Unit 1 Where’s the post office?
单元主题：Ask for and give directions. 询问方位，以及给出方位。
单元目标：
（1）学习并掌握一些表示方位的介词。
（2）学习并掌握一些形容词的用法。
（3）学习并掌握一些常见地方的名称。
主要句型和交际用语：
（1）Where’s the park?
（2）It’s on center street.
（3）The supermarket is across from the bank.
（4）The pay phone is next to the post office.
（5）The library is between the video arcade and the supermarket. （6）Is there a pay phone in the neighborhood?
（7）It’s down the Bridge Street on the left.
主要词汇：
post office，Is there …?，bank，near，here，center，street，bridge，hotel，video，arcade，supermarket，pay，pay phone，park，across，across from，next to，between，avenue，down，neighborhood，right，left，quiet，big，dirty，busy，false，welcome，garden，district，turn，off，enjoy，walk，take a walk，through，will，see，house，begin，beginning，tour，come，get，money，buy
二. 重点、难点分析：
1. across 介词“横过”
Be careful when you walk across the busy street.
当你穿过繁忙的街道时要小心。
The duck wants to swim across the river.
那只鸭子想游过这条小河。
2. across from 介词词组“在…对过”
The bank is across from KFC. 银行在肯德基的对面。
The restaurant is across from the National Library.
那家饭馆在国家图书馆的对面。
3. next to “在…旁边”
The supermarket is next to the flower shop.
超市在花店的旁边。
The small garden is next to our school.
4. on “在…”
The supermarket is on Fifth Avenue.
超市在第五大街。
The pay phone is on Bridge Street.
公用电话在桥街。
The post office is between the library and the cinema.
邮局在图书馆和电影院之间。
The pay phone is between the supermarket and the bank on Center Street. 公用电话在中央大街上的超市和银行之间。
6. down 介词“沿着；顺着”
The library is down this street on the right.
图书馆在这条街的右侧。
G o down this street, you’ll find the bank.
沿着这条街走，你就会找到那家银行。
7. on the left/ right “在左边/右边”
注意介词要用on
8. Is there…?
Is there是There be句型的一般疑问句，表示“某处有某物吗？”
e.g. Is there a post office near here?
在这附近有一个邮局吗？
Is there a supermarket in your neighborhood?
在你们的社区有一个超市吗？
Are there many shops in this district?
这个区域内有很多商店吗？
注意：如果是Is there…? 回答用Yes, there is./ No, there isn’t.
如果是 教案示例 Unit 1 Where’s the post office? Period I 教学目标： 1、掌握表示地点的词汇； 2、掌握where 引导的特殊疑问句； 3、能够简单地描述地点方位； 4、能够画出简单的示意图。 教后一得： 本单元的主题是方位，地点名词是学生单词突破的重点，与学生的生活相结合，扩充一些词汇，明确的表述各个建筑所处的位置。围绕这几点设置了四个活动，利用多媒体素材，以任务型的教学模式来完成整个教学。其中图片的展示能给学生更立体的感受，更加明确空间位置关系。运用画图的辅助形式，激发学生的兴趣，能够达到更好的效果。 UNIT 2 Why do you like koala bears? Text analysis: Topic: animals in the zoo Functions (Teaching aims): 1. Describe animals 2. Express preferences and give reasons Structures:1. Why, What, Where questions 2.Because 3. Adjectives of quality Target language: Why do they like koala bears? Because they’re cute. They’re kind of shy. They’re very big. Vocabulary: 1. zoo, animals, tiger, elephant, koala bears, dolphin, panda, lion, penguin, giraffe 2. smart, cute, fun, ugly, intelligent, friendly, shy, kind of 3. South Africa Recycling: beautiful, small, quiet, scary, interesting, Australia, Japan, Brazil, China. He is from-- She’s five years old. Learning strategies: 1. Using what you know 2. Inferring content Multi-intelligence: 1. Know the nature 2. Knowledge of places 3. logical expressions Periods: six Period 1 section A 1a 1b 1c Period 2 section A 2a 2b 2c Grammar focus Period 3 section A 3a 3b 4 Period 4 section B 1 2a 2b 3 Period 5 section B 3a 3b 3c 4 Period 6 self check Period 1 Contents on p7 Teaching aims: Learn new words: animals—tiger, koala bear, elephant, dolphin, panda, lion, penguin, giraffe description words—cute, fun, smart Listen and check(√) the animals. Practice the conversation: describe animals Teaching methods: listen and say, read and write Teaching procedures: Step 1 Presentation(1a) We are going to learn the names of some more animals. Show the animals on the map of the zoo → point to the animals and say the names →let students read the words → match the words with the animals in the picture → practice the words(read and write) Step 2 Listening practice(1b) Point to the animals in 1a and ask students to say the names→ play the recording of the conversation twice → check(√) the names of animals Step 3 Pair work(1c) A: Let’s see the lions. B: Why do you want to see the lions? A: Because they’re cute. Step 4 Consolidation: Free talk Ask students to present their conversations to the class. Step 5 Summary: words and conversations Step 6 Homework: remember the words and conversations. 教后一得： 在课堂上，教师是参与者，帮助者，学生是活动的主体，学生的任务是开放的。学生以小组为单位进行活动，在较真实的语境中锻炼口头、笔头能力。有利于培养学生的合作精神，促进学科之间的渗透和交融。 Period 2 contents on p8 Teaching aims: Listening practice: write the names of the animals Oral practice: Ask and answer questions about animals. Grammar focus Teaching difficulty: difference between the words very and kind of. Teaching methods: listen and say Teaching procedures: Step 1 Revision: Can you say the names of the animals? Ask some students to say and two students to write on the blackboard. Step 2 Free talk: Making a conversation in pairs, talking about animals. Step 3 Presentation(2a) Do you want to go to the zoo? Julia and Henry are talking about the animals in the zoo. Let’s listen together. Play the recording twice →students write in the names of the animals →draw a line between animals and adjectives Step 4 Listening practice(2b) Hear the recording again →complete the conversations with the words given →tell the words: very & kind of ( They always come just before the adjectives in the sentences. Look at the cartoons under 2b. We can make sure. Another example: if we are familiar with percentages, we might use the following scale to help explain their meaning: 0% 50% 95% not kind of very) Step 5 Pair work(2c) Practice the target language. Step 6 Consolidation: ask some pairs to act out the conversations. Step 7 Summary: Grammar Focus Step 8 homework: practice the target languages. 教后一得： 现在的英语课堂是开放式的，本着启发学生思维，培养学生的观察力，想象力，创新能力和合作精神的原则，我们设置了一些活动，能够调动学生课外英语学习的积极性，锻炼学生独立或以合作形式收集资料、处理信息的能力。为学生提供实际运用英语的机会。 Period 3 Contents on p9 Teaching aims: Say the names of the countries on the maps. Talk about where the animals come from. Game: Bingo. Key points: Countries: China, Australia, South Africa, Japan, Brazil. Animals: lions, pandas, koala bears, dolphins, elephants, giraffes. Teaching methods: Use the geography knowledge to match the countries and animals; play the game—bingo. Teaching aids: tape, recorder, maps, use coins, paper chips or scraps of paper as markers. Teaching procedure: Step 1 Revision: free talk Work in pairs, describing the animals. Step 2 Presentation We have known many more animals. Do you want to know where the animals are from? Let’s look at the maps and say the names of the countries (show the maps). Point to the maps and ask students to say the names → point to the animals in 3a and ask students to name them →ask: Where are the animals from? → Let the students draw a line between each animal and the country. Step 3 Pair work (3b) Practice the conversation: Where are lions from? They’re from Africa. (Use the animals and countries in activity 3a.) Step 4 Game: Bingo (4) Read the countries and the animals in the box→ write nine words from the box on the bingo board→ listen to the tape→ cross out(X)the words you hear(You can place a marker on each word. →say “bingo” when you get According to the game, we can consolidate the animals and countries. Step 5 Summary: We have practices where the animals are from. Remember the countries and their animals. Step 6 Homework: ask and answer questions. 教后一得： 现在的英语课堂是开放式的，本着启发学生思维，培养学生的观察力，想象力，创新能力和合作精神的原则，我们设置了一些活动，能够调动学生课外英语学习的积极性，锻炼学生独立或以合作形式收集资料、处理信息的能力。为学生提供实际运用英语的机会。 Period 4 Contents on p10 Teaching aims: Remember the description words: ugly, intelligent, friendly, cute, shy. Listening practice Oral practice: talk about animals. Key points: intelligent, friendly, cute, shy Teaching procedure: Step 1 Revision: Why do you want to see lions? Because they’re cute. Step 2 Presentation We have learned some description words such as scary, interesting, small, cute, exciting. We’ll learn four description words this class: ugly, intelligent, friendly, shy. Step 4 Match the words and the animals.(1) Look the pictures in 1 →ask a student to say the names of animals →read the eight adjectives →match the adjectives with the animals in the picture →write the letter of the animals on the line (Perhaps students have different opinions.) Step 4 Listening practice 1 (2a) Tony and Maria want to the zoo. What animals do they like and why? Let’s listen to the tape. Play the recording twice →students circle the description words in 1 →correct the answers Step 5 Listening practice 2 (2b) Play the recording again →write the animals each person talks about and the words they say →check the answers Step 6 Pair work (3) Step 7 Summary: We’ve know more description words. Step 8 Homework: Remember the adjectives. 教后一得： 现在的英语课堂是开放式的，本着启发学生思维，培养学生的观察力，想象力，创新能力和合作精神的原则，我们设置了一些活动，能够调动学生课外英语学习的积极性，锻炼学生独立或以合作形式收集资料、处理信息的能力。为学生提供实际运用英语的机会。 Period 5 Contents on p11 Teaching aims: Remember the words and expressions: grass, sleep, during, at night, leaf, him, give, guess, meat, relax, lazy. Be able to read and write about animals. Theme task and teaching difficulty: write a description. Teaching procedures: Step 1 Revision: Ask some questions. Where are the lions from? Where are the pandas from? Where are the koala bears from? Where are the elephants from? Step 2 Presentation: Can you describe the animals? Look at 3a. Ask students to read the descriptions →match them with the animals →check the answers. Step 3 Look at 3b. Learn new words: grass, leaves, meat, sleep, relax, lazy →look at the animal lion in 3a →fill in the blanks →check the answers. Step 4 Writing and reading practice (3c) Write a description like the one in3b →do a sample(Choose an animal’s name and write on the blackboard.): Koala bears →write about any animal →ask students to read in pairs. Step 5 Group work: Guess Ask students to get into groups of four →take turns reading from 3c →other students guess what animals. Step 6 Summary: We’ve practiced reading and writing about animals. Step 7 Homework: Recite some passages about animals. 教后一得： 现在的英语课堂是开放式的，本着启发学生思维，培养学生的观察力，想象力，创新能力和合作精神的原则，我们设置了一些活动，能够调动学生课外英语学习 实际运用英语的机会。 Period 6 Contents on p12 Teaching aims: Have a revision about Unit 2, including words and target languages. Teaching procedure: Step 1 Key word check(1) Read the words →check all the words Step 2 Build vocabulary (2) Ask students to enter five words in their vocab-builder on p108 →practice the words in pairs Step 3 Writing practice (3) Look at the example →let students read →write a similar description of the animal—koala bear, doing it individually →read it in groups. Step 4 writing practice (4) Tell students to draw two animals →write a description Step 5 Just for fun: Practice the target language. Ask two students to read the conversations →ask: Do you think the baby chimp is cute? Step 6 Practice the target language. Step 7 Summary Step 8 Homework 教后一得： 现在的英语课堂是开放式的，本着启发学生思维，培养学生的观察力，想象力，创新能力和合作精神的原则，我们设置了一些活动，能够调动学生课外英语学习的积极性，锻炼学生独立或以合作形式收集资料、处理信息的能力。为学生提供实际运用英语的机会。 Unit 3 I’d like a large pizza The plan of the unit: Topic : food Functions : Order food Structures : What questions , modal verb would Target language : 1. What size pizza would you like ? I’d like a large /medium / small pizza. 2 .What would you like on it ? I’d like cheese , green peppers and mushrooms , please. 3. What’s your address? My address is …… Vocabulary : large , medium , small , pizza , pepperoni, green peppers , mushrooms , onions , Cheese , olives , hot dogs , soda , lemonade, iced tea , juice , would like , salad. Learning Strategies : Role playing, listening for key words 跨学科学习：学会与人交际 课时划分：根据需要共用七课时完成本单元的教学任务。 Period One : Section A : 1a 1b 1c Period Two : Section A : 2a 2b 2c Grammar Focus Period Three : Section A : 3a 3b 4 Period Four : Section B 1a 1b 2a 2b 2c Period Five : Section B 3a 3b 3c 4 Pairwork Period Six : Self check 1, 2, 3 Just for fun Period Seven: Test Period 1 教学内容：部分新单词 Section A 1a 1b 1c 教学目标：Learn all the new words by heart and copy the sentences according to the tape. 教学重点：单词的读写。 教学难点：认读、识记单词 教学方法：多听多练 Teaching steps : 利用实物或图片，认读单词。（large , pizza ,cheese, mushroom ,green pepper, pepperoni, onion, olive） 看课本图片，找出单词所对应物品的字母，继续学习单词。（ Match the words with the foods ） (Look at the picture on Page 13 and finish 1a ) Here are the answers to 1a. 1. cheese c 2. mushrooms f 3. green peppers d 3、听录音(Check the pizza that the person orders ) 巩固单词，练习听力，并提醒学生注意听“怎样定餐”） Step 4 : 1c Pairwork (Practice the conversation below, Order the toppings you like.) Ask two students to read the dialogue to the class. Say the conversation with a student Ask students to work in pairs. (Have students take turns being the pizza maker and the person ordering the pizza Remind students to list the size and the toppings they really like .Students practice both roles.) Ask some students to present their dialogues to the class. Step 5. Look back. Let the students sum up what we learned this class . Step 6 Homework 1) Ask the students to remember the new words. 2) Practice the dialogue in pairs. 教后一得： 话题非常贴近学生的生活实际，学生能用英语进行简单的交流，充分体现了学以致用的教学原则。学生的学习积极性大大提高，课堂气氛也更加活跃。课堂上把时间还给学生，让每个学生都动起来。 Period 2 教学范围： Section A 2a 2b 2c Grammar Focus . 教学内容： New words: express, special, drink, medium ,size ,juice, iced tea , lemonade ,hot dogs, I’d , he’d , they’d . Sentences : What kind of pizza would you like ? I’d like a pepperoni pizza, please. What size pizza would he like? He’d like a small / medium / large pizza. What would they like on their pizza? They’d like mushrooms, tomatoes, and cheese. 教学目标：1. Remember all the key words. 2. Grasp the structure. What kind of pizza would you like ? I’d like …… What size pizza would he like ? He’d like …… What kind would they like ? They’d like…… 教学重难点：1、What 引导的特殊疑问句 2、情态动词would 的用法 教学步骤 Step 1: Greetings Step 2: 复习单词：cheese , mushrooms , green peppers, pepperoni, onions, olives, tomatoes Ask some students to read them and say their Chinese meanings. (注意提醒学生注意区分可数名词和不可数名词)。 Step3: 利用图片或实物学习单词。 express , special, drink , medium , size , he’d , they’d , juice , iced tea , lemonade , hot dogs. Step4: 听录音，练习听力，巩固单词。 2a . Listen and check (√) the names of the foods you hear below. 1．√ cheese 2. √ mushrooms 3. √ green peppers 4.____ pepperoni 5. √ onions 6_____ olives 7. √ tomatoes 2b. Listen again and fill in the blanks below. Ask students to listen and write the missing word in each blank . And then check the answers by having students write the sentences on the board. Keys : 1. I’d like a large pizza 2. I’d like mushrooms, green peppers, onions , and cheese , please 3. I’d like a mediu m . 4. I’d like onions and tomatoes , please. 让学生填好后，读熟并同位之间互相练习。 Step 5. Pairwork. Ask student to talk with you like this . “ What kind of pizza would you like? I’d like a pepperoni pizza, please. What size pizza would you like? I’d like a small / medium/ large pizza. What would you like on your pizza? I’d like mushrooms , tomatoes and cheese. According to the model , ask the students to practice in pairs . Ask some students to present their dialogues to the class. (Ask a boy ) What size pizza would you like ? I’d like a small / medium / large pizza . ( Ask another student ) What size pizza would he like ? He’d like a small / medium / large pizza . Ask a girl the same question , and then ask another student : What size pizza would she like ? She’d like a small / medium / large pizza. (Ask some student.) What would you like on your pizza ? ( Ask another student ) What would they like on their pizza ? Ask the students to practice in groups. 让学生在重复，模仿中学会对话。 Step 6: Let’s sum what we have learned this class . Step 7 Homework 鼓励学生回家问日夜操劳的父母想吃什么？记述他们想预定的 比萨饼，将它写在练习本上，下节课交流。 教后一得： 课堂上把时间还给学生，让每个学生都动起来。学生通过讨论交流和合作方式展 示他们丰富的想象力和创造力。让每个孩子都说话，每个任务都有话说。 Period 3 教学内容：Section A 3a 3b 4 教学目标：1、熟悉句型:What size pizza would you like? What would you like on it? 2、熟练应用句型进行交际 语言目标：1、What size pizza would you like? 2、What would you like on it? 3、What’s your phone number? 4、What’s your address? 学习策略：分角色表演，联想 Teaching steps: Step 1:Greetings. Step 2:Practice dialogues like this: Do you like pizza? Yes, I do. What kind of pizza would you like? I’d like a pepperoni pizza. What would you like on it? I’d like mushrooms, tomatoes and cheese. Practice in groups.然后再转到第三人称 Ask another student: What kind of pizza your father/mother would like? He’d/she’d like... Step 3: Match the questions and answers below and then practice the conversation. Ask one student to read all the questions to the class. Ask another student to read all the answers. Ask students to complete the exercise on their own.. Check the answers. 1. c 2.d 3.b 4.e 5.a 4)分角色朗读对话 Step 4:通过活动，复习、巩固对话。 is the customer and gives the response in the book. 活动二，3b.Pairwork Make your own conversations according to 3a. Step5: Work in small groups. Ask and answer questions. eg. What kind of pizza would you like? I’d like a mushroom , tomato, and cheese pizza. （让每个学生都参与到这个活动中来，人人都有表现的机会，并且做好记录，然后对照课本,将名字填到卡片上。） Step6 : Look back Let’s sum what we’ve learned this class. Then ask what they haven’t understood. Step7: Homework 以小组为单位，记录每个人想吃的比萨饼将它写在练习本上，以备下节课相互交流。 教后一得： 学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。课堂上把时间还给学生，让每个学生都动起来。 Period 4 教学内容：Section B 1a.1b.2a.2b.2c 教学重点：1、The words about food and drinks. 2、句型：I want one medium pizza. I like pizza, salad, juice, and iced tea. I don’t like hamburgers, soda or lemonade . 教学目标：让学生学会定餐或叫外卖。 Teaching steps: 1.Greetings: 2.出示课本图片，复习单词。 （1a match the words with the pictures.） keys: 1.g orange juice 2. c salad 3. e pizza 4. h iced tea 5. a hamburger 6. b soda 7. f lemonade 8. d hotdog Read the words and ask students to repeat them. 3.根据实际情况，表达自己的好恶，练习句型 （1b circle the things you like in the picture above, make an ‘x’next to the things you don’t like Then tell your partner what you like and what you don’t like.） eg: I like pizza, salad, juice, and iced tea . I don’t like hamburgers, soda or lemonade. What about you? 2b, Listen again and fill in the order form on page 82. 听力题目在听完后，将材料投放到屏幕上，作为阅读材料练习。 5．2c Pairwork. 复习句型，练习对话 eg：I want one medium pizza. What would you like on it? What’s your address? What’s your telephone number? 6. Look back. Let’s sum what we’ve learned this class. 7．Homework. 试着自己定一份外卖。 教后一得： 学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。教师应为学生创 设宽松，和谐，民主的学习气氛，设计多种合作方式或活动内容，多思考导入的 途径和技巧。让每个孩子都说话，每个任务都有话说。 Period 5 教学范围：Section B 3a.3b.3c.4 教学内容：句型的实际应用（阅读与书面写作） 教学目标：能够熟练的读写。 教学重点：Write the newspaper ad. 教学难点：How to write the ad. Teaching steps: 1. Greetings. 2. 3a read the newspaper ad .Use some of these words to fill in the blanks. large lemonade pizza salad have cheese Specials on pizza at Pizza Express! At pizza express! We have (1) some great specials .The Californian. pizza has olives and green peppers, and is just 2.75 .The cheapie , for $1.99, has (2)and tomatoes. (3)drinks are only 89￠. The pizza and (4) lunch special is $ 3.50 .Order a (5)today! 3、3b Fill in the blanks below. 4、3c Write your own ad. for pizza ,drinks, and other foods you know. Pairwork, Read your partner’s ad. Then order food and drink from your partner. eg: I’d like a medium pizza, please. What would you like on it? I’d like mushrooms, tomatoes and cheese. 6. Look back. Let’s sum what we’ve learned this class. 7. Homework. 为理想中的比萨饼店写一份宣传广告. 新目标英语Go for it 的教材选材非常贴近学生的生活实际。每学完一个单元学生就能用英语进行简单的交流。充分体现了学以致用的教学原则。学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。课堂上把时间还给学生，让每个学生都动起来。学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。教师应为学生创设宽松，和谐，民主的学习气氛，设计多种合作方式或活动内容，多思考导入的途径和技巧。怎样让每个孩子都说话，每个任务都有话说。 教后一得： 学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。教师应为学生创设宽松，和谐，民主的学习气氛，设计多种合作方式或活动内容，多思考导入的途径和技巧。 Period 6 教学范围：Self-check 1.2.3 just for fun 教学目标：1、复习单词 2. 复习句型 Teaching steps: Grectings. 出示图片，复习巩固单词 Do 1.key word check, ask the students to read them and say their Chinese meanings. Write five new words in your Vocab-Builder. Make a menu for the week and give reasons for your menu. (填完后，利用目标语言，以小组为单位讨论) eg: What would you like for breakfast on Monday? I’d like bread, eggs and milk. Just for fun. I’d like a large pizza with mush rooms. I’d like a small lemonade. I’d like a vacation. Ask students to read the cartoon to themselves, and then assign roles and ask three students to read the words. And ask, why is the pizza maker so tired? What does he want? Do the exercises 一．用横线标出下列句子中的错误，并在题前横线上改正。 1、I want drink some milk for breakfast. 2、Would you like come with me? 3、What would you like with the pizza? 5、Tomatos are my favorite food . 二．根据句意写出单词，首字母已给出。 1．Please give me some water to d . 2. I’d like a m pizza with green peppers. 3. “ What would you like on the pizza ?”“M , please.” 4.What s pizza would you like to eat? 5.My a is 223 Green Street . 教后一得： 学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。教师应为学生创设宽松，和谐，民主的学习气氛，设计多种合作方式或活动内容，多思考导入的途径和技巧。 Unit Four I want to be an actor. 执教人：葛艳霞刘梅张淑会李松玲杨金泉 单元教材分析： 本课包括三部分：Section A, Section B和 Self-check. 主题: occupations 语言功能: Talk about jobs. 语言结构: What, Where questions; Present tense to want, to work; Affirmative and 语言目标: 主要语法 What does he do? He is a waiter. What do you want to be? I want to be an actor. Where does she work? She works at a bank. Main vocabulary（词汇）: doctor, reporter, police, waiter, bank clerk, sales assistant, dangerous 品德：热爱本职工作，树立正确的职业观。 根据需要可以分为四课时来讲。 第一课时： I.教材分析：这是本单元的第一部分，生词比较多，但是涉及的都是自己所熟悉的职业，每个同学都有自己的兴趣和理想，学生比较感兴趣。 Language topic: What does she do? She is a doctor ( reporter, waiter-----) What do you want to be? I want to be an actor. Where does he work? He works in a hospital. Language strategies: Talk about occupations. Main vocabulary: sales assistant, doctor, actor, reporter, police officer, waiter, bank clerk, student. II.语言结构: what questions and it’s answer。 III.语言功能: ask occupation and it’s answer. IV.活动设计：采访调查 Wha t’s your …? or what do (does)----do? V. Teaching steps: Step 1:Greetings. Step 2: Words: (pictures) Look at this picture. Do you know what this is? Yes, it’s a hospital. This man is a doctor. That man is a police officer. What does he do? Who knows? Very good, he is a reporter. 运用图片和对话教学单词: sales assistant, doctor, actor, reporter, police officer, waiter, bank clerk, student. 并运用这些单词进行对话：What does he (she) do? He (She) is a -----. Step 3: 1a Match the words with the pictures. (P19) Step 4: 1b Listen and number the people[1--3] in the picture above. 1.What does your father do? He’s a reporter.. Really? That sounds really interesting. 2.What does your mother do, Kim? She’s a doctor. Really? I want to be a doctor. 3. What does your cousin do? You mean my cousin Mike? Yeah, Mike. What does he do? Unit 1 Hello! What's your name? 一、教学目标与要求 通过本单元教学，使学生初步学会“打招呼（Greetings)时所使用的一些简单用语，并要求学生尽可能在交际场合中使用。学生要初步掌握英语字母表中A～N的读音（包括升降两种语调）、书写格式（包括大、小写），并准确认读这些字母。 二、教学重点与难点 1、打招呼用语（Greetings)：1)Good morning! 2)Hello!3)How are you?Fine,thank you ,And you? 2、句型：1）What's your name? 2)My name is … 3、英语字母A～N。 三、课时安排 本单元共4课时，每课1课时。 第一课Lesson One 一、教学内容 1、字母A～G。 2、句型：初步理解以下句型：1）What's your name?2)My name is … 3、日常交际用语：打招呼用语（Greetings)：1)Hello!2)Good morning. 二、教具 录音机；姓名卡片一张（上写教师自己姓名的汉语拼音）；字母卡片A～G（含大、小写）；划有四线的小黑板（为教字母的书写准备）。 三、课堂教学设计 从第一节课起，教师应尽量为学生创造一个听英语、讲英语的小环境：在起始阶段，就使用一些简单的课堂用语；教师还可借助一些手势、表情、演示等，协助学生听懂；所使用的课堂英语，应循序渐进，宁少勿滥；要多次重复，使学生逐渐熟悉起来，不但能理解教师的课堂英语，也熟悉教师的手势、表情、演示等。 1、教师用英语说：Now class begins.然后借助手势让学生起立，用英语向学生问好。T：Good morning,class!（如果是下午上英语课，可用：Good afternoon,class!) 然后用英语说：Sit down,please.并同时做出请学生坐下的手势。 教师向学生解释Good morning（或Good afternoon。）的意思。并告诉全班要用相同的语句来应答。在开始阶段，能够让学生称老师为teacher(见交际用语）。由此产生以下问答：T：Good morning,class! Ss：Good morning,teacher! T：Good afternoon,class! Ss：Good afternoon,teacher! 这样反复训练几次，直到学生练熟为止。这期间，最好请学生（们）都起立与教师练习，教师也能够反复重复：Stand up. 及Sit down,please.等用语，让学生们做出相对应的动作，直到确信学生已经能听懂为止。 2、教师告诉全班：We're going to learn Lesson One today.(今天我们学习第1课），让学生听懂即可。(可板书Lesson One)教师拿出事先准备好的写有自己姓名的汉语拼音卡片，指着自己，对学生说： My name is XXX(Name in full). 初一人教版英语教案 初一人教版英语教案 【篇一：新目标初一英语上册教案】 unit one my name is gina. 教材分析 1．话题： making new friends 2．功能目标： 1）使学生学会用英语介绍自己。 3．文化目标： 1）让学生初步体会用英语和别人交流的感受，培养学生学习英语的兴趣。 2）通过对英文名字的介绍，对比中西方表达名字的不同，了解中西方文化的差异。 3）通过对西方一些成功人士英文名字的介绍，使学生了解成功是由不懈的努力和艰苦的奋斗得来的。 4．认知目标： 1）词汇： clock, hello, hi, and, question, answer, look, first name, last name 2) 语法项目：一般现在时be的用法 特殊疑问词what开头的问句 形容词性物主代词my, your, his, her what’s=what is i’m=i am my name’s=my name is 3) 语言目标： what’s your name? my name is gina. i’m gina. nice to meet you. period one language topic: what’s your name? my name is gina. language strategies: talk about the names main vocabulary: name is, meet, his, first name, last name, answer, boy , girl. ii.语言结构: present tense to be, what questions, possessive adj. my, your, his, her. 。iii.语言功能:询问姓名及怎样回答. iv.活动设计：采访调查what’s your first name? v. teaching steps: step 1:greetings. step 2: words: learn the new words a: first, listen to the recorder, the students read after the recorder. b: read the new words after the teacher. step 3: 1a write english words for the things in the picture. how many things do you know? step 4: 1b listen and number the conversations . three times. Teaching Plan 学校：云南师范大学 学院：外国语学院 专业：英语教育 姓名：单坤妍&曹慧仙 学号：114050282&114050281 2013年10月19日星期六 Teaching Plan Name : Shan Kunyan & Cao Huixian No: 114050282& 114050281 Teaching Materials:Go for It (Unit 6 : Do you like bananas ?) ( period: 1 ) Students’ level : Junior 1 1:Teaching content :SectionA(1a-1c) (1)Vocabulary: food, hamburger, tomato, ice-scream, salad, strawberry, pear, milk, bread, ,apple, banana (2)Structure : Yes/No questions and short answers Affirmative and negative statement Examples : Do you like bananas? Yes , I do ./No , I don’t. Do you like salad ? Yes , I do ./No , I don’t. 2:Teaching aim : (1) To learn to use words about some foods . (2) To enable students to ask and answer easy questions about likes and dislikes . 3: Function : Talk about likes and dislikes about foods . 4: Teaching methods : 3P model 5: Teaching aids: pictures , real objects , stick figures 6: Teaching Time: 45 minutes Unit 8 Is there a post office near here? Section A (1a-2d) Teaching and learning goals 1.语言知识目标： 1)能掌握以下单词: post office, police station, hotel, restaurant, bank, hospital, street, pay, pay phone, near, across from, in front of, behind , town, around. 2)能掌握以下句型:Is / Are there ------? Yes, there is / are. It’s / They’re ------. Where is / are ------? It’s / They’re near / in front of / next to / across / from / behind ------.”. 2.能力目标：学生能够用英语询问和正确地指示地点方位。 3.情感态度价值观目标：在询问或指示街道方向的活动中，体会英语交流的乐趣，并在日常生活中学会帮 助他人；做到“在用中学、在学中用”。 Teaching and learning steps Step 1Previewing and testing 1. Review names of places . 2.Review prepositions of places and sing the preposition song hotel post office police station street road town hospital restaurant bank Unit 5 What's this in English? 一、教学目标与要求 通过本单元教学，使学生运用所学句型，较为熟练地去辨别物体。通过辨认物体，学到一些生词，并巩固所学句型。 二、教学重点与难点 1、句型：Is this/that/it a pen? Yes,it is . No, it isn't. 2、语法：1）初步学习代词this,that,it的用法；2）含有be动词的疑问句。 三、课时安排 本单元共4课时，每课1课时。 第十七课Lesson Seventeen 一、教学内容 1、词汇（略） 2、句型：What's this in English? It's a… 二、教具 录音机；与本课词汇有关的图片或实物。 三、课堂教学设计 1、复习日常用语。 2、复习数词，认读电话号码、汽车牌号等。 3、用英语简单介绍自己。（参照第4单元教案） 4、复习What's this in English?的句型，操练中，运用第11课中所出现的词汇(如book,desk,pen等)。运用这个句型，引出本课要学的词汇，如：clock,cup,pencil-box等。用在11课中使用的方法（参照第11课教案）来教这些单词，并反复练习，直到学生熟练为止。 5、放课文录音，学生跟读。两人一组，做第3题。 7、使用抄写本（或练习本），抄写练习1。在教师指导下，朗读练习4。如果时间允许，可请几组同学朗读。 8、布置作业 1）用所学句型，练习辨认物体（限已掌握词汇范围），要求既能提问，又能应答；2）抄写生词以及练习1中的例句；3）在练习册上做练习2，并将单词译成汉语。 第十八课Lesson Eighteen 一、教学内容 1、词汇（略） 2、句型：Is this a…?Yes,it is./No,it isn't. 二、教具 录音机；一个大书包，装有学习用具或一些水果。 三、课堂教学设计 1、用What's this in English?的句型，复习上一课中学过的单词。尽量让学生之间进行问答，操练时，提问的学生最好手持（或手指）实物或图片，增加口头练习的真实感。（参考第12课教案中有关练习部分） 2、用已学过的词汇，练习以下句型： 人教版（新目标）初中七上Starter Unit 1 Good morning!教案 教学目标： 1. 学会打招呼的用语:Hello! / Good morning! / Good afternoon! / Good evening! 2. 识别和掌握八个人名: Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 教学重点、难点： 1.词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 2.句型：Hello! Good morning! 教学过程： Step 1. Warming-up 1. 课前—上课铃响教师就播放Good morning歌曲。 2. 师生初次见面，教师通过自我介绍和问候学生，让学生放轻松，消除与教师间的陌生感，开始亲近教师。教师自我介绍并用Hello! / Good morning! 问候学生。帮助学生用Hello! / Good morning! 作回应。 Step 2. Play a game. 绝大多数学生都会背诵26个字母表，因此学生参与这个游戏会相当积极。通过这个游戏首先可以锻炼他们迅速反应的能力；以英语名字作为奖励(老师提前准备好很多的英文名字)，也使学生较有新鲜感，让他们自己选择自己的名字，使他们会更容易记住自己的名字。Play the game like this: Teacher says a letter, for example C, then let the Students 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. Step 3. Presentation 1.用预先制作的图片或挂图介绍八个人物和姓名。 2.出示Bob的图片，帮学生说Hello, Bob! 或Good morning, Bob! 然后利用其他图片介绍其他七位人物的名字。 Step 4. Game 在幻灯片上通过闪现头像来测试学生对这八个人物的特征和名字的记忆，然后出示7位人物的头像，让同学们看看少了哪一位人物的头像，有助于锻炼他们的反应力和注意力。获胜者也以英语名字作为奖励。 Step 5. Presentation. Unit 4 Don’t eat in class. Section A Grammar Focus-3c Period3 Teaching and Learning Goals： 一、语言知识和语言技能: 1.能够熟练谈论校规 Don’t run in the hallways. Don’t fight. What are the rules? We must be on time for class. Can we eat in the classroom? No, we can’t. But we can eat in the dinning hall. Can we wear a hat in class? Yes, we can.\ No, we can’t. Does he have to wear a uniform at school? Yes, he does.\ No, he doesn’t. What do you have to do? We have to be quiet in the library. 2.能够正确读出下列单词： out; go out; practice; dish; do the dishes; before; classroom, fight, rule, outside, dining 3.熟练掌握下列短语： fight against; be strict with sb; too mang; too much 4.语法: (1)熟练运用have to, can以及他们句式的变化 (2)掌握祈使句，肯定形式与否定形式句型及其使用方法。 5. 使用所学单词及其句型进行写作。 二、学习策略： 1. 依据图片理解单词和短语。（Understand and remember the words and phrases with the help of the new words and phrases.） 2. 采用小组合作学习，检查巩固所学的祈使句句型。（Remember the new words and phrases in groups.） 3. 使用祈使句制定理想中学校的校规。（Write the passage.） 二、情感态度: 明白学校设定规章制度的重要性，自觉遵守学校的校规校纪。 Teaching and learning steps: Step I. Preview: 一、Translate them into English. 在课上__________ 2. 在上学的晚上__________ 3. 校规_________ 禁止交谈________ 5. 听音乐________________ 6. 不得不_______ 在走廊上________ 8. 上学迟到______________ 9. 放学后_______ 二、把下面的句子补充完整。 1.你们学校有什么规定？ What are the ____________in your school. 2.请勿在走廊上追逐也不要上课迟到。 Don’t run and don’t _____________ class. 3.我们可以在学校吃东西吗？ Can we _______________in school? 4.我们可以在食堂吃东西但不可以在课室吃。 初一英语教案人教版Unit28 Unit28 What time do you get up? 一、教学目标与要求 通过本单元教学，使学生能够运用一现在时描写日常生活、习惯等，并能就上述问题，进行有交际意义的问答。在本单元学习中，学生们还将复习现在进行时态和时刻表示法等。 二、教学重点与难点 1。句型:l)What time do you get up.2)What time does he/she get up?3)have 作为 "吃饭"解的用法。 2。语法:1)复习一般现在时的用法;2)复习现在进行时;3)复习时刻表示法。 3·日常交际用语:学习描写习惯的、常的学习和工作用语。 三、课时安排 本单元共4课时，每课l课时。 第一0九课Lesson One Hundred and Nine 一、教学内容 1。词汇(略)。 ．2。句型:l)What time do you get up?2)It's time to do sth.3)Where's he going? 4)He's going to schoo1． 3·语法:复习must的用法。 二、教具 录音机;闹钟;日历等。 三、课堂教学设计 1.值日生报告。教师通过提问形式，与学生复习the days of the week。出示日历，指出从星期一到星期五这几天可称为"weekdays"(星期六在国外通常和星期日一起被称为:week-end)。顺便教week和weekdays.这两个单词。 2·打开书，学生看图。借助插图和实物，教师讲解本课生词。例如:教师可将闹钟拨到7点，让它响铃。然后，手举闹钟，让学生看清时间:It's time to get up! 再将闹钟分别拨到其他相应时间，引出:have breakfast,leave home,begin class等短语。 教师领读生词，反复几遍，确信学生初步掌握为止。 3·合上书，完整地放课文录音。教师先板书以下问题: l)What's the time?2)Where is Jim Unit 9 What does he look like？ 课程标准解读 学生参与决定教学内容。Brainstorm(头脑风暴)即学生在学习之前根据课题搜集、整理与课题相关人物外表信息。（身高、身材、头发颜色，长度及发型、脸部特征、着装、性格表达等）这样学生课前自己准备学习材料，教师利用学生带入教室的各种信息组织语言教学活动，并对学生进行经常性的需求分析，随时调整教学内容。 力图使学生自己输入成为主要教学内容资源，并成为整个学习过程的中心。教师针对本班学生特点，对教材进行整合、取舍并及时扩充必要材料充实课堂教学内容。 教学中挖掘利用学生自身的知识与经验，使学习内容更切合实际，学生更容易深切感知。主张学生自主、自导学习，合作学习，强调不是个人学习，而是群体学习中的学生自主性。 总体教学思路： 本节课设计思路是两条主线,一条是知识线；另一条是任务链。 知识：知识的呈现是按照词、句、文，即，从易到难的顺序呈现的。从上节课的作业入手，然后分别复习人物外表如：身高、身材、头发颜色，长度及发型、脸部特征、着装、性格的词语介绍；讨论外表所需的询问和应答的句式，到知识综合运用和提高，最后是巩固和开放性作业。 任务：本节课任务设计以人物外貌为主线，上课以优秀小侦探导入新任务——识别罪犯，描述罪犯特征，然后，画出罪犯肖像，给马虎探长写回信。 教学目标： 1．学会描述人物外貌。 2．学习根据描述人物外貌的文章画出人物,并能就图片写出人物间外貌不同特征及区别。 教学重点和难点： 描述人物外貌特征。 读文画图，看图写文。 课前准备： 1．搜集有关人物外表的词汇如：身高、身材、年龄、头发颜色，长度及发型、脸部特征、着装、性格的词语(至少15个)，分小组写出描述同一器官的不同词语。 2．分小组准备长相不同的人物图片，分男女。每组准备一篇描述人物的文章，画两个或多个外貌不同的人物图。（带软盘或样图） 教学设计： 本课按照两条主线进行设计，一是知识支撑，二是任务设计： 本节课流程图 教学板块设计 Unit 1 Can you play the guitar? 第一课时 Section A (1a- 1c) 1．重点单词： guitar ， sing ， swim ， dance ，chess ， draw ， 2．重点短语： play chess ， speak English ， play the guitar ， 3．重点句式： Can you swim ？ Yes ， I can./No ， I can't. I want to join the art club. 1． play the guitar ，play chess ， speak English 2．含情态动态 can 的一般疑问句及简略回答 speak ， join ， club art club ，music club Step 1 情景导入 Hello, everyone. We all know that Jay Chou is a very famous singer. He has many talents, he can sing, he can dance and he can also play the guitar. Can you sing? Can you dance? Can you play the guitar? Please tell us your talents. 环节说明：由学生感兴趣的歌手周杰伦过渡到询问对方的才艺，让学生在轻松愉悦的氛围中接收到关于 教学目标的信息。 Step 2 完成教材1a-1c 的任务 1. 利用图片，呈现词汇（si ng, swim, da nee, drum）及新句型Can you...? （3分钟） 2. 听1a录音，学生跟读并模仿语音语调，并将活动和图片中的人物匹配。（3分钟） 3. 听1b录音，并将按你所听到的顺序编号。（2分钟） 4 ?听1b录音，核对答案并给予做对的学生掌声鼓励。（2分钟） 5. 小组练习，让学生模仿1a，1b。使用Can you... ? Yes, I can./No, I can't.编对话，并表演。（5分钟）参考案例 1. A : Can you swim? Unit 7 It’s raining. 第一课时New words Teaching and learning goals: Lead the students to learn the new words and phrases of Unit 7. The students learn them by reading and using. Ask the students to memorize the words and phrases in this class. After learning words, the students can understand the story and learn the best ways to read and remember the words and phrases. Teaching and learning steps: Step 1：Learn to read the words on page19-24. 1. Open your books to Page 127, read the new words by yourselves according to the phonetics symbols and underline the difficult words. 2. Now you can discuss the difficult words in groups and try to get the pronunciation right. 3. I’ll ask one student to read the new words. If the student’s pronunciation is wrong, you can offer to stand up to correct it at once. For the most difficult words that you can’t read, I’ll teach you. 4. Listen to the tape and read after it twice, and then you read aloud once looking at the Chinese meanings in guide book . (设计意图：对于七年级的学生尤其农村中学的学生来说，一定要让学生学会利用音标读单词，通过半学期多的练习学生已初步具有这种能力。不再像刚开始那样死记硬背，逐渐学会了自己先根据音标读单词，并标出有困难的单词。接着两人一组或以小组为单位解决遇到的困难。经过长期的练习，有些学生不用音 标也能读出单词。作为老师一定要在课堂内多巡视，及时帮助英语上有困难的学生。) Step2:Learn to remember words on page37-42. I believe you can read the words now, next we learn to remember them in different ways as usual. 一．Remember the words by looking at pictures. 七年级英语上册Unit 6 教学设计 一、课题：Do you like bananas ? 二、教学目标（知识能力、过程与方法、情感态度与价值观） 知识能力：掌握询问对方喜欢与不喜欢食物的几种典型的句型；学习常见食物的名称。 过程与方法：通过对食物名称和询问句型的学习，学会谈论自己与他人早、中、晚餐喜爱吃的食物。通过对食物的学习了解，学会配制营 养餐。 情感态度价值观：通过对不同食物的学习，让学生了解哪些是有益于健康的食品，哪些是不益于健康的食品，从而使学生学会均衡饮食，不 偏食。通过对食物喜好的提问，能增强同学之间的相互了解和友 谊。 三、教学设计的思路及教学建议 第六单元的主题是“询问对方喜欢与不喜欢的食物”，这些食物都是学生比较熟悉的生活食品。 在教学时老师能够使用实物进行教学，增强学生的学习兴趣和学习效果。在传授新知识时，为了给学生创设真实的，贴近生活的情境，可以设计一些游戏，即根据不同人对食物的不同喜好，自配营养餐和填写购物清单等，这样不但激发了学生学习的热情，也达到了练习重点句型的目的。 四、教学向导 五、教学重点及难点 1．教学重点：词汇：有关食物名称的单词。 句型：Do you like … ? Yes, I do. / No, I don’t. 2．教学难点：创设语言交际情景，操练句型。 六、具体教案设计 Unit 6Do you like bananas ? 课时安排：四课时 第一课时：P31—P32 第二课时：P33—P34 第三课时：P35 第四课时：P36 第一课时：P31—P32 Step 1 讲授1A中的新单词 1．通过用“What’s this in English ?” 句型询问一些具体的食物或图片，如：apple, orange, meat, rice 等，让学生通过直观回忆以前所学过的食物名称。 2．呈现新的食物或食物幻灯片，激发学生的求知欲，从而引出本课的新单词。3．朗读P31—1a 中的新单词。（先全班，再小组，然后到个人，层层检查、补漏。） 4．将学生分成两大组，以竞赛的方式让各组派一名学生，将食物的单词贴到挂图相对应的食物上，看哪组贴得最多，最准。 Step 2 Presentation 1．通过吃的动作和高兴的表情来展现“like”一词的意思，并将“like”板书在黑板上；通过摇头的动作和皱眉的表情展现“don’t like”一词的含义，并将 “don’t like”板书在黑板上。 Unit 2 Nice to meet you! 一、教学目标与要求 通过本单元教学，使学生初步学会日常交际中表示“介绍”（Introduction)"的一些简单用语，并要求学生尽可能在交际场合中使用。继续学习打招呼的常用语句。学习英语字母O~Z的读音与书写形式。学会字母歌。能背诵、默写字母表（含大小写）。 二、教学重点与难点 1、日常介绍用语（ 2、英语字母O~Z。 三、课时安排 本单元共4课时，每课1课时。 第五课Lesson Five 一、教学内容 1、字母O~T。 2、句型：1）I'm…2)Are you…?（及肯定、否定回答） 3、语法：am的缩写形式（只要求学生能听懂，能说出即可）。 二、教具 录音机；字母卡片，写有Kate Green和Jim Green的姓名卡片；小黑板。 三、课堂教学设计 1、复习已经学过的日常用语。教师与学生练习以下对话： T:Good morning(afternoon). S:Good morning(afternoon). T:My name is XXX.What's your name? S:My name is XXX. T:How are you,XXX? S:I'm fine, thank you .And you? T:I'm fine,too.Thank you. 放歌曲录音。学生齐唱Good morning to you ! 2、复习数词“1~4”的说法，教数词“5”和读音，学生能听懂即可。 叫起几个学生，要求逐个进行自我介绍： S1:Hello! My name is XXX. S2:Hello! My name is XXX. 也可以用前面操练过的连锁式方式，叫起一组学生，由前到后： S1:Hello! My name is XXX.(to S1) What's your name? S2:My name is XXX.(to S1) Hello!What's your name?… 拿出事先准备发的Jim Green和Kate Green的姓名卡片，教学生读这两个名字。然后请两个同学（一男一女）到前面来，分别扮演Jim Green和Kate Green，用英语向大家自我介绍： S1:Hello! My name is Jim Green. S2:Hello! My name is Kate Green. 教师这时向学生介绍另外一种方法：I'm…，写在黑板上，并做简单解释。带读几遍后，再请这两个同学用I'm演示一下： Unit 1Can you play the guitar? 第一课时Section A (1a-1c) 1．重点单词：guitar，sing，swim，dance，chess，draw，speak，join，club 2．重点短语：play chess，speak English，play the guitar，art club，music club 3．重点句式： Can you swim？Yes，I can./No，I can't. I want to join the art club. 1．play the guitar，play chess，speak English 2．含情态动态can 的一般疑问句及简略回答 1．含有情态动词can 的一般疑问句及简略回答 一、预习课本P1新单词并识记，完成下面的汉译英。 1．吉他____________ 2.唱歌____________ 3．游泳____________ 4.跳舞____________ 5．画______________ 6.说____________ 7．加入____________ 8.俱乐部____________ 二、认真预习1a，1b，1c，找出下列短语和句型。 1．下棋________________________________________________________________________ 2．说英语________________________________________________________________________ 3．弹吉他________________________________________________________________________ 4．艺术俱乐部________________________________________________________________________ 5．音乐俱乐部________________________________________________________________________ 6．你会游泳吗？是的，我会。 ________________________________________________________________________ 7．我想加入艺术俱乐部。 ________________________________________________________________________ Step 1情景导入 Hello, everyone. We all know that Jay Chou is a very famous singer. He has many talents, he can sing, he can dance and he can also play the guitar. Can you sing? Can you dance? Can you play the guitar? Please tell us your talents. 环节说明：由学生感兴趣的歌手周杰伦过渡到询问对方的才艺，让学生在轻松愉悦的氛围中接收到关于教学目标的信息。 Step 2完成教材1a-1c的任务 1．利用图片，呈现词汇(sing，swim，dance，drum)及新句型Can you...？(3分钟) 2．听1a录音，学生跟读并模仿语音语调，并将活动和图片中的人物匹配。(3分钟) 3．听1b录音，并将按你所听到的顺序编号。(2分钟) 4．听1b录音，核对答案并给予做对的学生掌声鼓励。(2分钟) 5．小组练习，让学生模仿1a，1b。使用Can you...？Yes, I can./No, I can't.编对话，并表演。(5分钟) 参考案例 Unit 13 What colour is it? 一、教学目标与要求 通过本单元教学，使学生能运用所学英语，正确地描述物体的颜色；同时进一步学习分辨人物的用语，并加以运用。VFf在本单元还要继续认读6个国际音标。 二、教学重点与难点 1、句型：1)What colour is it?It's red /blue/black...2)What colour are they? They're red/blue/black... 2、语法：初步学习不定代词one的用法。 3、音标：认读[U:],[Q],[h],[r],[j],[w]等音标。 三、课时安排 本单元共4课时，每课1课时。 第四十九课 一、教学内容 1、词汇（略） 2、句型：What colour is it ? It's red/black... 二、教具 录音机；一大张白纸和各种颜色的彩笔。 三、课堂教学设计 1、值日生报告。 2、将事先准备好的白纸挂在黑板上，用红色彩笔画一辆小汽车简图，向学生提问： T: What's this in English? Ss It's a car. T: What colour is it? 教师自己回答：It's red. 启发学生猜这两句的意思。然后再用黑色彩笔画另一辆小汽车，重复刚才的步骤。 3、教师借助自己手中的彩笔（或彩色插图第页的彩色方块），教授其他颜色的名称，反复来读这些单词，直到学生初步掌握为止。 4、打开书，学生看图。放课文第一段录音，学生先听，然后跟读两至三遍。 5、教师在白纸上画几个其他物体（用不同颜色彩笔），挂在黑板上。指导学生两人一组，依照课文第一部分进行问答（对话中的on the hill可以改为on the blackboard）。请几组表演。 6、两人一组，就课文第二部分进行回答。 7、指导学生做练习册习题。 8、布置作业 1）抄写生词；2）完成练习册习题 第五十课Lesson Fifty 一、教学内容 1、词汇（略） 2、初步学习不定代词one的用法 初一英语人教版教案 【篇一：初一英语上册教案】 人教版七年级英语（上册）辅导材料 第一块国际音标 国际音标是一种工具，其作用是标记英语字母和单词的读音。 1、20个元音 单元音： ／i／ it ／?／about ／u／ book ／／ us ／／ off ／e／ at 双元音： ／／ ii ／／ out／／ear ／／ aa，／／ oo／／air ／／ boy ／／sure 2、28辅音： 成对的清浊辅音： ／／ fish／／ watch ／tr ／ tree ／ts／ its ／／ usually／／ orange ／dr／ dress ／dz／ beds 其他辅音：／m／ am ／n／ and ／／ english ／l／ like ／h／ hello／r／ red ／w／ what／j／ yes 3、国际音标拼读规则： 辅见元，碰一碰。／l／在前，发本音；音节后面卷下舌。 ／p／、／t／、／k／、／tr ／清辅音，／s／后读成浊辅音。 本块词汇: speak说讲start开始 school学校 strict严格的 out外面 club 俱乐部 usually通常 dress化妆 about关于大约 us我们 her她的ear耳朵 english英语 sure当然可以 air空气 or或者any一些boy男孩 orange橙子,桔子 map地图 tree树math数学off离开watch观看手表do做 like喜欢 beds床 what什么 hello喂是的red红色的 yes是的 book书 its它的 zoo动物园fish鱼 dad爸爸 big大的have有 this这it它 第二块三个预备单元 一、文化常识 1、英语文化区域，熟人之间见面，常要互相问好。早上用语good morning ! 下午用语good afternoon ! 晚上用语good evening ! 例如： (1)bob: good morning , helen ! helen : good morning , bob ! (2)bob :good afternoon , helen ! helen : good afternoon , bob ! ( 注意句子标点) (3)bob :good evening , helen ! helen : good evening , bob ! 2、在轻松场合中，人们常用hello 或者hi 打招呼，但是两人用语要一致， 不能一个人用hello，另一个人用hi 。例如： 人教版新目标（新）八年级下册电子教案 Unit 1What's the matter? 第一课时Section A (1a-2d) 1.重点单词：matter，back，sore，throat，stomachache，foot，neck，stomach，fever，lie，rest，cough，X-ray，toothache，headache 2．重点短语：have a sore throat，have a stomachache，have a cold，lie down，take one's temperature，have a fever，go to a doctor 3．重点句式： —What's the matter? —She talked too much yesterday and didn't drink enough water.She has a very sore throat now. You should drink some hot tea with honey. It doesn't sound like you have a fever. You need to take breaks away from the computer. I think I sat in the same way for too long without moving. If your head and neck still hurt tomorrow，then go to a doctor. 1．重点短语和句型 2．询问对方身体状况的句型及答语 询问对方身体状况的句型及答语 一、预习课本P1-2新单词并背诵，完成下面的汉译英。 1．问题____________ 2.背部____________ 3．疼痛的____________ 4.嗓子____________ 5．胃痛____________ 6.脚____________ 7．脖子____________ 8.胃____________ 9．发烧____________ 10.平躺____________ 11．休息____________ 12.咳嗽____________ 13．X光____________ 14.牙疼____________ 15．头疼____________ 二、认真预习1a-2d找出下列短语和句型。 1．你应该喝一些加蜂蜜的热茶。 ________________________________________________________________________ 2．听起来你不像是发烧了。 ________________________________________________________________________ 3. 你需要休息远离电脑。 ________________________________________________________________________ 4．我想我以同样的方式坐得太久没有动了。 ________________________________________________________________________ 5．如果你的头和脖子明天仍然疼，就去看医生。 ________________________________________________________________________ Step 1情景导入 (Show some pictures about people's illness to the students) Teacher: What's the matter with them？Then help the students answer the question in English. 环节说明：由图片入手图文并茂，引起学生的学习兴趣。 Step 2 完成教材1a-1c的任务 1．学生朗读1a中的单词，教师纠正错误读音，然后学生识记单词并将单词和身体部位初一英语教案(人教版)Unit1
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