TeachingPlanforUnit1forListeningandSpeaking

...
（3）学生结对自编对话，然后进行展示，最后教师进行评价。
Step4Pronunciation
（1）学生听录音，跟读、模仿活动1中字母组合的准确发音。
（2）教师引导学生进行总结，并写出更多含有这些字母组合且发音相同的词，以起到巩固、强化的作用。
（3）学生先听一遍活动2的录音并跟读，然后结对朗读活动2中的谚语，尤其注意粗体字母组合的发音。同伴之间可以相互纠正发音，共同进步。教师要求学生有节奏地朗读谚语，学有余力的学生还可以背诵这些谚语。
Practise the words and expressions learned this class.
备注
Step3After listening
（1）利用听前准备阶段呈现过的社团图片或学生罗列的社团名称，开展师生对话，为学生小组对话活动做好准备。教师提问：
Which club would you like to choose? Why?
教学提示：在这个步骤之前，教师可以事先收集班内四位学生从事不同爱好活动（如play theviolin、take photos、make plane models、read a novel等）的照片，然后让学生将这些照片与四个社团（如Music Club、Photography Club、Model Club、Reading Club等）进行匹配，帮助学生过渡到口语表达阶段。
Step2 Whilelistening
（1）教师引导学生浏览活动2中的问题和选项，预测听力内容，也可以预测问题答案。
（2）学生带着问题和预测听前两段对话，然后互对答案，并讨论作出相应选择的理由。
（3）学生听第二遍对话，师生核对答案。
（4）教师指导学生浏览活动3中的听力任务，圈出关键信息，预测听力内容。可以提醒学生试着猜测生词movement和greenhouse的词义。

Unit 1: When is your birthday?Part 1: Teaching Design第一部分:教学设计Period 1: Listening and Speaking (Page 1)(When is your birthday?)Objectives●To learn to talk about dates●To learn to use When questionsProcedures■Warming up by going over titles/ structuresHi, class. Before we take Unit 1, let’s go over all the titles/ structures we learned in the past and the one we are going to learn today.1a Listening and repeatingLook at the list of the twelve months of the year in 1a. Read after me one by one.2b Listening and numberingLook at the three conversations and read aloud them after me.Now listen to the recording and number them in the right order. (1-2-3)1c PAIRWORK 结对活动Now Listen to the recording again and practice the conversation with your partner.Period 2: Listening and Speaking (Page 2)(My birthday is October tenth.)Objectives●To learn to use When questions●To learn to use p ossessive‘s’Procedures■Warming up by learning the grammar focus and ordinal numberHello, class. Look at this sentence：When is your birthday? 何时是你的生日？My birthday is May 4th. 我的生日是五月四日。

Note-taking and summarizing
Instruct students to take notes during the lesson and summarize key points to help them retain information.
Group work and discussion
Practice and Application
Provide students with opportunities to practice and apply the grammar rules they have learned through controlled
and free writing activities.
Practice and Control
Practice Activities
Provide a variety of practice activities for students to apply the new language, such as fill-in-the-blank exercises, multiple-choice quizzes, and role-playing games.
Theme and Central Idea
Discuss the overall theme and central idea of the text, and how they are developed throughout the text.
Detail Analysis
Analyze specific details in the text, including imagery, symbolism, and other literary devices.

新目标英语七年级上Unit1教案：互动学习英语的专业指导方案The English language is one of the most widely spoken languages in the world, which makes it an important language to learn. Learning English is not just about memorizing grammar rules and vocabulary, it requires active interaction with the language, including listening, speaking, reading, and writing skills. The New Target English textbook for seventh-grade students offers an interactive approach to learning the English language, with a focus on practical language use, such as daily conversations, reading comprehension, and writing skills. The following teaching plan provides guidance and suggestions for teachers to use the textbook effectively.Objective:The objective of the teaching plan is to guide teachers in teaching and promoting active participation among students in learning English.Interactive Learning Methods:1.Group Discussions: Group discussions are an essential part of English language learning, especially for language practice and to express ideas and opinions. Teachers can organize group discussions in the classroom before and after reading a text or practicing a dialogue. Teachers can also use discussion questions to help students develop their critical thinking, listening, and speaking skills.2.Role-playing: Role-playing is an effective interactive learning method to develop speaking and listening skills. Teachers can divide students into pairs or groups and assign roles to practice dialogues from the textbook. Role-playing can also be used to practice real-life situations and scenarios.3.Peer Teaching: Peer teaching is a valuable learning method in which students teach their peers a concept they have learned in class. Teachers can assign specific concepts or lessons from the textbook to students and allow them to teach in groups or pairs. This method fosters a positive, collaborative learning environment where students work as a team to achieve a common goal.4.Vocabulary Games: Vocabulary games are aninteractive approach to learning new words and phrases.Teachers can use vocabulary games to help students learn and memorize new words and phrases in a fun and engaging way. Examples of vocabulary games include Hangman,Pictionary, and charades.Lesson Plan:The New Target English textbook for seventh-grade students consists of Unit 1, which is divided into five sections. Below is a suggested teaching plan for Unit 1:Section 1: Greetings and IntroductionsThe first section of Unit 1 introduces basic greetings and introductions. Teachers can use role-playing and group discussions to practice dialogues and improve speaking and listening skills. Teachers can also use vocabulary games to teach new words and phrases.Section 2: Numbers and TimeThe second section of Unit 1 focuses on basic numbers and telling time. Teachers can use real-life situations to practice numbers and telling time. For example, teachers canask students to create their schedule for a day or a week and practice using numbers and telling time.Section 3: Daily RoutinesThe third section of Unit 1 focuses on daily routines. Teachers can use peer teaching to practice describing daily routines and vocabulary games to learn new words and phrases related to daily routines.Section 4: Describing People and ThingsThe fourth section of Unit 1 introduces adjectives to describe people and things. Teachers can use group discussions and role-playing to practice using adjectives and vocabulary games to learn new adjectives.Section 5: Places and DirectionsThe fifth section of Unit 1 focuses on places and directions. Teachers can use real-life situations to practice using and asking for directions. For example, teachers can ask students to give directions from their home to school or from school to a specific location.Conclusion:The New Target English textbook for seventh-grade students provides an interactive approach to learning the English language. The teaching plan and suggestions provided above can assist teachers in promoting active participation among students in their English language learning journey, including speaking, listening, reading, and writing skills. The most important aspect of teaching English is to create a positive and collaborative learning environment where students can feel comfortable interacting with the language and with their peers, making the learning experience fun and engaging.。

高中英语-Teaching-Plan-for-Unit-1-S chool-life全英文教案-牛津版必修1Teaching Plan for Unit 1 School lifeTeaching aims and demands of the whole unit:●To introduce and develop the theme of school life●To identify the differences between school life in different countries●To develop the reading skills of skimming and scanning●To learn some words about school facilities●To learn about attributive clauses and how to use relative pronouns●To develop listening, speaking, reading and writing by completing a task and aproject●To form a positive attitude in a new and challenging situation●To learn to be cooperative and helpful when working togetherTeaching times: 12 periodsWelcome to the unit 1pReading 2ppWord power 2ppGrammar and usage 2ppTask 1pProject 2pSelf-assessment 2ppPeriod one Welcome to the unitI. Teaching aims:●To find out the differences of their life between senior high and junior high.●To learn something about the high school life in the UK.●To know how to get on well with high school life / study.●To find out how an activity attracts the students and helps the studentsII. Teaching Procedures:2Step 1 GreetingsStep 2. Warming up and Lead-in1. Let some students make a self-introduction.2. Say something about their junior high school life.Step 3. PresentationPair work: brain storm:➢When we are talking about our school life, what will we probably think of?Step 4 Comparison (Group work)Here are three pictures that show some aspects of school life in the UK. Please read the instructions, look at the p ictures: what’s the difference between schools in China and the UK?Aspects In the UK In ChinaHuge campus and low-rise buildings We can see hugecampus and low-risebuildings.It is the biggestdifference fromschools in ChinaSchools in China usually have a large enoughcampus to make sure students have enoughspace to study and play in.But most school buildings are taller, at leastthree storeys.Lockers for every student There are rows oflockers by theclassrooms forstudents to put theirstationary, books,exercise-books andother belongings.Students bring what they need for lessons toschool and then take it all back home afterschool. Most schools in china do not haveequipment in the classroom.Fewer students in There are fewerstudents in a class,There are usually more students in highschool, perhaps 40 to 50 per class. Recently3each class no more than 30 perclass.some school are beginning to limit the number of students in each class.At ease with our teacher Students have a closerelationship withtheir teachers. Theyfeel at ease andcomfortable withthem.It is similar in china. Nowadays, lots ofteachers and students have established a goodrelationship with each other. They respecteach other and work to gain a betterunderstanding of each other.Step 5 Discussion●What kind of school activities do you enjoy?●Do you know any further differences between the schools in the UK and China? ●What is your dream school life like?➢What do you think the teachers should be like?➢What do you think the students should be like?➢What do you think the relations between teachers and students should be like? Step 6 ExtensionWhat are the factors that will lead to the success of the further?Step 7 SummaryHomework1) Recall all the new words and expressions that appear in this unit.2) Write a short passage about your dream school. (100words)3) Preview the following lesson.Period two ReadingTeaching aims:1. To read a magazine article about school life in the UK.2. To learn to apply two basic reading skills: skimming and scanning.3. To learn some expressions about school life.Teaching procedures:4Step 1 RevisionCheck the homework exercise.Step 2 PresentationYesterday discussed the differences between high schools in our country and the UK. Now we are going to read a magazine article which is written by an exchanging student. She has been studying in the UK for one year. Now she gives a clear brief introduction about her school life there.Before we read the article, we are going to learn the reading strategy: skimming and scanning. (P.3: Reading strategy)Skimming: to get a general idea of the article.Focus on the title, heading, captions, the first and last sentences of paragraphs, charts and pictures …Scanning: to locate specific information about an article.Look for key words and phrases, dates and words in bold, italics or capital letters…Step 3 Reading1. Skimming question:How does Wei Hua feel about her life in the UK?2. Scanning:1) What topics are mentioned in the WeiHua’s lette r?(opt. are the following aspects of school life mentioned in the article?Teachers classmates friends subjects h omework grades timetable activitiess chool facilities host family food hobbies customs t raditions festivals)2) Scan the passage and complete Part C1, C2 on page 4Step 4 Group workWhat’s the similarity and difference between the schools in China and the UK?★Aspects In the UK In China similarity5differenceStep 5 Practice:Pair workNow you are a reporter from the school magazine, and have a chance to interview Wei Hua. What other information would you like to know about her life and study in the UK?Suppose your desk mate is Wei Hua, make a dialogue.Homework.1. Complete parts D and E2. Read the two articles in reading on pages 82 and 83 in wb and answers the questions below them.3. Daniel Adams will come to your school as an exchange student. Write a letter to him and introduce your school life to him.4. Preview the following lesson.Period three Language focusStep 1 Revision:1. Check the homework2. Complete the chart and retell the letter.On the first dayTeachers Mr. Heywood Miss BurkeSize of a classroom6SubjectsFoodWei Hua’s feelings and progressStep 2. Language focus1. Words:a) attend (join / join in / take part in )b) preparec) miss (missing / gone / lost)d) experiencee) informationf) sounds2. Phrases:a) for freeb) a bit / a littlec) as well as3. Sentences:a) Going to a British school for one year has been a very enjoyable and excitingexperience for me.b) I do like eating.Step 5. Practice1. Complete wb A1, A2,2. Translation1)Jim加入了我们的讨论之列。

Teaching Plan for Section 1 Unit1Knowledge teaching point:words and expressions, the grammar, the text, and workbook exercises Ability training:Improve the Ss’ ability of listening, speaking and reading. To make sure they can use the knowledge freelyMoral education:Educate the Ss to get a general knowledge of the people’s identity .Key point and difficulty:1.argument2.importance 重要性important 重要的3.without pulling them out of …Teaching method:Listening, speaking reading and practicing Learning, discussing and drillsTeaching procedure:Step 1. ReadingRead the text quickly and try to find the answers in Workbook exercise. Have an activity of asking and answering to deal with the difficult points the Ss can’t understand. Make sure that they can analyze the structure of the sentence.1. Para 1-2 :these 2 paragraphs tell us :A.Who Mr. Dullock wasB.What Mr. Dullcok looked likeC.Why Mr. Dullock wore his glassesD.All of the above2. Para 3-4 :1.The first unit on genetics is about “nature or nurture” .2. This argument is a new one according to the text .3. Para 5-6 :Why did Jenny think that she was a good student ?A.Because her father passed his intelligence on to her .B.Because nobody expected her to be a good student .C.Because her teacher encouraged her .D.Because she has too much pressure and was very frightened .4. Para 7-9 :From paragraph 7 we know that Maire was probably a ____ girlA.Quite and timidB.Brave and courageousC.Smart and athleticD.Nervous but talkative5. Para 10-11:1. What kind of girl was Brandy ?2. Do you think a girl like Brandy ever has a bad day ?6.Para 12 :The last paragraph suggests that ___A.We all need to wear glasses .B.None of us can see the world from all sides .C.Everyone know that we can’t see the world clearly .D.Jenny clearly knows the identity of her classmates .Assignment of homework:Finish off the Workbook exercises.Revise the content of the lesson and preparation for the next. Blackboard design:After teaching:This lesson is hard to understand. We use the traditional way to letstudents understand it. It isn’t interesting , but it’s effective. And the students cooperates well.。

A teaching plan for Unit 1Module一、教学目标1、知识目标学生能够掌握本单元的重点词汇，如_____、＿____、＿____等，并能正确拼写和运用。

学生能够理解并熟练运用本单元的重点句型，如“＿____” 、“＿____” 等。

学生能够理解本单元的课文内容，掌握其中的关键信息。

2、技能目标能够听懂与本单元主题相关的英语对话和短文，并获取关键信息。

能够运用所学词汇和句型进行简单的口头交流，表达自己的想法和观点。

能够阅读并理解与本单元难度相当的英语文章，提高阅读理解能力。

能够用书面形式描述与本单元主题相关的内容，如写一篇短文介绍_____，提高写作能力。

3、情感目标激发学生学习英语的兴趣，增强学习自信心。

培养学生的合作学习精神和跨文化交际意识。

二、教学重难点1、教学重点重点词汇的发音、拼写和用法。

重点句型的结构和运用。

课文的理解和关键信息的把握。

2、教学难点某些词汇的特殊用法和搭配。

句型在不同语境中的灵活运用。

对课文中深层次含义的理解和文化背景的认知。

三、教学方法1、情景教学法通过创设真实的语言情景，让学生在具体的情境中感受和学习语言，提高语言运用能力。

2、任务驱动法布置各种任务，如小组讨论、角色扮演、写作练习等，让学生在完成任务的过程中主动学习和运用语言。

3、游戏教学法采用一些有趣的英语游戏，如单词接龙、猜谜语等，增加学习的趣味性，提高学生的学习积极性。

四、教学过程1、导入（Warmingup）通过播放一段与本单元主题相关的英语视频或歌曲，引起学生的兴趣，导入新课。

进行简单的自由对话，如询问学生对_____的了解和看法，引导学生思考本单元的主题。

2、词汇学习（Vocabulary）展示本单元的重点词汇，通过图片、实物、动作等方式帮助学生理解词汇的含义。

带领学生朗读词汇，纠正发音，强调重音和读音规则。

让学生进行词汇拼写练习和词汇游戏，巩固所学词汇。

3、句型学习（Sentence Patterns）呈现本单元的重点句型，讲解句型的结构和用法，举例说明。

Teaching Plan for Unit 1Title: My name’s GinaLength of lesson: 40minutesLearners:I. Teaching aims:In this unit students learn to introduce themselves, greet people, and ask for and give telephone numbers.1. Topic: Making new friends2. Functions:Introduce yourself/ Greet people/ Ask for and give telephone numbers3. Target language:What’s your name? -My name is Gina.I’m Gina. Nice to meet you.What’s your phone number?-it’s 28429424. Vocabulary:personal names/ numbers0-9/ phone number/ first name/ last name/ Hi, Hello5. Learning strategies:Practicing/ listening for specific informationII. Time 6 periodsIII. Teaching processLesson One (Period one)I. Teaching aims:1. To know how to learn English well and know some rules used in English class2. In this first lesson, students learn how to make an introduction1. Topic: Making new friends2. Functions:Introduce yourself/ Greet people3. Target language:What’s your name?----My name’s… I’m …4. Vocabulary:Introduce/ Introduction/ name5. Learning strategies:Listening/ speaking/ singingIII. Teaching processStep I. Lead in -Greeting and making an introductionQuestion 1. Why do we study foreign language?2. How to study English well?Students’ feed back: discussing i n pairsStep II.making an introductionI’m Ms.Xu, your new English teacher, welcome to Ms. Xu’s English class. It’s verynice to see you. I’m sure we’re going to have a great year and learn a lot of English.giving some ways to learn English wellWe have many ways to learn English well. We can read, listen, speak and write. We can read books, listen to music “ABC”, “Apple song”, “London bridge is falling down”…. Moreover, we can speak in Engl ish. Listening is more important. If we don’t have a good listening, we cannot understand others well, and have a good communication. Writing is another way to improve our English.giving some rules used in English class1. Speak English as much as you can.2. Help each other.(help yourself with the dictionary)3. Ask questions when you do not understand.4. Don’t be shy.Step III.Now, let’s make an introduction1. Give an example:I’m Tracy, I mean my name is Tracy, and you can call me teacher Tracy.What’s your name, please? What’s his name? And what’s her name?2. Practice-in groups (3-4students)To practice the simple introduction with the following sentences:“What’s your/his/her name?----My/his/her name’s… or I’m …”3. Ask some group to show their introduction in the front of the classHomework: 1.to recite the words and expressions in starter2.to do some exercise in starterBlackboard design:The rules in English class:Introduction-to introduce yourself to othersWhat’s your/his/her name?-My/his/her name’s…Feed backUnit One (Period two)I. Teaching aims:In this lessen, the students will study how to introduce themselves with the following sentences “My name is…/ My first name is…/ My last name is…”1. Topic: Making new friends2. Functions:Introduce yourself/ Greet people3. Target language:What’s your name?/ What’s your first name?/ What’s your last name?4. Vocabulary:first name/ last name/ Hi/ Hello/ Nice to meet you5. Learning strategies:Listening/ speaking/ singingIII. Teaching processStep I. Lead inQuestion 1. What’s your name, please./ May I have your name, please?2.What’s your last name? / What’s your first name?3.If you want to show your politeness, what do you usually say when you first meetsomeone?Students’ feed back: discussing in pairsStep II. Learn and PracticeRecording for the first time. Students only listen. Focus attention on the example: theconversation numbered(1). Point out the boxes where students will write a number foreach conversation. Play the recording a second time. Students number the conversations.Sec.A-2a: Play the recording for the first time. Students only listen. Point to the boxesnext to the pictures. (say: listen to the four conversations again. Write the number 1 in thebox next to the people who say conversation 1, 2 in the box next to the people who say conversation2,etc.), 2b:Point the words in the box, (say: listen for these names in the conversations. You will hear some of the names, not all of them. circle the names youhear. The first one is done for you.)Ask students to guess which names are first names and which are last names. (Tellstudents your given name and your family name. Explain that, in English, your givenname is referred to as your first name and your family name is referred to as your lastname, or surname. The family name is written after one's given name, then point toindividual students and say first name or last name, asking them to respond by sayingtheir given name or family name.)Sec.A-3b: Ask the students to choose a first name and a last name that they like from 3a.Game: This is a team game. The last student of each team isthe leader this time. I’ll ask a question to the first student like this. Then, the fi rst student answers my question and turns back to ask the second student the same question. Well, see. Just like this.Teacher: Hi, nice to meet you. I’m Tracy. Tracy is my first name and Xu is my last name. What’s your name?Student1: My name is Li Lei. (turn back to the next student) Nice to meet you, her name is Tracy Xu, and I’m Li Lei. My last name is Li and my first name is Lei. What’s your name?Student2: Nice to meet you, too. My name is Liu Ying. (turn back to the next student) His name is Li Lei. And her name is Tracy Xu. I’ m Liu Ying. My last name is Liu and my firstname is Ying. What’s your name?…At the end of the group, the leader who can tell the names as many as he can is winner.Culture note-English names vs. Chinese namesUnlike Chinese names, English names are listed with the given name firstand the family name or surname second. Many people have two given names, e.g. SaraAnn Smith. The second name is called the middle name and has no real significance,unlike the Chinese second name which indicates a child’s generation. English familynames are inherited from the father, and a woman’s family name changes to the familyname of her husband when she marries. Chinese women do not necessarily take theirhusband’s family name when they marry. Many English names have and old meaning,but the meaning is not usually a consideration when choosing a name, the way the namesounds is more important. In Chinese culture, naming a child often takes five principlesinto consideration: the name should reflect favorable mathematical calculations, beharmonious with regard to yin and yang, and possess one of the five elements of metal,water, wood, fire, and air.“The More We Get Together”The more we get together, together, together, the more we get together, the happierwe’ll be! For your friends are my friends and my friends are your friends, the more weget together, the happier we’ll be!Step III. ProductionTask one: It’s warmi ng up, the students think the questions that teacher gives and step in the situation-“Greeting” and “Introduction”.Task two: Do exercise and practice in book. Moreover, learn how to ask names.Task three: Practice the greeting “nice to meet you”, introduc tion and the first name, last name.Task four: RelaxingStep IV. Sum up1. the whole class practice how to greet people and introduce each other.2. learn the difference between Chinese culture and western culture.3. Learn a beautiful English song.Homework: 1.Sing two songs2.Review the starter and do some exercise:P1 Sec.A-1a; P4 Sec.B-1a,2; P6-1; P7Sec.A-1a; P10 SecB-1a; P11-3a; P12-1; P13 Sec.A-1a; P18-1; P19- 1a; P24-1; P25 SecA-1a;P30-1,2,3.3.Review the Grammar Focus in StarterBlackboard design:First name What’s your name? My name is…Last name May I have your name? I’m….My first name is…/ My last name is…Nice/glad/great/lovely to meet/see you!Feed backUnit One (Period three)I. Teaching aims:This lesson introduces the numbers0-9, and practices the telephone number in random order.1. Topic: Getting the telephone number2. Functions:Ask for and give telephone numbers.3. Target language:What’s your/his/her telephone number?4. Vocabulary:telephone number/one two three four five six seven eight nine5. Learning strategies:Listening/ speaking/ singing/ writingIII. Teaching processStep I. Lead inQuestion 1. We have already made a new friend and knew his or her name but if we want to communicate him or her what will we do?2. How to ask and give telephone number?Students’ feed back:Step II. PracticeSec.B-1a: Play the recording for the first time. Students only listen. As the teacher plays the recording the second time, ask students to repeat the numbers.Sec.B-1b: Play the recording for the first time. Students only listen. Point out the telephone number in activity 1c. ask students how the number is divided up. Guide them to understand that three or four numbers come before the hyphen and four numbers after it. (6218-8020). Ask students to write the numbers in the blank as you play the recording the second time.Sec.B-2a:Point to the numbered list of names. Read each one aloud along with the number that comes before it. Point to the blanks in the four telephone numbers.(Say, 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.)Play the recording while students listen. Play the recording a second time.(This time students write the letter of each telephone number in the bland after the person's name).Check the answers.Ten little Indian boys"One little, two little, three little Indians, four little, five little, six little Indians, seven little, eight little, nine little Indians, ten little Indian boys.Ten little, nine little, eight little Indians, seven little, six little, five little Indians, four little, three little, two little Indians, one little Indian boy.One little, two little, three little fingers, four little, five little, six little fingers, seven little, eight little, nine little fingers, ten fingers on your hands.Ten little, nine little, eight little fingers, seven little, six little, five little fingers, four little, three little, two little fingers, one finger on your hand.Step III. ProductionTask one: listen and repeat the numbersTask two: listen the conversation and get the useful information-numbersTask three: get the knowledge of last name and first name.Task four: relax and know the numbers well.Homework: design your name cardTracy XuMaster teacher of Class 3, Junior 1The Middle School Attached to Northern Jiaotong UniversityTel:010-6218-6020Address: No.12 Zhaojunmiao,Haidian District, BeijingPostcode:100081Blackboard design:What's your telephone number?----My telephone number is...zero, one, two, three, four, five, six, seven, eight, nineFeed backUnit One (Period four)I. Teaching aims:This lesson reviews the numbers0-9, and practices the telephone number in random order.1. Topic: Getting the telephone number2. Functions:Ask for and give telephone numbers.3. Target language:What’s your/his/her telephone number?--my/his/her telephone number is.../It's...4. Vocabulary:telephone number/one two three four five six seven eight nine5. Learning strategies:Listening/ speaking/ writingIII. Teaching processStep I. Lead inQuestion 1. Review the song "Ten little Indian boys"2. How to get somebody's telephone number? And what do we say?3. How about to make a phone book of our class?Students’ feed back:Step II. PracticeActivity one (task one): Sing the song "Ten little Indian boys"Activity two (task two): Make a telephone number book.In order to communicate better, today we are going to make our own phone book. I'll give you two minutes. Group leaders, try to find out your partners' telephone numbers and then fill in the chart. After that, hand in your charts to your group leader. At last, the leaders will stand up and tell the whole class the telephone numbers of your group. Everyone in class should follow him and write down the names and numbers.Step III. ProductionTask one:Task two: Make a telephone book of the whole classmatesHomework: design the Personal information card (including name (last name and first name), telephone number and other information)Blackboard design:Feed back: The activity two provides an opportunity for oral practice using the target language, and practices the listening and writing numbers. Moreover, the students have the telephone numbers of the whole class that will tie them closely.Unit One (Period five) (Sep.11th-the mid-autumn festival)I. Teaching aims:know the culture of the mid-autumn festival (15th day of the 8th lunar month); classify the fruit; check the exercise P32-2breview the Grammar focus of unit one;1. Topic: The Mid-autumn Festival2. Functions:classification3. Target language:I you he she it we you theyMy your his her its our your their4. Vocabulary:fruit/ stationery/ color/ drink/ Verb5. Learning strategies:classifyingIII. Teaching processStep I. Lead inQuestion 1. What date is today?2. What does the mid-autumn festival mean to Chinese?3. What do we do usually in this festival?Students’ feed back:Step II. Practiceintroduce the traditional festival of Chinese----"the mid-autumn festival"the activities...Step III. ProductionTask one:Task two:Task three:Fruit: apple, pear, orange, grapes, kiwi fruit, lemon, pineapple, mango, banana, plum, apricot, peach...Stationery: bag, book, pen, pencil, ruler, rubber, pencil case…Color: black, red, white, orange, green, blue, yellow, violet, purple…Drink: mil k, cola, orange juice, soda, mineral water, wine, beer…Verb: listen, look, write, (map, phone), run, jump, speak, smell…Homework:1.Do exercise--P32 and exercise P1-1 in yellow book, and give more words in each column2."face to face with the famous person" (find some information of a famous person that you like. Such as: pictures, work place, hobbies and so on)Blackboard design:Feed back: give more knowledge of the Chinese traditional festival and learn Chinese culture; learnhow to classify the goodsUnit One (Period six)I. Teaching aims:review unit 1 and have self check1. Topic: having a review of the first unit2. Functions:ask name and telephone number3. Target language:4. Vocabulary:clock, fire extinguisher, basketball, necklace, trash, door knob, tie, tank of goldfish, skirt, sportswear, sneaker...5. Learning strategies: reading/ speakingIII. Teaching processStep I: Show the ID cards and the information about the famous people the students have already collected and encourage students.the information except the name, ask the students to write down some information and to guess the ID card's owner---- "What's her/his name?”,” What’s his/her telephone number?"his/her name?" "Why do you like him/her so much?"Step II: Self checkP6-1. 2. Ask students to check all the words they know and ask them to find out the meanings of any words they don’t know.P6-3. Ask students to think of two classmates, a boy and a girl. Have them write their classmates’ details in the charts.“Just for Fun!”Try to tell a story according to the picture.Student’s work:“A red ‘Z’ hid beside the gray wall while a green ‘Z’ was walking alone, suddenly, the red one jumped out and shouted ‘past’. The green one was frightened and asked in a trembling voice ‘What’s your first name? The red one said, ‘ZIG’, and the red one asked, ‘What’s your last name?’. The greenone said ‘ZAG’.”Give a quiz for Unit 1in workbookHomework:1.Review Unit 12.Make a preparation before studying Unit 2 (words and expressions)11。

Lead in
Watch a short video and talk about science and scientists.
Ask students to find and speak out as many scientists and their achievements as they can.
Brainstorming
Find and speak out as manቤተ መጻሕፍቲ ባይዱ scientists and their achievements as they can.
Play the record for students to listen and correct answers with the whole class.
三、学习者特征分析（学生对预备知识的掌握了解情况，学生在新课的学习方法的掌握情况，如何设计预习）
English is a language, and the last purpose of a language study is to use the language to communicate with others. Listening and speaking teaching is an important part in English teaching，which is also the best way of testing if the students have mastered the language and if they can use the language to communicate. The students can listen to the use expressions they have learnt in this lesson, and they can describe science and famous scientists which they are familiar，which will show that our teaching aims have reached. If they can listen and use English to communicate with others in their future life, and if they can use the useful expressions they have learnt in class, which will show that they have obtained the ability.

Teaching plan for lesson 1, unit 1 in Go for it (1A)Group 4 in 07(4)Learning objectives1.Review 26 English letters and related sounds through ABC song and spellingEnglish names;2.Learn the English names: Gina, Mary, Jim, Alan, Jenny from picture cards andPPT, and know how to introduce people and spell people’s names in English through new sentence patterns: what’s your/his/her name? My/her/his name is …Hi/Hello/Nice to meet you.;3.Practice listening to conversation 1b by identifying English names and imitate theintonation and pronunciation;4.Learn and use new English names in real life.Teaching proceduresStage1. Warming-up and introductionStep1. Sing ABC song and recite letters to review the 26 letters and correct some letters which are often pronounced quite improperly “J or G and so on”. Step2. Teacher introduces herself by the new sentence pattern “my name is…”Step3. Teacher leads in the new unit “My name is Gina.”by using picture and introduce new sentence “what’s your/her name?”Stage2. Learn some new English names and practice the new sentence patterns Step1. Teacher introduces 4 new English names “Jim, Mary, Jenny and Alan” by PPTStep2. Teacher instructs students to read and spell new names and learn how to greet others “Hi/Hello/Nice to meet you”.Step3. Group does performance to practice how to ask names and greet others. Stage3. Listening practice and learn intonation and pronunciation.Step1. Students listen to the conversation 1b and number them one by one.Step2. Teacher helps students to check the answer and practice to say more.Step3.Students practice the dialogue by listening to the tape for imitating its intonation and pronunciation.Step4. Students do role-play or action chain using their real name.Stage4. More practice (spell your English names and greet other for more practice)Step1. Teacher gives each student a name and helps them to make their name cards for practice spelling and writing.Step2. Students use their new English names to do role-play. (Practice how to greet others, introduce herself/himself, spell name)Stage5. Summary and drillingStep1 Teacher & students summarize how to introduce & greet in English.●To introduce oneself (My name is.../ I’m …etc.);●To greet each other (Hi!/ Hello!/ Good morning/ Good afternoon ...etc);●To ask about the name (What’s your/ his/ her name? Excuse me. Areyou ...?);V olunteer students give the answers in chorus, and the teacher writes the answers up on the Bb;Step2Students say the sentences on Bb in chorus, and pay attention to the pronunciation & intonation with the teachers’ instruction s.Step3 Teacher deletes the items on the Bb one by one and students speak out the sentences from memory with right pronunciation & intonation.Step4Homework: Complete writing of a dialogue with the new English name students learnt in this lesson:Gina, Mary, Jim Alan, and Jenny and thesentences: “What’s your name? Hello! I’m Mary?”. etc. Choose the rightname for the boy or girl and be ready to report the name next lesson.。

【新教材】必修第一册Unit 1 Teenage life 教学设计（人教版）Period 1 L istening and Speaking本板块包括Teenage life 中的和俱乐部有关听说部分，导入活动设计意图是引导学生对于不同俱乐部的活动特点或者内容有初步了解。

听力部分设计了两个活动，一是判断对话主题；而是捕捉细节信息。

Speaking 部分是pair work的形式引导学生以交流的形式进行信息输出。

讨论内容与本版块中心话题“参加俱乐部”有关。

最后，学生需要完成发音练习，并且以此为基础掌握常见字母组合的发音规律，并且在老师的帮助下巩固语音知识。

1. Let students master the useful words and expressions about school clubs and ways to express their hobbies or interests2. Let students briefly understand functions of different clubs and be aware of the ways of choose a suitable club.3. Get students to practice grasping topics and details while listening a dialogue.4. Get students to talk about topics relating to campus clubs.Importance:1. Get students to practice grasping topics and details while listening a dialogue.2. Get students to talk about topics relating to campus clubs.Difficulty:4.Guide the students to combine the topic with useful expressions about interests and preferences, and express themselves freely .1.Ask the students to make preparations in vocabulary and phrases related to the theme of the period.2.Help the students to finish the Guided Learning PlanStep 1Warming upActivity 1Ask Ss to match the photos with the names of the clubs. And hold a brief discussion about what the students are doing in the clubs.Step 2 Listening (1)Activity 2Guide the students to listen to the first two conversations and choose the correct answers.Remind the students to pay attention to the Predict Content:“Before you listen, you can read the questions and choices. It will help you to predict what you will hear.”1.What are they learning about in Conversation 1 ？(A)A. HearingB. SoundsC. Dogs.2.The students are discussing_____ in Conversation 2.（C）A. school workB. relationshipsC. dating.3.Circle the two clubs where these two conversations happened. （A）（D）A. Science ClubB. Ballet ClubC. Nature ClubD. Debate ClubActivity 3Guide the students to listen to conversation3. Then finish the following exercise.1. Tick the activities that happen in each club.Ballet Club Nature Club Cartoon Club Volunteer Clublearn new movements listen to lectures watch cartoons help old people watch dance programs grow plants writes stories clean up parks make Ballet clothes work in a greenhouse draw cartoons give directions.2. Adams says that he likes ___________but is not so interested in _________ .(B)A. stories, cartoonsB. animals, plantsC. making friends, cleaning up.3. Which club do you think is suitable for Adam? Why?I think Adam should join the Volunteer Club because he likes to do something outdoors.Step 3 SpeakingActivity 4Organize the students to working pairs and help each other choose a school club.Make some preparations before pair work.Brainstorm USEFUL WORDS and EXPRESSIONS FOR THE PAIR WOWRK. Are you going to join …？. I’d like to…, but I am not sure….. Which club do you like to join?. Have you decided which club to join?. My dream is to be……. …is not for me.. I like …，but I am not so interested in….…Provide an example for the students to modify.EXAMPLEA: Hi, Sam! I've decided to join the Music Club.B: Good decision!A: How about you? Are you going to join a club?B: Yes I'm wondering which one I should choose:the Act Club or the Ballet Club?A: I guess the question is… Do you like dancing better than acting?B: Actually, I like acting better, but my friends go to the Ballet Club and I want to be with them.A: Hmm…If you ask me，I think you should choose what you like.Step 5 PronunciationActivity 51.Listen and repeat.Guide the students to listen and pay attention to the combinations of lettersEncourage the students to add more words to each groupProvide help whenever necessary.al talk, wall, ball，fall，call, all…ay pay, stay, delay, day, may, play, display, away…ai paint, daily, gain, pain, hailstone, wait…are care, declare, dare, prepare, spare, scare…ar bar, hard, car, star, large, enlarge…er her, prefer, teacher, farmer, paper …ir bird, circus, circle, ,third, thirsty, fir, birthday, shirt, dirty……or horse, absorb, bore, door, story…or word, work…ur burn, hurt, fur, turn, nurse, turtle, purple…ee keen, tree, fee, seem, feet, teeth…ea clean, eager, teach, leave, speak…ea head, ready, bread, weather, sweater, heavy…ear clear, appear, fear, hear, dear, near, ear, …ear earn, heard, search, learn, earn, e arth…oa boat, coach, coat, goat, load, …ow show, grow, low, blow, slow, follow, eyebrow……ow now, shower, town, down, how, tower…ou out, loud, about, loud, doubt, mouth, house, mouse…ore more, bored, forecast, forehead, core…2. Guide the students to listen to the proverbs and repeat. Notice the pronunciation of the letters in bold.1. The ear ly bird catches the w or m.2. Al w ay s prep are f or a r ai ny d ay.3. Actions sp ea k l ou der than w or ds.4. Al l w or k and no pl ay makes Jack a dull boy.5. Distance tests a h or se’s strength. Time rev ea ls a p er son's character.1、通过本节内容学习，学生能否了新旧知识结合，将俱乐部话题与表达兴趣爱好的句式和表示选择和决定类词汇相结合，自由的谈论相关话题。

Unit1 Friendship (teaching plan) 教案教学设计(人教版英语高一)Teaching planUnit oneTeaching aims:1. 能力目标：① Listening: gain useful information and clear views from the listening material;② Speaking: express one’s attitude or views about friends and friendship in appropriate words.③ Reading: let Ss summarize the main idea④ Writing: write a letter about how to make friends2. 知识目标：① Talk about friends and friendship; how to BE friends; how to gain friendship② Use the following expression:so do I / neither do II think it is a good ideaAll rightYes，but…③ to get the Ss to master direct speech and indirect speech④ vocabulary and phrases: upset, calm, concern, careless, loose, cheat, list, share, German, series, outdoors, crazy, purpose, thunder, entirely, power, trust, suffer, teenager, advice, quiz, editor, communicate, situation, add up, calm down, have got to, be concerned about, walk the dog, go through, hide away, set down, a series of, on purpose, so as to, face to face, according to, getalong with, fall in love with, join in, be upset about, for once3. 情感目标:① To arise Ss’ interest in learning English;② To encourage Ss to take part in the activities and make Ss confident;③ To develop the ability to cooperate and communicate with others.4. 策略目标：① To develop Ss’ cognitive strategy: making notes when listening carefully;② To develop and improve Ss’ communicative strategies.5. 文化目标：To enable the Ss to come to know different opinions about making friends from different countries.6. 现实目标① To make Ss respect each other and friendship② To make them get well with one another in societyTeaching steps:Period oneStep 1. warming up1. Ss listen to an English song AULD LANG SYNE.2. Brainstorming: let Ss say some words about friendship：careful, warm-hearted, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible….3. To let Ss make a correct choice about their questions thatthey meet in warming up.Step 2. practice speaking1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.2. Self-introduction or work in pairs3. Ss can ask some questions about life or learningStep 3. Make new friends1. Ss go around and ask their new friends some information and fill in the following form name age/hobbies/favorite sports, books …2. Report to the class: who will probably be your friend why.Step 4. Do a surveySs do the survey in the text on P1Step 5. Listening and talkingDo Workbook on P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.When Ss make their conversation, ask them to try to use the following expressions.I am afraid not exactly I agree I think that is a good idea of course notStep 6. DiscussionDivide Ss four in one group and each group choose a topic to discuss. There are four topics.Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?Topic 3: Does a friend always have to be a person? What else can be your friend? Why?Topic 4: List some qualities of a person who does not make friend easily.Step 7. Summary1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.2. T shows more information about friendship and a poem about friendship.What is friendship?I want to find the answer to the questionWhat is friendship?When it rains, I think friendship is a small umbrella.It can give me a piece of clear sky.When I’m crying, I think friendship is a white handkerchief.It can wipe my tears dry.When I am sad, I think friendship is a warm word.It can bring me happiness again.When I am in trouble, I think friendship is a strong hand.It can help me escape my troubles.When I sit in a quiet place, I think friendship is a very wonderful feeling.It can’t be pulled and torn, because it is in everyone’s heart.It is there from the beginning to the end of our lives.3. Tell Ss: make new friends and keep the old; one is silverand the other is gold.Step 8. EvaluationSs finish the following evaluation form. Standard: A, B, CContents 自评他评1. I’m active in talking with others.2. I’m active in cooperating with others.3. I can express myself fluently, accurately and appropriately.4. I know more about friendship after the lesson…5. Do you think you need to improve yourself in some ways? Which ways?Homework:1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.2. Write a short passage about your best friend.Period two。

Teaching plan Book 1 Welcome Unit Listening, speaking for writing --Ruan Liying发布时间：2021-12-03T01:34:21.718Z 来源：《中小学教育》2021年8月22期作者：阮丽英[导读] Teaching Objectives By the end of this period, students should be able to: 1.express their dream jobs in oral and written English;阮丽英云南省玉溪市江川区第一中学授课教师：阮丽英授课时间：一课时/40分钟主题语境：人与自我——学习与生活Teaching ObjectivesBy the end of this period, students should be able to:1.express their dream jobs in oral and written English;2.learn to write their own profiles;3.improve their English listening, speaking and writing skills;4.develop their co-operative spirit and independent learning ability. Teaching Key and Difficult Points1.Key pointsEnable students to practice their writing skills. Lead students to introduce themselves freely.2.Difficult pointImprove students’ listening, speaking and writing ability. Teaching MethodsTask-based Language Teaching, Contextual Teaching and Writing. Teaching AidsA projector , a computer, and a blackboard. Teaching ProceduresStep Ⅰ. Greetings1.Play the song I Have A Dream by Westlife before class.2.Greet the class as well as introduce the class type and theme. 【设计意图：课前歌曲和上课问候使学生进入英语学习状态。

Teaching Plan( Unit 1: Travelling Around the World)Teacher: ShangQing Class: 学前C1502班Teaching Topic: Warming-up&Listening and SpeakingTeaching Aims:1. Learn different cultures in different countries.2. Understand the conversations about travel.3. Be able to simulate the dialogue about asking and telling the way and then make new dialogues.Teaching Important Point:Learn some useful expressions about asking and telling the way.Teaching Difficult Point:Make new dialogues about asking and telling the way.Teaching Methods:Explanation and reading.Studying Methods:Learning and practiceTeaching Aids:The multimediaTeaching Procedures:Step 1. Warming-up1. Greet the whole class as usual.Step 2. Presentation1. Ask Ss to look at the screen and talk about the words. They can know these cities.2. Ask Ss to look at the picture and talk about the picture.3. Ask Ss to introduce some countries they have been to and share the cultures of these countries with their classmates.----Which country have you been to?----Do you know the capital of _________________?----Which country do you like best? Why?Step 3. Listening1. Ask Ss to read the new words and understand them.1) withdraw vt. 第三人称单数：withdraws过去式: withdrew 过去分词：withdrawneg. He stated that all foreign forces would withdraw as soon as the crisis ended.2) deposit →v. 放置；存储→n.存款eg. The bankʹs deposit accounts are on the increase.3) account n. 账户；利益：好处eg. This account has remained unsettled for a long time.2. Allow Ss some time to browse the questions.3. Listen to the conversations twice and choose the best answer. Make sure students understand the general idea.(Play the sound recorder twice and ask the students to finish the exercises on the book.)4. Listen to the passage twice and supply the missing words or expressions. Make sure students understand the general idea.(Play the sound recorder twice and ask the students to finish the exercises on the book.)5. Check the answers and explain language points if necessary.Step 4. Speaking一、Review the phonemes[i:][i][e][p][b][t][d][k][g]二、Learn some useful expressions about asking and telling the way.Could you tell me where…is?Could you tell me the way to…?Could you tell me how to get to…?How can I get to …?How can I find this address?Do you know… around here?Do you know if this is the way to…?I wonder if you could help me .Iʹm looking for…?三、Dialogue1.Ask the students to scan the dialogue and tell the main idea.2.Words and expressionslook for 寻找eg. Now she is looking for the nearest bank.I've got lost. 我迷路了。

AteachingplanforUnit1，Module1（外研版七年级英语下册教案教学设计）一、Teaching materials:Unit 1 We’re having a great time! (Module 1 People and places)二、Targets for this period:To get to know the key vocabularyTo understand the dialogue 3and 10To be able to describe what people are doing at the moment三、Key points:Key vocabulary-Key points: wait for, on a trip, have a good time, the others, take pictures,lying (lie + ing), in the sun, a lotKey structures-present continuous (affirmative)四、Teaching methods:Task-based approach and interactive approach五、Teaching aidsTape recorder, blackboard, listening material六、Teaching arrangements:Step One Lead-in1. Ask the students who has been to the great wall and what he/ she is feeling, what they do, thus the unit is introduced.2. Match the words with the pictures in Activity 1.3. Listen and match these words in Activity 2.Step Two Presentation1. Students find out the meaning of the language points and then make sentences1) wait for 2) on a trip 3) have a good time 4) the others5) take pictures 6) lying (lie + ing) 7) in the sun 8) a lot = verymuch2. Show the present continuous (affirmative)I am standing on the Great wall.We are having a great time.Step Three Drilling1. Make the students discuss what the sentence structures are like.Present continuous (affirmative): be + v.-ing ( to express what people are doing now)2. Ask students to work in pairs to practice the sentence structure by making sentences according to Activity 1.Step Four Listening1. Students listen to the tape and finish Activity 4.2. Listen again and check the answers : b-d-a-e-f-g-c3. Students write full sentences for their answers in Activity 4 (Activity 5)1) Betty is talking to her mother.2) Lingling is shopping for presents.3) Daming is lying in the sun.4) Tony is eating an ice cream.5) Lingling and Betty are writing postcards.6) Wang Hui is taking photos.7) The children are enjoying the school trip.4. Students practice reading the dialogue in groupsStep Five Text explanation (Activity 3)1. another, the other, others, the others1) another 同类人或事物中的“另一个”；the other 两个人或事物中的“另一个”e.g. This pair of shoes is too small. Please show me another pair.I have two dogs. One is black and the other is white.2) others 其他的人或事物；the others 剩余的人式事物e.g. A few of them are red, others are white （另一些是白色的）.A few of them are red, the others are white（剩下的是白色的）.2. I’m standing on the Great Wall of China and (I’m) talking to you.And 连接两个并列成分，由于I’m相同，可以省略。

TBLT and CLT
Teaching Aid
Multi-media, PPT, Tape recorder
Teaching Procedures
Teachers' activities
Students’ activities
Step 1 Lead-in (5minutes)
Guide students to look the cover of this unit and introduce some famous quotes about youth to the students.
2.Guide students to use useful expressions in daily life.
Teaching Difficult Points
Guide the students to predict the content of listening materials.
Teaching Method
(Show some pictures about clubs after studentsanswer this question.)
3.What do you think students do in these clubs?
Guide the students to take alookof photos in activity 1 then match the photos with the names of the clubs. After that, introduce some useful phrases for students to express things they like.
2.The practices can be more meaningful.

《Teenage Life Listening and Talking》作业设计方案（第一课时）一、作业目标本次作业旨在提高学生的听力理解能力，培养学生的口语表达和交流能力，以及增进学生对青少年生活的了解和认识。

二、作业内容1. 听力训练：学生将听一段关于青少年生活的录音，内容涉及校园生活、社交媒体、兴趣爱好等方面。

录音结束后，学生需回答一份关于录音内容的简短问卷。

2. 口语表达：学生将被要求分组讨论录音中的内容，讨论主题包括学生的校园生活、社交媒体的使用、兴趣爱好的重要性等。

每组需派代表总结小组讨论结果，并进行全班分享。

3. 家庭作业：学生需根据自己和身边青少年的生活情况，编写一段英语对话，描述自己的校园生活、学习压力、社交媒体使用、兴趣爱好等。

三、作业要求1. 听力训练部分，学生需仔细听录音并确保准确理解录音内容；2. 口语表达部分，学生需积极参与讨论，表达清晰，语音语调正确；3. 家庭作业部分，学生需认真编写对话，内容真实、自然，符合英语表达习惯。

四、作业评价1. 学生提交的作业将由教师进行批改，重点关注学生的听力理解、口语表达和英语表达方面；2. 根据学生的作业表现，教师将给出相应的评价和建议，帮助学生提高英语听说能力；3. 优秀作业将在班级展示，以激励更多的学生积极参与英语学习和交流。

五、作业反馈部分1. 学生可自愿向教师反馈自己在作业中遇到的问题和困难，教师将给予及时的解答和帮助；2. 教师将定期收集学生的反馈意见，不断改进和优化作业设计，以提高作业的有效性和适用性。

通过本次作业，学生不仅可以提高英语听说能力，还能更深入地了解青少年的生活，从而增强对这一群体的认知和理解。

同时，分组讨论和家庭作业部分的设计也注重了合作与交流能力的培养，有助于提高学生的团队协作意识和沟通能力。

总之，本次作业设计方案旨在通过听力训练、口语表达和家庭作业三个环节，全面提高学生的英语听说能力和对青少年生活的认知。