【正文】 ities Teacher’s activities: ask and answer the question: What’s your name? Students make a selfintroduction and pass the sentences one by first, teacher makes a students act out how to greet out the greeting forms they are familiar with or they find on the students the pictures of other countries’ customs with who can make the most friends and get the most report their results with his or around to make friends with the ones they are interested the students move around to make friends with and make their name and make their name cards in them to design their name cards and see which group is the 任務(wù)一：結(jié)識新朋友。任務(wù)三：找朋友。任務(wù)五：作業(yè)。在各國禮儀表演中學生既學到了英文知識，又了解了其他各國各地的風俗，將知識“延伸到課堂之外的學習和生活之中”。重點句型：What’s your English name?My English name is ?What’s your last name/ family name?My last / family name is ?What’s your telephone number?My telephone number is ?主題詞(斜體字為擴展詞)：last name family namesecond name surname Tanaka Barnes Green Mitchell Jones Lim Smith Brown Cooper Lockefirst namegiven name Tony Bill Paul Mark Amy Gina Kenji Lisa Chiyong Mary Kate Katherine Elizabeth Kim Mike Nick Tom Johntelephone number課前準備學生課前準備：父母或朋友的錄音磁帶、硬紙卡片教學器材：電話、小皮球、錄音機、電腦教學課件：身份證課件教學設(shè)計Tasks Students’ activities Teacher’s activities: throw the ball while asking and answering the groups, one student throws the ball and asks: “What’s your English name?”, the other one answers it ,then throw the ball this game first as an , “Who is he/ she?” Play students’ tape and ask the other students to guess who the speaker two words: family name and first the Class Telephone Book Interview other students what are their telephone the telephone number from student is the operator, others can check the telephone number by asking : “What’s ’s telephone number?” Ask the students to do it，and tell them the ID can add some information as a real ID , make their own ID Card in students the teacher’s ID Card on the 一、接力游戲詢問學生的英文名。在這個任務(wù)活動操作過程中，給了學生很大空間去發(fā)揮，也用到了一些本單元未涉及到的句型，例如： What’s he/she? Is he/she in our class? How old is he/she? 等。然后，觀察老師的身份證，有哪些需要更改的，提出更好的建議，制作學生心中理想的身份證。學生當中有很多人撥打過這個號碼，因此，對這項業(yè)務(wù)相當熟悉，學得惟妙惟肖，做到了“活動要以學生的生活經(jīng)驗和興趣為出發(fā)點，內(nèi)容和方式要盡量真實；活動要有利于學生學習英語知識，發(fā)展語言技能，從而提高學生實際語言運用能力”。B）讓學生回憶在剛才的游戲中，我們到底使用了哪些關(guān)于方位的介詞，并再一次明確這些方位介詞的具體意思和用法。TV under dresserAir conditioner behind TableBooks Next to SofaVideo cassette on chairStep 3 聽錄音磁帶，并在圖中標出他們正確的位置做P20 2A，2BStep 4 向你的同學介紹宿舍的情況。所以在整節(jié)課的教學過程中，教師設(shè)計的任務(wù)都是圍繞著Where句型展開的。然后，我們?yōu)閷W生設(shè)置一個場景，假設(shè)某同學的文具丟失了，希望學生能夠幫助他找到自己丟失的文具。Period 2教學目標能夠通過提問得知事物的具體位置能夠向第三人描述事物的具體位置 樹立學生的審美觀教學重點 熟練掌握目標語言和表達方式能對某一特定事物提出自己的看法，并能運用所學知識表述自己的思想，如：There is a bed in my bed room and there is a ball under my 1 找差別變動教室的一些東西，然后讓學生自己找出他們的不同。因此，她/他請你幫助指導鐘點工的工作。，并在課下將著一草圖較給外教核實，如有不準確的地方請他們一一改正過來。學生通過自己畫圖和描述增加了感性上的直觀認識，幫助他們對語言本身的理解，學生在學習語言知識的同時，能夠?qū)⒎轿坏闹R真正用于實踐，解決學生所遇到的問題。things places:讓學生自己描述一下他是如何收拾這個房間的。，特別是表示位置關(guān)系的各種物品的位置。利用上節(jié)課使用過的圖片，要求學生針對不同的房間提出不同的整理意見。]and /230。t∫/(有聲無氣)L濁輔音:[b]be /bi:/baby /’beibi/ [d]dog /d?ɡ/dad /d230。List my must set up your confidence of learning must persist in the study of are free in learning and in the classroom , you must have your you have some problems while you are learning English, you must solve them in you can ask the teacher for some it , or don’t do say “ TRY MY BEST!”.。/ /i:/ and /e/.Make sure all the students can read them 5Read the following sentences you see the green leaves of each tree in the field? Rain, rain, go again another kids, want to , rain, go 6 Exercise一、用be 動詞的適當形式填空 Junior Middle School of SuichengWritten by MonshyI ____ a good ______ a great _____ my good _____ in the 、做同步導學Section A Step 7 and read the letters the sentences “Can you see the green leaves of each tree in the field? Rain, rain, go again another kids, want to , rain, go away.“。Teaching difficult points what are boys’ names or girls’ read the names everyone with the sentences skillfully.。? rain bean catfeet teacher dog ? startree jeep? sea fishthe[ei] 發(fā)這個音的字母和字母組合a ai aya: cake make name game snake gate lazyai: rain train waitay:day May play taday way根據(jù)發(fā)音規(guī)則，圈出下列單詞中發(fā)音不一樣的單詞。從做題的結(jié)果來看，（7）班大部分同學需要進行基礎(chǔ)訓練，很多同學還不明確學習目標，學習的態(tài)度也有