Starter Unit2教案
新人教版七年级英语上册starter Unit 2教案
新人教版七年级英语上册starter Unit2教案本教案旨在为学生构建一个自主、体验、探究、合作、交往的研究平台，采用以合作小组为课堂活动的基本单位，自始至终采用任务型教学模式，围绕着研究“What’s this in English?”某物用英语怎么说这个特定话题，设计出可操作性强的活动。
通过多媒体展示与同学们日常生活用品相关的图片，并举行猜单词竞赛，激发学生的研究冲动和参与热情，提供给学生亲身体验的机会，引发他们对研究英语的浓浓兴趣。
本单元的重点句型是“What’s this in English?”，前三课时的教学重点是掌握字母Ii—Rr和日常用品map。
orange。
jacket。
key。
quilt。
pen。
ruler。
在教学实际中应考虑学生对“新目标”教材的不适应，让他们充分体会到其优越性。
教学活动和任务设计力求满足不同层次的学生以不同方式参与课堂的需求，按照过程教学法理论：前一个任务为后一个做铺垫，一步一步引导学生完成终极任务，形成性评价。
在合作中研究，在竞赛中体验成功的快乐，并与合作伙伴一同完成任务，课堂活动在活泼、有趣、开放有序、有效的氛围中进行，学生在教师的指导下活跃思维、拓展视野、展现个性、交流合作，获得了成就感和自信心。
用品的英文名称。
任务5:练句型“What’s this in English?”并掌握常用回答语。
在本单元教学中，采用了任务型教学法和过程教学法。
通过任务的设置，让学生在完成过程中逐步掌握所学内容。
在任务1中，教师完成字母教学Ii—Rr，并通过确认物体的形式让学生巩固所学内容。
在任务2中，通过猜物品游戏和小组活动，学生能够更好地认识日常用品的英文名称。
任务3和任务4分别让学生熟悉字母拼写的规律和注意事项，并通过拼写单词进一步巩固所学内容。
在任务5中，学生练句型“What’s this in English?”并掌握常用回答语。
通过这些任务，学生能够逐步掌握本单元的重点内容。
七年级上册英语Starter Unit 2 教案
新人教版七年级上册英语导学案学生学案教师导案Starter Unit 2 What’s this in English?第一课时（section A1a—1c）一．学习目标:（1）知识与技能: 1.复习巩固字母Aa—Hh 。
2.复习打招呼的用语、朋友见面的问候语和应答。
3.七个表示物体的单词的熟练掌握。
4.确认物体的句型：What is this in English?（2）过程与方法:通过听、读、说等活动培养良好的听和口头表达的能力；通过独学、对学、小组合作，学会正确读写本课新学表示物体的单词及目标句型。
（3）情感态度价值观:培养乐于助人的精神。
二、学习重点、难点1.七个表示物体的单词map、ruler、pen、orange、key、jacket、quilt的熟练掌握。
2.确认物体的句型：What is this in English?It's/ a /an/ map/ orange/ jacket/ key/ pen /ruler /quilt.3. 区分a和an的用法。
三．学法指导：预习中自主学习的方法，课堂上积极参与小组讨论、合作、探究的方法。
四．学具准备：录音机、磁带、课本，导学案五．学习过程：回顾反馈预习提纲1.按照字母顺序正确默写上单元学过的八个字母的大小写。
2.小组合作用英语完成对话。
熟识朋友见面的问候语和应答。
——Hello, Frank!——Hi, Cindy! How are you?——I'm fine/OK, thanks.明确目标学生自读目标完成预习部分自主学习合作探究一天见面打招呼的用语。
---Good morning, Helen! --- , Bob!---Good , Eric! ---Good afternoon, Grace!---Good evening, Helen! ---- , Dale!---Hi, Alice! ---Hi, Cindy!---Hello, Fra nk! ---Hello, Dale!展示提炼拓展延伸1.看图认一认1a中认识的字母，并把它写下来。
Starter Unit 2 教案
S t a r t e r U n i t 2What'sthisinEnglish?一、单元教材分析本单元要求学生掌握英文字母Ii—Rr，能认读其印刷体和手写体字母的大小写等四种形式。
书写(大写和小写，笔顺，笔画)基本合乎要求。
注意总结元音字母a、e、i和o的发音规则。
本单元围绕“认物”这一话题开展听、说、读、的学习活动，学习一些简单的事物的英文词汇，并能用所学的句型去熟悉周围的一些事物的名称。
让学生们学会在生活中如何确认事物。
通过辨认事物，学生们学习一些词汇，并巩固所学的句型。
二、单元学情分析本单元围绕“认物”这一话题开展听、说、读、写的学习活动。
通过所学的句型—What'sthisinEnglish?—It'sa…—What'sthatinEnglish?—It'sa…”去熟悉周围的一些事物的名称。
此外，通过学习让学生们明白this和that均指代单数的事物，this指代离说话者较近的事物，that指代离说话者较远的事物，it指代上文出现的事物，也可指代上文出现的this或that。
用英语确认周围常见事物比较适合初学者的实际情况，难度不大，易调动学生们的学习兴趣。
三、单元教学建议在本单元的教学中可采用的学习策略有：兴趣活动教学策略，多采用做游戏和猜谜等形式；任务型教学策略，在教学中应突出语言的应用性原则，把听说、讨论、表演、游戏贯穿于教学，使课堂形式多样化，充分发挥学生的主动性。
采用自主学习、小组合作学习、Roleplaying、pairwork等方法开展听、说、读、写的学习活动。
四、单元课时分配本单元可用2课时完成教学任务：(1a-2e)用1课时(3a-4d)用1课时(1a-2d)一、教学目标：1.语言知识目标：1)能掌握以下词汇：字母Ii~Rr,what,is,what's,this,in,English,inEnglish,that,map,cup,ruler,pen,ora nge,jacket,key,quilt,it,a(n)2)能掌握以下句型：①—What'sthisinEnglish?—It'sanorange.②—What'sthatinEnglish?—It'samap?3)能运用所学的句型询问确认周围的事物，并学会事物的英语名称。
初中英语七年级 Starter Unit 2 教案
Starter Unit 2What's this in English?一、单元教材分析本单元要求学生掌握英文字母Ii—Rr，能认读其印刷体和手写体字母的大小写等四种形式。
书写(大写和小写，笔顺，笔画)基本合乎要求。
注意总结元音字母a 、e、i和o的发音规则。
本单元围绕“认物”这一话题开展听、说、读、的学习活动，学习一些简单的事物的英文词汇，并能用所学的句型去熟悉周围的一些事物的名称。
让学生们学会在生活中如何确认事物。
通过辨认事物，学生们学习一些词汇，并巩固所学的句型。
二、单元学情分析本单元围绕“认物”这一话题开展听、说、读、写的学习活动。
通过所学的句型—What's this in English? —It's a…—What's that in English? —It's a…”去熟悉周围的一些事物的名称。
此外，通过学习让学生们明白this和that均指代单数的事物，this指代离说话者较近的事物，that指代离说话者较远的事物，it指代上文出现的事物，也可指代上文出现的this或that。
用英语确认周围常见事物比较适合初学者的实际情况，难度不大，易调动学生们的学习兴趣。
三、单元教学建议在本单元的教学中可采用的学习策略有：兴趣活动教学策略，多采用做游戏和猜谜等形式；任务型教学策略，在教学中应突出语言的应用性原则，把听说、讨论、表演、游戏贯穿于教学，使课堂形式多样化，充分发挥学生的主动性。
采用自主学习、小组合作学习、Role playing、pair work等方法开展听、说、读、写的学习活动。
四、单元课时分配本单元可用2课时完成教学任务：(1a-2e) 用1课时(3a-4d) 用1课时(1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下词汇：字母Ii ~ Rr, what, is, what's, this, in, English, in English, that, map,cup, ruler, pen, orange, jacket, key, quilt, it, a(n)2) 能掌握以下句型：①—What's this in English? —It's an orange.②—What's that in English? —It's a map?3) 能运用所学的句型询问确认周围的事物，并学会事物的英语名称。
牛津初中英语Starter U2全英文精品教案
牛津初中英语Starter U2全英文精品教案чnit 2The First Lesson[Teaching content]Unit 2 welcome and listening[Teaching aims and demands]Knowledge aims: 1. Learn the new words2. Identify different family members and make introduction to classmatesAbility aims:1. Communicative ability, teach students to greet suitably and to introduce one鈥檚friends or family members.2. Cooperative ability, direct students to do lots of oral practice of greeting and introduction.[Teaching difficulties and importance]1. The spelling of some words, such as, twin, grandmother, mother, photo, aunt, uncle, cousin, policeman, and job.2. The concept of personal pronoun 鈥渟he, he, it鈥?and possessive pronoun 鈥渕y鈥?are the most difficult in this period for Ss to understand.3. How to explain the names of some family members, such as grandfather, grandmother, father, mother, uncle, cousin, aunt, in English and in their own words.[Teaching tools] Projector and Students鈥?book[Teaching procedure]Pre-teaching1.Teach the new wordsAsk the students to read all of the new words by themselves before teaching, so that the teacher can correct their mistakes in phonetics.2. Ask all students to read all of the new words before learning the text.3. As for the spelling of the new words, there are some in which students always have difficulty, such as, twin, grandmother, mother, photo, uncle, cousin, policeman, and job, , especially cousin, about which even after a few units鈥?learning, some Ss will forget all. It is both hard in pronouncing and spelling. So the dictation of 鈥渃ousin鈥?is needed for several times, and the teacher has to use 鈥渃ousin鈥?often as well, so that Ss can remember it through use.Step 1 Presentation1. Have a casual chat with students, including these questions:Do you have a family? Is your family a big family or a small one?How many people are there in your family ? Who are they?So that the teacher can lead to the subject of this unit.2. Teach students t the similar word: my family = my family membersStep 2 Welcome to the unit1. Have a small talk with Ss, with common and easy greetings ways which they learned in Unit2. Ask them to read the dialogues on P12 twice to grasp the meaning of it.3. Ask some question about the dialogue, for example, Who is Peter ? Who is Lily? Who is Nick? Who is Sally? Who is Mimi? Who is Spotty?Whose pet is Mimi? Whose pet is Spotty?4. Guide students to replace all of the names in the dialogues with those of their classmates and use some similar words and similar sentences to make another dialogue of their own.For example, Good morning = Morning, She is my cat = It is my cat.5. Pair work and give students chances to show their own dialogues.Step 3 Listening1. Pre-listening.Ask students to read the four words of Part A by themselves just once. And then make them explain 鈥済randfather, grandmother, father, mother, uncle, aunt, cousin鈥?in English and in their own words. For example,Grandfather is the father of my mum or my dad.There is a man, I鈥檓his son. Who is he?Explain grandmother and mother in the same way.2. Make Ss recall the similar words of the four words.For example, grandfather = grandpa, grandmother = grandma, father = daddy, dad, mother = mummy, mum, grandfather and grandmother = grandparents, momSo that they can understand the words well and at the same time learn how to use English.2. Do the exercises of Part B.3. Post- listening. Direct students to make sentences with the four words in Part A as they like, one word two sentences.Step 4 Do workbook.Step 5 HomeworkThe Second Lesson[Teaching content]Unit 2 Speaking, The alphabet and Reading[Teaching aims and demands]Knowledge aims: 1. Review the new words.2. Identify different family members and make introductionAbility aims:1. Communicative ability, teach students to greet suitably and to introduce one鈥檚friends or family members.2. Cooperative ability, direct students to do lots of oral practice of greeting and introduction.[Teaching difficulties and importance]1. The spelling of some words, such as, photo, aunt, uncle, cousin, policeman, and job.2. The spelling and meaning of some phrases like a photo of my family.3. The greatest difficulty is the difference between the two sentences: 鈥渨ho is he/ she?鈥?and 鈥淲hat is he/she?鈥?[Teaching tools] Photos of students鈥?families, Projector, Workbook and Students 鈥?book[Teaching Procedure]Step 1. Revision1. Do some revision work. Review new words of both spelling and their sounds.Step 2 Speaking1. Ask the students read the dialogues in this part, and correct their mistakes in phonetics.2. Direct them to play the role in order to be familiar with the structure of the dialogue.3. Guide students to replace all of the names in the dialogues with the names of their classmates and use some similar words and similar sentences to make another dialogue of their own.For example, a photo of my family= my family鈥檚photo,4. Guide students to add two more sentences to the small dialogue so as to make it longer and better: after 鈥淲ho is she鈥? add鈥?What is her name?鈥?and after 鈥?Who is he鈥? add 鈥?What is his name?鈥?5. Pair work and give students chances to show their dialogues.Direct Ss to ask each other about their family photos, using sentences structures like 鈥淚s this鈥??鈥?鈥淵es/ No鈥?鈥淲ho is she/ he?鈥?鈥淪he/He is my...鈥濃€淲hat is her / his name?鈥?鈥淲hat is she/he?鈥?and 鈥淪he/He is a鈥︹€?, etc. And Ss take the opportunity to introduce their family members, such as grangfather, grandmother, father, mother, sister, brother, etc.6. Post- speaking work. There are four pictures at the bottom of this page. Instruct students to make a sentence of each picture, according to the what is shown in the pictures, of which the four subjects have already been given. This exercise can review the present progressive tense.Step 3 Reading1. Pre- reading work. There are already four jobs in this part: a doctor, a teacher, a policeman, and a nurse. Ask students to find more jobs, and write their names on this page, like: cook, engineer, scientist, businessman, driver, cleaner, worker, farmer,etc.2. Ask students to read the dialogue in this part by themselves twice.3. Guide students to use some similar words, similar sentences and names of other jobs to replace the dialogue, making another dialogue of their own.For example, Who is this man= Who is this? What鈥檚he= What does he do? What鈥檚she= What is her job? Who is that woman= Who is that?5. Pair work and a show time, so that they can use the sentence structures 鈥渨ho is he/ she?What is he/she?鈥?freely and correctly.Step 4 The alphabet1. Teach students the sounds of Letters O -- Z, the correct order of them, and their writing methods.2. According to the pictures, direct students to learn some words beginning with these letters and learn their phonetic symbols ( From 鈥淥鈥?to 鈥淶鈥?.3. Guide students to know the meanings of the abbreviations. Tell them to pay attention to whether capital letters are needed.For example, VIP, CCTV, ABC, IQ, PRC, RMB4. Guide students to find more abbreviations, and ask some students to show them on the blackboard.Step 5 Task1. Ask students to read the dialogue in this part by themselves twice.2. Guide students to use some similar words, similar sentences and names of other jobs to replace the dialogue, making another dialogue of their own. Furthermore, the similar sentences include 鈥?She is a nurse. = She works as a nurse.鈥?and 鈥淪he is a teacher= She does a teacher鈥檚job.鈥?3. Rewrite the dialogue of Task, using some similar words, similar sentences and names of other jobs, so students can get another chance to use the sentence structures 鈥渨ho is he/ she? What is he/she?鈥?Step 6 Summary, and do workbook.Step 7 HomeworkRewrite the dialogue of Reading part, using some similar words, similar sentences and names of other jobs, so that students can use the sentence structures 鈥渨ho is he/ she? What is he/she?鈥?freely and correctly.。
Starter_Unit2_Period2(2a-2e)名师教案
【通过本单元的学习学生需掌握哪些综合技能】学会正确书写字母I—R。知道顺序,熟悉大小写,了解I、O在重读开、闭音节中的读音。学会身边常见物品的英文单词。能够运用本单元的句型向别人询问和回答物品的英文名称,求助单词的拼写。
教学目标
1.语言知识目标：
1)能掌握以下词汇：字母Ii ~ Rr,缩略词P, NBA, kg
2)能掌握字母Ii ~ Rr的字母顺序，读音及书写。
2.情感态度价值观目标：
让学生们在相互问候的过程中，学会礼貌待人，与同学之间友好相处。
教学重难点
1.教学重点：
能掌握字母Ii ~ Rr的字母顺序，读音及书写。
2. Let Ss try to write down the missing letters. Check the answers with your partner.
3. Let some Ss come the Bb and write missing letters on the Bb.
Read and talk
1. Let Ss look at the pictures in 2e. Let some Ss read the letters below each picture.
2. Let some Ss talk about the meaning of each picture.
1.通过观察比较书写体与印刷体的不同,教会学生按正确的笔划顺序书写,为后面的单词书写做准备。
七年级英语上册Starter Unit 2教案人教新目标版
精品基础教育教学资料，请参考使用，祝你取得好成绩！Starter Unit 2 What’s this in English？单元教材分析本单元是《英语（新目标）》七年级上册预备篇的第二单元。
本单元话题为日常生活中的物品。
单元中的学习内容基本上是围绕该话题展开的，目标语有：—What’s this in English?—It’s a key.—Spell it, please.—K-E-Y.本单元涉及到英语不定冠词的用法和what引导的疑问句，还学习了英文字母Ii到Rr。
Section A部分的活动设计侧重本单元基本目标语的学习和操练。
1a和1b的活动设计是让学生通过看图和听对话引出询问和回答身边物品英文名称的目标语。
2a、2b、2c 和2d部分的设计是帮助学生认识字母I到R的大小写形式及其顺序并进行字母书写练习。
Activity 3的活动设计为通过生活中的实例来帮助学生巩固字母的发音。
4a、4b活动的设计是通过听力练习学习本单元的重点词汇及不定冠词的基本运用；4c 活动的设计是通过对话练习进一步巩固本单元的目标语和不定冠词的基本运用。
Activity 5的设计是通过听录音复习、巩固所学字母A到R。
Section B部分的活动设计侧重本单元目标语的进一步学习与运用。
1a的设计是让学生通过看图读图的听说练习，在巩固Section A学过的目标语的基础上，引出新句型的学习；1b活动的设计是通过听对话巩固新句型，学习重点词汇。
2a活动的设计通过看图学习本单元的重点词汇，为下一步对话操练做好准备；2b的活动设计是通过对话进一步操练本单元的目标语。
3a和3b活动的设计是通过听和写的练习，让学生熟练掌握已学过的字母，巩固字母A 到R的发音及大小写。
Activity 4的设计是让学生通过听和跟读归纳字母的发音规律。
Self Check中的Activity 1、Activity 2和Activity 3的活动设计是通过读写练习，巩固本单元学习的重点词汇和字母。
初一Starter Unit 2教案
★学习拼写单词
★了解一些英语缩略词的意思。
第三部分：完成Section A——4a，4b，4c，5；
Section B——3a，3b，4；Biblioteka elf Check 1，2，3，4。
此部分目标：★学习将相同元音音素的字母和单词归类
★巩固本单元的字母、单词和句型
★培养自我检测的能力以及学习卡片的建立。
whether they’re right or wrong.感性认识，体现听说领先的原则/
Step 3 Presentation
Show the picture of a girl and her room,从猜谜游戏到新知识呈现，学生在悬而
then present the new words and the未决的心理状态下学习新知识，因注
四、学生对于本次课的评价：
○特别满意○满意○一般○差
学生签字：
五、教师评定：
1、学生上次作业评价：○好○较好○一般○差
2、学生本次上课情况评价：○好○较好○一般○差
教师签字：
家长签字：__ _________
学习管理师签字：
to answer the questions like this“I母，又丰富学生的想象力。“What’s this?
think it’s A/B.”Then show the wholeIt’s…”是本单元的重点句型。通过这个
of the letter to let the students check游戏，让学生在听说中首先建立一定的
3、教学目标
A、语言知识目标
1、词汇：Letters Ii——Rr
map，ruler，pen，orange，key，jacket，quilt
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Starter Unit 2 What’s this in English?一、教材分析本单元的教学内容为：1. 学习字母I —R2. 学习八个表事物的名词：map, cup, ruler, pen, orange, jacket, key, quilt3. 学习辨认物品的句型：What’s this/that in English? It’s a/an …4. 学习单词拼写，使用句型：Spell it, please.二、教学重点1. 字母Ii —Rr 的教学。
2. 词汇map, cup, ruler, pen, orange, jacket, key, quilt等的教学3. 元音字母a ，e，i，o在开音节和闭音节中的读音规则。
三、教学难点教材中单词的拼写和语音归类。
四、课时安排第一课时：完成1a – 1c第二课时：完成2a – 2e第三课时：完成3a– 3d第四课时：完成4a – 4d第五课时：Self Check第六课时：达标练习五、教学步骤The First Period (1a – 1c)Teaching aims （教学目标）1. 学习map, cup, ruler, pen, orange, jacket, key, quilt八个表事物的名词。
2. 学会辨认物体：What’s this/that in English? It’s …Spell it, please.3. 学习a/an的初步用法：a jacket, an orangeLanguage points （语言要点）1. 词汇：1）名词n.English, map, cup, ruler, pen, orange, jacket, key, quilt2）代词pron.what, this, that, it3) 动词v.is4）冠词art.a, an2. 句型：What’s this/that in English? It’s …Spell it, please.Difficulties （难点）：1. 物体的辨认2. 冠词a, an的基本用法Teaching steps （教学步骤）:1. Warming-up and revision（课堂热身和复习）（1）GreetingsGood morning,everyone!How are you? I’m fine, thank. / I’m OK.（2）Revise letters A – HT: Can you say the letters from A to H?S: Yes. A, B, C, D, E, F, G.,H（3）Play a guessing gameT: (Shows a part of a letter ) What’s this?S: I think it’s A / B.T: (Shows the whole of the letter to let the students check they’re right or wrong.) Are you right?【教学设计说明】引导学生在真实的交际中运用Starter Unit 1中所学到的日常用语，让学生体会学英语的乐趣和成功的喜悦；通过做猜测游戏让学生复习字母，既有趣又能丰富学生的想象力。
在做的过程中引入本单元的重点句型What’s this? It’s …，让学生建立一定的感性认识，体现听说领先的原则。
2. Presentation （呈现新知识）Show some pictures and teach the students to learn the new words “map, cup, ruler, pen, orange, jacket, key, quilt” and the sentences: “What’s this/that in English? It’s a /an …”【教学设计说明】从猜谜游戏到新知识呈现，让学生在一种兴奋的情绪中接受新知识，可以有效地提高他们的学习兴趣。
3. Work on 1a （完成1a）（1）T: Open your books at Page S5. Look at the letters in 1a. They are big letters.T: Sun long ,can you read them aloud?S: Yes.（2）T: Good. Now please look at the picture and look for the small letters in the picture for these big letters. Check the ones you find. (While the students are doing, the teacher moves around to help the ones who need help.)（3）Teacher shows PPT to check the students answers.【教学设计说明】通过字母的复习和新单词的呈现之后完成这一部分的任务，对学生来说没有难度。
教师通过幻灯片来检查学生完成任务的情况，再一次巩固了新的词汇，为下一步的教学做好了更充分的铺垫。
4. Work on 1b （完成1b）（1）Play the recording for the first time. Students only listen.（2）Play the recording for the second time. Students listen and repeat.（3）Ask some students to repeat the conversations.（4）Explain how to use a and an by playing PPT.【教学设计说明】先听后读，培养学生的注意力和集中精力听音的好习惯。
5. Work on 1c （完成1c）（1）Students practice the conversations in the picture in pairs.（2）Students practice their own conversations in pairs.（3）Ask some pairs to present their own conversations.【教学设计说明】让学生相互进行对话，能够让他们不断熟悉新的单词和句型。
6. Word competition （单词竞赛）Show the things once as quickly as possible, have a competition between boys and girls. The ones who read them aloud and quickly are winners.【教学设计说明】此活动有效训练学生的注意力和瞬间记忆力，同时在真实的语境中使所学的语言知识得到强化。
7. Group work （小组活动）（1）Draw a picture of your own rooms and write down the English names of the things in your rooms.（2）Talk about the pictures in groups by usingWhat’s this/that in English? It’s a/an …Teacher is ready to offer his/her help to those students who are in need of it.【教学设计说明】学生尝试这用英语进行交际，使语言知识在完成任务的过程中得到运用并巩固。
教师要鼓励学生提问，培养学生主动汲取知识的良好习惯。
7. Homework （课后作业）（1）Read aloud the words on Page S5.（2）Copy the new words and sentences.（3）Get the students to finish the pictures of their own rooms and write down the English names of the things in their rooms.【教学设计说明】学生的基础和能力存在差异，课堂内没完成的课后再继续，督促他们达到共同的目标。
Design of the blackboard1、The new words:map, cup, ruler, pen, orange, jacket, key, quilt2、The new sentences:What’s this/that in English?It’s …Spell it, please.3、a/ana jacket, an orange课后反思：The Second Period (2a – 2e)Teaching aims （教学目标）1. 学会正确朗读和书写Ii – Rr 八个字母。
2. 了解缩略字母P、NBA、kg的含义。
3. 巩固所学的八个表事物的名词和句型What’s this/that in English? It’s a/an ... Difficulties （难点）：1. 字母J, K, L, M的正确发音2. 字母I i —R r 的正确书写Teaching steps （教学步骤）:1. Warming-up and revision（课堂热身和复习）（1）Daily greetings.（2）Guessing gamesa. Teacher prepares 8 pieces of paper with the words in the picture on Page 5. Put them in a box. Get one of the students to pick a word out of the box. The other students ask: What’s this? The student answers: It’s …b. Show some pictures of things by playing PPT and ask students to guess what they are.A: What’s this in English?B: It’s a /an …【教学设计说明】通过游戏来检查学生对已学知识的掌握情况，既使课堂氛围轻松愉快，又容易调动学生的学习主动性。