第一篇：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.

第二篇：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。

第三篇：八年級上冊英語UNIT1教案

Unit 1 Where did you go on vacation? 單元整體說明

單元教材分析

本單元的核心話題是用一般過去時談論度假等發生在過去的事情。因此“Where did you go on vacation?” “ Did you go to the beach? Yes，I did．No，I didn't．”等是教學的重點。通過對本單元的學習，學生能掌握本單元出現的地點名詞，用于詢問和回答過去發生的事情的短語和句型。

單元知識結構

詞匯：

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 語法：一般過去時特殊疑問句、一般疑問句及肯、否定回答。

單元總體目標

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 單元教學重難點

重點難點 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，...單元學情分析

學生已接觸過一般過去時，具有了學習本單元知識的認知前提，能自然地與本單元話題進行銜接。假期活動Such as;go hiking, summer camps, and so on接近學生的生活，They are all interested in talking about it.單元教學建議

首先進行集中識字，為本單元的學習作好鋪墊。其次，充分利用聽力材料和閱讀

材料，訓練和提高學生的聽力和閱讀水平。在聽讀的基礎上創設語言情景，加強讀寫訓練。培養學生的聽、說、讀、寫綜合能力。

單元課時分配

本單元共4課時：

Section A 3課時

Section B 3課時

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．

強化記憶

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、教室里瘋狂打鬧

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.練習設計

隨堂練習設計按要求完成句子。

a）I went to the mountains．（改成一般疑問句）

b）Tina went to New York City.（就劃線部分提問）

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）

個性練習設計

翻譯短語：

（l）呆在家里 ______（2）去紐約城_____（3）參加夏令營______（4）去爬山 _____（5）去海灘______（6）參觀博物館_____

安全教育：不在走廊、教室里瘋狂打鬧

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 練習設計

1、動詞的適當形式填空：

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、教室里瘋狂打鬧

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?（通過對話弓l出本 課要學習的新形容詞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．多媒體體圖片

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

本節課總共學習了6個形容詞以及where和how句式的練習運用。通過本節課的學習，學生能熟練地用英語表達自己的感受，培養了他們熱愛集體活動的情感。

Step 7Homework 練習設計

隨堂練習

詞類轉換

1)expensive(反義詞）______ 2)crowd(反義詞)________ 3)awful（反義詞）________

4)friend(形容詞)________ 5)go(過去式)_______ 6)do(過去式)_________ 個性練習設計

翻譯下列句子

1)你是去哪兒度的假？

2)我們去了許多博物館。

3)-----那兒的商店怎么樣？一 都很貴。

4)--那兒的人怎么樣？。--他們很友好。

安全教育：不在走廊、教室里瘋狂打鬧

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、教室里瘋狂打鬧

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

通過本節課的學習，學生能掌握日記的格式。

Step 7 Homework

1．Master the new words and target languages.2．Write a diary.3.Review Unit1.教學探討與反思

能設置一種情景，讓學生在假期中“真正”去過某些地方，然后再進行問答，相信會更好。

盡可能多地創設英語氛圍，以提高學生的語言綜合運用能力。任務型教學能調動學生的積極性，激起學生的好奇心，使學生產生成就感，進一步激起他們對英語的興趣。學生學習語言是在理解的基礎上運用語言，在用中學。為學生提供了使用英語的語境。著重培養學生的創新精神和獨立思維能力，并在學習的基礎上了解文化差異，培養合作精神和社會公德意識。

如果把課堂教學內容擴展到課外活動中去。形成課內外互相補充、互相促進的學習方式會更好

安全教育：不在走廊、教室里瘋狂打鬧

Unit1_Period7 講解練習冊習題

安全教育：安全委員時刻留意安全問題

Unit1_Period8 講解練習冊習題

安全教育：不要下河洗澡

第四篇：八年級英語下冊Unit1教案

八年級英語下冊Unit1教案

Unitne復習提要

一．

用所給詞的適當形式填空。

Thehave

altftall

sine3earsag

2It’s

tfinishsuhadiffiulttasinavershrttie

3Tsees

trrButheisver

f

the

life

4usinsbthanttbegreat

sthattheanaethse

learTheilltrtstppeplefraing

Thatastrnautasnt

iththat

truth（pleasant）

那個宇航員對那個令人不快的事實感到很不滿意。

6．Ttaesfivedas

thatparrt==Tspendsfivedas

thatparrts

7ansientistsaretringtaerbts ,it’sdiffiultfrthe

this

8．eallnthat

thefutureanbedifffiultandan

neveraetrue

9T

aputerprgraerin7ears

0eshuldtrurbesttuse

pepleand

netdrer

二．寫出下列短語

．三只電動牙刷three

2。太空站

3。好幾百只鸚鵡

f

4。在未來

the

4．形狀不同的巨大的機器人

rbts

different

．實現夢想realizethedrea===aethedrea

6．駕飛船到月球

tthen

7fallinlveith

8穿戴更隨意些

re

9。Bethesaeas反義bedifferent

0．活到200歲live

thundredearsld

1通過電腦在家學習

studathe

三．重點句型1havefundingsth

【句型介紹】意為“做某事有樂趣”，其中havefun相當于enneself，表示過得愉快。【句式比較】haveagd/nie/nderfultiedingsth/ithsth

Diduhaveagd/nie/nderfultievisitingthatuntr?訪問那國家你們快樂嗎？ 另

表

“

做

某

事

費

力

”havetruble/diffiult/prbles/ahardtiedingsth/ithsth

【特別提醒】句中fun及truble為不可數名詞，前不能用冠詞。可用great、uh、altf，ltsf等修飾。

習題1it’s

fun

（si）inthesea,ehadgreatfun

（gsiing）there

2hatfunthehad

thatauseentpar

3Nnenshatgreattrubleehad

urhuse

4．ehadfunplaingputergaes我們玩電腦游戲很愉快。

2英語中集體名詞，如fail,lass,tea等作主語時，若作為一個整體看，其后的謂語動詞用單數；若強調其組成成員，謂語動詞用復數。類似還有plie和the+形容詞表一類人時

failisahappne

failareallathingTV

3在比較級中，要注意than后面人稱代詞的格。）當句中的謂語動詞是不及物動詞時，than后代詞用主格還是賓格，意思上通常沒有區別。如：HerunsfasterthanI/e他跑得比我快。

Thegettshlearlierthane/useverda他們每天都比我們到校早。

2)句中謂語動詞是及物動詞時，than后面人稱代詞用主格還是賓格在意思上就有差別了。試比較：Ilieurethanhe我比他更喜歡你。

Ilieurethanhi你和他相比，我更喜歡你。

在比較句型中，than后面的謂語動詞常常省略。也可以用相應的助動詞來代替與前面相同的謂語動詞，以避免重復。如：

TdesbetteratthelessnsthanI湯姆功比我好。

SheatelessthanIfrbreafast她早飯吃得比我少。

4．不定式作定語時，應放在被修飾詞的后面，一般指一個還沒有發生的動作。

如：Duhaveanthingtsaabutthis?有關這事你有沒有什么要說的？

．u'dbetter是uhadbetter的縮寫形式。hadbetter為固定短語，意為“最好”，后接動詞原形，常用來提出建議或勸告，其否定形式是“hadbetternt+動詞原形”。u'dbetterntstatheretlng你最好別在那里呆得太久。

6Suh作形容詞，意思是“如此的”“這樣的”，修飾各種名詞。

Suh這樣的。如Itissuhbadeather天氣如此惡劣。

Suh常和表示結果的that從句搭配，表示“如此?以至于?”如

Itassuhahtdathateallhadtstaathe

Suh?that?和s?that?都可用來引出一個結果狀語從句。由于suh是形容詞，所以that從句前有一個受suh修飾的名詞；而s是副詞，用以修飾形容詞或副詞，因此that從句前一般不出現名詞。如

Thearesuhind-heartedteahersthatpepleinthevillageallrespetthe

Theexaassdiffiultthatanstudentsfailedtpassit

a)如名詞是可數名詞的單數形式，suh和s位置不同：

suh+a/an+形容詞+單數名詞=s+形容詞+a/an+單數名詞即suhaniegirl=snieagirl

b)如果名詞是不可數名詞或名詞復數，只可用suh,不能用s:

suh+形容詞+不可數名詞或復數名詞，如：suhgdeather，suhlever

ids)如果被修飾的不可數名詞被uh,little,或復數名詞被an,fe等表示量的形容詞修飾時，用s，不用suh

語法要點一般將來時的用法：1）表示將要發生的動作或情況；2）不以人的意志為轉移，肯定要發生的事情。ThedaaftertrrillbeNatinalDa后天是國慶日。

3in/after:in是指以現在時間為起點的“在一段時間以后”。也可以表示“在將來多少時間之內”，句子中的謂語動詞要用一般將來時態，對此提問用hsn

after常指以過去時間為起點的“一段時間之后”，所以它與過去時態連用。當after指某個特定的未來時刻或日期之后，或指以將來某一時間為起點的若干時間之后時，它可以與將來時態連用。用”begingt+動詞原形”也可表示將來時，表示將要發生的事，打算或決定要做的事。

4re,less,feer的用法區別：re為an,uh的比較級，意為“更多”，可修飾可數與不可數名詞。Less是little的比較級，意為“更好，較少”，修飾不可數名詞。Feer是fe的比較級，意為“更少”，修飾可數名詞復數。

【注意】fe,little表示否定“幾乎沒有”==hardlan或ntan/ntuh。

afe==several

alittle表示肯定“一點，幾個”=abitf??。

uldliesth意思為“想要某物“；uldlietd意思為“想要做某事”。回答uldlie句型的一般疑問句時，其肯定回答為“es,please”;否定回答“N,thans”或“I’dlie/lvet,but?”

d)當little表示“年紀小的”時，可用suh+little+名詞。

單選題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凱蒂不能參加運動會了。

itt____________________________________________taepartinthesprtseeting

2昨天有好幾百人來我們學校參觀。

______________________pepleaetvisiturshlesterda

3彼得在上海找到了一份工作，他不得不在那里獨自生活。

PeterfindsabinShanghai,shehast___________there___________

4我們家鄉的污染沒有以前嚴重了。Thereis______________inurhetnthanbefre

十年后你會是什么樣子？

hat____________________________________________intenears?根據要求完成句子（分）

61Thereillbeasprtseetingthiseeend

There_________________________________beasprtseetingthisee

62IthinSallillbeadtrinfiveears（對畫線部分提問）

______________________uthinSall______________________infiveears?

63Thereillbefeerpeplein100ears

___________there___________feerpeplein100ears?

64Theren’tbeanpaperne

Thereillbe______________________ne

6lassatesftenhelpelearnEnglish

lassatesften___________e___________English從方框中選擇合適的句子完成對話。（有兩項多余）

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

書面表達（10分）

’

假如你是a，你有一個夢想，希望將來你家能有一個叫Superan的機器人幫你做很多事情，還可以和你一起玩。請展開想象，以drea為題寫一篇80詞左右的短文。

drea

I

’

aI

’dreaingfarerelaxinglifeinthefutureIillbualargeapartentfrfail,IhpeIanhavearbtalledSuperanItillhelpeleanther,theealandfeedpetdgItillbeabletplaseritheIfIahurtrill,itanlaftereellTherbtillbenefbestfriendsIalsanttbeanastrnautandflarettthen,andifpssibleIilllivenaspaestatin

Ithindreailletrueseda

Unit2復習提綱

一．

詞匯

不讓??進入教室==eep??

thelassr

向??外看lutf?

2與某人打架havea

ithsb==fightith

3．與某人爭吵

ithsb。==have

ithsb。

4許多好建議an/altf/ltsf

suggestins（可數名詞）====uhadvie

．時尚的Instle==fashinable===trend--------------反義詞落伍的/不時髦的utfstle

你怎么了?hat’srng

u?===hat’sthe

u?

==hatishappening

u？

6．一張球賽票a

aballgae

7通過電話談論那電影tal

thevie

thephne

8給某人打電話allsb

==ringsbup===givesbaall==aeatelephnealltsb

9從??買禮物bugiftsfr。。

反義短語sellsth

Sb把某物賣給某人

0．我能借您的詞典嗎?anI

urditinar?===anu

eurditinar?

brr,lend:brr“借入，借給”即說話人向他人借東西brrsthfrsb;lend-lent-lent“借出，借給”即說話人把自己的東西借給他人lendsbsth=lendsthtsb

1把A與B相比較

A

B

把A比喻成B

A

B

2．抱怨作某事

abut

dingsth。

二．重點知識點

lud是形容詞,lud-luder-ludest意思是“響亮的”；作副詞時，常與tal,sing,laugh等詞連用，如spealud;

ludl“大聲地”帶有喧鬧的意味，常用來修飾shut,r,all,n等動詞，通常沒有比較級和最高級，作狀語；

alud副詞，出聲地，大聲地，僅指發出聲音（以使能被聽得見）。

2．Enugh為形容詞，意思是“足夠的”；enugh+n修飾名詞常放名詞前面enughne;ad/adv+enugh修飾形容詞或副詞必須放其后邊；后常用td或frsbtd足夠做某事

3exept，besides除?之外:exept除了?都，在nne,nbd,nthing等詞后加介詞but也表示“除了”。后邊代詞必須用賓格且其后的成分不影響前邊主語的數，besides==ith強調“除了?之外還有?”

TentttheDisnelandbesidesate除了有凱特湯姆也去了迪斯尼樂園

類如ith，tgetherith，asellas后的成分也不能影響主語。

Nbdbutthetins

beentthatit

Ahave

Bhas

had

Dis

Thelassexeptlil

frEnglish-speainguntries

Aes

Bis

are

Dising

4findut,find,lfr,lup:

findut“找出，發現，查明”多指通過調查，詢問，打聽，研究之后搞清楚，弄明白或指找出較難找到的，無形的抽象的東西；

find“找到，發現”通常指找到或發現有形的東西也可指偶然發現某物的某種情況，強調找的結果；

lfr“尋找”強調動作。

Lup查找單詞/地點

．talabut談到，談論；talf談到，說到；haveatalith與談談，做報告；taltsb對?談話；talithsb與?交談；taltsb和talithsb均表示“和某人談話”，“講話”。taltsb比較常用，側重一方談，一方聽；talithsb側重雙方交談；talabutsb則表示“談論某人”

6．iss女士,后跟姓氏，如：issli

。思念

Iissuver

uh

錯過iss后必須用動詞的ing形式==failtd

Heissedathingthebus===hefailedtaththebus

Beissing==belst=begne丟了，不見了

penisissing==penislst==penisgne

7．n與have:n強調的是擁有，占有某物為自己的財產，但所占有的東西目前不一定是由人使用，強調所有權；have為普通動詞，表示的所有關系。

英語中表“??自己的??”不能用neself’s必須用ne’sn?”如：nguitar

fne’sn完全屬于某人自己的；nne’sn獨立地，自愿地；ithne’snears親耳。In’t

believeuuntilIseeitithnees直到我親眼見到我 8．attend,in,taepartin:

attend“出席，參加，上學”attendshl上學，attendeeting出席會議；

taepartin參加，是指參與某項活動taeanativepartin積極參加；

in參加，當in用于加入某個團體或組織，成為其中的一員，后面直接跟名詞，當in表示參加某項活動時后面跟介詞in

三．重點句型

主語+thin/find/ae/feel+it作形式賓語（此處不可用其他詞替代）+td不定式作真正賓語

（）henthseidsareadults,theightfind

diffiulttplanthingsfrtheselves

A

it

Bthat

this

Dthat’s

2“疑問詞+不定式“結構相當于一個從句==疑問詞+句子主語+一個情態動詞+動詞原形

如，heretgisstillaquestin=hereeshuldgisstillaquestin

edn’tnhentleavefrshanghai

=edn’tnheneshuld/an/ustleavefrShanghai

3hearsb/sthding意為“聽見某人/物正在做”，句中ding為現在分詞作賓語補足語，表示動作正在進行，強調一個過程。

ustthenIheardsenering“Help!Help!”那時我聽見有人在喊“救命啊！救命！”

【句式比較】hearsb/sthdsth聽見某人/物做某事，句中d為不帶t的動詞不定式作賓語補足語，表動作已經結束或經常發生，也可表示即將發生的動作。強調一個結果。

與此用法相同的詞有：一感（feel）二聽（listent，hear）三讓（let，ae，have）四看（lat，see,ath,ntie）

Iheardhisingthreesngs我聽見他唱了三首歌。

eftenseeTreadEnglishntheplagrundinurshl

我們常見湯姆在我們學校操場讀英

4．把某物忘在某地不能用frget，必須用leavesth。某處

I’srrthatI

herathe,anIhanditinbsuppertie

Ahavefrgtten

Bfrget

haveleft

Dleaves

單項選擇（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

詞匯（10分）A)根據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)用括號中所給詞語的適當形式填空。

6Thehildrenened____________intheuseulastSunda

7Sallbrughtusapieef____________nes

8Everneinlassas____________tthepartexepte

9Thereareall____________fputersinthatshp

60uliaranpastthefinishinglineasfastas____________

V根據要求完成句子（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他需要足夠的睡眠。

He___________tget______________________

67學習很重要，但另一方面，你也要多做運動。

StudisiprtantBut____________________________________________,ushuldexerisere

68我媽媽希望我每天晚上都呆在家里。

therantse____________________________________________evernight

69你和同學們相處得怎么樣？

Hareu_________________________________urlassates?

70我想弄明白為什么湯姆沒邀請我參加他的生日聚會。Iantt______________________hTdidn

’tinvitee___________hispart

Ⅶ從方框中選擇適當的句子，補全對話。

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

書面表達（10分）

假如你叫Bett,請用下面所提供的信息寫篇短文，告訴你最好的朋友ar你的煩惱。

內容提要：這幾天，你發現同學們對你不太友好。上個星期六，班上的一位同學舉行生日聚會，他邀請了很多同學，但沒有邀請你。你感到很煩惱，于是向她訴說此事，并向她征求意見。（80詞左右）

Dearar，IhaveaprblethesedasIthinIneedurhelp IantgettingnellithseflassatesThearentfriendlteIdn’tnhLastSaturdaneflassateshadabirthdapartatheHeinvitedanlassatesinlassexepteIfeelrried,IanttgetalngellithallfriendsbutIdn’tnhattduldutellehatIshuldd?

urs，Bett

第五篇：unit1教案

Unit 1 My name is Gina.Learning Objectives

一、Topics（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.