初中英语人教课标版七年级上2016-2017五年级上学期Join In教案26篇
南昌市中考-八年级上册数学复习
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Teaching Plan
Topic:
Class：Grade Five, Class three ,four.
Teaching goals:
Basic language goals:
Vocabulary: doing homeworkcleaning my
roomreadingswimming
listening to
Englishplaying computer
games
taking photosplaying the piano
beautiful, soon, take, photo, clean
Structure: What is heshe doing? HeShe is ...
Ability goals: Collaboration Skills,
Communication
Skills, Critical Skills.
Emotional goals: Develop optimistic, positive,
caring
and empathetic attitudes.
Main and
difficult points：
Listening: predict the
likely development of a topic.
Speaking:
Providing information on a topic.
Reading:
Read, written language in meaningful chunks.
Recognize format and language features of a
variety of text types.
Writing: Plan and
organize information, and express own
学习参考
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ideas and feelings by describing on the
sequence of
content.
Teaching aids.
Flash cards, CD, type-recorder.
Time
allotment: Eleven periods are to be given.
st
The 1 period
Teaching task: Part 1a&1b
Teaching steps:
g-up activities.
1. Greetings.
T:
Good morning, everyone! Welcome back to school!
How’s your summer holiday?
Are you happy?
2. Ask and Answer:
T: What year are you
in?
Ss: I’m in Year 5.
T: Yes,
you’re going higher.
Step2. Presentation
1. T: We’ll meet some new friends. Look at
these photos
and tell me
what they
are doing.
doing homework cleaning my
room playing
computer games
reading listening to English swimming taking
photos
playing the piano，
T：What is heshe doing?
Ss: HeShe is
swimming......
Step 3. Practice
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1. Practice to speak: Make conversations with
partners.
e.g.: -What’s she doing in
photo 1?
-She is doing homework.
Step 4. Homework：
1. According to the
pictures, then copy five groups
of sentences，
E.g. What is she doing? She is reading.
Step 4. Thought after class.
这节课主要是在谈论暑
期做的事情，课外时间其实可以
做很多有意义的事。复习巩固现在进行时的用法，动词现在
分词
ing的添加规则的正确使用。
nd
The 2 period
Teaching
task: Part 2a&2b
Teaching steps:
g-up
activities.
1. Greetings.
2.
Answer
the questions according to the pictures:
(Re
view 1a)
T: What is she doing in
picture 6?
She is swimming.......
Step2. Presentation
1. Listen to 2a and
answer the questions: Who is she?
2. Let’s
listen again and answer the questions:
1)
What’s her name?
2) What year is she in?
3) Where is she now?
3. Open the book,
listen again and answer:
1) Her name is
Linda.
2) She is in Year 5 this year.
3) She is in Canada.
4. Read the passage
together and find out the words what
you don’t
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know.
5. Teach the
new words: beautiful, soon.
Step 3. Practice
1. Listen to another
passage, tick or
cross in the boxes.
2. Listen again and
repeat.
3. Read the passage together, circle
the unknown words
and sentences
and
ask the teacher.
Step 4. Homework：
1.
Recite 2a, 2b.
Step 4. Thought after class.
这些句子在第一课时已接触过，本课重点是让学生进行
句型操练。先学会听懂句型，再进
行复述句型，最后灵活运
用这几句话进行交谈。教师主要参与学生一开始的听说部
分，引导学生
掌握听英语的技巧，和说英语的语音。在学生
最后的活动中，教师只起辅助作用，进行评分和最后的总结
rd
The 3period
Teaching task: Part 3&4
Teaching steps:
g-up activities.
1.
Greetings.
2. Free talk.
T: I like
English. What subject do you like?
Ss: I like
PEArt.......
Step2. Presentation
1. Ask
students to circle the words about subjects and
then complete the
text.
2. Check
the answers and read together.
3. Ask and
answer questions:
T: What subject is it?
What’s your favourite
subject?
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Ss: It’s.... My favourite subject
is..........
4. Look at the picture of 4, then
answer the questions:
T: What are they
doing?
Ss: They are readingdoing homework.
T:
Yes, so we can say “They are
learning. They are wo
rking hard.”
5.
Listen again and find out what you don’t know. Ask
and understand.
6. Read the poem loudly.
Step 3. Practice
1. Understand the new
words, read and spell them.
2. Circle the
words and complete the text.
3. Correct the
answer and read together.
4. Read the poem
after the recording.
5. Read
the poem in the
poem after the teacher.
Step 4. Homework：
1. Copy and dictation
part3 and recite part4.
Step 4. Thought after
class.
制作两组单词卡片，并进行对话练习。学新知导入时，
可让学生描述教
师，或进行一些口头拼读练习。学生在操练
时，要注意让他们使用所学的新知识。
th
The 4period
Teaching task: Part 5&6a&6b
Teaching steps:
g-up activities.
1.
Greetings and free talk.
T: Good morning,
everyone!
Ss: Good morning, Candy!
T:
What day is today?
Ss: It’s....
T: How
are you today?
Ss: I’m fine OK terrible...
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Step2. Presentation
1. Review some words.
chairchairs;
tabletables; clockclocks; shirtshirts,
jeans; shoes; socks; shorts.
2. Fill the words
in the boxes by yourself.
3. Distinguish the
singular and plural, read the wor
ds.
4.
Check the answers and read together.
5. Shows
PPT to present the time: Look at this clock.
T: What’s the time?
Ss: It’s....
6. Draw
the time according to the sentences.
Step 3.
Practice
1. Label the pictures with the
words in the box.
2. One student read a
sentence, other students repeat.
3. Draw the
pins on the clocks.
4. Write the time on each
clock.
5. Read the poem in
the
poem after the teacher.
Step 4.
Homework：
1. Copy and dictation part5 and
recite part6.
Step 4. Thought after class.
这节课主要是复习时间的表达及名词单复数的运用，学
习了诗歌Let‟s go h
igher，鼓励学生努力学习，好学好问。
因此，在课堂上教师要掌握优美的英语语调，形成亲切得体
的教姿教态，提升自己的教学魅力。新知导入时，可让学生
描述教师，或进行一些口头拼读练习
。学生在操练时，要注
意让他们使用所学的新知识。
th
The 5period
Teaching task: Part 7&8
Teaching steps:
g-up activities.
1. Greetings and free
talk.
T: Good morning, everyone!
Ss:
Good morning, Candy!
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T: What day is today?
Ss: It’s....
2. Listen and do action:
T: Clap your
handsStamp your feetStand upSit
down.
Step2. Presentation
1. Finish part 7 by
yourself.
2. Let’s listen and check.
3. T
shows PPT: Look at the map, where is it?
Ss: New South Wales
T: It’s a province of
Australia.
4. Look at the picture of part8,
ask and answer.
T: Who is she?
Ss:
She is Ann.
5. Read the passage again and
answer the questions:
1) Where is Ann
from?
2) Does she like swimming?
3)
Has she got a pet? What is it?
Step 3.
Practice
1. Match and fill in the numbers.
2. Listen and correct the answer.
3. Let
two students ask and answer, the others follow
them.
4. Repeat after the teacher: New
South Wales.
5. Read the passage and write
the answers.
Step 4. Homework：
Named
some words about:
colours, food, days of week,
numbers,
free time
activities and animals
Step 4. Thought after
class.
这节课主要进行短文阅读训练，培养学生的学习兴趣，
通过对自己喜好的
表达，培养学生正确的审美和价值观。
th
The 6period
Teaching task: Part 9
Teaching steps:
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g-up activities.
1. Greetings and free
talk.
2. Review Part 8 by asking questions:
1) Where is Ann from?
2) Does she
like swimming?
3) Has she got a pet? What
is it?
Step2. Presentation
1. Lead in
Part 9 by asking questions:
T: How many
colours do you know? What are they?
Ss: Red,
yellow, green, ....
T: What colour do you
like？
S: I like pink, yellow, ...
T:
What’s your favourite colour?
S: I like
pink best.
T: Do you like grey?
S:
No, I don’t like grey.
2. Read the whole
words in pairs.
3. Discuss
what you like
and what you don’t like on your book
s.
4.
Make conversations with your partner like this:
-What food do you like? -I like....
-What’s your favourite numbers? -I like 8 best.
-Do you like dog? -Yes, I do. No, I don’t.
Step 3. Practice
1. Hands up and answer
the questions about Ann.
2. Write the words on
the line according to the
truth.
3. Make
conversations with your partners.
Step 4.
Homework：
Copy Part 9 and do the dictation.
Step 4. Thought after class.
在操练新单词时，可
进行拼写单词竞赛这样的小游戏，
因为学生们会很难一下子学会拼写每一个单词。可采取灵活
多
样的方式巧教、趣教，以减轻学生学习的难度。
学习参考
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The 7period
Teaching task: Part 10a&10b
Teaching steps:
g-up activities.
1.
Greetings and free talk.
2. Review Part 9 by
asking questions:
1) What food do you
like?
2) What’s your favourite numbers?
3) Do you like dog?
Step2. Presentation
1. Listen to the Part 10a and fill in the
blanks.
2. Check the answer and read the
passage.
3. Understanding Part 10a by asking
questions:
1) -Where is Andy from?
-Andy is from the UK.
2) -What year is he
in?
-He is in Year 5.
3) -What
subject does he like?
- He likes Maths,
Music and Science best.
4) - What’s his
favourite sport?
- His favourite sport is
football.
4. Describe Andy with third person:
Andy is from the UK. He is in Year 5... .
Step 3. Practice
1. Listen and fill in
the words.
2. Correct the answer and read the
passage together.
3. Write about Andy
according to the passage.
Step 4. Homework：
1. Recite Part 10a&10b
2. Write a passage
about your friend by copying Part
10b.
Step 4. Thought after class.
侧重听力和口语的相
关训练，让学生学会简单描述一周
内的学习和生活情况。通过前一单元的学习，听力部分的形
式
已被学生熟悉，可在导入后，开始此部分的学习。然后，
进行操练语言部分。此时可由教师控制节奏，进
行不同难度、
学习参考
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有梯度的操练。情操，真正的学会了用语言做事情。
th
The 8period
Teaching task: Part 11
Teaching steps:
g-up activities.
1. Greetings and free
talk.
2. Review Part 10 by asking questions:
1) Where is Andy from?
2) What year
is he in?
3) What subject does he like best?
4) What’s his favourite sport?
Step2.
Presentation
1. Learn Part 11 by answering
the questions:
1) -Are there many children
in the park?
-Yes, there are.
2)
-What are the two boys in red doing?
-
They’re playing football.
3) -What are the
girls doing under the trees?
- They’re
dancing.
4) - Are they having a good time?
- Yes, they are.
2. Check the answer
and read the dialogues.
3. Say the dialogues
in groups.
4. Asking something else in the
picture by using the
questions.
Step 3.
Practice
1. Answer the questions according
to the picture.
2. Correct the answer with
teacher.
3. One student ask, and one student
answer about some
other questions.
Step 4.
Homework：
1. Write down Part11 on the notebook
and recite it.
Step 4. Thought after class. <
br>本课的阅读与书写同样重要。为使本课能上得更生动，
更能调动学生参与的热情，可选择训练学生
阅读速度的方
学习参考
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法，让学生思考得快、阅读得紧张、回答问题更积极。在
书
写部分，要帮助学生集中精力，先看教师板书，再看书上的
大小写，仿写后，认真核对。在操
练部分可加入语音的学习，
既活跃了课堂气氛，又使学生乐于接受。
Teaching
Plan
Topic:
Class：Grade Five, Class three ,four.
Teaching goals:
Basic language goals:
Vocabulary:
family, mother, father,
grandmother, gra
ndfather, parents,
grandparents, brother, sister, uncle,
au
nt, cousin
Structure:
Are
thesethose your parentsgrandparents?
Yes, they are. No, they aren’t.
Is
heshe ...? Yes, heshe is. No, hes
he isn’t.
Who’s that boygirl...? He’sShe’s ...
Ability goals: Collaboration Skills,
Communication
Skills, Critical Skills.
Emotional goals: Develop optimistic, positive,
caring
and empathetic attitudes.
学习参考
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Main and difficult points：
Listening:
predict the likely development of a topic.
Speaking: Providing information on a topic.
Reading: Read, written language in meaningful
chunks.
Recognize format and language features
of a
variety of text types.
Writing: Plan
and organize information, and express own
ideas and feelings by describing on the
sequence of
content.
Teaching aids.
Flash cards, CD, type-recorder.
Time
allotment: Seven periods are to be given.
st
The 1period
Teaching task: Part1a (1)
Teaching steps:
g-up activities.
1.
Greetings and free talk.
T:Good morning,
everyone!
Ss: Good morning, Candy!
T: What’s the weather like?
Ss: It’s
sunnycloudy...
2. Review Starter Unit:
T: Where are you from?
Ss: I’m from China.
T: What year are you in?
Ss: I’m in
Year 5.
T: What’s your favourite food?
S1: My favourite food is ...
Step2.
Presentation
1. Look at the pictures. Answer
the questions.
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T: What can you see?
Ss: A family.
T: Look at this
picture, who is she?
Ss: She is Hello
Kitty.
T: Yes. This is her family. Look at
the man. Gue
ss, who is he?
Ss: He is
her father.
(mother, father, grandmother,
grandfather, parents,
grandparents, brother, sister. )
2. Look at a
family tree. Describe this family.
Step 3.
Practice
1. Look at the photo and answer the
questions.
2. Follow the teacher and answer.
3. Say the words according to the picture.
Step 4. Homework：
1. Write down the words
of Part1on the notebook and do
the dictation.
Step 4. Thought after class
这节课主要学习有关家庭成员的
单词以及相关句子，帮
助学生理清家庭成员间的关系的同时，通过简单的句子交
流，既训练了学
生的口语表达，又培养了学生对家人的爱与
欣赏。
nd
The 2period
Teaching task: Part1a (2)
Teaching steps:
g-up activities.
1. Greetings.
2.
Asking something about Hello Kitty.
Step2.
Presentation
1. Show Emma’s photo to them:
T: This is Emma.
2. Listen to the
recording and answer:
1) -How many people
are there in Emma’s family?
-There are 6
people in her family.
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2) -Who are they?
-Father, mother,
brother, grandfather, grandmoth
er and Emma.
again, recognize Emma’s family.
4.
Listen again, match the words with the picture.
5. Act Emma, answer my questions:
T: Are
these your parents?
Ss: Yes, they are.
T: Who’s that boy behind your parents?
Ss:
He’s my brother Tim.
T: Are those your
grandparents?
Ss: Yes, they are.
Step 3.
Practice
1. Listen to the recording and
answer.
2. Listen again and meet Emma’s family
members.
3. Listen again and finish Part1a.
4. Answer the questions about Emma.
Step
4. Homework：
1. Talk about Emma’s family.
2. Describe the photo of your family.
Step 4. Thought after class.
本课例的教学设计形式
活泼，通过小组活动和游戏开展
各种竞赛，激发了学生的学习兴致，克服了单词拼写教学的
单调
和枯燥。
rd
The 3period
Teaching
task: Part1b
Teaching steps:
g-up
activities.
1. Greetings.
2. Asking
something about Emma.
Step2. Presentation
1. Introduce your own family.
T asks a
student to come to the platform, the student
学习参考
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answers the
teacher’s questions
according to hisher family
photo.
2. Make
conversations with your partner like this:
-Are these your...?
-Yes, they , they
aren’t.
-Are those your...?
-Yes,
they , they aren’t.
-What’s that
boygirl...?
- HeShe is my....
3. Let
groups come to the front and show
the
conversations.
4. Listen to the Part1b, number
them in order.
5. Check the answers and read
together.
Step 3. Practice
1. Bring the
family photo and answer the teacher’s
question.
2. Talk about your family with
your partners.
3. Two students go to the
platform, make a conversat
ion according to the
family photos.
4. Listen to the Part1b
again and write the number in the boxes.
5. Let’s read the conversation together
Step 4. Homework：
1. Recite Part1b.
2. Write about your family
Step 4. Thought
after class.
教师可以充分利用问答引出新单词。然后利用一些视
听
资料、图片、儿歌来巩固所学单词。最后通过Group
work
的活动让学生能在情景中运用所学内容进行交际。
th
The
4period
Teaching task: Part1c&2a&2b&2c
Teaching steps:
g-up activities.
学习参考
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1. Greetings.
2. Play the guessing game,
practice the sentence:
Is ___ your...?
Yes, heshe is. No, heshe isn’t.
Are___
your...?
Yes, they , they aren’t.
Step2.
Presentation
1. Look at the picture of Part2b
and answer:
T: Look at the picture. Who is
he?
Ss: Bob Adams.
T:Yes, and they
are Bob’s family.
T: Guess: Who is that
woman?
Ss: She’s Bob’s....
2. Let’s
listen to the recording, circle the words
you
hear.
3. Listen again, write the words into
the boxes.
4. Act Bob,
introduce your
family according to the picture.
E.g.:
Ann is my cousin. This is my aunt. She is
Ann
’s mother.
And she is my
father’s sister.
5. Look at part 2c, read the
words in the box .
6. Listen to the passage
again, fill in the words from
the box.
7.
Check the answer and read the passage together.
Step 3. Practice
1. Look at the picture
and answer questions.
2. Listen to the
recording and correct the answers.
3. Correct
the answer,
then read the passage together.
Step 4. Homework：
Recite Part2c.
Step 4. Thought after class.
教师可以先通过歌曲和口语问
答复习A部分重点句型以
及有关星期名称的单词，再引导学生联系实际充分操练句型
并在Gro
up work的活动中进一步巩固。处理对话时，应先
学习参考
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帮助学生理解对话内容，再完成Finish the
sentences，最
后教师可设计一些活动让学生巩固重点句子的书写。
th
The 5period
Teaching task: Part3a&3b
Teaching steps:
g-up activities.
1.
Greetings.
2. Pair work:
T: Now please
introduce your family to your partn
er
according to your
family photo.
E.g.: This is my father. And this is my _____.
He i
s my ________.
He is my
________’s _________.
Step2. Presentation
1. Take out the family photo, listen to the
teacher
and answer:
T : Have you got
your family photo?
Ss: Yes.
T:
Take out your photos.：
Are you ________? Is he
your father?
Are they your parents?
Ss:
Yes, I am. Yes, he is. No, he isn’t. Yes, they
ar
e. No, they aren’t.
2. Look at the
Part3a and answers：
1) Is he Emma’s
grandfather?
2) Is she Emma’s mother?
3) Is Tim Emma’s brother?
3. Each group
acts one role.
T: Now let’s do the
role-play. G1 acts Emma. G2 ac
ts Emma’s
father.
G3 acts Emma’s mother. G4 acts Emma’s
brother.
Answer my questions: Are you
______? Is heshe _
______?
Are they your _________?
4. Read the
sentences and match the conversations with
the
pictures.
学习参考
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5. Check the answers and
read in groups.
Step 3. Practice
1.
Follow the teacher and answer the questions.
2. Answer the teacher’s questions quickly.
3. Read and
match the conversations with
the pictures.
Step 4. Homework：
Recite
Part3a.
Step 4. Thought after class.
教师可以
先让学生通过说唱歌谣突破对话中语句读音的
难点，再通过口语练习让学生熟练掌握本课时重点功能结<
br>构，为学生准确理解对话中的语句做好充分的准备。然后让
学生阅读对话，利用完成句子填空的练
习和小组调查活动巩
固并检验学生对本课内容的掌握。最后教师适当指导学生句
子的书写，并组
织一些竞赛活动督促学生速记所学句子。
th
The 6period
Teaching task: Part4(1)
Teaching steps:
g-up activities.
1. Greetings.
2.
Role-play
Students act Bob.
T: Are
you Ann’s cousin?
Ss: Yes, I am.
T:
Is he your brother?
Ss: No, he isn’t.
He is Ann’s brother. He’s my c
ousin.
Step2. Presentation
1. Look at the
picture and answer:
T: Look, what’s this?
Ss: Pizza.
T: Who is she?
Ss: Granny.
2. Recognize and read:
T:
Look at this picture, who are they?
Ss:
Little Red Riding Hood, her sister, the wolf
and th
e policeman.
3. Listen to the scene
1 and answer:
T:
学习参考
word资料可编辑
Let’s listen to the scene 1 and answer: Who
are th
e girls?
Ss: Little Red Riding
Hood and her sister.
4. Listen again, answer
the questions:
1) Where are the girls going?
They are going Granny ‘s home.
2) What’s
in the basket? A box.
3) What’s in the box?
A pizza for Granny.
4) Who eats the pizza?
The wolf.
5. Repeat after the Scene1
and
mime the pronunciation and intonation.
6.
Listen to the Scene 2 and answer:
T: Who is
coming?
Ss: Policeman.
7.
Repeat
after the Scene 2 and mime the pronunciation
and intonation.
Step 3. Practice
1.
Answer the questions about the characters.
2.
Read and mark the new words and phrases.
Step
4. Homework：
Recite Part4.
Step 4.
Thought after class.
这节课主要学习小短剧Pizza for Grann
y，通过反复听
录音和朗读小短剧锻炼学生的语音语调，培养语感，同时为
下节课的表演打好基
础。
th
The 7period
Teaching task:
Part4(2)&5
Teaching steps:
g-up
activities.
1. Greetings.
2. Listen to the
role play and write the options
under the
roles.
A. I’m coming. B. I’m scared.
C. Please help us.
D. What’s the problem?
E. It’s in here. F. Be quiet!
G.
The wolf has got Granny’s pizza.
H.
Let’s find the wolf.
I. Give me the pizza.
J. Come with me!
3. Check and recite the role
play.
学习参考
word资料可编辑
Step2. Presentation
1. Repeat the play after the recording, mime
the pro
nunciation and
Intonation.
T:
Let’s listen to the recording completely
and repea
t. Please mime the
pronunciation and intonation.
2. Read in
groups.
T:
Let’s read in groups. Group
1 acts Little Red Ridi
ng Hood.
Group
2 acts her sister. Group 3 acts the wolf.
Group 4 acts policeman. Then change the roles.
3. Learn the new words: farmer, worker, (taxi)
drive
r, doctor, nurse, cook
4. Learn the
sentence pattern:
T:
What does your
father do? He is a taxi driver.
Answer the
question: HeShe is a ____.
5. Ask and answer
with your partner.
A: My father is a
doctor. What does your father do?
B:
He is a taxi driver.
T: ××, what does your
father do?
S: He is _______.
Step 3.
Practice
1. Read in groups.
2. Perform
the play in roles.
3. Make conversations with
your partner.
4. Ask and answer with your
partner on the platform.
Step 4. Homework：
Write down the word of Part5 and do the
dictation.
Step 4. Thought after class.
这节课主要复习小短剧Pizza for Granny并学习有关询
问职业的句子。学生通
过表演巩固短句内容，锻炼语音语调；
通过职业句型的学习，让学生了解家人的职业，学会爱和珍
惜。
学习参考
word资料可编辑
Teaching Plan
Topic:
Class：Grade Five,
Class three ,four.
Teaching goals:
Basic
language goals:
Vocabulary:
ring, shell,
friendship band, silver bel
l, necklace, soft
toy
Structure: I have....There
isare
...There are mascots everywhere.
There
are mascots in my wardrobe.
When
there is a test at school, I am always really
cool.
I feel easy, I feel
free. Because my mascots write
for me.
Ability goals: Collaboration Skills,
Communication
Skills, Critical Skills.
Emotional goals: Develop optimistic, positive,
caring
and empathetic attitudes.
Main and
difficult points：
Listening: predict the
likely development of a topic.
Speaking:
Providing information on a topic.
学习参考
word资料可编辑
Reading: Read, written language in meaningful
chunks.
Recognize format and language features
of a
variety of text types.
Writing: Plan
and organize information, and express own
ideas and feelings by describing on the
sequence of
content.
Teaching aids.
Flash cards, CD, type-recorder.
Time
allotment: Seven periods are to be given.
st
The 1period
Teaching task: Part1&2
Teaching steps:
g-up activities.
1.
Greetings.
2. Pairwork
T: Ask and
answer with your partner.
(Use: What
does your ___ do? HeShe is a ____.)
Step2.
Presentation
1. Listen to the song and
answer:
T: Today we’re going to learn a
new song. First li
sten to the song and
answer: What’s the song about?
Ss: Mascots.
2. Look at the teacher and answer: ring.
T: Look, what’s this? Ss: It’s a ring.
T: Yes, it’s my ring. It’s a lucky ring. It’s
my
mascot.
3.
Follow the teacher and
learn the new words: ring, s
学习参考
word资料可编辑
hell,silver bell,
friendship band,
necklace, soft toy.
4. Talk about your mascots
with the sentence
“I have…”
5. Look at the
picture and answer:
T: This is my room. Can
you see the mascots? Where
are the mascots?
Ss: There are mascots in the wardrobe. There
are
mascots on the chair.
T:Yes,
there are mascots everywhere. My room is full
of mascots.
6.
Think about: When there
is a test at school, how do
you feel? Why?
T: When there is a test at school, how do
you feel?
S: I feel easy nervous…
T:
Why?
S: Because....
7. Let’s listen
again and sing after the recording.
Step 3.
Practice
1. Listen and sing the song.
2.
Sing the song together.
Step 4. Homework：
Sing the song and then recite it.
Step 4.
Thought after class.
这节课主要学习歌曲Mascots,学生通过学唱歌曲
体会英
语的美，激发学生的学习兴趣，同时也让学生了解了吉祥物
的基本概念。
nd
The 2period
Teaching task:
Part3a&3b
Teaching steps:
g-up activities.
1. Greetings.
2. Review the song.
T: Let’s sing the song “ Mascots” together.
Step2. Presentation
1. Look at the
pictures and read the words.
学习参考
word资料可编辑
Review the words: mascots, ring, shell,
friendsh
ip band, silver bell,
necklace, soft toy.
T: Do you remember them?
Ss: Mascots.…
(read and spell)
2.
Describe the picture A.
T: Look at the
picture, what can you see?
Ss: Many mascots.
T: Yes, you are right. Where are they?
S: There are 3 pink elephants on the desk.
There i
s a ring on the desk....
3. Discuss
with partner and find the differences bet
ween
picture A and
picture B.
T: Look at
this picture, is this a same picture with
the
picture A?
Ss: No.
T: There are 8
differences between the two pictures.
Discuss
with your
partner and find them.
4.
Circle and check the answer
tell the
differences between the pictures.
T: Now
please talk about the differences between th
e
pictures with your
partner.E.g.: In
picture A there are
3 pink elephants on the
desk.
In picture B there are 2
pink elephan
ts on the desk.
5. Read the
answers together.
Step 3. Practice
1.
Look at the picture A and answer the question.
2. Describe the picture A with “There is...
There
are...”
3. Circle the differences
on the books.
4. Talk about the differences
between Picture A and
Picture B.
学习参考
word资料可编辑
Step 4. Homework：
Tell the eight
differences and write them down.
Step 4.
Thought after class.
这节课主要学习用there be句型描述物品的位置
及描
述图片中的不同之处，让学生在巩固句型的同时，锻炼了观
察能力。
学习参考