七年级上册英语全册教案
（Unit1---Unit9）
Unit 1 My name’s Gina.
一、单元教材分析
本单元围绕“结交新朋友”使学生学会打招呼和介绍自己、询问他人姓名的基本句型：“What’s your/his/her name？My/His/Her name is…”; 通过学习区分"First/last name”，了解有关姓名的文化知识；通过查询电话号码 “What’s your/her/his phone number？”，学习数字1~9，同时也进一步促进学生之间的相互了解；通过以上几个方面的学习，使学生在轻松、愉快的学习氛围中熟识新伙伴。本单元与第二单元衔接紧密：由课堂内的打招呼、自我介绍到课外、校外相互了解。由特殊疑问句的学习到一般疑问句的学习，使学生将书本知识运用到实际生活中。
二、单元学情分析
本单元的主题是熟识新伙伴，同时引导学生采用Practicing, Listening for specific information和Role playing的学习策略，学习一些新词汇，掌握一些重点句型，在小组合作学习的过程中，进一步促进学生之间的相互了解。
本单元可综合运用讲授式、启发式、自主学习、合作学习等各种策略，提供大量的学习资源，通过老师向学生进行的自我介绍，同学自我介绍传句子比赛，自我查资料表演，自制明信片等的活动，使学生能够学到知识，又增加了他们的学习的乐趣。来培养学生的自主学习的能力及表达能力和逻辑思维能力。采用Practicing, Listening for specific information和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，询问他人姓名、查询电话号码，了解有关姓名的文化知识。
四、单元课时分配
本单元可用4课时完成教学任务：
Section A (1a-2d) 用1课时
Section A (Grammar Focus-3c) 用1课时
Section B (1a-2c) 用1课时
Section B (3a-Self Check) 用1课时
Section A 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词： name nice meet his and her your
能掌握以下句型：
① —Hi. My name’s Gina.
—I’m Jenny. Nice to meet you!
② —What’s your/his/her name?
—My/his her name is…
③ —Are you…?
—Yes, I am. / No, I'm not.
④ —Is he/she…?
—Yes, she/he is. / No, she/he isn’t.
2) 能了解以下语法：
your, his, her等形容词性物主代词的简单用法；
What’s=what is I’m=I am name’s=name is等缩写形式。
2. 情感态度价值观目标：
该部分学习内容贴近学生的生活，谈论的主题是结交新朋友，进一步促进学生之间的相互了解，使学生在轻松、愉快的学习氛围中熟识新伙伴，增进友谊。通过教学使学生对英语产生强烈的兴趣和愿望，乐于参加各种语言实践活动。能与伙伴团结一致、友好相处，学会如何礼貌地与他人交往。
二、教学重难点
1. 教学重点：
1) 让学生学会自我介绍，学会交朋友。
2) 正确使用问候语。
2. 教学难点：
your, his, her等形容词性物主代词的简单用法
三、教学过程
Ⅰ. Revision
Play the flash, enjoy the ABC song, get the Ss to sing together.
Play a guessing game. What’s this in English? It’s a/an…
Ⅱ. Work on 1a
1. Write English words for the things in the picture.
2. Pair work:
Show some pictures and introduce oneself and greet people.
Ⅲ. Listening
1. T: Now let’s listen to the tape, and number the conversations 1-3.
Play the recording for the first time, Ss only listen. Then play a second time, Ss number the conversations.
2. Ask the Ss to practice the conversations above with a partner. Then use their own names to practice instead of the names given.
3. Close your books and listen again, complete the conversations.
Conversation 1:
A: Good morning! _____ Cindy.
B: _____, Cindy. I’m Dale.
A: _______________!
Conversation 2:
A: _______ your name?
B: Alan.
A: Hello, Alan. _____ Ms. Brown.
Conversation 3:
A: Hi. __________ Gina.
B: I’m Jenny. Nice to meet you!
A: __________________.
4. Guessing
Look at the pictures. Who is he / she?
5. Look at the pictures and make conversations.
A: What’s his name?
B: His name is…/ He is…
A: What’s her name?
B: Her name is…/She is…
IV. Listening
1. Work on 2a;
T: Now, look at the pictures, listen to the four conversations. Just listen.
(Play the recording for the first time, students only listen carefully.)
Then, listen to the recording again, and number the pictures.
Check the answers.
2. Work on 2b;
T: Now. Look at the names in the box. Let's read the names together.
Ss read the names aloud together.
T: Now listen again. Circle the names you hear.
Play the recording. Students listen and circle the names they hear. Then check the answers.
3. Listen and complete the conversations.
Conversation 1:
E: Hello. ______ your name?
A: __________ Alice.
E: ____ Eric.
A: _______________.
Conversation 2:
T: What’s ____ name?
G: __________ Eric.
T: And what’s ____ name?
G: __________ Alice.
Conversation 3:
B: Excuse me, _______ Eric?
E: Yes, _____ . Are you Mike?
B: No, _______. ____ Bob. Nice to meet you.
E: ____________________.
V. Pair work
1. Suppose you are new students in No. 1 Middle School. You are from different countries. You meet for the first time. Make up a dialogue in pairs.
Make a model dialogue with a student. Other students should listen carefully.
T: Hello! What’s your name?
S1: My name’s…
T: I’m…
S1: Nice to meet you!
T: What’s his name?
S1: His name is…
T: And what’s her name?
S1: Her name is…
2. Let all the students work in pairs. Practice the dialogue. Then ask some pairs to act out their dialogues.
VI. Role-play
1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to find out what their names are.
2. How many people are there in the conversation? Two.
Who are they? They are Linda and Helen.
3. Divide the Ss into groups of four. Let them practice the dialogue in their group.
4. Now close your book and complete the conversation.
— Good afternoon! __________ Linda. _______ Helen?
— Yes, _____. Nice to meet you, Linda.
— Nice to meet you, too. __________ name?
— ______ Jane.
— _____ Jack?
— No, _______. __________ Mike.
VII. Language points
1. 问侯他人
你好！你好杰克。
早上/下午好！认识你很高兴！认识你也很高兴！
Hello!/Hi!
Hello, Jack.
Good morning/afternoon！
Nice to meet you!
Nice to meet you, too！
2. 介绍自己
我叫……。
I’m…/ I am….
My name’s...
3. 询问对方或他人姓名。
你叫什么名字？我叫……。
他/她叫什么名字？
他/她叫……
W hat’s your name?
My name is…/ I’m…
What’s his/her name?
His/Her name’s …
4．确认对方或他人的名字。
你叫……吗？是的/不是。他/她叫……吗？是的/不是。
Are you…?
Yes, I am./No, I’m not.
Is he/she…?
Yes, he/she is. /No, he/she isn’t.
5. 人称
I you he she
我 你 他 她
my your his her
我的 你的 他的 她的
VIII. Exercises
Ⅰ. 根据句意，选择恰当的单词填空。
nice, your, name, too, meet
1. My ruler is blue. Helen’s cup is blue,
________.
2. The girl’s ________ is Grace.
3. What color is ________ cup, Linda?
4. I’m Dale. Glad to ________ you.
5. I have a ________ jacket. I like (喜欢) it.
II. Look at the pictures and fill in the blanks.
1. I’m a girl. ___ name is Mary.
2. Jenny is my friend. ____ is ten.
3. ____ name is Tom.
4. Alice is my sister. ___ bag is blue.
5. —___ she Ms. Brown?
—No, she _____.
III. Fill in the blanks.
name’s isn’t yes I’m
what’s she his are
1. — Good morning! ___ Dale.
— Hello, Dale. My ______ Jenny.
2. — ____ you Mr. Green?
— ___, I am.
3. — _______ his name?
— ___ name is Tony.
4. — Is ___ Ms. Brown?
— No, she ____. She’s Ms. Miller.
Homework
假如你学校新来了三位美国的交换生，你初次见到他们三人，你想认识一下他们，请写出你们之间的对话。
教学反思：
Section A 2 (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
1) 继续练习运用如何做自我介绍及问候他人。学会从对话中获取对方的基本信息（询问他人姓名）。 能掌握以下句型：
① —What’s your/his/her name?
—My/his her name is…
② —Are you…?
—Yes, I am. / No, I'm not.
③ —Is he/she…?
—Yes, she/he is. / No, she/he isn’t.
2) 能了解以下语法：your, his, her等形容词性物主代词的简单用法；
掌握what’s, name’s, I’m, he’s, she’s等缩写形式。
2. 情感态度价值观目标：
该部分学习侧重提高学生们的实践运用能力的提高，内容仍贴近学生的生活，谈论的主题是结交新朋友，询问及确认他人的姓名。进一步促进学生之间的相互了解，使学生在轻松、愉快的学习氛围中熟识新伙伴，增进友谊。通过教学使学生对英语产生强烈的兴趣和愿望，乐于参加各种语言实践活动。能与伙伴团结一致、友好相处，学会如何礼貌地与他人交往。
二、教学重难点
1. 教学重点：
1) 让学生学会自我介绍，正确使用问候语，学会交朋友。
2) 会运用所学的句型询问第三者的姓名。
3) 会运用所学的句型确认第三者的姓名。
2. 教学难点：
1) your, his, her等形容词性物主代词的简单用法；
2) 询问他人姓名及确认他人姓名的句型。
三、教学过程
Ⅰ. Revision
1. Review how to ask other students' name.
Give students some names of girls and boys, then practice.
T: What’s your name?
S1: I’m …. /My name is… Nice to meet you.
T: Nice to meet you, too. And what’s his/her name?
S1: His/Her name is…
T: Are you…?
S2: Yes, I am. / No, I'm not.
T: Is she/he…?
S2: Yes, he/she is./ No, he/she isn't.
Ⅱ. Grammar Focus.
1. 阅读指导：老师总结已学过认识新朋友的两类句型。
第一类为询问他人的姓名，为特殊疑问句，对方应直接回答所问人员的姓名。
第二类为确认他人的姓名，为一般疑问句，对方应做出肯定或否定的回答。
2. 学生阅读Grammar Focus中的句子，然后做填空练习。
你的名字叫什么？_______ your _______?
我的名字叫艾伦。 _____ _______ Alan.
他的名字叫什么？ _______ ______ name?
他的名字叫埃里克。_____ _______ Eric.
她的名字叫什么？_____ _______ name?
她的名字叫玛丽。_______ _______ Mary.
你叫海伦吗？ ______ ______ Helen?
是的。/不是。___, ___ ____. /No, ____ _____.
他叫杰克吗？______ _______ Jack?
不是。他叫迈克。No, ____ _____. _____ Mike.
3.注意以下几种缩略的表达法：what’s = what is, name’s = name is,
I’m = I am,he’s = he is, she’s = she is
4. be动词的用法
在一般现在时态中，be动词有am, is 和are三种形式。要根据句子主语的不同,作相应的变化。
be 动词用法口诀
I (我)用am，you(你)用are，is用于he, she, it(他, 她, 它)。单数名词用is, 复数一律要用are。
Fill in the blanks.
1. Hello! I _____ Jack.
2. _____ her name Jenny?
3. What _____ your name?
4. My name _____ Wu Ming.
5. _____ you Ms. Smith?
6. Jim and Eric _____ in Class Five.
5. 人称代词和物主代词
“我” I; “你” you; “他” he; “她” she; “它” it; “你们” you; “我们” we; “他们”they 称为人称代词，在句子中作主语。
1. 我是一个男孩。_____ am a boy.
2. 你是琳达。______ are Linda.
3. 她是玛丽。______ is Mary.
4. 它是我的小狗汪汪。 ___ is my dog Wangwang.
5. 我们在五班。 _____ are in Class Five.
6. 你们在四班。_____ are in Class Four.
7. 他们在六班。_____ are in Class Six.
“我的” my；“你的” your；“他的” his；“她的” her表示所有关系的代词叫物主代词。表示所有关系的代词叫物主代词。形容词性物主代词在用法上与形容词相似，表示“……的”。一般放在名词前修饰名词。
1. I’m Jack. ______ schoolbag is red.
2. He is Eric. _____ jacket is blue.
3. You are Mary. ______ pencil is black.
4. She is Grace. ____ cup is purple.
5. It is my dog. ___ name is Wangwang.
6. 人称代词主格和物主代词
1. ___ am a girl. ___ name’s Jenny. (my, I )
2. — What’s ___ name? — Jack. (he, his)
3. — Is ___ Linda? (she, her)
— No. ____ name’s Grace. (she, her)
4. — Are ____ Eric? (your, you)
— Yes, __ am. (I, my)
5. — What’s ____ name? (your, you)
— ___ name’s Bob. (I, my) _____ name’s Mike and ___ name’s
Gina. (her, his)
Ⅲ. Practice I
1. Look at 3a. Tell Ss to put the words in order to make conversations. Pay attention to the right sentence structure. Ss work with their partners. Try to make conversations with the given words.
2. Check the answers. Encourage some pairs to act out the dialogue. See if their dialogues are right.
3. Ss read the dialogue aloud after the teacher. Then try to practice the dialogues with their partners.
4. Let some pairs to act out the dialogue in front of the class.
Ⅳ. Practice II
1. Look at 3b. Tell Ss to complete the conversation. Pay attention to the right sentence structure. Ss work with their partners. Try to make conversation.
2. Check the answers. Encourage some pairs to act out the conversations. See if their answers are right.
3. Ss read the conversations aloud after the teacher. Then try to practice the conversations with their partners.
4. Let some pairs to act out the conversations in front of the class.
Ⅴ. Game
1. Now, each of you has an English name. So we have learnt many names about boys and girls. Do you know how many foreign names? Let's do a "Name game".
Competition: list names as many as possible, see which group gets the most names.
2. Divide the Ss into groups of six or more. Each group has four or six students.
3. Tell Ss how to play the game. Make a model for the Ss.
S1: My name is Jenny.
S2: Her name is Jenny. My name is Tony.
S3: Her name is Jenny. His name is Tony…My name is June.
S4: …
4. Ss play the game in their groups first. Then have a competition. See which group is the best.
5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）
Ⅵ. Exercises
1. If time is enough, let the students do more exercises.
2. Do the workbook.
Homework
前一节课上, 老师问了你的姓名, 并向你问了小组其他成员姓名。记录这一对话。
教学反思：
Section B 1 (1a-2c)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：zero ~ nine, telephone, number, phone, first name, last name, friend, middle school, China
2) 能掌握以下句型：
① —What’s your/his/her telephone number? —It's…
②—What's your first/last name? —My first/last name is…
③—What's his/her first/last name? —His/Her first/last name is…
3) 能辨别英文中的姓氏与名字，了解中英文中姓名之间的区别。
4）通过听力训练提高学生们获取信息的能力。
5）阅读简短的句子或文章获取相关信息的能力。
2. 情感态度价值观目标：
帮助学生比较中英文姓名的不同之处，通过了解中英文名字的区别，培养和提高学生对中外文化差异的敏感性和鉴别能力，加深对本国文化的理解和认识，培养学生的世界观意识，以及初步的跨文化交际能力。
二、教学重难点
1. 教学重点：
1) 让学生学会询问他人的电话号码，学会交朋友，了解朋友们的信息。
2) 了解中英文名字间的差异，能辨认英文姓氏与名字。
3) 通过听、说、读的训练，提高学生们综合运用英语的能力，培养学生们学习英语的兴趣，并在学习中体会到学习英语的乐趣。
2. 教学难点：
1) 辨认英文姓氏与名字。
2) 阅读短文及句子获取相关信息。
三、教学过程
Ⅰ. Warming- up and revision
1. Daily greetings to the students
T: Good morning, everyone. My name is Peter. What’s your name, please?
S1: My name is Lily.
T: Hello, Lily. Nice to meet you!
S1: Nice to meet you, too.
T: And what’s your name?
S2: My name is…
2. Revision
Part one:
T: S1, what's his name?
S1: His name is …
T: S2, what’s her name?
S2: Her name is …
Part two:
S1: Good morning. What’s your name, please?
S2: My name is Jack. What’s your name, please?
S1: My name is Susan. And what’s his name, please?
S3: His name is Tony. And what's her name?
S1: …
Ⅱ. Listening
1. T: Please tell me how to say it in English? (Show the Ss the number cards, one by one)
Ss: It’s one.
Ss: It’s two. …
2. Listen and repeat.
Let the Ss look at 1a, then play the tape. Ss listen and repeat the numbers.
3. Listen to the tape. Listen to the tape and write down the telephone number on your books. (Play the tape for the Ss.)
4. Check the answers:278-6926.
III. Group work
1. Divide the Ss into groups. Each group has four students.
2. T: Now please work with your group and ask each other questions about phone numbers.
e.g. S1: What’s your telephone number, S2?
S2: It’s 356-9865.
S1: 356-9865. Thanks.
IV. Listening
1. T: Point to the numbered names. Read each one aloud along with the number that comes after it. Then say each number and ask a student to read the name before that number.
Tell Ss to listen to the tape and match the names with the telephone numbers.
2. Point to the blanks in the four telephone numbers. Tell the Ss that the last two numbers of each telephone number are missing. Listen to the tape and then fill in these numbers.
3. Check the answers:
(1.c 2.d 3.b 4.a) (278-7928, 555-8042, 398-6149, 929-3160)
4. Listen to the tape carefully and complete the conversation.
Conversation 1
A: Hello. _______ your _____?
B: __________ Tom.
A: _______ your phone number, Tom?
B: It’s __________.
Conversation 2
A: Hi! ____ Ms. Miller.
B: _____, Ms. Miller! __________ Bob.
A: _______ your phone number, Bob?
B: ____ phone number? It’s _________.
V. Presentation
1. Show some dialogues to the students, let them know about the first name and last name.
2. Get the Ss to practice the following dialogue in pairs.
T: What’s your first name?
S: My first name is ___.
T: What’s your last name?
S: My last name is ___.
3. Work on 2a.
1) Point out the sample answers: the L for last name next to Green, and F for first name next to Jack. Then have students finish the exercise on their own.
2) Read the list of names in the exercise. Ask students to guess which names are first names and which are last names.
4. Check the answers.
VI. Reading
1. Look at the pictures and read the messages. Then match them with the pictures.
阅读指导：
1) 认真分析每幅图画的不同之处，A图是两个女孩子，其中一个是中国人， B图是两个外国女人C图是两个外国男孩。 所以学生平时要注意不同种族的人的特殊的特征。如中国人黑发黑眼等。
2) 仔细阅读文字材料，提取有用的信息，与相关图片去配对。
3) Check the answers.
2. Circle the first names and underline the last names.
Check the answers.
3. Work on 2c.
① Tell the students to match the names with the telephone numbers. Then find three pairs of friends in the name list.
② 阅读指导：这也是信息配对题型任务阅读理解题，题目要求将人物与其电话号码相相配对，并填写出三对朋友的姓名。在第1段中，my指“詹妮•格林的”；his指“吉娜•史密斯的”，因此可知他们各自的电话号码。再由句子“My friend is Gina Smith”，可知詹妮•格林和吉娜•史密斯是朋友。其余各题的解题思路与本题同。
③ Check the answers.
VII. Language points
1. 基数词 zero,… nine (0至9)
zero, one, two… nine被称作基数词，用来表示数量的多少。用法如下：
(1) 表示号码，如电话号码、身份证号码、门牌号等, 读时按单个基数词读出。0可读成字母o的读音/ƏU/或zero 。
(2) 表示数字或年龄等。
e.g. 她六岁。 She’s six years old.
二加三等于五。 Two and three is five.
(3) 表示时间编号等。
e.g. 五点钟 five o’clock
2. first name与last name
first name 是指英美人的名，也可以说given name。而“姓”叫last name
或family name。英美人通常是名字在前，姓氏在后，与中国人的姓名顺序相反。
e.g. 我叫杰克·米勒，我姓米勒。
I’m Jack Miller. My last name’s Miller.
3. it’s 与its
it’s = it is意为“它是”。it是人称代词(第三人称单数形式)。its是形容词性物主代词，意为“它的”。
e.g. 它是一只猫，它的名字叫咪咪。
It’s a cat. Its name’s Mimi.
VII. Exercises
I. 用英语说出下列电话号码或词组。
1. 122 __________
2. 95511 ____________________
3. 257-8761 ____________________________
4. 689-7416 ___________________________
5. 348-6907 _________________________________
6. 姓氏 _________
7. 名字 __________
8. 电话号码 ______________________
9. 在中国 ________
10. 他的朋友们 __________
II. 句型转换
1. She is Mary Brown. (变为一般疑问句)
___ ____ Mary Brown?
2. Her telephone number is 357-4219. (对划线部分提问)
______ ____ telephone number?
3. His last name is Miller. (对划线部分提问)
_______ his ____ name?
4. Her first name is Linda. (对划线部分提问)
______ her _____ name?
5. I’m Eric Smith. (变为一般疑问句)
____ ____ Eric Smith?
III. 根据汉语提示完成下列句子。
1. 我的名字叫戴尔格林。
My _____ ____ Dale Green.
2. 他姓米勒。
___ ____ _____ is Miller.
3. 你的电话号码是多少？ 354-8760。
— ______ your _____ number?
— ___ 354-8760.
4. 她姓什么？
______ ____ last name?
5. 我的朋友是在中国。
My ______ ___ in China.
Homework
1. Remember the numbers (zero ~ nine).
2. 用下列句式介绍一下你的几位好朋友的姓、名字及电话号码。
His/Her name is ….
His/Her first name is ….
His/Her last name is ….
His/Her telephone number is ….
教学反思: 通过本堂课的读与写的训练，提高学生们综合运用英语的能力，培养学生们学习英语的兴趣，并在学习中体会到学习英语的乐趣。多数学生掌握
Section B 2 (3a-Self Check)
一、教学目标：
1. 语言知识目标：
1) 复习英文中姓与名的表达方式，熟练掌握英文中姓在后，名在前。
2) 能正确叙述别人的电话号码，别人姓氏及名字。
3) 能辨别英文中的姓氏与名字，了解中英文中姓名之间的区别。
4）了解并掌握一些常用的电话号码，并知道在什么情况下会打此电话。
4）能根据信息卡提供的信息，描述他人的电话号码及姓氏及名字等内容。
5）能制作自己的信息卡，并能简单地描述自己的电话号码力。
2. 情感态度价值观目标：
1) 能积极主动提供并获取个人信息资料（如：名字、电话号码）
2) 能对所获取的信息进行初步的整理和总结。
3) 能积极动手、动脑，培养自己的想象力和创造力。
4）掌握一些紧急求助电话，提高自我保护意识。
二、教学重难点
1. 教学重点：
1) 能根据信息卡提供的信息，描述他人的电话号码及姓氏及名字等内容。
2) 能制作自己的信息卡，并能简单地描述自己的电话号码力。
3) 通过读与写的训练，提高学生们综合运用英语的能力，培养学生们学习英语的兴趣，并在学习中体会到学习英语的乐趣。
2. 教学难点：
1) 根据信息卡提供的信息，描述他人的电话号码及姓氏及名字等内容。
2) 制作自己的信息卡，并能简单地描述自己的电话号码力。
三、教学过程
Ⅰ. Revision
1) Review the numbers zero ~ nine.
2) Question chains. Ask and answer about the first names and last names:
Model:
T: S1, what's his first name?
S1: His name is …
T: S1, what’s his last name?
S1: His first name is …
Then S1 ask S2 about S3's first name and last name.
S1: Good morning. What’s her first name?
S2: Her first name is …
S1: What's her last name?
S2: Her last name is…
… 可以采用“连珠炮似的提问”（老师提问，学生迅速反应）和“连锁操练”（学生任意提问或排头开始一一提问至排尾）
Ⅱ. Work on 3a
1. T: This is a student in PEP Middle School. Here is her ID card. Look at her ID card and answer my questions:
T: What's her first name? Ss: Her first name is Alice.
T: What's her last name? Ss: Her last name is Green.
T: What's her telephone number? Ss: It's 951-3397.
2. Read the ID card again and use the information on the ID card to complete the sentences.
3. 指导：这个表格填空是典型的看图作文题。学生在做题时要注意，① 清楚了解所给的信息。 左图的信息是：PEP中学， 名字：Alice，姓：Green，电话号码：951-3397. ② 仔细阅读题目的要求。 右图是题目要求, 是要求学生根据左图的信息填空，完成句子。
4. Check the answers.
III. Writing
1. Let's look at the ID card in 3b. Fill in your own ID card and write about yourself.
2. Give a model to the students.
My first name is Mary. My last name is Miller. My telephone number is 487-2571. (My QQ number is 34798320. Linda is my friend.)
3. Now it's your turn. Fill in your own ID card and write about yourself.
4. Check their writings in their groups.
5. 评价：（让学生们对自己的学习表现、语言表达能力及书写的情况进行自我评价，在小组内相互评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）
IV. Self Check 1
1. Discuss the phone numbers.
2. Let some students talk about the telephone numbers.
3. Write the numbers in English.
4. Check the answers.
V. Self Check 2
1. There are two columns, tell Ss that they can find out the answers to the sentences in the right.
2. Make a model for the students.
Hello. I’m Cindy. → Nice to meet you, Cindy.
3. Ss work in pairs and try to make conversations.
4. Check the answers then act out the conversation.
Homework
根据下面的ID卡信息，介绍一下这位同学吧。
ID card
First Name: Jenny
Last Name: Green
Telephone Number: 8748375
Unit 2 This is my sister.
一、单元教材分析
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掌握对家庭成员的称呼；通过谈论“家庭”的话题，使学生学会并掌握“介绍人物、识别人物”的基本句型，进一步体会一般疑问句的用法，学会运用指示代词介绍人物，学会运用人称代词询问人物。如：This is my sister。 Is that your brother? These are my parents。 Are those your brothers? 以及Who开头的特殊疑问句，一般疑问及其简单回答；运用名词的复数形式。能够用英语向朋友介绍自己的家人，从而让他们了解自己的家庭。
二、单元学情分析
从教材编排上说本单元是就第一单元认识朋友之后，仍接着学习用英语认知人，而与学生最为熟悉的人就是家庭成员，由了解同学们的名字很自然过度到了解对家庭成员的名字，以及对家庭成员的称呼，对学生们来说比较容易接受。以前学的your, his, her, my等形容词性物主代词，在本单元中扔是重点学习的任务；但在本单元要接触名词的复数形式，以及be动词的复数形式，且本单元生词较多，因此本单元的学习任务比较艰巨。
三、单元教学建议
本单元的学习应通过对人物个性化的描述，识别照片、图片，多媒体展示、真实情景表演等学习策略来掌握家庭成员的表达；学会指示代词、人称代词及Who问句及简单回答。为学生创设真实的学习情景，让学生以小组形式交流学习，并在课堂上循环训练。 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。
四、单元课时分配
本单元可用4课时完成教学任务：
Section A1 (1a-2d) 用1课时
Section A2 (Grammar Focus-3c) 用1课时
Section B1 (1a-2c) 用1课时
Section B2 (3a-Self Check) 用1课时
Section A1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握对家庭成员的称呼的词汇及指示代词：sister, father, mother, grandfather, grandmother, brother, parent (s), grandparent (s), who, they, this, that, these, those
2）能掌握以下句型：
① —This/That is his sister.
② —These/Those are his parents.
③ —Who's she? —She's my sister.
④ —Is this/that your sister? —Yes, she is./No, she isn't.
⑤ —Are these/those your parents? —Yes, they are. /No, they aren't.
3) 掌握指示代词this, that, these, those及它们所构成的介绍他人的句型。
4) 能运用所学的词汇及句型介绍自己的家庭成员。
2. 情感态度价值观目标：
让学生知道他们应当尊敬自己的父母、祖父母及其他家庭成员，在家庭中应多帮助父母做力所能及家务劳动。通过学习对自己的家庭成员会有更清晰的印象，学会与家庭成员和睦相处，从而激发起他们对家人的热爱。
二、教学重难点
1. 教学重点：
1）the names of family members
2）The usage of demonstratives pronouns: this, that, these, those
2. 教学难点：
1) the plural forms of the demonstratives pronouns.
2) Train Ss’ ability to apply what they’ve learned to their daily life.
三、教学过程
Ⅰ. Warming up and revision
1. Greetings
T: How are you? What’s your name? Nice to meet you! What's your telephone number? etc.
2. Let some students show their ID card.
T: What's your first name? What's your last name? What's your telephone number?
3. Let Ss introduce their ID card information to class.
My first name is… My last name is… My telephone number is…
Ⅱ. Presentation
1. Show Ss a piece of video “《家有儿女》”.
T: (show Xia Yu’s photo) What’s his name?
Ss: His name is Xia Yu.
T: We know Xia Yu has a happy Family. Now let’s come into his family. Who is this?
Ss: This is Xia Xue.
T: Xia Xue is Xia Yu’s…?
Ss: Sister.
T: Good! Who can spell sister?
T: Read after me, sister. (Ask a group of Ss to read the word)
2. Show Ss another photos and teach the new words by the same way.
(Bb: brother, father, mother, parent (s), grandfather, grandmother, grandparent (s) )
T: Now let’s chant.
Father, father, this is father.
Mother, mother, that is mother.
Grandfather, grandfather.
Grandmother, grandmother.
Parents, parents, these are my parents.
Brother, sister, those are my friends.
3. Work on 1a. Let Ss look at the picture in 1a. Then read the words on the left side. Then match the words with the people in the picture.
Check the answers with the class: 1. a 2. c 3. b 4. h 5. f 6. e 7. i 8. d 9. g
Ⅲ. Listening
T: A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about.
Ss: OK.
(Play the recording of 1b twice. Students work.)
T: What’s the answer?
S: Two brothers and a sister.
Ⅳ. Pair work
1. Role-play the conversation in 1a.
Ss work in pairs. Role-play the conversation. Try to remember the sentence structure:
This is…; That is…; These are…; Those are…
Who's she/he? She's/He's …
2. Look at the picture in 1a. Talk about the other people in the picture with your partner.
Using the sentence structure:
This is… ; That is…; These are…; Those are…
Who's she/he? She's/He's …
3. Let some pairs act out their conversation.
Ⅴ. Listening
1. T: Here are two girls. They are talking about the family members. Please listen to the recording of 2a in Section A and circle the family members you hear.
First let's read the words in the box together.
Ss: OK.
(Read the words together. Then play the recording of 2a twice. Students work.)
T: Check the answer.
(Ask two students to say the answers.)
2. Listen and match.
T: Now let's look at the photo of this family. We know this is Jenny. But we don’t know who is Bob, who is Jack, who is Linda, who is John and who is Mary. Let’s listen and find them.
(Play the recording of 2b. Students work.)
T: Who find them?
(Many students may say they do. Choose two of them to answer.)
3. Listen and answer.
1) What’s Cindy’s mother’s name?
2) What’s her father’s name?
3) Is Mary her sister?
Ⅵ. Pair work
T: You come to this home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use “—Who's she/he? —She's/He's…” to find them, please. When you finish, change roles to do it. Now begin.
(Students work. Teacher walks round the classroom to see how they are doing and helps the students who need.)
T: Let’s check your work, please.
Ss: OK. (Ask one pair to do it.)
S1: Who's she?
S2: She's Jenny.
S1: Who's he?
S2: He's John.
(Ask two more pairs to do it.)
Ⅶ. Role-play
1. Now look at the picture in 2d. This is Jane's family. Read the conversation first. Then look at the picture and guess who they are.
(Ss read the conversation then guess who the people are. They can discuss in pairs.)
2. Let students read the dialogue and fill in the blanks.
3. Let Ss read the conversation after the teacher aloud. Then work in groups of three. Practice the conversation. They may change roles as they like.
4. Ask some pairs to act out the dialogue in front of the class.
5. 评价：让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。教师对学生们的相互评价及表现记录在学生评价表上。（学生从心理年龄及认知水平上都处于很单纯、好表现的时期 , 因此恰当的评价能激发他们的学习兴趣，有利于形成良好的学习习惯。）
VIII. Language points
1. Are those your parents?
parents是parent的复数形式，表示父母双亲。parent表示父母双亲中的一员—father或mother。类似的词还有grandparent，意为“祖父（母）；外祖父（母）”。
例如：
This is a single parent family.
这是一个单亲家庭。
They are Jack’s grandparents.
他们是杰克的（外）祖父母。
2. He’s my brother, Paul.
brother意为“兄”或“弟”。复数形式是“brothers” ，应注意在英语中有一些称呼词不如汉语的称呼词意思明确，应视具体情况而定。类似的单词还有sister “姐；妹”， aunt “姑（姨、伯、婶、舅）母”，uncle “舅（叔、伯、姑）父；姨夫”，cousin “堂兄（弟、姊、妹）；表兄（弟、姊、妹）”等。
3. Well, have a good day! 祝你过得愉快！
Have a good day! (=Have a nice day!)是一句祝福的话语，意为“祝你过得愉快”。经常用于谈话或打电话结束时向对方表示祝福，对方常会回答“You, too.”，意为“也祝你过得愉快”。
例如：
—Have a nice weekend! 祝你过个愉快的周末！
—Thanks. You, too. 谢谢！也祝你周末愉快！
—Have a good holiday! 祝你假期愉快！
—Thank you. 谢谢！
4. This is my friend Jane.
This is …/That is … 这是……/那是……
This is… 意为“这是……”（指离说话人较近的人或物），that is …意为“那是……”（离说话人较远的人或物）是一个用来介绍他人的常用句型。当介绍在场在第三人时，常用句型This is… / That is…，一般不直接说He is...或She is...。
如：This is my aunt Mary. 这是我的姑姑玛丽。
①This is… 句型还可以用来说明某个事物。
如：This is a nice clock. 这是一个漂亮的钟表
如：This is my aunt Mary. 这是我的姑姑玛丽。
①This is… 句型还可以用来说明某个事物。如：
This is a nice clock. 这是一个漂亮的钟表
② Is this/that…? 意为“这/那是……吗？”是一般疑问句，应该用Yes, he/ she is.或No, he/ she isn’t.来回答。如：
—Is this your grandmother? 这是你的外婆吗？
—Yes, she is. 是的。
IX. Exercises
I. 单项选择。
1. —Is that your sister Anna?
—No, ______ isn’t.
A. it B. she C. he
2. My aunt Alice and my mother are _________.
A. sisters B. brother C. brothers
3. —Are these your grandparents?
—Yes, _____ are.
A. these B. they C. those
4. —_______ that boy?
—He’s my friend Jack.
A. Is B. What’s C. Who’s
5. Look! That’s my _______. Those are my parents.
A. family
B. brothers
C. friends
II. 用括号中所给单词的适当形式填空。
1. Lucy, Mary and Linda are my good ______ (friend).
2. Look at the photo. Those are my ____________ (grandparent).
3. Is ____ (these) your sister?
4. They ___ (be) my father and mother.
5. Mr. Black has (有) three ________ (brother).
Homework:
1. Remember the new words.
2. Try to introduce your family members to your friend orally.
Section A2 (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
1) 通过不同方式的练习继续熟练掌握对家庭成员的称呼的词汇。
2）继续练习运用以下句型来介绍自己的家庭成员。
① —This/That is…
② —These/Those are ….
③ —Who's …? —She's/He's…
④ —Is this/that …? —Yes, …/No, …
⑤ —Are these/those …? —Yes, they are./No, they aren't.
3) 能运用所学的词汇及句型完成不同的交际练习。
2. 情感态度价值观目标：
通过学习对这部分的学习使学生对自己的家庭成员会有更清晰的印象，并学会与家庭成员和睦相处，从而激发起他们对家人的热爱。
二、教学重难点
1. 教学重点：
1）总结介绍自己的家庭成员所用的句型。
2）总结询问及回答家庭成员所用的句型。
3）综合运用所学的知识与他人就成员的话题进行交际。
2. 教学难点：
1）总结掌握介绍家庭成员的句型结构；掌握询问及回答某人的身份所用的句型。
2）综合运用所学的知识进行交际的能力。
三、教学过程
Ⅰ. Warming up and revision
1. Greeting the Ss. Chant the song:
Father, father, this is father.
Mother, mother, that is mother.
Grandfather, grandfather.
Grandmother, grandmother.
Parents, parents, these are my parents.
Brother, sister, those are my friends.
2. Talk about the family photo.
注意：
单数 复数
this these
that those
it/he/she they
is are
Practice
用is或are完成下列句子：
This ___ my sister.
That ____ his brother.
She _____ his aunt.
He _____ my uncle.
These _____ her parents.
Those ____ her friends.
They _____ my family.
Ⅱ. Grammar Focus.
1. 学生阅读并完成下列句子。
① 这是我的朋友简。_____ ______ my friend Jane.
② 那是我的爷爷。_____ my grandfather.
③ 这是我的兄弟们。 _____ ____ my brothers.
④ 那是我的父母亲。_____ _____ my parents.
⑤ 她是谁？______ she?
⑥ 她是我的妹妹。She’s my _________.
⑦ 他是谁？_______ he?
⑧ 他是我的弟弟。_______ my brother.
⑨ 他们是谁？Who _________ they?
⑩ 他们是我的祖父母。________ my grandparents.
2. Explanation
1. these是指示代词，意为“这些”，是this的复数形式。These are… 句型意为“这（些）是……”，用来介绍离说话人较近的两者或两者以上的人或物。例如：
These are his parents. 这是他的父母亲。
These are blue shirts. 这是些蓝色的衬衫。
2. Are these/those…? 是一般疑问句，意为“这/那（些）是……吗？”，用Yes, they are.
或No, they aren’t.来回答。例如：
Are these your friends? 这是你的朋友们吗？
Yes, they are. 是的。
3. who意为“谁；什么人”，是一个疑问代词，用于对人的身份进行询问。who’s是who is的缩写形式，用于对单个人进行询问，回答时常He’s/She’s/It’s…。
who’re (=who are)用于对两个或两个以上的人进行询问，回答时常用They’re
例如：—Who is that boy? 那男孩是谁？
—He’s my cousin. 他是我的堂弟。
—Who are they? 他们是谁？
—They’re my brothers. 他们是我的兄弟们。
4. they意为“他（她、它）们”，是人称代词的主格，用于指代两个或两个以上的人或事物，在句子中作主语。they’re是they are的缩写形式。例如：
—Who’re they? 他们是谁？
—They’re my cousins. 他们是我的表弟。
— Who’re Linda and Mary? 琳达和玛丽是谁？
— They’re my sisters. 她们是我的姐妹。
5. that’s是that is的缩写形式。当人称代词、指示代词及疑问词与be动词am，is，are等连用时，为了简便常用缩写的形式。
6. 介绍人物常用句型：
This is …
That’s …
These are …
Those are…
辨别人物常见句型：
Who’s he/ she? He’s / She’s ...
Who’re they? They’re …
Ⅲ. Pair work
1. T: Let's work on 3a. A is introducing his family member to B. Read the dialogue and try to fill in the blanks with the right words.
2. 阅读指导：同学们应先通读对话一遍，根据上下文问答句的提示，以及句式结构，回答的方式等来确定空格处的词汇。比如：第二句是一个疑问句，由后面的答语不是以Yes或No来回答，可知第二句应是一特殊疑问句，因此可知空格应是特殊疑问词who。第三句，因空格后面是my father，可知空格处应He's。
3. Ss work in pairs. Try to fill in the blanks. They can discuss the answers with their partners.
4. Check the answers. Then let the Ss practice the conversation. Get some pairs to act out the conversation in front of the class.
IV. Practice
1. T: Now let's work on 3b. Work in pairs to make sentences with words in the three boxes.
2. S1 look at the pictures, say:
This is my… That is my… These are my… Those are my…
3. S2 repeat S1's introductions:
This is your… That is your… These are your… Those are your… …
V. Practice
1. T: You and your partner put your photos on the desk. Take turns to ask and answer the family members.
S1: Who's she?
S2: She's my mother.
S1: Who's he?
S2: He's my father.
S2: Is this your grandfather?
S1: Yes, he is.
S2: Are those your parents?
S1: No, they aren't.
2. T: Do you know what “family” is?
Ss: …
T: “family” means “father –and –mother-I –love –you!” And I hope you can show your love to your parents, OK?
Ss: Ok!
VI. Exercises
I. 句型转换。
1. That is my brother. (变为复数句)
_____ ___ my brothers.
2. It is a nice picture. (变为复数句)
____ ___ nice pictures.
3. Are these your sisters? (变为单数句)
__ ____ your sister?
4. Are those your friends?
（做肯定及否定回答）
Yes, ____ ____. No, ____ ______.
5. He’s my father. （对划线部分提问）
______ he?
6. They’re my grandparents. （对划线部分提问）
_______ they?
II. 从方括中选择恰当的单词补全对话。
A: This _____ my family.
B: Who’s he?
A: ____ my father.
B: ______ she?
A: _____ my mother.
B: _______ those your grandparents?
A: Yes, ____ ___.
B: __ that your brother?
A: Yes. He’s my brother, Dale.
B: Oh, I see. Well, have a good day!
A: ________! You, too.
Homework
用下列句型介绍一张你的家庭照片。
This is…
That’s…
These are…
Those are…
Section B1 (1a-2c)
一、教学目标：
1. 语言知识目标：
1) 能掌握对家庭成员称呼的词汇：son, daughter, cousin, grandpa, grandma, mom, dad, aunt, uncle, 以及here, of, photo, next, picture, girl, dog等。
2）能正确理解家庭成员之间的关系，对家庭成员能正确称呼。
3）进一步学习一些英语名字，并能分辨出名字的不同性别。
4）通过听、说、读的训练，提高学生们综合运用英语的能力，培养学生们学习英语的兴趣，并在学习中体会到学习英语的乐趣。
2. 情感态度价值观目标：
通过学习对自己的家庭成员会有更清晰的印象，学会与家庭成员和睦相处，从而激发起他们对家人的热爱。
二、教学重难点
1. 教学重点：
① 进一步掌握家庭成员的表达；学会指示代词、人称代词的用法。
② 通过填写家谱，弄清楚家庭成员之间的关系。
③ 阅读有关家庭成员的小短文，能正确理解家庭成员之间的关系。
2. 教学难点：
① 填写家谱，弄清楚家庭成员之间的关系。
② 阅读短文，获得相关信息，正确地表述家庭成员间的关系。
三、教学过程
Ⅰ. Warming up and revision
1. Greeting the students. Check the homework.
2. T: You know my family members. I want to know your family members. Would you like to introduce your family members to us?
SS: Yes.
T: Who wants to be the first, please? (Students use their photos or the pictures they drew.)
S1: Let me try.
T: OK, please.
S1: 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.)
Ⅱ. Presentation
1. Guessing Game
T: Do you like games?
S: Yes.
T: Let’s play a guessing game. Look at the screen. This is my brother. But my father is not his father. His father is not my father. His father and my father are brothers. We have the same grandfather. Who is he?
S1: It is your “表哥”.
T: No, it isn’t.
S2: It is your “堂兄” or “堂弟”.
T: Yes, it is. Let’s see how to say it in English. (Show the word “cousin” on the screen.)
T: It’s cousin. Read after me, C-O-U-S-I-N, cousin.
SS: C-O-U-S-I-N, cousin.
T: Spell it, please.
SS: C-O-U-S-I-N, cousin.
T: This time you must say it in English. This is your sister. But your father is not her father. Her father is not your father. Her father and your father are brothers. You have the same grandmother. Who is she?
S: It’s my cousin.
T: Your father’s brother is your …?
S3: “大爷，大伯”.
S4: “叔叔”.
T: You are right. Let’s see how to say it in English. (Show the word “uncle” on the screen.)
T: Read after me, please, U-N-C-L-E, uncle.
SS: U-N-C-L-E, uncle.
T: Your uncle’s wife is your…?
S5: “伯母，婶婶”.
T: Right. (Show the word “aunt” on the screen. and then teach these words son, daughter in this way.)
T: Read the words on the screen together.
SS: …
2. Practice the new words.
Ⅲ. Writing
1. Now let's work on 1a. Look at the family tree (家谱) in 1a. From the family tree, we know that your grandpa and grandma have two sons, your father and your uncle. Your father and mother have a son and a daughter. They are your sister and you. Your uncle and your aunt only have a daughter. She's your cousin. Now read the family tree and add the words in the box to the family tree.
(Ask one student to the front to do it on the blackboard. The others finish it on their book.)
2. Check the answers.
Ⅳ. Listening
1. 1b Listen and check the words you hear.
T: Jiang Tao and Tom are talking about Tom’s family. How many family members are they talking about? Please listen and check the words you hear.
(Play the recording of 2a once.)
Ask two more students to say the answers.
2. 1c Listen and check the picture.
T: I have two pictures here. Which one is Jiang Tao talking about? Let’s listen and find it out, please.
(Play the recording twice again.)
Check the answer.
Ⅴ. Pair work
1. T: We find out the picture of Tom’s family. Can you draw a picture of your family and friends?
SS: …
T: OK. When you finish drawing, tell your partner about your picture. You can use “This is …” and “These are …” to talk about. Then report it to the class.
(Students work.)
2. Check students’ work. Ask two or three students to report.
e.g. These are my parents and this is my grandma. This is my friend, Lin Fang.
Ⅵ. Writing
1. T: We learn many names in this Unit. Can you tell it's a male or female first name?
2. 指导： 同学们可以根据这些名字的汉语译音来确定他们是男性还是女性。
3. Ss work with their partner and write down the names in the box.
4. Check the answers.
( Male: Bob, Jack, Tom, Jiang Tao, Alan, Eric, Paul, John )
(Female: Jenny, Linda, Mary, Sally, Jane, Kate, Lin Fang, Cindy, Helen)
Ⅶ. Presentation
1. (Show two photos of your family.)
T: Look! Here are two nice photo of my family. (Write "two photos of” on the blackboard.)
My parents are in the first photo. (Write "in the first photo" on the blackboard.)
And my grandparents are in the next photo. (Write "in the next photo" on the blackboard.)
2. Ss try to understand the meaning of the phrases: "two photo of", "in the first photo", "in the next photo"。
Ⅷ. Reading
1. Fast reading
T: Jenny has two family photos. Let's look at her family photos and her article about her family. Read her article and circle the names.
(Ss read quickly and circle the names in the article.)
Check the answers: Jenny, Alan, Mary, Bob, Eric, Cindy, Helen, Coco
2. Careful reading
Read her article again and find out "Who is Coco?" If you find out Coco, please put up your hands.
提示：短文中对Coco的描述为“Coco is in my family, too.”，可知Coco也应是在以上两张照片中，通过上面的介绍，都已将所有的人物对号入座，而在照片中还有一只小狗，可知Coco应是小狗的名字。
3. Careful reading
T: Now let's work on 2c. First read the sentences below. Know what you are supposed to know about the passage. Then read the passage again and try to fill in the blanks.
指导：本题为阅读填空题。读短文可知本文是以“我”（Jenny）的名义写的，文章通过两张家庭照片介绍了“我的”家庭成员。同学们应清楚，文章里中的关键词“my”是指“詹妮的”。由短文第一句话Hi, I’m Jenny. （你好，我的名字叫詹妮），可知第一题的答案为“Jenny”。第2到5小题都是要求填写Jenny与其他人的关系，由短文第四句话“These are my parents, Alan and Mary.”，可知Alan和Mary是Jenny的父母亲。因此第二题应填parents。第3到5小解题思路与本题相同。由短文最后一句话“Coco is in my family, too.”可知除了上面介绍的成员外，还有一个成员Coco，对应照片可知Coco应该是她家的狗，因此第6小题填Coco。
Check the answers: 1. Jenny 2. parents 3. brothers 4. sister 5. cousin 6. Coco
Homework
1. Review the new words we learn this lesson.
2. Talk about the family tree. You can use these sentence structures.
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 …
Section B2 3a-Self Check
一、教学目标：
1. 语言知识目标：
1) 复习巩固所学的家庭成员的称呼词，能熟练对家庭成员正确称呼。
2）能通过阅读有关家庭成员关系的小短文来获得正确的信息，并根据所获得的信息画出家庭成员的照片。
3） 能综合运用所学的知识，将自己家庭照片中的成员正确地介绍给他人，将能以小短文的形式写出。
4）能将所学的称呼词按性别进行分类。
5）通过拓展练习来进一步巩固所学的如何介绍家庭成员的句子结构。
2. 情感态度价值观目标：
1）通过学习能正确地称呼家庭成员的能分清家庭成员的性别。
2）通过画自己家人的照片，介绍自己的家庭成员来增加自己的对家庭成员的了解，体会家庭成员之间的亲情，并在绘画中获得学习英语的乐趣。
二、教学重难点
1. 教学重点：
1） 阅读有关家庭成员的小短文，获得相关信息，并能画出恰当的照片。
2） 根据照片提示运用所学的句型写一篇介绍家庭成员的小文章。
2. 教学难点：
1）根据照片提示运用所学的句型写一篇介绍家庭成员的小文章。
2）做一些拓展练习来进一步巩固所学的知识。
三、教学过程
Ⅰ. Warming up and revision
1. Greeting the Ss. Check the homework.
2. T: We know some students' family members. We want to know more students' family members. Would you like to introduce your family members to us?
SS: Yes.
S1: Let me try.
T: OK, please.
S1: 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.)
Ⅱ. Presentation
1. Read the passage and complete the passage with the words in the box.
T: Today let's meet a new friend. His name's Paul. He writes a passage to introduce his family. But some of the words are missing. He has a photo of his family, but I'm sorry I've left it at home. Can you read the passage and draw a photo of Paul's family.
Ss: OK.
2. 阅读指导：在阅读时，应注意名词的复数形式以及姓名或称呼所表明的人物的性别。比如，最后一空前面有是称呼sister，因此空格中应为一女孩的名字，可知应填Cindy。
3. Ss work with their partners. Then check the answers together.
4 Read the passage again. Then try to draw a photo of Paul's family. Let all the Ss show their photos to the class.
Ⅲ. Practice
1. Using the family photo to retell the passage.
2. Show the photo of Paul's family to your partner. Suppose you are Paul. Then try to introduce the family members to your partner.
3. Retell the passage to some other students around you.
Ⅳ. Writing
1. Take out the photo of your family and write a passage about it.
2. Students write their passages. Teacher moves around the room and helps the students who need.
3. 写作指导： 写作时应注意运用正确的句型，在介绍父母或祖父母等多个人时，可用These/Those are…句型；在介绍单个的人时，应用This/That is…句型。为了让短文更加活泼，还可用Is this/that…?这样的问句，并自己作回答。
4. Let some Ss read their passages aloud to the class.
Ⅴ. Game
1. In order to let more students show their passages. Teacher puts some photos and letters on the blackboard. Ask students to come to the front to read the letter and match it with the photo.
2. Ss try to match the photos with the passages.
Ⅵ. Self Check 1
1. We have learned many words for family members. Now let's have a short revision.
(Let Ss say the words for the family members in a chain.)
S1: father S2: mother S3: grandfather S4…
2. OK. Some words for the family members are male, some are female and other words are both.
Now look at Self Check 1, and group the words for family members you have learned.
3. Check the answers.
Male: father, grandfather, uncle, brother, cousin
Female: mother, grandmother, aunt, uncle, cousin
Both: parents, grandparents
Ⅶ. Self Check 2
1. When we are not sure about the family members. We always ask about them.
Let's sum up the sentence structures we can use: (Ss sum up the sentence structures with the help of the teacher.)
① —Is this/that…? —Yes, he/she is. No, he/she isn't.
② —Are these/those…? —Yes, they are./ No, they aren't.
③ —Who's she/he? —He's/She's…
2. Now read the conversation between Bill and Dale. Then complete the conversation.
3. Check the answers.
( this, He's, Who, She, these/those, they, are )
4. Practice the conversation with your partner.
Homework
1. Review the words for the family members in this unit.
2. Ask and answer about your partner's family members. Write the conversation on your workbook.
Unit 3 Is this your pencil?
一、单元教材分析
本单元围绕“识别物品的所属”，使学生学会询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn’t.; Are these/those your/her/his pens? Yes, they are. No, they aren't.”，体会一般疑问句的用法；由形容词性物主代词的用法，到初步学习名词性物主代词的用法；学习如何写“失物招领、寻物启事”，巩固所学单词的拼写“How do you spell pen? P-E-N.”。 通过本单元的教学，使学生学会辨认物品的所有者，学会根据场景询问物品的所属，以及英语中对应的表达法，学会写寻物启事和失物招领。教师应着力培养学生能在日常交际交往中有效地使用语言进行表达，与他人沟通信息，为今后学习打下坚实的语言基础。本单元与第二单元衔接紧密， 由this，that的学习过渡到these, those的学习，由指示一个人、物过渡到指示多个人、物，使学生学会区分远近单复数。
二、单元学情分析
本单元的主题是识别物品的所属，同时引导学生采用实物演示、课件模拟、小组合作学习和Role playing的学习策略，学习新词汇，掌握重点句型，使学生能比较好地解决类似问题（失物招领、寻物启事），既能提高学生解决问题的能力，又能巩固所学知识。该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。培养学生拾金不昧的精神和助人为乐、团结友爱的品德。
三、单元教学建议
采用Using contest guessing和Role playing的学习策略，利用实物演示、教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，识别物品的所属，体会指示代词、一般疑问句的用法。
四、单元课时分配
本单元可用4课时完成教学任务：
Section A1 (1a-2d) 用1课时
Section A2 (Grammar focus-3c) 用1课时
Section B1 (1a-2c) 用1课时
Section B2 (3a-Self check) 用1课时
Section A1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握下列词汇: pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, yours, teacher, excuse me, You're welcome.
2) 能掌握以下句型：
① — Excuse me. Is this/that…? — Yes, it is. / No, it isn’t.
② — Excuse me. Are these/those…? — Yes, they are. / No, they aren't.
③ What about …?
3) 能初运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。
2. 情感态度价值观目标：
通过“识别物品的所属”的学习，让学生们学会爱惜自己的学习物品，养成照看好自己的物品的好习惯，发现不属于自己的物品，应及时归还物品的主人。该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。
二、教学重难点
1. 教学重点：
1) 能口头应用以下句型：
① — Excuse me. Is this/that …? — Yes, it is. / No, it isn’t.
② — Excuse me. Are these/those …? — Yes, they are. / No, they aren’t.
③ What about …?
2) 能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。
2. 教学难点：
能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。
三、教学过程
Ⅰ. Warming-up
1. Show some pictures of items (pen, ruler, cup, book, pencil…) and ask:
What’s this in English?
What’s that in English?
How do you spell it?
Have them work in pairs to practice the questions.
2. Work on 1a.
T: What can you see in the picture? Collect their answers.
Ask them to finish 1a by themselves. Check their answers.
3. Let Ss read the new words aloud after the teacher. Then try to remember the new words.
Ⅱ. Presentation
1. Pretend that you don’t know whose these things are and ask A:
“Is this your book?” And lead him/her to answer: “Yes, it is. It’s mine.”
Then take another one and ask its owner: “Is this your schoolbag?” Help him/her to answer: “No, it isn’t. It’s his.”
Have the students ask and answer in pairs. (Maybe when they do this, they’ll make mistakes, so the teacher come to them and give them help if necessary.) Then ask them to act their dialogues out.
— Is this your book?
— Yes, it is. It’s mine.
— Is this your schoolbag?
— No, it isn’t. It’s his/hers.
2. Tell Ss: my book = mine; his book = his; her book = hers
Ⅲ. Listening
T: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.
(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.)
T: Let’s check the answers, OK?
Ss: … (from left to right)
T: Thank you.
Ⅳ. Pair work
1. Get the students to work in pairs to practice these conversations.
2. Ask them to practice in pairs. Walk around the classroom to check pronunciation and intonation. Then call some pairs to perform their conversations in front of the class.
Ⅴ. Listening
1. Work on 2a.
T: Please look at the pictures in 2a. Can you say their English name?
(Teacher asks the students to name each one individually.)
S1: This is …
S2: This is …
S3: …
T: Now please take out the objects in 2a and put them on the desk. You will listen to a dialogue and please pick up the things you hear. Let’s see who will do fastest and best.
(Play the recording for the students to listen.)
（让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。）
T: Now let’s check the answers. Please hold the things you hear and say their English names, OK?
(Make sure students hold the things to show them to the other students.)
2. Work on 2b.
T: Now please read the words. This time you will listen to the recording again, and you will write one of the words from the box on each blank line.
(Play the recording. Students listen and complete the conversation.)
T: Let’s check the answers. I’d like to ask three students to read the conversation in role.
(Three students read the conversation, filling the missing words. The rest of the students check their answers.)
Ⅵ. Pair work
1. T: Now please practice the conversation with your partner.
2. Ask some pairs to act out the dialogue in front of the class.
3. T: Now collect some more school things from your classmates. Then make a new conversation with your partner. Then practice your conversation.
4. Ask some pairs stand up and act out their dialogue using the school things they collected.
Ⅶ. Role-play
1. T: Look at the picture and tell me the school things in the picture.
(Ss look and say the school things. Check their answers with their partner.)
2. Now look at the screen. Read the conversation again and match the things with its owner.
(Ss read the conversation and match the things with its owner. Check their answers with their partner.)
3. Let Ss practice the conversation.
4. Ask some pairs to act out the conversation in front of the class.
5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）
Ⅷ. Language points
1. Is that/this …? 那/这是……？这是个一般疑问句句型，是用来确认物主关系的。肯定回答：Yes, it is. 否定回答：No, it isn’t.
注意：答语不用this或that。
e.g. Is that your jacket? 那是你的夹克吗？
___________. 不，不是。
2. Are these/those …?
这些/那些是……吗？
在这种句型中名词要用复数形式。不用 不可数名词。
肯定回答：Yes, they are. 是的。
否定回答：No, they aren’t. 不是。
注意：
不能用these或those来做简略回答。
e.g. ___________ your rulers?
这些是你的尺子吗？
______________ 不是。
__________ his erasers?
那些是他的橡皮吗？
____________ 是。
3. Excuse me，Grace. Is this your pencil?
excuse me是英语口语中打扰他人或咨询信息时的礼貌套话, 相当于汉语中的“劳驾; 打扰了”等, 主要用于与陌生人搭话、打断别人说话等场合。如：
Excuse me. Are you Mr. Smith?
Excuse me, Mike. Can I use your pen?
此外, excuse me还可以表示歉意, 意为“对不起”, 相当于语气较弱的I’m sorry。如：
Oh, excuse me. I stepped (踩) on your foot.
写出下列句子中划线部分的含义。
1) Excuse me. What’s this in English?
2) Excuse me. I didn’t see you here.
4. Teacher: What about this dictionary?
Anna: It’s Helen’s.
本句中的What about …?(How about …?) 用于询问消息,意为“……怎么样？”。此外它还可用于提出建议，意为“……怎么样？……好吗？” 如：
This pencil is Paul’s. What / How about the ruler? (询问)
It is hot. What / How about a drink of water? (提出建议)
根据汉语意思完成英语对话, 每空一词。
——这个铅笔盒不是她的。
——那个书包呢？
—This pencil box isn’t hers.
—__________ ______ that schoolbag?
Helen’s表示“海伦的”。’s是“名词所有格”, 用于名词的后边, 表示“……的 ”。
e.g. my _________ name
我兄弟的名字
Jack’s father and _______ uncle
杰克的爸爸和约翰的叔叔
5. Thank you for your help, Anna.
Thank you for … 和Thanks for…, 都是表达感谢的方式, 在for后面加上感谢的原因。如：
Thanks for your books.
多谢你的(那几本)书。
= Thank you for your books.
IX. Exercises
I. 根据句意及所给图片提示, 写出句中所缺单词。
1. These are my ________.
2. Here are Mr. Green’s _______.
3. It is a purple ______.
4. What color are the ________?
5. It is Lingling’s __________.
II. 根据句意及括号内所给单词的提示填空。
1. Those ______(be) red cups.
2. That isn’t your ruler. It’s ____(he).
3. These are my pens. ______(they) are blue.
4. This black jacket is _____(she).
III. 根据句意及所给汉语提示, 写出句中所缺单词。
1. Lucy’s parents are English ________(老师) in a middle school.
2. The lecture (讲座) is ________(关于) colors.
3. Are these dogs _______(你的)?
4. Can you ______(帮助) Lucy?
IV. 根据汉语意思完成英语句子或对话, 每空一词(含缩略形式)。
1. 劳驾，这是你的钥匙吗？
_______ _____. Is this your key?
2. 这张照片是林丹的。那张照片呢？
This photo is Lin Dan’s. ___________ _______ that photo?
3. — 感谢你(送给我)的精美图画。
— 别客气。
— _______ ______ _____ your nice pictures.
— ________ ________.
X. Homework
Make your own conversations using the things in your classroom.
Section A2 (Grammar focus-3c)
一、教学目标：
1. 语言知识目标：
1) 总结归纳辨认物品的所有者所用的句型。
① — Excuse me. Is this/that …? — Yes, it is. / No, it isn’t.
② — Excuse me. Are these/those …? — Yes, they are. / No, they aren’t.
2) 根据不同场景,能用英语对物品的所属进行提问和回答。
3) 培养学生听、说、读、写的能力及创新思维能力。
2. 情感态度价值观目标：
通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,共同完成学习任务。
二、教学重难点
1. 教学重点：
1) 总结归纳辨认物品的所有者所用的句型。
2）通过进行不同形式的对话练习来熟练运用辨认物品所有者的句型，同时复习所学的学习用品的词汇。
2. 教学难点：
总结归纳辨认物品的所有者所用的句型；熟练运用这些句型。
三、教学过程
Ⅰ. Revision
I. 根据图片写出正确的单词。
II. 按要求写出正确的单词或句子。
1. it (复数) _________
2. my (名词性物主代词) _________
3. her (名词性物主代词) _________
4. his (名词性物主代词) _________
5. your (名词性物主代词) _________
6. Bob (名词所有格) __________
7. 谢谢你 ____________
8. ……怎么样 ____________
9. 不客气 ________________
10. 为……而感谢 _________________
III. Complete the conversation.
Teacher: Hi, Anna. ___________________?
Anna: No, they’re Bob’s.
Teacher: And is this his green pen?
Anna: __________. The blue pen is his.
Teacher: _________________________?
Anna: It’s Helen’s. And the green pen is hers, too.
Teacher: And the eraser? ___________?
Anna: Yes, it is.
Teacher: _____________________, Anna.
Anna: You’re welcome.
Ⅱ. Grammar Focus.
1. 阅读指导：
老师总结已学过的辨认物品的所有者所用的句型。
第一类为辨认单个物品时，较近处的用Is this…; 较远处的用Is that…；回答用Yes, it is. / No, it isn’t.
第二类为介绍多个物品时，较近处的用Are these …; 较远处的用Are those … 回答用Yes, they are. / No, they aren’t.
2. 学生阅读并完成下列句子。
① 这是你的铅笔吗？_____ _____ your pencil?
是的。它是我的。Yes, ___ _____. It’s ______.
不是。它是他/她的。No, ___ ___. It’s ___/____.
② 这是他的绿色钢笔吗？
___ this ___ green pen?
是的。/ 不是。
Yes, ___ ___. / No, ___ _____.
蓝色的钢笔是他的。
The ____ ____ is _____.
③ 那是你的书包吗？
__ ____ your schoolbag?
是的。
Yes, ___ ___.
不是。是他的。
No, __ ____. _____ his.
④ 这些是你的书吗？
____ ______ your books?
是的。
Yes, ____ ____.
不是。它们是她的。
No, _____ ______. _______ hers.
⑤ 那些是她的钥匙吗？
____ _____ her _____?
是的。
Yes, ____ ____.
不是。它们是我的。
No, _____ ______. _______ mine.
3. 掌握下列缩写形式
① it is = ______ ② they are = _______
③ is not = _______ ④ are not = _______
⑤ that is = _______ ⑥ name is = ______
III. Grammar
1. 名词所有格
名词所有格表示有生命事物的所有关系，在名词其后加’s来表示所属关系，意为“…...的”。
e.g. 安娜的 Anna’s 鲍勃的 Bob’s
名词所有格的构成方法：
一般的单数名词在词尾直接加“’s” Tom’s book 汤姆的书
my uncle’s car
我叔叔的小汽车
以-s结尾的复数名词在词尾加“’” the students’ basketball
学生们的篮球
不规则复数名词在词尾加“’s” Women’s Day 妇女节
Children’s Day 儿童节
2. 名词性物主代词
mine，hers，yours 等是名词性物主代词，相当于一个名词，可以在句子中单独使用。它相当于“形容词物主代词 + 名词”。而形容词性物主代词只能和名词在一起使用。
e.g. This is your ruler. It’s not my ruler.
(= This ruler is _____. It’s not _____.)
这是你的尺子，它不是我的。
Those aren’t his books. They’re her books.
(= Those books aren’t ____. They’re _____. )
那些书不是他的。它们是她的。
形容词性物主代词和名词性物主代词
人称 一 二 三
单 复 单/复 单 单 单 复
形代 my our your his her its their
名代 mine ours yours his hers its theirs
3. 含有 be 动词的一般疑问句。
一般疑问句是在句子中用提问的方式提供一些信息，要求对方用 Yes 或 No 回答的疑问句。朗读一般疑问句用升调，其简略答语用降调。
由 be 动词（am，is，are）引导的疑问句结构是：“be + 主语 + 其他部分？”
________________↗ 那是你的自行车吗？
___________________↗ 他们是你的朋友吗？
其答语：
肯定回答：Yes, 主语 + be (am, is, are).
否定回答：No, 主语 + be (am, is, are) not.
-- __________________↗ 这是你的铅笔吗？
-- ___________________↘ 是的。/不是。
IV. Practice
1. T: Let’s work on 3a. Look at the pictures in 3a. We can see the first picture is close to us, but the second picture is a little far from us. When we ask about them, we must pay attention to the use of this, that, these and those.
2. Now try to complete the questions and answers about each picture.
3. Check the answers with the class.
4. Explanation:
① this/these “这，这个/这些”，用于指代在时间或空间上说话人较近的人或物。
② that/those “那，那个/那些”，用于指代在时间或空间上说话人较远的人或物。
V. Practice
1. Let’s work on 3b.
T: Read the questions and complete the answers. You should pay attention to this/that and these/those。
2. Ss read the questions and answer the questions with their partner. Then write down their answers in the blanks.
3. Check the answers with the class.
VI. Game
1. Divide the Ss into five or six groups. Each group has six to eight students. All the students in a group put some of their school things into a box.
T: I have many things in this box. But I’m sorry I don’t know whose these are. Could you help me find the owners? Let’s see who can find all the owners first and write the owners’ names in the chart. You only have two guesses.
T: Is this your math book?
S1: Yes, it is. It’s mine.
T: Is that your ruler?
S2: No, it isn’t. It’s hers. My ruler is blue.
T: Kim, is this your dictionary?
S3: No, it isn’t. It’s his.
T: Jim, are these your erasers?
S4: Yes, they are. They are mine.
T: Here you are.
S4: Thank you.
VII. Exercises
I. 根据括号内的要求完成下列各题, 每空一词(含缩略形式)。
1. This is my pen. (改为一般疑问句)
_____ ______ ______ pen?
2. They are Mike’s maps. (改为单数形式)
____ ____ Mike’s ______.
3. That is his photo. (改为复数形式)
_______ ______ their ________.
4. Are these your jackets? (作肯定回答)
_____, ______ _____.
5. Is that Bob’s ruler? (作否定回答)
_____, ____ ______.
6. That is her orange. (改为同义句)
That orange _____ _____.
VIII. Homework
1. Review Grammar.
2. Finish the exercises in the workbook.
3. Preview Section B 1a-2c.
Section B1 (1a-2c)
一、教学目标：
1. 语言知识目标：
1) 掌握下列词汇：baseball, watch, computer game, ID card, notebook, ring, bag, library, lost, at, call
理解下列词汇：ask, some, found, classroom, e-mail
2) 掌握下列句型：
— What’s this? — It’s a watch.
— How do you spell it? — W-A-T-C-H.
3) 能够使用目标语言询问东西的所属，或者寻找物品的主人。
4) 能够读懂一些简单的招领和寻物启示。
2. 情感态度价值观目标：
通过学习“询问物品所属”及阅读“寻物启事和失物招领”。既可以提高学生遇到类似挫折时的解决问题的能力，激发学生的主动性和学习兴趣。又能培养学生拾金不昧的精神和助人为乐、团结友爱的品德。
二、教学重难点
1. 教学重点：
1）学习新词汇及询问如何拼写词汇的句型。
2）通过听、说的训练来让学生熟练掌握询问物品的所属或寻找物品的主人。
3）阅读一些简单的招领和寻物启示，并能获得相关信息。
2. 教学难点：
阅读一些简单的招领和寻物启示，并能获得相关信息。
三、教学过程
Ⅰ. Revision
I. 重点句型
1. 这是你的铅笔吗？
__ ____ your pencil?
2. 是的。它是我的。
Yes, __ __. It’s ______.
3. 那是你的书包吗？
__ ____ your schoolbag?
4. 不是。它是他/她的。
No, __ ____. It’s ___/_____.
5. 这是他的绿色钢笔吗？
__ this ___ ______ pen?
6. 不是。那只蓝色钢笔是他的。
No, __ _____. The ____ ____ is ___.
7. 这些是你的书吗？
____ _____ your books?
8. 是的。
Yes, ____ ____.
9. 那些是她的钥匙吗？
____ _____ her _____?
10. 不是。它们是他的。
No. ________ his.
II. 按要求写出下列单词的正确形式。
A. 写出下列表达的缩写形式。
1. it is = ___ 2. they are = _______
3. is not = _____ 4. are not = _______
B. 写出下列各词的名词所有格或名词性物主代词。
5. Eric _______ 6. sisters _______
7. parents ________ 8. your ________
9. my ______ 10. his ____ 11. her _____
Ⅱ. Presentation
1. T: Now look at the 1a. Here are some new words in the box and some pictures below the box. Match the words with the things in the picture.
Ss try to match the words with the things in the picture.
2. Check the answers.
III. Practice
1. T: Now please work with your partner, practice the conversation in 1b. Use the pictures in 1a.
(Students practice the conversation. As students work, the teacher moves around and help them.)
2. Ask some pairs to act out the conversation.
Ⅳ. Listening
1. Work on 1c.
T: Listen to the conversation. Pay special attention to the names of objects. You will hear some of the names, not all of them. Circle on the picture each item whose name is mentioned in the conversations.
(Play the recording twice. Students listen and circle the items.)
T: Let’s check the answers, OK?
S1: …
T: Who would like to say the circled words again?
S2: …
(Check the answers with the class)
2. Work on 1d.
T: Please look at the two pictures in 2b. One is Linda, and the other is Mike. Listen to the conversations again. This time you will pay attention to the things Linda and Mike are looking for. Then write down the names of the things under each person’s picture.
(Play the recording for the students to write down the words.)
T: Well, what is Linda looking for?
S3: …
T: What about Mike? What is he looking for?
S4: …
(Check the answers with the class)
Ⅴ. Role play
1. Now let’s make conversations about the things in 1d. Suppose you are Linda and your partner is Mike. Make a conversation and practice it. Then you can change roles. Your partner is Linda and you are Mike. Make another conversation again and practice it.
2. Ss make conversations as the teacher asks.
3. Let some pairs act out their conversations.
Ⅵ. Writing
1. We all have many school things. We always lose some school things easily. Now discuss the school things you lose easily with your partner. Write them down on your workbook. Then report them to the class.
2. Ss work with their partners.
3. Let some Ss report their things to the class.
Ⅶ. Reading
1. T: Have you ever picked up others’ things or lost anything? What are they?
S1: I lost a backpack.
S2: I picked up a pen.
T: Good. What will you do with these things? How did you return or find them? Have a discussion with your partner.
T: If you lost something, what should you do?
S1: …
S2: …
T: You are great! Here are four notices on the board. Read the notices and circle the lost things.
2. Let some Ss say the answers.
3. Read the notices again and write down the items. Then check (√) Lost or Found.
4. Check the answers with the class.
5. Summary
Key words:
lost, found
Important sentences:
I lost …
Is this your …?
Is it yours?
Are they yours?
Call me at …
E-mail me at …
Ask ... for …
Ⅷ. Language points
1. 辨析：watch 与 clock
watch指戴在手腕上手表、挂在胸前的怀表或用来计时的秒表。
clock指我们生活中用的钟表、挂钟、闹钟等，多带有闹钟的功能
2. How do you spell it? 你怎么拼写它？
该句意为“你如何拼写它呢？”, 其答语与我们在Starter Unit 2中学到的Spell it, please的回答方式一样, 需要把单词拼写出来。如：
—How do you spell it? / Spell it, please.
—P-H-O-N-E.
这是一个由how引导的特殊疑问句。其中how意为“怎样；如何”，表示的
是方法、手段。而在Starter Unit 1出现的How are you?中的how用来询问健康
状况。
【运用】补全问句，每空一词。
— ______ do you ______ the word?
— P-U-R-P-L-E.
3. Ask the teacher for it.
ask ... for ... 向某人索取某物；向某人要某物
e.g. You can ___ him ___ the dictionary.
你可以找他要那本词典。
Don’t ___ me ___ it. Go and ___ you father (___ it).
不要问我要(它)，去问你爸爸要吧。
4. Call me at 685-6034.
call 在此句中意为“打电话”，常用于以下结构：
① call sb. 给某人打电话
e.g. ________ this afternoon.
今天下午给他打电话。
② “call + 电话号码” 拨打……（号码）
e.g. Please _______. 请拨打110。
③ “call sb. at + 电话号码”
拨打……（号码）找某人
e.g. ___________ 236-0388.
请拨打236-0388找玛丽。
at放在电话号码或电子邮箱的地址等前面, 表示“按照……; 根据……”。课本中
出现的“e-mail sb. at+电子邮箱的地址”结构, 意为“按……给某人发电子邮件”。
如：E-mail me at tina90@163.com.
根据汉语意思完成英语句子, 每空一词。
1) 请晚上给他打电话。
Please _____ ____ in the evening.
2) 请给凯特发电子邮件到kate@sina.com。
Please ________ Kate ____ kate@sina.com.
5. I must find it.
must modal v. （情态动词）必须
e.g. You _____ finish it today.
你一定要在今天完成它。
You ______ see the doctor.
你一定要看医生。
must 后接动词原形。
IX. Exercises
I. 根据句意及所给汉语提示, 写出句中所缺单词。
1. The ________(棒球) is white.
2. Chen Hui’s ________(手表) is black.
3. What color are the ______(包)?
4. These are Lucy’s __________(笔记本).
5. I have three yellow _______(戒指).
II. 根据汉语提示完成句子。
1. 这是什么？
_______ this?
2. 你怎样拼写它？
_____ do ____ spell it?
3. 那只绿色的铅笔是你的吗？
___ the green pencil _______?
4. 一部电脑游戏机在图书馆里。
A _________ ______ is ___ the school library.
5. 发电子邮件到我的邮箱jack@sina.com。
______ me ___ jack@sina.com.
6. 我把我的书包丢了。
I ____ my __________.
X. Homework
1. Remember the words and sentences.
2. Recite the notices on P17.
3. Finish the exercises in the workbook.
Section B2 (3a-Self check)
一、教学目标：
1. 语言知识目标：
1) 总结复习所学过的有关学习用品的英语词汇。
2) 总结复习形容词性物主代词与名词性物主代词，并了解它们的用法。
3) 能够使用目标语言询问东西的所属，或者寻找物品的主人。
4) 在老师的指点帮助下能够写一些简单的招领和寻物启示。
2. 情感态度价值观目标：
通过学习“询问物品所属”及写作“寻物启事和失物招领”。既可以提高学生遇到类似挫折时的解决问题的能力，激发学生的主动性和学习兴趣。又能培养学生拾金不昧的精神和助人为乐、团结友爱的品德。
二、教学重难点
1. 教学重点：
1) 总结复习有关学习用品的词汇。
2) 通过读、写的训练来让学生熟练掌握询问物品的所属或寻找物品的主人。
3) 写一些简单的招领和寻物启示。
2. 教学难点：
指导学生写一些简单的招领和寻物启示。
三、教学过程
Ⅰ. Revision
I. Complete the conversations.
A: What’s this?
B: It’s a ring.
A: _________________?
B: R-I-N-G.
A: Is this your ring?
B: Yes, it is. It’s _____.
A: ____________?
B: It’s a watch.
A: How do you spell it?
B: _____________.
A: ________________?
B: __________. It’s hers.
A: _______________________?
B: No, they aren’t. They’re his.
II. Recite the notices on page 17.
Ⅱ. Writing
1. Let’s work on 3a. Here are two notices but some words in the notes are missing. Read the notices and complete the notices with the words or phone number in the box.
2. Ask some Ss read the words in the box.
3. Ss read and complete the notices.
4. Check the answers.
Ⅲ. Writing
1. 写作指导：
1) 写寻物启事和失物招领要紧扣主题，写清物品名称、联系人及联系方式，要求表述明确，言简意赅。
2) 常用词汇：
found 找到; 发现，lost 遗失; 丢失，pen 钢笔，pencil 铅笔，ID card 身份证，eraser 橡皮，bag 书包，ruler 尺子，a set of keys 一串钥匙，in the school library 在学校图书馆，in the classroom 在教室里
3) 常用句型：
Is this/that your …?
这是/那是你的……？
Are these/those …?
这些/那些是……？
Call … at …
打电话……找……
E-mail me at ...
给我发邮件到……
4) Writing task
假如你丢失了一套钥匙；假如你捡到一张学生证。写一写吧！
_____________________________________________________________
______________________________________________________________
5. Sample
Lost:
I lost a set of keys. I must find them. My name is Jim. Please call me at 347-2580.
Found:
Is this your school ID card? I found it in the school library. Call me at 347-2580. Or e-mail me at im327@sina.com.
Ⅳ. Self Check
Self Check 1
1. T: We’ve learned many school things. Now first review all the school things in three minutes. Then let’s have a competition. We’ll write the school things you can remember in a piece of paper. Let’s see who can remember the most.
2. Ss review the words of the school things quickly. Then have a competition.
3. Check the numbers of the words on their paper to see who does the best.
Self Check 2
1. Complete the chart with pronouns.
规则总结
类别 人称代词主格 人称代词宾格 形容词性物主代词 名词性物主代词
第一人称 I me my mine
第二人称 you yours
第三人称 her hers
第三人称 he him
2. Fill in the blanks.
3. Check the answers.
Self Check 3
1. T: Look at the picture please. What are they talking about in the picture? Who would like to read it?
S1: Is that your schoolbag?
S2: No, it isn’t.
T: OK, now what may other people (S2, S3 and S4) talk about in Picture? Write the conversation using Is this/that…? Yes, it is./ No, it isn’t. Are these/those …? Yes, they are. / No, they aren’t.
(Students write the conversations with their partners.)
2. T: Now please read the conversation with your partner.
S3: Is that your notebook?
S4: Yes, it is.
S5: Are those your keys?
S6: No, they aren’t.
…
3. Now practice the conversations with your partners.
Ⅴ. Language points
1. a set of keys
set 为名词，意为“套，组，副”。
短语 a set of 表示“一套，一列，一串”等。
e.g. _________ books 一套书
_________ stamps 一套邮票
【拓展】
在英语中表示物品的时候（尤其是不可数名词），常常用“数词或a/an/this/that + 名词（表示容量、种类……）+ of + 名词” 来表示，意为“……双（对/套/张/副……）”。
_________ cake 一块蛋糕
________ milk 一杯牛奶
__________ shoes 那双鞋子
2. 人称代词宾格
me (我)，you (你)，him (他)，her (她)， it (它)等是人称代词的宾格形式，他们常
跟在介词或动词后面做宾语。如：
Thank ____. 谢谢你！
Excuse ____. 打扰了。
How do _____ spell it? 怎样拼写？
Please ask ____ for help. 请向她请求帮助。
Call ____ at 569-3219. 打电话569-3219找他。
Ⅵ. Exercises
I. 根据汉语意思完成英语句子, 每空一词。
1. 这儿有一套钥匙。
Here is ____ ____ ____ keys.
2. 我们的学校图书馆很漂亮。
Our ______ _______ is very beautiful.
3. 请找格林女士要你的照片。
Please _____ Ms. Green ____ your photos.
4. 请拨打电话156-9911找吉姆。
Please ______ Jim ____156-9911.
5. 那个电脑是凯特(Kate)的吗？
Is that _________ _______?
II. 根据短文内容, 从方框中选择恰当的单词填空, 有的需要变换形式。
pencil, must, some, e-mail, lost
Hi, I’m Emma. My last name is Smith. This afternoon I (1)______ my schoolbag in the playground (操场). (2)________ books, a notebook, a dictionary and a pencil box are in my schoolbag. The pencil box is red. A black pen, two yellow (3)________ and a white eraser are in it. I (4)________ find my schoolbag. (5)________ me at emma2003@163.com. Thank you.
Ⅶ. Homework
根据提供的情景，完成下列失物招领启事和寻物启事。
失物招领启事：Anna 捡到了一本字典，联系电话是547-2479。
寻物启事：Eric丢了英语笔记本，联系电话是356—2681。E-mail: eric39@tom.com
Unit 4 Where’s my schoolbag?
一、单元教材分析
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；使学生学会基本句型 “Where’s …? It’s …”及“Where're …? They're …”，进一步体会“Where…? Yes／No”疑问句的用法；学会运用方位介词"on／in／under／behind／next to"表达物品的位置。理解连词and在句子中的用法。通过以上几个方面的学习，使学生学会运用听关键词、推测词意的学习策略，识别不同物品的位置；既能促使学生了解自己的家居环境，热爱自己的家，又能促使学生通过想象设计自己理想中的房间。本单元与第五单元衔接紧密：由本单元“Is／Are …?”的学习过渡到第五单元“Do …?”的学习。使学生养成干净、整洁、合理摆放物品的好习惯。
二、单元学情分析
本单元的主题是谈论话题“Things around the house”学习询问“物品的位置”，使学生学会基本句型“Where’s …? It’s …”及“Where're …? They're …”同时引导学生采用Listening for key words，inferring vocabulary和Role playing的学习策略，学会运用方位介词“on／in／under／behind／next to”表达物品的位置。本单元的话题内容与学生的实际生活联系紧密，学生们容易接受，也便于形成英语学习的兴趣，坚定学好英语信心。
三、单元教学建议
采用自主学习、小组合作学习、Personalizing和Role playing的学习策略，利用教学图片制作多媒体课件来展开课堂Pair work， Group work口语交际活动，进一步体会 “Where…? Yes／No”疑问句的用法。
四、单元课时分配
本单元可用4课时完成教学任务：
Section A (1a-2d)
Section A (Grammar Focus-3c)
Section B (1a-2c)
Section B (3a-Self Check)
Section A 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握下列词汇：where, table, bed, bookcase, sofa, chair, on, under, come on, desk, think, room, their, hat, head
2) 能掌握以下句型：
① —Where's…? —It's in/on/under…
② —Where're…? —They're in/on/under…
③ —Is the …in/on/under…? —Yes, it is./ No, it isn't.
④ —Are the …in/on/under…? —Yes, they are. /No, they aren't.
2) 学会运用方位介词in, on, under和where句型表述物品所在的位置。
2. 情感态度价值观目标：
培养学生整齐地摆放自己物品的生活习惯。在描述物品的位置的学习中获得英语学习的乐趣，逐步培养学生们对英语学习的兴趣。
二、教学重难点
1. 教学重点：
1) 方位介词 in , on , under , behind的用法。
2) Where的特殊疑问句和Is . . . ? 、Are…一般疑问句及其肯定和否定回答。
2. 教学难点：
1) 学会正确描述物品作在的位置；
2) 学会询问自己或他人物品的具体位置；
三、教学过程
Ⅰ. Warming up and revision
1. (Prepare some school things.)
T: What’s this? (There is a watch in the teacher’s hand.)
S1: It's a watch.
Yes you a right. Here you are.
T: Is this a notebook? (holding up a notebook .)
S2: Yes it is.
T: How do you spell notebook?
S2: N-O-T-B-O-O-K, notebook.
T: Good.
(Hold up a pen, an erase, some pencils and so on. Ask the questions in the same way.)
T: What’s this?
S3: It’s a schoolbag.
T: I have a schoolbag for you as a present, (Looking for it in the desk, under the chair . . . ) but I can’t find it . Where’s it? Do you know?
S3: I don’t know.
S4: I think it’s in your desk.
T: (Look into the desk.) No, it isn’t. Now, let’s look for the backpack together, OK?
(Write down the title on the blackboard.)
2. Work on 1a.
Now let's look at the picture in 1a. Match the words with the things in the picture.
Check the answers with the class.
Ⅱ. Presentation
1. Present the furniture
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 bookcase.)
T: What’s this? It’s a bed. “BED”. Read after me. B-E-D, bed.
Ss: B-E-D, bed.
T: What’s this? It’s a sofa. S-O-F-A, sofa.
Ss: S-O-F-A, sofa.
(Teach the other words bookcase /table/chair/desk/hat/head in the same way.)
2. Present in/on/under
T: Where is my book? It’s on the desk. (Put a book on the desk.)
S1: It’s on the desk.
T: Where is my book? It’s on the desk. (To all the students.)
Ss: It's on the desk.
T: Where is my pen? It’s in the pencil case. (Put a pen in the pencil case and ask.)
S1: It’s in the pencil box.
T: Where is my pen? (To all the students.)
Ss: It’s in the pencil box.
T: Where is my schoolbag? (Put a schoolbag under the desk and ask this question.)
S1: It's under the desk.
T: Where is my schoolbag? (To all the students)
Ss: It’s under the desk.
Write "in, on, under" on the blackboard.
Ⅲ. Listening
1. Let Ss listen to the tape and finish 1b.
2. Ss listen to the tape and number the things [1-4] in the picture.
3. Check the answers with the class.
Ⅳ. Pair work
1. Match the words with the things in the picture.
1. table __
2. bed __
3. bookcase __
4. sofa __
5. chair __
6. schoolbag __
7. books __
8. keys __
2. 1b Listen and number the things in the picture [1-4].
3. Listen again and complete the blanks.
Tom: Where are my ______?
Father: They’re on the sofa.
Tom: How about my pencil box?
Mother: It’s _________________.
Tom: OK. And where’s my computer game?
Helen: Your computer game? It’s _______________.
Tom: Great. Now where are my _____?
Father: Oh, they’re on the table.
4. 1c Practice the conversation in 1a with your partner.
5. Ss practice the conversation. Then ask some pairs to act out the conversation.
6. Then make your own conversations using the words in the box (in/on/under).
Ss may look at the picture in 1a and make their own conversations. They can also using school things around them to make their own conversations.
4. Ask some pairs to act out their conversations.
Ⅴ. Listening
1. Ask the students to spell the words in the picture in 2a.
T: First, look at the pictures on the screen. What are these?
S1: They are books.
S2: They are some keys.
T: What’s this?
S3: It’s a computer game.
T: Is this a ruler?
S4: Yes, it is.
T: Is this a pencil box?
S5: Yes, it is.
T: What about this?
S6: It's a schoolbag
T: Can you spell it?
S4: Yes, S-C-H-O-O-L-B-A-G, schoolbag.
2. T: Now, listen to the recording and look at 2a. Number the things from 1-6.
T: Check the answer. (Students give the answer.)
3. T: Now, listen again. Let’s do 2b. Find out where are the things from 2a? Number the things in the pictures [1-6].
(Play the tape again and check the answer.)
T: Who can answer?
S1: The computer game is on the backpack.
S2: The books are …
S3: The pencil box is …
S4: The schoolbag is…
S5: The ruler is…
S6: The keys are …
4. Listen and read the conversations.
Tom: Is my computer game on the table?
Helen: No, it isn’t it’s in the bookcase.
Tom: Oh, OK. How about my books? Are they in the bookcase, too?
Helen: No, they aren’t. they’re on the chair.
Tom: Oh. So, where’s my pencil box?
Helen: Hmm…it’s under the sofa.
Tom: And where’s my schoolbag?
Helen: It’s under the table. And your ruler is under the chair.
Tom: Oh, I see. And where are Mom’s keys?
Helen: The keys? They’re on the table.
Ⅵ. Pair work
T: Look at the picture. Are the books on the sofa?
Ss: No, they aren't. They're on the table.
T: Is the schoolbag under the table?
S: No, it isn't. It's on the sofa.
…
(write the four sentences on the blackboard. Let the students ask and answer questions about the things in the picture in 2b.)
Ⅶ. Role-play
1. Jack is a forgetful boy. He always doesn't know where his things are. Let's help him find his things.
Match the things with the right places below.
(Let Ss look at the screen. There are some things and some places)
bag on his head
map on the sofa
hat on the bed in his grandparents' room
2. Ss read the conversation and match the things with the right places.
3. Check the answers.
4. Now practice the conversation with your partner. Then let some pairs act out the conversation.
5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）
VIII. Language points
1. Where’s the schoolbag?
It’s under the table.
where 引导疑问句及其答语。
where 是疑问副词，意为“_______”，问人或事物所处的位置。提问时，where放在______ (句首/句末)，后面用一般疑问句语序。回答这类问题时，一般要使用表示方位的介词短语。
Where is = Where’s (缩写)
e.g. Where’s my bag?
It’s on your desk.
2. They’re on the sofa.
It’s in your schoolbag.
It’s under your bed.
on, in和under可作方位介词。
on意为“在……上”（意指接触物体表面或构成物体表面的一部分）
in意为“在……里面”
under意为“在……下面”
根据图片提示完成下列句子 。
1) I’m an English book. I’m ________ the desk.
2) I’m a schoolbag. I’m ______ the drawer (抽屉).
3) I’m a dog. I’m ________ the desk.
3. come on, Jack.
come on可独立成句，用于命令，意为“快；加油”。
e.g. Come on! We don’t have much time.
快点！我们时间不多了。
come on也可表示知道某人所说的话不正确，意为“得了吧”。如：
Oh, come on — you know that isn’t true. 咳，得了吧，你知道那不是真的！
IX. Game
Competition(比赛)：Find the differences!
There are five differences in the two pictures. Can you findthem?
找出图中五处不同。
In picture A, … is/are on/in/ under…
In picture B…
X. Exercises
根据图画提示，写出单词。
1. —Where are the books?
—They’re _____ the chair.
2. My book is on the _____.
3. — Where is the cat?
—It’s on the ______.
4. I think my schoolbag is in my grandparents’ ______.
5. Look! The hat is on your ______.
6. The _________ is very nice.
Homework:
1. 参照你房间里的东西用介词in，on，under写五个句子。
Section A 2 (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
1) 进一步掌握一些表示家具的名词以及学习用品的单词；
2) 进一步熟练运用方位介词表述物品所在的位置。
3）在不同情景下熟练运用以下句型来询问及回答事物的位置。
① —Where's…? —It's in/on/under…
② —Where're…? —They're in/on/under…
③ —Is the …in/on/under…? —Yes, it is./ No, it isn't.
④ —Are the …in/on/under…? —Yes, they are. /No, they aren't.
4）总结归纳询问事物位置的句型及回答语。
2. 情感态度价值观目标：
进一步培养学生整齐地摆放自己物品的生活习惯。在描述物品的位置的学习中获得英语学习的乐趣，逐步培养学生们对英语学习的兴趣。
二、教学重难点
1. 教学重点：
1）总结归纳询问事物位置的句型。
2）在不同情景下正确运用所学的句型来询问与回答事物的位置。
2. 教学难点：
1）训练学生们在不同情景下运用所学的句型来询问与回答事物的位置的能力。
2）能在实际生活情景中运用所学的句型来询问与回答事物的位置。
三、教学过程
Ⅰ. Warming up and revision
1. Sing “Where is Tom?” song (like “Two tigers”)
Where is Tom? Where is Tom?
It’s in the case. It’s in the case.
Where is Tom? Where is Tom?
It’s on the case. It’s on the case.
Where is Tom? Where is Tom?
It’s under the case. It’s under the case.
2. Ask and answer the school things around them.
(Put S1's pencil box on the desk)
T: Where is your pencil box?
S1: It's on the desk.
(Then put it in his desk)
T: Is your pencil box on the desk now?
S1: No, it isn't. It's in the desk.
（Put it under the desk）
T: Is your pencil box in the desk?
S1: No, it isn't. It's under the desk.
3. Let Ss ask and answer in the same way.
Ⅱ. Grammar Focus
1. 阅读指导：
询问事物的位置时可用特殊疑问词where引导的特殊疑问句来提问。句型结构为：
Where is…? It's in/on/under… (句子的主语为名词单数)
Where are…? They're in/on/under… (句子的主语为名词复数)
2. Let Ss read the sentences and fill in the blanks below.
① 地图在哪里？_________ the map?
② 它在你爷爷奶奶的房间里。It’s ___ your ______________ room.
③ 我的书在哪里？_______ _____ my books?
④ 它们在沙发上。They’re _____the _______.
⑤ 他的铅笔在哪里？ ______ _____ pencil box?
⑥ 它在他的书包里。It’s ___ his _________.
⑦ 你的尺子在哪里？_______ your ________?
⑧ 它在椅子下面。It’s ________ the _______.
⑨ 他们的钥匙在哪里？_____ are ________ _____?
⑩ 它们在桌子上。_______ on the _____.
3. Check the answers with the class.
4. Grammar
含be的特殊疑问句
特殊疑问句是对句中某一特殊部分提问的疑问句，一般以疑问词开始，句末须用问号。
含be的特殊疑问句的句式结构之一为“疑问词 + 一般疑问句（am / is / are + 主语）?”，其中am / is / are的选择取决于其后的主语。
回答特殊疑问句时可以使用完整答语，且名词(短语)常用代词代替；也可只回答提问部分。
本单元我们要学习的疑问词为where，由where引导的特殊疑问句用来询问位置。
where 用来询问人或物在什么地方。其结构为：Where ＋ is / are ＋ 主语(人或物)？回答时不能用 Yes 或 No，而应根据实际情况回答出物品所在的位置。
1. —Where is / Where’s your sister?
—She is in the classroom / In the classroom.
2. —Where are my books？
—They’re in the bookcase / In the bookcase.
Where is＋______ (单数/复数)主语
Where are＋______ (单数/复数)主语
is还是are取决于主语的人称和数
【温馨提示】
Where is可以缩写为Where’s，但Where are不能缩写。
如果主语是人，回答时用相应的人称代词主格作主语；
如果主语是单数物品，回答时用“It’s + 表示地点的词”；
如果主语是复数物品，回答时用“They’re + 表示地点的词”。
例如：
1) —Where is your English teacher? 你的英语老师在哪里？
—He is in the classroom. 他在教室里。
2) —Where are the pencils? 铅笔在哪里？
—They are in the pencil box. 它们在铅笔盒里。
之前学过的疑问词有what（什么）和who（谁），由它们引导的特殊疑问句举例如下：
1. —What’s the girl’s name?
—Her name is Linda / Linda.
2. —Who are they?
—They are my parents / My parents.
对下列句子中的划线部分进行提问。
1. Linda’s pencils are on the desk.
___________ Linda’s pencils?
2. That boy is my cousin.
__________ that boy?
3. Her phone number is 235-9761.
__________ her phone number?
Keys: Where are Who is What is
Ⅲ. Practice
1. (Make a conversation with a student.)
T: Look at Picture 1 in 3a. Where is the baseball?
S1: (help S1 answer) I don’t know.
T: (Teach Ss the expression "I don't know." with a body language. for example shook your head.)
2. Now look at the pictures and read the conversation below and fill in the blanks.
3. 指导：① 注意句中事物的单复数形式，正确运用句型Where is…? Where are…?。
② 认真看图画，看清物品的位置，正确运用介词in, on, under来表达。
4. Check the answers.
Ⅴ. Practice
1. T: When we ask about the place of something. We often use the sentence structure below:
—Where is + 单数事物？ —It's in/on/under…
—Where are + 复数事物？ —They're in/on/under…
—Is the …in/on/under…? —Yes, it is./ No, it isn't.
—Are the …in/on/under…? —Yes, they are. /No, they aren't.
Now let's ask and answer according to the picture in 3b or using your own things.
T: Where is the computer? Is it in the bookcase?
S1: No, it isn't. It's on the sofa.
2. T: Work in pairs. Make a similar conversation like this.
S1: Where is the computer game? Is it on the sofa?
S2: No, it isn't. It’s in the bookcase.
S1: Where are the books? Are they on the sofa?
S2: No, they aren't. They are in the bookcase.
S1: Where are the pencils?
S2: I don’t know. Are they in the pencil box?
S1: Yes, they are.
(Let the students ask and answer according to the picture in 3b or using their own things.)
Ⅵ. Game (Find the differences)
T: Student A looks at the picture on P19, student B looks at the picture on P21, 3c. Ask and answer questions to find the differences in pairs.
Sample:
SA: Where is the schoolbag? Is it under the table?
SB: No, it isn’t. It’s on the table.
SA: Where are the books? Are they on the sofa?
SB: No, they aren’t. They are on the bed.
…...
T: Let’s find out the differences between the pictures. Where is the schoolbag? Is it on the table? (Look at the picture on P21 3c)
Ss: No, it isn’t. It’s under the table.
(Look at Picture 2)
T: Where are the books? Are they behind the sofa? (Look at the picture on P19)
Ss: No, they aren't. They are on the sofa.
(Look at Picture 2)
(Ask some pairs to make conversations and find out some differences.)
T: Fill in the chart according to the pictures.（利用表格直观体现出两幅图的不同点。）
Things Picture on P19 (Picture 1) Picture on P21 (Picture 2 )
Pencil box in the schoolbag on the table
Books
Schoolbag
…
T: Who wants to report it?
S1: Let me try. In Picture 1, the pencil case is… In Picture2, the pencil case is…
S2: In Picture 1, the books are… In Picture2, the books are…
(Ask other students to report it.).
VII. Exercises
I. 根据图片内容完成对话。
1. ______ ___ the books?
____ ___ ___ the bookcase.
Are the pencils on the bookcase?
___, ____ ____.
2. ______ ____ the baseball?
It’s _____ ____ _____.
Is the pencil box in the drawer?
No, __ _____. It’s ____ ___ _____
II. 选词填空。
their, where, under, bookcase, know
1. -- _______ is the computer game?
-- It’s on the desk.
2. -- What’s her name?
-- Sorry, I don’t ______.
3. -- Are your keys in your parents’ room?
-- Yes, they are on _____ bed.
4. Look! The baseball is ______ the dresser.
5. My books are in the __________.
Homework
1. 认真查看19页及21页两张图画的不同之处，并用英语写五个句子。
2. Review the Grammar Focus.
Section B 1 (1a-2c)
一、教学目标：
1. 语言知识目标：
1） 掌握以下词汇： radio, clock, tape, tape player, model, plane, model plane, tidy, but, our, everywhere, always。
2) 能正确地描述物品所处的位置。
3）能运用所学的句型询问及回答物品的位置。
4）能听懂有关物品位置的对话，并能获得相关信息。
5）能阅读有关描述物品位置的小短文，并能获得相关信息。
2. 情感态度价值观目标：
进一步培养学生整齐地摆放自己物品的生活习惯。在描述物品的位置的学习中获得英语学习的乐趣，逐步培养学生们对英语学习的兴趣。
二、教学重难点
1. 教学重点：
1. 通过听力训练提高学生听音辨音的能力，并能获得相关信息。
2. 阅读描述物品位置的相关短文，并能获得相关信息。
2. 教学难点：
阅读描述物品位置的相关短文，并能获得相关信息。
三、教学过程
Ⅰ. Warming up and revision
1. Sing “Where is Tom?” song (like “Two tigers”)
Where is Tom? Where is Tom?
It’s in the case. It’s in the case.
Where is Tom? Where is Tom?
It’s on the case. It’s on the case.
Where is Tom? Where is Tom?
It’s under the case. It’s under the case.
2. Let Ss look at the pictures in 3a and 3b. Ask and answer questions about the things in the picture.
S1: Where are the keys?
S2: They're on the table.
S3: Where's the book? Is it on the chair?
S4: No, it isn't. It's under the chair.
…
3. Let some Ss report the differences between the picture in P19 and the picture in P 21.
Ⅱ. Presentation
1. Present the new words.
T: I have some things on my desk, I think you can tell me how to say them.
T: What’s this? (Hold up a radio in the hand)
Ss: It’s a radio.
T: Yes, it’s a radio. Read after me. R-A-D-I-O, radio.
Ss: R-A-D-I-O, radio.
T: Do you have a watch?
Ss: Yes, I do./ No, I don’t.
T: Is it a watch?
Ss: No, it isn’t. It’s a clock.
T: Good. It’s clock. Read after me. C-L-O-C-K, clock.
(Then hold up tape, tape player, model plane, teach them in the same way. Check the words using the cards.)
2. Ss read the words aloud. Then try to remember the new words.
3. T: Let’s do 1a in Section B. Match the words with the things in the picture in 1a.
1. radio __ 3. tape player __ 5. tape __
2. clock __ 4. model plane __ 6. hat __
4. Then check the answers with the class.
5. 1b Look at the picture in 1a for three minutes. Then close your books and write down all the things your remember.
Ⅲ. Competition
1. T: OK. Can you remember all the new words?
Ss: Yes, we can.
T: OK. Now, let's have a competition. Let's see who can remember all the new words.
Take out a piece of paper. Look at the picture in 1a for three minutes. Then close your books and write down all the things you remember.
2. Change the paper with your partner and see who does best.
Ⅳ. Listening
1. Tom wants some things from his room.
What are they? Listen and grasp keys words as much as you can.
2. T: Tom wants his mother to bring some school things to school for him. But his room isn’t tidy. So his mother can’t find the things. Let’s listen to the recording of 1c and help his mother find the things.
(Play the tape. The students circle the word they hear. Then check the answer.)
3. 1d T: Now listen again. Where are Tom's thin gs? Write them down.
4. Check the answers with the Ss.
5. Listen to the tape and complete the blanks.
Mom: Hello.
Tom: Hi, Mom. Could you bring some thing to school for me?
Mom: OK.
Tom: I need my ______________…
Mom: English books? Where are your English books?
Tom: Hmm, they’re on the chair…Oh, no, they’re _________________.
Mom: OK.
Tom: And I need _________. It’s on the bed. And my notebook.
Mom: Where’s your notebook?
Tom: Uh, ____________. Oh…it’s under the model plane in the bookcase. And Frank’s tape. He needs it.
Mom: Where’s his tape?
Tom: Oh, it’s ___________________.
Mom: OK. Meet you at one at your school.
Tom: thanks, Mom!
Ⅴ. Pair work
Can you remember where the things are in Tom's room?
T: Where are the English books?
S1: They are under the radio.
T: Where’s …?
S2: It’s…
T: Where’s the…?
S3: It’s…
T: Where’re the …?
S4: They’re…
T: OK. Work in pairs, ask and answer questions about the things in Tom's room.
Ⅵ. Brainstorming
1. Look at the picture in 2b. There are many things in the picture. Do you know the words for the things? Who can say them in English?
S1: bed, chair, sofa, clock, …
T: You're very great. Who can add some more?
S2: bookcase, map…
2. Now work with your partner. Write the words you know for the things in the picture.
3. Teacher goes around the classroom, give some help.
Ⅶ. Presentation
1. (On the screen, show Ss a very tidy room.)
T: It's a tidy room. (Write the word "tidy" on the blackboard.)
2. (Show another room. It's not tidy.)
T: It's not a tidy room. It's a dirty room. Look the books are everywhere. The clothes are everywhere. (Write the word "everywhere" on the blackboard.)
3. (Show a picture of Edison)
Edison is very clever. He always asks questions. (Write "always" on the blackboard)
4. Ss read the new words tidy, everywhere, always.
Ⅷ. Reading
1. Look at the picture in 2b. Here are two girls, Kate and Gina. They are sisters. They live in a room. They all have many things in their room.
Is Kate tidy? Is Gina tidy? Now read the passage and answer these questions.
2. Ss read the passage and find the answer to the questions.
3. Let some Ss say their answers.
4. Now let's look at the chart in 2c. In the chart, you should list Kate's things and where they are. You should also list Gina's things and where they are. Read the passage again and complete the chart about the things Kate and Gina have and where they are.
Kate
Things Where
books and tapes in the bookcase
Gina
Things Where
5. Ss read the passage again. And fill in the chart.
6. Check the answers with the class.
7. Report
Is your room tidy?
Please tell me about your room.
IX. Language points
1. tape player 录音机
player 名词，播放机 CD player 唱片播放机
【拓展】player 名词， “运动员”。
e.g. Her brother is a good player.
她的哥哥是一位优秀的运动员。
2. I’m Kate, and my sister is Gina. I’m tidy, but Gina is not.
and和but都是连词，把两个独立的短句并列连接为一个较长的句子。英语中把这种由and 或but 并列连接而成的句子称为“并列句”。但它们的用法却不同。
and 表示并列关系，“……和……” “……以及……” 用来连接并列的词与词、短语与短语、分句与分句。当and连接两个名词作句子主语时，当复数看待。
but 表示转折关系， “但是，然而” 在句中连接前后两个意思相反或相对的句子。
e.g. My radio ____ tape player are on the desk.
我的收音机录音机在桌子上。
Jenny’s room is tidy, ____ Tom’s room is not.
詹妮的房间很整洁，但是汤姆的却不。
tidy adj. “整洁的；井井有条的”。
e.g. My aunt’s room is always clean and tidy.
我姑姑的房间总是干净整洁的。
3. In our room, my books and tapes are in the bookcase.
our pron. 形容词性物主代词, “我们的”。
e.g. This is our classroom.
这是我们的教室。
4. Gina’s book are ____________ —on her bed, on the sofa and under the chair.
Gina的书到处都是 – 她的床上，沙发上，椅子下。
everywhere adv. 处处；到处；各个地方
e.g. Children are everywhere in the park.
公园里到处都是孩子。
5. Gina always asks.
always adv. 总是
always是含有肯定意义的程度副词，其基本意思是指某个行为发生频率的百分之百或某种状态存在的自始至终。
e.g. Tom is always late for school.
汤姆上学总是迟到。
X. Exercises
I. 根据汉语提示填写合适的单词。
1. Sonia’s _____ (收音机) is on the table.
2. Where is Linda’s white _____ _____ (飞机模型)?
3. I have a _____ (闹钟). It’s on my desk.
4. Gina’s pens and pencils are __________ (到处).
5. I think Kate’s room is _____ (整洁的).
Ⅱ. 根据汉语意思完成英语句子，每空一词（含缩略形式）。
1. 我的字典和铅笔盒在我的书包里。
My dictionary ___ pencil box ___ __ my schoolbag.
2. 我有一张中国地图。
__ ____ a map of China.
3. 简总是问：“我的钢笔在哪儿？”
“________ my pen?” Jane ______ ____.
Ⅲ. 根据短文内容及所给首字母提示填空，使短文完整、通顺。
My sister and parents are very tidy, b (1) my brother and I are not. My sister a (2) puts (放) her radio and clock on the desk. My parents put t (3) books in the bookcase. My brother and I put our things e (4). My brother often finds my tape player u (5) the sofa or (或者) the chair and I often find his model plane under the table. Now he comes to me and asks, “Where are my socks (短袜)? I think you know where they are.” I say, “Haha! They’re on your feet (脚).”
Homework
1. 复习并将所学的词汇分类，然后记忆所学的生词。
2. Review Section B 2b.
Section B 2 (3a-Self Check)
一、教学目标：
1. 语言知识目标：
1）总结复习所学的有关家具、文具以及其他类的词汇。
2）能运用所学的相关知识在实际生活中描述物品的位置。
3）了解连接词and的用法，并能运用and表述一些简单的句子。
4）通过阅读和写作练习，加强理解和巩固所学的语言目标。
2. 情感态度价值观目标：
进一步培养学生整齐地摆放自己物品的生活习惯。在描述物品的位置的学习中获得英语学习的乐趣，逐步培养学生们对英语学习的兴趣。
二、教学重难点
1. 教学重点：
1）了解连接词and的用法，并能运用and表述一些简单的句子。
2）通过不同形式的写作训练，来提高学生们描述物品位置的综合能力。
2. 教学难点：
通过不同形式的写作训练，来提高学生们描述物品位置的综合能力。
三、教学过程
Ⅰ. Warming up and revision
1. Greeting the Ss and Check the homework.
2. Let Ss look at the picture in 2a and ask and answer about the things in the picture.
S1: Where's the clock? Is it on the sofa?
S2: No, it isn't. It's on the desk.
S3: Where're the books? Are they on the bed?
S4: No, they aren't. They are in the schoolbag.
…
(Ss ask and answer in a question chain quickly)
3. Retell the passage.
Kate (tidy)
Things Where
books and tapes
keys
clock
Gina (not tidy)
Things Where
everywhere (on her bed, on the sofa, under the chair)
under the desk
don’t know
I’m Kate, and my sister is Gina.
I’m _____, but Gina is not. In our room, my _______________ are in the bookcase. My keys are in my
schoolbag. I have a
clock. It’s on the desk.
Gina’s books are __________ – on her bed, on the sofa and under the chair.
The white model plane is ____. It’s under the desk. “Where are my keys? Where’s my ruler? Where’s my schoolbag?” Gina ____________.
Ⅱ. Presentation
T: (Holding a radio) Do you have a radio at home?
Ss: (Help Ss answer.) Yes, I do.
(Write the two sentences on the Bb.)
T: Where is it?
S1: It's on the desk.
T: Do you have CDs?
S2: Yes, I do.
T: Where are they?
S2: They are in the bookcase.
T: Do you have tapes?
S3: Yes, I do.
T: Where are they?
S3: They are in the bookcase.
…
Ⅲ. Survey
1. OK, now let's work on 3a. Make a survey about the things in the chart on your partner.
Find out if they have these things. Where are they?
2. (Ss ask and answer about the things in the chart.)
S1: Do you have a dictionary?
S2: Yes, I do. (Yes.)
S1: Where is it?
S2: It's in the book case.
S1: Do you have a schoolbag?
S2: Yes, I do. (Yes.)
S1: Where is it?
S2: It's under the desk.
… (Change roles, S2 ask S1 about the things in the chart.)
3. Ss fill in the chart and exchange the chart with their partner.
Ⅳ. Writing
1. T: Now look at the chart. We all know what we have in our room and where they are. Now please write about where the things are in your room. Use the word and if you can. I'll give you a model:
e.g. ① My dictionary and my radio are on the desk.
② My pencil box is in my schoolbag and my schoolbag is under the desk.
2. 指导：
① 描述物品的位置可用句型：物品+is/are + in/on/under + the + 地点名词
② and是一个连接词，可以连接语法作用相同的词、短语或句子，表示并列或对称的关系，可翻译为“和”、“并”、“又”、“兼”等。
③ 当连接两个并列的主语时，谓语动词应用复数形式。
Jack and Tom are good friends.
④ 连接两个简单句。
My pens and in the pencil box and my pencil box is in my schoolbag.
3. Check their work with their partners.
4. Ask some Ss to report their writings to the class.
Ⅴ. Self Check 1
1. T: We're learned many names of furniture, stationery and other things. Now let's have revision of these words. What do you have in your room? First talk about the things in your room with your partner, then write the things in your room.
2. Ss talk about the things in their room with their partners. Then write them down on their workbook.
3. Let some Ss report the things to the class and write them on the blackboard.
Furniture: desk, chair, sofa, table, bookcase, bed…
Stationery: pen, pencil, eraser, ruler, books, schoolbag, note book …
Other things: cup, quilt, radio, tapes, tape player, computer, computer game, clock, model plane, watch, …
4. Let some other Ss add some more words.
Ⅵ. Self Check 2
1. We have a tidy classroom. We work in our classroom every. We all love our classroom. Look at our classroom carefully and find out what things we have and where they are. Who wants to have a try?
S1: The tape player is on the teacher's desk.
S2: The map is on the wall.
S3: The blackboard is on the wall.
S4: The desks are on the floor.
S5: …
2. Very good. Now please write about the things in our classroom with in, on and under.
3. Ss write by themselves. Let some Ss report their writings to the class.
VII. Exercises
I. 写出下列词组。
1. 在他的书包里 _______________
2. 在课桌下 ________________
3. 在椅子上 ________________
4. 在模型飞机下面 ____________________
5. 在女孩子们的头上 _________________
6. 在老师的讲桌里 _________________
7. 在我爷爷奶奶的房间里 _________________________
II. 给对话选择恰当的图片。
1. — Is the baseball under the chair?
— Yes, it is.
2. — Where are the pencils?
— They are in the pencil case.
3. — Where is the telephone?
— It is on the table.
4. — Are the keys in your schoolbag?
— I don’t know.
A B C D
III. 看图完成下列对话。
1. -- Where _____ the cat?
-- It is ___ ___ ____.
2. -- Where _____ the computer?
-- It’s ___ _____ _____.
3. -- Where is the family photo?
-- ___ ___ the wall.
4. -- Where are the students?
-- _______ ___ the classroom.
5. -- Where are the books?
-- They are _____ ___ _____.
IV. 读对话，填上正确的单词。
A: Where ___ my English book?
B: I _____ know. Is it ___ your schoolbag?
A: No, it _____.
B: Is it ___ your desk?
A: ____, it isn’t.
B: Is ___ on the teacher’s desk?
A: No, it _____.
B: Oh, look! ___ ____ the teacher’s chair.
A: I see it, too. Thanks.
Homework
1. 看下图，用介词in, on, under写几句话描述一下图画里的事物的位置。
2. Review
Unit 5 Do you have a soccer ball?
一、单元教材分析
本单元主要学习动词have的一般现在时的用法；使用do和does引导的一般疑问句的构成以及简单回答。本单元围绕“和朋友一起欢度时光”这一话题安排了三个任务：一是列举所学的运动项目，从中挑选出各自喜欢的体育项目，并说明原因，目的是巩固并新学一些体育项目的名词；二是让学生互相询问所爱好的运动，并根据情况发出邀请，学会用have对物品的所属进行提问与回答，掌握用do和does引导的一般疑问句的构成及使用，了解用Let’s提建议的句型；三是写作，把任务一、二的完成情况写成日记，进一步复习、巩固所学的语言目标。通过本单元的学习，学会用have对物品的所属进行提问与回答；学会用let’s…句型提建议；能够谈论自己喜欢哪些球类运动，不喜欢哪些球类运动及原因；能够谈论怎样和自己的朋友度过一段愉快的时光。
二、单元学情分析
本单元的主题是使用have对物品的所属进行提问及回答，以掌握行为动词在一般现在时中的构成和使用；同时引导学生使用所学的句型谈论自己在球类运动中的喜好。行为动词在一般现在时的肯定句、否定句和一般疑问句中的构成和使用是初中英语教学中非常重要的内容，本单元知识的掌握程度将直接影响今后的英语学习。学生在以前的学习中已经掌握了be动词在一般现在时中的构成和使用，在学生的头脑中也已经形成了一个模式，这种模式将直接影响学生对本单元知识内容的接受，所以教师在教学中一定要善于引导，以免学生养成不良习惯。该部分学习内容贴近学生的生活，谈论的主题是符合学生喜爱运动的心理，极易于激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。
三、单元教学建议
采用自主学习、小组合作学习、Discussion and guess和Classifying的学习策略，利用教学图片、幻灯片、画纸和蜡笔等来展开课堂Pair work问答式的口语交际活动和小组活动，使用have对物品的所属进行提问及回答。本单元的教学法建议：语音教学——让学生进行模仿操练；词汇教学——采取演示讲解的方式进行教学，让学生进行情景操练、反复使用；口语教学——采取pair work问答式的口语交际活动互相操练练习；阅读教学——让学生学会抓住主要词汇和句型；听力教学——采取图文配对和对话选择的方式；写作教学——以填空、造词为主；语法教学——总结规律、模仿操练。
四、单元课时分配
本单元可用4课时完成教学任务：
Section A (1a-2d) 用1课时
Section A (Grammar Focus-3c) 用1课时
Section B (1a-2c) 用1课时
Section B (3a-Self Check) 用1课时
Section A1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握下列词汇：do (does), have, tennis, ball, ping-pong, bat, soccer, soccer ball, basketball, let, us, let's go, we, late, has, get
2) 学会用have对物品的所属进行提问以及应答，学会使用do和does引导的一般疑问句：
① —Do you have a baseball?
—Yes, I do. /No, I don't.
② —Does she/he have a tennis ball?
—Yes, she/he does./ No, she/he doesn't.
③ —Do they have a soccer ball?
—Yes, they do./ No, they don't.
3) 学会用Let’s… 提建议。
2. 情感态度价值观目标：
利用学生喜爱运动的心理，激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。在小组活动中，培养学生团结协作精神。
二、教学重难点
1. 教学重点：
1) 通过运用have对物品的所属进行提问以及应答，来掌握一些运动项目的词汇。
2) 在询问对方是否有某物的对话中学会使用do和does引导的一般疑问句。
3）学会用祈使句来向对方提出建议。
2. 教学难点：
学会使用第三人称单数的一般疑问句Does …?及回答做对话。
三、教学过程
Ⅰ. Presentation
1. Present the key vocabulary.
(Show a basketball to the class.)
T: What’s this in English?
S1: It’s a basketball.
T: Yes, you are right. Read after me. B-A-S-K-E-T-A-B-L-L, basketball.
Ss: B-A-S-K-E-T-A-B-L-L, basketball.
(Show the students other objects. Teach the new words “soccer ball, ping-pong ball, volleyball, tennis bat, ping-pong bat” in the same way.)
T: Read the words together twice.
Ss: …
2. Look at the words in 1a and match the words with the things in the picture.
T: Number 1 is (a), tennis ball. What’s Number 2 Match them.
Ask one student to show the answers and check them.
3. Present the key structure.
Present these questions and answers.
(Point to a student who has a pencil box.)
T: Do you have a pencil box?
S1: Yes, I do. (Nod your head yes)
T: (Ask S2) Does she have a pencil box?
S2: (Help S2 answer) Yes, she does.
T: Do you have a basketball?
S1: No, I don’t. (Shake your head no)
T: (Ask S2) Does she have a basketball?
S2: (Help S2 answer) No, she doesn't.
Practice the drill “Do you have a …?”, "Does he/she have a…? " in pairs. You can
use your school things and these balls. Look at the model, then practice like this.
Model:
S1: Do you have a basketball?
S2: Yes, I do.
S3: Dose she have a basketball?
S4: Yes, she does.
S1: Do you have a soccer ball?
S1: No, I don’t.
S3: Dose she have a soccer ball?
S4: No, she doesn't.
(Students work in pairs.)
II. Listening
T: Look at the four items of 1b in the pictures. Listen to the conversation.
(Play the recording of 1b the first time. Students only listen.)
T: Listen to the conversation and circle the words you hear.
(Play the recording again.)
T: Check their answers.
S1: … S2…
III. Pair work
1. Read the conversations in 1c. (Ask students to repeat.)
2. Look at the picture in 1a and practice the conversation with each other in pairs.
S1: Do you have …?
S2: Yes, I do.
S1: Do you have a …?
S2: No, I don’t.
3. Work in groups of four and use the picture to practice the similar conversations with the new words. (basketball, baseball bat, soccer ball, volleyball, computer, ping-pong bat, baseball)
T: Ask and answer the questions as many as you can.
S1: Do you have a … ?
S2: …
S1: …
S2: …
IV. Listening
1. T: Look at the pictures in 2b and name them. What are these?
(Point at the baseball, basketball, soccer ball, volleyball.)
Ss: They are…
T: There are four children in the conversations. Who are they? Please listen and find the answer.
(Play the recorder for the first time.)
S: …
T: I’ll play the recorder for the second time. Listen and number the pictures (1-4).
(Students listen for the second time.)
T: Listen to the conversation in 2b. Match the people with the balls.
(Students listen and match. Teacher checks their answer.)
V. Pair work
1. T: Let’s look at the picture in 2a. Does Jane have a tennis ball?
S1: No, she doesn't.
T: Does Paul have a soccer ball?
S2: No, he doesn't.
T: Does his brother have a soccer ball?
S2: Yes, he does.
(Ask more students to make a conversation.)
T: Make conversations with things in the picture.
S: …
2. Ask some pairs to act out their conversations.
VI. Presentation
(Show a soccer ball to class.)
T: Let’s play soccer ball after class, OK?
S1: OK.
T: Let’s play ping-pong.
S2: OK.
T: We often use the drill “Let’s…” to make a suggestion. If you want to do it, you may say “OK. / That sounds good. / All right …” If you don’t want to do it, you may say “No, I don’t have a …”
(The teacher writes the drill on the backboard.)
A: Let’s play…
B: No, I don’t have a …
A: Well, let’s play baseball.
B: OK. Let's go.
Ss read the conversation and try to remember them.
VII. Role-play
1. Cindy and Helen want to play baseball. Now read the conversation and match the things with their right places.
baseball on the chair
baseball bat in Cindy's bag
Cindy's jacket Bill has it.
2. Read the conversation after the teacher.
3. Practice the conversation with your partner.
4. Ask some pairs to act out the dialogue in front of the class.
5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）
VIII. Language points
1. have作动词，意为“有”，一般指某人拥有某物，侧重于所属关系。其第三人称单数形式是has。
常用句式为：某人 + have/has + 某物，表示“某人有某物”。
在一般现在时态中，当主语为第三人称单数形式时，用has的形式。
e.g. I have a good friend. 我有一个好朋友。
She has a new pen. 她有一支新钢笔。
2. late “迟到” 是个形容词，常用 be late 的结构。
e.g. Jack is always late. 杰克总是迟到。
3. we是人称代词主格，意为“我们”，在句子中作主语。如：
We are good friends. 我们是好朋友。
We have a new soccer ball. 我们有一个新足球。
4. us “我们”, 是we的宾格形式，在句子中放在介词或动词后作宾语。
【辨析】we / us / our
we “我们” 是人称代词主格形式，作句子的主语。
us “我们”是人称代词宾格形式，作句子的宾语。
our “我们的”是形容词性物主代词，放在名词前。
e.g. We are in Mike’s room. 我们在迈克的房间里。
Call us at 457-3287. 给我们打电话457-3287。
Our teacher is in the classroom. 我们的老师在教室里。
5. 以动词let开头的祈使句，表示向别人提建议，意思是“让……做……吧”。
基本结构为：let sb. do sth.，表示 “让某人做某事”，表示说话人的建议。其中sb.可由名词或代词宾格来充当，其后的动词一定要用动词原形。如:
Let me do it. 让我来做吧。
Let him guess. 让他猜一猜。
6. let’s是let us 的缩写形式，意为“咱们一起做某事吧”，通常表示建议、请求或命令。
肯定回答：一般用“OK”，“All right”，“Yes, let’s …”；
否定回答：一般用“Sorry, I …” 。如：
— Let’s go! 让我们走吧！
— OK. 好吧。
Let’s look at the blackboard.
让我们看黑板。
IX. Exercises
Homework
1. 复习记忆本课所学的生词。
2. 编写三个问答句：
分别询问一下你的朋友有basketball, soccer ball和volleyball吗？
Section A2 (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
1) 进一步学习通过运用have对物品的所属进行提问以及应答。
2) 继续学会do和does引导的一般疑问句，理解并掌握英语句子中的人称和数，掌握并熟练运用下列句型。
① —Do you have a baseball?
—Yes, I do. /No, I don't.
② —Does she/he have a tennis ball?
—Yes, she/he does./ No, she/he doesn't.
③ —Do they have a soccer ball?
—Yes, they do./ No, they don't.
3) 能用Let’s…句型来提建议。
2. 情感态度价值观目标：
利用学生喜爱运动的心理，激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。在小组活动中，培养学生团结协作精神。
二、教学重难点
1. 教学重点：
1) 总结do和does引导的一般疑问句及其回答语。
2) 在实际生活情景中能正确运用所学的句型谈论自己或他人所拥有的东西。
3) 理解并掌握英语句子中的人称与数，让学生牢记第三人称单数。
2. 教学难点：
1) 在实际生活情景中能正确运用Do…?或Does…?句型谈论自己或他人所拥有的东西。
2) 理解并掌握英语句子中的人称与数，让学生牢记第三人称单数。
三、教学过程
Ⅰ. Revision
Let the Ss work in groups (each group has three Ss). Review the sentence structures we
have learned.
S1: Do you have a basketball?
S2: Yes, I do.
S1: Does she have a basketball?
S3: Yes, she does.
S1: Do you have a tennis bat?
S3: No, I don't.
S1: Does he have a tennis bat?
S2: No, he doesn't.
Ⅱ. Grammar Focus.
1. Read Grammar Focus and finish off these sentences.
① 你有一个棒球吗？____ you _____ a baseball?
② 是的。___, I ____. 不，没有。_____, I ______.
③ 你有一个乒乓拍吗？ ____ you _____ a ping-pong _____?
④ 没有。我有一个乒乓球。_____, I ______. I _____ a ping-pong _______.
⑤ 她有一个网球吗？ ____ she _____ a tennis?
⑥ 是，她有。没有。她有一个棒球。
_____, she _________. ____, she ________. She ____ a ______.
⑦ 他有一个足球吗？_____ he _____ a _____ ball?
⑧ 没有。他有两个乒乓球拍。 ____, he ________. He ____ two ping-pong ______.
⑨ 他们有一个篮球吗？___ they _____ a basketball?
⑩ 是的，有。没有。他们有一个排球。
Yes, _____ _____. ____, they ______. They ______ a ________.
写出下列表达方式的缩写形式
① do not = ________ ② does not = ______
③ we are = ______ ④ let us = ________.
2. Summary
1) have意为“有”，表示某人所有某物。have在句子中有两种形式，即have和has。have用于第一人称（I, we）、第二人称（you）以及第三人称复数（they）和其他复数名词；而has则用于第三人称单数（he, she, it）和单数名词。如：
I have an apple. 我有一个苹果。
Mary has an orange. 玛丽有一个桔子。
2) have/has句子的一般疑问句是在句首加助动词do或does，句尾用问号构成。除第三人称单数前用does外，其他都用do。第三人称单数前加does后，句中的谓语动词has应改为have。作简略回答时，肯定回答为：“Yes, 主语 + do/does.”，否定回答为：“No, 主语 + don’t/doesn’t.”。
Ⅲ. Writing
1. 指导：英语句子中的人称和数
人称 汉语 主格 助动词 宾格
单
数 第一人称 我 I do me
第二人称 你 you you
第三人称 他, Eric等 he does him
她, Linda等 she her
它 it it
复
数 第一人称 我们 we do us
第二人称 你们 you you
第三人称 他们, 她们,它们 they them
2. Ss discuss with their partner and fill in the chart.
3. Check the answers.
IV. Practice
1. 指导：实义动词的一般疑问句结构。
① 当主语是第一人称/第二人称/第三人称复数时， 句型结构为：Do + you/they/we/… + 动词原形 + …？ 不管用什么动词，它的回答是固定的。
肯定回答：Yes, I/they /we … do.
否定回答：No, I /they/we … don’t.
② 当主语是第三人称单数时（she, he, it, Linda, Bob及名词的单数形式an apple）， 句型结构为：Does + she/he/it/…+ 动词原形 + … ？ 不管用什么动词，它的回答是固定的。
肯定回答：Yes, she/he/it … does.
否定回答：No, she/he/it … doesn’t.
2. Notes:
① play + 球类 意为“玩、打……”play soccer, play volleyball, play basketball, play ping-pong
② That sounds good. 那听起来不错。 sound 连系动词，“听起来”，后跟形容词。
That sounds great. 那听起来很棒。
3. Ss complete the conversations with their partner.
4. Check the answers with the class. (Let some pairs read the conversation)
4. Ss practice the conversation with their partner then act out the dialogue.
V. Game (Remembering game)
1. T: Look! This is Bob's room. He has many things. Look at the things in his room for three minutes. Then close your books and ask and answer questions with your partner.
2. Model:
S1: Does he have a soccer ball?
S2: Yes, he does.
S1: Does he have a computer game?
S2: Yes, he does.
S1: No, he doesn't. You're wrong.
(Then S2 ask S1)
S2: Does he have a volleyball?
S1: Yes, he does. …
VI. Exercises
Homework
根据鲍勃房间里的物品，写出五个一般疑问句的问答句。
Section B1 (1a-2c)
一、教学目标：
1. 语言知识目标：
1) 掌握下列词汇： interesting, boring, fun, difficult, relaxing, watch TV, student, sport, play sports, to, same, love, with, them, only, like, easy, after, class, classmate
2) 会用句型Let's… 来提建议。
3) 能用所学的形容词来表达自己对某项运动项目的看法。
That sounds …
4) 阅读有关体育用品收藏的小短文，并能获得相关信息。
2. 情感态度价值观目标：
通过阅读有关运动的文章和对话, 使学生更加热爱体育活动并培养一种适合自己的体育爱好。
二、教学重难点
1. 教学重点：
1) 学会用Let’s… 提建议，并能够谈论自己对某球类运动的简单看法。
2) 引导学生进行听力和口语交际训练，来逐步学会用Let’s… 提建议。
3) 引导学生进行阅读训练，来掌握行为动词一般现在时的肯定句、否定句的结构，尤其是单三形式的变化。
2. 教学难点：
行为动词一般现在时的肯定句、否定句的结构，尤其是单三形式的变化。
三、教学过程
Ⅰ. Revision
Review the expressions and sentence structures we have learned.
Ⅱ. Presentation
1. (Show the picture which a boy is doing an interesting thing on the screen.)
Learn the new words, interesting
(Show other pictures on the screen) learn the new words: boring, fun, difficult, relaxing, easy, in the same way
2. (Show some activity pictures on the screen)
Learn the new phrases: "watch TV", "go to the same school", "love soccer", "after class" and "play sports"
3. (Show some pictures of students on the screen)
Learn the new words "student", "classmate"
4. Let Ss read the new words and phrases and try to remember them.
5. Read the words in 1a. (Point to the five words in 1a and ask students to repeat each one.)
Ss: interesting, fun, relaxing, boring, difficult.
(Let some Ss explain the Chinese meaning of them.)
Then match each picture with one of the words.
(Point to the five pictures and ask students to match them.)
Check the answers.
Ⅲ. Listening
1. Next we’ll listen to a conversation. Here are two boys in the conversation. What do they want to do? Listen.
(Play the recording the first time.) (For the first time, students only listen.)
2. Listen again and check the words you hear in 1a. (Play the recording again.)
3. Check the answers.
4. Practice in recognizing specific vocabulary words in conversation and in writing them. First, listen to the recording in 1b. What does Paul say about the activities?
(Point to the blanks where the students write their answers.) (Play the recording the first time. Students only listen.)
T: Listen to the conversation and write a word from 1a in each blank. (Play the recording again.)
T: Check the answers.
S: …
Ⅳ. Pair work
1. T: Act out the conversation in 1c in pairs. You are Paul. Your partner is Paul's friend, Jenny. Talk about the activities in 1c.
S1: Let’s play computer games.
S2: That sounds interesting but…
S1: …
S2: …
2. Let some pairs act out the conversation in front of the class.
V. Writing
1. Find the sports words in the unit. Write them in the correct column.
2. Make a report to your partner first.
S1: I have a soccer ball, a volleyball, two tennis balls, three ping-pong bat…
I don't have a basketball, a tennis bat, a baseball bat…
3. Exchange the chart with your partner. Report your partner's sports collection.
S2: He has a soccer ball, a volleyball, two tennis balls, three ping-pong bat…
He doesn't have a basketball, a tennis bat, a baseball bat…
VI. Reading
1. Our school magazine made a survey about sports collection. This is the survey results. Read the passage and answer the question:
Do you have a soccer ball?
2. Ss read the passage quickly and find the answer to the question.
3. Check the answer. Let some students say their answer and say why?
(指导：在读短文时，应重点抓住soccer ball，通过对比文中的信息，从而轻松地就能知道答案。)
VII. Reading
1. Now let's work on 2c.
Who do you think says these sentences? Check (√) F for Frank, G for Gina or W for Wang Wei.
Read the passage carefully and check the right person.
2. Ss read the passage carefully and discuss with their partner.
3. 指导：先读懂试题中每句话的意思，然后在短文中找和题目中句子意思相同或相近的句子，比如not easy意为difficult。 最后，再看这是对谁的调查，便能确认正确的人物。
4. Check the answers with the class.
VIII. Language points
1. I don’t have a soccer ball, but my brother Alan does.
我没有足球，但是我哥哥艾伦有。
句中的does是do的第三人称单数形式。此处用do来代替上文出现过的动词或动词词组,以避免重复。在本句中，does代替上文出现过的have a soccer ball。如：
Jack doesn’t play volleyball, but his sister does.
杰克不打排球, 但他的姐姐打。
Linda have a baseball bat, but I don’t.
琳达有一个棒球拍, 但是我没有。
2. love 是动词, 意为“喜欢；喜爱”, 比 like 的程度深。常见的结构为：
love + sth. / sb. 意为“喜爱物/人”。
e.g. He loves his mother. 他爱他的母亲。
Love me, love my dog. (谚)爱屋及乌。
3. watch ... on TV 表示“在电视上看…… (节目)”, 其中watch是“观看; 注视”, 强调“观看”其行为动作, 跟踪其运动目标, 有“监视”之意, 侧重于场面过程。
on TV是固定短语, 意为“在电视上”。 如:
She often watches football matches on TV. 她经常在电视上看足球比赛。
4. like作动词, 意为“喜欢”。
用法: 后跟名词或代词, 表示对某一事物的兴趣或爱好。
如: I like English. 我喜欢英语。
The coat is nice. I like it. 这件外套很好看。我喜欢它。
5. easy是形容词, 意为“容易的; 不费力的”, 其反义词是difficult。常用结构：
sth. is easy/difficult for sb. 对某人来说某事是容易的/困难的。
e.g. English is difficult for her. 对她来说英语很难。
Basketball is easy for me. 对我来说篮球很容易。
6. after school 意为“放学后”, after在句中作介词, 意为“在……以后” 。如：
After school, I go home with my sister. 放学后, 我和姐姐回家。
We plays games sometimes after class. 下课后, 我们有时玩游戏。
IX. Exercises
Homework
1.复习并将所学的有关体育类的词汇强化记忆。
2. Review 2b. Try to retell the passage.
Section B2 (3a-Self Check)
一、教学目标：
1. 语言知识目标：
1）复习巩固所学的有关体育运动的词汇、描述性形容词的词汇。
2）进一步练习运用Do … ? 和Does … 一般疑问句及回答做对话。
3）进一步练习运用形为动词have的否定句的构成，初步理解运用but的用法。
4）在实际情景中运用所学的知识来就人与物之间的所属关系进行问答。
2. 情感态度价值观目标：
在教学中生生交流、师生交流会更融洽，会促进师生彼此间的了解。引导学生热爱体育运动，增强身体素质，让部分学生养成良好的运动习惯和收藏习惯。
二、教学重难点
1. 教学重点：
1）复习和巩固所学的行为动词一般现在时的一般疑问句及否定句结构，引导学生进行一些阅读和写作的练习。
2）复习巩固描述性形容词：interesting，boring，fun，difficult，relaxing及一些运动项目。
2. 教学难点：
引导学生运动所学的行为动词一般现在时的一般疑问句及否定句结构，进行一些 写作的练习。
三、教学过程
I. Writing
1. Let's work on 3a. This is a survey chart. You have to write some more questions about sports equipment in the chart. Using the sentence structure "Do you have a…?".
2. Ss write three or more questions about sports equipment.
e.g. Do you have a basketball?
Do you have a baseball bat?
Do you have a ping-ping bat?
Do you have a volleyball?
II. Survey
Now exchange books with your partner. Answer his or her questions in 3a.
You can only check (√) of the answers.
III. Writing
1. Look at the information in 3a. Write about yourself and your partner with but.
Ss read the first two sentences and try to write their own sentences according to 3a.
2. 指导：
① but是一个转折连词，表示意思上的转折，常用来连接两个句子。在我们的例句中，but连接的两个句子，一个表示某人有某物，另一个表示某人没有某物。
② 同学们注意否定的结构：I don't have…; He/She doesn't have …
3. Ss write their own sentences then report their sentences to their partner.
4. Ask some Ss report their sentences to the class.
IV. Self Check 1
1. Do you like sports? We like some sports very much, but we don't like other sports. We think some sports are very easy, but we think other sports are very difficult.
For me, I love basketball. It's interesting and easy.
I don't love baseball. It's boring and difficult.
What's your opinion? Now list all the sports you know. Discuss with your partner and write what you think of them.
2. First Ss list all the sports they know. Then discuss with their partner and write what they think of them.
(interesting, boring, fun, difficult, easy…)
3. Ask some Ss report their lists to the class.
V. Self Check 2
1. Let's work on Self Check 2. Look at the chart. Here are some short conversations, but the questions are missing. Read the answers then think about the questions. Then write down the questions.
2. 指导：应根据答语中的人称和数来确定问题的人称和数，还要根据答语中提示的事物来确定问题中的事物。例如：在第一题的答语中，答语是yes，可知上一句是一般疑问句；再由下一句my mom has a baseball bat，可知问句的主语是your mom，所问的事物是baseball bat。
因此可确定问句是：Does your mom have a baseball bat? 其它与此问题思考过程相同。
3. Ss think and write their own sentences.
4. Ask some Ss write their sentences on the blackboard.
5. Check the answers.
VI. Exercises
Homework
根据表格中的信息，写一段话。
have don’t have
I basketball volleyball
my brother soccer ball baseball bat
my sister ping-pong ball tennis ball
I have a basketball, but I don’t …
Unit 6 Do you like bananas?
一、单元教材分析
本单元的核心项目是“喜欢和不喜欢（like and dislike）”。围绕着这一中心项目，课文中设计了各种食物及水果的插图和不同形式的表格，让学生进行听、说、读、写等各种学习活动。通过本单元的教学，使学生学会询问对方与了解别人喜欢与不喜欢的食物，学会谈论自己与他人早、中、晚餐喜爱吃的食物，为其今后能在交际中恰当地表达自己的情感、灵活运用已经学过的常用功能项目、进一步学习并掌握新的语言功能奠定坚实的基础。本单元的重点内容仍然是行为动词在一般现在时句子中的使用，应该是上一个单元内容的延伸，通过本单元的教学，学生应初步掌握行为动词一般现在时的肯定句、否定句、特殊疑问句、一般疑问句的构成以及简单的回答和表示食物的可数名词和不可数名词。
二、单元学情分析
本单元的主题是使用动词like询问对方对食物的喜好；谈论自己与他人喜欢吃的食物，学习并掌握行为动词的一般现在时的使用和表示食物的可数名词和不可数名词。通过前一单元的学习，学生已经初步了解了行为动词一般现在时的构成及其使用，再通过本单元学生比较感兴趣的话题的操练，一定会使学生有更深刻的印象；同时教师要善于总结、比较以帮助学生了解构成规律，正确把握所学内容。
三、单元教学建议
采用自主学习、小组合作探究、Different opinions和Classifying的学习策略，利用实物、教学图片等来展开课堂pairwork问答式或groupwork讨论式的口语交际活动，使用like询问对方对食物的喜好和谈论自己、他人喜欢吃的食物。本单元的教学法建议：语音教学——让学生进行模仿操练；词汇教学——采取演示讲解的方式进行教学，让学生进行情景操练、反复使用；口语教学——采取pairwork问答式和groupwork讨论式的口语交际活动互相操练练习；阅读教学——让学生学会抓住主要词汇和句型；听力教学——采取图文配对和对话选择的方式；写作教学——以填空、造句为主；语法教学——比较不同、总结规律、模仿操练。
四、单元课时分配
本单元可用4课时完成教学任务：
Section A 1 (1a-2d) 用1课时
Section A 2 (Grammar focus-3c) 用1课时
Section B 1 (1a-2c) 用1课时
Section B 2 (3a-Self check) 用1课时
Section A 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握下列词汇：banana, hamburger, tomato, ice-cream, salad, strawberry, pear, milk, bread, birthday, dinner, food, week, sure, How about …?, burger, vegetable, fruit, right, then
2) 能掌握以下句型：
① — Do you like salad? — Yes, I do. / No, I don’t.
② — Does she/he like …? — Yes, she/he does./ No, she/he doesn’t.
③ — I like … /I don’t like …
④ — He/She likes … / He/She doesn’t like …
3) 能通过介绍食物学会询问对方喜欢与不喜欢的食物。
2. 情感态度价值观目标：
该部分学习内容贴近学生的生活，谈论的主题涉及学生的饮食习惯和偏爱，对学生养成健康的饮食习惯很有帮助，能引起学生的特别关注，极易于激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。通过学习西方食品文化，促使学生了解西方生活方式与文化，培养跨文化交际的意识。
二、教学重难点
1. 教学重点：
1) 学习并积累一些食物的词汇。
2) 名词复数的使用。
3）动词like一般现在时的各种句式及一般疑问句的肯定、否定回答；
2. 教学难点：
1) 行为动词like的一般现在时的用法；
2) 使用do和does引导的一般疑问句的构成和使用。
三、教学过程
I. New words
According the pictures, learn the new words.
II. Warming-up
Ask some Ss questions:
T: What’s that?
S1: It’s _______.
T: What are those?
S1: They are _______.
III. Presentation
1. Show some pictures of food on the screen and learn the new words.
(banana, hamburger, tomato, ice-cream, salad, strawberry, pear, milk, bread, birthday, food, burger, vegetable, fruit)
2. Let Ss read and try to remember the new words.
3. T: Let’s look at the picture in 1a. Match the words with the things in the picture. Then check the answers.
IV. Listening
T: Let’s work on 1b. Listen and number the conversations [1-3].
A: Do you like salad?
B: No, I don’t.
A: Do you like bananas?
B: Yes, I do.
A: Do you like oranges?
B: Yes, I do.
Ss listen to the tape and number the conversations.
V. Pair work
1. Read the conversations in 1b. Let Ss read after the teacher.
2. Now let’s act out the conversations 1-3.
(Ss work with their partner and act out the conversation 1-3.)
3. Look at the picture and make more conversations using the words in 1a.
4. Let some pairs act out their conversations.
VI. Listening
1. Point to and read each word aloud, Ss only listen. Then let some Ss read the words by themselves. Check that Ss understand the meaning of the each word.
2. Play the recording for the first time, Ss only listen.
3. Then play the recording again Ss circle the words they hear. Play the recording again. Check the answers.
hamburgers pears tomatoes strawberries
oranges ice-cream salad bananas
4. A girl and a boy want to have something in the restaurant. Do they like hamburgers? Does the boy like milk? Does the boy like ice-cream? Now let’s listen to the recording.
For the first time, Ss only listen.
5. For the second time, Ss listen and fill in the blanks.
— I like hamburgers. Do you like hamburgers?
—Yes, I do.
— Do you like __________?
— No, I don’t like ___________.
— Let’s have _________.
— Oh, no.
— No?
— I don’t like __________.
6. Play the recording for the third time, Check the answers.
VII. Pair work
1. Read the conversation in speech bubbles in 2b. Ask Ss to read after the teacher.
2. Ss practice the conversations in pairs.
3. Let some pairs act out the conversations.
4. Ss give answers that are true for them. Then practice their conversations.
5. Ask some pairs act out their conversations.
VIII. Reading
1.According the pictures, learn the new words.
2.Read the dialogue in 2d. Then answer the questions.
Does John like hamburgers?
What does Jack don’t like?
What fruit does John like?
3. Read the dialogue with your partner. Then role play the conversation.
4. Practice the conversation with your partner.
5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）
IX. Language points
1.tomatoes 西红柿 tomatoes是tomato的复数形式。
e.g. My sister likes tomatoes very much.
我姐姐很喜欢吃西红柿。
拓展：以字母o结尾的有生命词，其复数形式在词尾加-es。
2. How about burgers, vegetable salad…?
How about相当于 What about …? 意为“……怎么样？”是一个用来征询别人的意见、向别人提建议的交际用语。about是介词，后跟名词、代词或动词-ing形式。
e.g. How about nine o’clock? 9点钟怎么样?
What about having hamburgers? 吃汉堡包怎么样?
3. Let’s have strawberries and apples then.
Let’s have … 是一个祈使句，表示“让我们吃/喝……吧。”
e.g. Let’s have some ice-cream. 让我们吃些冰激凌吧。
[归纳] have是多义词，归纳如下：
(1) 有，拥有；如：I have a new watch. 我有块新手表。
(2) 吃，喝；如：
Let’s have some milk and some bread.
让我们喝些牛奶，吃些面包。
(3) 构成固定短语：
have a look 看一看
4. Sure. How about burgers,…?
sure adv. (用作副词)当然；肯定；一定
常用来回答一般疑问句，意为“当然； 的确”，相当于yes或certainly。只是 sure 在英国英语中较为常用，而在美国 英语中常用certainly。
e.g. — Are you going with us? 你和我们一起去吗？
— Sure. 当然啦。
5. John’s birthday dinner is next week.
1) dinner n. (中午或晚上吃的)正餐
dinner 指一日中的主餐，可中午吃，也可晚间吃。但多用于指宴请客人的正式 的一餐。
It’s time for ______. 该吃晚饭了。
短语拓展
dinner party 宴会
dinner table 餐桌
dinner time 吃饭时间
2) week n. 周；星期
e.g. Sunday is the first day of the _____.
星期日是一周的第一天。
短语集锦
last week上礼拜
this week本周
next week下周
6. Let’s think about the food.
think about 思考，思索
(一般是短时间的较仔细的考虑)
e.g. What do you think about that? 你认为怎么样？
I’ll have to think about it. 我得想一想。
think of 想到；想象；设想。多用来指“想起，认为”。
e.g. I couldn’t _______ the name of that man anyhow.
我怎么也想不出那人的名字来了。
Let’s ________ some questions about life. 让我们对生活设想一些问题吧。
X. Exercises
Give each picture an English name.
选词填空。
1. Do you like ___ (strawberry/strawberries)?
2. Here are some ___ (tomatos/tomatoes).
3. Let’s ___ (have / has) apples and bananas.
4. John likes ___ (milk/milks) and bread.
5. Sam ____ (don’t /doesn’t) like vegetable salad.
根据图片提示完成句子。
1. — ___ you like ___________?
— Yes, I do. I like ________, too.
2. — _____ your father like ______?
— No. He _______ like ______.
3. — Let’s _____ salad.
— Oh, no. I ______ ______ salad.
Keys: strawberries, tomatoes, have, milk, doesn’t
Do strawberries; bananas; Does pears; doesn’t pears; have don’t like
XI. Homework
1. 复习记忆本课所学的生词。
2. 做个小调查，编写四个问答句：分别询问一下你的家庭成员所喜欢的食物？
— Do you like … ?
— Yes, I do. / No, I don’t.
Section A 2 (Grammar focus-3c)
一、教学目标：
1. 语言知识目标：
1) 继续学习描述自己或他人喜欢或不喜欢的食物，能够用but来表达简单的句子。
2）总结动词like一般现在时的肯定句式、否定句式及一般疑问句的肯定、否定回答。
3) 总结复习可数名词复数的知识。
4）理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。
2. 情感态度价值观目标：
通过任务型活动，使学生学会在实际生活中均衡饮食，合理配餐；通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神。
二、教学重难点
1. 教学重点：
1）总结动词like一般现在时的肯定句式、否定句式及一般疑问句的肯定、否定回答。
2）理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。
2. 教学难点：
理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。
三、教学过程
I. Revision
Review the new words about food, fruit and vegetables. (Ss may look at the picture in 1a).
按要求写出正确的单词或词组。
1.pear (复数) __________
2. tomato (复数) __________
3. strawberry (复数) ___________
4. banana (复数) ___________
5. 生日晚宴 ______________
6. 下一周 ___________
7. 考虑 ___________
8. 听起来不错。 _____________
9. 怎么样？ __________________________
10. 让我们吃汉堡和一些水果吧。
______________________________
Ask and answer
Do you like …? Yes, I do. / No, I don’t.
Let’s have …. Sounds good. /No, I don’t like ___.
(Exchanging the roles ask and answer questions.)
Role-play the conversation in 2d.
Jack: Hey, John’s birthday dinner is next week. ________________________.
Tom: Sure. How about burgers, vegetable salad, and some fruit?
Bill: Sounds good.____________________.
Jack: Oh, ________________.
Bill: But John likes salad, and it’s his birthday.
Jack: Yes, you’re right. _________________?
Tom: I think John likes strawberries and apples.
Bill: OK. __________________________________________.
Present some new words.
II. Grammar Focus
一、重点句型
1.你喜欢色拉吗？
____ you ____ salad?
2. 是的。____, I ____.
不，不喜欢。_____, I ______.
3. 他们喜欢梨吗？
____ _____ like pears?
4. 是的。____, they ____.
不，不喜欢。___, they ______.
5. 她喜欢西红柿吗？
_____ she _____ tomatoes?
6. 是的。____, she _____.
不，不喜欢。___, she _______.
7. 我喜欢桔子。我不喜欢香蕉。
I ____ _______. I _____ ____ bananas.
8. 我们喜欢米饭。我们不喜欢汉堡。
We ____ ____. We _____ ___ hamburgers.
9. 他喜欢冰淇淋。他不喜欢蔬菜。
He _____ ice-cream.
He _______ _____ vegetables.
含有实义动词的一般现在时
一般现在时表示经常发生的动作或存在的状态，亦可表示主语具备的性格和能力等。本课我们学习含有实义动词的一般现在时。请仔细观察Grammar focus中的重点句型，然后补全结论部分所缺的内容。
【结论】
通过观察上面的例子，我们可以总结出含有实义动词的一般现在时的句型：
肯定句：主语 + 动词原形 / 动词的第三人称单数 + 其他.
否定句：主语 + 1._____________ + 动词原形 + 其他.
一般疑问句：2.________ + 主语 + 动词原形 + 其他?
肯定回答：Yes, 主语（人称代词） + do / does.
否定回答：No, 主语（人称代词） + don’t / doesn’t.
说明：1. 在肯定句中，主语为第三人称单数时，谓语动词用单数；
2. 在否定句和一般疑问句中，do / does根据主语的变化而变化（主语为第三人称单数时用does，主语为其他情况时一律用do）。
【运用】根据汉语意思完成英语句子或对话，每空词数不限。
1. 艾丽斯经常帮助我们。
Alice often __________.
2. 我父母不认识约翰。
My parents __________ John.
3. —安娜(Anna)喜欢这件夹克衫吗？
—不，她不喜欢。
—_____________ this jacket?
—No, ___________.
二、可数名词与不可数名词学习指导：
1. 可数名词与不可数名词的含义与特点
定义 特点
不可数名词 指不可以直接计数的名词，它只有单数形式。 不可以与a、an或数词连用，要表示数量的多少时，其前可以加some, any或表数量的词语。如：
some bread 一些面包
a cup of milk 一杯牛奶
可数名词 指可以用来计数的名词，它有单数和复数两种形式。 可以用a、an或具体的数词修饰。如：
a tomato 一个西红柿
an egg 一个鸡蛋
two pears 两个梨
既是可数名词又是不可数名词 有些词，既可用作可数名词，也可以用不可数名词，但意义却不同：如：
可数名词 不可数名词
orange 橙子 橙汁
chicken 小鸡 鸡肉
food 各种食物 食物
glass 玻璃杯；眼镜 玻璃
2. 可数名词复数的构成
构成方式 例词
规则变化 一般的直接加-s book → books
cat → cats
以s. x. sh. ch结尾的加-es bus → buses box → boxes
brush → brushes (刷子)
watch → watches
以“辅音字母+y”结尾，变y为i, 再加-es family → families
strawberry → strawberries
以字母“o”结尾的有生命词，加-es；以字母“o”结尾的无生命词，加-s tomato → tomatoes
photo → photos
Exercises:
Ⅰ. 写出下列名词的复数形式。
1. key ______ 2. apple _______
3. tomato __________ 4. family ________
5. photo ______ 6. class ______
Ⅱ. 根据句意，用括号内所给单词的适当形式填空。
1. Five girls ______ (be) in the classroom.
2. I want to have _______ (milk).
3. Some rice ______(be) in that bag.
III. Practice
Let’s work on 3a. Here are some sentences. Please underline the correct words in the brackets.
1. I like fruit, but I (don’t / doesn’t) like vegetables.
2. She (like / likes) bread, but she (doesn’t / don’t) like salad.
3. He (like / likes) bananas, but he (don’t / doesn’t) like oranges.
4. We (likes / like) hamburgers, but we (don’t / doesn’t) like chicken.
5. They (likes / like) pears, but they (don’t / doesn’t) like strawberries.
IV. Practice
1. Look at the sentences in 3b. Number the sentences [1-4] to make a conversation.
So, let’s get salad.
Yes, I do.
Do you like salad?
OK.
A: Do you like salad?
B: Yes, I do.
C: So, let’s get salad.
D: OK.
V. Pair work
Ask your classmates about the food in the chart. Find out what they like and don’t like.
Do you like ice-cream, Liu Li? Yes, I do.
Do you like ice-cream, Zhang Jun? No, I don’t.
Then make your own dialogue with your partner..
VI. Exercises
Ⅰ. 根据句意，用括号内所给单词的适当形式填空。
1. The ________(apple) on the tree are green.
2. I like ___________(vegetable), but I don’t like fruit.
3. Here’s some ________(rice).
4. How about ________(carrot)? Do you like them?
5. Look! There are five ________(egg) on the table.
6. Cindy doesn’t like eating ________(chicken).
Ⅱ. 根据句子或对话意思及所给首字母提示，补全句中所缺单词。
1. —Can you go to the school with me this afternoon?
—S____. I’m free (空闲的) this afternoon.
2. —What’s your favorite f_____ ?
—Rice.
3. Grace’s birthday is next w______.
4. Tom, your answer (回答) is not r______. It’s wrong.
5. —What does Frank like for d______?
—He likes salad in the evening.
Ⅲ. 根据括号内的要求完成下列各题。
1. Joe and Anna like oranges. (改为一般疑问句并作肯定回答)
—_____ Joe and Anna ________ oranges?
—______, _____________.
2. John plays ping-pong in the morning. (改为一般疑问句并作否定回答)
—______ John _______ ping-pong in the morning?
—_____, ____________.
3. Mike likes blue jackets. (改为否定句)
Mike ______________ blue jackets.
4. We have apples every day. (改为否定句)
We ______________ apples every day.
5. He likes rice. (改为复数形式)
_________ like _________.
Ⅳ. 单项选择。
1. Wu Ling likes pears but she ___ bananas.
A. likes B. don’t like C. doesn’t like
2. — _____ your brother like hamburgers?
— Yes, ______.
A. Do; they do B. Does; he does C. Are; they are
3. We don’t have ______. Let’s go and buy(买) some tomatoes and carrots.
A. vegetables B. food C. hamburger
4. Look! The chicken ______ on the table and the pears ______ in the bag.
A. is; is B. are; are C. is; are
5. — Let’s ______ some vegetable salad then.
— Sounds good.
A. like B. have C. find
VII. Homework
1. Talk about your family’s favourite food, write a short passage.
谈论你家人最喜爱的食物，写一段小短文。
My name is…, I like…, but I don’t like…
My father likes…, but he doesn’t like…
My mother likes…, but she doesn’t like…
2. Review the Grammar Focus.
Section B 1 (1a-2c)
一、教学目标：
1. 语言知识目标：
1) 继续学习有关膳食名词：breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetables；并能按食品、水果和蔬菜进行分类总结。
2）理解可数名词与不可数名词的概念，并能对所学的词汇进行分辨。
3）就食物的话题开展听、说、读、写技能的训练，促进学生语言运用能力的提高。
2. 情感态度价值观目标：
该部分学习内容涉及学生的饮食习惯和偏爱，对培养学生健康的饮食习惯有很强的指导性，能引起学生的特别关注；同时通过互相询问和谈论，培养对家人和同学、朋友的关怀和友爱之情。
二、教学重难点
1. 教学重点：
1）继续学习运用有关食物的词汇并能按食品、水果和蔬菜进行分类总结。
2）就食物的话题开展听、说、读、写技能的训练，促进学生语言运用能力的提高。
2. 教学难点：
阅读有关饮食方面的材料，并能获得相关信息，提高综合运用英语的能力。
三、教学过程
I. Revision
1. Review the words on food. And list them into countable nouns, uncountable nouns, countable and uncountable nouns.
Countable nouns: hamburgers, eggs, oranges, bananas, apples, pear, carrots, vegetables, strawberries
Uncountable nouns: milk, bread, rice
Uncountable and countable nouns: food, fruit, ice-cream, salad, chicken
2. Ss read and try to remember the new words.
3. Review the plural forms of countable nouns.
(让学生说出规则及例词)
构成方式 例词
规则变化 一般的直接加-s book → books
cat → cats
以s. x. sh. ch结尾的加-es bus → buses box → boxes
brush → brushes (刷子)
watch → watches
以“辅音字母 + y”结尾，变y为i, 再加-es family → families
strawberry → strawberries
以“f或fe”结尾，变f或fe为v, 再加-es knife → knives （小刀）
leaf → leaves （树叶）
以字母“o”结尾的有生命词，加-es；以字母“o”结尾的无生命词，加-s tomato → tomatoes
photo → photos
II. Presentation
1. T: How many meals do you have every day?
Ss: Three.
T: What are they? (The students can answer them in Chinese.)
Ss: They are “早餐、中餐和晚餐”.
T: Oh, yes. In English “早餐”we can say “breakfast”.
(Show a picture of the breakfast)
Read after me, “breakfast”.
B-R-E-A-K-F-A-S-T, breakfast.
Ss: B-R-E-A-K-F-A-S-T, breakfast.
T: Do you have your breakfast every day?
S1: No, sometimes I get up late. I have no time to eat.
T: I think it’s not good for your health.
(Teach the other two words lunch, dinner in the same way.)
2. Ss read and try to remember the new words.
III. Writing
1. T: Look at 1a, read the words in the box, then write the number in the box next to the correct food.
(The students finish off 1a.)
1. orange 2. salad 3. eggs 4. apple
5. ice-cream 6. hamburger 7. banana
8. chicken 9. rice 10. carrots
T: Look at 1b. How many other food words can you add to the chart?
Try to write them down in the chart.
Fruits:
Vegetables:
(The students write them down as soon as possible and then read them. See who will add most.)
Ⅳ. Listening
1. T: Look! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like tomatoes? (Show the picture.)
S1: …
T: How about chicken? Do you like it?
S1: …
T: Can you guess what food I like?
S1: Do you like …?
T: No, I don’t.
S2: Do you like …?
S3: Do you like …?
T: Yes, you are right. I think you are very lucky. But I have two friends. They are Sally and Tom. Do you know what food they like? Now, let’s listen and circle the food you hear in 1a.
1. orange 2. salad 3. eggs 4. apple
5. ice-cream 6. hamburger 7. banana
8. chicken 9. rice 10. carrots
(Play the recording 1c in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.)
2. T: Now open your books and listen again. Fill in the chart.
(Play the recording the first time. Students listen to the conversation and write in the answers on their charts. Play the recording the second time and then the students can check their answers to be sure they are correct.)
Likes Doesn’t like
Tom carrots,
Sally
3. Finish the dialogue. Then act it out with your partner.
Sally: Do you like carrots?
Tom: __________. I like all vegetables.
Sally: How about salad? _______________?
Tom: Yes, I do. It’s great! Do you like vegetables?
Sally: _______________________. Well, only salad. _____________. I like bananas, oranges …
Tom: ________________? I don’t like apples!
Sally: Yes, I like apples. And you know what I really like?
Tom: What?
Sally: Ice-cream!
Ⅴ. Pair work
1. T: Does Tom like carrots?
Ss: Yes, he does.
T: Ask and answer about the chart in pairs.
2.Let some Ss act out their conversation.
Which food do you think is healthy? Check (√) Yes, Maybe or No.
3.First, Ss make a list of food on their workbook. Then discuss with their partners. Check (√) Yes, Maybe or No behind the food on the workbook.
Food Yes Maybe No
fruit
vegetables
eggs
chicken
hamburgers
ice-cream
S1: I think fruit is healthy.
S2: I also think fruit is healthy.
S1: I think …
4. Make a report, then read the report to their partner.
VI. Reading
1. T: Well, let’s see some sports star’s eating habits. Cindy Smith is a volleyball star. What does she like for breakfast, lunch and dinner? Does she eat ice-cream? Now let’s read the magazine article about Cindy Smith. First, read the article and circle the food words.
(Ss read the article and circle the food words quickly.)
阅读指导：
首先，快速阅读本文，圈出食物名称的词汇；
然后，精读短文，查找对话中表达好恶的句子，I like / love …与 I don’t like … /… no, they’re not healthy可知，将这些食物按好恶分类。
最后，用 Cindy / She likes …和 Cindy / She doesn’t like … 写出完整的句子。
2. Read the article and fill in the blanks.
Cindy is a volleyball star. She has good (1)___________. She likes fruit for breakfast. She likes (2)_________________, but she doesn’t like bananas. For lunch, she likes (3)_____. For dinner, she doesn’t eat (4)___________ because (因为) she thinks they’re not (5)________. She has chicken for dinner. She likes (6)_________, but she doesn’t eat it after dinner because she doesn’t want to be fat.
(Ss read the article and answer the questions. Then check the answers.)
3. We know Cindy has healthy eating habits. What food does she like? What food doesn’t she like? Read the article and write five sentences about Cindy’s eating habits. e.g.
Cindy likes fruit for breakfast.
（注意运用句型：Cindy likes … for … 或Cindy doesn’t like/eat … for …）
4. Let some Ss read their sentences to the class.
5. Then finish 2c.
Write five sentences about Cindy’s eating habits.
Cindy likes healthy food.
1. Cindy _______________________________
2. She _________________________________
3. She _________________________________
4. Cindy doesn’t ________________________
5. She doesn’t __________________________
VII. Language points
1. Sports star eats well!
句中的well用作副词，意为 “好”，用来修饰动词eat，意为“吃得好”。例如：
Peter eats very well at school. 彼得在学校里吃得很好。
Tom likes basketball. He plays it very well. 汤姆喜欢篮球。他打得很好。
辨析：well & good
(1) good 是形容词，常置于名词之前，表示 “好的”。
e.g. Mr. Wang is a good teacher. 王老师是一位好老师。
(2) well用作副词，常置于动词之后，表示程度“好；满意地”；用作形容词指“身 体好”。
The boy can swim very well.
这个男孩游泳游得很好。
— How is your father? 你的爸爸身体怎么样？
— He’s very well. 他很好。
2. Cindy Smith, about her eating habits.
eating habits 意为“饮食习惯”，其中 eating是动名词作定语，修饰habits。
类似短语还有: swimming pool 游泳池 reading room 阅览室
3. I think it’s healthy.
healthy 是形容词“健康的”，其名词形式为health“健康”。例如：
Tom eats lots of healthy food. 汤姆吃许多健康的食品。
It’s good for your health. 这对你的健康有好处。
4. I like chicken for dinner.
“like + 食品名词 + for + 某餐”表示“某人喜欢吃什么”。如：
— What do you like for dinner?
晚饭你喜欢吃什么？
— I like vegetables and rice for dinner.
午饭我喜欢蔬菜和米饭。
She likes bread and milk for breakfast.
早餐他喜欢牛奶和面包。
for 作介词，表示“对于……，就……而言”。
e.g. for breakfast / lunch / dinner
就早餐/午餐而言
5. I don’t want to be fat.
want意为“需要；想要”。want to do sth. 意为“想要做某事”。如：
我们想去迪斯尼乐园。
We ____________ to Disneyland.
want to be 表示想要成为……，想要变得……，动词be之后接形容词或名词。
你想成为一名老师吗？
Do you __________ a teacher?
6. I really like it.
really adv. 真正地
主要用于强调与事实或现实不相违背，也可表示不快、惊奇或某种含蓄的怀疑。
e.g. It’s _______ cold today. 今天可真冷。
Did he _____ say so? 他真的那样说吗？
7. Well, one last question …
question n. 问题
通常指用口头或书面提出来要求回答或有待讨论解决的问题。
e.g. After answering his question, she asked back. 回答他的问题之后，她反问他。
VIII. Exercises
一、选所给词的适当形式填空。
breakfast, eat, health, well, real
1. Dave’s brother plays soccer very _____.
2. For __________, what does she like?
3. Ice-cream is not good. Let’s eat some _______ food.
4. I’m hungry (饥饿的). Can I ____ some bread?
5. — Do you like hamburgers?
— No. I don’t _______ like it.
二、下列各题中均有一处错误，找出并改正。
( )1. Let’s think for the fruit.
A B C ____________
( )2. He likes apples but he doesn’t like pear.
A B C _____________
( )3. Joe’s cousin likes breads very much.
A B C ________________
( )4. —Does your father like vegetables?
A B
—Yes, he likes.
C ___
三、完成句子。
1. 午饭，我弟弟喜欢吃汉堡包。
My brother _____ hamburgers ____ ______.
2. 我们不认识这位体育明星。
We don’t know this ______ ______.
3. 现在多数女孩都不想变胖。
Now most girls don’t _____ ___ ___ ____.
4. 早饭你们喜欢吃什么?
_____ ____ you ____ for breakfast?
5. 我的饮食习惯很好。
My ______ ______ is good.
IX. Homework
1. 分类复习所学的有关食物的词汇，并强化记忆。
2. 用下列句型就你自己的饮食习惯写五到七个句子。
I like …
I don’t like …
I …
I don’t …
Section B 2 (3a-Self check)
一、教学目标：
1. 语言知识目标：
1）复习所学习有关食物的词汇，并在实践活动中能熟练运用。
2）复习用行为动词like一般现在时的肯定句、否定句和一般疑问句来询问、谈论对方或自己一日三餐所喜欢的食物并学会营养配餐；
3）由询问所喜欢的食物再拓展到所喜欢的运动和颜色来进一步复习运用所学习的句型结构。
4）通过写作练习来达到提高学生们的综合表达能力。
2. 情感态度价值观目标：
通过谈论自己与他人早、中、晚餐喜欢吃的食物，养成良好的饮食习惯；通过互相询问和谈论饮食习惯，培养对家人和同学、朋友的关怀和友爱之情并学会营养配餐。
二、教学重难点
1. 教学重点：
1）复习关于各种食物的词汇、运动类的词汇及颜色类的词汇并就对方的喜欢进行问答。
2）复习名词复数的构成。
3）就喜欢与不喜欢什么食物的话题进行写作训练，培养提高学生们的英语综合运用能力。
2. 教学难点：
就喜欢与不喜欢什么食物的话题进行写作训练，培养提高学生们的英语综合运用能力。
三、教学过程
I. Revision
1. Review all the food we learned. Let Ss say the words quickly.
S1: fruit: apples, bananas, pears, strawberries …
S2: vegetables: tomatoes, potatoes, salad, carrots …
S3: food: bread, milk, ice-cream, hamburger (burger) …
2. 按要求写出正确的单词、短语或句子。
good (副词) _______
eat (三单) _______
health (形容词) _______
like (近义词) _______
饮食习惯 ___________
就早餐而言 ______________
就午餐而言 ______________
就晚餐而言 ______________
体育明星 ______________
最后一个问题 _______________
我不想变胖。 _____________________
3. Ask and answer about Tom and Sally in 1e.
S1: Does Tom like tomatoes?
S2: Yes, he does.
S1: Does Tom like…?
S2: I like …
(Then ask the students to work in pairs one by one.)
4. Act out the dialogue in 2b.
II. Survey
1. Now let’s make a survey what food you and your partner like for breakfast, lunch or dinner.
Ask and answer with your partners and write down the results in the chart in 3a.
S1: What do you like for breakfast?
S2: I like eggs and milk.
S1: What do you like for lunch?
S2: I like hamburger and salad.
S1: What do you like for dinner?
S2: I like chicken and fruit.
S1: I think your eating habits are healthy.
(Exchange the roles)
2. Ss fill in the chart. If you forget what your partner likes. You may ask him or her a second time.
You: Oh, do you like eggs for breakfast?
Your partner: No, I don’t. I like oranges.
III. Writing
1. Can you introduce yourself for three meals according to the survey result just now? Maybe many friends want to know you. Now let’s write about what you and your partner like and don’t like for breakfast, lunch and dinner. You can look at the chart above. You should use these sentence structures:
For breakfast/lunch/dinner, I like …, but I don’t like …
For breakfast/lunch/dinner, my partner likes …, but he/she doesn’t like …
(T goes round the classroom and offer helps if it’s necessary.)
2. The students write about themselves as quickly as they can. When they are ready, ask them to introduce.
IV. Self Check 1
1. Do you know the plurals of these words? Put them in the correct columns.
2. Ss work with their partners and put the words in the correct columns. Then check the answers with the class.
3. 规则总结：学生叙述名词复数构成的规则，并说出几个例词。
S1: 一般在词性加-s，apples, bananas
S2: 以“辅音字母+y”结尾，变y为i, 再加-es。families, strawberries
S3: 以s. x. sh. ch结尾的加-es。boxes, watches
S4: 以“f或fe”结尾，变f或fe为v, 再加-es。knives
S5: 以字母“o”结尾的有生命词，加-es；以字母“o”结尾的无生命词，加-s。tomatoes, photos
4. 在屏幕上展示可数名词复数的构成规则，学生强化记忆。
V. Self Check 2
1. T: Your friends also want to know what food/sports/colors you like. First, let’s talk about sports. What sports do you like? What sports do you dislike?
T: I like basketball, volleyball, ping-pong, soccer. I don’t like soccer, baseball. What about you?
S1: I like …, but I don’t like …
S2: …
2. Now, let’s talk about colors. I like red, blue, white and green. I don’t like black, brown, purple or yellow. What about you?
S3: I like …, but I don’t like …
S4: ….
3. OK. Now first think and write about what sports/color you like and dislike. Then tell your partner about it.
(Ss work with their partners. T goes around the classroom and offers any helps. )
VI. Self Check 3
1. T: Can you remember what color/sports your parents like and dislike. Write a short report about what color/sports your parents like and dislike. If you have forgotten what your parents like and dislike. Ask them again.
1. My father/mother likes …
我爸爸/妈妈喜欢……
2. My father/mother doesn’t like …
我爸爸/妈妈不喜欢……
3. 也可以合在一句话中写，
He/She likes …, but he/she doesn’t like ….
他/她喜欢……，但他/她不喜欢……。
2. Ss write about what your parents like and dislike. Then report to the class.
VII. Exercises
一、单项选择。
1. — Do you have eggs ______ lunch?
— No, I don’t.
A. on B. for C. at
2. He likes salad, but he ____ hamburgers.
A. don’t like B. likes C. doesn’t like
3. He has ___ egg and ___ orange for breakfast.
A. an, an B. a, a C. an, a
4. We need lots of ______ every day.
A. vegetable B. banana C. healthy food
5. Here is some ______ on the table.
A. tomato B. egg C. chicken
6. — Does your son like carrots? — ______.
A. Yes, she does B. Yes, he does
C. No, she doesn’t
7. Her parents ______ breakfast at home.
A. doesn’t have B. haven’t C. don’t have
8. Let’s _____ some hamburgers.
A. eat B. has C. does
二、根据汉语提示，填上正确的单词。
1. 比尔足球踢得很好。
Bill ______ soccer ______.
2. 你喜欢什么水果？
_______ ______ do you _______?
3. 那听起来很好。That _______ ______.
4. 早餐我喜欢鸡蛋和香蕉。
___ _________, I like _______ and bananas.
5. 我不喜欢桔子，你呢？
I ______ like oranges. _____ ______ you?
三、根据短文内容，选择恰当的单词填空，有的需要变换形式。
milk, strawberry, healthy, hamburger, really
Anna is a singing star. She doesn’t like fruit such as (像) bananas, (1)_____________, pears and apples. She doesn’t like carrots and tomatoes, either (也). She only eats (2)_____________ and ice-cream every day, so she gets (3)________ fat. “Are you sure you want to be so (如此) fat? How about thinking about having a (4)________ eating habit?” I asked. “You are right,” she said. Now she has (5)________ and eggs for breakfast. For lunch, she has vegetables and rice. For dinner, she doesn’t eat too much. She only has some vegetable salad.
VIII. Homework
下面表格是简一日三餐的爱好，请根据此表写一篇50词左右的短文，介绍一下他的饮食习惯。首句已给出，不计入总词数。
Meals
Breakfast eggs, bananas, bread pears, milk
Lunch hamburgers, apples salad
Dinner chicken, tomatoes French fries
Jane has a healthy eating habit. ____________________________________________________
Unit 7 How much are these socks?
一、单元教材分析
本单元以谈论服装为主题，通过介绍服装，学习一些常用的服装名词；能掌握“询问价格和颜色”的句型：How much is this T-shirt? It’s seven dollar．How much are these socks? They are two dollars．What color is it? It is red．What color are they? They are green．；掌握一些购买衣服时。常用的语言表达方式；能阅读一些简单的服装广告信息，并能写出一些简单的广告。通过本本单元一系列听、说、读、写的训练，让学生们会使用How much引导的问句以及回答；掌握一些表示颜色、形状、大小的形容词；学习数词10-3l；复习名词单、复数的使用和指示代词this, that，these，those的用法。
二、单元学情分析
本单元的主题是谈论服装，通过学习how much和what color等引导的问句以及回答，教授学生如何询问价格和颜色；学会谈论对服装的喜好和如何购物等。借助计算机辅助教学，将平面的语言文字内容直观化、具体化、形象化， 训练学生形象思维和抽象思维能力，培养学生形象思维，深入理解语言。积累生活的经验，提高学生的语言表达能力。同时引导学生采用Repeating和Cooperating的学习策略，学习一些新词汇，掌握一些重点句型，在小组合作学习的过程中，培养他们团队合作精神并学会感谢人。
三、单元教学建议
本单元可采用自主学习、小组合作学习、Repeating和Cooperation的学习策略，利用教学图片和制作多媒体课件来展开课堂Pairwork问答式的口语交际活动，谈论服装的价格和各自对服装的喜好。本单元的教学法建议：语音教学可采用模仿操练的方法；词汇教学可采用演示讲解、情景操练、反复使用的方法；口语教学可采用互相操练、对话练习、交际活动的方法；阅读教学可采用补充对话和填写价格标签的方法；听力教学可采用图文配对和听写的方法；写作教学可采用看图填空、模仿写作的方法；语法教学可采用总结规律、模仿操练的方法。
Section A 1 (1a-2e)
一、教学目标：
1. 语言知识目标：
1) 能掌下列词汇：socks, T-shirt, shorts, sweater, trousers, shoe, skirt, dollar, big, small, short, long, woman, need, look, pair, take
2) 能掌握以下句型：
① —How much is this T-shirt? —It's seven dollars.
② —How much are these socks? —They're two dollars.
③ —Can I help you? —Yes, please.
④ —Here you are. —Thank you.
3) 能掌握在购物时的一些常用语言，并在真实或模拟的语境下，运用所学的语言进行交际。
2. 情感态度价值观目标：
该部分学习内容涉及学生的穿着，是爱美的中学生们最为关心的话题，比较贴近学生的生活，极易于激发学生的主动性和学习兴趣；同时通过购物的对话练习教学生学会如何感谢人。
二、教学重难点
1. 教学重点：
1) 通过听、说、读的教学活动，让学生掌握表示衣服的英语名称以及描述衣服的形容词。
2) 通过对话表演让学生在较为真实的的语境下，运用所学的语言进行购物的交际。
2. 教学难点：
1) 掌握一些衣服的名称。
2) 通过对话表演让学生在较为真实的的语境下，运用所学的语言进行购物的交际。
三、教学过程
Ⅰ. Warming-up and revision
Greeting the Ss. Check the homework. Ask one or more students to show their work.
Ⅱ. Presentation
1. Show some pictures of clothes, and learn some new words.
2. Practice the dialogues:
—What’s that?
—It’s a ____.
—What color is it?
—It’s _____________.
How much is/are…?
It’s/They’re …
3. Ask the students to look at the picture and match the words with the things in the picture.
T: Now let's work on 1a. We have some new words on the left of the picture and some things marked with a, b, c... and i. Please match the words with the objects in the picture by writing the letter of the objects on the lines next to the words. The first answer is given.
Check the answers by asking some students to read the words and the letters.
Ⅲ. Listening
1. T: Next we’ll hear a conversation about shopping. The recording will be played twice. For the first time, listen to it carefully.
T: For the second time, please circle the things in the picture you hear.
2. Check the answers. (Ask the students to listen to the recording and compare their answers with those in the recording.)
3. Now close your books listen again and fill in the blanks.
How much is the _____?
It’s ____ dollars.
And how much are these ______?
Oh, _______ eight dollars.
And this _______? How much is it?
Let’s see. It’s _____ dollars.
Ⅳ. Pair work
1. Ask students to work in pairs and practice the conversations in la.
2. Make their own conversations with their partners.
3. Ask some pairs to act out their conversations.
Ⅴ. Listening
1. Show students some pictures of colors.
T: These are different colors. What colors are they?
S: They are black, white, red, green, blue and yellow.
2. Show a big hat and a small hat.
T: Look! This hat is big. It's a big hat. And this hat is small. It's a small hat.
(Write "big" and "small" on the Bb.)
3. Show a long T-shirt and short T-shirt.
T: Look! This T-shirt is long. It's a long T-shirt. And this T-shirt is short. It's a short T-shirt.
(Write "long" and "short" on the Bb.)
4. Now look at words in 2a. Listen to the recording and repeat after the recording.
(Play the tape for the Ss listen and repeat.)
Ⅵ. Listening
1. Ask the students to do listening to the conversations in 2b and circle the things they hear.
T: Today is Sunday. Alan is shopping with her sister. They are going to buy some clothes and some other things. Now I will play the recording about the conversation.
Play the recording for the first time. Listen carefully and circle the things you hear.
Play the recording again to check the answers.
2. Ask the students to do listening to the conversations in 2c and fill in the price tags.
Play the recording and ask the students to fill in the price tags. Then check the answers.
3. Now close your books and listen again. Complete the conversations.
Conversation 1
-- I like big ______ hats. Do you have one?
-- Yes, I have this one here.
-- How much ___ ___?
-- ____ _____ dollars.
Conversation 2
-- I like this _____ sweater. How much is it?
-- It’s ______ dollars.
Conversation 3
-- ____ _____ are those red shorts?
-- _______ _____ dollars.
Conversation 4
-- How much is ____ _____ ________?
-- It’s seven dollars.
Conversation 5
-- I like those long ____ and ______ socks. How much ____ _____?
-- _______ only ____ dollars.
Conversation 6
-- How much are the black trousers?
-- They’re _____ dollars.
Ⅶ. Pair work
1. Then let's ask and answer questions about the things in 2c in pairs. e.g.
S1: I like these shorts. How much are they?
S2: They're six dollars.
2. Ss practice the conversation with their partners. Then make other conversations about the things in 2c.
3. Let some Ss act out their conversations.
Ⅷ. Role-play
1. Mary is shopping in a clothes shop. What does she want to buy? Now listen to the conversation and fill in the chart below.
Things Color Price
sweater
2 dollars for on pair and three dollars for two pairs
2. Ss read the conversation with his/her partner. Discuss with his/her partner then fill the chart.
3. Check the answers with the class.
4. Ss practice the conversation with his/her partner. Then let some pairs role-play the conversation in front of the class.
5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）
Ⅸ. Language points
1. 常见购物用语。
您要买点什么吗？ 是的。
(……)多少钱？ 我买下了。我买两双。 给您。（您拿好了。）
Can I help you? Yes, please.
How much (is/ are…)?
I’ll take it. I’ll take two pairs. Here you are.
2. socks是sock的复数形式。成双成对的物品常以复数形式出现。
此类词作主语时，谓语动词用复数形式；但与a pair of …（一双、一对或一副）连用作主语时，谓语动词用单数形式。如：
我的鞋在床下了。 那条短裤子是杰克的。
My shoes are under the bed. That pair of shorts is Jack’s.
3. Can I help you?
这句话是商店、饭店等场所的服务人员主动询问顾客需要的常用表达，意为“您想买点什么吗？”或“您想吃点什么吗？”等。
如果顾客需要，可以回答Yes, please. I want ...；如果顾客不需要，可以回答No,
thanks. 如：
—Can I help you, madam?
—Yes, please. I want a bag. / No, thanks.
Can I help you?也可用来主动询问对方是否需要帮助，意为“需要帮忙吗？”。如：
—Can I help you, Mary?
—No, thanks. I can do it by myself (自己).
【拓展】
在英语中，服务人员的日常用语还有May I help you? / What can I do for you? / Is there anything I can do for you? 等。
【运用】将下列对话翻译成汉语。
1) —Can I help you?
—Yes, please. I want some rice and chicken.
— 您想吃点什么吗？
— 是的，我想吃米饭和鸡肉。
2) —Can I help you?
—Yes, please. I can’t find my book.
— 需要帮忙吗？
— 是的，我找不到我的书了。
4. I need a sweater for school.
need 是实义动词，“需要”。常用于： need sth. 需要某物
e.g. 我需要一些橡皮。I need some erasers.
need to do sth. 需要做某事，主语是人。
e.g. 你需要穿上你的夹克。 You need to put on your jacket.
need… for… 需要……去做……
e.g. 你的聚会需要些什么？
我们需要带一些彩色铅笔上今天下午的英语课。
What do you need for your party?
We need some color pencils for this afternoon’s English class.
5. It looks nice.
与That sounds good. 属同一结构，look表示“看起来，看上去”, 后接形容词。如：
那个人看上去年长，但他没那么大年龄。
That man _____ old, but he’s not that old.
这双鞋穿你脚上真好看。
These shoes ____ nice on you.
6. Two dollars for one pair and three dollars for two pairs.
1) for用来表示物品的价格，价格 + for + 具体物品。如： 这本书30元。
It’s 30 yuan for this book.
2) pair “双，对，副，套”，常与of 搭配，表裤子，鞋袜，手套，眼镜等由两个相同部分组成的物品的量。如：
a pair of trousers/ shorts two pairs of soccer shoes
7. I’ll take it.
该句意为“我买下了”。句中take意为“买下”，相当于buy / get。在口语中，顾客选好商品并决定购买时，通常说I’ll take it / them. 而不说I’ll buy it / them. 如：
The bag is very cheap (便宜的). I’ll take it.
【拓展】
take作动词时，还可意为“拿；取”。如：
Please take the books to my room.
【运用】根据汉语意思完成英语句子，每空一词(含缩略形式)。
1) 这些橡皮不错，我买下了。
These erasers are nice. ___ ____ ____.
2) 请拿些篮球到教室去。
Please ____ some __________ to the classroom.
Ⅹ. Exercises
I. 看图说出下列物品的英语单词。
II. 根据句意及所给汉语提示, 写出句中所缺单词。
1. Lucy’s room is _____(大的).
2. Dad, I ______(需要) your help.
3. I don’t like this ______(短的) pencil.
4. Amy’s mom knows those ________(女子).
III.根据括号内的要求完成下列各题, 每空一词。
1. This shirt is small for me. (改为复数意义)
______ _____ ____ small for me.
2. The red skirt is 20 yuan. (对划线部分提问)
_____ _____ __ the red skirt?
3. Those shoes are yellow. (对划线部分提问)
_____ _____ ____ those shoes?
4. She needs a skirt for school. (改为否定句)
She _______ _____ a skirt for school.
5. Is the blue hat two dollars? (作肯定回答)
____, ___ __.
Homework:
Make a conversation according to 2e.
Section A 2 (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
1) 复习所学的颜色类及服装类的词汇，并在说、读和写的练习中能熟练运用。
2）总结归纳询问及回答不同类型及不同颜色服装的价格的句型。
① —How much is…? —It's…
② —How much are…? They're …
3) 能理解并正确运指示代词和表颜色的形容词修饰名词的用法。
2. 情感态度价值观目标：
在谈论服装及询问服装的价格与颜色的练习中，学会如何用英语来购物，并从中获得学习英语的乐趣。
二、教学重难点
1. 教学重点：
1) 总结归纳询问及回答不同类型及不同颜色服装的价格的句型。
2) 根据所提供的情景，能对不同类型及不同颜色的服装来询问其价格。
2. 教学难点：
根据所提供的情景，能对不同类型及不同颜色的服装来询问其价格。
三、教学过程
Ⅰ. Revision
I. 看图说出下列物品的英语单词。
II. 按要求写出正确的单词或词组。
1. sock (复数) ______
2. shoe (复数) ______
3. dollar (复数) _______
4. big (反义词) ______
5. long (反义词) ______
6. white (反义词) _____
7. 多少钱 __________________
8. 绿色的毛衣 _______________
9. 红色的短裤 ____________
10. 怎么样？_______________________
11. 您需要什么吗？________________
12. 三美元两双 ______________________
13. 我将要买它（们） _______________
III. Work in pairs. Ask and answer.
How much is/are…?
It’s… /They’re…
Ⅱ. Grammar Focus
1. 根据汉语提示完成下列句子。
① 那顶帽子多少钱？五美元。
____ _____ is that hat? _____ five ______.
② 这件T恤衫多少钱？是七美元。
____ _____ __ this T-shirt? It's ______ ______.
③ 那件棕色的毛衣多少钱？ 是八美元。
____ _____ is that _______ ______?
______ eight ________ .
④ 这些袜子多少钱？ 两美元。
How much_____ _____ _____? _____ two dollars.
⑤ 那黑色的裤子多少钱？ 是九美元。
______ _____ are those ______ _________?
_______ nice ________.
2. Check the answers with the class.
3. Summary
How much询问价格
1. 询问单数物品 How much is the/this/that + 单数名词?
回答 It’s + 数额.
例句 —这件红色的T恤衫多少钱?
—十美元。
—How much is the red T-shirt?
—It’s ten dollars.
2. 询问复数物品 How much are the / these / those + 复数名词?
回答 They’re + 数额.
例句 —这双黑鞋多少钱?
—八美元。
— How much are the black
shoes?
— They’re eight dollars.
3. 其他表
达方式 What’s the price of + sth.?
回答 It’s + 数额.
例句 —这顶帽子多少钱?
—十元钱。
—What’s the price of the hat?
—It’s ten yuan.
—这双黑袜子多少钱? 九美元。
—What’s the price of black socks?
—It’s nine dollars.
【拓展】
1. how much还可以用来询问数量的多少，但后面跟不可数名词。
e.g. —你要多少牛奶？
—两盒。
—How much milk do you need?
—Two boxes.
2. how much还可以用来询问程度的深浅。
e.g. 你有多么热爱你的学校？
How much do you love your school?
Ⅲ. Writing
1. Work on 3a. Now let's look at the words in the three boxes.
Let some Ss read the words in the boxes.
S1: the, this, that…
S2: yellow, green, purple…
S3: T-shirt, hat, trousers…
2. Now can you make sentences in the chart with the words in the three boxes? You should pay attention to the single or plural form of the words. First, you can make ten sentences.
Ss ask questions using the words in the boxes then write down the words in the chart.
3. Let some Ss read their questions. Then check the answers.
4. Let Ss say the rules:
① the/this/that + 表的颜色形容词 + 名词单数
② the/these/those + 表的颜色形容词 + 可数名词复数
5. Now let's make another ten sentences on your workbook.
IV. Practice
1. Look at the pictures in 3b. Ask and answer about the prices about these things in pairs.
S1: How much is the hat?
S2: It's five dollars.
S1: How much are the socks?
S2: They're three dollars.
2. OK. Now first ask and answer about the prices about the thing in the picture. Then write the sentences in the chart.
V. Pair work
1. Work with your partner. You look at the pictures in 3b for a minute and then close your books. Your partner asks you questions and you try to answer his/her questions.
2. Ss work in pairs. Ask and answer about things in the picture.
VI. Exercises
I. 根据括号内的要求完成下列各题，每空一词(含缩略形式)。
1. Is the watch $26? (补全肯定答语)
Yes, ___ ___.
2. Are these notebooks 18 yuan? (补全否定答语)
No, ______ ______.
3. What’s the price of these radios? (改为同义句)
______ ______ _____ these radios?
4. I want black. (对划线部分提问)
______ ______ _____ you want?
5. The black hat is $16. (对划线部分提问)
______ ______ ____ the black hat?
II. 根据汉语意思完成英语句子，每空一词。
1. 这是海伦上学用的夹克衫。
This is Helen’s jacket ___ ______.
2. 米莉，你想要什么？
Millie, _____ ______ you ______?
3. 这些杯子15元三个。
These cups are 15 yuan ____ ______.
4. 艾丽斯穿黄色的连衣裙看起来很漂亮。
Alice _____ _____ in the yellow dress.
Homework
1. Recite the key sentences.
2. Complete the exercises in the workbook.
Section B 1 (1a-2c)
一、教学目标：
1. 语言知识目标：
1) 掌握下列词汇：ten ~ thirty-one, Mr. clothes, store, buy, sale, sell, all, very, price, boy, a pair of
2) 继续练习“询问价格”， 并学习运用数字ten~thirty-one来表达价钱。
3）学会如何作简单的价格报告。
4）阅读服装商店的促销广告，并能获得其服装的价格等相关信息。
2. 情感态度价值观目标：
日常生活中，人们去买东西之前，一般要阅读广告，从广告中获取该商品的一些有用信息，包括价格、性能等。所以给学生提供有些商品的广告或让学生去商店去阅读一些商品的广告，从中获取商品的价格，即可以锻炼学生的阅读能力，又能提高实践能力。本课时的话题贴近学生们的实际生活，便于调动学生们学习的积极性，并从中获得学习英语的乐趣。
二、教学重难点
1. 教学重点：
1）学习英语数字ten ~ thirty-one的表达方式，并能在实践活动中进行运用。
2）阅读服装商店的促销广告，并能获得其服装的价格等相关信息。
3）在较为真实的购物情景下，能运用所学的语言知识进行购物交际活动。
2. 教学难点：
1）阅读服装商店的促销广告，并能获得其服装的价格等相关信息。
2）在较为真实的购物情景下，能运用所学的语言知识进行购物交际活动。
三、教学过程
Ⅰ. Revision
1. Show some pictures and let Ss talk about the price of the clothes.
Ⅱ. Listening
1. T: We have learned the numbers 0-9. Today we’ll learn the numbers 10-31 in la, Section B. Listen to the recording and repeat the numbers.
(Play the tapes for the Ss to listen and repeat them. Ask students to listen to the recording and learn the numbers.)
2. Then point to some numbers and ask students to say them out. Ask students to finish writing the numbers individually.
3. Tell Ss that some of the numbers are in the wrong order. Check the answers.
4. Let Ss find out the rules of the numbers.
① 13~19 规律：个位数字后加 teen；注意：thirteen, fifteen, eighteen的差别。
② 21～29及31~39等数字的规律：twenty或thirty后加连字符，再加个位数
③ 20、30等表示几十的数，大部分构成形式为：个位数后加ty，注意twenty, thirty, fifty等。
Ⅲ. Listening
1. T: Next you will hear a mother and a daughter talking about buying clothes. First listen and circle the numbers you hear in 1a.
Play the recording for the first time, Ss only listen. Then play the recording again. This time Ss listen and circle the numbers they hear.
2. Let Ss look at the picture in 1d. Kate and her mother are talking about some clothes. Ask one student to name the various items of clothing shown. Ask another to point at the price tags and read them aloud.
3. Now let's listen to the recording again and check the thing Kate buys.
(Play the recording for the Ss to listen and check the answers.)
4. Now close your books, listen again, and complete the conversation.
Mom: Oh, look! I like that blue sweater. ____ _____ is it?
Kate: ______ dollars. Oh, I like these _____.
Mom: Oh, no. I don’t like ___.
Kate: Do you like this ______?
Mom: Mmm, yes. I do, but it’s ______ dollars.
Kate: Oh. How much is the _____ _______?
Mom: It’s ______ dollars. But you have a green sweater.
Kate: Mmm.
Mom: Oh, do you like these _______?
Kate: Oh, yes. How much ____ ____?
Mom: Only _______ dollars.
Kate: OK, ____________.
IV. Pair work
1. T: Now look at the pictures in 1d. Point to the white T- shirt and ask and answer like this:
—How much is the white T- shirt? —It’s eleven dollars.
Have students repeat again. Remind them to use is / it’s with T-shirt, skirt, etc, the singular nouns and are / they’re with socks, trousers, the plural nouns.
2. Ss work in pairs. Ask and answer about the things in the picture above.
V. Discussing
1. T: Do you often go shopping with your parents? Do you know the price of different kinds of clothes? Discuss with your partner about the prices of the clothes in the chart.
S1: How much is a skirt?
S2: I think it's twenty-two dollars. What about you?
S1: I think it's twenty dollars. How much is a sweater?
S2: I think it's thirty dollars. What about you?
S1: I think it's twenty-two dollars.
…
2. Match each clothing item with a price.
VI. Reading
1. Look at the picture in 2b and answer the questions.
1) What can you see in the picture?
2) Where are the clothes?
3) What’s the store’s name?
2. Mr. Cool's Clothes Store has a great sale. They sell their clothes at a very good price. What are the prices of their clothes? Look at their ads below and fill in the price tags.
(指导：此题是考试中的任务型阅读理解题。捕捉图片中所示物品及短文中对应的价格是解题的关键。学生读短文过程中，划出广告中所售的衣物，然后圈出该物品的价格。最后将衣物名称与价格一一对应，填入价签中。)
2. Ss read the ad and fill in the price tags then check the answers.
3. If Ss have something they don't understand. Put up their hands and ask the teacher to explain them. Explain some main sentences that Ss don't understand.
4. Read the ad again and answer the questions.
1) What can we buy at Mr. Cool’s Clothes Store?
2) How much are the yellow sweaters there?
3) For boys, what color trousers do they sell? How much are they?
4) If you want to buy six pair of socks, how much do you have to pay?
5. Close your books and complete the passage.
Mr. Cool’s Clothes Store
Come and buy your clothes at our great sale! We sell all our clothes ___ very good prices. Do you like _______? We have green sweaters for only _____ dollars! Yellow sweaters are only ______ dollars! Do you need _______?
For boys, we have _____ trousers for only _________ dollars. And shorts are only ______ dollars! For girls, we have skirts ___ purple for only ______ dollars. How much ____ our jackets? Only _____ dollars! And we have black shoes for only ___________ dollars. Socks are only $__ for three _____! _______ Mr. Cool’s Clothes Store now!
VII. Role-play
1. Imagine you work at Mr. Cool's Clothes Store. Read the conversation first and complete the conversation.
2. 指导：首先，快速阅读对话一遍，明确自己售货员的身份，可知第一句话应为“Can I help you?”。
然后，读对话，通过对话中谈到的衣物的颜色或价格等信息来确定是何衣物；或通过所谈到的衣物来填写其颜色或价格。如在女孩购物的情境中，根据所谈到these red and purple one，再与。短文中的“We have skirt in red and purple”信息相对应，可知女孩是想买短裙，价格是$20。男孩谈到需要一双棕色的某物上学穿，再由下文知其仅是28美元，回顾短文可知所谈应是鞋子。男孩还谈到了要买短裤，对应短文内容可知短裤的价格是16美元。
3. Ss read the conversation and the Mr. Cool's ad and fill in the blanks. Check the answers.
4. Work in a group of three students. Role-play the conversation.
5. Let some pairs come to the front and role-play the conversation.
VIII. Language points
1. 基数词表达
1) one到twelve，拼写和读音无规律。
2) thirteen到nineteen，“十几”，在个位数后加后缀-teen，注意thirteen, fifteen和eighteen。
3) twenty到ninety，“几十”，以ty结尾，注意twenty, thirty, forty, fifty, eighty。
4) 21~29直到91~99，“几十几”, 用整十位数加个位表示, 中间用连字符“-” 把十位和个位连接起来。
5) one hundred “一百”，也可说 a hundred, 可加具体数字，如nine hundred (900)。
2. 基数词用法
基数词只能修饰可数名词，要注意数词和名词在数上要保持一致。如：
一名学生；两名男孩；二十个苹果；三十三个鸡蛋
one student; two boys; twenty apples; thirty-three eggs
3. Come and buy your clothes at our great sale!
buy v. 买 buy sb. sth./ buy sth. for sb. 给某人买某物
e.g. 我们给妈妈买件新毛衣吧。
Let’s buy mom a new sweater. = Let’s buy a new sweater for mom.
clothes指身上穿的各种服装，包括上衣，内衣，裤子等，是衣服的总称。不能直接与数词连用，但可与some, many, these或those等连用。
e.g. 看！那边的衣服大减价了。
Look! Some clothes are on sale over there.
sale 名词，on sale “出售；廉价出售”，同义短语at a great sale。
e.g. 今天这家商店的毛衣大减价了。
The sweaters in the store are on sale today.
4. We sell all our clothes at very good prices.
all与定冠词、指示代词、形容词性物、主代词等限定词连用时，all应放于这些词之前。如：
所有这些学生；她所有的衣服；所有那些房间
all the students; all her clothes; all those rooms
at very good prices 以合理的价格(出售)
price n. 价格
e.g. 这本书多少钱? 他们有各种颜色的毛衣，每件售价是15美元。
What’s the price of the book?
They have sweaters in all colors, at the price of＄15 each.
5. For girls, we have skirts in purple for only＄20.
in+颜色，“穿……颜色的”
e.g. 那个穿红衣服的女孩是我妹妹。 The girl in red is my sister.
IX. Exercises
I. 根据等式, 写出相应的英文数字。
1. twenty-six - twelve - nine = _____
2. sixteen ＋ eight ＋ eleven = _________
3. eighteen - seven ＋ fifteen = __________
4. thirteen＋fourteen-twenty-five = _____
5. twenty-nine - thirteen - ten = ______
6. thirty-nine - twenty - five =_________
7. twelve ＋ thirteen - fifteen= ______
8. nineteen - eleven ＋ twenty =___________
II. 根据汉语意思完成英语句子，每空一词(数字用英语表达)。
1. 我表妹16岁。
My cousin ____ ________ years old.
2. 13个女生在教室里。
_________ _______ are in the classroom.
3. 这儿有11个桃子。
Here _____ ________ peaches.
4. 迈克有10本故事书。
Mike _____ _____ storybooks.
III. 根据句子或对话意思，从方框中选择恰当的单词填空。
price buy all very clothes sell
1. —Do you like the red ______, Jill?
—Yes, they’re nice.
2. The _______ of this CD player is $60.
3. Jack, can you _____ a hamburger for me?
4. Kate is a(n) _______ tidy girl.
5. In my class, ____ the girls have ping-pong balls.
6. I’ll ______ the notebook to you for 10 yuan.
Homework
1.Review the numbers.
2. Recite the ad in 2b.
Section B 2 (3a-Self Check)
一、教学目标：
1. 语言知识目标：
1) 复习巩固所学的有关服装的词汇、数词10～31，并能在不同情景下正确运用。
2）能根据提供的情景完成或写作简单卖服装的广告。
3) 能描述自己周围的人所穿着的衣服。
4) 继续练习在服装店购物的交际用语。
2. 情感态度价值观目标：
在服装换季的季节，是销售的淡季，商店通常会在此期间将服装打折销售，因此在此期间买衣服将能以较便宜的价格买到一些服装。让学生们了解一些社会经济常识，为以后走上社会积累经验。
二、教学重难点
1. 教学重点：
1) 能根据提供的情景完成或写作简单卖服装的广告。
2) 描述自己周围人所穿的服装。
2. 教学难点：
能根据提供的情景完成或写作简单卖服装的广告。
三、教学过程
Ⅰ. Revision
1. 写出正确的数字。
11 ________ 12 ______
13 _________ 14 ________
15 ______ 16 ________
17 _________ 18 ________
19 _________ 20 ________
30 _______ 40 _________
21 ___________ 26 ____________
32 ___________ 38 ____________
II. 按要求写出正确的单词或句子。
1. sell (反义词) ______
2. sell (名词) ______
3. girl (对应词) _____
4. price (复数) ______
5. 服装店 ___________
6. 价格合理 ______________
7. 买衣服 _____________
8. 对男孩子/女孩子而言 ____________
9. 红色的短裙 ___________
10. 仅售15美元 ________________
11. 来…… __________
Ⅱ. Writing
1. T: This is the Huaxing Clothes Store. In this store, there are many beautiful things on sale. You can buy your favorite clothes from the store. And the prices are very low. Now ask and answer about the things in the picture first.
S1: How much is the jacket?
S2: It's thirty dollars.
S1: How much is the red skirt?
S2: It's twenty dollars.
S1: How much are the trousers？
S2: They're twenty-five yuan.
2. Now read the ad. Look at the price tags in the picture and complete the ad.
3. 写作指导：图画中有三种类型的服装，我们确定广告中每句话所说的服装及价格应从服装所提及的颜色等信息来确定。比如最后一句广告词中有red一词，可知应指裙子，故可知其价格。
4. Check the answers with the Ss.
Ⅲ. Writing
1. If you want to start a Clothes Store. What's the name of your store? Can you think of a name for your Clothes Store?
Ss: OK. (Ss discuss with their partner and give names of his or her own clothes store.)
T: Now please tell us the name of your clothes store. Let's see whose store has a great name.
2. T: I think the names of your store are really great. But I think you should also have a great ad for your store. Then you can sell well. Look at the clothes in 3b. Try to write a great ad for your own store.
3. Ss write the ad by themselves. (T goes around the classroom to offer any help Ss needed.)
4. 写作指导：
这是一篇有关卖衣服的广告，写作过程中可能用到的句型如下：
① Come and buy your …at great sale! 快来买……，大减价了！
② Do you like/need/want …? 你喜欢/需要/想要……吗？
③ We have/sell … for only …dollars/yuan. 我们有/卖……，只需……美元/元。
④ You can buy …for …dollars/yuan. 你可以买……，只需……美元/元。
⑤ …is/are …dollars/yuan. ……美元/元。
⑥ How much is/are …? It’s/They’re …dollars/yuan. ……多少钱? ……美元/元。
⑦ Come to …now! 快来……吧！
（学生们根据提供的图画，注意模仿2b及3a部分的广告内容自己的服装店写一则广告，运用所提供的重要句型来进行写作，要了解广告的作用和基本写法。）
5. Let some Ss read their ads and correct the mistakes in the ads.
Ⅳ. Self Check 1
1. Now let's describe what these people wearing today. Look at me! Am I cool today? What do I wear today?
Ss: a pair of white socks, a pair of black shoes, a pair of blue trousers, a white T-shirt…
2. Look around. Describe what your classmates wear today. (You can look up the words you forget in your book or a dictionary. )
3. Ss write down what their classmates wear today.
4. Let some Ss read their descriptions.
Ⅴ. Self Check 2
1. Today you come to a clothes store and have a conversation with the salesman. Read through the sentences carefully and put the sentences in order to make a conversation.
2. 阅读指导：首先，应明确交谈发生的地点是在一服装店，因此，售货员常应先说Can I help you?一句。如果想买什么物品，你应当说Yes, please. 然后，再就所喜欢的物品询问价格。最后，如果确定购买某物，应说I'll take it.
3. Ss put the sentences in order to make a conversation. Check the answers.
4. Let Ss practice the conversation in pairs.
Ⅵ. Exercises
I. 根据汉语意思完成英语句子，每空一词(含缩略形式)。
1. 我喜欢棕色的夹克衫。
I like jackets ____ ______.
2. 床上有两双短袜。
Two _____ _____ socks _____ on the bed.
3. 我很抱歉，我们没有蓝色的钢笔。
______ ______. We don’t have blue pens.
4. 你们的甩卖会上有什么？
_______ do you have ____ your great sale?
II. 根据短文内容, 从方框中选择恰当的单词填空。
sale trousers buy woman long for
Ms. Smith is a nice (1)________. She has a clothes store. It’s next to our school. The things in Ms. Smith’s store are on (2)_______ now. Gina and I go there to have a look. The black sweaters are $30. The red skirts are $25. For boys, the sports (3)________ are only $20. Gina wants to (4)______ a pair of sports trousers for her brother. But she doesn’t know his size (尺码). She asks Ms. Smith (5)______ help. “Oh, my girl, it’s not difficult. You can buy a (6)_______ pair and a short pair. And your brother can choose (选择) one from them,” says Ms. Smith.
Homework
假如你是明星服装店的导购员, 请为你们的服装店写一则广告。
要求:
1. 内容包括服装、颜色、价格、优惠活动等。
2. 50词左右。
Unit 8 When is your birthday?
一、单元教材分析
本单元主要学习日期的表达方式。本单元主要围绕“谈论日期”这一话题开展听、说、读和写的学习活动，学习序数词的构成以及运用序数词表示日期的方法；学会运用 when 引导的特殊疑问句询问日期；通过学习能掌握英语表达年、月、日的单词和句型，能够熟练地谈论各种有关日期的话题。此外，还要学习名词所有格 ( 's 所有格 ) 的构成和使用；学习询问表达年龄的句型。能够询问及表达一些常见的节日的日期。
二、单元学情分析
本单元的主题是询问和谈论日期，围绕这一主题进行一系列的交际活动，使学生掌握日期的表达法，正确使用 when 引导的特殊疑问句对日期进行询问。在学习日期的表达法时要先学习序数词的构成，学生在以前的课程里已经学习了基数词，对于两种数词之间的区别一定会令学生感到头痛，教师要引导学生运用对比的方法，找出构成规律，总结特殊变化，对比强化记忆。
三、单元教学建议
采用自主学习、小组合作探究、Classifying ， Contrasting 和 Role—playing 的学习策略，利用教学图片、幻灯片、实物 ( 大挂历、日历 ) 或制作课件 ( 反映月份特征，课内外活动 ) 等来展开课堂教学、Pairwork 问答式的口语交际活动或游戏等小组活动，进行 “询问和谈论日期” 的课堂教学和练习。本单元的教学法建议：语音教学——让学生进行模仿操练；词汇教学——采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义．并学会运用；口语教学——采取 pairwork 问答式的口语交际活动或游戏等小组活动互相操练；听力教学——采取图文配对和对话选择的方式；写作教学——以填词、回答问题、写简单的短文为主；语法教学——总结规律、抓住特征、模仿操练。
四、单元课时分配
本单元可用4课时完成教学任务：
Section A 1 (1a-2e) 用1课时
Section A 2 (Grammar focus-3c) 用1课时
Section B 1 (1a-2c) 用1课时
Section B 2 (3a-Self check) 用1课时
Section A 1 (1a-2e)
一、教学目标：
1. 语言知识目标：
1) 能掌握下列词汇：when, January, February, March, April, May, June, July, August, September, October, November, December
2) 能掌握以下句型：
① —When is your birthday? —My birthday is on October 2nd.
② —When is Alice's birthday? —It's in September.
③ —How old are you? —I'm thirteen.
④ —Happy birthday! —Thank you!
3) 能够掌握日期的询问与表达方式；
4) 能通过谈论自己、同学以及父母家人的生日，理解生日更多的含义。
2. 情感态度价值观目标：
该部分的学习内容贴近学生的生活，谈论的话题是生日。通过互相询问生日的日期，可以增进同学之间的了解和友情并学会在英语交流中注意他人的情感。
二、教学重难点
1. 教学重点：
1) 询问表达他人、自己及父母家人的生日日期。
2) 理解序数词的构成方法，掌握日期的表达方式。
3）就生日聚会这一话题分角色表演对话。
2. 教学难点：
1) 询问表达他人、自己及父母家人的生日日期。
2) 理解序数词的构成方法，掌握日期的表达方式。
三、教学过程
Ⅰ. Warming-up and revision
1. Greet the Ss as usual. Check the homework.
2. Review the numbers 0 ~ 31 in English.
Ⅱ. Presentation
(Sing the song "Happy birthday to you！". )
1. T: When is my birthday? My birthday is on May 2nd. When is your birthday? This class, we'll learn how to express dates.
(Show the pictures of the twelve months on the screen, or show a big calendar to the Ss. Learn the names of the twelve months: January, February, March, April, May, June, July, August, September, October, November, December )
2. Work on 1a. Play the recording for the Ss to listen and repeat the new words. Ss read the new words and try to remember them.
(采用方法：教师先领读，然后男生读，女生读，链式读，给出汉语说英语，给出英语说汉语，最后跟读正音。紧凑的教学环节使学生能够全身心的投入学习中。)
3. T: My birthday is in May. It's on May 2nd. When we talk about months, we use "in"; When we talk about dates, we use "on".
e.g.
in January/February/March/ April/May/June/July/August/September/October/
November/December
on January 1st. on February 2nd, on March 3rd …
讲解：first (1st), second (2nd), third (3rd)这些叫序数词，表示事物的顺序，在表达日期时用序数词。序数词的构成是有规律的，它们是由基数词变化而来，我们先记住下列口诀：
4. Ss read and try to remember the phrases.
5. T: When is your birthday, S1?
S1: My birthday is on March 4th.
T: OK, S2. When is his birthday?
S2: His birthday is on March 4th.
6. Ss read the conversation after the teacher. Then practice the conversation with the partner.
Ⅲ. Listening
1. T: Listening to the conversations in 2b and number them [1-3].
(Play the recording for the Ss to listen and number.)
2. Check the answers.
Ⅳ. Pair work
1. T: Practice the conversations above with your partner.
2. Make a survey about the birthdays in your group.
S1: When is your birthday?
S2: My birthday is January 5th. When is your birthday, S3?
S3: My birthday is on May 16th. When is your birthday, S4?
S4: …
3. Write the birthdays on the chart.
Name Birthday
Ⅴ. Listening
1. T: Look at the chart below. Find out the rules.
2. 规则揭示：（学生记忆下列口诀）
3. Play the recording for the Ss to listen and repeat.
4. Then let Ss try to remember them.
Ⅵ. Listening
1. T: In 2b, the teacher is asking some Ss about their birthdays. Listen to the recording and circle the numbers you hear in 2a.
(Play the recording for the first time, Ss only listen. Play the recording again. This time, Ss listen and listen and circle the numbers in 2a)
2. Listen again and fill in the blanks. And then match the names, months and dates.
Mr. Smith: Now, Alice, how old are you?
Alice: I’m ________.
Mr. Smith: When is your birthday?
Alice: It’s on ______________, Mr. Smith.
Mr. Smith: Oh, OK. And _________ Frank?
Alice: Frank isn’t here today, but his birthday is on _________.
Mr. Smith: Thank you, Alice. And Eric? Eric: My birthday is on ____________.
Mr. Smith: Oh January 17th. OK. And Jane, when is her birthday?
Eric: Her birthday is on _____________.
3. Now, listen to the recording again and match the names, months and dates.
(Play the recording again, Ss listen and match the names, months and dates. Then check the answers.)
Ⅶ. Pair work
1. (Ask some Ss about the birthdays of the four students in 2c.
T: When is Alice's birthday, S1?
S1: Her birthday is on September 5th.
T: When is Frank's birthday, S2？
S2: His birthday is on …
T: Now ask and answer about the birthdays of the four students in 2c with your partner.
(Ss work in pairs to ask and answer about their birthdays.)
2. Do you know your parents' birthday? Ask your partner about the birthday in his or her family?
S1: When is your father's birthday?
S2: His birthday is on September 10th.
S1: When is your mother's birthday?
S2: Her birthday is on August 20th.…
(Then S2 ask S1 about the birthdays in his or her family.)
Ⅷ. Role-play
1. Read the dialogue in 2e. Then translate the sentences.
生日快乐！________________________________
你多大了？________________________________
我十二了。________________________________
我的生日在8月。________________________________
2. Role-play the conversation.
IX. Language points
1. When is your birthday, Linda?
when是疑问副词，意为“什么时候；何时”，常见结构为 “When + be/助动词 +主语(+其他)?” 用来询问时间，既可询问某个时段或时刻，也可询问具体的日期。如：
根据汉语意思翻译下列句子，完成对话。
— __________________________
(足球比赛在什么时候?)
— It’s on September 15th.
在9月15号。
2. My birthday is on May 2nd.
May 2nd（5月2日）是日期的表达法。表达具体日期通常为“______________”，月份为专有名词，首字母必须_____、书写时日期可以是序数词，也可以是基数词。如：
6月8日 June 8th 或 June 8
8月3日 August 3rd 或 August 3
[拓展] 英语中表示具体年、月、日的方式通常有两种：“月 + 日 + 年”或“日 + 月 + 年”。年份要用逗号隔开。如：
2016年9月9日可表达为：
September 9th, 2016
9th September, 2016
3. It’s on January 5th.
观察介词in, on, at的用法，并完成总结。
in August in 1998
in the morning/ afternoon/ evening
on January 1st on Friday
at three this afternoon at 8:00
1) 月份后有具体的日期或者表示星期几时，前面的介词用____；若只有年、月就用介词____，也可表示在上午，在下午，在晚上。
表示具体几点钟的时候，要用介词____。
2) 该句中的it用来代指时间。如：
It’s August 1st today. 今天是8月1日。
It’s six o’clock now. 现在是6点钟。
4. —Happy birthday! 生日快乐！
—Thank you, Bill.
句中的happy用于表达祝愿。回答时一般用__________。如：
— Happy Teachers’ Day! 教师节快乐！
— Thank you. 谢谢。
[拓展] happy还可以用作形容词，意为“高兴的，愉快的”相当于glad。如：
She has a happy party.
她过了一个愉快的聚会。
5. How old are you?
询问及回答年龄。
how old 意为“多大年纪；几岁”，引导特殊疑问句询问年龄。其句型结构为“How old + be + 主语?”答语通常为“主语 + be + 基数词 + years old”，其中 years old 可以省略。
根据汉语提示完成下列对话。
— _______________ your cousin?
你表姐多大了？
— She’s ___________________.
她13岁了。
—____________ your grandparents?
你爷爷奶奶多大岁数了？
— They’re eighty. 他们八十岁了。
Then make some exercises.
Homework:
1. 复习记忆本课所学的生词。.
2. 用今天所学的句型，询问一下你的两位好朋友的年龄与生日。
Section A 2 (Grammar focus-3c)
一、教学目标：
1. 语言知识目标：
1) 揭示并让学生掌握序数词的构成方式，重点记忆部分特殊的序数词的书写。
2）总结归纳when 引导的特殊疑问句对生日的询问和应答来学习日期的表达法。
3) 能够询问或确认他人的年龄及生日日期。
2. 情感态度价值观目标：
通过互相询问生日的日期，可以增进同学之间的了解和友情并学会在英语交流中注意他人的情感。
二、教学重难点
1. 教学重点：
1）揭示并让学生掌握序数词的构成方式，重点记忆部分特殊的序数词的书写。
2）总结归纳when引导的特殊疑问句对生日的询问和应答来学习日期的表达法。
2. 教学难点：
揭示并让学生掌握序数词的构成方式，重点记忆部分特殊的序数词的书写。
三、教学过程
Ⅰ. Warming- up and revision
1. Greeting the Ss as usual. Check their homework.
2. Let's review the cardinal numbers together. Count from first to thirty-first.
3. Play a number game:
T: Your partner says a ordinal number and you say a cardinal number. Then exchange roles.
S1: eleven S2: eleventh; twenty
S1: twentieth; thirteen S2: thirteenth; sixteen
S1: sixteenth; …
4. Ask your partner a question chain like this:
T: How old are you?
S1: I'm thirteen.
T: When is your birthday?
S1: My birthday is October 16th.
T: When is your mother's birthday?
S1: Her birthday is on June 3rd.
T: When is your father's birthday?
S1: His birthday is July 5th.
Ss work with their partner ask and answer in a question chain.
Ⅱ. Grammar Focus.
1. 根据汉语提示完成下列句子：
① 你的生日是什么时候？_____ ____ your birthday?
② 我的生日是8月2日。My birthday is _____ _____ ______.
③ 他的生日是什么时候 _____ _____ his ________?
④ 他的生日是在1月17日。His _________is _____ ___________ 17th.
⑤ 她的生日是在什么时候？When is ____ _______?
⑥ 是在八月份。 ______ ______ August.
⑦ 爱丽丝的生日是什么时候？ When is ________ _______?
⑧ 她的生日在九月五日。 ____ birthday is ____ ____________ 5th.
⑨ 你爸爸的生日是什么时候？When _____ _______ _________ birthday?
⑩ 他的生日是在四月21日。 _______ ______ is _______ ________ 21st.
读序数词表，然后写出下列基数词的序数词。
one ______ two ________ three ______
five ______ eight _______ nine _______
twelve ________ fifteen _________
eighteen __________ twenty __________
twenty-one ______________
twenty-two ______________
2. 学习指导：
【结论】
序数词：表示事物顺序的词，其前常加定冠词the。
数字 序数词变化规则 例词
1、2、3 特殊记 One →first 第一 two → second 第二；Three →third 第三
4～19
基数词词尾加-th 特殊：five→fifth第五； eight → eighth 第八； nine→ninth 第九twelve → twelfth 第十二
一般：four→fourth 第四 six→sixth第六 seven→seventh第七 nineteen → nineteenth 第十九
20, 30，40, 50, 60, 70, 80, 90
-ty变为-tie再加th twenty → twentieth 第二十 thirty → thirtieth 第三十
forty →fortieth 第四十 fifty → fiftieth 第五十
sixty → sixtieth 第六十 seventy → seventieth 第七十
eighty → eightieth 第八十ninety → ninetieth 第九十
其余两位数 将相应基数词的个位改为基数词 twenty-one → twenty-first 第二十一；thirty-nine → thirty-ninth第三十九；forty-six → forty-sixth 第四十六
【记忆口诀】
基变序，有规律，多数词尾加-th。
一、二、三特殊记，词尾字母t, d, d。
八去t, 九去e，字母f把ve替，然后再加
-th。
遇到几十几，只变个位就可以。
序数词表顺序，一般须加定冠词。
序数词的用法：
1. 序数词要加定冠词the。但当序数词前有物主代词(his, her…)、指示代词(this, that…)等修饰时，则不必再用the。如：
on the third floor 在三楼
on his twelfth birthday 在他十二岁生日这天
2. 序数词常用缩写形式，即“阿拉伯数字+个位序数词的后两个字母”。如：one → 1st; second→ 2nd; third → 3rd; twelfth → 12th; twenty-sixth → 26th
3. 序数词可表示日期“几月几日”中的“几日”。如:
August 17th 8月17日 October 1st 10月1日
【运用】根据句意及括号内的提示完成下列句子。
1. Today is Mary’s _______________ (twenty-seven) birthday.
2. It’s December ________ (thirteen).
3. In ________ (第一) year, all students take five courses (课程).
名词所有格
名词所有格表示所属关系，’s所有格是其中的一种，意为“……的”。看下面的例子并总结’s所有格的构成规律：
the boy’s mother 男孩的母亲
women’s clothes 女人的衣服
students’ schoolbags 学生的书包
Tom and Mike’s teacher 汤姆和迈克共同的老师
Tom’s and Mike’s teachers 汤姆和迈克各自的老师
1. 单数名词和不以-s结尾的复数名词在词尾加____。
2. 以-s或es结尾的复数名词只需在词尾加_____。
3. 表示两个人共同拥有某物时，只需_____________ 用’s所有格；表示两个人各自拥有某物时，则 __________都得用’s所有格。
【运用】将下列短语翻译成英语。
1. 简(Jane)的手表
_________________________________
2. 老师们的书
_________________________________
3. 萨莉(Sally)和凯特(Kate)共同的房间
_________________________________
4. 萨莉和凯特各自的房间
_________________________________
Ⅲ. Practice
1. Now let's work on 3a. Read the questions and answers then match the questions and answers.
指导：应明确问题是一般疑问句还是特殊疑问句。还要根据问句中物主代词或名词所有格的人称及数来确定答语。比如：第一个问题中名词所有格是Jenny's，而Jenny是女性，可知答语中应用Her birthday来回答，故应选b项。
2. Ss read the questions and answers. Find the answers to the questions. Then check the answers with the class.
3. Ss work with his or her partner. Ask and answer the questions.
IV. Practice
1. T: Grace and her friends are talking about their ages and birthdays. Read the conversation and fill in the blanks.
2. Ss read and complete the conversation.
3. Check the answers with the class.
4. Practice the conversation with your partner.
5. Ask some pairs act out the conversation.
V. Survey
1. T: Do you know your classmates' ages and birthdays. Now let's make a survey of everyone's ages and birthdays. Then line up from the youngest to the oldest.
2. Ss ask and answer about each other's age and birthdays.
—How old are you? —I'm …
—When is your birthday? —My birthday is on…
3. Make a report.
… students' birthdays are in January. … students' birthdays are in February. … students' birthdays are in March…
4. Then line up all the students from the youngest to the oldest.
Then do some exercises.
Homework
1. 强化记忆所学序数词的形式。
2. 用今天所学编一个询问生日及年龄的小对话。
Section B 1 (1a-2c)
一、教学目标：
1. 语言知识目标：
1) 掌握下列词汇： test, trip, art, festival, dear, thing, term, month, busy, time, there, Have a good time!
2) 掌握一些常见的学校活动的表达方式，并能熟练询问其日期。
3） 能听懂有关学校组织活动话题的听力材料，并能获得相关信息。
4） 能阅读有关学校组织活动内容的短文，并能获得相关信息。
2. 情感态度价值观目标：
本课时的学习内容为安排课内外的一些组织活动，非常贴近学生的学习生活。通过互相询问课内外活动的安排日程，不仅可以增进同学之间的了解和友情，而且还能学会合理地安排自己的作息时间，养成有规律地生活、学习的好习惯。
二、教学重难点
1. 教学重点：
1） 学习并掌握常见的课内外组织活动，并能询问其日期。
2） 就课内外学生们的组织活动的话题内容，展开听、说、读的的训练。
2. 教学难点：
能阅读有关学校组织活动内容的短文，并能获得相关信息，提高学生们的阅读能力。
三、教学过程
Ⅰ. Warming up and revision
1. Greet the Ss as usual and check the homework.
2. Review the cardinal numbers together. Count from first to thirty-first.
3. Play a date game:
T: Your partner says a date in Chinese, you say the date in English quickly. e.g.
S1: 11月7日 S2：November seventh; 12月9日
S1: December ninth; 8月30日； S2: August thirtieth; 10月3日
S1: October, third
4. Report some of your family members' birthdays.
S1: My birthday is on January 10th. My father's birthday is on July 23rd. My mother's birthday is on June 7th. My grandfather's birthday is on…
Ⅱ. Presentation
1. (Show some school activities on the screen. Teach Ss the school activities)
basketball game, soccer game, volleyball game, English test, school trip, School Day, English Day, Sports Day, book sale, art festival, party
2. Ss read and try to remember the activities.
3. Look at the activities 1a. Then look at the pictures below. Match the pictures with the events.
4. Ss work on 1a. Then check the answers.
Ⅲ. Listening
1. John and Sally are talking about his calendar. Listen to the recording and circle the events you hear in 1a.
(Play the recording for the first time, Ss only listen. Play the recording again. Ss listen and circle the events they hear in 1a.)
2. Check the answers. Let some Ss read the answers.
3. This time let's listen and fill in John's calendar. Write the proper activity in the right date chart.
(Ss listen and write the proper activity in the right date chart.)
4. Play the recording again for the Ss listen and check the answers.
Ⅳ. Pair work
1. Look at the John's calendar. Ask and answer questions about it with your partner.
S1: When is Sally's birthday party?
S2: It's on October 5th.
S1: When is the basketball game?
S2: It's October 2nd.
S1: When is …
S2: …
2. Then exchange roles. S2 ask S1 about John's calendar again.
Ⅴ. Pair work
1. Look at the activities in 2a. First, let some Ss read aloud. Make sure they know the meaning of every activity.
2. Suppose you are a new student here. Ask your partner about these activities likes this?
S1: Do we have a soccer game?
S2: Yes, we do.
S1: When is the soccer game?
S2: It's on October 11th. / I don't know.
S1: Do we have a school trip?
S2: No, we don't.
…
2. Check (√) the activities you have at your school and write down the dates behind the activities.
3. Then it's your partner's turn to ask you questions. (You must answer the questions according to your partner's answers.)
S2: Do we have a soccer game?
S1: Yes, we do.
S2: When is it?
S1: It's on October 11th.
S2: Do we have a school trip?
S1: No, we don't.
Ⅵ. Reading
1. Scanning
T: Look at 2b. This is a school notice of our school. It tells you about the main events in this term.
Now scanning the notice and find the answer to this question:
Is this a busy term?
(Ss read the notice and find the answer to the questions. Let some Ss say their answers to this question.)
2. Careful reading
T: Read the notice carefully and find the activities they have this term. Then list the activities and the dates.
3. 阅读指导：
该文是按时间顺序，列举了学校一学期的大事活动安排。读短文前浏览表格，由Dates和Activities两词可知，该文的任务是找出活动及举行日期。然后，带着任务快速阅读短文，用下划线画出活动时间，再圈出此活动。如该句 “Next month, we have an art festival. It’s on November 3rd.”在November 3rd这天，举行的活动是art festival。最后，按时间的先后顺序，将日期与活动一一列出。
4. Ss read the notice and list the dates and activities in the chart.
5. Check the answers with the class.
Ⅶ. Discussing
1. T: Well, S1, do you like school trip?
S1: Yes, I do.
T: Do you like soccer game?
S1: No, I don't.
T: What other activities in 2b do you like?
S1: Well, I like School Day and art festival.
2. OK. Now discuss the questions with your partner.
1) What activities from 2b do you like?
2) What other activities do you like?
Write down your likes and dislikes on your workbook. I'll let you report it to the class.
You can report like this:
I like… I don't like…
3. Ss discuss with his or her partner and write down their likes and dislikes. Then try to make a report.
4. Let some Ss report their result to the class. e.g.
I like soccer game, school trip, book sale. And I like English day, Sports Day, too.
I don't like party, volleyball game.
VIII. Language points
1. Sally’s birthday party意为“萨莉的生日聚会”, “名词+’s” 是名词的所有格形式，表示人与物的所有或所属关系，意为“……的”。如：
Linda’s room 琳达的房间
the girl’s birthday 那个女孩的生日
[归纳] 名词所有格的构成规则：
(1) 单数名词和不以-s结尾的复数名词，在词尾加“’s”。如：
Alice’s eraser 爱丽丝的橡皮
Children’s Day 儿童节
Men’s room男士洗手间
(2) 以s或es结尾的复数名词，在词尾加“ ’ ”。如：
the teachers’ reading room
教室阅览室
(3) 表示几者共同拥有时，只须在最后一个名词后加“’s”；若表示各自所有，则必须在各个名词后加“’s”。如：
This is Tom and Lucy’s room.
这是汤姆和露西共有的房间。
These are Tom’s and Lucy’s rooms.
这些是汤姆和露西各自的房间。
(4) 表示无生命事物的名词所有格需要借助介词of来表示。如： a photo of my family
我家的全家福
the windows of the house
房子的窗户
2. Next month, we have an art festival.
have 表示“举行；举办”，后面跟表示活动的名词，指举办某种活动。如：
have a class meeting 开班会
have a music festival 举办音乐节
have tennis games 举办网球赛
have a book sale 举行减价售书活动
[归纳] have的其他用法：
(1) have 有“有；拥有”之意。如：
I have three soccer balls, but my brother doesn’t.
我有三个足球，而我弟弟没有。
(2) have有“吃；喝”之意。如：
I usually have an apple and a hamburger for breakfast.
早饭我通常吃一个苹果和一个汉堡。
(3) have用于某些短语中，如：
have a look 看一看
3. Have a good time! 在课文中一个表示祝福的句子，意为“祝你玩得高兴！”。
have a good time也是一个固定词组，意为“玩得高兴；过得愉快”，相当于have fun或enjoy oneself (oneself 随主语的变化而变化)。如：
Eric has a good time there every day.
= Eric has fun there every day.
= Eric enjoys himself there every day.
埃里克在那里每天过得都很愉快。
Then do some exercises.
Homework
1. Remember all the new words and expressions.
2. Review Section B 2b. Try to retell the passage.
Section B 2 (3a-Self check)
一、教学目标：
1. 语言知识目标：
1） 复习序数词的构成规则，并能运用序数词来正确表达日期。
2）了解一些常见节日的日期，并能熟练地询问及回答一些常见节日的日期。
3）练习写作便条，邀请朋友参加自己（学校）的某项活动。
2. 情感态度价值观目标：
二、教学重难点
1. 教学重点：
1）了解一些常见节日的日期，并能熟练地询问及回答一些常见节日的日期。
2）练习写作便条，邀请朋友参加自己（学校）的某项活动。
2. 教学难点：
通过不同形式的写作训练来练习写作便条，指导学生能熟练地写作便条来邀请朋友参加自己（学校）的某项活动。
三、教学过程
Ⅰ. Warming up and revision
1. Greet the Ss as usual. Check the homework.
2. Review the school activities. Let some Ss say all the school activities they know.
S1: basketball game, volleyball game, soccer game, tennis game, school trip, art festival…
S2: School Day, Sports Day, English Day, book sale, English test, party…
3. Then let some Ss report what activities they like and dislike.
(Tell Ss to use the sentence structure: I like …, but I don't like…)
S1: I like basketball game, volleyball game and soccer game, but I don't like English Day, book sale, English test or party.
S2: I like tennis game, school trip and art festival, but I don't like Sports Day, English Day or book sale.
4. Ask and answer about the activities in your school like this?
S1: Do you have a soccer game?
S2: Yes, we do.
S1: When is it?
S2: It's on October 28th.
Ss ask and answer about the activities in pairs.
Ⅱ. Writing
1. Guo Pen gives Alan a note, but some of the words are missing. Can you guess what words they are.
Read the note carefully and complete the note with the words in the box. First let's read the words in the box and make you know the meaning of every word.
2. Let some Ss read the words in the box. Then let other Ss say the meaning of the words.
3. 阅读指导：
① 应先通读全文，明白便条的大意。
② 分析句子结构及句意来确定空格处的所缺单词的词性及词义。
③ 选择恰当的词填空，并再读全文一遍，看是否通畅。
如：分析第一句话的句子结构可知，空格处应为一动词，句意为“你……体育运动吗？”，再结合选项，可知应选like，整句话的意思为“你喜欢体育运动吗？”。其他选项与此分析相似。
4. Ss read and fill in the note. Then check the answers.
5. Let Ss try to remember the note and retell it to the class.
Ⅲ. Writing
1. T: Our school has an English party next week. It's on November 12th. Can you write your friend to our school English party? First answer my questions to help you.
① What is your friend's name?
S1: My friend's name is Xiao Fang.
② What does she like to do?
S1: She likes English.
③ What activity do you have in your school?
S1: We have an English party.
④ When is the party?
S1: It's on November 12th.
2. T: Well, write a note with the help of the answers above.
S1: OK.
Dear Xiao Fang,
Do you like English? Please come to our school next week. We have an English party. It's on November 12th. See you there!
Da Ming.
3. T: Very good. Now, please answer the questions in the chart first. Then with the help of the answers, write your own note to a friend. Invite him/her to an activity in your school.
(Ss write a note by themselves. Then exchange their notes with their partners. Check each other's notes.)
4. Let some Ss read their notes to the class.
Ⅳ. Self Check 1
1. T: Now let's review the cardinal numbers and ordinal numbers. First, let's recite them. Your partner recites the ordinal numbers, you recite the cardinal numbers. Then you recite the ordinal numbers, your partner recites the cardinal numbers. (Ss do as the teacher asks.)
2. T: Now look at Self check 1. Complete the chart with the correct forms of the numbers.
3. Check the answers with the class.
Ⅴ. Self Check 2
1. (Show some pictures of holidays on the screen.)
T: We have many holidays in China. For example:
Picture 1: Children's Day
Ss: 儿童节
T: Picture 2: National Day
Ss: 国庆节
（Show other pictures, let Ss know Women's Day, New Year's Day, Labors' Day, Teachers' Day…）
2. Ask the dates about the holidays.
T: When is Children's Day?
S1: It's on June 1st.
T: When is National Day?
S2: It's on October 1st.
…
T: Now let's look at Self check 2. Write the dates for these holidays in China.
3. Check the answers with the Ss.
Ⅵ. Survey
T: What other holidays in China or in other foreign countries you know. First, list the holidays you know. Then ask and answer the dates about them with your partner.
S1：the Spring Festival 春节（农历正月初一）
the Lantern Festival 元宵节（农历正月十五）
Army Day 建军节（8月1日）
the Mid-autumn Festival 中秋节（农历八月十五）
S2: St. Valentine’s Day 情人节（2月14日）
April Fool’s Day 愚人节（4月1日）
Mother’s Day 母亲节（5月份的第2个星期天）
Father’s Day 父亲节（6月份的第3个星期天）
Christmas Day 圣诞节（12月25日）
Then ask and answer about the dates of them:
S1: When is Arm Day?
S2: It's on August 1st. When is Christmas Day?
S1: It's on December 25th.
…
Homework
你们学校计划举行减价售书活动。假如你是Frank，参考下面的表格信息，给你的朋友Bob写一个便条，邀请他一起参加。
活动 售书
地点 校图书馆
时间 十月十六日
Unit 9 My favorite subject is science.
一、单元教材分析
本单元围绕“谈论自己所喜欢的学科”这一话题，展开形式多样的听、说、读、写学习活动。主要学习一周中星期一到星期天的表达方式；掌握学科的表达；学习用because和表示品质的形容词表示理由；学习what，why，who，when引导的特殊疑问句。通过本单元的学习使学生学会谈论自己喜好的学科或自己喜好的其它事情并给出理由；学会说出一周的七天；学会合理地安排自己的作息时间。
二、单元学情分析
本单元的主题是“谈论自己所喜欢的学科”，主要是学习学科的表达、表示品质的形容词、一周中星期一到星期天的表达方式；学习用because表示理由。在询问“对方所喜欢的学科和人物”、“星期几”时，要使用以前所学过的What、Who疑问句，再学习“询问理由”所用的Why疑问句。教师可引导学生通过比较、对照的方法掌握所学疑问句的结构和使用以及回答。
三、单元教学建议
本单元采用自主学习、小组合作探究、Imitating and repeating，Practicing，Comparing和Role playing的学习策略，利用教学图片、幻灯片或制作多媒体课件来展开课堂Pairwork问答式的口语交际活动或调查活动，谈论各自所喜欢的学科或其它的事情并给出理由。本单元的教学法建议：语音教学：模仿操练；词汇教学：演示讲解、情景操练、反复使用；口语教学：互相操练、对话练习、交际活动；阅读教学：回答问题和填空练习；听力教学：听音选词、写词和整理、完成对话；写作教学：补全对话、模仿写作；语法教学：总结规律、比较异同、模仿操练。
Section A 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌下列词汇：favorite, subject, P.E. science, music, math, Chinese, geography, history, why, because, Monday, Friday, Saturday
2) 能掌握以下句型：
① —What's your favorite subject? —My favorite subject is science.
② —What's your favorite day? —It's Monday.
③ —Why do you like P.E.? —Because it's fun.
④ —How's your day? —It's OK.
3) 能就所喜欢的科目这一话题进行问答交流，正确表达自己的情感。
4）能听懂有关所喜欢的科目相关话题的听力材料，并获得相关信息。
2. 情感态度价值观目标：
此部分的学习内容贴近学生的学习生活，谈论的话题是喜欢的学科。通过互相询问和谈论彼此所喜欢的学科，可以增进同学之间的了解和友情并培养学生热爱学习、热爱科学的思想和良好的学习、生活习惯。
二、教学重难点
1. 教学重点：
1) 掌握学校科目的相关词汇及部分周几的表达方式。
2) 学习询问和谈论别人或自己喜好的学科并给出理由。
3）What，Who和Why引导的特殊疑问句的构成和使用。
2. 教学难点：
1) 学习询问和谈论别人或自己喜好的学科并给出理由。
2）What，Who和Why引导的特殊疑问句的构成和使用。
三、教学过程
Ⅰ. Warming-up and revision
1. Greeting the Ss. Check the homework.
2. Warming up. Look at the pictures and answer the questions.
T: What fruit do you like best? = What’s your favorite fruit?
S: I like bananas.= My favorite fruit is banana.
Ⅱ. Presentation
1. T: What subject do you like best? Or we can say "What's your favorite subject?".
(Write the two sentences on the Bb.)
—What's your favorite subject?
—My favorite subject is English.
Ss read after the teacher and try to remember the conversation.
2. What other subjects do you like? Now let's learn other subjects.
(Show the picture of Chinese book)
Teach Ss "Chinese", then teach Ss other subjects by showing pictures on the screen.
(P.E., art, science, math, geography, history…)
3. Ss read all the subjects and try to remember them.
4. Work on 1a. Look at the picture in 1a, match the words with the pictures. Then check the answers.
1. P.E. ___
2. art ___
3. science ___
4. music ___
5. math ___
6. Chinese ___
7. geography __
8. history ___
Ⅲ. Listening
1. Two students are talking about their favorite subjects. Listen to the recording and circle the subjects you hear in 1a.
(Play the tape for the first time, Ss only listen. Play the recording again, Ss listen and circle the words in 1a.)
P.E. art science music math
Chinese geography history
2. Ss listen and circle the words in 1a. Then check the answers.
3. Listen again and answer the questions.
What’s Anna’s favorite subject?
What’s Linda’s favorite subject?
Keys: Anna’s favorite subject is music.
Linda’s favorite subject is science.
4. Listen and read follow the tape.
Linda: Hi, Anna! How’s your first day of school?
Anna: Hey, Linda! It’s happy to see all my friends. What about you?
Linda: Me, too. And my classes are great.
Anna: What’s your favorite subject?
Linda: My favorite subject is science. What’s yours?
Anna: Hmm. Well, I like art and math. But my favorite subject is music.
Ⅳ. Pair work
1. T: Let's practice the conversation with your partner. (Ss practice the conversation.)
S1: What's your favorite subject?
S2: My favorite subject is science.
2: Now make your conversations with the subjects in 1a.
S1: What's your favorite subject?
S2: My favorite subject is…
(Exchange roles. S2 ask S1 about the favorite subjects)
Ⅴ. Presentation
1. Present the sentence structure:
—Why do you like… —Because…
T: What's your favorite subject, S1?
S1: My favorite subject is P.E.
T: Why do you like P.E.?
S1: (Help S1 answer) Because it's fun.
Write the sentence structure: " —Why do you like… — Because…"on the blackboard.
2. Let Ss read after the teacher, and try to remember them.
3. Ask and answer with your partner about the reasons they like ball games. e.g.
S1: Why do you like soccer?
S2: Because it's boring. Why do you like basketball?
S1: Because it's interesting. Why do you like volleyball?
S2: Because it's fun.
Ⅵ. Listening
1. T: Look at the picture in 2a. Two students are talking about their favorite subjects. First, read the sentences by yourself. Then listen and put the conversation in order.
Ss read the four sentences, then listen to the recording and put them in order.
2. Check the answers with the class.
3. We're learned some adjectives in Unit 5. Such as interesting, boring, fun, difficult, relaxing…
Do you still remember? Let's review the words together. (List all the adjectives: interesting, boring, fun, difficult, relaxing) Then have a conversation with the Ss.
T: Let's play basketball!
Ss: That sounds interesting.
T: Let's play baseball.
Ss: That sounds difficult.
T: Let's listen to music.
Ss: That sounds relaxing.
T: Let's watch TV!
Ss: That sounds boring.
T: Let's play a game.
Ss: That sounds fun.
4. Now listen to the recording again. Match the subjects you hear with the descriptions. Ss listen and match. Then play the recording for the Ss to check the answers.
Subject
1. art
2. science
3. music
4. P.E.
5. math
6. geography
7. history Description
a. fun
b. interesting
c. boring
d. difficult
e. relaxing
5. Listen again and complete the blanks.
A: __________________________?
B: My favorite subject is P.E.
A: Why do you like P.E.?
B: Because it’s fun. _______________? What’s your favorite subject?
A: Hmm. My favorite subject is music.
B: Really? Why?
A: Because it’s relaxing.
B: What subject _______________?
A: I don’t like history because it’s boring.
B: Really? I _________ geography because it’s really difficult.
Ⅶ. Pair work
1. T: What do you think of the subjects above? Make your own conversations using the words (fun, interesting, relaxing, difficult…) in 2b. For example:
S1: What's your favorite subject?
S2: Science.
S1: Why do you like science?
S2: Because it's interesting.
2. Ss make their own conversations with his or her partner. Then let some pairs act out their conversations.
Ⅷ. Role-play
1. Present the new words: Monday, Friday and Saturday by show some calendars on screen. Let Ss read the new words after teacher.
2. Let Ss read the dialogue in 2d. Then fill in the blanks.
1. Bob’s favorite day is ________.
2. Bob’s favorite subjects are ______________.
3. Bob’s P.E. teacher is _______.
4. Frank’s favorite day is _______.
5. Bob thinks history is __________.
6. Frank thinks history is ________.
3. Ss read the conversation and fill in the blanks. Then check the answers with the Ss.
4. Let Ss practice the conversation in pairs. Then try to act out the conversation in front of the class.
Questions How are your classes today?
What’s your favorite subject?
Who’s your favorite teacher? Why?
Why do you like…
Answers I like…because we have…
I like…because it’s…
Because …
Adjectives, days interesting, boring, fun, difficult, easy, relaxing Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）
IX. Language points
1. Frank: Hi, Bob. How’s your day?
Bob: It’s OK.
How’s your day?是非正式场合朋友见面时的问候用语，表示“今天过的如何？”
例如：
A: How’s your day? 今天可好？
B: Great. Today’s my day! 棒极了！今天太爽了！
2. My favorite subject is science.
favorite是形容词，意为“最喜欢的，最喜爱的”，相当于like … best。如：
Her favorite fruit is strawberries.
= She likes strawberries best.
她最喜欢的水果是草莓。
favorite前面常为形容词性物主代词或名词所有格。如：
Her / Linda’s favorite color is yellow.
她（琳达）最喜欢的颜色是黄色。
favorite还可作可数名词，意为“特别喜爱的人或事物”。如：
Jackie Chan is my favorite.
成龙是我最喜欢的明星。
These books are her son’s favorite(s).
3. Chinese
作名词，有以下几种含义：
Chinese意为“_______”，是指一学科。
e.g. We have Chinese on Monday. 我们星期一有语文课。
Chinese意为“汉语”，表示一种语言。
e.g. He can speak Chinese well. 他汉语讲得很好。
Chinese还意为“中国人”，这时它的复数形式还是Chinese。
e.g. I am a Chinese. 我是一名中国人。
We are ________. 我们是中国人。
Chinese还可作形容词，意为“中国的；中国人的”。
e.g. Mr. Smith likes Chinese food. 史密斯先生喜欢中餐。
4. I like Monday because I have P.E. and history.
because用作连词，其后接从句，陈述原因或理由，用于回答why提出的问题。
如：
— Why do you like P.E.? 你为什么喜欢体育?
— Because it’s relaxing. 因为它很令人放松。
汉语中的“因为……所以……”常常连用，但在英语中because和so不能同时连用。如：
The book is very interesting, so we all like it.
这本书很有趣，我们都很喜欢它。
= Because the book is very interesting, we all like it.
此处have与学科名称搭配，表示“上某一学科的课”。例如：
We have P.E. on Tuesday and Thursday.
我们周二和周四上体育课。
在第五单元出现了have表示“有；拥有”的用法，have还可以与其他名词搭配，表示不同含义。例如：
have a class/ lesson 上课
have breakfast/ lunch/ dinner 吃早/ 中/晚饭
have a soccer game 举行足球比赛
have a school trip 开展校外活动
have a party 举行派对；举办聚会
5. He always plays games with us.
play with sb. 与某人玩，play意为“玩，玩耍”，如：
Kate likes to play with her dog after school.
凯特喜欢放学后和她的狗一起玩。
6. That’s for sure.
That’s for sure表示完全赞同他人的观点，表示“那是肯定的”、“确实是这样的”或“完
全没有问题”。例如：
A: Mr. Wang’s English class is very interesting.
王老师的英语课非常有趣。
B: That’s for sure. 的确如此。
Then do the exercises.
一、看图说出英语单词。
二、选择正确的应答语。
1. How’s your day?
A. It’s OK.
B. My favorite day is Monday.
2. Who is your Chinese teacher?
A. He’s very fun. B. Mr. Lin.
3. Why do you like music?
A. Because it’s relaxing.
B. I like music very much.
4. What’s your favorite day?
A. It’s on January 21st.
B. It’s Friday.
5. What’s her favorite subject?
A. Her favorite subject is art.
B. She likes Monday.
三、根据图片提示完成句子。
1. — _______ your ________ fruit?
— My _______ _____ is ___________.
2. — ________ your ________ _____?
— It’s _______.
3. — _____ is your ______ teacher?
— Mr. Wu.
4. — _____ do you like _______?
— ________ it’s very _________.
Homework:
1. Review the new words and expressions in this period.
2. Make a survey of the favorite subjects your classmate and the reasons.
Section A 2 (Grammar focus-3c)
一、教学目标：
1. 语言知识目标：
1) 继续学习学校的学习科目，并能就最喜欢的科目进行询问和回答。
2) 总结what, who, why引导的特殊疑问句的构成方式及回答。
3) 通过不同的形式的训练熟练掌握运用what, who, why引导的特殊疑问句来提问问题并能正确回答。
2. 情感态度价值观目标：
此部分的学习内容贴近学生的学习生活，谈论的话题是喜欢的学科及原因、自己的各学科老师是谁。通过互相询问和谈论，可以增进学生们与老师之间的了解，增进同学们之间的友情，并能形成学生们尊敬老师、团结同学的良好品质，培养学生们热爱学习、热爱科学的思想和良好的学习、生活习惯。
二、教学重难点
1. 教学重点：
1）总结what, who, why引导的特殊疑问句的构成方式及回答。
2）通过不同的形式的训练熟练掌握运用what, who, why引导的特殊疑问句来提问问题并能正确回答。
2. 教学难点：
通过不同的形式的训练熟练掌握运用what, who, why引导的特殊疑问句来提问问题并能正确回答。
三、教学过程
Ⅰ. Warming- up and revision
1. Greet the Ss as usual. Check the homework.
2. Review the subjects and the days we learned. Review the descriptions.
T: Who can say all the days we learned?
S1: Monday, Friday and Saturday.
T: Who can say all the subjects we learned?
S2: Chinese, math, English, geography, history, science, art, music, P.E.
T: Very good! Who can say the descriptions？
S3: fun, interesting, boring, difficult, relaxing
T: Now tell your partner what you think of the subjects. You can say them like this:
I think Chinese is interesting. I think math is…
(Ss say something about all the subjects.)
3. Ask and answer with your partner about the favorite subjects and the reasons. e.g.
S1: What's your favorite subject, Xiao Ming?
S2: My favorite subject is music.
S1: Why do you like music?
S2: Because it's relaxing.
(Ss ask and answer with his or partner.)
Ⅱ. Grammar Focus.
1. 根据汉语提示完成下列句子。
① 你最喜欢的科目是什么？______ your_______ subject?
② 我最喜欢的科目是科学。 My _______ _________ is _________.
③ 他最喜欢的科目是什么？ What’s _______ ______ _________?
④ 他最喜欢的科目是语文。 His _______ _________ is __________.
⑤ 她最喜欢的科目是什么？ ______ _____ favorite ________?
⑥ 她最喜欢的科目是美术。 ______ _______ subject is _______.
⑦ 为什么鲍勃喜欢历史？ _______ ______ Bob like ________?
⑧ 因为很有趣。 _______ it’s _________.
⑨ 为什么鲍勃和弗兰克喜欢体育？____ _____ Frank and Bob _____ P.E.?
⑩ 因为很有乐趣。________ it’s ______.
你的音乐老师是谁？ _____ is your _______ ________?
我的音乐老师是谢女士。My ________ ________ is ______ Xie.
你的地理课是在什么时候？ _______ is your ___________ class?
它是在周一和周五。 It’s _____ ________ and ________.
2. 阅读指导
我们已经学习了含be动词的特殊疑问句，其句型结构之一为“疑问词（不作主语）+ am / is / are + 主语 + 其他？”。本单元我们将学习含实义动词的特殊疑问句。
1. —Why do you like math?
—Because it’s useful.
2. —When does Alice go to school in the morning?
—At 7:00.
3. —Where do they come from?
—They come from China.
4. —What does your sister eat for lunch?
—Rice and chicken.
1. 含实义动词的特殊疑问句的句型结构之一为“疑问词（不作主语） + do / does + 主语 + __________ +其他？”，即“疑问词+ do / does开头的一般疑问句？”。
2. 由why引导的特殊疑问句，回答时常用由_________引导的句子进行回答。
注意：若疑问词作主语，特殊疑问句的语序则用陈述句语序。
疑问词 含义 例句
what “什么”用来询问事物 What’s his favorite sports?
他最喜欢的运动是什么?
who “谁”用来询问某人的身份 —Who is your math teacher?
谁是你的数学老师?
—My English teacher is Ms. Sun.
我的英语老师是孙老师。
where “哪里”用来提问地点 —Where is your pencil box? 你的铅笔盒在哪里?
—It’s on the desk. 在书桌上。
why “为什么”用来询问原因 —Why do you like playing ping-pong?
你为什么喜欢打乒乓球?
—Because it’s fun. 因为有趣。
when “何时”用来询问时间 —When is your mother’s birthday?
你妈妈的生日是什么时候?
—It’s on September 17th. 9月17日。
how “怎么”对某人/某情况提问 —How are you? 你好吗？
—I’m fine, thanks. 我很好，谢谢。
how old “多大”，用来询问年龄 —How old is your brother? 你弟弟多大了？
—He’s eight. 他八岁了。
how much “多少钱；多少”用来询问价格或不可数名词的数量 —How much are the shorts? 这条短裤多少钱?
—They’re thirteen yuan. 13元钱。
How much milk is there in the cup?
杯子里有多少牛奶?
Ⅲ. Practice
1. T: Let's do some exercises to practice the sentence structures. Now come to 3a. Fill in the blanks with what, who, or why.
指导：要确定空格处是何特殊疑问词，只能是根据答语来确定。看答语是表示原因、人物还是表示科目（事物），从而确定用特殊疑问词why, who, what。
1. A: _____ do you like history?
B: Because it’s interesting.
2. A: _____ likes math?
B: Eric does.
3. A: ______ is your favorite subject?
B: My favorite subject is P.E.
4. A: _____ is your science teacher?
B: My science teacher is Mr. Chen.
5. A: _____ do you like art?
B: Because it’s fun.
2. Ss read the conversations and fill in the blanks.
3. Let some pairs read out their conversations to check their answers.
4. Ss practice the conversations with their partners.
IV. Practice
1. T: Let's do more exercises to practice the sentence structures. Let's work on 3b. Write questions for the answers.
指导：要确定空格处是何特殊疑问词，仍只能是根据答语的意思来确定。
首先，看答语是表示原因、人物还是表示科目（事物），从而确定用特殊疑问词why, who, what构成的特殊疑问句。
其次，注意特殊疑问句的构成，Who/what/Why + 一般疑问句。
1. Question: _________________________?
Answer: Because history is interesting.
2. Question: _________________________?
Answer: Science and math.
3. Question: ________________________?
Answer: His Chinese class is on Monday.
4. Question: ________________________?
Answer: Mary’s favorite subject is art.
5. Question: ______________________?
Answer: My geography teacher is Mrs. Qin.
2. Ss read the conversations and write their questions.
3. Let some pairs read out their questions to check their answers.
4. Ss practice the conversations with their partners.
V. Survey
1. Next, let's do a survey about your classmates about his or her favorite subject, reasons and teachers. Let me tell you how to do it.
First, interview three classmates about his or her favorite subject, reasons and teachers.
Second, fill in the chart below.
At last, make a report about your classmates.
2. Let's make a model. Which group would like to have a try?
S1: What's your favorite subject, Jingjing?
S2: Music.
S1: Why do you like music?
S2: Because it's fun.
S1: Who's your music teacher?
S2: Ms. Xie.
(The S1 interview S2, S3, S4)
Fill in the chart.
Name Favorite subject Reason Teacher
Jingjing Music It's fun Ms. Xie
Xiao Mei Art It's interesting Ms. Wu
Da wei P.E. It's relaxing Mr. Hu
Make a report:
My classmate Jining's favorite subject is music. She likes it because it's fun. Her music teacher is Ms. Xie. Xiao Mei's favorite subject is art. She likes it because it's interesting. Her art teacher is Ms. Wu. Da Wei's favorite subject is P.E. He likes it because it's relaxing. His P.E. teacher is Mr. Hu.
3. Ss work in groups and make the survey.
4. Let some Ss report the result of their survey.
Do some exercises.
一、根据句意及首字母提示完成单词。
1. At school Frank’s favorite s_______ is P.E.
2. I don’t like art b______ I think it’s boring.
3. — W____ is your favorite teacher?
— Ms. Zhu. Her music classes are great fun.
4. M______ is the second day of a week.
5. Cindy has two Chinese classes on Tuesday and F______.
6. I think g_________ is useful (有用的) and I like it.
二、单项选择。
1. — What’s your aunt’s favorite ______?
— Green.
A. color B. teacher C. subject
2. I think history is really ______. I don’t like it.
A. interesting B. boring C. exciting
3. This is ______ Miller. He is our English teacher.
A. Mr. B. Miss. C. Ms.
4. — ______ does Linda like dogs?
— Because she thinks they are cute (可 爱的).
A. When B. What C. Why
5. — When do you have P.E., Jenny?
— ______ Friday afternoon.
A. At B. In C. On
三、根据横线后的标点提示，将所给单词连成完整、正确的句子。
1. Mr., students, Miller, to, play, with, likes, games, his
_______________________________________________.
2. fun, John, P.E., is, thinks
________________________________.
3. you, what, do, like, subject
______________________________?
4. Bob’s, is, class, when, English
_______________________________?
四、对下列句子中的划线部分进行提问 。
1. Alice has a school trip in February.
___________ Alice ______ a school trip?
2. Ms. Miller is my English teacher.
_________ your English teacher?
3. We have an English party at Linda’s home.
_________ you have an English party?
4. My father likes the dog because it’s interesting.
_________ your father ______ the dog?
5. Some apples are in the bag.
___________ in the bag?
五、读对话，根据首字母提示完成对话。
A: What’s your f_______ day, Eric?
B: I like Friday b_______ I have music and math. They’re my favorite s________.
A: W___ is your music teacher?
B: Ms. Xu. She always makes her class fun.
A: That’s great! But w____ do you like math. It’s very d_________.
B: Oh, I think math is useful and interesting. W_____ your favorite subject?
A: It’s P.E. I think it’s f_____.
B: That’s for sure. I like it, too.
Homework
假如你的表弟名叫Jeff, 他今年上初一。请你用英语问一下他最喜欢的科目及原因、该科目的老师是谁、在什么时间上该科目这四个问题。并将你们的问答记录在作业本上。
Section B 1 (1a-2c)
一、教学目标：
1. 语言知识目标：
1) 掌握下列词汇： free, cool, Tuesday, Wednesday, A.M., P.M., useful, from…to, Mrs. finish, lesson, hour, have art lesson…
2) 学习表示星期的名词，并理解星期与日期的区别。
3) 继续复习“谈论偏爱”和“询问喜欢的学科并给出理由”的语言结构；
4） 谈论一周的课程安排，学会合理地安排自己的作息时间。
5） 阅读有关课程安排的短文，并能获得相关信息。
2. 情感态度价值观目标：
本课时的学习内容贴近学生的学习生活，谈论的话题是喜欢的学科和一周的课程安排。通过互相询问和谈论彼此所喜欢的学科以及彼此理想的课程安排，可以增进同学之间的了解和友情，培养学生热爱学习和良好的学习、生活习惯。
二、教学重难点
1. 教学重点：
1) 学习表示星期的名词，并理解星期与日期的区别。
2) 能谈论他人所喜欢的科目，及原因，询问课程的时间安排。
3) 谈论一周的课程安排，学会合理地安排自己的作息时间。
4) 阅读有关课程安排的短文，并能获得相关信息。
2. 教学难点：
1) 谈论一周的课程安排，学会合理地安排自己的作息时间。
2) 阅读有关课程安排的短文，并能获得相关信息。
三、教学过程
Ⅰ. Warming- up and revision
1. Greet the Ss as usual. Check the homework.
2. Review the words of subject, days, months.
3. Review the sentence structures learned yesterday. T asks a student as a model. Then let Ss work in pairs to make their own conversations.
T: What's your favorite subject, S1?
S1: My favorite subject is music?
T: Why do you like music?
S1: Because it's interesting.
T: Who is your music teacher?
S1: Ms. Hu.
4. Ss work in pairs to make their own conversations. Let some pairs act out their conversations.
Ⅱ. Presentation
1. Present other days in a week. Show some pictures of calendar. Teach Ss Tuesday, Wednesday, Thursday and Sunday.
Ss read after the teacher and remember the days in a week.
(Monday, Tuesday, Wednesday, Thursday Friday and Sunday)
2. Present the using of "on + 星期几",
T: When is your art class?
Ss: It's on Monday.
T: When is your music class?
Ss: It's on Thursday.
3. Present some new adjectives, free, cool
Show a picture of someone who is busy doing sth. Write the word "busy" on blackboard. Then show a picture of someone who is lying on the beach to rest. Write the word "free" on the blackboard. Then show a very cool boy with nice clothes. Write the word "cool" on the blackboard.
Let Ss read the words free, busy, cool loudly. Then review the words: boring, difficult, easy, interesting, fun
4. Work on 1a. Match the words on the left with their opposites on the right. Then check the answers. Ss read the words after teacher, then, try to remember the words.
Ⅲ. Listening
1. T: David is talking about his classes and schedule. Listen to the recording and check (√) the words you hear in 1a.
(Play the recording for the first time, Ss only listen. Play the recording again, Ss listen and check (√)the words in 1a. )
boring easy
difficult interesting
busy fun
free
cool
2. Check the answers with the class.
Ⅳ. Listening
1. Read through the schedule.
T: Look at the schedule below. This is David's schedule. December 25th is Monday, December 26th is Tuesday…
T: What classes does David have on Monday?
S1: He has science, English, Chinese, P.E., geography and art.
T: Then what activity does David have on Saturday?
S1: He has a soccer game.
T: What activity does David have on Sunday?
S1: It's Bill's birthday party.
T: OK. Read through the schedule and find out what classes David have from Monday to Friday.
2. Now listen to the tape and circle the classes David talks about on this schedule.
boring easy
difficult interesting
busy fun
free
cool
(Play the recording for the Ss to listen and circle the classes David talks about. Then play the recording again for the Ss to check the answers.)
3. Listen again. Circle the classes David talks on this schedule.
DECEMBER
Monday 25th Tuesday 26th Wednesday 27th
A.M. 08:00 science A.M. 08:00 math A.M. 08:00 Chinese
09:00 English 09:00 math 09:00 science
10:00 Chinese 10:00 history 10:00 math
11:00 P.E. 11:00 science 11:00 P.E.
P.M. 12:00 lunch P.M. 12:00 lunch P.M. 12:00 lunch
01:00 geography 01:00 music 01:00 English
02:00 art 02:00 geography 02:00 art
Thursday 28th Friday 29th Saturday 30th
A.M. 08:00 math A.M. 08:00 Chinese
Soccer game
09:00 Chinese 09:00 English
10:00 Chinese 10:00 art
11:00 history 11:00 P.E. Sunday 31st
P.M. 12:00 lunch P.M. 12:00 lunch
Bill’s birthday party
01:00 geography 01:00 math
02:00 English 02:00 history
Ⅴ. Pair work
1. Look at the schedule above and complete the conversation in 1d.
Ss work in pairs to complete the conversation. Then let some read out the conversation to check the answers.
2. Ss practice the conversation with his or her partner.
3. Talk about your classmates' favorite subject using the conversation in 1d.
S1: What's Li Tao's favorite subject?
S2: His favorite subject is P.E.
S1: Why does he like P.E.?
S2: Because it's easy and relaxing.
S1: When is the class?
S2: It's on Wednesday.
4. Ss work in pairs to make their conversations.
Ⅵ. Writing
1. T: What do you think of these subjects? Write a description for each one. First, let's review all the descriptions we know. Who can say the words you know?
S1: boring, difficult, easy, interesting, fun
S2: (add some more words) free, busy, cool …
2. Then, tell your partner what you think of these subjects. Your partner should write your descriptions down and report it to you. Then exchange roles. Your partner tells you about his or her description. You have to report to your partner. e.g.
You: I think music is relaxing. Art is easy. P.E. is fun. English is interesting. Chinese is fun. Math is difficult. …
Your partner: In Xiao Fang's opinion, music is relaxing. Art is easy. P.E. is fun. English is interesting. Chinese is fun. Math is difficult. …
Ⅶ. Reading
1. Read the letter quickly and find the main idea.
It is about ________________.
2. Read the letter. Underline the subjects that Yu Mei likes. Circle the subjects she doesn't like.
指导：找到于梅周所上的学科较为简单。而确定此学科于梅是喜欢还是不喜欢，则应根据她对本学科的评价所用形容词。比如是interesting, fun, relaxing等词，应表明她喜欢此学科。而如果是boring, difficult等词则表明她不喜欢此学科。
3. Ss read the letter and underline the subjects that Yu Mei likes. Circle the subjects she doesn't like.
4. Check the answers.
5. T: Read the letter again and complete Yu Mei's schedule with the information in 2b.
6. 指导：短文按时间顺序介绍了于梅周五这天繁忙的课程活动。扑捉学科名称及上课时间是填写此表格的关键。寻找短文中“At …, I have ….或I have …at ….”之类的关键句，便可写出。注意该句“Lunch is from 12:00 to 1:00, and after that we have Chinese.”中午12点是于梅吃午饭(have lunch)的时间，1点是她上语文课的时间。
7. Ss read the letter again and complete the chart. Then check the answers.
VIII. Language points
1. free用作形容词，意为“空闲的”，其反义词为busy“繁忙的”。如：
— Are you free this Friday?
这个周五你有空吗？
— Yes, I am. 是的，我有。
[拓展] free还可意为“免费的”。如：
The fruit is for free here today.
今天这里的水果是免费的。
2. The teacher says it is useful,…
useful是形容词，是由“名词use (使用) +后缀ful”构成，意为“有用的”。类似结构还有：
help + ful → helpful 有帮助的
color + ful → colorful 绚丽多彩的
[注意] useful是虽以元音字母“u”开头，但其发音为辅音/ju:/，故其前用冠词a，而不用an。如：
It is a useful book. 这是一本有用的书。
3. Lunch is from 12:00 to 1:00, ...
介词短语 from … to … 意为“从……到……”，用来表述时间、地点等范围。如：
We go to school from Monday to Friday.
我们从星期一到星期五去上学。
It’s far from Beijing to Shanghai.
从北京到上海很远。
4. My classes finish at 1:50, but after that I have an art lesson for two hours.
finish作动词，意为“结束”，常用于finish _______ sth.意为做完某事
如：
The English Party finishes at 6:00 p.m.
英语聚会下午六点结束。
I finish doing my homework at 9:00.
我九点做完我的作业。
句中at表示“在……时刻”，常用在具体钟点前。如：
His birthday party is at 7:30 p.m.
他的生日聚会是在下午七点半。
lesson 用作名词，意为“课；课程”。
常用短语：
have lessons 上课
do one’s lessons做功课
Lesson One = the first lesson 第一课
class 和 lesson:
当表示“学校的课”时，class 和 lesson 区别不大，美式英语中常用class, 英式英语中常用lesson。例如：
Classes start at 9 o’clock.
(学校)九点开始上课。
(英式英语：Lessons start at 9 o’clock.)
当表示“某种技能。技巧性的课程”时，常用lesson， 较少用class。例如：
piano lessons 钢琴课
driving lessons 驾驶课
当表示“教材中的教学单元；课”时，常用lesson。class 则还有“班；班级”的含义。例如：
Now, Class, please open your books to Lesson 9.
同学们，现在请打开书，翻到第九课。
an art lesson for two hours 表示“一节两小时的美术课”， 此句中的介词for表示 “持续某段时间”。例如：
Jack usually plays soccer for an hour
after school.
放学后杰克通常踢一个小时的足球。
IX. Exercises
I. 根据语境, 从方框中选择恰当的单词填空。
cool free Saturday Wednesday
1. —Are you ______ today, Frank?
—Yes. I’m not busy.
2. Hey, Jack! You look so _____ in this white hat.
3. It’s _________ and I don’t need to go to school.
4. __________ comes before Thursday.
II. 根据句意及所给汉语提示, 写出句中所缺单词。
1. My brother wants to do something _______(有益的).
2. Hello, ______(太太) Green. How are you today?
3. Bob has five piano _____________(课) every month.
4. I work thirty-five _______(小时) a week.
5. The soccer season (足球联赛期) usually _______(结束) in May.
III. 完成句子。
1. 我觉得科学很难但是很有趣。
I think ______ is difficult ___ _________.
2. 午饭是从12点到1点。
Lunch is _____ 12:00 ___ 1:00.
3. 她最喜欢的日子是星期三。
Her ________ day is ___________.
4. 我们在星期四上音乐课。
We _____ music ______ ___ _________.
5. 每天上午，我爷爷看两个小时的电视。
Every morning, my grandfather watches TV ____ ____ ______.
Homework
1.分类复习所学的描述课程特点的形容词。
2. 用英语制作一张你们班级的课程表。
Section B 2 (3a-Self check)
一、教学目标：
1. 语言知识目标：
1) 复习巩固所学的学校课程的词汇、对事物进行评价的词汇、星期几的词汇。
2) 引导学生复习、巩固“询问喜欢的学科并给出理由”的目标语言并运用所学知识安排活动。
3) 运用所学的目标语言，练习写作信件或e-mail来表达自己某一天的日程安排。
2. 情感态度价值观目标：
学习内容贴近学生的学习生活，谈论的话题是喜欢的学科和一周的课程安排，通过互相询问和谈论彼此所喜欢的学科以及理想的课程安排，可以增进同学之间的了解和友情并培养学生热爱学习和良好的学习、生活习惯。
二、教学重难点
1. 教学重点：
1) 复习词汇：Chinese, math, English, history, geography, science, music, P.E. art；interesting, fun, difficult, easy, boring, useful；Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
2) 运用所学的目标语言，练习写作信件或e-mail来表达自己某一天的日程安排。
2. 教学难点：
运用所学的目标语言，练习写作信件或e-mail来表达自己某一天的日程安排。
三、教学过程
Ⅰ. Warming- up and revision
1. Greet the Ss as usual. Then check the homework.
2. What do you think of your school subjects? Tell your classmates about them.
You can say it like this: In my opinion, Chinese is interesting. Math is useful. English is difficult but useful. P.E. is fun. Music is relaxing…
Ss report their opinions in the group. Then let some Ss talk about it to the class.
3. Review some phrases or sentences:
1.interesting (反义词) 2. busy (反义词) 3. difficult (反义词) 4. A.M.(反义词)
5. 在星期五 6. 在九点钟 7. 上科学课 8. 上历史课
9. 从……到 10. 在那之后 11. 上一节美术课 12. 两个小时长 13. 我的课在3:30结束。 14. 老师说数学很有用。
Check the answers with the class.
4. Retell Yu Mei's letter.
Show Yu Mei's schedule on the screen. Let Ss try to retell the letter.
Time Sub/Act Descriptions
at 8:00 math not fun, useful, difficult
at 9:00 science difficult but interesting
at 10:00 history --
at 11:00 P.E. easy and fun
12:00 to 1:00 lunch --
after that Chinese Mrs. Wang, great fun
2:00 to 4:00 art really relaxing
Ss try to retell the letter. T gives them some help if they need.
Ⅱ. Reading
1. T: Dale can't meet Mei Ling on Friday afternoon. He's really busy. So he writes an e-mail to Mei Ling to tell her about it. Number these parts of an e-mail message [1-3].
指导：应根据邮件的内容及格式来确定顺序，可知开头为有Hi, Mei Ling的片段；结尾为有Dale署名的片段。
2. Ss read the parts of the e-mail message and number them.
3. Let some Ss read the right message to check the answer.
4. Ss read the e-mail message aloud and try to remember the e-mail message.
5. Learn the language points in 3a.
1) I want to meet you on Friday afternoon, ...
want to do sth. 是固定用法，意为“想要做某事”，do表示动词的原形。如：
I want to finish my homework at 6:00.
我想在六点钟完成作业。
Bob wants to buy a new computer.
鲍勃想买一台新电脑。
2) Is that OK with you?
对你来说合适吗？
本句用来征求对方的意见，其中that指代所需征求意见的内容，依据上下文的不同也可使用 this 或 it。
be OK with sb. 意为“对某人来说是合适的”。例如：
Is the time OK with Linda?
对琳达来说时间合适吗？
Ⅲ. Writing
1. T: Look at the chart in 3b. Fill in the schedule below for your classes on Friday. Write the time on the left and the subjects on the right. Then read out your schedule to your partner. Let your partner check your schedule.
2. Ss fill in the schedule by themselves and read them to his or partner.
Ⅳ. Writing
1. T: Linda is your new friend. She wants to meet you on Friday. But you are really busy on Friday. Write an e-mail to tell her about your Friday. If you don't have any idea, you may review the e-mail in 3a or the letter in 2b.
指导：写作时应注意电子邮件的格式，应有开头的称呼，及结尾的署名。写作时可能用到的句型有：
① Thanks for your e-mail. 谢谢你的邮件。
② It’s Friday today. I’m really busy./I’m really busy on Friday
今天是星期五。我很忙。
③ I have …classes in the morning and … in the afternoon.
上午我有……节课，下午……节课。
④ At …, I have …. Then at …, I have …. Next, … 在……点，我上……。
然后在……点。接下来……。
⑤ ….class is from …to …. ……课从……到……。
⑥ After that, I have …for … 之后，我上……课……时间。
⑦ … is my favorite subject. ……是我最喜欢的科目
⑧ I like/don’t like it because it’s …. 我喜欢/不喜欢它，因为它是……。
⑨ I think it’s … 我想它是……的。
⑩ Please tell me about your school life. 请告诉我你的学校生活。
2. Ss read the e-mail in 3a and the letter in 2b. Then try to write the e-mail to Linda about his or her Friday. (T goes around the class to offer some help. )
3. Ss read their e-mail to their partners. Then check each other's e-mail.
4. Let some Ss read their e-mail to the class to give a possible version.
Ⅴ. Self Check 1
1. T: Let's review all the school subjects we learned. Who wants to have a try?
S1: Chinese, math, English, history, geography, science, music, P.E. art
T: Very good! Who want to have a try again?
(S2:… S3：… S4: …)
2. T：Next let's review the descriptions we learned. Who wants to have a try?
S5: interesting, fun, difficult, easy, boring, useful…
T: Very good! Who want to have a try again?
(S6:… S7：… S8: …)
3. T： Then let's review the days in a week. Who wants to have a try?
S9: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
T: Very good! Who want to have a try again?
(S10:… S11：… S12: …)
4. Now look at the chart in Self Check 1. Add more words in each box.
(Ss write more words in each box.)
5. Let some Ss read out their answers.
Ⅵ. Self Check 2
1. (Ask a student some questions as a model for the Self Check 2)
T: What is your favorite subject?
S1: English.
T: Why do you like English?
S1: Because it's interesting.
T: Who is your English teacher?
S1: Mr. Wu.
T: When is your English class?
S1: They're on Monday, Thursday and Friday.
2. Now, please read the questions in Self Check 2 and complete the questions with what, when, who, or why. (指导：应从句意、句子结构，特别是句子的主语等方面来综合考虑该用哪一个特殊疑问词。比如，第一句中，主语your favorite subject是事物，因此应用特殊疑问词what。其他思考方法相同。)
3. Ss complete the questions by themselves.
4. Let some pairs ask and answer about the conversations to check the answers.
5. Ss work in pairs and ask and answer the questions.
Ⅶ. Exercises
I. 根据所给问句或答语及括号内所给提示词语, 写出完整句子。
1. —What’s Eric’s favorite subject?
—__________________________. (music)
2. —Why does Kate like history?
—__________________. (easy)
3. — ___________________________? (Lisa’s, favorite teacher)
— Miss Jones.
4. — When is your English class?
— ______________. (Friday)
Ⅱ. 根据汉语意思完成英语句子, 每空一词。
1. 我们从1960年到1973年住在苏格兰。
We lived in Scotland _____ 1960 ___ 1973.
2. 他们的语文老师是个很有意思的人。
Their Chinese teacher is ________ _____.
3. 我弟弟认为数学难但很有趣。
My brother thinks math is _________ _____ __________.
4. 辛迪，感谢你的照片。
Cindy, ______ _____ _____ your photos.
5. 我喜欢红色。你呢？
I like red. _________ _______ you?
Homework
假如你是爱伦，你的朋友玛丽约你星期四下午见面，但是你星期四下午太忙，不能去。星期五下午可以。请你根据下表格的内容写一封e-mail告诉她。
Thursday afternoon
2:00-2:50 history boring
3:00-3:50 geography difficult, useful
4:00-4:50 an art lesson easy and fun
5:00-6:00 basketball game great fun
