新人教版七年级英语上册全册教案

鑫新人教版七年级英语上册2.功能目标：1)Introduceyourself使学生学会用英语介绍自己。2)Greetpeople使学生学会用英语和别人打招呼。3)Askforandgivetelephonenumbers询问和给出电话号码1)让学生初步体会用英语和别人交流的感受，培养学生学习英语的兴趣。2)通过对英文名字的介绍，对比中西方表达名字的不同，了解中西方文化的差异。3)通过对西方一些成功人士英文名字的介绍，使学生了解成功是由不懈的努力和艰苦的奋斗得来的。4)通过介绍英文名字的由来，使学生产生对西方文化的好奇及兴趣。clock,hello,hi,and,question,answer,look,firstname,lastname2)语法项目：一般现在时be的用法以特殊疑问词what开头的问句What's=WhatisI’m=IamMyname's=Mynameis3)Languagegoals语言目标：What'syourname?I'mGina.NicetomeeWhat'syourtelephonenumber?It's...I.教材分析：这是课本的第一部分，题目是MymaneisGina.有很多学生第一次学习接触英语，为了调动他们的积极性，不产畏难情绪，尽量简单的处理教材。Languagestrategies:TalkabouttheMainvocabulary:nameis,meet,his,firstname,lastname,answer,boy,girl.Ⅲ.语言功能：询问姓名及怎样回答.IV.活动设计：采访调查What'syourfirstname?A:first,listentotherecorder,thestudentsreadaftertherecorder.Step4:1bListenandnumbertheconversations.Step5:2aListentothefourconversationsandnumberthec教后一得：学生学习英语的积极性很高，因为有很多是第一次接触英语，教师要积极引导，迅速让学生掌握学习英语的方法。I.教材分析：这是课本的第二部分，活动内容比较多，学生对教材很有兴趣，例如做学生证，用英语填写自己的名字。Languagetopic:What'syourLanguagestrategies:TalkabouttheMainvocabulary:nine,number,phone,card,familyname,firstname.IⅡ.语言结构：presenttensetobe,whatquestions,Possessiveadj.my,your,his,her.。Ⅲ.语言功能：询问姓名(分别问姓和名)及怎样回答，要求学生分清姓和名.IV.活动设计：采访调查What'syourfirstname?What'shertelephonenumbWhat'sherfamilyname?fWhat'shertelephonenumbWhat'sherfamilyname?f教后一得：这节英语课，很成功，学习积极参与实践活动，手脑兼用，高高兴兴地戴上Period3Selfcheck2)Hisname'sJi教后一得：初一学生进行书面练习非常重要，要强调书写要规范，方法要掌握。Functions:Introducepeople:This/Thatis..These/Thoseare,Identifypeople:Isthis/tha...?Demonstrativesthis,these,those,thatSubjectpronounsI,he,mother,father,sister,brother,grandmother,grandfather,friend,grandparents,uncle,auntHello.Hi.Nicetomeetyou.personalnamesIsthisyour..?Yes,itis.Isthatyour..?No,itisn't重点词汇：familymembersthis/thatthese/thoseis/are介绍家人，认识辨别他人，家庭成员情况的表述跨学科学习绘画、家谱、摄影PeriodTwoSectionA1c2b2cPeriodThreeSectionA:3a,3b,3c,4Groupwork,SectionB2b,2cPeriodFiveSelfCheck1,2,3Justfo教学内容：Newwords:mother,father,parents,brothers,grandmother,grandfather,friend,sister教学重点：单词的拼写以及人物之间的关系。教学难点：familytree教学方法：听说读写。教学步骤：1、利用照片，介绍人物关系，认识单词father,mother,sister,brother,uncle,aunMatchthewordswiththepictures.(mothercfatheriparentshbrothersbgrandmotherggraStep2.继续学习单词。完成以下任务：2.2aListenandcirclethewordsmotherfathersisterbrothergrandmothergrandfatherfriendgrandparents…grandfathergrandmothercousinfathermotheruncleauntbr教后一得：本课内容围绕学生的生活，所以学生学起来得心应手，表现出极大的兴趣，说明语言来源于生活。教学目标：TalkaboutDave教学重点：句型：Thisis...Theseare...Isthatyourbrother?Yes,itis.Th教学难点：指示代词单词的复数形式教学方法：听说读写。1.Davea2.LinHai3.Anna4.Je4.口语对话StudentA,coverthenamesin2b.Askaboutthepeopleinthepicture.StudentBGrammarFocusIsthisyoursister?No,itisn't.ThisismyfIsthatyourbrother?Yes,itis.Thatismybrother.T教后一得：让学生了解了名词的数这个概念，通过图片和直观的手段告诉了学生怎样理Period3教学范围：SectionA:3a,3b,3c,4Groupwork,SectionB2b,2c教学内容：认识人。教学目标：掌握一般疑问句的问与答。教学难点：活动的有序组织That'sAnnaandthatIssheyour1.sister?Yes,she2.is.AndisheyouPracticetheconversationwithapart3.3cWriteyourmother's,faIsGuoPengyourbrother?No,heisn't.Bringsomefamilyphotostoclass.PutthemtogetherinyourDrawapictureofyourfamilyandfriends.Te教后一得采用一些旧照片来激发学生的学习兴趣，说明，教师在课堂活动设计中，设计的活动不要脱离学生的生活。教学重难点：人物介绍的条理性。1.3aReadtheletter.Drawapi2.3bLookatthefamilyphoto.Writean写文字)教后一得：进一步设计活动来完成本单元的教学任务，但切忌避免机械地重复，活动应thisthatthesethosemotherfatherparentssisterbrothergrandmotherfriendunclegrandf2.Writefivenewwordsinyour3.LookatMary'svideoofBeijng.Computertheconversations.教学目的和要求(Teachingaimsanddemands)Excusemebutthesetheygoodth日常交际用语Isthisyour/my/his/herpencil-boxWhatarethese/those?They're..,etc.ItArethese/those/theyEnglishbooksThey'retheirbooks.That'sallright.Thankyouverymuch.WhatnumberisJim'sbus?Comein,p运用my,your,his,her,its数词以及名词的复数形式.period12.Useflashcardstorevisethewoman,sister,father,mother,Mr,Mrs,Repeatseveraltimeswithdifferentobjects,includingabag,apencil-box,apencil,aGetallthestudentstoraisetheirpens.Pointtoaboy'spointtoagirl'spenandsayhpersonbehindorbesidehimorher,andaskB:Thankyou.(PickupanitemfroB:Hereyouare!(GivetheerasertothExplainthatitispolitetosayExcuseme!togetsomtimes.ThenrepeatthechaindrilladdingExcuPickupabagbelongingtoagirl,pointtoaboyaseveraltimeswithdifferentstudentsListenandrepeat.Replaythetape,usingthepausebutton.StudentslistenandreDividetheclassintogroupsofthree.GetthemtopractisethedialogueswithPictureAftertheyhavepractisedonceortwice,getthemtorepeatthedialogueusingotheCalloutfourstudents,eachwithfourdifferentobjectLetoneofthemcollecttheFinishofftheWorkbookNote:Whenteachingnewwords,e.g.me,these,tree,meet,please,very,welcome,etc.remindthestudentsofthespellingrulestaughtin1.Askagrouptoactoutthedialoguesf2.Checkhoework.GetsomestudentThey'rebags.Repeatwithapen/pens,abook/booksMakesurethattheypronouncethepluralformscorrectly.Add/z/forbanana,bagandbookand/iz/forboxandbus.AlsotheyshouldpronouncethedsinbirdsB:They'repens.Whatarethese?(C:They'rebooks.What'rethese?(Holdinguptwoboxes.)etc.DrawtwobananasandaskWhatarethese?They'rebananas.Writeoneunderthesandtwounderthetwobananas.LookatPicture2.Whatarethese?(They/They'rebananas.)NoticRepeatwiththeotherpictures.ThenaskWhatcanyouseeDothesamefortheotherpicRepeatwithbirds,eggs,cakes,boatsBesuretostandbackandpointwhenyouask,sostpairs.SBPage27,Part2.CalloPointtothebirdsinthepicture.They'rebirds.Gethimorhertoaskyouasimstudentstoworkinpairstoaskandanswersimilarquestionsthestudentstospellfourteenandfifteeteen.Theyareallformedbythenumberplusteen,exceptforthFinishofftheWorkbookexerciHoldupabagandaskWhat'sthis?(It'sabag.)Hothese?(They'rebags.)RepRepeatwithpens,books,etc.GettheclasstoaskquestionsandgiveansA:Whatarethese?(HolB:They'repens.WhataretWritetheselistsontheBbpronouncingthemcorrectly.Writethephoneticsymbolsifyouthinktheywillhelpthestudents.1./s/2./z/3./iz/bikesboysAfterwritingeachlist,underlinetheendingsandexplainThesewoAskAretheseapples?SomestudentswillsayYes,theyare.Othersmayare(pears).TeachArethose.?Forexample,putasmallpicturewithtroom,andaskArethoseChinese/Japanesecars?Yes,theyare./No,They'renot.ThenbringthepictureclosersoSBPage28,Part1,SpeechCassandrepeat.Gettwoorthreepairstoreadaloudthedialogue.themtopractisethesamwholeclass.Wx.4isoptional.Dothisexerciseifyouthinkyourstudentsareready.Pointtotpictureanddrawthestudents'atincludingthewordorderandtheusFinishofftheWorkbookexerciPeriod43.Usingflashcards,revisethepluralwordstaughtasinLesson20.Step2.(PleaseseePages148-16thangoingstraighttothebDrawapictureontheBb.ThereshouldbesixchilfirstboyandsayThisisJimGreen.times.NowpointtothenextpictureofaboyantothegirlWhoisthis?SAskthestudentstoguesswhatthewordandifnecessary,explain.SayKate,Jim,AnnandTom.Askthepointingtoeachstudentinturnetc.(NumberthepicturesontheBbinthesamewaytohelp).S4:Hello,Ann.I'mTom.(TomturnstoS5.)Hello,I'mTomandrepeatpayingspecialattentiontothepronunciationofthewordroom.Explainthemeaningindialogue.Thengetthestudentstoreadingroupsofsix.Later,geBb.ExplainthatJimandLiLeiareatthebusstop.JimwantstogohomisJim'sbus?Playthecassettetwice,ifnecessary.Thetextofthetapeisprintedbelow.Ifyoudonothavethetape,readthefollowingtextaloud.Jim:Isthatmybus?LiLei:What'snumber?ThenrepeatthequestionWhatnumberisJim'sbus?(Answer:29)Iftimepermits,playthetapeagain,andgetthestudentstorepeat.HalfofthemcanbeJim,andtheotherhalfLiLei.SBPage30,Part4.Booksclosed.DrawTheseareboats.WritethesentSayTurntoPageT:PictureNo.2.Acomputer.Row2Afteryouhavegoneoverallofthewords,getWhentheyhavefinished,askthestudentstoexchangebooksandto“mRemindthemtopayspecRevisethepluralfromo24,Ex.3.GiveashortdictationasinLesson20.UsesomSbPage114,WbLesson24.MostoftheexerciseshelprevisethepluralforEx.6showsawayoflearningnewwordsbFinishofftheWorkbookexercises.教后一得脑辅助进行教学，很好的解决了这个难点，取得了教好的效果.本课教材分析：Topic:ThingsaroundthehouPrepositionson,in,under,behin本课的词汇：table,bed,dresser,bookcase,sofa,chair,backpack,books,keys,baseball,draweis,table,bed,dresser,bookdase,sofa,chair,drawer,plant,under,they're,on,behind,next,nextto,don't=donotknowbag,math,mathbookclock,CD,video,cassette,videocassette,hat,take,thing,soccer,soccerball,ball,can,bring,some,need,floor,ideal,room,TV,desk,picture,b语言目标：Where'smybackpack?It'sunderthetable.Whereareyourbooks?TheyareThemathbookiso重点词汇：thingsintheroomandsome语言结构：on,in,under,behind,nextto..学习策略运用实物、图片理解介词的意义，利用对话，学习讨论物体的位置。语法功能1.辨认位置，并描述物体所在位置。2.物体所在位置的问答。跨学科学习美术、绘画、方位知识。本单元可分为7课时(Sevenperiods)。PeriodOneSectionAlalb2aPeriodTwoSectionA1c2b2cGrammarFocusPeriodThreeSection:a,3b,3c,4GameFindthePeriodFourSectionBlaPeriodFiveSectionB3a,3b,3c,教学内容：单词(房间里的物品名称)SectionAla1b2a教学目标：学习掌握新单词教学步骤：1.复习句型What'sthisinEnglish?It'sa/an…,利用句型引出单词，在学习是尽量少用或不用汉语。2.利用实物或图片(图片可从素材库中查找),认读单词(table,bed,dresser,bookcase,sofa,backpack,books,keys,plant,chair,dr3.看课本图片，找出单词所对应物品的字母，继续学习单词。(Lookatthepictureontableebedjdressercbookcaseasofaichak4.听录音，按听到的顺序在正确的物品上排号(1-5),巩固单词，练习听力。(1bListenandnumber(1-5)thethingsinthepicturewhenyouh5.检查单词掌握情况。可采用多种方式。如：教师听写，学生听读，小组检查，同桌6.通过2a(Listenandnumberthesethin8.Homework.:画出自己的房间，为其中的物品标上英文，物品越多越好。学完单词，引入句型。学习方位介词oninunderbehindnextto...句型：Where'sthepackback?B.It'sunderthetable.Isit../Arethey..?Yes,itis./theyare.No,itis2)Makeadialoguewiththesentence:Whereis?It's.../Whereare...?They're..Pattern:Whereis/are...?Itis...Theyare...Isit.../Arethe..?Yes,itis./theyare.No,itisn't./th教学难点：theuseofmyyourhisher1.学习介词。Watchthevideoandunderstandthemeaningandtheuseofprepositions.(直观形象)2.介绍介词短语(利用图片/静止动画或周围物品的摆放):inthebox,onthe3.通过活动，复习介词。活动一：教师将一物品放在不同的位置，让学生用介词短语表达，练习说；活动二：教师说短语，学生表演动作。活动三：1cPairwork(结队活动)Makeyourownconversations.Usethewor4.引出Wherequestions及其回答。(可让全班同学闭上眼睛，将某一物品藏于某处，,让学生猜测。提问时自然引出where句型，便于学生理解，水到渠成。学生猜测时，引出句型：Isit……?及肯否定回答)eg:5.看图片，据情景，练习句型。(为激发学生兴趣，可假设情景，画面中的男孩，就妈妈、妹妹是怎么说的?)Where'smybackpack?It'sunderthetable.Where'smybaseball?It8.2cPairwork结队活动9.Sumup(Grammarfocus):Where'sthebaseball?It'sinthebackpack.Whereismycomputergame?It'sundertheWherearehiskeys?They'reonthWhereareherkeys?They'reonthetAsk:Where'smy...?(Pointingtomyself)Where'sthepackback?B.It'suIsit../Arethey.?Y教学目标：Idon'tknow.Aretheyontb)完成3a。3aPutthesesentencesi3bPracticetheabove3cLookatthethreepiThenaskandanswerquestionsaboutthekeys,thepencils,thebaseball,thep4.PlayingagameFindtheDiffPairwork(互相问答，发现的不同之处越多越好)eg:Where'sthebackNo,itisn't.It'sPeriod4教学内容：Newwords:mathbookalarmclockCD教学目标：Learnallthenewwordsbyhear教学步骤：mathbookalarmclockCDcomputergamevideocassettehat1.mathbookb2.alarmclockd3.CDput3.1bLookatTommy'sroomforthreeminuteg.mathbookbedbookcasebookscomputergamesclockandsoon(Themore,the5.2aListenandcirclethethingsTommywbookpenpencilCDsrulernotebookvideocassettecomputergamesmatheg.ThemathbookisonthPeriod5教学范围：SectionB3a,3b,3c,4Groupwork教学内容：句型的实际应用(阅读与书面写作)。教学目标：能够熟练读写教学重点：Writinganote.教学方法：动动手，做一做，画一画，写一写。Pleasetakethesethingstoyourbrother:hismathbook,baseball,cassette.ThemathbookisonthedrCanyoubringsomethingstoschool?IneedDrawyourideal(理想的)room.Thendescribeittotheclass.tablebeddresserbookcasesofachairbackpackbookskeyspebaseballhatmathbookalarmclockCDvideocassettecomputerbackpacksonthechaUnit4Where'smybackpack?Languagetopic:Where'smybackpack?ItLanguagestrategies:TalkaboutthingsaroundthehouseandMainvocabulary:table,bed,dresser,bookcase,sofa,chair,drawer,backpack,CD,plant,alarmIⅡ.语言结构：一般现在时be,方位介词in,on,under,behind,nextto。语言功能：询问物品在哪里及怎样回答.Ⅲ.活动设计：1.猜谜游戏(Guessinggame)Putasoccerballorabaseballoracomputer2.Rememberinggame.Readthepassageandrememberwherethethingsare.table,bed,dresser,bookcase,sofa,chair,backpack,book,keycase,baseball,hat,mathbook,alarmclock,CD,videocassette,可以根据图片或实物来检查提问。Step3:Phrases复习方位介词(先用实物来演示位置关系)2、在沙发上onthesofaMybooksare...3、在门后面4、在…旁边5、在背包里Step4:Pairwork:guessinggameReviewWhere'Where'sthesoccerball?Canyouguess?Isit..?Yes,itis.No,itisnWhereismypencilcase/Where's/are...?It's/They're..Readthenotefor3timThisismyroom.Therearebooksinthebookcase.TherearAskandanswerquestionsaboutthepictureyoudrew,trytorememberwWherearethebooks?They're...Whereisthebackpack?It's..3.Writeanotetoyourfriendsally,askingforfoCanyoubringsomethingstome ReadthenoteinyourThePlanoftheUnit:Topic:SpendingtimewithfrienYes/NoquestionsAdjectivesofqualityVocabulary(重点词汇):TV,ball,basketball,soccer,bat,tennisboring,fun,difficult,relax学习策略：运用对话练习，掌握如何用英语向对方询问是否拥有某物，增强个人与他人的联系与交流.跨学科学习：体育球类，礼貌邀请别人课时划分：根据需要共用4课时完成本单元的教学任务.第一课时：球类单词，学习句型Doyouhave...?Yes,Ido.No,Idon't第二课时：部分生词，复习句型Doyouhave第三课时：部分生词，复习Doyouhave...?Doeshe/shehave...?学习have的陈述句形教材分析：本课主要介绍球类单词和句型Doyouhave……?所以在讲解句型之前，先让学生认知单词，可采用图片和实物等方法进行教学。教学目标：1.认知生词tennisracket,baseballbat,soccerball,volleyball,basketball,have.3.根据场景会熟练运用Doyouhave...?进行询问且能正确的肯定和否定回答，并扩展到运用DoI/wehave...?Dotheyhave...?进行问答.语法：have的一般疑问句用法(用于第一、二人称和第三人称的复数)及其肯定和否定回答Doyouhaveasoccerballball,volleyball,basketball,televthis?It'satennisracket.IsStep4.MakesentenceswiththenewwordstopractDoyouhave..?Yes,Ido.No,Idon1c(P25)PairworkLetthestudents3(P26)Pairworklookatthethingsinthepicture.Awith“Doyouhavea..?Yes,Ido.”Listento2a(P26)and2b(P生都参与到这个活动来，人人都有表现的机会。问你的父母，兄弟姐妹和你的好朋友是否有……然后把它记录下来.遇到的生词可以查词典，然后写到你的单词积累本上.学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。教材分析：初步掌握了句型Doyou/theyhave...?及其肯否定回答后，学生对此有了一定的交际兴趣，再讲Doeshe/shehave..?就容易接受了。2.掌握句型Doeshehave...?Doesshehave...?及回答.3.根据场景询问，熟练应用句型进行交际.语言目标：Doeshehave..?Yes,hedoes.No,hedoesn't.语法项目：have的一般疑问句用法(适用于第三人称单数)及其肯定否定回答。学习策略：由问及你是否有某物引到他或她是否有某物。学习单词：does,doesn't,ha三人称单数，has是have的第三人称单数，解释何为第Step3.showapicturePleasemakeadialoguewi√√√√√可要求学生先口语练习，然后书面写出来.Step4.现场调查(利用周围事物练习句型)然后再将这些句子转换成他/她有.…吗?练习两种句型Doyouhave..…?Doeshe/shehave..?3a(P29)Readthemagazinearticle.CirclethKeys:tennisrackets,basketballs,baseballs,soccerballs,volleyballs出现的生词：collection,but,playsports,only,them要求学生会读，认知其意义，当堂不必要求会拼写，可放到课后。3b(P29)Lookatthepi出现的生词：small,every,day,everyday.要求学生认知并记住。(small可补充其反义3a,3b这两个题目是阅读类型，可让学生先按照要求去完成任务，然后让他们朗读全文，把握其全意，增强语感。3c(P29)Writeaboutsportsthingsandot本题目是复习生词，并扩展学生的词汇量，鼓励他们去接触新的单词。Doeshehaveatennisrac总结句型，强调人称的变化和助动词的变化。Step8.Homework口语练习：向你的同桌询问，Mike是否有字典?Kate是否有钢笔?Jane是否有新自行车?等等，然后把你的句子记录下来，遇到的生词可以查词典，然后记录到你的单词积累本上。教后一得：课堂上把时间还给学生，让每个学生都动起来。学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。教师应为学生创设宽松，和谐，民主的学习气氛，设计多种合作方式或活动内容，多思考导入的途径和技巧。第三课时教材分析：这节课我们将学习如何向别人提出建议，这个话题很贴近生活，所以学起来气氛比较轻松。学习了Doyouhave...?Doeshe/shehave..?后，同学们都想知道怎么表教学目标：1.掌握生词let,us,let's,play,well,sound,good,welcomeour,sport,center,like,we,many,club,ping-pong,more,join,class,interestindifficult,relaxing,watchTV.(重点词汇：let,us,let's,play,well,sound,good)2.认知句型：Let's...Thatsoundsgood.会用它向别人提出建议。3.会用句型I(We,You,They)have_He(She,Kate,Jane)has及否定句自由表达。语言目标：1.Let'swatchTV.No,thatsoundsboring.2.I(We,You,They)have..3.I(We,You,They)don'thave...He(She,Kate,Jane)doesn'thave..语言功能：用祈使句对别人提出建议以及回答，表达某人有(没有)某物。跨学科学习：绘画、用形容词描述某件事、礼貌待人(toanotherstudent)Let'Step3.showthenewwords:let,us,let's,play,well,要求学生会读单词，并掌握其拼写、含义及用法。Keys:1.don't2.Let's3.have4.soccer让学生填写后，读熟并同位之间互相练习。让两个学生对话，练习句型。语拼音之间的区别，class要注意大写，sportyoulike写上你喜欢的体文中出现的生词：welcome,our,sport,center,like,we,many,club,ping-pong,morclass.要求学生会读，认知其意义，要求课后记住。Step5.你认识这些形容词吗?(SectionB)用汉语解释什么样的词是形容词，然后解释interesting,boring,difficult,relaxing的意思。这几个单词比较长，在讲解时，注意渗透音标教学，按音节去记忆其拼写，这样就简单多了。Dotheexercises:1a,1b(P28)学生画完后，可传阅他们的作品。2a,2b听力题目可在听完之后，将材料投放在屏幕上，作为阅读材料练习。2c.Pairwork口语练习，复习句型Let's..Thatsounds……和形容词interesting,boring,Step6.练习句型I(We,You,They)have.._He(She,Kate,I(We,You,They)don'thave...He(She,Kate,Jane)doesn'thave..I(We,You,They)don'thave...He(She,Kate,Jane)doesn'thave..同位之间用这几个句型相互交流。特别强调He(She,Kate,Jane)has中的has,和LetthestudentssumupwhatwehavelearStep9.Homework以小组为单位，记述每个人有的物品。将它写在练习本上，下节课互充分体现了学以致用的教学原则。学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。课堂上把时间还给学生，让每个学生都动起来。学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。教材分析：Selfcheck是本单元的复习部分，主要对本单元的重点词汇和句型进行复习教学目标：1.复习球类单词和形容词2.熟悉句型Doyouhave……?Let's..…Thatsoundsgood.3.根据场景询问，熟练应用句型进行交际.语言目标：Doyouhave..?Let's语法项目：have的一般疑问句用法及其肯否定回答，have的陈述句、否定句用法，与Therebe句型的区别。学习策略：联想、编短剧、合作精神Dotheexercise1:checkShowapictureandletthDotheexercise2:writethenewwordsinyourVocab-builder.Findthestudentwhowritesthemostnewwords.Step3:练习Doyouhave...?及肯定句、否定句，注意与Therebe句型的区别。然后将这些句子变为陈述句.2.(出示大屏幕)7.Tom'smotheraredcar?Yes,让学生反复朗读，也可以作为材料让学生上台表演)Step5:Justforfun鼓励所有学生上台表演，可以让一组学生每人手拿一样东西，藏起来，让另一学生猜：你有钢笔吗?你有橡皮吗?你有小刀吗?猜完之后，也可以问第三个人：他的主要内容，主要学习了什么,遇到了哪些困难，如何克服的，以后学习应注意些什么等。将它写在练习本上。教后一得：每学完一个单元学生就能用英语进行简单的交流。充分体现了学以致用的教学原则。学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。课堂上把时间还给学生，让每个学生都动起来。询问某人是否喜欢某种食物及回答；表达喜欢什么和不喜欢什么。Affirmativeandnelike的一般现在时，一般疑问句及肯、否定回答；肯定句和否定句。语言目标：主要语法salad,bananas,eggs,strawberry,carrots,apples,chicken,breakfast,lunch,dinne品德：在平日饮食中要做到不挑食。根据需要可以分为四课时来讲。I.教材分析：这是本单元的第一部分，生词比较多，但是因为涉及到吃的东西，每个同学都有自己的爱好，学生比较感兴趣。Languagetopic:Doyoulikebananas?Languagestrategies:Mainvocabulary:food,banana,hamburger,tomato,broccoli,Frenchfries,strawberry,orange,Ⅲ.语言功能：询问某人是否喜欢某物及怎样回答.IV.活动设计：采访调查Doyoulike..?What'sthis?It'sahamburger.Doyoulikeit?Yes,IdoWhatarethese?They'rebananas.Doyoulikebananas?Yes,Ido./No,Idon't.aaaPracticetheconversatihamburgerstomatoesbroccoliFrenchfriesorangesicecreamsaladLet'shave_.Oh,no.IHowmanystudentslikehamburgers?Howmanystudentslikeb教后一得：教完这堂课，感慨颇多。以前经常埋怨学生厌学，没兴趣，从这节课来看，主要是教师没有认真的去备课，没有去从学生的角度去处理教材，学生当然没兴趣。这节Mainvocabulary:egg,apple,carrot,chicken,fruit,vegetable,breakfast,lunch,din(Askanotherstudent)Doeshelikebananas?Yes,hedoes./No,(Askanotherstudent)Doesshelikebananas?Yes,shedoes./Doyoulikeeggsforbreakfast?BreakfastisDoyoulikevegetablesforlunch?AndAskthestudentstorememberthenewwords.AddfivenewwordstoyourVocab-Builder.Askthestudentstorememberthem.Mymother:chicken,oranges,carrots..Mysister:hamburgers,Askanotherstudenttogu第三课时：I.教材分析：Languagetopic:IlikeorangeHelikeshamburgers.Hedoesn'tlikeLanguagestrategies:TalkaboutMainvocabulary:eat,runningstar,lotsof,healthy,food,dessert,listⅡ.语言结构：like一般现在时的肯定句和否定句。I.语言功能：怎样表达喜欢什么和不喜欢什么.Doyoulikebananas?YDoyoulikesalad?No,IPractiseingroups:IlikAskanotherstudent:Doeshelikesalad?NStep3:3(P33)Pairwork.FrenchfriesstrawberrysaladBilllikes...AskandanswerquestionsaboutwhatMiddlebrookHighrunningstarKatrinaPedrosaeatslotsoflikeseggs,bananas,andapplNewwords:eat,runningstar,lotsof,healthy,food,dessertStep7:4aYouaregoingonapicnicwithagroupoffriYes,Ido.Whatdotheylike?..Thenreadyourlistoffoodtotheclass.教后一得：本单元主要学习如何表达喜欢什么和不喜欢什么,对于这一话题，学生非常Food:chickenhamburgersFrenchfriesicecrFruit:applesbananasorVegetables:saladcarrotstomatoesStep:II.Practisethelanguagetopic(P32)GrammarFocus.Doeshe/shelikesalad?Yes,he/shedoes.No,he/shedoesn't.I/Theylikeoranges.I/Theydon'tlikebanHe/shelikesicecream.He/Shedoesn'tlikeStopI.WriteaboutwhatTomlikestoeatforbreForbreakfast,Tomlikeseggs,oranges,andbananas.Forlunch,hehamburgers,StepIV.WriteaboutwhatyoulikeforbreaStepVI.AskyourclaStepVI.WhatyouhaveHomework:1.RememberallthewordsinthisUnit.2.Practisethedialogueinpai教后一得：本课时回顾、练习了本单元的教授内容，通过练习，进一步巩固了本单元的所学内容，进一步设计活动来完成本单元的教学任务，但切忌避免机械地重复，活动应本着由简到繁的活动设计原则。该单元的主题是shopping,主要词汇有socks,T-shirt,pants,shoes,shorts,sweater,bag,dollar,black,small,short,long,numbers10-31,两个语言点是howmuchquestion和指示代词Thankyou.You'rewelcome.语言目的是通过大量的反复的对话练习，掌握如何询问价格，谈论衣服，表示感谢。与这个单元相关的知识有hat,Ilike.…Doyoulike..?Doyouhave..?numbers1-9。计划本单元教学课时为6课时。其中，SectionA计划用三个计划用两个课时，Sel