人教新目標(biāo)英語(yǔ)七年級(jí)上教學(xué)計(jì)劃和全冊(cè)教案（219頁(yè)）

人教新目標(biāo)英語(yǔ)七年級(jí)上教學(xué)計(jì)劃 一 學(xué)生情況分析（學(xué)生 62 人，其中男生： 36 人，女生： 26 人） 1學(xué)習(xí)水平不均 有的學(xué)生對(duì)小學(xué)英語(yǔ)比較重視，學(xué)得很好；但有的學(xué)生或?qū)W校不重視，學(xué)得很不好，還有幾個(gè)甚至完全沒(méi)有學(xué)過(guò)。有的學(xué)生筆試不錯(cuò)，但語(yǔ)音、語(yǔ)調(diào)、書寫都有待加強(qiáng)。因此，整個(gè)班級(jí)的英語(yǔ)水平很不平衡，給日常教學(xué)帶來(lái)諸多的不便，提高了難度。 2學(xué)習(xí)習(xí)慣不好 學(xué)生剛剛從小學(xué)進(jìn)入初中，處于一個(gè)銜接的階段，學(xué)習(xí)任務(wù)加重，學(xué)習(xí)的習(xí)慣不是很好，沒(méi)有形成一定的適合自己的方法，都有待改善。 總之，既要避免好生吃不飽的現(xiàn)象， 又要努力把目前英語(yǔ)有欠缺的學(xué)生拉上去，激發(fā)他們的興趣和信心，趕上中上的水平學(xué)生。在今后的教學(xué)中應(yīng)該注重培養(yǎng)、激發(fā)興趣，教給學(xué)生學(xué)習(xí)的方法，從學(xué)生的學(xué)習(xí)興趣、學(xué)習(xí)能力、生活經(jīng)驗(yàn)和認(rèn)知水平出發(fā)，倡導(dǎo)體驗(yàn)、實(shí)踐、參與與交流的學(xué)習(xí)方式和任務(wù)型的教學(xué)途徑，發(fā)展學(xué)生的綜合語(yǔ)言運(yùn)用能力，使語(yǔ)言的學(xué)習(xí)過(guò)程成為學(xué)生形成積極的情感態(tài)度、主動(dòng)思維和大膽實(shí)踐、提高跨文化意識(shí)和形成學(xué)生自主學(xué)習(xí)能力的過(guò)程，這是新課標(biāo)和新目標(biāo)英語(yǔ)的要求。 教學(xué)措施和輔助 二 課時(shí)總安排 總共 100 課時(shí)：授課 課時(shí) 復(fù)習(xí) 課時(shí) 測(cè)試 課時(shí) 機(jī)動(dòng) 課時(shí) 三教材總體目標(biāo)、單元要求及重難點(diǎn) The goal: The goal of Go for it is to make language a step-by-step progression that builds confidence and leads to open-ended activities where students can actively relate learning to their personal lives. Go For It! 是以英語(yǔ)課 程標(biāo)準(zhǔn)為依據(jù)，以學(xué)生的英語(yǔ)語(yǔ)言綜合運(yùn)用能力為目標(biāo)。不僅以語(yǔ)言知識(shí)、語(yǔ)言技能為重點(diǎn)，而且更注重學(xué)生的學(xué)習(xí)策略、情感態(tài)度和文化意識(shí)。教學(xué)內(nèi)容的處理和取舍靈活開放， 只要教師從學(xué)生的實(shí)際水平和語(yǔ)言能力出發(fā)，任何教學(xué)內(nèi)容的調(diào)整或取舍，任何教學(xué)步驟的安排都是可行的?！?I sometimes go to the last to do the group work first It depends on the teachers knowledge of the students actual language ability” (David Nunan)；提倡教師結(jié)合學(xué)生實(shí)際，充分利用學(xué)生、教師本身和環(huán)境中一切可以利用的資源，豐富教學(xué)內(nèi)容，創(chuàng)造運(yùn)用英語(yǔ)的機(jī)會(huì)，注意多渠道開發(fā)教學(xué)資源。 “ Don t use just the textbook. Anything in real life that connect and appropriate to the lesson can be used as teaching resources.” (David Nunan)；提倡任務(wù)型語(yǔ)言教學(xué)，教學(xué)進(jìn)度整體把握，教學(xué)形式不拘 一格；課堂以學(xué)生為主體，以任務(wù)為主線，重視體驗(yàn)參與，課后訪談?wù){(diào)查，讀寫扎記，重視語(yǔ)言運(yùn)用；正視個(gè)體差異，倡導(dǎo)過(guò)程激勵(lì)，以多層次、多角度、多主體的結(jié)果與過(guò)程并重的評(píng)價(jià)方式激勵(lì)進(jìn)步。 The key points of each unit: Topic Functions Structures U 1 Making new friends Introduce yourself Greet people Ask for and give telephone numbers Present tense to be What questions Prossessive adjectives:my,your,his,her U2 Things in the classroom Identify ownerships Demonstratives:this,that What questions and Yes/No questions How do you spell pen? U3 The family Introduce people Identify people Demonstratives:these,those Subject pronouns:I,he,she Yes/No questions Plural nouns U4 Things around the house Talk about where things are Where questions and Yes/No questions Prepositions: on,in,under Subject pronouns: they U5 Spending time with friends Ask and answer questions about ownership Make suggestions Present tense to have Yes/No questions and short answers: lets Adjectives of quality U6 Food Talk about likes and dislikes Present tense to like Yes/No questions and short answers Affirmative and negative statements U7 Shopping Ask about prices Talk about clothing Thank someone Demonstratives:this,that,these,those How much questions U8 Dates Talk about dates When questions Prossessive “s” How old are you? U9 Movies Talk about preferences Make plans Present tense to want Yes/No questions and short answers: Adjectives of quality U10 Joining a club Talk about abilities Modal verb can Yes/No questions and short answers: Affirmative and negative statements What questions U11 Daily routines Talk about daily routines Ask about and say times When questions What time is it? Adverbs of frequency U 12 School subjects Talk about preferences Give reasons What questions Why questions Who questions Adjectives of quality 四、 教材分析 新目標(biāo)任務(wù)型教學(xué)的特色理念： 新目標(biāo)英語(yǔ)是以任務(wù)為基礎(chǔ)的語(yǔ)言教學(xué)，在教材的設(shè)計(jì)上，遵循了自然言語(yǔ)、情境真實(shí)性、語(yǔ)言形式為交流功能性服務(wù)、層層深入階梯型發(fā)展語(yǔ)言能力、在做中學(xué)等最新教學(xué)原則和理念，注重引導(dǎo)學(xué)生體會(huì)文化差異，培養(yǎng)學(xué)生自主學(xué)習(xí)能力，完全符合教育部的義務(wù)教育階段英語(yǔ)課程標(biāo)準(zhǔn)的要求。本教材的教學(xué)理念：“知識(shí)用于行動(dòng)”，強(qiáng)調(diào)“語(yǔ)言應(yīng)用”，培養(yǎng)“創(chuàng)新、實(shí)踐能力”，發(fā)展“學(xué)習(xí)策略”。 人教社新目標(biāo)英語(yǔ)教材的幾大特色： A. 圖文并茂。一幅副充滿情趣，幽默生動(dòng)的畫面，令你眼睛一亮。它 不僅版面設(shè)計(jì)充滿新意，而且在內(nèi)容和結(jié)構(gòu)方面更富有創(chuàng)意 更具時(shí)代感，更有現(xiàn)代氣息，更加貼近學(xué)生的生活。學(xué)生一拿到課本后都愛不釋手，迫不及待地翻閱。 B. 實(shí)用性強(qiáng)。每個(gè)單元的選材都來(lái)源于學(xué)生的學(xué)習(xí)和生活。緊緊地與學(xué)生的年齡特征、認(rèn)知結(jié)構(gòu)、生活經(jīng)驗(yàn)聯(lián)系在一起。如第一冊(cè)的十四個(gè)話題：認(rèn)識(shí)新朋友、教室里的物品、家庭成員、食品、購(gòu)物、電影、參加社團(tuán)、生活習(xí)慣、學(xué)習(xí)科目、國(guó)家與語(yǔ)言。第二冊(cè)的十二個(gè)話題：鄰居、動(dòng)物、足球、職業(yè)、周末活動(dòng)、音樂(lè)、人物性格與外貌、天氣、節(jié)日、度假與休閑、流行文化、規(guī)章制度與日常生活。由于這些都 是學(xué)生熟悉的話題，生活中經(jīng)常碰到的事情，所以學(xué)生容易接受，學(xué)習(xí)熱情自然也高。使教學(xué)活動(dòng)由“要我學(xué)”轉(zhuǎn)變?yōu)椤拔乙獙W(xué)”。 C.注重交際。針對(duì)中國(guó)學(xué)生學(xué)英語(yǔ)普遍存在的“聾啞病”，教材設(shè)計(jì)了大量的聽說(shuō)讀寫材料。每個(gè)單元都有語(yǔ)言活動(dòng)，且內(nèi)容不同，形式多樣，學(xué)生對(duì)這些活動(dòng)充滿興趣，所以大家都能情緒高昂地參加 pair work, group work, games 等活動(dòng)。學(xué)生們充滿了自信，開心地練習(xí)說(shuō)英語(yǔ)，教室里常常充滿了歡歌笑語(yǔ)。同學(xué)們都喜歡上英語(yǔ)課，他們能為學(xué)以致用而感到興奮，同時(shí)也體驗(yàn)到了學(xué)習(xí)語(yǔ)言的快樂(lè)。 D.詞匯量大 。第一冊(cè)有詞匯 700 個(gè)左右，第二冊(cè)約 450 個(gè)，第三冊(cè)約 450 個(gè)，第四冊(cè)約 400 個(gè)， 第五冊(cè)約 500 個(gè)，合計(jì) 2500 個(gè)。這一點(diǎn)正好達(dá)到英語(yǔ)課程標(biāo)準(zhǔn)5 級(jí)的要求。大大豐富了學(xué)生的詞匯量，讓學(xué)生能更好地表達(dá)自己的所思所想。同時(shí)也要求學(xué)生必須采取有效的記憶單詞的方法，就會(huì)事半功倍，否則難以適應(yīng)教材的要求。這時(shí)學(xué)生特別需要教師的指導(dǎo) .。 新目標(biāo)英語(yǔ)的教材設(shè)計(jì)原則 a.言語(yǔ)、情境真實(shí)性原則 (The authenticity principle) 任務(wù)的設(shè)計(jì)要提供給學(xué)習(xí)者明確、真實(shí)的語(yǔ)言信息。語(yǔ)言情境、語(yǔ)言 形式等要符合交際的功能和規(guī)律。使學(xué)習(xí)者在一種自然、真實(shí)或模擬真實(shí)的情境中體會(huì)語(yǔ)言、掌握語(yǔ)言的應(yīng)用。 b.形式 -功能性原則 (The form-function principle) 任務(wù)的設(shè)計(jì)注重語(yǔ)言形式和語(yǔ)言功能的結(jié)合。形式 -功能性原則，旨在使學(xué)習(xí)者掌握語(yǔ)言形式的同時(shí)，培養(yǎng)其自我把握語(yǔ)言功能的能力；每一階段任務(wù)的設(shè)計(jì)都具有一定的導(dǎo)入性，學(xué)生在學(xué)習(xí)語(yǔ)言形式的基礎(chǔ)上，通過(guò)系列任務(wù)的訓(xùn)練，能夠自己進(jìn)行推理和演繹，從而理解語(yǔ)言的功能，并在交際中進(jìn)行真實(shí)運(yùn)用。 c.階梯型任務(wù)原則 (The task dependency principle) 學(xué)習(xí)單元中任務(wù)的設(shè)計(jì)由簡(jiǎn)到繁，由易到難，層層深入，并形成由初級(jí)任務(wù)到高級(jí)任務(wù)并由高級(jí)任務(wù)涵蓋初級(jí)任務(wù)的循環(huán)。在語(yǔ)言技能方面，遵循先聽、讀，后說(shuō)、寫的設(shè)計(jì)順序，使教學(xué)階梯式地層層遞進(jìn)。 d. 在做中學(xué)原則 (Learning by doing) 自始至終引導(dǎo)學(xué)生通過(guò)完成具體的任務(wù)活動(dòng)來(lái)學(xué)習(xí)語(yǔ)言，讓學(xué)生為了特定的學(xué)習(xí)目的去實(shí)施特定的語(yǔ)言行動(dòng)，通過(guò)完成特定的交際任務(wù)來(lái)獲得和積累相應(yīng)的學(xué)習(xí)經(jīng)驗(yàn)。 五、教學(xué)具體措施及輔助活動(dòng) 1利用直觀教具和教學(xué)輔助媒體，激發(fā) 興趣，增加容量，整體優(yōu)化課堂教學(xué)。 2每日進(jìn)行單詞競(jìng)賽。 3學(xué)唱英文歌。 4堅(jiān)持值日生報(bào)告。 5開展多種游戲和競(jìng)賽活動(dòng)。 六、 教學(xué)進(jìn)度表 Week 1 Starter Unit 1 5 課時(shí) Week 2 Starter Unit 2& Starter Unit 3 5 課時(shí) Week 3 Unit 1 6 課時(shí) Week 4 Unit 2 6 課時(shí) Week 5 Unit 3 6 課時(shí) Week 6 Revision 6 課時(shí) Week 7 Unit4 6 課時(shí) Week8 Unit 5 6 課時(shí) Week 9 Unit 6 6 課時(shí) Week 10 Revision 6 課時(shí) Week 11 Middle examination 6 課時(shí) Week 12 Unit 7 6 課時(shí) Week 13 Unit 8 6 課時(shí) Week 14 Unit 9 6 課時(shí) Week 15 Unit 10 6 課時(shí) Week 16 Unit 11 6 課時(shí) Week 17 Unit 12 6 課時(shí) Week 18 Revision 6 課時(shí) Week 19 Revision 6 課時(shí) Week 20 Final examination Starter Unit 1 Period 1 Title Starter Unit 1 Good morning! Target language 1: Words phrases hi， morning， good， hello 2: Key sentences 1 Good morning /afternoon /evening! 2. Hello! 3 Hi! Ability goals Enable students to listen to and talk about letters & greetings Learning ability goals Help students learn how to greet Teaching important difficult points How to greet and learn some letters. Teaching aids A tape recorder， some cards Teaching procedures and ways Step 1： Introduction Begin by greeting the class with a smile and good morning! Now， introduce the words “teacher” and “class” by using gestures Repeat this several times and have the class repeat after you Students Can answer as a whole group As rows and as individuals Repeat “I am your teacher and you are the class” several times Now， introduce the class to the instructions： Class， please sit down and class， please stand up by using actions and gestures They can practice this several times Step 2： Leadin You may want to leave the class again to introduce the usual Good morning routine Say Good morning class Help students respond with Good morning Point to yourself and say Im Miss， Mr Have them repeat Explain the terms Miss and Mr in Chinese Repeat this a few times with rows and individuals or try a “back-chain” drill： Miss， Mr (Ss repeat) Morning， Miss M r (Ss repeat) Good morning， Miss， Mr (Ss repeat) Step 3： Practice Say： Stand up， please! (Ss stand up) Leave the classroom， return and say Good morning， class! Help the students respond with Good morning， Miss， Mr Say Sit down ， please Now lets start the lesson Step 4： Presentation and activity Now point to yourself and say My name is Miss Mr. I am your teacher Find a student you know and say your name is(Beth) Then ask What is your name? Help them respond with My name is . When the student answers, respond with HelloNice to meet you! Repeat this activity several times ， first with students you know and then with others Help them to respond with Nice to meet you， too Explain the Word “too in Chinese Step 5： Practice Get the students to practice the following dialogue in pairs S1： Good morning S2： Good morning Im (Ben) Whats your name? Sl： My name is (Dale) Nice to meet you! S2： Nice to meet you too Call out several pairs of students to give their performance Praise their efforts as much as possible Help the slower students with patience Step 6： Presentation Do activity 1a： Look at the picture Find the small letters for these big letters First present letters a-h， and get the students to repeat these letters Call the students to attention the letter C si： not sei： H /e/ not /e/ Step 7： Listening and writing Get the students to listen to the tape and finish the task list on the book Make sure all the students know what they should do Have the students watch the teacher writing the letters on the blackboard, then ask them to follow the teacher and write down these letters on their exercisebooks Let the students know the diffences between the big letters and the small letters Step 8： Games time Let the students do some letters games to enjoy your lesson， the following is the instruction 搶讀字母游戲：教師將全 班分成若干小組，然后逐個(gè)出示字母卡片，學(xué)生們舉手搶答。教 師讓最先舉手的學(xué)生讀出該字母，讀對(duì)的給該組記 10 分，得分最多的組為優(yōu)勝組。 Step 9: Homework Copy the conversation and letters. (Do entering famous school) Starter Unit 1Period 2 Title Starter Unit 1 Good morning! Target language 1: Words phrases CD; afternoon; evening ; letters Aa-Hh 2: Key sentences 1. Good morning /afternoon /evening! 2 Hello! 3 Hi! Ability goals Enable students to listen to and talk about letters & greetings Learning ability goals Help students learn how to greet Teaching important difficult points How to greet and learn some letters. Teaching aids A tape recorder， some cards Teaching procedures and ways Step 1： Duty report Ask one student to be a small teacher day by day. At the same time, give your advice. Step 2 Leadin Do free talk： Greet students and ask them to greet each other. Play a role game. Ask students to collect information about their idols such as Bill Gates, Thomas Edison, Jacky Cheng and so on and write their names down. Get them act as their idols and introduce themselves to their partners. The following is sample: T: Good morning, My name is Bill Gates. S: Good morning, Im Jacky Cheng. T: Nice to meet you, Jacky. S: Nice to meet you, too. Bill. Encourage the students to care what kind of English they can find in the street or in the other ways. Show the students some CDs and ask them if they know what it is. Repeat with the other things. And add some more things such as DVD and KFC. Train the students to care the things happening around them, such as: ID means identification card. OK means all right. Then get them to finish the exercise on the screen. Go on doing the above step to ask them to list more about the abbreviation. (See the powerpoint) Step 3： Pairwork Let students work in pairs to practice the dialogue on 3a Get them to act it out after practicing. Do 3b Make sure all the students know the answers correctly. Let the students try their best to remember how to pronounce all the names. Let the students try Step 4： Practice Play the tape and ask the students to sing after it in chorus and individual. Give them a chance to perform Praise their efforts as much as possible Help the slower students with patience. Step 5： Homework Copy the letters and the new words and finish off the workbook. (Do entering famous school) 教學(xué)反思： Period 3 (By xcy) Title Starter Unit 1 Good morning! Target language 1: Words phrases How; are; you; I; am; fine; thanks; OK: Im=I am 2: Key sentences 1. How are you ? 2. Im fine, thanks ! 3 Im OK! Ability goals Enable students to listen to and talk about letters & greetings Learning ability goals Help students learn how to greet Teaching important difficult points How to greet and learn some letters. Teaching aids A tape recorder， some cards Teaching procedures and ways Step 1 Duty report Ask one student to be a small teacher day by day. At the same time, give your advice. Step 2 Lead-in Begin the class with singing the song of “Good morning” together. Free talk. Ask : Hi! Good morning, Tom. Or Morning, Dale. etc. Let the students get used to speaking English in class， even after class, Encourage the students to speak English as much as possible Say out all the letters in English while you are pointing the letters or things in the classroom Make sure all the students know what you are saying and what it is in English. Speech Cassette la of section B Play the tape and ask the students to listen to it carefully, then act it out, also do the task of lb on the book Next get the students to write down the small letters for each word (abbr.) Step 3 Pairwork Get the students to practise the dialogue by pointing out the things they know how to say in English Ask the students to exchange the roles Let them fill in the missing letter of each word in pairs. Step 4 Listen and repeat List out the letter A on the blackboard and encourage the students to say out what other words a1so make the same pronunciation. Give them some tips. Present the other letters the same as the 1etter A Let the students follow the chant after the tape. Step 5 Homework Finish off the workbook (Do entering famous school) Period 4 Assessment (By xcy) 一、寫出下列字母左鄰右舍 1. _B_ 2. _c _ 3. _f_ 4. _E_ 5. _g _ 二、寫出下列大字字母的小寫字母。 1. BEE _ 2. BAG _ 3. BED _ 4. HB _ 5. CD _ 6. ABC _ 7. AD _ 8. CAAC _ 9. BEC _ 10. FACE _ 三、比較下列每組字母或單詞的讀音，相同的用 (S)， 不同的用 (D)表示。 1. b, a ( ) 2. c, e ( ) 3. a, e ( ) 4. b, d ( ) 5. a, c ( ) 6. Dale, Alice ( ) 7. Frank, thanks ( ) 8. evening, Helen ( ) 9. A, H ( ) 10. E, F ( ) 四、看圖寫出下列圖所表示內(nèi)容的縮寫字母或單詞。 1. 2. 3. 4. 5. _ _ _ _ _ 五、單項(xiàng)選擇 ( ) 1. -Good evening, Eric. -_, Cindy. A. Good morning B. Good afternoon C. Good evening ( ) 2一 Good morning! -_ A Thank you B Good morning! C Hello! ( ) 3一 Hello! 一 _ A Hello! B Thank you C Im fine ( ) 4一 Sit down， P1ease -_. A Im fine B My name is Li Lei C Thank you ( ) 5一 Whats your name? -_. A Clark B. Im OK C Thank you 六、從所給選 項(xiàng)中選出能回答以下問(wèn)題的交際用語(yǔ) 1 A： Good morning， class B: _. 2 A： Hello， Jim How are you? B： _ 3 A： Whats your name? B： _ 4 A： Sit down， please B： _ 5 A： Whats this? B： _ a Its “B” b Good morning， teacher c Fine， thank you d My name is Jim e Thank you 七、連詞成句 1 good， you， to， morning _. 2 you, hi, how, Grace, are _? 3 name， my， Jim， is _. 4 sit， Please， down _. 5 fine， you， thank _. 八、選擇正確的答案填空 ( )1早上老師進(jìn)教室時(shí)，同學(xué)們應(yīng)對(duì)老師說(shuō)： “_ ” A Hello! B. How are you? C Good morning， Mr Miss! D Good afternoon ( )2假設(shè)你叫 Lin Lin，當(dāng)人家問(wèn)你 “Are you Lin Lin?”時(shí)， 你應(yīng)該說(shuō)： “_” A My name is Lin Lin B Yes， I am C I am not D Yes, it is. ( )3當(dāng)你要向別人打聽某事時(shí)，你應(yīng)說(shuō)： “_” A Hello B Sorry C Excuse me D Hi ( )4當(dāng)你向別人介紹你的朋友 Jim 時(shí)，你應(yīng)說(shuō)： “_” A This is Jim B He is Jim C You are Jim D I am Jim ( )5當(dāng)你認(rèn)錯(cuò)人時(shí)，你應(yīng)說(shuō)： “_” A. Excuse me B. Im OK C Im sorry D Thank you ( )6. _? -Fine， thank you A. How do you do B How old are you C. Can you spell it D. How are you 九、補(bǔ)全對(duì)話 1 A： Hello! B: _! A： Whats your name? B: _name is Kate Green. A： _ are you? B: Fine, _you. How are you? A： Im fine Whats this? B: _ “Gg”. A： Thank_ 2 T： Good morning， class S： _, teacher T: How are you? S： _, thank you, _you? T: Im fine, _. Whats this? S： Its “Nn(嗯 ) T: No, its “Nn” /en/. S： “Nn” /en/ T: Yes, sit _, please. Period 5 (By xcy) Title Starter Unit 2 Whats this in English? Target language 1: Words phrases What; is; this; in; English; it; its=it is; a/an; map; orange; jacket; key; quilt; pen; ruler 2: Key sentences 1. Whats this in English? 2. Its a/an . Ability goals Enable students to listen to and identify things Learning ability goals Help students learn how to identify things Teaching important difficult points How to identify things and learn some letters. Teaching aids A tape recorder， some cards Teaching procedures and ways Step l： Introduction Review greetings. Review the letters learn in the last unit Get the students to introduce themselves in English Step 2： Leadin Have ready a quilt， a map， a jacket， a key， a ruler， a pen， an orange Hold the key up and say Whats this in English? Its a key Repeat and then get students to repeat Do the same with a key， a pen， a ruler If possible， use flashcards to teach the spelling of the words Put a flashcard beneath a drawing of each object. Step 3： Practice Listen Play the tape twice Have the students circle the things they hear Get the students to act out the conversations in the picture of 1a Make sure the students understand what they should do Students can work in pairs then ask them to act out the conversations they made Do 2a， 2b， 2c and 2d one after another 2b： after the students do 2a, show them how to write the letters on the blackboards， both of “Big” and “small Make sure all the students know how to write them Use the flashcards to practise saying the names of the letters and to learn their order Before doing 2c， ask the students to give the letters containing the i：and /e/ sounds Repeat with the / and a sounds List them out on the blackboard Then get them to listen to the tape and read the letters and words after the tape Step4： Games time Play the letter game with the students like the following instructions Sometimes the teacher can explain the rules of the game in Chinese Who did fastest? 這是一個(gè)訓(xùn)練學(xué)生聽字母的游戲，將全班分成兩組，一組學(xué)生持大寫字母，另一 組學(xué) 生