初一英语Unit 1 全单元教案新部编本
初一英语第一单元教案5篇2022
初一英语第一单元教案5篇2022全面贯彻“三个面向”战略指导思想,渗透和灌输可持续发展的战略思想。
以素质教育为根本宗旨,以培养创新精神和实践能力为重点,充分发挥学生的潜能,提高学生的全面素质和自学能力。
那么在学习英语的过程中有哪些教案会比较好呢?以下是小编带来的初一英语第一单元教案内容,感谢您的阅读,希望能帮助到您!初一英语第一单元教案1Unit 2 I'm Wang Lingling and I'm thirteen years old.课型 Reading and writing教材分析 This is the second lesson in this module. The reading material is information about Daming, Wang Hui and Lingling. It’s a good text to help the studetns improve their reading strategies, such as getting information from the reading material about personal information.知识目标 Key vocabulary: everyone, capital, but, very, big, city, small, first, last, all,first name, last nameKey structures: His / Her name is ...He / She is from ...He / She is ... years old.He / She is in Class 1, Grade Seven.能力目标To get information from the reading material about personal information.情感态度 Learn to respect others when we talk with others.Learn to introduce yourself to your friends in the right way.教学方法 Interactive approach教具 Tape recorder, Multimedia教学过程Step 1: Warming upSay hello to the students and tell them we are going to play a game. You can say like this: I will divide you into 6 groups and each group will have a picture of a famous person. You work in groups and introduce the person. Let's see which team is the best. Are you clear? Ready?The teacher plays the PPT and shows the pictures to them.Step 2: RevisionShow some exercises and ask the students to complete them. Then teach and explain the new words in the sentences.Step 3: Reading1. Do act 1 and check the answers. ( B D A E C )2. Ask the students to read the passage and check the true sentences in act 2.3. After reading, the students check the false sentences in act 2.4. The students read the passage again and underline the correct words in act 3.5. Finish act 4 and check the answers with the whole class.Step4: Language pointsThe teacher shows today's useful sentences and explain them.1. This is Lingling and her English name is Lucy.这位是玲玲,她的英文名叫露西。
2024版人教七年级上册Unit1 单元整体教学设计
新人教七年级上册Unit 1 You and Me 单元整体教学设计Big question: How do we make new friends?Ⅰ、单元主题:Make new friends该主题属于“人与自我”和“人与社会”范畴,涉及“多彩、安全、有意义的学校生活”和“良好的人际关系与人际交往”。
Ⅱ、单元内容分析本单元内容围绕How do we make new friends? 这一Big Question展开,涉及八个语篇,Section A 主要聚焦决How do you get to know each other?的问题;Section B主要聚焦What do we need to know about a new friends?的问题。
Reading PlusMake New Friends at Home(建议类语篇) 给学生在学校交朋友提出一些建议交朋友要友善、礼貌和真诚利用序数词对文章进行分层。
Project, 3b (介绍类语篇) Andre Kalu自我介绍敢于自我介绍,结交新朋友根据问题链引导,罗列出自我介绍的思路;能够使用第三人称对文章进行转述。
Ⅲ、单元内容思维导图单元学习目标单元教学目标语篇本单元学习后,学生能够:1.在语境中,问候同学和老师,介绍自己的朋友,并通过简单的自我介绍,与不认识人互相了解。
1.对话Section A ,1b&c (第1课时听说课)2.使用基本的语音知识(包括发/i:/, /i/, /e/和/æ/音的字母及字母组合)以及朗读基本知识(包括连读和语调),有礼貌地介绍朋友与他人认识。
2.对话Section B, 2a(第2课时听说&语音课)3.总结归纳be动词和代词的匹配并正确使用be动词介绍自己和他人。
3.介绍类语篇Grammar Focus 3c (第3课时语法课)。
部编版七年级英语下册第一单元教学设计教案
部编版七年级英语下册第一单元教学设计教案一、教学目标知识目标1. 能够正确听、说、读、写本单元的生词和重点句子。
2. 掌握一般现在时的基本结构和用法。
3. 了解日常生活中常见的交通工具和它们的英文表达。
能力目标1. 能够运用一般现在时进行简单的日常交流。
2. 能够正确运用本单元的重点词汇和句型描述日常生活。
情感目标1. 培养学生的合作意识,提高他们的团队协作能力。
2. 激发学生研究英语的兴趣,增强他们的自信心。
二、教学重难点重点1. 一般现在时的基本结构和用法。
2. 本单元的生词和重点句子。
难点1. 一般现在时的运用。
2. 交通方式相关词汇的准确表达。
三、教学方法采用任务型教学法、情境教学法和交际法,通过小组讨论、角色扮演等活动,激发学生的研究兴趣,提高他们的语言运用能力。
四、教学过程1. 导入(5分钟)利用图片或实物展示不同的交通工具,引导学生谈论他们喜欢的交通工具,激发学生的研究兴趣。
2. 呈现(10分钟)1. 呈现本课的生词和重点句子,让学生初步感知语言内容。
2. 通过问答、抢答等形式,让学生积极参与,巩固所学知识。
3. 操练(10分钟)1. 分组进行角色扮演,让学生在实际情境中运用本课所学知识。
2. 组织小组讨论,让学生分享彼此的看法和经验。
4. 巩固(10分钟)1. 完成课堂练,检测学生对知识的掌握程度。
2. 进行听力练,提高学生的听力技能。
5. 拓展(5分钟)布置课后作业,要求学生运用本课所学知识进行创作,如编写小故事、制作手抄报等。
五、教学反思本节课结束后,教师应认真反思教学效果,针对学生的掌握情况,调整教学策略,以提高教学效果。
同时,关注学生的研究兴趣和自信心,鼓励他们积极参与课堂活动,提高他们的英语水平。
六、课后作业1. 抄写本课生词,每个生词5遍。
2. 背诵本课重点句子,并能熟练运用。
3. 结合家庭、学校或社区的交通工具,用英语编写一个小故事,字数不限。
七、教学评价1. 课堂参与度:观察学生在课堂活动中的表现,如发言、讨论、角色扮演等。
初一英语第一单元教案
初一英语第一单元教案初一英语第一单元教案(6篇)作为一名专为他人授业解惑的人民教师,时常要开展教案准备工作,借助教案可以让教学工作更科学化。
那么写教案需要注意哪些问题呢?下面是小编精心整理的初一英语第一单元教案,希望对大家有所帮助。
初一英语第一单元教案1Language goalIn this unit, students learn to talk about jobs.New languageWhat do you do? I'm a reporterWhat does he do.' He's a student.What do you want to be? I want to be an actor .What does she want to be? She wants to be a police officer names of jobs and professionsSection ABrainstorm with students a list of jobs that friends or relatives do. ("Brainstorming" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It's fun. It's a good job.la This activity introduces the key vocabulary.Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as they can. Then point to a scene, name the job, and ask students to repeat.Point to the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point to the sample answer.1 b This activity gives students practice in understanding the target language in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one, Say, Now you will hear three conversations. The conversations are about three of the people in this picture.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.1 c This activity provides guided oral practice using the target language-Ask a student to read the example conversation with you. Hold up the book and point to the doctor in the picture.Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words in activity 1a.As students work in pairs, move around the room monitoring their work. Oner language or pronunciation support as needed.2a This activity gives students practice in understanding thetarget language in spoken conversation.Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing? What jobs do they have?Play the recording the first time. Students only listen.Say, You will hear conversations about the people in these pictures.Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.Correct the answers.2b This activity gives students practice in understanding the target language in spoken conversation.Point to the three headings in the chart and read the headings to the class. Ask students, What does "wants to be" mean? (It is not the Job the person lias now. It is the job the person wants in the future.)Play the recording the first time. Students only listen.Say, You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. Point out the sample2c This activity provides guided oral practice using the target language.Point out the pictures in activity 2a. Ask who each person is. (They are Susan's brother. Anna's mother, and T ony's father.) Say, Now work with your partner. Ask and answer questions about the pictures. Ask, "What does he or she do?" Then ask, "What does he or she want to be?"Say a dialogue with a student. Point to Anna's mother andthen to the example in the speech balloons. Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work. Offer language support as needed.3a This activity introduces the names for the places where people work, and gives reading practice using the target language.Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble.Ask students to work alone. Say, Write the number of each job in the square next to each workplace.Check the answers.3b This activity provides guided oral practice using the target language.Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.Then point out the conversation in the speech bubbles. Ask two students to read It to the class.Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.Say a dialogue with a student. Point to the word waiter in activity 3a and then to the picture of the restaurant. Ask a student. Where does he work? Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does hedo? and guide the student to answer, He's a waiter.As students work in pairs, move around the room monitoring their work. Offer language support as needed.4 This activity provides listening and speaking practice using the target language.Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook,etc.) until students guess what job it is.Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.Play the game using drawings by several different students.Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.Section BNew languageWords that describe jobs, such as exciting, dangerous,boring, difficult, busy, funAdditional materials to bring to class:help wanted ads from an English-language newspaper1 a This activity introduces the key vocabulary.Focus attention on the six pictures. Ask, What job does the person have? Where does the person ivnrk?Point out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.1 b This activity provides guided oral practice using the target language.Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It's an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job. Ask the class to repeat each correct answer.Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.1 c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit. Write this list ofjobs on the board. Say, Can you name some other jobs? Add any new jobs to the list.Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.2a This activity provides listening and writing practice with the target language.Call attention to the two headings and ask a student to read die headings to the class.Point out the blank lines where students will write the name of a job (under the words wants to be).Play Ihe recording the first time. Students only listen.Say, Now I will play the tape again. This time write the name of a job under the words "wants to be."2b This activity provides listening and writing practice with the target language,Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job.Play the recording again. Students only listen.Then say, Now I will play the tape again. This time write the reason the person wants the job under the word "Why?"Play the recording. Students write their answers.Check the answers.2C This activity provides open-ended oral practice using the target language.Say, What do you want to be? What words describe each job? Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words todescribe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.Then ask students to work in small groups. They tell each other what they want to do and why. Encourage students to use dictionaries if necessary. Move from group to group offering assistance as needed.Ask individual students to tell the class about what they want to be and why.3a This activity provides reading and writing practice using the target language.Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.Then read each ad again separately, pausing to allow students to ask questions about anything they don't understand. For example, in the first ad, students may not know that working late means "working at night." To work hard means to use a lot of energy to do the job.Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.Check the answers.3b This activity provides reading and writing practice using the target language.Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers,3c This activity provides writing practice using the targetlanguage.Point out the blank strip of newspaper where students can write their own ads.Ask one or two students, What are you going to write about? Repeat each of the students' sentences and ask the class to repeat the sentences after you. For example: Do ^OM want an interesting but dangerous job? Do you want to meet new people? We need a police officer.Call the Smithtown Police Station at 555-2323.Ask students to read their ads to a partner. Ask the pairs to correct each other's work.4 This activity provides guided oral practice using thetarget language.Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.初一英语第一单元教案2Unit 3 Language in use课型 Revision and application教材分析 Unit 3 对“自我介绍和获取信息”的功能句式进行综合训练:谈论自己或朋友的情况(活动1);根据提示完成介绍图片中人物情况的句子;填表、匹配复习表示国家、民族及人物活动的词汇。
七年级上册英语Unit 1 单元教案
七年级上册英语Unit 1单元教案一、单元教材分析本单元围绕“结交新朋友”使学生学会打招呼和介绍自己、询问他人姓名的基本句型:“What’s your/his/her name?My/His/Her name is…”; 通过学习区分"First/last name”,了解有关姓名的文化知识;通过查询电话号码“What’s your/her/his phone number?”,学习数字1~9,同时也进一步促进学生之间的相互了解;通过以上几个方面的学习,使学生在轻松、愉快的学习氛围中熟识新伙伴。
本单元与第二单元衔接紧密:由课堂内的打招呼、自我介绍到课外、校外相互了解。
由特殊疑问句的学习到一般疑问句的学习,使学生将书本知识运用到实际生活中。
二、单元学情分析本单元的主题是熟识新伙伴,同时引导学生采用Practicing, Listening for specific information和Role playing的学习策略,学习一些新词汇,掌握一些重点句型,在小组合作学习的过程中,进一步促进学生之间的相互了解。
三、单元教学建议本单元可综合运用讲授式、启发式、自主学习、合作学习等各种策略,提供大量的学习资源,通过老师向学生进行的自我介绍,同学自我介绍传句子比赛,自我查资料表演,自制明信片等的活动,使学生能够学到知识,又增加了他们的学习的乐趣。
来培养学生的自主学习的能力及表达能力和逻辑思维能力。
采用Practicing, Listening for specific information和Role playing的学习策略,利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动,询问他人姓名、查询电话号码,了解有关姓名的文化知识。
Section A 1 (1a-2d)一、教学目标:1.能掌握以下单词:name nice meet his and her your能掌握以下句型:①—Hi. My name’s Gina.—I’m Jenny. Nice to meet you!②—What’s your/his/her name?—My/His/H er name is…③—Are you…?—Yes, I am. / No, I'm not.④—Is he/she…?—Yes, she/he is. / No, she/he isn’t.2. 能了解以下语法:your, his, her等形容词性物主代词的简单用法;What’s=what is I’m=I am name’s=name is等缩写形式。
七年级英语上册unit1教案
七年级英语上册unit1教案教师研制教案,是为了加强课堂教学的目的性和计划性。
下面小编给大家分享一些七年级英语上册unit1教案,大家快来跟小编一起欣赏吧。
七年级英语上册unit1教案范文Starter Unit1Good morning!一、单元教材分析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。
学习一些简单的英文名字,注意区别性别,并为自己取一个英文名字。
能看、听、说、唱本单元所列的日常交际用语,重点学会打招呼、相互问候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,总结元音字母a和e的发音规则。
二、单元学情分析本单元围绕“问候他人”这一话题,展开听、说、读、写的教学活动。
为了创设较为真实的语言环境,首先让学生们认识一些较为简单的英文名字,并让学生们为自己取一个英文名字,让学生们感知、认识英语,并尽快进入英语的环境中。
在教学过程中应让学生体会打招呼用语的奥妙所在,做到灵活运用。
刚开始学习英语,学生们肯定对学习英语的兴趣非常深厚,教师一定要利用好这一点,让学生在学习英语中能获得乐趣。
并逐步让学生们形成稳定的学习兴趣。
三、单元教学建议采用自主学习、小组合作学习、Role playing、 pair work等方式开展听、说、读、写的学习活动。
教师要尽量利用幻灯片、挂图、实物等给学生创造较为真实的英语情景。
在教学中创设切实可行的任务型教学活动、突出交际性。
引趣激趣策略,创设情景调节气氛,引发激发学生兴趣。
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,不讲或少讲汉语。
四、单元课时分配本单元可用2课时完成教学任务:(1a-2e) 用1课时(3a-4d) 用1课时(1a-2d)一、教学目标:1. 语言知识目标:1) 能掌握以下词汇:字母Aa ~ Hh, good, morning, Good morning!, hi, hello2) 能掌握以下句型:① Good morning, Helen!② Hello, Frank!③ Hi, Bob!3) 能理解用英语打招呼的不同说法,并能灵活运用。
七年级上册英语unit1教案
七年级上册英语unit1教案教案标题:七年级上册英语Unit 1教案教案目标:1. 学生能够掌握本单元的词汇和短语。
2. 学生能够正确运用本单元的语法知识。
3. 学生能够通过听、说、读、写的综合训练提高英语综合运用能力。
4. 学生能够了解并尊重不同文化背景下的习俗和礼仪。
教学重点:1. 本单元的词汇和短语。
2. 本单元的语法知识。
3. 听、说、读、写的综合能力训练。
教学难点:1. 学生能够正确运用本单元的语法知识。
2. 学生能够在交流中灵活运用所学的词汇和短语。
教学准备:1. 教材:七年级上册英语教材Unit 1。
2. 多媒体设备和课件。
3. 学生练习册和作业本。
教学过程:Step 1:导入(5分钟)1. 利用多媒体设备播放与本单元主题相关的图片或视频,引起学生的兴趣。
2. 利用问题导入,例如:“Do you know any traditional festivals in China? Whatdo people usually do during these festivals?”Step 2:新课呈现(15分钟)1. 呈现本单元的生词和短语,并帮助学生正确发音和理解词义。
2. 利用多媒体设备和课件呈现本单元的语法知识,并通过示例句子进行解释和练习。
Step 3:听说训练(15分钟)1. 听力训练:播放相关录音,让学生听并回答相关问题,提高他们的听力理解能力。
2. 口语训练:利用小组或全班讨论的方式,让学生运用所学的词汇和短语进行口语练习,例如:“What do you usually do on your birthday?”Step 4:阅读训练(15分钟)1. 学生阅读本单元的课文,并回答相关问题,提高他们的阅读理解能力。
2. 学生进行小组或个人阅读练习,根据所给的提示写一篇关于自己或朋友生日庆祝的短文。
Step 5:写作训练(15分钟)1. 学生根据所学的语法知识和词汇,写一篇关于自己或朋友生日庆祝的邀请函。
部编版2020七年级英语上册 Unit 1 My name’s Gina Section A(1a-1c)教案 (新版)人教新目标版
课
时
教
学
目
标
1.能掌握以下句型:
(1) —Hi.My name’s Gina. —I’m Jenny.Nice to meet you!
(2)— Hello! I’m Mary. — Hi, Mary! I’m Jim. Nice to meet you
Step1: Warming-up an d revision
1.Play the tape, enjoy the ABC song or Hello song, get the Ss to sing together.
2. Warm greetings to the students
温故知新
教
学
过
—What's your name?
—My name is Alan.
—I'm Gina.Nice to meet you!
—N ice to meet you,too.
2.通过教学课件展示1b中的英文名字,教学生认读。
复习导入
练习并知晓打招呼的语句
教
学
过
程
Step 4:Listen and number
为听力做准备
听力训练
趁热打铁,让学生巩固并掌握问候他人的语句
小
结
学生总结今天所学到的语句。
板
书
设
计
Unit 1 My name’s Gina Section A 1a---1c
(1) —Hi. My name ’s Gina. —I’m Jenny. Nice to meet you!
新课标英语七年级上册unit 1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Unit 1 My name is Gina.Language goals:In this unit students learn to introduce themselves, greet people and ask for and give telephone number.New languages:What’s your name? My name is /I’m …Hello! I’m … /Hi! I’m …Nice to meet you!What’s his name? His name is …What’s her name? Her name is …What’s her family name?What’s her first name?What’s your phone number?Difficult points:1. How to introduce yourself and greet people in the right way.2. I mprove the students’ reading, listening, speaking and writing skills.3. The difference between Chinese names and English names. Teaching aids:computer, recorder, colorful chalkTeaching periods:Period 1: Section A 1a /1b /1c /2a /2b /2c/ Grammar FocusPeriod 2: Section A 3a /3b /4Period 3: Section B 1a /1b /2a /2b /2cPeriod 4: Section B 3a /3b /3c /4 / Self checkPeriod 1Teaching aims:1. Memorize the words on page1and page2.2. Learn the target languages:My name is Gina.What’s your name?Hello! I’m Mary.Hi! I’m Jim.What’s his name?What’s her name?3. Train the listening and speaking skills.Teaching procedure:Step 1 Free talkLet students talk in pairs using the sentences they’ve learned inStarter or ask some questions in Starter, have students answer them.For example:Good morning/afternoon/evening!How are you?What’s this in English?What color is it?Step 2 Section A 1aThis activity tests students’ vocabulary.1. Draw student’s attention to the pictures. Point to an object in itand ask what it is. Say, now look at the pictures and write downas many words as you can2. Ask two students to write the words on the blackboard.3. Check the students’ answers. Ask some students to call out theirwords and spell them. Write down the words on the board.Step 3 Section A 1bThis activity gives students practice in understanding the target language in spoken conversation.Read the instruction to the students. Make sure the students understand how to do it. Say, now listen and number the conversations 1-3.(1) Play the recording for the first time. Students only listen.(2) Play the recording a second time. Students number the conversations.(3) Check the answers together.Step 4 Section A 1cThis activity provides guided oral practice using the target language.(1) Ask three pairs to read the conversations in 1b. If necessary, askstudents to repeat the names after the teacher.(2) Have students work in pairs to practice the conversations.(3) Say,Now use your own names when you haveconversations .Move around the room monitoring their work.Offer language or pronunciation support as needed.(4) Let several pairs come to the front of the class and act out theirconversations.Step 5 Section A 2aThis activity gives students practice in understanding the key words and target languages.1. Point to a boy and a girl. Say, His name is---, her name is---Have students understand the meaning of his and her.2. Read the instruction to the students.3. Play the recording for the first time. Students only listen.4. Play the recording a second time. Students number the pictures 1-4.5. Check the answers.Step 6 Section A 2bThis activity provides listening practice.(1) Have one student read the names in the box.(2) Say, listen to the four conversations again.This time circle the names you hear.(3) Students listen and circle the names.(4) Check the answers.Step 7 Section A 2cThis activity provides guided oral practice using the target language.(1) Call attention to the two conversations in the box.Ask one pair to act out the first one. Tell them to use their own names.Ask another pair to act out the second one.Have them point to a boy or a girl when they ask the questions:What’s his name/What’s her name?(2) Let students work in pairs to practice the two conversations. Asstudents work, move around the classroom, monitoring theconversations and offering assistance if necessary.(3) Have several pairs of students present their conversations to the class.Step 8 Grammar Focus(1) Divide the class into two groups to say the questions and responses.(2) Write down the full forms and contractions of the words on theright. Have students compare them. Then ask them to say thesentences in two ways.Step 9 Conclusion(1) Learn the words and phrases.(2) Master the target languages:My name is Gina.What’s your name?Hello! I’m Mary.Hi! I’m Jim.What’s his name?What’s her name?Step 10 Homework(1) Learn the words by heart.(2) Practice the conversations in 1b and Grammar Focus.(3) Do some preparing.Period 2Teaching aims:1. Memorize the words and phrases: first, first name, last, last name, boy, girl2. Learn about first name and last name.3. Train writing and speaking skills.Teaching procedure:Step 1 Revision1. Go over the words in last class. (Play a game. Divide the classinto two groups: boys and girls. Give them three minutes to readand write the words. Then look at the Chinese meaning on thecards. See which group can say and spell the words morequickly and correctly. )2. Ask students to make conversations about introduction and greeting.Step 2 Section A 3aThis activity introduces the western concept of first name and last name.1. Write down a Chinese name and an English name on the board.For example: Deng Yaping and Jim Smith.2. Ask students to discuss the names. Encourage them to tell thedifference between them. (English names are listed with thegiven name first and the family name or surname second. WhileChinese names are listed with the family name first and givenname second.)3. Ask some students to say their family names and first names.4. Have two students read the list of names in the box. Say, Guess,which names are first names and which are last names?5. Ask students to write F for first name and L for last name next tothe words. Students do the exercise by themselves.6. Check the answers.Step 3 Work in pairs(1) Call attention to the picture on the right. Students look at thepicture and the sentences carefully. Have them pay attention towhat the teacher writes.(2) Have two students read the conversations in the picture aloud.(3) Ask students to work in pairs.Ask and answer about their first names and last names.Step 4 Section A 3bThis activity provides guided oral practice using the target language.(1) Point to the names in 3a.( You can write more names on the board.)(2) Say, Which names would you like to choose as your first nameand last name? Now choose your names.(3) Have students take turns to ask and answer the questions (usingtheir new names):What’s your first name? What’s your last name?Students make a list of names.Then exchange their lists to correct any mistake they make. Step 5 Section A 4 (Game)This activity gives students an opportunity to practice target language in an interesting way.1. Demonstrate the game with three students.2. Say, Now in groups of four, play the game. As they work, movearound the classroom making sure students understand theprocedure and correcting any mistake.3. Ask two groups to present their games to the class.Step 6 Conclusion(1) Learn the words and phrases in this class.(2) Grasp the target languages:What’s your first name?What’s your last name?Step 7 Homework(1) Memorize the words and phrases.(2) Make a conversation about asking for first name and last name.(3) Prepare next lesson.Period 3Teaching aims:1. Memorize the words on page4.2. Target languages:What’s your phone number?It’s …3. Train the listening and speaking skills.Teaching procedure:Step 1 Free talkLet students work in pairs. Make conversations using the targetlanguages they’ve learned. For example:What’s your name? My name is …What’s his name? His name is …What’s her name? Her name is …What’s your first name?What’s your last name?Step 2 Section B 1aThis activity learns the numbers from 0 to nine.(1) Write the numbers 0-9 on the board. Ask who can say them inEnglish. Encourage more students to read them.(2) Play the recording for the first time. Students only listen.(3) Play the recording a second time. Have students repeat the numbers.(4) Give students two or three minutes to read and write themummers. Then have some students say them quickly and askif anybody can spell them. Cheer for the students who do best. Step 3 Section B 1bThis activity gives students practice recognizing the numbers 0-9 inspoken telephone numbers.Say, Now listen to the conversation, and write down the telephone number you hear.(1) Play the recording for the first time. Students only listen.(2) Play the recording a second time.Have students write the numbers in the blank.(3) Check the answers.(4) Work in pairs and practice the conversation.Step 4 Section B 1cThis activity gives students speaking practice using the target language.(1) Call attention to the conversation on the right. Have two students read it.(2) Practice the conversation in pairs.(3) Say,Now in groups of three or four, make up conversationsusing any phone number you like .As they work, move aroundthe room monitoring their work. Offer language orpronunciation support as needed.(4) Let several pairs come to the front of the class to perform theirconversations for the class.Step 5 Section B 2aThis activity provides listening practice with the target language.1. Call attention to the names and the numbers in the box.2. Read each one to the class or ask some students to read them.3. Point to the blanks in the four telephone numbers. Say, Thephone numbers aren’t finished. You need to write the last twonumbers later. Now listen and match the names with thetelephone numbers.4. Play the recording for the first time. Students only listen.5. Play the recording a second time Students write the letter of theperson’s telephone number in the space after that person’s name.6. Check the answers.Step 6 Section B 2bThis activity gives students practice recognizing the spoken numbers 0-9.(1) Say, Now let’s listen to the conversations again and finish eachtelephone number.(2) Students listen and fill in the missing numbers.(3) Check the answers.(4) If have time, have students repeat the telephone number after the recording.(5) Practice the four conversations in pairs.Step 7 Section B 2cThis activity provides guided oral practice using the targetlanguage.(1) Call attention to the address book. Ask one student,“What’s your phone number?”Write his/her name and phone number in the address book.Make sure all the students understand how to fill in the address book.(2) Say, Now ask your four classmates their phone numbers and fillin the form.Step 8 Conclusion(1) Learn the numbers 0-9.(2) How to asking for phone number:What’s your phone number? It’s …Step 9 Homework(1) Remember the numbers from 0 to 9.(2) Make two conversations.(3) Do some preparing.Period 4Teaching aims:1. Memorize the words and phrases on page2. How to ask for first names/last names/phone numbers.3. Train speaking and writing skills.Teaching procedure:Step 1 Revision1. Go over the numbers in last class.Ask the students to read and spell numbers from 0-9.2. Talk about phone numbers.Step 2 Section B 3aThis activity reviews about first name and last name.1. Say, Look at the picture. How many cards can you see?Can you read the names on the card?2. Ask four students to read the names on each card. Then say,“Which is first name and which is last name? Do you know?”3. Point out the blank line following each first name in the exercise.Say, Write each person’s last name in the blank after the firstname.4. Students finish the exercise individually.5. Check the answers.Step 3 Section B 3b & 3cThis activity provides speaking and writing practice using the target language.(1) Point to the ID card. Say, Look at the girl on the card. What’sher telephone number? What’s her family name? What’s herfirst name?(2) Have students work in pairs and answer the three questions.(3) Check the answers.(4) Say, Look at the ID card in 3c. This is your card. Write yourown first name, last name, and telephone number on it.(5) As students work, move around the room checking progress. Step 4 Section B 4This activity gives students an opportunity to practice target language in a game.Read the instruction to the class. Make sure all the students know how to do it. Move around the room monitoring their work. Offer language or pronunciation support as needed.Step 5 Self Check 1 & 2This activity reviews the vocabulary in this unit.1. Say, Do you know the words? Check the words you know.2. Ask students to find out the meanings of any words they don’t know.3. Have students write five new words in their V ocab-Builder, thenshare their lists with other classmates.Step 6 Self Check 3This activity reviews language used to identify yourself and other people.(1) Say, Think of your two classmates: a boy and a girl. What’shis/her full name, first name, last name and telephonenumber?(2) Have students fill in the blanks about the two classmates.(3) Ask several students to read their cards.Step7 WritingHave students write a passage about a friend using the details inactivity 3.When they finish their articles, exchange it with other students to correct anymistake they may make. Have some students present their articles to the class.Step 8 Homework1. Go over the words in Unit 1.2. Practice the conversations in Unit 1.。
七年级英语unit1教案
七年级英语unit1教案教案标题:七年级英语 Unit 1 教案教案目标:1. 学习并掌握七年级英语 Unit 1 中的词汇和短语;2. 熟悉并正确运用一般现在时的肯定句、否定句和疑问句;3. 通过听、说、读、写的综合训练,提高学生的英语综合运用能力。
教学重点:1. 学习并掌握 Unit 1 中的词汇和短语;2. 熟练运用一般现在时的肯定句、否定句和疑问句。
教学难点:1. 熟练运用一般现在时的肯定句、否定句和疑问句;2. 培养学生的英语口语表达能力。
教学准备:1. 教学课件、多媒体设备;2. 单词卡片、图片等教学辅助材料;3. 学生练习册、作业本。
教学过程:Step 1: 导入新课(5分钟)1. 利用图片或实物引入新课,让学生猜测并描述图片中的物品,激发学生的学习兴趣。
2. 引导学生用英语表达自己的猜测和描述。
Step 2: 学习新词汇和短语(10分钟)1. 利用课件或图片展示 Unit 1 中的新词汇和短语,并帮助学生正确发音和理解词义。
2. 进行词义辨析和例句训练,巩固学生的词汇记忆。
Step 3: 学习一般现在时的肯定句、否定句和疑问句(15分钟)1. 通过示范和练习,向学生解释一般现在时的用法和构成规则。
2. 引导学生进行口头练习,让他们用一般现在时的肯定句、否定句和疑问句回答老师的问题。
3. 配合练习册上的相关练习,巩固学生对一般现在时的掌握。
Step 4: 听说训练(15分钟)1. 利用录音或多媒体播放相关对话或短文,让学生进行听力训练,并回答相关问题。
2. 组织学生进行口语练习,让他们运用一般现在时进行日常生活对话的模拟。
Step 5: 读写训练(15分钟)1. 组织学生进行阅读训练,让他们阅读与 Unit 1 相关的短文或对话,并回答相关问题。
2. 练习书写一般现在时的句子,培养学生的书写能力。
Step 6: 小结与作业布置(5分钟)1. 总结本节课所学内容,强调重点和难点。
2. 布置相关练习,如完成练习册的相关练习、复习所学的词汇和短语等。
七年级unit1教案
七年级unit1教案标题:七年级 Unit 1 教案教案目标:1. 熟悉并掌握 Unit 1 中的基本词汇和短语。
2. 学会运用所学的词汇和短语进行简单的自我介绍。
3. 提高学生的听、说、读、写的能力,特别是听说能力。
教学重点:1. 掌握 Unit 1 中的重点词汇和短语。
2. 学会用简单的句子进行自我介绍。
3. 提高学生的听力和口语表达能力。
教学难点:1. 学生在听力和口语表达方面的能力提升。
2. 学生对新词汇和短语的掌握和运用。
教学准备:1. Unit 1 的教材和课件。
2. 单词卡片和图片。
3. 录音设备和相关听力材料。
教学过程:Step 1: 导入 (5分钟)1. 通过展示图片或播放相关视频,引导学生进入新的单元主题。
2. 引发学生对自我介绍的兴趣,鼓励他们分享自己的一些基本信息。
Step 2: 词汇和短语学习 (15分钟)1. 利用图片和单词卡片等教具,向学生介绍 Unit 1 中的重点词汇和短语。
2. 进行词汇和短语的发音和拼写练习,确保学生能够正确理解和使用。
Step 3: 听力训练 (20分钟)1. 播放相关听力材料,让学生尝试听懂并回答相关问题。
2. 引导学生进行听力训练,包括听取对话、问题和简短的句子等。
Step 4: 口语练习 (20分钟)1. 组织学生进行简单的自我介绍,可以使用模板或提示句子来帮助他们。
2. 鼓励学生互相交流,提问和回答关于自我介绍的问题。
Step 5: 读写训练 (15分钟)1. 让学生阅读 Unit 1 中的相关文章或对话,提高他们的阅读理解能力。
2. 引导学生用所学的词汇和短语,写一篇关于自己的简短文章。
Step 6: 小结与反馈 (5分钟)1. 对学生的表现进行总结和评价,鼓励他们的努力和进步。
2. 解答学生可能存在的问题,并提供必要的指导和建议。
Step 7: 作业布置 (5分钟)1. 布置相关的作业,包括词汇和短语的复习、口头或书面自我介绍等。
人教新目标英语七年级上册Unit1全单元教学设计
1.针对重难点的教学设想:
-利用多媒体教学资源,如视频、音频等,为学生提供丰富的听力材料,帮助他们理解和模仿正确的语音语调。
-设计各种情景对话和角色扮演活动,让学生在实际语境中使用目标语言,提高口语表达能力。
-通过互动式白板、实物展示等教学工具,直观地展示动词变化的规则,帮助学生记忆和运用。
4.教师组织学生进行角色扮演,模仿教材中的对话,让学生在实际语境中运用新学的词汇和句型。
5.教师针对学生的表现给予反馈,纠正发音和语法错误,强化正确用法。
(三)学生小组讨论
在这一阶段,教师将组织学生进行小组讨论,以提高他们的合作能力和口语表达能力。
1.教师将学生分成若干小组,每组分配一个讨论话题,如“Introduce your group members”。
5.情感态度与价值观:学生思考并讨论在学习英语的过程中,如何尊重他人,关爱他人,培养跨文化交际意识。
请学生在课后认真完成作业,家长协助督促,确保作业质量。教师将在下一节课对作业进行点评和指导。
人教新目标英语七年级上册Unit1全单元教学设计
一、教学目标
(一)知识与技能
本单元为“人教新目标英语七年级上册Unit 1 My name's Gina”,旨在帮助学生掌握基础的英语自我介绍和认识他人的能力。在知识与技能方面,学生将能够:
1.学习并掌握本单元的新词汇,如name, last name, first name, nickname, age, phone number等,并能熟练运用这些词汇进行自我介绍和询问他人信息。
-总结:通过师生互动,总结本节课的学习内容,强调重点,澄清难点。
-作业:布置适量的作业,包括口头和书面练习,以巩固课堂所学。
初中七年级新目标英语上册全册教案新部编本1
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市实验学校初中七年级新目标英语上册全册教案Unit 1 My name’s Gina第一课时教案示例教学目标1.学会询问周围新同学的姓名,并且将自己刚认识的好朋友介绍给全体同学2.通过学生制作名卡或桌卡来提高学生学习英语的兴趣,体现英语的实用性3.通过以上任务活动,掌握形容词性物主代词的用法及其与人称代词的主格的区别,并且在第一节课让学生对英语的学习产生兴趣。
4.德育目标:热爱班集体,团结同学。
教学重点和难点1.形容词性物主代词的用法2.在任务活动中掌握you和your,he和his, she和her 的用法3.重点句型(斜体字为扩展句子):Hi / Hello! Good morning / afternoon / evening.How are you? Fine, thank you! / Very well / So-so /All right.What’s your name?My name is … / I’m …What’s his/ her name?His/Her name is …课前准备1.学生课前准备:利用网络查阅中英文姓名及初次见面时各国或各地风俗,礼仪体会它们的不同之处;准备硬纸片和水彩笔;用英文介绍自己的姓、名。
2.教学器材:录音机、电脑、图片。
3.教学课件:中英文名字展示片。
教学设计Tasks Students’ activities Teacher’s activities1. Game: ask and answer the question: What’s your name? Students make a self-introduction and pass the sentences one by one. At first, teacher makes a self-introduction.2.Two students act out how to greet people. Act out the greeting forms they are familiar with or they find on net. Show the students the pictures of other countries’ customs with computer.3. See who can make the most friends and get the most information. Then report their results with his or hers. Move around to make friends with the ones they are interested in. Make the students move around to make friends with others.4. Design and make their name cards . Design and make their name cards in groups. Ask them to design their name cards and see which group is the best.教学过程设计任务一:结识新朋友。
(最新部编版)七年级英语上册精品教案一单元Unit1Mynamex27sGina第1课时SectionA(1a-1c)
Unit 1My name's Gina.类别课程标准要求掌握的项目功能Introduce yourself;Greet people;Ask for and give telephone numbers重点单词Section A1.name n.名字;名称2.nice adj.令人愉快的;宜人的3.to常用于原形动词之前,表示该动词为不定式4.meet v.遇见;相逢5.too adv.也;又;太6.your pron.你的;你们的7.Ms.(用于女子的姓氏或姓名前,不指明婚否)女士8.his pron.他的9.and conj.和;又;而10.her pron.她的11.yes interj.是的;可以12.she pron.她13.he pron.他14.no adv.& adj.不;没有;不是15.not adv.不;没有Section B16.zero num.零17.one num.一18.two num.二19.three num.三20.four num.四21.five num.五22.six num.六23.seven num.七24.eight num.八25.nine num.九26.telephone n.电话;电话机27.number n.号码;数字28.phone n.电话;电话机29.first adj.第一30.last adj.最后的;末尾的31.friend n.朋友32.China 中国33.middle adj.中间的n.中间34.school n.学校重点短语Section A1.meet you遇见你2.your name你的名字Section B3.telephone/phone number电话号码4.middle school中学;初中5.first name名字6.last name姓重点句型1.What's your name?你叫什么名字?2.—Hi.My name is Gina.嗨。
新目标七年级英语上第一单元教案新部编本
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Grade7:Unit 1 My name’s GinaC12第一课时教学目标1.学会询问周围新同学的姓名,并且将自己刚认识的好朋友介绍给全体同学2.通过学生把本组的组员建立成QQ好友提高学生学习英语的兴趣,体现英语的实用性3.通过以上任务活动,掌握形容词性物主代词的用法4.德育目标:友爱待人,热爱班集体,团结同学。
教学重点和难点1.形容词性物主代词的用法2.在任务活动中掌握you和your,he和his, she和her 的用法3.重点句型Hi / Hello! Good morning / afternoon / evening.What’s your name? My name is …/ I’m …What’s his/ her name? His/ Her name is …课前准备1.学生课前准备:教学器材:录音机、电脑、玩具球教学课件:中英文名字展示教学过程设计Step1 revision1 Revise “What’s this in English? by showing some things.2 学生仔细观察图片,Write English words in thepicture .Then the teacher ask “What’s this in English?It is a ……Spell it ,please.借以复习旧知Step2 认识新朋友1老师首先向学生做一个自我介绍,将名字写在黑板上: Hi , My name is/ I am …, My first name is…, My last name is … My English name is ……Nice to meet you.同时介绍一下名字的意义。
人教版七年级教案新部编本Unit 1
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Unit 1 Can you play the guitar?Section A (1a-2d)一、教学目标:1. 语言知识目标:1) 能掌握以下单词:guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club能掌握以下句型:①—Can you play the guitar? —Yes, I can./ No, I can't.②—What can you do? —I can dance.③—What club do you want to join? —I want to join the chess club.2) 能了解以下语法:情态动词can的用法want to do sth.的用法2. 情感态度价值观目标:该部分内容贴近学生的生活,谈论的话题是能力。
通过互相询问或谈论自己或对方在某一方面的能力,可以培养学生的一种群体意识。
二、教学重难点1. 教学重点:1) 学习询问和谈论彼此的能力和特长;2) 掌握一些弹奏乐器的表达方式。
2. 教学难点:情态动词can的构成和使用。
三、教学过程Ⅰ. Lead in1. 教师可携带一些易于演奏的乐器,也可带一些演奏乐器的图片,一边演示乐器,一边说: I can play the guitar.…等;再指着图片说:He/She can play the violin.But I can’t play it.等;然后询问学生:Can you play the guitar?….并引导学生进行简单的回答。
2. S s look at the picture in 1a. Then read the words and phrases. Let Ss match theactivities with the people.Then Check the answers with the class together.Ⅱ. Presentation出示一些反映各种活动的图片、幻灯片或播放课件,引导学生谈论活动:He/She can dance/swim/sing/"··But I can’t dance/swim/sing/...等,学习表达活动的动词短语。
人教版初一上册 Unit 1 全单元教案新部编本
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Unit 1 My name’s Gina 一、教学内容、目标与要求二、教学内容分析本单元重点话题是自我介绍,也包括询问他人姓名和介绍他人及询问他人的电话号码。
通过自我介绍来呈现be动词的一般现在时的两种形式am 和is, 通过询问他人名字和电话号码来呈现本单元的重点句式What is…? 和重点语法项目---形容词性的物主代词:my, your, her , 和his。
三、教学过程建议本单元从其内容而言,也类似一个过渡单元。
自我介绍可能已不再有新鲜感,可以通过给学生取英语名字来激发兴趣,把课本上的名字都反映出来,以减小词汇中姓名教学的难度,同时也允许学生给自己取他们自己喜欢的英文名字。
尽量多采用小组和班级活动的方式表现词汇和句式。
如姓名、数字游戏、制作名片、名人档案等,让基础较好的学生发挥示范作用,让所有的学生都参与。
在教授物主代词your ,his和her时,可以通过距离和性别来反映,让学生在观察中领悟。
Period One课型:Watching, Listening and Writing方法:Interactive approach主要内容:Key vocabulary:my, name, clock, nice, meetKey structures:What’s your name? Nice to meet to you!目标:To learn to greet others and make simple introduction involving his or her name.To review some of the old words such as book, fish, fall, clock, etc.教学步骤:Step 1 Warming-up操作:·教师以问候形式开始第一节课,教师可以说:Nice to meet you, everybody!如果学生不能正确反应,帮他们作答。
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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Unit 1 My name’s Gina 一、教学内容、目标与要求二、教学内容分析本单元重点话题是自我介绍,也包括询问他人姓名和介绍他人及询问他人的电话号码。
通过自我介绍来呈现be动词的一般现在时的两种形式am 和is, 通过询问他人名字和电话号码来呈现本单元的重点句式What is…? 和重点语法项目---形容词性的物主代词:my, your, her , 和his。
三、教学过程建议本单元从其内容而言,也类似一个过渡单元。
自我介绍可能已不再有新鲜感,可以通过给学生取英语名字来激发兴趣,把课本上的名字都反映出来,以减小词汇中姓名教学的难度,同时也允许学生给自己取他们自己喜欢的英文名字。
尽量多采用小组和班级活动的方式表现词汇和句式。
如姓名、数字游戏、制作名片、名人档案等,让基础较好的学生发挥示范作用,让所有的学生都参与。
在教授物主代词your ,his和her时,可以通过距离和性别来反映,让学生在观察中领悟。
Period One课型:Watching, Listening and Writing方法:Interactive approach主要内容:Key vocabulary:my, name, clock, nice, meetKey structures:What’s your name? Nice to meet to you!目标:To learn to greet others and make simple introduction involving his or her name.To review some of the old words such as book, fish, fall, clock, etc.教学步骤:Step 1 Warming-up操作:·教师以问候形式开始第一节课,教师可以说:Nice to meet you, everybody!如果学生不能正确反应,帮他们作答。
·教师接着作一个自我介绍,说:My name is…, I’m…years old. 引导出目标语言并写在黑板上。
•教师与单个学生对话,说:My name is….? What’s your name, can you tell us? 必要时帮助学生回答:My name is….Step 2 Compete to say the words (1a)目的:本活动是为了让学生培养图片联想单词的能力,并通过竞赛形式激发学习兴趣。
操作:•教师拿起一个钟,问道:What’s this?在学生回答正确后,把clock这个单词写在黑板上。
·用图片或实物,请学生们认读单词book, door, fish, ball, window, ruler, etc.·让学生看课本图片写下尽可能多的英语单词。
·检查结果,看哪个学生写下最多的正确单词。
请一个学生在黑板上写下他的单词,让其他的同学进行补充。
Step3 Listen and number the conversations (1b)目的:训练学生从听力材料中获取有关人物介绍的信息操作:•让学生们诵读课文图片中的对话,请两个学生在班上诵读。
·播放录音,让学生们给对话标上序号。
·再次播放听力,学生们跟读。
·教师通过设问What’s your name?和Is your name Mary?来呈现两种疑问句的升降调。
教师可以设置下面的对话,练习升降调。
如:A:Is your name Jim?↗B:No.↘A:Is your name Tom?↗B:No.↘A:What’s your name,then?↘B:My name’s Alan.↘Step 4 Practice (1c)目的:让学生模仿真实情景进行交际,即打招呼和询问他人名字。
操作:·学生两人一组,操练1b中的对话。
·教师与一个基础较好的学生进行对话,呈现下面的内容:T:Hello, I’m Tom, what’s your name?S:Hi, Tom! I’m Mary. Nice to meet you!T:Nice to meet you!·学生进行二人小组操作,然后请几对学生到前面展示。
Period Two课型:Listening and speaking主要内容:Key vocabulary:his, her, and .Key structures:What’s your / his / her name?目标:To get information especially names by listening the conversations.To learn to get personal information by asking What’s his / her name?教具:tape recorder.教学步骤:Step 1. Warming- up目的:通过本活动巩固上一节课的内容,并顺势导入新课。
操作:方案1:·让几个学生在课堂上作自我介绍。
·全班学生进行两人对话练习A:What’s your name? B: My name’s Jenny。
·请两对学生到前面展示。
·教师问同学:What’s his / her name ? 并帮助作答: Her name’s Gina. / His name’s Allan, etc.方案2:·教师请学生在班上作自我介绍。
·在黑板上写几个句子,让学生以四人为小组用名字填空,并展示his , her , my 和your的区别:My name’s________, your name is______, his name’s _______, her name’s_________.Step 2. Listen (2a, 2b)目的:本活动是为了让学生听懂简单的问候交际用语,并对其所发生的场景进行判断。
建议:教师在播放听力之前应该确保学生知道要做什么,教师也应该引导学生看清图片反映的时间,地点和场景。
操作:·让学生们先观察四个图片,之后请学生回答图片所反映的情景发生在哪里,什么时候或叙述的是什么。
·播放听力,让学生们给图片标号,并核对答案。
·让学生诵读后2b中的名字。
再次播放听力,让学生完成2b 部分的任务。
Step 3. Speak (2c)目的:本活动是对以上听力活动的继续,目的是使学生掌握听力活动中所展示的词语,句式和增强听解能力。
建议:让学生听读以上的听力材料,使学生进一步熟悉所训练的语言。
操作:•教师与一名学生以第一幅图作示范,进行对话:T: Hello! What’s your name?S: My name’s Tony.T: I’m David. Nice to meet you!S: Nice to meet you!•然后让学生们就四幅图片进行pair work ,最后让几对学生到前面展示。
Step4. Grammar Focus目的:让学生对所学的重点词汇、句法及缩写有个更明确,深刻的印象。
操作:先让学生观察Questions 和Answers 两竖行的句子,然后归纳出学过的句型,再在班上操练这些句型。
再让学生观察Look 竖行,说出am和is 的省略形式。
让学生完成下面练习:A: ______ your name ?B: My ______ Allan.A: Hi, Allan! _________ Marry. Nice to meet you!Keys: What’s, name’s, I’mStep5. Read and write (3a,3b)目的:本活动是为了让学生弄清中国和English speaking countries 在姓名表述上的差异。
操作:·以自己的姓名为例来展现first name 和last name 的意义,再以另一个英语名字为例来反映中、英姓名的区别。
What’s my first name? And what’s my last name?然后举一个英文名字,如:Harry Porter 问:What’s the first name of this English boy? And his last name?•让学生在观察对照之后说出中文名字和英文名字的区别。
让学生看2a右边的图完成左边方框的任务,请学生说出其它一些中、西姓名,并把它们写在黑板上。
·学生们为自己选择新的英文名字,然后在班上make an interview , make a list of first names and last names.Step 6 Name Game(4)This game is optional . 如果时间允许,以四人为一小组进行累加记名游戏。
在这个游戏中还可以加入各自家人的名字,把这个游戏加难,看谁记得最多。
Period Three课型:Listening and speaking主要内容:Key vocabulary:zero - nine , phone numberKey structures:What’s your phone number?方法:Interactive approach目标:To learn the numbers 0—9To learn to ask others’ phone numbers by saying what’s your phone number ?教学步骤:Step1 :Listen and speak (Section B:1a, 1b, 1c )操作:·(1a)如果学生基础较好,可以先播放the number song, 教师说:Today we are going to learn an English song, do you like it? 学生跟着学唱。
再放录音材料,让学生们读会。
·再用数字卡片打乱顺序训读number 0—9,直到学生能较快反映为止。
·最后还可以做个游戏:让10人为一小组站着数数字,逢3的倍数就跳过,误说者坐下,坚持到最后者胜。
·(1a )若学生基础较差,可先听the number song,再听录音,再跟读。