第一篇：八年级Unit1教案
Tina八年级教案Period 1 教学内容：八年级上册Unit1SectionA(1a-1c)教学目标：
1.学会谈论过去所发生的事件—学习一般过去时的用法
2.1）掌握一些关于活动的词和词组如 go to the beach, go to summer camp, visit museums, go to New York City, go to mountains, stay at home等;（2）掌握一些规则和不规则的动词过去式：stay(ed), visit(ed), go(went), do(did), is/am(was)。能听懂关于过去活动的特殊疑问句和一般疑问句以及简单描述语言的对话。（3）进一步巩固一般过去时。3）能掌握以下单词以及短语：
anyone, anywhere, wonderful, few, most；go to the mountains, quite a few, go to the beach, 等。教学重点和难点：
1.掌握多种常见的单词规则和不规则的动词过去式。
2.学习本单元的词组，并学会运用这些词组造句。3.学生对听力材料的理解以及动词过去式的使用。
教学步骤：
新课导入：谈论节假日的活动 3.教授和练习：
Step1.用你曾经都去过哪里度假？这个话题引入今天的单元。Step2.学习本单元SA部分的新单词。用图片的方式进行导入，引导帮助学生记忆单词，最后复习。
Step3.复习七年级下册第9单元的How was your weekend ? What did you do on the weekend?来进行一般过去式的复习。用动词词组do my homework play soccer clean my room go to the beach
play tennis go to the movies visit my aunt stay at home
have a party do some reading practice English study for the test来回答。
Step4.学习今天的新动词词组 以及规则与不规则动词的过去式变化stay---stayed stayed at home
go---went
went to the beach went to New York City went to summer camp went to the mountains visit---visited
visited my uncle visited museum Step5.根据刚才复习过的知识，完成1a部分。
Step6.1）老师放听力（读）学生标序号，完成1b部分。
2）逐句讲解录音部分。
Step7.讲解句型Where did you go on vacation?
—I went to the mountains.Where did you go...? 是一般过去时的特殊疑问句，did是助动词，动词go用原形。如：
—Where did you go yesterday afternoon? 昨天下午你去哪里了？ —I went to the library with my brother.我和弟弟去图书馆了。Step8:根据句型的讲解练习1c部分。并进行中考练习。第二节课
Step9.根据1b完成的对话，Listen.Where did the people go on vacation? Complete the chart.Step10:根据PPT的图片提示进行练习对话。
Where did he go on vacation ?He went to New York City /.She stayed at home 等短语。
Step11：Listen again.Check Yes, I did.or No, I didn’t.Step 12： Role-play conversation between Rick and Helen.对话中主要词组：
anywhere interesting not reallymost of timeanything special Step13： 总结本节课所学内容。
第二篇：八年级unit1教案
Unit 1 Will people have robots?(1)预习(2)明确目标(3)教师讲解(4)导入新课(5)尝试练习(6)合作交流(7)课堂小结(8)当堂训练
二．本单元课题
Unit 1 Will people have robots? 三．本单元内容分析
本单元为一般将来时的基本用法。需要用Will ,be going to 句型表达将来要发生的事情，以及There be机构的一般将来时的表达及变形。
四．教学目标 1.Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc.2.will 构成的一般将来时态的陈述句、否定句、疑问句及回答.3.There be 句型的一般将来时.4.more , less , fewer 的用法.5.学习一般将来时态的相关知识，学会对未来进行预测.6.对five years ago ,today ,in five years 简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣.7.通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时。
五．教学难点分析
1.will构成一般将来时态的句式。一般将来时的一般疑问句特殊疑问句。
2.There be 句型的一般将来时态。
3.more , fewer , less 的用法。
4.How to make predictions.六．教学课时：six periods Period 1:1a-2c Period 2:2a-Grammer Focus Period 3:3a 3b SectionB Period 4:3a 3b 4 Period 5:Section 1 Before you read
Period 1 I.Teaching aims and demands: 1.Words& phrases: robot, paper,everying,will etc..2.will 构成的一般将来时态的陈述句、否定句、疑问句及回答.3.学习一般将来时态的相关知识，学会对未来进行预测.4 对five years ago ,today ,in five years 简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣.5 通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时.II.Important and difficult points : 1.will构成一般将来时态的句式。2.How to make predictions.III.Teaching methods: listening,saying,talking, III.Teaching procedures Step 1 1.Greetings and lead-in 2.Review Draw a simple time line on the blackboard.Point to the date and ask the students some questions to teach them how to make predictions.3.Language study.SB Page 2, 1a(1).Look at the picture: How will the world be different in the future, 100 years from now? We're going to talk about sth in 100 years.(2).Read each predictions to the class.Explain the new vocabulary.（3）.Read the instructions.Make sure Ss know what they should do.（4）.Do it by themselves.（5）.Talk about the answers with the class.Explain: 一般将来时态
构成: will / be going to + 动词原形 Step 2 While-task SB Page 2, 1b 1.Practise reading the six predictions.2.Read the instructions to Ss.Circle the things you hear on the recording.3.Play the tape twice.4.Play the tape a third time.At the same time ,check the answers.SB Page 2, 1c 1.Pay attention to the dialogues.2.Read the dialogues fluently.3.Pairwork.Work in pairs to make predictions according to the sample.4.Ask several pairs to share their conversations to the class.step 3 practice Ask and answer questions about the predictions in 1a.Boys--Girls group 1--group 2 student A---Student B Step 4 Summary Ask some students to summarize knowledge of this lesson.Step4 Homework
一．选择题[当堂训练] 1 _____you ____a doctor when you grow up? A Will;going to be B Are;going to be C Are;/ D Will;be 2.He will be back _____a few minutes.A with B for C on D in 3.What time _____we meet at the gate tomorrow? A will B shall C do D are 4.It ____my brother’s birthday tomorrow.She _____a party.A is going to be;will have B will be;is having C will be;is going to have D will have;is going to be 5.Li Ming is 10 years old now, next year he _____11.A is B is going to be C will be D will to be 二．填空
1.____(be)you free tomorrow? 2.They _________(not leave)until you come back.3._____we_____(go)to the party together this afternoon? 4.They want to know when the meeting _____start.5.What ____you _______(do)tomorrow afternoon? 6．Jenny ____ _____(do)an experiment the day after tomorrow。课后反思：
Period 2 1.Teaching aims and demands 1.Knowledge and ability objects(1)Key vocabulary There be will fewer pollution tree(2)key structure There will be There wil not be Will there be ? Yes,there will./No,there will not.1.Method objects in teaching(1).Listening and speaking methods(2).Dicussion method(3).Pairwork and groupwork II.Teaching difficulty To master the key structure.III.Teaching procedures Step 1 Greetings and Review First, Ask students to make your sentences.Then,Go over what we leant yesterday.Step 2 Presentation SB Page 3, 2a & 2b 1.Read the predictions.2.Read the instructions and point out the sample answer.3.Play the tape twice.Ss circle the word they hear in each sentences: more, less, fewer.4.Check the answers.学生探究: less, fewer 的区别
Step 4 Groupwork Look at activity 2b.Make conversations about the predictions.Step 5 Summary Step 6 Homework
1.Make predictions about yourself in 10 years.Write down 5 sentences 1.Go over the new words.2.课后反思：
3.Exercises:[当堂训练] 选择题
1．I hope I have ______free time.I don’t like to keep busy.A.more B.less C.many D.much 2．If there are ______trees, the air in our city will be ___ cleaner.A.less;more B.more;more
C.more;much D.much;more
3．I am happy because I have homework to do today than yesterday.A.more
B.less C.few D.fewer
4． —Will there be more people in 100 years, do you think?
—_____,I hope.A.No, there isn’t B.No, there aren’t
C.No, there won’t D.No, they won’t 5．If there are _____flowers, our city will be _____ nicer.A.less;more B.more;more C.more;much D.much;more
Period 3 1.Teaching aims and demands 1.Knowledge and ability objects
(1)key vocabulary: Building rocket space fly –flight-flew take-took key structures(2)key structures What do you think Sally will be in five years? I live in an apartment.2.Method objects in teaching Discussion method Speaking method Pairwork and Groupwork
II.Teaching difficulty To master the key structure.III.Teaching procedures Step 1 Greetings and review
Ask students to look at pictures.Then ask some questions about ―There will be Step 2 Lead – in
Look at the pictures of Sally in page 4.Then fill in the blanks in the sentences.Then check them.Step 3 Practice Ask students to write about yourself according to 3a.Then some students read them.Decide which classmate is the best.Step 4 Pre-task SB Page 5, 1a 1.Look at the form and read the headings to the class.Make sure the Ss know what they mean.2.Read the list of seven words.Explain the new words.3.Write each word in the correct column.Check the answers.Step 5 SB page 5 2b 1.Look at the form and read the headings to the class.Make sure the Ss know what they mean.2.Read the list of eight words.Explain the new words.3.listen and fill in the blanks with the correct verbs from the box.Step6:summary step7 Homework 1.Go over the words.2.写一篇50个单词左右的小短文，预测与展望未来 作文[当堂训练]
What will your life be like in 10 years? 描述你10年后的生活（如居住环境、生活水平、事业、家 庭、爱好等的变化），不少于8句话。
Period 4 I.Teaching aims and demands 1.Knowledge and ability object(1)key vocabulary Fall fell alone pet parrot probably suit able dress casually which write wrote(2)key structures Fall in love with Go doing Hate to do /doing Alone lonely 2.Method objects in teaching Discussion method Speaking method Reading method Writing method II.Teaching difficulty To master the key structure.III.Teaching procedures Step 1 Leading in 1.Greetings.2.Check their homework.Step 2 While-task SB Page 6, 3a 1.Read the instructions.2.Give Ss 3 minutes to read the passage, tic k out the new words.3.Explain the new words and practice reading.4.Point out the chart.Read the column headings to the class.5.Read the passage again.Write words from her answers in the correct columns below.6.Check the answers.7.Practise reading.SB Page 6, 3b.Playing a game: Who write it? 1.Ss write about their life in ten years on a piece of paper but don't write names on the paper.2.Put all the Ss' papers together.3.Take turns reading the paper.The other Ss guess who wrote it.Step 3 Post-task SB Page 6, Part 4 1.Read the questions below.2.Ask two Ss to read the dialogue.3.Answer the questions.4.Pairwork.Get your partner's answers.5.Share a few Ss' conversations.step 4 summary Step 5 Homework: 1.Finish selfcheck as their homework 2.Go over the words in this unit.Exercises[当堂训练] 根据汉语提示完成句子
1.No one knows what will happen the（在将来）.2．I feel at home, I have no friends.3.When I work for a long time, I’ll（感到厌倦）.4．She lives in the mountain.5.Last year I ___ ____ ____ ____ Shanghai.(爱上了)6.I like living with friends, I don’t like____ _____（独自居住)7.At the weekends, I’ll be able to _____ _____ ______.(穿着随便些)8.Sorry, I___ you ____ so long.(让 … 等)9.I____ _____ _____ a pet cat.(甚至可能饲养)10.Which country will win ____ ____ ______ _____.(世界杯)
Period 5 I.Teaching aims and demands 1.Knowledge and ability objects(1).Key vocabulary Make made such bored already think thought(2)key structure Hundreds of Be fun to do The same as
反义词组 be different from It is +adj+for sb/of sb +to do sth Make do sth Wake up Such 和so的区别
2.Method objects in teaching(1).Dicussion method(3).Reading II.Teaching difficulty To master the key structure.III.Teaching contents:
Reading: Do you think you will have your own robot?
IV.Teaching procedures: Step 1 Leading in 1.Greetings and free talk.2.If possible,draw a robot on the Bb or put up a picture of a robot.Tell: What does it look like? What can it do? 3.Tell your partner what you know about robots.Step 2 Pre-task SB Page 8, 1b 1.Read the title of the passage.2.Look at the picture together.Ask a few Ss to describe What they see.3.Read the words and phrases in the box.Practice reading the words.4.Circle the words you think you will read in the passage.Step 3 While-task SB Page 8 1.First let Ss scan the passage for the main idea.2.Explain something.help sb.with sth./do sth.do the same as …
make sb.do sth.It takes /took /will take …
3.Ask a few comprehension questions around the class.4.Read the passage by the Ss.Step 4 Post-task 1.Go through the reading again.How many words in 1b did you correctly predict? 2.Go over the structures in SB Page 9, 3b.Make their own sentences。
step 5 summary Homework: 1.复习整个单元单词及课文.2.完成配套练习课后反思: Exercises[当堂训练] I。根据汉语意思完成句子
1。没有人知道将来会发生什么？
No one knows what will happen _______ ________ ________.2.这些东西都是数百年前发明的。
These things were invented ________ ________ __________ ago.3.六点前到达那里是不可能的。
________ ________ ________ to get there 6 o’clock.4.作为一个记者，我想我将会遇到许多有趣的人。
_______ a reporter , I think I _______ _________ lots of interesting people.5.如此多的作业让他厌烦。
He is _______ ________ ________ a lot of homework.
第三篇：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
第四篇：八年级英语下册Unit1教案
八年级英语下册Unit1教案
Unitne复习提要
一．
用所给词的适当形式填空。
Thehave
altftall
sine3earsag
2It’s
tfinishsuhadiffiulttasinavershrttie
3Tsees
trrButheisver
f
the
life
4usinsbthanttbegreat
sthattheanaethse
learTheilltrtstppeplefraing
Thatastrnautasnt
iththat
truth（pleasant）
那个宇航员对那个令人不快的事实感到很不满意。
6．Ttaesfivedas
thatparrt==Tspendsfivedas
thatparrts
7ansientistsaretringtaerbts ,it’sdiffiultfrthe
this
8．eallnthat
thefutureanbedifffiultandan
neveraetrue
9T
aputerprgraerin7ears
0eshuldtrurbesttuse
pepleand
netdrer
二．写出下列短语
．三只电动牙刷three
2。太空站
3。好几百只鹦鹉
f
4。在未来
the
4．形状不同的巨大的机器人
rbts
different
．实现梦想realizethedrea===aethedrea
6．驾飞船到月球
tthen
7fallinlveith
8穿戴更随意些
re
9。Bethesaeas反义bedifferent
0．活到200岁live
thundredearsld
1通过电脑在家学习
studathe
三．重点句型1havefundingsth
【句型介绍】意为“做某事有乐趣”，其中havefun相当于enneself，表示过得愉快。【句式比较】haveagd/nie/nderfultiedingsth/ithsth
Diduhaveagd/nie/nderfultievisitingthatuntr?访问那国家你们快乐吗？ 另
表
“
做
某
事
费
力
”havetruble/diffiult/prbles/ahardtiedingsth/ithsth
【特别提醒】句中fun及truble为不可数名词，前不能用冠词。可用great、uh、altf，ltsf等修饰。
习题1it’s
fun
（si）inthesea,ehadgreatfun
（gsiing）there
2hatfunthehad
thatauseentpar
3Nnenshatgreattrubleehad
urhuse
4．ehadfunplaingputergaes我们玩电脑游戏很愉快。
2英语中集体名词，如fail,lass,tea等作主语时，若作为一个整体看，其后的谓语动词用单数；若强调其组成成员，谓语动词用复数。类似还有plie和the+形容词表一类人时
failisahappne
failareallathingTV
3在比较级中，要注意than后面人称代词的格。）当句中的谓语动词是不及物动词时，than后代词用主格还是宾格，意思上通常没有区别。如：HerunsfasterthanI/e他跑得比我快。
Thegettshlearlierthane/useverda他们每天都比我们到校早。
2)句中谓语动词是及物动词时，than后面人称代词用主格还是宾格在意思上就有差别了。试比较：Ilieurethanhe我比他更喜欢你。
Ilieurethanhi你和他相比，我更喜欢你。
在比较句型中，than后面的谓语动词常常省略。也可以用相应的助动词来代替与前面相同的谓语动词，以避免重复。如：
TdesbetteratthelessnsthanI汤姆功比我好。
SheatelessthanIfrbreafast她早饭吃得比我少。
4．不定式作定语时，应放在被修饰词的后面，一般指一个还没有发生的动作。
如：Duhaveanthingtsaabutthis?有关这事你有没有什么要说的？
．u'dbetter是uhadbetter的缩写形式。hadbetter为固定短语，意为“最好”，后接动词原形，常用来提出建议或劝告，其否定形式是“hadbetternt+动词原形”。u'dbetterntstatheretlng你最好别在那里呆得太久。
6Suh作形容词，意思是“如此的”“这样的”，修饰各种名词。
Suh这样的。如Itissuhbadeather天气如此恶劣。
Suh常和表示结果的that从句搭配，表示“如此„以至于„”如
Itassuhahtdathateallhadtstaathe
Suh„that„和s„that„都可用来引出一个结果状语从句。由于suh是形容词，所以that从句前有一个受suh修饰的名词；而s是副词，用以修饰形容词或副词，因此that从句前一般不出现名词。如
Thearesuhind-heartedteahersthatpepleinthevillageallrespetthe
Theexaassdiffiultthatanstudentsfailedtpassit
a)如名词是可数名词的单数形式，suh和s位置不同：
suh+a/an+形容词+单数名词=s+形容词+a/an+单数名词即suhaniegirl=snieagirl
b)如果名词是不可数名词或名词复数，只可用suh,不能用s:
suh+形容词+不可数名词或复数名词，如：suhgdeather，suhlever
ids)如果被修饰的不可数名词被uh,little,或复数名词被an,fe等表示量的形容词修饰时，用s，不用suh
语法要点一般将来时的用法：1）表示将要发生的动作或情况；2）不以人的意志为转移，肯定要发生的事情。ThedaaftertrrillbeNatinalDa后天是国庆日。
3in/after:in是指以现在时间为起点的“在一段时间以后”。也可以表示“在将来多少时间之内”，句子中的谓语动词要用一般将来时态，对此提问用hsn
after常指以过去时间为起点的“一段时间之后”，所以它与过去时态连用。当after指某个特定的未来时刻或日期之后，或指以将来某一时间为起点的若干时间之后时，它可以与将来时态连用。用”begingt+动词原形”也可表示将来时，表示将要发生的事，打算或决定要做的事。
4re,less,feer的用法区别：re为an,uh的比较级，意为“更多”，可修饰可数与不可数名词。Less是little的比较级，意为“更好，较少”，修饰不可数名词。Feer是fe的比较级，意为“更少”，修饰可数名词复数。
【注意】fe,little表示否定“几乎没有”==hardlan或ntan/ntuh。
afe==several
alittle表示肯定“一点，几个”=abitf„„。
uldliesth意思为“想要某物“；uldlietd意思为“想要做某事”。回答uldlie句型的一般疑问句时，其肯定回答为“es,please”;否定回答“N,thans”或“I’dlie/lvet,but„”
d)当little表示“年纪小的”时，可用suh+little+名词。
单选题1It________usnearlahledatfinishther
Aused
Bst
t
Dspent
2Thereis________aterinthear,isthere?
Afe
Blittle
afe
Dalittle
3Thisbasetis________thanthatneuanarrthelightne
Areheavier
Buhheav
uhheavier
Dverheavier
4It’splite________theldeshuldlearnfru
Afuthelp
Bfruthelp
fuhelping
Dfruhelping
Therearethree________studentsintheirshl
Athusandsf
Bthusandf
thusands
Dthusand
6There________aniprtanteetingthisafternnAllfushuldattendit
Aillhave
Billbe
illhld
Dhas
7—________illuebafrurr,Dad?
—Inabuthalfanhur,dear
AHlng
BHften
hattie
DHsn
8Thebssaestherers________lnghurseverda
Ar
Btr
rs
Dring
9ehadfun________therbtsdandifferentindsfthings
Atath
Bathed
athing
Dathes
10—illuplease________dthat?
—,In’t
An’t
Bnt
dn’t
Dan
1凯蒂不能参加运动会了。
itt____________________________________________taepartinthesprtseeting
2昨天有好几百人来我们学校参观。
______________________pepleaetvisiturshlesterda
3彼得在上海找到了一份工作，他不得不在那里独自生活。
PeterfindsabinShanghai,shehast___________there___________
4我们家乡的污染没有以前严重了。Thereis______________inurhetnthanbefre
十年后你会是什么样子？
hat____________________________________________intenears?根据要求完成句子（分）
61Thereillbeasprtseetingthiseeend
There_________________________________beasprtseetingthisee
62IthinSallillbeadtrinfiveears（对画线部分提问）
______________________uthinSall______________________infiveears?
63Thereillbefeerpeplein100ears
___________there___________feerpeplein100ears?
64Theren’tbeanpaperne
Thereillbe______________________ne
6lassatesftenhelpelearnEnglish
lassatesften___________e___________English从方框中选择合适的句子完成对话。（有两项多余）
DavidandTinaaretalingabuthatthearegingtdinthefuture
T:hatareugingtdafterleavingshl?
D:Ilietvisitdifferentplaes__________
T:__________
D:furseId
T:That’sgduaregdatspenEnglish__________
D:Reall?I’tringtlearnitbetter__________
T:abeIllbeaPEteaherIfeellieplaingallindsfgaesithhildren
D:__________
T:esIhpestudentsillliee
D:Gdlu!
Ahatduanttbe?
BDulietraveling?
Isthatright?
DItseesthatu’llenurr
EAreugingtbeateaher?
FIathiningabutbeingaguide
GGreatIillbeprudtbeateaher
书面表达（10分）
’
假如你是a，你有一个梦想，希望将来你家能有一个叫Superan的机器人帮你做很多事情，还可以和你一起玩。请展开想象，以drea为题写一篇80词左右的短文。
drea
I
’
aI
’dreaingfarerelaxinglifeinthefutureIillbualargeapartentfrfail,IhpeIanhavearbtalledSuperanItillhelpeleanther,theealandfeedpetdgItillbeabletplaseritheIfIahurtrill,itanlaftereellTherbtillbenefbestfriendsIalsanttbeanastrnautandflarettthen,andifpssibleIilllivenaspaestatin
Ithindreailletrueseda
Unit2复习提纲
一．
词汇
不让„„进入教室==eep„„
thelassr
向„„外看lutf„
2与某人打架havea
ithsb==fightith
3．与某人争吵
ithsb。==have
ithsb。
4许多好建议an/altf/ltsf
suggestins（可数名词）====uhadvie
．时尚的Instle==fashinable===trend--------------反义词落伍的/不时髦的utfstle
你怎么了?hat’srng
u?===hat’sthe
u?
==hatishappening
u？
6．一张球赛票a
aballgae
7通过电话谈论那电影tal
thevie
thephne
8给某人打电话allsb
==ringsbup===givesbaall==aeatelephnealltsb
9从„„买礼物bugiftsfr。。
反义短语sellsth
Sb把某物卖给某人
0．我能借您的词典吗?anI
urditinar?===anu
eurditinar?
brr,lend:brr“借入，借给”即说话人向他人借东西brrsthfrsb;lend-lent-lent“借出，借给”即说话人把自己的东西借给他人lendsbsth=lendsthtsb
1把A与B相比较
A
B
把A比喻成B
A
B
2．抱怨作某事
abut
dingsth。
二．重点知识点
lud是形容词,lud-luder-ludest意思是“响亮的”；作副词时，常与tal,sing,laugh等词连用，如spealud;
ludl“大声地”带有喧闹的意味，常用来修饰shut,r,all,n等动词，通常没有比较级和最高级，作状语；
alud副词，出声地，大声地，仅指发出声音（以使能被听得见）。
2．Enugh为形容词，意思是“足够的”；enugh+n修饰名词常放名词前面enughne;ad/adv+enugh修饰形容词或副词必须放其后边；后常用td或frsbtd足够做某事
3exept，besides除„之外:exept除了„都，在nne,nbd,nthing等词后加介词but也表示“除了”。后边代词必须用宾格且其后的成分不影响前边主语的数，besides==ith强调“除了„之外还有„”
TentttheDisnelandbesidesate除了有凯特汤姆也去了迪斯尼乐园
类如ith，tgetherith，asellas后的成分也不能影响主语。
Nbdbutthetins
beentthatit
Ahave
Bhas
had
Dis
Thelassexeptlil
frEnglish-speainguntries
Aes
Bis
are
Dising
4findut,find,lfr,lup:
findut“找出，发现，查明”多指通过调查，询问，打听，研究之后搞清楚，弄明白或指找出较难找到的，无形的抽象的东西；
find“找到，发现”通常指找到或发现有形的东西也可指偶然发现某物的某种情况，强调找的结果；
lfr“寻找”强调动作。
Lup查找单词/地点
．talabut谈到，谈论；talf谈到，说到；haveatalith与谈谈，做报告；taltsb对„谈话；talithsb与„交谈；taltsb和talithsb均表示“和某人谈话”，“讲话”。taltsb比较常用，侧重一方谈，一方听；talithsb侧重双方交谈；talabutsb则表示“谈论某人”
6．iss女士,后跟姓氏，如：issli
。思念
Iissuver
uh
错过iss后必须用动词的ing形式==failtd
Heissedathingthebus===hefailedtaththebus
Beissing==belst=begne丢了，不见了
penisissing==penislst==penisgne
7．n与have:n强调的是拥有，占有某物为自己的财产，但所占有的东西目前不一定是由人使用，强调所有权；have为普通动词，表示的所有关系。
英语中表“„„自己的„„”不能用neself’s必须用ne’sn„”如：nguitar
fne’sn完全属于某人自己的；nne’sn独立地，自愿地；ithne’snears亲耳。In’t
believeuuntilIseeitithnees直到我亲眼见到我 8．attend,in,taepartin:
attend“出席，参加，上学”attendshl上学，attendeeting出席会议；
taepartin参加，是指参与某项活动taeanativepartin积极参加；
in参加，当in用于加入某个团体或组织，成为其中的一员，后面直接跟名词，当in表示参加某项活动时后面跟介词in
三．重点句型
主语+thin/find/ae/feel+it作形式宾语（此处不可用其他词替代）+td不定式作真正宾语
（）henthseidsareadults,theightfind
diffiulttplanthingsfrtheselves
A
it
Bthat
this
Dthat’s
2“疑问词+不定式“结构相当于一个从句==疑问词+句子主语+一个情态动词+动词原形
如，heretgisstillaquestin=hereeshuldgisstillaquestin
edn’tnhentleavefrshanghai
=edn’tnheneshuld/an/ustleavefrShanghai
3hearsb/sthding意为“听见某人/物正在做”，句中ding为现在分词作宾语补足语，表示动作正在进行，强调一个过程。
ustthenIheardsenering“Help!Help!”那时我听见有人在喊“救命啊！救命！”
【句式比较】hearsb/sthdsth听见某人/物做某事，句中d为不带t的动词不定式作宾语补足语，表动作已经结束或经常发生，也可表示即将发生的动作。强调一个结果。
与此用法相同的词有：一感（feel）二听（listent，hear）三让（let，ae，have）四看（lat，see,ath,ntie）
Iheardhisingthreesngs我听见他唱了三首歌。
eftenseeTreadEnglishntheplagrundinurshl
我们常见汤姆在我们学校操场读英
4．把某物忘在某地不能用frget，必须用leavesth。某处
I’srrthatI
herathe,anIhanditinbsuppertie
Ahavefrgtten
Bfrget
haveleft
Dleaves
单项选择（10分）
21Ihavegtttiets_______thenert
An
Bf
fr
Dabut
22Pleaseanserquestinina_______vie
Alud
Bludl
alud
Dea
23Thisindfsirtls_______andsells_______
Aell;ell
Bnie;gd
nie;ell
Dgd;nie
24Thisis_______bIt’sgdfru
Aquietgd
Bquietgda
agdquiet
Dquiteagd
2Theffierrderedthesldiers_______dnquil
Aling
Blies
la
Dtlie
26erealldn’tn_______ulduhelpus?
Ahtd
Bhattd
tdhat
Dtdh
27In’tleavehereuntilther_______ba
Aille
Bising
ae
Des
28—_______?
—athdesn’tr
Ahareuhere
BHdud
hat’srng
Dhat’sthis
29Shetldusthatshe_______herhandbagnthebus
Aleft
Bfrgt
issed
Dfailed
30He_______eighthundredthusanddllarsfrhisBenzar
Apaid
Bst
t
Dspent
词汇（10分）A)根据句意和首字母提示填空。
1Iftenhearher____________abuthersn’slaziness 2It’llbebetterthavea____________arundIt’sdangerusfruteenagerstgapingalne
3Hedidn’tpasstheexa,sheasu____________
4bdesn’ti____________aingffeefrthebss
Thisatisins____________Ilieitveruh
B)用括号中所给词语的适当形式填空。
6Thehildrenened____________intheuseulastSunda
7Sallbrughtusapieef____________nes
8Everneinlassas____________tthepartexepte
9Thereareall____________fputersinthatshp
60uliaranpastthefinishinglineasfastas____________
V根据要求完成句子（分）
61Ithinushuldditburself
I______________________u___________ditburself
62hatduthinfurit?
___________du___________urit?
63Shehasttaeherdaughtertpianlessns
___________she___________ttaeherdaughtertpianlessns?
64Parentsaretringtplantheirhildren’slife
___________areparentstring______________________?
6Ihavethisindfbhnsnhasthisindfb,t
hnsnhas______________________indfb___________e
Ⅵ完成句子（分）
66他需要足够的睡眠。
He___________tget______________________
67学习很重要，但另一方面，你也要多做运动。
StudisiprtantBut____________________________________________,ushuldexerisere
68我妈妈希望我每天晚上都呆在家里。
therantse____________________________________________evernight
69你和同学们相处得怎么样？
Hareu_________________________________urlassates?
70我想弄明白为什么汤姆没邀请我参加他的生日聚会。Iantt______________________hTdidn
’tinvitee___________hispart
Ⅶ从方框中选择适当的句子，补全对话。
A:Hi,Gina!hareuearingahat?
B:___________
A:hat’srngithurhair?
B:___________
A:Letehavealh,it’sntuglatall
B:ButitaesellieabItseesbetterhenI’inthehat
A:Butit’ssuer___________
B:hatshuldId?
A:I’vegtanidea___________
B:h,illitbestrange?
A:N!Thenushulduturhairalittleshrter___________
B:es,vergdideaThenIansaI’ab,right?
AIt’sshrtandugl
BShrthairisverppular
uearsunglasses
DIdn’tliehairut
EIt’sthttearahat
书面表达（10分）
假如你叫Bett,请用下面所提供的信息写篇短文，告诉你最好的朋友ar你的烦恼。
内容提要：这几天，你发现同学们对你不太友好。上个星期六，班上的一位同学举行生日聚会，他邀请了很多同学，但没有邀请你。你感到很烦恼，于是向她诉说此事，并向她征求意见。（80词左右）
Dearar，IhaveaprblethesedasIthinIneedurhelp IantgettingnellithseflassatesThearentfriendlteIdn’tnhLastSaturdaneflassateshadabirthdapartatheHeinvitedanlassatesinlassexepteIfeelrried,IanttgetalngellithallfriendsbutIdn’tnhattduldutellehatIshuldd?
urs，Bett
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.
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