2023-2024学年人教版七年级英语上册教案

七年级上教案Starter1Goodmorning教材分析本单元将字母学习和功能学习相结合，第一页和第三页循序渐进地呈现了问候的表达法，并主要通过听、说活动让学生巩固、运用，还介绍了8个常见的英语名字。第二页和第四页侧重于字母教学，要求学生能认读字母A至H的大小写，掌握它们的先后顺以书写规范，并结合本单元字母和单词，了解元音字母A和E的常见发音。最后，教材生提供了一个融入本单元功能结构的歌谣，帮助学生巩固本单元的目标语言。教学目标1.能够问候他人或对他人的问候做出应答；2.感知be动词am，are的用法；3.感知人称代词I，you的用法；4.掌握字母Ah的发音，顺序和书写规范；5.尝试在听力中抓住关键词，英语人名和打招呼的时段，能听辩男女声。重难点1.熟练运用问候他人的多种表达法，包括Hi/Hello./Goodmorning/Goodafternoon/Goodevening/A:Howareyou?B:I'mfine,thanks.2.8个常见的英文名字，学生需要区分男名和女名。3.本单元在学习8个英文字母的基础上，总结了元音字母A和E的发音。Period1教学目标：Bytheendofthislesson,youwillbeableto:1.greetpeopleinEnglish;2.writethelettersAH;3.readthelettersAHcorrectly;4.readthevowelsAandEcorrectly.Teachingprocedures:Section1:Greetings1boys’namesandgirlnames(1a,3a,3c)Section2:LettersReadandwrite.Listenandnumber.Writethesmalllettersandbigletters.Writethenamesinalphabeticalorder.Matchtheletterswiththesounds.Listenandrepeatthelongandshortvowelsounds.Canlettersstandforwords?Howdolettersmakewords?SummaryBoys’namesandgirls’names;Greetings:Goodmorning!Readandwriteletters:Aa,Bb,Cc,Dd,Ee,Ff,Gg,HhStarter2what’sthisinEnglish？教学分析本单元在上一单元的基础上继续学习字母I至R，并围绕“生活中的常见物品”这个话题引入了8个英文单词，介绍了向他人确认物品英文名称的句型A：What'sthis/thatinEnglish?B：Its…以及向他人求助单词拼写方法的句型Spellit，please.其中第一页和第三页侧重本单元语言功能的学习，第二页和第四页侧重字母1至R的学习。本单元还结合新学期的更多字母进一步巩固了按首字母顺序给单词排序的方法，并把元音字母发音规律的总结扩展到A、E、I、O。教学目标1.能够向他人确认物品的英文名称；2.能够向他人求助某个单词的拼写方法；3.感知指示代词this，that的用法；4.感知人称代词it的用法；5.感知不定冠词a，an的用法；6.感知be代词is的用法；7.掌握英语字谜ir的发音，顺序和书写规范8.能够区分元音字母i，o在重读开音节和闭音节中的不同发音。重难点：1.掌握指示代词this和that的用法。2.不定冠词a和an的用法；3.元音字母的发音。教学目标：Bytheendofthislesson,youwillbeableto:1.talkaboutthingsaroundusinEnglish;2.writethelettersIR;；3.readthelettersIRcorrectly;4.readthevowelsIandOcorrectly.TeachingproceduresSection1.ThingsaroundusHowdowespellthethingsaroundus?（1a）Listenandnumberthepictures.(3a)Canyouspellthem?(3a)Section2.LettersListenandnumbertheletters.(2a)Writethesmallletterorbigletterforeachpair.(2c)Numberthewordsinalphabeticalorder.Matchtheletterswiththesounds.Listenandrepeatthelongandshortvowelsounds.Canlettersstandforwords?Howdolettersmakewords?SummarySection1:Talkingabout“Thingsaroundus”What’sthisinEnglish?What’sthatinEnglish?It’sa(n)….Howdoyouspellit?Section2:LettersReadandwriteletters:Ii,Jj,Kk,Ll,Mm,Nn,Oo,Pp,Qq,RrVowelsounds:longI,shorti;longO,shortoStarter3Whatcolorisit？教材分析本单元第二页和第四页在前两个单元的基础上继续学习字母S至Z，并集中回顾、梳理26个英语字母的读音、顺序和写法，总结5个元音字母的发音。本单元的语言功能是谈论物品的颜色，第一页呈现了8个表示颜色的单词，以及询问和告知颜色的基本句型。第三页则在巩固本单元目标句型的基础上，融入了上个单元学过的“确认物品英文名称”以及“请求单词拼写帮助”的语言功能，并让学生对这些语言功能运用自如。教学目标1.能就物品的颜色进行问答；2.能够熟练使用颜色词；3.能熟练使用what引导的特殊疑问句询问颜色并作出回答；4.感知冠词the用法；5.掌握字母sz的发音、书写和书写规范；6.能够区分元音字母u的不同发音，归纳五个元音字母在重读开音节，闭音节中的发音规律；7.在听力中抓住关键词并做笔记。重难点1.综合运用3个预备篇单元的语言功能谈论身边的物品，包括问候他人、询问物品的英文名称、询问物品的颜色、请求单词拼写帮助等等。2.正确使用指示代词this和that，以及不定冠词a和an。3.掌握描述物品颜色的陈述句，渗透最简单的句子结构，还涉及到定冠词the的使用。4.复习26个英语字母，特别是总结元音字母在重读开、闭音节中的常见发音。Period教学目标Bytheendofthislesson,youwillbeableto:1.talkaboutcolorsinEnglish;2.writethelettersSZ;3.readthelettersSZcorrectly;4.readthevowelUcorrectly.Teachingprocedures：Section1：colorsListenandspeak.(1a)Listenandcolor.(3a)Listenandspell.(3b)Listenandpletethechart.Section2：lettersListenandnumberWritethesmallletterorbigletterforeachpair.Matchtheletterswiththesounds.Readthelongandshortvowelsounds.Canlettersstandforwords?Howdolettersmakewords?SpellingSummaryColors.Readandwriteletters:Letters:Ss,Tt,Uu,Vv,Ww,Xx,Yy,ZzVowelsounds:longU,shortuTheABCsongUnit1Myname’sGina教材分析本单元的情境为“上新学校、结交新朋友”，在该语境中输入与人打招呼、自我介绍、介绍他人的核心句型和重点词汇。在对话演练中，对学生的语言综合运用能力进行整合训练。通过学习数字09的表达，继而训练学生用英文询问和告知号码的能力。在阅读训练中让学生体会英文姓和名的表达与中文的差异，感知并初步使用形容词性物主代词。最后在写作任务中，将整个单元的语言输入进行整合输出，通过仿写、制作名片的训练，让学生可以比较完整、丰富地介绍自己和他人，锻炼学生的英文交际能力。教学目标1.能够介绍自己的姓名2.能够简单问候初识的朋友3.能够询问和告知号码4.能够正确使用be动词的一般现在时用法5.能够正确使用what引导的特殊疑问句询问对方姓名和号码6.能够正确使用my,your,his,her等形容词性物主代词教学重难点重点：1.让学生学会自我介绍、询问对方和第三方姓名、与初次见面的朋友打招呼、询问基本信息等交际能力2.数字09及号码的表达难点：1.英语姓和名的顺序与汉语不同，需要特别强调2.在综合语境中介绍自己和朋友的信息Period1教学目标：Bytheendofthislesson,studentswillbeableto1.usedifferentwaystogreetnewteachersandclassmatespolitely;2.askandansweraboutnames.教学重点：Studentscanaskandansweraboutnamesandgreetindifferentwayspolitely.教学难点：Studentsusedifferentwaystogreetnewteachersandclassmatespolitely.Teachingprocedures:Gettoknownewclassmatesandteachers 1.letstudentslistentotheconversationsandsaythenamesaccordingtothepictures;2.introduce“Ms.”tothestudentsandletthemknowhowtoaddressateacher.Gettoknowmoreclassmatesandteachers 1.letstudentslistentotheconversationsandcirclethenamestheyhear;2.askquestionsabouttheconversationandletthestudentspracticethetargetsentences.Greetotherspolitely Studentslistenandreadtheconversationsindifferentsituationsandletthemtalkaboutwaystogreetpeopleindifferentways.Getmorenames EncouragethestudentstogreetteachersandclassmatesontheInternetandgetmorenames.Homework Askthestudentstomemorizenewwordsandphoneticsymbols.Period2教学目标：Bytheendofthislesson,studentswillbeableto1.usethepresentsimpletenseoftheverbcorrectly;2.usetheadjectivalpossessivepronouns(形容词性物主代词)correctly.教学重点：Studentscanuseverbbeandadjectivalpossessivepronouns.教学难点：Studentscanapplyverbbeandadjectivalpossessivepronounstodifferentsituations.Leadin 1.letstudentspredicttheconversationsaccordingtothepictures;2.showtheconversationsforstudentstoverify.Grammarfocus 1.letstudentsrecalltheconversationsinthepreviouspart;2.listkeysentencesandmarkthekeywordsandencouragestudentstofindrulesinthesesentences;3.summarizetheuseofthepresentsimpletenseoftheverbbeandadjectivalpossessivepronouns.Grammarapplication 1.letstudentspredictaccordingtothepicture;2.letstudentstolistenandanswerdetailquestionsandchecktheanswers;3.askstudentstopletetheconversationusingtargetlanguage.Presentation Letstudentsmakeupaconversationaccordingtothesample.Consolidation 1.letstudentsputthewordsinordertomakeconversations.2.letstudentspletetheconversation.Period3教学目标Bytheendofthislesson,studentswillbeableto1.locateinformationofothers’namesandnumbers;2.buildgeneralknowledgeofEnglishnames.教学重点：Studentscanreadandlocatedetailinformation.教学难点：StudentscanknowthedifferencebetweenEnglishandChinesenames.Teachingprocedures：prereading1.letstudentsknowaboutanEnglishname;2.letstudentslistenandgetinformationofnumbers.whilereadingLetstudentsreadandgetdetailinformationofnamesandphonenumbers.afterreadingLetstudentsfilloutaformaboutdetailinformationasasummary.HomeworkLetstudentspletethepassageandwriteabouttheirfriendandthemusingthetargetlanguage.Period4教学目标：1.学生能使用合适的词汇和表达进行自我介绍。2.理解并在写作中运动自我介绍的五个步骤。教学重点：1.复习自我介绍可包括的内容，拓展新内容。2.熟知自我介绍的篇章结构。3.通过对比阅读，掌握撰写自我介绍的五步骤，并运用到实际。教学难点：自我介绍的内容与结构及撰写自我介绍的五步骤。RevisionReviewthepreviouslessonbyrevealingthefirststepofwritingaselfintroduction.Askstudentstorecalltheitemstobeincludedinaselfintroduction.PresentationAskSstoworkingroupsandthinkaboutwhatwecanputinourselfintroductions.(content)ProvideandexplainthevocabularyandexpressionsforSstohelpthembuilduptheirwordbankandenrichtheiroutput.ReadingandrevisingDisplaythefirstdraftofLiHua’sselfintroductiontoSs.Askthemtoreadandevaluateitsqualityintermsofcontentsandstructure.StudentsreadandjudgethequalityofLiHua’sfirstdraftofhisselfintroductionandexpressthereasons.Whatelseitemswecanputin.Encouragethemtorecalltheitems.Showtherevisionsofthiswriting,studentsevaluate.Discussion:summarizethereasonswhySslikethewriting.Unit2Thisismysister.教材分析本单元的大情境为家庭，并在此情境中输入“介绍人物和辨别人物”相关的核心句型和重点词汇。复习了预备单元和第一单元学到的英文名字和问候语，并在家庭语境中进一步综合运用了人物关系辨别的交流活动。通过家谱图学习有关家庭成员的词汇，能够输出一段相对完整的对话，介绍自己的家庭和朋友。在语篇阅读中，进一步输入人物关系的句型，锻炼学生寻找细节、逻辑推理能力。在写作练习中，训练学生仿写介绍自己的家庭的短文，进一步巩固对本单元目标的落实。教学目标1.能够简单介绍人物关系2.能够辨别、指认人物关系3.能够用指示代词this,that,these,those介绍人物关系4.能够用who引导的特殊疑问句询问第三方是谁5.了解英语国家中家庭成员之间的称谓教学重难点重点：用正确的词汇和句型说明人物关系难点：1.英文中表示人物关系的词汇与中文并不是一一对应的，学生思维的转换是难点2.主谓一致问题，即名词单复数变化引起的谓语变化PeriodOneLearninggoals:Bytheendofthisclass,studentswillbeableto1.identifycertainpeopleinthelisteningcontext.2.getsomesimpleinformationaboutfamilymembers.教学重点：Togetthestudentstolearnaboutfamilymemberinlistening.教学难点：Toassistthestudentsinmunicatingwiththeirpartnersabouttheirfamilyphoto.Teachingprocedures:Leadin Introducetheobjectivesofthisperiod.Askthestudentstoguessonewordfromasentence.(family)Introducethebackgroundofthisperiod:Let’sseewhatthreepairsoffriends(DavidandLinHai,CindyandLiLan,TomandJiangTao)aretalkingabout.Presentation HelpstudentstolearnaboutthefamilymembersbyLinHai’sphotosharingwithDavid.Askstudentstolistentothreepairsoffriends’talkingabouttheirfamilyphoto.Encouragestudentstodopairworktopracticeandgetsomesimpleinformationaboutfamilymembers.AskstudentstoactasJiangTaotointroducehisfavoritefamilyonTVtoTom.PracticeStudentsreviewthewordsandsentencestructureslearnedinthisperiodpracticetalkingaboutafamilyphotowithothers.Homework StudentsintroduceyourfamilytoyourfriendinEnglish.Period2Learninggoals:Bytheendofthisclass,studentswillbeableto1.tellthedifferencesbetweensomedemonstrativepronouns“this,these,that,those”.2.expresscharacterrelationshipsbyusingdemonstrativepronouns.教学重点：Studentsfinishsomegrammarexerciseaboutdemonstrativepronouns“this,these,that,those”.教学难点：Getthestudentstosummarizetherulesaboutusingdemonstrativepronouns“this,these,that,those”.Learningprocedures:Leadin letstudentsbeclearabouttheobjectivesofthisperiod.Background:Wearegoingtodiscussthreequestionsaboutthegrammarinthisunitbeforewedosomeexercises.Whilelearning Listthreequestionsaboutusingdemonstrativepronouns“this,these,that,those”.Showtheanswerstothethreequestionsandaskthestudentstounderstandthem.Askthestudentstofinishfourmoreexercisesaspractice.Postlearning Studentstrytosummarizetherulesaboutusingdemonstrativepronouns“this,these,that,those”withthehelpoftheteacher.Homework Studentswriteanintroduction(介绍)oftheirfamilyphoto.Period3Learninggoals:Bytheendofthisclass,studentswillbeabletolocatethekeyinformationinthereadingcontext；introduceyourfamilymembersbyusingthis,that,theseandthose.教学重点：如何把介绍人物的句子串联起来，形成语篇，从而介绍自己的家庭成员。教学难点：在使用指示代词介绍人物时，关注主谓一致。Teachingprocedures:LeadinListeningandspeakingInvitethefirstspeakerDavidtointroducehisfamilymembers.AskafewquestionsaboutDavid’sfamilymembers.LetSsintroduceDavid’sfamilymembersbyusingthis,that,theseandthose,thenretellDavid’sfamilyintroduction.ReadinganddrawingafamilytreeLeadSstoguesswhotheyareinJenny’stwofamilyphotos.InviteJennytointroduceherfamilyphotosandaskSstocircleherfamilymembers.Findthedetailedinformationandfillintheblanks.HaveSsdrawafamilytreeandwritethenamesdown.LetSstalkaboutJenny’sfamilyphotosindifferentroles,thenintroducetheirownfamilymembers.Homework:Findyourownfamilyphotosordrawapictureofyourfamilyandintroduceyourfamilymembers.Period4LearninggoalsBytheendofthisclass,studentswillbeableto1.locatethekeyinformationinthereadingcontexts;2.analyzethewriter’sattitudetowardhisfamilyandsupportyourideawithdetails;3.expressthemeaningof“family”.教学重点：在阅读语篇中，明确如何介绍自己的家庭成员。教学难点：在口头和笔头介绍中，关注主谓一致；对“家”的含义有更深层的理解。LearningproceduresLeadinReadanddrawafamilytreeReadthepassage“MyFamily”.DrawapictureofJenny’sfamilyandtrytodescribeit.RetellJenny’sfamilyintroduction.PracticeAskstudentstobringaphoto,andintroducetheirfamilymembers.Askotherstoretell.ReadanddiscussReadapoemaboutfamilyemotionally,thentranslateit.Discussthemeaningof“family”.HomeworkFindapoemaboutfamilyandlearntoenjoyit.Unit3Isthisyourpencil?教材分析本单元从教室情境切入，输入了教室内常用物品的话题词汇和句型，引导学生学习询问及辨认物品的所有者的句式，即单复数形式的一般疑问句和简略回答，并为学生提供了综合运用语言的范例，对学生的角色扮演提出要求和标准。在单元中后期，拓展了话题语境，通过辨别学校失物招领处的常见物品，拓展了物品词汇，通过两个学生在失物招领处认领物品的情景，让学生进一步体会目标语言在真实语境中的运用。在阅读和写作中，则训练了学生阅读、理解和仿写失物招领告示的内容，在真实语境中完成写作，强化学习目标。教学目标1.能够正确使用名词性物主代词2.正确使用一般疑问句确认物主关系并作简略回答3.能够初步掌握根据上下文预测、抓关键词的阅读技巧4.了解英语致谢和回答常识5.了解电子邮件基本知识6.了解失物招领的基本常识教学重难点重点：使用含有指示代词this\that\these\those的一般疑问句来询问物品的所有者学会使用表示常用学习物品的基本词汇和名词性物主代词mine\his\hers来确认物品所有者难点：让学生理解名词性物主代词和形容词性物主代词的区别和用法PeriodOneTeachinggoals:1.Studentscanidentifyschoolitemsintheclassroom.2.Studentswillbeabletogetinformationaboutthemissingitemsandtheirownersfromeverydayconversations.3.Studentscanusetherightlanguagetostartadialogueabouttheownershipofthegoods.教学重点：学习用品的识别，对日常对话中有关丢失物品及所有者信息的捕捉。教学难点：使用正确的语言开展有关物品所有权的对话。LearningproceduresLeadinInthisnewterm,wearemovingtoanewclassroom,andwearehavingaproblem.Showthepicturesandaskthestudentstoguesswhatproblemtheyarehaving?Presentation1.Playtheaudioforthefirsttime.Askthestudentstoverifywhatproblemtheyarehaving?2.Playtheaudioforthesecondtimeandaskthestudentstowritedownthenameofthelostiteminthedialogue.Askthestudentstotesttheirguessesinthelisteningactivity,andtrainthestudentstocatchcertaininformationinthedialogueaccordingtotherequest.3.ChecktheanswersPractice1.Therearestillsomeunclaimeditemsintheclassroom,studentsidentifythemaccordingtothepicture,andmatchthepictureoftheitems’names.2.Readaftertheteacher.3.Studentsaskstudentsaroundwhatitemsbelongtothem.ReportAsksomestudentstodoareport:itemsandowners.(withtargetlanguage)Period2Learninggoals:1.Studentsareabletouseproperadjectivepossessivepronountotalkabouttheownershipofthings.2.Studentscanlearntosolveproblemsbyorganizinginformationclearly.Askandanswerquestionsabouttheownershipofgoods.教学重点：询问和回答物品所有权的正确句式。教学难点：联系上下文，正确使用名词性物主代词，使之符合整体语境的逻辑。Learningprocedures:RevisionShowapicture,Sstalkabouttheownership.PresentationGrammarFillintheblankin3aand3b.Checktheanswersinpairs.Summarizetheuseofadjectivepossessivepronoun.Readandmakeconversations.PracticePutsomethingsintotheteacher’sbox.Thentakeoutoftheboxandfindtheowner.(Ssguess)Workingroups(guesswhothethingsintheboxbelongto)Writetheiteminthechart,thenmakeareport.SummarizeSummarizetheuseofuseofadjectivepossessivepronounandwaystoexpressownership.Period3Learninggoals:Bytheendofthisclass,youwillbeableto:1.makeanoutlineofalostnoticeorafoundnotice;2.describeitemsindetailspreliminarily;3.writealostnoticeorafoundnoticebasedonthesampleprovided.Teachingprocedures:Revisionandleadin1.ReviewaletterandfindoutthebasicelementsofLostorFound.(lostitem,location,time,reward,contactinformation)Presentation1.LookatthepictureofLostandFoundonpage16.Thinkaboutthequestion:What’sstillleftintheLostandFound?2.Helpthetwostudentstopletetheirnoticesandchecktheelements.3.Brainstormdifferentwaystopolishthenotices.4.Thinkabouthowwedescribethelostitemsindetails.SummarizeSummarizetheexpressionsofdifferentelementsoflostnoticesandfoundnotices.HomeworkWritealostorfoundnoticebasedonthesampleprovided.(YoucanchooseonelostitemfromtheLostandFoundorfromyourownexperience.Period4LearninggoalsBytheendofthelesson,thestudentswillbeableto1.identifylostorfoundnoticesandtellthesimilaritiesanddifferencesbetweenthetwotypes;2.paredifferentnoticesandworkoutthemindmapofpletelostorfoundnotices.教学重点：辨别并区分“找寻失物”和“寻找失主”这两种不同的失物招领，分析出两者异同。教学难点：通过比较不同的失物招领，并分析较优版本失物招领的优点，来概括出完整的失物招领文本的内容和结构。LearningproceduresDistinguishthelostnoticesfromthefoundnoticesandsummarizetherelevantexpressions.1.Distinguishthelostnoticesfromthefoundnotices.2.AskSstoidentifythedifferentexpressionsandmeaningsoflostnoticeandfoundnotice.3.Then,studentstrytosearchforthekeywordsandsentencesinordertodeterminethetypesofnotices.Summarizethesimilaritiesanddifferencesbetweenalostnoticeandafoundnotice.Summarizetheelementsofthelostnoticesandfoundnoticesandpletethemindmap.1.Theteachershowsstudentsaletterandasksthemtofindtheelementsoftheletterbasedonthepreviousdiscussion.2.Then,theteachercheckstheanswerswithstudentsbyaskingstudentstoparetheteacher’sletterwiththefourstudents’noticesandthinkabouttheiradvantagesanddifferentfunctions.3.Theteacherguidesthestudentstoworkoutthemindmapofpletelostorfoundnotices.Unit4Where’smyschoolbag?教材分析本单元的情景设定为家居环境，在此情境下，学生自然地学习和操练日常生活中物品的重点词汇和核心句型。通过询问和寻找物品的活动，让学生不断熟悉和使用where’s/whereare的句式以及回答，包括方位介词等。通过丢三落四的孩子与妈妈的对话，渗透出要合理摆放物品、为自己负责的思想教育。在阅读和写作中，继续强化学生对描述物品位置的单元目标。教学目标1.能够正确使用介词on\in\under描述物品所在位置2.能够正确使用where引导的特殊疑问句询问物品位置3.能够学习和初步使用略读和寻读（skimming,scanning）两种阅读技巧4.进一步练习在听力和阅读中寻找关键词的能力教学重难点重点：1.on\in\under三个介词在表述物品空间位置时的运用2.通过学习内容对学生进行正确摆放物品、养成良好生活习惯的引导难点：1.名词单复数问题2.代词it和they的正确使用3.主谓一致问题PeriodOneLearninggoals:Bytheendoftheclass,studentswillbeableto:1.identifythenamesandthepositionofthingsthroughlistening;2.askanddescribethepositionofthings.教学重点：Askanddescribethepositionofthingsbyusingthesentencepatterns:“Whereis/are...Itison/in/under...Theyareon/in/under...”“Is...on/in/under...?Yes,itis.”“Are...on/in/under...?No,theyareon/in/under...”教学难点：1.Askanddescribethepositionofthingsbyusingthesentencepatterns:“Is...on/in/under...?Yes,itis.”“Are...on/in/under...?No,theyareon/in/under...”LearningproceduresLeadinTomcan’tfindhisthings.ListeningIListenandfindout:Whatishelookingfor?(1b)Listentothetapeandfindout:Wherearethey?GuidesstudentstosummarizehowTomaskswherehisthingsareandhowhisparentsanswer.Listening2ShowsanotherpictureandtellsstudentsTomislookingforhisthingsagain.HeisaskinghissisterHelenwheretheyare.(2a)Listenandfindout:What’sTomlookingfor?Studentslistenagainandfindout:Wherearethey?TeacherfurtherguidesstudentstosummarizehowTomaskswherehisthingsareandhowHelenanswers.EvaluationJudgeTom’shabitsandexplainwhy.Givehimsomeadvice.Roleplay(2d)RoleplaytheconversationMakeupyourownconversationPeriod2Learninggoals:Bytheendoftheclass,studentswillbeableto:1.summarizetherulesoftheverbforms;2.applyprepositionstodescribepositions.教学重点：applyprepositionslikeon/in/under...todescribepositions.教学难点：summarizetherulesoftheverbforms,单数名词be动词用is，复数名词be动词用are。Learningprocedures:RevisionSpeakingShowapictureofTom’smessybedroom,askstudentstohelpTomfindhisthings.AskstudentstohelpTomfindhisthingsthroughthepictures.SummarizewhatTomwillasktofindhisthings.Teachershowsanexampleandthenleadsstudentstomaketheirownconversationbyusingthetargetlanguage.GrammarfocusShowsomepicturesandgettoknowtheuseofprepositions.SummarizeGuidestudentstosummarizewhattheyhavelearnedtodayfromthesetwoaspects:Howdoweaskandansweraboutpositions?Whataretherulesofusingverbforms?Period3Learninggoals:Bytheendoftheclass,youwillbeableto:1.locateinformationaboutKateandGina’sroom;2.evaluateKate’sandGina’shabits;3.giveadviceonhowtokeepTom’sroomtidy.Learningprocedures:RevisionRevisetheitemsinTom’sroom；Payattentiontotheirlocation.ListeningandspeakingI1.ListenandfindoutwhatTomislookingfor.2.Listenagainandfindoutwherethesethingsare.3.SummarizewhatTomandhismothersay.4.Makeyourownconversationthroughthetargetlanguage.ListeningandspeakingII1.FindoutwhattheyseeinKateandGina’sroom.2.Findoutwheretheirthingsare.3.Findoutwhoistidyandexplainwhy.SummarizeandevaluationSummarizewhatTomcanlearnfromKateandwhatadviceKatecangive.SummarizehowKateandGinaarrangetheirthings.Period4LearninggoalsBytheendoftheclass,studentswillbeableto:1.Describethelocationoftheroomandplacement;2.Analyzewhatacleanroombrings.教学重点:描述房间物品及摆放位置；教学难点：使用正确的介词描述房间物品摆放位置；意识到保持整洁的好处。Learningprocedures:LeadinShowspicturesofacleanroomanddescribethelocationandplacement.Listentotheteacherandthinkaboutwhatacleanroombrings.Presentation1.Showsapictureofacleanroomandasksstudentstofindoutwherethepencilbox,schoolbagandkeysare.2.Asksstudentstofindoutwheresbooks,socksandputergameare.3.Showsapictureofamessyroomandasksstudentstodescribethemessyroom.4.Askstudentswhywedowehavetochange?”5.Discusswhatarethesecretstokeeproomsotidy.7.Asksstudentstothinkaboutthequestion:“Whatarethebenefitsofkeepingtheroomtidy?”Summarizeandhomework1.MakesasummaryAsksaboutthepositionsofthethingsintheroom.Whereis…whereare…Itis…/Theyare…in/on/under/nextto/behind/beside/between…and…2.Assignhomework.Unit5Doyouhaveasoccerball?教材分析本单元的切入情境为国外普通家庭的客厅，孩子们在谈论家里不同位置摆放的运动用品，自然而然地呈现了volleyball等与球类有关的词汇，以及doyouhave的句型。在听力学习中，让学生继续学习实意动词have的用法和let’s句型。在单元sectionB部分，学习使用形容词来描述体育活动，将形容词和体育活动的名词，以及相关动词结合起来。继续巩固have的使用，表达物品从属关系，并学习使用转折连词but。教学目标1.能够正确使用have的一般现在时用法2.能够正确使用一般疑问句询问物品所属关系并作简略回答3.能够正确使用形容词对事物发表基本看法4.能够正确使用连词but5.能够了解国内外学生常见体育运动教学重难点重点：1.六个与球类有关的词汇2.含有实意动词have的一般现在时的一般疑问句及简略回答难点：第三人称单数的一般疑问句中动词的正确使用PeriodOneLearninggoals:Bytheendofthislesson,youwillbeablemonsportsgear.2.talkaboutownershipwith“have”.教学重点：询问和回答物品的所属。教学难点：根据不同人称正确询问和回答物品的所属。LearningproceduresLeadin:Askstudentswhatsportsgeartheyhaveathome.Listeningandspeaking1.Askstudentstolearnthenamesofmonsportsgearbymatchingthenameswiththepictures.2.Listentotheconversationandcirclethesportsgearmentioned.3.Theteacherplaysfourotherconversationsandasksstudentstocirclethesportsgearmentioned.4.Listenagainandasksstudentstwoquestionsforeachconversation.5.Showstudentsfourtablesthatsummarizetheownershipineachconversationandasksstudentstodescribethetables.6.Theteacherplaysanotherconversationandasksstudentstofillintheblanks.PracticeSetasituation,asksstudentstomakeupaconversationandgivestwosamples.Summarizeandhomework1.Askstudentstomakeuptheirownconversationaboutwhattheyhavewith“you”and“I”.2.Summarize:thenamesofmonsportsgearandthewaystotalkaboutownershipwith“have”.Period2Learninggoals:Bytheendofthislesson,youwillbeableto1.use“do”or“does”correctlyaccordingtothesubject.2.identifyownershipbyusingsentenceswith“have”.教学重点：use“do”or“does”correctlyaccordingtothesubject教学难点：根据不同人称正确询问和回答物品的所属Learningprocedures:Revision:namesofsportsgear.PresentationGrammar1.Guidestudentstofillintheblanks.2.Showstudentsfivesetsofsentencesfromtheaboveconversationstosummarizetherulestousedo/doesandhave/has.Speaking1.ShowsthenamesofthesportsgearthatarementionedintheaboveconversationsandapictureofBob’sroom.2.AskstudentsquestionsaboutwhatBobhasinhisroom.3.ShowatableofwhatBobhasanddoesn’thaveinhisroom,andaskaboutwhatsportscanbeplayed.Practicestudentstogiveareportonwhatcanandcan’tbeplayedandshowsasample.2.Theteacherasksstudentstomakeuptheirownconversationaboutwhattheyandtheirclassmateshaveandwhatsportstheycanplay.HomeworkandsummaryHowtouse“do”or“does”correctlyaccordingtothesubjectandidentifyownershipbyusingsentenceswith“have”.Period3Learninggoals:Bytheendofthislesson,youwillbeableto1.talkaboutpersonalfeelingsoncertainactivities.2.extractinformationaboutownershipfromthetext.教学重点：extractinformationaboutownershipfromthetext教学难点：通过关键词提取物权归属信息Learningprocedures:LeadinPresentationSpeaking1.ShowfivepicturesandasksSstodescribewhatTomthinksoftheseactivities.2.Theteacherplaysaconversationandasksstudentswhatactivitiesandfeelingsarementioned.3.Theteachershowsasummaryoftheaboveconversationandasksstudentstofillintheblanks.Listening1.Listentotherecordingandaskstudentswhetherthestudentsinthepassagehaveasoccerball.2.Showtherelevantsentencesandgivestheanswer.3.listenagainandfillinthechartonp28.PracticeRoleplaytheconversationonp28.Makeupaconversationbythemselves.Summarizeandhomework.Howtotalkaboutpersonalfeelingsoncertainactivitiesandextractinformationaboutownershipfromthetext.Period4LearninggoalsBytheendofthislesson,youwillbeableto1.findactivitiesfromthesurveyandstatereasons.2.learntotalkaboutyourchoiceandstateproperreasons.教学重点：通过阅读，了解三位同学的调查结果；掌握行为动词一般现在时的肯定句、否定句的结构，尤其是单三形式的变化。教学难点：说出自己的选择并陈述理由。LearningproceduresLeadinFindthesportswordsintheunit,writethemdowninthecorrectcolumn.Reading1.Ourschoolmagazinemadeasurveyaboutsportscollection.Thisisthesurveyresults.Readthepassagein2minutesandanswerthequestion:Whohasasoccerball?2.Checktheanswer.Letsomestudentssaytheiranswerandstatewhy.3.Workon2c.Whodoyouthinksaysthesesentences?Check(√)FforFrank,GforGinaorWforWangWei.Readthepassagecarefullyandchecktherightperson.4.Ssreadthepassagecarefullyanddiscusswiththeirpartner.5.Checktheanswerwiththeclass.6.Fillinthechart.Name:ThingstheyhaveActivitiestheylikeFrankBrownGinaSmithWangWeiPractice.Retelltheresultwiththehelpofthechart.Homework1.Rewritethesurveyresultinthe3rdperson.2.Reviewgrammarfocus.Unit6Doyoulikebananas?教材分析本单元主要围绕“谈论对食物的喜好”这一交际功能展开，以like为例，进一步学习实意动词在一般现在时中的用法，是上一个单元内容的延续。上个单元的主要动词是have，第14单元的学习则是含有be动词的一般现在时的用法。SECTIONA主要让学生使用like询问他人是否喜欢某种事物，学习一般现在时各个人称的肯定句、否定句和一般疑问句。呈现了可数、不可数名词的概念。SECTIONB围绕早午晚餐展开，让学生进一步谈论人们对不同食物的喜好，反思不同的饮食习惯，探讨健康饮食的问题，深化本单元主题。教学目标1.掌握动词like在一般现在时中的用法2.能够正确使用表示食物的可数名词、不可数名词以及既可用作可数、又可用作不可数的名词3.能通过分类的方式识记食物类词汇4.了解常见的西方食品及中西方饮食文化