第一篇：Unit1教案
Unit 1 How can I get there? 单元教学目标：
1、能力目标
(1)能够简单描述城市、城镇或社区内公共设施的大致位置，如：“Where is the cinema, please? It’s next to the hospital.”等。
(2)能够询问线路并简单回答，如：How can I get to the „? Turn left at the „, then go straight.It’s on the left.(3)能够掌握四会单词hospital，cinema，post office，bookstore，Turn，left，go straight.(4)能够听懂、会唱歌曲“Where is the hospital?”。
2、知识目标
(1)掌握A,B部分Let’s learn, Let’s talk中的四会短语和句子。
(2)能够听、说、认读A,B部分Let’s learn的三会单词和Let’s talk, read and write中出现的三会句型。
(3)能够理解read and write, Let’s check, Let’s wrap it up等部分的内容。(4)能够了解tips for Pronunciation中音标的音与形,并能正确读出例词。(5)了解Story time等部分的内容。3．情感、策略、文化等有关目标
情感目标：培养学生团结友爱，乐于助人的良好品质。学习策略；引导学生在学习过程中注重合作学习。文化目标：简单了解国外地图的主要标识。
教学重点: 问路以及指点方向。
教学难点：问路的用语以及AB部分read and write中的对话。课时安排：6课时
第一课时：A Let’s learn / Make a map and talk 第二课时：A Let’s try/ Let’s talk 第三课时：B Let’s learn /Be a tour guide 第四课时：B Let’s try / Let’s talk
第五课时：B read and write/ Tips for Pronunciation
第六课时：B Let’s check /Let’s wrap it up/C Story time
第一课时
一、教学内容：A Let’s learn / Make a map and talk
二、教学目标与要求: 1.能够听、说、读、写单词或短语：hospital，cinema，post office，bookstore 2.能够听、说、认读短语science museum。
3.能够听、说、认读句型：“Where is the library? It's near the post office．”并进行关键词的替换操练。4.会唱歌曲《Where is the hospital?》
5.引导学生在学习过程中注重合作学习，培养学生合作学习的意识。
三、教学重难点分析
1、掌握Let's learn部分的四会单词和短语。
2、准确书写四会单词和掌握三会单词museum的发音。
3.掌握句型：“Where is the library? It's near the post office．”进行关键词的替换操练。
四、教具: 录音机、录音带。
五、教学过程: 1.Warm-up(1)Greeting(2)师生对话，复习介词in，on, under, behind, in front of, near, next to.2．新课呈现（Presentation）Let's learn(1)listen and say T: I want to post the letter.Where can I go?(post office)Oh, I feel bad, I need to see a doctor.Where can I go?(hospital)I’m ok now, I want to see a film, Where can I go?(cinema)I need to buy some books, where can I go?(bookstore)
Q: Where is the post office?(It’s near the hospital.)
E: We also can say “it’s next to the hospital.” Can you guess what meaning of “next to”?(It’s the same as near.)(2)Make a map and talk There are other two buildings.Look at this one, this is a science museum.The other one is library.In the map, there are 2 blanks A and B.Now, please guess where are they? Sence: I want to go to the library, but I don’t know how to get to the library? Can you help me? Q: Excuse me, How can I get to the library? A: „
Q: Where is the library? A: „
Listen to the tape, read after it.(4)Make dialogues(5)Next week, we will have a long holiday.I want to go to Beijing.I prepare a map.But it’s too small, who can help me write it on Bb?
(6)Do the same with partners.六、Homework Copy the 4-skilled words, each 5 times.第二课时
一、教学内容：A Let’s try/ Let’s talk
二、教学目标与要求: 1.复习单词或短语：hospital，cinema，post office，bookstore，science museum 2．能够听、说、读、写句型：“Where is the museum shop? It's near the door．” 3.能够听、说、认读单词：ask，sir，interesting和句子:Is there a...? I want to...What a great museum!
三、教学重难点分析
1、学习句型：“Where is the museum shop? It's near the door．”
2、正确使用方位介词。
四、教具
单词卡、录音机、录音带。
五、教学过程: 1.Warm-up Let’s do
Go to the bookstore.Buy some books.Go to the post office.Send a letter.Go to the hospital.See the doctor.Go to the cinema.See a film.Go to the museum.See some robots.2.Reision 复习单词或短语：hospital，cinema，post office，bookstore，science museum.教师先出示单词卡片，抽读这五个单词，然后再出示图片，让学生看图说单词。3.presentation Let’s try
（1）打开课本读一读Let’s try中呈现的问题和选项。（2）播放录音，学生听完后勾出正确的选项。（3）全班校对答案。Let’s talk
（1）播放Let’s talk录音，学生带着问题听录音，where is the museum shop？where is the post office？听完录音后让学生回答这两个问题，教师板书：It’s near the door.It's next to the museum.教师讲解：“near”表示在附近，“next to”表示与„„相邻，它的范围比near小。最后让学生用“near”和“next to”来讲述学校
周围的建筑物。
（2）讲解“A talking robot！What a great museum!”,让学生说说这两个感叹句的意思。
（3）跟读、领读Let’s talk.（4）分角色朗读课文。
4.Consolidation and extension（1）分角色扮演Let’s talk的内容，三人一组表演对话，然后请一些同学到台前表演。
（2）教学A.Talk about the places in your city/town/village.活动方式：教师引导学生共同回忆学过的公共场所名称，并将其板书在黑板上，如：park，library，zoo，school，museum等，先与一名学生示范问答：
T: Is there a zoo in our city? S：Yes, there is.T: Where is it? S: It’s near the park.„
然后学生两人一组进行问答练习。5.Homework(1)听录音跟读对话。（2）完成探究乐园配套练习。
第三课时
课时目标
1.能听说，读，写单词和词组：crossing,turn left,go straight,turn right.2.能听说，读，写单词：Italian,restaurant.3.能听说，读，写句子:Where is the Italian restaurant?Turn right here?No,turn left.并能在实际情景中正确使用。
教学重难点
1.重点：能听说，读，写单词和词组: crossing,turn left,go straight,turn right.2.难点：go straight的发音和拼写。
教具安排
1． 配套的教学课件。2． 图片和单词卡片。3． 录音机和磁带。
教学过程
一．热身（Warm-up）1．师生问候。
2.sing a song:Where is the hospital? 二．复习（Revision）
1.游戏：what’s missing? 活动方式：全班先抽读单词卡片：science museum,post office,bookstore,cinema,hospital,然后教师藏起其中一张单词卡片，问学生：What’s missing?为最快说出答案的学生所在的组加分。2.游戏：句子接龙
活动方式：教师先说一个公共场所的名称，接着让一个学生在重复教师所说场所名称的基础上再加一个场所的名称。以此类推，如果说不出行的场所，获场所的顺序有误的话则被判出局。如： T:I can see a hospital.S1: I can see a hospital and a post office.S2: I can see a hospital ,a post office and a cinema.三、新课呈现（presentation）1.教学词组：turn left turn right(1)学生排成一列纵队，后面的学生手搭在前面的学生的肩上，教师放“兔子舞”音乐，和学生一起跳“兔子舞”。跳的时候教师要注意示范left和right，如左右脚、左右手的动作。
（2）跳完后教师再一次举起左右手和左右脚并重复单词right和 left，板书：right 和left，带读right 和left。（3）活动：听听做做
活动方式：教师发指令：show me your right/left hand/leg/ear/foot.全班同学根据指令动作，边做边说：My right/left hand/leg/ear/foot.然后改由一个学生
发指令，其他同学边说边做动作。
（4）出示左转的图片说：turn left,补充板书成：turn right，让学生与教师一起边做左转的手势边说turn left。同步骤教学turn right。（5）队列训练
活动方式：每组请上两位学生在讲台前一字排开，教师发出指令：turn right，turn left，则学生边右转、左转边重复：turn right，turn left。说错或转错则被判出局，留下的学生为胜者。接着可以改由学生发指令继续活动。
2.教学词组： go straight(1)教师再黑板上用尺子画一条直线，指着直线说：This line is straight.板书：straight，带读straight。然后采用“大小声”的游戏操练单词：即教师大声说单词，学生则小声说。教师如果小声说，学生则大声说。
（2）教师出示“直走”图标说：go straight。板书补充go straight。带读go straight。
3.教学单词：crossing 出示十字路口的图片介绍：This is a crossing.板书crossing，带读crossing。然后采用“大小声”的游戏操练单词。4.游戏：插红旗
活动方式：每组派上一名同学，用眼罩蒙住眼睛。根据同组其他同学发出的指令：go straight，turn right，turn left，stop„将红旗插到指定的位置，用时最少的组获胜。
5.教学B.Let’s learn(1)教师出示课文挂图，播放课文录音，全班静听，理解课文。(2)板书：Italian restaurant ,告诉学生词组的意思并带读。(3)学生打开书，教师播放B，Let’s learn的录音，学生逐句跟读。
四、巩固与拓展（Consolidation and extension）1 教学be a tour guide(1)教师将课本上的地图贴在黑板上，对学生介绍说：Chen Jie is trying to be a tour guide for Oliver in Beijing.Can you help her? For example, now we are in front or Tian’anmen.Go straight and you can see the Palace Museum.(2)学生两人一组进行活动。2 活动：老外与警察
活动方式：先由教师扮演老外，学生扮演警察，让警察为老外指路。在师生示范的基础上，学生两人一组，分别扮演警察与老外进行对话。如：
T：Excuse me, sir.I want to send some postcards.Is there a post office near here? S：yes, there is.T：Where is it? S：It’s near the school.T：How can I get to the post office? S：Go straight.You will see a crossing.Then turn right.You will see it.T：Thank you.S：You’re welcome.五、家庭作业（Homework）1.听录音，跟读对话和单词。2.完成探究乐园配套练习。
第四课时
课时目标
1.能听说，读，写单词和词组：pizza, street.get.2能听说，读，写句子:I like„ How can I get to the„? Turn right at„并能在实际情景中正确使用。
教学重难点
1.重点：能听说，读，写单词和词组: I like„ How can I get to the„? Turn right at„并能在实际情景中正确使用。
2.难点：正确选用介词at 和on。
教学过程
一．热身（warm-up）1．师生问候。
2.sing a song:Where is the hospital? 二．复习（Revision）
1.全班抽读单词或词组：science, museum, post office,bookstore, crossing, cimema, hospital, turn ,right , left , straight,并选择一些单词让学生拼读。2.游戏：贴鼻子
活动方式：每组派上一名同学，根据同组其他同学发出的指令：go straight，turn right，turn left，stop„将鼻子插到指定的位置，用时最少的组获胜。
三、新课呈现（Presentation）1.教学单词pizza, street 教师出示pizza的图片介绍说：This is pizza.It’s a kind of Italian food and is very popular in the world now.板书：pizza，带领学生用升、降调度单词，然后采用“大小声”的游戏操练单词。
教师出示street 的图片介绍说：This is a street.Our school is on„Street.板书：street，带领学生用升、降调度单词。
2.教学句子How can I get to the„? Turn right at„ 教师出示自己绘制的学校周边示意图，与学生进行对话：
T：I’m hungry now.Is there a restaurant near our school? S：Yes, there is.T：Please tell me how I can get to the restaurant.S：Turn right.Go straight.Turn left at the crossing.T：Thanks.S：You’re welcome.板书：How I can get to the„？Turn right /left at„并带读。3.活动：“红领巾指路小分队”
4.活动方式：学生两人一组，一人扮演问路的行人，一人扮演热心指路的“红领巾”，根据黑板上张贴的学校周边示意图展开对话，如：
S1： Excuse me.Is there a pet hospital near here? S2：Yes, there is.S1： How can I get there? S2：Go straight and turn right at the post office.You’ll see a shop.The pet hospital is next the shop.S1：Thanks.S2：You’re welcome.两两对话后，教师请一些学生到台前表演对话。4.教学B.Let’s talk（1）教师播放B Let’s talk的视频，要求学生带着问题看视频：Where is the restaurant? How can they get there?视频播放完后，让学生来回答这两个问题。(2)教师播放A Let’s talk的视频，在 What an interesting film!It’s next to the park on Dongfang Street.处暂停，让学生说说这两个句子的意思并带读。
（3）播放B Let’s talk的视频，每句后暂停，全班跟读。
四、巩固与拓展（Consolidation and extension）
1.两人一组，分角色扮演B.Let’s talk部分的内容，然后请一些学生到台前表演。
2.Talk about a cinema or restaurant you like.How can you get there? 活动方式：告诉对方你喜欢的影院或餐馆，并说说该怎么走。教师先与一位 学生示范回答：
T：I like Jinyi Cinema.S：How can you I there? T： Turn left an Jiang bin park.Then turn right at Dongfang Restaurant.Go straight.You’ll see a museum.Jinyi Cinema is next to the museum.S：Thanks.然后学生两人一组进行问答练习。4.活动： I’m GPS.活动方式：教师将班级的桌椅重新摆放，模拟出一些街道，在街道两旁摆放一些单词卡，如：公园、动物园、博物馆、商店、医院等代表路旁的一些公共场所。学生两人一组，一人模拟开车司机，一人模拟GPS为其导航。如：
How can get to the zoo? Go straight.Turn left at the school.Then go straight and Turn left at the park.The zoo is next to the park.五、家庭作业（Homework）1.听录音，跟读对话和单词。2.完成探究乐园配套练习。
3.用英语为家长描述如何从学校走回家里。
第五课时
教学内容：B.Read and write 教学目标：
1.通过讨论车辆中哪种工具能帮助人们找到自己想去的地方来激活学生的背景知识、储备词汇；
2.通过阅读问题训练学生在语篇中捕捉不同类型的信息，学会根据上下文猜新词的能力；推理获得教材此部分提供的阅读理解题；
3.能根据阅读所获取的信息写出文章梗概，为复述故事做提纲；
4.知道英语句子有升降调，并在教师帮助下找到一般规律，正确朗读句子。教学重点：1.通过阅读问题训练学生在语篇中捕捉不同类型的信息，学会根据上下文猜新词的能力；推理获得教材此部分提供的阅读理解题。
2.能根据阅读所获取的信息写出文章梗概，为复述故事做提纲。
教学难点：1.通过阅读问题训练学生在语篇中捕捉不同类型的信息，学会根据上下文猜新词的能力；推理获得教材此部分提供的阅读理解题； 2.能根据阅读所获取的信息写出文章梗概，为复述故事做提纲； 教学用具：
1、教学内容相关图片.2.音频或课本录音磁带。Step1 Review 1.Show Ss a map.Ask :Where is the„?How can I get the„?
2.Play a game “Let’s go!” Step2 Overview Task: Robin will take us to a great place.Let’s go with him.Step3 Presentation 1.Show Ss a picture.Ask: Do you know these things ?What are they for ? Can you number the pictures according to the time ?If you are in a car, which of these can help you find a place ? 2.T:Wu Yifan and his friends wanted to go to the Italian restaurant.How did they go there ? What places did they pass by ? Ask Ss to scan the passage and underline the places they pass by.3.Read the passage carefully.Finish the exercise on page 9 in pairs.Then check the answers.Step4 Engagement 1.Ask Ss to read the passage again.And then make a map which shows Wu yifan went to the restaurant.Let’s see Whose map is beautiful and correct ? 2.Tips for pronunciation.Play the tape.Ss listen and find the different tones.T tells Ss that we use the falling tone when we read special questions.When we read a general question.We should read in the rising tone.Give Ss more sentences.Ask them to classify the sentences.Step5 Summary Ask several Ss to summarize what they learned in this lesson.Step6 Homework Practice reading the passage.第六课时
一、教学目标与要求
1、能够听、说、读、写：science museum、post office、bookstore、cinema、hospital
2、能够听、说、认读短语near、next to、in front of、behind
3、能够听、说、认读句型：Where is the cinema？It’s next to the bookstore.并进行关键词的替换操练。
二、教学重、难点分析：
1、掌握Let's learn部分的四会单词和短语。
2、准确书写四会单词和掌握单词museum的发音。
三、教学步骤和建议
Step1 Preparation 教师放三年级下册第六单元的歌曲“They Are in the Zoo'’师生齐唱。Step 2.Presentation
1、单词呈现
(1)“请你猜猜”活动
教师课前在黑板上画一个框，将hospital，post office，bookstore，cinema，science museum，park，library，school等单词卡片反面朝外贴在黑板上作为地图，每张卡片面都写着数字。教师指着其中一张卡片说：“Now I am in Nol.Please{what place it is．Is it a ZOO／school／park„?”教师要注意先出示两个学生的场所，第三次再让学生猜的时候，他们首先会考虑学过的词汇，这时再呈现新词cinema。教师示范朗读，学生跟读。教师带领学生拼读并cinema。
(2)继续做“请你猜猜”活动。
教师说：“No．3 is a cinema．We can see a film’cinema．”接下来教师拿出一封信，说“I want to post the letter.Shall I go to the cinema? Where shall I go?Yes!Post office．”教师继续利用黑板上的卡片让学生猜：“Is it a post office?”并领读post office。教师指着黑板上post office的位置说：“Look at the map．The post office is here．”然后问：“Where is the post office in our town?”让学生根据实际情况回答。
(3)同法教授hospital，bookstore，science museum。（4）整合读五个新单词和句型。
2、听音正音
教师放A部分Let's learn的录音，学生跟读。教师请学生重点读单词next to和句子“Where is the cinema？”“It’s next to the bookstore.”并注意纠正其发音。
3、Pair work 教师请学生先在方框里填上单词或短语，再根据所填写的地图进行描述，如：The post office is near the museum．The cinema is next to the post office”等。
Step3.Practice
1、听音贴图。
2、看图快读单词。
3、根据板书呈现的地图，利用句型“Where is the---？”“ It’s next to the----.”自编对话
Step4． Production “小小设计师”活动
教师先带领学生认读六个表示场所的单词或短语：library，post office，hospital，science museum，cinema，bookstore，接着告诉学生：“现在你们都是城市设计师，请大家设计一张地图，设计之后会有记者来采访。”让学生利用单词卡片设计城市规划图，并在班级里选几名学生充当小记者去采访“设计师”，逐个提问：“Where is the hospital／„?”由“设计师”来回答问题。Step5.Progress
1、做配套相应的练习。
2、Summary：what have you learned today ?
3、Homework :学生背诵并抄写本课时的四会单词。
第二篇：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.
第三篇：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.
第四篇：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。
第五篇：Unit1 参考教案
Unit1 参考教案
Hello!
一、教学目标
（一）知识技能目标：
1.能懂、会读、会说hello , hi, goodbye, bye ,I am 2.听懂句子Hi.Hello.I'm Amy.Goodbye!Bye!3.知道见面如何向对方问好；能做简单的自我介绍；知道该如何向别人道别。
（二）运用能力目标：
1.让学生感受英语课堂的活跃性，让学生在日常生活中能运用所学语言。
2.培养学生用英语思维的能力，及大胆用英语交流的能力。
（三）素质教育目标：
1.与入学教育相结合，见到老师、长辈或同学之间应互相问候。2.了解英语中hello的使用；对用英语参加互相认识活动产生兴趣。
二、教学重、难点
重点：1.熟练掌握下列单词hello , hi, goodbye, bye 2.能听懂、会说、会读以下句子： Hi.Bye!Hello.I’m Amy.Goodbye!
难点：1.熟练掌握本单元的单词和句型，能在实际生活中灵活运用。
2.知道见面如何向对方问好，做简单的自我介绍，会用英语向别人道别。其中自我介绍用语I'm „的发音不容易到位，学习起来较难，教师要适时纠正，切不可挫伤孩子的学习积极性。
3.培养学生用英语思维的能力，及大胆用英语交流的能力。
三、教学意图
1.培养学生对重点词汇和句子的认读能力。
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2.培养学生的听说能力。
3.通过多种形式的活动激发学生的学习兴趣。
四、教具准备
电子白板、电子课本、课文录音、教材相关人物的面具或头饰。
五、教学过程 Step 1.Warming-up T：同学们，大家肯定都喜欢看卡通动画片吧!可是你们知道吗，“卡通”一词的发音是由英语单词Cartoon一词的发音直接翻译过来的。在现实生活中，我们还有许多这样的情况，有时我们甚至直接用英语的几个字母来代表一种物品，如CD, VCD, DVD等等。
由于学生是第一次正式接受英语课的学习，教师可以采取交谈的方式与学生讨论一下英语的作用以及学习英语的意义。让学生说说他们在现实生活中已经了解的英语单词或日常交际用语，例如用学生熟悉的CD, VCD, DVD, OK!Hi!Yeah!Wow!Bye!E-mail, Cartoon等词来激发学生学习兴趣与学习愿望。Step 2.Presentation 1.在学生对英语有了一定的认识之后，教师播放英语歌曲“Hello”的录音，自然引出师生之间的相互问候。
T: Hello, boys and girls.I'm your English teacher 2.教师自我介绍后，一边举手打招呼，一边友好地问候一个学生：“Hello”，示意学生回答：“Hello”。然后教师表扬学生，再以同样方法向另一个学生打招呼。当感到大部分学生理解自己的意图后，向一位学生问好，并示意他学着老师刚才的样子，去向别人问好。
3.接下来，老师走到学生中间，向一位同学问候：“Hello”，在学生问过自己“Hello”之后，教师可以利用这个机会及时向学生介绍自己Hello, I'm „
教师还可以带上Sarah头饰进行自我介绍Hello!I'm Sarah./Hi!I'm Sarah.教师在示范时，一定要用肢体语言帮助学生理解。对于英语的初学者来讲，体态语言和手势与可以帮助他们理解和记忆，因此教师要适时利用手势和动作甚至表情来配合教学。
4.当教师感觉到学生已经理解领会了自己的意图后，给学生带上Sarah, Chen Jie，2 / 5
Mike, Wu Yifan的面具或头饰，让他们扮演这些人物，到讲台前说Hello!I'm „。
5.教师告诉学生，今天老师给大家带来了几位新朋友，他们来向大家问好了。请学生听录音，注意听这些朋友们都有谁，他们是怎样向大家问好的，让我们一起到今天的课文中了解一下吧！教师把课本活动1的教学挂图呈现给学生，让学生边听录音，边看图画。
用讲故事的方式把学生引导课文中来，让学生感到英语学习的生活化，激发学生学习英语的兴趣。
6.当学生在听完一遍录音之后，学生说出Hello和Hi时，教师要出示单词卡，领读单词。最后让学生逐句模仿，在模仿时老师拿出课文中所提到人物的头像，学生模仿的是哪个人物就把哪个人物的头像戴在头上。
教师在这个时候要特别注意鼓励学生边说边做动作，老师要及时肯定，并鼓励 其他学生也这样做。并对于学生在练习中出现的问题要及时给予纠正指导。7.教师再放一遍录音，边听边模仿。教师可以让学生分成小许进行角色扮演。Step3.Practice 1.教师把课本活动2的图片呈现给学生，3 / 5
让学生先看清人物，猜一猜他们在说些什么，学生猜的时候，老师要把学生猜的词写在黑板上，然后全班一起边听录音，边看书。教师对猜对的同学要给予一定的奖励，接着让学生进行模仿。也可以小许接力每个人加上自己的名字I'm„
教师对学生的学习状态要及时给予评价，对学生的学习成绩要及时给予肯定和表扬，以激发学生学习的积极性，同时对学生在学习过程中出现的错误要及时给予纠正和指导。
2.教师和学生一起做游戏“击鼓传花”。
老师将全班学生分为两大组。教师可以有节奏地敲击小鼓，两组学生同时开始传花，当老师的鼓声停止时，两组各有一名学生拿到花，这时，拿到花的学生就说Hello, I'm „/Hi, I'm „这个游戏也可以放音乐来代替击鼓，学生可待音乐停止时起立做自我介绍。
在做此游戏时，教师要提示学生发音，引导学生区分正确、错误的发音。特别是I'm的发音，应为[aim]不能读成[em]或[ai]，但要注意，教师不能一味的纠正发音，而挫伤孩子的学习兴趣或打消孩子练习的积极性。教师可根据学生情况，逐步在以后的课时中感受语音，感受发音。）Step 4.Summary
教师总结这节课的内容，今天我们见到了四位新朋友，他们都叫什么名字呢？让学生进行回答。每回答对一个，教师就把头像举起来，学生想不起来的时候，教师可以用头像或口型提示。再问学生我们和他们之间是怎样问好的呢？又是怎样说再见的呢？当学生说出正确的句子时，教师出示单词并给予表扬。最后教师再明确总结一下，我们今天见到了将要和我们共同学习英语的四位朋友，他
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们是Daming, Amy, Lingling和Sam，边说边举每个人的头像，同时学习了用Hello 和Hi向别人问好，边说边举单词卡，还学习了用Goodbye 和Bye向别人道别。
本课时是学生第一次接触英语。通过歌曲，面具和游戏等多种教学方式激发学生的学习兴趣与学习愿望。本课时主要语言点是学习见面打招呼、自我介绍及道别用语。刚好教师和学生也是第一次见面，可以利用这一真实情景运用所学的语言点来操练对话，设计的两个活动可以让学生进一步运用所学，巩固知识，实现真正的语言交流，从而使学生初步体验用英语交流的成就感和快乐。Step 5.Homework 1.听录音，和同学们在课下分角色表演。
2.回到家中先用英语向爸爸妈妈问好，再向他们讲一讲今天第一次上英语课的经过和感受，汇报今天所学的知识。
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