数量最新人教版七年级上册英语教学设计(全套)

2021年1月10日发(作者：贾岛)

义务教育基础课程初中教学资料
祝福您及家人身体健康、万事如意、阖家欢乐！祝福 您及家人身体健康、万事如意、阖家欢乐！祝福您及家人身体健康、万事如意、阖家欢乐！祝福您及家人身体健康 、万事如意、阖家欢乐！祝福您及家人身体健康、万事如意、阖家欢乐！祝福您及家人身体健康、万事如意、阖家 欢乐！祝福您及家人身体健康、万事如意、阖家欢乐！祝福您及家人身体健康、万事如意、阖家欢乐！
祝 福您及家人身体健康、万事如意、阖家欢乐！

人教版七年级上册


英 语
Go For It
祝福您及家人身体健康、万事如意



学们快乐成长，能够取得好成绩，为祖国奉献力量祝福您及家人身体健康、万事如 意、阖家欢乐！祝福同学们快乐成长，能够取得好成绩，
（全套）



教
学
设
计





1
、阖家欢乐！祝福同为祖国奉献力量







Starter Unit 1 Good morning !

Starter Unit 1 是Go for it!预备篇三个单元的第一单元。预备篇是为了使 那些没有英语基
础的学生更好地使用本套教材而编写的。它的主要内容为26个字母和最基本的英语日常 用
语。
本单元的教学内容为：
1．学习Aa --- Hh八个字母。
2．学习八个人名。Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen
3．学习打招呼的用语：
Hello!/ Good morning!/ Good afternoon!/ Good evening!
4．学会问候熟识的朋友和应答：-- How are you?
-- I’m fine, thanks. How are you? -- I’m OK

教学重点：
Aa --- Hh的字母教学。
Hello! Good morning. Good afternoon. Good evening.
-- How are you? -- I’m fine, thanks. How are you? -- I’m OK.
教学难点： 课本中英语人名的学习和大、小写字母的学习及书写。
单元课时:5个课时
第一课时：完成Section A 1a, 1b
第二课时；完成Section A 2a, 2b,2c, 2d, 3, 4a
第三课时：完成 Section A 4b, 4c, Section B 1, 2a, 2b
第四课时：完成 Section B 3a, 3b, 4, 5
第五课时：完成 Self Check and Just for Fun
教学目标
A. 语言知识目标
1．词汇: Letters Aa --- Hh
八个人名 Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen
2．句型：Good morning. Good afternoon. Good evening.
-- How are you? -- I’m fine, thanks. How are you? -- I’m OK.
B. 语言技能目标
通过游戏等多种形式的学习活动，培养学生对初学知识的听、说、读、写能力和灵 活运用
初学的日常交际用语的能力。
C. 情感目标
1. 激发学生学习英语的兴趣，发挥学生学习英语的积极性和主动性。
2．通过小组活动，培养学生的合作意识和团队精神。
3．在活动中培养学生的思维能力和创新能力。



2




Hour 1
Period 1
Teaching materials：Section A 1a,1b
Teaching aims:
1.识别和掌握八个人名。
2.学会早上见面打招呼的用语。
Language points.
1.词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen
2.句型：Hello! Good morning!
Difficulties: 八个人名的掌握

Teaching procedures:
Step 1. Warming-up
1.T wears a name card with an English name on it, then points to the name card and have an
introduction.
2. Greet the whole class and help them to say, Hello, … Good morning, …
Step 2. Play a game.
T gets ready for a list of English names for boys and girls.
Play the game like this:
T says a letter, for example C, then let the Ss tell the letters which is before and after C. The one
who says B, D first is the winner. Thewinner can get a chance to choose an English name first
or he can give the chance to his friend.
Step 3. Presentation
Show a picture of a girl and give the name under the picture, teach Alice. In the same way teach the
other seven names.
Step
Show the pictures of these eight children as quickly as possible. Let the Ss tell the names of these
children. ( The winner can have a chance to choose an English name.)
Step 5. Presentation
Show a picture with Eric, let Ss guess what Eric wants to say to us. The answer is : Hello! or Good
morning. Then help them to say: Hello, Eric! or Good morning, Eric.
Step 6. Work on 1a
Play the recording for the first time, Ss only listen.
Play the recording a second time. Ss repeat.
Step 7. Work on 1b
Ss practice the conversations in pairs. T moves around the classroom when Ss are practicing.
Give them some help if needed.
Ask Ss to practice greeting each other. They can use their Chinese names if they wish. Encourage
them to use their English names if they can. Ask them to practice using all the different greetings
taught in Activity 1a.

3


Homework
Make a name card like the teacher’s by themselves and learn how to read their own names.

Hour 2
Period 2
Teaching materials：Section A2a-4a
Teaching aims:
1.学会正确朗读和书写Aa-Hh八个字母。
2.了解一些常用缩略字的含义。
3.巩固所学的八个人名。
4.记住自己和同伴的英文名字。
Language points
词汇：自己和同伴的英文名字。
Difficulties: 八个字母的正确书写和记住尽可能多的名字。

Teaching procedures:
Step 1. Warming-up
Greet all the Ss with : Hello, … or Good morning, … using their English names.
(Ask all the students to wear their name cards like T) At the same time let them repeat their names
and try to remember their names.
Step tation
Show different letters on the slide picture and see if they can read them. First big letters, then small
letters.
Step 3. Learn the letters. (Work on A 2a—2d)
and repeat the eight letters.
all the big letters in order.
the big letters for these small letters.
and number the letters they hear.
them how to write these big and small letters.
the small letter for each big letter.
Step 4. Game.(Which letter is missing?)
Show seven big letters(from A-H) on the slide picture, see who can find the missing letter. Then
show seven small letters.
Ss play the game in a group of four. Everyone should get ready for two pieces of paper with seven
big letters and seven small letters.
Step 5. Presentation
Show some letters and ask them to read first, and then guess what they stand they have
difficulties, T can give them some hints.
Step 6. Work on Section A 3
Ss discuss and guess what these letters stand for and then check the answers with the whole class.
Step 7. Presentation
Show the eight names on the slide picture first and ask Ss to read. Then put them in order according
to the first letter.

4

Step 8. Work on 4a
Listen to the tape and circle the names they hear.
Step 9. Practice
In groups of four, Ss introduce their English names first. Then practice “Good morning,… ” to each
other like the dialogue they heard just now on the tape.

Homework
these eight big and small letters five times.
as many letters like HB, CD, BBD as they can.






















5




Hour 3
Period 3
Teaching materials：Section A 4b, 4c, Section B 1-2b
Teaching aims:
1.学会不同时段打招呼的用语。
2.学习熟识朋友见面的问候语和应答。
3.记住尽可能多的同学的名字。
Language points:
句型：Good afternoon! Good evening!
--How are you? --I’m fine, thanks. How are you? --I’m OK.
Difficulties: 用英文名字来跟朋友打招呼问候。

Teaching procedures:
Step 1 Warming-up
1. Greet the students.
2. Ss practice greetings in groups of four using their English names.
3. A report on “ What do these letters mean?”Ask some students to give their reports.
Step 2 Presentation
1. Use clocks to teach morning, afternoon and evening. Let Ss know different time we use different
words.
2. Show some pictures to help them say,Good morning. Good afternoon. Good evening.
Step 3 Work on 4b
Play the tape for the first time, let Ss only listen. Play the tape again. This time Ss put the correct
number of each conversation in the box.
Step 4 Work on 4c
Ss practice the conversations in pairs.
Step 5 Look and say
Show different pictures with different time and let Ss practice the dialogue in pairs.(Use some
popular cartoon figures.)
Step 6 Presentation
Look at the picture and present the dialogue: --How are you? --I’m fine, thanks.
Step 7 Work on Section B 1
First listen and then read after the tape. Ss practice the dialogue in pairs.
Step 8 Work on Section B 2a—2b
1. In groups of four or five, practice the dialogue in 2b with their English names.
2. Play a game. Who has the most friends? Ss move round the classroom and try to know as many
friends as they can and practice the dialogue with them. Let’s see who has the most friends in just
three minutes. Ss should point to the persons and tell their names. The winner can get a present.

Homework

6

Greet all the classmates after class and try to remember their English names.



Hour 4
Period 4
Teaching materials：Section B 3a –5
Teaching aims:
1.学会一首英语歌曲。
2.巩固本单元所学字母，单词及句型。
3.学会将相同音素字母和单词归类。
Difficulties: 学好这首英语歌曲及将相同音素字母和单词归类。

Teaching procedures:
Step 1 Warming-up
Greetings.( Let all the Ss practice with their English names.)
Step 2 Letter Bingo
Play a game like this: Fill in nine blanks with Aa—Hh. One of them can be used twice.(Show an
example on the slide picture.)Ss should write both the big ones and the small ones. Ss circle the
letters they hear. If the circled letters are in a row, they win.
Step 3 Work on 3a
Listen and draw lines between the letters they hear. Play the tape twice. At last ask them what they
can see. ( A fish.)
Step 4 Work on 3b
Match the big letters with the small letters.
Step 5 Look and find
Look and find the letters. Show them a picture and ask them to find Aa—Hh in it.
Step 6 Work on 4
Ss listen and repeat. Make sure Ss understand the difference between the two ‘a’ sounds and the two
‘e ’ sounds.
Step 7 Listen and sing the song
Play the tape for Ss listen first. Then sing after the tape. At last just play the music and let Ss sing
together. Then let the boys have a try ,then the girls.

Homework
Get ready for a picture with different letters in it.





7




Hour 5
Period 5
Teaching materials：Self Check and Just for Fun
Teaching aims:
1.复习学过的英语歌曲。
2.巩固本单元所学字母，单词及句型。
3.学会将相同音素字母和单词归类。
Difficulties: 将相同音素归类。

Teaching procedures:
Step 1 Warming- up
1. Greetings.
2. Ask some students to sing the song.
Step 2 Look and find the letters
Show some students’ pictures and let Ss find the letters in them.
Step 3 Work on 1
Ask Ss to check all the letters and words they know. Circle any words that they don’t know.
Ask them to find out the meanings of any words that they don’t know. They can do this by
reviewing lessons, asking T or asking classmates.
Step 4 Work on 2
Ask them to write five new words in their Vocab- builders on Page 19.
In groups ask them to share their lists with other students.
Step 5 Work on 3
Look at the faces and put their names in the correct alphabetical order. See if they can recognize
them and remember their names.
Step 6 Play a game
Play a game called 名字蹲。Get ready for eight big cards with eight English names on them: Alice,
Bob, Cindy, Eric, Frank, Grace and Helen. They should say like this: Helen蹲，Helen 蹲，Helen 蹲
完Bob 蹲。Bob蹲，Bob 蹲，Bob 蹲完 Alice 蹲…
Step 7 Work on 4
Read aloud the words on the left. Ask Ss to repeat. Make sure they know the distinction between
different pronunciations of the same letter. Ask Ss try to read the new words on the right. T moves
around the classroom and helps Ss if necessary. Check their pronunciations.
Step 8 Just for fun
Ask Ss to read the conversation.
Ask Ss to explain where the misunderstanding is in the conversation.

Homework
Think it over and try to read these words: game, race, and, dad, be, me, get, hen


8





Hour 6
Starter Unit 2 What’s this in English?
Aims and demands:
1. Vocabulary：Letters Ii — Rr
map、 ruler、 pen、 orange、 key、 jacket、 quilt
2. Language：What is this in English?
It is a/an map/orange…
Spell it，please.
P-E-N, pen.
3. 了解一些英语缩略词的意思
4. 在活动中培养学生的想象力和创造力。
Time arrangement::
The 1st period：Section A -2a，2b，2c, 2d，3，Section B 4。
The 2nd period：Section A－1a, 1b，1c，4a，4b，4c，5，Section B 1a, 1b, 2a。
The 3rd period： Section B – 2b, 3a, 3b, Self check


Period 1
Teaching materials：Section A –2a，2b，2c, 2d，3，Section B 4。
Teaching aims:
a) 复习巩固字母Aa--Hh
b) 复习打招呼的用语、朋友见面的问候语和应答
c) 学习字母Ii – Rr，了解一些英语缩略词的意思
d）学习元音字母a, e, i, o在开音节和闭音节中的发音规则
Language points:
1. Vocabulary：Letters Ii — Rr
Map , ruler , pen , orange , key , jacket , quilt
2.
Sentence pattern
：What is this in English? It is a/an map/orange。…
Important Points：字母的正确书写和认读。
Difficult Points: 7个表示物体的单词的熟练掌握。

Teaching procedures:
Step 1 Warming up
1. Good morning/afternoon/evening!
How are you? I’m fine, thanks. How are you? I’m OK.
2. Sing the alphabet song
Step 2 Games
1. Teacher shows a letter quickly and asks : “What’s this?” Get the studentsto answer the questions
like this: “ I think it’s A / B.”

9

Then show the whole of the letter to let the students check whetherthey’re right or wrong.
2. Go through the letters Aa—Hh quickly, pay attention to the intonation. Then play a game: listen
and pick the right letter, then arrange the letters in the right order and read loudly.
Step 3 Presentation
Teach the letters Ii—Rr, using: What’s this in English? It’s I / J/---
Step 4 Listen, look and say
1. Section A – 2a
2. Section A – 2c , listen to the tape and write the number of the letters in the boxes according to the
order in which you hear them. Play the recording twice and check the answer.
3. Section A – 2b, write the small letters for big letters.
Step 5 A Guessing game
Teacher shows a part of a letter and asks : “What’s this?” Get the students to answer the questions
like this: “ I think it’s A / B.”
Then show the whole of the letter to let the students check whether they’re right or wrong.
Step 6 Look and learn
1. Section A－3
2. Teacher shows more special letters.
3. Ss try to think of other special letters.
Step7 Listen and repeat
1. Find friends. Get the students work in groups of four, and find the friends (the same vowels) for
A, E, I, O, F.
2. Section B –4, listen and repeat.
3. Exercises: Have a chant.
Step 8 Homework
1. EB Section A 2a
2. ZB(1) P6, ZB(2) P4
3. LR Section A 2a, 2c, Section A 1a, Section B 1a，4
4. Make letter cards I --- R， colour letters.



















10






Hour 7
Period 2
Teaching materials：section A 4 - 5
Teaching aims:
a) 巩固字母Ii – Rr及7个单词。
b) 学习 key，pen, map, ruler, orange, quilt, jacket7个词汇
c) 学习辨认物体 (Identify things):What’s this in English? It’s ... .
d) 学习a / an的初步用法: a key an orange
e) 学习拼写单词和相关句型: Spell it, please. K-E-Y, key.
Language points:
Sentence pattern：What is this in English? It is a/an map/orange…
Spell it，please. P-E-N, pen.
Important Points：学习辨认物体的句型What’s this in English? It’s ... .
Difficult Points:单数名词前面的冠词的运用，学生容易遗忘。

Teaching steps
Step1 Warming up
1.. Greetings.
2. Sing a song : What’s this?
3. (a). Game: find out the letters. Teacher shows the letters very quickly get the students to call out
the letters they see.
(b) Group work: Students prepare in groups four, draw some pictures or diagram, get the others to
guess what letters they are.
Step 2 Presentation
1. Letters challenge: Teacher shows the letters very quickly get the students to call out the letters
they see.
2. Using the letter pictures to teach new words: map, key, pen, ruler, quilt, jacket and orange.
Step 3 Listen, look and say
1. Section A – 1a
2. Section B – 1a
Step4 A Guessing game
What’s the word?
1. Teacher thinks of a word that the Ss know. Draw a dash on the Bb for each letter. Get a student to
suggest a letter. Then another student and another letter until they get all the letters of the words.
2. Show the picture which match the word and ask:
T:What’s this in English?
Ss: It’s a / an pen
T: Spell it, please.
Ss: P-E-N.
3. Get individuals to give their own words.

11

Step 5 Group work
Students work in groups, draw pictures of their rooms and talk about the pictures using “What’s this
in English? It’s a/an…” Teacher is ready to offer his / her help to those students who are in need of
it.
Step6 Report
Ask some demonstration groups to show their pictures before the whole class. They may do like
this: This is my room. What’s this in English? It’s a/an…
Step 7 Listening
Section A 4a and 4b
Step 8 Homework
1. EB : New words
2. ZB(1) : P4-5
3. Get the students to finish the pictures of their rooms and write down the English names of the
things in the rooms.

































12






Hour 8
Period 3
Teaching materials：section B 1a－shelfcheck
Teaching aims:
a）巩固句型：What’s this in English? It’s a (an) ... .
Spell it, please. R-U-L-E-R, ruler.
b) 复习巩固字母Ii ---Rr及元音字母a, e, i, o在开音节和闭音节中的发音规则。
c) 完成单元随堂自测。
Language points:
Sentence pattern：What is this in English? It is a/an map/orange…
Spell it，please. P-E-N, pen.
Important Points：What’s this in English? It’s a (an) ... .
Spell it, please. R-U-L-E-R, ruler.
Difficult Points: 相同元音音素的掌握。

Teaching steps:
Step 1 Warming up
1. Greetings.
2. Sing a song: What’s this?
Step 2 Game: Magical box
1. Get one of the student choose one picture or real object in the box, he only can use his body
language, let the others guess what it is. Using :
What’s this in English? Is this a / an ----? Yes / No. Can you spell it, please? ---
2. Talk about the students’ bedroom. Ask and answer in pairs. Encourage them to introduce new
words.
Step 3 Listening
Section B 1b. listen and number the words you hear, then get them to find the big letters for these
words.
Step 4 Tasks
1. Revise the letters Aa – Rr
2. Show the students two pictures and let them find out the letters
3. Get the students to work in groups to make up some pictures by themselves, and let the other
groups find out the letters.
4. Game: What do they mean? Revise some short forms.
5. Find friends. Self check
6．Have a chant. And let the students make up their own chant.





13






Hour 9

Starter Unit 3 What color is it?
I. Teaching aims:

1. Complete the alphabet with the letters S-Z.
2. Ask and answer the questions about colors.
3. Pronunciation practice for the vowel sounds.
II. Key points and difficulties:
1. Letters S- Z.
2. Revision of the alphabet.
3. --What’s this ? --It’s V.
--What color is it ? --It’s red. / It’s black and white.
4. blue, green, red, yellow, black, white, color, and / pink, purple, orange, brown, grey
5. Pronunciation of letters A, E, I, O and U
III. Time arrangement: 4 periods
Period 1：Section A 1a, 2 a, 2c, 2d, 3
Period 2：SectionA 1a, 1b, 1c, 4,
Period 3：Section B 1a, 1b, 2, 3a, 3b, 4
Period 4：selfcheck


Period 1
Teaching materials：Section A 1a, 2 a, 2c, 2d, 3
Teaching aims:
1. 学习英语字母S-Z。
2. 能在四线格里正确地书写S-Z的大、小写。
3. 能认读其印刷体和手写体的大小写形式(注意书写格式、笔划、笔顺合乎标准)。
注意字母在字母表里的次序。
Difficulties：
对初学者来讲 ，小学的汉语拼音对学习英语字母有一定的干扰。引导学生仔细观察字母
的大小写格式，避免书写错误， 做到书写正确、美观。

Teaching steps:
Step 1 Revision and warming-up
1. 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 A．
T：What color is it?
The teacher answers herself：It’s red．

14

2. The teacher teaches the other colors with the color pens，repeat these words until students grasp
them．
Step 2 Presentation
1. Focus attention on the picture in Activity 1a. Ask Students to find the capital letters in the
picture to match the lower case letters. Then check the answers.
2. Play the recording. Stop the tape after each letter and have students repeat. Check pronunciation
and correct if necessary.
3. Play the recording again. Have students repeat the eight letters in one set. Check pronunciation
and correct if necessary.
Step 3 Practice
1. 2c: Students listen and write the number of the letters in the boxes according to the order in
which they hear them. Then check the answers.
2. 2d: The teacher demonstrate drawing the letters on the board. Demonstrate how students can use
the lines in the book to assist them in writing the letters. Move around the room checking on
their work.
Step 4 Practice
3. Ask students if they recognize any of the abbreviations, and know what they stand for. Have
students discuss in groups. If necessary, provide some hints, such as asking where they have seen
any of these logos before.
Answers:
S-小号 / M-中号 / L-大号 / XL-加大号
UFO-不明飞行物 / CCTV-中央电视台
UN-联合国 / MTV-音乐电视 / SARS-“非典”
Step 5 Homework
1. Make color letter cards.
2. Find the abbr as many as possible.





















15






Hour 10
Period 2
Teaching materials：SectionA1a, 1b, 1c, 4,
Teaching aims:
1. Sentence pattern： ---What color is this? ---It’s red.
2. New words：
color， red， black，white， blue， orange， green， yellow，and
(pink, purple, brown, grey)

Teaching steps:
Step 1 Revision and warming-up
1. Revise the 26 letters by using the color letter cards students made in the last period. Then can
ask and answer like this:
---What’s this ? ---It’s S.
---What color is it ? ---It’s red/black and white.
Step 2 Groupwork
Let’s Ss find abbrs as many as possible in groups,then write them on blackboard.
Step 3 Color the rings
SB Page 15, attention on the n this is a picture of “Olympic Rings”.First say
the color the rings.
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…
Step 5 Homework
1. Go on making up your dialogues with your group members and polish it.
2. Bring colored pens for the next period.




16





Hour 11
Period 3
Teaching materials：Section B 1a, 1b, 2, 3a, 3b, 4
Teaching aims:
1. 继续学习有关颜色的对话。
2. 学会发现和绘画颜色，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。

Teaching steps:
Step1 Revision and warming-up
1. Self Check4: Ss work in pairs. Use colored pens to write down the letters your partner says.
2. 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 Listen and repeat.
Section B 2:
Focus attention on the chart. Read aloud the words in the top row. Get Ss to repeat. Check
pronunciation and correct if necessary. Make sure Ss understand the difference between the two
“a” sounds.
Ss listen and repeat.
Step 3 Presentation
1. 3a: Listen and repeat.
2.T：A、E、I、O、U 这五个字母我们称它们为元音字母。Read and remember them A-E-I-O-U，
A-E-I-O-U.
S: A-E-I-O-U， A-E-I-O-U
(Check individual student by saying or writing.)
Step 4 Listen and repeat
Listen to 3a and 3b,learn the alphabet song.
Step 5 Listen and read the chant
Section B 4:
Focus attention on the chant lyrics. Explain that they are about to hear a chant with these lyrics.
Play the chant the first time. Students just listen and follow the lyrics in their books.
Play the instrumental version of the chant. This time, students chant along with the tune.
Step 6 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 7 Homework
Copy the letters in 2 and remember them.

17







Hour 12

Period 4
Teaching materials：self-check

Teaching steps:
Step 1 Review the letters
1. Warming up: Watch and listen ABC song, then sing together.
2. Find the letters: Look at the screen, and find the letters as many as possible.
3. I can do it!
(在下面的四线格里按顺序写出26个英文字母，注意书写规范、工整，看看谁写得又快又好！)
Step 2 A Colorful world
1. Show a picture about Olympic Rings（奥运五环）。
（说出奥运五环的颜色。）
2. A competition.
(小组活动，填涂五环的颜色,看谁的记忆力最好。)
An interesting game.
(利用一个有趣的flash动画，让学生熟练掌握表示颜色的单词。)
Step 3 Oral practice
Pairwork
Show a picture about a uce“This is my room.”.
(让学生拿出准备好的“自己的房间”彩色图画，练习对话。)
A: What’s this in English?
B: It’s a …
A: Spell it ,please.
B: …
A: What color is it?
B: It’s …
Groupwork
Prepare a short passage about your room.
（说一小段话介绍你的房间）
Do like this:
This is my room.
It’s very nice.
The key is black.
The pen is yellow and orange.
…is…
I like it very much.
Step 4 Sum and reflection
单词

18

_________________________________________ ________________
词组___________________________ __________________________
___________________ ______________________________________
句子_____ ________________________________________________ < br>_______________________________________________ __________
语法_________________________________ ____________________
_________________________ ________________________________
教师点拨

Step 5 Exercise
一、 将26个字母按发音分类(写出与所给字母含有相同音素的其他字母)
Aa ______________________________________________
Ee ______________________________________________
Ii _______________________________________________
Oo ______________________________________________
Uu ______________________________________________
Ff _______________________________________________
Rr ______________________________________________
二.测测我能力，完成对话。
1.--_______________ morning!
--_______________ morning!
--What’s ____________ in English？
--___________ a yellow key.
2.--____________ this in English?
--It’s ____________ pen.
--__________ __________ is it?
--It’s blue.
3.—What ___________ this in English?
--It’s ___________ orange.
--____________ it,please.
-- O-R-A-N-G-E.
--What _________ is it?
--Oh,it’s _____________.
三、按要求写出句子。
1．is,pen,it,black,a (连词成句)
__________________________________________________ _______
2. This is a red ruler. (对划线部分进行提问) ________________________________________________ _________
3. My jacket is blue. (对划线部分进)
_ __________________________________________________ ______







19







Unit 1 My name’s Gina.
I．Teaching objectives
Listen for names
Listen for telephone numbers
Learn to introduce oneself
说 Learn to greet people
Ask for and give telephone numbers
读
Read about personal information (names and telephone numbers)
写
Write the names and telephone numbers
听
Skill











Focus

功

能

句

式
Greetings
Hello! / Hi!
Nice to meet you!
Introduction
My name’s Jenny.
I’m Gina.
His / Her name’s Tony / Gina.
His first /last name is…
Ask for and give telephone numbers
What’s your phone number? It’s….
重点词汇:
my, name, is, clock, I, a, nice, meet, you, what, your, hello, his, and, her,
question, answer, look, first, last, boy, girl, zero, one, two, three, four,
five, six, seven, eight, nine, telephone, number, phone, it, card, family
认读词汇: to, hi, Jenny, Gina, Alan, Mary, Jim, Tony, Tom, Bob, Mike,
Jim, Green, Miller, Jack, Smith, Brown, Linda, Nick, Kim, Hand



词

汇
短语: first name, last name, telephone number, phone number, ID card,
family name
Present tense to be : am, is
语
What questions: What is…?
法
Possessive adjectives: my, your, his, her
话
Names and telephone numbers
题
II．Class types and periods
Period 1 Listening and speaking （Section A: 1a, 1b, 1c, 2a, 2b, 2c）
Period 2 Integrating skills （Section A: 3a, 3b, 4）
Period 3 Listening and speaking （Section B: 1a, 1b, 1c, 2a, 2b, 2c）
Period 4 Reading and writing （Section B: 3a, 3b, 3c, 4）

20

Period 5 Self check

III. Teaching plans for each period:


Hour 13

Period 1
Teaching materials：Section A: 1a, 1b, 1c, 2a, 2b, 2c
Target language:
1. Words & phrases: my, your, his, her, name, hello, nice, meet, what
2. Key sentences: What’s your name? Nice to meet you.
Ability goals: Enable the students to listen to and talk about names.
Learning ability goals: Help the students to learn how to listen to and talk about their names.
Teaching important / difficult points: How to listen to and ask names.
Teaching aids: A tape recorder，some cards and real things.

Teaching procedures and ways:
Step 1 Warming up and lead-in (1a: P1)
1. Greet students and make a self-introduction.
T: Good morning / afternoon, boys and girls! It’s very nice to meet you here. I’m Bu Jiawu. You can
call me Mr. Bu, OK? Well, may I know your names?
S1: My name is Song Tao. Nice to know you, Mr. Bu.
S2: I’m Han Ting. Nice to meet you.
S3: And I’m Liu Heng.
…
2. In this procedure, students will learn how to introduce oneself and ask for names.
T: Hello! what’s your name?
S: My name is….
3. After doing this, ask two or three pairs of students to ask each other’s names in English. Make
sure they can use My name is…. and I am ….
Give every student a chance to introduce himself or herself.
Step 2 Listening (1b, 2a, 2b: P1—P2 )
1. First ask some students to greet each other and ask their names.
S1: Hello!
S2: Hello!
S1: What’s your name?
S2: My name is….
S1: Nice to meet you.
S2: Nice to meet you, too.
2. Then ask students to listen to the recording.
1b. Listen and number the conversations. Then check the answers. After this, ask students to repeat
after the recording.
2a. Listen and number the pictures.
2b. Circle the names you hear.

21

Step 3 Pairwork (1c, 2c: P1—P2)
1. Ask students to practice the conversation and make their own conversation.
A sample conversation:
S1: Hello!
S2: Hello!
S1: What’s your name?
S2: My name is….
S1: Nice to meet you.
S2: Me, too.
2. Ask students to read the sentences in the grammar box.
3. Fill in the following blanks with his and her.
What’s _________ name? _________ name is __________.

What’s _________ name? _________ name is __________.
Check the answers.
T: We can see from the above that, when we say something about a boy or a man, we use “his”
and when we say something about a girl or a woman, we use “her”. Today we’ll go on
learning how to greet and introduce people.
Step 4 Homework
1. Ask the students to work in pairs and practice asking and telling each other names.
2. Ask the students to finish Exercise 1 in the workbook.


















22







Hour 14

Period 2
Teaching materials：Section A: 3a, 3b, 4
Target language:
1. Words & phrases: first, last, boy, girl
2. Key sentences: What’s your first name? His name is Nick.
Ability goals: Enable the students to understand the first name and the last name.
Learning ability goals: Help the students learn how to tell names.
Teaching important / difficult points: How to tell names.
Teaching aids: Some cards.

Teaching procedures and ways:
Step 1 Warming up and lead-in
your students as usual. Check the homework.
2. Then ask some students What’s your name? And write their names on the blackboard. Then,
you can ask them, what are the first names and what are the last names?
3. Show them some cards with some first names they have learned on them. For example:
Jenny Gina Alan Tony
4. And then, show them some cards with some last names (family names) on them. For example:
Green Miller Smith Brown
5. Full names: Jenny Green, Gina Miller, Alan Smith, Tony Brown
6. ask students to observe the Chinese names and the English names, try to find the difference
between them: Chinese people put their last names before the first names, but people in western
countries put their first names before last names.
Step2 Learning how to read and write names (3a, 3b: P3)
1. In this procedure, students will learn how to read and write names.
T: Hello! Who can write your names on the blackboard?
S: I can.
T: What is your name, please?
S: My name is….
T: Can you write it on the blackboard and read it?
S: OK. Let me try. Zhang Hong. (Read it)
2. Ask students to ask each other’s names in English write the names down.
Step 3 Groupwork (4: P3)
First, divide the students into several groups; each group has three or four students. And they should
ask each other questions like this:
S1: Hello! S1: What’s your English name?
S2: Hello! S2: My English name is …
S1: What’s your name? S1: (Points at S3) What’s her (his) name, please?

23

S2: My name is … S2: Her (His) name is ….
Step 4 Homework
1. Ask students to learn more about foreign names by searching the Internet.
2. Ask students to finish Exercise 2 in the workbook.


Hour 15

Period 3
Teaching materials：Section B: 1a, 1b, 1c, 2a, 2b, 2c
Target language:
1. Words & phrases: zero, one, two, three, four, five , six, seven, eight, nine, telephone, number, it
2. Key sentences: What’s your telephone number? It’s 281-9176.
Ability goals: Enable the students to listen to and say numbers from zero to nine.
Learning ability goals: Help the students to learn how to listen to and say numbers.
Teaching important / difficult points: How to listen to and ask numbers.
Teaching aids: A tape recorder, some cards and mobile phones or Little Smart.

Teaching procedures and ways:
Step 1 Warming up and lead-in
1. Greet your students and check the homework.
2. count from 0 to in English. If the students make mistakes in reading, correct them at once. Make
sure to do so!
3. Play the recording (1a:P4). Ask the students to follow it and repeat it several times.
4. Choose any card and ask the students read it. Remember not necessarily in order.
5. Say, “Do you know the number 110, 112, 114, 120, 122, 170?” The students may say yes to you.
Tell Ss only to read the numbers in order.
6. Talk about telephone number: A: What’s your telephone number? B: It’s 833-0001
Step 2 Listening (1b, 2a, 2b:P4)
1b. Listen and write the numbers you hear.
2a. Listen and match the names and telephone numbers.
2b. Complete the phone numbers.
Then check the answers.
Step 3 Groupwork (1c, 2c:P4)
Ask students to practice the conversation and make their own conversation.
A sample conversation:
S1: Hello!
S2: Hello!
S1: What’s your telephone number?
S2: It is 6850-3237.
S1: Thank you.
S2: You’re welcome. What’s your phone number?
S1: It is 593-7825.
After doing this, the teacher can ask the students to put the names and numbers in a list.
Step 4 Homework
1. Ask the students to make sense what the following numbers stand for.

24

T: Some phone numbers are very important and used widely. For example, When you find fire,
you call 119. what do the following numbers stand for?
120, 116, 184, 185, 12315, 114, 117, 121, 122
2. Ask the students to do the Exercises 3-5 in the workbook.


Hour 16

Period 4
Teaching materials：Section B: 3a, 3b, 3c, 4
Target language:
1. Words & phrases: family, family name
2. Key sentences: What’s her telephone number? What’s her family name?
Ability goals: Enable the students to write names and numbers.
Learning ability goals: Help the students to learn how to write names and telephone numbers.
Teaching important / difficult points: How to write names and numbers.
Teaching aids: Some cards and the teacher’s ID card.

Teaching procedures and ways:
Step 1 Warming up and lead-in
1. Check the homework -what do the following phone numbers stand for?
120 Emergency call 116 IDD directory inquiries 185 express mail
184 postcode information 120 hospital 114 DDD directory inquiries
117 time inquiry 121 weather forecast 122 road accident
Ss the following questions:
What’s your name? What’s your English name? What’s your telephone number?
Write their answers on the blackboard, such as the following.
Li Ping Zhang Jun
Jenny Brown Danny Smith
2369758 3389517
And then talk about the first names and family names are.
Step 2 Learn how to write names (3a:P5)
In this procedure, students will learn how to write names.
3a: find the last name and write them down.
Talk about th names: T: What’s the first (last) name? Ss: It’s Gina (Green)
Step 3 Write names and numbers (3b, 3c: P5)
1. make ID cards. Write their Chinese names, English names and their telephone numbers on the
cards.
2. Talk about the cards.
T: What’s your family name?
S1: My family name is Liu.
T: And your first name?
S1: It’s Chang.
T: What about your English name?
S1: My English name is Lily King. And Lily is my first name and King is my family name.
T: What’s your telephone number?

25

S1: My telephone number is…
T: Thanks.
3. Then the teacher can pick up a girl’s ID card and talk about it.
T: What’s her English name?
S: Her name is … and her first name is… and her family name is …
T: And what’s her telephone number?
S: Her telephone number is …
Step 4 Groupwork (4:P5)
A sample conversation:
S: Is this your telephone number?
S1: No, it isn’t.
S: Is this your telephone number?
S2: Yes, it is.
S: What’s your telephone number?
S2: My phone number is .

Step 5 Homework
1. Ask students to ask each other names and telephone numbers according to the ID cards they made
in class.
2. Ask students to finish Exercises 6-7 in the workbook.



























26








Hour 17

Period 5
Teaching materials：Self check
Target language:
1. Words & phrases: my, your, her
2. Key sentences: His (first) name is … Her telephone number is …
Ability goals: Enable students to introduce themselves and others.
Learning ability goals: Help students learn how to introduce themselves and others.
Teaching important / difficult points: Help students learn how to use my, your, his, her.

Teaching procedures and ways:
Step 1 Warming up and lead-in
1. Greet your students as usual. Check the homework.
2. Then you can ask some students to read all the words and phrases in this unit. Make sure students
to read the words correctly.
Step 2 Check the words (1, 2: P6)
In this procedure, students will review the words learned in this unit.
1. Ask them to check the words in 1 and then show the words they found.
2. Then ask students to do the following exercises.
Write down the right numbers
1. Six + three = _______.
2. _______ - five = one.
3. Three + two = ______.
4. Ten – ten = _______.
5. Two + _______ = nine.
6. Seven minus one is _______.
Step 2 Review how to introduce others (3:P6)
First, ask all the students get out their ID cards they made last class.
1. Introduce yourself to us
S: I can. My name is…. My English name is….My first name is….My last name is….My telephone
number is….
t a card in hands and tell the students like this:
T: Look! This is an ID card. His / Her name is…. His / Her English name is…. His / Her first name
is…. His / Her last name is…. His / Her telephone number is….
Then the teacher can ask students to introduce partner like the teacher did just now.
3. Shelf-check 3, introduce two classmates in the cards.
Step 3 Homework
Ask the students to

27

1. Summarize what they have learned in this unit.
2. Finish the exercises in Teaching Resources II.




Unit 2 Is this your pencil?
Teaching objectives

听 Listen for school things
Learn to talk about ownership
说
Learn to introduce the names of some common personal possessions
Read about how to identify ownership
读
Read about something in Lost and Found case
写 Write a bulletin board message
Identify ownership (P7)
Is that your backpack?

Yes, it is. /No, it isn’t. It’s her backpack.
功
It’s her ruler.

Skill
That is my ruler
能

To express something in English(p9)


What’s this / that in English? It’s a pen.
句

How do you spell pencil …? It’s P-E-N.


Lost & Found(p11)
式

Please call Mary.

Call Ann at 495-3539.

1. 重点词汇

this, pencil, pen, book, eraser, ruler, dictionary, that, yes, no, not,


excuse, thank, OK, in, English, a, how, do, spell, baseball, watch,


computer, game, key, ring, call, at, the, lost, found, please, school, of

Focus
2. 认读词汇
词
case, backpack, isn’t, notebook, Tim, Sonia, Jane, Kelsey, David

3. 短语
汇
pencil case, pencil sharpener, excuse me, computer game, lost and
found, a set of
How to use this, that
语
Yes, No questions
法
Possessive adjectives: my, your, his, her
话
School things
题

教材重组与课时分配
Period 1 （Section A：1a, 2c, 4a, 4b）Speaking
Period 2 （Section A：1b, 1c, 2a, 2b, 3）Listening and speaking (I)

28

Period 3 （SectionＢ：1a, 1b, 2a, 2b, 2c）Listening and speaking (II)
Period 4 （SectionＢ：3a, 3b, 3c, 4）Reading, speaking and writing
Period 5 （Self Check）Revision and testing



Hour 18

Period 1
Teaching materials：Section A：1a, 2c, 4a, 4b
Target language:
1. Words & expressions: this, pencil, pen, book, eraser, ruler, dictionary, that, yes, no, not, case,
pencil case, pencil sharpener, isn’t=is not
2. Key sentences:
(1) Is this your pencil? Yes, it is. It’s my pencil. No, it isn’t. It’s his backpack.
(2) What’s this/that in English? This/That/It is…
Ability goals: Enable the students to learn to identify ownership
Learning ability goals: Help the students learn how to identify ownership.
Teaching important / difficult points:How to identify ownership
Teaching aids: A box filled with some school things

Teaching procedures and ways
Step 1 Greetings (revision) and content explanation
1. Greeting the students and give more students chances to introduce themselves.
2. Then show the picture on the blackboard.

T: From this picture and the sentences, you will find out what we’re going to learn in this unit. Read
the sentences after me, OK?
(Show the pose of “OK” and try to lead the students to do it as the teacher.)
Step 2 Warming up and Lead-in (1a: P7)
Prepare a box of school things before class and ask the students to learn to demonstrate things.
T: (Pick up a ruler.) A ruler. This is a ruler.
Ss: A ruler. That is a ruler.
T: (Pick up an eraser.) An eraser. This is an eraser.
Ss: An eraser. That is an eraser.
…
1a. Matching and talking about the picture. Then Check the answers with the students.

29

Step 3 Practice (2c:P8; 4a: P8)
Practicing with the students’ school things.
T borrows some school things from the students and mixes them.
T: What’s this in English?(Hold a dictionary)
Ss: It’s a dictionary.
T: Excuse me. Is this your dictionary?
S1: No, it isn’t. It’s her/ his dictionary
T: S2, is this your dictionary?
S2: Yes, it is.
T: Here you are.
S2: Thank you.
Further practice (4b: P9)
Step 4 Summary and Homework
T: You’re so clever. You remember the names of the school things and the sentences so well. I’m
very glad. Yes, there are two main parts in this class. The first one is words for the names of the
school things. The second is sentences such as, What’s this in English? This is… Is this your book?
Yes, it is. … That’s all for today. Today’s homework: try to learn all the new words in this unit by
heart and finish Exercises 3, 6 and 8 of this unit in Workbook.





























30







Hour 19

Period 2
Teaching materials：Section A：1b, 1c, 2a, 2b, 3
Target language:
1. Words & expressions:
OK, spell, baseball, watch, computer, notebook, ink, ink bottle, compass, ball pen, soccer, paper,
test tube, knife, blackboard, excuse me, thank you, in English
2. Key sentences: Excuse me. Thank you. OK. How do you spell it? What’s this in English?
Ability goals: Enable the students to identify ownership.
Learning ability goals: Help the students learn how to identify ownership politely.
Teaching important / difficult points: How to identify ownership and get information.
Teaching aids: A tape recorder and some objects.

Teaching procedures and ways:
Step 1 Revision
1. Check the homework by asking some students to sing the ABC song and spell some words.
2. Ask the other students to sing together and ask some to write down these letters on the
blackboard. Then check the answers to Exercises 2, 6 and 8.
Step 2 Warming up and Lead-in
1. Card Game
First, act out a conversation with a student and then ask them to practice the conversation.
A sample conversation:
T: Now, I have some cards here. I will give them to you. Do it as I do, OK?
Show a card to a student.
T: Excuse me, Xu Feng. What’s this in English?
S1: It’s an eraser.
T: How do you spell eraser?
S1: E-R-A-S-E-R.
T: Is it your eraser?
S1: Yes, it is.
T: Here you are.
S1: Thank you.
T: You’re welcome.
2. School things
Take out a soccer from under the desk.
T: What’s this in English?
S: A soccer.
Write down the word on the blackboard and ask the students to repeat.
T: How do you spell soccer?

31

S: S-O-C-C-E-R.
In this way, rivise words of the school things
3. Practice (3: P9)
Ask some pairs of students to practice the conversation in 3 in Section A.
Step 3 Listening (1b: P7; 2a, 2c: P8)
1b. Listen number the conversations. Check the the conversations after the recording.
2a. Listen and put (√) in the box. Check the answers.
2b. Listen again and complete the conversation with the words in the after the
recording.
Step 4 Grammar Focus
Ask the students to read the sentences in the grammar box.
Point out the words show ownership: your, my, his and her.
Do the following exercises.
A: 按要求完成下列句子。
1. This is my baseball.（改为一般疑问句）
______ ______ your baseball?
2. Is that a red notebook?（否定回答）
______, ______ ______.
3. This is a watch in English.（就划线部分提问）
______ ______ in English?
4. That is my pencil sharpener.（改为否定句）
That ______ my pencil sharpener.
5. your, that, is, sharpener, pencil, ?（连句问句）
______ ______ ______ ______?
B：翻译下列句子，每空一词。
1. ---这是你的铅笔吗？---是的。
---______ ______ your pencil? ---Yes, ______ ______.
2. ---那是一本字典吗？---不是。
---______ ______ a dictionary? ---No, ______ ______.
3. ---这是什么？---是一块手表。
---What’s this? --- ______ ______ ______.
4. ---那是你的尺子吗？---是。这是我的尺子。
---Is that your ruler? ---Yes. ______ ______ ruler.
Keys:
A: 1. Is this 2. No, it isn’t 3. What’s this 4. isn’t 5. Is that your pencil sharpener?
B: 1. Is this, it is 2. Is that, it isn’t 3. It’s a watch 4. It’s my
Step 5 Homework
T: In this class, we’ve learned the names of some common personal possessions and how to identify
ownership. Let’s have a look.
my my
①Is this your book? ---Yes, it is./No, it isn’t. ②Is that your pencil? Yes, it is. /No, it isn’t.
his his
her her
Then ask students to finish Excises 4 and 7 of this unit in the Workbook.


32







Hour 20

Period 3
Teaching materials：SectionＢ：1a, 1b, 2a, 2b, 2c
Target language:
1. Words & expressions:
baseball, watch, computer, game, key, notebook, ring, call, cup, glass, reading lamp, tape-recorder,
sports-wear, sweater, telephone, cell-phone, key-board, mouse
2. Key sentences: What’s this? It’s a watch. How do you spell it?
Ability goals:
1. Enable the students to ask and answer the names of some possessions and get information.
2. Improve their listening ability.
Learning ability goals:
Help the students learn how to ask and answer the names of some possessions and get information.
Teaching important / difficult points: How to ask and answer the names of some possessions.
Teaching aids: A tape recorder and some objects.

Teaching procedures and ways:
Step 1 Revision
1. Greet students and check the homework.
2. Make a conversation and find the owner.
Excuse me. Is this your ruler? what’s this in English? How do you spell it?
Step 2 Warming Up and Lead-in
1. Teach them the new school things
T: Look! What’s this in English ?( Show students a ring)
S: It’s a ring.
T: How do you spell it ?
S: R-I-N-G.
T: Is this your ring ?
S: Yes, it is./No, it isn’t
In this way, teach the other school things, such as baseball, computer game, key, watch, ID card,
notebook, pen and so on.
2. Reading and matching (1a: P10). Check the answers.
Step 3 Pairwork and Listening (1b, 2a, 2b: P10)
1. Asking about other things in the picture in 1a.
S1: What’s this in English?
S2: It’s a notebook.
S1: How do you spell it?
S2: N-O-T-E-B-O-O-K.
2. 2a and 2b.

33

2a. Listen and circle the things you hear in 1a.
2b. Listen again and write the names of the things Kelsey and Mike are looking for.
Check the answers :
T: Well, what is Kelsey looking for?
S: Watch, ID card.
T: What about Mike? What is he looking for?
S: Pen, baseball.
Step 4 Game (2c: P10)
Work in pairs, asking and answering questions about the things on page 81 or page 82.
Sample conversation:
SA: Is this her pen?
SB: No, it isn’t. It’s his pen.
SA: Is this her book?
SA: Yes, it is. It’s her book.
SA: Is this his computer game?
SB: No, it isn’t. It’s her computer game.
Step 5 Homework
Ask students to
1. Finish Activities 1 and 2 in the workbook.
2. Write a short conversation about Identify ownership using the sentences we have learnt.



























34







Hour 21

Period 4
Teaching materials：SectionＢ：3a, 3b, 3c, 4
Target language:
1. Words & expressions: at, in, the, lost, found, lost and found, please, school, a set of, of
2. Key sentences: Call Alan at 495-3539. Please call Mary.
Ability goals: Enable the students to write found and lost
Learning ability goals: Help the students learn how to write found and lost.
Teaching important / difficult points: How to write found and lost.
Teaching aids: Little blackboard

Teaching procedures:
Step 1 Revision and Lead-in
1. Give a short greeting, and then check the homework.
2. Show Ss a set of keys.
T: Good. Now look here. What’s this?
S: It’s a set of keys.
T: This is my keys. I lost yesterday, but someone found it and gave it back to me.
Teach the words “lost and found” and “a set of keys”.
Step 2 Reading
Learn how to write “Found and lost”.
1. Read 3a first and circle the words from activity 1a.
2. Ask them to do the following exercises.
① _______ found a watch.
② _______ lost his school ID card.
③ Mike lost a notebook. He may call the phone _______.
④ Tony’s telephone number is ________.
Give them a few minutes to read, and then check the answers.
3. After that, ask students to read the message in 3b and put the pieces in order.

Step 3 Writing
How to write “Found” and “Lost”
We should write the thing, the telephone number and the name of the person .
A sample version:
Found
Is this your red jacket?
Is it on the playground?
Please call Mr. Xu
Phone #6701072.

35
Lost
My black bike.
My name is Li Ming

Please call me at 6701063.
T: Now, think over: Have you ever found or lost something?
Thanks.
Write “Found” or “Lost” for yourselves.
After students finish writing, ask them to read some out.
Step 4 Groupwork
Hide one school thing in your box, the other students guess what it is. You can use the patterns.
Is it …? Yes, it is. /No, it isn’t.
Sample conversation:
S1: Is it a pen?
S2: No, it isn’t.
S1: Is it a watch?
S2: No, it isn’t.
S1: Is it a ruler.
S2: Yes, it is.
S1: Is it your ruler?
S2: No, it isn’t. It’s her ruler.
Step V Homework
Write your own bulletin board notice according to the instructions below.
(1) There is a black and white cat in your home. It isn’t your cat. Your telephone number is
8889996. Your father’s name is Alan Brown.
(2) Bob lost his dictionary. It is red. It is new. His phone number is 236-9978



























36







Hour 22

Period 5
Teaching materials：Self Check
Target language:
1. Words & expressions: backpack, computer game, ring, dictionary
2. Key sentences: Is that your backpack?
Yes, it is. /No, it isn’t.
Ability goals: Enable the students to identify ownership.
Learning ability goals: Help the students learn how to identify ownership, get the information they
need and write a bulletin board message.
Teaching important / difficult points: How to identify ownership, get the information they need
and write a bulletin board message.
Teaching aids: A small blackboard or some exercise paper.

Teaching procedures:
Step 1 Revision
Ask students to show their homework.
T: I asked you to write “Found & Lost” last class. Have you finished it? Who’d like to share your
work?
Sample versions:
Found: A cat. Lost:
Is this your cat?
My red dictionary. It’s new.
It’s black and white.
My name is Bob.
Please call Alan Brown. Please call me at 236-9978.
Phone # 8889996 Thank you.
Step 2 Vocabulary
1. Read and check the words you know in 1 on page 12. Then choose some words and make
sentences with them. Please add my, his, her, your before them.
Sample sentences:
1) Hello! This is my pen. That is her pen. My pen is black and her pen is red.
2) Look at the dictionary. This is my dictionary. It’s very thick.
3) Look here. Is this your ruler? It’s long and blue.
2. Ask Ss to write 5 new words in the notebooks.
T: You can talk about them or you can use a Chinese- English dictionary to help you.
After a few minutes, ask the students to share their lists with other students.
Sample list:
textbook, exercise-book, ball-pen, compass, glue, color-pen, sticker,
ball-point, scissors, chalk, file, blackboard, ink, paper, pamphlet.

37

T: Draw a picture for each thing on a paper and talk about them with your partner using the
sentences: What’s this in English? How do you spell…? Is this your …?
Step 3 Speaking and Writing
T: Now, let’s look at the picture in 3. What things can you see?
Ss: A watch, a baseball, a basketball.
T: Good. They are found and lost things. Can you find their owners? You can use the following
patters:
Is this your …? Yes, it is. /No, it isn’t.
Is that your / his / her …? Yes, it is. / No, it isn’t.
Sample conversations:
1) S1: Excuse me. Is this your watch?
S2: No, it isn’t. It’s her watch.
2) S3: …. Is this your book?
S4: Yes, it is. Thanks
3) S5: What’s that?
S6: It’s a backpack.
S5: Is that your backpack?
S6: No, it isn’t. My backpack is here.
T: Now, you can fill in the blanks.
Give them a few minutes to write down their answers.
Step 5 Practice
Show the following exercises and ask students to finish them.
A. Choose the word that does not belong to the group.（选出下列不同类的一项。）
1. A. pencil B. pen C. ruler D. orange
2. A. call B. ring B. baseball D. watch
3. A. this B. that C. it D. yes
B. Complete the conversations with right words.（用适当的词完成对话。）
1. — What’s this? — It’s _____ _____.
. 2. — Is this a pencil? — No, it _____. It’s a _____
3. — Is it a______? —Yes, it is.
4. — Is it a bag? — No, it isn’t. It’s _____ _____.
Key: A. 1. D 2. B 3. D
B. 1. a ruler 2. isn’t, watch 3. baseball 4. a book/ a dictionary
If time permits, check up the answers to the test.
Step 5 Homework
1. Revise all the new words in this unit in your notebook.
2. Revise all the important sentences and write them in your notebook.

38

3. Write a bulletin board message.



Unit 3 This is my sister.
教学内容：
本单元围绕“家庭成员”这一主题展开听、说、读、写等 多种教学活动。教学核心是用英语介
绍家人和朋友，通过本单元的学习学生应该能够用英语给朋友写短信 介绍家人，从而让他们
了解自己的家庭并能够画出自己的家谱。
教学目标：
1、知识目标：
A、 掌握家庭成员的表达，如：grandfather, grandmother, father, mother ,brother,sister, uncle,
aunt, cousin, son, daughter, parents:
B、 学会用指示代词：this ,that, these 和人称代词：I, he she they 介绍任务及Yes/No问句
及其简单回答；
C、 运用名词的复数形式。
2、能力目标：
A、 运用所学词汇介绍家人和朋友，并能够用短信的形式表达出来；
B、 通过对话练习，掌握介绍人物时常用的词汇、惯用语，并把它运用到实际生活中去，
提高 学生的交际能力。
3、学习策略：通过对人物个性化的描述，识别图片。
4、情感目标：通 过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好地尊
重对方，理解家人。

教学难点、重点：
重点：A、掌握家庭成员的表达；学会指示代词、人称代词及Yes/No问句及简单回答；
B、学会介绍自己的家人和朋友，并根据相关信息辨别人物。
难点：能够用写信的形式向朋友介绍自己的家庭。
课时安排：
第一课时 Section A 1a-1c 第二课时 Section A 2a-4
第三课时
Section B 1-2c 第四课时 Section B 3a-Self- check














39







Hour 23

Period 1
Teaching materials：Section A 1a-1c
课前准备: 教师：照片，图片，表格。

Teaching procedures:
Step 1 New words
①Present the new words.
T: Hello , everyone ! Look ! What’s this ?
S
s
: It’s a picture .
T: Right . Who is the man in the picture ?
S
s
: It’s you.
T: Yes, it’s me . You know me . Please look at this . Do you know them ?
S
s
: 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 ?
S
s
: Yes .
T: OK . Please look at this man ? Is he old ?
S
s
: Yes .
T: He is my “grandfather”. Please read after me , GRANDFATHER
G-R-A-N-D-F-A-T-H-E-R ,grandfather .
S
s
: 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.
S
s
: 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.
S
s
: …

②Practice the new words.
T: Who can match the words with the pictures on the blackboard?
S
s
: I can. (Textbook P
13
1a)
(Ask one student to the front to do it. The other students write down letters on the books. In this
way finish 1a.)

40

T: Check the answers.
S
s
: …
T: Is he right?
用教师家人的照片呈现新课内容。教师边介绍，边领读单词。用匹配的方式巩固单词。
S
s
: Yes.
(One more student gives the answers.)
Step 2 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.
S
s
: 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.
S
1
: Who is this?
S
2
: This is his …
S
1
: Who are these?
S
2
: These are his …
(Ask a few pairs to practice.)
Step 3 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.
S
3
: 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.
用听力训练再次强化学生对新单词的记忆。
让学生通过介绍Dave的家庭加强句型的操练。
让学生用本节课所学的知识完成介绍家庭成员的任务，检测学生知识掌握的情况。
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.)
S
A
: Hello. S
B
: Hello. How are you ?
S
A
: Fine, thank you. And you? S
B
: I’m fine, too.
S
A
: Excuse me! What’s this? S
B
: It’s my family tree.
S
A
: Who’s this? S
B
: This is my grandfather.
S
A
: Who’s this? S
B
: This is my grandmother.

41

S
A
: Is this your father? S
B
: Yes, he is.
S
A
: The women is your mother? S
B
: Yes, she is.
S
A
: Who’s the boy? S
B
: 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 4 Homework
Write a passage about your family. 让学生在语言实践中学会礼貌待人。
小组成员之间沟通有关家庭成员的信息，增进友谊。































42







Hour 24

Period 2
Teaching materials：Section A 2a-4
课前准备: 教师：图片，录音磁带。 学生：自己家人的照片，也可以是自己画的家谱。

Teaching procedures:
Step 1 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.)
S
S
: Yes.
T: Who wants to be the first, please?
S
A
: Let me try. T: OK, please.
S
A
: 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 2 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

S
S
: 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
根据上节课布置的作业，让学生谈论自己的家庭成员，为新课教学做铺垫。
通过听力练习，使学生巩固对家庭成员的记忆。
通过听力引出Is this . . . ?的句型
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.)
S
1
: 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

43

students who need.)
T: Let’s check your work, please. S
S
: OK. (Ask one pair to do it.)
S
1
: Is this Jim? S
2
: No, he isn’t.
S
1
: Is this Jim? S
2
: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.)
S
3
: That’s … and that’s … Is she your…? S
4
: Yes, she is.
S
3
: And is the your …? S
4
: No, he isn’t. He’s my …
Step 3 Task
①Play a guessing game. 通过谈论Dave的家庭成员，练习句型Is this . . . ?
用学生的句型引出Is she/he your . . .?的句型，让学生在对话中理解人称代词的用法。
T: I have a picture here. Do you want to know who she is? (Show the picture to the students.)
S
S
: Yes. (Students guess the picture.)
②Group work. (Students work.)

Step 4 Homework
Draw your family tree. 用游戏的方式巩固人称代词的知识。

























44







Hour 25

Period 3
Teaching materials：Section B 1-2c
课前准备 教师：图片。 学生：照片。

Teaching procedures:
Step 1 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?
S
1
: It is your “表哥”. T: No, it isn’t.
S
2
: 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.
S
S
: C-O-U-S-I-N, cousin. T: Spell it, please.
S
S
: 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 …?
S
3
: “大爷，大伯”. S
4
: “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.
S
S
: U-N-C-L-E, uncle.
…
T: Your uncle’s wife is your…? S
5
: “伯母，婶婶”.
用游戏的方式引人新课。
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. S
S
: …
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 2 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

45

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? S
S
: …
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 3 Task
Talk about the family tree.
T: Look at the family tree. I think it’s a big family. You can do it
in groups of four or three. You can do it in pairs or only by yourself. Then report it to the class.
(Students work. Teacher walks around in the classroom and helps the students.)
T: Stop here. Let’s check it out. (Choose students to do it.)
S
1
: Look at my family tree. This is my… This is my … They have two … This is my … This is
my …This is my …This is my. My parents have two children. This is…This is my …My uncle and
my aunt have a son. He is my … (Ask two more students to do it.)

Homework
Write a passage about your family.

























46







Hour 26

Period 4
Teaching materials： Section B 3a-Self-check
课前准备: 教师：家庭成员的照片。 学生：学生自己画的家庭照片。

Teaching procedures:
Step 1 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.
S
S
: 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.
S
S
: 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.
S
S
: 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 2 Task
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 .
S
S
: OK .
(Students work . Teacher moves around the room and helps the students who letter . )
T: Now check your work .
S
1
: 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 . )
2. Write 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 .
S
S
: 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

47

letter and match it with the photo . )

Homework
Finish self- check .

Unit 4 Where’s my backpack ?
教学内容：
本单元主要内容是谈论物品的所在位置，通过这一话题，训练学生的听、说、读、 写四
项基本技能，让学生通过询问物品的位置，学习一些物品的单词，及方位介词 on , in ,
under ,behind 等的用法；学习并掌握where句型的运用，使学生养成干净、整洁、合理摆放
物品的好习惯。
教学目标：
5、知识目标：
A、 学会一些表示家具的名词以及学习用品的单词；
B、 方位介词，如：in , on , under , behind的用法；
C、 学会运用方位介词和where句型表述物品所在的位置。
6、能力目标：
A、 学会正确描述物品作在的位置；
B、 学会询问自己或他人物品的具体位置；
C、 能够合理地描述和设计房间。
7、情感目标：培养学生整齐地摆放自己物品的生活习惯。

教学难点、重点：
重点：A、方位介词 in , on , under , behind的用法。
B、Where的特殊疑问句和Is this a/an . . . ?一般疑问句的肯定和否定回答。
C、学习名词 bed , dresser , bookcase ,backpack . . .
难点：A、能够正确运用方位介词描述物品作在的位置；
B、能够运用Where的问句找到物品位置。
课时安排：
第一课时 Section A 1a-1c 第二课时 Section A 2a-4
第三课时 Section B 1-2b 第四课时 Section B 3a-4 Self-check















48






Hour 27

Period 1
Teaching materials：Section A 1a-1c
课前准备: 教师：准备一个带有家具的房间的多媒体课件或挂图，搜集图片、卡片、 一些学
习用品的实物，以及闹钟、光盘、数学书和其他日常用品。
学生：彩笔、学生用品、大白纸、课本所涉及的单词的实物。

Teaching procedures:
Step 1 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 .) S
1
: Yes you a right . Here you are .
(give it to the student as a present .)
T: Is this a ruler ? (hold up a ruler .) S
2
: Yes it is.
T: How to spell ruler ? S
2
: 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 ? S
3
: 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 ?
S
3
: I don’t know . S
4
: 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.
S
s
: B-E-D , bed.
T: What’s this ? It’s a dresser . D-R-E-S-S-R , dresser.
S
s
: D-R-E-S-S-R , dresser.
(Teach the other words bookcase /sofa/chair/drawer/plant/ . . . in the same way .)
通过师生互动，激发学生思维，并用学过的句子导入新课。
利用多媒体课件创设情景，直观地呈现单词，使学生在语境中理解单词。
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 .)
S
1
: It’s on the desk . T: Where is my bag ? (To all the students)
S
s
: It’s on the desk .

49

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 .) S
1
: It’s in the pencil case , too .
T: Where is the ruler ? S
s
: It’s in the pencil case .
(Then learn the other two prepositions “under”, “behind” in the same way . )

④Present the words .
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 2 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 3 game
Play a game.
Step 4 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.(Prepare
让学生用身边的学习用品操练句型，达到熟练运用where提问。
用学过的一般疑问句以游戏的方式操练本节课所学内容以增强趣味性。
利用屏幕上所给图片，描述Mary房间物品的位置，强化句型。
Homework
Make a play.





















50