第一篇：外延版七年级上册英语Unit1教案
Lesson plan
Background information：
Students: 40 junior middle school students, Grade1 Lesson duration: 45 mins Teaching objectives: By the end of the lesson, students should be able to: 1.introduce themselves in English;2.ask and answer questions about one’s personal information(name, hometown, identity, etc.)3.use the present tense of Be verb to describe the present situation;4.learn to be a good cooperator and brave express their own opinions.Teaching contents: text about personal information in Unit 1 the First English Lesson What is your name? My name is … Where are you from? I’m from … Teaching aids: tapes, blackboard, and chalk Type of the lesson: listening, speaking Teaching procedure: Step1.Lead-in(5 mins)a)Question1: Is the beginning of your time in junior middle school? b)Question2: Can you introduce yourselves in English? Step2.Learn the Activity I(5 mins)a)Students listen to the tape.b)Students volunteer to share their answers.Step3.Learn the Activity II(10 mins)a)Students are divided into 8 groups to discuss which words can be used to describe the picture? b)The representatives of some groups to speak the result of their discussion.c)Teacher summarizes.Step4.Learn the text in Activity III(20 mins)a)Students listen to the tape.b)Students read the text after the teacher.c)Teacher explains the grammar of the present tense of “Be” verb.d)Students learn the text again and realize the principle that the predicate must fit the subject among the sentence.e)
Teacher summarizes.Step5.Finish the exercises of the text in the Activity IV(5)a)Students listen to the tape and finish the exercises.b)Students volunteer to write down the answers on the blackboard.Optional activities and homework: Optional activities: Read the text in role.And work in pairs to make new dialogue to introduce a friend to your partners.Homework: Design a creative name card for yourselves.Reflection:(to be written immediately after the lesson)2
第二篇：五年级英语上册Unit1教案
五年级英语上册Unit1教案
编写者第 二
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第三篇：三年级英语上册unit1教案
________________________________________________________________
Unit One:Hello!
第1课时
一：教学目标：
1.能听说认读句型I have a/an …
2.能够听说读写单词：ruler eraser pencil crayon 3.完成Let's chant 的练习
二.教学重难点：
重点：对单词的听说读写及句型的掌握。难点：认读单词、运用句型I have a/an …
三.教具： PPT，多媒体，教材，单词卡片
教学过程：
1．板题示标
Today, We are going to learn Unit1.Hello!First,Looking at the learning aims 2．导入
同学们，把你们的文具盒打开，看看里面都有什么？你们知道这些东西用英语怎么说么？今天我们就来学习！
3．自学指导
拿出尺子，橡皮，铅笔，蜡笔并问大家What's this? 然后解释意思：这是什么？一一回答，跟着老师进行英语跟读！4.先学
1.学生对照实物、书上图片认读英汉单词。2.先汉语后英语，反复说读句型 I have a/an...5．后教
1.在黑板上板书这四个单词，学生先听录音或老师，跟读发音，英汉相互转换，弄懂单词意思，并能一一对应。
2.单词熟悉的基础上加入句型，跟读老师，同学回答，最后全班一起反复练习句型。6．当堂训练
A.加入小游戏来反复练习单词和句型
游戏1.找老师站起来按要求读单词：看老师手势，老师伸出几个手指该同学就读几遍，老师不停变换。
游戏2.正反手:老师伸出一个手面向同学那一面为正面，另一面为反面，找同学或小组或全班一起读单词，正面读反面不读，或反过来。
B老师与同学或同学和同学两人一组进行对话，练习句型。最后，看书上图片一起读书上内容。
四：小结：今天学习了文具用品的英语表达和句型： I have a/an....五 ：作业：抄写单词和句子。
六：板书：
Unit 1 Hello!Ruler尺子 eraser 橡皮 pencil 铅笔crayon蜡笔
七.教学反思：_____________________________________________________
Unit One:Hello!
第2课时
一．教学目标：
1.能听说认读句型“Hello，I'm…/what's your name?/My name is …/Goodbye!/Bye!”
2.通过Let’s talk的学习，完成Let's play 相关练习。
二.教学重难点：
重点：运用Hello,I'm…/what's your name?/My name is …等句型和老师同学进行简单的交流。
难点：运用what's your name?/My name is …进行日常交流。
三.教具：
PPT，多媒体，教材，单词卡片
教学过程：
1．板题示标
Today, We are going to learn Unit1.Hello!First,I introduce myself to you… 2．导入
同学们，我们平常在学校见到老师该怎么样问候？除了Hello，Hi还能怎么问候？今天我们就学习怎么和老师打招呼！
3．自学指导
Let’s talk 图片内容了解西方国家如何用英语打招呼！4．先学
1.学生根据Let's talk 部分图片进行描述。2.学生听录音，试读新单词，试着翻译。3.模仿Let’s talk部分对话进行对话。5．后教
1.教师解决学生提出的疑难问题，错误的地方进行改正。
2.对课文中的“Hello，I'm…/what's your name?/My name is …等问候语进行解释，并反复当堂训练。6．当堂训练
同学们之间相互讨论，并完成Let's play 的对话，教师找学生到讲台上相互介绍。
四．小结：
今天主要学习了用英语打招呼并向对方介绍自己的英语表达
五.作业
课后能够运用Hello，I'm…/what's your name?/My name is …/Goodbye!/Bye!等句型和老师同学交流。
六．板书设计
Unit one Hello！Lesson1
Hello,I'm…/what's your name?/My name is …
七．教学反思：
____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
Unit One:Hello!
第3课时
一：教学目标：
1.能会唱Let's sing中的英文字母歌
2.能够吟唱，认清楚26个英文字母
3.能够找出Let's find out 图中的相关字母
二.教学重难点：
重点：能会唱英文字母歌.难点：认读26各字母
三.教具： PPT，多媒体，教材
教学过程：
1．板题示标
Today, We are going to learn Unit1.Hello!First,Looking at the learning aims 2．导入
同学们，我们学习的英语单词都是由英语字母组成的，今天我们来系统的学习这些英文字母.3．自学指导
填空;a_c_e_g_r_ k_ m_ 4.先学
1.让同学们看着P6de Let's sing 部分，注意字母歌中字母的大小写和字母的先后顺序，找出标点的用法。
2根据字母中标点的停顿，尝试读26个英文字母，注意节奏。3.让同学们听录音，听歌曲。5．后教
1.在黑板上板书歌曲，领读歌曲内容，知道学生学会。
2.老师放完歌曲，学生再听，老师反复教唱，学生学唱。3.教师指导学生齐唱，对唱，纠正错误。
6．当堂训练
1录音放字母歌，学生跟唱 2学生齐唱，男女对唱。
3学生分组唱，进行比赛，集体评价。
四：小结：今天学习了字母歌，注意字母的大小写。
五 ：作业：把所学的字母歌唱给家长同学听。六：板书：
Unit 1 Hello!A Let's sing
ABC song
教学反思：________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
Unit One:Hello!
第4课时
一.教学目标：
1.能听说认读单词：pen bag pencil box book 2.能够熟练运用日常口语句子：--Zoom!Your bag!---oh no!3.完成Let's do中的句子。
二.教学重难点：
重点：能够听说认读单词：pen bag pencil box book和Let's do中的句子。
难点：单词pen bag pencil box book在句子中的运用。
三.教具：
PPT，多媒体，教材，单词卡片
教学过程：
1．板题示标
Today, We are going to learn Unit1.Hello!Let's learn B 部分的几个单词，First, looking at learning aims.2．导入
同学们，我们已经学习了部分用品的单词，大家还记得么？今天我们再来学习其他的！
3．自学指导
请同学们在课桌上出示钢笔，铅笔盒，书本和书包等文具，根据!Let's do 中的图片做出相应的动作。4.先学
1.让同学们认真观察图片，尝试解释图片的意思。
2.小组合作，弄清楚单词和句子的意思。5．后教
1.老师播放录音，纠正学生的发音。
2.老师带领学生一同翻译单词和课本所出现的句子，然后老师领读，学生跟读，反复练习。
3.让学生情景对话，熟练运用--Zoom!Your bag!---oh no!6．当堂训练
1.让同学们听录音，并完成和表演Let's do中的内容。四.小结
今天学习了四个文具用品。五.作业
抄写单词，每个两行。
六．板书设计
Unit one Hello！
Pen 钢笔 bag 包pencil box 铅笔盒 book书
七．教学反思：
____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
Unit One:Hello!
第5课时
一.教学目标：
1.能听说认读句型“Hello，I'm…/what's your name?/My name is …/Goodbye!/Bye!”
2.能够用：“Hello,I'm…”等句子完成对话。
二.教学重难点：
重点：能够根据听到的句子，做出回答。难点：能够结合所学句型运用到实际情景中。
三.教具：
PPT，多媒体
教学过程：
1．板题示标
Today, We are going to learn Unit1.Let's talk!First, looking at learning aims.2．导入
同学们，我们刚来到一个新的年级，肯定有许多新朋友，那么你知道他们的姓名么？你们是怎么问别人的姓名的？那么你知道用英语怎么说么？今天我们就来学习询问别人姓名。
3．自学指导
请同学们把书打开翻到第七页，看.Let's talk的图片和对话，根据所学知识尝试翻译对话。4．先学
1.学生根据Let's talk 部分图片进行描述。
2.学生听录音，试读新单词，试着翻译，找出不会的单词和句子。3.听录音，模仿Let’s talk部分对话进行对话。5．后教
1.教师认真讲解学生提出的疑难问题。
2.教师强调学生读错的单词和句子语音语调。
3.强调学生读错的单词和句子，也可以让学生领读。4.分小组讨论Let’s play 部分的图画，进行对话练习。
6．当堂训练
同学们熟读Let's talk 的对话，并在同桌之间相互介绍。教师找学生到讲台上相互介绍表演。
四.小结：
今天主要学习了what's your name?/My name is …
五.作业
抄课文，并完成相应的练习册。
六．板书设计
Unit one Hello！Lesson1
Hello,I'm Mike.what's your name? My name is lily.七．教学反思：
____________________________________________________________________
Unit One:Hello!
第6课时
一.教学目标：
1.进一步巩固单词ruler eraser pencil crayon pen bag pencil box book，及字母（A--Z)2.能借助图片读懂Story time 中的故事
二.教学重难点：
重点：学习巩固单词和字母。
难点：了解故事大意，借助图片读懂故事。
三.教具：
PPT，多媒体
教学过程：
1．板题示标
Today, We are going to learn Unit1：Story time！First, looking at learning aims.2．导入
同学们，我们你们想不想听故事？今天我们要讲一个小故事！
3．自学指导
1.听录音，标出序号。
2.根据课文中的图片及所学单词连线。3.听录音，跟唱歌曲Hello！4．先学
1.学生根据Story time 部分图片，猜测故事大意。2.看对话，试着翻译，找出不会的单词和句子。
3.听录音，让同学们跟着录音尝试朗读，感知其语调。5．后教
1.将自学指导的内容加以完善。
2.老师讲解学生提出的问题。
3.翻译故事内容，老师领读，学生跟读，反复练习。6．当堂训练
同学们熟读Let's talk 的对话，并在同桌之间相互介绍。教师找学生到讲台上相互介绍表演。
四.小结：
今天主要复习了本单元的八个单词和句型
五.作业
完成本单元的练习册。
六．板书设计
Unit one Hello！Who is there?
I'm Zip!
My name is Zoom.Let's play!
Great!
七．教学反思：
___________________________________________________________________
第四篇：八年级上册英语UNIT1教案
Unit 1 Where did you go on vacation? 单元整体说明
单元教材分析
本单元的核心话题是用一般过去时谈论度假等发生在过去的事情。因此“Where did you go on vacation?” “ Did you go to the beach? Yes，I did．No，I didn't．”等是教学的重点。通过对本单元的学习，学生能掌握本单元出现的地点名词，用于询问和回答过去发生的事情的短语和句型。
单元知识结构
词汇：
New York City;Central Park，exam，were，rainy，delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc
句型: Where did you go on vacation? I went to summer camp．Did she go to Central Park？Yes，she did．No, she didn't 语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。
单元总体目标
1．Master the vocabulary 2．Master and use:
Where did you go on vacation? I went to summer camp·
Did she go to Central Park？Yes，she did．No, she didn't 单元教学重难点
重点难点 1．Vocabulary and Expressions
2.Grammar Focus：Where did you go on vacation？ I went to summer camp.Did she go on Central Park？Yes, she did． No, she didn't
Use the past tense to talk about activities that happened in the past in English with the following sentences：
Where did you go on vacation? Did you go to...？Yes..../No，...单元学情分析
学生已接触过一般过去时，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。假期活动Such as;go hiking, summer camps, and so on接近学生的生活，They are all interested in talking about it.单元教学建议
首先进行集中识字，为本单元的学习作好铺垫。其次，充分利用听力材料和阅读
材料，训练和提高学生的听力和阅读水平。在听读的基础上创设语言情景，加强读写训练。培养学生的听、说、读、写综合能力。
单元课时分配
本单元共4课时：
Section A 3课时
Section B 3课时
Period1 step 1 Organization
（1）、Organize Ss by saying hello to each other.Greeting to teacher.Step 2 Free talk
(2'）Ask the question: Who is on duty?
Is everyone here today? The Students talk about Step 3 Section A
Presentation
la 1．（Ask questions about what students did last Saturday）
（1）Who went to the movies last Saturday?（Point to one student who raises his or her hand.）
Sara went to the movies last Saturday.（Repeat．Write this sentence on the board.Underline the word went．）
(2)Ask：Who visited a friend last Saturday？
（Point to one student who raises his or her hand．）
Carlos visited a friend last Saturday．
（Repeat．Write this sentence on the board.Underline the word visited．）
2．（Point to the words went and visited in the sentences on the board．）
Say，We use these words to talk about things that happened in the past.（Write these pairs of words on the board：go--went, visit--visited）
Ask: Can you point out the words that talk about the past?
This activity introduces the key vocabulary． Students raise their hands．
And give the right answer: I did.Students raise their hands to answer.Read．
强化记忆
Point to went and visited．
Step 4 Practice
la
3' 1．Focus attention on the picture．Ask:
What at can you see？Say, Each picture shows something a person did in the past．Name each activity and ask students to repeat；Went to the mountains，went to New York City, went to summer camp，visited my uncle，stayed at home，went to the beach，visited museums.2．Point to the numbered list of activities．Say each one again and ask the students to repeat．
3．Now, please match each phrase with one of the pictures．Say，Write the letter of each picture next to the name of the activity．Point to the sample answer.4．Check the answers.Read after the teacher aloud to learn the new phrases．
Read after the teacher。
Do it and then discuss the keys in pairs． Step 5 Summary Step 6 Homework Practice the conversations.Recite the new words.安全教育：不在走廊、教室里疯狂打闹
Period2
step 1 Revision Free talk.step 2 Listening（2a.2b)
This activity gives students practice in understanding the target language in spoken conversation．
1．Point to the charts.2．Play the recording the first time.3．Play the recording a second time.say，There are three conversations.The people talk about what they did on vacation．listen to the recording and write the right answers.4．Correct the answers．
At last raise their hands to tell the result Read it loudly Step 3 Pair work 2 c（task 1）
This activity provides guided oral practice using the target language.1.Point out the example conversation.Ask two students to read the dialogue to the class.2.Say，Now work with a partner.You're your own conversation about the charts．
3.Say the dialogue in the chart with a student，Do a second example to the class.4.Have students work in pairs.As they talk，move around the room monitoring their work．
Offer language or pronunciation support as needed． Read it to the class.Make a conversation in pairs.Practice with the teacher, Work in pairs． Step 4 2d Role-play the conversation.Ask the students to read the conversation.Explain the target languages.Practice with your partner.Step 5 Summary
E.g.-where did you go on vacation?---I went to summer camp.E.g.Did you go to Central Park?---Yes, I did./No, I didn’t.Step 6 Homework Practice the conversations.Master the target languages.练习设计
随堂练习设计按要求完成句子。
a）I went to the mountains．（改成一般疑问句）
b）Tina went to New York City.（就划线部分提问）
c）Did you go to the beach？（作出肯定回答）
d）Did they go to summer camp？（作出否定回答）
个性练习设计
翻译短语：
（l）呆在家里 ______（2）去纽约城_____（3）参加夏令营______（4）去爬山 _____（5）去海滩______（6）参观博物馆_____
安全教育：不在走廊、教室里疯狂打闹
Period3 Step 1
Free talk
(2'）Ask the question：Where did you go on your summer vacation? Students talk about events in the past．
Step 2 Grammar Focus
Review the grammar box.Ask Ss to say the questions and answers.Help the students understand it.Work in pairs.Read the questions and answers.Saying out the sentences.Step3（3a)
Ask students to read the words in the box.Fill in the blanks with the words in the box.Check the answers.Practice the conversation.Step 3(3b)Ask students to read the words in the box.Fill in the blanks with the words in the box.Check the answers.Practice reading the e-mail.Step 4(3c)
Ask the students divide into the groups of four, then discuss their last vacation and complete the chart.Then tell the class the results.Step 5 Homework 练习设计
1、动词的适当形式填空：
A: Where _____ you ______ on your vacation?（go）
B：I _______ to the stores．(go)what about you? A: I ______ at home(stay)
B: What ______you _______？（do)A：Nothing much.B: Why ______ you _______at home?（stay）
A：I just _______ to go out．（not want）
2.Make a conversation and act．
安全教育：不在走廊、教室里疯狂打闹
Period4Section B
Step 1 Organization
（1'）Organize Ss by greeting each other.Step 2
Presentation(1 a)
Ask：What do you think of this book?
Is it interesting?（通过对话弓l出本 课要学习的新形容词expensive 等）Point to the picture, This is a ring.The price is one hundred million dollars． Answer the questions together Say：It's expensive．多媒体体图片
Say each word and ask students to repeat them Read the words and try to memorize them quickly.Step 3 1b
writing
This activity provides writing practice using the target language．
Simple draw：the smiley face and the unhappy face．Say，the smiley
face is for good words.The unhappy face is for bad words.Check the answers.Step 4 Listening
(1c.1d)
(8'）1．Point out the two questions.After you hear the conversation, please answer these questions.Read the questions to the class.2.Play the recording the first time.Students only listen.This time say, listen to the recording and write the answer to each question.3.Listen to the recording the second time.Correct the answers.Read and practice in pairs.Correct the answers．
Step 5 Pair work
(1e)
This activity provides guided oral practice using the target language．
Call attention to the question words．
Have a student read them to the class ．
Ask Where did you go on vacation? Say，please work in pairs．As students talk，move around the room Work in pairs.Step 6 Summary
本节课总共学习了6个形容词以及where和how句式的练习运用。通过本节课的学习，学生能熟练地用英语表达自己的感受，培养了他们热爱集体活动的情感。
Step 7Homework 练习设计
随堂练习
词类转换
1)expensive(反义词）______ 2)crowd(反义词)________ 3)awful（反义词）________
4)friend(形容词)________ 5)go(过去式)_______ 6)do(过去式)_________ 个性练习设计
翻译下列句子
1)你是去哪儿度的假？
2)我们去了许多博物馆。
3)-----那儿的商店怎么样？一 都很贵。
4)--那儿的人怎么样？。--他们很友好。
安全教育：不在走廊、教室里疯狂打闹
Period5
Step 1 Organization
（1'）Organize Ss by greeting each other.Step 2
Free talk
(2'）Ask the questions：
What day is it today?
What day was it yesterday? Answer: It is Friday．It was Thursday．
Step 3 Discussion Ask the students to read the two questions.Discuss the questions with their partner.Share their answers.Step 4
Presentation
1．Let the students read JANE’S vacation diary and find the new words．
2．Teach the new words:
Explain the meaning and the usage of the new words．
Let the students write the new words．
3．Say，Now read the diary and fill in the chart in 2c.4．Check the answers．
5.Read again and finish the activity 2d individually.6．Check the answers．
Read aloud，try to learn the key words and the target languages by hearts.Step 5 Summary Step 6 Homework Practice reading the diaries.Master the target languages.Recite the new words.安全教育：不在走廊、教室里疯狂打闹
Period6 Step 1 Organization
Organize Ss by greeting each other.Step
22e Ask the students to read the diary and fill in the blanks with the correct forms of the verbs in the brackets.Check the answers． Read the Jane’s diary.3a Ask them look at the three pictures and complete the diary using the information in the box.Check the answers．
Ask several students to read their own diaries.Step 3 3b
Ask the students to answer the questions.Check the answers． 3c Practice writing
The teacher tell the students the methods of writing the diary.Thus activity provides guided writing practice using the target language．
1．Say，Now write a travel diary like the one in 2e or 3a using the answers in3b.2．Have the students do the activity individually.3.Share their diaries with the rest of the class.The students read their own diary Step 4 4 Group work
This activity gives students listening and speaking practice using the target language.Say, Now you can talk about a real vacation or an imaginary one.The other students can ask you questions.You can use the diary you wrote for activity 3b if you want.2.Ask students to get into groups of four.One student in each group begins by telling where he or she went.The other students ask questions.Then they switch roles, so each student has a chance to tell the others about his or her vacation.3.Move around the room, offering vocabulary and pronunciation support as needed.Talk about it in Step 5 Self Check Ask the complete the self check.Check the answers．
Read the conversations and the passage.Step 6 Summary
通过本节课的学习，学生能掌握日记的格式。
Step 7 Homework
1．Master the new words and target languages.2．Write a diary.3.Review Unit1.教学探讨与反思
能设置一种情景，让学生在假期中“真正”去过某些地方，然后再进行问答，相信会更好。
尽可能多地创设英语氛围，以提高学生的语言综合运用能力。任务型教学能调动学生的积极性，激起学生的好奇心，使学生产生成就感，进一步激起他们对英语的兴趣。学生学习语言是在理解的基础上运用语言，在用中学。为学生提供了使用英语的语境。着重培养学生的创新精神和独立思维能力，并在学习的基础上了解文化差异，培养合作精神和社会公德意识。
如果把课堂教学内容扩展到课外活动中去。形成课内外互相补充、互相促进的学习方式会更好
安全教育：不在走廊、教室里疯狂打闹
Unit1_Period7 讲解练习册习题
安全教育：安全委员时刻留意安全问题
Unit1_Period8 讲解练习册习题
安全教育：不要下河洗澡
第五篇：译林版七年级英语上册Unit1 This is me教案
Unit1 This is me!第 1 课时
Comic strip and welcome to the unit 教学目标 To grasp the words : e-dog, master, look after, good night
To learn how to greet with each other in English.To train the Ss’ love to each other and respect each other
To learn how to greet with each other.教学难点 The same as the above.教学过程: Step1
Revision Free talk.Ask the Ss to greet their partners.(Ss greet with each other.)Step2 Presentation(Ss read and find what the Ss say.)1)Show Ss a clock and say: At this time of day, how do you greet your teacher or your partner? 2)Today we are going to meet some friends at Beijing Sunshine Secondary School.This is their first English class.Open your books at Page 7 and read aloud what the Ss say.Step3 Presentation(listen and say)
Show Ss a picture & say: Look!I have two new friends.Point to Eddie, say: It’s a dog.Then Hobo: It’s an e-dog.Ask: Do you want to know his name? Say: I have an e-dog.I look after my e-dog every day.Who is his master? Step4 listen and answer Do you know? Present: master and look after T: Where’s the dog?
Play the tape and answer the questions 1.What is it?(It’s an e-dog.)2.Who is Eddie?(He is the master.)3.Who is Hobo?(He is the e-dog.)4.Do you like this e-dog/Eddie/Hobo? 5.Does Eddie like the dog? How do you know? Get some students to answer them in English.Step5 composition ask the students to write a composition Step6 Homework
Finish the exercises in the workbook.Revise the use of the Prep.in English.教学反思:1.通过情境的设置，可以激发学生的学习动机，更好地参与到课堂2.教师要多做个别指导。
第 2 课时 Reading
教学目标：1.Vocabulary : year, grade, club, music, after, wear, glasses, enjoy.2.Patterns :He enjoys playing computer games.& She is good at swimming.3.Skills: Learn to say 教学重点：The same as the aims 教学难点：Aim 2 教学过程: Step1 Revision Revise the dialogue between Eddie and Hobo.Step2 Reading Show Ss the picture , say: Are the Ss at Sunshine Secondary School ?.They are our friends.Do you know them? Let’s meet Millie first.Listen and read carefully.Ask: How old is Millie? Does she like reading? In the same way to learn sth.About Simon and Sandy etc.Ask the Ss to read again and finish Part B on Page 9 and Part C on Page 10.Step3 Practice Ask: What activities do his students like? Please help him to put the correct letters in the box.Step 4 Discussion 1.Ask the Ss to finish Part B2, discuss the answers with the Ss 2 Learn the language points.We know something about Millie ,Simon, Kitty, Amy, Sandy and Daniel now.Do you know more about them? Let's do the following exercises.3 Ask the students to do the exercises.Step6 homework Finish the exercises in the workbook.教学反思：给学生一些时间寻找课文中不理解的知识点，教师应有针对性讲解。
第 3 课时
Vocabulary
教学目标：Vocabularies: swimming, volleyball， football field, badminton, court, swimming pool, badminton court.教学重点：Aims.教学难点：The same as the importance.教学过程: Step1.Revision（say the names of the sports.）
1.Talk about sports with the class.Ask students what sports they know the English word for.Then show the real sports things for the students to learn their English names.2.Ask some questions: What sports do you like? Do you like Playing football? Can you swim? What other sports do you like? Step2.Presentation（Ss fill in the blanks and check it.）
1.Ask students to complete Part A and check answers orally with the class.Draw this table on the small blackboard.Use “swimming” as an example.Then ask students to draw the following table on the paper.Step 3 Practice(Make up the sentences.Complete the sentences.)Tell students to work in pairs to complete the chart.Then ask students to make their own sentences about the sports that they have written down in the table.For example: I play badminton with a badminton racket….Ask the students to complete the sentences.Step 4 Test Ask the students to do the test paper.教学反思: 可以开展小组比赛，激发学生的热情。
第 4 课时 Grammar 教学目标：1 to make positive and negative statements and ask questions with the verb “to be” To learn to use the simple present tense to talk about things.教学重点：The Simple present tense.教学难点：The same as the importance.教学过程: Step1
Revision Get the students to review “be” and prons and understand its usage.Step 2 Presentation 1.Go through the tables with students.Point out the contractions.2 Students read the sentences on their own.3.Ask students to complete the sentences in Part D.Then in pairs, Students compare and check answers.4.Get the students to read after the teacher and read in pairs.Step 3 Ask and answer 1 Go through the tables with students.2 Ask students to read the sentences in Part E.Let them use the correct forms of the verb “to be” to make positive/ negative statements and questions.3 Ask student to complete the sentences and check for correct answers and pronunciation.4 Let them read after the teacher and read together.Then ask groups of three to read the conversation.Then ask them to replace the information with their own information and read the new conversation.Step4 Learn 1.teach the students how to write a letter.2.Ask students to complete the letter in Part E, Then check the answer in pairs.3.Ask students to read together.4.Explain : go running , be good at/ be bad at doing Step5 Homework Write a letter to a pen-friend.教学反思: 1.调动学生口语表达的热情。培养学生独立自主解决问题的能力。
第 5 课时
Integrated skills
教学目标：1.To extract information from an article.2.To obtain information from listening 教学重点：Extract and obtain information about Li Hua.教学难点：Complete a newsletter article.教学过程:
Step1 Revision 1.Get the students to look at a picture of Yao Ming and ask some questions: Who is he? What does he do ? Where does he work?… 2.Ss answer the questions with the picture.Step 2 Presentation.1.Tell students to look at the headline of the newspaper article and the picture.Ask:1)Who do you think the person is? 2)What does he do?
3)Which football team does he play for? 4)Which football team did he play for? 2.Point out and explain the meaning of these words: score, goal, match, team, the World Cup.3.Tell the students to read the note sheet after the teacher.Then read together loudly.4.Ask students to listen to the recorder three times, and complete the information.5.Ask students to check the answers for a class.6.In Part A3, Ss need to extract information from both the article and the note sheet.Then ask them to read after the teacher and practice reading.Step3 Speaking
1.Encourage students to revise the conversation for self introduction and the giving of personal information first.2.Present the conversation line by line, focusing on intonation and the linking of words.Ask students to repeat complete sentences as they hear them.3.Ask students to replace the underlined words with their own information.4.Encourage students to expand the conversation to include more formal greetings.Step4 Homework Write a newsletter article of a famous person.教学反思:
第 6 课时
Study skills
教学目标：1.To use everyday expressions to give instructions, make requests and give responses
2.Give instructions, make requests and give responses.教学重点：Everyday expressions 教学难点：Everyday expressions and responses.教学过程: Step1 Revision 1.Revise some useful expressions.The teacher let them guess and plays a game to the students: listen to the teacher/ listen carefully Turn to Page …/ work in pairs/ Open/ close your books…
Excuse me, what’s your name, please? Are you …? Where are you from? Are you good at English?…Let the students answer them.Step 2 Presentation.1.Tell students that they need to speak English in my class, so it’s important to learn some everyday expressions.Then let them practice their own phrases they have prepared.2.Go through Part A with the students.3.Explain “borrow/ borrow from/ lend”
4.Ask students to work in pairs to exchange requests and responses as presented.Then check a row of students.Do you have an English book? Does he/she have an English book? Can I borrow your …?
Step3 Practice
1.Go through Part B.Let students guess what those sentences mean by the pictures.2.Get students to work in pairs and encourage students to repeat whole sentences from memory.3.Explain: I don’t understand.I’m sorry I don’t know.I’ll start/begin.4.Tell students to learn more phrases in order to understand what the teacher.Step 4
Homework Do the exercises in students’ workbook.教学反思:
第 7课时 Main task
教学目标：1.Learn two profiles of Millie and Daniel
2.To write about themselves
3.Introduce themselves to others confidently.教学重点：Learn to write about themselves 教学难点：The same as the importance.教学过程: Step1 Organize ideas.Tell students that the class is preparing a handbook containing a profile of each student.The final drafts of their writing will be collected to make a class handbook.Step 2 Present 1.Ask students to listen to the recorder and answer some questions about Millie and Daniel.2.Ask students to read the profiles.Tell students to underline words and phrases which they find useful in the models so that they can include them in their own writing.3.Tell students to read the outline on Page 16.Encourage students to include additional information.Step3 Practice
1.In pairs, students read, check and correct their partner’s draft.The teacher goes around the class And provides help and assistance.2.Ask students to rewrite their personal profiles on a separate sheet of paper and add illustrations, particularly a picture of themselves.3.Ask for volunteers to read out their profiles to the class.Step 4 Play games 1.Tell students not to include their names on the first drafts.2.Divide the class into groups of
eight.Collect the students first drafts, mix them up and then hand them out to different students within the group.3.Each student reads a personal profile, tries to guess who the write is and returns the personal profile to the writer.Step 5 Homework Write one or two profiles of himself /herself and another person.教学反思:
第 8 课时 Checkout
教学目标：1.To use the new grammar items and vocabulary taught in unit.2.The simple present tense.教学重点：Use simple present tense.教学难点：The same as the importance.教学过程: Step1 Revision
1.Revise some vocabulary and grammar items taught in this unit: be good at doing/ be clever at/ in the reading club/ like/love/enjoy doing/ take…for a walk/ walk home/ a member of…/ go running…
Step 2 Present
1.Tell students that they will be able to check whether they can use words they have learned earlier in the unit to make sentences.2.Give them a time limit and finish it.3.Let students correct themselves, or divide the class into pairs.Students correct each other’s work and write the score on the “paw”.Step 3 Have a competition
1.Tell students that they are having a competition task.Tell them if they can sort the words into the correct word families.2.Students put the words into the correct word families.Set a time limit.Let them fill in the blanks, then ask students to say the answers.The first student who gets all the answers right is the winner.3.Ask them to write a few more words for each column if they can.Step4 Homework 教学反思:
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