do you think are healthy or unhealthy? Discuss in four people and fill in the chart. (Each group will have a chart)‎ ‎(Ask some groups to report.)‎ S: … are healthy food, … are unhealthy food.‎ T: So we eat more healthy food and less unhealthy food. Healthy food is good for our health, but unhealthy food is bad for our health.‎ Step Three: Learn to write about what somebody likes for three meals.‎ ① Read the passage.‎ T: Look at Liu Xiang ! Do you know why he is very healthy?‎ S1: Maybe he runs every day.‎ S2: He takes good care of his health.‎ S3: Maybe he eats very well.‎ T: Yes, he really eats very well. Every player just eats healthy food. Three is another running star. Her name is Sandra Dlark.‎ ‎ Let’s see what she likes eating for three meals. Open your books and read 3a in Section B. First try to fill in the chart.‎ breakfast lunch dinner Fruit Vegetables Dessert ‎(The students read the passage and fill in the chart, then check the answers.)‎ S: Fruits…‎ T: Sandra Clark has a brother, Tom. He is very clever, but a little naughty. Look at 3b and find out what Tom likes for breakfast, lunch and dinner. Complete the following passage.‎ ‎(The students do 3b and check the answers.)‎ S: Four lunch …‎ ① Practice. ‎ T: I like eggs and milk for breakfast. What do you like eating for breakfast?(Point to a student.)‎ S: I like apples and bread.‎ T: What about you? (Point to another student.)‎ S: I like hamburgers and bananas.( Ask two more students to answer his/her questions for lunch and dinner.)‎ T: Who can ask and answer like this?‎ Sa: What do you like to eat for lunch?‎ Sb: I like …‎ Sa: What do you like to eat for dinner?‎ Sb: I like …‎ ‎(Then ask the students to work in pairs one by one.)‎ Step Four: Task.‎ ① Write a passage about you like for three meals.‎ T: Can you introduce yourself for three meals according to what you talked about just now? Maybe many friends want to know you. (The students write about themselves as quickly as they can. When they are ready, ask them to introduce.)‎ ② Make a survey about your classmates for three meals. ‎ T: Do you have any friends? (Ask a student.)‎ S: Yes, I do./ Of course.‎ T: Do you know what they like eating for each meal?‎ S: No/ Sorry, I don’t know. ‎ T: OK. Let’s ask our friends and try to know what they like. Then fill in the chart.‎ ‎(Then ask some students to report to the class.)‎ Homework.‎ Write a passage about your best friend for three meals.‎ Unit 7 How much are these socks?‎ Section A 教学步骤 ‎ (1课时)‎ 一、 第一教学环节：情景创设。导入新课 教师活动 学生活动 Section A主要是通过介绍服装，学习谈论服装的价格和颜色。可采取情境导入法：‎ ‎1. 先教学一些服装名词，教师拿出一个书包或放映幻灯片或出示图片(帖有价格标签)进行演示：I have a ‎1.仔细观察老师的演示和描述，注意跟读和模仿，并回答老师的提问：It’s a/an … They’re …‎ ‎ bag. I like it very much. (指着标签)自己回答：It’s ten dollars.教师再使用其它服装或图片、幻灯片进行类似的演示(从学过的单词到生词)；然后询问：What’s this? What are these?再问学生：How much is/are…?‎ ‎2. 引导学生进行pairwork对话练习，运用所学知识进行互相交流。‎ ‎; 回答老师的提问：It’s/They’re ….‎ ‎2. 进行pairwork对话练习，运用所学知识进行互相交流。‎ 二、第二教学环节：师生互动，学习探究 教师活动 学生活动 ‎1．播放1b部分的录音让学生听，引导学生在图画中圈出所听到的服装，完成1b部分的教学任务。‎ ‎2．引导学生展开Pairwork活动，完成1c部分口语交际的教学任务，运用how much进行询问价格与应答，可采用师生互动带动生生互动的交流方式： How much is／are…? It’s／They’re…; 再让学生自编对话进行操练，巩固所学词汇和句型。‎ ‎3．播放2a部分的录音让学生听，引导学生圈出他们所听到的服装图画教学一些表示颜色、长短和大小的形容词，完成2a部分的教学任务。‎ ‎4．重新播放2a部分的录音，要求学生根据所听到的内容填写价格标签，完成2b部分中的听力训练任务并掌握how much问句的构成和应答。‎ ‎5．引导学生展开Pairwork活动，完成2c 部分口语交际的教学任务。让学生就1a部分中的服装进行对话练习，巩固how much问句的构成和应答。可采用师生互动带动生生互动的交流方式：How much is／are…? It’s／Ihey’re…(学生根据自己所调查的实际情况作出回答)。‎ ‎6．引导学生进行对话填空的练习，完成3a部分书面表达的教学任务。可先播放该部分的课件(购物场面)让学生一边看一边听，然后再填空，既练习了听力，又锻炼了写作能力。‎ ‎7．引导学生操练3a部分的对话，熟悉并掌握购物的对话，学会如何购物；再让学生就3b部分的图画内容进行对话练习，运用所学的目标句型。‎ ‎1．听lb部分的录音，在图画中圈出所听到的服装，完成lb部分的学习任务。‎ ‎2．Pairwork活动，完成1c部分口语交际的学习任务，学会运用how much进行询问价格与应答，自编对话进行操练，巩固所学词汇和句型。‎ ‎3．听2a部分的录音，圈出所听到的服装图画并学习一些表示颜色、长短和大小的形容词，完成2a部分的学习任务。‎ ‎4．重听2a部分的录音，根据所听到的内容填写价格标签，完成2b部分中的听力训练任务并掌握how much问句的构成和应答。‎ ‎5．Pairwork活动，完成2c部分口语交际的学习任务。就1a部分中的服装进行对话练习，巩固how much问句的构成和应答。可采用师生互动带动生生互动的交流方式：How much is／am…?It’s／They’re…(可根据自己调查的实际情况作出回答)。‎ ‎6．对话填空的练习，完成3a部分书面表达的学习任务。先观看该部分的课件(购物场面)，一边看一边听，然后再填空。‎ ‎7．操练3a部分的对话，熟悉并掌握购物的对话，学会如何购物；再就3b部分的图画内容进行对话练习，运用所学的目标句型。‎ 三、第三教学环节：合作交流，巩固提高 教师活动 学生活动 引导学生展开The Memory Game游戏活动，完成第4部分口语交际和听力训练的教学任务。要求学生通过重复前面同学所说的句子(谈论服装的价格)来复习、巩固所学的目标词汇并锻炼学生的听力和记忆力。‎ The Memory Game游戏活动，完成第4部分口语交际和听力训练的教学任务。通过重复前面同学所说的句子(谈论服装的价格)来复习、巩固所学的目标词汇并锻炼听力和记忆力。‎ Unit 7 How much are these socks?‎ Section A Words: pant, sock, T-shirt, sweater, shoes, color, black, white, red, green, blue, big, short, long Sentences: How much is the red sweater? How much are these black pants?‎ ‎ It’s eight dollars. They’re ten dollars.‎ Grammars: How much引导的特殊疑问句的构成以及回答 用how much和how many完成下列表格。‎ ‎ Ask ‎ Answer l. _______ __________ is the red sweater?‎ It’s $30．‎ ‎2. ________ _________ are the pants?‎ They’re $50．‎ ‎3. _________ _________is the T-shirt?‎ ‎_______ $30．‎ ‎4. How much_______ the green shoes?‎ ‎_______ $60．‎ ‎5. _________ __________ hats are black??‎ Two hats．‎ ‎6. _________ _________ meat do you want?‎ ‎ A kilo．‎ KEY：1．How much 2．How much 3．How much It’s 4．are；They’re 5．How many 6．How much Section B 教学步骤 ‎ (1课时)‎ 一、 第一教学环节：情景创设，导入新课 教师活动 学生活动 ‎1.在黑板上写出几个电话号码进行询问，引导学生回答：What’s this telephone number?复习数字0-9。‎ ‎2. 在黑板上写出数字10-31或出示数字图片，引导学生朗读，再带读，学习数字10-31。‎ ‎1.看黑板上写出的电话号码，回答老师的提问：It’s…复习数字0-9。‎ ‎2. 根据黑板上写出的数字10-31或数字图片，读出该数字，再跟老师模仿，学习数字10-31。‎ 二、第二教学环节：师生互动，学习探究 教师活动 学生活动 ‎1．播放la部分的录音，引导学生一边听录音,一边重复所听到的单词(数字10-31)，完成1a部分的教学任务。‎ ‎2．引导学生给1b部分的英语单词写出对应的数字，并找出位置错误的两行，完成lb部分的教学任务。‎ ‎3．播放2a部分的录音，引导学生根据所听到的内容在la的方框中圈出数字，完成2a部分的教学任务。‎ ‎4．再播放2a部分的录音，引导学生在图画中圈出Lisa和her mom谈论的服装，并勾出Lisa买的东西，完成2b部分的教学任务。‎ ‎5．引导学生展开Pairwork活动，就图画中的服装进行问答练习：How much is／are…? It’s／They’re…，完成2c部分的教学任务。‎ ‎6．引导学生阅读3a部分的广告，并填写价格标签，理解广告内容，完成3a部分的教学任务。‎ ‎7．引导学生根据提供的图画，给一家服装店写一则广告，要求学生了解广告的作用和基本写法，注意模仿3a部分的广告内容，完成3b部分教学任务。‎ ‎1．听la部分的录音，一边听录音，一边重复所听到的单词(数字10-31)．完成la部分的学习任务。‎ ‎2．给1b部分的英语单词写出对应的数字，并找出位置错误的两行，完成1b部分的学习任务。‎ ‎3．听2a部分的录音，根据所听到的内容在1a的方框中圈出数字，完成2部分的学习任务。‎ ‎4．再听2a部分的录音，在图画中圈出Lisa和her mom谈论的服装，并勾出Lisa买的东西，完成2b部分的学习任务。‎ ‎5．Pairwork活动，就图域中的服装进行问答练习：How much is／are…?It’s／They’re…，完成2c部分的学习任务。‎ ‎6．阅读3a部分的广告，并填写价格标签，理解广告内容，完成3a部分的学习任务。‎ ‎7．根据提供的图画，给一家服装店写一则广告，要了解广告的作用和基本写法，注意模仿3a部分的广告内容，完成3b部分学习任务。‎ ‎ 三、第三教学环节：合作交流，巩固提高 教师活动 学生活动 引导学生进行Groupwork活动，要求学生分小组表演购物活动，填写买卖清单和价格报告，完成第4部分的教学要求。先引导各个小组写出各自的货物，再把各个小组分成买者和卖者进行购物活动并填写价格报告，最后根据货物价格询问、计算快速准确决定胜者；要求学生运用：How much is／are…?It’s／They’re…等目标句型。‎ Gmupwork活动，分小组表演购物活动并填写买卖清单和价格报告，完成第4部分的教学要求。各个小组先写出各自的货物，再把各个小组分成买者和卖者进行购物活动并填写价格报告，最后据货物价格询问、计算快速准确决定胜者；要运用：How much is／are…? It’ s／They’re…等目标句型。‎ 板书设计 Unit 7 How much are these pants?‎ Section B Words: Numbers 10-31, clothing, store, sale, time, year, again, fantastic, price, cheap, all, each, or, just, believe, come down, yourself, cool, goods, buy, from, sell, buy…from, sell…to Sentences: How much is the red sweater? How much are these black pants?‎ ‎ It’s eight dollars. They’re ten dollars.‎ Ad: Do you like/need …? We have … in (color) at (price) for boys/girls.‎ ‎ Come down to….‎ 问题探究与拓展活动 ‎ 袜子、裤子和鞋子的表达方式：在英语中，袜子、裤子和鞋子都用复数形式来表示，但是在表达一双袜子、鞋子或一条裤子时，可运用a pair 0f(一双；一件；一条)词组，当这个短语做主语时，谓语动词用单数形式。如：‎ ‎ The white socks／shoes／pants are$50．那袜子／鞋子／裤子是50美元。‎ ‎ I want a pair of socks／shoes／pants．我想要一双袜子／鞋子(一件裤子)。‎ ‎ The pair of socks／shoes／pants is very cheap．那双袜子／鞋子(那件裤子)很便宜。‎ 练习设计 随堂练习设计 请根据所提供的信息，给一家商店写好广告词。‎ ‎1．shoes 2．T-shirts 3．pants 4．socks 5．Nice　　6. just 7. like Liangli Clothing Store Come to Liangli… _______________________________________________________________‎ ‎______________________________________________________________________________‎ KEY：Come to Liangli Clothing Store．These T-shirts are only$25．For boys，the pants in blue，black，white are only$30．Do you like the shoes? They’re only$45．For girls，these socks are very nice．They are just$10．Come down to the store and see for yourself!‎ ‎ ‎ Self Check 教学步骤 ‎ 一、第一教学环节：情景创设，导入新课 ‎ 教师活动 ‎ 学生活动 播放课件或出示单词图片，引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的教学内容。‎ 观看课件或单词图片，进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的学习要求。‎ 二、第二教学环节：师生互动，学习探究 教师活动 学生活动 ‎1．引导学生在筑词表上进行筑词活动，引导学生采用分类、总结等各种有效途径记忆单词，完成第2部分的教学任务。‎ ‎2．引导学生阅读第3部分中的短文，根据短文内容填写价格标签，完成第3部分的教学任务。‎ ‎1．在筑词表上进行筑词活动，学会采用分类、总结等有效途径记忆单词，完成第2部分的学习任务。‎ ‎2．阅读第3部分中的短文，根据短文内容填写价格标签，完成第3部分的学习任务。‎ 三、第三教学环节：合作交流，巩固提高 ‎ 教师活动 ‎ 学生活动 引导学生进行Just for fun!游戏活动，复习、巩固所学的How much is／are…? It’s／They’re…等句型和语法知识。‎ 进行Just for fun!游戏活动，复习、巩固所学的How much is／are…?It’s /They’re…等句型和语法知识。‎ 问题探究与拓展活动 ‎ each与every的异同：each与every都可以作形容词用，意思是“每个的；每一的”，一般可以互换，后跟单数可数名词；但each还可以用作代词，单独使用或跟of短语，而every则没有这种用法。如：Each／Every student has a hat．每一名学生都有一顶帽子。We have a hat each．我们每一个人都有一顶帽子。Each of them has a hat．他们每一个人都有一顶帽子。‎ ‎ buy与sell的异同：buy的意思是“买”，常用于buy something from…(从……买某物)；sell意思是“卖”，常用于sell something to…(把某物卖给……)。如：I buy a basketball from the store．我从商店里买了一个篮球。He sells the tennis racket to me．他把那只网球拍卖给了我。‎ 练习设计 ‎ 随堂练习设计 ‎ 根据汉语提示完成下列句子。‎ ‎ 1．________ you ________ (喜欢)the red hat?‎ ‎ 2. Eight，ten，_______，________，sixteen，________…(按规律写出数字)‎ ‎ 3. You call come down to Liangli Clothing Store and see _________ (你自己)．‎ ‎ 4. We call ________ a good computer _________ (卖给)you．‎ ‎ 5．We have sweaters _________ ________ ________ (所有颜色)at￥50 _______(每件)．‎ ‎ 6．These socks are ___________ (便宜的)．‎ ‎ 7．________ ________ (多少钱)are the pants?‎ ‎ 8. He can buy this T-shirt _________ ________ ________ ________ (以一个好价钱)．‎ ‎ 9．________ ________ (哪双鞋)do you want?‎ ‎ 10. I want ________ (买)the white and black T-shirt．‎ KEY：1．Do；like 2．twelve；fourteen；eighteen 3．for yourself 4．sell；t0 5．in all colors；each 6．cheap 7．How much 8．at a good price 9．Which shoes 10．to buy ‎ Unit 8 When is your birthday?‎ ‎ When is your birthday? 一 My birthday is October tenth．‎ ‎ What year were you born? I was born in 1992．‎ ‎ When is Leila’s birthday? 一 Her birthday is September 5th．‎ ‎ ‎ ‎ 重点 ‎ 难点 ‎1．复习词汇：基数词 l一31‎ ‎ 2．词汇：12 months，1st一31st，birthday，speech，contest，trip，‎ ‎ party ‎ 3．句型When is your birthday? My birthday is October tenth．‎ ‎ What year were you born? I was born in 1992．‎ ‎ When is Leila’s birthday? Her birthday is September 5th．‎ ‎ How old are you? I’m fifteen．‎ 语法重点：使用when引导的特殊疑问句询问日期；序数词的 构成；名词所有格的构成和使用。‎ Section A 教学步骤 一、第一教学环节：情景创设，导入新课 ‎ Section A的主要内容是学习日期的询问与应答，在导入新课时，可采用视听法和归纳总结法。‎ ‎1.教师可在黑板上挂一幅自制的能反映出各个月份的大挂历，一边指着每个月份一边介绍或播放课件，让学生 边看边听介绍：This is January．This is February.…，带领学生多读几遍；然后播放1a部分的录音,让学生进行模仿。‎ ‎2．(学生基本掌握月份单词的读音后)教师可以指着挂历说：My birthday is on May 4．When is your birthday? 从而引出本单元的重点目标语言“日期的询问和表达”。‎ ‎1. 一边仔细观看黑板上能反映出各个月份的大挂历，一边听老师的介绍或一边观看课件，一边听介绍：This is January．This is February．…，跟着老师读几遍；然后听1a部分的录音，进行模仿。‎ ‎2．一边观看挂历，一边认真听老师的陈述，然后回答：My birthday is…，开始学习目标语言“日期的询问和表达”。 ‎ 二、第二教学环节：师生互动。学习探究 ‎ 教师活动 ‎ 学生活动 ‎1．播放lb部分的录音让学生听，引导学生根据所听到的内容，选出对话的顺序，完成lb部分的教学任务。‎ ‎2．再播放lb部分的录音让学生听，引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用when引导的特殊疑问句询问日期和谈论日期。‎ ‎3．出示单词图片或幻灯片，并播放2a部分的录音让学生听，引导学生跟读、模仿，完成2a部分的教学任务。‎ ‎4．播放2b部分的录音，引导学生圈出所听到的数字，完成2b部分中的听力训练任务。‎ ‎5．再播放2b部分的录音，引导学生填写表格，将姓名、月份和日期对应起来，完成2c部分的教学任务。‎ ‎6．引导学生展开Pairwork活动，完成2d部分口语交际的教学任务。让学生先阅读对话，再进行问答练习，运用When is your／his／her birthday? My／His／Her birthday is…What year were you ‎1．听1b部分的录音，根据所听到的内容，选出对话的顺序，完成1b部分的学习任务。‎ ‎2．再听lb部分的录音，展开Pairwork活动，完成1c部分口语交际的学习任务，学会运用when引导的特殊疑问句询问日期和谈论日期。‎ ‎3．一边观看单词图片或幻灯片，一边听2a部分的录音并跟读、模仿，完成2a部分的学习任务。‎ ‎4．听2b部分的录音，根据所听到的内容圈出所听到的数字，完成2b部分中的听力训练任务。‎ ‎5．再听2b部分的录音，根据所听内容填写表格，将姓名、月份和日期对应起来，完成2c部分的学习任务。‎ ‎6．展开Pairwork活动，完成2d部分口语交际的教学任务。先阅读对话，再进行问答练习，运用When is your／ his／her birthday? My／His／Her birthday is…What year were you born? 1 was born in…等目标语言，完成2d部分的教学任务。‎ ‎7．引导学生展开Pairwork活动，完成3a部分口语交际的教学任务。让学生任选一个身份证进行对话练习，运用 When is your birthday? My birthday is ‎ …How old are you? I’m fifteen．等目标语言，完成3a部分的教学任务。‎ ‎8．引导学生展开Pairwork活动，完成3b部分口语交际的教学任务。要求学生用自己的姓名、年龄和出生日期进行对话练习，学会运用所学目标句型，完成3b部分的教学任务。‎ born? I Was born in…等目标语言，完成2d部分的学习任务。‎ ‎7．展开Pairwork活动，完成3a部分口语交际的教学任务。任选一个身份证进行对话练习，运用When is your birthday? My birthday is…How old are you? I’m fifteen．等目标语言，完成3a 部分的学习任务。‎ ‎8．展开Pairwork活动，完成3b部分口语交际的教学任务。用自己的姓名、年龄和出生日期进行对话练习，学会运用所学目标句型，完成3b部分的学习任务。‎ 三、第三教学环节：合作交流，巩固提高 ‎ 教师活动 ‎ 学生活动 引导学生进行Brithday Game 游戏活动，让学生互相询问生日，然后按照年龄的大小排列顺序。通过这种方式，练习运用所学目标语言，完成第4部分的教学任务。 ‎ Birthday Game游戏活动，互相询问生日，然后按照年龄的大小排列顺序。通过这种方式，练习运用所学目标语言，完成第4部分的教学任务。‎ 板书设计 Unit 8 When is your birthday?‎ Section A 生词：January，February，March，April，May，June，July，August，September，October，November，November，December，birth，age，old 基数词 序数词 序数词缩写 ‎ 基数词 ‎ 序数词 序数词缩写 ‎ one ‎ first ‎ 1st ‎ nine ‎ ninth ‎ 9th ‎ №‎ second ‎ 2nd ‎ twelve ‎ twelfth ‎ 12th ‎ three ‎ third ‎ 3rd ‎ twenty ‎ twentieth ‎ 20th ‎ five ‎ fifth ‎ 5th ‎ thirty ‎ thirtieth ‎ 30th ‎ eight ‎ eighth ‎ 8th ‎ Thirty-one ‎ Thirty-first ‎ 31st 重点句型：When is your birthday? My birthday is October tenth．‎ ‎ When is Leila’s birthday? Her birthday is September 5th．‎ 语法重点：When is your birthday? What year were you born? How old are you?‎ 问题探究与拓展活动．‎ ‎ 月份的缩写：一般的情况下，月份的名称可以用前三个字母来缩写，但May，Jut和July没有缩写形式：January—Jan．February—Feb．March—Mar．April—Apt．August—Aug．‎ ‎ September-Sep．October-0ct．November--Nov．December-Dec．‎ 练习设计 随堂练习设计 请写出下列序数词，注意它们的构成规律 ‎1．第一 _______ 第二 _______ 第二 ________‎ ‎ 第五 ______ 第八 _______ 第九 ________‎ ‎2．第十 ______ 第十二 ______ 第十八 ________‎ ‎3．第二十 ______ 第三十 _______ 第四十________‎ ‎ 第五十 ______ 第八十 _______ 第九十 _______‎ KEY：1．first；second；third；fifth；eighth；ninth 2．eleventh；twelfth；thirteenth；eighteenth 3．twentieth；thirtieth；fortieth；fiftieth；eightieth；ninetieth ‎ ‎ Section B 教学步骤 ‎ Step1‎ 一、第一教学环节：情景创设，导入新课 教师活动 学生活动 ‎1．出示实物或图片或放映幻灯片(日历)，引导学生进行pairwork活动，复习“日期的询问和表达”等目标句型。‎ ‎2．播放教学课件或出示图片、幻灯片(能反映一些课内外活动)，一边让学生观看，一边描述：This is a basketball game／speech contest／school trip／party．，并重复让学生跟读，理解其语义。‎ ‎1．根据实物或图片或幻灯片(日历)，进行pairwork活动，复习“日期的询问和表达”等目标句型。‎ ‎2．观看教学课件或图片、幻灯片(能反映一些课内外活动)，一边观看，一边听老师描述：This is a basketball game／speech contest／school trip／party．。并重复、跟读，理解其语义。‎ 二、第二教学环节：师生互动，学习探究 教师活动 学生活动 ‎1．引导学生阅读第1部分内容，将活动与图画一一对应，完成1部分的教学任务。 ‎ ‎2．播放2a部分的录音，引导学生一边听录音，一边勾出所听到的活动图画，完成2a部分的教学任务。‎ ‎3．再播放2a部分的录音，引导学生根据所听到的内容填写行事历，安排活动，完成2b部分的教学任务。‎ ‎4．引导学生进行Pairwork活动，根据行事历和示例谈论活动的日期安排，正确使用所学的目标句型，完成2c的教学任务。‎ ‎5．引导学生进行Pairwork活动，根据行事历互相询问和谈论活动的日期安排，正确使用所学的目标句型，完成3a的教学任务。‎ ‎1．阅读第1部分内容，将活动与图画一一对应，完成第l部分中的学习任务。‎ ‎2．听2a部分的录音，一边听录音，一边勾出所听到的活动图画，完成2a部分的学习任务。‎ ‎3．再听2a部分的录音，根据所听到的内容填写行事历，安排活动，完成2b部分的学习任务。‎ ‎4．进行Pairwork活动，根据行事历和示例谈论活动的日期安排，正确使用所学的目标句型，完成2c的学习任务。‎ ‎5．进行Pairwork活动，根据行事历互相询问和谈论活动的日期安排，正确使用所学的目标句型，完成3a的学习任务。‎ ‎6．引导学生先阅读3b部分的对话，然后填写表格，再想出其它的一些活动加以补充，完成3b部分的教学任务。‎ ‎6．先阅读3b部分的对话，然后填写表格，再想出其它的一些活动加以补充，完成3b部分的学习任务。‎ 三、第三教学环节：合作交流，巩固提高 教师活动 学生活动 引导学生进行Groupwork活动，完成4部分的教学任务。通过这种活动，不但可以让学生很好地复习所学知识，做到灵活运用，提高口语表达能力，而且还可以增加彼此的了解和友谊。‎ 进行Groupwork活动，完成4部分的教学任务。通过这种活动，不但可以很好地复习所学知识，做到灵活运用，提高口语表达能力，而且还可以增加彼此的了解和友谊。‎ 板书设计 ‎ Unit 8 When is your birthday Section B 词汇：speech, contest, trip, party, event, art, festival, pop, concert, chorus, lecture, music 句型：When is Sally’s birthday party? It’s October fifth.‎ ‎ What events do you have at your school?‎ ‎ When is it?‎ 语法：when, what引导的特殊疑问句 问题探究与拓展活动 ‎ 序数词：序数词的构成有一定的规律性，应把序数词和基数词进行对比后，总结出其内在的规律，再进行记忆是非常有效的。一般的情况下，序数词是在基数的词尾加-th，但有的发生了一点变化，请参考下表：‎ ‎ 基数词 ‎ 序数词 序数词缩写 ‎ 基数词 ‎ 序数词 序数词缩写 ‎ one ‎ first ‎ lst Twenty-three ‎ Twenty-third ‎ 23rd ‎ two ‎ second ‎ 2nd ‎ Thirty ‎ thirtieth ‎ 30th ‎ three ‎ third ‎ 3rd ‎ Forty ‎ fortieth ‎ 40th ‎ five ‎ fifth ‎ 5th ‎ Fifty ‎ fiftieth ‎ 50th ‎ eight ‎ eighth ‎ 8th ‎ Sixty ‎ Sixtieth ‎ 60th ‎ nine ‎ ninth ‎ 9th ‎ seventy ‎ seventieth ‎ 70th ‎ twelve ‎ twelfth ‎ 12th ‎ eight)r ‎ eightieth ‎ 80th ‎ twenty ‎ twentieth ‎ 20th ‎ ninety ‎ ninetieth ‎ 90th ‎ twenty-one ‎ Twenty-first ‎ 21st ‎ hundred ‎ hundredth ‎ lOOth ‎ twenty-two twenty-second ‎ 22nd 练习设计 ‎ 随堂练习设计 ‎ 请将月份与相关的中西方节日配对 ‎ 1．January A．New Year’s Day ‎ 2．February B．Tree Planting Day ‎ 3．March C．Fool’s Day ‎ 4．April D．National Day ‎ 5．May E．Teachers’ Day ‎ 6．June F．Spring Festival ‎ 7．July G．Christmas Day ‎ 8．August H．Thanksgiving Day ‎ 9．September I．Founding of CPC(中国共产党)‎ ‎ 10．October J．Mother’s Day ‎ 11．November K．Army’s Day ‎ 12．December L．Father’s Day KEY：A F B C J L I K E D H G ‎ ‎ Self Check 词汇birthday，date，month，January，February，March，April，May，June，July，August。September，October，November，December，speech ,contest, trip，party，event, an，festival，pop，concert，chores，lecture，music；‎ 教学步骤 ‎ ‎ 一、第一教学环节：情景创设，导入新课 教师活动 学生活动 引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第l部分的教学任务。‎ 进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第l部分的学习任务。‎ 二、第二教学环节：师生互动。学习探究 教师活动 学生活动 ‎1．引导学生在筑词表上进行筑词活动，引导学生采用各种有效途径记忆单词，完成第2部分的教学任务。‎ ‎2．引导学生根据上网查询的结果写出某些名人的出生年月，对学生不太了解的人物，教师可做说明，完成第3部分的教学任务。‎ ‎1．在筑词表上进行筑词活动，学会采用各种有效途径记忆单词，完成第2部分的学习任务。‎ ‎2．根据上网查询的结果写出某些名人，的出生年月，对不太了解的人物，可向老师询问，完成第3部分的学习任务。‎ 三、第三教学环节：合作交流，巩固提高 教师活动 学生活动 引导学生进行Just for fun!游戏活动，复习、巩固所学的When is your birthday? My birthday is…等句型和语法知识。‎ 进行Just for fun!游戏活动，复习、巩固所学的When is your birthday? My birth．day is…等句型和语法知识。‎ 板书设计 ‎ Unit 8 When is your birthday?‎ ‎ Self check 单词: birthday, date, month, January, February, March, April, May, June, July, August, September, October, November, December, speech, contest, trip, party, event, art, festival, pop, concert, chorus, lecture, music 句型：When is your birthday? My birthday is …‎ 练习设计 随堂练习设计 写作。这是莉莉三、四月份的部分学校日历，请根据下列信息介绍一下她当时的学校活动。至少6句话。‎ ‎ March ‎ 27th ‎ 28th ‎ 29th ‎ 30th ‎ 31st ‎ Art festival ‎ /‎ ‎ School trip ‎ /‎ ‎ School meeting ‎ Art festival ‎ lst ‎ 2nd ‎ 3rd ‎ 4th ‎ 5th ‎ Basketball game ‎ Tom’s birthday ‎ /‎ ‎ /‎ English speech contest ‎ KEY：Lily has an art festival on March 27th．She goes on a school trip 0n March 29th．She has a school meeting on March 31st．On April 1st she has a basketball game．It’s Tom’s birthday on April 2nd．She goes t0 his birthday party．On April 5th she has an English speech contest．‎ Unit 9 My favorite subject is science．‎ What’s your／his／her favorite subject? My／His／Her favorite subject is English.‎ Why do you like math． Because it’s interesting．‎ Why does he／she like art? Because it’s fun．‎ When do you have math? I have math 0n Monday，Wednesday and Friday．‎ What’s Ken’s favorite subject? Science．‎ ‎ 单元重难点一览 ‎ 重点 难点 ‎1．复习词汇：an，music，math，Chinese，English ‎2．词汇：subject，science，physical，education，P．E．，Monday， Tuesday，Wednesday，Thursday，Friday，Saturday，Sunday ‎3．句型：What’s your／his／her favorite subject? My／His／Her favorite subject is English．‎ ‎ Why do you like math． Because it’s interesting．‎ ‎ Why does he／she like art? Because it’s fun．‎ ‎ Who is your science teacher? When do you have math?‎ ‎ I have math on Monday, Wednesday and Friday.‎ ‎ What’s Ken’s favorite subject? Science?‎ 语法难点：‎ what，why，who引导的特殊疑问句；表示品质的形容词的用法。‎ ‎ ‎ Section A 教学步骤 ‎ Step1‎ 一、第一教学环节：情景创设。导入新课 教师活动 学生活动 ection A的主要内容是学习“询问和谈论所喜欢的学科”和“询问并给出理由”的语言结构。在导人新课时，可采取视听导入法和提问式导人法。‎ ‎1．出示各门学科的教科书或封面图画或幻灯片或播放课件，教学或回顾一些学科名词：What subject is it? It’s English／…。‎ ‎2．出示各门学科的教科书或封面图画或幻灯片，然后说：My favorite subject is English．，再询问学生：What’s your favorite subject?，引导学生作出回答，从而引出本部分的重点目标语言结构。‎ ‎3．引导学生将1a部分的学科名词与图画中的活动场景进行搭配，完成1a部分的教学任务。‎ ‎1．一边仔细观看各门学科的教科书或封面图画或幻灯片，一边听老师的介绍，或一边观看课件，一边听介绍，回答老师的问题，跟着老师读，学习一些学科名词。‎ ‎2．一边观看各门学科的教科书或封面图画或幻灯片，一边认真听老师的陈述，然后回答：My favorite subject is …，开始学习目标语言。‎ ‎3．将la部分的学科名词与图画中的活动场景进行搭配，完成la部分的学习任务。‎ 二、第二教学环节：师生互动，学习探究 教师活动 学生活动 ‎1．播放lb部分的录音让学生听，引导学生根据所听到的内容，圈出所听到的学科名词，完成1b部分的教学任务。‎ ‎2．引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用What引导的特殊疑问句询问和谈论喜欢的学科。‎ ‎3．播放2a部分的录音，引导学生根据所听到的内容整理对话，完成2a部分的教学任务。‎ ‎4．播放2b部分的录音，引导学生完成对话，将学科名词与描述性形容词进行搭配，完成2b部分中的听力训练任务。‎ ‎5．引导学生根据自己的看法将表格中的学科名词与描述性形容词进行搭配，完成2c部分的教学任务。‎ ‎6．引导学生展开Pairwork活动，完成2d部分口语交际的教学任务。让学生先阅读对话，再进行问答练习，运用What’s your favorite subject? Why do you like…? Because it’s…等目标语言，完成2d部分的教学任务。‎ ‎7．引导学生阅读对话，根据提示从方框内选择适当的词语完成对话，学习Who is your science teacher?等目标句型，完成3a部分的教学任务。‎ ‎8．引导学生展开Pairwork活动，完成3b部分口语交际的教学任务。要求学生先通过调查，询问同伴最喜欢的学科和教师，然后填写表格，复习运用所学的目标语言。‎ ‎1．听lb部分的录音，根据所听到的内容，圈出所听到的学科名词，完成lb部分的学习任务。‎ ‎2．展开Pairwork活动，完成1c部分口语交际的学习任务，学会运用What引导的特殊疑问句询问和谈论喜欢的学科。‎ ‎3．听2a部分的录音，根据所听到的内容整理对话，完成2a部分的学习任务。‎ ‎4．听2b部分的录音，根据所听到的内容完成对话，将学科名词与描述性形容词进行搭配，完成2b部分中的听力训练任务。‎ ‎5．根据自己的看法将表格中的学科名词与描述性形容词进行搭配，完成2c部分的学习任务。‎ ‎6．展开Pmrwo~活动，完成2d部分口语交际的教学任务。先阅读对话，再进行问答练习，运用What’s your favorite subject? Why do you like…? Because it’s…等目标语言，完成2d部分的学习任务。‎ ‎7．阅读对话，根据提示从方框内选择适当的词语完成对话，学习Who is your science teacher?等目标句型，完成3a部分的学习任务。‎ ‎8．展开Pairwork活动，完成3b部分口 ‎ 语交际的学习任务。先通过调查，询问同伴最喜欢的学科和教师，然后填写表格，复习运用所学的目标语言。‎ 三、第三教学环节：合作交流。巩固提高 教师活动 学生活动 引导学生进行调查活动，让学生调查父母最喜欢的一些事情，然后填写表格；再向全班同学介绍或互相谈论。通过这种方式，练习运用所学目标语言，完成4部分的教学任务。‎ 进行调查活动，调查父母最喜欢的一些事情，然后填写表格；再向全班同学介绍或互相谈论。通过这种方式，练习运用所学目标语言，完成4部分的学习任务。‎ 板书设计 Unit 12 My favorite subject is science．‎ Section A ‎ 生词：subject，science，physical，education，P．E．，teacher，Mr．，Mrs．．example，partner，mom，dad，city 重点句型：What’s your／his／her favorite subject?‎ ‎ My／His／Her favorite subject is English．‎ ‎ Why d0 you like math? Because it’s interesting．‎ ‎ Why does he／she like art? Because it’s fun．‎ ‎ Who is your science teacher?‎ 语法重点：What，Who和Why引导的特殊疑问句的构成 练习设计 随堂练习设计 I．从B栏中选出A栏中各句的答语。‎ ‎ A B ‎ 1．What’s your favorite food? A．Sorry，I don’t know．‎ ‎2．What time d0 you get up in the morning? B．Rice．‎ ‎ 3．Who is your an teacher? C．Because it’s exciting．‎ ‎4．Why d0 they like P.E.? D．At around 6：30．‎ ‎5．Doe she like math? E．Mr．Zhang is．‎ KEY： B D E C A Section B ‎ 教学步骤 一、第一教学环节：情景创设，导入新课 教师活动 学生活动 ‎1．出示实物(一个标有星期的日历)或图片或放映幻灯片(能反映一周七天的日历)，引导学生学习星期的表达，一边介绍，一边询问：Today is Monday／Tuesday／Wednesday／Thursday／Friday／Saturday／Sunday．We have math at 8：05 on Monday．We have English at 10：00on Tuesday．…What day is it today? 引导学生回答：It’s Monday／…，然后重复、带读，让学生了解顺序。‎ ‎2．引导学生将1a部分的星期日期按顺序整理，完成la部分的教学任务。‎ ‎1．根据实物(一个标有星期的日历)或图片或幻灯片(能反映一周七天的日历)，学习星期的表达，一边听老师的介绍，一边回答老师的询问：Today is Monday／Tuesday／Wednesday／Thursday／Friday／Saturday／Sunday．What day is it Today? "It’s Monday／…，然后跟读，并了解顺序。‎ ‎2．将1a部分的星期日期按顺序整理，完成la部分的学习任务。‎ 二、第二教学环节：师生互动，学习探究 ‎ 教师活动 ‎ 学生活动 ‎1．引导学生阅读1b部分表格内容，将自己学习的学科一一勾出，复习学科名词，完成1h部分中的教学任务。‎ ‎2．引导学生进行Pairwork活动，要求学生就自己在学校里学习的学科进行问答练习，学习When do you have math? I have math on Monday．Wednesday and Friday．等目标语言，完成1c部分的口语交际的教学任务。‎ ‎3．播放2a部分的录音，引导学生一边听录音，一边写下学科名词，完成2a部分中的教学任务。‎ ‎4．再播放2a部分的录音，引导学生根据所听到的内容填写表格，完成2b部分中的听力教学任务。‎ ‎5．引导学生进行Pairwork活动，要求学生根据2b部分的表格内容编写对话，正确使用所学的What’s his／her favorite subject? Science. Why does he／she like it? Because it’s…等目标句 型，完成2c部分的口语交际的教学任务。‎ ‎6．引导学生进行阅读训练，在Lin Me／喜欢的事情下划线，在她不喜欢的事情上打圈，完成3a部分的阅读教学任务。‎ ‎7．引导学生再阅读3a部分的短文，然后根据短文内容完成Lin Mei的作息计划，完成3b部分中的教学任务。‎ ‎8．引导学生进行写作训练，要求学生运 ‎ 用所学的目标语言写出自己最喜欢 ‎ 的学校一天的作息安排，完成3c部 ‎ 分的写作教学任务。‎ ‎1．阅读1b部分表格内容，将自己学习的学科一一勾出，复习学科名词，完成1部分中的学习任务。‎ ‎2．进行Pairwork活动，就自己在学校里学习的学科进行问答练习，学习When d0 you have math? I have math on Monday，Wednesday and Friday．等目标语言，完成lc部分的口语交际的学习任务。‎ ‎3．听2a部分的录音，根据所听到的内容写下学科名词，完成2b部分中的学习任务。‎ ‎4．再听2a部分的录音，根据所听到的内容填写表格，完成2b部分中的听力学习任务。‎ ‎5．进行Pairwork活动，根据2b部分的表格内容编写对话，正确使用所学的What’s his／her favorite subject? Science．Why does he／she like it? Because it’s…等目标句型，完成2c部分的口 ‎ 语交际的学习任务。‎ ‎6．阅读3a部分的短文，然后在Lin Me／ 喜欢的事情下划线，在她不喜欢的事情上打圈，完成3a部分的阅读学习任务。‎ ‎7．再阅读3a部分的短文，然后根据短文内容完成Lin Mei的作息计划，完成3b部分中的学习任务。‎ ‎8．进行写作训练，运用所学的目标语言写出自己最喜欢的学校一天的作息安排，完成3c部分的写作学习任务。‎ 三、第三教学环节：合作交流，巩固提高 教师活动 学生活动 引导学生进行调查、汇报活动，完成第4部分中的教学任务。要求学生先调查同学最喜欢的一天和理由，然后运用所学的知识向全班进行汇报。通过这种活动，不但可以让学生很好地复习所学知识，做到灵活运用，提高口语表达能力，而且还可以增加彼此的了解和友谊。‎ 进行调查、汇报活动，完成第4部分中的教学任务。先调查同学最喜欢的一天和理由，然后运用所学的知识向全班进行汇报。‎ 练习设计 随堂练习设计 连词成句，注意句后的标点符号 ‎1．what／fruit／favorite／is／your ‎2．art／do／why／like／you ‎3．teacher／is／your／who／science ‎4．Tom’s／subject／brother’s／favorite／what’s ‎5．color／her／is／white／favorite ‎6．what／get／does／he／up／usually／time KEY：1. What is your favorite fruit?‎ ‎ 2．Why do you like art?‎ ‎ 3．Who is your science teacher?‎ ‎4．What’s Tom’s brother’s favorite subject?‎ ‎5．White is her favorite color．‎ ‎6．What time does he get up?‎ ‎ ‎ Self Check ‎ (1课时)‎ 一、第一教学环节：情景创设，导入新课 教师活动 学生活动 引导学生进行关健词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的教学任务。‎ 进行关健词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的教学任务。‎ 二、第二教学环节：师生互动。学习探究 教师活动 学生活动 ‎1．引导学生在筑词表上进行筑词活动，引导学生采用各种有效途径记忆单词，完成第2部分的教学任务。‎ ‎2．引导学生阅读短文，理解Zhao Jie的学习安排和计划，然后给Zhao Jie写一封回信，告诉他应如何安排学习计划。完成第3部分的阅读和写作教学 任务。‎ ‎1．在筑词表上进行筑词活动，学会采用各种有效途径记忆单词，完成第2部分的学习任务。‎ ‎2．阅读短文，理解Zhao Jie的学习安排和计划，然后给Zhao Jie写一封回信，告诉他应如何安排学习计划，完成第3部分的阅读和写作学习任务。‎ 三、第三教学环节：合作交流，巩固提高 教师活动 学生活动 引导学生进行Just for fun!游戏活动，复习、巩固所学的What’s your favorite subject?等句型和语法知识。‎ 进行Just for fun!游戏活动，复习、巩固所学的What’s your favorite subject?等句型和语法知识。‎ 练习设计 ‎ 随堂练习设计 I．选词填空 ‎ When．Where，Why，What time，Who，What ‎1．_______ is your favorite teacher?‎ ‎2．______ is it? It’s eight o’clock．‎ ‎3．______ does he usually watch TV? On Saturday and Sunday.‎ ‎4．_____ is his favorite subject? It’s P.E..‎ ‎5．______ are your classmates? They are in the classroom.‎ ‎6．______ do you like math? Because it’s difficult but interesting.‎ KEY：1．Who 2．What time 3．When 4．What 5．Where 6. Why ‎（一）学生情况分析 ‎ 1．学习水平不均 有的学生对小学英语比较重视，学得很好，基本上可以很快进入初一的英语学习，但有的学生或学校不重视，学得很不好，特别是在农村学校，还有几个甚至完全没有学过。因此，整个班级的英语水平很不平衡，给日常教学带来诸多的不便，提高了难度。‎ ‎2．学习习惯不好 学生刚刚从小学进入初中，处于一个衔接的阶段，学习任务加重，学习的习惯可能不是很好，没有形成一定的适合自己的方法，或者以前的学习方法不再适合初中繁复的学习，所以学习方法都还有待改善。‎ 总之，既要避免优秀生不够学的现象，又要努力把目前英语有欠缺的学生拉上去，激发他们的兴趣和信心，赶上中上的水平学生。在今后的教学中应该注重培养、激发兴趣，教给学生适当的学习的方法，从学生的学习兴趣、学习能力、生活经验和认知水平出发，倡导体验、实践、参与与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言的学习过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成学生自主学习能力的过程，这是新课标和新目标英语的要求。‎ ‎(二).教材分析 初一英语上册教案（Unit 6 Do you like bananas?）‎ 本站原创| 2014-04-18‎ 分享到：‎ ‎　　一、单元教材分析 ‎　　本单元的核心项目是“喜欢和不喜欢(like and dislike)”。围绕着这一中心项目，课文中设计了各种食物及水果的插图和不同形式的表格，让学生进行听、说、读、写等各种学习活动。通过本单元的教学，使学生学会询问对方与了解别人喜欢与不喜欢的食物，学会谈论自己与他人早、中、晚餐喜爱吃的食物，为其今后能在交际中恰当地表达自己的情感、灵活运用已经学过的常用功能项目、进一步学习并掌握新的语言功能奠定坚实的基础。本单元的重点内容仍然是行为动词在一般现在时句子中的使用，应该是上一个单元内容的延伸，通过本单元的教学，学生应初步掌握行为动词一般现在时的肯定句、否定句、特殊疑问句、一般疑问句的构成以及简单的回答。‎ ‎　　二、单元学情分析 ‎　　本单元的主题是使用动词like询问对方对食物的喜好;谈论自己与他人喜欢吃的食物，学习并掌握行为动词的一般现在时的使用。通过前一单元的学习，学生已经初步了解了行为动词一般现在时的构成及其使用，再通过本单元学生比较感兴趣的话题的操练，一定会使学生有更深刻的印象;同时教师要善于总结、比较以帮助学生了解构成规律，正确把握所学内容。‎ ‎　　三、单元教学建议 ‎　　采用自主学习、小组合作探究、Different opinions和Classifying的学习策略，利用实物、教学图片等来展开课堂pairwork问答式或groupwork讨论式的口语交际活动，使用like询问对方对食物的喜好和谈论自己、他人喜欢吃的食物。本单元的教学法建议：语音教学——让学生进行模仿操练;词汇教学——采取演示讲解的方式进行教学，让学生进行情景操练、反复使用;口语教学——采取pairwork问答式和groupwork讨论式的口语交际活动互相操练练习;阅读教学——让学生学会抓住主要词汇和句型;听力教学——采取图文配对和对话选择的方式;写作教学——以填空、造句为主;语法教学——比较不同、总结规律、模仿操练。‎ ‎　　Section A (1a-2d)‎ ‎　　一、教学目标：‎ ‎　　1. 语言知识目标：‎ ‎　　1) 能掌握下列词汇：banana, hamburger, tomato, ice-cream, salad, strawberry, pear, milk, bread, birthday, dinner, food, week, sure, How about …?, burger, vegetable, fruit, right, then ‎　　2) 能掌握以下句型：‎ ‎　　① — Do you like salad? — Yes, I do. / No, I don’t.‎ ‎　　② — Does she/he like …? — Yes, she/he does./ No, she/he doesn’t.‎ ‎　　③ — I like … /I don’t like …‎ ‎　　④ — He/She likes … / He/She doesn’t like …‎ ‎　　3) 能通过介绍食物学会询问对方喜欢与不喜欢的食物。‎ ‎　　2. 情感态度价值观目标：‎ ‎　　该部分学习内容贴近学生的生活，谈论的主题涉及学生的饮食习惯和偏爱，对学生养成健康的饮食习惯很有帮助，能引起学生的特别关注，极易于激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。通过学习西方食品文化，促使学生了解西方生活方式与文化，培养跨文化交际的意识。‎ ‎　　二、教学重难点 ‎　　1. 教学重点：‎ ‎　　1) 学习并积累一些食物的词汇。‎ ‎　　2) 名词复数的使用。‎ ‎　　3)动词like一般现在时的各种句式及一般疑问句的肯定、否定回答;‎ ‎　　2. 教学难点：‎ ‎　　1) 行为动词like的一般现在时的用法;‎ ‎　　2) 使用do和does引导的一般疑问句的构成和使用。‎ ‎　　三、教学过程 ‎　　Ⅰ. Warming-up and revision ‎　　1. Greeting the Ss. Check the homework.‎ ‎　　2. Ask some Ss questions:‎ ‎　　T: Do you have volleyball?‎ ‎　　S1: Yes, I do.‎ ‎　　T: Do you like volleyball?‎ ‎　　S1: (Help S1 answer) Yes, I do.‎ ‎　　3. We have learned about sports equipment. Now let’s have a revision about sports equipment.‎ ‎　　S2: basketball, soccer ball, tennis ball, baseball …‎ ‎　　Then let some other Ss add other words.‎ ‎　　S3: baseball bat, ping-pong bat …‎ ‎　　Ⅱ. Presentation ‎　　1. (Show a banana on the screen.)‎ ‎　　T: What’s this?‎ ‎　　Ss: It’s a banana.‎ ‎　　T: Do you like bananas?‎ ‎　　Ss: Yes, I do. / No, I don’t.‎ ‎　　(Show other pictures of food on the screen and learn the new words.)‎ ‎　　(banana, hamburger, tomato, ice-cream, salad, strawberry, pear, milk, bread, birthday, food, burger, vegetable, fruit)‎ ‎　　2. Let Ss read and try to remember the new words.‎ ‎　　3. T: Let’s look at the picture in 1a. Match the words with the things in the picture. Then check the answers.‎ ‎　　Ⅲ. Listening ‎　　T: Let’s work on 1b. Listen and number the conversations [1-3].‎ ‎　　Ss listen to the tape and number the conversations.‎ ‎　　Ⅳ. Pair work ‎　　1. Read the conversations in 1b. Have Ss read after the teacher.‎ ‎　　2. Now let’s act out the conversations 1-3.‎ ‎　　(Ss work with their partner and act out the conversation 1-3.)‎ ‎　　3. Look at the picture and make more conversations using the words in 1a.‎ ‎　　4. Let some pairs act out their conversations.‎ ‎　　Ⅴ. Listening ‎　　1. Point to and read each word aloud, Ss only listen. Then let some Ss read the words by themselves. Check that Ss understand the meaning of the each word.‎ ‎　　2. Play the recording for the first time, Ss only listen.‎ ‎　　3. Then play the recording again Ss circle the words they hear. Play the recording again. Check the answers.‎ ‎　　4. A girl and a boy want to have something in the restaurant. Do they like hamburgers? Does the boy like milk? Does the boy like ice-cream? Now let’s listen to the recording.‎ ‎　　For the first time, Ss only listen.‎ ‎　　For the second time, Ss listen and fill in the blanks.‎ ‎　　Play the recording for the third time, Check the answers.‎ ‎　　Ⅵ. Pair work ‎　　1. Read the conversation in speech bubbles in 2b. Ask Ss to read after the teacher.‎ ‎　　2. Ss practice the conversations in pairs.‎ ‎　　3. Let some pairs act out the conversations.‎ ‎　　4. Ss give answers that are true for them. Then practice their conversations.‎ ‎　　5. Ask some pairs act out their conversations.‎ ‎　　Ⅶ. Role-play ‎　　1. Read the dialogue with your partner. Then fill in the blanks below.‎ ‎　　① It’s _______ birthday dinner next week.‎ ‎　　② For food, John likes ___________.‎ ‎　　③ For vegetables, John likes __________.‎ ‎　　④ For fruit, John likes ________.‎ ‎　　2. Ss read the conversation and fill in the blanks.‎ ‎　　3. Practice the conversation with your partner.‎ ‎　　4. Let some pairs role-play the conversation in front of the class.‎ ‎　　5. 评价：(让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。)‎ ‎　　Homework:‎ ‎　　1. Review the words we learn today.‎ ‎　　2. Fill in the chart after class.‎ ‎ ‎ Fruit Food Vegetable ‎ ‎ ‎ ‎ ‎ ‎ ‎　　Section A (Grammar Focus-3c)‎ ‎　　一、教学目标：‎ ‎　　1. 语言知识目标：‎ ‎　　1) 继续学习描述自己或他人喜欢或不喜欢的食物，能够用but来表达简单的句子。‎ ‎　　2)总结动词like一般现在时的肯定句式、否定句式及一般疑问句的肯定、否定回答。‎ ‎　　3) 总结复习可数名词复数的知识。‎ ‎　　4)理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。‎ ‎　　2. 情感态度价值观目标：‎ ‎　　通过任务型活动，使学生学会在实际生活中均衡饮食，合理配餐;通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神。‎ ‎　　二、教学重难点 ‎　　1. 教学重点：‎ ‎　　1)总结动词like一般现在时的肯定句式、否定句式及一般疑问句的肯定、否定回答。‎ ‎　　2)理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。‎ ‎　　2. 教学难点：‎ ‎　　理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。‎ ‎　　三、教学过程 ‎　　Ⅰ. Warming- up and revision ‎　　1. Greeting the Ss. Check the homework.‎ ‎　　2. Review the new words about food, fruit and vegetables. (Ss may look at the picture in 1a).‎ ‎　　3. Ask and answer.‎ ‎　　(Ss work in groups. Ask and answer about the questions according to the picture in 1a.)‎ ‎　　S1: Do you like bananas?‎ ‎　　S2: Yes, I do.‎ ‎　　S3: Does he like bananas?‎ ‎　　S4: Yes, he does.‎ ‎　　S1: Do you like ice-cream?‎ ‎　　S2: No, I don’t.‎ ‎　　S3: Does he like ice-cream?‎ ‎　　S4: No, he doesn’t.‎ ‎　　(Exchanging the roles ask and answer questions.)‎ ‎　　Ⅱ. Grammar Focus ‎　　(此部分指导内容通过多媒体辅助教学以提高学习效率)‎ ‎　　一、单元句式结构阅读指导：‎ ‎　　1. 行为动词like的各种句式的构成 ‎　　肯定句：‎ ‎　　① 第一人称/第二人称/第三人称复数 + like + 其他 ‎　　② 第三人称单数及其他单数名词 + likes + 其他 ‎　　否定句：‎ ‎　　① 第一人称/第二人称/第三人称复数 + don’t + like + 其他 ‎　　② 第三人称单数及其他单数名词 + don’t + likes + 其他 ‎　　一般疑问句：‎ ‎　　① Do + 第一人称/第二人称/第三人称复数 + like +其他?‎ ‎　　回答：Yes, I/we/you/they do. No, I/we/you/they don’t.‎ ‎　　② Does + 第三人称单数及其他单数名词 + like + 其他?‎ ‎　　回答：Yes, he/she/it does. No, he/she/it doesn’t.‎ ‎　　2. Read the sentences in Grammar Focus and complete the sentences below.‎ ‎　　① 你喜欢色拉吗?____ you_____ salad?‎ ‎　　② 是的。___, I ____. 不，不喜欢。_____, I ______.‎ ‎　　③ 他们喜欢梨吗? ____ _____ like pears?‎ ‎　　④ 是的。____, they ____. 不喜欢。___, they ___.‎ ‎　　⑤ 她喜欢西红柿吗? ____ she _____ a tennis?‎ ‎　　⑥ 是的。___, she ____. 不喜欢。___, she ______.‎ ‎　　⑦ 我们喜欢米饭。我们不喜欢汉堡。‎ ‎　　We _____ _____. We _____ ______ hamburgers?‎ ‎　　⑧ 她喜欢冰淇淋。她不喜欢蔬菜。‎ ‎　　She ____ ________. She ____ ______ vegetables.‎ ‎　　3. Check the answers with the class.‎ ‎　　二、可数名词与不可数名词学习指导：‎ ‎　　1. 可数名词与不可数名词的含义与特点 ‎ ‎ ‎ ‎ 定义 特点 不可数名词 指不可以直接计数的名词，它只有单数形式。‎ 不可以与a、an或数词连用，要表示数量的多少时，其前可以加some, any或表数量的词语。如：‎ some bread 一些面包 a cup of milk 一杯牛奶 可数名词 指可以用来计数的名词，它有单数和复数两种形式。‎ 可以用a、an或具体的数词修饰。如：‎ a tomato 一个西红柿 an egg 一个鸡蛋 two pears 两个梨 既是可数名词又是不可数名词 有些词，既可用作可数名词，也可以用不可数名词，但意义却不同：如：‎ ‎        可数名词          不可数名词 orange    橙子                橙汁 chicken   小鸡                鸡肉 food      各种食物            食物 glass      玻璃杯；眼镜        玻璃 ‎　　2. 可数名词复数的构成 ‎ ‎ ‎ ‎ 构成方式 例词 ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 规则变化 一般的直接加-s  ‎ book → books cat → cats ‎ 以s. x. sh. ch结尾的加-es bus → buses   box → boxes ‎ brush → brushes (刷子)  ‎ watch → watches ‎ 以“辅音字母+y”结尾，变y为i, 再加-es family → families  ‎ strawberry → strawberries ‎ 以“f或fe”结尾，变f或fe为v, 再加-es knife → knives （小刀）‎ leaf → leaves  （树叶）‎ 以字母“o”结尾的有生命词，加-es；以字母“o”结尾的无生命词，加-s tomato → tomatoes ‎ photo → photos ‎ ‎　　Ⅲ. Practice ‎　　1. Let’s work on 3a. Here are some sentences. Please underline the correct words in the brackets.‎ ‎　　2. Ss read the sentences and underline the correct words. They can discuss with their partners.‎ ‎　　3. Check the answers and let some Ss say the grammar rules.‎ ‎　　(根据句子主语的人称和数来确定谓语动词或助动词的数)‎ ‎　　Ⅴ. Practice ‎　　1. Look at the sentences in 3b. Number the sentences [1-4] to make a conversation.‎ ‎　　2. Check the answers and let Ss practice the conversation.‎ ‎　　Ⅵ. Survey ‎　　1. T: Our likes and dislikes of food are different. Some Ss like these food and other Ss like other food. Let’s make a survey of our likes and dislikes about food.‎ ‎　　First, look at the chart below and write down the names of the food.‎ ‎　　Second, ask your classmates about the food in the chart. e.g.‎ ‎　　You: Do you like ice-cream, Liu Li?‎ ‎　　Liu Li: Yes, I do.‎ ‎　　You: What about rice?‎ ‎　　Liu Li: No, I don’t.‎ ‎　　…‎ ‎　　You: Do you like ice-cream, Zhao Jun?‎ ‎　　Zhao Jun: No, I don’t.‎ ‎　　Zhao Jun: What about rice?‎ ‎　　Zhao Jun: Yes. I like rice.‎ ‎　　2. Fill in the chart with the names of your classmates.‎ ‎　　3. Report the result of your survey likes this:‎ ‎　　Liu Li likes ice-cream, but she doesn’t like rice. Zhao Jun doesn’t like ice-cream but he likes rice. …‎ ‎　　Homework ‎　　1. Review the Grammar Focus.‎ ‎　　2. Write the report of your survey result on your workbook. ‎ 七年级下册英语期末测试题 Ⅰ. 知识运用（两部分，共20个小题，计20分）‎ 第一节：单项选择：（10分）‎ ‎( ) 1. I want to be _______ policewoman because it’s ______ exciting job.‎ A. a ,a B. an ,an C. a, an ‎ ‎( )2.________ Mike ________ for the math test last night?‎ ‎ A. Does, study B. Did ，study C. Did, studied ‎ ‎( ) 3. What do you think of the program Chinese Cooking? Oh, ________. It’s really boring.‎ A. I don’t mind it B. I can’t stand it C. I like it very much ‎ ‎( )4. —Thanks a lot ________ us so many books. —You’re welcome.‎ ‎ A. to give B. for giving C. of giving ‎ ‎( )5. —What _______ coat would you like? —A small one.‎ ‎ A. size B. kind C. color ‎( )6.Don’t ________ rules next time!‎ ‎ A. keep B. break C. breaking ‎( ) 7. Is your friend quiet? No, he never stops _______.‎ A. talk B talking C. to talk ‎ ‎( ) 8. I don’t go to school _____ Sunday morning.‎ A. at B. on C. in ‎ ‎( ) 9. ___________________? I’d like a dress for my girl friend.‎ ‎ A. Excuse me B. Can you help me C. Can I help you ‎ ‎( ) 10. Look! Dave ________ on the phone.‎ ‎ A. talks B. is talking C. talk ‎ 第二节：完形填空：（10分）‎ Yesterday was Saturday. Mr. King __1___ his family to the People’s Park in the __2__. They got up early and had __3__ quickly. After that they went to the park __4__ their car. It was nine o’clock when they got there. There were many __5　in the park. Lily __6__ the hill in the middle of the park. Lucy flew a kite __7__ some other children. Mr. King and his wife were tired after five days’ __8 _. They sat under a tree and had a __9__. The King family had a __10__ time there.‎ ‎( ) 1. A. told B. took C. brought ( )2. A. morning B. afternoon C. evening ‎ ‎( ) 3. A. meal B. supper C. breakfast ( ) 4. A. on B. by C. in ‎( ) 5. A. people B. cars C. buses ( ) 6. A. saw B. climbed C. left ‎ ‎( ) 7. A. behind B. after C. with ( ) 8. A. time B. home C. work ‎ ‎( ) 9. A. rest B. look C. work ( ) 10. A. hard B. good C. long ‎ Ⅱ.阅读技能： （15）‎ A ‎（1）Here are some information of family members.‎ Family member His /her looks father tall, curly hair mother short, black hair, heavy sister long curly hair, medium build brother looks like my mother, short, heavy ‎(2) Here is a weather report in some cities in China.‎ WEATHER REPORT City Max(最高温度)‎ Min(最低温度)‎ Weather Beijing Dalian Harbin Shenzhen Ji’nan Xiamen Chongqing ‎50C ‎10C ‎-160C ‎240C ‎60C ‎190C ‎200C ‎-70C ‎-110C ‎-250C ‎130C ‎-20C ‎130C ‎120C sunny cloudy to sunny light snow sunny to cloudy cloudy windy rainy ‎(3) These are TV shows in Chongqing Station.‎ CQTV - 4‎ ‎7:30 Morning News 14:30 Soap Opera: Dumpling king ‎15:30 Arts and Cultures 16:50 Sitcom: Happy Family ‎18:20 Chinese cooking 19:00 Talk show ‎( )1. Tom’s mother is ______ and heavy with ______ hair.‎ ‎ A. tall, curly B. short, black C. medium, long ‎ ‎( )2 .Beijing is ______ but Chongqing is raining.‎ ‎ A. sunny to cloudy B. cloudy to sunny C. sunny ‎ ‎( ) 3.We can watch the sitcom at ______ on TV.‎ ‎ A. 4:50 p.m. B. 7:30 a.m. C. 3:30 p.m. ‎ ‎( )4. The highest temperature(最高温度) is ______ and it is sunny to cloudy.‎ ‎ A. Chongqing B. Shenzhen C. Xiamen ‎ ‎( )5. Which of the following sentences is right?‎ A. Tom’s father is a cook. He learns Chinese cooking on TV at 15:30.‎ ‎ B. Tom’s sister looks like her mother and she likes watching soap operas.‎ ‎ C. Tom’s mother went to Harbin, she has to wear very warm clothes.‎ ‎ B Hello, everyone ! My name is Bob. I live in Toronto, Canada. It’s a very beautiful city. My parents are from France. They speak French. And I can speak English and French.‎ ‎ I am 13 years old and my birthday is in November. I’m a middle school student. There are thirteen girls and fifteen boys in my class. They are from five countries. They all come to learn English. There are eight Chinese students in my class and six of them are my good friends. I like China very much because it is a great country. I want to learn Chinese. And I want to go to China. ‎ ‎ ( ) 1. Where is Bob from?‎ A. France. B. Canada. C. China. ‎ ‎( )2. How many students are there in Bob’s class?‎ A. Thirteen. B. Fifteen. C. Twenty-eight.‎ ‎( ) 3. What does Bob want to do?‎ A. He wants to go to China. B. He wants to learn English. ‎ C. He wants to go to France. ‎ ‎( ) 4. What languages can Bob speak?‎ A. English and Chinese. B. English and French. C. Chinese and English. ‎ ‎( ) 5. How many Chinese friends does Bob have? A. Five. B. Six. C. Eight. ‎ C Sam lives in New York. His father has a shop there and his mother is a doctor. He’s seven years old now and begins to go to school this autumn. It’s a little far from their shop and his father drives a car to take him to school every day . So he’s not late for class and his teacher likes him.‎ It’s Monday today. Miss Hunt is teaching them to count(数数)from one to ten. Sam is studying hard. Soon he can count them . Miss Hunt is happy and asks, ”How many people are there in your family, Sam”‎ Sam is standing and begins to count with his fingers(手指头). Then he says, “Two, Miss Hunt.”‎ ‎“Who are they?”‎ ‎“My father and my mother.”‎ ‎“Oh?” Miss Hunt is surprised. She says, “There’re three people in your family.”‎ ‎“But now I ’m not at home, but at school, you know!”‎ ‎( )1. Sam is .‎ ‎ A. an English boy B. an American boy C. an American girl ‎( )2. Sam is in Grade(年级) now. A. One B. Two C. Three ‎ ‎( )3. Sam usually goes to school . A. on foot B. by bike C. by car ( )4. The teachers like Sam because .‎ A. he’s the youngest in his class B. he always goes to school in time(按时)‎ C. he helps his classmates ‎ ( )5. Why is Miss Hunt happy today?‎ A. Because Sam isn’t late for class. B. Because Sam is studying hard.‎ C. Because the children are listening to her Ⅲ.阅读答问：阅读下面的材料，然后根据材料内容回答问题（计5分）‎ Yesterday afternoon, Kate stopped me at the school gate and asked me to her party. I was happy because she often helps me with my English. I hope to talk with more English men .Her family come from Canada. They all speak English. My mother knew Kate liked dumplings and made some for her. Kate’s friends were in the room when I got there. The girl thanked me for my present, the dumplings . The party started at five and we all said “Happy birthday!” to her. She told us to talk in English. We had a good time and learned a lot, too.‎ ‎1. When did Kate ask me to her party? 2. What did I give to Kate for her birthday?‎ ‎ 3. Did the children talk in Chinese or in English? 4. What time did the party start?‎ ‎ ‎ ‎5. Where Kate’s friends were when I got there ?‎ ‎ ‎ Ⅳ.摘录要点：（10） ‎ Now I’d like to say something about Larry. Well, Larry is an inventor. His job is to invent new things.‎ ‎ He works when he’s got an idea. His workroom is in his house, so he can work whenever he wants to. Sometimes he works seven days a week; sometimes he doesn’t work for days. ‎ Larry usually gets up at about 5 o’clock. He makes some tea, and starts work at 6. He drinks tea all day, but usually he doesn’t eat anything until the evening. ‎ First, Larry cleans his workroom and turns on the answerphone because he can’t talk to people when he’s got an idea. Then he starts to work. He usually has a rest after two or three hours, but he doesn’t leave the workroom.‎ ‎ He does something different to help him relax. Sometimes he does some exercises, and at other times, he listens to music. He usually stops work at about 9 o’clock in the evening. He thinks about his work most of the time, even when he’s out. He’s interested in what’s around him and he likes looking for new ideas and new problems to deal with. That’s Larry.‎ Information about Larry Working days ‎1.Sometimes he works          days a week; sometimes he doesn’t work for days.‎ In the morning ‎2. He makes some          after getting up.‎ Dinner ‎3. Usually, he doesn’t eat anything until        .‎ Ways to relax ‎4. By           or listening to music.‎ Main idea of the passage ‎5.         ‎ Ⅴ.阅读下面短文，根据所给语境，按要求完成下列各题。（10分）‎ ‎ Many years ago there was an old woman.1 She had no children，because she did not like children. But she loved cats. She had mother cats and baby cats. She had black cats and white cats. The children came to her house to play with the cats.2 More and more cats came to the old woman’s house. There were too many cats. The old woman couldn’t feed them all. Then she had an idea . “The children love my cats,” she thought (想). So she gave each child a cat. Then she was very happy. And the children were very happy, too. And the cats were pleased, too, because they each had a room.‎ ‎1. 写出1处划线部分的同义句。 2. 将2处翻译成汉语。‎ She _____ have children. ‎ ‎3. Why the old woman gave each child a cat?‎ ‎_________________________________________________________________________ ‎ ‎4. Were the cats happy? 5. What do you think of the old woman?‎ ‎ _________________________ ‎ Ⅵ完成对话（10分）‎ A: ________________________________? ‎ B: I’m watching TV.‎ A: TV show is boring. ______________________.‎ B: That sounds great. _______________________?‎ A: Yes, I do. I have a new soccer.‎ B: ________________________________________?‎ A: It’s sunny outside. It’s good for sports.‎ B: ________________________________________?‎ A: At the door of the park, OK?‎ B: Great. See you. ‎ Ⅶ.书面表达（10分）以My Happy weekend为题，‎ 写一则日记，字数在60～80之间 ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 七年级英语期中考试复习题 ‎ 姓名 班级 ‎ ‎（满分120分 时间90分钟）‎ 一．语言知识综合运用（共25分）‎ A.规范地按顺序书写26个英文字母（10分）‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ B.按要求写出下列单词(每空1分，共10分)‎ ‎1.too(同音词) _____ 2. photo(复) 3. he(名词性物主代词) ‎ ‎4. story(复) ____ 5. these(对应词) 6. watch(复数) ‎ ‎7. found(反义词) ______ 8. I(宾格) 9. come on!(英译汉) ‎ ‎10.they are (缩写) _____ ‎ C.用所给词的适当形式填空。（每空1分，共5分）‎ ‎11. What are _______ (this)?‎ ‎12. _______(be) these your apples?‎ ‎13. She is _______(we) English teacher.‎ ‎14. He is a new student. I don’t know_______(he).‎ ‎15. Some pictures ______ (be) on the wall(墙)‎ 二.翻译下列句子。(每空1分，共14分) ‎ ‎ 1、我的书包在床上。‎ ‎ ______schoolbag is _______ _________ bed. ‎ ‎ 2、他的手表在椅子的下面。‎ ‎ His watch _____ _______ the ________ . ‎ ‎ 3、你的字典在哪里？ 它在桌子台上。 ‎ ‎ ______your dictionary? _____on the _____.‎ ‎ 4、—你的电脑游戏的背包里吗？ —是的， 它在。 ‎ ‎ —_______your _______game ______the backpack? —_______, __________‎ 三.句型转换.(12分)‎ ‎1)I am fine . (对划线部分提问)‎ ‎___________________________________________?‎ ‎2)The plant is on the table.(对划线部分提问)‎ ‎___________________________________________?‎ ‎3)My dictionary is in the schoolbag.(变一般疑问句)‎ ‎___________________________________________?‎ ‎4. My name is Gina. (对划线部分提问) ‎ ‎________ _______ your name?‎ ‎5. It's an orange. (对划线部分提问) ‎ ‎_________ _________ this?‎ ‎6. Is that your notebook? (做否定回答) ‎ ‎ _______ ,_____________.‎ 四.单项选择（每小题1分，满分20分）‎ ‎ ( )16. –Hi, Lucy. Nice to meet you. –Hi, Jim. _______.‎ A. Fine, thank you B. Nice to meet you，too. C. Good morning D. How do you do ‎( )17. –Do you know how to _______this word? –Yes, B-A-L-L.‎ A. spell B. read C. see D. meet ‎( )18. –Where _______ the tapes? –_______ on the bed.‎ A. is; It’s B. are; They C. are; They’re D. is; It ‎ ‎( )19. This is my little sister. _______ name is Jenny, we all like_______.‎ A. She; she B. Her; her C. She; her D. Her; she ‎( )20. — ___________________ ‎ ‎— It’s 3307-0602. You can call me in the evening.‎ A. What’s your name? B. Do you have a telephone? ‎ C. What’s your phone number? D. Where is my phone?.‎ ‎( )21. There is a computer _______ the desk.‎ A. on B. in C. under D. for ‎ ‎( )22. _________. Is this your pen? ‎ A. Sorry B. Hello C. Hi D. Excuse me ‎ ‎( )23. This song sounds _______ , I like it.‎ A. good B. bad C. well D. badly ‎ ‎( )24. I can see books. books are on the table.‎ A. a, The B. some, The C. the, Some D. the, The ‎( )25. It is not shirt. is in the bag.‎ A. her, Her B. mine, My C. your, Your D. his, His ‎ ( )26. This is eye and that is nose.‎ A. a, a B. an, a C. a, an D. a, an ‎ ( )27. — Are those your brothers?‎ ‎ — .‎ A．Yes，they're B．No，they are ‎ ‎ C．Yes，they aren't D. Yes, they are ‎ ( )28. What’s this English?‎ ‎ A.to B. for C. at D. in ‎ ( )29. —Your jacket is very beautiful(漂亮的).‎ ‎ — . ‎ A. Where B. No C. Thank you D. Good ‎ ( )30. —Are you good friends?‎ ‎— Yes, . ‎ A. I am B. we are C. we are not D. they are ‎( )31. —This is your dictionary. Here you are.‎ ‎—Thank you very much.‎ ‎— . ‎ ‎ A. Thank you, too B. That’s all right ‎ C. All right D. That’s right.‎ ‎ ( )32. This is _______room.‎ A. Lucy and Lily B. Lucy and Lily’s C. Lucy’s and Lily’s D. Lucy’s and Lily ‎( )33. — Is your father a teacher?‎ ‎— . ‎ A. Yes, I am B. No, you isn’t C. Yes, he is D. Yes, I’m ‎ ( )34.Sam and Mike aren’t at school. are they?‎ A. How B. What C. Where D. Who ‎( )35. —Whose(谁的)is the ruler? —It’s not .It’s .‎ A. my; his B. mine; your C. my; hers D. his; hers ‎ 五、句子搭配（共10分）‎ ‎( )36. How are you? A. Yes, it is.‎ ‎( )37. What is this in English? B. They are in the pencil case.‎ ‎( )38. Nice to meet you! C. She is my sister.‎ ‎( )39. Is Tom your brother? D. No, they aren’t.‎ ‎( )40. where are the pens? E. Nice to meet you, too.‎ ‎( )41. Are those his parents? F. Green.‎ ‎( )42. What’s her family name? G. It’s a dictionary.‎ ‎( )43. Happy birthday to you! H. Yes, he is.‎ ‎( )44. Is this his ruler? I. I’m fine, thanks.‎ ‎( )45.Who is she? J. Thank you.‎ 六、完形填空（每小题1分，满分10分）‎ ‎ 阅读下面短文，从每小题所给的ABCD四个选项中选出一个最佳选项。‎ ‎ This is a 46 of Jim’s family. This man 47 Mr. Green. 48 is Jim’s father. 49 woman is Mrs. Green. 50 is Jim’s mother. Who 51 this boy and 52 girl? The 53 is Jim, Mr. Green’s son. The 54 is Kate, Mr. Green’s daughter. Kate is 55 sister. Jim and Kate are brother and sister.‎ ‎ ( )46. A. book B. photo C. map D. room ‎ ( )47. A. is B. am C. are D. be ‎( )48. A. She B. Her C. He D. His ‎( )49. A. A B. An C. These D. This ‎( )50. A. She B. Her C. He D. His ‎ ‎( )51. A. is B. am C. love D. are ‎( )52. A. a B. these C. this D. an ‎( )53. A. girl B. boy C. boys D. girls ‎( )54. A. girl B. boy C. boys D. girls ‎( )55 A. Jim B. Jims C. Jim’s D. Jims’‎ 七、阅读理解（每小题1分，满分10分）‎ A This is Cara and Ben. They are twins(双胞胎). They are twelve. This is their bedroom. It’s a nice room. There are two beds in the room. The yellow bed is Cara’s and that green one is Ben’s. The twins have one desk and two chairs. The chairs look the same. Cara’s sweater is on his bed. Ben’s coat is on his chair. Their clock, books and pencil-cases are on the desk. Their school bags are behind the chairs.‎ ‎( ) 56. Cara and Ben are ________.‎ ‎ A. brother and sister B. brothers ‎ ‎ C. sisters D. friends ‎( ) 57. Cara and Ben have ________.‎ ‎ A. two chairs and one desk B. two desks and one chair ‎ ‎ C. two chairs and two desks D. one desk and one chair ‎( ) 58. Cara’s ________ is yellow and Ben’s ________ is green.‎ ‎ A. chair; bed B. sweater; sweater ‎ ‎ C. bed; chair D. bed; bed ‎( ) 59. Cara’s sweater is ________.‎ ‎ A. on his bed B. on Ben’s bed ‎ ‎ C. on the chair D. on the desk ‎( ) 60. Which is right?‎ ‎ A. Their class is very nice.‎ ‎ B. Their two beds look the same.‎ ‎ C. Their school bags are under the chairs.‎ ‎ D. They live in the same room.‎ B Hello! This Chinese boy is Li Lei. He’s 12.He’s in No.3 Middle School. He’s in Class 2,Grade 1.His good friend is Jack. He’s an English boy. He’s in Li Lei’s school. He’s in Class1.Grade2.Mrs Read is an English teacher in their school. She’s an English ‎ woman. Jack an Li Lei has a secret(秘密)----Jack is their English teacher’s son.‎ ‎( )61.How old is Li Lei?‎ ‎ A. 11 B. 12 C. 13 D. 14‎ ‎( )62.What class is Li Lei in?‎ ‎ A. Class1.Grade1 B Class2.Grade1. C. Class1.Grade2 D. Class2.Grade2‎ ‎( )63.What’s Li Lei’s friend’s name?‎ ‎ A. Li Lei B. Read C. Jack D. Green ‎( )64.Who’s their English teacher?‎ ‎ A. Li Lei B. Jack C. Mrs. Green D. Mrs. Read ‎( )65. Is Jack Mrs. Read’s son?‎ ‎ A. Yes, he is. B. No, he isn’t. C. Yes, he isn’t . D. No, he is.‎ 八、书面表达（19分）‎ ‎(A)假如你是Eric，你丢失了自己的书包，在你的书包里有一个红色的铅笔，一个白色的帽子和一本英汉词典，你的电话号码是843-7592，写一篇寻物启示。‎ 要求：语句通顺答意；数字用英文书写 ‎___________________________________________________________________________________________‎ ‎___________________________________________________________________________________________‎ ‎___________________________________________________________________________________________‎ ‎___________________________________________________________________________________________‎ ‎(B)你已经是一名初中生了，想必一下有你自己的一片“天空”——小房间了。你能用英语描述你的房间吗。要求：语句通顺达意；至少40个单词；要有in, on, under等表示方位的介词 This is my room… ‎ ‎___________________________________________________________________________________________‎ ‎___________________________________________________________________________________________‎ ‎___________________________________________________________________________________________‎ ‎___________________________________________________________________________________________‎