教材分析
整體教學(xué)內(nèi)容分析
本單元主要的教學(xué)內(nèi)容是“介紹英美人的姓名”。除了要復(fù)習(xí)鞏固初一學(xué)過(guò)的一般現(xiàn)在時(shí)和現(xiàn)在進(jìn)行時(shí)外，還要學(xué)習(xí)一些新的詞匯和日常用語(yǔ)。由the difference between Chinese and English names 引出be short for和call sb. / sth. for short兩個(gè)短語(yǔ)，學(xué)習(xí)了英國(guó)人名的順序以及與稱(chēng)呼的搭配使用、簡(jiǎn)稱(chēng)的由來(lái)。本單元突出了聽(tīng)說(shuō)領(lǐng)先的特點(diǎn)，加深理解了both與all、wish 與hope、excuse與sorry的用法區(qū)別。Lesson4主要學(xué)習(xí)元音音素 [a:][au]，逐漸能按照26個(gè)字母及有關(guān)字母組合的拼讀規(guī)則來(lái)朗讀、拼寫(xiě)和記憶單詞。
教學(xué)要點(diǎn)分析
1．熟練運(yùn)用本單元的日常交際用語(yǔ)，掌握不定代詞的修飾語(yǔ)的正確位置。
2．中國(guó)人名與英國(guó)人名順序的區(qū)別，英國(guó)人名簡(jiǎn)稱(chēng)形式的由來(lái)。
3．學(xué)習(xí)序數(shù)詞first , second, third 和fourth. 注意它們的書(shū)寫(xiě)和用法，特別是要理解它們?cè)诰渥又兴鞯恼Z(yǔ)言成分。
4．進(jìn)一步復(fù)習(xí)鞏固現(xiàn)在進(jìn)行時(shí)態(tài)，理解其與一般現(xiàn)在時(shí)的區(qū)別。注意助動(dòng)詞be與單復(fù)數(shù)人稱(chēng)的相應(yīng)變化，系統(tǒng)總結(jié)動(dòng)詞形式（v. -ing）的變化。
5．歸納r音節(jié)的拼讀規(guī)則 進(jìn)一步明確單詞的發(fā)音特點(diǎn)：一個(gè)字母特別是元音字母不只一個(gè)讀音，一個(gè)音素（即音標(biāo)）也不只由一個(gè)字母或一個(gè)字母組合構(gòu)成。
關(guān)于英國(guó)人名字的教學(xué)分析
本單元主要的教學(xué)內(nèi)容是“介紹英美人的姓名”。教師在教學(xué)中要注意讓學(xué)生清楚地了解英國(guó)人的三個(gè)名字各自的意義，它們之間的關(guān)系，并且要掌握如何要稱(chēng)呼一個(gè)英國(guó)人以及了解中國(guó)人和英國(guó)人名字之間的區(qū)別。
本單元教學(xué)要求學(xué)生對(duì)英語(yǔ)姓名有些初步的了解，知道姓和名的位置、全名、男女名、尊稱(chēng)、呢稱(chēng)等即可，不必講得過(guò)細(xì)。在教第2課時(shí)，需強(qiáng)調(diào)用Mr./Miss./Mrs.稱(chēng)呼人時(shí)，后面要用姓 (Mr. Brown)不可用名 (Mr. Robert)，因?yàn)檫@是中國(guó)人通常犯的錯(cuò)誤。英語(yǔ)和漢語(yǔ)人名表示方法的區(qū)別在于姓和名的順序。
教法建議
關(guān)于交際語(yǔ)言運(yùn)用教學(xué)
學(xué)生們經(jīng)過(guò)一個(gè)假期休息，無(wú)論從體力還是腦力都得到充分放松，精力十分充沛。教師應(yīng)抓住學(xué)生這一良好狀態(tài)，結(jié)合本單元知識(shí)點(diǎn)少，交際性強(qiáng)的特點(diǎn)努力為學(xué)生創(chuàng)設(shè)語(yǔ)境，激發(fā)學(xué)生學(xué)習(xí)語(yǔ)言的興趣，使學(xué)生對(duì)語(yǔ)言的學(xué)習(xí)產(chǎn)生新鮮感，成就感，從而提高學(xué)習(xí)效率。針對(duì)本單元交際性強(qiáng)的特點(diǎn)，創(chuàng)設(shè)適合于每課的語(yǔ)言環(huán)境，使學(xué)生置身于此環(huán)境，并擔(dān)當(dāng)某一角色，從而讓學(xué)生真正感悟到語(yǔ)言的真諦。
關(guān)于詞匯和短語(yǔ)的教學(xué)
記憶單詞和習(xí)語(yǔ)是學(xué)生比較頭痛的。為了減輕學(xué)生思想負(fù)擔(dān)，通過(guò)師生之間對(duì)話(huà)，將生詞及習(xí)語(yǔ)逐一呈現(xiàn)。在特定情景中，通過(guò)使用熟悉詞語(yǔ)進(jìn)行會(huì)話(huà)表演等交流方式，學(xué)會(huì)生疏單詞。
有些特殊詞還可用圖片、幻燈，示范動(dòng)作呈現(xiàn)給學(xué)生，讓學(xué)生感到學(xué)有所用，
英語(yǔ)并不是難不可攀。
關(guān)于現(xiàn)在進(jìn)行時(shí)的教學(xué)
1．動(dòng)作表演游戲
教師做個(gè)動(dòng)作讓學(xué)生來(lái)表達(dá)：He/She is doing …，學(xué)生之間互相交換一個(gè)做動(dòng)作，另一個(gè)用英語(yǔ)表達(dá)他/她正在進(jìn)行的動(dòng)作。或讓一個(gè)學(xué)生先做個(gè)動(dòng)作，其他的學(xué)生來(lái)表達(dá)。如一個(gè)學(xué)生做個(gè)看書(shū)的動(dòng)作，另一個(gè)學(xué)生用英語(yǔ)問(wèn)：What’s he/she doing?，其他的學(xué)生搶著說(shuō)：He/She is reading (a book)，看誰(shuí)說(shuō)的又快又準(zhǔn)確。也可以換成一個(gè)學(xué)生用英語(yǔ)表達(dá)一個(gè)動(dòng)作，讓別的學(xué)生來(lái)做這個(gè)動(dòng)作，看動(dòng)作是否表演得準(zhǔn)確。
采取對(duì)抗賽的形式：1-6小組，1、3、5組組員分批表演啞劇動(dòng)作，2、4、6組組員分批使用英語(yǔ)描繪證明這些動(dòng)作。表演動(dòng)作明確易懂的，得分。使用英語(yǔ)描繪該動(dòng)作，無(wú)誤的，得分。
2．描繪圖畫(huà)。
師生之間，或同學(xué)之間互相指圖問(wèn)答。如下圖，教師指著圖中站在窗戶(hù)旁的男孩用一個(gè)學(xué)生：What’s he doing? ，學(xué)生回答：He is cleaning the window。接著這個(gè)學(xué)生指著圖中的某個(gè)人，問(wèn)別的學(xué)生：What’s he/she doing?，循環(huán)下去，盡量讓更多的學(xué)生參與。
也可采用比賽形式，教師指著圖中的人問(wèn)：What’s he/she doing?，讓學(xué)生進(jìn)行搶答，看誰(shuí)答得又快又準(zhǔn)確。
3．創(chuàng)設(shè)情景，首先請(qǐng)一位同學(xué)讀課文，唱英文歌等易表演的動(dòng)作。在他做此動(dòng)作過(guò)程中，教師可提出問(wèn)題：What is he doing? 請(qǐng)學(xué)生回答：He is reading. He is singing an English song.
然后組織學(xué)生兩人一組，模仿剛才師生問(wèn)答做表演。
條件好的可看課文教學(xué)錄像，加深對(duì)現(xiàn)在進(jìn)行時(shí)的理解。
關(guān)于課文What’s in a name? 的教學(xué)
1．首先問(wèn)一個(gè)學(xué)生：What’s your name? 然后教師說(shuō)His/Her full name is …，并且把名字板書(shū)出來(lái)。然后給出一個(gè)已學(xué)過(guò)的英文名字：Jim，告訴學(xué)生Jim’s full name is James Allan Green，借此解釋full name和given name的意思。
2．以圖解的形式講解English names: a first name, a middle name and a family name的意義。
或通過(guò)播放動(dòng)畫(huà)講解：The meanings of the three names, How to call a person, the difference between English names and Chinese names（見(jiàn)媒體素材中動(dòng)畫(huà)類(lèi)：names）。
3．學(xué)生熟悉課文后，讓學(xué)生仿照課文內(nèi)容give a talk about names: English names and Chinese names。可以參考視頻文件：What’s in a name?（見(jiàn)媒體素材中視頻類(lèi)：talk about names）
4．讓學(xué)生就自己的名字進(jìn)行對(duì)話(huà)練習(xí)，參照練習(xí)冊(cè)Ex 2的5個(gè)問(wèn)題進(jìn)行一對(duì)一對(duì)的練習(xí)，或讓學(xué)生就這5個(gè)問(wèn)題對(duì)某人進(jìn)行采訪(fǎng)，記錄下采訪(fǎng)的過(guò)程。
關(guān)于現(xiàn)在進(jìn)行時(shí)的講解
(1)表示講話(huà)時(shí)或現(xiàn)階段正在進(jìn)行的動(dòng)作
He is singing in the room.
They are listening to their teacher.
(2) 有時(shí)表示計(jì)劃安排中的將來(lái)動(dòng)作（限于come, go leave, stay 等少量動(dòng)詞）
He's coming tonight.
I'm leaving tomorrow.
(3) 表示目前反復(fù)發(fā)生的動(dòng)作，有時(shí)含有感情色彩。
He's always talking in class.
關(guān)于Happy teacher’s Day的講解
Happy teacher's Day, Mr. Wu. 祝您教師節(jié)愉快，吳老師！
（1）happy意為“快樂(lè)的；幸福的；樂(lè)意的”。常可放句首構(gòu)成表示祝福的句子。如：
Happy Birthday! 生日快樂(lè)！
Happy New Year! 新年快樂(lè)！
（2）Teachers' Day意為“教師節(jié)”，是由普通名詞構(gòu)成的專(zhuān)有名詞，每個(gè)單詞的第一個(gè)字母都要大寫(xiě)。在表示節(jié)日的專(zhuān)有名詞前一般不需要冠詞the.如：
Women's Day 婦女節(jié) Children's Day 兒童節(jié) Mother's Day 母親節(jié) April Fools' day 愚人節(jié)
（3）表示祝福時(shí)除些表達(dá)方式外，還有兩種形式：
Best wishes to sb. (for …); wish sb. +賓語(yǔ)補(bǔ)足語(yǔ)。如：
Best wishes to you for Teachers' Day.
I wish you a happy New Year.
關(guān)于matter的講解
It doesn't matter this time.這次沒(méi)有關(guān)系。
matter 在這里作動(dòng)詞，意為“要緊”。如：
It matters very little.不要緊，絲毫沒(méi)關(guān)系。
It doesn't matter who will do it.誰(shuí)干這事都無(wú)關(guān)緊要。
matter 同時(shí)也可作名詞，意為“事情，問(wèn)題”。如：
―I can't carry the heavy box. ――我搬不動(dòng)這個(gè)重箱子。
―No matter. Let me help you. ――沒(méi)關(guān)系。我?guī)湍恪?/p>
What's the matter with you? 你怎么了？
關(guān)于Why don’t 表建議的用法講解
Why don't you talk about names? 你為什么不談?wù)撘幌旅帜兀?/p>
這是一個(gè)否定的特殊疑問(wèn)句，表示勸說(shuō)或建議，這個(gè)句子也可用“Why not + 動(dòng)詞原詞？”
來(lái)表達(dá)同樣的意思。如本句可改為：Why not talk about names?
What /How about …? 這一句型也表示建議可與上述句型轉(zhuǎn)換。不過(guò)后面若跟動(dòng)詞時(shí)，
必須用-ing形式。如：
Why don't you go to ask the teacher? = What about going to ask the teacher?
教學(xué)設(shè)計(jì)方案
Lesson 1
Teaching Objectives: Students should master the dialogues and useful expressions
Language FOCUS: Welcome (back) to…, on duty, have fun (doing sth) , best wishes, this term, the first lesson, call one’s name, because clause traffic (a), on time.
Properties: Tape recorder, some pictures, a calendar
Teaching Procedures:
I. organizing the class
Teacher: Good morning, class.
Students: Good morning, sir.
T: Welcome to school.
S: (They may have different answers, never mind)
II. Warming up
After a long vacation, students may feel hard to speak English, so give them a few minutes to talk about their holidays in groups.
III. Leading in
Go round the classroom and greet them individually “Good morning, welcome back to school” then get them to greet other students in the same way.
IV. Presentation
Take out some pictures with People doing things happily and show them to the students to learn and practice “have fun doing sth. eg. The children are having fun playing football”, “The farmers have fun working on the farm.” etc.
Call students’ names and help them answer “I’m here.” or “Here.” Then explain the phrase “call one s names” .
Draw a crowded street (many cars, people, buses and bikes, etc) and teach the phrase “bad traffic”, draw and teach “traffic limits” “traffic signs” to help students to grasp the meaning of “traffic”.
First write the phrase “on time” on the blackboard, then give them some example sentences, let them understand the meaning eg. “He lives far from school, but he gets up very early, so he gets to school on time,” etc.
V. Practise
Play the tape for the students to listen and read three times, then get them to read out by themselves. Play the tape two more times for them to repeat and practise . At last get them to act out the dialogue in front of the class.
VI. Presentation
Show students the calendar, and teach “Teachers’ Day” with a sign on Sept.
10th, “Women’s Day” when point to March 8th, “Children’s Day” pointing to June lst.
Get someone to clean the blackboard and say “Thank you for cleaning the blackboard for me.” Get some more students to do things and teach “Thank you for doing sth.”
Play the tape once for them to find any problem, then play it again for them to read and practise in pairs.
Act it out
VII. Exercises in class
Fill in the blanks
1. Welcome back ________School.
2. The boys always have fun ____ basketball (play).
3. The students say “here”____ the teacher call their names.
4. Mary always gets to school ____ time.
5. I m not ____ duty today.
6. I made a card ____ my friend Tom.
7. Thank you ____ your coming to see me.
Answers: 1.to, 2.playing, 3.when, 4.on, 5.on, 6.for, 7.for.
VIII. Homework
1. To make a card for your teacher, parents or friends.
2. To make sentences with: have fun (doing sth) on time, welcome …to
IX. Summary
Lesson 2
Teaching Objectives: Students should master the dialogue, some useful expressions and the background knowledge in the article about English names
Language Focus:
Ⅰ. Useful expressions: think about/of, talk about, the difference between…and…, give a talk
II. English names:
“Mr. / Mrs. / Miss / Ms” before a last name
Properties: Tape recorder, overhead projector
Teaching Procedures:
I. Organizing the class
Greeting and a duty report (to say something about Chinese names)
Ⅱ. Revision
Act out a short role play: A teacher is having a class, (the first class) someone is late.
Ⅲ. Leading - in
Teach the phrase “think about” by gestures and some sentences. eg. Teacher frowns and thinks as well as saying “I’m thinking about the homework for today.”
Call two students to the front and say, “Tom’s coat is black. Ted’s coat is blue. The colours are different. The difference is that Ted’s coat is blue and Tom’s coat is black.” Write the words “different” and “difference” on the blackboard and give them more examples, eg. “Do you know the difference between Mary and her sister? Mary is thin, but her sister is fat.”
IV. Practice
Students look at the picture and listen to the dialogue, then read after the tape, act it out in pairs.
V. Leading - in
From the first dialogue, we know Jim is going to talk about English names and the difference between Chinese and English names. Before we listen to his talk, let’s work together to see how much we know about that.
… ( Anything is permitted and they are encouraged to speak a lot).
Now let’s see what Jim says about names.
VI. Reading Comprehension
Students read the text by themselves and answer the questions:
1. How many names are there in a full name? What are they?
2. What’s the order of these names?
3. Which name is not often used?
4. What are the titles used together with names? How to use them?
Students listen to the tape and read after it for several times.
VII. Exercises in class
Let them do the culture comparing exercise.
English name: James Allan Green
Chinese name: Zhang Cheng
In the English name, family name is 1 , it s also called 2 or 3 name. The given names are 4 5 . The name not very much used is 6 . it’s also called 7 name.
In the Chinese name family name is 8 , it s also called 9 or 10
name. The given name is 11 . It's also called 12 name.
The answers: 1.Green 2.last 3.surname 4.James 5.Allan 6.Allan 7.middle 8.zhang 9.first 10.surname 11.cheng 12.last
VIII. Homework
1. To read the text fluently
2. To make sentences with: ① talk about ②think about/of ③be different ④the difference between… and …
IX. Summary
教學(xué)設(shè)計(jì)方案
Lesson 3
Teaching Objectives:
Students should be able to tell boys’ names from Girls’ names and use the present continuous tense correctly.
Language FOCUS:
I. a lot (of) , many, much II .present progressive tense III. names
Properties: Tape recorder, cards with names
Teaching Procedures:
I. Organizing the class
Greeting and a duty report (a short story in present continuous tense)
II. Review
Show the cards with names for students to tell which is family name, given name
III. Practise
Students talk about the names in pairs after a model.
Teacher: Do you know if Mary is a girl’s name?
Student: Yes, it is a girl’s name/I m not sure, etc.
Teacher sticks more names on the blackboard for them to discuss, and go round the classroom to help with any problem.
Then do the discussion together.
IV. Leading - in
Teacher: What’s your name, please?
Students: My name is Zhang Da Min.
T: Can I call you Da Min?
S: Yes. (Sure)
S: What s your name, please?
T: My name is Elizabeth, you may call me liz, that’s short for Elizabeth.
Play the tape for students to listen, read and practise.
Then students act out the dialogue in pairs, they may use their own names or make - up names)
V . Ask and answer
Students look at the picture and ask and answer
-- What is the boy doing?
-- Which boy?
-- The boy standing by the window.
-- Oh, he s cleaning the window.
VI. More Practice of “be doing?”
Call individual student to the front, and mime an action for the students to guess.
--Are you dancing?
--Yes, I am./No, I am not .(I'm not)
VII. Exercises in class
1. Write out the present participle.
① Walk ② skate ③ ski ④ knit ⑤ wash ⑥ pass ⑦h(yuǎn)ave. ⑧celebrate ⑨play ⑩ clap
2. Write out the questions
The boys are having a football lesson on the playground.
① Who - ?
② What - ?
③ Where - ?
Answers: 1. ① walking ② skating ③ skiing ④ knitting ⑤ washing ⑥ passing ⑦ having ⑧ celebrating ⑨ playing ⑩ clapping
2. ① Who is having a football lesson on the playground?
② What are the boys doing on the playground?
③ Where are the boys having a football lesson?
VIII. Homework
To choose one picture in the book? and describe it in present progressive tense.
IX. summary
教學(xué)設(shè)計(jì)方案
Lesson 4
Teaching Objectives: Students should grasp the pronunciation of some letter clusters and understand the article.
Language Focus:
I. Pronunciation:
[ : ] er, ur, ir, or, ear [a:]ar, a(ss),al [ u:]ou, ow
II. Useful expressions :
① make sb sth, - make sth for sb ② try to do sth ③ friendly, unfriendly ④ not…any more ⑤ ask sb, to do sth ⑥ help sb, (to) do sth ⑦ a waste of time
Properties: Tape recorder, Overhead projector, cards
Teaching Procedures:
I. Organizing the class
Greeting and a duty report
II. Review
1. Give some names for them to say which is the family name and which is the given name. And how to use the titles Mr./ Mrs./ Miss/ Ms. Remind them that the titles can only be used with a family name.
2. Show a picture for the students to describe in present continuous tense “be doing sth”.
III. Pronunciation
1. Students follow the tape
2. More words to read (on cards)
IV. Listening:
Students listen to the tape and do the exercise
V. Leading - in
Teacher: What are you going to do on Saturday?
Student: I’m going to…
T: Can you make a card?
S: Yes, I can.
T: Will you please show us your card?
S: Sure! (They have done that as homework some days before.)
T: Oh, it’s really a nice card. Now let’s see what Tom is going to do before Teachers’ Day (with the questions)
① What does Tom’s mum want him to do?
② Can he do it? why? or why not ?
③ What is the idea Mum thinking out for Tom?
④ Do you think it’s a good idea?
After answering the questions, students follow the tape and act it out in pairs.
VI Reading practice
Students read the text by themselves and answer the questions:
① Who’s in the story?
Say something about him, eg, name, nationality, likes, etc.
② What’s the mistake the students often make?
③ What does he want now?
④ Who helps him?
⑤ Does he get what he wants?
⑥ Can you help him?
Then play the tape for them to follow.
Students try to retell the story with the questions as clues.
VI Language Practice
Let’s learn seven useful expressions of this lesson
① make sb sth ____ make sth for sb.
② try to do sth.
③ friendly opposite unfriendly (adj)
④ not… any more
⑤ ask sb. to do Sth.
⑥ help sb. (to) do Sth.
⑦ a waste of time
Listen to my sentences and try to understand them
eg ①I(mǎi)’ll make you a new paper boat→
I’ll make a new paper boat for you.
②The boy is trying to climb the tree.
③The people are friendly to me.
④You’re not a child any more.
⑤My Dad asks me to buy him some newspapers.
⑥Will you please help me do the cleaning?
⑦It’s a waste of time to listen to him.
Then ask the students to make their own sentences with the phrases given above.
VIII. Exercises! in class
1. Write out the phonetic symbols.
① bird ② part ③ grass ④how ⑤ trousers ⑥world ⑦ learning ⑧ clerk ⑨ birthday ⑩ blouse
2. To introduce Phillip in 40 words.
Answers: ① [ :] ② [a:] ③[a:] ④[ u] ⑤[ u] ⑥[ :] ⑦[ :] ⑧[ :] ⑨[ :] ⑩[ u]
3. Omit
IX. Homework
1. Lesson 4, exercise 4, to make up a dialogue in pairs and be ready to act (write out script)
2. If they don’t like their English name, they may change it to a new one and make a name card to be placed on the desk.
3. Finish off the workbook
4. Go through the checkpoint, answer any question.
X. Summary