第一篇：Unit1 參考教案

Unit1 參考教案

Hello!

一、教學目標

（一）知識技能目標：

1.能懂、會讀、會說hello , hi, goodbye, bye ,I am 2.聽懂句子Hi.Hello.I'm Amy.Goodbye!Bye!3.知道見面如何向對方問好；能做簡單的自我介紹；知道該如何向別人道別。

（二）運用能力目標：

1.讓學生感受英語課堂的活躍性，讓學生在日常生活中能運用所學語言。

2.培養學生用英語思維的能力，及大膽用英語交流的能力。

（三）素質教育目標：

1.與入學教育相結合，見到老師、長輩或同學之間應互相問候。2.了解英語中hello的使用；對用英語參加互相認識活動產生興趣。

二、教學重、難點

重點：1.熟練掌握下列單詞hello , hi, goodbye, bye 2.能聽懂、會說、會讀以下句子： Hi.Bye!Hello.I’m Amy.Goodbye!

難點：1.熟練掌握本單元的單詞和句型，能在實際生活中靈活運用。

2.知道見面如何向對方問好，做簡單的自我介紹，會用英語向別人道別。其中自我介紹用語I'm ?的發音不容易到位，學習起來較難，教師要適時糾正，切不可挫傷孩子的學習積極性。

3.培養學生用英語思維的能力，及大膽用英語交流的能力。

三、教學意圖

1.培養學生對重點詞匯和句子的認讀能力。

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2.培養學生的聽說能力。

3.通過多種形式的活動激發學生的學習興趣。

四、教具準備

電子白板、電子課本、課文錄音、教材相關人物的面具或頭飾。

五、教學過程 Step 1.Warming-up T：同學們，大家肯定都喜歡看卡通動畫片吧!可是你們知道嗎，“卡通”一詞的發音是由英語單詞Cartoon一詞的發音直接翻譯過來的。在現實生活中，我們還有許多這樣的情況，有時我們甚至直接用英語的幾個字母來代表一種物品，如CD, VCD, DVD等等。

由于學生是第一次正式接受英語課的學習，教師可以采取交談的方式與學生討論一下英語的作用以及學習英語的意義。讓學生說說他們在現實生活中已經了解的英語單詞或日常交際用語，例如用學生熟悉的CD, VCD, DVD, OK!Hi!Yeah!Wow!Bye!E-mail, Cartoon等詞來激發學生學習興趣與學習愿望。Step 2.Presentation 1.在學生對英語有了一定的認識之后，教師播放英語歌曲“Hello”的錄音，自然引出師生之間的相互問候。

T: Hello, boys and girls.I'm your English teacher 2.教師自我介紹后，一邊舉手打招呼，一邊友好地問候一個學生：“Hello”，示意學生回答：“Hello”。然后教師表揚學生，再以同樣方法向另一個學生打招呼。當感到大部分學生理解自己的意圖后，向一位學生問好，并示意他學著老師剛才的樣子，去向別人問好。

3.接下來，老師走到學生中間，向一位同學問候：“Hello”，在學生問過自己“Hello”之后，教師可以利用這個機會及時向學生介紹自己Hello, I'm ?

教師還可以帶上Sarah頭飾進行自我介紹Hello!I'm Sarah./Hi!I'm Sarah.教師在示范時，一定要用肢體語言幫助學生理解。對于英語的初學者來講，體態語言和手勢與可以幫助他們理解和記憶，因此教師要適時利用手勢和動作甚至表情來配合教學。

4.當教師感覺到學生已經理解領會了自己的意圖后，給學生帶上Sarah, Chen Jie，2 / 5

Mike, Wu Yifan的面具或頭飾，讓他們扮演這些人物，到講臺前說Hello!I'm ?。

5.教師告訴學生，今天老師給大家帶來了幾位新朋友，他們來向大家問好了。請學生聽錄音，注意聽這些朋友們都有誰，他們是怎樣向大家問好的，讓我們一起到今天的課文中了解一下吧！教師把課本活動1的教學掛圖呈現給學生，讓學生邊聽錄音，邊看圖畫。

用講故事的方式把學生引導課文中來，讓學生感到英語學習的生活化，激發學生學習英語的興趣。

6.當學生在聽完一遍錄音之后，學生說出Hello和Hi時，教師要出示單詞卡，領讀單詞。最后讓學生逐句模仿，在模仿時老師拿出課文中所提到人物的頭像，學生模仿的是哪個人物就把哪個人物的頭像戴在頭上。

教師在這個時候要特別注意鼓勵學生邊說邊做動作，老師要及時肯定，并鼓勵 其他學生也這樣做。并對于學生在練習中出現的問題要及時給予糾正指導。7.教師再放一遍錄音，邊聽邊模仿。教師可以讓學生分成小許進行角色扮演。Step3.Practice 1.教師把課本活動2的圖片呈現給學生，3 / 5

讓學生先看清人物，猜一猜他們在說些什么，學生猜的時候，老師要把學生猜的詞寫在黑板上，然后全班一起邊聽錄音，邊看書。教師對猜對的同學要給予一定的獎勵，接著讓學生進行模仿。也可以小許接力每個人加上自己的名字I'm?

教師對學生的學習狀態要及時給予評價，對學生的學習成績要及時給予肯定和表揚，以激發學生學習的積極性，同時對學生在學習過程中出現的錯誤要及時給予糾正和指導。

2.教師和學生一起做游戲“擊鼓傳花”。

老師將全班學生分為兩大組。教師可以有節奏地敲擊小鼓，兩組學生同時開始傳花，當老師的鼓聲停止時，兩組各有一名學生拿到花，這時，拿到花的學生就說Hello, I'm ?/Hi, I'm ?這個游戲也可以放音樂來代替擊鼓，學生可待音樂停止時起立做自我介紹。

在做此游戲時，教師要提示學生發音，引導學生區分正確、錯誤的發音。特別是I'm的發音，應為[aim]不能讀成[em]或[ai]，但要注意，教師不能一味的糾正發音，而挫傷孩子的學習興趣或打消孩子練習的積極性。教師可根據學生情況，逐步在以后的課時中感受語音，感受發音。）Step 4.Summary

教師總結這節課的內容，今天我們見到了四位新朋友，他們都叫什么名字呢？讓學生進行回答。每回答對一個，教師就把頭像舉起來，學生想不起來的時候，教師可以用頭像或口型提示。再問學生我們和他們之間是怎樣問好的呢？又是怎樣說再見的呢？當學生說出正確的句子時，教師出示單詞并給予表揚。最后教師再明確總結一下，我們今天見到了將要和我們共同學習英語的四位朋友，他

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們是Daming, Amy, Lingling和Sam，邊說邊舉每個人的頭像，同時學習了用Hello 和Hi向別人問好，邊說邊舉單詞卡，還學習了用Goodbye 和Bye向別人道別。

本課時是學生第一次接觸英語。通過歌曲，面具和游戲等多種教學方式激發學生的學習興趣與學習愿望。本課時主要語言點是學習見面打招呼、自我介紹及道別用語。剛好教師和學生也是第一次見面，可以利用這一真實情景運用所學的語言點來操練對話，設計的兩個活動可以讓學生進一步運用所學，鞏固知識，實現真正的語言交流，從而使學生初步體驗用英語交流的成就感和快樂。Step 5.Homework 1.聽錄音，和同學們在課下分角色表演。

2.回到家中先用英語向爸爸媽媽問好，再向他們講一講今天第一次上英語課的經過和感受，匯報今天所學的知識。

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第二篇：unit1教案

Unit 1 My name is Gina.Learning Objectives

一、Topics（話題）:

Making new friends

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

3.Ask for and give telephone numbers

三、Structures(結構)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(目標語言)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（詞匯）

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（復習鞏固）Good morning!Hi/Hello!my, Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen.八、教材分析

本單元以greeting和introduction為話題，共設計了三個部分的內容。旨在通過本單元的教學使學生學會如何用英語介紹自己的名字、如何詢問對方的名字、如何使用簡單的招呼語以及詢問和回答電話號碼。

Section A 如何介紹自己的名字和詢問對方的名字，學會使用簡單的問候語。1a, 1b, 1c主要是學習詢問名字和簡單的問候語。2a, 2b, 2c, 2d繼續學習詢問名字的句式和問候語。

Grammar focus,3a, 3b, 3c主要是學習介紹他人的名字的方法。Section B 學會詢問和回答電話號碼。

1a, 1b, 1c, 1d, 1e, 1f學會詢問和回答電話號碼。

2a, 2b, 2c學會family name, first name, last name的區分。

Self Check 3a, 3b檢測本單元所學的知識，學會用英語介紹自己的名字和詢問對方的名字及電話號碼。

九、學情分析 新學期剛開學，認識新同學，結識新朋友是必不可少的一個過程。老師記住每一位新同學并給他們取一個英文名字，是他們非常樂意的事情，老師一定要抓住這個機會，講清取英文姓名的學問，縮短與學生的距離。

十、課型設計與課時分配

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（教學目標）

1．學會問候他人

2．學會如何做自我介紹, 認識新朋友，并正確稱呼他們的英文名字 3．從對話中學會獲取更多他人的基本信息 5．初步學會使用部分形容詞性物主代詞 Language points（語言點）

1.要求掌握以下句式：

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

2．要求掌握以下詞匯：

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．要求掌握以下詞匯：

（1）生詞：name, clock, am, nice, meet, what, hello（2）人稱代詞和形容詞性物主代詞：I, you, my, your, his, her（上述數詞和部分形容詞性物主代詞本應在第二和第三課時中出現，但可以在第一課時中非正式出現，給學生初步的印象，為后面的學習作鋪墊。）Difficulties（難點）： 本課難點是大量的人名和形容詞性物主代詞，而學生在描述時容易混淆男名和女名，在運用代詞時容易錯用人稱代詞和物主代詞。Teaching steps（教學步驟）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? 【教學設計說明】新學期剛開學，認識新同學，結識新朋友是必不可少的一個過程。老師記住每一位新同學并給他們取一個英文名字，是他們非常樂意的事情，老師一定要抓住這個機會，講清取英文姓名的學問，縮短與學生的距離。

Step 1: Warm-up and revision（課堂熱身和復習）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（呈現新知識）

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

S:(引導學生回答)My name is Tom.T: It’s a good/nice name.I like your name.【教學設計說明】

1．在課前放一段學生熟悉的英文歌曲，渲染學習氣氛。在輕快的音樂中學習,使學生更樂學。

2．跟學生熱情地打招呼，贊美學生，盡快縮短師生之間的距離。如學生未能理解，可用漢語補充解釋。

3．教師重復兩遍這兩句話，然后板書my/your/what’s在黑板上，并在與學生交流的時候加重my/your的語音，突出這兩個單詞。

4．教師要及時表達對學生名字的欣賞。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.【教學設計說明】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.(我們剛才讀的對話一方面是打招呼，另一方面是介紹自己。請同學們掌握這兩種簡單的介紹自己的方式：I’m...和 My name’s...)【教學設計說明】

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? 【教學設計說明】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.引出另一種表達方式I’m / name’s，教師板書這兩個詞。同時讓學生學會初次見面說Nice to meet you.并且彼此握握手，告訴他們這是一個禮節，在美國很普遍。新句型的出現需多遍重復，加深學生的印象。

2．有部分同學沒有英文名字，為了便于后面的交流，通過有趣的游戲，讓他們在活動中獲得獎賞。也可以讓他們回答一些簡單的問題來得到選名字的機會。同時鞏固前面的句型。

3． 把圖上的東西在實物投影儀上放大，或者課前畫一些簡筆畫。使圖像更清晰、直觀。

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

【教學設計說明】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.將四段對話讓學生跟讀一遍，為下一步的同桌活動做準備。教師要特別強調語音語調的模仿。可以先全班跟讀，再讓學生個體跟讀。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?

【教學設計說明】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...【教學設計說明】Organize Ss into pairs.Have them use the conversations to guide them to talk about themselves.1．播放磁帶, 訓練學生準確獲取信息的能力，同時檢測一下學生對新句型的掌握情況。如有需要，教師可播放磁帶兩遍,播放之前，向學生講清練習聽力的步驟。聽完檢驗答案后，有必要以大組為單位重復操練一下這三組句型。

2．在學生兩人小組進行對話時，教師可在教室不同的位置走動，聆聽同學們的對話，及時肯定他們的進步，并在他們需要的時候提供幫助，糾正不正確的語音語調。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.【教學設計說明】為活躍英語課堂氛圍而進行的活動。為了復習第一課時的句式，教師可帶上面具以新面孔出現，與學生進行仿真交流。教師與多個學生進行交流，進一步熟悉同學，并且給學生多種激勵性的評價。從guessing game中引出What’s his/her name? His/Her name is …。讓學生利用名人的圖片來進行猜測，熟練新的句式。同時板書What’s his/her name? His/Her name is …對有能力的同學，鼓勵使用更多的句式來表達。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（課后作業）

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.準備若干親友的照片，若干生活中常用電話號碼的圖片（急救、報警、火災等）為下節課準備。

The Second Period(Section A, 3a–3c)

Teaching aims（教學目標）

1．掌握常見基本英文姓名的讀法；

2．幫助學生比較中英文姓名的不同之處，通過了解中英文名字的區別，培養和提高學生對中外文化差異的敏感性和鑒別能力，加深對本國文化的理解和認識，培養學生的世界觀意識，以及初步的跨文化交際能力。3．制作本人的ID card Language points（語言點）

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

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

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

比較中英文姓名的不同之處和中西方文化的差異。中英文姓名的區別，男女姓名的區別和排列順序。

Teaching steps（教學步驟）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（課堂熱身和復習）

1.Daily greetings to the students（日常問候）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（復習）

T: Excuse me, what’s her name, please? S: Her name is Jenny.T: What’s his name? S: His name is Tony.T:(老師根據學生回答給出多種評價。)My name’s ___.Your name is _____.His name is _____.Her name is ______.3.Presentation（呈現新知識）

（1）T:(從復習中引出)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?(展示幾張外國名人的圖片。)

(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.【教學設計說明】

1．這個問題是為了操練日常用語及對姓名的提問法；同時為這堂新課的學習做好鋪墊。建議讓多個Ss作答。鼓勵他們大膽開口。然后再由同學間交流，并請同學表演。可以采用―連珠炮似的提問‖（老師提問，學生迅速反應）和―連鎖操練‖（學生任意提問或排頭開始一一提問至排尾）方法。教師在操練期間板書這些詞。

2．此問重點操練his, her, my, your這幾個物主代詞的用法及英文名字的使用。建議教師用夸張語調重讀這些詞并用彩色粉筆板書。

3．該問題在操練時可以允許學生用自己的漢語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(縮略形式)

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.(了解縮略形式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.【教學設計說明】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.英文中的名字分為名和姓，其中名在前，姓在后，這和中文名字完全不同。請同學們注意。

【教學設計說明】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.幾堂課中取的英語名字。教師有意識地寫下一些名字在黑板上。可以寫一兩個學生的中文姓名在黑板上。再把幾個外國名人的名字也寫在黑板上，目的是為了進行對比。English names vs.Chinese names

2．教師板書first name, last name并請學生跟讀。學生的反應可能較慢，講解時需要教師放慢語速，并重復此問題。可給中文幫助學生理解。

3.請同學回答，注意正確性；同桌和四人組互問。4.false front指面具，事先應做好準備。

5.可以做好課件將姓名展示給學生。要求掌握基本英文名字的讀法。

6．介紹一下美國的十大姓氏。在美國，萬人以上的大姓有三千多個，其中最大的姓氏是Smith及十大姓氏的排列。

7．可以讓一部分同學問，一部分同學回答。

8.英文姓氏趣味性：有些是由表示地名，面貌，環境特征，顏色身份或職業的詞演變而來，如Brook(小溪)，Hill(小山)，White(白色),Smith(鐵匠)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.【教學設計說明】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...【教學設計說明】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“姓名接龍”游戲（以前一名字的末字母為后一名字的首字母來接名字。2.幫助學生比較中英文姓名的差異；特別是男女名字的差別，了解中西文化的差異。可列舉一些常用的男子名和女子名。讓學生盡可能說出所記得的英文姓名并給與評價與獎勵。

3.小組活動。盡量復述前面同學的話，多練習名字和物主代詞的用法

4．這練習主要對所學內容的進一步鞏固。練習詢問名字和不同的人稱代詞的用法。使所學句型生活化。

5.因為前面已經兩人組或四人組的形式進行了交流。這個游戲可以處理為全班性的活動來進一步拓展。學生可以離開座位找朋友，作自我介紹、互相認識和介紹他人，也可以找老師交流。目的是讓語言真正生活化，自然化。并且培養學生大膽應用英語來鍛煉自己的英語口語能力和交際能力。Step 5: Summarize

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

Read the English names in 3a.

第三篇：Unit1教案

Unit 1 How can I get there? 單元教學目標：

1、能力目標

(1)能夠簡單描述城市、城鎮或社區內公共設施的大致位置，如：“Where is the cinema, please? It’s next to the hospital.”等。

(2)能夠詢問線路并簡單回答，如：How can I get to the ?? Turn left at the ?, then go straight.It’s on the left.(3)能夠掌握四會單詞hospital，cinema，post office，bookstore，Turn，left，go straight.(4)能夠聽懂、會唱歌曲“Where is the hospital?”。

2、知識目標

(1)掌握A,B部分Let’s learn, Let’s talk中的四會短語和句子。

(2)能夠聽、說、認讀A,B部分Let’s learn的三會單詞和Let’s talk, read and write中出現的三會句型。

(3)能夠理解read and write, Let’s check, Let’s wrap it up等部分的內容。(4)能夠了解tips for Pronunciation中音標的音與形,并能正確讀出例詞。(5)了解Story time等部分的內容。3．情感、策略、文化等有關目標

情感目標：培養學生團結友愛，樂于助人的良好品質。學習策略；引導學生在學習過程中注重合作學習。文化目標：簡單了解國外地圖的主要標識。

教學重點: 問路以及指點方向。

教學難點：問路的用語以及AB部分read and write中的對話。課時安排：6課時

第一課時：A Let’s learn / Make a map and talk 第二課時：A Let’s try/ Let’s talk 第三課時：B Let’s learn /Be a tour guide 第四課時：B Let’s try / Let’s talk

第五課時：B read and write/ Tips for Pronunciation

第六課時：B Let’s check /Let’s wrap it up/C Story time

第一課時

一、教學內容：A Let’s learn / Make a map and talk

二、教學目標與要求: 1.能夠聽、說、讀、寫單詞或短語：hospital，cinema，post office，bookstore 2.能夠聽、說、認讀短語science museum。

3.能夠聽、說、認讀句型：“Where is the library? It's near the post office．”并進行關鍵詞的替換操練。4.會唱歌曲《Where is the hospital?》

5.引導學生在學習過程中注重合作學習，培養學生合作學習的意識。

三、教學重難點分析

1、掌握Let's learn部分的四會單詞和短語。

2、準確書寫四會單詞和掌握三會單詞museum的發音。

3.掌握句型：“Where is the library? It's near the post office．”進行關鍵詞的替換操練。

四、教具: 錄音機、錄音帶。

五、教學過程: 1.Warm-up(1)Greeting(2)師生對話，復習介詞in，on, under, behind, in front of, near, next to.2．新課呈現（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.第二課時

一、教學內容：A Let’s try/ Let’s talk

二、教學目標與要求: 1.復習單詞或短語：hospital，cinema，post office，bookstore，science museum 2．能夠聽、說、讀、寫句型：“Where is the museum shop? It's near the door．” 3.能夠聽、說、認讀單詞：ask，sir，interesting和句子:Is there a...? I want to...What a great museum!

三、教學重難點分析

1、學習句型：“Where is the museum shop? It's near the door．”

2、正確使用方位介詞。

四、教具

單詞卡、錄音機、錄音帶。

五、教學過程: 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 復習單詞或短語：hospital，cinema，post office，bookstore，science museum.教師先出示單詞卡片，抽讀這五個單詞，然后再出示圖片，讓學生看圖說單詞。3.presentation Let’s try

（1）打開課本讀一讀Let’s try中呈現的問題和選項。（2）播放錄音，學生聽完后勾出正確的選項。（3）全班校對答案。Let’s talk

（1）播放Let’s talk錄音，學生帶著問題聽錄音，where is the museum shop？where is the post office？聽完錄音后讓學生回答這兩個問題，教師板書：It’s near the door.It's next to the museum.教師講解：“near”表示在附近，“next to”表示與??相鄰，它的范圍比near小。最后讓學生用“near”和“next to”來講述學校

周圍的建筑物。

（2）講解“A talking robot！What a great museum!”,讓學生說說這兩個感嘆句的意思。

（3）跟讀、領讀Let’s talk.（4）分角色朗讀課文。

4.Consolidation and extension（1）分角色扮演Let’s talk的內容，三人一組表演對話，然后請一些同學到臺前表演。

（2）教學A.Talk about the places in your city/town/village.活動方式：教師引導學生共同回憶學過的公共場所名稱，并將其板書在黑板上，如：park，library，zoo，school，museum等，先與一名學生示范問答：

T: Is there a zoo in our city? S：Yes, there is.T: Where is it? S: It’s near the park.?

然后學生兩人一組進行問答練習。5.Homework(1)聽錄音跟讀對話。（2）完成探究樂園配套練習。

第三課時

課時目標

1.能聽說，讀，寫單詞和詞組：crossing,turn left,go straight,turn right.2.能聽說，讀，寫單詞：Italian,restaurant.3.能聽說，讀，寫句子:Where is the Italian restaurant?Turn right here?No,turn left.并能在實際情景中正確使用。

教學重難點

1.重點：能聽說，讀，寫單詞和詞組: crossing,turn left,go straight,turn right.2.難點：go straight的發音和拼寫。

教具安排

1． 配套的教學課件。2． 圖片和單詞卡片。3． 錄音機和磁帶。

教學過程

一．熱身（Warm-up）1．師生問候。

2.sing a song:Where is the hospital? 二．復習（Revision）

1.游戲：what’s missing? 活動方式：全班先抽讀單詞卡片：science museum,post office,bookstore,cinema,hospital,然后教師藏起其中一張單詞卡片，問學生：What’s missing?為最快說出答案的學生所在的組加分。2.游戲：句子接龍

活動方式：教師先說一個公共場所的名稱，接著讓一個學生在重復教師所說場所名稱的基礎上再加一個場所的名稱。以此類推，如果說不出行的場所，獲場所的順序有誤的話則被判出局。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、新課呈現（presentation）1.教學詞組：turn left turn right(1)學生排成一列縱隊，后面的學生手搭在前面的學生的肩上，教師放“兔子舞”音樂，和學生一起跳“兔子舞”。跳的時候教師要注意示范left和right，如左右腳、左右手的動作。

（2）跳完后教師再一次舉起左右手和左右腳并重復單詞right和 left，板書：right 和left，帶讀right 和left。（3）活動：聽聽做做

活動方式：教師發指令：show me your right/left hand/leg/ear/foot.全班同學根據指令動作，邊做邊說：My right/left hand/leg/ear/foot.然后改由一個學生

發指令，其他同學邊說邊做動作。

（4）出示左轉的圖片說：turn left,補充板書成：turn right，讓學生與教師一起邊做左轉的手勢邊說turn left。同步驟教學turn right。（5）隊列訓練

活動方式：每組請上兩位學生在講臺前一字排開，教師發出指令：turn right，turn left，則學生邊右轉、左轉邊重復：turn right，turn left。說錯或轉錯則被判出局，留下的學生為勝者。接著可以改由學生發指令繼續活動。

2.教學詞組： go straight(1)教師再黑板上用尺子畫一條直線，指著直線說：This line is straight.板書：straight，帶讀straight。然后采用“大小聲”的游戲操練單詞：即教師大聲說單詞，學生則小聲說。教師如果小聲說，學生則大聲說。

（2）教師出示“直走”圖標說：go straight。板書補充go straight。帶讀go straight。

3.教學單詞：crossing 出示十字路口的圖片介紹：This is a crossing.板書crossing，帶讀crossing。然后采用“大小聲”的游戲操練單詞。4.游戲：插紅旗

活動方式：每組派上一名同學，用眼罩蒙住眼睛。根據同組其他同學發出的指令：go straight，turn right，turn left，stop?將紅旗插到指定的位置，用時最少的組獲勝。

5.教學B.Let’s learn(1)教師出示課文掛圖，播放課文錄音，全班靜聽，理解課文。(2)板書：Italian restaurant ,告訴學生詞組的意思并帶讀。(3)學生打開書，教師播放B，Let’s learn的錄音，學生逐句跟讀。

四、鞏固與拓展（Consolidation and extension）1 教學be a tour guide(1)教師將課本上的地圖貼在黑板上，對學生介紹說：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)學生兩人一組進行活動。2 活動：老外與警察

活動方式：先由教師扮演老外，學生扮演警察，讓警察為老外指路。在師生示范的基礎上，學生兩人一組，分別扮演警察與老外進行對話。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、家庭作業（Homework）1.聽錄音，跟讀對話和單詞。2.完成探究樂園配套練習。

第四課時

課時目標

1.能聽說，讀，寫單詞和詞組：pizza, street.get.2能聽說，讀，寫句子:I like? How can I get to the?? Turn right at?并能在實際情景中正確使用。

教學重難點

1.重點：能聽說，讀，寫單詞和詞組: I like? How can I get to the?? Turn right at?并能在實際情景中正確使用。

2.難點：正確選用介詞at 和on。

教學過程

一．熱身（warm-up）1．師生問候。

2.sing a song:Where is the hospital? 二．復習（Revision）

1.全班抽讀單詞或詞組：science, museum, post office,bookstore, crossing, cimema, hospital, turn ,right , left , straight,并選擇一些單詞讓學生拼讀。2.游戲：貼鼻子

活動方式：每組派上一名同學，根據同組其他同學發出的指令：go straight，turn right，turn left，stop?將鼻子插到指定的位置，用時最少的組獲勝。

三、新課呈現（Presentation）1.教學單詞pizza, street 教師出示pizza的圖片介紹說：This is pizza.It’s a kind of Italian food and is very popular in the world now.板書：pizza，帶領學生用升、降調度單詞，然后采用“大小聲”的游戲操練單詞。

教師出示street 的圖片介紹說：This is a street.Our school is on?Street.板書：street，帶領學生用升、降調度單詞。

2.教學句子How can I get to the?? Turn right at? 教師出示自己繪制的學校周邊示意圖，與學生進行對話：

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.板書：How I can get to the?？Turn right /left at?并帶讀。3.活動：“紅領巾指路小分隊”

4.活動方式：學生兩人一組，一人扮演問路的行人，一人扮演熱心指路的“紅領巾”，根據黑板上張貼的學校周邊示意圖展開對話，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.兩兩對話后，教師請一些學生到臺前表演對話。4.教學B.Let’s talk（1）教師播放B Let’s talk的視頻，要求學生帶著問題看視頻：Where is the restaurant? How can they get there?視頻播放完后，讓學生來回答這兩個問題。(2)教師播放A Let’s talk的視頻，在 What an interesting film!It’s next to the park on Dongfang Street.處暫停，讓學生說說這兩個句子的意思并帶讀。

（3）播放B Let’s talk的視頻，每句后暫停，全班跟讀。

四、鞏固與拓展（Consolidation and extension）

1.兩人一組，分角色扮演B.Let’s talk部分的內容，然后請一些學生到臺前表演。

2.Talk about a cinema or restaurant you like.How can you get there? 活動方式：告訴對方你喜歡的影院或餐館，并說說該怎么走。教師先與一位 學生示范回答：

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.然后學生兩人一組進行問答練習。4.活動： I’m GPS.活動方式：教師將班級的桌椅重新擺放，模擬出一些街道，在街道兩旁擺放一些單詞卡，如：公園、動物園、博物館、商店、醫院等代表路旁的一些公共場所。學生兩人一組，一人模擬開車司機，一人模擬GPS為其導航。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、家庭作業（Homework）1.聽錄音，跟讀對話和單詞。2.完成探究樂園配套練習。

3.用英語為家長描述如何從學校走回家里。

第五課時

教學內容：B.Read and write 教學目標：

1.通過討論車輛中哪種工具能幫助人們找到自己想去的地方來激活學生的背景知識、儲備詞匯；

2.通過閱讀問題訓練學生在語篇中捕捉不同類型的信息，學會根據上下文猜新詞的能力；推理獲得教材此部分提供的閱讀理解題；

3.能根據閱讀所獲取的信息寫出文章梗概，為復述故事做提綱；

4.知道英語句子有升降調，并在教師幫助下找到一般規律，正確朗讀句子。教學重點：1.通過閱讀問題訓練學生在語篇中捕捉不同類型的信息，學會根據上下文猜新詞的能力；推理獲得教材此部分提供的閱讀理解題。

2.能根據閱讀所獲取的信息寫出文章梗概，為復述故事做提綱。

教學難點：1.通過閱讀問題訓練學生在語篇中捕捉不同類型的信息，學會根據上下文猜新詞的能力；推理獲得教材此部分提供的閱讀理解題； 2.能根據閱讀所獲取的信息寫出文章梗概，為復述故事做提綱； 教學用具：

1、教學內容相關圖片.2.音頻或課本錄音磁帶。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.第六課時

一、教學目標與要求

1、能夠聽、說、讀、寫：science museum、post office、bookstore、cinema、hospital

2、能夠聽、說、認讀短語near、next to、in front of、behind

3、能夠聽、說、認讀句型：Where is the cinema？It’s next to the bookstore.并進行關鍵詞的替換操練。

二、教學重、難點分析：

1、掌握Let's learn部分的四會單詞和短語。

2、準確書寫四會單詞和掌握單詞museum的發音。

三、教學步驟和建議

Step1 Preparation 教師放三年級下冊第六單元的歌曲“They Are in the Zoo'’師生齊唱。Step 2.Presentation

1、單詞呈現

(1)“請你猜猜”活動

教師課前在黑板上畫一個框，將hospital，post office，bookstore，cinema，science museum，park，library，school等單詞卡片反面朝外貼在黑板上作為地圖，每張卡片面都寫著數字。教師指著其中一張卡片說：“Now I am in Nol.Please{what place it is．Is it a ZOO／school／park??”教師要注意先出示兩個學生的場所，第三次再讓學生猜的時候，他們首先會考慮學過的詞匯，這時再呈現新詞cinema。教師示范朗讀，學生跟讀。教師帶領學生拼讀并cinema。

(2)繼續做“請你猜猜”活動。

教師說：“No．3 is a cinema．We can see a film’cinema．”接下來教師拿出一封信，說“I want to post the letter.Shall I go to the cinema? Where shall I go?Yes!Post office．”教師繼續利用黑板上的卡片讓學生猜：“Is it a post office?”并領讀post office。教師指著黑板上post office的位置說：“Look at the map．The post office is here．”然后問：“Where is the post office in our town?”讓學生根據實際情況回答。

(3)同法教授hospital，bookstore，science museum。（4）整合讀五個新單詞和句型。

2、聽音正音

教師放A部分Let's learn的錄音，學生跟讀。教師請學生重點讀單詞next to和句子“Where is the cinema？”“It’s next to the bookstore.”并注意糾正其發音。

3、Pair work 教師請學生先在方框里填上單詞或短語，再根據所填寫的地圖進行描述，如：The post office is near the museum．The cinema is next to the post office”等。

Step3.Practice

1、聽音貼圖。

2、看圖快讀單詞。

3、根據板書呈現的地圖，利用句型“Where is the---？”“ It’s next to the----.”自編對話

Step4． Production “小小設計師”活動

教師先帶領學生認讀六個表示場所的單詞或短語：library，post office，hospital，science museum，cinema，bookstore，接著告訴學生：“現在你們都是城市設計師，請大家設計一張地圖，設計之后會有記者來采訪。”讓學生利用單詞卡片設計城市規劃圖，并在班級里選幾名學生充當小記者去采訪“設計師”，逐個提問：“Where is the hospital／??”由“設計師”來回答問題。Step5.Progress

1、做配套相應的練習。

2、Summary：what have you learned today ?

3、Homework :學生背誦并抄寫本課時的四會單詞。

第四篇：八年級unit1教案

Unit 1 Will people have robots?(1)預習(2)明確目標(3)教師講解(4)導入新課(5)嘗試練習(6)合作交流(7)課堂小結(8)當堂訓練

二．本單元課題

Unit 1 Will people have robots? 三．本單元內容分析

本單元為一般將來時的基本用法。需要用Will ,be going to 句型表達將來要發生的事情，以及There be機構的一般將來時的表達及變形。

四．教學目標 1.Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc.2.will 構成的一般將來時態的陳述句、否定句、疑問句及回答.3.There be 句型的一般將來時.4.more , less , fewer 的用法.5.學習一般將來時態的相關知識，學會對未來進行預測.6.對five years ago ,today ,in five years 簡潔回顧與展望的方式，貼近實際符合學生心理，激發學習興趣.7.通過時間對比復習一般過去時態、一般現在時態，鞏固一般將來時。

五．教學難點分析

1.will構成一般將來時態的句式。一般將來時的一般疑問句特殊疑問句。

2.There be 句型的一般將來時態。

3.more , fewer , less 的用法。

4.How to make predictions.六．教學課時：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 構成的一般將來時態的陳述句、否定句、疑問句及回答.3.學習一般將來時態的相關知識，學會對未來進行預測.4 對five years ago ,today ,in five years 簡潔回顧與展望的方式，貼近實際符合學生心理，激發學習興趣.5 通過時間對比復習一般過去時態、一般現在時態，鞏固一般將來時.II.Important and difficult points : 1.will構成一般將來時態的句式。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: 一般將來時態

構成: will / be going to + 動詞原形 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．選擇題[當堂訓練] 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。課后反思：

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.學生探究: less, fewer 的區別

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.課后反思：

3.Exercises:[當堂訓練] 選擇題

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.寫一篇50個單詞左右的小短文，預測與展望未來 作文[當堂訓練]

What will your life be like in 10 years? 描述你10年后的生活（如居住環境、生活水平、事業、家 庭、愛好等的變化），不少于8句話。

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[當堂訓練] 根據漢語提示完成句子

1.No one knows what will happen the（在將來）.2．I feel at home, I have no friends.3.When I work for a long time, I’ll（感到厭倦）.4．She lives in the mountain.5.Last year I ___ ____ ____ ____ Shanghai.(愛上了)6.I like living with friends, I don’t like____ _____（獨自居住)7.At the weekends, I’ll be able to _____ _____ ______.(穿著隨便些)8.Sorry, I___ you ____ so long.(讓 … 等)9.I____ _____ _____ a pet cat.(甚至可能飼養)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

反義詞組 be different from It is +adj+for sb/of sb +to do sth Make do sth Wake up Such 和so的區別

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.復習整個單元單詞及課文.2.完成配套練習課后反思: Exercises[當堂訓練] I。根據漢語意思完成句子

1。沒有人知道將來會發生什么？

No one knows what will happen _______ ________ ________.2.這些東西都是數百年前發明的。

These things were invented ________ ________ __________ ago.3.六點前到達那里是不可能的。

________ ________ ________ to get there 6 o’clock.4.作為一個記者，我想我將會遇到許多有趣的人。

_______ a reporter , I think I _______ _________ lots of interesting people.5.如此多的作業讓他厭煩。

He is _______ ________ ________ a lot of homework.

第五篇：八年級Unit1教案

Tina八年級教案Period 1 教學內容：八年級上冊Unit1SectionA(1a-1c)教學目標：

1.學會談論過去所發生的事件—學習一般過去時的用法

2.1）掌握一些關于活動的詞和詞組如 go to the beach, go to summer camp, visit museums, go to New York City, go to mountains, stay at home等;（2）掌握一些規則和不規則的動詞過去式：stay(ed), visit(ed), go(went), do(did), is/am(was)。能聽懂關于過去活動的特殊疑問句和一般疑問句以及簡單描述語言的對話。（3）進一步鞏固一般過去時。3）能掌握以下單詞以及短語：

anyone, anywhere, wonderful, few, most；go to the mountains, quite a few, go to the beach, 等。教學重點和難點：

1.掌握多種常見的單詞規則和不規則的動詞過去式。

2.學習本單元的詞組，并學會運用這些詞組造句。3.學生對聽力材料的理解以及動詞過去式的使用。

教學步驟：

新課導入：談論節假日的活動 3.教授和練習：

Step1.用你曾經都去過哪里度假？這個話題引入今天的單元。Step2.學習本單元SA部分的新單詞。用圖片的方式進行導入，引導幫助學生記憶單詞，最后復習。

Step3.復習七年級下冊第9單元的How was your weekend ? What did you do on the weekend?來進行一般過去式的復習。用動詞詞組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來回答。

Step4.學習今天的新動詞詞組 以及規則與不規則動詞的過去式變化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.根據剛才復習過的知識，完成1a部分。

Step6.1）老師放聽力（讀）學生標序號，完成1b部分。

2）逐句講解錄音部分。

Step7.講解句型Where did you go on vacation?

—I went to the mountains.Where did you go...? 是一般過去時的特殊疑問句，did是助動詞，動詞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.我和弟弟去圖書館了。Step8:根據句型的講解練習1c部分。并進行中考練習。第二節課

Step9.根據1b完成的對話，Listen.Where did the people go on vacation? Complete the chart.Step10:根據PPT的圖片提示進行練習對話。

Where did he go on vacation ?He went to New York City /.She stayed at home 等短語。

Step11：Listen again.Check Yes, I did.or No, I didn’t.Step 12： Role-play conversation between Rick and Helen.對話中主要詞組：

anywhere interesting not reallymost of timeanything special Step13： 總結本節課所學內容。