英语第一课

英语第一课课文Unit 1 My name's Gina. Section A 1a - 2d.一、单词短语。

1. 单词。

- name /neɪm/ n. 名字；名称。

- nice /naɪs/ adj. 令人愉快的；宜人的。

- to /tuː; tə/ 常用于原形动词之前，表示该动词为不定式。

- meet /miːt/ v. 遇见；相逢。

- too /tuː/ adv. 也；又；太。

- your /jɔː(r)/ pron. 你的；你们的。

- his /hɪz/ pron. 他的。

- her /hɜː(r)/ pron. 她的。

2. 短语。

- my name我的名字。

- nice to meet you很高兴见到你。

二、课文内容（1a - 2d）1. 1a.- 这部分主要是一些关于名字的单词，如Alice, Bob, Cindy, Dale等，通过这些名字引出关于询问名字和自我介绍的话题。

2. 1b.- 听力练习，听对话然后将名字与对应的人物匹配。

对话示例：- A: What's your name?- B: My name's Gina.- 这个对话简单地展示了如何询问名字和回答名字。

3. 1c.- 结对练习，仿照1b中的对话，用1a中的名字进行问答练习。

例如：- A: What's your name?- B: My name's Bob.4. 2a - 2b.- 2a是听力练习，听对话然后将名字与相应的描述匹配。

2b则是根据2a的听力内容填写名字。

对话中包含了更多关于名字和人物关系的表达，如：- A: Is he Jack?- B: No, he isn't. His name's Mike.5. 2c.- 这是一个角色扮演活动。

学生根据2a - 2b中的对话内容，进行角色扮演，练习询问名字和确认身份的表达。

6. 2d.- 对话示例：- Linda: Good afternoon! My name's Linda. Are you Helen?- Helen: Yes, I am. Nice to meet you, Linda.- Linda: Nice to meet you, too. What's your last name, Helen?- Helen: Miller. What's your last name?- Linda: Brown.- 在这个对话中，我们可以学习到下午的问候语（Good afternoon），自我介绍（My name's...），询问对方是否是某人（Are you...?），回答是的（Yes, I am.），以及询问姓氏（What's your last name?）等表达。

五年级英语第一课教案五年级英语第一课教案1 一、教学内容Let's talk二、教学目的会认读单词speak，message，question，tell，number，learn，roll，spread，job，pull，pizza，bake。

学习元音字母a在非重读音节中读[i]。

学习Let's talk，能听懂，会说，并能用来进展会话。

三、教学重、难点会认读单词speak，message，question，tell，number，learn，roll，spread，job，pull，pizza，bake。

学习元音字母a在非重读音节中读[i]。

能听懂，会说，并能用Let's talk进展会话。

四、教学易混点a在非重读音节和开音节中的读音。

五、教学方法角色表演导人法六、教具准备磁带，录音机，卡片，挂图七、教学过程【学习单词】学习speak，message，question，tell，number，learn，roll，spread，job，pull，pizza，bake等单词。

【导人新课】学习单词拼读规那么: 对本课个别单词的读音进展简单分析^p 并从中总结规律,通过分析^p 单词speak并联络eat,meat,tea,please,read等单词复习"ea母组合读[i:]";通过分析^p spread并联络head,bread,ready,dead,breakfast等单词复习"ea字母组合读[e]";通过分析^p 单词question学习tion读[t∫?n],如suggestion;通过分析^p tell,job复习元音字母e和o 在重读闭音节的读音,通过分析^p message并联络village,orange等单词学习元音字母a在非重读音节中读[i];通过分析^p 单词bake复习元音字母a在重读开音节中的读音。

B.导人对话:本课可用角色表演法导人。

英语学习第一课（字母名字和字母声音）我们知道，英语单词是由26个字母组成，这26个字母都有一个名字，叫做字母名。

26个字母26个字母名，也就是说，一个字母有且只有一个字母名，字母和字母名是一一对应关系。

例如：字母Aa，字母Ss，它们的名字都是唯一的。

英语仅仅是26个字母名的事情吗？当然不是，字母不仅仅有名字，还有声音，字母在单词中的声音叫做字母音。

字母音有48（或者44）个，而字母只有26个，所以字母和字母音不是一一对应关系，一个字母可以发出多个声音，例如字母Aa，它的声音有8个，分别是[ei]（face）、/ɑ:/(class)、[æ](bad)、[e](any)、[ə](China)、 /ɪ/(orange)、 /ɔ:/(water)、[ɔ](what)。

又如字母Ss，它的声音有4个，分别是[s](sit)、[z](his)、[ʃ](sure)、[ʒ]（usual）一个声音也可以有多个字母发出，比如[k]这个声音，Cc可以发出，Kk也可以发出。

有时候，两个字母或者三个字母也可以发出一个声音，发出一个声音的两个字母或者三个字母叫做字母组合。

比如ck和ch都可以发出声音[k]。

字母组合和单个字母的作用相同，可以发出一个声音，也可以发出多个声音，ch能发出的声音就多达4个。

特殊情况下，有的字母或者字母组合在单词中不发出任何声音，比如，beautiful，ea字母组合就不发出任何声音。

有人也许会说，学英文，仅仅知道26个字母不就行了吗？为什么还要浪费时间和精力学习48个声音呢？其实，前者有前者的作用，后者有后者的功能。

我们知道，英文是表音文字，字母和声音有着直接的关系。

通过声音记单词比通过字母学英语效率更高，效果更好。

例如，January这个单词，我们可以按顺序记J、a、n、u、a、r和y这7个字母，这当然没有任何问题。

但我们也可以按顺序记['dʒæ]（J a）、[nju]（nu）、[ə]（a）和[ri]（ry）这4个声音，通过分辨四个声音来达到记住这个单词的目的。

八年级l上册英语第一课知识点八年级上册英语第一课知识点八年级上册英语第一课的名字叫做 Welcome back to school，是一节介绍如何欢迎新学期的课程。

下面我们来总结一下这节课的知识点。

1. 问好和介绍自己遇见新同学和老师，需要问好并介绍自己。

可以用像“Hello, my name is…”或者“Nice to meet you.”这样的句型。

2. 谈论课程表在新学期，课程表通常有所变化，需要谈论课程表，并列出上课时间和地点。

可以用像“What classes do you have today?”或者“Do you have English in the afternoon?”这样的问句。

3. 谈论活动学校通常会在新学期组织各种各样的活动，需要谈论这些活动，并决定哪些活动值得参加，或者自己想参加的活动。

可以用像“Have you heard about the school dance?”或者“I want to do some volunteering this semester.”这样的句型。

4. 谈论成绩新学期开始，老师通常会公布上学期的成绩，需要谈论自己的成绩并决定如何提高自己的成绩。

可以用像“Have you seen your grade yet?”或者“Do you have any tips on studying for tests?”这样的问句。

5. 谈论目标新学期开始，有时候会设立一些学习目标，需要谈论自己的目标，并确定如何完成这些目标。

可以用像“My goal is to improvemy English speaking skills.”或者“Do you have any suggestions for achie ving my goal?”这样的句型。

以上就是八年级上册英语第一课的知识点。

希望大家在新的学期里能够取得更好的成绩！。

四年级上册人教版英语第一课
四年级上册人教版英语第一课是"My Classroom"。

以下是该课的主要内容：
1. 词汇：学习与教室相关的词汇，如"classroom"，"desk"，"chair"，"bookcase"，"blackboard"等。

2. 语法：掌握简单句子的结构，如"This is a classroom."，"There are many books in the bookcase."等。

3. 听力和口语：通过听力练习和口语对话，练习听懂和说出与教室相关的简单句子。

4. 阅读和写作：通过阅读短文和写作练习，让学生能够写出简单的描述教室的句子。

总之，该课旨在让学生掌握与教室相关的基本英语表达，提高英语听、说、读、写能力。

英语口语第一章：日常生活中使用的短句第一课Lesson 1 :在家中★※★●从起床到出门1．早上好！ Good morning!2．闹钟响了吗? Did the alarm clock go off?3．该起床了! It's time to get up!4．快点儿起床! Get up soon!5．你醒了吗？ Are you awake?6．你不舒服吗? Are you feeling sick?7．睡得好吗? Did you sleep well?8．能帮我关掉闹钟吗? Would you turn off the alarm clock? 9．你终于起来了。

You finally got up.10．今天是个好天! It's a nice day!11．昨晚你熬夜了? Did you stay up late last night? 12．把被子叠好。

Let's fold up the futon.13．昨天晚上你打呼噜了。

You were snoring last night.14．我做了个可怕的梦。

I had a nightmare.15．你一直没关灯啊。

You left the light on.16．我得洗脸了。

I have to go wash my face.17．该吃早饭了。

It's time to eat breakfast.18．我还困着呢。

I'm still sleepy.19．我还打哈欠呢。

I'm still yawning.20．昨天的酒还没醒呢。

I have a hangover.21．我是个夜猫子。

I'm a night person.22．我是用咖啡来提神的。

Coffee wakes me up.23．刷牙了吗? Did you brush your teeth?24．我得梳梳头了。

高中英语第一课教案5篇教学中，备课是一个必不可少、极其重要的环节，备课不充分或者备得不好，会严重影响课堂的气氛和学生的积极性，一堂准备充分的课，会令学生和老师都获益非浅。

因此，平时，我紧抓备、教、改、辅、查等教学中的重要环节。

以下是我带来的高中英语第一课教案内容，感谢您的阅读，希望能援助到您！高中英语第一课教案1Lesson Plan InterpretationNSEFC Book1 Unit3 Travel JournalHello, everyone. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from NSEFC Book 1 Unit 3 Travel Journal. I’ll explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.Ⅰ. The theoretical basisFirst, I’d like to show my theoretical basis--schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading prehension is an interactive process between the reader’s background knowledge and the text (Carrel and Eisterhold, 1983), or between the new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve the students’ reading speed and reading prehension, language teachers should try to activate the Ss’ old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then e the details.II. Understanding of the teaching materialMy understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.At the beginning, let’s focus on the first part. Journey down the Mekong is a piece of travel journal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult for the students to understand thetext, but there are some new phrases and sentences that may be a little bit difficult. So before the students’ first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.That’s all for the first part, now let’s move to the second part. According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objectives:a) Knowledge objectivesBy the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc.b) Ability objectivesActually students should be encouraged to do speed reading in the first period of reading lesson. But the students in my class are lack of independent reading ability. In this class, Iwill encourage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss’ reading ability, I’ll train their ability of identifying the general idea in the fast reading. And in intensive reading their ability of information-gathering and summarizing is developed. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.c) Moral objectivesThough Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.Well, so much for the teaching objectives, lets e to deal with the third part: the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading for the first time, that’s to say, we should encourage our Ss to read as fast as they can when theydo the first reading. So much emphasis should be put on reading skills and reading prehension as well. So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones.III. Teaching methods and studying waysThat’s all for my understanding of the teaching material. Now let’s focus on the ways of teaching and learning.Generally speaking, I adopt task-based language teaching and municative approach in my class. As for learning, Ss will learn through independent reading, discussing and cooperating.I will use puter and blackboard as my teaching aids.Ⅰ. Teaching procedureHere es the most important part, the teaching procedure. It includes 5 steps: Step I: Lead-in andpre-reading, Step II: While-reading, Step III: Consolidation, Step IV: Post-reading, Step V: Homework.Step I: Lead-in and pre-reading (7mins)Now let’s e to the first step. There are three activities in this step and I will spend 7mins on them.In activity one, I will ask Ss two questions Do you know some great rivers in China? and Why they are great?” Here, asthe Ss get familiar with the Chinese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity--brainstorming.In activity two, I will ask the Ss to discuss in pairs and answer the question How do people who live along a river use it?” My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss awareness of protecting the rivers.In the last activity, I will show the Ss a picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in the while-reading.Step II: While-reading (21mins)While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss to predict what will talk in the text according to the title. It can exert the Ss imagination.1) Fast readingDuring fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. So the main idea of eachparagraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.2) Careful readingAfter getting the general idea of each Para., I will deal with the details Para. by Para..In paragraph one, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key information of the first paragraph in a short time and can deepen the Ss’ understanding of the first paragraph.In paragraph two, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? Why?” This can help the Ss develop their ability of summarizing. If the Ss can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.And in the last paragraph, I will ask Ss two questions “How does the water of Mekong River change?” and “What can you see when you travel along the Mekong River?” Both questions are required to answer in keys word. In order to lower the difficulty of the questions, I will show them the examples. After that, I will present some pictures to deepen the Ss’ impression on the new words. And these two questions can help the Ssgain a deeper understanding on the Mekong River.Step III: Consolidation (6mins)After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer two questions to consolidate what they’ve learnt. It will take 6 minutes. The two questions are “Where is the source of the Mekong River and which sea does it enter?” and “How do Wang Kun and Wang Wei prepare for the trip?” It is easy for the Ss to find the answer to the first question in the text. As to the second question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.Step IV: Post-reading (10mins)That’s all for the while-reading. Now let’s move to the fourth step. In this step, I will design two activities and I will spend 10 minutes on them.The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged to express their attitudes. It can help the Ss train their ability of information-gathering and expression.The second activity is thinking. In this activity, I will ask theSs to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and prehension, but also cultivate their spirit of cooperationStep V: Homework (1min)Finally it es to the homework. Ss are required to review the learnt lesson and underline the useful words and phrases in the text. This one is for them to consolidate what they’ve learnt and make preparation for the next lesson—Learning about the Language..Ⅰ. Blackboard designOn the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions.That’s all for my interpretation. Thank you for your att高中英语第一课教案2一. 教材内容分析本单元的中心话题是“电影”，本课是第三课时，是一篇传记体的短文，介绍当前好莱坞最有影响的导演艺术家—史蒂芬斯皮尔伯格的创作生涯和一些作品。

英语开学第一课教案(7篇)英语开学第一课教案精选篇1教学目标：知识与技能：能够听懂、会说、会认读单词：man, father, dad。

过程与方法：能够听懂、会说、会认读句型：who’s that man? he’s my father./ hi, dad.并能够在具体的语境中灵活运用。

情感态度与价值观：能够听懂指令，按照指令的要求完成point and say的内容。

教学重点：掌握三个单词和句子。

教学难点：能够理解和运用句型：who’s that man? he’s my father./ hi, dad.并能够听懂、会说、理解句子：this is my friend, amy.教学准备：照片，词卡教学过程：step1 warming up revisiona song” who is she?”(网络素材)。

a song “boy and girl”.’s chant：p8.my friends.引导学生介绍自己的朋友。

如：hi, i’m ’m from chin is my friend, ’s a ’s a ’s from china/ the uk/ canada/ the usa/ australia. step2 presentation practice1.以旧带新，学习新知(let’s talk)(1)教师：呈现mr jones,问：who’s he?引导学生答：he’s mr jones.教师：mr jones is a man.(2)学习单词man,并扩展woman对比进行学习。

2.词融于句，巩固新知活动1：呈现男教师的照片，让学生练说： mr… is a man.活动2：呈现男明星的照片，让学生练说：如yao ming is a man. and learn(1)呈现教师自己爸爸的照片：look, that is a ’s that man? can you gu?教师出示答案：he’s my father.(2)学习father,并扩展mother对比学习。