單元教材分析
本單元的話題是“人與自我”下的“生活與學(xué)習(xí)”，歸屬于“多彩、安全、有意義的學(xué)校生活”這個主題。本單元內(nèi)容圍繞探索初中學(xué)校生活展開，主要包括：描述開學(xué)第一天不同國家人們的行為；介紹開學(xué)第一課；談?wù)撽P(guān)于初中學(xué)校生活的計(jì)劃；描述對初中生活的理解。旨在讓學(xué)生更好地適應(yīng)初中生活。
課時分解
第一課時 Starting ut&Reading
Teaching Objects 【教學(xué)目標(biāo)】
1.Discuss the custms f the first schl day in different cuntries.
2. Understand a famus saying abut learning.
3. Talk abut the first lessn in junir high.
Teaching Aids 【教學(xué)工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教學(xué)步驟】
★Step 1 Lead in【導(dǎo)入】
T: September 1st is the first day f schl in China. Mst schls have special activities t celebrate this day. What activities d the schls have?
Ss:Fr example, have the schl pening ceremny, have the flag-raising ceremny, watch the prgram The First Lessn prduced by CCTV, have sme welcme perfrmances.
Starting ut
Page 15，1
1.Ask the Ss t discuss the questin: What d peple d n the first day f schl in Russia/ Indnesia/ France/ the USA?
2.Shw the fur sentences n page 15 t the Ss and make sure they understand the meaning f these sentences.
3.Ask the Ss t guess and match the sentences with the cuntries.
4.Check the answers with the class.
Page 15，2
1.Ask the Ss t answer the questin: What is junir high schl life like?
2.Let the Ss list smething abut what junir high schl life is like.
3.Ask the Ss t cmplete the table.
Understanding ideas（1－4）
★Step 2 Pre-task【準(zhǔn)備任務(wù)】
Page 16，1
1.Shw the questinnaire t the Ss.
2.Ask the Ss t answer the fllwing questins.
①What was yur first lessn at junir high?
②What did yu d in that lessn?
③What d yu think is imprtant in learning the lessn?
3.Let the Ss cmplete the questinnaire.
Page 16，2
Ask the Ss t lk at the picture and the title, and then ask them t discuss the fllwing questins.
①What was the writer’s first lessn at junir high?
②What did the writer d in that lessn?
★Step 3 While-task【過程任務(wù)】
Page 16，2
1.Let the Ss read the passage and answer the questin: What did the writer d in his first lessn?
2.Ask sme students t say their answers.
3.Check the answers with the class.
Page 18，3
1.Ask the Ss t read the passage again and chse the main idea f the passage.
2.Check the right answer with the class.
3.Tell the way t summarize the main idea f a passage.
Page 18，4
1.Let the Ss cmplete the summary with the wrds and expressins frm the passage.
2.Ask sme students t say their answers.
3.Check the answers with the class.
★Step 4 Pst-task【后續(xù)任務(wù)】
Page 18，Think and share
1.Ask the Ss t think abut the fllwing questin.
What is the meaning f the sentence frm Cnfucius?
2.Give the Ss sme prmpts. Fr example, Wh did Cnfucius say the sentence
t? Why did he say it? What d yu think abut learning and thinking?
3.Chse sme Ss t share their answers.
4.Ask the Ss t think abut the fllwing questin:
D yu knw ther famus sayings abut learning?
5.Let sme students share their answers.
6.Make apprpriate supplements accrding t students’ share.
Fr example, thinking withut studying is useless;
Reading withut understanding is like chewing bark;
Skill cmes frm diligent practice, and neglect results cme frm idleness;
A jurney f a thusand miles begins with a single step.
★Step 5 Language pints 【語言要點(diǎn)】
1. mistake的用法
mistake 作名詞,意為“錯誤;失誤”。常用短語: make a mistake/mistakes犯錯
例如:Michael is gd at English,but smetimes he still makes mistakes.邁克爾擅長英語，但有時他還是會犯錯誤。
2.dry的用法
(1)作形容詞時的常見意思:
①意為“(地方或氣候)少雨的,干燥的”。例如:The weather is dry tday.今天的天氣很
干燥。
②意為“(因緊張、生病等)口干的,喉嚨干的”。例如:David’s muth was dry. He needed
t drink sme water.戴維口很干。他需要喝點(diǎn)水。
③意為“干的”。例如:Oh,yu are all wet. Let me find dry clthes fr yu.哦,你都濕透
了。我給你找些干衣服吧。
(2)作動詞,意為“(使)變干;弄干;擦干”。例如:
Dry yur hair nw. Dn’t get a cld.現(xiàn)在把你的頭發(fā)擦干。不要感冒了。
3. put up的用法
(1)舉起
Put up yur hand if yu knw the answer.知道答案的舉手。
(2)建造;搭建
They wanted t put up an ffice building in that area.他們想在那個區(qū)域建一棟辦公樓。
(3)張貼
Tm put up a picture n the wall.湯姆在墻上張貼了一張畫。
4.It’s +adj. +t d sth.句型
It’s+adj.+t d sth.表示“做某事是……”。其中it為形式主語,后面的動詞不定式是句
子的真正主語。例如:
It’s imprtant t prtect the envirnment.保護(hù)環(huán)境很重要。
【拓展】“It is+adj. f sb. t d sth. ”和“It is+adj. fr sb. t d sth.”這兩個句型在英語中用于描述某人做某事的性質(zhì)。當(dāng)使用“f ”時,形容詞用來描述人的品質(zhì)或性格;當(dāng)使用
“fr”時,形容詞用來描述做這件事的結(jié)果或影響。例如:
It’s kind f yu t help me.你幫我真是太好了。(kind 用來修飾 yu 的品質(zhì))
It’s imprtant fr us t study English.對我們來說,學(xué)習(xí)英語很重要。(imprtant 用來表述t study English 的重要性)
5. remember的用法
remember ding sth.表示“記得做過某事(已做)”,remember t d sth.“表示記得去做某事(未做)”。例如:
Remember t buy sme bread when yu g back hme.回家的時候記得買些面包。
I remember turning ff the lights when I left the classrm.我記得我離開教室時關(guān)了燈。
6. chse 的用法
作動詞,意為“選擇;挑選”。常見用法:
chse sth.(frm..)(從……中)挑選某物。例如:
Emma wants t chse a strybk frm her bkcase.?，斚霃乃臅窭锾暨x一本故事書。
chse t d sth.選擇做某事。例如:
I chse t g fishing with my grandpa.我選擇和爺爺一起去釣魚。
★Step 6 Summary 【課堂小結(jié)】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 7 Hmewrk【家庭作業(yè)】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教學(xué)反思】
First f all, interactins between teachers and students stimulate students’ interests in discussing the tpic f this lessn. Then, thrugh the reading training, students' reading ability is cultivated. This cmbinatin f teaching and practising fully mbilizes the enthusiasm f students t participate in the class, and als helps students master knwledge pints firmly.
第二課時 Grammar
Teaching Objects 【教學(xué)目標(biāo)】
1.Master the usage f prnuns.
2.Cmplete the exercises related t prnuns.
3. Use prnuns t talk abut the first lessn.
Teaching Aids 【教學(xué)工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教學(xué)步驟】
★Step 1 Lead in【情景導(dǎo)入】
1. Ask the Ss t make fllwing sentences shrter and simpler.
Tm fell ff his bike. Tm hurt his knees.
Lisa lves the beach. Lisa likes t play n the sand.
The jar was clsed tightly. The jar wuldn’t pen.
My sister and I baked cupcakes. My sister and I used all the frsting.
The girls are swimming in the pl. The girls are having s much fun.
2.Shw the answers as fllws.
Tm fell ff his bike. He hurt his knees.
Lisa lves the beach. She likes t play n the sand.
The jar was clsed tightly. It wuldn’t pen.
My sister and I baked cupcakes. We used all the sugar.
The girls are swimming in the pl. They are having s much fun.
3.Tell the Ss the prnuns as fllws.
he, she, it, we, they都是人稱代詞, 指代人、動物或事物, 如表示“我”、“你”、“他”“她”、“它”、“我們”、“你們”、“他/她/它們”。
Understanding ideas（5—8）
★Step 2 Pre-task【過程任務(wù)】
Page 19, 5
1.Shw the sentences frm the reading passage n page 19 t the Ss.
2.Let the Ss read the sentences and summarise the grammar rules.
★Step 3 Grammar fcus learning【語法學(xué)習(xí)】
★Step 4 While-task【過程任務(wù)】
Page 19，5
1.Ask the Ss t find mre sentences with this grammar in the reading passage.
2.Shw the sentences with prnuns as fllws.
Questins jumped int my mind.
I put up my hand.
Page 19，6
1.Ask the Ss t circle the crrect wrds.
2.Check the answers with the class.
Page 19，7
1.Ask the Ss t cmplete the diary with the crrect prnuns.
2.Check the answers with the class.
★Step 5 Pst-task【后續(xù)任務(wù)】
Page 20，8
1.Ask the Ss t wrk in pairs and talk abut the first lessn.
2.Shw the thinking map n the bk and ask them t use the wrds and expressins frm the reading passage and the useful expressins t help them t rganise their ideas.
Useful expressins:
My first lessn at junir high was...
It's imprtant t...
Mr / Ms... was ur... teacher.
That's really a(n)... lessn!
Mr / Ms... tld us...
3.Chse sme Ss t share their answers.
★Step 6 Summary 【課堂小結(jié)】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 7 Hmewrk【家庭作業(yè)】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教學(xué)反思】
We always learn grammar when we have enugh language materials t supprt. Students can practise grammar by using what they have learned. After they learn the main structure in the grammar fcus frame, the students shuld practise in different activities. And we’d better give them sme written wrk after speaking and reading.
第三課時 Listening and Speaking
Teaching Objects 【教學(xué)目標(biāo)】
1.Learn t describe prblems and give prper advice.
2.Prnunce /ɑ?/, /?/, /e/ crrectly and remember the letters and letter cmbinatins that represent them.
3. Talk abut what yu have learnt abut making plans at junir high.
Teaching Aids 【教學(xué)工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教學(xué)步驟】
★Step 1 Lead in【情景導(dǎo)入】
1.Shw the picture n page 21 t the Ss, and then ask them t answer the fllwing questins.
(1)What d yu think they are ding?
(2)Where may it happen?
2.Let the Ss say the answers.
3.Lead t the Students’ Unin.
★Step 2 Pre-task【準(zhǔn)備任務(wù)】
Intrduce Students’ Unin t the Ss.
The Students’ Unin supprts students at schl. They hld all kinds f activities, such as cultural festivals and sprts meets. They als help students with their prblems.
★Step 3 While-task【過程任務(wù)】
Page 21，1
1.Ask the Ss t listen t the radi and chse the main idea.
2.Check the answers with the class.
Phnetics in use
1.Let the Ss read the wrds n page 21 freely, and then ask them t pay attentin t the bld letters and find the similarities f prnunciatin in each clumn.
2.Play the recrding and ask the Ss t repeat them.
3.Tell the prnunciatin f /ɑ?/, /?/ and /e/.
4.Have the Ss read the wrds tgether.
5.If pssible, prvide mre target language materials fr the Ss t practise.
Page 22，2
1.Shw the pster t the Ss, then ask them t guess what may be filled in the blanks;
2.Ask the Ss t listen again and cmplete the pster.
3.Let sme students say the answers.
4.Check the answers with the class.
Page 23，3
1.Shw the table t the Ss, and ask them t guess what may be filled in the blanks;
2.Ask the Ss t listen t the cnversatin and cmplete the table.
2.Let sme students say their answers.
3.Check the answers with the class.
Page 23，3
1.Ask the Ss t listen again and talk abut hw Zhang Wen describes his prblems.
2.Tell the Ss the way t describe the prblem. Fr example, we can first state ur prblem, and then we can prvide mre details.
★Step 4 Pst-task【后續(xù)任務(wù)】
Page 23，4
1.Ask the Ss t wrk in pairs and chse a prblem in planning their studies and give advice.
2.Shw a sample t the Ss.
3.Let the Ss talk abut what they have learnt abut making gd plans at junir high in this sectin.
★Step 5 Summary 【課堂小結(jié)】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 6 Hmewrk【家庭作業(yè)】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教學(xué)反思】
In this perid, we shuld ask the students t grasp the key wrds t cmplete the listening tasks. In additin, we shuld encurage them t make gd plans at junir high using the target languages.
第四課時 Reading fr writing
Teaching Objects 【教學(xué)目標(biāo)】
1.Figure ut the structure and cntents f the letter.
2.Knw the symblic meanings f “a pl” “a river” “the sea” and “strms”;
3.Write Mia’s reply t her parents.
Teaching Aids 【教學(xué)工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教學(xué)步驟】
★Step 1 Lead in【情景導(dǎo)入】
Ask the Ss t wrk in pairs and discuss the questin：What are the differences between yur junir high schls and primary schls?
★Step 2 Pre-task【準(zhǔn)備任務(wù)】
Page 24，1
1.Ask the Ss t lk at the wrd and expressins and lk up their meanings
in a dictinary.
2.Let sme Ss say their answers.
3.Check the right answers with the class.
Page 24，2
1.Let the Ss lk at the picture and the title and answer the fllwing questins:
①What are they ding?
②What is the relatinship between them?
③What may the passage talk abut?
2.Ask sme Ss t say their answers.
★Step 3 While-task【過程任務(wù)】
Page 24，2
1.Ask the Ss t read the passage and find ut the meaning f the title.
2.Let sme Ss say the meaning f the title.
3.Check the answers with the class.
Page 26，3
1.Shw the thinking map t the Ss.
2.Ask the Ss t cmplete the thinking map with the wrds and expressins frm the passage.
3.Let sme students say their answers.
4.Check the answers with the class.
Page 26，4
1.Ask the Ss t read the passage again and answer the fllwing questins.
①What d “a pl”, “a river”and “the sea”stand fr?
②What d yu think Mia’s parents did t prtect her bat frm winds?
③What d yu think the “strms” are?
2.Let sme students say their answers.
3.Check the answers with the class.
★Step 4 Pst-task【后續(xù)任務(wù)】
Page 26，Think and share
1.Ask the Ss t think and share their answers t the fllwing questins.
①D yu agree with the descriptin f primary schl and junir high in the
letter? Why r why nt?
②Did yur parents give yu any advice abut life at junir high? What was it?
2.Give the Ss sme prmpts.Fr example, hw will yu describe yur primary schl? Hw will yu describe yur junir high? Are yur descriptins similar t thse in the letter?
3.Ask the Ss t share their answers.
Page 27，5
1.Ask the Ss t write Mia’s reply t her parents.
2.Shw the structure f the reply t the Ss.
3.Let the Ss write their replys with the help f the chart.
4.Ask the Ss t check if their replys meet the requirements .
5.Let sme Ss share their replys with the class.
★Step 5 Language pints 【語言要點(diǎn)】
1.take 表示“花費(fèi)”的用法
固定搭配:It takes (sb.)+時間 +t d sth.做某事花費(fèi)(某人)多長時間。其
中“it”作為形式主語,真正的主語是“t d sth.”。例如:It tk me 3 hurs t water the plants.我花了3個小時來給植物澆水。
2.辨析 fr example與such as
Nise,fr example,is als a kind f pllutin.例如,噪音也是一種污染。
3. advice 的用法
advice 為不可數(shù)名詞。當(dāng)表示一條建議時，可用“a/ne＋pieces f advice”來表示。當(dāng)表示兩條及兩條以上的建議時,可用“數(shù)詞＋pieces f advice”來表示。
【拓展】advice 短語小結(jié)
a piece f advice一條建議/一個忠告
ask (sb.) fr advice (n/abut sth.) (向某人)征求(關(guān)于……的)建議
give sb. advice n sth.就某事給某人提建議
take/fllw ne’s advice聽從某人的勸告/建議
4. prtect 的用法
作動詞，意為“保護(hù);保衛(wèi)”,后跟名詞或代詞作賓語。常見用法:prtect sb./sth.frm/
against.意為“保護(hù)某人/某物免受……(的傷害)”。例如:
We shuld prtect the animals frm danger.我們應(yīng)該保護(hù)動物免遭危害。
5. hpe 的用法
(1)作動詞,意為“希望;期望”。常見用法:
hpe t d sth.“希望做某事”。例如:We hpe t win the basketball match.我們希望
贏得這場籃球賽。
hpe ＋that 從句。例如:My parents hpe that I can make my dream cme true.我父
母希望我能實(shí)現(xiàn)我的夢想。
(2)用作名詞,表示“希望”,不可數(shù)。例如:Dn’t give up hpe.不要放棄希望。
【拓展】hpe 和 wish 的區(qū)別
wish 表示良好的“祝愿”,后面可接賓語和賓補(bǔ)(形容詞或名詞),hpe 則不能這樣用。例如:Wish yu happiness.祝你幸福。
兩者都可以跟(that)從句,hpe 表示有可能實(shí)現(xiàn)的愿望，wish 則表示難以實(shí)現(xiàn)或不太可能實(shí)現(xiàn)的愿望。
★Step 6 Summary 【課堂小結(jié)】
Ask the Ss t use the students' self-assessment frm t check what they have learned in this lessn.
★Step 7 Hmewrk【家庭作業(yè)】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教學(xué)反思】
In this perid, we shuld nt nly analyse the structure and cntent f the letter but als appreciate the language f it.
第五課時 Presenting ideas&Reflectin
Teaching Objects 【教學(xué)目標(biāo)】
1.Make a pster abut yur first week at junir high.
2.Talk abut what yu have learned abut junir high schl life.
Teaching Aids 【教學(xué)工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教學(xué)步驟】
★Step 1 Lead in【情景導(dǎo)入】
Tday we are ging t make a pster abut ur first week at junir high. Nw it’s yur turn t share yur interesting stries abut yur junir high schl.
★Step 2 Pre-task【準(zhǔn)備任務(wù)】
1.Ask the Ss t wrk in grups t talk abut their first week at junir high. And ask the Ss t think abut the things belw.
studies/activities/prblems/feelings
2.Let the Ss take a grup vte t decide what t put in their psters.
★Step 3 While-task【過程任務(wù)】
1.Ask the Ss t rganise their ideas with the help f the utline n page 28 and make their psters.
2.Tell the Ss t use the language tips n page 28 r find useful expressins r sentences frm this unit.
3.Ask sme Ss t practise and present their psters t the class.
★Step 4 Pst-task【后續(xù)任務(wù)】
Page 29，1-3
1.Ask the Ss t vte n the best three psters and the best three presentatins.
2.Ask the Ss t talk abut what they have understd n the junir high schl life using the fllwing mind map.
Ask the Ss t check whether they have achieved their learning gals.
Let the Ss write dwn what they still need t imprve.

★Step 5 Summary 【課堂小結(jié)】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 6 Hmewrk【家庭作業(yè)】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教學(xué)反思】
In this perid, we shuld ask the students t make a pster abut the first week at junir high and encurage them t share their experiences and feelings freely.
【Language Abilities】
1.Use wrds and expressins in the unit t talk abut yur schl life.
2.Use prnuns t talk abut yur first lessn.
3.Describe yur understanding f junir high.
【Culture Awareness】
Knw the differences that junir high schl students d n the first day f schl between China and ther cuntries.
【Quality f Thinking】
1.Make predictins accrding t the pictures.
2.Summary the key infrmatin f the passage.
【Learning Abilities】
1.Actively participate in class activities.
2.Be able t actively cperate with thers in
learning activities and cmplete learning tasks.
【Class Hur Divisin】
Five perids
第一課時
Starting ut&Reading
第二課時
Grammar
第三課時
Listening and Speaking
第四課時
Reading fr writing
第五課時
Presenting ideas&Reflectin
I can discuss the custms f the first schl day in different cuntries.
I can understand a famus saying abut learning.
I can talk abut yur first lessn at junir high.
人稱
Cheng 稱稱
類別
人稱代詞
物主代詞
主格
賓格
形容詞性
名詞性
第一
人稱
單數(shù)
I我
me我
my我的
mine我的
復(fù)數(shù)
we我們
us我們
ur我們的
urs我們的
第二
人稱
單數(shù)
yu你/您
yu你/您
yur你/您的
yurs你/您的
復(fù)數(shù)
yu你們
yu你們
yur你們的
yurs你們的
第三
人稱
單數(shù)
he他
him他
his他的
his他的
she她
her她
her她的
hers她的
it它
it它
its它的
its它的
復(fù)數(shù)
they
他/她/它們
them
他/她/它們
their
他/她/它們的
theirs
他/她/它們的
I can master the usage f prnuns.
I can cmplete the exercises related t prnuns.
I can use prnuns t talk abut my first lessn.
I can describe prblems and give prper advice.
I can prnunce /ɑ?/, /?/, /e/ crrectly and remember the letters and letter cmbinatins that represent them.
I can talk abut what I have learnt abut making plans at junir high in this sectin.
fr example
意為“比如,例如”,用來舉例說明,一般只列舉同類人或物中的一個，往往用逗號與句中其他成分隔開。通常用作插人語,可位于句首、句中或句末。
such as
意為“比如,例如”,用來列舉同類人或物中的幾個,常用在被列舉的人或事物與前面的名詞之間,其后一般不用逗號。
I can figure ut the structure and cntents f the letter.
I have knwn the symblic meanings f “a pl” “a river” “the sea” and “strms” .
I can write Mia’s reply t her parents.
I can make a pster abut my first week at junir high.
I can talk abut what I have learned abut junir high schl life.

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