UnitGoodMorningMiSsLynnPeriod范文教学设计新世纪版一年级上册教案
Unit1 Good morning!教案 新目标七年级上
Unit1 Good morning!教案新目标七年级上Unit1 good morningUnit1 Good morning!教案新目标七年级上前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是初中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
period 1: warming up + pre-reading + reading（ⅰ）teaching aims:1.to get the students to know more about the newspaper business, especially the reporters.2.to improve the students’ reading and thinki ng ability.3.to practise the students’ skimming and scanning skills.4.to inform the students of how to conduct an interview.teaching procedures:step 1: warming up• 1.look at the pictures and tell what you want to be in the future.• 2.pair discussiona reporter/an editor…works for a newspaper , a magazine or a tv station.suppose: you are offered a job at today’s deqing, what kind of job would you like to do? （what kind of jobs do they have? ）（preview: cartoonist, critic, sub-editor, foreign correspondent…）• 3.speaking: types of jobs and what each job involves.step 2: pre- readingreporters are very important in making the news because they get the firsthand information and write news stories.• 1.group discussion: what are the qualities a good news reporter needs to have? （finish the questionnaire and add more if they can– using adjectives）• 2.further discussion:1）. working hard or working smart, which would you prefer?2）. enthusiasm for the job is the key to success, do you agree? why / why not?• 3.make a conclusion of the qualities of a goodreporter and then raise a question as a lead-in to the reading part: can you imagine your first day at toady’s deqing as a reporter?step 3: readinglet’s see zhou yang’s first work assign ment as a new reporter.•task 1: listen to the text, try to find out what they are talking about.a. how to become a good reporterb. how to cover a storyc. the skills needed to be a reporter and the stages in interviewing somebody.•task 2: skim through the text and list the questions that zhou yang asked.1）. can i go out on a story immediately?2）. what do i need to take with me?3）. what do i need to remember when i go out to cover a story?4）.what mistakes must i avoid?5）. why is listening so important?6）. how can i listen to answers if i have to write down what he or she is saying?7）. have you ever had a case where somebody accused your reporters of getting the wrong end of the stick?what do these questions tell us?---- how to cover a story / how to conduct an interview / the stages in interviewing sb.•task 3: scan the text, find out the skills necessary to become a good reporter.•step 4: homework1.review the text and finish comprehending.2.read more until you can answer the 7 questions without looking at the textbook.period 2: reading （ⅱ） + comprehending + language pointsteaching aims:1.to make the students get a deeper understanding of the text.2.to encourage students to work out any unknownwords or structures with the help of context, e.g.“cover a story, have a “nose” for a story…concentrate, accuse, meanwhile…”3.to enable students to conduct an interview.teaching procedures:step 1: lead-inreview the main idea of the text--- what is needed to be a reporter.--- how to conduct an interview . （present the 7 questions）step 2: further readingdivide the 7 questions into 3 parts （according to the process of an interview: before…when…）part 1 （qs1-2）: before an interview （whom to work with & things to take）part 2 （qs3-6）: when interviewing （things to remember, things to avoid, the importance of listening, recording everything）part 3 （q7）: to prevent accusationsstep 3: read & discuss: comprehending （ex 1, 3）step 4: pair work:read the text and role-play the dialogue: a. zhou yang b. hu xinstep 5: group work: make an interview（divide the class into 3 parts, each part works on one of the following topics in groups of four: one isan interviewee, the other threes are reporters.）1）. inte rview john snow after he defeated “king cholera”2）. interview zhang pingyu about her sightseeing in london.3）. interview the boy about his amazing trip to the future.step 6: language points1）. try to understand the following phrases according to the context.“cover a story, have a “nose” for a story, atrick of the trade, get all your facts straight, get the wrong end of the stick, a real “scoop” ”2）. other useful phrases:on one own, send sb with…, by oneself, be eager to do sth, assist sb, concentrate on, later on, take a course, be of interest, acquire sth, tell the truth, “dos” and “don’ts”, the detailed facts, depend on, accuse sb of …, so as to, be supposed to, arrange an interview…3）. sentences•inversionnever will zhou yang forget…only when you have seen…can you cover…only if you ask…will you acquire…here comes my list of “dos ” and “don’ts”:…•ellipsisnot on your own! not till you are more experienced!（there is） no need for a camera!step 7: read aloud the text to practise fluency and better understand the text.step 8: homework1.learning about language （p. 28-30）ing words & expressions: ex3,4 （p. 63,64）3.review the underlined phrases in the reading text-------- Designed By JinTai College ---------。
GoodMorningMissLynneriod教学设计新世纪版一年级上册教案
G o o d M o r n i n g M i s s L y n n e r i o d教学设计新世纪版一年级上册教案标准化管理部编码-[99968T-6889628-J68568-1689N]新世纪版一年级上册英语Unit 3 Good Morning, Miss Lynn.The Third Period一、说明本节课是Unit Three的第三课时，即Grand Theatre的教学，这一板块是前面4个板块的整合，进行语篇的学习值得注意的是要让学生体验在大剧院中表演对话的乐趣。
二、教学内容1.用Good morning,…主动热情地与别人打招呼。
启迪要学生热爱老师，热爱生活。
2.能听懂Good morning的含义。
并能做出正确的动作反应.3.理解Grand Theatre中语篇的内容；能生动地表演Grand Theatre中语篇的内容，并能在生活中运用新授的内容。
4.在英语学习的启蒙阶段，给学生提供舞台，培养学生认真听，大胆模仿的好习惯。
三、教学步骤1.Task one : 用Good morning向课文中新认识朋友的问候；以及对自己已经结识同学的问候。
这样设计的目的是为了消除彼此的陌生感、拉近感情、传递给学生热爱生活、热爱老师、平等待人的信息。
2.Task two: Chant Good morning… 和游戏come here and go there的穿插既是复习旧知又是新授的引入，对培养学生的学习兴趣和激发学生的学习热情有很好的作用。
3.Task three: 创设情景，听整篇课文录音，让学生对整篇课文有一个总体的印象；4.Task four: 创设情景，利用太阳、月亮的图片表示不同的时间，帮助学生理解重点句型Good morning的含义。
为了让简单的重复变成有趣，我提供一个个场景，第一步：一组同学在上学路上，由老师示范新句型Good morning, Miss Lynn.把他们引入。
外研社七年级上册英语Good,morning,Miss,Zhou
外研社七年级上册英语Good,morning,Miss,Zhou 篇一：七年级英语上册 StarterUnit 1 Good morning,Miss Zhou教案新外研版篇二：七年级英语上册Starter Unit 1 Good morning,Miss Zhou 教案新版外研版Unit 1 Good morning, Miss Zhou.Ⅰ. Analysis of the text:This is the first English lesson. Students should know how to greet with the teacher and other students.Ⅱ. Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ. Teaching focus:1. Master language of daily greetings.Key vocabulary and phrases: hello, class, my, name, is, Miss, good, morning, good morning, afternoon, good afternoon, goodbye2. Be skilled in oral expression of greetings.Ⅳ. Teaching aims:1. Function: Greetings i n students’ daily life.2. Listening: Students can understand others’ greetings by listening.3. Speaking: Students can introduce themselves and greet with others.4. Reading: Students can understand the similar dialogue of greetings.5. Writing: Students can write greeting words in their daily life.Ⅴ. Character building:Motivate students’ interest in learning English. Make friends with all students. Ⅵ. Teaching Procedures:Part I: Lead in:Step 1 Greeting with the students.Step 2 Introduce myself and ask students to introduce themselves to the class. Step 3 Sing a song: Good morning.Part II: Vocabulary study:Step 1 Play the recording and have them point out the words and phrases. Step 2 Play the recording again and have them read after the tape.Step 3 Have the students match the phrases and pictures in PPT.Part Ⅲ: Dialogue study:Step 1 Practise the dialogue with the whole class and have them makecorresponding reacts.Step 2 Have students to practise the previous dialogue with their partner. Step 3 Listen and read.―Hello, class. My name’s Miss Zhou.―Good morning, Miss Zhou―Good afternoon, class.―Good afternoon, Miss Zhou.―Goodbye, class.―Goodbye, Miss Zhou.Listen again and repeat.Step 4 Language points1. Hello, class. My name’s Miss Zhou.Hello! 常用于熟人、朋友和同学之间相互打招呼，表示“你好!”；也可以用在打电话时，意为“喂!”，对方可用Hello!或者Hi!来应答。
Unit1Goodmorning!教案新目标七年级上
Unit1 Good morning!教案新目标七年级上period 1: warming up + pre-reading + reading(ⅰ) teaching aims:1. to get the students to know more about the newspaper business, especially the reporters.2. to improve the students reading and thinking ability.3. to practise the students skimming and scanning skills.4. to inform the students of how to conduct an interview.teaching procedures:step 1: warming up•1. look at the pictures and tell what you want to be in the future.•2. pair discussiona reporter/an editorworks for a newspaper , a magazine or a tv station.suppose: you are offered a job at todays deqing, what kind of job would you like to do? (what kind of jobs do they have? )(preview: cartoonist, critic, sub-editor, foreign correspondent)•3. speaking: types of jobs and what each job involves. step 2: pre- readingreporters are very important in making the news because they get the firsthand information and write news stories.•1. group disc ussion: what are the qualities a good news reporter needs to have? (finish the questionnaire and add more if they canndash; using adjectives) •2. further discussion:1). working hard or working smart, which would you prefer?2). enthusiasm for the job is the key to success, do you agree? why / why not?•3. make a conclusion of the qualities of a good reporter and then raise a question as a lead-in to the reading part: can you imagine your first day at toadys deqing as a reporter?step 3: readinglets see zhou yangs first work assignment as a new reporter.•task 1: listen to the text, try to find out what they are talking about.a. how to become a good reporterb. how to cover a storyc. the skills needed to be a reporter and the stages in interviewing somebody.•task 2: skim through the text and list the questions that zhou yang asked.1). can i go out on a story immediately?2). what do i need to take with me?3). what do i need to remember when i go out to covera story?4).what mistakes must i avoid?5). why is listening so important?6). how can i listen to answers if i have to write down what he or she is saying?7). have you ever had a case where somebody accused your reporters of getting the wrong end of the stick? what do these questions tell us?---- how to cover a story / how to conduct an interview / the stages in interviewing sb.•task 3: scan the text, find out the skills necessary tobecome a good reporter.•step 4: homework1. review the text and finish comprehending.2. read more until you can answer the 7 questions without looking at the textbook.period 2: reading (ⅱ) + comprehending + language pointsteaching aims:1. to make the students get a deeper understanding of the text.2. to encourage students to work out any unknown words or structures with the help of context, e.g. cover a story, have a nose for a storyconcentrate, accuse, meanwhile3. to enable students to conduct an interview. teaching procedures:step 1: lead-inreview the main idea of the text--- what is needed to be a reporter.--- how to conduct an interview . (present the 7 questions)step 2: further readingdivide the 7 questions into 3 parts (according to theprocess of an interview: beforewhen)part 1 (qs1-2): before an interview (whom to work with things to take)part 2 (qs3-6): when interviewing (things to remember, things to avoid, the importance of listening, recording everything)part 3 (q7): to prevent accusationsstep 3: read discuss: comprehending (ex 1, 3)step 4: pair work:read the text and role-play the dialogue: a. zhou yang b. hu xinstep 5: group work: make an interview(divide the class into 3 parts, each part works on one of the following topics in groups of four: one is an interviewee, the other threes are reporters.)1). interview john snow after he defeated king cholera2). interview zhang pingyu about her sightseeing in london.3). interview the boy about his amazing trip to the future.step 6: language points1). try to understand the following phrases accordingto the context.cover a story, have a nose for a story, a trick of the trade, get all your facts straight, get the wrong end of the stick, a real scoop2). other useful phrases:on one own, send sb with, by oneself, be eager to do sth, assist sb, concentrate on, later on, take a course, be of interest, acquire sth, tell the truth, dos and donts, the detailed facts, depend on, accuse sb of , so as to, be supposed to, arrange an interview3). sentences•inversionnever will zhou yang forgetonly when you have seencan you coveronly if you askwill you acquirehere comes my list of dos and donts:•ellipsisnot on your own! not till you are more experienced! (there is) no need for a camera!step 7: read aloud the text to practise fluency and better understand the text.step 8: homework1. learning about language (p. 28-30)2. using words expressions: ex3,4 (p. 63,64)3. review the underlined phrases in the reading text。
新世纪英语一年级教案1A Unit 2 Good morning, Miss Wang
Unit 2 Good morning, Miss Wang.【教学目标】1.要教育学生主动灵活使用Good morning, sb. I’m…. 向别人打呼。
2.要让小学生明白在校内或其他公众场合要想和不熟悉的人交谈做朋友时，可主动用“Good morning, I’m….”主动与别人打招呼并介绍自己的姓名。
3.在英语中对人的尊称有男女之分，如：“Miss”是对女，“Mr”是对男。
4．要教育学生在听到别人的问候时，应该作出积极的语言反应。
【教学要求】1．能看图说出人物名字“Miss Miller, Miss Green, Mr White, Mr King, Miss Wang”2．能用“Good morning, I’m….”主动向别人打招呼并介绍自己的名字。
3．能灵活使用“Good morning, good afternoon, good evening, good night”向别人打招呼。
4．能对“Good morning( afternoon, evening), I’m….”语言作出相应的语言反应。
【发展目标】1．能根据节奏正确朗读Grand Theatre。
2．能用恰当的语气生动地表演Grand Theatre内容。
3．能用Farmland里的图片组成新的对话进行表演。
【行为目标】1．教育学生主动灵活使用“Good morning, I’m….”主动向别人打招呼并介绍自己的名字。
2．让小学生明白在校内或其他公众场合要想和不熟悉的人交谈做朋友时，可主动用“Hello, I’m….”主动与别人打招呼并介绍自己的姓名。
【情感文化目标】1．教育学生主动灵活使用“Good morning, I’m….”主动向别人打招呼并介绍自己的名字。
2．教育学生在听到别人的问候时，应该作出积极的语言反应。
【教学重点】1．能看图说出人物名字“Miss Miller, Miss Green, Mr White, Mr King, Miss Wang”2．能灵活使用“Good morning, good afternoon, good evening, good night”向别人打招呼。
人教StarterUnit1GoodMorning!PeriodOne教学设计
4.语法讲解：结合教材，讲解一般现在时态的肯定句结构，让学生在实际对话中感受语法规则。
5.口语练习：设计不同的场景，让学生进行角色扮演，练习所学问候语和自我介绍。
6.总结反馈：对本节课所学内容进行总结，邀请学生分享学习心得，给予正面的评价和鼓励。
1.学生对英语学习的兴趣和动机，注重激发和保持他们的学习热情。
2.学生的口语表达能力，关注个体差异，给予每个学生充分的发言机会。
3.学生的合作能力，引导他们积极参与小组活动，提高团队协作能力。
4.学生的心理素质，关注学生在课堂上的情感需求，营造轻松、愉快的课堂氛围，帮助他们建立自信。
在此基础上，教师应结合课本内容，运用多样化的教学手段，注重培养学生的听、说、读、写四项基本技能，使他们在愉快的氛围中学习英语，不断提高英语素养。同时，关注学生的个性化发展，激发他们的潜能，为学生的终身学习奠定坚实基础。
3.培养学生自信、开朗的性格，鼓励他们在课堂上大胆开口说英语，克服羞涩和紧张。
4.培养学生关爱他人、尊重他人的价值观，使其在日常生活中能够用英语表达对他人的关心和问候。
二、学情分析
针对本章节的教学内容，学情分析如下：学生在进入初中阶段之前，已经具备了一定的英语学习基础，掌握了基本的字母、单词和简单句子。在此基础上，他们对英语学习充满好奇，但同时也存在一定的心理障碍，如羞涩、紧张等。因此，在本章节的教学过程中，教师应关注以下几点：
接着，我会以提问的方式，激发学生的思考，如：“How do you greet your friends and teachers in the morning?”、“Can you introduce yourself in English?”等。让学生在回答问题的过程中，自然地过渡到本节课的主题——问候语和自我介绍。
《good morning》教学设计
Unit 1 Good morning!教材分析Go for it!学生用书每个单元包括Section A, Section B 和Self Check三个部分。
它将话题，功能和交际巧妙地融合在一起，用一种循序渐进的生活化的学习程序引导学生把所学的语言知识和实际运用结合起来。
Section A 为基本的语言内容，并为目标句型提供分步示例和指导性练习；Section B是知识的扩展和综合的语言运用，使学生能够对已经学过的目标句型运用自如；Self Check 供学生用来自我检测本单元所学的语言知识，使学生对现阶段的英语水平，即对本单元的语言目标有较为明确的认识。
它的编排虽然仍以单元为单位，但是以TBL语言教学模式的板块设计，为课堂教学的灵活组织留下了更大的空间。
Starter Unit 1 是Go for it!预备篇三个单元的第一单元。
预备篇是为了使那些没有英语基础的学生更好地使用本套教材而编写的。
它的主要内容为26个字母和最基本的英语日常用语。
本单元的教学内容为：1. 学习Aa - Hh八个字母。
2. 学习八个人名。
Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen3. 学习打招呼的用语：Hello! / Good morning!/ 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.教学设计思路Go for it! 是以«英语课程标准»为依据，以培养学生的英语语言综合运用能力为目标，每个单元的教学内容都围绕一个话题，让学生在完成各项任务的过程中学会语言，真正体现：“Learn by doing. Learn by using.”这一教学原则。
但是在Go for it!的教材上，每个单元只有一个总体的教学内容安排，既没有具体的课时数安排，也没有分课时的教学内容安排。
GoodMorningMissLynneriod教学设计新世纪版一年级上册教案
新世纪版一年级上册英语Unit 3 Good Morning, Miss Lynn.The Third Period一、说明本节课是Unit Three的第三课时,即Grand Theatre的教学,这一板块是前面4个板块的整合,进行语篇的学习值得注意的是要让学生体验在大剧院中表演对话的乐趣;二、教学内容1.用Good morning,…主动热情地与别人打招呼;启迪要学生热爱老师,热爱生活;2.能听懂Good morning的含义;并能做出正确的动作反应.3.理解Grand Theatre中语篇的内容；能生动地表演Grand Theatre中语篇的内容,并能在生活中运用新授的内容;4.在英语学习的启蒙阶段,给学生提供舞台,培养学生认真听,大胆模仿的好习惯;三、教学步骤1.Task one : 用Good morning向课文中新认识朋友的问候；以及对自己已经结识同学的问候;这样设计的目的是为了消除彼此的陌生感、拉近感情、传递给学生热爱生活、热爱老师、平等待人的信息;2.Task two: Chant Good morning… 和游戏come here and go there的穿插既是复习旧知又是新授的引入,对培养学生的学习兴趣和激发学生的学习热情有很好的作用;3.Task three: 创设情景,听整篇课文录音,让学生对整篇课文有一个总体的印象；4.Task four: 创设情景,利用太阳、月亮的图片表示不同的时间,帮助学生理解重点句型Good morning的含义;为了让简单的重复变成有趣,我提供一个个场景,第一步：一组同学在上学路上,由老师示范新句型Goodmorning, Miss Lynn.把他们引入;第二步：第二组同学扮演老师,用Good morning, Tommy.回应;第三步：老师和学生一问一答,让所有的学生都有开口的机会;5.Task five: 再次听课文录音,让学生跟读模仿录音的语音、语调;对课文有进一步的理解;6.Task six : 表演Grand Theatre语篇的内容,在以Grand Theatre为背景的教学下,让学生表演对话,评选最佳男女演员,让学生体验演员演出的感觉;给学生一个充分展示自己的舞台;让尽量多的学生参与活动;四、教学提示1)教学媒体准备：录音机及音带,人物图片及头饰,闹钟;作为奖品的鲜花2)教学关注点：一年级的学生年龄小、好动,以形象思维为主,对于直观的事物较易理解,在教学中利用太阳、月亮的图片表示不同的时间,帮助学生理解重点句型Good morning的含义是早上打招呼用的、化繁为简使学生更容易接受;3)我的设计思想：在整个教学过程中,我努力创设生活化的语言环境,如利用月亮太阳表示的替换,表现时间上的不同,帮助学生理解主要句型;营造良好的英语氛围;在一个个层层递进的任务型活动中,让学生操练句型,表演语篇,有强烈用英语交流的愿望,使他们热爱生活,友爱同学;。
Unit 1 Good morning Miss Zhou 教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Starter Module 1 Unit 1教案Ⅰ Analysis of the text:This is the first English lesson. Students should know how to greet with teacher and other students.Ⅱ Arrangement of teaching in this moduleThree periods for this module, one period for one unitⅢ Teaching focus:ⅰ Master language of daily greetingsKey vocabulary and phrases: Hello! Class, my, name, Miss, good morning, afternoon, Goodbye! ⅱ Be skilled in oral expression of greetingsⅣ Teaching aims:ⅰFunction: Greetings in students’ daily life.ⅱListening: Students can understand others’ greetings by listening.ⅲ Speaking: Students can introduce themselves and greet with others.ⅳ Reading: Students can understand the similar dialogue of greetings.ⅴ Writing: Students can write greeting words in their daily life.Ⅴ Character building:Motivate students’ interest in learning English. Make friends with all students.Ⅵ Teaching Procedures:Part I: Lead in:Step 1: Greeting with the students.Step 2: Introduce myself and ask students to introduce themselves to the class.Part II: Vocabulary study:Step 1: Play the recording and have them point out the words and phrases in Activity 1.Step 2: Play the recording again and have them read after the tape.Step 3: Have the students match the phrases and pictures in PPT.Step 4: Have the students match the phrases and pictures in Activity6 and check their answer with their partner.Part Ⅲ: Dialogue study:Step 1: Practice the dialogue with the whole class and have them make corresponding reacts.Step 2: Have students to practise the previous dialogue with their partner.Step 3: Work in pairs and do the Activity 7.Step 4: Work in pairs and practise the dialogue in Activity 8. Have some of them to perform their dialogue for the whole class.Part Ⅳ: Letters study:Step 1: Listen letters in Activity 5 and read after the tape.Step 2: write letters in Activity 7 and have them number the letters in Activity 7.Step 3: Have some of them to write down letters on the blackboard and check in the class.Step 4: Listen the song in Activity 6 and sing.。
Starter M 1 Unit 1《Good morning Miss Zhou》教学设计2
《Good morning, Miss Zhou》Instructional Design Part 1: Teaching goals1. Knowledge objects:To learn and master the key vocabulary and phrases: Hello! Class, my, name, Miss, good morning, afternoon, Goodbye!2. Ability objects:To introduce yourself and introduce others in English by learning basic greetings.3. Moral objects:The students are willing to communicate in English and learn to use greetings in life.Part 2: Important points and difficult pointsHow to use greeting language correctly.Part 3: Learning methodsListening and speaking.Part 4: Teaching proceduresPart 1: Lead inStep 1: Review the greeting phrases in the previous period by having the whole class play the dialogue in real situation.T: Class, Please stand up. Hello, class.S: Hello, Mr. Wu.T: Sit down, please.S: Thank you.At the same time, introduce myself. And then ask the students to introduce themselves in groups.Step 2: Ask students to introduce themselves to the class.Part 2: Vocabulary studyStep 1: Play the recording and have them point out the words and phrases in Activity 1.Step 2: Play the recording again and have them read after the tape.Step 3: Have the students match the sentences in Activity 3 and check their answer with their partner.Step 4: Listen the dialogue in Activity 3 and check their answers.Step 5: Write the sentences in Activity 5.Part 3: Dialogue studyStep 1: Listen sentences in Activity 4 and have them number the sentences in Activity 4.Step 2: Teacher practice a dialogue with single student as follows:Teacher: Good morning.Student: Good morning.Teacher: What’s your name?Student: My name is…Teacher: How are you?Student: Fine, thanks.Step3: Work in pairs and practice the dialogue in Activity 6. Have some of them to perform their dialogue for the whole class.Part 4: HomeworkAsk the students to sum up the points have learnt in the lesson.Practice writing the letters.。
〖2021年整理〗《Unit2 Good morning》优秀教案
Unit 2 Good morning教学设计教材简析：本单元的主要教学内容仍然是“问候”。
相对于前一个单元的非正式问候语Heo和Hi，本单元呈现的是比较正式的、且受时间条件限制的问候用语Good morning Good afternoon Good evening 另外，还呈现了道别语Good night 教师要鼓励学生在日常生活中多使用这些问候语，问候自己的父母、老师和长辈等，礼貌待人。
教学目标：1 能听懂、会说、会读句型和日常用语：Good morning Good afternoon Good evening Good night2 能听懂、会说、会读词汇：morning，afternoon，evening，night，woof4 能诵读歌谣Good morning教学重点：1 日常用语：Good morning/afternoon/evening/night2 词汇：morning，afternoon，evening，night教学难点：1 词汇：morning，afternoon，evening，night的读音课时：三课时Unit 2 Good morning第1课时教学内容Stor time教学目标：1．能听懂常用问候语Good morning，good afternoon2．能根据对话的场景正确使用Good morning good afternoon问候他人，并对他人的问候作出反应，语音语调正确。
教学重难点：教学重点：能听懂常用问候语Good morning good afternoon教学难点：能根据对话的场景正确使用Good morning good afternoon问候他人，并对他人的问候作出反应，语音语调正确。
教学准备：图片，多媒体教学步骤：Stee i it谁知道这是几点了？What ha we do？八点，早上八点。
Learn morningm-or, n-ing, morning2 T：in the morning, houd go to choo早上，同学们应该去上学了。
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U n i t G o o d M o r n i n g M i S s L y n n P e r i o d范文教学设计新世纪版一年
级上册教案
集团标准化工作小组 #Q8QGGQT-GX8G08Q8-GNQGJ8-MHHGN#
新世纪版一年级上册英语
Unit 3 Good Morning, Miss Lynn.
The Third Period
一、说明
本节课是Unit Three的第三课时，即Grand Theatre的教学，这一板块是前面4个板块的整合，进行语篇的学习值得注意的是要让学生体验在大剧院中表演对话的乐趣。
二、教学内容
1.用Good morning,…主动热情地与别人打招呼。
启迪要学生热爱老师，热爱生
活。
2.能听懂Good morning的含义。
并能做出正确的动作反应.
3.理解Grand Theatre中语篇的内容；能生动地表演Grand Theatre中语篇的内
容，并能在生活中运用新授的内容。
4.在英语学习的启蒙阶段，给学生提供舞台，培养学生认真听，大胆模仿的好习
惯。
三、教学步骤
1.Task one : 用Good morning向课文中新认识朋友的问候；以及对自己已经结识
同学的问候。
这样设计的目的是为了消除彼此的陌生感、拉近感情、传递给学生热爱生活、热爱老师、平等待人的信息。
2.Task two: Chant Good morning… 和游戏come here and go there的穿插既是复习
旧知又是新授的引入，对培养学生的学习兴趣和激发学生的学习热情有很好的作用。
3.Task three: 创设情景，听整篇课文录音，让学生对整篇课文有一个总体的印
象；
4.Task four: 创设情景，利用太阳、月亮的图片表示不同的时间，帮助学生理解
重点句型Good morning的含义。
为了让简单的重复变成有趣，我提供一个个
场景，第一步：一组同学在上学路上，由老师示范新句型Good morning, Miss Lynn.把他们引入。
第二步：第二组同学扮演老师，用Good morning, Tommy.
回应。
第三步：老师和学生一问一答，让所有的学生都有开口的机会。
5.Task five: 再次听课文录音，让学生跟读模仿录音的语音、语调;对课文有进一
步的理解。
6.Task six : 表演Grand Theatre语篇的内容，在以Grand Theatre为背景的教学
下，让学生表演对话，评选最佳男女演员，让学生体验演员演出的感觉。
给学生一个充分展示自己的舞台。
让尽量多的学生参与活动。
四、教学提示
1)教学媒体准备：
录音机及音带，人物图片及头饰，闹钟。
作为奖品的鲜花
2)教学关注点：
一年级的学生年龄小、好动，以形象思维为主，对于直观的事物较易理解，在教学中利用太阳、月亮的图片表示不同的时间，帮助学生理解重点句型Good morning的含义是早上打招呼用的、化繁为简使学生更容易接受。
3)我的设计思想：
在整个教学过程中，我努力创设生活化的语言环境，如利用月亮太阳表示的替换，表现时间上的不同，帮助学生理解主要句型。
营造良好的英语氛围。
在一个个层层递进的任务型活动中，让学生操练句型，表演语篇，有强烈用英语交流的愿望，使他们热爱生活，友爱同学。