初二上學期>>Unit 1 Welcome back!

教材分析

整體教學內容分析

本單元主要的教學內容是“介紹英美人的姓名”。除了要複習鞏固初一學過的一般現在時和現在進行時外，還要學習一些新的詞彙和日常用語。由the difference between Chinese and English names 引出be short for和call sb. / sth. for short兩個短語，學習了英國人名的順序以及與稱呼的搭配使用、簡稱的由來。本單元突出了聽說領先的特點，加深理解了both與all、wish 與hope、excuse與sorry的用法區別。Lesson4主要學習元音音素 [a:][au]，逐漸能按照26個字母及有關字母組合的拼讀規則來朗讀、拼寫和記憶單詞。

教學要點分析

1．熟練運用本單元的日常交際用語，掌握不定代詞的修飾語的正確位置。

2．中國人名與英國人名順序的區別，英國人名簡稱形式的由來。

3．學習序數詞first , second, third 和fourth. 注意它們的書寫和用法，特別是要理解它們在句子中所作的語言成分。

4．進一步複習鞏固現在進行時態，理解其與一般現在時的區別。注意助動詞be與單複數人稱的相應變化，系統總結動詞形式（v. -ing）的變化。

5．歸納r音節的拼讀規則 進一步明確單詞的發音特點：一個字母特別是元音字母不只一個讀音，一個音素（即音標）也不只由一個字母或一個字母組合構成。

關於英國人名字的教學分析

本單元主要的教學內容是“介紹英美人的姓名”。教師在教學中要注意讓學生清楚地瞭解英國人的三個名字各自的意義，它們之間的關係，並且要掌握如何要稱呼一個英國人以及瞭解中國人和英國人名字之間的區別。

本單元教學要求學生對英語姓名有些初步的瞭解，知道姓和名的位置、全名、男女名、尊稱、呢稱等即可，不必講得過細。在教第2課時，需強調用Mr./Miss./Mrs.稱呼人時，後面要用姓 (Mr. Brown)不可用名 (Mr. Robert)，因爲這是中國人通常犯的錯誤。英語和漢語人名錶示方法的區別在於姓和名的順序。

教法建議

關於交際語言運用教學

學生們經過一個假期休息，無論從體力還是腦力都得到充分放鬆，精力十分充沛。教師應抓住學生這一良好狀態，結合本單元知識點少，交際性強的特點努力爲學生創設語境，激發學生學習語言的興趣，使學生對語言的學習產生新鮮感，成就感，從而提高學習效率。針對本單元交際性強的特點，創設適合於每課的語言環境，使學生置身於此環境，並擔當某一角色，從而讓學生真正感悟到語言的真諦。

關於詞彙和短語的教學

記憶單詞和習語是學生比較頭痛的。爲了減輕學生思想負擔，透過師生之間對話，將生詞及習語逐一呈現。在特定情景中，透過使用熟悉詞語進行會話表演等交流方式，學會生疏單詞。

有些特殊詞還可用圖片、幻燈，示範動作呈現給學生，讓學生感到學有所用，

英語並不是難不可攀。

關於現在進行時的教學

1．動作表演遊戲

教師做個動作讓學生來表達：He/She is doing …，學生之間互相交換一個做動作，另一個用英語表達他/她正在進行的動作。或讓一個學生先做個動作，其他的學生來表達。如一個學生做個看書的動作，另一個學生用英語問：What’s he/she doing?，其他的學生搶着說：He/She is reading (a book)，看誰說的又快又準確。也可以換成一個學生用英語表達一個動作，讓別的學生來做這個動作，看動作是否表演得準確。

採取對抗賽的形式：1-6小組，1、3、5組組員分批表演啞劇動作，2、4、6組組員分批使用英語描繪證明這些動作。表演動作明確易懂的，得分。使用英語描繪該動作，無誤的，得分。

2．描繪圖畫。

師生之間，或同學之間互相指圖問答。如下圖，教師指着圖中站在窗戶旁的男孩用一個學生：What’s he doing? ，學生回答：He is cleaning the window。接着這個學生指着圖中的某個人，問別的學生：What’s he/she doing?，循環下去，儘量讓更多的學生參與。

也可採用比賽形式，教師指着圖中的人問：What’s he/she doing?，讓學生進行搶答，看誰答得又快又準確。

3．創設情景，首先請一位同學讀課文，唱英文歌等易表演的動作。在他做此動作過程中，教師可提出問題：What is he doing? 請學生回答：He is reading. He is singing an English song.

然後組織學生兩人一組，模仿剛纔師生問答做表演。

條件好的可看課文教學錄像，加深對現在進行時的理解。

關於課文What’s in a name? 的教學

1．首先問一個學生：What’s your name? 然後教師說His/Her full name is …，並且把名字板書出來。然後給出一個已學過的英文名字：Jim，告訴學生Jim’s full name is James Allan Green，藉此解釋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。

或透過播放動畫講解：The meanings of the three names, How to call a person, the difference between English names and Chinese names（見媒體素材中動畫類：names）。

3．學生熟悉課文後，讓學生仿照課文內容give a talk about names: English names and Chinese names。可以參考視頻檔案：What’s in a name?（見媒體素材中視頻類：talk about names）

4．讓學生就自己的名字進行對話練習，參照練習冊Ex 2的5個問題進行一對一對的練習，或讓學生就這5個問題對某人進行採訪，記錄下採訪的過程。

關於現在進行時的講解

(1)表示講話時或現階段正在進行的動作

He is singing in the room.

They are listening to their teacher.

(2) 有時表示計劃安排中的將來動作（限於come, go leave, stay 等少量動詞）

He's coming tonight.

I'm leaving tomorrow.

(3) 表示目前反覆發生的動作，有時含有感情色彩。

He's always talking in class.

關於Happy teacher’s Day的講解

Happy teacher's Day, Mr. Wu. 祝您教師節愉快，吳老師！

（1）happy意爲“快樂的；幸福的；樂意的”。常可放句首構成表示祝福的句子。如：

Happy Birthday! 生日快樂！

Happy New Year! 新年快樂！

（2）Teachers' Day意爲“教師節”，是由普通名詞構成的專有名詞，每個單詞的第一個字母都要大寫。在表示節日的專有名詞前一般不需要冠詞the.如：

Women's Day 婦女節 Children's Day 兒童節 Mother's Day 母親節 April Fools' day 愚人節

（3）表示祝福時除些表達方式外，還有兩種形式：

Best wishes to sb. (for …); wish sb. +賓語補足語。如：

Best wishes to you for Teachers' Day.

I wish you a happy New Year.

關於matter的講解

It doesn't matter this time.這次沒有關係。

matter 在這裏作動詞，意爲“要緊”。如：

It matters very little.不要緊，絲毫沒關係。

It doesn't matter who will do it.誰幹這事都無關緊要。

matter 同時也可作名詞，意爲“事情，問題”。如：

―I can't carry the heavy box. ――我搬不動這個重箱子。

―No matter. Let me help you. ――沒關係。我幫你。

What's the matter with you? 你怎麼了？

關於Why don’t 表建議的用法講解

Why don't you talk about names? 你爲什麼不談論一下名字呢？

這是一個否定的特殊疑問句，表示勸說或建議，這個句子也可用“Why not + 動詞原詞？”

來表達同樣的意思。如本句可改爲：Why not talk about names?

What /How about …? 這一句型也表示建議可與上述句型轉換。不過後面若跟動詞時，

必須用-ing形式。如：

Why don't you go to ask the teacher? = What about going to ask the teacher?

教學設計方案

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: , ing, , , , , .

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: n ame s n n le g t ame g

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

教學設計方案

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 ent 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 ⑦have. 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

教學設計方案

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’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