S:It’s a dog. (帮助学生回答。) 2 (板书并要求学生掌握。) dog T:
Do you like a dog? S:Yes, I like dogs very much. 2 T: Do you have a dog? S:Yes, I do. 2 T: What is the name of your dog? S:Its name is Huanhuan. 2 (板书并解释its与it’s的含义
与写法，要求学生掌握。) of, its T: I have a pet cat at home. Its name is Mimi.
Do you have any cats at home? S:No, I don’t. I don’t like cats at all. 2 (板书并要求学生
掌握。) at home, any T: S has a pet dog. Its name is Huanhuan. He likes it very much. He
doesn’t like cats at all, so he doesn’t have a pet 2cat. Is Zhou Lan’s pet a dog? Does she like her pet? Now, please follow me. Step 2 Presentation 第二步 呈现(时间:10
分钟)
2a
听录音，做阅读理解，培养学生听、说、读的能力。 1. (播放
录音，让学生回答问题：(1) Is Zhou Lan’s pet a dog? (2) Does she like her pet?)
2. (让学生阅读2a，回答小黑板上的问题。) (出示小黑板上的练
习题。) (1)What pet do I have at home? A. A dog. B. A cat. C. None. (2)My pet’s name
is . A. Meimei B. Kitty C. Huanhuan (3)How do I like Kitty? A. A little. B. Very much. C. Not … at all. (4)Zhou Lan’s pet is . A. a dog B. a cat C. a toy (5)Does Zhou Lan like Tommy? A. No, she doesn’t. B. Yes, she does. C. We don’t know. (核对答案。) 3. (学生朗读
课文，判断正误，完成2a。) Step 3 Consolidation 第三步 巩固(时间:10分钟) 听录音并跟读，掌握四个辅音音素的发音。模仿课文，练习写作，培养学生的书面表达能力。 1. (讨论宠物，完成2b。) T: Do you have a pet?S:Yes, I do. 1 T: What is your pet?S:It’s a dog. 1 T: What’s its
name?S:Its name is Linlin. 1 T: What color is it?S:It is white. 1 T: Does it have long legs?S:Yes, it does. 1 T: Does it have long ears.S:Yes, it does. 1 T: Does your friend Jack have a pet
dog?S:No, he doesn’t. He doesn’t like pets at all. 1(教师要求学生根据对话内容改写成一段文章。) Example: 11
I have a pet dog. It is white. Its name is Linlin. I like it very
much. It has four long legs. Its ears are long. My friend Jack doesn’t have pet dogs. He doesn’t like pets at all. 2. (三人一组讨论宠物，并把讨论内容转述出来。) T: Now, please discuss your pets with your classmates and retell the result. (两分钟后挑几个学生讲述，鼓励优秀者。) 3. (学习/tr/和/dr/这一对音素。教师板书。) tree train trousers (让学生自己读、观察、体会并总结画线部分的读音。教师板书。) tr — /tr/ (教师在/tr/的基础上自然引出/dr/。板书。) /dr/ dress drink driver (以同样方法学习/ts/和/dz/这对音素。) 4. (教师用小黑板呈现出含有/tr/, /dr/, /ts/和/dz/四个音素的单词，检验学生的拼读能力。) 5. (教师播放1录音，让学生跟读。完成1。) Step 4 Practice 第四步 练习(时间:11分钟) 复习人称代词主格和宾格及本话题重点句型，培养学生综合运用语言知识的能力。 1. (教师将人称代词的主格和宾格利用幻灯片呈现出来。领读并简单说明主格与宾格的用法和区别。) I—me; you—you; he—him; she—her; it—it; we—us; you—you; they—them (然后两人一组，一个学生说主格或宾格，另一个学生说其相应的宾格或主格。) 2. (教师将所有人称代词主格、宾格的顺序打乱并将其板书在黑板上，让学生“找朋友”。) Find friends: me he her you it we they him you it I us them she (让一个学生在黑板上连线。核对答案。) 3. (教师用小黑板出示下边的练习，要求学生根据括号内的汉语写出英文，完成句子。填对一个词，该同学加一分。) (1) My
English is poor, so (她) often helps (我). (2) Where do (你们) live? (我们) live in Beijing. (3) I don’t know (他们). (4) He wants (我们) to go to his home. (5) What is (它)? (它) is a jacket. (核对答案后，让学生齐读练习并奖励得分高的学生。) 4. (出示幻灯片，要求学生根据范例口头做句型转换。改对一个句子加两分。) Change the following sentences according to the example. Example: He speaks Chinese.→Does he speak Chinese? Yes, he does./No, he doesn’t. →He doesn’t speak Chinese. (1) I have a pen pal. (2) Li Hong likes oranges a lot. (3) They often help Wang Fei. (4) Jane wants to visit China. (5) Your pet has blue eyes. (练习完毕，教师点评并奖励得分高的学生。) 5. (教师播放3a录音，学生跟读，并模仿语音语调，完成3a。) 12
播放3b录音，让学生跟读，然后教师用小黑板呈现下面的内容。) Complete the dialog: —Excuse me, could you please tell me your name? —Sure. My name is Zhang Lan. —Where do you come from?/Where are you from? —I come from Shanghai./I’m from Shanghai. —Do you like English? —Yes, I like it very much. And you? —No, I don’t like it at all, so my English is poor. —You should(应该) learn(学习) English well. —Yes, you’re right. Could you please help me with my English? —No problem. (以上画线句子是学生要填的句子。学生两人一组操练上面的对话。完成3b。) Step 5 Project 第五步 综合探究活动(时间:7分钟) 组织
6. (
“英语角”活动，做调查报告和命题作文，锻炼学生综合运用能力和探究能力，体现学以致用原则。 1. (教师用图片展示一个关于英语角的通知，让学生根据通知内容展开讨论。) Welcome to English Corner Time: 6:00 p.m. Place:
Playground(操场) Topic(话题): Like English or not Host: Class 2, Grade 7 (要求：在活动中充分练习本话题中所学的重点句式及语言点。) Example: T: Excuse me, could you please tell me your English name? S: Sure. … 1 T: Do you like English? S: Yes, I like it very much. 1 T: My English is poor. Could you help me? S: No problem. 1… (教师示范后，将每个英语小组设置为English Corner，进行操练。完成4（1）。) 2. Homework: Write a passage about one of the topics in 4(2). Finish 4(3). 板书设计： Does he speak Chinese? Section D tr—/tr/ dr—/dr/ me he her you it we they ts /ts/ tes him you it I us them she —/dz/ ds Topic 2 What does your mother do? Section A The main activities are 1a and 2a. 本课重点活动是1a和2a。 13
Ⅰ. Teaching aims and demands 教学目标 1.(1) Learn some words about jobs:doctor, worker,
driver, farmer, cook, nurse (2) Learn some other new words and a phrase:kid, glad, seat, have a seat, mother, father, parent, office 2. (1)Talk about jobs: ①—What does your mother do?—She is a teacher. ②—What do your parents do?—They are both office workers. (2)Talk about greetings and introductions: ①—Glad to meet you.—Glad to meet you, too. ②Maria, this is my mom. Ⅱ. Teaching aids 教具 名词卡片/人称代词卡片/图片/教学挂图/录音机/幻灯片/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟) 通过做游戏和师生问答等形式，复习上个话题的重点知识，并导入新课。 1. (问答游戏。复习Do you like …?句型及答语。) (1)把学生分成六人一组，每组准备七、八张名词卡片。 (2)第一个学生先抽一张卡片，其他学生一起问：Do you like …?让这位学生用Yes, I like it a little/a lot/very much.或No, I
don’t like it at all.来回答。 (3)小组内每个学生轮流问答一次后，游戏停止。 T: Boys and girls, let’s play a game: Ask and Guess. 2. (教师出示人称代词卡片，让学生以“接龙”形式用教师呈现的人称代词造句。) T: Nice work! Now please look at these cards. Please use these words to make sentences one by one. Example: T: me S: He often helps me. 1 T: they S: They are teachers. 2 T: she S: She is my friend. 3… (换成学生持卡片，教师造句子，导入新句型。) S: you 4 T: What do you do? (教师讲解。) Ss: We are students. (帮助学生回答。) T: (指着一个男/女生) What does he/she do? Ss: He/She is a student. (板书学习新句型，并要求学生掌握。) What does he/she do? He/She is a student. T: Do you want to know more jobs? Let’s come to the new lesson.(导入新课) Step 2 Presentation 第二步 呈现(时间:13分钟) 通过展示图片、师生问答和分角色表演等形式，初步呈现新单词及新句型。 1. (出示3a图片，教授关于职业的新单词。) T: Look at Picture 1. What does he do? Ss:He’s a driver. (教师帮助学生回答。) 14
(板书并要求掌握。) driver T: Look at Picture 2. What
does he do? Ss:He’s a farmer. (教师帮助学生回答。) (板书并要求掌握。) farmer (以同样的方式，出示图片，学习新单词cook, nurse, office, worker, doctor。并要求学生掌握。提醒学生注意an office worker。) 2. (让学生听3a录音，跟读，并注意语音语调。) T: Please listen to the tape and repeat. Pay attention to the pronunciation and intonation. 3. (学生两人一组，运用3a的图片，练习What does he/she do? He/She is a/an …句型，完成3a。) T: Please practice in pairs using the pictures in 3a. Then I’ll ask several pairs to act out in the front. 4. (师生问答，自然过渡到1a的教学。) T: Nice work! Boys and girls, we learnt so many jobs just now. Do you want to know Kangkang’s families and their jobs? Ss:Yes. T: Please follow Maria, Jane, Michael to Kangkang’s home. (呈现1a的教学挂图，向学生们介绍。) T: Look at this picture. This is Kangkang’s mother. The four kids are Maria, Jane, Michael and Kangkang. (板书并要求学生掌握。) mother, kid T: What does Kangkang’s mother say to the kids? Ss: Glad to meet