七年级上册starter1-3英语教案1

by zhou shao jian

课程目标

一、知识和能力目标

本单元要求学生掌握英文字母A—H，能认读其印刷体和手写体字母的大小写等四种形式。书写(大写和小写，笔顺，笔画)基本合乎要求。能看,听，说本单元所列的日常交际用语，重点学会打招呼，并做到语音语调正确。注意一些字母及日常交际用语的发音，提醒学生不要将

C／si：／发成／sei:／; H /eʧ/发成/eʧ/，也不要将Good morning／说成／

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／等。

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二、过程和方法目标

教师要尽量用英语组织教学。充分利用课堂的40分钟，不讲或少讲汉语，尽量给学生创造英语情景。教师可以用手势，表情，动作等示意，帮助学生听懂课堂用语和日常交际用语，第一次介绍某个用语时，说英语，加译文及手势，以后可酌情省去译文，最后只说英语，逐步让学生听懂。

三、情感态度和价值观目标

万事开头难，首先利用这个单元培养学生们对英语的兴趣，因为兴趣是最好的老师。

学情分析

体会打招呼用语的奥妙所在，做到灵活运用。

1．Good morning /afternoon /evening：适用于比较正式客气的场合，双方都应说Good morning /afternoon /evening!例如：

A：Good morning，Miss Zhao．早晨好，赵老师。 B：Good morning，Mr．Wang．早晨好，王校长。

2．Morning：适用于比较熟悉的朋友之间或比较繁忙的情况下。 3．Hello：是最广泛、最简单的打招呼语，显得亲切自然。例如： A：Hello，Kate．你好，凯特。 B：Hero，Li Lei．你好，李雷。

4．Hi：在现代英语中，Hi比Hello用得更多，显得更随和。例如： A：Hi，Han Meimei．你好，韩梅梅。 B：Hi，Lucy．你好，露西。 教学准备

tape—recorder，multi—medium．

Period 1 总序第 节

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Step 1：Introduction

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Begin by greeting the class with a smile and good morning!

Now，introduce the words “teacher” and “class”．by using gestures．Repeat

this several times and have the class repeat after you．Students Can answer as a whole group．As rows and as individuals．Repeat “I am your teacher and you are the class” several times． Now，introduce the class to the instructions：Class，please sit down and class，please stand up by using actions and gestures．They can practice this several times． Step 2：Lead—in

You may want t0 leave the class again to introduce the usual Good morning routine．Say Good morning class．Help students respond with Good morning．Point to yourself and say I’m Miss／，Mr．…Have them repeat．Explain the terms Miss and Mr．in Chinese．

Repeat this a few times with rows and individuals or try a “back-chain” drill： Miss，Mr．… (Ss repeat)

Morning，Miss／M r．… (Ss repeat) Good morning，Miss，Mr．… (Ss repeat) Step 3：Practice

Say：Stand up，please! (Ss stand up) Leave the classroom，return and say Good morning，class! Help the students respond with Good morning，Miss／，Mr．…Say Sit down，please．Now let’s start the lesson． Step 4：Presentation and activity

Now point to yourself and say My name is Miss／Mr. … I am your teacher．

Find a student you know and say your name is…(Beth)．Then ask What is your name? Help them respond with My name is… . When the student answers, respond with Hello…Nice to meet you! Repeat this activity several times，first with students you know and then with others．Help them to respond with Nice to meet you，too．Explain the Word “too’’ in Chinese． Step 5：Practice

Get the students to practice the f0llowing dialogue in pairs． S1：Good morning．

S2：Good morning．I’m (Ben)．What’s your name? Sl：My name is (Dale)．Nice to meet you! S2：Nice to meet you．too．

Call out several pairs of students to give their performance．Praise their efforts as much as possible．Help the slower students with patience． Step 6：Presentation

Do activity 1a：Look at the picture．Find the small letters for these big letters． First present letters a-h，and get the students to repeat these letters．Call the students to attention the letter C／si：／not／sei：／．H /eʧ/ not /eʧ/

Step 7：Listening and writing

Get the students to listen to the tape and finish the task list on the book．Make sure all the students

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know what they should do．

Have the students watch the teacher writing the letters on the blackboard, then ask them to follow the teacher and write down these letters on their exercise—books．Let the students know the diffences between the big letters and the small letters． Step 8：Games time

Let the students do some letters games to enjoy your lesson，the following is the instruction． 抢读字母游戏：教师将全班分成若干小组，然后逐个出示字母卡片，学生们举手抢答。教师让最先举手的学生读出该字母，读对的给该组记lO分，得分最多的组为优胜组。 Step 9: Homework

Copy the conversation and letters. (Do entering famous school) 本课教学后记（课堂设计理念，实际教学效果及改进设想）

Period 2 总序第 节

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Step 1：Lead—in

Do free talk：Greet students and ask them to greet each other. Play a role game. Ask students to collect information about their idols such as Bill Gates, Thomas Edison, Jacky Cheng and so on and write their names down. Get them act as their idols and introduce themselves to their partners. The following is sample:

T: Good morning, My name is Bill Gates. S: Good morning, I’m Jacky Cheng. T: Nice to meet you, Jacky. S: Nice to meet you, too. Bill.

Encourage the students to care what kind of English they can find in the street or in the other ways. Show the students some CDs and ask them if they know what it is. Repeat with the other things. And add some more things such as DVD and KFC. Train the students to care the things happening around them, such as: ID means identification card. OK means all right. Then get them to finish the exercise on the screen. Go on doing the above step to ask them to list more about the abbreviation. (See the powerpoint)

Step 2：Pairwork

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Let students work in pairs to practice the dialogue on 3a．Get them to act it out after practicing. Do 3b．Make sure all the students know the answers correctly. Let the students try their best to remember how to pronounce all the names. Let the students try Step 3：Practice

Play the tape and ask the students to sing after it in chorus and individual. Give them a chance to perform．Praise their efforts as much as possible．Help the slower students with patience. Step 4：Homework

Copy the letters and the new words and finish off the workbook. (Do entering famous school) 本课教学后记（课堂设计理念，实际教学效果及改进设想）

Period 3 总序第 节

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Begin the class with singing the song of “Good morning” together. Free talk. Ask : Hi! Good morning, Tom. Or Morning, Dale. etc. Let the students get used to speaking English in class，even after class, Encourage the students to speak English as much as possible．Say out all the letters in English while you are pointing the letters or things in the classroom．Make sure all the students know what you are saying and what it is in English.

Speech Cassette la of section B．Play the tape and ask the students to listen to it carefully, then act it out, also do the task of lb on the book．Next get the students to write down the small letters for each word (abbr.)． Step 2：Pairwork

Get the students to practise the dialogue by pointing out the things they know how to say in English．Ask the students to exchange the roles．Let them fill in the missing letter of each word in pairs.

Step 3：Listen and repeat

List out the letter A on the blackboard and encourage the students to say out what other words a1so make the same pronunciation． Give them some tips. Present the other letters the same as the 1etter A．Let the students follow the chant after the tape. Step 4：Homework

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Finish off the workbook．(Do entering famous school)

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. (Do entering famous school) 本课教学后记（课堂设计理念，实际教学效果及改进设想）

Period 4 总序第 节 授课日期20 年错误!未找到引用源。月错误!未找到引用源。日

单元教学测评

一、写出下列字母左邻右舍

1. _____B______ 2. ______c ______ 3. _____f______ 4. ____E_____ 5. _____g _____ 二、写出下列大字字母的小写字母。

1. BEE ________ 2. BAG _______ 3. BED _______ 4. HB _______ 5. CD _______ 6. ABC ________ 7. AD _______ 8. CAAC _______ 9. BEC _______ 10. FACE _______ 三、比较下列每组字母或单词的读音，相同的用(S)， 不同的用(D)表示。

1. b, a ( ) 2. c, e ( ) 3. a, e ( ) 4. b, d ( ) 5. a, c ( ) 6. Dale, Alice ( ) 7. Frank, thanks ( ) 8. evening, Helen ( ) 9. A, H ( ) 10. E, F ( ) 四、看图写出下列图所表示内容的缩写字母或单词。

1. 2. 3. 4. 5.

__________ ____________ ____________ ___________ ___________ 五、单项选择

( )1. ---Good evening, Eric. ---_________, Cindy.

A. Good morning B. Good afternoon C. Good evening ( )2．一Good morning! ---_________

A．Thank you B．Good morning! C．Hello! ( )3．一Hello! 一_________

A．Hello! B．Thank you C．I’m fine ( )4．一Sit down，P1ease． ---_________.

A．I’m fine B．My name is Li Lei C．Thank you

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( )5．一What’s your name? --________.

A．Clark B. I’m OK． C．Thank you 六、从所给选项中选出能回答以下问题的交际用语 1．A：Good morning，class． B: __________________.

2．A：Hello，Jim．How are you?

B：________．

3．A：What’s your name?

B：____________ ． 4．A：Sit down，please． B：___________． 5．A：What’s this?

B：__________．

a．It’s “B”． b．Good morning，teacher． c．Fine，thank you． d．My name is Jim． e．Thank you． 七、连词成句

1．good，you，to，morning 2．you, hi, how, Grace, are 3．name，my，Jim，is 4．sit，Please，down 5．fine，you，thank

八、选择正确的答案填空

( )1．早上老师进教室时，同学们应对老师说：“____________ ” A．Hello! B. How are you?

C．Good morning，Mr／Miss…! D．Good afternoon

( )2．假设你叫Lin Lin，当人家问你“Are you Lin Lin?”时，你应该说： “___________” A．My name is Lin Lin． B．Yes，I am． C．I am not． D．Yes．it is. ( )3．当你要向别人打听某事时，你应说：“__________” A．Hello B．Sorry C．Excuse me D．Hi

( )4．当你向别人介绍你的朋友Jim时，你应说：“__________” A．This is Jim B．He is Jim C．You are Jim D．I am Jim ( )5．当你认错人时，你应说：“___________”．

A. Excuse me B. I’m OK C．I’m sorry D．Thank you ( )6. _____________? --Fine，thank you．

A. How do you do B．How old are you C. Can you spell it D. How are you 九、补全对话

1．A：Hello! B: ________________!

A：What’s your name? B: ___________name is Kate Green. A：_______ are you? B: Fine, __________you. How are you?

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A：I’m fine．What’s this? B: _____________ “Gg”. A：Thank_______ ．

2．T：Good morning，class．

S：_____________________, teacher． T: How are you?

S：______________, thank you, ________you? T: I’m fine, ________. What’s this? S：It’s “Nn\"(嗯)． T: No, it’s “Nn” /en/. S： “Nn” /en/ T: Yes, sit _____________, please.

参

一、1．ABC 2．b c d 3．e f g 4．D E F 5．f g h

二、1．bee 2．bag 3．bed 4．hb 5．cd 6. abc 7. ad 8. caac 9. bec 10. face 三、1. D 2．S 3. D 4. S 5. D 6. D 7. S 8. D 9. S 10. D

四、1. HB 2. bed 3. BBC 4. CD 5. hand 五、1．C 2．B 3．A 4．C 5．A 六、1．b 2．c 3．d 4．e 5．A

七、1．Good morning to you．2．Hi, Grace. How are you? 3．My name is Jim．4．Sit down，please．5．Fine．thank you.

八、1．C 2．B 3．C 4．A 5．C 6．D

九、1．Hello／My／How／thank／It’s／you 2．Good morning／Fine／and／too/ down 本课教学后记（课堂设计理念，实际教学效果及改进设想） 新目标Starter Unit 2 What’s this in English？

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

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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。

Period 1 总序第 节

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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 hear．

Get the students to act out the conversations in 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 how to write the letters on the blackboards，both of “Big” and “small\"．Make sure all the students know how to write them． Use the flashcards to practise saying the names of the letters and to learn their order．Before doing 2c，ask the students to give the letters containing the／i：／and /e/ sounds．Repeat with the /

/ and／a／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．

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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) 本课教学后记（课堂设计理念，实际教学效果及改进设想）

Period 2 总序第 节

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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 how to write the names． Step 2：Pairwork

Give each student an English name．Make them remember it and know how to spell it. Write your name，and one or two others on the blackboard． Ask students to look at the words carefully．Explain how capitals are used in 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 how to do it．The teacher can give them an example with the help of one student．The teacher can 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 James．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．

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step 5：Homework

Copy the new words and Finish off the workbook. (Do entering famous school) 本课教学后记（课堂设计理念，实际教学效果及改进设想）

Period 3 总序第 节

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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 hear．

After they finish 1a，make sure they read the words correctly．And ask students to write the words down 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 hide all of them in 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 him or her．Then do the same to another one. This game can also be played in small groups if you have enough materials. Step 3：Listen 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) 本课教学后记（课堂设计理念，实际教学效果及改进设想）

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Period 4 总序第 节

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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)

单元教学测评

一、判断下列各组单词中划线部分的读音是否相同。相同打“S”，不同打“D” ( )1．name；Grace ( )2．quilt；nice ( ) 3.hello；OK ( )4．not；what ( )5．do；too ( )6. nice；fine ( )7．my；Cindy ( )8．cap；Kate ( )9. nice；Linda ( )10．meet；bee 二、英汉词组互译

1．用汉语 2．一床被子 3．一个橙子 4．一件上衣 5．一幅地图 6．你的钢笔

7．in English 8．that key 9．this ruler 10．thank you 三、从B栏中找出与A栏中相应的答语，将其代号写在括号内 A B

( )1．Good morning，class! a．My name is Jim． ( )2．Hello! b．Fine．thank you． ( )3．What’s your name? c．Dale is． ( )4．How are you，Jim? d．Hello!

( )5．What’s this? e．Thank you． ( )6．Sit down，please． f．Good morning． g．It’s “M”． 四、选择填空

( )1．This is ______ nice jacket.

A．an B．a C．one D．／ ( )2．What’s that _______in Chinese?

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A. in B．to C．on D．at ( )3．_______ your book?

A．This is B．Is its C．It’s D. Is this ( )4．---Colin，what’s this in English? ---__________.

A．This is a pen B．It’s a pen C．It’s pen D. This is pen ( )5．Is this ______ English book?

A．a B．an C．one D. / 五、翻译句子

1．这是南希。 2．瞧，这是什么? 3．这个用英语怎么说? 4．这是一床漂亮的被子。 5．请拼写一下。

参

一、1． S 2．D 3．S 4．S 5 ．S 6． S 7．D 8．D 9．D 10．S

二、1．in Chinese 2．a quilt 3．an orange 4．a jacket 5．a map 6．your pen 7．用英语 8．那把钥匙 9．这支直尺 10．谢谢你 三、f d a b g e

四、1．B 2．A 3．D 4． B 5．B

五、1．This is Nancy． 2．Look，what’s this? 3．What’s this in English? 4．This is a nice quilt． 5．Spell it, please． 本课教学后记（课堂设计理念，实际教学效果及改进设想） Unit 3 What color is it ?

一、 教材解析

Go for it!学生用书每个单元包括Section A， Section B 和 Self Check三个部分。它将话题，功能和交际巧妙地融合在一起，用一种循序渐进的生活化的学习程序引导学生把所学的语言知识和实际运用结合起来。教材设计的理念是通过做中学(Learning by doing)，让学生在体验、参与、研究这样一种过程中去学习外

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语，最大限度地增加学生参与的量，让学生在实际运用中感受到语言是实用的，而不是仅仅掌握语言知识和技能。其中Section A 为基本的语言内容，并为目标句型提供分步示例和指导性练习，这部分中的生词必须全部掌握并且会使用；Section B是知识的扩展和综合的语言运用，使学生能够对已经学过的目标句型运用自如；Self Check 供学生用来自我检测本单元所学的语言知识，使学生对现阶段的英语水平，即对本单元的语言目标有较为明确的认识。这套教材的编排虽然仍以单元为单位，但是打破了以往呆板的块状设计，每个单元以话题为主，话题内容比较贴近现代社会的生活，而表现形式以活动的设计为主，为课堂教学的灵活组织留下了更大的空间。

Starter Unit3 是Go for it!预备篇三个单元的第三单元。预备篇是为了使那些没有英语基础的学生更好地使用本套教材而编写的。它的主要内容为26个字母和最基本的英语日常用语。

本单元的教学内容为：

1、Complete the alphabet with the letters S-Z. 2、How to talk about colors.

3、Pronunciation practice for the vowel sounds.

二、教学目标

通过本单元教学，使学生能运用所学知识熟练描述物体的颜色，同时进一步学习分辨物体的用语，并加以运用；能发表个人观点，努力解决问题；能学会与他人合作与交流；能运用多种手段为英语学习服务。 2．1 认知目标 ● Letters S- Z.

● Revision of the alphabet.

● ---What’s this ? ---It’s V.

---What color is it ? ---It’s red. / It’s black and white.

blue, green, red, yellow, black, white, color, and / pink, purple, orange, brown, grey

● Pronunciation of letters A,E,I,O,U（难点） 2．2 能力目标

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● 学会一些基本的学习策略，并运用这些策略提高运用英语的能力。 ● 培养语用能力，让学生在用中感悟，把所学到的语言知识与生活实际结 合起来，使学习过程生活化。 ● 培养英语思维能力和创新意识。

● 学会不断地发现问题，并用自己已有的知识水平和生活经历来解决实际

问题。

2．3 情感目标 ● 培养学生积极，主动的学习心理状态，调动学生学习内驱力。

● 通过小组对话，讨论，课前准备和设计一系列的课堂活动，培养学生自

主学习、探究和乐于并善于与他人合作的精神。

2．4 学习策略 ● 交际策略：学会与他人合作交流，并能把语言材料用到真实的生活中去。 ● 资源策略：学会利用一切可以利用的学习资源，如词典、音像资料、自

制教具、网络等来获取更多的学习信息。 ● 认知能力：积极思考，及时反馈。

● 策略：在反思，顿悟和自醒中，不断调整自己的学习策略。 三、教学设计

Period 1 总序第 节

授课日期20 年错误!未找到引用源。月错误!未找到引用源。日

(Section A 2 b，2 a，2c, 2d, 3)

学习英语字母S-Z。 Teaching aims能在四线格里正确地书写S-Z的大、小写。 （教学目标） 能认读其印刷体和手写体的大小写形式(注意书写格式、笔划、笔顺合乎标准)。 注意字母在字母表里的次序。 Language 要求掌握英语字母S-Z。 points 能听懂、会说big \\ small letters. （语言点） Difficulties 对初学者来讲，小学的汉语拼音对学习英语字母有一定的干扰。（难点）： 引导学生仔细观察字母的大小写格式，避免书写错误，做到书写正确、美观。

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Teaching steps(教学步骤)： StepⅠ Revision and warming-up A Guessing game Teacher shows a part of a letter and asks : “What’s this?” Get the students to answer the questions like this: “ I think it’s A / B.” Then show the whole of the letter to let the students check whether they’re right or wrong. StepⅡ Presentation 1. Focus attention on the picture in Activity 1a. Ask Students to find the capital letters in the picture to match the lower case letters. Then check the answers. 2. Play the recording. Stop the tape after each letter and have students repeat. Check pronunciation and correct if necessary. 3. Play the recording again. Have students repeat the eight letters in one set. Check pronunciation and correct if necessary. Step Ⅲ Practice 1. 2c: Students listen and write the number of the letters in the boxes according to the order in which they hear them. Then check the answers. 2. 2d: The teacher demonstrate drawing the letters on the board. Demonstrate how students can use the lines in the book to assist them in writing the letters. Move around the room checking on their work. Step Ⅳ Exploration 3: Ask students if they recognize any of the abbreviations, and know what they stand for. Have students discuss in groups. If necessary, provide some hints, such as asking where they have seen any

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教学设计说明 这一部分的Guessing game主要是为了让学生从不完整的画面中通过想象力，猜出其是什么字母，既复习学过的字母，又丰富学生的想象力。而“What’s this？It’s …”既是前一单元的重点句型，也是下一课时使用频率较高的一个句型。我们在game的最后用同样的方式引出本堂课所要教授的新字母的小写形式。 StepⅡ&Step Ⅲ这两部分从听、说、读、写四个方面进行训练。听指听录音学字母，对初学者来说Ss、Xx和Yy这三个字母容易受数学老师的影响发音不准确，可能比较难读准，因此学生应仔细去听，老师应耐心纠正。通过听、说的过程使学生达到独地、正确地读出字母。写是指在听、说、读的基础上，能正确地书写字母。老师应向学生说明英语单词都由二十六个字母组成。每个英语字母都有印刷体和手写体两种形式，且都有大小写之分。先让学生认识四线三格，知道每个英语字母在四线三格中都有固定的位置。书写时注意笔顺正确。教师可边讲解边示范书写，学生可专门准备一个四线三格的英语草稿本在课堂上进行仿写。 这一部分并不一定要学生掌握这些缩略词的完整的拼法，主要是为了让学生了解到可以运用学过的大写字母来表示一些常见的of these logos before. Answers: S-小号 / M-中号 / L-大号 / XL-加大号 UFO-不明飞行物 / CCTV-电视台 UN-联合国 / MTV-音乐电视 / SARS-“非典” StepⅤ Homework (1) Listen to 2a and read it after the tape. (2) Copy the letters Ss-Zz and the letters in 3， write down the Chinese meaning and collect more such letters. 缩略词或缩写形式。老师也可以补充一些常见的缩略词。这部分中的group work对于学生来说既是信息的输出又是信息的接收和整合过程。 要求学生做彩色字母卡片，为下一课时的重点句型What’s this?/It’s A./What color is it?/It’s red.做好准备。鼓励学生用他们最喜欢的颜色及不同的字体。 (3) Make color letter cards. 本课教学后记（课堂设计理念，实际教学效果及改进设想） Period 2 总序第 节

授课日期20 年错误!未找到引用

源。月错误!未找到引用源。日

(Self Check3, SectionA1a, 1b, 1c, 4， Self Check2)

Teaching aims （教学目标） Language points （语言点） Ask and answer the questions about colors; Enlarge the Ss’ vocabulary about things and colors; Make similar dialogues. 要求掌握以下句式： (1)---What color is this? ---It’s red. (2) 要求掌握以下词汇： color， red， black，white， blue， orange， green， yellow，and 补充pink, purple, brown, grey 16

Difficulties （难点）： 1）What color is it ? 它是什么颜色？ 这是询问颜色的特殊疑问句。疑问词What 修饰 color ， 因此，两个词要一起放在句首，不能分开，也不能错读成 “What’s color ?”回答时一定要具体落实到“颜色”上。 2）It’s red . 表颜色的形容词单独作表词时，不能用冠词 a 修饰。句中 be 与 red连用构成系表结构，不能用冠词。 e.g. It’s black . Teaching steps（教学步骤） 教学设计说明 StepⅠ Revision and warming-up 1. Self Check 3: Fill in the missing letters. Then read out all the letters from a to z. 2. Revise the 26 letters by using the color letter cards students made in the last period. Then can ask and answer like this: ---What’s this/that ? ---It’s A/B. StepⅡ Presentation 1. Use the color letters cards students made and present this dialogue: ---What’s this ? ---It’s S. ---What color is it ? ---It’s red/black and white. 2. 1a: Ss listen and repeat. 3. Introduce some other words for colors in the same way as in step 1. Step Ⅲ Practice 1b: Read the names of the colors and have Ss repeat them. Then ask Ss to match the words with the colors. 1c: ﹡Say the sample conversations. Have students repeat. ﹡Students then practice the conversations in pairs. As students practice, move around the classroom to check

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1. 填所缺字母可事先把题目(SelfCheck3)印在纸上直接发给学生自己填写，也可以发空白纸给同桌仿照Self Check3的题型互相出题检测。 2. 这部分的复习可以先同桌Pair work然后同组 group work，并在每组选出同学们认为制作最精美的卡片若干。 1. 老师可以利用这些卡片引出新句型 2. 要特别注意What color不要误读为What’s color，It’s red不要误为It’s ared. 3. 考虑到学生在制作卡片时可能会用到的各种颜色，所以增加了其他几个常见的颜色单词：orange,brown, purple, pink, grey，gold 利用flash进一步从音、形、义等方面巩固关于颜色的单词 学生再通过pair work口头操练目标语言 progress and help with pronunciation as needed. ﹡Ask some pairs to act out their own conversations. Step Ⅳ Exploration Ask students to practice asking each other about other items they know. They may do so using other English vocabulary(e.g. bedroom items) if they wish. StepⅤ Homework (1) Listen to 1a， read and recite it. (2) Go on making up your dialogues with your group members and polish it. (3) Finish Self-check 2. (4)Section A 4: Color the picture. (5)Bring colored pens for the next period. 将所学的目标语言运用到实际生活当中去 1. 回家作业从听、说、读、写、练等方面进一步巩固本课时的目标语言 2. 提醒（4）涂色时交叉的地方要特别注意颜色不能混在一起 本课教学后记（课堂设计理念，实际教学效果及改进设想） Period 3 总序第 节

授课日期20 年错误!未找到引用源。月错误!未找到引用源。日

(Self Check4 Section B 1a, 1b, Section A 5)

Teaching aims （教学目标） Language points （语言点） 1、继续学习有关颜色的对话。 2、学会发现和绘画颜色，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。 1、要求掌握下列句型： Color it green…color(Vt.) Spell it ，please. 2、巩固下列单词：color， spell， key， pen, ruler, quilt, jacket 补充下列单词：book, bag, desk, chair Color 作为动词的用法。 18

Difficulties（难点）：

Teaching steps(教学步骤)： StepⅠ Revision and warming-up 1. Self Check4: Ss work in pairs. Use colored pens to write down the letters your partner says. 2. Check Homework in Period 2. 3. Play a game“What color is it ?” StepⅡ Listening Practice Section B 1a: ﹡Draw attention to the picture. Ask students if they can recognize the items in the picture. ﹡Play the recording twice. Students color in the items in the picture according to the conversation. ﹡Check the answers. Section B 1b: ﹡Focus attention on the sentences. Explain that the students need to fill in the correct words for the color of each item. ﹡Play the recording again. The students write the correct color words. ﹡Check the answers. Step Ⅲ Practice Section A 5: ﹡Use the items in Section B 1a to role play one round with two students as a model for the class like this : ---What’s this in English ? ---It’s a key. ---Spell it, please . ---K-E-Y. ---What color is it ? ---It’s yellow. ﹡Get students into pairs. Have them practice the conversation here. ﹡Students then ask each other about other items around them. Use the conversation here as a model. Move around the classroom to check progress and help with pronunciation as needed. ﹡Encourage students to recycle the vocabulary they know from the first two units.

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教学设计说明 1. 利用Self Check4既复习了字母又巩固了颜色。 2. 检查Section A4五环期的涂色后可补充2008北京奥运会标志的颜色。3. 利用有声flash动画激发学生学习兴趣，再次从音、形上巩固颜色 复习第二单元的重点单词并提供关于颜色的听力练习 关于颜色的单词落实到写上面 1．Section B 1a中的涂上黄色的key正好可以拿来导入Section A 5的对话，其他两样物品也可以以同样的方式来操练对话，所以在这里把Section A 5编排在Section B1a 1b的后面。 2．在学生操练的过程中除巩固已学单词：color， spell， key， pen, ruler,quilt, jacket外还可以补充部分学生常用的表示物体的名词：book, bag,desk, chair, etc.当学生碰到不会表达的物体时，也可以用“it”来代替。 Step Ⅳ Homework (1) Go on making up your dialogues with your group 1. 为避免学生能读能说能背但不知说的读的背的是什么意思，抄写和翻members and polish it. 译练习还是很有必要的。 (2)Copy the conversations in Section A 5 and write 2. 要求学生回去观察打印机的彩色墨down the Chinese meaning. 盒有几种颜色？为什么只有这几种(3)Colors can make colors. 颜色？ 本课教学后记（课堂设计理念，实际教学效果及改进设想） Period 4 总序第 节

授课日期20 年错误!未找到引用源。月错误!未找到引用源。日

(Section B 3a， 3b， 2， 4)

Teaching aims （教学目标） Language points （语言点） Difficulties （难点）： 学习五个元音字母，并能根据这五个元音字母给26个字母归类。 1．将所学的26个字母按顺序朗读、默写 2．How to make colors. Yellow and red make orange. Blue and yellow make green. Red and blue make purple 按音素划分字母： 将所学的26个字母按顺序朗读、默写对初学者来说是比较容易做到的。但如果将26个字母按音素划分是比较难的事情。教师从一开始教字母时，就应该让学生在朗读时去感受不同字母之间所含有的相同元音音素。尤其是字母F，L，M，N及R的归类。 教学设计说明 1. 用一个简单的小动画演示颜色的合成，既复习了颜色又拓展了学生的知识面，通过打印机的颜色了解颜色之间基本的合成情20

Teaching steps(教学步骤)： StepⅠ Revision and warming-up 1. Colors can make colors.

2. 3a: Listen and repeat. 况。 2. 小动画演示一目了然并且容易引起学生的兴趣。 3. 3a主要是复习前面所学过StepⅡ Presentation T：A、E、I、O、U 这五个字母我们称它们为元音字母。的字母，并把其中的五个Read and remember them A-E-I-O-U， A-E-I-O-U. 元音字母用不同颜色标出S: A-E-I-O-U， A-E-I-O-U 以引出下一部分的内容。 (Check individual student by saying or writing.) Step Ⅲ Listen and read the chant Section B 4: ﹡Focus attention on the chant lyrics. Explain that they are about to hear a chant with these lyrics. ﹡Play the chant the first time. Students just listen and 作为拓展也可让学生运用已学follow the lyrics in their books. ﹡Play the instrumental version of the chant. This time, 的词汇，自编chant。 students chant along with the tune. Step Ⅳ Games Game1-巧排方阵 具体操作： 在图中填入字母，使每一横行、竖行和对角线中的五个方格内都含有A，E，I，O，U5个英语元音字母 Answers:

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Game2 招兵买马 T: A-E-I-O-U they are five captains. The others are soldiers. Please find your own captain. Let’s see which team is the fastest.(Give each student a letter card， students who get A，E，I，O，U are captain. They should stand in front of the class. The other students should find their own captain and stand in his line.) 五个元音字母AEIOU是司令，其它字母是小兵（按字母发音归类） Aa 司令的小兵是 Hh， Jj， Kk. Ee 司令的小兵是 Bb， Cc， Dd， Gg， Pp，Tt，Vv. Ii 司令的小兵是 Yy. Oo 是一个光棍司令. Uu 司令的小兵是Qq，Ww. 〔e〕 是一个假司令，它的小兵是 Ff， Ll， Mm， Nn， Ss， Xx， Zz Rr是一个流浪兵。 该游戏的目的是练习字母根据发音的归类。如果该班人数较多，为了达到人人参与的目的，可以分发大小写字母，且要求大、小写字母结对去找司令。 StepⅤ Listen and repeat. Section B 2: ﹡Focus attention on the chart. Read aloud the words in the top row. Get Ss to repeat. Check pronunciation and correct if necessary. Make sure Ss understand the difference between the two “a” sounds. ﹡Repeat for the next rows. ﹡Ss listen and repeat.

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StepⅥ Homework (1) Section B 2: Listen and repeat (2) Listen to 4， read and recite it. (3) Copy the letters in 2 and remember them. 本课教学后记（课堂设计理念，实际教学效果及改进设想）

Period 5 总序第 节

授课日期20 年错误!未找到引用源。月错误!未找到引用源。日

(Self Check 1, Just for fun)

（教学目标） 复习巩固26个大小写字母，培养观察、反应能力。 熟练掌握英语字母表。理解字母表在查字典中的作用，学会如何查字典，激励学生探索。 继续巩固颜色的相关单词 要求认识alphabet(字母表) Teaching aims会唱英语字母歌。 Language points（语言点） Difficulties 英语字母在字母表中的顺序。 （难点）： 查字典的步骤。 Teaching steps(教学步骤)： Step I A visit to the Letter Palace 1 Keep in line.（集合） T：Everybody， attention， please! The train to the Letter Palace is leaving soon. Please keep in line. T: Here is L， who is the next? M: I am M， follow me， please. O: I am O， who is before me? 教学设计说明 1这个游戏是用以训练学生按字母表顺序记忆字母。要求活动前事先准备好字母头饰，并分发给学(开始前，先把字母卡片发给学生。然后说出一个字母(如：生。 M)，持有该字母卡片的学生站出来并说：I am M Follow me ，please.持有字母N的学生应立刻站在持M卡片学

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生的后面，并说：I am N. Follow me. please，依次类推，这个游戏也可以倒着排次序，也可说 I am M. Who is before me?持字母L的学生应立刻站在持M卡片学生的前面)。 2 Drive the train. (开火车) T：Three，two， one， zero， let’s go! Ss: A， B， C， D……(Sing ABC SONG) 以上26个学生分别平举双臂搭在前一人的肩上，为首的高举火车头图案以显示出一列开动的火车，在教室内有节奏地一路唱着字母歌，绕教室一圈，欢快地奔向字母宫（其他学生拍掌伴唱）。 2该活动是为了加深学生对字母顺序的记忆。并在此同时学唱字母歌。要求活动前准备好火车头图案一个及字母歌磁带。在学生唱字母歌的同时，教师播放磁带。 3 Arrive at the palace.( 进宫) T: The train has arrived. I am the policewoman， everyone must answer my three questions. Then you can go into. 3该活动旨在训练字母的认读和到站了，字母客人经过一条由三张课桌垒成的地道后，发音。要求事先准备一块 “请过字来到一块写有“请过字母认读关”的牌前，一名交通警母认读关”的标牌。 （由教师或学生扮演）出示字母卡片，让其逐个认读1 —3个字母。凡认读过了关的到指定地点排好队。不能正 确认读的经指导认读正确后去指定地点，准备上宾馆。 4该活动目的是训练大、小写字 4 Go to ABC Hotel. (上宾馆) 母的匹配能力。同时学习前一课生T: Welcome to ABC Hotel. Please get your keys by 词key 的复数形式keys. 另外对yourselves， one by one. 学生进行先人后己，排队等候的教已进城上宾馆的客人须在ABC Hotel（字母宾馆）内按编育。要求事先黑板的正中间用彩色号拿取房门钥匙方可入内。这时带头饰大写A卡者拿取粉笔写着“ABC Hotel”，两侧事小写a卡，带头饰大写B卡者拿取小写b卡，其他人均先用图钉钉上26张小写字母卡。 寻找并取走相应的小写字母卡。 5该环节复习的是五个元音字母。以及用英语介绍朋友、问候、辞别 等日常交际用语。要求事先准备好 。 5 Welcome the special guests---A，E，I.O，U. (欢标语“欢迎元音字母客人”迎元音字母客人) T: Among our guests， there are 5 special guests. Let’s welcome them. 教师示意一学生向全班出示“欢迎元音字母客人”的大红标语。这时，带头饰红色大写AEIOU卡5位学生迅速按 A E I O U顺序排列在台前。全班鼓掌，以示欢迎。教

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6这个游戏训练的是学生的听写认读字母能力和快速反应能力。 每个学生准备一张纸，并在上面画师同时握“A”客人的手，与之对话。例： T： What’s your name，please？ Aa：My name is“Aa”． T：Hello，Mr. Aa！Nice to meet you． Aa：Hello，Teacher．Nice to meet you，too． T：How do you do？ Aa：How do you do？ 对其他4对客人的问候语可以同上，也可相应地变换一下，如： T：Hello！Are you E？ Ee：Yes，I am． T：How are you， Mr. Ee？ Ee：Fine，thank you．And you？ T：I’m OK．（上述句子均在前面的课中出现过，学生均能按要求做答） 一个井字，将纸分成九格，然后教师随便念九个学过的字母，学生边听边将字母填在格子中，随便填在哪个格里都行。学生填好后，教师说出一个有其中的三个字母组成的单词，学生边听边在听到的字母上画圈，当画的圈在横行、竖行或对角线上成一条直线时，学生便可以边喊\"宾狗(Bingo)\"边将纸举起让教师检查，最先喊\"宾狗\"并写得准确的获胜。 7从Bingo中引出查单词的活动。复习字母顺序，学习查单词的方法。 6Have a competition in the palace. 字母宫内摆擂台---宾狗(Bingo) T: Let’s play Bingo. I will say 9 letters. Please write them down in following box. Then I will say a word with three of these letters. If you can find it in any line， please say Bingo.

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1. 找出哪个单词代表松鼠挤出的颜色（计时1分钟） 2. 根据图片上所写的英文上色（计时2分钟） 3. 以正确率和所花时间来判断输赢 4. 根据时间安排两位选手竞赛或四位选手竞赛，其他同学为选手们的后援团，可以在下面提示。 5. 通过组内合作和组间比赛活动，提高学生的合作能力和竞争能力，促使学生学会体验实践、参与合作与交流的学习方式。 7 Look up the vocabulary. T：Look up these words in the vocabulary index. 教师请学生在课本生词表里查出该词，并举手说出词义。看谁查得又快又好。然后教师请查得最快的同学来介绍查单词的方法和步骤。 Step II A Colorful world 1. Find the color words. 2. Color the pictures. Step III Homework: Revise the whole unit.

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新目标英语Go for it七年级（上）（Starter）

第三单元微型试卷

听力部分

I 听录音，写出紧跟你所听字母后面字母的大小写。

1. 2. 3. 4. 5.

II. 听录音，选择你所听到的单词。(5分)

( )1. A. this B. that C. what ( )2. A. to B. well C. you're ( )3. A. dad B. he C. mom ( )4. A. bike B. clock C. desk ( )5. A. Ben B. pen C. bag III. 听录音，选择正确的应答语。(5分)

( )1. A. I'm fine, thank you. B. How are you? C. I'm good. ( )2. A. It's my brother. B. It's a pencil. C. This is my dad.

( )3. A. It's my mom. B. It's my chair. C. I'm Amy.

( )4. A. Good afternoon. B. Bye-bye. C. Thanks.

( )5. A. Thanks. B. I'm well. C. You're welcome. IV按听到的顺序将图画重新排序。

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正确的图画顺序是：________________________________

笔试部分

I 字母与语音。

A) 写出26个小写字母中占满“四线三格”中下面二格的字母。

B) 写出26个小写字母中占满“四线三格”中上面二格的字母。

C)下面的拖拉机是由几个大写字母组成的，请将大写字母找出来。

一级简码： 啊 不 才 的 饿 发 个 和 一 就 可 了 没 年 哦 批 去 日 是 他 + + 我 小 有 在 二级简码： ________________________________________________________________________ D) 从下列每组字母中找出一个含有不同元音音素的的字母。 （ ）1. A. Ee B. Dd C. Bb D. Jj

（ ）2. A. Kk B. Aa C. Ff D. Jj （ ）3. A. Ii B. Kk C. Aa D. Hh （ ）4. A. Dd B. Mm C. Cc D. Gg

（ ）5. A. Mm B. Ll C. Nn D. Bb II 从II栏中找出与I 栏相对应的答语。

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I II ( )1. Good afternoon! A. It’s black. ( )2. What's this? B. Goodbye! ( )3. What color is it? C. I'm fine, thank you. ( )4. Sit down, please. D. Nice to meet you, too. ( )5. Nice to meet you. E. It's an apple. ( )6. Goodbye! F. Good afternoon! ( )7. How are you? G. Thank you. IV. 根据中文所给提示内容，写出相应的英语句子。 1. 朋友早晨见面时打招呼：

___________________________________________ 2. 朋友之间见面询问对方身体状况：

___________________________________________

3. 看见朋友手里有个物件你想知道其英语名字，你应该问： ___________________________________________ 4. 下午见面时的问候语

___________________________________________

5. 听见对方说了Fine, thank you. And you?后，你的回答应该是： ___________________________________________ V.根据所给情境选择最佳答案。

( )1.—Good afternoon ,Jack. —________

A. Good morning, Emma. B. Good evening, Kate. C. Good afternoon, Victor. D. Nice to meet you.

( )2.—Nice to meet you. —__________

A. Hi! B. How are you? C. Thank you. D. Nice to meet you ,too.

( )3.—Hello! —__________

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A. Hi! B. Goodbye. C. How are you? D. Thank you very much. ( )4.—Good morning, Peter. How are you? —__________

A. Good morning. B. Good evening. C. Nice to meet you. D. Fine, thank you.

( )5.—Goodbye! —_______

A. Good afternoon. B. My name is Mike. C. And you? D. Bye!

( )6. —What's this? —________ a clock.

A. Its B. This is C. That's ( )7. —________? —It's a book.

A. Where's it B. How is it C. How old is itD. What's that ( )8. What's that ________ English?

A. to B. at C. in D. on

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D. It's