新目标初一英语上册教案

Unit one My name is Gina.教材分析1．话题：Making new friends2．功能目标：1）使学生学会用英语介绍自己。

3．文化目标：1）让学生初步体会用英语和别人交流的感受，培养学生学习英语的兴趣。

2）通过对英文名字的介绍，对比中西方表达名字的不同，了解中西方文化的差异。

3）通过对西方一些成功人士英文名字的介绍，使学生了解成功是由不懈的努力和艰苦的奋斗得来的。

4．认知目标：1）词汇：clock, hello, hi, and, question, answer, look, first name, last name 2) 语法项目：一般现在时be的用法以特殊疑问词what开头的问句形容词性物主代词my, your, his, herWhat’s=What is I’m=I am My name’s=My name is3) 语言目标：What’s your name?My name is Gina.I’m Gina. Nice to meet you.Period oneL anguage topic: What’s your name?My name is Gina.Language strategies: Talk about the namesMain vocabulary: name is, meet, his, first name, last name, answer, boy , girl.II.语言结构: present tense to be, what questions, Possessive adj. my, your, his, her. 。

III.语言功能:询问姓名及怎样回答.IV.活动设计：采访调查What’s your first name?V. Teaching steps:Step 1:Greetings.Step 2: Words:Learn the new wordsA: first, listen to the recorder, the students read after the recorder. B: read the new words after the teacher.Step 3: 1a Write English words for the things in the picture. How many things do you know?Step 4: 1b Listen and number the conversations . three times.Step 5: 2a Listen to the four conversations and number the conversations (1--4)Step 6: 2b Listen and circle the names you hear. .Step 7: 3a. read the names. Write the first names and the last names. Step 8: Let’s sum what we have learned this class.Words:Sentences:Something else:Step 9: HomeworkPeriod 2I.教材分析：这是课本的第二部分，活动内容比较多，学生对教材很有兴趣，例如做学生证，用英语填写自己的名字。

Language topic: What’s your name?My name is Gina.What’s your first name?My first is ----.What’s your last name?My last name is -----.Language strategies: Talk about the namesMain vocabulary: nine, number, phone, card, family name, first name. II.语言结构: present tense to be, what questions, Possessive adj. my, your, his, her. 。

III.语言功能:询问姓名(分别问姓和名)及怎样回答，要求学生分清姓和名. IV.活动设计：采访调查What’s your first name?V. Teaching steps:Step 1:Greetings.Step 2: Sing an English song:Step 3: Look at the picture. Find the last names and write the below.1. Karen _________.2. Peter __________3. David _________4. Jim ___________5. Maria _________Step 4: 3b Look at the ID card and answer the questions.What’s hWhat’s her family name?What’s her first name?Step 5: 3c Make an ID card for yourselfWords:Sentences:Something else:Step 8: HomeworkPeriod 3 Self check1. Give the full forms of the following. 写出下面的非缩略形式。

1）What’s your name? ____________________________?2) His name’s Jim. __________________.3) I’m Jenny. ___________.Unit 2 Is this your pencil?教学目的和要求 (Teaching aims and demands)Excuse me but these they good those boat hill tree their much very much all right all right mum friend brother nice to meet child children welcome our come come in oh日常交际用语Is this your/my/his/her pencil-box? Yes,it is./No, it isn’t.Here you are.Where’s my…?What are thes e/those? They’re …,etc.It’s very good.Are these/those/they English books? Yes,they are./No,they aren’t.period 1Step 1 Revision1.ReviseIs everyone here today?Find out :who is present/absent.e flashcards to revise the new words in Unit 5. (girl, boy, man, woman,sister,father,mother,Mr,Mrs,etc.)3.Check homework.Step 2 PrsentationPick up a girl’s pen and ask Excuse me.Is this your pen?Help her to answer Yes,it is. Say to the class This is her pen.Give the pen to her and say Here you are.Help the student to answer Thank you. Repeat with a boy, saying This is his pen.Repeat several times with different objects,including a bag,a pencil-box,a pencil,an eraser,a cup,etc.Get all the students to raise their pens.Point to a boy’s pen and help the cl ass say his pen. Then point to a girl’s pen and say her pen. Repeat this several times at a quicker speed.Step 3 PracticeGet this chain drill going. In each case a student should pick up an object belonging to the person behind or beside him or her,and askA:Is this your book?B:Yes, it is.A:Here you are .B:Thank you. (Pick up an item from another student and ask C) Is that your eraser?C:Yes,it is.B:Here you are!(Give the eraser to the owner.)C.Thank you.(To D) Is this her…? Etc.Explain that it is polite to say Excuse me!to get someone’s attention. Get them to repeat several times. Then repeat the chain drill adding Excuse me!Step 4 PresentationPick up a bag belonging to a girl, point to a boy and say Is that his bag?(No, it isn’t. I think it’s her bag.). Give extra emphasis to the word her.Pick up a pen that belongs to a boy,point to a girl, and ask Is this her pen?(No,it isn’t.I think it’s his pen).Put special emphasis on his. Repeat this several times with different students and different objects.Step 5 Look, listen and say.SB Page 26, Pictures 1, 2and 3, Speech Cassette Lesson 21. Say Open your books to page 26. Look and listen. Play the tape through once. Rewind and divide the class in two – A and B. Say Listen and repeat. Replay the tape, using the pause button. Students listen and repeat. Repeat changing roles. Notice the special emphasis on the word my in the last line. But where’s my cup?Step 6 Pair practiceDivide the class into groups of three. Get them to practise the dialogues with Pictures 2 and 3. After they have practised once or twice, get them to repeat the dialogue using other items and their own names.Step 7 ActingCall out four students, each with four different objects. Collect the objects from them, and have a similar dialogue. The teacher begins to say Excuse me. Is this your eraser? (Yes/No.)etc.Continue until the items are returned to the correct owners. Then call out five more students. Let one of them collect the objects and begin again.HomeworkFinish off the Workbook exercises. Write Exx. 1 and 2 in the exercise book.Note:When teaching new words, e.g. me,these,tree, meet,please,very,welcome.Period 2Step 1 Revision1.Ask a group to act out the dialogues from Page 26 with books. If desired,ask another group to act without books.2.Check hoework. Get some students to read and act Ex. 3 in Wb Lesson21.Step 2 PresentationHold up a bag and ask What’s this? It’ s a bag.Hold up two bags and say What are these ? They’re bags.Repeat with a pen/ pens, a book/ books,a box/boxes,etc.Now get the class to ask and answer both questions ---What’s this ? What’re these?Make sure that they pronounce the plural forms correctly. Add /z/for banana, bag and pen,/s/for book and /iz/for box and bus. Also they should pronounce the ds in birds as one sound/dz/ not /d+z/.Step 3 PracticeChain drill . Call out several students to demonstrate.A:What are these ?(Holding up two pens. )B:They’re pens. What are these?(Holding up two books.)C:They’re books. What’re these? (Holding up two boxes. )etc. Organise a chain drill around the class in the same way.Step 4 PresentationDraw a banana on the Bb. Ask What’s this? It’s a banana.Draw two bananas and ask What are these? They’re bananas. Write one under the single banana and two under the two bananas.Repeat up to ten.Step 5. Read and say.SB Page 27, Part 1, Speech Cassette Lesson 22. Say Turn to Page 27, Part 1. Look at Picture 1. What’s this? Help them to answer It’s a banana. Ask How many can you see? One, two or three? (One.)Look at Picture 2. What are these? (They/They’re bananas.)Notice that the short form for They are is They’re.Ask How many can you see, two, three or four?(Two.)Repeat with the other pictures.Then ask What can you see in Picture 2?Ss:Two bananas.Do the same for the other pictures in random order.Step 6 PresentationSB Page 27, Part 2. Books closed. Use flashcards or draw a quick sketch of a car on the Bb. Step away from it and using a pointer ask What’s that? (It’s a car.)Repeat with a bird, a cat, an egg and a cake. Teach a tree and a boat. Now draw a second car, and, pointing to it ask What are those? (They’re cars.)Repeat with birds, eggs, cakes, boats and trees.Be sure to stand back and point when you ask,so students aren’t confused by these and those. Teach hills, boats and pictures in the same way. Get the students to read the dialogue in Part 2 in pairs.Step 7 Ask and answerSB Page 27, Part 2. Call out a student and ask What can you see in the picture? What are those? Point to the birds in the picture. They’re birds. Get him or her to ask you a similar question.Ask the students to work in pairs to ask and answer similar questions using the picture.Step 8 WorkbookSB Page 112, WB Lesson 22. Do Exx. 1-3Ex.1 contains the numbers from one to thirteen.Help the students to spell fourteen and fifteen.Tell them the numbers from thirteen to nineteen all end in teen. They are all formed by the number plus teen,except for thirteen and fifteen which are slightly different.HomeworkPeriod 3Step 1 Revision1 Revise What’s this? /What are these?(They’re…) like this:Hold up a bag and ask What’s this? (It’s a bag.) Hold up two bags and ask What are these?(They’re bags.) Repeat. Help the class to answer.Repeat with pens, books,etc.Get the class to ask questions and give answers. Check for the use of plur3.Revise What’s that?/What are those?in a similar way.This time usepictures from magazines, pictures on the wall or Bb drawing toemphasize that that and those refer to items that are not near. Chain drill. Call out several students to demonstrate.A:What are these? (Holding up three pens.)B:They’re pens. What are those?(Pointing to trees outside.)C:They’re trees. What are these?etc. Then get the class to continue this chain drill.Step 2 Pronunciation praticeWrite these lists on the Bb one at a time and get the students to practise reading and pronouncing them correctly. Write the phonetic symbols if you think they will help the students.1./s/2./z/3./iz/desks birds/dz/ busesbooks trees boxescats/ts/ girls orangesbikes boysAfter writing each list,underline the endings and explain These words have the …sound. Do Ex. 2 in Wb Lesson 23.Step 3 PresentationTake out a bag with some oranges or pears in it. Hold it up and let several students feel the bag, Ask Are these apples? Some students will say Yes, they are.Others may say No,they’re not.Still others may say I think they’re… Smile and say You don’t know! Open the bag and say Look!These are (pears).Teach Are those…? For example , put a small picture with two cars in the corner of the room,and ask Are those Chinese/Japanese cars? The students try to guess. They may answer Yes,they are./ No, They’re not. Then bring the picture closer so that they can confirm that they are/are not Chinese/ Japanese cars.Step 4 Read and saySB Page 28, Part 1, Speech Cassette Lesson 23. Play the tape. Students listen, and then listen and repeat. Get two or three pairs to read aloud the dialogue. Then get the students to read in ter, get some students to read and act.Step 5 Look, listen and saySB Page 2, part 2,Speech Cassette Lesson 23. Let the students listen to the tape and then get them to practise the same way as in Step 4. Put the students in groups of three (A,Band C). Later ,call out several groups to read the dialogue and act in front of the class.Step 6 WorkbookSB Page 113, Wb Lesson 23. Do Exx.1-3 in pairs orally. Then check the answers with the whole class. Wx. 4 is optional. Do this exercise if you think your students are ready. Point to the picture and draw the students’ attention to the difference between written English and Chinese, including the word order and the use of the verb to be.HomeworkFinish off the Workbook exercises. Revise the new language items in Lessons 21, 22 and 23. Do Ex.2 in the exercise book.Period 4Step 1 Revision1.Call the register. Get the students to talk about who is not at schooltoday,etc.2.Revise the nubmers 1-28 and teach 29 and 30.ing flashcards, revise the plural words taught in this unit:hills,boats,birds,etc. Do Ex.2 in the Wb Lesson 23.e the same cards to practise What are these? Are these…? And furtheraway,What are those? Are those…?Step 2 Read, listen and saySB Page 29, Part 1,Speech Cassette Lesson 24(Phonic Reading Work).Follow the same steps as in Lesson 20. Step 2. (Please see Pages 148-167 of the TB.) As in Lesson 20, use flashcards rather than going straight to the book.1.Books closed. Say Listen and play the tape.2.Play the tape again. Say Listen and repeat.Write the letter O onthe Bb, and next to it write no,hello, those,home,zero and go.3.Students read aloud each word in turn as you point to it.4.Explain that in Chinese these words all have the letter O and the/eu/ sound.5.Repeat the above procedure with the words:6.Get the students to read and say the above words from the Bb in random order. Then ask them to read aloud the words in SB Lesson 24, Part 1.7. Do Ex. 1 in Wb Lesson 24.Step 3. PresentationDraw a picture on the Bb. There should be six children- three boys and three girls. Point to the first boy and say This is Jim Green.Write JimGreen under the picture. Point to the first girl and say This is Kate Green. Write Kate Green under the picture. Say Kate is Jim’s sister. Write Jim’s sister under Kate. Point to Jim and say Jim is kate’s brother. Repeat. Have students repeat brother several times. Now point to the next picture of a boy and say Who is this? He’s Tom Read. Then, pointing to the girl Who is this? She is Ann Read. Write the names below the pictures. Point to Ann again and ask Who is she? Help a student to answer She’s Tom’s sister. Point to Tom and say This is Tom Read. Step 4 PresentationCall out four students –two boys and two girls. Point to each one and give him or her a name. Say Kate, Jim, Ann and Tom. Ask them to leave the room and to come in two at a time, brother and sister together. When the first two come in say Hello, Jim .Hello,Kate. Welcome to our class! When the next two students come in say Look! There are your friends, Ann and Tom. Hello, Ann. Hello,Tom. Welcome to our class! Get the students to repeat Welcome to our class.Step 5 DrillStart a chain drill like this. Tell students to remember the name as you go around the rows pointing to each student in turn. Say 1-Jim, 2-Kate, 3-Ann,4-Tom,5-Joy,6-David, 7-Jim, etc.(Number the pictures on the Bb in the same way to help).Help S1 to say Hello, I’m Jim.S2:Hello Jim.I’m Kate.(Kate turns to Se and says. )Hello, I’,m Kate. This is my friend Jim.S3:Hello Kate. I’m Ann. (Ann turns to S4.) hello, I’m Ann. These are my friends Kate and Jim.S4:Hello, Ann. I’m Tom. (Tom turns to S5.)Hello, I’m Tom.These are my friends Jim,Kate and Ann.Continue in the way until you reach S6. Student 7 starts again. Hello, I’m Jim. And so on.Step 6 Look, listen and saySB Page 29, Part 2, Speech Cassette Lesson 24,. Say Turn to Page 29. Play the dialogue for Picture 1. Students listen, and then listen and repeat. Explain that when people address a mother directly, they usually say Mum or Mom. Fathers are referred to as Dad. Get two or three pairs to read aloud the dialogue on Page 29. Then get the students to read in groups of three. Say Look at picture 2. Who is there? Do you know? Listen. Play the dialogue for Picture 2. Have students listen and repeat paying special attention to the pronunciation of the word room. Explain themeaning in Chinese. Get two or three pairs to read aloud the dialogue. Then get the students to read aloud the dialogue. Then get the students to read in groups of ter, get some groups to read the act.Step 7 Listen and answerSB Page 30, Part 3, Listening Cassette Lesson 24. Say Look at the picture on Page 30. What can you see? (Jim and Li Lei)Where are they? They are at the bus stop. Write at the bus stop on the Bb. Explain that Jim and Li Lei are at the bus stop. Jim wants to go home. Say Listen. What number is Jim’s bus? Play the cassette twice, if necessary. The text of the tape is printed below. If you do not have the tape,read the following text aloud.Listening textJim:Is that my bus?Li Lei: What’s number?Jim:I think it’s 25.Li Lei:No, that isn’t your bus. Your bus is number 29.Jim:Look! Is that my bus?Li Lei: I think it is. Yes, It’s a 29 bus.Jim:Good. Oh, where are my bags?Jim: Thanks.Goodbye!Li Lei:Goodbye!Then repeat the question What number is Jim’s bus? (Answer:29)If time permits,play the tape again,and get the students to repeat. Half of them can be Jim, and the other half Li Lei.Step 8 Say and writeSB Page 30, Part 4. Books closed. Draw a boat on the Bb. Say This is a boat. Write the sentence on the Bb and then read it aloud. This is a boat.Have the students repeat.\Draw three boats. Say These are boats. Write the sentence on the Bb. Say These are boats.Hve the students repeat.Say Turn to Page 30. Point to Part 4. Explain the model to the students. Say Look at number 1. A box. This is… Help a student to say a box. Say These are … Help a student to say boxes.T: Picture No.2. A computer. Row 2Row 2: This is a computer.These are computers.T:Picture No.3.An apple. Row 4.Row 4: This is an apple. These are apples, etc.After you have gone over all of the words , get students to write the answers in their books. When they have finished, ask the studentsto exchange books and t o “mark” each other’s work. Remind them to pay special attention to boxes and buses, where an “es”must be added in the plural form.Step 9 Check point 6Revise the plural from of the noun. Refer to the notes on Page 182 of the SB. Do Wb Lesson 24, Ex. 3. Give a short dictation as in Lesson 20. Use some of the words, expressions and sentence patterns in this unit. Give the Ss a few nouns. Get them to make the nouns plural.Step 10 Workbook\Sb Page 114, Wb Lesson 24. Most of the exercises help revise the plural form of nouns. E.g Exx. 3 and 7.Ex.6 shows a way of learning new words by classifying them according to their meanings. Exx.9 and 10 are optional. Ex.9 provides students with reading practice. Ex.10 is a chant that helps the students to practise rhythm.HomeworkFinish off the Workbook exercises.Unit 3 This is my sisterPlural nounsTarget Language(语言目标):This is my brother.Is she your sister?Yes,she is. No,she isn’t.Vocabularymother,father,sister,brother,grandmother,grandfather,friend,grandp arents,uncle,aunt,cousin,parentsRecyclingHello.Hi.Nice to meet you.personal names Is this your…? Yes,it is.Is that your…? No,it isn’t.Learning strategiesPersonalizing Memorizing重点词汇： family membersthis/that these/those is/are语言结构(Structures)：This /That is…Is this/that…?Yes, it is./No, it isn’t.Period 1教学范围： Section A 1a 1b 2a Section B 1 2a教学内容：Newwords:mother,father,parents,brothers,grandmother,grandfather,friend, sister grandparents.教学目标：Learn all the new words by heart.教学重点：单词的拼写以及人物之间的关系。