Starter Unit 2 What’s this in English?
（3a-4d）
1.语言能力：能够区分元音字母I和O在重读开、闭音节中的不同发音。
2.文化意识：识读常见的生活用品，向他人分享或确认物品的英文名称，激发
Teaching
对周围事物的好奇心。
Aims
3.思维品质：能通过对图片的观察获取信息，并正确拼写单词。
4.学习能力：有意识地运用知识迁移策略向他人求助某个单词的拼写方法。
Teaching 拼写单词。
Difficulties
Teaching
Aids multimedia courseware or other realia that the T needs for teaching
Teaching Procedures Tips
Step 1 Warming up
Revision
Show PPT P5, ask Ss to match each big letter with its small letter.
Lead in
Pair up, ask Ss to guess what is behind the shadow. They are
expected to use the structure: —What’s this / that in English? —It’s
a / an ...
Answers: pen, orange, key, cup (a cup of tea / coffee)
Step 2 Presentation & Practice (3a-3d)
While-listening
3a
Try 3a as a “Listen, draw and label” task.
Have Ss close their textbooks. Play the recording, pausing after each
item so Ss can quickly draw the item. After the recording is
finished, have Ss label their pictures (orange, key, map, etc.). To
make the activity easier, write a list of possible labels on the board
1for Ss to choose from and copy. Check answers as a class.
Answers: Top row (left to right): 5, 2, 7, 1
Bottom row (left to right): 4, 6, 3, 8
3b
Ask Ss to listen and complete the words under the pictures in
3a.
Have Ss try to spell the words first and then listen to check their
answers. In this way, Ss have more time to think about the words.
T can also instruct Ss to listen for specific sounds in the words
based on what they have written.
Answers: Top row (left to right): a ruler, a map, a jacket, a key
Bottom row (left to right): a quilt, an orange, a pen, a cup
3c
Ask Ss to listen to the conversation, then practice with their
partner.
Explain to Ss that there are many ways to ask someone how to
spell a word. Write the following on the board:
Spell it, please.
How do you spell that?
How do you spell “cup”?
How is it spelled?
What’s the spelling?
After completing 3c, have Ss practice the conversation again using
these phrases.
3d
Ask Ss to listen to the conversation and number the words they
hear.
Before doing 3d, have Ss close their textbooks and listen for
2important words. Tell Ss to write the four words / things being
discussed — one word / thing in each conversation.
Answers: 1, 4, 2, 3
3e
Ask Ss to talk about things in the picture following the example.
Or have Ss practice the conversation using things in their
classroom. Encourage Ss to use “this” and “that” correctly.
Let Ss know when to use “this” and “that”. Explain that we use
“this” to talk about something we are holding or that is very close
to us. We use “that” to talk about something that we have to
point to, which is very far from us.
Step 3 Language points learning (3a-3d)
在Spell it, please!这句话中，spell 作动词，意为“用字母拼；拼
写” 。
please是感叹词，意为“请”，常用于祈使句，表示客气地请求或吩
咐，使语气更委婉。拼写单词时，一般用大写字母，各个字母之间
用连字符“-”连接。
祈使句
本句是一个祈使句。英语中用来表示请求、劝告或命令的句子叫祈
使句。祈使句通常省略主语you, 以动词原形开头，其否定形式是在
动词原形前加don't。
Step 4 Presentation & Practice (4a-4d)
4a
Ask Ss to fill in the missing letter.
After Ss have completed 4a, have Ss create their own lists of letters
(Aa-Rr) with 10 missing letters. Have Ss exchange the lists with
their partners and place the lists face down (so they cannot be
read). Then have Ss flip their lists over at the same time and
compete with their partners to complete the lists. The S who
correctly finishes writing the missing letters first wins.
Answers: Top row (left to right): A, D, F, G, J, N, P, Q
Bottom row (left to right):c, e, g, k, m, n, q, r
4b
Ask Ss to number the words in alphabetical order [1-15].
T may want to give Ss additional practice by having them compete
3to place the five words in each row in alphabetical order and the
three words in each column in alphabetical order. Then T can ask
Ss to place in order the words in all rows and columns.
Answers: Top row (left to right):9, 1, 11, 10, 12
Middle row (left to right): 4, 8, 7, 3, 2
Bottom row (left to right): 13, 6, 14, 5, 15
Read and answer
Ask Ss to read the letters together, or ask Ss take turns to read
each letter to their partner. T can walk around in the classroom to
correct Ss’ pronunciation.
4c
Ask Ss to listen to the recording and repeat the letters and the
words.
4c can be completed as a dictation exercise in which Ss listen and
then organize words by writing them in the correct place in a chart.
Draw the chart on the board and have Ss copy it:
A
E
I
O
Choose and say one word at a time from the far right column of
4c. Have Ss associate each word with the correct letter sound and
write it in the chart. Give Ss enough time between each word to
fill in the chart. After all of the words have been spoken, have Ss
open their textbooks to 4c to check their answers.
4d
Ask Ss to read the letters and words in column 1 and column
2.
4d can be completed as a class activity in which Ss listen to a
string of words / sounds and choose a matching word from a
selection written on the board:
can, go, leg, milk, dog, he, nice, name
With textbooks closed, ask Ss to listen as the T reads out the list
of words in one row of column 1 of the chart in 4d.
T: A, H, J, K, Dale, Grace ...
Elicit from Ss the matching word from the board. Repeat with the
other rows of column 1 of the chart in 4d.
Step 5 Language points learning (4a-4d)
4元音字母I和O在单词中的发音规则
1) 字母I在开音节中发/aɪ/的音；在闭音节中发/ɪ/的音。
2) 字母O在开音节中发/əʊ/的音；在闭音节中发/ɒ/的音。
Step 6 Summary & Homework
Summary
Ask Ss to do the exercises from PPT P24-26.
Homework:
Review the new words and expressions in this period.
Do the exercises in students’ book.
Teaching
Reflection
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