Starter Unit 1 Good morning!
授课班级授课日期
授课类型Starter Unit 1新授课学时数
The First Period ( 1a—1c)
教学目标
1. Knowledge and abilities
Let students know the eight English names and remember them.
Let students know how to greet people in the morning.
2. Process and methods
Through listening and reading, let students grasp the simple greetings.
3. Emotion, attitude and values
Motivate students’interests of learning English.
教学内容
学习八个人名。Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen
学习打招呼的用语：
Hello!/ Good morning!
重点难点
八个人名Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen
句型：Hello! Good morning!
教学方法任务型教学、直观教学法、模仿示范法、情景教学和合作学习法
教学用具图片、黑板、录音机
教学过程设计备注
教学步骤
Step1. Warming-up
1.T wears a name card with an English name on it, then points to the name card and have an introduction.
2. Greet the whole class and help them to say,
Hello, … Good morning,
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。
Step2. Play a game.
T gets ready for a list of English names for boys and girls.
Play the game like this:
T says a letter, for example C, then let the Ss tell the letters which is before and after C.
The one who says B, D first is the winner. The winner can get a chance to choose an English name first or he can give the chance to his friend.
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，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。Step3. Presentation.
Show a picture of a girl and give the name under the picture, teach Alice. In the same way teach the other seven names.
图画和名字结合起来，加强学生的感性认识，有助于记忆。并为后面的游戏做好
了铺垫。
Step4.Game
Show the pictures of these eight children as quickly as possible. Let the Ss tell the names of these children. ( The winner can have a chance to choose an English name.) 通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，有助于锻炼他们的反应力和注意力。
Step5. Work on 1a.
Write down the names in the picture . 通过名字的总结，让学生进一步巩固所学的人名。
Step5. Presentation.
Show a picture with Eric, let Ss guess what Eric wants to say to us. The answer is : Hello! or Good morning. Then help them to say: Hello, Eric! or Good morning, Eric. 通过图画上的场景让学生进行猜测，满足学生的好奇心，也让他们了解Good morning的使用。
Step6. Work on 1b.
Play the recording for the first time, Ss only listen. 先听后读，培养学生学习Play the recording a second time. Ss repeat. 英语的良好习惯。
Step7. Work on 1c.
Ss practice the conversations in pairs. T moves
around the classroom when Ss are practicing.
Give them some help if needed.
Ask Ss to practice greeting each other. They
can use their Chinese names if they wish.
Encourage them to use their English names if
they can. Ask them to practice using all the
different greetings taught in Activity 1a.
鼓励学生尽可能用自己刚才得到的英语名字进行操练，不会读的可以请教老师。当然允许他们使用自己的中文名字进行练习。关键是要鼓励学生大胆开口，愿意说的良好习惯。
小结与作业
课堂小结Blackboard Design:
Starter Unit1 Good morning!(Ⅰ)
1. 词汇：
Names: Bob, Alice, Cindy, Frank, Eric, Dale, Helen,Grace.
2. 句型：
Good morning, Alice! Good morning, Cindy!
Hi, Bob ! Hello, Frank !
Homework
Make a name card like the teacher’s by themselves and learn how to read their own names.
授课班级授课日期
授课类型Starter Unit 1新授课学时数
The Second Period ( 2a—2e)
教学目标
1. Knowledge and abilities
Let students know the right pronunciation and the writing ways of Letters Aa-Hh.
Let students remember the meanings of some short Big Letters.
2. Process and methods
Through listening reading and writing, let students grasp the eight English letters.
3. Emotion, attitude and values
Motivate students’interests of learning English.
教学内容学习Aa --- Hh八个字母。
巩固八个人名。Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen
重点难点Aa --- Hh的字母教学。
教学方法任务型教学、直观教学法、模仿示范法、情景教学和合作学习法
教学用具字母卡片、黑板、录音机
教学过程设计备注
教学步骤
Step1. Warming-up
Greet all the Ss with : Hello, … or Good morning, … using their English names.
(Ask all the students to wear their name cards like T) At the same time let them repeat their names and try to remember their names.
让学生佩戴名字卡，可以让师生早日熟悉对方，也便于学生之间的互相了解。通过打招呼既复习了旧课，也可以让学生正确读出自己的名字，学会如何用自己名字与朋友交流。
Step2.Presentation
Show different letters on the slide picture and see if they can read them. First big letters, then small letters. 因为大部分同学对字母有些了解，通过这种方式既进行了复习，也可以知道他们对哪些字母掌握不是很好，在后面的教学中加以注意。Step3. Learn the letters. (Work on A 2a—2d)
1.Listen and repeat the eight letters.
2.Put all the big letters in order.
3.Find the big letters for these small letters.
4.Listen and number the letters they hear.
5.Teach them how to write these big and small letters.
6.Write the small letter for each big letter.
从认读大小写字母开始，先学会正确地朗读，然后过渡到正确规范地书写，循序渐进让学生扎实巩固地掌握从Aa—Hh 这八个字母。
Step4. Game.(Which letter is missing?)
Show seven big letters(from A-H) on the slide picture, see who can find the missing letter. Then show seven small letters. Ss play the game in a group of four. Everyone should get ready for two pieces of paper with seven big letters and seven small letters. 通过这个游戏既可以培养学生的反应能力，又可以巩固他们对字母的掌握。尤其通过四人小组游戏，既让他们锻炼了书写，又给了学生一个彼此熟悉和合作的机会。有助于以后活动的组织。
Step5. Presentation
Show some letters and ask them to read first, and then guess what they stand for. If they have difficulties, T can give them some hints.让学生学会注意观察日常生活中出现的一些常用缩写词的含义，培养他们仔细观察的能力。
Step6. Work on 2e.
Ss discuss and guess what these letters stand for and then check the answers with the whole class. 通过讨论解决问题，帮助培养他们的合作精神。
Step7. Consolidation.
Show the eight names on the slide picture first and ask some to read. Then put them in order according to the first letter.通过复习所学的八个名字来巩固对字母的掌握。也起了过渡到下个环节的作用。
小结与作业
课堂小结Blackboard Design:
Starter Unit1 Good morning!(Ⅱ)
字母：Aa Bb Cc Dd Ee Ff Gg Hh
缩写字母：HB CD BBC
Homework
1.Copy these eight big and small letters five times.
2.Find as many letters like HB, CD, BBC as they can.
授课班级授课日期
授课类型Starter Unit 1新授课学时数
The Third Period ( 3a—3d)
教学目标
1. Knowledge and abilities
Let students learn the greetings in the different times.
2. Process and methods
Through listening , reading and practicing speaking English, let students grasp the greetings in different times.
3 . Emotion, attitude and values
Encourage students to greet to friends politely.
教学内容
学习打招呼的用语：
Good afternoon!/ Good evening!
学会问候熟识的朋友和应答：-- How are you?
-- I’m fine, thanks. How are you? -- I’m OK. .
重点难点用英文名字来跟朋友打招呼问候
教学方法任务型教学、模仿示范法、情景教学和合作学习法
教学用具钟表、黑板、录音机
教学过程设计备注
教学步骤
Step1. Warming-up.
1. Greet the students. 通过问候帮助学生记忆所
2. Ss practice greetings in groups of four using their English names.学对话和同学的英语名字，加深印象。
3. A report on “ What do these letters mean?” Ask some students to give their reports. 通过汇报找到的缩写字母，既检查了作业的完成,又开阔了学生的思维。Step2. Presentation
1. Use clocks to teach morning, afternoon and evening. Let Ss know different times, we use different words.
2. Show some pictures to help them say,
Good morning. Good afternoon. Good evening. 使用时钟让学生清楚地认识这三个单词的区别，学会在不同时段来使用它们。通过图片的场景进一步加深对这三个句子的理解和应用。
Step3. Work on 3a.
Play the tape for the first time, let Ss only listen.
Play the tape again. This time Ss put the correct number of each conversation in the box. 先听不做，让学生培养起良好的听的习惯，也有助于培养他们的专心和注意力集中。
Step4. Work on 3b.
Ss practice the conversations in pairs.
Step5. Presentation
Look at the picture and present the dialogue:
--How are you? --I’m fine, thanks. 通过图片引出对话，可以使学生加深印象。Step7. Work on 3c.
First listen and then read after the tape. Ss practice the dialogue in pairs.
先听后读再操练，有助于学生循序渐进地学习。
Step8. Work on 3d.
1. In groups of four or five, practice the dialogue in 3d with their English names.
2. Play a game. Who has the most friends? Ss move round the classroom and try to know as many friends as they can and practice the dialogue with them. Let’s see who has the most friends in just three minutes. Ss should point to the persons and tell their names. The winner can get a present.
先通过小组活动熟悉所学对话，然后通过游戏进一步熟悉全班同学的名字。通过游戏培养了学生的竞争精神，当然也训练了他们的反应能力，并有助于增强他们的交际能力。其实也是回家作业的一个很好检查。
课堂小结Blackboard Design:
Starter Unit1 Good morning!(Ⅲ)
打招呼：
Good morning/ after noon/evening, …!
Good morning/afternoon/evening, …!
Hello/Hi, …!
问候：How are you?
I’m fine, thanks. How are you?/ And you?
I’m fine, too./ I’m OK.
Homework
Make a conversation by yourself and write down in Exercise Book.
授课班级授课日期
授课类型Starter Unit 1新授课学时数
The Fourth Period ( 4b—4d)
教学目标
1. Knowledge and abilities
Let students learn an English song .
Let them consolidate the letters and the words in Unit 1 according to the pronunciation and the classification.
2. Process and methods
Through listening , reading, singing, let students grasp the main points in Unit 1.
3 . Emotion, attitude and values
Encourage students to learn more English songs in order to make them interest in English.
教学内容
1.学唱一首英语歌曲。
2.巩固本单元所学字母，单词及句型。
3.学会将相同音素字母和单词归类。
重点难点学好这首英语歌曲及将相同音素字母和单词归类。
教学方法Singing, practice pronounciating.
教学用具黑板、录音机
教学过程设计备注
教学步骤
Step1. Warming-up.
Greetings.( Let all the Ss practice with their English names.) 复习前一课时内容，熟悉班级同学的英语名字。
Step2. Letter Bingo.
Play a game like this: Fill in nine blanks with Aa—Hh. One of them can be used twice. (Show an example on the slide picture.) Ss should write both the big ones and the small ones. Ss circle the letters they hear. If the circled letters are in a row, they win.
通过学生填入字母的大小写复习了八个字母的书写；通过听指令圈出所听到的字母，既有助于培养学生的注意力又是对字母读音的一个有效复习。加上游戏本身的趣味性，使复习字母变得不再枯燥。
Step3. Work on 4b and 4c.
Ss listen and repeat. Make sure Ss understand the difference between the two ‘a’ sounds and the two ‘e ’ sounds.通过对比让学生了解到同样一个字母在不同单词中的差异，学会准确区分。
Step4. Listen and sing the song
Play the tape for Ss listen first. Then sing after the tape. At last just play the music and let Ss sing together. Then let the boys have a try ,then the girls.
学会这首歌曲也就意味着掌握了本单元的重点句型。学歌既是一种美的熏陶，也是复习的一种有效手段。
小结与作业
课堂小结Blackboard Design:
Starter Unit1 Good morning!(Ⅳ)
发音的归类：
A A H Dale Grace Frank thanks
E B C D E G evening
F Helen
Homework
Finish off the exercises of starter unit1 in Best Design Remember the key words in starter unit1.
The Third Week
授课班级授课日期
授课类型Starter Unit 2新授课学时数
The First Period ( 2a—2e)
教学目标
1. Knowledge and abilities
Learn Ii-Rr letters, let students read them correctly and clearly.
2. Process and methods
Through listening , reading, and writing these letters, let students consolidate them better.
3 . Emotion, attitude and values
Encourage students to collect English materials after school.
教学内容学习Ii-Rr英文字母
重点难点Ii-Rr的字母教学
教学方法Listening, writing and discussing
教学用具黑板、录音机、字母卡片
教学过程设计备注
教学步骤
Step1. Warming-up.
1. Good morning?afternoon?evening!How are you?I’m fine , thanks. How are you? I’m OK.
2.Sing the alphabet song.
Step 2 Games
1. 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.”
2. Show the letters Aa-Hh quickly, pay attention to the intonation.
Step 3 Presentation
Teach the letters Ii-Rr using What’s this in English?It’s I/J…
Step 4 Work on 2a
Listen to the tape and repeat.
Step 5 Work on 2b
Listen and number the letters you hear.
Step 6 Work on 2c and 2d
Practice writing these letters.
Step 7 Work 2e
Teacher shows special letters and students try to think of other special letters.
小结与作业
课堂小结Blackboard Design:
Starter Unit2 What’s this in English?(Ⅰ)
字母：Ii J j Kk Ll Mm Nn Oo Pp Qq Rr
本课作业Homework
Read and copy these then letters and short letters.
授课班级授课日期
授课类型Starter Unit 2新授课学时数
The Second Period ( 1a.1b.1c.3a.3b.3c.3d.)
教学目标
1. Knowledge and abilities
Learn some names of objects. Students can use the main patterns to consolidate the things.
2. Process and methods
Through listening , reading, spelling and practicing speaking, let students grasp the main patterns in Unit 2.
3 . Emotion, attitude and values
Motivate stude nts’ interests about learning English.
教学内容
1.学习8个物品的名称。
2.学习用英语询问物品的句型及如何作答的句型。
3.拼读英文单词。
重点难点
询问物品英文的句型及作答的句型。
物品前面的冠词a/an 的选择。
教学方法直观教学法、情景教学法，听说读写
教学用具黑板、录音机、教学实物
教学过程设计备注
教学步骤
Step 1 Greetings.
Step 2 Revision.
Show the letters from Aa-Rr and ask What’s this ? ,let students answer using It’s B…
Step 3 Presentation
Show students some objects and ask them What’s this in English?
Help them answer It’s a jacket. It’s an orange.
In this way , teach the new words : jacket, key, cup, pen, orange, ruler, quilt and map.
Students read after teacher several times.
Ask students to read them one by one.
Step 4 Work on 1a.
Look for the small letters in the picture for these big letters. Check the ones you find.
Then check the answers.
Step 5 Work on 1b.
Play the recorder the first time, students only listen.
When playing the second time, students repeat this conversation sentence by sentence.
Step 6 Work on 1c.
Practice reading the conversation in 1b and make their own conversation quickly. Teacher walks around the classroom and give help or comments.
Step 7 Work on 3a.
Listen and number the pictures1-8.
First, let students only listen. When they listen to the second time, number the pictures.
Check the answers.
Step8 Work on 3b.
Listen and complete the words under the pictures in 3a.
When students listen to the first time, ask them to finish the spelling.
Check the answers.
Step 9 Work on 3c.
Listen to the conversation in 3c.
At the second time , let students repeat.
After that, teach the word “spell”, and explain “Spell it, please.”
Step 10 Work on 3d.
Listen to the conversations and number the words you hear.
After the second time, check the answers.
小结与作业
课堂小结Blackboard Design:
Starter Unit2 What’s this in English?(Ⅱ)
1.词汇：Jacket, map, ruler, pen, cup, quilt,orange, key.
2.句型：What’s this/that in English?It’s a/an …Spell it, please.
本课作业Homework
1. Make conversations according to the conversation in 3e.
2. Copy and remember the new words.
授课班级授课日期
授课类型Starter Unit 2新授课学时数
教学目标
1. Knowledge and abilities
Let them consolidate the letters and the words in Unit 2according to the pronunciation and the classification.
2. Process and methods
Through reading and writing, let students grasp the main points in Unit 2
3 . Emotion, attitude and values
Encourage students to practice reading English more.
教学内容
1..巩固本单元所学字母，单词。
2.学会将相同音素字母和单词归类。
重点难点将相同音素字母和单词归类。
教学方法practice pronounciating.
教学用具黑板、录音机
教学过程设计备注
教学步骤
Step1. Warming-up.
Let students show their own conversations in 3e.
Step 2 Consolidation.
Fill in the missing letters in 4a.
Number the words in alphabetical order in 4b.
Step 3 Work on 4c and 4d.
Ss listen and repeat. Make sure Ss understand the difference between the two ‘a’ sounds ,the two ‘e ’ sounds, the two ‘I’ sounds and the two ‘o’ sounds.
课堂小结Blackboard Design:
Starter Unit2 What’s this in English?(Ⅲ)
发音的归类：
A A H J K Dale Grace Frank thanks jacket map
E B C D E G P evening FL M N Helen pen
I I hi fine quilt
O O OK orange
Homework
Finish off the exercises in Best Design.
授课班级授课日期
授课类型Starter Unit 3新授课学时数
教学目标
1. Knowledge and abilities
Learn Ss-Zz letters, let students read them correctly and clearly.
2. Process and methods
Through listening , reading, and writing these letters, let students consolidate them better.
3 . Emotion, attitude and values
In order to learn English well, writing letters better is necessary,
教学内容学习Ss-Zz英文字母
重点难点Ss-Zz的字母教学
教学方法Listening, writing and discussing
教学用具黑板、录音机、字母卡片
教学过程设计备注
教学步骤
Step1. Warming-up. Sing the alphabet song.
Step 2 Presentation
Teach the letters Ss-Zz using What’s this in English?It’s S/T…
Step 3 Work on 2a
Listen to the tape and repeat.
Step 3 Work on 2b
Listen and number the letters you hear.
Step 4 Work on 2c and 2d
Practice writing these letters.
Step 7 Work on 2e
Show the short forms cards, let students discuss or look up the words list to find the meanings of them.
小结与作业
课堂小结Blackboard Design:
Starter Unit3 What color is it?(Ⅰ)
字母：Ss Tt Uu Vv Ww Xx Yy Zz
Homework
Read and copy these then letters and short letters.
授课班级授课日期
授课类型Starter Unit 3新授课学时数
The Second Period ( 1a.1b.1c.3a.3b.3c.3d.)
教学目标
1. Knowledge and abilities
Learn some colors. Students can use the main patterns to practice colors.
2. Process and methods
Through listening , reading, writing and practicing speaking, let students grasp the Colors and patterns.
3 . Emotion, attitude and values
Be good at observing our colorful life.
教学内容
1.学习8颜色。
2.学习用英语询问物品的颜色及如何作答的句型。
重点难点询问物品颜色的句型及作答的句型。
教学方法直观教学法、情景教学法，听说读写
教学用具黑板、录音机、教学实物
教学过程设计
教学步骤
Step 1 Greetings.
Step 2 Revision.
Show the letters from Ss-Zz and ask What’s this ? ,let students answer using It’s S/T…
Step 3 Presentation
Show students the letters from Ss-Zz with different colors.
Teacher asks students What’s this ?
Ss answer It’s …
Then asking What color is it?
Help Ss answer It’s red/yellow…
In this way, elicit colors.
Write them on the blackboard.
Students read after teacher several times.
Ask students to read them one by one.
Step 4 Work on 1a.
Look at the picture. Write the letter for each color.
Then check the answers.
Step 5 Work on 1b.
Play the recorder the first time, students only listen.
When playing the second time, students repeat this conversation sentence by sentence.
Step 6 Work on 1c.
Practice reading the conversation in 1b and make their own conversation quickly.
Teacher walks around the classroom and give help or comments.
Step 7 Work on 3a.
Listen and color the things.
Check the answers.
Step8 Work on 3b.
Listen and complete the sentences.
Step 9 Work on 3c.
Listen to another three conversations, let students identify the things and corresponding colors.
At the second time , let students fill in the blanks depending their understanding. Step 10 Work on 3d.
Make conversations using the things in 3a-3c according to the patterns in 3d.
课堂小结Blackboard Design:
Starter Unit3 What color is it?(Ⅱ)
1.词汇：
Red, yellow, green, blue, black, white, purple, brown.
2.句型：
What’s this/that in English?It’s a/an …
What color is it ？It’s+color.
Homework
1. Make conversations according to the conversation in 3d.
2. Copy and remember the new words.
The Fourth Week
授课班级授课日期
授课类型Starter Unit 3新授课学时数
The Third Period ( 4a—4d)
教学目标
1. Knowledge and abilities
Let them consolidate the letters and the words in Unit 3 according to the pronunciation and the classification.
2. Process and methods
Through reading ,writing and singing, let students grasp the main points in Unit
3 . Emotion, attitude and values
Encourage students to practice reading English more and learn English songs.
教学内容
1..巩固本单元所学字母，单词。
2.学会将相同音素字母和单词归类。
重点难点将相同音素字母和单词归类。
教学方法practice pronounciating, singing English songs
教学用具黑板、录音机
教学过程设计
教学步骤
Step1. Warming-up.
1.Let students show their own conversations in 3d..
2.Revise the alphabetical English song.
Step 2 Consolidation.
Fill in the small letters in 4a.
Step 3 Work on 4c.
Ss listen and repeat. Make sure Ss understand the difference between the two ‘a’ sounds ,the two ‘e ’ sounds, the two ‘I’ sounds , the two ‘o’ sounds and the two ‘u’ sounds.
Step 4 Work on 4d.
Listen and chant.
课堂小结Blackboard Design:
Starter Unit3 What color is it?(Ⅲ)
发音的归类：
A A H J K Dale Grace Frank thanks jacket map black
E B C D E G P V Z evening
F L M N X (Z)
I I hi fine white quilt in
O O OK no orange
U Q U W cup
Ruler blue
Homework
Finish off the exercises in Best Design.
Unit 1 My name’s Gina.
授课班级授课日期
授课类型新授课学时数
The 1st period ( Section A 1a—2c)
教学目标
1. Knowledge and abilities
Get students to learn how to greet people, introduce themselves and make new friends.
2. Process and methods
Teach students to say English names in the right way.
3.Emotion, attitude and values
Get students to ask for and give telephone numbers.
教学内容
New words: name, clock, am, nice, meet, what, hello
—What’s your name?—My name is…
—Hello! I’m M ary. —Hi, Mary! I’m Jim. Nice to meet you.
what’s ＝what is I’m ＝I am name’s ＝name is
the personal and possessive pronouns: I, you, my, your, his, her
重点难点
1.会拼读生词和问姓名的句型。
2.注意中英文姓名的差别。
教学方法任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和合作学习法
教学用具黑板、录音机
教学过程设计备注
I. Warming-up and revision
1. Play the tape, enjoy the ABC song or Hello song, get the Ss to sing together.
2. Divide the class into Group A and B. Draw two fishes on the blackboard as their symbols, tell the students that each time they answer questions right, they can get one or more points for their group and draw one or more bubbles around their fish, at the end of the class, the group which gets more bubbles will be the winner today. Say, “One, two, three!” Get the whole class sit straight, thus announce the beginning of the competition.
3. Revise the three units in Starters. Show some key sentences in Chinese on the screen, have students translate them into English, get a student from each group to come to the front and write down their answers on the blackboard, then check the answers, each correct sentence will earn a point for the group.
II. Presentation
1. Teacher says: , “Hello! My name is Lily. What’s your name?” Get the students to answer, “My name is …” Then teacher says, “It’s a goo d / nice name. I like your name.”
2. On the screen show a lovely mouse saying “My name’s Gina.” Underline “My name’s”, tell the students it means “My name is/ I am/ I’m”.
3. Show the question “What’s your name?” Underline “What’s”, tell the students that i t means “What is”.
III. Listening drills (1)
1. Do Section A, 1b, listen and number the conversations (1-3).
2. Show the picture on page 1 on the screen with no words on it. Get student to listen to the tape and try to repeat the sentences in the conversations, each correct sentence will earn a point for the group.
IV. Pair-work.
1. Get the students listen to the conversations again and repeat after the tape, then work in groups, practice the conversations with the partners.
2. Have some students come to the front and show their own conversation, then make a comment on it (praise the students first) and give 2 to 4 points to their group.
3. Do Section A, 1a. First, have the students work in groups, write down as many words as possible on their students’ boo ks in only 2 minutes; then get a student from each group to write down their words on the blackboard at the same time, the one who writes more can get more points.
课堂小结Unit 1 My name’s Gina.(Ⅰ)
Names: Gina Jenny Alan Ms Brown
Patterns:
What’s your na me? My name is Cindy. I am Cindy.
Short forms: Name is=name’s I am= I’m
Homework
1. Copy the new words on page 1.
2. Recite them by heart.
3. Copy and translate the conversations in 1b.
4. Recite the conversations.
授课班级授课日期
授课类型对话课学时数
The 2nd period ( Section A 2d—3c)
教学目标
1．Knowledge and abilities
Get the students to learn how to greet people.
2．Process and methods
Get the students to learn to get other people’s basic information like names from the conversations.
3 . Emotion, attitude and values
使学生对英语产生强烈的兴趣和愿望，乐于参加各种语言实践活动。能与伙伴团结一致、友好相处，学会如何礼貌地与他人交往。
教学内容
New words: his, and, her, question, answer, look
-- What’s your/his/her name?-- My/His/Her name is ……
重点难点了解英语与汉语中姓与名的位置不同，准确掌握英语的姓与名的表达；
重点句型What’s his/her name? His/Her name is ……
教学方法任务型教学、直观教学法、模仿示范法、情景教学和合作学习法
教学用具图片、黑板、录音机
教学过程设计备注
I. Warming- up and revision
1. Sing ABC song.
2. Greeting (Say hello between the teacher and the Ss)
3. Divide the class into Group A and B. Draw two baby birds on the blackboard as their symbols, tell the students that each time they answer questions right, they can get one or more points for their group and draw one or more clouds below their bird, at the end of the class, the group which gets more clouds will be the winner today. Say, “One, two, three!” Get the whole class sit straight, thus announce the beginning of the competition
4. Review introduction
Play the “Word train” game. Get a group of students ask and answer questions one by one.
T: Good morning. I’m Diana. What’s your name?
S1: I’m Xu Dong./My name is… Nice to meet you.
T: Nice to meet you ,too.
(Then S1 turn around and greet S2 in the same way.)
II. Presentation
1.T: Boys and girls, let’s play a guessing game, “What’s his/her name?” OK?
2. Show the students pictures of some famous persons like Jay Zhou, Liu Xiang, etc, let them guess the names of these persons by using the following sentences:
His name /Her name is ……，I think his/her name is…
Is he/she……?
III. Work on 2a
Get the students to look at the pictures on P2 and listen to the four conversations. (Play the recording for the first time, students only listen.)
Then, listen to the recording again, and number the pictures . Check the answers. IV．Work on 2b
1. Get the students to listen again and circle the names they hear, tell them that te first name has been done for them.
2. Play the recording. Students listen and circle the names they hear. Then check the answers.
V．Listen and repeat
T: Now let’s listen to the tape and repeat. Please try to read li ke the tape. VI．Work on 2c
T: Suppose you are new students in No. 1 Middle School. You are from different countries. You
meet for the first time. Make up a dialogue in pairs.
VII．Work on 2d
Ask students to role play this conversation.
小结与作业
课堂小结Blackboard Design:
Unit 1 My name’s Gina.(Ⅱ)
New words:
His and her yes she he no not
Tom Mike Jack Mary Miller Linda Jane
Patterns:
What’s his name? His name is/ His name’s..
What’s her name? Her name is/ His name’s…
Are you …? Yes, I am./ No, I’m not.
Is h e/she…? Yes, he/she is./ No, he/she isn’t.
Homework
1. Listen and read after the tape for thirty minutes.
2. Recite the conversation of Section A, 2d.
3. Finish off the exercises of Section A 1A-2C in the Best Design.
授课班级授课日期
授课类型巩固课学时数
The Third period ( Section B1a-2a)
教学目标
1．Knowledge and abilities
Get the students to learn how to greet people.
2．Process and methods
Get the students to learn to get other people’s basic information like names from the conversations.
3 . Emotion, attitude and values
学生能了解和运用英语中常见的问候语。能初步了解英语国家的姓名
教学内容
New words: his, and, her, question, answer, look
-- What’s your/his/her name?-- My/His/Her name is ……
重点难点了解英语与汉语中姓与名的位置不同，准确掌握英语的姓与名的表达；
重点句型
-- What’s your/his/her name?-- My/His/Her name is ……
教学方法任务型教学、直观教学法、模仿示范法、情景教学和合作学习法
教学用具图片、黑板、录音机
教学过程设计备注
I. Warming- up and revision
5. Sing ABC song.
6. Greeting (Say hello between the teacher and the Ss)
7. Divide the class into Group A and B. Draw two baby birds on the blackboard as their symbols, tell the students that each time they answer questions right, they can
get one or more points for their group and draw one or more clouds below their bird, at the end of the class, the group which gets more clouds will be the winner today. Say, “One, two, three!” Get the whole class sit straight, thus announce the beginning of the competition
8. Review introduction
Play the “Word train” game. Get a group of students ask and answer questions one by one.
T: Good morning. I’m Diana. What’s your name?
S1: I’m Xu Dong./My name is… Nice to meet you.
T: Nice to meet you ,too.(Then S1 turn around and greet S2 in the same way.)
II. Presentation
3. T: Boys and girls, let’s play a guessing game, “What’s his/her name?” OK?
4. Show the students pictures of some famous persons like Jay Zhou, Liu Xiang, etc, let them guess the names of these persons by using the following sentences:
His name /Her name is ……
I think his/her name is…
Is he/she……?
III. Work on 2a
Get the students to look at the pictures on P2 and listen to the four conversations. (Play the recording for the first time, students only listen.)
Then, listen to the recording again, and number the pictures . Check the answers. IV．Work on 2b
1. Get the students to listen again and circle the names they hear, tell them that te first name has been done for them.
2. Play the recording. Students listen and circle the names they hear. Then check the answers.
V．Listen and repeat
T: Now let’s listen to the tape and repeat. Please try to read like the tape. VI．Work on 2c
T: Suppose you are new students in No. 1 Middle School. You are from different countries. You
meet for the first time. Make up a dialogue in pairs.
VII．Work on 2d
Ask students to role play this conversation.
课堂小结Blackboard Design:
Unit 1 My name’s Gina.
New words:
His and her yes she he no not
Tom Mike Jack Mary Miller Linda Jane
Patterns:
What’s his name? His name is/ His name’s..
What’s her name? Her name is/ His name’s…
Are you …? Yes, I am./ No, I’m not.
Is he/she…? Yes, he/she is./ No, he/she isn’t.
评课材料 吴双老师这堂课，我认为是一堂既有创新性，又有效，还有许多亮点的课。下面我来谈一下我的感受。首先创新性体现在课堂结构上。 （1）这堂课吴老师设计导入环节很巧妙。吴老师先让同学们唱歌，再呈现句子“We were singing when the class began.”她利用刚刚课堂上发生的动作，导入了本课的主题：过去进行时，同时也让同学们切实体会到这个时态的意义。既引起学生的注意力，引发了学生的学习兴趣，又激发学生学习的思维，同时将要教学的内容以自然的方式呈现，“一举而多得”。 （2）课堂的讲解是适时的，适度的，多角度的，也是实效的，改进了传统“满堂灌，满堂做题”的教法，既在关键时刻答疑解惑，对学生的语法学习起到了点拨的作用，又创设起良好的教学情境，使学生在这种情境中把所学的知识运用在口语交际之中。通过这种设计，突出了学生主体地位与教师主导作用。 （3）学生练习的对象进行了有意的变化。由A对B，再到A对C，再到A对D，突破了传统教学中学生只能和同桌练习的局限性，产生“信息差”，体现了“换换座位，聊天更快乐”的创新教学精神。这样既增加了学生练习的新鲜感，也给了学生纠正自己以前的错误，重新投入到口语练习中的机会。是一种新的教学模式的尝试。 其次，我认为这堂课的亮点有几处，体现在创新的课堂活动设计上。 （4）第一是令人眼前一亮的Guessing Game ,呈现几张只露出一半的运动的图片，配上不同的过去时间状语，让学生通过提问来猜测什么动作，以达到练习过去进行时的一般疑问句的目的。这个环节充分调动学生参与课堂活动的积极性和主观能动性，可谓是“构思巧妙，效果明显”。 （5）还有一个我非常喜欢，也是很佩服吴老师的环节，就是在播放一段学生在午休时真实活动的视频之后，创设的一个适合练习特殊疑问句的情境，问学生：“What were the students doing from 12:00 to 12:30 ?”让同学们通过回忆视频中的动作来练习对话。这一活动是指导学生何时应用所学习的语法，恰如其分，水到渠成，效果非常好。
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
初中英语优秀教学设计 章节名称八年级下Unit5(SecitonA1a—2c) 学时 1 教材分析 本课是人教版《新目标》英语八年级下Unit5 If you go to the party,you’ll have a great time! 的第一课时。 本单元以Decision making为话题,从学生熟悉的party 出发到对于未来职业选择的探讨，鼓励学生做出自 己的决定，并对这一决定所带来的结果进行讨论。通过“Talk about consequences” 来学习if 引导的条件 状语从句，掌握用be going to 来表示将来的时态，正确使用情态动词should。 SectionA部分以一副在实际生活中的图画为开篇。该图引出了学生在练习新语言时需要用到的重点词 汇，新的表达方式呈现在人物头上的气泡中，从而使学生很容易理解和练习新语言。用”If you do, you will…You should…”句型及对话来谈论学生熟悉的party，接下来是几个循序渐进的练习活动，学生独 立，结对或组成小组完成多种练习。使学生在完成任务的同时学习语言，并培养学生树立正确的人生观。 在SectionA中，涉及到了三个话题：话题一：以不同的方式去参加聚会会出现的各种结果。话题二：在 各种可能的时间举行一次班级聚会会出现的各种结果。话题三：在参加End of Year Party 时如果不遵守 聚会规则会出现的各种结果。本课时是一般将来时态的延续，为正确运用这个时态提供场景，也为条件 状语复合句的学习奠定基础，具有承前启后的作用；就整个单元来说它既是本单元的基本语言内容，又 为本单元的知识扩展和语言综合运用奠定基础。 学习者分析 八年级学生已经学过一般将来时态和一般现在时态，已了解了这两种时态的肯定句、否定句、一般疑问 句等形式。首次接触if引导的条件状语从句，在接受上会有一些难度，这就要求教师在引入的时候要多 从学生的角度思考。在口语运用中判断if条件句的主句、从句也许会存在一定的困难。在运用一般将来 时和一般现在时态也许会产生混淆。 教学目标 Teaching Aims and Demands Teaching aims（教学目标） 1.Words and expressions in this unit . 2.Target language : Are you going to the party ? Yes , I am . I’m going to wear my jeans . If you do , you’ll have a great time . You should wear your cool pants . 3.掌握现在进行时态表示将来(Present progressive as future ). 4.学习条件状语从句: if + will . Language points（语言点） 语言技能目标 （1）能用if 引导的条件状语从句来作出假设，用will 来谈论结果，如：If you do, you’ll be late. （2）能用“I think I’m going to…”来表达作出的决定，如：I think I‘m going to the party with Karen and Ann.
2018年新人教版初中英语九年级英语 全一册全套精品教案 Unit 1 How can we become good learners? 学习目标 认知目标： 1. Talk about how to study. 学会讨论各种学习方法和策略。 2. Find out your suitable learning methods. 找出适合自己的学习方法。 情感目标： 通过对学习方法的学习，培养学生用正确而科学的方法做事的能力，明 白“一份耕耘，一份收获”。 技能目标： （1）熟练掌握下列词汇：aloud pronunciation discover repeat note pronounce increase speed partner create active connect review knowledge wisely born attention （2）熟练掌握下列短语：work with friends ask the teacher for help read aloud look up practice pronunciation connect…with…pay attention to （3）掌握下列句型： How do you study English? I learn by working with a group. Do you learn English by reading aloud? Yes, I do. It helps my pronunciation. How can I read faster? You can read faster by reading word groups. How can I improve my pronunciation? One way is by listening to tapes. But whether or not you can do this well depends on your learning habits.
新目标人教版英语七下 全册教案 Unit 1 Where’s your pen pal from? Language goals: ●In this unit students learn to talk about countries, nationalities and languages. ●Ask and tell where people live. New languages: ●Where’s he / she from? ●He / She is from Australia / England / China / France / Singapore / Australia. ●Where does he / she live? He / She lives in Sydney. ●What language do you speak? I speak English. ●What’s your / his / her favorite subj ect? ●My / His / Her favorite subject is English. ●Does he / she have any brothers and sisters? Yes, he/ she does. / No, he / she doesn’t. Difficult points: 1. Listening for the information about countries, nationalities and languages. Write an e-mail about oneself. Describe the new students in class. 2. Where questions with from Where questions with live What questions Teaching aids: ● A tape recorder Teaching periods: ●Period 1:Section A中1a, 1b, 1c ●Period 2:Section A中2a, 2b, 2c，2d ●Period 3:Section A中3a, 3b, 4
初三英语写作公开课课教学设计 双沙中学李育新 2011.6.2 课型：专题复习课 教学内容：初三英语书面表达专题复习 教学目标： 1.指导学生掌握书面表达语篇结构的组织技巧。 2.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 3.培养学生在有限的时间内快速构思、罗列提纲的能力。 4. 指导学生小组合作评改学生习作。 教学重点：1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力 教学难点：1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力讨论法 教学方法：自主学习，合作学习 教学辅助手段：电脑（或实物投影仪） 学情分析： 1. 书面表达是写的一种途径，是英语交际的重要组成部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”(Guided Writing)。它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。 从中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。（比如，如何用词、句、组段、谋篇等）。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。 2. 学生分析我校学生生源较差，学生英语学习两级分化严重，因此尽管经过3年的学习与训练，仍有相当一部分学生作文得分在6-7分之间甚至更低。书面表达中式英语较多，连贯性较差。很多学生对书面表达中快速构思和罗列提纲能力较差。本堂课希望通过指导、帮助提高学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性,帮助学生在有限的时间内快速构思、罗列提纲能力。 二、教学流程设计
教学设计 一教学目标（Teaching aims） 1.解决试卷中的难点，澄清共性错误。完善知识体系。 2.理清答题思路，提高答题技能。 3.体验英语学习的快乐与成就感，提高备战高考的自信心。 二教学策略与手段（Designing） 本课践行尊重学生个体，发挥学生课堂主体作用的高效课堂模式。采用个人活动、小组讨论展示；小组代表志愿讲解等多种课堂活动。并将丰富的课堂活动与多媒体信息手段有机结合，提高课堂效果。 三课前准备（Before-class） 1.公布试题答案，将试题答题纸返还学生。要求学生初步订正错误， 分析错因。 2.对学生得失分情况进行统计、汇总，确定课堂讲评重点。 3.对学生共性错误较进行分析，找出错误根源，定出纠错措施与课堂活动形式。并设计好针对性训练。 4.准备几个鼓舞学生备考信心的句子，用以进一步激发学习热情鼓舞士气。 5.完成多媒体课件的制作。 四课堂实施（In-class） 1.介绍考试结果 简要介绍学生试卷完成情况。包括满分，最高分，优秀和及格人数。 2.明确教学目标与课堂内容（教师做简要说明） 让学生明确这节课要做些什么，需要达成怎样的目标。所有课堂设计与活动都是实现三维学习目标的措施与手段。 3.试题讲解 A 阅读（group work）和完成短文。小组讨论阅读理解，尽量多的解决问题。在讨论之前，对可能会影响学生们理解的重点词汇进行PPT 展示，扫清理解障碍。B, C 层提出自己的疑问，A 层帮助解答。小组讨论的优势在于可以每个学生得以关注，提出并解决自己的疑惑；并且可以充分发挥其主观能动性。改变传统课堂被动听讲的局面。学生讨论后将未能解决的问题展示（Presentation activity）到前黑板。由A 层Volunteer 讲解，老师协助。请学生发言主要是为了暴露思维过程，包括典型错误的思考，巧妙的思考等，以对其他学生起到警戒、示范作用。 阅读技巧总结（教师讲解）。教师进一步总结点拨阅读理解解题技巧。比如怎样做好词义猜测及细节题。 总结并给学生鼓励：For you ,maybe you also under stress, but don’t be afraid. because your parents,your friends and we（your teachers）are always here to support you. So when you work,put your heart into it,and when you play ,enjoy it. B 综合填空和任务型阅读。
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.
最新人教版七年级英语上册教案全册 Starter Unit 1 Good morning! 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?/ 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
中考英语总复习公开课教案 教学目标：复习名词的用法 教学重点和难点：名词的分类，名词的单复数，不可数名词、专有名词、名词所有格、名词或“数词+名词”作定语的用法、主谓一致。 能力要求：能区分可数名词与不可数名词并识记名词复数的变化规则； 能够正确使用‘’s所有格、of所有格及双重所有格； 能够掌握名词作定语的几种特殊情况； 能够在具体的语境中正确判断、区别、使用课标所规定的名词及名称短语。 教学方法：采用多媒体课件，教师主导，以练为主、讲练结合 教学过程： Step1 Review(归纳复习) 18分钟 1. 先介绍中考考试说明中关于名词所考查的主要方面。即名词的单复数、不可数名词、专有名词、名词所有格、名词或“数词+名词”作定语的用法。 2. 介绍名词的定义。 3. 介绍名词的分类： (1) 按名词性质分：普通名词和专有名词。 (2) 普通名词分为：可数名词和不可数名词 4. 可数名词的单数形式（由学生归纳） 在名词前加a和an， 以辅音音素开头的名词前加 a 如：a book， 以元音音素开头的名词前加an如：an egg 当名词前有形容词修饰时，要看形容词开头字母的发音，而不是看名词，如an interesting book 和a red apple. 注：以下字母虽然是辅音字母，但却是以元音音素开头的， f, h, l, m, n, r, s x. 如：There is an “m”in the word “milk”. 5. 名词的复数形式（抽查提问学生） 规则变化：(1). 一般情况在词尾＋s; 如：book- books (2).以s, x, ch, sh 结尾的词＋es;如：bus- buses box-boxes watch- watches wish-wishes (3).以辅音字母加y 结尾的：把y变为i再加es; 如：story-stories (4).以f或fe结尾的：把f或fe变为v再加es; 如：leaf-leaves knife- knives (5).以o结尾的词，如: hero-heroes；Negro-Negroes；tomato-tomatoes；potato-potatoes 但 photo—photos; zoo—zoos 可数名词的复数不规则变化(学生归纳) man--men; woman--women; 但German--Germans foot--feet; tooth-teeth child--children; mouse--mice; goose-geese(鹅); deer--deer; sheep--sheep Chinese--Chinese; Japanese--Japanese; Frenchman--Frenchmen; Englishman--Englishmen
初二英语听课心得3篇_心得体会 初二英语听课心得范文1英语听课学习体会 英语优质课评比活动已圆满结束，这为我们英语教师的业务素质的提高提供了一次学习机会。通过这次听课，我觉得在教育教学方面较有收获。虽然这些优质课的水平不一，风格各异，但每一节课都有很多值得我学习借鉴的东西。， 学生真正成为课堂的主人。这是新课标的重要特点，也是素质教育的要求。注重学生能力的培养，注重主体参与，教学中互动模式多样，多采用小组竞赛的模式或创造一个语境，让学生展开联想，激起了同学们对英语学习的兴趣。营造了宽松，民主，和谐的教与学的氛围。平时我们在这一方面做得不够好。 教师自身的良好素质是上好一堂课的重要前提和基本保证。在这几天的听课中我发现优秀的教师都有几个共同特点口语流利，发音准确。且善于利用多媒体等多种手段辅助教学，使孩子接触到的知识更立体，更直观，更生动;教态亲切，表情丰富，在课堂上能轻松，活泼，潇洒地进行授课。 运用多种教学手段创设语言情景是英语教学的一个重要原则。这些老师充分利用图片、多媒体课件以及身体语言创设了比较真实的语言运用情景，并利用情景讲解语言知识，进行技能训练，使教学内容既简洁清晰，又形象生动;使学生既能快速理解，又能流畅表达，让学生愉快地融合在语言运用的情景之中，自然而然地、不知不觉地吸取和操练，不断提高听、说、读、写等运用语言的能力。 培养学生实际运用语言的能力是英语课程的一项主要任务。在这些课中，各位老师坚持做到以语言内容和语言功能为主，以语言形式和语言结构为辅，使内容和形式、功能和结构相互渗透、相互作用。通过叙述、问答、讨论、等手段，积极引导学生尽可能多地让学生自己动口动手，紧密联系生活实际，运用语言做事，运用语言吸收和传递信息，运用语言表情达意、交流思想，将所学语言运用于真实交际，这些老师由于运用了比较多的直观教具和多媒体课件，节约了讲解的时间，提高了时间的利用的主动性。 本次活动让我深深地感受到我们还有很多需要努力的地方。这些参赛教师就象是面镜子，从中折射出我们身上许多问题,例如：课堂教学设计，重难点的把握等等。知识点的落实及对学生今后的发展是否有利。”成为这样的教师是我们共同的愿望。在今后的工作中。调动学生积极性，让学生真正成为课堂的主人。注重学生能力的培养，注重主体参与。善于利用多媒体等多种手段辅助教学。 通过这次听课，我开阔了眼界，看到了自己的不足，怎样使学生喜欢上英语课?怎样提高学生的能力?相信通过自己的不断努力，一定能不断进步! 初二英语听课心得范文2初中英语高效课堂听课感想 上周我校安排我到郴州苏仙中学两天时间(即10月24至25日)有幸听了12节初中英语高效课堂教学比武课。通过这次的听课学习，我受益匪浅，收获颇丰。而且还让我找到了自己和其他老师的差距。12节课风格各异，水平不一，但是每一节课都有很多值得我去学习借鉴的优点，找到差距和自身的缺点。 下面我就来谈一下我对这12节听课的一些自身体会: 第一、教师的良好业务素质是上好课的前提和保证。 在这次听课中，我发现她们俩都有以下几个特点: 1.英语口语流利，发音标准准确，只有这样，才能保证学生对英语教学的理解和把握，
Unit 1 How can we become good learners? Section A Period 1 Section A (1a-2d) 本单元围绕“做一个优秀的学习者”这一话题，首先引入了 “I study by working with a group.”这一重点句型，接下来学习how引导的特殊疑问句及其答语和复习现在完成时态。Section A包含两个教学重点：其一要求学生学习、掌握“I study by working with a group.”这一重点句型，；其二，学习how引导的特殊疑问句及其答语。Section B是在Section A基础上的拓展，主要是语言的学习、运用和巩固阶段。另外，本单元介绍了许多优秀的英语学习习惯与方法，可引导同学们借鉴采用。 【知识与能力目标】 （1）熟练掌握下列词汇： aloud,pronunciation,discover,repeat, note,pronounce, increase,speed, partner, create, active, connect, review, knowledge, wisely, born, attention （2）熟练掌握下列短语： work with friends, ask the teacher for help read aloud, look up, practice pronunciation, connect…with…, pay attention to （3）掌握下列句型： ---How do you study English? --- I learn by working with a group. ----Do you learn English by reading aloud? ----Yes, I do. It helps my pronunciation. ----- How can I read faster? ----You can read faster by reading word groups. ------How can I improve my pronunciation? ----One way is by listening to tapes. ----But whether or not you can do this well depends on your learning habits 【过程与方法目标】 本单元的主题是谈论学习方法与习惯，可引导学生采用Listening for specific information，
Starter Unit 1 Good morning! 授课班级授课日期 授课类型Starter Unit 1新授课学时数 The First Period ( 1a—1c) 教学目标 1. Knowledge and abilities Let students know the eight English names and remember them. Let students know how to greet people in the morning. 2. Process and methods Through listening and reading, let students grasp the simple greetings. 3. Emotion, attitude and values Motivate students’interests of learning English. 教学内容 学习八个人名。Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 学习打招呼的用语： Hello!/ Good morning! 重点难点 八个人名Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 句型：Hello! Good morning! 教学方法任务型教学、直观教学法、模仿示范法、情景教学和合作学习法 教学用具图片、黑板、录音机 教学过程设计备注 教学步骤 Step1. Warming-up 1.T wears a name card with an English name on it, then points to the name card and have an introduction. 2. Greet the whole class and help them to say, Hello, … Good morning, 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。 Step2. Play a game. T gets ready for a list of English names for boys and girls. Play the game like this: T says a letter, for example C, then let the Ss tell the letters which is before and after C. The one who says B, D first is the winner. The winner can get a chance to choose an English name first or he can give the chance to his friend. 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，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。Step3. Presentation. Show a picture of a girl and give the name under the picture, teach Alice. In the same way teach the other seven names. 图画和名字结合起来，加强学生的感性认识，有助于记忆。并为后面的游戏做好
初中英语优质课教案 授课年级：八年级（2）班节次：第1节 教材：新课标（八年级·上册） 课题：Unit 4 How do you get to school? 一、教学内容： Unit4 How do you get to school? 二、教学目标： 1、知识目标：单词：subway take the subway train ride a bike walk 等。 2、语言目标：how引导的特殊问句；肯定句与否定句。听：能听懂谈话出行的方式。说：能表达自己想到达目的的出行方式。读：能正确朗读本单元的对话和句型。写：能写本单元的单词和句型。 3、学习策略：注意通过语言语调的表达来推测词义，也可借手势动作和表情来完成。（主动参与学习，善于和他人合作交流）。 4、情感目标：学会在交流活动中尊重和理解别人，学会交换不同的看法，了解他人的生活习惯，增进情谊。 5、德育目标：在歌曲和游戏中习他人积极、乐观、努力进取的团队合作精神。 6、多元智能：人际交往逻辑表达个性呈现 7、文化意识：了解英、美国家中小学生上学的方式，培养世界意识。了解中西文化的差异。 三、教学重点、难点： 1.how /how far /how long 引导的特殊疑问句. 2.乘坐交通工具的表示方法. 3.It takes /will take/took sb. some time to do sth. 四、课前准备： cards and a tape-recorder . 五、教学运用：情景交际法、游戏法等。 六、教学手段：多媒体演示、flash动画、ppt演示、歌曲游戏及肢体语言的应用。 七、教学过程： Step 1.Warming up. Great the class as usual. Talk about the weather . T: How’s the weather today? T：How was the weather like yesterday? …… point student A say “ Hello! Listen to me ok ?.I will sing a song to you .But you must …”.(用手指作安静动作) Listening to a song 歌曲欣赏，创造轻松愉快的学习气氛, 激发学生的好奇心，为学习新课打下伏笔。Step 2 、Games 用肢体语言表达让学生猜测意思，完成交通工具词汇的预知。
仁爱初中英语优秀教案 【篇一：仁爱版英语七年级下册教学设计】 unit 5 our school life topic 1 i usually come to school by subway. section a i. material analysis 本话题是第五单元的第一个话题，主要围绕交通方式、日常活动的频度等展开。将主要复习一般现在时态，学习谈论交通方式和日常活动频度的句型“how do you usually/often…?, “i usually/often … by…”, “how often do you…?”, “three times a week.”等。本课的主要活动是1a和3a。通过人物对话呈现主要内容，结合“图片和句子匹配”、“图片和短语匹配”等活动，复习有关新年问候，学习和操练日常交通方式等的表达法。同时还通过听说活动，帮助学生了解字母e和d以及字母组合ea/ee/ei/dge的发音规则，训练他们进行单词拼读的能力。因为本课是本话题的第一课时，学生对于交通方式的英语表达才刚开始接触，因此可能出现用英语表达交通方式的不流畅，教师应该在教学活动中创造机会，引导学生在活动中反复操练进而巩固关于交通方式的英语表达。 ii. teaching aims 1.knowledge aims 能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以使用： gate, by, subway, underground, always, come on, on foot等； 学生在小组合作活动中，能掌握字母e和d以及字母组合 ea/ee/ei/dge的发音并通过单词拼读进一步熟悉发音规则；
Module 1 My classmates Unit 1 Nice to meet you.
教学过程教学过程 What's your name? Where are you from? How old are you? Which class are you in? Nice to meet you. Step 2: Listening 1.Play the recording in activity 1 and ask the students to listen and check how many people speak. 2.Play it again and ask the students to check the words their hear. 3.Check the answers with the whole students. Step 3: Listen and read 1.Play the recording in activity 3 and ask the students to listen and answer the questions. Then check the answers. (1) How many people speak in the conversation? (2) Who are they? (3) Are they in the same class? 2.Play it again and check the true sentences in act 3. Ask some students to correct the wrong ones. 3. Put the students into groups of four to practise the dialogue. The students repeat it several times, changing roles each time. 4.Talk about the pictures in the PPT and show their performances. 5.Ask the students to sum up the useful sentences in the dialogue and introduce “Everyday English.” 6.Finish act 4 and 5 in groups. Teacher checks the answers. Step 4: Pronunciation 1.Explain that this activity focuses on some English phonemes which are difficult to pronounce for speakers of Chinese. 2.Play the recording once without stopping.
初中英语公开课优秀教案范文 双沙中学李育新 011.6.2 课型：专题复习课 教学内容：初三英语书面表达专题复习 教学目标： 1.指导学生掌握书面表达语篇结构的组织技巧。 2.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 3.培养学生在有限的时间内快速构思、罗列提纲的能力。. 指导学生小组合作评改学生习作。 教学重点： 1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力 教学难点：1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力讨论法 教学方法：自主学习，合作学习 教学辅助手段：电脑 学情分析： 1. 书面表达是写的一种途径，是英语交际的重要组成
部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”。它通过提供情景，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。 从中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。 2. 学生分析我校学生生源较差，学生英语学习两级分化严重，因此尽管经过3年的学习与训练，仍有相当一部分学生作文得分在6-7分之间甚至更低。书面表达中式英语较多，连贯性较差。很多学生对书面表达中快速构思和罗列提纲能力较差。本堂课希望通过指导、帮助提高学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性,帮助学生在有限的时间内快速构思、罗列提纲能力。 二、教学流程设计 课后反思： 本节课从提问学生写作中最大的困惑入手，引出本节课的主要教学目标，在写作中学会构思和使用连词。通过比较两篇学生的英语习作，让学生认识到连词在英语写作中的