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发布时间:2013-09-17 20:03:39  

Unit 1 My name’s Gina

Period One


Step One: Present the sentence patterns.

Play a game “How many words do you know?”

Teacher: After the study of the first three starters, I think most of the students must have known a

lot of words. How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.

(Divide all the students into several groups and show a picture to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.

1. Introduce the champion group to the class.

2. Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would

you like to introduce yourselves to us?

S1& S2: Yes.

S1:Hello.My name is Li Lei.Nice to meet you.

Ss: Hello, Li Lei. Nice to meet you,too.

Ss: Hello! What’s your name?

S2:I’m Sun Ping How do you do?

Ss: How do you do?

Step Two: Drills.

1. Make introductions.

Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.


Sa: Hello! I’m Li Lei. What’s your name?

Sb: My name’s Zhang Feng.Nice to meet you.

Sa: Nice to meet you, too. And what’s your name, please?

Sc: Lin Li.How do you do?

Sa:How do you do?


2. Listen and number the conversations.

Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A. (Students listen to the tape and give the right answers.)

Step Three: Make friends.

1. Make new friends.

Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK?

Ss: OK.


Sa: This is my new friend. His name is Sun Nan.

Sb: Hello, Sun Nan.Nice to meet you.

Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu.

Ss: How do you do?

Sd: How do you do?

(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.)

2. The New comers.

Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome.

(Three “foreign” students come in and all the students clap warmly.)

Teacher: It’s their first time to come to China. Would you like to listen to their introductions? Ss: Yes.

(Three students can make introductions and act out the dialogue vividly.)

Step Three: Sum up.

Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life.


“How do you meet new visitors at home?


Period Two


Step One: Revise the sentence patterns.

1. Sing an English song.

Teacher: Yesterday we’ve known each other already. Do you remember your new friends’ names? If you do, let’s sing the song “What’s your name?”.

Hello! Hello! What’s your name? My name’s Gina.

Hello! Hello! What’s his name? His name’s Peter.

Hello! Hello! What’s her name? Her name’s Anna.

2. Listen to the conversations and finish the exercises.

Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information.

(Students listen to the tape and give the right answers.)

3. Act out the dialogues.

Teacher: Now you’ve known something about introductions and greetings. But if you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?

(Students can choose any picture they like and act out the dialogues.)


(At a party)

Sa: Hello! I’m Lucy Green. What’s your name?

Sb: My name is Kate Brown, Jim’s classmate.Nice to meet you.

Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at home.

Sb: Thanks, I will.

Step Two: Choose English names.

1. Play a name game.

Teacher:As we know, everyone has a name. Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game. The winners of the game will get English names.


Rules: Every student should introduce himself or herself, but at the same time he (she) should repeat all the above-mentioned classmates' names.


S1: My name’s Tony.

S2: His name’s Tony. My name’s Linda.

S3: His name’s Tony. Her name’s Linda. My name’s Nick.

S4: His name’s Tony. Her name’s Linda. His name's Nick. My name's Kim.


2. Choose English names.

1).Find out first names and last names.

Teacher: Congratulstions to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts: first name and last name. Look at the box, can you classify them according to the demands?

Jenny Gina Alan Mary Jim Tony Tom Bob Mike

Green Miller Jack Smith Brown Linda Nick Kim Hand

Period Three


Step One: Present the English numbers.

1. Sing the song ―Ten Little Indian Boys‖.

Teacher: During the first two classes, we’ve known something about new friends’ names. But if we want to contact them. What shall we do?

S1: A telephone call.

T: But you don’t have their telephone numbers.

S1: Ask for their telephone numbers.

T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing ―Ten Little Indian Boys‖.



One little, two little, three little Indisns,

Four little, five little, six little Indians,

Seven little, eight little, nine little Indians,

Ten little Indian boys.

(After singing the song, tell the students not to forget ―zero‖.)

T: Count the number together from zero to nine.

S2: Zero…

2. Listen to the conversation and write the telephone number.

Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down?

(Students listen to the recording of 1b in Section B and give the answer.)

Step Two: Drills.

1. Make a survey about your partners’ telephone numbers.

S1: Hello, Liu Yu. What’s your telephone number?

S2: My telephone number is …

S1: Oh, thank you. What about yours, Lin Fang?

S3: It’s…

S1: … And may I know your phone number, Yin Kailin?

S4: …

S1: Thank you very much. Oh, I nearly forgot. My telephone number is…

2. Report it to the class.

(After the survey, every group can choose a student to report the survey result to the class.)


My telephone number is… Liu Yu’s phone number is… Lin Fang’s telephone number is… Yin Kailin’ s phone number is…

3. Listen and match the names and telephone numbers.


4. Teacher: I will play the recording twice. The first time just listen. The second time, write the

letter of the person’s telephone number in the space after that person’s name.

(Students listen to the tape .)

T: Next, I’ll play the recording again. This time, fill in the missing numbers.

(Students listen to the tape again .)

T: Can you find out whose telephone numbers they are ?


5. Make an address book.

Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can have our own address book. Pay attention to the address book headings ―Names‖ and ―Phone numbers‖. Now work in groups of six and ask your group members ―What’s his /her name? And What’s his/her phone number?‖

Step Three: Make an ID card.

1. Show some different ID cards to the class and try to enjoy them.

2. Teacher: Now our class has a very useful address book. We can use it to talk with others on the

phone. But for most adults, ID cards are more important because they are easy to take along. What’s more, they are very enjoyable. Sometimes they can show the owners’ special personalities. Look at the ID cards below and try to enjoy them.

Teacher: From the cards above, what can you find out?

S1: It must have a person’s name…

S2: Sometimes it has a motto.

T: Yes, It must have a person’s name, postcode, telephone number, home address and e-mail address. So if you have a chance to make an ID card, you must think about all the above. But before you make your card, first let’s learn how to get information from the card. It’s very important.

3. Read the ID card and answer the questions.

Teacher: Look! Here’s an ID card of my friend’s. Please look at it and find out some useful information about her.


1. What’s her telephone number?

2. What’s her family name?

3. What’s her first name?


1. Students are asked to make ID Cards of their own.

Demands: A. Useful information must be included.

B. It can be designed as beautifully as possible.

C. Students may show their own personalities if possible.

2. Find out the information about the famous person.

Period Four


Step One: Make an ID card show.

1. Show the ID cards to the students.

Teacher: Yesterday all of you made some beautiful ID cards.Today we’ll make a show here. Let’s enjoy it together and try to choose the best ones.

2. Find the owner of the card.

Teacher: The ID card show is over. All the cards are mixed together. I can’t find the owners. Who can help me?

S1: I can (Show one of the cards to another students.)

S1: Excuse me, are you in...?

S2: YesI am.

S1: What’s your telephone number?

S2: It’s...

S1: Are you...?

S2: Yes, I am.

S1: Here’s your ID card.

S2: Thank you.


(Teacher asks more students to find the owners of ID cards).

Step Two: ―Face to Face‖.

1. Play a guessing game.

Teacher: ID cards are useful. But some persons’names are known to all the people.They are very famous. Now look at the pictures and guess their names.

(The teacher shows some famous person’s pictures and students guess their names and give their answers.)

2. Collect useful information.

Teacher: These persons are very famous. But it’s better for us to know something else about them. Before class you’ve been asked to collect some information. Now let’s exchange it together.

3. Report it to class.

Each group can choose a student to give a report about their favourite person. The other students can ask him some questions in class.


S1: This is Michael Jordan. He’s years old. He’s... He speaks...His birth place is ... He is a famous ...player. He’s a member of six Chicago Bulls championship teams.

People like to call him ―Air Jordan‖.

S2: Do you like Michael Jordan? Why or Why not?

S1: Yes, I like him very much because he’s so ...

S2: Do you want to be a basketball player like him?

S1: Of course I do. That’s my dream.

Step Three: Make a poster about yourself.

Teacher: Do you want to be famous all over the world?

First you must learn to show yourself. Now you have a chance to do that. Please try to make a poster about yourself. In your poster you should try to introduce yourself.

(Students can write a passage about themselves. They can give some personal information. They can alse design the poster as well as they can.)


Students are asked to sun up this unit, especially about how to talk with others politely.


Unit 2 Is this your pencil?

Period One


Step One: Warming up.

Learn the chant.

T: Let’s sing the chant together.

my 是我的,your是你的,男他的是his,女她的是her; 名词前面常站岗,限定所属有功劳.

Step Two: New words.

1. Present the new words.

T: Boys and girls, look at this please. What’s this in English?

(Teacher holds a pen in the English.)

S1: A pen.(Ss may say it in English.) T: Yeah. It’s a pen. And what’s this?

(The teacher holds an eraser in the hand.)

S2: It’s an eraser.

(Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.)

2. Practice the new words.

T: Now, please look at the pictures in your books. Can you put the words with the objects in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish 1a.)

T: OK, let’s check the answers. Who can tell us the answers?

S2: ?

Step Three: Present the drills.

1. Present the drill “Is this??Yes/ No,it is/isn’t.”

2. (Hold the teacher’s pen.)

T: This is my pen.Is this your pen? S1:No,it isn’t.It’s your pen.

T: (Hold the student’s pen.) This is your pen. Is this your pen?

S1: Yes,it is. It’s my pen.

T:(Hold a girl’s pen.) This is her pen. Is this your pen?

S1:No,it isn’t. It’s her pen.

T:(Hold a boy’s pen.) This is his pen. Is this your pen?

S1:No,it isn’t. It’s his pen.

T: Thank you.

3. Practice the drill “Is this your??” in pairs with your own school things.Pay attention

to the use of my, your, his or her.

S3:Is this your?? S4:?It’s my?

S3:Is this?? S4:?It’s his/her?

(The teacher asks a few pairs to practice.)

4. Present the drill “Is that ?? Yes/ No, it is/isn’t.”(利用教师所站位置的不同来引入批

示代词that的用法,并从位置关系上让学生准确理解this ,that的区别。)


T:That is my book. Is that my book?

(Put a book on the teacher’s table so that the Ss can see it clearly, and the teacher stands a little far from the table.)

S5:Yes, it is .It’s your book.

T:That is his book.Is that your book?

(Put a boy’s book on the table and the teacher in the same place.)

S5:No, it isn’t.It’s his book.

T:That is her book.Is that your book?

(Put a girl’s book on the table and the teacher in the same place.)

S5:No,it isn’t.It’s her book.

(Teach and practice the drill “Is that ??” and its answer.)

5. Practice the drill “Is that your??” in pairs with your own school things. S6:Is that your??

S7:? It’s my ?.

S6:Is that your?? S7: ?It’s his/her?

(The teacher asks some pairs to practice.)

6. Listening.

T: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.

(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.)

T: Let’s check the answers, OK?

S8:(from left to right)

T: Thank you.

7. Practice the drills according to the pictures using“his or her”. (Show students four

pictures like the followings.)

Step Four: Task “Have a contest”.

Languages used for the task:

1. This is my? 2.That is her/his?

Step Five: Summary.


T: In this class, we’ve learned the names of some common personal possessions and how to identify ownership. Let’s learn to say this chant.

Is this my book? Yes, it is.

Is that your ruler? No,it isn’t.

Is this her pencil? Yes, it is.

Is that his erase r? No,it isn’t.


Read the new words and the target languages presented in this class and say the chant to improve your spoken English.

Period Two


Step One: Revision.

1. Review the drills. (Put some paper with the names and telephone numbers on the blackboard.) T: Please look at the blackboard. And answer my questions , please . Is this your first name? S1: No , it isn’t.

T: Is that her last name?

S2: Yes, it is.

T: Is this his telephone number?

S3: Yes, it is.

T: Good. This time, who would like to come to the blackboard and ask questions like me? 10

(Students in turn come to the blackboard, point to the paper and ask questions, then ask other students to answer.)

2. Review the vocabulary.

(Put some pictures of things students have learned in class next to the names of the students.) T: Is this your ruler? (Point to Picture 1.)

S4: No,it isn’t.

T: Is this her ruler? (Point to Jenny Chen.)

S4: Yes, it is.

T: Is that your pencil case? (Point to Picture 2.)

S5: No, it isn’t.

T: Is that his pencil case ? ( Point to Jim Wang.)

S5: Yes, it is.

(Get the students to ask the questions in turn, make sure they use the items they like.) Step Two: Listining.

1. Listening (2a). T: Please look at the pictures in 2a. Can you say their English name? (Teacher

asks the students to name each one individually.)

S6: This is?

S7: This is ?


T: Now please take out the objects in 2a and put them on the desk. You will listen a dialogue and please pick up the things you hear. Let’s see who will do fastest and best.

( Play the recording for the students to listen.)

T: Now let’s check the answers. Please hold the things you hear and say their English names,OK? (Make sure students hold the things to show them to the other students.)

S8: Pencil. S9: ??

2. Listening (2b).

Step Three: New drills.

1. Present the new drills.

(The teacher shows students a pencil.)

T: What’s this in English? S: It’s a pencil.

T: How do you spell it ? S: P-E-N-C-I-L.

(Change an eraser. Ask and answer in the same way.)

2. Practice the drills.

T: Now please practice the conversation with your partner. Use the words shown in 3a. SA: What’s this in English? SB: It’s a ruler.

SA: How do you spell it ? SB: R-U-L-E-R.

(As students practice, the teacher moves around the classroom checking progress and offering pronunciation and intonation support as needed.)

T: I’ll ask some pairs of students to practice the conversations.

SA: ?

3.Play the game : A spelling game.

T: Now let’s play a spelling game. We divide our class into two groups. Each team will take turns asking the other group to the spell we learned in class. The team who is the first to get ten points is the winner. Let’s start.

SA: How do you spell backpack? SB: B-A-C-K-P-A-C-K.

T: Group B, one point. It’s your turn to ask, please.

Step Four: Task 2: Find the owner.

T: I have some things. But I’m sorry I don’t know whose these are. Could you help me find the owers ? Let’s see who can find all the owners first and write the owners’ names in the chart. Language used for the task:

1. Is this your math book?

Yes, it is. It’s my math book.

2. Is that your ruler?


No, it isn’t. It’s her ruler. My ruler is blue.

3. Kim, is this your dictionary?

Yes, it is. It’s my dictionary.

Here you are.

Thank you. Step Five: Summary and homework.


first name

English name:Mary (given name)

Chinese name:Zhang (family name)Last nameBrown (family name)Nan (given name)

Ask the students to sum up the meanings of English names after class.

Period Three


Step One: Revision. T: Let’s listen to the tapes you recorded. Who is the best? OK, let’s start. (Select the best two. Award a prize to their work.)

Step Two: New words.

1. Present the new words.

T: Look at the picture.

(Show students a picture of a watch.)

T: What’s this in English? It’s a watch.

(Ask a student) What’s this in English?

S1: It’s a watch.

T: Good. (Ask another student.) What’s this in English?

S2: It’s a watch.

T: How do we spell watch? (Show students the spelling.)W-A-T-C-H, watch. Read after me, please. S3: W-A-T-C-H, watch.

(Teach the other words “baseball, computer game, key, notebook, ring and ID card” in the same way.)

T: Let’s say the words again. What’s this in English?

(Show the words random. Ask questions like this.)

S4: It’s a key.

T: How do you spell it?

S4: K-E-Y.

2. Practice the new words. T: Good. Please look at the pictures in 1a. Match the words with the

things in the picture. Do it by yourself.(Students find them in the pictures and objects in the picture.)

T: Well, let’s check the answers. Who can tell us the answers?

S5: ?

T: Now please work with your partner, say the conversation in 1b. Use the pictures in 1a. (Students practice the conversation. As students work, the teacher moves around and help them.) Step Three: Listening.

1. Listening (2a). (Play the recording twice. Students listen and circle the items.) T: Let’s check the answers, OK?

S6: ?

T: Who would like to say the circled words again?

S7: ?

Listening(2b).(Play the recording for the students to write down the words.)


T: Well, what is Kelsey looking for?

S8: ?

T: What about Mike? What is he looking for?

S9: ?

Step Four: Pair work.

T: Now let’s play a game. You are Student A and your partner is Student B. Student A looks at page 81, while Student B looks at page 82. Each student has only part of the information needed to complete the activity. First Student A asks Student B questions, using the words in the box; Student B answers the questions and writes the words in the chart below.

(Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure and of fering help.)

A sample:

SA: Is this her pencil case ?

SB: No, it isn't. It's his pencil case.

SA: Is this his key?

SB: Yes, it is. It's his key.

SA: Is this his backpack?

SB: No, it isn't. It's her backpack.

(Students practice in pairs.)

T: This time Student B asks Student A questions, using the words in the box; Student A answers the questions and writes the words in the chart below.

(Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure again and providing help.)

SB: Is this her pen?

SA: No, it isn't. It's his pen.

SB: Is this her book?

SA: Yes, it is. It's her book.

SB: Is this his computer game?

SA: No, it isn't. It's her computer game.

T: Let’s check the answers. One from Group A and the other from Group B come to the blackboard to fill in the chart.

Step Five: Summary and homework.

In this case, we’ve learned the names of some possessions. After class, please use some of these words to write out a conversation and practice with your partner.

Period Four


Step One: Revision.

T: First I’ll check your homework. Practice the dialogue you made. And you should use the pictures or the objects that are mentioned in your dialogue. I’ll invite some of you to come to the front to say the dialogue.

Dialogue One:

Sa: What’s this in English? Sb: It’s a ?

Sa: How do you spell it? Sb: ?

Dialogue Two:

Sa: Is this your?? Sb: No,it isn’t. It’s not my ?

Sa: Is this her?? Sb: Yes, it is. It’s her?

Step Two: New words.

1. Present the new words.


2. Practice the new words.

3. T: Please listen to a short passage twice then fill the blanks using the words we learned. There are many things in the Lost and Found in my school. Look, here’s a set of keys. Is this yours? Please call Jim at 753-2289.

T: Well, who would like to tell us the answers?

S: ?

T: Good. Let’s read the passage together.

(Students read the passage and the teacher pays more attention to their pronunciation.) Step Three: Reading.

1. Present “Lost and Found”.

T: Have you ever picked up others’ things or lost anything?What are they?

S1: I lost a backpack.

S2: I picked up a pen.

T: Good. What will you do with these things? How did you return or find them? Have a discussion with your partner.

(Students discuss the problem. Maybe you

will get the answer, “we’ll learn how to write a lost and found.”)

T: If you lost something, what should you do ? You can answer it in English or Chinese. S1: Call “110”.

S2: Tell the teacher about it.

S3: Ask my classmate to help me look for it.

S4: Tell my parents.

S5: 寻物启事。

T: All of you are right. Today we are going to learn how to write “Lost”. Look at “Lost” below and find out the important information about it.(让学生通过教师展示的失物启示,发现写S7: Name.

S8: Color.

S9: Telephone number.

S10: Picture.

T: Yes. You have done very well. If we write “Lost”, we must write the lost thing, the person’s 14

name, telephone number and color, we can also put a picture of the thing on it. Next, if you pick up something, what should you do?

S11: Give it to our teacher.

S12: 交给警察。


T: How to find the owner of the thing? I think we can write “Found”, Can you guess the meaning of “Found”?

Ss: 失物招领。

”? Look at “Found” and then tell me the way to write “Found”. S14: The found thing.

S15: Telephone number.

S16: 联系人。

S17: Place.

T: Excellent. All of you are very clever. If we write “Found”, we should write the thing, telephone number, the people who the owner should call, also write the place that the thing is.



T: Please look at the notices on the bulletin board in 3a. Who would like to read it ? (Ask four students in turn to read the notices.)

S: ?

T: It’s time for you to read the notices yourself and circle the words from Activity 1a. (Students finish the work alone.)

T: Who would like to give us your answer? Please read the words.

S7: ?

Step Four: Make a message.

are in the wrong order. You should make it clearly by putting them in the right order. The first one is done for you. (Show students the first part with the word “Found”) This is the first part of the message. Write number 2, 3, and 4 in the boxes to complete the message.

(Students complete the message and write the numbers in the boxes in 3b.)

T: Well, who would like to read the message?

S8: ?

Step Five: Writing. T: OK.Now let’s try to write it. You may use the one in 3a or the one in 3b as a model.

(Students write their bulletin board messages and the teacher moves around the room offering language support as needed.)

T: Let’s read some of your messages.

(Ask some students read their message aloud. And others to help correct their work.) Stepp Six: Self-check.

1. Key words.


T: Please read the words in the box. If you don’t know the meaning of the words, you may review the lesson, ask me , ask your classmate use a dictionary. (Students check all the words they know.)

2. Writing. T: Look at the picture please. What are they talking about in Picture 1? Who would like to read it? Sa: Is that your backpack? Sb: No, it isn’t.

T: OK, now what may other people talk about in Picture 2, 3 and 4? Complete the chart using Is this/that?? Yes, it is./ No, it isn’t. (Students fill in the chart.)

T: Now please read the conversation with your partner. Sa: Is that your notebook? Sb: Yes, it is.

Sa: Is that your key? Sb: No, it isn’t.


Unit 3 This is my sister.

Period One

Step One: New words.

①Present the new words.

T: Hello , everyone ! Look ! What’s this ?

Ss: It’s a picture .

T: Right . Who is the man in the picture ?

Ss: It’s you.

T: Yes, it’s me . You know me . Please look at this . Do you know them ?

Ss: No , we don’t .

T: They are my family members . Today I want to introduce my family members to you . Would you like to meet them ?

Ss: Yes .

T: OK . Please look at this man ? Is he old ?

Ss: Yes .

T: He is my ―grandfather‖. Please read after me , GRANDFATHER G-R-A-N-D-F-A-T-H-E-R ,grandfather . Ss: G-R-A-N-D-F-A-T-H-E-R , grandfather .

T: This is my grandfather .

(Teach the word “grandmother” in the same way .)

T: He is my ―grandfather‖. He is my ―grandmother‖. These are my grandparents. Read after me , grandparents. Ss: Grandparents.

(Stick the word ―grandparents‖ on the blackboard. Then teach theses words mother, father, brother, sister and friend in the same way.)

T: I have two brothers, two sisters, I have many friends.

(Teach brothers, sisters, and friends.)

T: Read these new words together.

Ss: …

②Practice the new words.

T: Who can match the words with the pictures on the blackboard?

Ss: I can. (Textbook P13 1a)

(Ask one student to the front to do it. The other students write down letters on the books. In this way finish 1a.) T: Check the answers.

Ss: …

T: Is he right?

Ss: Yes.

(One more student gives the answers.)

Step Two: Drill

①Listen and circle.

T: A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about.

Ss: OK.

(Play the recording of 1b twice. Students work.)

T: What’s the answer?

S: Two brothers and sister.

②Pairwork. Talk about Dave’s family.

T: This is a picture of Dave’s family. Let’s talk about Dave’s family in pairs. You must use ― This is …‖ and ― These are …‖ to do it.

(Students practice. Teacher walks around the room to help them.)

T: Now check your peactice.

S1: Who is this?


S2: This is his …

S1: Who are these?

S2: These are his …

(Ask a few pairs to practice.)

Step Three: Task

①Talk about the family tree.

T: Look at the family tree.

(Stick a family tree on the blackboard.)

T: Let’s talk about the family tree, You can do it in groups of four or three. You can do it in pairs or you can do it yourself. Then report it to the class.

(Students work. Teach moves around the classroom to help the students.)

T: Check your task.

S3: Hello. My name is …Look at this. This is my family tree. This is my…and this is my…They are old. These are my … This is my… This is my … My mother is … This is my … His name is … I love my family.

T: Very good. Next make a dialogue in pairs about your family. First, you must greet each other, then introduce your family.

(Two students come to the front.)

SA: Hello. SB: Hello. How are you ?

SA: Fine, thank you. And you? SB: I’m fine, too.

SA: Excuse me! What’s this? SB: It’s my family tree.

SA: Who’s this? SB: This is my grandfather.

SA: Who’s this? SB: This is my grandmother.

SA: Is this your father? SB: Yes, he is.

SA: The women is your mother? SB: Yes, she is.

SA: Who’s the boy? SB: He is my brother.

(A few pairs do this.) T: You did well.

②Make a survey.

T: Please take out the family photos you bring to school. Work in groups of four. Fill in the form. Then report it to

)(Students report to the class.) Step Four: Homework

Write a passage about your family.

Period Two


Step One: Review the drill.

T: You know my family members. I want to know your family members. Would you like to introduce your family members to us? (Students use their photos or the pictures they drew.)

SS: Yes.

T: Who wants to be the first, please?

SA: Let me try. T: OK, please.

SA: Hello, everyone! My name is

…Look at this picture, please. This is a picture of my family. This is my father. His name is …This is my mother. Her name is … They are good parents. This is my brother. His name is …Look! It’s me. Am I funny? I love my family.

T: Very good. (Another two students introduce their family.)

Step Two: Listening.

①Listen and circle the words you hear.

T: Here are two boys. One is Lin Hai. The other is Dave. They are talking about Dave’s family members. Please T: Check the answer. (Ask two students to say the answers.)

②Listen and match.


T: This is a picture of Dave’s family. We know this is Dave. But we don’t know who is Mary, who is Jim and who is Lin Hai. Let’s listen and find them. (Play the recording of 2b. Students work.)

T: Who find them? (Many students may say they do. Choose two of them to answer.)

S1: Dave is …Lin Hai is …

③Pairwork. Talk about Dave’s family.

T: You come to Dave’s home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use ― Is this…‖ to find them, please. When you finish, change roles to do it. Now begin.

(Students work. Teacher walks round the classroom to see how they are doing and helps the students who need.) T: Let’s check your work, please. SS: OK. (Ask one pair to do it.)

S1: Is this Jim? S2: No, he isn’t.

S1: Is this Jim? S2:Yes, he is. (Ask two more pairs to do it.)


T: I have a friend. He is talking to his friend. Dave, about Dave’s sister. Fill in the blanks with the words from the box. Work in pairs, then report it to the class.

isn’t brother is sister

(Students work. Teacher walks around the classroom and helps the students who need.)

T: Check your work, please.

(Ask one pair to do it.)

S3: That’s … and that’s … Is she your…? S4: Yes, she is.

S3: And is the your …? S4: No, he isn’t. He’s my …

Step Three: Task.

①Play a guessing game.

T: I have a picture here. Do you want to know who she is? (Show the picture to the students.)

SS: Yes. (Students guess the picture.)

②Group work. (Students work.)

Homework. Draw your family tree.

Period Three


Step One: New words.

①Present the new words.

T: Do you like games? S: Yes.

T: Let’s play a guessing game. Please listen carefully. He is my brother. But my father is not his father. His father is not my father. His father and my father are brothers. We have the same grandfather. Who is he?

S1: It is your ―表哥‖. T: No, it isn’t.

S2: It is your ―堂兄‖ or ―堂弟‖. T: Yes, it is. Let’s see how to say it in English.

T: It’s cousin. Read after me, C-O-U-S-I-N, cousin.

SS: C-O-U-S-I-N, cousin. T: Spell it, please.

SS: C-O-U-S-I-N, cousin.

T: This time you must say it in English. She is your sister. But your father is not her father. Her father is not your father. Her father and your father are brothers. You have the same grandmother. Who is she?

S: It’s my cousin. T: Your father’s brother is your …?

S3: ―大爷,大伯‖. S4: ―叔叔‖.

T: You are right. Let’s see how to say it in English. (Put the word card ―uncle‖ on the blackboard.)

T: Read after me, please, U-N-C-L-E, uncle.

SS: U-N-C-L-E, uncle.

T: Your uncle’s wife is your…? S5: ―伯母,婶婶‖.

T: Right. (Put the card ―aunt‖ on the blackboard and then teach these words son, daughter in this way.) T: Read the words on the card together. SS: …

②Practice the new words.

T: Look at the family tree. Some words are missing. Who can help me fill it, please?

(Ask one student to the front to do it on the blackboard. The others finish it on their book.)

T: Check your work.

Step Two: Drill.

①Listen and check the words you hear.

T: Lin Hai and Dave are talking about Dave’s family. How many family members are they talking about? Please 19

listen and check the words you hear. (Play the recording of 2a once.) (Ask two more students to say the answers.) ②Listen and check the picture.

T: I have two pictures here. Which one is Lin Hai talking about? Let’s listen and find it out, please.

(Play the recording twice again.) (Check the answer.)

③Pairwork. Draw your own picture and talk about it.

T: We find out the picture of Lin Hai’s family. Can you draw a picture of your family? SS: …

T: OK. When you finish drawing, tell your partner about your picture. You can use ―This is …‖ and ― These are …‖ to talk about. Then report it to the class. (Students work.)

(Check students’ work. Ask two or three students to report.)

Step Three: Task.

Talk about the family tree.

Homework. Write a passage about your family.

Period Four


Step One: New words.

①Present the new words.

T: Hello, everyone. My name is ―Emma‖. Today I want to introduce my brother to you.

(Put the picture of his sister on the blackboard.)

T: This is my sister, Mona. Read after me, MONA, M-O-N-A, Mona.

SS: M-O-N-A, Mona.

T: These are my parents. They are ―great‖ parents. (Put the picture of his family on the blackboard.)

T: Read after me, GREAT, G-R-E-A-T, great.

SS: G-R-E-A-T, great. T: They are my ―dear‖ parents, too. (Teach dear, photo, thanks for…)

②Practice the new words and drill.

T: I have a letter from my pen friend. Now I want you to read it for me. Then draw the photo of Emma’s family. SS: OK. (Students read the letter and draw the photo on their books.)

(Show some photos that students draw to the class. Students say which one is good or which one is better.) Step Three: Task.

①Write a letter to your friend.

T: Your have a letter form your friend. Now write back to your friend . Tell him or her about your family , And report your letter .

SS: OK .

(Students work . Teacher moves around the room and helps the students who letter . ) T: Now check your work .

S1: Dear . . .

Thanks for the photo your family . Here is my family photo . This is my . . . This is my . . . This is . . . I have a . . .

Your friend , . . . (Another two more students do it . )

①Write a letter .

T: Take out the photo of your family to school and write a letter about it . When you finish , I’ll put your photos and letters on the blackboard . You match the photos and the letters .

SS: All right .(Students write their letters . Teacher moves around the room and helps the students who need . ) T: Check your work now . S: . . .

(Teacher puts some photos and letters on the board . Ask students to come to the front to read the letter and match it with the photo . )

Homework . Finish self-check .


Unit 4 Where’s my backpack ?

Period One


Step One: Present the New words.

①Warming up.

(Prepare some school things for the students as presents .)

T: What’s this ? (There is a pencil in the teacher’s hand .) S1: Yes you a right . Here you are .

(give it to the student as a present .)

T: Is this a ruler ? (hold up a ruler .) S2: Yes it is.

T: How to spell ruler ? S2: R-U-L-E-R , ruler .

T: Good , here you are. (Hold up a pen , an eraser , a notebook and so on . Ask the questions in the same way . And give the presents to the students .)

T: What’s this ? S3: It’s a backpack .

T: I have a backpack for you as a present ,(Looking for it in the desk , under the chair . . . ) but I can’t find it . Where’s it ? Do you know ?

S3: I don’t know . S4: I think it’s in your desk..

T: (Look into the desk.) No ,it isn’t .Now , let’s look for the backpack together , OK ? (Write down the title on the blackboard .)

②Learn the New words.

T: Look at the big picture on the screen .This is a big nice room .I want to own such a room . Because there is some nice furniture in it . Do you know the names of the furniture ?

(Show a picture of a bed and a dresser .)

T: What’s this ? It’s a bed . ―BED‖ . Read after me .B-E-D , bed.

Ss: B-E-D , bed.

T: What’s this ? It’s a dresser . D-R-E-S-S-R , dresser.

Ss: D-R-E-S-S-R , dresser.

(Teach the other words bookcase /sofa/chair/drawer/plant/ . . . in the same way .)

T: Read the words aloud .

③Present the words in , on , under , behind using the objects .

T: Where is my book ? It’s on the desk . (Put a book on the desk .)

T: Where is my bag ? (Put a bag on the desk and ask this question .)

S1: It’s on the desk . T: Where is my bag ? (To all the students)

Ss: It’s on the desk .

T: Where is my pen ? It’s in the pencil case . (Put a pen in the pencil case and ask .)

T: Where is my ruler ? (Put a ruler in the pencil case , too .) S1: It’s in the pencil case , too .

T: Where is the ruler ? Ss: It’s in the pencil case .

(Then learn the other two prepositions “under”, “behind” in the same way . )

④Present the words .

6: The cat is on the chair . T:Please open your books and do 1a quickly as you can.

(After doing 1a,check the answer.)

Step Two :drills .

①Practice the drills .

(Ask the students to practice the dialogue like this. Then get some pairs to act it out.)

②Introduce a room and listen to the tape.

T: This is Tommy’s room, but he can’t find his books, his pencil case, his baseball, his computer game and his keys, please help him find the things. Listen and number [1-5] the things in the picture.

(Play the recording and then check the answer.)

Step Three: Play a game.


Step Four: Task.

T: Look at the picture on the screen. This is Mary’s room. In groups of four , describe where the things are in the room.

Homework: Make a play.

Period Two


Step One: Check the homework.

(The students practice the short play “forgetful” for three minutes so that they can act it out well.)

T:Which group can act the play out? Ss:We can.(Come to the front.)

S1:My name is “forgetful”, I want to work , but ,but ? Where are my ??

S2: (Come to him ) Are they on the?? S1: No, it isn’t.

S3: Are they in your?? S1: Oh, yes, it is. But where is my ID card?... (Some groups act it out.)

Step Two: Review the words. Ask the students to spell the words in the picture in 2a. Step Three: Practice the drills.

T: Look at the picture. Is the baseball on the chair? Ss:No, it isn’t. It’s under the chair. T: Are the books under the table. S:No,they aren’t. They’re on the chair. (write the four sentences on the blackboard. Let the students ask and answer using their own thigns.)

S1: Is your ruler on your pencil case? S2: No, it isn’t. It’s in my?

S3: Are your keys in your pocket? S4:No, they aren’t. They are in my?

(Let them ask and answer in pairs as many as they can to improve their oral ability.) Step Four: Present the grammar and practice.

Grammar focus.

(The teacher collects some school things on her desk, them hides them to ask some questions.) T:Where is the baseball? (Put a baseball in the desk)

S: It’s in ?

T: Where is the dictionary? Ss: It’s on/ under/ behind?

T: Where’re the books/ your keys? S:They’re on the chair./ in your pocket?

(Then the teacher writes the sentences on the blackboard.)

T: Please pay attention to the sentences. We use “It’s” to talk about single objects and “They’re” to talk about two or more objects.

“Where’s, It’s and They’re” are contractions.

Step Five: Practice the drill “Where is / are??”

(Make a conversation with a student.)

T:Look at the picture in 3c. Where are the books? S1: I don’t know.

T: Where are the keys? S2: They are on the dresser.

T: Work in pairs. Make a similar conversation like this. S1:Where is the baseball? S2: It’s? S3:Where is the??

S4: I don’t know. S5: Where are the??

S6: ? S7: Where is the pencil case?

S8: It’s?

(Let the students ask and answer according to the picture in 3c or using their own things.) Step Six: Task.

T:Student A looks at Picture 1 (Textbook P21,4) student B looks at Picture2 (Textbook P19,1a)Ask and answer in pairs.


1. Sa: Where is the backpack? Is it under the table?

Sb: No, it isn’t. It’s on the table.

2. Sa: Where are the books? Are they on the sofa?

Sb: No, they aren’t. They are on the bed.



T: Let’s find out the differences between the pictures.Where is the backpack? Is it on the table? (Look at Picture 1)

Ss: No, it isn’t. It’s under the table. (Look at Picture 2)

T: Where are the books?Are they behind the sofa? (Look at Picture1)

Ss: No, they are on the sofa. (Look at Picture 2)

(Ask some pairs to make the dialogue and find out some differences.)


T: Make a survey after class. Ask some of your classmates “Where is?? Where are??” Fill in the chart.

Period Three


Step One:Present the new words.

T: I have some things on my desk, I think you can tell me how to say them.

T: What’s this? (Hold up a book in the hand)

Ss: It’s a book.

T: Yes, it’s a math book. Read after me. M-A-T-H-B-O-O-K, math book.

Ss: M-A-T-H-B-O-O-K, math book.

T: Do you have a watch?

Ss: Yes, I do./ No, I don’t.

T: Is it a watch?

Ss: No, it isn’t. It’s a clock.

T: Good. It’s an alarm clock. Read after me. A-L-A-R-M-C-L-O-C-K,alarm clock.

(Then hold up CD, video tape, hat, notebook, teach them in the same way. Check the words using the cards.)

T: Let’s do 1a in Section B. Match the words with the things in the picture in 1a.(Then check the answers.)

Step Two: Present the drills.

1. Review the words.

T: Now do 1b in Section B, look at Tommy’s room for three minutes. Please try your best to remember all the things in the room. Begin!

(Three minutes later,ask them to close their books. Give them another three minutes to write down the things they remembered.)

T:Who can write them down on the blackboard?

S1:I can.(After writing them,students open the books to check the answer.)

T:How many words did you write?

Ss:Fifteen/Twenty/Twenty-two ?

T:What are in the picture?

S:A backpack, a quilt, a computer game, some books?

2. Present the drill.

T: Look at the picture 1a in Section B and answer my questions Where is the math book? S1: It is?

T: Where are the pictures?

S2: They are?

T: Where are the books?

S3: They are?

T: Ask and answer according to the picture then fill in the chart.

Things backpack books ID card ruler cap


Step Three: Listen and practice the drill.

1. Listen to the tape.


T: Tommy wants his mother to bring some school things to school for him. But his room isn’t tidy. So his mother can’t find the things. Let’s listen to the recording of 2a and help his mother find the things.

(Play the tape for the first time. The students circle the word they hear. Then check the answer.) T:Now listen again, and fill in the chart.

Things ruler notebook Math book CDs


2. Practice the dialogue.

T: Where’s the ruler? S1: It’s?

T: Where’s the notebook? S2: It’s?

T: Where’re CDs? S3: They’re?

T: Work in pairs according to the chart.

Step Four: Task.

T: Please look at Tommy’s room. Do you think it’s tidy?

Ss: No, I don’t think so.

T: Four students in a group. Draw a picture about Tommy’s room, help him clean the room to put the things in the correct places.

(Choose some groups to show the room.)


1. Draw a picture about your room.

2. Describe your new room.

Period Four


Step One: Learn the new words.

1. Present the new words.

(Show some pictures and words on the screen to teach the students the new words.)

T: What’s this? S1: It’s a room.

T: Do you have a room like this? S2: Yes, I do./ No, I don’t.

T: Read after me. R-O-O-M, room. Ss: R-O-O-M, room.

(Teach the other words “TV, desk, picture” in the same way.)

T: There are some words here. Read the words after me and spell them.

(Learn the other words without pictures on the cards.)

T: This is a word. Can you spell this word? (Point to a word in the card.)

S1: Yes, I can. / No, I can’t. (Let them know the meaning of “can”.)

T: I can spell your name. Can you spell my name? S1: Yes, I can.

T: Can you write your name? S: Sorry, I can’t. I have no pen. T: You need a pen.( Give him a pen.) ( Let the students understand the word “need”.)

T: I bring a football to school every day. Now it is on the floor. After class I take it to my home.

(Teach “bring” and “take”. Put a football on the floor and point to the floor to teach the

word “floor”.)

2. Practice the words.

Step Two: Listen and practice.

T: Books closed. Here is a note. Please listen carefully and then answer the questions How many things are there in the note?

Ss: There are five things in the note. T: What are these?

Ss: They are notebook? T: Open your books, who can read it for us? Ss: I can.(One student reads it , others listen carefully.)

T: This is a note from Mom to Sally. Please look at the picture, draw the missing things in the picture.

T: Who can tell me where the missing things are? S1: The baseball is?


S2: The CDs are? The other students will answer other questions.

Step Three: Play a game.

T: I divide the class into two groups, one group chooses several students to come to the front to draw some big pictures on the blackboard. The other group chooses someone to draw something on the big things. (after drawing them.)

T: Who can say the sentences according to the pictures?

S1: I can. The dog is under the chair. S2: The cups are?

S3: The quilt are? S4: The books are ?

Step Four: Practice and fill in the blanks.

1. Fill in the blank. (First, let the students describe the picture.)

T: Look at the picture in 3b Where is the hat? S1: It’s?

T: Where is the clock? S2: It is?

T: Where is the ID card? S3: It is ?

T: Where is the notebook? S4: It is?

(Ask the same questions in the same way.)

T: Who can fill in the blank? S1: I can.

(Then ask one or two students to read it aloud. Check the answer according to the picture.)

2. Practice.

T: You want four things in your room now. But you have no time to go home to get them. Write a note to a friend, let him go to your home to get them. Tell him where the things are. (Students write a note.)

Step Five: Task.

T: Now draw your ideal rooms in groups of six, Please use your color pencils to draw them, everyone can join this task, and then show the room to us.

(Ten minutes later, ask the students hand up their drawing, every group chooses one to describe the room. Choose the best one and give them some candies or school things encourage them.) Step Six: Do Self-check.

1. Review the words.

T: Look at self Check, let’s do exercise 1. Look at the cards in my hand , and spell the words as quickly as you can.

(Hold up some cards with Chinese words on them such as“ 桌子”.)

T: Who can spell this word?

S: I can. “TABLE”.

(Hold up the other cards to let the students spell them quickly in order to master the key words in this unit.)

2. Write some new words about this unit.

T: Now, please think it over. Do you know the other words about school things and furniture? Who can write them down on the blackboard?

S: We can. (Some students will come to the front to write them down on the blackboard and others write them down in the notebook.)

T: Look at the blackboard. They are: ball, pen, ink, cupboard, living room, bedroom, kitchen, fridge, and washing machine?

T:Please remember them.

Step Seven: Homework.

T: Look at 3, read the note, and draw a room according to it on a picece of paper after class.


Unit 5 Do you have a soccer ball ?

Period One


Step One:Learn the new words.

1. Present the key vocabulary. (Show a basketball to the class.)

T: What’s this in English? S1: It’s a basketball.

T: Yes,you are right. Read after me. B-A-S-K-E-T-A-B-L-L,basketball.

Ss: B-A-S-K-E-T-A-B-L-L,basketball.(Show the students other objects. Teach the new words “tennis racket,ping-pong ball,volleyball,basketball” in the same way. And then show students the picture of television and teach it.)

T: Read the words together twice. Ss: ?

T: Ask and answer in pairs with these things. Use the drill “What’s this in English?” and “Where is the..?”

2. Look at the words in 1a and match the words with the things in the picture.

T: Number 1 is (c ) ,tennis racket. What’s Number 2 Match them.

3. Ask one student to show the answers and check them.

Step Two: Present the structures.

1. Present these questions and answers.(Point to a student who has a pen or a pencil case.) T: Do you have a pencil case? S1:Yes, I do. (Nod your head yes)

T: Do you have a computer game? S1: No, I don’t. (Shake your head no)

2. Practice the drill “Do you have a ??” in pairs. You can use your school things and these

balls.Look at the model, then practice like this.


Sa: Do you have a backpack? Sb: Yes, I do. Do you have a soccer ball?

Sa: No, I don’t. I have a volleyball. (Students work in pairs.)

Step Three: Listening practice.

T: Look at the four items of 1b in the pictures. Listen to the conversation.

(Play the recording of 1b the first time.Students only listen.)

T: Listen to the conversation and circle the words you hear.(Play the recording again.) T: Check their answers.


Step Four: Practice the conversations.

1. Read the conversations in 1c. (Ask students to repeat.)

2. Look at the picture in 1a and practice the conversation with each other in pairs. S1:Do you have?? S2:Yes, I do.

S1:Do you have a ?? S2:No, I don’t.

3. Work in groups of four and use the picture to practice the similar conversations with the

new words.(television,basketball, baseball bat, soccer ball, volleyball,television) T:Ask and answer the questions as many as you can. S1:Do you have a ? ?

S2: ?

S1: ? S2: ?

Step Five: Task.

T: Make a survey about “ What kind of balls do the students have?” We want to have a ball game. But we don’t know what kind of balls you have. Please ask your classmates in the group what 26

balls he/ she has. Then write down the information in the chart.

1.Fill in the chart using the structure and models on the screen.

Structures:Do you have a ?? Yes, I do./ No, I don’t.

What balls do you have? I have a ?

2.Choose one student from each group to report about his or her group.

Report like this:She or he likes? One of them has a ? But two of them have?

Step Six: Homework.

Make a survey about your parents’ collection.

Period Two


Step One:Warming up.

1. Present the new structures.

T: Do you have a tennis racket? S1:Yes, I do.

T: Do you have a baseball bat? S2:No, I don’t.

T: Does she have a tennis racket?(Point to the first student)

S3:Yes, she does.

T:Does he have a baseball bat?(Pint to the second student)

S4:No,he doesn’t.

2. Practice the drill.

T:Practice in groups of four. The first two students must use the drill “Do you have a ??” The other two students ask and answer according to their conversation and use the drill “Does he/ she have a ??”

S1:Do you have a ?? S2:Yes, I do. Do you have a ??

S1:No, I don’t. S3:Does she have a ??

S4:Yes, she does. Does he have a ?? S3:No, he doesn’t.

Step Two: Listening.

T:Look at the pictures in 2b and name them. What are these?

(Point at the baseball, basketball,volleyball,football.)

Ss:They are?

T:There are four children in the conversations. Who are they? Please listen and find the answer. (Play the recorder for the first time.)


T:I’ll play the recorder for the second time. Listen and number the pictures(1-4).

(Students listen for the second time.)

T:Listen to the conversation in 2b. Match the people with the balls.

(Students listen and match. Teacher checks their answer.)

Step Three: Practice the structure: Do you have a ?? Yes, I do. / No, I don’t.

T:Now, Please look at the picture in 2c in your book. Suppose this is your partner’s room. Ask your partner “ Do you have a ??”

(Show a photo of the teacher.)

Sa:Do you have a ??

Sb:Yes, I do./ No, I don’t.

T: This is my room.Ask your partner some questions about it . Make the same conversation like this.

T:Let’s look at the teacher’s room. Does she/ he have a football?

S1:Yes, she/he does.Does she/ he have a ping-pong? T:No,she/he doesn’t.

(Ask more students to make a conversation.)

T:Make a long conversation with things in the picture. S:?

T:Take out your pictures and change each other.Please talk about it. S:?

Step Four: Learn how to make suggestions.

1. Present the new word:Let’s ?(Show a football to class.)


2. Do 3a.

(The teacher reads the cartoon story in 3a for students,saying blank each time you come to an empty write-online.

T:I’ll ask a student to read the four words to the class.


T:Fill in the blanks with the words from the box.

(Students work alone as they write the four words from the box in the correct banks.) T:Check the answers.

Step Five: Practice the structure: Let’s?

1. Explaining.

2. Pairwork.

Step Six:Task.

Period Three


Step One: Warming up.

1. Present the structure of last lesson.(show a volleyball to a student)

T:Let’s make a conversation about your sport you like. Do you like volleyball?

S1:Yes, I like it very much.(Show a baseball to him or her.)

T:What about baseball? S1:No, I don’t. I don’t like it .

T:OK.Let’s play volleyball after class. S1:Great.

2. Work in pairs and make a similar conversation like this.

Step Two: Learn the new words.

1. Read the words in 1a.(Point to the five words in 1a and ask students to repeat each one.) Ss:interesting, fun, relaxing, boring, difficult.

2. Explain the Chinese meaning of them.

3. Then match each picture with one of the words.

4. (Point to the five pictures and ask students to match them.)

5. Correct the answer.

Step Three: Practice the new words.

1. Ask and answer using the description words like this.

(Write the list of the subjects today on the blackboard.Teacher points to the subjects. Students say the description words.)

T:Is math relaxing? Ss:No, it’s boring.

T:Now work in pairs.

2. Practice using your pictures.

T: Please draw pictures that show something interesting,boring,fun,difficult or relaxing.Then make conversations. Do it like this.

(Draw the pictures of a TV and a football on the blackboard.)

T:Do you watch TV? S1:Yes. I like it.

T:Is it interesting? S1:Yes,it’s very interesting.

T:Do you have a football? S1:Yes, I do.

T:Is it fun? S1:Yes, it’s fun.And I like it ,too.

(Ask a few students to draw and answer it.)

3. Change pictures and work in pairs.

Step Four: Listening(2a).

1. One student read the five words in 1a above to the class.

2. Students only listen.(Play the recording the first time.)

3. Listen again and check the words you hear in 1a.(Play the recording again.)

4. Check the answers.

Step Five: Listening(2b).

T:Practice in recognizing specific vocabulary words in conversation and in writing them.First, 28

listen to the recording in 2b. What does Tony say about the activities?

(Point to the blanks where the students write their answers.)

(Play the recording the first time. Students only listen.)

T:Listen to the conversation and write a word from 1a in each bland.(Play the recording again.) T:Check thd answers.


Step Six: Role play.

Step Seven: Activity.

Period Four


Step One: Present the plural forms of nouns.

(Show the balls to students.)

Teacher: I have two tennis rackets, three basketballs and four footballs.This is my sports collection.(Repeat the collection several times and teach the new word.)

T:What about you?(Ask some students to say something about their own collections.)

S:I have three?

Step Two: Read the magazine article.

(Ask students to look at the picture in 3a.)

T:This is Ed Smith. He has a great sports collection.What’s the man’s sports collection? Can you tell me? (Cover the passage.) S1:He has?

T:How many balls does he have? Listen to the recording twice.

T:Check their answers. S:He has?

T:Read the article and circle the sports things in this magazine article

(Students read it and work alone.)

T:Check their answers. S:The sports things:?

Step Three: Writing.

T:Look at the things in the picture of 3b and name the things in it.

S:Five baseballs?

T:Look at the picture and write the missing words on the blsnk lines.(Students work alone.) T:Check their answers.

Step Four: Draw a picture and practice writing.

Step Five: Write a diary about the collections of your group.

T:Make a survey about the collections in your group.

(Give students the form.)

T:You can use the structures on the blackboard.

Structures: Do you have a computer game?

Yes, I do / No, I don’t.

She plays computer games every day.

She has a small sports collection.

She plays sports every day.

T:Check their diaries and read the best one for the others.


Unit 6 Do you like bananas?

Period One


Step One: New words.

① Present the new words.

T:Let’s play a aguessing game. Is it an apple in my bag?Touch and tell me the answer.

S1: (Touch and say)Yes, it’s an orange. T:I like oranges. Like means‖喜欢‖. Read after me .L-I-K-E,like. Ss: L-I-K-E,like. T:Do you like oranges?

S2:Yes,I do. T: Do you like oranges?

S3:No, I don’t. (Teacher writes the title on the blackboard.)

T: Now today I have a lot of delicious food. First let’t look at some fruit. Look!(Show a picture of a banana.) T:What’s this in English?It’s a banana. Read after me,B-A-N-A-N-A,banana.


T:Whtat color is it?

Ss:It’s yellow.

(Then look at some pictures and teach the other fruit words in the same way such as strawberry,apple.)

(Next go on learning the vegetables and the other food in the sme way with the pictures.)

T:Look at the pictures and fill in the chat according to the category.

Step Two:Grammar.

① Present the countable nouns and the uncountable nouns.

T:Look!What are these? (Show a picture.)

S1:They are oranges.

T:How many oranges are there?Let’s count. One,two.


T:And what are these? (Show another picture.)

S2:They are apples.

T:How many apples are there? Let’s count them. One,two,three.


T:What’s this?

S3:It’s broccoli.

T:Can we count it‖Can we say a broccoli?

S3:Sorry, I don’t know.

T:We can’t say a broccoli because it is the uncountable noun. Nouns contain the countable nouns and the uncountable nouns. Countable nouns can be counted with number ,and we add –s or –es to make the blural. For example,we can say an apple, two apples,three eggs. Uncountable nouns can’t be counted with number,and they don’t have plurals. For example, we can say salad, broccoli,but we can’t say salads,broccolis.

T:Look at the pictures. Fill in the chart.(Show some pictures of fruits and vegetables.)

T:Check the answers.

② Present the rules of noun plural forms.

T:look at the pictures,can you say them?

S:Yes,three tomatoes,two oranges, three strawberries.

T:Look at the three rules of plural forms. Are they the same?

S:Of course not.

Step Three: Drills.

① Present the new drills “Do you like?? Yes, I do/ No, I don’t.”

T:Oh,we have lots of delicious fruit. I like apples best.


(Holding apples)

Do you like them?

S1:Yes, I do.

S2:No, I don’t. I like salad.

T:Do you like salad?

S3:Yes, I do./No, I don’t.(Ask some more students to practice like this.)

② Practice the drill.

T:Work in pairs.Ask and answer with your pictures.

(Before class the students have drawn some pictures of the food.)

Sa:Do you like??

Sb: …(Then ask more pairs to practice.)

T:Let’s open your books and do 1b.Listen and number1-3.(The students listen and then check the answers.) Step Four: Task.

T:Let’s make a survey.You can ask eight friends what they like and dislike. Then fill in the chart.

(Then ask some students to report.)

S1:Five of the students like…, two of them like…


Step Five :Summary.

In this class,we’ve learnt the names of foods, fruit and vegetables and practiced asking and answering questions about likes and dislikes. Please remember the rules of noun plurals.


Make a survey about your parent’s likes and dislikes using Do you like…?

Period Two


Step One: Review the drill.

② Review the drill ―Do you like…‖?

③ The girl and the boy are talking about their likes and dislike.Let’s open your books and listen. Try to finish 2a

and 2b as quickly as you can.

Step Two: New drills.

① Present the new drills “Does she/ he like?? Yes, she / he does./ No, she / he doesn’t”using

the chart above.

② Practice the drills.

T:Let’s work in pairs .

(Student A looks at Page 33.Student B looks at Page 83.Try to find out what Bob and Bill and don’t like.)

Sa:Does Bill like French fries? Sb: ? Does Bob like French fries?

Step Three: Task.

T:Do you love your parents? S:Yes.

T:How do you show your love to them? S1:I’ll do as they say.

S2:I’ll buy something for them when their birthday is coming.

S3:I’ll study better and better. S4:I’ll make a big meal for them.

T:Oh, I think it’s a good idea. Now let’s try to know what they like and dislike. First take out yesterday’s homework,exchange the information in pairs.

(The teacher have asked the students to have a survey last class.)

(Give a sample to the students)

T:Does your father like chicken?(Point to a student)

S1: No, he doesn’t. T:Does your mother like eggs?

S1:Yes, she does. T:Do they like bananas?

S1: Yes, they do.

T:Now work in groups and make a food survey.

(The students work in groups.)

S2:Jim’s father likes… He doesn’t like… Jim’s mother likes…very much. She doesn’t like…And they both don’t like…

(Then ask more students to report.)


Step Four:Summary.

In this class, we’ve learnt the Simple Present Tense,including of the third person singular form as subject. Homework. Rewrite your conversation in the form of a passage.

Period Three


Step One: Check the homework.

T:Now let’s cxchange your exercise books and help each other. Try to correct it.(Ask different students to report his/her conversation.)

Step Twp: Review the words.

T:You know we have learnt so much delicious food. Now Let’s play a game with the food. Let’s see who will say the names of the food as many as possible during a minute.

(The teacher will give the students a minute to prepare it.Then ask someone to say.)

S: Salad, apples, bananas, ice cream…

(Choose the three students who said the most and give some food as presents.)

Step Three: New words.

① Present the new words.

T:How many meals do you have every day? Ss:Three.

T:What are they?(The students can answer them in Chinese.) Ss:They are “早餐、中餐和晚餐 ”. T:Oh, yes. In English “早餐”we can say “breakfast”.(Show a picture of the breakfast) Read after me, “breakfast”.

B-R-E-A-K-F-A-S-T,breakfast. Ss: B-R-E-A-K-F-A-S-T,breakfast. T:Do you have your breakfast every day?

S1:No, sometimes I get up late, I have no time to eat.

T:I think it’s not good for your health.

(Teach the other two words lunch, dinner in the same way.)

② Practice the words.

(Do it for lunch and dinner in the same way.)

T:Look at 1a, and write the number in the box next to the correct food.

(Then the students finish off 1a.)

T:How many other food words can you add to the chart?

Try to write them down in the chart.

(The students write them down as soon as possible and then read them. See who will add most.)

Step Four: Practice the listening.

T: Look! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like apples? (Show the picture.)

S1: …

T: How about chicken? Do you like it ?

S1: …

T: Can you guess what food I like?

S1: Do you like…?

T: No, I don’t.

S2: Do you like…?

S3: Do you like…?

T: Yes, you are right. I think you are very lucky. But I have two friends. They are Sandra and Tom. Do you know what food they like? Now, let’s listen and find out the food you hear.

(Play the recording 2a in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.)

T: Now open your books and listen again. Fill in the chart.

(Play the recording the first time. Students listen to the conversation and write in the answers on their charts. Play the recording the second time and then the students can check their answers to be sure they are correct.)

T: Does Sandra like salad?

S: Yes, she does.

T: Work in pairs about the chart.

Step Five: Task.


Go on a picnic with a group of friends and make a list of food to buy.

① Divide the students into six groups.

② Talk about what the students in your group like and dislike and make a list.

③ The leader in each group reports to the class.

Step Six: Summary and homework.

Make a survey about ―What do your parents like for three meals?‖ after class.

Period Four


Step One: New words.

T: Do you like sports? S: Yes, I do. / Of course.

T: What sport do you like best? S1:I like playing football/ baskball /table tennis …

S2:I like 跑步.

T: Oh, Look! What is he doing? (Show the students a picture of Liu Xiang.)

Ss: He is 跑步.

T: Yes, he is running. Now, read after me, run.

S: Run.

T: R-U-N, run.

S: R-U-N, run.

T: Do you know him?

S: Yes, he is Liu Xiang.

T: You are very clever. He is Liu Xiang. He’s a runner.


S: R-U-N-N-E-R,runner.

T: Now he is very famous in China. Maybe everyone knows him. He is a sport star. S-T-A-R,star.

S: S-T-A-R,star.

T: Liu Xiang likes sports. He runs every day. He is healthy and he doesn’t like dessert. Do you know Healthy and dessert? Healthy means ―健康的‖. Can you guess the meaning of unhealthy?

Ss: ―不健康的‖.

T: Yes, you are clever. Read after me, healthy, unhealthy.

Ss: Healthy, unhealthy.

T: Look at these pictures. (Show these pictures of dessert.)

They are all dessert. In Chinese it means ―甜食‖.We often eat it after the important dishes.

T: Read after me, dessert, D-E-S-S-E-R-T, dessert.

Ss: D-E-S-S-E-R-T, dessert.

Step Two: Task.

T: Now look at the pictures of these foods. (Show some food pictures.) What kind of food do you think are healthy or unhealthy? Discuss in four people and fill in the chart. (Each group will have a chart)

(Ask some groups to report.)

S: … are healthy food, … are unhealthy food.

T: So we eat more healthy food and less unhealthy food. Healthy food is good for our health, but unhealthy food is bad for our health.

Step Three: Learn to write about what somebody likes for three meals.

① Read the passage.

T: Look at Liu Xiang ! Do you know why he is very healthy?

S1: Maybe he runs every day.

S2: He takes good care of his health.

S3: Maybe he eats very well.

T: Yes, he really eats very well. Every player just eats healthy food. Three is another running star. Her name is Sandra Dlark. Let’s see what she likes eating for three meals. Open your books and read 3a in Section B. First try

S: Fruits…

T: Sandra Clark has a brother, Tom. He is very clever, but a little naughty. Look at 3b and find out what Tom 33

likes for breakfast, lunch and dinner. Complete the following passage. (The students do 3b and check the answers.) S: Four lunch … ② Practice.

T: I like eggs and milk for breakfast. What do you like eating for breakfast?(Point to a student.) S: I like apples and bread.

T: What about you? (Point to another student.)

S: I like hamburgers and bananas.( Ask two more students to answer his/her questions for lunch and dinner.)

T: Who can ask and answer like this? Sa: What do you like to eat for lunch? Sb: I like ?

Sa: What do you like to eat for dinner? Sb: I like ?

(Then ask the students to work in pairs one by one.) Step Four: Task.

① Write a passage about you like for three meals.

T: Can you introduce yourself for three meals according to what you talked about just now? Maybe many friends want to know you. (The students write about themselves as quickly as they can. When they are ready, ask them to introduce.)

② Make a survey about your classmates for three meals. T: Do you have any friends? (Ask a student.) S: Yes, I do./ Of course.

T: Do you know what they like eating for each meal? S: No/ Sorry, I don’t know.

T: OK. Let’s ask our friends and try to know what they like. Then fill in the chart. (Then ask some students to report to the class.) Homework.

Write a passage about your best friend for three meals.


Unit 7 How much are these pants?

Section A



一、 第一教学环节:情景创设。导入新课


Unit 7 How much are these pants?

Section A

Words: pant, sock, T-shirt, sweater, shoes, color, black, white, red, green, blue, big, short, long Sentences: How much is the red sweater? How much are these black pants?

It’s eight dollars. They’re ten dollars.

Grammars: How much引导的特殊疑问句的构成以及回答

KEY:1.How much 2.How much 3.How much It’s 4.are;They’re 5.How many much

Section B



36 6.How


Unit 7 How much are these pants?

Section B

Words: Numbers 10-31, clothing, store, sale, time, year, again, fantastic, price, cheap, all, each, or, just, believe, come down, yourself, cool, goods, buy, from, sell, buy…from, sell…to

Sentences: How much is the red sweater? How much are these black pants?

It’s eight dollars. They’re ten dollars.

Ad: Do you like/need …? We have … in (color) at (price) for boys/girls.

Come down to….



袜子、裤子和鞋子的表达方式:在英语中,袜子、裤子和鞋子都用复数形式来表示,但是在表达一双袜子、鞋子或一条裤子时,可运用a pair 0f(一双;一件;一条)词组,当这个短语做主语时,谓语动词用单数形式。如:

The white socks/shoes/pants are$50.那袜子/鞋子/裤子是50美元。

I want a pair of socks/shoes/pants.我想要一双袜子/鞋子(一件裤子)。

The pair of socks/shoes/pants is very cheap.那双袜子/鞋子(那件裤子)很便宜。




1.shoes 2.T-shirts 3.pants 4.socks 5.Nice 6. just 7. like

Liangli Clothing Store

Come to Liangli… _______________________________________________________________


KEY:Come to Liangli Clothing Store.These T-shirts are only$25.For boys,the pants in blue,black,white are only$30.Do you like the shoes? They’re only$45.For girls,these socks are very nice.They are just$10.Come down to the store and see for yourself!

Self Check




each与every的异同:each与every都可以作形容词用,意思是―每个的;每一的‖,一般可以互换,后跟单数可数名词;但each还可以用作代词,单独使用或跟of短语,而every则没有这种用法。如:Each/Every student has a hat.每一名学生都有一顶帽子。We have a hat each.我们每一个人都有一顶帽子。Each of them has a hat.他们每一个人都有一顶帽子。

buy与sell的异同:buy的意思是―买‖,常用于buy something from…(从……买某物);sell意思是―卖‖,常用于sell something to…(把某物卖给……)。如:I buy a basketball from the store.我从商店里买了一个篮球。He sells the tennis racket to me.他把那只网球拍卖给了我。




1.________ you ________ (喜欢)the red hat?

2. Eight,ten,_______,________,sixteen,________…(按规律写出数字)

3. You call come down to Liangli Clothing Store and see _________ (你自己).

4. We call ________ a good computer _________ (卖给)you.

5.We have sweaters _________ ________ ________ (所有颜色)at¥50 _______(每件).

6.These socks are ___________ (便宜的).

7.________ ________ (多少钱)are the pants?

8. He can buy this T-shirt _________ ________ ________ ________ (以一个好价钱).

9.________ ________ (哪双鞋)do you want?

10. I want ________ (买)the white and black T-shirt.

KEY:1.Do;like 2.twelve;fourteen;eighteen 3.for yourself 4.sell;t0 5.in all

each 6.cheap 7.How much 8.at a good price 9.Which shoes 10.to buy

39 colors;

Unit 8 When is your birthday?

When is your birthday? 一 My birthday is October tenth. What year were you born? I was born in 1992.

When is Leila’s birthday? 一 Her birthday is September 5th.

Section A






Unit 8 When is your birthday?

Section A

生词:January,February,March,April,May,June,July,August,September,October,November, 重点句型:When is your birthday? My birthday is October tenth.

When is Leila’s birthday? Her birthday is September 5th.

语法重点:When is your birthday? What year were you born? How old are you?







1.第一 _______ 第二 _______ 第二 ________

第五 ______ 第八 _______ 第九 ________

2.第十 ______ 第十二 ______ 第十八 ________

3.第二十 ______ 第三十 _______ 第四十________

第五十 ______ 第八十 _______ 第九十 _______

KEY:1.first;second;third;fifth;eighth;ninth 2.eleventh;twelfth;thirteenth;eighteenth



Section B









1.January A.New Year’s Day

2.February B.Tree Planting Day

3.March C.Fool’s Day

4.April D.National Day


5.May E.Teachers’ Day

6.June F.Spring Festival

7.July G.Christmas Day

8.August H.Thanksgiving Day

9.September I.Founding of CPC(中国共产党)

10.October J.Mother’s Day

11.November K.Army’s Day

12.December L.Father’s Day


Self Check

词汇birthday,date,month,January,February,March,April,May,June,July,August。September,October,November,December,speech ,contest, trip,party,event, an,festival,pop,concert,chores,lecture,music;







KEY:Lily has an art festival on March 27th.She goes on a school trip 0n March 29th.She has a school meeting on March 31st.On April 1st she has a basketball game.It’s Tom’s birthday on April 2nd.She goes t0 his birthday party.On April 5th she has an English speech contest.


Unit 9 Do you Want to go to movie?

Do you want to go to a movie? Yes, I do. No, I don’t.

Does he /she want to go to a movie? Yes, he /she does. No, he /she doesn’t. What kind of movies do you want? I like action movies and documentaries.

Section A


l (1课时)




I think?句中的否定的前移:在使用I think的时候,通常是前面肯定,后面也肯定;前面否定,后面还是肯定,也就是说I think后面的句子只用肯定的形式。如:I think Beijing Opera is very interesting.我认为京剧非常有趣。I don’t think it’s great.我认为它不怎么样。(一般不说:I think it isn’t great.)。

Section B




Unit 9 Do you want to go to a movie?

Section B

词汇:scary,funny,sad,exciting,think,often,young,people,usually,weekend,stay,home,learn,about,Chinese,history,read,story,same,reason,word,China,different,description,favorite,actor,new,speed,successful,best,famous,sleepless,night,fact,tell,me,really,even,be,artist 句型:…is a great actor.His/Her new movie is…It’s a/an…The movie is…




also与too:also和too都是―也‖的意思,但用法不同。also一般用于肯定句和疑问句,且位置靠近动词,一般是在be动词、情态动词之后,行为动词之前;too用于肯定句和疑问句,一般放在句尾。如:Maria likes documentaries and also likes Beijing. 玛利亚喜欢记录片,她也喜欢京剧。My father likes it‰.我爸爸也喜欢它。I’m also student.(=I’m a student,too.)我也是一名学生。

Self Check




Unit 9 Do you want to go to a movie?

Self Check

Words: go, movie, action, comedy, documentary, thriller, and, but, scary, funny, sad, exciting

Sentences: Do you want to go to a movie? Yes, I do. / No, I don’t.

What kind of movies do you want? I like…



1.一Do you want to go to a m_________? 一Yes,1 want to see a comedy

2.一What k_______ of movies do you like? 一I like action movies.

3.Brad likes comedies and he a_________ likes Beijing Opera.

4.I often go to the park with my parents 0n w_________.

5.0n Sundays l usually s_________ at home and do my homework.

6.My mother tells me an interesting s _________ each evening.

7.My f_________ movie star is Gongli and I like her movies best.


8.I don’t like thrillers because they’re very s_________ .

9.Guo Peng likes comedies and he thinks they’re f________ .

10. Yao Ming is a very f__________ basketball player in NBA.

Keys: 1. movie 2. kind 3. also 4. weekends 5. stay 6. story 7. favorite 8. scary

9. funny 10. famous

Unit 10 Can you play the guitar?

Can you/he/she/you dance? 一Yes,I/he/she/we can./No,I/he/she/we can’t.

Can Bill play the guitar? 一Yes,he can,but he can’t sing.


Section A






Teacher:(1) _________________________

Mario、Lisa:We want to join the music club.

Teacher:(2) __________________________

Mario:I can sing.


Lisa:Yes,I Can also play the piano,but I can’t play it very well.

Teacher:(4) ____________________________,Mario?

Mario:Yes,l can also play the guitar.


Mario:Sorry,I can’t play it very well.

KEY:1.What club d0 you want t0 join 2.What can you d0 3.Can you sing 4.Can you play the piano 5.Can you play it well


Section B







Welcome to our sports Center

Do you like s________? We have many c_________. For example: v_________ club, b________ club, p____________ club, t____________ club, f_________ club, s_________ club and more. Come and join us soon!


Self Check





Unit 10 Can you play the guitar?

Self check

Words: guitar, dance, swim, sing, chess, speak, play, paint, join, music, art, club, piano, drum, trumpet, violin, can, can’t

Sentences: Can you play the guitar? Yes, I can./No, I can’t.




This is our class rock band.Wu Gang Call play the trumpet very well.He is…_________



KEY:This is our class rock band.Wu Gang Can play the trumpet very well.He is twelve years old.Zhang Heng can play the drums and he is twelve years old,too.Lin Jun can play the violin and he is thirteen years old.Xiong Ying Call play the piano and she plays it very well.She is thirteen,too. Su Shanshan can play the guitar and she is fourteen years old.The singers are Li Na and Li Dan.They are twins.

Unit 11 What time do you go to school?

What time do you get up? I get up at six o’clock.

What time does he/she eat breakfast? He/She eats breakfast at seven o’clock.

When do people usually eat dinner? People usually eat dinner in the evening.

When does Rick usually get up? He usually gets up at…


Section A







Unit 11 What time do you go to school?

Section A

生词:go to school,get up,be a shower,always,busy,morning,so,make,schedule,why,because,oldest,longer,wok,hour,after,practice,put,jacket,bus,hotel,leave,listen,early,news,tired,happy man

重点句型:What time do you usually get up,Rick?

I usually get up at five o’clock.

When does Alice take a shower?

She takes a shower at 5:00.


What time does he/she eat breakfast?

He/She eats breakfast at seven o’clock.

What time is it? It’s eight-thirty.

语法重点:what time和when引导的特殊疑问句;时间的表达法


关于时间的表达法——英语中表达钟点的方法一般有两种:(1)数字表达法:按照时间的顺序,用数词先说―时‖,再说―分‖。如:six thirty 六点半;seven fifteen七点十五分;nine fifty-five 九点五十五分。(2)文字表达法:先说―分‖,再说―时‖,中间加介词past(半点或半点以内,表示―超过‖)、to(半点以上,表示―差‖)。如:ten past five五点十分;。quarter past seven 七点一刻;half past nine 九点半;a quarter to twelve十二点差一刻,即十一点四十五分。




1.half past six 2.seven thirty

3.a quarter past nine 4.ten to ten

5.eleven fifty 6.ten past twelve

7.half past twelve 8.a quarter to two

9.three o’clock 10.four twenty—five

KEY:l. 6:30 2.7:30 3.9:15 4.9:50 5.11:50 6.12:10 7.12:30 8.1:45

00 10.4:25

Section B



60 9.3:






2.busy,we ,morning,the,in,always,are


3. goes,mother,to, usually,at,eleven, bed,my


4. usually/go/he/to/when/work/does


5. practice,after,guitar,I,often,the,supper


6.does,lunch,time,she,what, have




8. schedule,make,shower,they,a



Self Cheek

复习词汇time,morning,breakfast,get up,g0 t0 bed,homework,clock,afternoon,lunch,run,watch TV,evening,dinner,eat,usually,o’clock,thirty,fifteen,take a shower,go t0 school






l.He is always_______ _____ (忙着做)his homework every evening.

2·1 work very long hours in the evening,so I like to sleep ______ ______ ______ (长一点时间)in the 62


3.Tom________ __________ (练习弹)the guitar after breakfast every morning.

4.Do you want to _________ _________(了解)my morning?

5.I usually go to work__________ _________ (大约在)7:00.

KEY:1.busy doing 2.a little longer 3.practices playing 4.know about 5.at about


Unit 12 My favorite subject is science.

What’s your/his/her favorite subject? My/His/Her favorite subject is English.

Why do you like math. Because it’s interesting.

Why does he/she like art? Because it’s fun.

When do you have math? I have math 0n Monday,Wednesday and Friday.

What’s Ken’s favorite subject? Science.

Section A




Unit 12 My favorite subject is science.

Section A


重点句型:What’s your/his/her favorite subject?

My/His/Her favorite subject is English.

Why d0 you like math? Because it’s interesting.

Why does he/she like art? Because it’s fun.

Who is your science teacher?







1.What’s your favorite food? A.Sorry,I don’t know.

2.What time d0 you get up in the morning? B.Rice.

3.Who is your an teacher? C.Because it’s exciting.

4.Why d0 they like P.E.? D.At around 6:30.

5.Doe she like math? E.Mr.Zhang is. KEY: B D E C A


Section B












KEY:1. What is your favorite fruit?

2.Why do you like art?

3.Who is your science teacher?

4.What’s Tom’s brother’s favorite subject?

5.White is her favorite color.

6.What time does he get up?

Self Check






When.Where,Why,What time,Who,What

1._______ is your favorite teacher?

2.______ is it? It’s eight o’clock.

3.______ does he usually watch TV? On Saturday and Sunday.

4._____ is his favorite subject? It’s P.E..

5.______ are your classmates? They are in the classroom.

6.______ do you like math? Because it’s difficult but interesting.

KEY:1.Who 2.What time 3.When 4.What 5.Where


6. Why

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