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7年级预备课程Lesson 4 教案Lesson 4 第1课时【教学目标】1.Have students know names of colors and clothes.2.Learn to use Possessive Nouns.3.Revise words: box, shirt, colour, blue, orange, coat…Study some useful expressions:What’s this？/What are they？/Is this…/ What color…/Whose …is it?【教学重难点】Useful expressions: What’s this？/What are they？/Is this…/ What color…/Whose …is it?【课堂导学】Step 1 RevisionHave students say something about the school with ‘there is/are’ and ‘How many’.Step 2 Warm-upSample conversation between the T and Ss.T: What’s this? S: It’s a coat.T: What colour is it? S: I t’s orange.Step3. Presentation1.Have Ss make a list of names of different clothes: coat, shirt, T-shirt, blouse, sweater, dress,socks,skirt, shorts, trousers, shoes.2.Have Ss make a list of names of different colors: red, blue, orange, black, white, green, yellow, brown,pink, purple.3.Read those words after teacher, then read them together.Step 4 DrillPractice dialogues with:What’ this? It’s a …/ What are these/they? They are …What color is it? It’s …/ What color are they? They are …What color is your coat? It’s…/ What color are your shoes? They are…Is this your orange coat? Yes, it is./ Are these/those your new shoes? Yes, they are./ No, they aren’t.Step 5 Part A11.Read the dialogue by themselves first.2.Ask two students to act out the dialogue.3.Read it after T4.Explain & ask and answerWhat’s in the box/bag/pencil case? There is a /are …Step 6. Part A2.1.Ask: What’s this? It’s a … What color is it? It’s … Then we know ‘It is a ……..’2.Finish Part A2, then check answers together.Step 7 Part B1.T: Whose book is it? It is my book. Whose books are they? They are my books?2.T goes on asking ‘Whose shirt is it? Whose shoes are they?’ ‘It is sb’s /his shirt. They are sb’s/ hershoes ’.3.Have students make more dialogues with ‘whose’.4.Ask a pair of students t o read the dialogue in Part B1.5.Role play reading.6.Introduce ‘adjective nouns’ and finish Part B2.Step 8 ConsolidationStep 9 Homework Reciting dialogues in Part A1.【课堂反馈】一、句型转换。
《Lesson 4 》说课稿尊敬的各位评委、老师们：大家好！今天我说课的内容是《Lesson 4 》。
下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。
一、教材分析《Lesson 4 》是教材名称中的重要一课，它在整个教材体系中起着承上启下的作用。
本节课的主要内容包括具体的知识点和语言点，通过学习这些内容，学生能够进一步巩固和拓展之前所学的知识，为后续的学习打下坚实的基础。
教材在编排上注重知识的系统性和连贯性，通过生动有趣的情景设置和多样化的练习活动，激发学生的学习兴趣，提高学生的语言运用能力。
同时，教材中的课文选材贴近学生的生活实际，有助于学生将所学知识与实际生活相结合，真正做到学以致用。
二、学情分析我所授课的班级是具体班级，学生的整体英语水平处于描述学生的大致水平。
经过之前的学习，学生已经掌握了一定的基础词汇和基本语法，但在语言的实际运用方面还存在一些不足。
这个年龄段的学生具有较强的好奇心和求知欲，喜欢新鲜有趣的事物。
在教学中，我将充分利用学生的这些特点，采用多样化的教学方法和手段，激发学生的学习积极性，让学生在轻松愉快的氛围中学习英语。
三、教学目标1、知识目标学生能够掌握本节课的重点单词，如列举重点单词，并能正确拼写和运用。
学生能够理解并运用本节课的重点句型，如列举重点句型。
2、技能目标能够听懂与本节课主题相关的听力材料，并获取关键信息。
能够运用所学的语言知识进行简单的口头交流和书面表达。
3、情感目标培养学生学习英语的兴趣，增强学生的自信心。
引导学生关注生活中的英语，培养学生的跨文化意识。
四、教学重难点1、教学重点重点单词的发音、拼写和用法。
重点句型的结构和运用。
2、教学难点如何让学生在实际情境中灵活运用所学的语言知识。
帮助学生理解一些较为复杂的语法结构。
五、教学方法为了实现教学目标，突破教学重难点，我将采用以下教学方法：1、情景教学法通过创设生动有趣的情景，让学生在真实的语境中学习和运用语言，提高学生的语言交际能力。
主备人：执教者：审核人：课题Starter Lesson 4You look cool!课时安排共4课时课型Part A 第1课时教学目标eful expressions2. Can say something about colours and clothes.教学重点1.New words: box, shirt, colour, blue, orange, coat, these, black, trousers,etc.2.Important sentences:a. What colour is it? It’s...b.What colour are they? They are...c.I s this your orange coat? Yes, it is. No, it isn’t.d.Whose sweater is it? It’s my red sweater.教学难点询问颜色和所属教学准备 A tape recorder Multimedia教学内容及过程二次备课Step 1 Warm-upShow some things and ask: What’s this? It’s a ... Is this //that...? Yes, itis. No, it isn’t. Can you say its colour? This class we’ll learn aboutdifferent colours.Step 2 Presentation1.Learn the new words on Page 18/19.Ask to read the words Read the words after T. Read together.2.Ask and answer: Is this/that...? It’s ... Whatis this/that? It’s...Are these/those...? They are... What are these/those? They are...Step 3 Part A11.Read the dialogues.2.Make up new dialogues.3.Show time.Step 4 Part A21.Do the exercise by themselves.2.Check the answers.Step 5 PresentationShow some school things and ask : Whose ...is/are...? It is /They are... Step 6 Part B11.Read the passage by themselves.2.Ask two students to read it.3.Ask some questions about the passage.5.Read the passage together.Step 7 ConclusionStep 8 Homework1.Revise the new words and useful expressions.2.Read the passage as many times as possible.板书设计教学反思主备人：执教者：审核人：课题Starter Lesson 4You look cool!课时安排共4 课时课型Part B1、2 第2课时教学目标1. To develop vocabulary describing clothes and colours.2. To help the students improve the abilities of listening , speaking reading and writing教学重点重点单词和短语：white, sweater, dress, sock, yellow, skirt, brown, whose, my redsweater, your green shirt, her blue dress...教学难点掌握服装、颜色、形容词性物主代词、名词所有格的用法教学准备 A tape recorder Multimedia教学内容及过程二次备课Step 1: Leading inLet Ss say some words about clothes and colours.Blouse,coat, dress, shirt, shorts, skirt, socks, sweater, T-shirt, shorts,black, blue, brown, green, pink, purple, red, silver, whiteStep 2:PracticeMake up dialogues:1)T: I have a red skirt. Do you have one?S: No, I don’t have skirts, but I have shorts, and they are blue.2)T:I love white very much, so I have lots of white clothes, like whiteT-shirts, white blouses, white dresses and white trousers. What aboutyou?S: Yes, white is beautiful and clean. It’s great for girls, but I thinkyou need to wash your white clothes often. I’m lazy, so I like black. Ihave black sweaters, black coats and black trousers.T: That’s interesting!3) Ask to act it out.Step 3: ReadingAsk the students to read the text and finish Part B1.Ask the students to read the text aloud and finish Part B2. Then answer some more questions:1. What kind of clothes do you like?2. Who is wearing a red and grey tie today?Ask the students to read the text again and finish Part B3.Step 4: Listening and repeatingAsk students to listen to the tape and repeat the text sentence by sentence.Step 5: Explaining and readingExplain some language points to students and ask them to read the text together.Step 6: Making a summaryT: In this period, we learned the key words in the text and talked about the main information of the text.Step 7: HomeworkOral work: Listen, repeat and recite the text.Written work:Teachers can assign this part according to their own conditions板书设计教学反思主备人：执教者：审核人：课题Starter Lesson 4You look cool!课时安排共4课时课型Part B3、C 第3课时教学目标1. To understand the text more deeply2. To do some extension activities to tra in students’ abilities of thinking教学重点能够谈论物主和穿着教学难点1. 重点短语: put away, use your bike, my dog’s ball2. 重点句子: Whose dress is it? It’s her blue dress.Whose skirts are they? They are their yellow skirts.Can you use your bike?Its ball is red and yellow.Put it/them away.教学准备 A tape recorder Multimedia教学内容及过程二次备课Step 1: Having a revision1.Ask students to read the text together first, and then ask some toanswer the questions: Whose ...is/are...? It is/They are....2. Have a dictationfor some words and sentences.Step 2: Presentation1.Ask three students to the front. Let others say something about theirclothes and the colours of the clothes. Write some sentences on Bb.2. Give a sample of a conversation:What’s Miss Wu looking for?She’s looking for a cap.What’s the cap like?It’s white,big and like a rabbit.Does Miss Wu wear a cap like that?No. It’s her friend’s cap. Let’s help her find it.Step 3: Part C1.Listen,read and act it out.nguage points:What’s wrong with...?worry aboutbe likewhat about doing sth?Stop doing sthStep 4: Making a summaryIn this period, we did all kinds of activities to make ourselves understand the text more deeply.Step 6: HomeworkOral work: Read the text after the tape and retell the text.Written work: Write a 60-word article: Our fashion show.板书设计教学反思主备人：执教者：审核人：课题Starter Lesson 4You look cool! 课时安排共4 课时课型Part D 第4课时教学目标1.To make Ss learn to write about people’s clothes.2.To make Ss learn to introduce a photo.教学重点1. To remember the words about clothes.2. To learn to use different sentences to describe people’s clothes and the colours.教学难点Learn to use different pronouns.教学准备 A tape recorder Multimedia教学内容及过程二次备课Step 1 Revision1. Ask to read the words and dialogues.2.Ask to recite some sentences.3. Free talk. Say about your classmates’ clothes.Step 2 Practice and consolidation1.Show some pictures and Ss make sentences withShe wears a red coat. He wears blue trousers.2.Get Ss to ask and answer the questions in pairs according tothe pictures.Step 3 Presentation1. Playing a guessing game. Ask one student to say about a student’sclothes. Let the other Ss guess who he or she is.2. Get them to practice how to ask and answer questions in pairs.3. Show the photos of Millie and Peter.Step 4 Doing some consolidation exercises.Ask two to write the answers on Bb.Check the answers to the whole class.Step 5 Making a summary.In this period, we learned how to describe people’s clothes.Step 6: Homework1 .Do some more exercises.2. Try t o remember the rules about how we form the ‘-ing’ form of averb .板书设计教学反思。
《Lesson 4 》说课稿尊敬的各位评委、老师：大家好！今天我说课的内容是《Lesson 4》。
下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。
一、教材分析《Lesson 4》是教材名称中的重要一课，本单元的主题是单元主题，而这一课在整个单元中起着承上启下的作用。
从教材内容来看，这一课主要包括了词汇、语法、阅读和写作等部分。
词汇部分涵盖了与主题相关的一系列常用词汇，为学生的语言表达提供了基础。
语法方面，重点讲解了具体语法点，这一语法点在日常交流和书面表达中都具有较高的使用频率。
阅读部分提供了一篇与主题紧密相关的文章，不仅能够帮助学生巩固所学的词汇和语法，还能培养他们的阅读理解能力。
写作部分则要求学生运用所学知识进行书面表达，锻炼他们的语言综合运用能力。
教材的编排注重知识的系统性和渐进性，通过多样化的练习和活动，帮助学生逐步掌握语言知识和技能。
二、学情分析本次授课的对象是具体年级和班级的学生。
他们在之前的学习中已经积累了一定的英语基础知识，但在词汇量、语法运用和阅读理解方面还存在一定的不足。
学生们具有较强的好奇心和求知欲，喜欢参与各种课堂活动。
然而，他们的注意力集中时间相对较短，需要教师采用多样化的教学方法和手段来激发他们的学习兴趣，保持他们的学习积极性。
针对学生的这些特点，在教学过程中，我将注重创设生动有趣的教学情境，引导学生积极参与课堂活动，提高他们的学习效果。
三、教学目标根据教材内容和学情分析，我制定了以下教学目标：1、知识目标学生能够掌握本节课的重点词汇，如列举重点词汇。
熟练掌握并正确运用本节课的语法结构具体语法结构。
2、技能目标能够读懂与课文难度相当的相关主题的文章，并获取关键信息。
能够运用所学词汇和语法结构进行简单的书面表达和口头交流。
3、情感目标培养学生学习英语的兴趣和积极性，增强他们的自信心。
引导学生了解与主题相关的文化知识或价值观，拓宽他们的国际视野。
Lesson4教学设计方案教学设计方案早晨的阳光透过窗帘，洒在我的书桌上，一缕阳光照亮了那本翻开的教案。
我闭上眼睛，让思绪飘回到那些年的教学时光，回忆中的点点滴滴像电影一样在脑海中闪现。
现在，就让我用这十年的经验，来完成这个“Lesson4教学设计方案”。
一、教学目标1.让学生掌握本节课的知识点，理解并运用到实际情境中。
2.培养学生的团队协作能力，提高他们的沟通表达能力。
3.激发学生的学习兴趣，让他们在学习中感受到快乐。
二、教学内容1.课程导入：通过一个有趣的故事或者现实生活中的案例，引导学生进入本节课的主题。
2.知识讲解：详细讲解本节课的知识点，让学生理解并掌握。
3.实践操作：让学生分组进行实践操作，将所学知识运用到实际中。
三、教学过程1.课程导入“同学们，你们听说过这样一个故事吗？一个男孩在河边玩耍，突然发现了一个装满宝石的瓶子。
他打开瓶子，发现里面的宝石都飞了出来，落在了地上。
男孩想要把宝石都装回瓶子，却发现瓶子已经变小了。
这个故事告诉我们什么道理呢？对了，就是‘珍惜当下，把握机遇’。
那么，今天我们要学习的知识点，就是如何把握机遇，实现自己的价值。
”2.知识讲解“我将为大家详细讲解本节课的知识点。
我们要了解什么是机遇。
机遇，就是指在一定时期内，对个人或集体有利的条件。
那么，如何把握机遇呢？这里有三个关键点：一是要有敏锐的洞察力，及时发现机遇；二是要具备相应的知识和技能，抓住机遇；三是要有坚定的信念，勇敢地追求机遇。
”3.实践操作“现在，请大家分成小组，进行实践操作。
每个小组要结合本节课的知识点，设计一个关于把握机遇的方案。
方案要求：一是要具有创新性；二是要结合实际情况；三是要有可操作性。
每个小组有20分钟的时间，完成后向我汇报。
”四、教学评价1.学生评价：通过课堂表现、作业完成情况、实践操作等方面，对学生的学习效果进行评价。
2.教师评价：根据学生的表现，对教学方案进行调整，以提高教学效果。
7年级预备课程Lesson4 教案Lesson 4 第1课时【教学目标】1.Have students know names of colors and clothes.2.Learn to use Possessive Nouns.3.Revise words: box, shirt, colour, blue, orange, coat…Study some useful expressions:What’s this？/What are they？/Is this…/ What color…/Whose …is it?【教学重难点】Useful expressions: What’s this？/What are they？/Is this…/ What color…/Whose …is it?【课堂导学】Step 1 RevisionHave students say something about the school with ‘there is/are’and ‘How many’. Step 2 Warm-upSample conversation between the T and Ss.T: What’s this? S: It’s a coat.T: What colour is it? S: It’s orange.Step3. Presentation1.Have Ss make a list of names of different clothes: coat, shirt, T-shirt, blouse, sweater, dress,socks, skirt, shorts, trousers, shoes.2.Have Ss make a list of names of different colors: red, blue, orange, black, white, green, yellow,brown, pink, purple.3.Read those words after teacher, then read them together.Step 4 DrillPractice dialogues with:What’this? It’s a …/ What are these/they? They are …[What color is it? It’s …/ What color are they? They are …What color is your coat? It’s…/ What color are your shoes? They are…Is this your orange coat? Yes, it is./ Are these/those your new shoes? Yes, they are./ No, they aren’t.Step 5 Part A11.Read the dialogue by themselves first.2.Ask two students to act out the dialogue.3.Read it after T4.Explain & ask and answerWhat’s in the box/bag/pencil case? There is a /are …Step 6. Part A2.1.Ask: What’s this? It’s a …What color is it? It’s …Then we know ‘It is a ……..’2.Finish Part A2, then check answers together.Step 7 Part B1.T: Whose book is it? It is my book. Whose books are they? They are my books?2.T goes on asking ‘Whose shirt is it? Whose shoes are they?’‘It is sb’s /his shirt. They aresb’s/ her shoes ’.3.Have students make more dialogues with ‘whose’.4.Ask a pair of students to read the dialogue in Part B1.5.Role play reading.6.Introduce ‘adjective nouns’and finish Part B2.Step 8 ConsolidationStep 9 Homework Reciting dialogues in Part A1.【课堂反馈】一、句型转换。
《Lesson 4 》说课稿尊敬的各位评委老师：大家好！今天我说课的内容是《Lesson 4 》。
下面我将从教材分析、学情分析、教学目标、教学重难点、教法与学法、教学过程、板书设计以及教学反思这几个方面来展开我的说课。
一、教材分析《Lesson 4 》是教材名称中的一个重要章节。
本节课的内容在整个教材体系中具有承上启下的作用。
通过对前几课知识的巩固和拓展，为本单元后续课程的学习奠定了基础。
本节课的主要话题是具体话题，围绕这一话题，教材提供了丰富的语言素材，包括词汇、句型和对话等。
这些内容不仅贴近学生的生活实际，而且具有较强的实用性和交际性。
二、学情分析我所授课的对象是年级的学生。
他们经过之前的英语学习，已经具备了一定的英语基础知识和语言技能。
但是，这个阶段的学生在英语学习方面还存在着一些不足之处，比如词汇量有限、语法运用不够准确、口语表达不够流畅等。
在学习风格上，年级的学生具有较强的好奇心和求知欲，喜欢通过多种方式来获取知识。
因此，在教学过程中，我将采用多样化的教学方法和手段，激发学生的学习兴趣，提高他们的学习积极性。
三、教学目标基于对教材和学情的分析，我制定了以下教学目标：1、知识目标（1）学生能够掌握本节课的重点词汇，如词汇 1、词汇 2、词汇 3等。
（2）学生能够熟练运用本节课的重点句型，如句型 1、句型 2、句型 3等进行日常交流。
2、技能目标（1）通过听、说、读、写等多种训练方式，提高学生的英语综合运用能力。
（2）培养学生的口语表达能力和阅读理解能力，使学生能够用英语进行简单的对话和描述。
3、情感目标（1）激发学生学习英语的兴趣，增强他们的学习自信心。
（2）培养学生的合作意识和团队精神，让学生在学习中体验到成功的喜悦。
四、教学重难点1、教学重点（1）掌握本节课的重点词汇和句型。
（2）能够运用所学知识进行简单的日常交流。
2、教学难点（1）如何让学生正确运用所学句型进行表达，尤其是在语境中的灵活运用。
牛津英语七年级|预备课程Unit 4 My classroom一、教学内容词汇：open,the, door, please,close,stand up, sit down, blackboard, desk, window, bag,book,pencil box, clean, one, three, five,pen, six,ruler, seven,eight, nine, pencil,tea, go,go to school, late, be, again,there, in, class,book, classroom, on, wall,eleven,number, fourteen,fifteen, sixteen,seventeen,eighteen, rubber,th irteen,behind, chair, teacher's desk, nineteen,box, picture,poster,ball, twenty, student,school,an,art,room, clean,twenty -one,thirty句型：Open the door, please. Close the door,please. Stand up, please.Sit down, please. Don't be late again.There is a..... There are ....二、教学目标1. 掌握四会词汇和重点句型 .2. 正确运用祈使句以及它的否认形式 .3. 掌握数字的拼写规那么 .4. 会用There be 结构造句并且知道它与have 的区别 .5.掌握名词的复数 .三、教学步骤Step1 Revision1. 默写第三单元的重点词汇 .2. 师生自由对话 .Step2 Presentation1. 课堂上教师问学生"Where are we now?"引导学生答复"We are in the classroom.",出现本单元的主题My classroom ,进而让学生复习与教室有关的名词和动词 ,如：blackboar d, desk, window, bag, door, boy, girl,teacher's desk, picture,........教师可以问 "What's in our classroom?〞引导学生用There be来答复教室内的物品 ,复习该句型并做口头练习 ,如：There is a lackboard in our classroom. 接着教师又问 "How many girls/boys/desks/pictures.....in our classroom? 〞来复习数字 .2. 看第|一局部的图 ,复习几个动作单词和短语 ,并复习祈使句的肯定与否认形式 .教师说口令让学生做动作进行强化训练动词和动词短语 ,如：Close your books. Stand up. S it down.接着做Listening稳固动词短语 .Step3 Practice让学生阅读This is my class room, 复习There be 结构 ,然后让较好的学生用此结构描述一下教室 .四、知识讲解1.my classroom中的my 是物主代词 ,它翻译为 "我的〞 ,I 是它的主格 ,意思是 "我〞 .类似的有your name 中的your 是物主代词 ,而you 是它的主格 ,前面的是 "你的 ,你们的〞 ,而后者是 "你 ,你们〞 .以及后面会学习的he -his she -her we -our they -the ir it -its2. Please 在祈使句中的位置 ,叫某人或某些人做事 ,常用Please以表示客气或礼貌 .Pl ease 可以放在句末也可放在开头 .放在句末时 ,前面用逗号 .如:Sit down, please. =Pl ease sit down. Please read Lesson1, Li Lei. =Read Lesson1, Li Lei please.如果句末有称呼语 ,那么please 前的逗号可以省去 .3. a/an 用在名词前 ,表示一个 ,一件 ,一张 ,一位等 .如：a book(一本书), a ruler(一把尺).an 用在以元音音素开头的名词前 ,又如：an egg (一个鸡蛋 )an English book (一本英语书 ) .在名词前使用a或an 再不能使用my, your等词 .4. There be 与have (has): there be 指 "什么地方有什么东西 (存在 )〞通常的用法是 "there is +单数名词 +地点状语〞 ,或者是 "there are + 复数名词 +地点状语〞 .如果后面有好几个名词并列 ,那么根据第|一个名词是单数或复数来决定用there is 或th ere are.如：There is a book and two pencils on the desk.be动词是由a book 决定 ,而不是a book and two pencils决定 .have(has)指 "某人占有某物〞 ,表示所属关系 .即 "某物属于某人 (或某物 )所有〞；是其中的一局部 ,第三人称单数用has.如：A desk has four legs. (桌子有四条腿 )They have a new house. (他们有一所新房子 . )5. be late for school 的意思是 "上学迟到〞如：You're late for school again..而be late 的意思是 "迟到 ,来晚了〞.6. 与go 相关的一些词组如下：go to school, go to the park, go to the zoo, go to the cinema,它们都表示去某地 ,但是go home 中省略to,意思是 "回家〞 ,因为home 是副词 ,跟here, there的用法是一样的 ,我们只能说come here, go t here.不说come to here, go to there.7. 祈使句与否认祈使句：祈使句主要用来表示劝告、命令或请求听话人完成某一动作 .它的主语you通常不表示出来 ,它的否认形式是在动词前加Don't,句末用感慨号或句号 ,说时一般用降调 .前者是以动词原形开头的无主语句子 ,如：Open the door,please.而后者是以Don't 开头并加上动词原形构成的无主语句子 .如Don't open the door, please.如果祈使句中没有动词 ,我们可以用be 动词来代替 ,如：Be quiet, please. Don't be lat e again.8. Welcome to......表示"欢送到某地" ,如：Welcome to China. Welcome to our class.9. 数字1 -12没有拼写规那么须记忆 ,但13 -19有拼写规那么 ,都是以 -teen结尾 ,20、30等整十的都是以 -ty结尾 ,而二十几 ,三十几等都是在二十 ,三十等后加 -和数字1 -9 .如：twenty -one, twenty -two. thirty -three,thirty -five.......10. I'm in Class1中的班级|首|字母要大写 ,数字在班级|后 ,类似的词有grade, row.对数字提问我们用What class./grade/row.......in ?如对1提问就是What class are y ou in?五、能力训练1. 翻译短语 (1 )关门________ (2 )坐下________ (3 )擦窗户_________ (4 )在我的教室里__________ (5 )七把尺_________ (6 )二十个男孩_________ (7 )起立_________ (8 )在椅子后面__________2. 用a, an填空 .(1) ___ map (2). ___ egg (3) .___ pen (4) ___ old man (5) ___ apple (6)___ book (7) ___ orange3. 句型转换 .(1) Open the door,please.(改否认祈使句)(2) I'm thirteen. (对斜体局部提问 )(3) eighteen, there, in, are, girls, classroom, my.(连词成句)(4) I'm in Class 3.(对斜体局部提问)4. 用am, is, are填空 .(1) This - - - - - - a bird. Its name - - - - - - - Polly.(2) There - - - - - - - - twenty students in our classroom.(3) Who - - - - - - - - the old man? He - - - - - - - - my grandfather.(4) I'm sorry you - - - - - - - - - late again.(5) There - - - - - - - - - a bag and five boxes in the classroom.5. 按要求写出以下词语 .(1 )What's (完全形式 )__________ (2) do not (缩写形式 )_________ (3) I'm (完全形式 )_________ (4 )he's (完全形式 )_________ (5 )is not (缩写形式 )______ ___ (6) aren't (完全形式 )________ (7 )You are (缩写形式 )___________ (8 )It 's (完全形式 )__________ (9 )open (反义词) _____________ (10 )stand up (反义词组) ____________六、课后作业1.抄写四会单词三遍并会默写 .2. 熟读对话。
《Lesson 4》教学设计一、教学目标1、知识与技能目标学生能够掌握本课时的重点词汇和短语，如_____、＿____、＿____等。
学生能够理解并正确运用本课时的重点句型，如_____、＿____。
学生能够熟练朗读并背诵课文。
2、过程与方法目标通过听力、阅读、口语和写作等多种活动，提高学生的语言综合运用能力。
培养学生自主学习和合作学习的能力，让学生学会通过小组讨论解决问题。
3、情感态度与价值观目标激发学生学习英语的兴趣，增强学习自信心。
培养学生的跨文化意识，了解不同国家的文化差异。
二、教学重难点1、教学重点重点词汇和短语的记忆与运用。
重点句型的理解和掌握。
课文的理解和朗读。
2、教学难点如何让学生在实际情境中灵活运用所学的词汇和句型。
如何引导学生理解课文中的一些复杂句子结构。
三、教学方法1、情景教学法通过创设生动的情景，让学生在实际情境中学习和运用语言。
2、任务驱动法布置各种任务，让学生在完成任务的过程中提高语言能力。
3、合作学习法组织学生进行小组合作学习，培养学生的合作意识和交流能力。
四、教学过程1、导入（5 分钟）通过播放一段与本课时主题相关的英语视频或展示一些图片，引起学生的兴趣，导入新课。
提问学生对相关主题的了解和看法，引导学生积极参与讨论。
2、词汇学习（10 分钟）展示本课时的重点词汇和短语，带领学生朗读并讲解其含义和用法。
通过举例、造句等方式帮助学生加深对词汇的理解。
组织学生进行词汇练习，如填空、选择等。
3、句型学习（10 分钟）呈现重点句型，讲解句型的结构和用法。
引导学生模仿句型进行造句练习，及时给予纠正和指导。
创设情境，让学生在情境中运用句型进行对话练习。
4、课文学习（15 分钟）播放课文录音，让学生边听边理解课文大意。
带领学生逐句朗读课文，讲解课文中的重点句子和语法点。
组织学生进行小组讨论，回答与课文相关的问题，加深对课文的理解。
5、语言操练（10 分钟）让学生根据课文内容进行角色扮演，模仿课文中的对话进行表演。
Starter Lesson 4 Part A&B 教学案班级： 七一、二 教师： 孙进 使用时间： 9.18 总课时数： 7【教学目标】1.Words and expressions .2. Talk about different colours and clothes 3.Whose ...is it ?/Whose ....are they?.【教学重难点】1. New words (sock, skirt, sweater,colours ) 2. Phrases and structures1) What\s in the box?There\s a skirt. 2) What colour is it? It\s blue/white... 3) Whose ball is it?Whose socks are they? 3. Daily expressions4.Different colours and ...’s【问题引领】A guessing game T:(Show a box)What’s in the box? 【互动探究】presentation1.Present : a shirt, a coat, trousers ,shoes(By using real objects or pictures)2.Ask and answer 1)What’s this/that? It’s…2)What are these/those? They are… Practice 1.Ss practice the patterns in last step By using some pictures 2.More examples: Are those your trousers?Presentation 1.Show two coatsT: What’re the differences between them? 2.Present:1) colour 2)What color is it/are they? 3) white, orange, black, green practice 1.Ss practice the patterns in last step(By using some pictures) PartB Step1 Revision1.T:What are these/those? 2.T:What colour is X’s/my/your/her coat? Step2 presentation1..say something about a picture.2. Present: a bike, a basketball, a kite,A car (By using the pictures)3. Ss practice the patterns they have learnt.4. present: Whose bike is it? Ah! It’s X’s It’s her/his bike Is this your bike? Whose bike is it?【达标检测】一、根据句义及中文提示写出单词。
1. My______(裤子) are new. 2. Snow(雪) is________(白色).3. –What is in the box?—It is your father’s_____(衬衫).4. Millie’s_______(外套) is in the box.5. These are my new________?(鞋子).6. The blackboard is_______(黑色).7. These_______(盒子) are big but light.8. ---Whose pens are they?---They are_______(他的) pens. 9. ---Are ________(那些)their bikes?---Yes,they are.10. ________(那些) old men are singing Beijing Opera over there. 二、用所给单词的适当形式填空。
1.—Whose book is it?—It’s______(I) bike.2.—Is this_____(you) new T-shirt?—Yes,it is.3._______(it) are our new books.…………………………………………………………………………………………………………………………………………………………………………………学教札记4.—What are______(this)?—They are my new pencils.5.Lily’s shirt is blue.Her trousers______(be) blue,too.6.Lucy’s coat______(be) on the bed.7._______(this) are my dad’s new shirt.8.That is my_____(mum) old T-shirt.9.There are three pairs of______（sock ）on the bed. 10.I need two pairs of_____(shoe).11.My teacher is here.______(he) desk is old.12.How many______(dress) are there in your bag? 13.---Whose coat is it?----It’s________(she) coat. 14.They are_______(they) boxes,right?15.----_______(who) trousers are those?-----They are our trousers. 三、根据中文提示完成句子。
1.包里有什么？__________ _________ ________the bag?2.你的自行车是什么颜色的？ ______ _______ ______your bike?3.那是我的新裤子吗？______ _______ my new trousers?4.它们是我弟弟的黑鞋子。
______ ______ ______ _______black shoes.5.---他的鞋子是什么颜色？---棕色的。
---What______ ________ ______shoes?-----They ’re________. 【总结提升】句型转换1.The shoes are green. (对划线部分提问)__________________the shoes?2.Are these my new trousers?(作肯定回答)Yes,__________________.3.Are those your pens?(改为单数形式)__________your____________?4.It’s Sandy’s blouse.(对划线部分提问)________ _________is it?5.Those are my black trousers.(同义句)Those________ ________ are mine. 阅读理解What Colour Are Their Sweaters?Kate,Jim,Rose and Bill put their sweater on the table. The sweater are white, red, blue and black. We know, the boys ’ sweaters aren ’t red and the girls ’ sweaters aren ’t black. What colour is Kate ’s sweater? I don ’t know. But I know it is not blue. Bill says, “My sweater is white.” Then what colour are their sweaters? 根据短文完成下列句子： 1. Kate ’s sweater is________. 2. Jim ”s sweater is________. 3. Rose ’s sweater is________. 4. Bill ’s sweater is________.教学反思:在课时的处理上，准备略显不足，还需充分备课，仔细研究学生的掌握程度。
…………………………………………………………………………………………………………………………………………………………………………………学教札记Starter Lesson 1 Part C&D 教学案班级：七一、二 教师： 孙进 使用时间： 总课时数：【教学目标】1. Words and expressions .2. What\s he like/(appearance)and two pictures 【教学重难点】Teaching emphasis:1. New words (use,wrong,kid,worry,wear,cry,help)2. Phrases and structures1) Can I use your bike ?Sorry, it\s my bike. 2) What\s your mother like? She\s short/tall. 3) What about your dad? Teaching difficulties:1.What is ...like?: (big strong, small, thin, tall, slim, short, pretty)2.Sentence structures: Can I ______? Yes, I can. No, I can ’t. 【问题引领】1.T:What colour is X’s/my/your/her coat? 2.T:What are these/those? 【互动探究】presentation 1..say something about a picture.2.Present: a sweater,skirt,coat,trousers,cap3. Ss practice the patterns they have learnt. T:What ’s wrong?S:I can ’t find my dad and mum in the shop. T:Don ’t worry.What ’s he/she like? S:He/She is ....Present two pictures of Millie and Peter and say sth.about them. Here are two pictures of my friends .Millie ’s sweater is red.........The pictures can ask students to read carefully and give them three minutes to prepare them and ask several students to recite them. S1:....... S2:......... S3:......... Practice.Ss practice the patterns by Using the pictures. practice21 Ss work orally2.check the answers【达标检测】一、根据句义及中文提示写出单词。
