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人教版七年级上册英语全册教案()图文

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新目标七年级英语上册教学计划

一、学生情况分析及对策

本学期担任的英语课，绝大多数学生入校前已学过英语或接触过英语，他们已经认识了部分字母和单词，掌握了英语学习的一些基本方法，但多数同学只是会说部分单词和句子。尖子生少，学习困难生多，部分学生没有明确的学习目的，缺少学习的热情和主动性，自觉性较差，相应的学习习惯也差。学生学习英语的新鲜感已经丧失，学习英语有为难情绪。针对种种情况，在本期的英语教学中，一方面应加强基础知识的讲解和基本技能的训练，让学生掌握词汇、语法、句型等基础知识和听、说、读、写等基本技能，为进一步学习英语打下坚实的基础；另一方面，又要采取多种措施，注意培养学生对英语的兴趣；让学生掌握记忆语音、单词、阅读和写作等英语学习技巧，培养良好的学习习惯和自主探索，合作探究能力。充分调动学生的学习积极性和主动性。教学上采取任务型教学，运用灵活多变的方法，实现学生语言运用能力的迁移和拓展。尊重理解学生，与学生一起分享学习中的苦与乐。使每一位学生都能在学习中取得很大成绩，有所进步。

二、教材分析

新课标七年级上册共9个单元。全书采取任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。每个单元都列出明确的语言目标，主要的功能项目与语法结构，需要掌握的基本词汇，并分为A、B两部分。A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。每个单元还有self check部分，供学生自我检测本单元所学的语言知识之用。它采用―语言的输入——学生的消化吸收——学生的语言输出‖为主线编排的。通过确定language Goal,采用听、说、读、写，自我检测等手段，有效提高语言习得者的学习效率，有利于习得者的语言产出，体现了以学生为主体的思想。

三、教学目标要求

A. Talking Topic

1．Good morning .

2.What’s this in English?

3. What color is it?

4. My name’s Gina .

5.Is this your pencil?

6.This is my sister.

7.Where is my backpack?

8.Do you ; possessive adjectives my, your; ; YesNo questions and short answers; How do you spell pen? P-E-N.

3. Present progressive tense; How questions ; Plural nouns.

4. Where questions; Prepositions on, in, under; Subject pronoun they.

5. Ask and answer questions about ownership; Make suggestions.

6. How much questions

五、教学目的

培养学生对英语的学习兴趣，形成有效的学习策略，有效提高学习效率，发展双基能力，培养听、说、读、写的能力，使学生初步获得运用英语的能力，达到语言运用能力的迁移和拓展。

六、教学措施和方法

措施：1.培养学习兴趣，引导学生掌握正确的学习方法和策略，提高学习效率；2.发挥学生主体和教师主导作用：3.用良好的师生关系，协调课堂气氛，培养学生开口说英语的勇气和信心；4.引导学生实现语言的迁移，加强日常生活中英语口语的运用；5.鼓励学生自主探索，合用探究，共同提高。6.加强听力训练,拟每天晚自习前20分钟进行听力训练

方法：任务型教学：教师提出指令，学生规范操作。听说领先，读写跟上。综合训练，扎实双基。

七、教学计划安排。

本期每周6课时，预计十六个教学周。安排如下：

第1——4周：预备篇

第5周：Unit 1

第6周：国庆放假

第7周：Unit 2

第8周：Unit 3

第9周：Unit 4

第10周：review unit1-4 期中考试

第11周：Unit 5

第12周：Uint6

第13周：Unit 7

第14周：Unit 8

第15周：Unit 9

第16―20周复习迎接期末考试

Starter Unit 1 Good morning!

教学内容

本单元是新目标英语教材的第一个预备单元,学生通过学习本单元内容,从而进入一个崭新的英语世界.学习、巩固与应用英文字母A到H，可以使学生在日常生活中发现英语，提高他们的学习兴趣。同时，又培养学生养成认真观察生活的良好习惯。礼貌问候用语的学习可以帮助他们树立“以礼待人”的良好行为意识，帮助他们建立正确的道德观。

教学目标

1）知识目标：A.学习和使用字母A到H；

B.学习使用基本的礼貌问候用语；

C.学习相关的缩略词。

2）能力目标：A.掌握元音字母A、E的发音规律，提高学生的辨音能力；

B.学会向别人有礼貌地问候；

C.培养学生观察生活、捕捉信息的能力。

3）情感目标：A.通过本单元的学习，使学生从小养成礼貌待人的良好行为习惯；

B.通过学生对英语的初步学习，激发他们的学习兴趣和求知欲。

教学重点、难点

重点： A. 熟练掌握字母A至H；

B. 掌握基本的问候用语。

难点：A.掌握元音字母A和E在单词中的发音；

B.学会如何用简单的日常用语向别人问候。

课时安排

教师根据部分学生是英语零起点的实际情况，对教材进行了顺序调整，把有关字母内容整合在一起，从字母教学入手，逐步过渡到日常用语学习。具体安排如下：

第一课时 Section A 2a-3; Section B3a-3b

第二课时 Section B4; Self-check 4

第三课时 Section A 1a-1b, 4b;Section B 1-2b

Period One

课前准备

老师：准备上课所需图片及实物。

学生：准备一些卡片以便上课时使用。

教学设计

Step One: Present the letters.（用字母卡片向学生展示，会让学生有更为直观的视觉效果。）

1. the letters.

Teacher: English is one of the most important languages in the world. It is widely used all over the world. It is so useful that we must try our best to learn it well. Thus, we can talk with foreigners casually. If we want to learn English, first we should learn the letters. Today we’ll try to learn the letters A to H. (Textbook 2d)

Starter P

2.Read the letters.

(students can follow the teacher to read the words aloud. They can read them using the two different intonations----a rising intonation and a falling intonation.)

3.Write the letters.（规范学生的书写，养成良好的学习习惯。）

Teacher:English letters write them after the models.(Textbook Starter P

2d)

Step Two: Practice.

Listen to the tape and number the letters you to the tape and give the right answers. Listen and draw lines between the letters you be made into a beautiful picture. Can

3a)

you guess? Let’s listen and guess what it is.(Textbook Starter P

Help the balloons find their you the words, but also in different places in our daily life. Look at these things. Can you tell me what they mean? (Textbook Starter 3)

1.Have a discussion about the abbreviations.（展开小组讨论，发扬合作精神。）Teacher: The words like these can be found easily in our life. Can you tell me something else? Now let’s about them.

(Students are divided in groups to .)

2.Report the result to the class.

Step Four: Make letter cards.

Encourage students to make letter cards in different groups.

Homework（鼓励学生自已动手制作字母卡片，培养每个学生的参与意识和动手能力。）

1.Write the letters A-H.

2.Thinkl about the pronunciation of the letters in the English words.

Period Two

课前准备

教师：准备练习时所需单词表格及录音机等。

教学设计

Step One: Present the rules.

1.Play a reading game.（通过拼写字母引出新课，能起到承上启下的作用。）

Teacher: Yesterday we learned the English letters A to H. Now let’s play a game. I’ll show some words on the blackboard. Please try to spell the words as quickly as possible. Let’s see which group will be the first.

(The student in different groups spell the words one by one as quickly as they can. The group,which finishes spelling,will be the winner of the games.)

2.Listen to the tape and repeat the words.（让学生通过听和观察来发现规律、总结规

律。）

Teacher: thank you for your good job.According to the form we can find different letters can be made into different words. Do you want to know to the tape and repeat.

3.Find out the rules of the pronunciation.

Teacher: According to the tape, we can find the letters A and E play an important part in the pronunciation. They are called vowels. Now look at their forms, can you find out some rules about them?

A: We can find “A” the word “apple”.

B:“E”also ,can you read the words below? Now you can read the words to your partners. (Students can read the words according to the rules.)

1.Help them find their friends.（游戏简单有趣，既可以使学生适当放松，又可以进一

步总

规律，为学生掌握字母组合发音作铺垫。）

Teacher: Here are some apples and mangoes.They can’t find their friends. Can you you think out other rules about pronunciations?

Period Three

课前准备

教师：准备歌曲磁带及情景图片。

学生：准备表演时所需道具等。

教学设计

Step One: Present the useful expressions.

1.Introduce the cxpression.（通过问答的形式引出简单的日常问候语。）

Teacher: As we know,English is used widely all over the word.But do you know what’s its most important function?

S1: It can is the most important to all the English learners. Before you begin a talk with others,first you must learn you meet a friend in the morning, what do you say?

S2:Good morning.

T:What about in the afternoon?

S3:Good afternoon.

T:What about in the evening?

S4:Good evening.

T:But if they want to use another way to greet others,they can say,“How are you ?”How do you answer it?

S5:I’m fine,thanks.

S6:I’m OKall right.

2.Listen to the tape and repeat.

Step Two: Practice

1.Act the dialogues.（利用学生手中道具进行情景表演，更加真实化、生活化。）Teacher:Greetings are very important. But different situations different greetings.Imagine you are in such a situation, groups. Then some of them will be chosen to act them out.)

2.Listen and sing the song on page 5.

Step Three: English names.

1.Choose an English name.（通过选择英文名字进一步巩固字母A-H及日常问候语。）Teacher: English is a very interesting subject. But only knowing use it to do

something else, for example, English names. Do you want an English name? Now you can choose one.

(Textbook Starter P

2.Put the names in the correct alphabetical order.

https://www.wendangku.net/doc/af18556944.html,e the English name and greet each other.

Homework

Try to greet your family members in English.

新目标Starter Unit 2 What’s this in Eng lish？

课程目标

一、知识和能力目标

本单元的核心教学内容是“认物”。用英语确认周围的常见事物比较符合英语初学者的实际情况。通过本单元教学，使学生运用所学句型，去熟悉周围事物的名称；教学生学会在实际生活中如何确认事物。通过辨认物体，学生学到一些生词，并巩固所学句型。

二、过程和方法目标

教师要尽量使学生对课文中出现的句型能够熟练上口，这样，学生才能顺利开展比较灵活的对话。教师可以用手势，表情，动作等示意，帮助学生听懂课堂教学内容，但在实际操作中应尽量避免“明知故问”的倾向，应该采用应用性原则；如：遮盖物品、显露局部、辨认物体、完形识别、图形辨认等方法。

三、情感态度和价值观目标

目标在学生学习过程中的作用至关重要，教师要帮助他们建立起一个切合自己实际的目标，通过渐进的学习以及一点一滴的进步，使他们逐步建立起成功感。成功越多，自信心就越强。

学情分析

代词this，that和it的用法。

this和that均指单数的事物。this指处于说话者近处的事物；that指处于说话者远处的事物。而it 则指代上文出现的单数的事物，也可指代上文出现的this或that。例如：

A：What’s this?这是什么?

B：It’s a pen．这是支钢笔。

c：And what’s that over there? 那边的是什么?

B：It’s a ruler．那是把尺子。

教学准备

Tape-recorder，multi-medium

课时参考

四课时

Period 1

Step l：Introduction

Review greetings.

Review the letters learn in the last unit．Get the students to introduce themselves in English．

Step 2：Lead—in

Have ready a quilt，a map，a jacket，a key，a ruler，a pen，an orange．Hold the key up and say What’s this in English? It’s a key．

Repeat and then get students to repeat．Do the same with a key，a pen，a ruler．If possible，use flashcards to teach the spelling of the words．Put a flashcard beneath a drawing of each object.

Step 3：Practice

Listen．Play the tape twice．Have the students circle the things they the picture of 1a．Make sure the students understand what they should do．Students can work in pairs then ask them to act out the conversations they made．

Do 2a，2b，2c and 2d one after another．2b：after the students do 2a, show them the blackboards，both of ―Big‖ and ―small"．Make sure all the students know their order．Before doing 2c，ask the students to give the letters containing thei：and e sounds．Repeat with the anda sounds．List them out on the blackboard．Then get them to listen to the tape and read the letters and words after the tape．

Step4：Games time

Play the letter game with the students like the following instructions．Sometimes the teacher can explain the rules of the game in Chinese．

看谁快

这是一个训练学生听字母的游戏，将全班分成两组，一组学生持大写字母，另一生持小写字母，教师快速念字母，要求持有该字母的学生迅速站起来，最先站起来的两分，后站起来的得一分，没站起来的得零分，得分多的组获胜。

Step 5：Homework

Finish off the workbook (Do entering famous school)

Period 2

Step 1：Lead—in

Write the names in the big letters on the blackboard，teach the students to read the names．Then get them to listen to the tape and number the names．Have the students pay attention to your writing names on the Bb．Make sure everyone knows English name．Make them remember it and know the blackboard．Ask students to look at the words carefully．Explain English names．

Step 3：Pairwork

Ask the students to say out where we can find English words or English names around us and what they are．What’s the meaning of it?

Maybe the students can list a 1ot．If they couldn’t，give them some notes such as WC, NBA，Exit and so on．Let the students try their best to search as many abbreviations as possible．

step 4：Practice

And get them to introduce themselves to the others with their new English name．All these must do after the students know give them an example with the take the dialogue on the book for an example．Practise：A：Hello!

B：Hello!

A：I’m Paula．P—A—U—L—A，Paula．What’s your name?

B：I’m J ames．J—A—M—E—S，James．

A：How do you do?

B：How do you do?

A：Nice t0 meet you．

B：Nice to meet you，too．

Have students switch roles and repeat．

step 5：Homework

Copy the new words and Finish off the workbook. (Do entering famous school)

Period 3

Step 1：Lead—in

Have ready a map，an orange，a ruler，a pen，a key, a quilt．Use these to ask students：What’s this in English?

Get them to answer the question one by one．Then ask them to listen and number the words they in small letters．

Step 2：Pairwork

Do the contents list on the book．Then play a guess game．The teacher should get ready a soft bag，and some objects such as a ruler，a pen，a key，an orange and so on．First show all the things to students，then the teacher’s

desk，put one into the bag，try not to let students see it．At last get students to guess what’s in your bag．The teacher can ask the student：

T：What’s this in English?

A：Is it a book?

T：N0，it isn’t．

A：Is it a pen?

T：Yes，it is．

If the student Succeed．congratulate to do the same to another one. This game can also be played in small groups if you and read

Have the students listen to the tape and repeat．

Get the students to listen to the tape and repeat，ask them to try to find what is the connection between the words．

Step 4：Homework

Finish off the workbook．(Do entering famous school)

Period 4

Step 1：Go through all the contents list on this part，make sure all the students understand them．If they don’t，you my use Chinese to explain it．

Step 2: Classwork (Do entering famous school)

Starter Unit 3 What color is it?

课程目标

一、知识和能力目标

通过本单元教学，使学生能运用所学英语，正确地描述物体的颜色；同时进一步学习分辨人物的用语，并加以运用。

二、过程和方法目标

本单元口语训练应当自始至终在一种鲜明的色彩背景下进行，旨在营造那种为学生所喜爱的欢快气氛，教师应当在十种颜色上大做文章；在使用实物时要使颜色醒目；在组合图画时，要尽量用大色块；在使用投影时要使颜色突出来。教师可以从教室环境上入手营造色彩气氛，如：选取十种颜色的硬色板，剪成各个大写字母；或者将色板剪成各种卡通动物形象，悬挂在教室当中或在墙上，注明各种颜色的英语字块。

三、情感态度和价值观目标

用各种可以调动学生积极性的活动来提高学生的活跃性，激发他们参与讨论的热情。同时可以对学生

进行美育教育，从小培养他们对美的正确认识。

学情分析

―What col or"学生在学习的过程中很容易把它错写成或错读成―What’s color‖，因此在练习中要反复强调。

教学准备

A tape-recorder, 一张白纸和各种颜色的彩笔

课时参考

四课时

Period 1

Step l：Introduction

(1) Do duty report．Ask students to take turns to do duty report (get students to tell a short story)one by one．

(2) Hang the white paper on the blackboard，write the capital letter ―A‖ with a red pen, then ask the students：

T：What’s this in English? Ss：It’s an A．

T：What color is it?

The teacher answers

Do the same steps of the letters list on l a as the teacher did in the introduction．Make sure students know an these letters and words．

Step 3：Practice

Get students to work in pairs，practice the dialogue appear in the picture of 1a．Allow students use the other things instead of the letters while they are asking the colors．

step 4：Listening

Do 1b，2a，2b and 2c in turn．(Do entering famous school)

Period 2

Step 1：Lead—in

Take turns to do the duty report．

Review the lesson learned by asking the students to say out the twenty—six letters in right orders．Do 2a，2b，2c and 2d with the whole class．

Step 2：Pairwork

Do the guess game．Ask students to work in pairs to practise like the following：

T：Excuse me，what’s this in your bag? S：Is it a pen?

T：Yes，you’re right．What color is it? S：It’s white．

T：No，you’re wrong．S：Is it red?

Step 3：Grammar

Go through the grammar focus and make sure all the students know what means．If possible，the teacher can use Chinese to explain them．

Step 4：Practice

Do the co1or changes game，use two small cups of water，color each cup of water yellow and blue．Ask：What color is it? It’s yellow．

What color is it? It’s bl ue．

After asking，pour the cup of yellow water into the other cup，when the water turns green. Ask students：What color is it now?

Do the color changes with the other colors．Yellow + red =orange，yellow + red + black =brown, yellow +red +blue +black，etc．

A1so the teacher can let students discuss what color the objects are around us such as the color of the traffic lights，letter—box，bananas and so on…

(Do entering famous school)

Period 3

Step l：Lead—in

Do the duty report in turn．

Practise the dialogue in la of section A

Ask students to finish 1a and 1b of section B individual．the teacher walks around the class，give a ‖?

A：Yes。it is．Can you spell it? B：Yes．P-E-N，PEN．

A：You are right．

Then the teacher checks the answers of l a with the whole class．

Step 3：Listen and repeat

List out the letter A 0n the blackboard and encourage the students to say out what other words also make the same pronunciation．Present the other letters the same as the letter．

Step 4：Groupwork

Get students pay attention to all the abbreviations appear around us，copy them down, try to find what they mean．Then tell your partners．Encourage students t0 search online or finish this other ways．Step 5: Classwork (Do entering famous school)

Period 4

Step 1：Go through all the contents list on this part，make sure all the students understand them．If they don’t．you may use Chinese to explain it．

Step 2: Classwork (Do entering famous school)

Unit 1 My name’s Gina

Period One

教学设计

Step One: Present the sentence patterns.

Play a game “How many words do you know?”

Teacher: After the study of the first three starters, I think most of the students must a lot of words. How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.

(Divide all the students into several groups and show a picture to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.

1.Introduce the champion group to the class.

2.Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would

you like to introduce yourselves to us?

S1& S2: Yes.

S1:Hello.My name is Li Lei.Nice to meet you.

Ss: Hello, Li Lei. Nice to meet you，too.

Ss: Hello! What’s your name?

S2:I’m Sun Ping How do you do?

Ss: How do you do?

Step Two: Drills.

1.Make introductions.

Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.

Example:

Sa: Hello! I’m Li Lei. What’s your name?

Sb: My name’s Zhang Feng.Nice to meet you.

Sa: Nice to meet you, too. And what’s your name, please?

Sc: Lin Li.How do you do?

Sa：How do you do?

2.Listen and number the conversations.

Teacher: Today I to the recording of 1b in Section A.

(Students listen to the tape and give the right answers.)

Step Three: Make friends.

1.Make new friends.

Teacher: Now everyone Nan.

Sb: Hello, Sun Nan.Nice to meet you.

Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu.

Ss: How do you do?

Sd: How do you do?

(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can also know something else about them.)

2.The New comers.

Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are ” students come in and all the students clap warmly.)

Teacher: It’s their first time to come to China. Would you like to listen to their introductions? Ss: Yes.

(Three students can make introductions and act out the dialogue vividly.)

Step Three: Sum up.

Some students are asked to sum up this lesson. It is the daily life.

Homework

1.“How do you meet new visitors at English song.

Teacher: Yesterday we’ve known each other already. Do you remember your new friends’ names? If you do, let’s sing the song “What’s your name?”.

Hello! Hello! What’s your name? My name’s Gina.

2.Hello! Hello! What’s to the conversations and finish the exercises.

Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces

many friends of to the tape and find out some useful information.

(Students listen to the tape and give the right answers.)

3.Act out the dialogues.

Teacher: Now you’ve known something about introductions and greetings. But if you are in other places, such a situation, choose any picture they like and act out the dialogues.) Example:

(At a party)

Sa: Hello! I’m Lucy Green. What’s your name?

Sb: My name is Kate Brown, Jim’s classmate.Nice to meet you.

Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at English name? If you do, let’s play a name game. The winners of the game will get English names.

Rules: Every student should introduce you classify them according to the demands?

Jenny Gina Alan Mary Jim Tony Tom Bob Mike

Green Miller Jack Smith Brown Linda Nick Kim Hand

Period Three

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Step One: Present the English numbers.

1.Sing the song “Ten Little Indian Boys”.

Teacher: During the first two classes, we’ve known something about new friends’ names. But if we want to contact them. What shall we do?

S1: A telephone call.

T: But you don’t English. Let’s learn to sing “Ten Little Indian Boys”.

Words

One little, two little, three little Indisns,

Four little, five little, six little Indians,

Seven little, eight little, nine little Indians,

Ten little Indian boys.

(After singing the song, tell the students not to forget “zero”.)

T: Count the number together from zero to nine.

S2: Zero…

2.Listen to the conversation and write the telephone number.

Teacher: This is my friend’s telephone number. But I can’t ?

(Students listen to the recording of 1b in Section B and give the answer.)

Step Two: Drills.

1.Make a survey about your partners’ telephone numbers.

S1: Hello, Liu Yu. What’s your telephone number?

S2: My telephone number is …

S1: Oh, thank you. What about yours, Lin Fang?

S3: It’s…

S1: … And may I know your phone number, Yin Kailin?

S4: …

S1: Thank you very much. Oh, I nearly forgot. My telephone number is…

2.Report it to the class.

(After the survey, every group can choose a student to report the survey result to the class.) Example:

My telephone number is... Liu Yu’s phone number is... Lin Fang’s telephone number is (i)

Kailin’ s phone number is…

3.Listen and match the names and telephone numbers.

4. Teacher: I will play the recording twice. The first time just listen. The second time, write

the letter of the person’s telephone number in the space after that person’s name.

(Students listen to the tape .)

T: Next, I’ll play the recording again. This time, fill in the missing numbers.

(Students listen to the tape again .)

T: Can you find out whose telephone numbers they are ?

S:…

5.Make an address book.

Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can address book. Pay attention to the address book groups of six and ask your group members “What’s ID card.

1.Show some different ID cards to the class and try to enjoy them.

2. Teacher: Now our class use it to talk with others on the phone. But for most adults, ID

cards are more important because they are easy to take along. What’s more, they are very enjoyable. Sometimes they can show the owners’ special personalities. Look at the ID cards below and try to enjoy them.

Teacher: From the cards above, what can you find out?

S1: It must ’s name…

S2: Sometimes it ’s name, postcode, telephone number, ID card, you must think about all the above. But before you make your card, first let’s learn from the card. It’s very important.

3.Read the ID card and answer the questions.

Teacher: Look! Here’s an ID card of my friend’s. Please look at it and find out some useful information about .

S1: What’s your telephone number?

S2: It’s...

S1: Are you...?

S2: Yes, I am.

S1: Here’s your ID card.

S2: Thank you.

(Teacher asks more students to find the owners of ID cards).

Step Two: “Face to Face”.

1.Play a guessing game.

Teacher: ID cards are useful. But some persons’names are known to all the people.They are very famous. Now look at the pictures and guess their names.

(The teacher shows some famous person’s pictures and students guess their names and give their answers.)

2.Collect useful information.

Teacher: These persons are very famous. But it’s better for us to know something else about them. Before class you’ve been asked to collect some information. Now let’s exchange it together.

3.Report it to class.

Each group can choose a student to give a report about their favourite person. The other students can ask class.

Example:

S1: This is Michael Jordan. He’s years old. He’s... He speaks...His birth place is ... He is a famous ...player. He’s a member of six Chicago Bulls championship teams.

People like to call ”.

S2: Do you like Michael Jordan? Why or Why not?

S1: Yes, I like to show yourself. Now you your poster you should try to introduce yourself. (Students can write a passage about themselves. They can give some personal information. They can alse design the poster as well as they can.)

Homework

Students are asked to sun up this unit, especially about in the picture ?

S s: It’s you.

T: Yes, it’s me . You know me . Please look at this . Do you know them ?

S s: No , we don’t .

T: They are my family members . Today I want to introduce my family members to you . Would you like to meet them ?

S s: Yes .

T: OK . Please look at this man ? Is the same way .)

T: He is my ―grandfather‖.He is my ―grandmother‖. These are my grandparents. Read after me , grandparents.

S s: Grandparents.

(Stick the word ―grandparents‖ on the blackboard. Then teach theses words mother, father, brother, sister and friend in the same way.)

T: I match the words with the pictures on the blackboard?

S s: I can. (Textbook P131a)

(Ask one student to the front to do it. The other students write down letters on the books. In this way finish 1a.)

T: Check the answers.

S s:…

T: Is and circle.

T: A boy is talking about and circle the people the boy talks about.

S s: OK.

(Play the recording of 1b twice. Students work.)

T: What’s the answer?

S: Two brothers and sister.

②Pairwork. Talk about Dave’s family.

T: This is a picture of Dave’s family. Let’s talk about Dave’s family in pairs. You must use ― This is …‖ and ― These are …‖ to do it.

(Students practice. Teacher walks around the room to the blackboard.)

T: Let’s talk about the family tree, You can do it in groups of four or three. You can do it in pairs or you can do it yourself. Then report it to the class.

(Students work. Teach moves around the classroom to pairs about your family. First, you must greet each other, then introduce your family.

(Two students come to the front.)

S A: Hello. S B: Hello. How are you ?

S A: Fine, thank you. And you? S B: I’m fine, too.

S A: Excuse me! What’s this? S B: It’s my family tree.

S A: Who’s this? S B: This is my grandfather.

S A: Who’s this? S B: This is my grandmother.

S A: Is this your father? S B: Yes, is your mother? S B: Yes, she is.

S A: Who’s the boy? S B: He is my brother.

(A few pairs do this.) T: You did well.

②Make a survey.

T: Please take out the family photos you bring to school. Work in groups of four. Fill in the form. Then report it to the class.

(Students work. Teacher moves around the classroom to and circle the words you Hai. The other is Dave. They are talking about Dave’s family members. Please listen to the recording of 2a in Section A and circle the family members you and match.

T: This is a picture of Dave’s family. We know this is Dave. But we don’t know who is Mary, who is Jim and who is Lin Hai. Let’s 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.)

S1: Dave is …Lin Hai is …

③Pairwork. Talk about Dave’s family.

T: You come to Dave’s the wall. There are many people in the picture. You want to know who they are. Use ― Is this…‖ to find them, please. When you finish, change roles to do it. Now begin.

(Students work. Teacher walks round the classroom to see ’t.

S1:Is this Jim? S2:Yes, the blanks with the words from the box. Work in pairs, then report it to the class.

isn’t brother is sister

(Students work. Teacher walks around the classroom and ’t. He’s my …

Step Three: Task.

①Play a guessing game.

T: I carefully. He is my brother. But my father is not ’t.

S2: It is your ―堂兄‖ or ―堂弟‖. T: Yes, it is. Let’s see English.

T: It’s cousin. Read after me, C-O-U-S-I-N, cousin.

S S: C-O-U-S-I-N, cousin. T: Spell it, please.

S S: C-O-U-S-I-N, cousin.

T: This time you must say it in English. She is your sister. But your father is not . T: Your father’s brother is your …?

S3: ―大爷，大伯‖. S4: ―叔叔‖.

T: You are right. Let’s see English. (Put the word card ―uncle‖ on the blackboard.)

T: Read after me, please, U-N-C-L-E, uncle.

S S: U-N-C-L-E, uncle.

T:Your uncle’s wife is your…? S5: ―伯母，婶婶‖.

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