教材分析Go for it!學生用書每個單元包括Section A, Section B 和 Self Check三個部分。它將話題，功能和交際巧妙地融合在一起，用一種循序漸進的生活化的學習程序引導學生把所學的語言知識和實際運用結合起來。Section A 為基本的語言內容，并為目標句型提供分步示例和指導性練習；Section B是知識的擴展和綜合的語言運用，使學生能夠對已經學過的目標句型運用自如；Self Check 供學生用來自我檢測本單元所學的語言知識，使學生對現階段的英語水平，即對本單元的語言目標有較為明確的認識。它的編排雖然仍以單元為單位，但是以TBL語言教學模式的板塊設計，為課堂教學的靈活組織留下了更大的空間。

Starter Unit 1 是Go for it!預備篇三個單元的第一單元。預備篇是為了使那些沒有英語基礎的學生更好地使用本套教材而編寫的。它的主要內容為26個字母和最基本的英語日常用語。

本單元的教學內容為：

1． 學習Aa --- Hh八個字母。

2． 學習八個人名。Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen

3． 學習打招呼的用語：

Hello!/ Good morning!/ Good afternoon!/ Good evening!

4． 學會問候熟識的朋友和應答：-- How are you?

-- I’m fine, thanks. How are you? -- I’m OK.

一． 教學設計思路

Go for it!是以英語課程標準為依據，以培養學生的英語語言綜合運用能力為目標，每個單元的教學內容都圍繞一個話題，讓學生在完成各項任務的過程中學會語言，真正體現：“Learn by doing. Learn by using.” 這一教學原則。但是在Go for it!的教材上，每個單元只有一個總體的教學內容安排，既沒有具體的課時數安排，也沒有分課時的教學內容安排。所以，對教師來說，有更大的自由度來靈活運用教材，為自己的學生來量身定做學習方案。在Go for it!教材的使用過程中教師依據自己學生的實際水平和語言能力，對教學內容所作的任何調整和取舍，都應該是合理的。這也更有利于個性化教學的開展。

Starter Unit 1是該教材的第一單元，又是為初學者準備的入門單元，總體內容不多，也不是很難，關鍵是做好一個銜接工作，根據學生的認知特點和心理特點，通過多樣化的、趣味性的學習活動，讓沒基礎的同學克服心里的畏難情緒，感覺到英語不難又很有趣；讓有基礎的同學更進一步培養起對英語學習的興趣和自信。

Starter Unit 1教學重點：

Aa --- Hh的字母教學。

Hello! Good morning. Good afternoon. Good evening.

-- How are you? -- I’m fine, thanks. How are you? -- I’m OK.

教學難點： 課本中英語人名的學習和大、小寫字母的學習及書寫。

整個單元的內容，可分配在五個課時中完成。

第一課時：完成Section A 1a, 1b

第二課時；完成Section A 2a, 2b,2c, 2d, 3, 4a

第三課時：完成 Section A 4b, 4c, Section B 1, 2a, 2b

第四課時：完成 Section B 3a, 3b, 4, 5

第五課時：完成 Self Check and Just for Fun

二． 教學目標

A. 語言知識目標

1． 詞匯: Letters Aa --- Hh

八個人名 Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen

2． 句型：Good morning. Good afternoon. Good evening.

-- How are you? -- I’m fine, thanks. How are you? -- I’m OK.

B. 語言技能目標

通過游戲等多種形式的學習活動，培養學生對初學知識的聽、說、讀、寫能力和靈活運用初學的日常交際用語的能力。

C. 情感目標

1. 激發學生學習英語的興趣，發揮學生學習英語的積極性和主動性。

2．通過小組活動，培養學生的合作意識和團隊精神。

3．在活動中培養學生的思維能力和創新能力。

四．教學策略

1． 以趣激學：采用做游戲和猜謎等學生所喜聞樂見的學習形式激發學生的

參與熱情。

2． 以放促學：開放地處理教材，插入大量有趣的圖片、增加多種趣味活動，充分利用學生自主搜集的圖文信息，拓寬學生的視野，實現知識的整合。

3． 以任務導學：以話題為綱，以任務為主線，以合作交際為方式，培養學生用英語交流信息，獲取信息和處理信息的能力。

五．學習策略

1． 交際策略：學會與他人合作交流，并能把語言材料用到真實的生活中去。

2． 資源策略：學會利用多種學習資源來獲取更多的學習信息。

3． 認知策略：主動思考（觀察力、注意力、想象力、邏輯推理能力等），大膽實踐，及時反饋。

4． 調控策略：通過課堂反饋和self-check，明確自己的學習狀況，不斷調整自己的學習策略。

六．教學過程

Period One（Section A 1a,1b）

Teaching aims:

1.識別和掌握八個人名。

2.學會早上見面打招呼的用語。

Language points.

1.詞匯：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen

2.句型：Hello! Good morning!

Difficulties: 八個人名的掌握

Step1. Warming-up

1.T wears a name card with an English name

on it, then points to the name card and have an

introduction.

2. Greet the whole class and help them to say,

Hello, … Good morning, …

師生初次見面，教師通過自我介紹和問候學生，讓學生放輕松，消除與教師間的陌生感，開始親近教師。

Step2. Play a game.

T gets ready for a list of English names for

boys and girls.

Play the game like this:

T says a letter, for example C, then let the Ss

tell the letters which is before and after C.

The one who says B, D first is the winner. The

winner can get a chance to choose an

English name first or he can give the chance

to his friend.

絕大多數學生都會背誦26個字母表，因此學生參與這個游戲會相當積極。通過這個游戲首先可以鍛煉他們迅速反應的能力；以英語名字作為獎勵，也使學生較有新鮮感，讓他們自己選擇自己的名字，使他們會更容易記住自己的名字。

Step3. Presentation.

Show a picture of a girl and give the name

under the picture, teach Alice. In the same

way teach the other seven names.

圖畫和名字結合起來，加強學生的感性認識，有助于記憶。并為后面的游戲做好了鋪墊。

Step4.Game

Show the pictures of these eight children

as quickly as possible. Let the Ss tell the

names of these children. ( The winner can

have a chance to choose an English name.) 通過閃現頭像來測試學生對這八個人物的特征和名字的記憶，有助于鍛煉他們的反應力和注意力。

Step5. Presentation.

Show a picture with Eric, let Ss guess what

Eric wants to say to us. The answer is : Hello! or Good morning. Then help them to say: Hello, Eric! or Good morning, Eric. 通過圖畫上的場景讓學生進

行猜測，滿足學生的好奇心，

也讓他們了解Good morning的使用。

Step6. Work on 1a.

Play the recording for the first time, Ss only listen. 先聽后讀，培養學生學習

Play the recording a second time. Ss repeat. 英語的良好習慣。

Step7. Work on 1b.

Ss practice the conversations in pairs. T moves

around the classroom when Ss are practicing.

Give them some help if needed.

Ask Ss to practice greeting each other. They

can use their Chinese names if they wish.

Encourage them to use their English names if

they can. Ask them to practice using all the

different greetings taught in Activity 1a.

鼓勵學生盡可能用自己剛才得到的英語名字進行操練，不會讀的可以請教老師。當然允許他們使用自己的中文名字進行練習。關鍵是要鼓勵學生大膽開口，愿意說的良好習慣。

Homework

Make a name card like the teacher’s by themselves and learn how to read their

own names.

Period Two ( Section A2a-4a )

Teaching aims:

1.學會正確朗讀和書寫Aa-Hh八個字母。

2.了解一些常用縮略字的含義。

3.鞏固所學的八個人名。

4.記住自己和同伴的英文名字。

Language points

詞匯：自己和同伴的英文名字。

Difficulties: 八個字母的正確書寫和記住盡可能多的名字。

Step1. Warming-up

Greet all the Ss with : Hello, … or Good morning, … using their English names.

(Ask all the students to wear their name cards like T) At the same time let them repeat their names and try to remember their names.

讓學生佩戴名字卡，可以讓師生早日熟悉對方，也便于學生之間的互相了解。通過打招呼既復習了舊課，也可以讓學生正確讀出自己的名字，學會如何用自己名字與朋友交流。

Step2.Presentation

Show different letters on the slide picture

and see if they can read them. First big

letters, then small letters. 因為大部分同學對字母有些了解，通過這種方式既進行了復習，也可以知道他們對哪些字母掌握不是很好，在后面的教學中加以注意。

Step3. Learn the letters. (Work on A 2a-2d)

1.Listen and repeat the eight letters.

1.Put all the big letters in order. 從認讀大小寫字母開始，先

2.Find the big letters for these small letters. 學會正確地朗讀，然后過渡

3.Listen and number the letters they hear. 到正確規范地書寫，循序漸

4.Teach them how to write these big and 進讓學生扎實鞏固地掌握從

small letters. Aa-Hh 這八個字母。

5.Write the small letter for each big letter.

Step4. Game.(Which letter is missing?)

Show seven big letters(from A-H) on the

slide picture, see who can find the missing

letter. Then show seven small letters.

Ss play the game in a group of four. Everyone

should get ready for two pieces of paper with

seven big letters and seven small letters. 通過這個游戲既可以培養學生的反應能力，又可以鞏固他們對字母的掌握。尤其通過四人小組游戲，既讓他們鍛煉了書寫，又給了學生一個彼此熟悉和合作的機會。有助于以后活動的組織。

Step5. Presentation

Show some letters and ask them to read 讓學生學會注意觀察日常

first, and then guess what they stand for. 生活中出現的一些常用縮

If they have difficulties, T can give them 寫詞的含義，培養他們仔細

some hints. 觀察的能力。

Step6. Work on Section A 3.

Ss discuss and guess what these letters 通過討論解決問題，幫助

stand for and then check the answers 培養他們的合作精神。

with the whole class.

Step7. Presentation

Show the eight names on the slide picture 通過復習所學的八個名

first and ask some to read. 字來鞏固對字母的掌握。

Then put them in order according to the 也起了過渡到下個環節

first letter. 的作用。

Step8. Work on 4a.

Listen to the tape and circle the names they 通過注意聽培養學生的

hear. 注意力。

Step9. Practice.

In groups of four, Ss introduce their English

names first. Then practice “Good morning,… ”

to each other like the dialogue they heard

just now on the tape. 通過介紹讓小組間的成員互相了解和記住彼此的英文名字，通過模仿聽到的對話進行操練，加深他們對句型的理解。

Homework

1.Copy these eight big and small letters five times.

2.Find as many letters like HB, CD, BBD as they can.

Period Three ( Section A 4b, 4c, Section B 1-2b )

Teaching aims:

1.學會不同時段打招呼的用語。

2.學習熟識朋友見面的問候語和應答。

3.記住盡可能多的同學的名字。

Language points:

句型：Good afternoon! Good evening!

--How are you? --I’m fine, thanks. How are you? --I’m OK.

Difficulties: 用英文名字來跟朋友打招呼問候。

Step1. Warming-up.

1. Greet the students. 通過問候幫助學生記憶所

2. Ss practice greetings in groups of four 學對話和同學的英語名字，

using their English names. 加深印象。通過匯報找到的

3. A report on “ What do these letters mean?” 縮寫字母，既檢查了作業的

Ask some students to give their reports. 完成，又開闊了學生的思維。

Step2. Presentation

1. Use clocks to teach morning, afternoon

and evening. Let Ss know different time

we use different words.

2. Show some pictures to help them say,

Good morning. Good afternoon. Good

evening. 使用時鐘讓學生清楚地認識這三個單詞的區別，學會在不同時段來使用它們。通過圖片的場景進一步加深對這三個句子的理解和應用。

Step3. Work on 4b.

Play the tape for the first time, let Ss only

listen. Play the tape again. This time Ss put

the correct number of each conversation in

the box. 先聽不做，讓學生培養起良好的聽的習慣，也有助于培養他們的專心和注意力集中。

Step4. Work on 4c

Ss practice the conversations in pairs.

Step5. Look and say.

Show different pictures with different time

and let Ss practice the dialogue in pairs.(Use

some popular cartoon figures.) 用學生喜歡的卡通人物來進行操練，可以激發他們的積極性，提高操練效果。

Step6. Presentation

Look at the picture and present the dialogue:

--How are you? --I’m fine, thanks. 通過圖片引出對話，可以使學生加深印象。

Step7. Work on Section B 1

First listen and then read after the tape. Ss

practice the dialogue in pairs. 先聽后讀再操練，有助于學生循序漸進地學習。

Step8. Work on Section B 2a-2b.

1. In groups of four or five, practice the

dialogue in 2b with their English names.

2. Play a game. Who has the most friends?

Ss move round the classroom and try to know

as many friends as they can and practice the

dialogue with them. Let’s see who has the most

friends in just three minutes. Ss should point

to the persons and tell their names. The winner

can get a present. 先通過小組活動熟悉所學對話，然后通過游戲進一步熟悉全班同學的名字。通過游戲培養了學生的競爭精神，當然也訓練了他們的反應能力，并有助于增強他們的交際能力。其實也是回家作業的一個 很好檢查。

Homework

Greet all the classmates after class and try to remember their English names.

Period Four ( Section B 3a –5 )

Teaching aims:

1.學會一首英語歌曲。

2.鞏固本單元所學字母，單詞及句型。

3.學會將相同音素字母和單詞歸類。

Difficulties: 學好這首英語歌曲及將相同音素字母和單詞歸類。

Step1. Warming-up.

Greetings.( Let all the Ss practice with

their English names.) 復習前一課時內容，熟悉班級同學的英語名字。

Step2. Letter Bingo.

Play a game like this: Fill in nine blanks with

Aa-Hh. One of them can be used twice.

(Show an example on the slide picture.)

Ss should write both the big ones and the small

ones. Ss circle the letters they hear. If the

circled letters are in a row, they win. 通過學生填入字母的大小寫復習了八個字母的書寫；通過聽指令圈出所聽到的字母，既有助于培養學生的注意力又是對字母讀音的一個有效復習。加上游戲本身的趣味性，使復習字母變得不再枯燥。

Step3. Work on 3a.

Listen and draw lines between the letters

they hear. Play the tape twice. At last ask

them what they can see. ( A fish.)

通過聽然后連線，讓學生帶著好奇心去得出結果，增強學生的學習趣味性。

Step4. Work on 3b.

Match the big letters with the small letters.

Step5. Look and find the letters.

Show them a picture and ask them to

find Aa-Hh in it. 通過看圖找字母有利于培養學生的觀察力。

Step6. Work on 4.

Ss listen and repeat. Make sure Ss understand

the difference between the two ‘a’ sounds

and the two ‘e ’ sounds. 通過對比讓學生了解到同樣一個字母在不同單詞中的差異，學會準確區分。

Step7. Listen and sing the song

Play the tape for Ss listen first. Then sing

after the tape. At last just play the music

and let Ss sing together. Then let the boys

have a try ,then the girls. 學會這首歌曲也就意味著掌握了本單元的重點句型。學歌既是一種美的熏陶，也是復習的一種有效手段。

Homework

Get ready for a picture with different letters in it.

Period Five ( Self Check and Just for Fun )

Teaching aims:

1.復習學過的英語歌曲。

2.鞏固本單元所學字母，單詞及句型。

3.學會將相同音素字母和單詞歸類。

Difficulties: 將相同音素歸類。

Step1. Warming-up

1. Greetings. 通過唱英語歌使學生迅速

2. Ask some students to sing the song. 進入學習英語的狀態。

Step2. Look and find the letters. 既檢查了學生的作業，又

Show some students’ pictures and let Ss 有助于培養他們仔細觀察

find the letters in them. 的能力，同時也是對字母的

有效復習。

Step3. Work on 1..

Ask Ss to check all the letters and words

they know. Circle any words that they

don’t know.

Ask them to find out the meanings of any

words that they don’t know. They can do

this by reviewing lessons, asking T or asking

classmates. 通過自我檢查，讓學生及時發現學習中存在的問題，然后學會如何去解決問題，既培養了學生解決問題的能力，也培養了他們自學的能力。

Step4. Work on 2.

Ask them to write five new words in their

Vocab-builders on Page 19.

In groups ask them to share their lists with

other students.

利用小組活動讓學生學到更多的單詞。

Step5. Work on 3.

Look at the faces and put their names in the

correct alphabetical order. See if they can

recognize them and remember their names. 從認讀名字到寫，步步深入，讓學生充分熟悉了課本中的這八個人物。

Step6. Play a game.

Play a game called 名字蹲。Get ready

for eight big cards with eight English names

on them Alice, Bob, Cindy, Eric, Frank, Grace

and Helen. They should say like this: Helen

蹲，Helen 蹲，Helen 蹲完Bob 蹲。Bob

蹲，Bob 蹲，Bob 蹲完 Alice 蹲… 用游戲來檢查學生對已學知識的掌握情況，在輕松愉快的氛圍里，學生的積極性容易被調動，思維容易被激活。而游戲帶來的愉悅可以讓學生更積極投入到接下來的學習中。

Step6. Work on 4.

Read aloud the words on the left. Ask Ss to

repeat. Make sure they know the distinction

between different pronunciations of the same

Letter. Ask Ss try to read the new words on

the right. T moves around the classroom and

helps Ss if necessary. Check their pronunciations. 這部分內容對學生而言有一定難度，通過朗讀，觀察讓學生自己進行小結，歸納，有助于培養他們的自學能力。當然教師必要的指導也是必不可少的。

Step7. Just for fun.

Ask Ss to read the conversation.

Ask Ss to explain where the misunderstanding

is in the conversation. 體現了輕輕松松快快樂樂學英語的原則，英語可以在玩中學，也可以學中玩。

Homework

Think it over and try to read these words: game, race, and, dad, be, me, get, hen

Starter Unit One Good morning

聽力部分（30％）

一．在聽到的字母下面劃橫線。( 8%)

1. C G 2. A H 3. E F 4. B D

二．給聽到的名字排序，把A, B, C等序號寫在橫線上。(12%)

A. Helen B. Grace C. Bob D. Cindy

E. Alice F. Eric G. Frank H. Dale

1.______ 2. ______ 3. ______ 4. _______ 5. _______ 6. ______

三．聽句子，選時間。(6%)

A. 10:00am B. 14:20 C. 20:15

1.____________ 2. _______________ 3. ______________

四．聽問句，選答句。(4%)

1. A. Hello! Dale! B. Good morning, Eric! C. How are you?

2. A. I’m fine. B. Thanks. C. Good morning.

筆試部分(70%)

五．按順序默寫本單元學過的八個字母的大小寫。(16%)

六．根據提示選擇正確的縮略詞。(14%)

（ ）1 電視機 A. VIP

（ ）2 硬黑筆 B. BC

（ ）3 英國廣播電臺 C. TV

（ ）4 唱片 D. BBC

（ ）5 重要人物或貴賓卡 E. AD

（ ）6 公元后 F. HB

（ ）7 公元前 G. CD

七．選擇填空。(15%)

1. – Good morning. -- ____________

A. Fine. B. Thank you. C. Good morning.

2. – Good evening, ____________. – Good evening.

A. Dale B. to Dale C. dale

3. -- ____________________ -- Good afternoon, Cindy.

A. Good afternoon, Cindy. B. Good afternoon, Eric. C. How are you?

4. -- ___________________ -- I’m fine.

A. Good morning. B. I’m fine. C. How are you?

5. _____________ is a girl’s name (女孩名).

A. Bob B. Cindy C. Frank

八．完成對話。(15%)

A: Good morning, Bob.

B: Good ______1______, Alice.

A: How ______2______ you?

B: Fine, ______3_______. ________4_______ are you?

A: I’m _______5_______.

1. A. afternoon B. hello C. morning

2. A. is B. are C. am

3. A. thank B. thanks C. a thank

4. A. How B. What C. Who

5. A. Alice B. Bob C. fine

九．將下列名字分類。(10%)

A. Dale B. Helen C. Eric D. Alice E. Grace

Boys’ name（男孩名）_________________________________

Girls’ name (女孩名) __________________________________