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初一上册英语教学教案
初一上册的英语教学，是初中英语入门的开始，教师教好这一册英语能极大的帮助初中生学习好初中英语，提升英语能力，下面就是初一英语上册的教案的参考范文，我们一起来学习怎么教好初一英语上册吧!
初一英语上册《Unit 4 Where's my backpack》教案[1]
教学内容：
本单元主要内容是谈论物品的所在位置，通过这一话题，训练学生的听、说、读、写四项基本技能，让学生通过询问物品的位置，学习一些物品的单词，及方位介词 on , in , under ,behind 等的用法;学习并掌握where句型的运用，使学生养成干净、整洁、合理摆放物品的好习惯。
教学目标：
1、 知识目标：
A、学会一些表示家具的名词以及学习用品的单词;
B、方位介词，如：in , on , under , behind的用法;
C、学会运用方位介词和where句型表述物品所在的位置。
2、 能力目标：
A、学会正确描述物品作在的位置;
B、学会询问自己或他人物品的具体位置;
C、能够合理地描述和设计房间。
3、 情感目标：
培养学生整齐地摆放自己物品的生活习惯。
教学难点、重点：
重点：A、方位介词in , on , under , behind的用法。
B、Where的特殊疑问句和Is this a/an .?一般疑问句的肯定和否定回答。
C、学习名词bed , dresser , bookcase ,backpack .
难点：A、能够正确运用方位介词描述物品作在的位置;
B、能够运用Where的问句找到物品位置。
课时安排：
第一课时Section A 1a-1c
第二课时Section A 2a-4
第三课时Section B 1-2b
第四课时Section B 3a-4 Self-check
Period One
教师：准备一个带有家具的房间的多媒体课件或挂图，搜集图片、卡片、一些学习用品的实物，以及闹钟、光盘、数学书和其他日常用品。
学生：彩笔
学生用品、大白纸、课本所涉及的单词的实物。
学步骤
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 . )
通过师生互动，激发学生思维，并用学过的句子导入新课。
利用多媒体课件创设情景，直观地呈现单词，使学生在语境中理解单词。
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 .
T:Now , please look at the screen , where is the ball in Picture 1 ?
S1:I think it’s in the box .
T:Where is the ball in Picture 2 ?
S2:It’s on the box .
T:Where is the ball in Picture 3 ?
S3:It’s behind the box .
T:Where is the ball in Picture 4 ?
S4:It’s under the box .
T:There are some pictures on the screen , please match the sentences and the pictures .
1: The cat is under the chair .
2: The cat is on the bed .
3: The cat is behind the door .
4: The cat is in the box .
5: The cat is next to the plant .
通过实物所在的位置直观地呈现乏味介词。
利用多媒体课件创设语言情景，准确呈现物品之间的位置关系，让学生在真实的情景中理解和掌握方位介词。
让学生把句子和图画匹配起来，巩固方位介词的用法。
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 .
T:This time , use the school things around you to practice the conversation .
T:Where’s the watch? (Hold up a watch in the hand.)
S1:It’s in your hand.
T: Where’s the bag? (Put a bag on the chair.)
S2:It’s on the chair.
(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.
T: Now, we will play a game , I have a new ruler, all the students close your eyes, and I hide it in our classroom.
Please guess, Where is it ? If your answer is right, it is yours.
Please ask like this Is it on the desk? Is it on the floor? Are you ready?
S1: Is it in the .
?
T: No,it isn’t.
S2: Is it under the…?
T:No, it isn’t.
S3: Is it behind the…?
T: Yes, it is.
Please find it out .
Here you are.
(Give the ruler to him.)
(Ask three or four students to come to the front to hide three or four new school things, others look for them. )
T:Who can come here to hide my new pen?
Ss: I can.
(After playing the game, some students who can find the school things will have them.)
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.
(Prepare
让学生用身边的学习用品操练句型，达到熟练运用where提问。
用学过的一般疑问句以游戏的方式操练本节课所学内容以增强趣味性。
利用屏幕上所给图片，描述Mary房间物品的位置，强化句型。
For five minutes.)
S1: Is the book on the desk?
S2:Yes, it is.
Is the backpack under the chair?
S3: No, it isn’t.
It’s… Where are the keys?
S4:They are…
Homework: Make a play.
There is a man.
His name is “forgetful”.
He always forgets somethings, and he always asks Where is / are my …?
Please make a short play and next class we will act it out.
Period Two
课前准备
教师:准备表格、一些学习用品和多媒体教学课件。
学生：表演短剧的道具、表格。
教学设计
Step One: Check the homework.
(运用所学句型表演短剧。)
(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.
(利用多媒体教学课件复习学过的单词，为下面的听力训练做铺垫。)
1.
Ask the students to spell the words in the picture in 2a.
T: First, look at the pictures on the screen.
What are these ?
S1: They are books.
T:What’s this?
S2: It’s a baseball.
T:What’s this?
S3: It’s a computer game.
T:Is this a backpack?
S4:Yes,it is.
T: Can you spell it?
S4: Yes, B-A-C-K-P-A-C-K,backpack.
(Review the other words in the same way.)
T:Now, listen to the recording and look at 2a.
Number the things from 1-6.
T:Check the answer.
(Students give the answer.
)
T:Now, listen again.
Let’s do 2b.
Find out Where are the things from 2a? Number the things in the pictures [1-6].
(通过听力训练检测学生对所学知识掌握的情况，培养学生听的能力。)
(Play the tape again and check the answer.)
T:Who can answer?
S1:The computer game is on the backpack.
S2:The books are …
S3:The pencil case is …
S4: The backpack is…
S5: The baseball is…
S6: The keys are …
Step Three: Practice the drills.
(根据听力材料中的句型，利用图片再次进行巩固练习。)
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.
(利用实物呈现语法。)
1.
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.
Make a survey.
(运用调查表来巩固句型。)
T: Make a survey about your classmates’ things using Where is/are…? And then fill in the chart.
Name Things
Ruler
Pencil case
Dictionary
Keys
Lucy
Tom
Tommy
Lily
2.
Make a conversation.
(看图操练句型。)
T: Who can put these sentences in order to make a conversation in 3a.
S1:We can.
Where’s the bag?
S2: I don’t know.
Is it on the dresser?
S1: No, it isn’t.
T:Prepare a new dialogue for three minutes just like this.
You can use your own things.
(Later, ask more pairs to practice their conversations as quickly as they can.)
初一英语上册《Unit 5 Do you have a soccer ball》教案[2]
Unit 5 Do you have a soccer ball ?
教学内容
在这一单元中，学生要学会就有关人与物之间所属关系进行问答的句子。本单元大量引入有关运动的名词，要求学生彼此询问有无此类物品，并做出相应的回答。 同时学习表示建议的句型Let’s运动的形容词。
本单元所选用的话题来自学生所喜欢的生活片段，在教学中生生交流、师生交流会更融洽，会促进师生彼此间的了解，成功的教学还会让部分学生养成良好的运动习惯和收藏习惯。
教学目标
1)语言知识：
A.
在询问对方是否有某物的对话中学会使用do和does引导的一般疑问句;
B.
学会使用描述性的形容词来评价事物;
C.
学会在对话中使用名词复数;
D.
学会用祈使句来向对方提出建议.
2) 语言技能:
A.
学会用祈使句询问某人是否有某物;
B.
学会向他人提出建议的句子.
3) 学习策略:
A.
通过与同学讨论,做出猜测;
B.
对所学的知识进行分类.
4) 情感态度:
A.
在本单元中,通过阅读有关运动的文章和对话,使学生更加热爱体育活动并培养一种适合自己的体育爱好;
B.
在小组活动中,培养学生团结协作精神.
教学重点、难点
重点:
A.
学会就有关人与物之间所属关系进行问答的句子;
B.
学习并掌握Let’s…句型.
难点:
A.
学会使用描述性形容词对事物做出评价,如difficult/relaxing/collection/television 等;
B.
学会使用第三人称单数的一般疑问句及回答做对话.
课时安排
第一课时Section A 1a-1c
第二课时Section A 2a-4
第三课时Section B 1a-2c
第四课时Section B 3a-4
Period One
课前准备
教师:准备表格、铅笔、格尺或橡皮。
学生：调查。
教学设计
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.
Model:
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.
S:…
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 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.
Names
Do you have…?
Balls you have
1
2
3
4
5
Structures:Do you have a …? Yes, I do.
/ No, I don’t.
What balls do you have?
I have a …
Example:
S1: Do you have a tennis racket, Tom?
S2: No, I don’t.
S1: What balls do you have?
S2: I have basketball and football.
S1: What about you?
S3: …
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.
Name
collection
Mother
father
Unit 5 Do you have a soccer ball ?
Period Two
课前准备
教师:设计表格，准备录音机及多媒体课件。
学生：准备卧室照片。
教学设计
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. )
S:…
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.
Model:
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.)
T:Let’s play football after class,OK?
S1:OK.
T:Let’s play ping-pong.
S2:OK.
T:We often use the drill “Let’s…” to make a suggestion.
If you want to do it,you may say “OK.
/ That sounds good.
/ All right …” If you don’t want to do it, you may say “No, I don’t have a …”
(The teacher writes the drill on the backboard. )
A:Let’s play…
B:No, I don’t have a …
A:Well, let’s play baseball.
B:That sounds good.
T:“That sounds good”means “That is a good idea or That would be fun”.
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.
S:…
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.
S:.
Step Five: Practice the structure: Let’s…
1.
Explaining.
T:Look at the three pictures in 3b and name the things in it.
S:…
T:What does the mark on the basketball in Picture One mean?
The mark means “don’t” or “no” and means “do it”.
T:Who read the conversation in pairs?
S:…
2.
Pairwork.
T:Make conversations with your partner according to the picture.
Sa:Let’s play baseball.
Sb:I don’t have a …
Sa:Well,let’s play…
Sb:…
初一英语上册《Unit 6 Do you like bananas》教案[3]
Unit 6 Do you like bananas?
教学内容
本单元的核心项目是“喜欢和不喜欢(like and dislike)”。围绕着这一中心项目，课文中设计了各种食物及水果的插图和不同形式的表格，让学生进行听、说、读、写等各种学习活动。通过本单元的教学，使学生学会询问对方与了解别人喜欢与不喜欢的食物，学业会谈论自己与他人早、中、晚餐喜爱吃的食物，为其今后能在交际中恰当地表达自己的情感、灵活运用已经学过的常用功能项目、进一步学习并掌握新的语言功能奠定了坚实的基础。
教学目标
⑴知识目标：
A、学会询问对方喜欢与不喜欢的食物;
B、学习并激情些食物的词汇;
C、学会谈论自己与他人早、中、晚餐喜爱吃的食物;
D、学会营养配。
⑵能力目标：
A、能准备表达喜欢和不喜欢的食物;
B、能根据具体情景对话，与他人沟通信息，合作完成任务;
C、通过听、说、读、写四项技能的训练，促进学生语言运用能力的提高。
⑶情感目标：
A、通过学习西文食品文化，促使学生了解西方生活方式与文化，培养跨文化交际的意识;
B、通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神;
C、通过任务型活动，使学生学会在实际生活中均衡饮食，合理配餐。
教学重点、难点
重点：
A动词like一般现在时的各种句式及一般疑问句的肯定、否定回答;
B关于各种食物的词汇;
C名词复数的使用。
难点：一般现在时中单数第三人称的变化形式。
课时安排
第一课时Section A la –lc
第二课时Section A 2a –4
第三课时Section B la –2c
第四课时Section B3a –4 Self-check
Period One
课前准备
教师：搜集关于食物的图片，多媒体教学课件，制作表格(见教学步骤)。
教学设计
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.
Ss: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.
Fruit
Food
Vegetable
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.
S1: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.
S2: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. )
Countble nouns
Uncountable nouns
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.
Tom
Kate
Li Lei
Apples
Bananas
(Then ask some students to report.)
S1:Five of the students like…, two of them like…
S2:…
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.
Homework.
Make a survey about your parent’s likes and dislikes using Do you like…?
Period Two
课前准备
教师：搜集关于食物的图片，制作表格(见教学步骤)。
学生：准备上一节课的调查表格，作好对话和调查的准备。
教学设计
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.
Ss:…
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.
T:Kate, do you like tomatoes?
S1:Yes, I do.
T:Do you like ice cream?
S1:No, I don’t.
(The teacher points at Kate and asks the class. )
T:Does Kate like tomatoes?
Ss:Yes, she does.
T:Does Kate like ice cream?
Ss:No,she doesn’t.
(The teacher goes on asking Kate using the chart. )
T:Does your best friend Sue like tomatoes?
S1:Yes, she does.
(Kate looks at her chart in her hand.)
T:Who is your best friend?
(The teacher points at Jane.)
S1:Sally is.
T:Does she like tomatoes?
S1:Sally is.
(The teacher points at Tony and Maria. )
T:Do your best friends like tomatoes?
S1:Yes, they do.
/No, they don’t.
(The teacher asks two more students to answer his/ her questions according to the chart in their hands.
Then the teacher writes down the drills “Does she/he like… ?Do they like…?” on the blackboard. )
T:Work in pairs and practice the drill “Does he/she…? Do they…?”according to the chart.
(Then the teacher asks some pairs of the students to practice one by one. )
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?
Sa: …
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.)
Parents
like
dislike
Mother
Father
(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.
Parents
like
dislike
Jim’s father
Jim’s mother
Kate’s father
Kate’s mother
(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.
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