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Unit 1 My name’s Gina
Period One
课前准备
教师：准备游戏时所用的图片（食物、蔬菜、动物）。
学生：准备表演时所需道具（服装、假发）。
教学设计
Step One :Present the sentence patterns.
1.Play a game “How many words do you know?”(利用小游戏调
动学生的积极性，同时通过对冠军的介绍引出本课。)
Teacher:After the study of the first three starters, I think
most of the students must a lot of words. How many
words do you know? Let’s play a game to see who know? Let’
s play a game to see who knows the most.
(Divide all the students into several groups and show a pictur（图片略） to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.) (Group 2 is the champion group.They can write 11 words.)
2.Introduce the champion group to the class.（引课方式贴近
生活，学生易于接受）
Teacher:Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introdrce yourselves to us?
S1& S2:Yes.
S1:Hello.My name is Li Lei.Nice to meet you.
Ss:Hello, Li Lei. Nice to meet you ,too.
Ss:Hello!What’s your name?
S2:I’m Sun Ping.How do you do?
Ss:How do you do ?
Step Two:Drills.
1.Make introductions.（通过句型的操练使学生更加熟练掌握所学
的句式。）
Teacher:The new term begins.Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.
Example:
Sa:Hello! I’m Li Lei. What’s your name?
Sb:My name’s Zhang Feng.Nice to meet you.
Sa:Nice to meet you,too.And what’s your name,please?
Sc:Lin Li. How do you do?
Sa：How do you do?
2.Listen and number the conversations.
Teacher: Today I to the recording of 1b in Section A.
(Students listen to the tape and give the right answers.)
Step Three:Make friends.
1.Make new friends.（用谈话的方式完成任务，生动活泼，同时更
容易向学生进行美德教育。）
Teacher:Now everyone Nan.
Sb: Hello, Sun Nan. Nice to meet you.
Sc:Nice to meet you, too.Look! This is my new friend. Her name is He Lu. Ss:How do you do?
Sd:How do you do?
(Students can stand up and introuduce their friends to others freely.They can greet each other warmly.Everyone in the class can also know something else about them.)
2.The New comers.（以表演的形式完成，使课堂气氛达到高潮。）
Teacher:Just now I said three new students from other countries would come to our class.Now,look!They are ” students come in and all the students clap warmly.)
Teacher:It’s their first time to come to China.Would you like to listen to their introductions?
Ss:Yes.
(Three students can make introductions and act out the dialogue vividly.) Step Three: Sum up.
Some students are asked to sum up this lesson. It is the daily life. Homework
1.“How do you meet new visitions at English song.（用唱歌的方式既带动
了气氛，又复习了
所学内容。）
Teacher:Yesterday we’ve known each other already.Do you remember your new friends’ names? If you do, let’s sing the song “What’s your name?”. Hello! Hello! What’s your name? My name’s Gina.
2.Hello! Hello! What’s to the conversations and finish the exercises. Teacher:Yesterday I made a new friend.Her name is Jenny.She is very lovely. She introduces many friends of to the tape and find out some useful information.
(Students listen to the tape and give the right answers.)
3.Act out the dialogues.（在特定的情景下表演对话更符合实际，
更贴近生活。）
Teacher:Now you've known something about introductions and greetings.But if you are in other places, such a situation, choose any picture they like and act out the dialogues.)
Example:
(At a party)
Sa:Hello! I’m Lucy Green. What’s your name?
Sb:My name is Kate Brown, Jim’s classmate.Nice to meet you.
Sa:Nice to meet you,too. I’m Jim’s sister.Welcome to Jim’s birthday party. Make yourself at English name? If you do, let’s play a name game.The winners of the game will get English names.
Rules: Every student should introduce you classify them according to the demands?
Jenny Gina Alan Mary Jim Tony Tom Bob Mike
Green Miller Jack Smith Brown Linda Nick Kim Hand
Period Three
课前准备
教师：准备所需的歌曲磁带、名片样本及各项表格。
学生：制作名片所需的纸张、画笔等。
教学设计
Step One: Present the English numbers.
1.Sing the song “Ten Little Indian Boys”.（歌曲欢快有趣，比起单纯教授
单词更为有效。）
Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do?
S1: A telephone call.
T: But you don’t English. Let’s learn to sing “Ten Little Indian Boys”.
Words
One little, two little, three little Indisns,
Four little, five little, six little Indians,
Seven little, eight little, nine little Indians,
Ten little Indian boys.
(After singing the song, tell the students not to forget “zero”.)
T: Count the number together from zero to nine.
S2: Zero…
2.Listen to the conversation and write the telephone number.（通过听力复
习单词。）
Teacher: This is my friend’s telephone number. But I can’t ? (Students listen to the recording of 1b in Section B and give the answer.) Step Two: Drills.
1.Make a survey about your partners’ telephone numbers.（调查组内成员的
电话号码，重点练习所学句式。）
Teacher: Thank you for your the chart.
Name Telephone numbers
Li Lei
Liu Yu
Lin Fang
Yin Kailin
S1: Hello, Liu Yu. What’s your telephone number?
S2: My telephone number is …
S1: Oh, thank you. What about yours, Lin Fang?
S3: It’s…
S1: … And may I know your phone number, Yin Kailin?
S4: …
S1: Thank you very much. Oh, I nearly forgot. My telephone number is…
2.Report it to the class.
(After the survey, every group can choose a student to report the survey result to the class.)
Example:
My telephone number is…Liu Yu’s phone number is…Lin Fang’s telephone number is… Yin Kailin’ s phone number is…
3.Listen and match the names and telephone numbers.（制作电话号码簿这一
任务能够大面积调动学生装的参与意识。）
Teacher: I will play the recording twice. The first time just listen. The second time, write the letter of the person’s telephone number in the space after that person’s name.
(Students listen to the tape .)
T: Next, I’ll play the recording again. This time, fill in the missing numbers.
(Students listen to the tape again .)
T: Can you find out whose telephone numbers they are ?
S:…
4.Make an address book.
Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can address book. Pay attention to the address book groups of six and ask your group members “What’s ID card.
1.Show some different ID cards to the class and try to enjoy them.（向学
生展示不同种类的名片，一方面开阔学生眼界，一方面便于学生找出名片所含内容。）（引导学生有效搜集名片上的信息，提高学生的阅读能力。）
Teacher: Now our class use it to talk with others on the phone. But for most adults, ID cards are more important because they are easy to take along. What’s more, they are very enjoyable. Sometimes they can show the owners’special personalities. Look at the ID cards below and try to enjoy them.
Teacher: From the cards above, what can you find out ?
S1: It must ’s name…
S2: Sometimes it ’s name, postcode, telephone number, ID card, you must think about all the above. But before you make your card, first let’s learn from the card. It’s very important.
2.Read the ID card and answer the questions.（提供参考信息，但允许学生创
新。）
Teacher: Look! Here’s an ID card of my friend’s. Please look at it and find out some useful information about .
S1:What’s your telephone number?
S2:It’s...
S1:Are you...?
S2:Yes, I am.
S1:Here’s your ID card.
S2:Thank you.
(Teacher asks more students to find the owners of ID cards).
Step Two: “Face to Face”.
1.Play a guessing game.
Teacher: ID cards are useful.But some persons’names are known to all the people.They are very famous.Now look at the pictures and guess their names. (The teacher shows some famous person’s pictures and students guess their names and give their answers.)
2.Collect useful information.
Teacher:These persons are very famous.But it’s better for us to know something else about them. Before class you’ve been asked to collect some information. Now let’s exchange it together.
Information card
Name:_________Sex:_____Age:_____
Nationality:_______Language:_______
Birthplace:______________Job:_______________ Workplace:_____________
Tel:_____________
Hobbies:___________________________________
3.Report it to class.
Each group can choose a student to give a report about their favourite person. The other students can ask class.
Example:
S1:This is Michael Jordan.He’s years old.He’s... He speaks...His birth place is ... He is a famous ...player. He’s a member of six Chicago Bulls championship teams.
People like to call ”.
S2:Do you like Michael Jordan? Why or Why not?
S1:Yes, I like to show yourself. Now you your poster you should try to introduce yourself.
(Students can write a passage about themselves. They can give some personal information.They can alse design the poster as well as they can.) Homework
Students are asked to sun up this unit,especially about ? P-E-N.
2)能力目标：A.能辨认物品的所有者;
B.根据不同场景,能用英语对物品的所属进行提问和回答;
C.能识别不同句式的语调(陈述句,疑问句);
D.培养学生听、说、读、写的能力及创新思维能力.
3）情感目标：A.通过寻找主人的游戏和失物招领等活动,培养学生拾金不昧的良好的品德及健康向上的人格;
B.通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,
共同完成学习任务.
教学重点、难点
重点：A.掌握批示代词this、 that用法；
B.掌握特殊疑问句和YesNo问句及其简单回答.
难点：学会写寻物启事和失物招领.
课时安排
第一课时 Section A 1a-1c
第二课时 Section A 2a-4b
第三课时 Section B 1a-2c
第四课时 Section B 3a-4 Self-check 1-3
Period One
课前准备
教师：录音机，图片，物品实物.
学生:实物(学习用品).
教学设计
Step One: Warming up.（通过复习形容词性物主代词，把学生引入学习英语的
情境中。）
Learn the chant.
T:Let’s sing the chant together.
my 是我的,your是你的,男他的是his,女她的是her; 名词前面常站岗,限定所
属有功劳.
Step Two: New words.（利用实物教学，使得教学过程自然、形象。）
1.Present the new words.
T:Boys and girls, look at this please. What’s this in English? (Teacher in the English.)
S1:A pen.(Ss may say it in English.)
T:Yeah.It’s a pen.And what’s this?
(The teacher eraser in the eraser.
(Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.)
2.Practice the new words.
T:Now,please look at the pictures in your books. Can you put the words with the objects in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish 1a.)
T:OK,let’s check the answers.Who can tell us the answers?
S2:…
Step Three: Present the drills.
1.Present the drill “Is this…?YesNo,it isisn’t.”（利用实物引入句型，
使用不同人的物品来引入形容词性物主代词和名词的搭配的用法。）
(Hold the teacher’s pen.)
T:This is my pen.Is this your pen?
S1:No,it isn’t.It’s your pen.
T:(Hold the student’s pen.) This is your pen. Is this your pen?
S1:Yes,it is. It’s my pen.
T:(Hold a girl’s pen.) This is . Is this your pen?
S1:No,it isn’t.It’s .
T:(Hold a boy’s pen.) This is . Is this your pen?
S1:No,it isn’t. It’s .
T:Thank you.
2.Practice the drill “Is this your…?” in pairs with your own school
things.Pay attention to the use of my, your,’t.”（利用教师所站位置的不同来引入批示代词that的用法，并从位置关系上让学生准确理解this ，that 的区别。）
T:That is my book. Is that my book?
(Put a book on the teacher’s table so that the Ss can see it clearly, and the teacher stands a little far from the table.)
S5:Yes, it is .It’s your book.
T:That is the table and the teacher in the same place.)
S5:No, it isn’t.It’s the table and the teacher in the same place.)
3.S5:No,it isn’t.It’s pairs with your own school things.（通过练习，
区别两个批示代词的用法。）
S6:Is that your…?
S7:… It’s my ….
S6:Is that your…?
S7: …It’s to the three conversations,the first time you only listen.Then I play again. And this time you listen and number the conversations. (Point to the boxes to show where students write the numbers for the conversations.Teacher plays the tape and students listen to it and finish 1b.)
T:Let’s check the answers, OK?
S8:(from left to right)
T:Thank you.
Practice the drills according to the pictures using“identify which is yours and which is things and their partners’ things. Then ask them to give a report, using the key words and target language. One student picks up the things while the other counts the time as well.)
Languages used for the task:
1.This is my…
That is this class, we’ve learned the names of some common personal possessions and to say this chant.
Is this my book? Yes, it is.
Is that your ruler? No,it isn’t.
Is this ’t.
Homework.
Read the new words and the target languages presented in this class and say the chant to improve your spoken English.
Period Two
课前准备
教师：录音机，所学物品的图片，一个书包（里面装着事先收集的学习文具），表格若干张。
学生：一张硬纸写上自己的姓名和电话号码，学习的物品。
教学设计
Step One: Revision.
1.Review the drills.（用学生的姓名和电话号码来复习句型：Is this (that) your
(’t.注意教师提问的同时，用手势来帮助学生给出你预想的答案。）
(Put some paper with the names and telephone numbers on the blackboard.) T: Please look at the blackboard. And answer my questions , please . Is
this your first name?
S1: No , it isn’t.
T: Is that turn come to the blackboard, point to the paper and ask questions, then ask other students to answer.)
2.Review the vocabulary.(在黑板的名字旁边贴上学习物品的图片，来复习所学
的单词和句型。)
(Put some pictures of things students class next to the names of the students.)
T: Is this your ruler? (Point to Picture 1.)
S4: No,it isn’t.
T: Is this .)
S4: Yes, it is.
T: Is that your pencil case? (Point to Picture 2.)
S5: No, it isn’t.
T: Is that turn, make sure they use the items they like.)
Step Two: Listining.
1.Listening (2a). （练习听力前，先让学生再一次说出图片中物品的英文，进一
步强化重点单词。）
T: Please look at the pictures in 2a. Can you say their English name? (Teacher asks the students to name each one individually.)
S6: This is…
S7: This is …
……
T: Now please take out the objects in 2a and put them on the desk. You will listen a dialogue and please pick up the things you .) （让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。）
T: Now let’s check the answers. Please to the recording again, and you will write one of the words from the box on each blank line.
(Play the recording. Students listen and complete the conversation.)
T: Let’s check the answers. I’d like to ask three students to read the conversation in role.
(Three students read the conversation, filling the missing words. The rest of the students check their answers.)
Step Three: New drills.
1.Present the new drills. （用实物引入新句型，帮助学生用正确的句子来回答。）(The teacher shows students a pencil.)
T: What’s this in English?
S: It’s a pencil.
T: How do you spell it ?
S: P-E-N-C-I-L.
(Change an eraser. Ask and answer in the same way.)
2.Practice the drills. （学生分组练习新句型。）
T: Now please practice the conversation with your partner. Use the words shown in 3a.
S A: What’s this in English?
S B: It’s a ruler.
S A: How do you spell it ?
S B: R-U-L-E-R.
(As students practice, the teacher moves around the classroom checking progress and offering pronunciation and intonation support as needed.) T: I’ll ask some pairs of students to practice the conversations.
S A: …
S B: …
3.Play the game : A spelling game. （进行一个拼写游戏比赛，进一步操练新
句型。）
T: Now let’s play a spelling game. We divide our class into two groups. Each team will take turns asking the other group to the spell we learned in class. The team who is the first to get ten points is the winner. Let’s start. S A: How do you spell backpack?
S B: B-A-C-K-P-A-C-K.
T: Group B, one point. It’s your turn to ask, please.
Step Four: Task 2: Find the owner. （此任务主要进行了听、说、写的训练，并复习了一般疑问句及其简短的回答，以及物主代词的用法。）
T: I ’t know whose these are. Could you find all the owners first and write the owners’ names in the chart.
Language used for the task:
1.Is this your math book?
Yes, it is. It’s my math book.
2.Is that your ruler?
No, it isn’t. It’s this class, we’ve learned what, possessions with your partner. When you say the conversation fluently, tape records some of
them and then play.
First name last name
Miller
Green
Hand
Green
Smith
Brown
Brown
Hand
Green
Smith
Miller
Brown
Hand (女名)
(女名)
(女名)
(女名)
(女名)
(男名)
(男名)
(男名)
(男名)
(男名)
(男名)
(男名)
(男名)
Jenny
Alan
Jim
Tom
Mike
Linda
Kim
Gina
Mary
Tony
Bob
Jack
Nick
2)Discuss about the differences between English names and Chinese names.（通过小组讨论、总结的方式进行，使学生掌握中英文名字的异同。）
Teacher: Thank you for your job. I think they are all good English names. For example,“Susan” is a first name. “Brown” is a last name. “Susan Brown”is a beautiful girl’s name.Who wants to English name Susan Brown. And your Chinese name is Sun Ping.Can you find the differences between them? Let’s look at the next two pictures and about the differences between Chinese names and English names.
A boy: I'm a Chinese boy. My name is Zhang Nan. Zhang is my first name. It's also my family name. Nan is my last name. It's also my given name.
A girl: I'm Mary Brown. I'm English. Mary is my first name.
Brown is last name. Parents usually call me Mary Brown. But
I like to be called Miss Brown.
Name
first name
English name:Mary (given name) Chinese name:Zhang (family name)
Last name Brown (family name) Nan (given name)
3)Exchange the information.（需要在课前有所准备的情况下进行。）Teacher: Now everyone can choose an English name.But you must pay attention to its meaning.For example,Susan means Molihua
in Chinese. Do you know The meanings of your names? If you do, please exchange the information in your group.
Boys Girls
First name Last
name Meaning
First
name
Last
name
Meaning
4)Report the result to the class.
(Some students are asked to give a report to the class.)
Example:
Sa: I'm Rose White. Rose is my first name. White is my last name.
Rose is a kind of beautiful flower. In Chinese it means Meigui.
I like my name because I like roses very much. And maybe parents
call me Rose because they want me to be beautiful.
Homework.
Ask the students to sum up the meanings of English names after
class. They can read books or search the internet.
Period Three
课前准备
教师：录音机，图片，实物。
学生：实物。
教学设计
Step One: Revision.(让学生放录音作业，选择两个最好的，给予奖励，从而帮助学生树立学习的信心。)
T: Let’s listen to the tapes you recorded. Who is the best? OK, let’s start. (Select the best two. Award a prize to their work.)
Step Two: New words.
1.Present the new words. （运用多媒体或图片，教新的重点词汇，同时复习了
本单元重点句型；在教学新单词的同时，注意复习刚学过的单词。）
T: Look at the picture.
(Show students a picture of a watch.)
T: What’s this in English? It’s a watch.
(Ask a student) What’s this in English?
S1: It’s a watch.
T: Good. (Ask another student.) What’s this in English?
S2: It’s a watch.
T: How do we spell watch? (Show students the spelling.)
W-A-T-C-H, watch. Read after me, please.
S3: W-A-T-C-H, watch.
(Teach the other words “baseball, computer game, key, notebook, ring and ID card” in the same way.)
T: Let’s say the words again. What’s this in English?
(Show the words random. Ask questions like this.)
S4: It’s a key.
T: How do you spell it?
S4: K-E-Y.
2.Practice the new words.（此活动练习了学生们的口语，同时又进一步巩固了
新单词和已学句型。）
T: Good. Please look at the pictures in 1a. Match the words with the things
in the picture. Do it by yourself.(Students find them in the pictures and objects in the picture.)
T: Well, let’s check the answers. Who can tell us the answers?
S5: …
T: Now please work with your partner, say the conversation in 1b. Use the pictures in 1a.
(Students practice the conversation. As students work, the teacher moves around and to the conversation. Pay special attention to the names of objects. You will the picture each item whose name is mentioned in the conversations. (Play the recording twice. Students listen and circle the items.)
T: Let’s check the answers, OK?
S6: …
T: Who would like to say the circled words again?
S7: …
1.Listening(2b).（通过听力练习，强化学生对单词和句型的理解，同时训练学生
写的技能。）
T: Please look at the two pictures in 2b. One is Kelsey, and the other is Mike. Listen to the conversations again. This time you will pay attention to the things Kelsey and Mike are looking for. Then write down the names of the things under each person’s pictures.
(Play the recording for the students to write down the words.)
T: Well, what is Kelsey looking for?
S8: …
T: What about Mike? What is needed to complete the activity. First Student
A asks Student
B questions, using the words in the box; Student B answers the questions and writes the words in the chart below.
(Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure and of fering pairs.)
T: This time Student B asks Student A questions, using the words in the box;
Student A answers the questions and writes the words in the chart below. (Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure again and providing ?
SA: No, it isn't. It's .
SB: Is this the chart.
Step Five: Summary and this case, we’ve learned the names of some possessions. After class, please use some of these words to write out a conversation and practice with your partner.
Period Four
课前准备
教师：录音机，图片，录好的磁带，教学课件。
学生：收集一些英文的失物招领。
教学设计
Step One: Revision.(检查学生的作业，找几组学生表演，训练学生的口语表达能力。) T: First I’ll check your your dialogue. I’ll invite some of you to come to the front to say the dialogue.
Dialogue One:
Sa: What’s this in English?
Sb: It’s a …
Sa: How do you spell it?
Sb: …
Dialogue Two:
Sa: Is this your…?
Sb: No,it isn’t. It’s not my …
Sa: Is this the new words.（用多媒体展示新单词效果较好。）
1．at prep.在（里面或附近）；在（点刻）；
2．the art.表示特指的人、物、事或群体
3．lost adj.丢失的；遗失的
4．Found adj. （find的过去式、过去分词）找回的
5．lost and found 失物招领
6．please adv. 请
7．school n. 学校
8．a set of 一套；一副
(Teach students to read the words.)
1.Practice the new words. （事先录制一段短的听力，让学生通过听的训练来强
化所学的新单词，并为学习写寻物启示和失物招领作好准备。）
T: Please listen to a short passage twice then fill the blanks using the words we learned.
(Show students a short passage and play the recording for the students to listen.)
There are many things in (1)_____________________in my (2)__________. Look, (5)___________.
Typescript:
There are many things in the Lost and Found in my school. Look, to their pronunciation.)
Step Three: Reading.
1.Present “Lost and Found”. （设置情景，激发学生的思维。从学生生活中常
发生丢失物品的现象出发，引导学生学会处理这种问题方法。）
T: Have you ever picked up others’ things or lost anything?
What are they?
S1: I lost a backpack.
S2: I picked up a pen.
T: Good. What will you do with these things? How did you return or find them? Have a discussion with your partner.
(Students discuss the problem. Maybe you will get the answer, “we’ll learn answer it in English or Chinese.
S1: Call “110”.
S2: Tell the teacher about it.
S3: Ask my classmate to about it.（让学生通过教师展示的失物启示，发现写失物启示的要点。）
Lost:
My baseball.
Yellow and red.
Call Tom at
Lost:
My school ID card.
My name is Mike.
Please call
S6: The lost thing.
S7: Name.
S8: Color.
S9: Telephone number.
S10: Picture.
T: Yes. You ’s name, telephone number and color, we can also put a picture of the thing on it. Next, if you pick up something, what should you do? （通过和学生的交流，探讨拾到物品时，应如何处理。）
S11: Give it to our teacher.
S12: 交给警察。
S13：找到失主。
T: How to find the owner of the thing? I think we can write “Found”, Can you guess the meaning of “Found”?
Ss: 失物招领。
T: Good. How to write “Found”? Look at “Found” and then tell me the way to write “Found”.（让学生通过教师展示的失物招领，发现写失物招领的要点。）
Found: Backpack
Is this your backpack?
Please call Mana.
Phone #.
David,
Is that your pencil case in the lost and found case?
Alice.
S14: The found thing.
S15: Telephone number.
S16: 联系人。
S17: Place.
T: Excellent. All of you are very clever. If we write “Found”, we should write the thing, telephone number, the people who the owner should call, also write the place that the thing is.
2.Practice. （这个活动目的在于训练学生的阅读能力。）
T: Please look at the notices on the bulletin board in 3a. Who would like to read it ?
(Ask four students in turn to read the notices.)
S: …
T: It’s time for you to read the notices yourself and circle the words from Activity 1a.
(Students finish the work alone.)
T: Who would like to give us your answer? Please read the words.
S7: …
Step Four: Make a message.
(Show students a message.)
( ) at
( ) call David
( ) A set of keys. Please
( ) Found:
T: This is a bulletin board message. But they are in the wrong order. You should make it clearly by putting them in the right order. The first one is done for you. (Show students the first part with the word “Found”) This is the first part of the message. Write number 2, 3, and 4 in the boxes to complete the message.
(Students complete the message and write the numbers in the boxes in 3b.) T: Well, who would like to read the message?
S8: …
Step Five: Writing.（用英文写简单的失物招领。最好把学生的作品在实物投影仪
上展示，便于修改和提供写作案例。）
T: OK.Now let’s try to write it. You may use the one in 3a or the one in 3b as a model.
(Students write their bulletin board messages and the teacher moves around the room offering language support as needed.)
T: Let’s read some of your messages.
(Ask some students read their message aloud. And others to the box. If you don’t know the meaning of the words, you may review the lesson, ask me , ask your classmate use a dictionary.
(Students check all the words they know.)
1.Writing.（训练学生用目标语言写和说的能力。）
T: Look at the picture please. What are they talking about in Picture 1? Who would like to read it?
Sa: Is that your backpack?
Sb: No, it isn’t.
T: OK, now what may other people talk about in Picture 2, 3 and 4? Complete the chart using Is thisthat…? Yes, it is. No, it isn’t.
(Students fill in the chart.)
T: Now please read the conversation with your partner.
Sa: Is that your notebook?
Sb: Yes,it is.
Sa: Is that your key?
Sb: No, it isn’t.
Unit 3 This is my sister.
教学内容：
本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该能够用英语给朋友写短信介绍家人，从而让他们了解自己的家庭并能够画出自己的家谱。
教学目标：
1、知识目标：
A、掌握家庭成员的表达，如：grandfather, grandmother, father,
mother ,brother,sister, uncle, aunt, cousin, son, daughter, parents:
学会用指示代词：this ,that, these 和人称代词：I, A 1a-1c
第二课时Section A 2a-4
第三课时Section B 1-2c
第四课时Section B 3a-Self-check
Period One
教师：照片，图片，表格。Step One: New words.
①Present the new words.
T: Hello , everyone ! Look ! What’s this ?
S s: It’s a picture .
T: Right . Who is the man in the picture ?
S s: It’s you.
T: Yes, it’s me . You know me . Please look at this . Do you know them ?
S s: No , we don’t .
T: They are my family members . Today I want to introduce my family members to you . Would you like to meet them ?
S s: Yes .
T: OK . Please look at this man ? Is the same way .)
T: He is my “grandfather”. He is my “grandmother”. These are my grandparents. Read after me , grandparents.
S s: Grandparents.
(Stick the word “grandparents”on the blackboard. Then teach theses words mother, father, brother, sister and friend in the same way.)
T: I match the words with the pictures on the blackboard?
S s: I can. (Textbook P131a)
(Ask one student to the front to do it. The other students write down letters on the books. In this way finish 1a.)
T: Check the answers.
S s: …
T: Is and circle.
T: A boy is talking about and circle the people the boy talks about.
S s: OK.
(Play the recording of 1b twice. Students work.)
T: What’s the answer?
S: Two brothers and sister.
②Pairwork. Talk about Dave’s family.
T: This is a picture of Dave’s family. Let’s talk about Dave’s family in pairs. You must use “ This is …” and “ These are …” to do it.
(Students practice. Teacher walks around the room to the blackboard.)
T: Let’s talk about the family tree, You can do it in groups of four or three. Y ou can do it in pairs or you can do it yourself. Then report it to the class.
(Students work. Teach moves around the classroom to pairs about your family. First, you must greet each other, then introduce your family.
(Two students come to the front.)
S A: Hello.
S B: Hello. How are you ?
S A: Fine, thank you. And you?
S B: I’m fine, too.
S A: Excuse me! What’s this?
S B: It’s my family tree.
S A: Who’s this?
S B: This is my grandfather.
S A: Who’s this?
S B: This is my grandmother.
S A: Is this your father?
S B: Yes, is your mother?
S B: Yes, she is.
S A: Who’s the boy?
S B: He is my brother.
(A few pairs do this.)
T: You did well.
②Make a survey.
T: Please take out the family photos you bring to school. Work in groups of four. Fill in the form. Then report it to the class.
Family Family members
(Students work. Teacher moves around the classroom to and circle the words you Hai. The other is Dave. They are talking about Dave’s family members. Please listen to the recording of 2a in Section A and circle the family members you and match. T: This is a picture of Dave’s family. We know this is Dave. But we don’t know who is Mary, who is Jim and who is Lin Hai. Let’s
根据上节课布置的作业，让学生谈论自己的家庭成员，为新课教学做铺垫。
通过听力练习，使学生巩固对家庭成员的记忆。
通过听力引出Is this . . . ?的句型
listen and find them.
(Play the recording of 2b. Students work.)
T: Who find them?
(Many students may say they do. Choose two of them to answer.)
S1: Dave is …Lin Hai is …
③Pairwork. Talk about Dave’s family.
T: You come to Dave’s the wall. There are many people in the picture. You want to know who they are. Use “Is this…”to find them, please. When you finish, change roles to do it. Now begin.
(Students work. Teacher walks round the classroom to see ’t.
S1: Is this Jim?
S2:Yes, the blanks with the words from the box. Work in pairs, then report it to the class.
isn’t brother is sister
(Students work. Teacher walks around the classroom and ’t. He’s my …
(Change roles to do it and ask one more pair to do it.)
Step Three: Task.
①Play a guessing game.
通过谈论Dave的家庭成员，练习句型Is this . . . ?
用学生的句型引出Is she your desk. Work in groups of four. Y ou can use “ Is she …?”or “ Is report it to the class.
(Students work.)
T: Check your work.
Homework.
Draw your family tree.
用游戏的方式巩固人称代词的知识。
Period Three
课前准备
教师：图片。
学生：照片。
教学设计
教学步骤
Step One: New words.
①Present the new words.
T: Do you like games?
S: Yes.
T: Let’s play a guessing game. Please listen carefully. He is my brother. But my father is not ’t.
S2: It is your “堂兄” or “堂弟”.
T: Yes, it is. Let’s see English.
(Put the card “cousin” on the blackboard.)
T: It’s cousin. Read after me, C-O-U-S-I-N, cousin.
S S: C-O-U-S-I-N, cousin.
T: Spell it, please.
S S: C-O-U-S-I-N, cousin.
…
T: This time you must say it in English. She is your sister. But your father is not .
T: Your father’s brother is your …?
S3: “大爷，大伯”.
S4: “叔叔”.
T: You are right. Let’s see English.
(Put the word card “uncle” on the blackboard.)
T: Read after me, please, U-N-C-L-E, uncle.
S S: U-N-C-L-E, uncle.
…
T: Your uncle’s wife is your…?
S5: “伯母，婶婶”.
用游戏的方式引人新课。
T: Right.
(Put the card “aunt” on the blackboard and then teach these words son, daughter in this way.)
T: Read the words on the card together.
S S: …
②Practice the new words.
T: Look at the family tree. Some words are missing. Who can the blackboard. The others finish it on their book.)
T: Check your work.
Step Two: Drill.
①Listen and check the words you Hai and Dave are talking about Dave’s family. How many family members are they talking about? Please listen and check the words you and check the picture.
T: I Hai talking about? Let’s listen and find it out, please.
(Play the recording twice again.)
(Check the answer.)
③Pairwork. Draw your own picture and talk about it.
T: We find out the picture of Lin Hai’s family. Can you draw a picture of your family? S S: …
T: OK. When you finish drawing, tell your partner about your picture. You can use “This is …” and “ These are …” to talk about. Then report it to the class.
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 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.
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
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 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）初中七上Starter Unit 2 What’s this in English?教案 Period One 教学目标： 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 教学重点、难点： 1.字母的正确书写和认读。 2.7个表示物体的单词的熟练掌握。 教学过程： Step 1. Warming-up 1. Good morning/afternoon/evening! How are you? I’m fine, thanks.How are you? I’m OK. 引导学生在真实的交际中运用Starter Unit 1中学到的日常用语，让学生体会学英语的乐趣和成功的快乐。 Step 2. Play a game. 让学生从闪烁的画面中通过快速的思维，说出其中是什么字母。“What’s this？It’s …”是本单元的重点句型。通过这个游戏，让学生在听说中首先建立一定的感性认识，体现听说领先的原则。 Play the game like this: Teacher shows a letter quickly and asks : “What’s this?” Get the students to answer the questions like this: “ I think it’s A / B.” Step 3. Game Teacher shows a part of a letter and asks : “What’s this?” Get the students to answer the questions like this: “ I think it’s A / B.” Then show the whole of the letter to let the students check whether they’re right or wrong. 在幻灯片上通过闪现字母进行猜测，从猜谜游戏到新知识呈现，学生在悬而未决的心理状态下学习新知识，因注意力相对集中和兴趣被有效激活，对所学的东西印象深刻。 Step 4. Presentation. 1a Look for the small letters in the picture for these big letters. Check (√)the ones you found. 在图中找出下列字母的大小写，在找到的字母后打√。 Step 5. Work on 1b. 播放1b录音，同学们先听。第二次播放1b录音，同学们跟读，培养学生学习兴趣和良好
最新人教新目标七年级英语下册全英文教案（全册全英文） Unit 1 Can you play the guitar? ◆Step 1 Leading T:What do they do in the picture? S:They...(见课件) T:Can you/he sing/ swim/ dance...? S:I/He can... T:There are many clubs.What club do you want to join?(见课件) S:I want to join the music club.Because I can sing. ... ◆Step 2 Listening 1.Ask the students to read the conversations in 1b first.
2.Ask the students to listen and number the conversations [1-3] in 1b. 3.Check the answers.(见课件) 4.Ask the students to read the club names in 2a. 5.As k the students to listen to two conversations and circle the clubs they hear. 6.Ask one student to show the answers.(见课件) 7.Listen again and complete the sentences in 2b. 8.Ask three students to show their answers.(见课件) ◆Step 3 Make similar conversations 1.Look at 2b and talk ab out what the people can do and the clubs they want to join. 2.Show an example.(见课件) ◆Step 4 Role-play 1.Ask the students to read the conversation in 2d,try to find: What can Jane/ Bob do? What club do they want to join? 2.Ask the students to fill in the form.(见课件) What can...do? What club does...want to join? Bob Jane 3.Ask students to practice the conversation according to the for m. 4.Ask students to perform the conversation. ◆Step 5 Explain several important words and phrases.(见课件) ◆Step 6 Homework Make a survey about what your friends can do and what club your friends want to join. 板书设计 Section A(1a-2d) 重点单词短语重点句型
课程目标 一、知识和能力目标 本单元要求学生掌握英文字母A—H,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。能看,听,说本单元所列的日常交际用语,重点学会打招呼,并做到语音语调正确。注意一些字母及日常交际用语的发音,提醒学生不要将C／si：／发成／sei:／; H /e??/发成/e?/,也不要将Good morning／???'???????说成／????'??????／等。 二、过程和方法目标 教师要尽量用英语组织教学。充分利用课堂的40分钟,不讲或少讲汉语,尽量给学生创造英语情景。教师可以用手势,表情,动作等示意,帮助学生听懂课堂用语和日常交际用语,第一次介绍某个用语时,说英语,加译文及手势,以后可酌情省去译文,最后只说英语,逐步让学生听懂。 三、情感态度和价值观目标 万事开头难,首先利用这个单元培养学生们对英语的兴趣,因为兴趣是最好的老师。 学情分析 体会打招呼用语的奥妙所在,做到灵活运用。 1．Good morning /afternoon /evening：适用于比较正式客气的场合,双方都应说Good morning /afternoon /evening!例如： A：Good morning,Miss Zhao．早晨好,赵老师。 B：Good morning,Mr．Wang．早晨好,王校长。 2．Morning：适用于比较熟悉的朋友之间或比较繁忙的情况下。 3．Hello：是最广泛、最简单的打招呼语,显得亲切自然。例如： A：Hello,Kate．你好,凯特。 B：Hero,Li Lei．你好,李雷。 4．Hi：在现代英语中,Hi比Hello用得更多,显得更随和。例如： A：Hi,Han Meimei．你好,韩梅梅。 B：Hi,Lucy．你好,露西。 教学准备 tape—recorder,multi—medium． 课时参考 四课时 Period 1 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：Lead—in You may want t0 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 I’m 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)
(此文档为word格式，下载后您可任意编辑修改！) Unit 1 My name’s Gina Period One 课前准备 教师：准备游戏时所用的图片（食物、蔬菜、动物）。 学生：准备表演时所需道具（服装、假发）。 教学设计 Step One :Present the sentence patterns. 1.Play a game “How many words do you know?”(利用小游戏调 动学生的积极性，同时通过对冠军的介绍引出本课。) Teacher:After the study of the first three starters, I think most of the students must a lot of words. How many words do you know? Let’s play a game to see who know? Let’ s play a game to see who knows the most. (Divide all the students into several groups and show a pictur（图片略） to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.) (Group 2 is the champion group.They can write 11 words.) 2.Introduce the champion group to the class.（引课方式贴近 生活，学生易于接受） Teacher:Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introdrce yourselves to us? S1& S2:Yes. S1:Hello.My name is Li Lei.Nice to meet you. Ss:Hello, Li Lei. Nice to meet you ,too. Ss:Hello!What’s your name? S2:I’m Sun Ping.How do you do? Ss:How do you do ? Step Two:Drills. 1.Make introductions.（通过句型的操练使学生更加熟练掌握所学 的句式。） Teacher:The new term begins.Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group. Example: Sa:Hello! I’m Li Lei. What’s your name? Sb:My name’s Zhang Feng.Nice to meet you. Sa:Nice to meet you,too.And what’s your name,please? Sc:Lin Li. How do you do? Sa：How do you do? 2.Listen and number the conversations.
人教版初一英语教案 【篇一：人教版七年级上册英语全册教案】 新目标英语（go for it）七年级上全册教案 unit 1-12 unit 1 my name’s gina period one 课前准备 教师：准备游戏时所用的图片（食物、蔬菜、动物）。 学生：准备表演时所需道具（服装、假发）。 教学设计 step one :present the sentence patterns. 1. play a game “how many words do you know?”(利用小游戏调动学生的积极性，同时通过对冠军的介绍引出本课。) teacher: after the study of the first three starters, i think most of the students must have known a lot of words. how many words do you know? let’s play a game to see who know? let’s play a game to see who knows the most. (divide all the students into several groups and show a picture （图片略） to them with the computer. every group can choose two students to join. they are asked to come to the blackboard and write down the words in 30 seconds.) (group 2 is the champion group. they can write 11 words.) 2. introduce the champion group to the class.（引课方式贴近生活，学生易于接受） teacher: congratulations, now group 2 is the champion. but i don’t know your names. would you like to introduce yourselves to us? s1 s2:yes. s1:hello.my name is li lei. nice to meet you. ss: hello, li lei. nice to meet you ,too. ss: hello! what’s your name? s2:i’m sun ping. how do you do? ss: how do you do ? step two: drills. 1. make introductions.（通过句型的操练使学生更加熟练掌握所学