重大版高一教案unit1

第一篇：重大版高一教案unit1

Unit1 Favourite Teachers Teaching aims and demands：

1． Talk about your favourite teachers.2． Learn to use indirect speech to report statements and questions.3． Get to know some suffixes:-tion,-ation,-ness,-al,-ive,-ful and –able.4． Express likes and dislike.5． Write an informal letter describing your favourite teachers or new school life.Unit1 Favourite Teachers

The 1st period

Getting Ready Step1 Greeting Greet students as usual.Step 2 Check the homework and Review the contentsin the last class.Step 3 双人活动，完成Getting Ready 中的 1 pretty means very.2 loudness means easily heard voice.3 chuchle means small , soft laugh.4 enjoyable means giving delight or pleasure 5 The two don’t mean the same.The formaer means the course of “English” while the latter means topics.Step4 Finish Item 1 in Comprehending 1)Read the information in the form with the whole class, and ask students to find the imformation in the Reading.2)Teacher tells the students something about Scanning, and how to scan for the information.3)Students read the form quickly to be familiar with what they will look for , paying attention to Before , in and after class.4)Give students some time to use the skill “scanning” to get the right imformation.5)In pairs, students exchange their imformation and complete their own information, to train their ability to communicate with each other.6)Teacher gives the right answers.Step5 Finish Item 2 in Comprehending Step6 Finish Item 3 in Comprehending Step7 Finish Item 4 in Comprehending Step8 Homework Remember the words in this part.Unit1 Favourite Teachers

The 3rd period Word Power Step1 Greeting Greet students as usual.Step2 Check the homework and Review the contentsin the last class.Step3 配对练习时，请学生仔细阅读完英文解释后再连线。对英文解释中出现的生词可忽略或猜测，若猜不出，可查阅字典或者参考书后词汇表中的汉语意思来猜测。总之，要让学生习惯阅读英文解释，从中学到更多的词汇，并加深对课文中生词的理解。Step4 把词汇应用于语境中时，要提醒学生注意每对句子之间的逻辑关系。对前一句的正确理解，为完成

Unit1 Favourite Teachers

The 4th

period Grammar Step1Greeting Greet students as usual.Step 2 Check the homework and Review the contentsin the last class.Step 3 学生先根据图画的提示，自己阅读对话中的句子，感知在何种情况下需转述他人的话，可请学生注意对话者的不同和蓝色字体部分。Step 4 在学生进行比较时，教师可把以下几个引导学生思考、总结语法规律的思考问题写在黑板上或显示在屏幕上。若学生程度较高也可口头询问。

1)Who is speaking in the three pictures in the left column?How about in the right column?(In the left column→ Picture 1：Robert's mother;Picture2: the teacher;Picture3: mother)(In the right column→ Picture 1：Robert's father;Picture2: the girl;Picture3: father)2)Why were the speakers changed?(Because they wanted or needed to retell what another person said or asked about．)3)What kind of sentences in the three pictures in the left column?(Picture 1：a statement；Picture 2：a Yes／No question；Picture 3：a Wh-question)4)What kind of sentences in the three pictures．in the right column?(Picture l：that clause；Picture 2：a if／whether-clause；Picture 3：a Wh-clause)5)Can you find out what has been changed by comparing the blue parts in the three pairs of sentences? And how?(Yes．

Picture l：the simple present tense →the simple past tense;is → was Picture 2：the simple present continuous tense→ the simple past continuous tense；feel →felt：do you feel → you felt Picture 3：the simple future tense → the past future tense；he→ you；when will he come →when he would come)Step5 引导学生回答这5个问题，总结出用间接引语来转述他人的陈述和提出的问题时在什么方面会有所变化，转述陈述和问题的基本句型结构。并阅读和完成The changes栏。(若容易，学生可独立思考，反之，可双人或小组进行讨论得出答案)Step6 学生阅读Finding the rule

Unit1 Favourite Teachers

The 5th

period Listening and Speaking Step1Greeting Greet students as usual.Step 2 Check the homework and Review the contentsin the last class.Listening and Speaking Step3 1)学生看插图并仔细阅读图中人所说的话，猜测听力段落的主题是什么。

2)学生选出

Unit1 Favourite Teachers

The 7th

period Further Reading Step1 Greeting Greet students as usual.Step 2 Check the homework and Review the contentsin the last class.Step3 引导学生用尽量多的词汇来描述一位教师所应具有的个人品质。Step4 观察从课文中挑选出的这些词的构成，找到每个词的词根，并根据添加的后缀和TIPS的提示，猜测词义。然后，根据学生用书中的词汇表中给出的意义进行检测。

Step5学生阅读并完成前两项练习。(建议可设定时间让学生阅读，并提醒他们使用恰当的阅读技巧。)Step6 教师订正并分析。

Step7 教师可对课文的结构、文中理解的关键点以及重要的语言点进行一定的分析和讲解。(可参考后面的课文注释)Step8 要求学生课后完成

第二篇：高一英语必修必修一unit1教案

Unit

1Addv.增加

1.He added some wood to increase the fire.他加了一些木柴，使火旺些。

2.If you add 4 to 5, you get 9.四加五等于九。

3.Add up all the money I owe you.把我应付你的钱都加在一起。

add upadd up toadd… to…add to

Upseta.烦乱的,不高兴v.颠覆,推翻,扰乱,使心烦意乱,使不舒服

1.He has an upset stomach.他胃不舒服。

2.The news quite upset him.这消息使他心烦意乱。

Ignorev.不顾,不理,忽视

1.I said hello to her, but she ignored me completely!我向她打招呼, 可她根本不理我!

2.I can't ignore his rudeness any longer.他粗暴无礼, 我再也不能不闻不问了。

Calmn.平稳,风平浪静a.平静的,冷静的v.平静下来,镇静

1.It was a beautiful morning, calm and serene.那是一个宁静、明媚的早晨。

2.You should keep calm even in face of danger.即使面临危险，你也应当保持镇静。

3.Have a brandy it'll help to calm you(down).来点儿白兰地--能使你静下来。

calm downvt.平静下来(镇定下来)

1.His rage was soon calmed down by the rustic peace.乡村的宁静很快就使他的怒气平静下来。

2.I told myself to calm down.我告诫自己要冷静下来。

have got toconj.不得不(必须)

1.You may not like him, but you have got to admire his persistence.你可以不喜欢他，但你不得不佩服他那种坚忍不拔的精神。

2.I couldn't have got to the meeting on time--unless I had caught an earlier train.我不可能及时赶到会场，除非我赶上了较找的一班火车。

Concernn.关心,关系, 关切的事,忧虑v.涉及,与...有关,影响;使关心

1.How much money I earn is none of your concern.我挣多少钱与你无关。

2.These problems concern all of us.这些问题影响到我们每一个人。

3.This restaurant is a family concern.这家饭店是由一家人经营的。

be concerned about/withvt.关心(挂念)

1.It is reassuring to be enquired after when you're ill.It shows your friends haven't stopped being concerned about you.如果能询问一下你是何时生病的我们也就放心了。因为你的朋友一直在关心你。

2.The government's claim to be concerned about unemployment is sheer hypocrisy.政府声称对失业表示关注纯属做做姿态。

3.Children should be taught to share their toys.应该教育孩子们分享玩具。

as / so far as … be concerned关于；至于；就……而言

go througha.通过

1.I've gone through the elbows of my sweater.我的毛衣的肘部都磨破了。

2.He's amazingly cheerful considering all that he's been through.鉴于他经历过的种种遭遇，他的乐天达观令人惊叹。go after追求，追赶go ahead前进；请说（做）吧

go by走过，（时间）过去 go along with向前，（与……）一起去

go in for爱好，从事go out外出；（灯，火）熄灭

go over越过；复习go up爬上，（价格等）上升

set down1太阳落山2.申斥(搭乘,触地)飞机着陆3.写下来

set upset offset out

1.The bus stopped to set down an old lady.公共汽车停下来让一个老太太下车。

2.I'll set you down on the corner of your street.我在你说的那条街的拐角处停下来让你下车。

3.Why don't you set your ideas down on paper?你怎么不把你的想法写在纸上呢?

a series of一系列,一连串

1.The theory is based on a series of wrong assumptions.这一理论是以一系列错误的设想为依据的。

on purpose故意,有意on purposeby accident/ chance

1.He knocked the old man down on purpose.他故意把那个老人撞倒。

in order to 为了

in order that… 以便……（后跟句子）so that…以便……（后跟句子）

so as to为了……（只能置于句中，不能置于句首）

1． 他早早动身好按时到达。

He left early in order to/so as to/in order that/so that he should/would/might arrive on time.at dusk 在黄昏时刻

at dawnat midnightat noon

thundern.雷电,雷声v.打雷,大声喊出

1.My little dog always hides under the bed when it thunders.我的小狗一听到打雷就藏到床底下。

2.We could hear the thunder of distant guns.我们可以听到远处炮声隆隆。

3.“Get out!” he thundered.“滚出去！”他大声吼到。

face to face面对面地shoulder to shoulderside by sidehand in hand

1.His ambition was to meet his favourite pop star face to face.他心向往之的是要面对面地见见他心目中的流行曲歌星。

2.The burglar turned the corner and found himself face to face with a policeman.盗贼一拐弯面对面地碰上个警察。

3.The two rival politicians came/were brought face to face in a TV interview.那两个对立的政客面对面地一起接受电视访问。

no longernot … any longer 不再no morenot…any more

settle vt.安家；定居；停留 vt.使定居，安家；解决

1).He settled his child in a corner of the compartment.他把孩子安顿在车厢的一个角落里。

2).The family has settled in Canada.这家人已定居加拿大

settle down 镇定下来settle in 在…定居

Suffersuffer from

v.遭受,经验,忍受

1.They suffered huge losses in the financial crisis.他们在经济危机时遭受了巨大的损失。

2.She couldn't suffer criticism.她受不了批评。

recover from 痊愈，恢复

get/ be tired of

pack… up 将（东西）装箱打包

get along with

vt.友好相处(和睦相处,取得进展)

1.We should let bygones be bygones and try to get along with each other.我们应当本着既往不咎的原则重新合伙。

2.He is the last person that I'll get along with.他是我最不愿与之相处的人。

3.Do you get along with your boss?/Do you and your boss get along? 你跟老板合得来吗?

get along/on well/ nicely/ badly with 与……相处得好/不好，……进展顺利/不顺利

get away离开，逃离

get down to(doing)开始认真干……

get through通过，做完

gossip

n.闲聊,随笔

v.说闲话

get down下来；写下，取下 get over克服，摆脱get together聚集

1.There has been much gossip in political circles.政界里有许多流言蜚语。

2.I never talk about gossip.我从不传播流言蜚语。

3.She loves to gossip to her neighbors.她喜欢议论邻居们的是非长短。

fall in lovebe in love

vt.陷入爱河(爱上,喜爱)

1.It is natural that he should fall in love with such a beautiful girl.他爱上那位美丽的姑娘是很自然的事。

disagree vt.不同意

1).Even friends sometimes disagree with each other.即便是朋友也有时意见不一。

2).We disagreed on future plans.我们对未来的计划产生了分歧。

disagree with sb/what sb says/sb's decision 不同意某人的观点[某人的话/某人的决定]

be grateful to sb.for sth.因某事感谢某人

join in

参加,加入

1.We want to join in the masquerade.我们想去参加化装舞会。

2.Can I join in(the game)? 我参加（这个游戏）行吗?

3.I will join in the project, heart and hand.我会满腔热情地参加这项工程。

辨析：join, join in, take part in, attend

join，join in，join的基本词义是“加入某个党派或社会团体，从而成为该党派或团体的一员”。例：

When did they join the conservation organization？他们是什么时候参加环保组织的？

join in的意思是“参加某项运动或活动”，例如参加讨论、游行、罢工等。例：

More than ten thousand workers have joined in this strike．有一万多名工人参加了此次罢工。

There were many extracurricular activities，but Peter never joined in．尽管有很多课外活动，但彼德从不参加。join表示参加组织、党派、团体、军队、俱乐部等

join in表示参加游戏、活动等；join sb.(in sth.)表（和某人一起）做某事

take part in表示参与、参加讨论、游行、比赛、战斗、斗争、运动、庆祝等

attend

主要指出席、参加会议、婚礼；听讲座、课、报告、音乐会等；上学、教堂

句型：

1)It was the first time in a year and a half that I had seen the night face to face.（从句时态用完成时）

这是我一年半以来第一次目睹夜晚。

2)I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with

nature.（强调句）

我不知道这是不是因为我长久无法出门的缘故，我变得对一切与大自然有关的事物都无比狂热。

3)I stayed awake on purpose until half past eleven one evening in order to have a good look at the moon for once by myself.有一天晚上，我熬到11点半故意不睡觉，为的是独自好好看看月亮一次。

4)Your friend, who doesn’t work hard, asks you to help him cheat in the end-of-term exam.（非限制性定语从句）你的一

个朋友叫你在期末考试中帮他作弊，这个朋友平常不认真学习。

5)If you have some trouble(in)getting along with your friends, you can write to the editor and ask for advice.如果你在和朋友的相处上有问题，你可以写信给编辑向他征求建议。

6)Add up your score and see how many points you can get.把你的得分加起来，看看得了多少。

7)What he did has added to our difficulties.他的所作所为增加了我们的困难。

8)His income adds up to $1000 a month.他每月的收入共计1000美元。

9)It's no pleasure looking through these any longer because nature is one thing that really must be experienced.观看这些已不

再是乐趣，因为大自然是你必须体验的。

10)Why is she so concerned about his attitude to her work? 她为什么那么关注他对她的工作的看法？

11)The police asked him to set down what he had seen in a report.警察让他在报告中写下他所看见的事情。

12)As I was about to go out and search for him, he happened to come in.正当我打算出去找他时，他恰巧进来。

13)Mr.Jones lives alone and often feels lonely.琼斯先生单独一人生活，常常感到孤独。

14)We tried to calm him down, but he kept crying.我们试图让他平静下来，但他仍不停地哭着。

15)Does he dare(to)go out at night in such stormy weather? 他敢在这样一个暴风雨夜外出吗？

16)He would go through fire and water for his country.他愿为国家赴汤蹈火。

17)That country suffered a heavy loss in the flood.那个国家在水灾中遭受严重的损失。

have something/ anything/ everything /nothingto do with

dare+(to)do(实义动词)

do(情态动词)

a year and a half

it’s no pleasure+ doing sth

happen to do sth

have trouble with sb(in)doing sth

find it + adj.+ to do sth

make friends with

it is / was + 序数词 + that+ has done / had done….

第三篇：高一英语教案：必修三Unit1语法教案

Grammar Teaching Goals: 1.To check what has been learned yesterday.2.To enable Ss to master some new words and expressions.3.To get Ss to have knowledge of the grammar point: the model verb

Teaching Procedures: Step 1.Revision

1.Ask Some Ss to retell the reading text.2.Ask Ss to answer the following question to see whether they did their homework or not.How many festivals are mentioned in our text? Step 2.Word study Purpose: To consolidate the words and phrases in the text.Finish Ex1 Purpose: To enable Ss to master some new words and expressions.Ex2 Many people think that Christmas is a western __________, but in fact it is really a worldwide holiday.Christmas actually as a _______ festival celebrated by _________ around the world.Its ______ is around the 3rd or 4th century AD, when the _______ of remembering Jesus’ birth on December 25th first started.Today, of course, many people celebrate Christmas __________ it were just a holiday to ______________ family, rather than a holiday about a _______.Suggested Answers: celebration, religious, Christians, origin, custom, as though, have a fun with, belief Step 3.Grammar point 1.Explain for Ss the grammar point: the modal verb(1)can/could 可以表示能力、许诺、请求或某种可能性，could还可用于： ① 提出委婉的请求，（注意在回答中不可用could）。例如：

— Could I have the television on? 我能看电视吗？

— Yes, you can./ No, you can't.可以/不可以。② 在否定句、疑问句中表示推测或怀疑。例如： He couldn't be a bad man.他不大可能是坏人

(2)may/might 表示允许或请求；表示没有把握的推测；may 放在句首，表示祝愿。might 表示推测时，不表示时态，只是可能性比may 小。

(3)will/would 克表示请求、许诺、同意、过去的习惯等。但需要注意：

① would like；would like to do = want to 想要，为固定搭配。例如：

Would you like to go with me? 想和我一块去吗？

② Will you„? Would you like„? 表示肯定含义的请求劝说时，疑问句中一般用some, 而不是any。例如：

Would you like some cake? 吃点蛋糕吧。

③ 否定结构中用will，一般不用would, won't you是一种委婉语气。

Won't you sit down? 你不坐下吗？

(4)shall/should可以表示推测、判断或建议。shall指现在，should指过去。(5)must/can’t指推测或猜想 must用在肯定句中表示较有把握的推测，意为“一定”，否定推测用can't。

2.Ask Ss to find at least four sentences which use modal verbs in the reading text and translate them into Chinese.See who can make the best translation.Suggested Answers:(1)„ when they can dress up and go to their neighbors’ homes and ask for sweets.(line 9, part 2)那时他们可以化装并去邻居家要糖果。

(2)Some people might win awards for their , „(line 4, part 4)一些人可能会因他们的„„而获奖。

(3)„ and may give children lucky money in red paper.(line 3, part 5)也可能给孩子们用红包包起来的压岁钱。

3.Ask Ss to finish Ex3 on P6 and check the answers in pairs.Step 4.Homework 1.Ask Ss to review what has been learned in this period.2.Ask Ss to finish the exercises of Using Words And Expressions and Using

Structures on P42～P43.语法教学参考材料：情态动词的语法特征

1）情态动词 不能单独做谓语，除ought 和have 外，后面只能接不带to 的不定式。

2）情态动词没有人称，数的变化，但有些情态动词，如can、will也有一般式和过去式的变化。

3）情态动词的“时态”形式并不是时间区别的主要标志，不少情况下，情态动词的现在式形式和过去式形式都可用来表示现在时间、过去时间和将来时间。1)can 和could： 1)can的主要用法是： A.表示体力或脑力的能力：

eg.The girl can dance very well.B.表示说话的推测﹑事物的可能性等: eg.Can the news be true? C.在口语中, can可以表示请求或允许: eg.Can I sit here? 2)could的主要用法是：A.could 是can的过去式, 表示与过去 有关的能力和推测: eg.We all knew that the young man couldn’t be a doctor.B.could可以代替can表示请求, 但语气较can客气、委婉: eg.Could you lend me your dictionary? Could I use your bike? 3)can和could接动词的完成形式，表示可能已经做某事。can用在否定和疑问句中, 表示不相信、怀疑等态度。eg.They can't have gone out because the light is still on.may 和might ： may 常用来表示： A.表示请求、允许;比can较为正式: eg.May I come in ? You may go now.B.表示说话人的猜测: “也许” “可能”: 通常只用于肯定句和否定句中。eg.--I believe the man is from England.--But I may be wrong.The guest may arrive this afternoon.在肯定句中，may 的可能性比can 高，may 表示现实的可能性，can 表示理论上的可能性。如： The road may be blocked.这条路可能不通了。

The road can be blocked.这条路可能会是不通的。

在疑问句中，表示可能性用can。如：Where can he be? 他会在哪呢？ C.表示祝愿;但语气较正式: eg.May you succeed!May you have a good journey!might 的用法有: 多在间接引语中表示过去的可能和允许。如: She said that he might take her bike.她说他可以拿她的自行车去用。

除了在间接引语中以外，might 一般不表示过去的可能或者许可。如要表示过去的可能可以用could, 表示过去的许可可以用was(were)allowed to 或者 had permission to。

表示现在的可能，其可能性要比 may 小。如： She might go home tomorrow.表示现在的许可, 语气比may 较委婉, 一般用于疑问句(包括间接疑问句), 不可用于肯定句或者否定句。

如: Might I have a word with you? 我可以和你说句话吗？ will和would：

1.will是助动词或是情态动词？

will用于构成将来时是助动词。用于表示“意志”“决心”“请求”是情态动词。would亦同理。

eg.I will tell you something important.我要告诉你一些重要的事。

（助动词）Will you tell her that I'm here? 请您告诉她说我在这儿，好吗？（情态动词）2.在疑问句中用于第二人称，提出请求或询问。eg: If you want help-let me know, will you? 如果你需要帮助, 让我知道, 好吗? Will you type this, please?请打印这个，好吗？ Won't you sit down?请坐下，好吗？ 3.would比will客气委婉。eg: Would you help us, please? 请您帮助我们，好吗？ I’d go there with you.我要和你一块到那儿去。Teacher wouldn’t allow it.老师不会允许这件事。

shall和should： 1.shall用于构成将来时是助动词。shall用于征求对方的意见，表示 “决心” 是情态动词。eg: Perhaps I shall pay a visit to England this winter.可能今年冬天我会去英国观光。（构成一般将来时, 助动词）Shall we go by train, Mom? 妈

妈，我们乘火车去好吗？（用于征求对方的意见，情态动词）I shall go at once.我必须立即去。（表 “决心”，情态动词）

2.should表示义务、建议、劝告，意为 “应该”。“should+ have+过去分词”

表示本应该在过去做但没有做。eg: You should keep your promise.你应该遵守诺言。She should have passed the exam.她应该通过考试的。must和 have to 1.must用于一般问句中,肯定回答用must否定式用 needn’t或don’t have to，做 “不必”,mustn’t

表

示

“

禁止，不允

许

” — Must I finish all assignments at a time? Yes, you must.No, you needn't.2.表示“必须”这个意思时，must 和have to 稍有区别。must着重说明主观看法，have to 强调客观需要。另外，have to 能用于更多时态。I don’t like

this

TV

set.We

must

buy

a

new

one.There was no more bus.They had to walk home.3.must表示对某人某事的猜测，作“准是”，“一定”，一般用于肯定句中。对过去发生的事情作肯定判断用must have done You must be the new teacher.He must be joking.There is nobody here.They must have all gone home.4.must表示“偏要，硬要”，指做令人不快的事情

He must come and worry her with question, just when she was busy cooking the dinner.Of course，after I gave her my advice，she must go and do the opposite.教学反思：

第四篇：高一英语unit1 Friendship教案

Ⅰ.Teaching Objectives:(一)the knowledge objective(1)By the end of the lesson, students can describe their friends in English.(2)Students are able to master the main words and phrases well.（二the ability objective(1)Students can find different ways to communicate with their friends.(2)Students can choice their friends in an appropriate way(三)the emotional ability(1)To learn to solve the problem that may occur between friends.(2)To cultivate the students to form good habit of learning English through making friends.Ⅱ.Teaching important points:(1)Students can use the new phrases correctly.(2)Students can master this passage very well.Ⅲ.Teaching difficult points:

(1)

The content is not easy to understand.(2)

The long sentences are difficult to master.Ⅳ.Teaching method: Task-based method

Students use key words and phrases to retell this passage.Ⅴ.Teaching aids:

Blackboard & textbook Ⅵ.Teaching procedure: Step 1

(4min)T: Why do you need friends? S: ………… T: Does a friend always have to be a person? What else can be your friend? S: …………

Step 2

(2min)Preview questions on page 3.(1)Join the correct parts of the sentences.(Skim the matches)(2)Answer the following questions.(Skim the questions)Step 3

(20min)With those questions, skim this passage and find out who was Anne’s best friend and the answers to questions.Step 4

(5min)With the help of teacher, finish the exercise behind the passage.Step 5

(2min)Teacher helps students to circle important words and phrases.Step 6

(10min)Students try to use some words to retell Anne’s letter.Step 7

(2min)Review the new words and phrases on the blackboard.Ⅶ.Homework for today:(1)Students use the news words to retell Anne’s letter.(2)After class, finish the exercise 3 and exercise 4.(3)Review what we have learned today.(4)Preview learning about language on page 4 & 5.Ⅷ.Blackboard plan

Unit 1 Friendship(1)go through 经受；经历

（2）set down 记下；放下；登记(3)series 连续；系列

(4)a series of 一连串的；一系列(5)outdoors 在户外；在野外(6)on purpose 故意(7)in order to 为了

(8)at dusk 在黄昏时刻(9)thunder 打雷；雷声

(10)entire 整个的；完全的(11)entirely 完全地；全然地

(12)power 力量；能力(13)face to face面对面地

(14)curtain 窗帘；门帘(15)dusty 积满灰尘的

第五篇：unit1教案

Unit 1 My name is Gina.Learning Objectives

一、Topics（话题）:

Making new friends

二、Functions(功能)1.Introduce yourself 2.Greet people

3.Ask for and give telephone numbers

三、Structures(结构)1.Present tense to be 2.What question 3.Yes/No questions and short answers 4.Possessive adjectives my, your, his, her

四、Target Language(目标语言)What’s your name? My name is Gina.Hello, Gina.I’m Ms.Brown.Nice to meet you!Are you Helen? No, I’m not.I’m Gina.What’s your telephone number? It’s 281-9176.五、Vocabulary（词汇）

name,telephone/phone, number, your, his, her, he, she, yes, no, first, last Numbers 0–9

first/last names, middle school

六、Skills(技能)Listening for key information Scanning in reading

七、Recycling（复习巩固）Good morning!Hi/Hello!my, Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen.八、教材分析

本单元以greeting和introduction为话题，共设计了三个部分的内容。旨在通过本单元的教学使学生学会如何用英语介绍自己的名字、如何询问对方的名字、如何使用简单的招呼语以及询问和回答电话号码。

Section A 如何介绍自己的名字和询问对方的名字，学会使用简单的问候语。1a, 1b, 1c主要是学习询问名字和简单的问候语。2a, 2b, 2c, 2d继续学习询问名字的句式和问候语。

Grammar focus,3a, 3b, 3c主要是学习介绍他人的名字的方法。Section B 学会询问和回答电话号码。

1a, 1b, 1c, 1d, 1e, 1f学会询问和回答电话号码。

2a, 2b, 2c学会family name, first name, last name的区分。

Self Check 3a, 3b检测本单元所学的知识，学会用英语介绍自己的名字和询问对方的名字及电话号码。

九、学情分析 新学期刚开学，认识新同学，结识新朋友是必不可少的一个过程。老师记住每一位新同学并给他们取一个英文名字，是他们非常乐意的事情，老师一定要抓住这个机会，讲清取英文姓名的学问，缩短与学生的距离。

十、课型设计与课时分配

Period 1 Listening and speaking（Section A: 1a, 1b, 1c, 2a, 2b, 2c, 2d）Period 2 Target language structures

（Section A: 3a, 3b, 3c）Period 3 Listening and speaking（Section B: 1a, 1b, 1c, 1d, 1e, 1f）Period 4 Reading and writing（Section B: 2a, 2b, 2c, 3a, 3b）Period 5 Self Check

The First Period(Section A, 1a–2d)

Teaching aims（教学目标）

1．学会问候他人

2．学会如何做自我介绍, 认识新朋友，并正确称呼他们的英文名字 3．从对话中学会获取更多他人的基本信息 5．初步学会使用部分形容词性物主代词 Language points（语言点）

1.要求掌握以下句式：

What’s your/his/her first name? What’s your/his/her last name?

2．要求掌握以下词汇：

first name, last name, family name, given name, boys and girls 1．要求掌握以下句式：（1）— What’s your name?

— My name is …（2）— Hello!I’m Mary.— Hi, Mary!I’m Jim.Nice to meet you.（3）what’s ＝ what is;I’m ＝ I am;name’s ＝ name is 2．要求掌握以下词汇：

（1）生词：name, clock, am, nice, meet, what, hello（2）人称代词和形容词性物主代词：I, you, my, your, his, her（上述数词和部分形容词性物主代词本应在第二和第三课时中出现，但可以在第一课时中非正式出现，给学生初步的印象，为后面的学习作铺垫。）Difficulties（难点）： 本课难点是大量的人名和形容词性物主代词，而学生在描述时容易混淆男名和女名，在运用代词时容易错用人称代词和物主代词。Teaching steps（教学步骤）Lead in:

Good morning/afternoon，everyone!Last week, we finished the first part of this English book － Starter Units 1–3.We have finished studying all the English letters and some very useful sentences.I believe you remember what we learned.Shall we review them first? 【教学设计说明】新学期刚开学，认识新同学，结识新朋友是必不可少的一个过程。老师记住每一位新同学并给他们取一个英文名字，是他们非常乐意的事情，老师一定要抓住这个机会，讲清取英文姓名的学问，缩短与学生的距离。

Step 1: Warm-up and revision（课堂热身和复习）1.Play the recording, enjoy the ―ABC‖ song or the ―Good morning!‖ song from the Starter Units, and get the Ss to sing together.2.Warm greetings to the Ss.T: Hello!/Hi!S: Hello!/Hi!

T: You are very beautiful/cool/… S: Thank you.3.Presentation（呈现新知识）

T: Hello!My name is Lily.What’s your name?

S:(引导学生回答)My name is Tom.T: It’s a good/nice name.I like your name.【教学设计说明】

1．在课前放一段学生熟悉的英文歌曲，渲染学习气氛。在轻快的音乐中学习,使学生更乐学。

2．跟学生热情地打招呼，赞美学生，尽快缩短师生之间的距离。如学生未能理解，可用汉语补充解释。

3．教师重复两遍这两句话，然后板书my/your/what’s在黑板上，并在与学生交流的时候加重my/your的语音，突出这两个单词。

4．教师要及时表达对学生名字的欣赏。Step 2.Work on 1a（完成1a）

T: Now, let’s look at today’s new unit.Unit 1－My name’s Gina.Please open your books and turn to page 1 and look at activity 1a.1．Look and find

Please look at the picture in activity 1a.Can you write down the names in the picture? Please write down the English words you know on the blanks.2．Read together

T: How many names do you know? Can you share them with your partners? Please read them together and tell them the spellings.For example: Gina, G-I-N-A.T: Let’s write down some names on the blackboard.If you want, you can write down your English name.Let’s read the words on the blackboard together.3．Ask and answer(pairwork)Have Ss work in pairs.One asks and the other answers.Then change partners.【教学设计说明】On the first day of class, some students will meet some new classmates and make new friends.Some of them won’t know each other.They will introduce themselves informally before or after class.They will use first names to greet each other.Give an example to tell Ss how you would like to be addressed in the classroom.In English-speaking countries, teachers are addressed by Mr., Miss, Mrs., or Ms.and their last names.Lastly, try to give each S an English name if possible.Step 3.Work on 1b（完成1b）

1.Listen and number the conversations from 1 to 3 a.Listen to the recording for the first time.b.Number the conversations from 1 to 3 while you listen to them for the second time.2．Check the answers T: Let’s check the answers.3．Read

a.T: I would like you to read the conversations together.b.T: Would you please read them in pairs? c.T: Who would like to read them to the class?

4．Explain

a.T: Do you know what the conversations mean? Yes, they are greeting each other.b.T: How about ―I’m Mary.‖ and ―My name’s Jenny.‖? Yes, they are common ways of introducing yourself.(我们刚才读的对话一方面是打招呼，另一方面是介绍自己。请同学们掌握这两种简单的介绍自己的方式：I’m...和 My name’s...)【教学设计说明】

Have Ss look at the picture as they listen to each conversation.Have them write the correct number of each conversation in the boxes.If necessary, have them listen to the conversations again and again.Check the answers by asking volunteers to read each conversation and say the number.Step 4.Work on 1c（完成1c）

T: Practice the conversations above with your partner.Then greet your classmates.a.T: Would you please greet other students in class?

b.T: In Starter Unit 1, we learned some English names and everyone got one English name, remember? I would like you to greet other and introduce yourselves using your English names.c.T: Now, could you please present your conversations for the class? Who would like to have a try first? 【教学设计说明】Have Ss form pairs and practice the conversations in the picture.Walk around the classroom to monitor their work.Have Ss introduce themselves using the conversations as a model.Have Ss mingle and practice the conversations.Invite volunteers to role-play their conversations for the class.1.引出另一种表达方式I’m / name’s，教师板书这两个词。同时让学生学会初次见面说Nice to meet you.并且彼此握握手，告诉他们这是一个礼节，在美国很普遍。新句型的出现需多遍重复，加深学生的印象。

2．有部分同学没有英文名字，为了便于后面的交流，通过有趣的游戏，让他们在活动中获得奖赏。也可以让他们回答一些简单的问题来得到选名字的机会。同时巩固前面的句型。

3． 把图上的东西在实物投影仪上放大，或者课前画一些简笔画。使图像更清晰、直观。

Step 5: Section A 2a

1．Listen to the conversations and number the pictures 1 to 4 a.T: Let’s move to activity 2a now.Let’s look at the four pictures.Can you tell me what is happening in the pictures?

b.T: Yes, the people are greeting each other.Now let’s listen to the recording and number the pictures from 1 to 4.But for the first time, please just listen.c.T: Now let’s listen to the conversations again and try to number them.Are you ready? Go!

2．Check the answers

T: Do you have the answers? Who would like to tell us the answers? Answers: Picture 1 = Conversation 3

Picture 2 = Conversation 1

Picture 3 = Conversation 2

Picture 4 = Conversation 4

【教学设计说明】Ask Ss to look at the pictures and describe the setting.If they can, ask them to guess what the people are saying.Tell the Ss they will hear four conversations.Have them number the pictures.Have Ss work in pairs to correct their answers.Answer any questions.将四段对话让学生跟读一遍，为下一步的同桌活动做准备。教师要特别强调语音语调的模仿。可以先全班跟读，再让学生个体跟读。Step 6: Section A 2b

1．Listen and circle

T: Listen to the conversations again and circle the names you hear.2．Check the answers

T: Finished? Let’s check the answers.3．Read the tape script

a.T: Let’s read the conversations.Please look at the tape script and read them together.b.T: I would like you to read them in pairs.c.T: Who would like to read them for the class?

【教学设计说明】Have the Ss listen to the recording again and circle the names they hear.Invite volunteers to read the conversations to check the answers.Step 7: Section A 2c

1．Read

a.T: Let’s move to the activity 2c.There are two conversations in 2c.Please look at them.What are they about?

b.T: Yes, they are about greetings and introductions.Could you please read them? 2．Practice

a.T: Let’s practice the conversations in pairs.Please use your own names and if you can use your English names, it will be better.b.Who would like to present their conversations to the class? 3．Task 1－They are my friends.T: Let’s try to perform a task －They are my friends.I will give you a chart.Could you please greet your friends in class and write down their Chinese and English names in the chart? Please use the first conversation in 2c.I will give you two minutes and let’s see who greets the most friends.Example: Hello!What’s your name?

My name’s...and my English name is...I’m...and my English name is...Nice to meet you!

4.Task 2－I want to have more friends.T: Just now, we finished task 1 and you have some friends’ names in your chart.Now let’s do task 2.Please ask your friends about others’ names and fill in the chart.Example: What’s his(her)Chinese name?

His(Her)Chinese name is...What’s his(her)English name?

His(Her)English name is...【教学设计说明】Organize Ss into pairs.Have them use the conversations to guide them to talk about themselves.1．播放磁带, 训练学生准确获取信息的能力，同时检测一下学生对新句型的掌握情况。如有需要，教师可播放磁带两遍,播放之前，向学生讲清练习听力的步骤。听完检验答案后，有必要以大组为单位重复操练一下这三组句型。

2．在学生两人小组进行对话时，教师可在教室不同的位置走动，聆听同学们的对话，及时肯定他们的进步，并在他们需要的时候提供帮助，纠正不正确的语音语调。Step 8: Section A 2c Invite volunteers to role-play their conversations for the class.Motivate them by offering bonus points or rewards to volunteer students.【教学设计说明】为活跃英语课堂氛围而进行的活动。为了复习第一课时的句式，教师可带上面具以新面孔出现，与学生进行仿真交流。教师与多个学生进行交流，进一步熟悉同学，并且给学生多种激励性的评价。从guessing game中引出What’s his/her name? His/Her name is …。让学生利用名人的图片来进行猜测，熟练新的句式。同时板书What’s his/her name? His/Her name is …对有能力的同学，鼓励使用更多的句式来表达。Is he/she …? I think he/she is … I think his/her name is … Step 9: Summarize

Let’s summarize what we learned in this period.Step 10: Homework（课后作业）

1．Oral work:

(1)Listen to1a, read and recite it.(2)Go on making up your dialogues with your partner.2．Written work:

(1)Finish the corresponding Workbook pages.(2)Copy the tape scripts of activity 2a and 2b.3.Bring some photos to school.准备若干亲友的照片，若干生活中常用电话号码的图片（急救、报警、火灾等）为下节课准备。

The Second Period(Section A, 3a–3c)

Teaching aims（教学目标）

1．掌握常见基本英文姓名的读法；

2．帮助学生比较中英文姓名的不同之处，通过了解中英文名字的区别，培养和提高学生对中外文化差异的敏感性和鉴别能力，加深对本国文化的理解和认识，培养学生的世界观意识，以及初步的跨文化交际能力。3．制作本人的ID card Language points（语言点）

1.要求掌握以下句式： What’s your/his/her first name?

What’s your/his/her last name? 2．要求掌握以下词汇：

first name, last name, family name, given name, boys and girls Difficulties（难点）：

比较中英文姓名的不同之处和中西方文化的差异。中英文姓名的区别，男女姓名的区别和排列顺序。

Teaching steps（教学步骤）Lead in:

T: Last class, we learned the ways of asking others’ names.Do you still remember how to ask that? OK.Let’s review it first.Step 1: Warm-up and revision（课堂热身和复习）

1.Daily greetings to the students（日常问候）T: Good morning, boys and girls.My name is Ms.Wu.What’s your name, please? S: My name is Tom.T: Hello, Tom.Nice to meet you.S: Nice to meet you, too.T: And what’s your name? S: My name is … 2.Revision（复习）

T: Excuse me, what’s her name, please? S: Her name is Jenny.T: What’s his name? S: His name is Tony.T:(老师根据学生回答给出多种评价。)My name’s ___.Your name is _____.His name is _____.Her name is ______.3.Presentation（呈现新知识）

（1）T:(从复习中引出)So, we are friends now.You are Wang Ping, Zhang Xiao-dan.T: Now, look at these pictures.We have some famous persons here.Do you know their names?(展示几张外国名人的图片。)

(Bill Gates, George Bush …)

T: Bill Gates.Bill is his first name.Gates is his last name.For Zhang Xiao-dan, Zhang is her last name and Xiao-dan is her first name.【教学设计说明】

1．这个问题是为了操练日常用语及对姓名的提问法；同时为这堂新课的学习做好铺垫。建议让多个Ss作答。鼓励他们大胆开口。然后再由同学间交流，并请同学表演。可以采用―连珠炮似的提问‖（老师提问，学生迅速反应）和―连锁操练‖（学生任意提问或排头开始一一提问至排尾）方法。教师在操练期间板书这些词。

2．此问重点操练his, her, my, your这几个物主代词的用法及英文名字的使用。建议教师用夸张语调重读这些词并用彩色粉笔板书。

3．该问题在操练时可以允许学生用自己的汉语名字也可以用自己在前。Step 2: Grammar Focus

1．Read

T: Read the sentences in the grammar box.2．Point out the notes about contractions(缩略形式)

T: What can you see in the right column in the grammar box? Yes, we can see that ―i‖ disappears in the ―What’s and name’s‖ and ―a‖ disappears in ―I’m‖.This is called contractions.(了解缩略形式What is = What’s，I am = I’m等)。

3.On the blackboard, make a two-column chart of the pronouns.Have Ss fill in the correct form of the verb ―to be‖.Have Ss copy the chart into their notebooks.4.Write an affirmative statement on the board.Have a S go to the board and write a statement with ―to be‖.Ask another S to write a what-question for the answer.【教学设计说明】Have Ss read the questions and answers silently.Call the students’ attention to the contractions.Explain that in speaking we almost always use the contracted form.The full form is correct, but it sounds too formal in everyday interactions.Step 3: Section A 3a

1．T: Put the words in order to make conversations.Then practice them.2．Explain what ―first name‖ and ―last name‖ mean

The first name is the given name and the last name is the family name.And in English the first/given name is in front of the last/family name, which is different from Chinese names.英文中的名字分为名和姓，其中名在前，姓在后，这和中文名字完全不同。请同学们注意。

【教学设计说明】Have Ss ask each other their first and last names.Have them use： What’s your first name? or What’s your last name? Have them write a list of their classmates’ names.1.几堂课中取的英语名字。教师有意识地写下一些名字在黑板上。可以写一两个学生的中文姓名在黑板上。再把几个外国名人的名字也写在黑板上，目的是为了进行对比。English names vs.Chinese names

2．教师板书first name, last name并请学生跟读。学生的反应可能较慢，讲解时需要教师放慢语速，并重复此问题。可给中文帮助学生理解。

3.请同学回答，注意正确性；同桌和四人组互问。4.false front指面具，事先应做好准备。

5.可以做好课件将姓名展示给学生。要求掌握基本英文名字的读法。

6．介绍一下美国的十大姓氏。在美国，万人以上的大姓有三千多个，其中最大的姓氏是Smith及十大姓氏的排列。

7．可以让一部分同学问，一部分同学回答。

8.英文姓氏趣味性：有些是由表示地名，面貌，环境特征，颜色身份或职业的词演变而来，如Brook(小溪)，Hill(小山)，White(白色),Smith(铁匠)等。Step: Section A 3b

1．T: Complete the conversation and practice is with your partner.2．Have Ss read the sentences and fill in the blanks.3.Monitor their progress, making suggestions to raise their awareness about the language.4.Write the correct answers on the board and have Ss check their answers.【教学设计说明】Tell Ss they may also discuss the answers with their classmates first before completing the conversation.Step 4: Section A 3c

1．Read

T: Now let’s play a game.It’s about our English names.It’s very easy and please try your best to remember your friends’ names one by one.Let’s read the example in activity 3c on page 3.2．Practice in groups

T: Can you understand how to play this game? OK.Please work in groups.Six students form a group.I will give you several minutes to practice in groups and then you will perform for the class.3．Perform for the class

T: Let’s play this game in front of the class.And let’s see which group is the fastest without making mistakes.4.Tell Ss to look at their classmates and try to remember their names.Invite volunteers to stand and report their classmates’ names.Have them say: My name is...His name is...or Her name is...or Their names are...【教学设计说明】Ss will play a game to learn each other’s names.The rules of the game are: I say my name.The person next to me says his/her name and mine.The third person says his/her name and the previous person’s names.The game continues until everyone has said their names.注意：

1.可以玩“姓名接龙”游戏（以前一名字的末字母为后一名字的首字母来接名字。2.帮助学生比较中英文姓名的差异；特别是男女名字的差别，了解中西文化的差异。可列举一些常用的男子名和女子名。让学生尽可能说出所记得的英文姓名并给与评价与奖励。

3.小组活动。尽量复述前面同学的话，多练习名字和物主代词的用法

4．这练习主要对所学内容的进一步巩固。练习询问名字和不同的人称代词的用法。使所学句型生活化。

5.因为前面已经两人组或四人组的形式进行了交流。这个游戏可以处理为全班性的活动来进一步拓展。学生可以离开座位找朋友，作自我介绍、互相认识和介绍他人，也可以找老师交流。目的是让语言真正生活化，自然化。并且培养学生大胆应用英语来锻炼自己的英语口语能力和交际能力。Step 5: Summarize

Let’s summarize what we learned in this period.Step 6: Homework

Read the English names in 3a.