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初一上冊英語教學教案
初一上冊的英語教學，是初中英語入門的開始，教師教好這一冊英語能極大的幫助初中生學習好初中英語，提升英語能力，下面就是初一英語上冊的教案的參考范文，我們一起來學習怎么教好初一英語上冊吧!
初一英語上冊《Unit 4 Where's my backpack》教案[1]
教學內容：
本單元主要內容是談論物品的所在位置，通過這一話題，訓練學生的聽、說、讀、寫四項基本技能，讓學生通過詢問物品的位置，學習一些物品的單詞，及方位介詞 on , in , under ,behind 等的用法;學習并掌握where句型的運用，使學生養成干凈、整潔、合理擺放物品的好習慣。
教學目標：
1、 知識目標：
A、學會一些表示家具的名詞以及學習用品的單詞;
B、方位介詞，如：in , on , under , behind的用法;
C、學會運用方位介詞和where句型表述物品所在的位置。
2、 能力目標：
A、學會正確描述物品作在的位置;
B、學會詢問自己或他人物品的具體位置;
C、能夠合理地描述和設計房間。
3、 情感目標：
培養學生整齊地擺放自己物品的生活習慣。
教學難點、重點：
重點：A、方位介詞in , on , under , behind的用法。
B、Where的特殊疑問句和Is this a/an .?一般疑問句的肯定和否定回答。
C、學習名詞bed , dresser , bookcase ,backpack .
難點：A、能夠正確運用方位介詞描述物品作在的位置;
B、能夠運用Where的問句找到物品位置。
課時安排：
第一課時Section A 1a-1c
第二課時Section A 2a-4
第三課時Section B 1-2b
第四課時Section B 3a-4 Self-check
Period One
教師：準備一個帶有家具的房間的多媒體課件或掛圖，搜集圖片、卡片、一些學習用品的實物，以及鬧鐘、光盤、數學書和其他日常用品。
學生：彩筆
學生用品、大白紙、課本所涉及的單詞的實物。
學步驟
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 . )
通過師生互動，激發學生思維，并用學過的句子導入新課。
利用多媒體課件創設情景，直觀地呈現單詞，使學生在語境中理解單詞。
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 .
通過實物所在的位置直觀地呈現乏味介詞。
利用多媒體課件創設語言情景，準確呈現物品之間的位置關系，讓學生在真實的情景中理解和掌握方位介詞。
讓學生把句子和圖畫匹配起來，鞏固方位介詞的用法。
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
讓學生用身邊的學習用品操練句型，達到熟練運用where提問。
用學過的一般疑問句以游戲的方式操練本節課所學內容以增強趣味性。
利用屏幕上所給圖片，描述Mary房間物品的位置，強化句型。
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
課前準備
教師:準備表格、一些學習用品和多媒體教學課件。
學生：表演短劇的道具、表格。
教學設計
Step One: Check the homework.
(運用所學句型表演短劇。)
(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.
(利用多媒體教學課件復習學過的單詞，為下面的聽力訓練做鋪墊。)
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].
(通過聽力訓練檢測學生對所學知識掌握的情況，培養學生聽的能力。)
(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.
(根據聽力材料中的句型，利用圖片再次進行鞏固練習。)
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.
(利用實物呈現語法。)
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.
(運用調查表來鞏固句型。)
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.
(看圖操練句型。)
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.)
初一英語上冊《Unit 5 Do you have a soccer ball》教案[2]
Unit 5 Do you have a soccer ball ?
教學內容
在這一單元中，學生要學會就有關人與物之間所屬關系進行問答的句子。本單元大量引入有關運動的名詞，要求學生彼此詢問有無此類物品，并做出相應的回答。 同時學習表示建議的句型Let’s運動的形容詞。
本單元所選用的話題來自學生所喜歡的生活片段，在教學中生生交流、師生交流會更融洽，會促進師生彼此間的了解，成功的教學還會讓部分學生養成良好的運動習慣和收藏習慣。
教學目標
1)語言知識：
A.
在詢問對方是否有某物的對話中學會使用do和does引導的一般疑問句;
B.
學會使用描述性的形容詞來評價事物;
C.
學會在對話中使用名詞復數;
D.
學會用祈使句來向對方提出建議.
2) 語言技能:
A.
學會用祈使句詢問某人是否有某物;
B.
學會向他人提出建議的句子.
3) 學習策略:
A.
通過與同學討論,做出猜測;
B.
對所學的知識進行分類.
4) 情感態度:
A.
在本單元中,通過閱讀有關運動的文章和對話,使學生更加熱愛體育活動并培養一種適合自己的體育愛好;
B.
在小組活動中,培養學生團結協作精神.
教學重點、難點
重點:
A.
學會就有關人與物之間所屬關系進行問答的句子;
B.
學習并掌握Let’s…句型.
難點:
A.
學會使用描述性形容詞對事物做出評價,如difficult/relaxing/collection/television 等;
B.
學會使用第三人稱單數的一般疑問句及回答做對話.
課時安排
第一課時Section A 1a-1c
第二課時Section A 2a-4
第三課時Section B 1a-2c
第四課時Section B 3a-4
Period One
課前準備
教師:準備表格、鉛筆、格尺或橡皮。
學生：調查。
教學設計
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
課前準備
教師:設計表格，準備錄音機及多媒體課件。
學生：準備臥室照片。
教學設計
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:…
初一英語上冊《Unit 6 Do you like bananas》教案[3]
Unit 6 Do you like bananas?
教學內容
本單元的核心項目是“喜歡和不喜歡(like and dislike)”。圍繞著這一中心項目，課文中設計了各種食物及水果的插圖和不同形式的表格，讓學生進行聽、說、讀、寫等各種學習活動。通過本單元的教學，使學生學會詢問對方與了解別人喜歡與不喜歡的食物，學業會談論自己與他人早、中、晚餐喜愛吃的食物，為其今后能在交際中恰當地表達自己的情感、靈活運用已經學過的常用功能項目、進一步學習并掌握新的語言功能奠定了堅實的基礎。
教學目標
⑴知識目標：
A、學會詢問對方喜歡與不喜歡的食物;
B、學習并激情些食物的詞匯;
C、學會談論自己與他人早、中、晚餐喜愛吃的食物;
D、學會營養配。
⑵能力目標：
A、能準備表達喜歡和不喜歡的食物;
B、能根據具體情景對話，與他人溝通信息，合作完成任務;
C、通過聽、說、讀、寫四項技能的訓練，促進學生語言運用能力的提高。
⑶情感目標：
A、通過學習西文食品文化，促使學生了解西方生活方式與文化，培養跨文化交際的意識;
B、通過開展小組活動，指導學生積極與他人合作，培養他們的合作精神;
C、通過任務型活動，使學生學會在實際生活中均衡飲食，合理配餐。
教學重點、難點
重點：
A動詞like一般現在時的各種句式及一般疑問句的肯定、否定回答;
B關于各種食物的詞匯;
C名詞復數的使用。
難點：一般現在時中單數第三人稱的變化形式。
課時安排
第一課時Section A la –lc
第二課時Section A 2a –4
第三課時Section B la –2c
第四課時Section B3a –4 Self-check
Period One
課前準備
教師：搜集關于食物的圖片，多媒體教學課件，制作表格(見教學步驟)。
教學設計
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”喜歡”.
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
課前準備
教師：搜集關于食物的圖片，制作表格(見教學步驟)。
學生：準備上一節課的調查表格，作好對話和調查的準備。
教學設計
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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