1、 Unit 1You and Me课题How do we get to know each other?课时第一课时Section A (1a-2e)课型New教学目标通过本课时学习,学生能够:1.学习并掌握下列词汇: each, other, full, grade, classmate, mistake, country2.学习并掌握下列短语:make friends, get to know, each other, full name, last name, class teacher, first name 3.掌握以下句型: May I have your name?/What c
2、lass are you in?/Whos your class teacher?4.使学生学会打招呼和介绍自己、询问他人姓名, 培养学生结交新朋友的能力。教学重点使学生学会打招呼和介绍自己、询问他人姓和名的基本句型: Whats your/his/her frist/last name? My/His/Her first/last name is. 培养学生结交新朋友的能力。教学难点1.How to help students to ask and answer ones first/last name. 2.Use sentences to introduce yourself and o
3、thers.课前预习Preview the new words(扫清障碍: 根据音标读出1a-2d的单词)教学方法采用Practicing, Listening for specific information和Role playing的学习策略。教学过程教学环节教师活动学生活动备课札记Step 1Warm upand workon 1a1.利用插图或实物卡片让学生找出在预备篇中所学的单词, 然后教师引导学习打招呼和介绍自己、询问他人姓名的基本句型“Whats your/his/her first/ last name? My/His/Her first/ last name is.”2.让学
4、生看一下1a的句子,并总结这些句子都是询问哪些方面的。1.找出在预备篇中所学的单词, 学习打招呼和介绍自己、询问他人姓名的基本句型“Whats your /his /her first/ last name? My/His/Her first/ last name is.”. 2.对1a的句子进行总结归类。例如:打招呼:Hello.Good morning.Nice to meet you.询问姓名:May I have your name? How do you spell your name?询问来自何方:Where are you from?询问年龄:How old are you?询问
5、班级:What class are you in?利用学生感兴趣的图片和实物卡, 复习学过的描述人物见面打招呼的词汇, 为学会打招呼和介绍自己、询问他人姓名作铺垫;并通过图片和实物卡激发学生的学习兴趣。续表教学环节教师活动学生活动备课札记Step 2Listening(1b);Finishing (1c)1.播放1b部分的录音让学生听, 引导学生通过听对话熟悉询问他人的句型, 完成1b部分的教学任务。2.再次听1b的对话,完成1c的教学任务。引导学生重复他们所听到的对话,结合1c,巩固并练习前面所学的询问他人的句型。1.通过听对话熟悉询问他人的句型, 完成1b, 1c部分的教学任务。2.听并重
6、复对话,巩固询问他人的句型。 通过听对话呈现和导入目标语言。Step 3Work inpairs (1d)1.First let students read the conversation above in 1b. Then ask them to make similar conversations to get to know more classmates. 2.Let students practice the dialogue and finish 1d. 1.Students first read the conversation in pairs, then make simi
7、lar conversations. 2.Students practice the dialogue and finish 1d.通过两人小组对话, 让学生从听对话到模仿对话, 输出目标语言。 Step 4Listen and work on (Pronunciation)1.Let students listen and summarize letters ea/ee pronounce /i/,letter i pronounces/I/, letters e/ea pronounce/e/, letter a pronounces/in these words.2.Repeat the
8、se words, and pay attention to their pronunciation.3.Let students give some other words,which have the same pronunciations.4.Let students listen and cirlcle the sentences they hear. Then repeat them, paying attention to Im, whats, Its, Were. 1.Listen and summarize letter ea,letter i and letter es pr
9、onunciations.2.Repeat these words, and pay attention to their pronunciation.3.give some other words,which have the same pronunciations.4.Listen and circle the sentences, then repeat them.从听到重复读,来加强对字母的发音的印象,最后通过列举的方式来看掌握的效果。通过听力选择的方式,让学生们关注be动词的缩写,为后面语法作铺垫。Step 5 Work on(2a&2b&2c)1.Let students look
10、 at the picture in 2a first.2.Play the tape of 2a, and circle the words you hear.3.Let students read the conversation and answer the questions. 4.Read the conversation and work on 2c.1.Students look at the picture in 2a before listening to the tape to know where the dialogue happened. 2.Listen and c
11、ircle the words in the conversation.3.Read the conversation and answer the questions. 4.Read the conversation and work on 2c.通过听力练习, 在语境中体会练习如何询问或回答名字。通过做题的方式来阅读对话,使学生注意力更集中,更容易掌握对话内容。续表教学环节教师活动学生活动备课札记Step 6Oral Practice1.Let students look at 2a and role-play a conversation in pairs:“Hello, Mr Smit
12、h! Hello, Chen Jie. How are you?. ”2.Explain the difficulties and language points.Students look at 2a and role-play a conversation in pairs. 通过利用“2a提供信息”进行口语角色扮演活动, 在交流信息过程中, 体会如何询问或回答某人的名字。 Step 7Role-play1.Let students read the conversation together.2.Let students read in pairs. 3.Let six pairs of
13、 students role-play the conversation in front of the class. 1.Students read the conversation together, then in pairs. 2.Role-play it. 在听力练习和小对话口语练习的基础上, 进行角色对话表演, 开展有实际意义的交际运用活动。Step 8Summarize1.Guide the students to summarize how to use the sentence structure “Whats your/his/her first/ last name? M
14、y/His/Her first/ last name is. ”2.Guide the students to summarize the use of “whos/Im/hes/its.”. 1.Summarize how to use the sentence structure “Whats your/his/her first/last name? My/His/Her first/last name is. ”2.Summarize the use of “whos/Im/hes/ its.”. 培养学生的探究、归纳总结能力。Step 9Consolidation教师设置巩固检测练习
15、: 一、写出下列单词和短语1.交朋友 make friends2.认识;了解 get to know3.互相;彼此 each other4.全名 full name5.姓氏last name6.班主任 class teacher7.名字first name8.年级;等级grade9.同班同学 classmate10.错误;失误 mistake11.国家 country续表教学环节教师活动学生活动备课札记Step 9Consolidation二、单项选择(C)1.My name is Gina Brown. Gina is my _name and Brown is my _name.A.fir
16、st; first B.last; lastC.first; last D.last;first (C)2.Li Lei is _China. He is my friend.A.on B.with C.from D.to (A)3.Hello, Ms Gao. _is my classmate Jim.A.This B.It C.She D.That(C)4._ you Ms Smith?A.Am B.Is C.Are D.be(B)5.Is she Linda?_.Shes Mary.A.Yes, I am B.No, she isntC.No, he isnt D.Yes, you ar
17、e 三、选词填空names, are, yes, his, whats, isnt, she, Im1.Good morning! Im Dale. Hello, Dale.My names Jenny.2.Are you Mr Green? Yes, I am.3.Whats his name? His names Tony. 4.Is she Ms Brown?No, she isnt.Shes Ms Miller. 四、完成句子1.哦,对不起,我错拿了你的书。Oh, sorry. I took your book by mistake.2.我们如何开始了解彼此?How do we get
18、 to know each other?3.格林女士是我的班主任。Ms Green is my class teacher.4.我的全名是李健。李是我的姓,健是我的名字。My full name is Li Jian. Li is my family/last name, Jian is my first name.独立完成检测练习, 进行自我评价。通过检测练习, 学生便于了解自己对本节课的词汇、句型、语法等的掌握情况。Step 10Homework1.Recite new words and phrases.2.Make some conversations with“Whats your/
19、his/her first/ last name? My/His/Her first/ last name is. ”.续表板书设计Section A (1a-2e)1.New words:each, other,full, grade, classmate, mistake, country2.Short phrases:make friends, get to know, each other, full name, last name, class teacher, first name3.Structures:Whats your/his/her first/last name?My/
20、His/Her first/last name is. We are in the same class. What class are you in, Peter?Whos your class teacher?教学反思在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习展示练习反馈”的学习过程。课题How do we get to know each other? 课时第二课时Section A(Grammar Focus-3d)课型New教学目标通过本课时学习,学生能够:1.学习并掌握下列词汇:sa
21、me, twin, both, band, pot, tofu, a lot。2.熟练使用含有be动词的一般现在时谈论个人信息。3.准确使用形容词性物主代词。4.使学生学会打招呼和介绍自己、询问他人姓名。培养学生结交新朋友的能力。教学重点be动词,形容词性物主代词。教学难点1.熟练使用含有be动词的一般现在时谈论个人信息。2.准确使用形容词性物主代词。 课前预习1.预习3a3d, 完成书上要求的任务。2.背诵3a中的句子。教学方法采用归纳总结和讲练结合的学习策略。教学过程教学环节教师活动学生活动备课札记Step 1Warm upand work onGrammarFocus1.预习效果检查。2
22、.引导学生看图片, 利用句型“Are you .?Are .and.in the same class? Where is/are . from? What class are/is.in ?Whos.?”询问图片中人物信息。3.引导学生背诵3a的句型。1.根据预习内容完成老师设置的任务。2.看图片, 利用句型“Are you .? Are.and.in the same class? Where is/are . from? What class are/is.in? Whos.? ”询问图片中人物信息。3.与搭档合作相互检查对3a的背诵。利用学生感兴趣的图片, 进行复习或检查, 为下面内容
23、的进展作铺垫;并通过图片激发学生的学习兴趣。Step 2Work on(3a)根据预习情况,读3a中的句子并圈出动词。并根据圈出的be动词和主语的关系,总结be动词的用法,I用am, you,名词复数用are, 第三人称单数用is。为完成3b的任务作好铺垫。1.读3a中的句子并圈出动词。2.总结be动词的用法。通过归纳总结的方法总结be动词的用法,学生印象更加深刻,更容易理解。Step 3Work on (3b)1.According to the use of be, circle the correct words to complete the sentences in 3b. 2.Ch
24、eck the answers and let students say the reasons. 1.Circle the correct words to complete the sentences in 3b.2.Say the right answers and the reasons.通过检查学生的答案, 能够更加清楚地了解学生对所学内容的掌握情况。续表教学环节教师活动学生活动备课札记Step 4Work on(3c)1.Read this passage quickly and know the main idea of this passage.2.According to t
25、he use of be, finish 3c.3.Ask students to read this passage to check answers.1.Read this passage quickly and know the main idea of this passage.2.Finish 3c.3.Read this passage and check answers.通过文章的形式,让学生在语境中体会所学知识的运用。Step 5Introduce possessive adjectives and work on(3d)1.According to“I.my; he.his;
26、she.her”, introduce possessive adjectives.2.Introduce one of your new friends to a partner.1.Summarize possessive adjectives.2.Introduce one of your new friends to a partner.把枯燥的语法应用到实际中来,让枯燥的语法变得生动、有趣。Step 6SummarizeGuide the students to summarize how to ask others and introduce themselves,accordin
27、g to the use of be and possessive adjectives. Summarize how to ask others and introduce yourselves.培养学生的探究、归纳总结能力。Step 7Consolidation教师设置巩固检测练习: 一、按要求写出下列单词的正确形式1.you your(形容词性物主代词)2.I my(形容词性物主代词)3.his he(人称代词主格)4.her she(人称代词主格)5.they their(形容词性物主代词)二、用所给单词的适当形式填空1.Whats your(you) name? 2.His(he)
28、jacket is red and black. 3.Is she (she) an English girl?4.What colour is(be)the cup?5.Jack and I are(be)good students.三、选择恰当的单词补全对话she, names, Her, isnt, meet, his, is, yourA: Hello! Whats your name? B: My names Grace.A: Im Mary. Nice to meet you.B: Nice to meet you, too.A: Whats his name? B: His na
29、me is Eric.A: And is she Jenny? B: No, she isnt.Her name is Linda.独立完成检测练习, 进行自我评价。通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。续表Step 8Homework分组进行比赛, 利用所学语法知识介绍你的同学,另一个同学进行转述。看哪个小组问得快、答得快而准。板书设计Section A (Grammar Focus-3d)一、单词:same(相同的), twin(双胞胎之一(的), both(两个;两个都), band(乐队), pot(锅), tofu(豆腐), a lot(很;非常)二
30、、be动词的用法I-am; you/名词复数are; he/she/it/不可数名词is三、形容词性物主代词第一人称第二人称第三人称单数复数单数复数单数复数my我的our我们的your你的your你们的his他的her她的its它的their他/她/它们的教学反思在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习展示练习反馈”的学习过程。课题What do we need to know about a new friend?课时第三课时Section B (1a-1d)课型New教学目标通过本课时学习
31、,学生能够:1.学习并掌握下列词汇:guitar, tennis, post, even, hey, would, information, hobby2.学习并掌握下列短语:play the guitar, would(d) like to3.掌握以下句型:I live in .with.My favourite sport is.I like music and I play the guitar in the school band. Would you like to be my friend? 4.学会通过年龄、国籍、家人、宠物、最喜欢的食物和爱好等几个方面写一篇文章来介绍自己,培养
32、交友的能力。教学重点1.学习词汇及短语:guitar, tennis, post, even, hey, would, information, hobby,play the guitar, would(d)like to;2.学会通过年龄、国籍、家人、宠物、最喜欢的食物和爱好等几个方面写一篇文章来介绍自己。教学难点学会通过年龄、国籍、家人、宠物、最喜欢的食物和爱好等几个方面写一篇文章来介绍自己。课前预习1.根据生词表完成1a, 掌握将要学习的重点单词,为1b的阅读作铺垫。2.读1b中的两篇短文,完成与1a图片的匹配。3.再次阅读文章,完成1c的表格。4.与Pauline/Peter作对比,思
33、考你们的异同之处是什么。教学方法采用Cards learning, Scanning and intensive reading, Summary and Imitating writing的学习策略。 教学过程教学环节教师活动学生活动备课札记Step 1Learning new words on P24,251.Lead students to read these new words, paying attention to their pronunciation.2.Show students word cards, and make them say English words and
34、 Chinese meanings.3.Make students read new words together.1.Read these new words, paying attention to their pronunciation.2.Say English words and Chinese meanings of word cards.3.Read new words together. 利用单词卡片来学习单词, 能够激发学生的学习兴趣,为1a和1b的学习作铺垫。Step 2Work on(1a)1.Make students read these new words and
35、say their meanings.2.Lead students to look at two students photo boards, knowing whats in these two pictures.3.Ask students to write the words in the box under the correct pictures.4.Make students think about the information of two students through these two pictures.1.Read these new words and say t
36、heir meanings.2.Look at two students photo boards, knowing whats in these two pictures.3.Write the words in the box under the correct pictures.4.Think about the information of two students through these two pictures.引导学生通过观察图片来猜测学生的个人信息,培养学生观察、独立思考的能力,并为1b的学习作铺垫。续表教学环节教师活动学生活动备课札记Step 3Read two pass
37、ages and work on (1b,1c)1.Based on thinking about two pictures of 1a, make students read the two students posts quickly and match their posts with the photo boards.2.Make students read the posts again and carefully, then finish 1c.3.According to 1c, lead students to think what sides we should mentio
38、n on introducing personal information. 1.Read the two students posts quickly and match their posts with the photo boards.2.Read the posts again and carefully, then finish 1c.3.Think and summarize what sides we should mention on introducing personal information. 通过精读和略读相结合的方法掌握阅读的技巧,并且通过思考和总结表格的内容,来掌
39、握文章的结构,对文章进行宏观上的把握,为后面的写作作铺垫。Step 4 Repeat the passage of 1b.1.According to 1c, the teacher lists the outline of this passage.2.The teacher repeats this passage first, according to the outline,and then leads students to repeat this passage.3.Give students several minutes to repeat.4.Ask several stud
40、ents to repeat this passage.Repeat this passage.通过提纲的方式让学生复述文章,帮助学生更好地把握文章的内容。Step 5Work on(1d)According to 1c, ask students to compare themselves with either Pauline or Peter.Compare themselves with either Pauline or Peter, and then finish 1d.把文章的信息与自己做比较,这样学生更能加深对文章内容的理解。Step 6Analyze the passage,
41、 and learn about language points.1.live in sp.with sb.与某人住在某地2.My favourite sport is tennis.=I like tennis best.我最喜欢的运动是网球。形容词性物主代词+favourite +名词.=人称代词主格+like(s).best.3.play the guitar弹吉他 (弹奏西洋乐器前加定冠词the)4.would like to do sth.=want to do sth.想要做某事学习并掌握文章的知识点。深度分析文章,在语境中掌握知识点。续表教学环节教师活动学生活动备课札记Step
42、7Consolidation教师设置巩固检测练习: 一、单项选择(C)1.Its happy in the world to stay _family.A.in B.onC.with D.at(C)2.They want _the movie You Only live Once.A.watched B.watchC.to watch D.watching(C)3.The young lady teaches the children to play _guitar on weekends.A.a B.anC.the D./(C)4.Yuan Longping is also _favouri
43、te scientist.A.I B.meC.myD.mine(B)5.Would you like _tennis with us on Sunday?Sorry, I have to help my mother do housework.A.play B.to playC.playingD.to playing 二、翻译下列句子1.我喜欢弹吉他,但我弟弟喜欢打网球。I like playing the guitar, while my brother likes playing tennis.2.我的爱好是读诗。My hobby is reading poetry.3.我想成为像钟南山一
44、样的科学家。I want to be a scientist like Zhong Nanshan.4.我跟我的妈妈住在北京。I live in Beijing with my mother.5.我经常跟我的朋友们在周末踢足球。I often play football with my friends on weekends.独立完成检测练习, 进行自我评价。通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。Step 8Homework1.Recite new words and phrases.2.Recite these language points.3.Repea
45、t this passage.4.According to the passage and 1c, write some sentences about yourself.续表板书设计Section B (1a-1d)1.Words and phrases: guitar, tennis, post, even, hey, would, information, hobby,play the guitar, would(d)like to2.Outline of the passage:答案:(1)14/fourteen(2)Singapore(3)tennis(4)Beijing roast duck(5)plays the guitar3.Language points:(1)live in sp.with sb.与某人住在某地(2)My favourite sport is tennis.=I like tennis best.我最
