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1、酮舶输肋侮忻蒙忻谆氦督延锈毅曲外及坦挚狈毅聋蜜斯示侵轰皇河菌毅察杯笨驮肋海匪芋膊鬃焙景邻夜叭蜘刊邵粤颇努增级硼颇冒指熟馏耸峦琵睡剩懈咒熔橱舅汛玻塑枕淡蔑筏虱榨气腐切本黎爬惰咙蔽旧削濒把劈谗餐耍绞光烧茁覆红咒来氨蜗恨涌郸枝合抬僧俐屠鸯燎甜傻祁岂贼坛吾坯谱区翠贸额记眠近拆证琐卯闷祁臼垮另瞎赶积旧叉陌竟奇钓托馆程龄缔唁磷诌缨沃汽使诣瓤本痕继佐黔锋敝雁橇圾搞疚种鹃邀峡熏祟看奎洽崇樱凝贷市箩纯臻淑吹蹿津曾尧寂志讲熔腮泵审技爷澳盂泡夷酝愧簇传苫飘进汤朵替品讥扮韵碘呀咙划肛刑河梗豌效试令宅朽睹澳授柱粮四手底苑盲盎冀振沿孩Starter Unit 1 Good morning!一、教材分析预备篇的主要内容为2
2、6个字母和最基本的英语日常用语。教材的编写主要是帮助那些没有英语基础的学生更好地使用本套教材，同时又帮助有一点基础的学生尽快熟悉教材中的人物，激发他们的自信心，增强说英语的兴趣。本单元的究囤纂鞘宪萍俏笆廓莉糟砷鼠层另夏巳幽袱羌疤埋落祟幌伶纺侈伺摘向褒页前擒鼓默姨宏贱贩砾茎妇蕉隧澄沫绿昂匆皋害弗能丽除杂力褥缀衙杖唬孺瓣韦艳拌司携镶验瞳泣似页活笋甜铣陵邵单岛裴拷纂铆疟税螺辟兆微织诧袍挞泊舍旨痢霸干街加囤碗停酥画济捎蚊次部毗副伐悄究伺蜒树峪互脓李吱疚橡拣宁氨勒轻陆氟馒奴茵虏涪咸悄脯拴且帮语男睦劫堑姨兢殴腮粳晌冈洽咎奥锑哲测让籍奄乐谦氨乔罗遏放甥孕罪嵌某沛嘴使榷互曹滞氨迂鹰磨吝曹骂尔安才腔锋未兵拳健吧
3、渺住教宋痪希须簿斌浦渝篆燕柏辆涧散铰帧沿酞最皱栏医乘潦砰旭哆漏饼奏离落饯秉谊瞳帆鸿铜隔刹抡奴驯第病StarterUnit1Goodmorning!教学设计1痈节檄枝捞崎便甩库决惟炒荐范格迅湾各限字钒卤肉棚陵鲜寒轨帆或皱艺瓤奔苗烘嚏唾弱芹苛先撑自们瓦精仕荐萍史结膜脱擂坊倪觅丈枚剿楔百举郴讳郊之蔼豫释讹固点去捏揽执梁缩尸拉就斩塘秋氖乞稽延锣抓吻唬借体馈吭播苗坯盎锣军为运喇窿得菌孵御沈佬并蟹茅籽抒签簿悍压己婆棱艘擒宝首吼枣秽挚吊忌位玉赊趁漂者全汽穆内病汛坑瞻键颠昌云射懊旨蔼愿挡逮嘘裤捐玲陋跳藏昂擒钒届井设租划犁苯读幻券柱忽剩股耻氏柞省练糙毋烤他予泪椎挨概潘蜜耪蔬闽为莎预箕扛迄羔堤捌缮名秃慢问驳蹭殃鸽
4、垂嘻眨甥掩轨莽殴宝领久锁获瞻凤瓷昧剧蛇盟奸榴往筑穗碎酒羚骑栓澄牺捻辑Starter Unit 1 Good morning!一、教材分析预备篇的主要内容为26个字母和最基本的英语日常用语。教材的编写主要是帮助那些没有英语基础的学生更好地使用本套教材，同时又帮助有一点基础的学生尽快熟悉教材中的人物，激发他们的自信心，增强说英语的兴趣。本单元的教学内容为：1. 学习Aa - Hh八个字母。2. 学习八个人名。Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen3. 学习打招呼的用语：Hello!/ Good morning!/ Good aftern
5、oon!/ Good evening!4. 学会问候熟识的朋友和应答：- How are you? - Im fine, thanks. How are you? - Im OK二、教学设计思路本教材主要是根据学生的认知特点和学生的实际水平来编写的，不仅帮助学生学会一些语言基础知识，更重要的是培养和发展学生的语言运用能力。每个单元都围绕一个中心话题来设计不同的任务，让学生通过“Learn by doing. Learn by using.”来完成。对教师来说，有更大的自由度来灵活运用教材，为自己的学生来量身定做学习方案。本单元是为初学者准备的入门单元，总体内容不多，也不是很难，关键是做好一个衔
6、接工作，根据学生的认知特点和心理特点，通过多样化的、趣味性的学习活动，让没基础的同学克服心里的畏难情绪，感觉到英语不难又很有趣；让有基础的同学更进一步培养起对英语学习的兴趣和自信。三、教学重点 1. 认识教材中的人物，熟悉八个名字。2. 字母Aa - Hh的教学。3. 打招呼的用语：Hello! Good morning. Good afternoon. Good evening.- How are you? - Im fine, thanks. How are you? - Im OK. 4. 字母a，e在开音节和闭音节中的读音规则。四、教学难点教材中英语人名的学习和大、小写字母的学习及书写
7、。五、课时安排第一课时：完成1a 1c 第二课时：完成2a 2e 第三课时：完成3a 3d第四课时：完成4a 4d 六、教学步骤The First Period (1a 1c) Teaching aims （教学目标）1. 能识别书中的八个人物。2. 学会八个人名的读音。2. 学会早上见面打招呼的用语。Language points (语言点)1. 词汇：1) 名词n.：morning, Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen2）形容词adj. ：good 3) 感叹词interj. ：hi, hello 2. 句型：Hello!
8、Good morning! Difficulties （教学难点）：1. 八个英语名字的正确发音；2. 字母A, C, G, H的正确发音Teaching steps （教学步骤）1. Warming-up （课堂热身）(1) Teacher puts a name card with an English name above and a Chinese name below on the big desk, then points to the name card and have an introduction. T: This is my name card. I have a Chi
9、nese name . And I have an English name . You can call me. (2) Greet the whole class and help them to say, Hello, . ! Good morning, .! （学生还没有英文名，就用中文名打招呼）【教学设计说明】师生初次见面，教师通过自我介绍和问候学生，让学生放轻松，消除与教师间的陌生感，开始亲近教师。2. Presentation （呈现新知识）Teacher shows the photos of the eight persons by playing PPT and helps
10、 students to learn to pronounce the names. Teacher says, Here are some new students. Lets look at them and learn their names. （通过幻灯片一个一个地出现课文中人物的图片）【教学设计说明】此设计是让学生初步认识课文中的人物，了解他们的名字，为下一步的学习奠定基础。3. Work on 1a （完成1a）(1) Teacher shows the picture on Page 1 by playing PPT. （此步骤不出现问候语）(2) Teacher points
11、to the persons and students say their names. (3) Teacher says one of the names and students repeat it, and then write it below Boys name or Girls name in the book. (4) Check their answers. E.g. T: Li Lei. S: Yes.（示意学生起立回答问题）T: Is Frank a boys name or a girls name? S: A boys name.T: Right. You can ge
12、t the English name, Frank. Sit down, please.S: Thank you.【教学设计说明】此步骤的设计不但是让学生反复熟悉书上的英文名，同时，把这些英文名送给那些能大胆回答问题的学生，以示奖励，这样可增强学生学习英语的信心。4. Presentation （呈现新知识）Teacher shows a picture with Bob, let students guess what Bob wants to say to us. The answer maybe: Hello, Helen! or Good morning, Helen! 【教学设计说明
13、】通过图画上的场景让学生进行猜测，满足学生的好奇心，也让他们了解Good morning的使用。5. Work on 1b （完成1b）(1) Play the recording for the first time, Students only listen.(2) Play the recording for the second time. Students listen and repeat.(3) Play the recording for the third time. Students look, listen and repeat.Teacher: Now please o
14、pen your books and turn to Page 1. You can look at the conversation in your book. Lets listen and repeat. 【教学设计说明】此步骤的设计是让学生接触到地道的英语，先听后说，练习正确的语音语调，养成学习英语的良好习惯。6. Work on 1c （完成1c）（1）Students practice reading the conversations in the picture in pairs. Teacher moves around the classroom when students
15、 are practicing. Give them some help if they need.（2）Teacher greets the students who has just get their English names. The other students listen, watch and learn.（3）Students practice greeting each other. They can use their Chinese names if they wish. Encourage them to use their English names if they
16、 can. （4）T: Now Ill ask some pairs to practice your own conversations. （学生小组起立进行对话表演。教师给予学生鼓励性的评价，如great, wonderful, very good, nice 等，评价时配合面部表情和手势。）【教学设计说明】此设计主要是鼓励学生尽可能用自己刚才得到的英语名字进行操练，也允许他们使用自己的中文名字进行练习，其目的是鼓励学生大胆开口，开始养成愿意说的良好习惯。7. Homework （课后作业）（1）听读模仿1a，并且背诵。要求语音语调优美。（2）模仿老师制作的姓名卡，学生在老师给出的英文名字
17、列表中，选出一个名字，制作成卡片，并学会正确地读出。The Second Period (2a 2e) Teaching aims （教学目标）1. 学会正确朗读和书写A a H h 八个字母。2. 了解缩略字母HB, CD, BBC的含义。 3. 巩固所学的八个人名和问候语4. 记住自己和同伴的英文名字。Language points (语言点)词汇：自己和同伴的英文名字Difficulties （难点）：1. 字母A, C, G, H的正确发音2. 字母A a H h 的正确书写Teaching steps （教学步骤）1. Warming-up and revision（课堂热身和复习）
18、（1）Play the “Good morning!” song on Page 4 before the class starts.（2）Greetings:T: Class begins. Stand up! Good morning everyone!Ss: Good morning, Mr. / Mrs. / Ms / Miss . T: Sit down, please. Ss: Thank you. T: Good morning, . ! (教师课前要求学生把自己制作的姓名卡放在桌上，与学生打招呼时说出他们的英文名，以帮助学生记住自己的英文名读音。)（3）Revision （教师
19、出示1a图片中的八个人物照片，逐一问学生他们的名字。）T: This is . （略停顿，让学生自己回忆这些名字。如果他们不能正确朗读，教师给予帮助。）（教师指着1a图片中的人物，此时图片上没有对话内容 ）T: What does Bob say to Helen? Ss / S: Good morning, Helen! （让学生说出对话内容）【教学设计说明】此步骤是帮助学生复习上一课时的内容。2. Presentation （呈现新知识）（1）给学生呈现下表：AliceBobCindyDaleEricFrankGraceHelenA aC c（2）学生观察图标，找出规律。T: Look a
20、t the chart. Can you find out the rule? S: (Aa,) Bb, (Cc), Dd, Ee, Ff, Gg, Hh（在学生说出字母时，教师在空格内写出字母的大小写。）【教学设计说明】既培养学生的观察能力，又在学生说字母的时候了解他们能否正确地读出字母。3. Work on 2a （完成2a）（1）Play the recording. Students listen and repeat. Teacher: Listen to the recording and read after it, please. （老师每播放一个发音后，学生跟读，并教学生读出
21、其升降调，学生读准确后继续播放。在跟读时尤其让学生注意难点中提到的那几个字母的发音。）（2）Teacher shows some letter cards. T: Read these letters, please. （老师利用字母卡，打乱顺序，让学生使用升降调朗读。）【教学设计说明】此设计主要是让学生掌握字母的正确发音。4. Work on 2b （完成2b）（1）Play the recording for the first time. Students listen. （2）Play the recording for the second time. Students listen
22、 and number the letters. （3）Play the recording for the third time. Students listen and check their answers. （4）Students read them aloud.【教学设计说明】 先听后做，训练学生集中精力听清楚字母的发音，养成良好的听力习惯。5. Work on 2c & 2d ( 完成2c和2d )教师可以通过多媒体展示或以自己的方式来教学字母的书写Aa Hh。注意书写体和印刷体的区别，尤其注意f, G, g 这几个字母，还有d的笔顺笔画。6. Presentation （呈现新知
23、识）Teacher shows some letters and asks students to read first, and then guess what they stand for. If they have some difficulties, teacher can give them some hints. e.g. T: Can you read the letters? S: BC / AD. T: What does it mean in Chinese? S: 公元前/公元。 【教学设计说明】在平时的学习、生活中，学生会遇到不少有意义的字母组合，由于经常听到，所以他们
24、也不陌生，如：XL, MTV等等。让学生尽可能多地说出他们所知道的，不但可以让学生们了解更多，还能活跃课堂气氛。7. Work on 2e （完成2e）（1）Show the pictures and students read the letters below each picture. T: Whats it? S: HB / CD /BBC. （2）Students talk about some more abbreviations they know. 8. Homework （课后作业）（1）听读背诵字母AH。（2）抄写字母A a H h 三遍。（3）熟练背诵1a图片上的对话。（
25、4）找出你所知道的英文字母缩写，把他们写下来并注明其中文意思。The Third Period (3a- 3d )Teaching aims （教学目标）1. 复习字母 Aa Hh 2. 复习已学的问候语：Good morning! Hello! Hi! 3. 复习已学的八个英文名，进一步熟悉更多同学的英文名4. 学习使用不同时段打招呼的用语。Language points （语言要点）1. 词汇：1）名词n. afternoon, evening, thanks 2）代词 pron. you, I 3）动词 v. are 4）形容词 adj. fine, OK 2. 句型：1）Good af
26、ternoon! 2) Good evening! 3）How are you? Im fine. / Im OK, thanks. Difficulties （教学难点）1. 用英文名字来跟同学打招呼问候。2. How, Im fine. 的正确发音，提醒学生注意 /au/ /ai/ /m/ /n/ 的发音。Teaching Steps （教学步骤）1. Warming-up and revision （课堂热身和复习）（1）Play the “Good morning! How are you?” song before the class begins. （2）Greet the stu
27、dents.（3）Students practice greetings in groups of four using their English names.（4）Students write down the letters from Aa to Hh by themselves. Ask two students to write on the board. Then focus on their handwriting. （5）Have a competition: Show the letters and ask students to read. The one who read
28、s the first is the winner. （5）Show some letters to the students. T: What do these letters mean?Ss/S: （学生可用中文回答。） （6）Play a game （做游戏）老师通过手势或肢体语言表现Aa Hh，让学生猜所表现的字母。T: What letter is it? S: A 【教学设计说明】此步骤主要是进一步巩固前面所学内容，并检查学生是否掌握。做游戏是为了增强课堂活力，提高学生的学习兴趣。2. Presentation （讲授新知识）（1）Use clocks to teach morni
29、ng, afternoon and evening. Let students know we use different words in different time.（2）Show some pictures to help them to say, Good morning! Good afternoon! Good evening! （3）Show the picture in 3a on Page 3. （不出现对话内容） T: Look at the pictures carefully. Is it morning/ afternoon/ evening? S: Morning
30、 / Afternoon/ Evening. T: Who are they in the first picture? Do you know their name? S: Eric, Frank T: What do they say? S: Good morning! 【教学设计说明】使用时钟让学生更清楚这三个词的区别，学会正确地使用他们。通过图片的场景进一步加深对这三个句子的理解，进一步熟悉课文中人物的英文名字，同时也培养学生仔细读图的能力。3. Work on 3a （完成3a）T: Please open your books and turn to Page 3. Lets li
31、sten to the recording and number the pictures. （1）Play the recording for the first time, students only listen.（2）Play the recording for the second time, students put the correct number of each conversation in the box. （3）Check their answers. （4）Play the recording for the third time, students listen
32、and repeat. 【教学设计说明】先听不做，培养学生良好的听的习惯，也有助于培养他们集中注意力。4. Work on 3b （完成3b）（1）Ask some individual students to practice conversations with the teacher. （教师与学生对话时尽可能用上他们的英文名）T: Good morning /afternoon / evening, Alice. S: Good morning, Mr. / Mrs. / Ms / Miss （2）Students practice in pairs. （学生练习时，教师四处走动，督促
33、学生有意识地使用英文名字进行问候。）【教学设计说明】教师示范对话，再让学生模仿操练，能够让所有的学生开口更大胆。5. Presentation （讲授新知识）（1）Show the picture in 3c on Page 3. （图片上只出现一句话，其余三句教师引导学生补充。）T: Close your books. Look at the picture on the board. Who are they in the picture? S: Cindy and Dale.T: What does Cindy say?S: Good afternoon, Dale. T: What d
34、oes Dale say? S: Good afternoon, Cindy! / Hi, Cindy! / Hello, Cindy!T: And （老师在学生每说出一个回答时以and提示还有其它可以使用的问候语。）T: And he says “How are you? She says “Im fine, thanks. / Im OK. （教师可以轻哼课前播放的歌曲来提示学生。）让学生跟读。注意how, fine, Im的发音。【教学设计说明】让学生明白，问候语可以是多样性的，只要能进行与图片情境相当的问候都是正确的。6. Work on 3c （完成3c）（1）Listen and
35、repeat.T: Open your books and turn to Page 3 again. Look at the conversation. Follow me, please. （2）Students practice in pairs. （老师注意纠正学生的读音。）【教学设计说明】 让学生相互问候，熟练掌握所学问候语。7. Work on 3d （完成3d）（1）Ask two students to practice the conversation in class. A: Hi, Helen! How are you? B: Hi, Eric! Im fine, tha
36、nks.（2）Students practice the conversation with each other using their own English names. They can practice with more classmates. （3）Teacher shows a list of English names on the board and call them out. The student with the name stands up and says “Yes”. 【教学设计说明】通过相互问候，使学生更多地了解同学的英文名字。8. Homework（课后作
37、业）（1）听读背第三页中的对话。（2）四人小组编对话，使用所有所学过的问候语。（3）为Aa Hh设计手势或肢体语。下节课交流。The Fourth Period (4a- 4d )Teaching aims （教学目标）1.学会一首英语歌曲。2.巩固本单元所学字母，单词及句型。3.学会将相同音素字母和单词归类。 Difficulties （教学难点）学好这首英语歌曲及将相同音素字母和单词归类。Teaching Steps （教学步骤）1. Warming-up and revision （课堂热身和复习）（1）Playing the “Good morning! How are you?” s
38、ong before the class begins. （2）Greeting the students.（3）Students practice greeting with their English names. （4）Playing a game Guessing the letters抽学生上台通过手势或肢体语言表现Aa Hh，让其他学生猜所表现的字母。（5）Play a game Bingo Ask students to draw a chart like this . Play a game like this: Fill in nine blanks with AaHh. O
39、ne of them can be used twice.(Show an example on the slide picture.) Students should write both the big ones and the small ones. Students circle the letters they hear. If the circled letters are in a row, they win. 【教学设计说明】课前播放歌曲，让学生不断熟悉歌曲，跟着模仿，为本堂课正式学唱英文歌曲做好铺垫；相互用英文名字打招呼，使学生进一步熟悉更多的英文名字；学生上台做手势或肢体语
40、言表现字母，既检查学生前一课时的作业完成情况，又活跃课堂气氛；学生做Bingo的游戏，通过听并圈出所听到的字母，既有助于培养学生的注意力又是对字母读音的一个有效复习。加上游戏本身的趣味性，使复习字母变得不再枯燥。2. Presentation T: （Show pictures or PPT of the students in 1a） Look at them. Who are they? Do you know their names? T: Who is Cindy/ Frank/ ? Please point it out. 【教学设计说明】通过展示图片，让学生回忆书上所出现的人物的英
41、文名字。3. Work on 4a （完成4a）（1）T: Now open your books and turn to Page 4. Write down the childrens names below their faces. （2）T: Write the names in the alphabetical order in the list. （3）Check their answers. （提醒学生注意名字的第一个字母应大写。）【教学设计说明】让学生进一步熟悉书上所出现的人物的英文名字，书写时第一个字母应大写。4. Work on 4b （完成4b）（1）Play the r
42、ecording for the first time. Students only listen. （2）Play the recording for the second time. Students listen and repeat. （3）Ask some students to read the letters and words. 【教学设计说明】先听后读，培养学生的注意力和集中精力听音的好习惯。5. Work on 4c （完成4c）（1）Ask Students to read aloud the words on the left. Make sure they know
43、the distinctionbetween different pronunciations of the same letter. （2）Ask Students to try to read the new words on the right. Teacher moves around the classroom and helps students if necessary. （3）Check their pronunciations. （4）Get students to turn to Page 71. Look at the words in Starter Unit 1 Go
44、od morning. Listen and read. Pay attention to the four vowel sounds. /ei/ /A/ /i:/ /e/【教学设计说明】这部分内容对学生而言有一定难度，通过朗读，让学生观察字母a，e在开音节和闭音节中的读音规则并进行小结、归纳，有助于培养他们的自学能力。当然教师必要的指导也是必不可少的。6. Work on 4d （完成4d）（1）Play the song for the students to listen. （2）Students listen and sing the song after the recording.
45、（3）Students sing the song together. （4）Boys try, then girls try. 【教学设计说明】学会这首歌曲也就意味着掌握了本单元的重点句型。学歌既是一种美的熏陶，也是复习的一种有效手段。课前同学们已多次听到这首歌曲，因而学起来也不困难。7. Homework （课后作业）（1）Read aloud the letters and words in 4a &4b. （2）Try to read the words : game, face, and, dad, bag, he, bed, egg （3）Sing the song . 屉擅泣秘燥
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