预备级.docx
- 文档编号:12888011
- 上传时间:2023-04-22
- 格式:DOCX
- 页数:21
- 大小:22.67KB
预备级.docx
《预备级.docx》由会员分享,可在线阅读,更多相关《预备级.docx(21页珍藏版)》请在冰豆网上搜索。
预备级
《英语》(新标准)
初中一年级上册Starter
Moudle1Myteacherandmyfriends
Unit1Hello,MissLi.
ⅠAnalysisofthetext:
ThisisthefirstEnglishlesson.Studentsshouldknowhowtogreetwithteacherandotherstudents.
ⅡArrangementofteachinginthismodule
Threeperiodsforthismodule,oneperiodforoneunit.
ⅢTeachingfocus:
ⅰMasterlanguageofdailygreetings.
Keyvocabularyandphrases:
Hello!
Thankyou!
Standup!
Sitdown!
Goodbye!
ⅱBeskilledinoralexpressionofgreetings.
ⅣTeachingaims:
ⅰFunction:
Greetingsinstudents’dailylife.
ⅱListening:
Studentscanunderstandothers’greetingsbylistening.
ⅲSpeaking:
Studentscanintroducethemselvesandgreetwithothrs.
ⅳReading:
Studentscanunderstandthesimilardialogueofgreetings.
ⅴWriting:
Studentscanwritegreetingwordsintheirdailylife.
ⅤCharacterbuilding:
Motivatestudents’interestinlearningEnglish.Makefriendswithallstudents.
ⅥTeachingProcedures:
Part
:
Leadin:
Step1:
Greetingwiththestudents.
Step2:
Introducemyselfandaskstudentstointroducethemselvestotheclass.
PartII:
Vocabularystudy:
Step1:
PlaytherecordingandhavethempointoutthewordsandphrasesinActivity1.
Step2:
Playtherecordingagainandhavethemreadafterthetape.
Step3:
HavethestudentsmatchthephrasesandpicturesinPPT.
Step4:
HavethestudentsmatchthephrasesandpicturesinActivity6andchecktheiranswerwiththeirpartner.
PartⅢ:
Dialoguestudy:
Step1:
Practisethedialoguewiththewholeclassandhavethemmakecorrespondingreacts.
Step2:
Havestudentstopractisethepreviousdialoguewiththeirpartner.
Step3:
WorkinpairsanddotheActivity7.
Step4:
WorkinpairsandpractisethedialogueinActivity8.Havesomeofthemtoperformtheirdialogueforthewholeclass.
PartⅣ:
Lettersstudy:
Step1:
ListenlettersinActivity3andreadafterthetape.
Step2:
ListenlettersinActivity4andhavethemnumberthelettersinActivity4.
Step3:
Havesomeofthemtowritedownlettersontheblackboardandcheckinthecalss.
Step4:
ListenthesonginActivity9andsing.
Unit2Goodmorning.I’mTomHanks.
ⅠAnalysisofthetext:
Inthistextstudentswilllearnhowtointroducethemselvestoothers,andmakerelativegreetings.
ⅡArrangementofteachinginthismodule
Threeperiodsforthismodule,oneperiodforoneunit.
ⅢTeachingfocus:
ⅰMasterlanguageofself-introductionandgreetingsinthesituationoffirstmeeting.
Keyvocabularyandphrases:
Goodmorning.What’syourname?
Howareyou?
Fine,thanks.
ⅱBeskilledinoralexpressionofself-introductionandgreetingsinthesituationoffirstmeeting.
ⅣTeachingaims:
ⅰFunction:
Self-introductionandgreetingsinthesituationoffirstmeeting.
ⅱListening:
Studentscanunderstandothers’introductionandgreetingsbylistening.
ⅲSpeaking:
Studentscanintroducethemselvesandgreetwithothrs.
ⅳReading:
Studentscanunderstandthesimilardialogueofself-introductionandgreetings.
ⅴWriting:
Studentscanwritetheirself-introduction.
ⅤTeachingProcedures:
Part
:
Leadin:
Step1:
Reviewthegreetingphrasesinthepreviousperiodbyhavingthewholeclassplaythedialogeinrealsituation.
Step2:
Askstudentstointroducethemselvestotheclass.
PartII:
Vocabularystudy:
Step1:
PlaytherecordingandhavethempointoutthewordsandphrasesinActivity1.
Step2:
Playtherecordingagainandhavethemreadafterthetape.
Step3:
HavethestudentsmatchthesentencesinActivity3andchecktheiranswerwiththeirpartner.
Step4:
ListenthedialogueinActivity4andchecktheiranswes.
Step5:
WritethesentencesinActivity5.
PartⅢ:
Dialoguestudy:
Step1:
ListensentencesinActivity6andhavethemnumberthesentencesinActivity6.
Step2:
Teacherpractiseadialoguewithsinglestudentasfollows:
Teacher:
Goodmorning.
Student:
Goodmorning.
Teacher:
What’syourname?
Student:
Mynameis…
Teacher:
Howareyou?
Student:
Fine,thanks.
Step3:
WorkinpairsandpractisethedialogueinActivity8.Havesomeofthemtoperformtheirdialogueforthewholeclass.
Unit3Thisismyfriend.
ⅠAnalysisofthetext:
Inthistextstudentswilllearnhowtointroducetheirfriendsandfamilymemberstoothers.
ⅡArrangementofteachinginthismodule
Threeperiodsforthismodule,oneperiodforoneunit.
ⅢTeachingfocus:
ⅰMasterlanguageofintroducingfriendsandfamliytoothers.
Keyvocabularyandphrases:
friend,teacher,father,mother,Thisis…,personalpronouns I,he,she,possessivepronounsmy,his,her.
ⅱBeskilledinoralexpressionofintroducingsomeonetoothers.
ⅣTeachingaims:
ⅰFunction:
Introductionoffriendsandfamilymembers.
ⅱListening:
Studentscanunderstandothers’introductionofsomeone.
ⅲSpeaking:
Studentscanintroducetheirfriendsandfamilymemberstoothers.
ⅳReading:
Studentscanunderstandthesimilardialogueofintroducingothers.
ⅴWriting:
Studentscanwritetheintroductionoftheirfriendsandtheirfamilymembers.
ⅤTeachingProcedures:
Part
:
Leadin:
Step1:
Reviewthegreetingphrasesinthepreviousperiodbyhavingthewholeclassplaythedialogeinrealsituation.
Step2:
Askstudentstointroducethemselvestotheclass.
PartII:
Vocabularystudy:
Step1:
PlaytherecordingandhavethempointoutthewordsandphrasesinActivity1.
Step2:
Playtherecordingagainandhavethemreadafterthetape.
Step3:
HavethestudentsmatchthesentencesinActivity3andchecktheiranswerwiththeirpartner.
Step4:
ListenthedialogueinActivity4andchecktheiranswers.
Step5:
WritethesentencesinActivity5.
PartⅢ:
Dialoguestudy:
Step1:
ListensentencesinActivity6andhavethemnumberthepicturesinActivity6.
Step2:
Workingroupof4andfilltheblanksinActivity7,thenhavesomegroupsofthemtoperformthedialogeforthewholeclass.
Step3:
Workingroupof3,andintroduceyourpartnertotheotherstudent.Havesomegroupstoperformthedialogeforthewholeclass.
Moudle2Myclassroomandmybody
Unit1It’saclassroom.
ⅠAnalysisofthetext:
Inthistextstudentswilllearnhowtorecognizeobjectsintheclass.
ⅡArrangementofteachinginthismodule
Threeperiodsforthismodule,oneperiodforoneunit.
ⅢTeachingfocus:
ⅰMasterlanguageofaskingthenameofspecificobjectsintheclass,andmasterthewordsofobjectsintheclass.
Keyvocabularyandphrases:
book,bag,chair,classroom,desk,map,pen,What’sthisinEnglish?
What’sthis?
It’s…,instructionpronounthis.
ⅱBeskilledinoralexpressionofaskingthenameofspecificobjectsintheclassandgivecorrespondingansewrs.
ⅣTeachingaims:
ⅰFunction:
recognitionofobjectsintheclass.
ⅱListening:
Studentscanunderstandothers’questionsofaskingthenamesofspecificobjects,andgivecorrespondingansewrs.
ⅲSpeaking:
Studentscanaskandanswerobjects’names.
ⅳReading:
Studentscanunderstandthesimilardialogueofaskingandansweringobjects’names.
ⅴWriting:
Studentscanwritethenamesofobjectsintheclass.
ⅤTeachingProcedures:
Part
:
Leadin:
Step1:
Reviewthegreetingphrasesinthepreviousperiodbyhavingthewholeclassplaythedialogeinrealsituation.
Step2:
Asksomestudentstointroducetheirpartnerstotheclass.
PartII:
Vocabularystudy:
Step1:
ShowsomepicturesofobjectsintheclassbyPPT,givestudentsthenamesoftheobjects.
Step2:
PlaytherecordingandhavethempointoutthewordsandphrasesinActivity1andActivity3.
Step3:
Playtherecordingagainandhavethemreadafterthetape.
Step4:
WritethesentencesinActivity5.
PartⅢ:
Dialoguestudy:
Step1:
TeacheraskthewholeclasstheobjectsinthePPT’snames.
Step2:
Workinpairs,onestudentpointoneobjectinthePPT,theotheranswerthequestion.
Step3:
WorkinpairsandfilltheblanksinActivity6.Havesomeofthemtoperformthedialogueforthewholeclass.
Step4:
LookatthepicturesinActivity7,andworkinpairstomakedialougesastheexampleinActivity7.
Unit2Pleasetouchyourhead.
ⅠAnalysisofthetext:
Inthistextstudentswilllearnthenamesofbody.
ⅡArrangementofteachinginthismodule
Threeperiodsforthismodule,oneperiodforoneunit.
ⅢTeachingfocus:
ⅰMasterlanguageofaskingthenameofbodyandandmasterthenamesofbody.
Keyvocabularyandphrases:
head,arm,hand,leg,foot,hair,eye,ear,nose,mouth,Whatarethese?
.
Grammer:
Thesingularandpluralformsofnouns,be动词is,are,instructionpronounthese.
ⅱBeskilledinoralexpressionofaskingthenameofspecificpart’snameofbody.
ⅣTeachingaims:
ⅰFunction:
recognitionofpartsofbody.
ⅱListening:
Studentscanunderstandothers’questionsofaskingthenamesofspecificpartsofbody,andgivecorrespondingansewrs.
ⅲSpeaking:
Studentscanaskandanswerpartsofbody’snames.
ⅳReading:
Studentscanunderstandthesimilardialogueofaskingandansweringpartsofbody’snames.
ⅴWriting:
Studentscanwritethenamesofpartsofbody.
ⅤTeachingProcedures:
Part
:
Leadin:
Step1:
Reviewtheobjects’namesintheclassroom.
Step2:
Pointoneobjectandaskstudentstogiveitsname.
PartII:
Vocabularystudy:
Step1:
ShowsomepicturesofpartsofbodybyPPT,givestudentsthenamesofthetheseparts.
Step2:
PlaytherecordingandhavethempointoutthewordsandphrasesinActivity1.
Step3:
Playtherecordingagainandhavethemreadafterthetape.
Step4:
PlaytherecordingandhavethestudentsmatchthewordswiththepicturesinActivity3.
Step5:
Workinpairs,onepointonepartofbody,theothersaytheEnglishnameofit.
PartⅢ:
Grammerstudy:
Step1:
Learn
●thesingularandpluralformsofnouns,
●be动词is,are,
●
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 预备