“Kuromi”通过精心收集，向本站投稿了20篇三年级英语unit?1教案，下面是小编给大家带来的三年级英语unit?1教案，以供大家参考，我们一起来看看吧!
篇1：三年级英语Unit 1 Hello教案
一、教材分析
本课时主要学习见面打招呼、自我介绍及道别用语Hello./Hi . Goodbye./Bye-Bye. I'm ...。为此，教师为学生创设见面打招呼、自我介绍以及道别等情景，使学生了解英语常用用语以及使用环境。教学中，除让学生听懂以上日常用语以外，还应让学生敢说、会说。学生对于打招呼和道别用语Hello./Hi . Goodbye./Bye-Bye. 的发音比较熟悉，而对于自我介绍用语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。
（一）教学目标
1、听懂、会说 Hello./Hi . Goodbye./Bye-Bye. I'm ...。
2、通过创设见面打招呼、自我介绍以及道别等情景，让学生学会见面打招呼、自我介绍及道别的日常用语。
3、培养学生乐于开口、敢于开口讲英语的习惯，激发学生想学、乐学英语的兴趣和愿望。
（二）教学重点
本部分主要是见面打招呼、自我介绍及道别用语的会话学习，使学生在不同的情景中听懂、会说 Hello./Hi . Goodbye./Bye-Bye. I'm ...。
（三）教学难点自我介绍用语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。
（四）教具准备
1. 教材相关人物的面具或头饰。
2. 为Let's play中的击鼓传花游戏准备相应的道具。
3. 教材相配套的录音带。
二、学情分析
学生活泼、好动、好奇心强，形象思维为主。由于刚接触英语，几乎每个人对英语都有着浓厚的兴趣，而课标中指出学生只有对自己、对英语及其文化，对英语学习有积极的情感，才能保持英语学习的动力，并取得成绩。因此我在教学中力争知至始至终关注学生情感，努力营造宽松和谐的氛围。
三、教学方法
我通过聊天、讨论可以让学生了解一些学习英语的作用和意义。可利用教科书开始的蝴蝶页Welcome to English 的彩图，为学生呈现我们生活中已经会说或较熟悉的词汇如 CD, VCD, DVD, OK! Hi! Yeah! Wow! Bye! Cartoon, Mickey等等来激发学生想学英语的兴趣。引导学生自主学习。教师在讲授本课的打招呼、自我介绍及道别用语时，可以先给学生播放卡通片，了解所学语言运用的环境。在巩固操练时，教师可采取交谈的方式与学生聊天，用英语和他们打招呼、自我介绍，并告知Hello./Hi是英语中常用的打招呼用语，甚至让学生自己说说这些语言都运用在哪些情景中。教师还可用击鼓传花、角色扮演等游戏来练习。最后教师可引导学生创设生活情景，实现真正的语言交流。
四、教学过程设计
1. 热身 (Warm-up)
(1)我先给学生播放卡通片，了解所学语言运用的环境。内容为“迪士尼英语”中第一课的片段(Magic English----Hello)学生在他们喜爱的卡通节目中了解、学习打招呼用语Hello./Hi ，边看卡通边说英语。学习语言的同时，了解语言所用的环境，兴趣与语境同时创设，学习与兴趣同时存在。
(2)接下来通过看卡通片告诉学生“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，我们还有许多的类似之处，有时我们甚至直接用英语的单词来代表某物如CD, VCD, DVD等等。
(3)由于学生是第一次正式接受英语课的学习，教师可在此基础上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。不妨请学生说说他们在现实生活中已经了解的英语单词或日常用语。利用教科书开始的蝴蝶页Welcome to English 彩图中呈现的我们生活中学生已经会说或较熟悉的词汇如 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。
2. 呈现新课 (Presentation)
(1)在学生初步了解打招呼用语后，教师播放本课的歌曲 “Hello”的录音，自然引出师生之间的打招呼。 T: Hello, boys and girls. Ss: Hello.
(2)教师利用这个机会及时向学生介绍自己Hello, I'm /Hi, I'm...
(3)教师还可带上Sarah的头饰介绍Hello! I'm Sarah. /Hi ! I'm Sarah.(教师在示范时，应定要用手势语言辅助学生理解。对于初学者来讲，体态语言和手势语可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)给学生带上Sarah, Chen Jie, Mike, Wu Yifan的面具或头饰，扮演这些人物到讲台前说Hello! I'm...
(5)听录音，放投影;或通过录像，VCD来展示Let's talk部分的教学内容
3.趣味操练 (Practice)
(1)我通过三个游戏让学生巩固操练 玩Let's play中的游戏“击鼓传花”。首先，将全班学生分为两大组。教师可有节奏地敲击小鼓，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 (这个游戏也可用放音乐来代替击鼓，学生可待音乐停止时起立做自我介绍。) 在做此游戏时，教师应提示学生发音，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。 另外，此次练习中，若学生已有英文名字，即可使用，若没有英文名字可先用中文名字代替。若班级学生人数不多，可在此为学生起英文名字。
(2)让学生自己说说所学用语的使用环境，并让学生自己拟定一个使用所学用语的场所。结合图片，进一步巩固情景。 为学生出示情景图，让他们自己说说，在此情景中该说些什么? <情景一> 清晨，两个小朋友在校门口相遇，猜猜看，他们说了些什么? <情景二>上课了，老师带一名新同学进教室。新生Lily该怎样做自我介绍? <情景三>下课了，有好几名同学与Lily结识，他们是怎样说的呢? <情景四>放学了，同学们相互道别，他们彼此都说了些什么? (3)两到四个人一组练习自我介绍。若学生已有英文名字，即可使用，练习更有 真实感。若没有英文名字可先用中文名字代替。在此强调分手时说Goodbye./Bye-Bye。
(4)自由结合或自己下位子了解、结识新伙伴，尤其是了解伙伴的英文名字。再次练习Hello, I'm /Hi, I'm Goodbye./Bye-Bye。
4.课堂评价 (Assessment)
做活动手册第一单元的第一部分练习。由于学生刚刚接触英语，而且是第一次做活动手册，教师要进行全面、细致的指导。
1)教师与学生讨论本单元获奖的小花数量，由于是第一单元，起点可以稍微低点，尽量让每个学生都得到棕熊或小松鼠的小贴纸为奖励。
2)让学生看书上的图，才图中人物，想他们在说什么。
3) 教师讲解题目要求并指导做的方法。建议教师提醒学生注意题目要求标记的识别，以便今后遇到相同问题时学生能独立完成。
4) 让学生听录音做练习。
5) 再次播放录音， 在教师的指导下让学生一句一句地跟读并相互核对答案，最后通过给小花涂色进行自我评价。
5.扩展性活动(Add-activities)
(1)将制作面具的材料发给学生。教学生如何给面具涂色，将面具剪下并粘在小木棍上。
(2)学生带上面具，互相打招呼并介绍自己，复习本课所学知识。
(3)提示学生，注意保留面具，以后教学活动中会用到这些面具。
五、板书设计
Unit 1 Hello
[将“清晨，两个小朋友在校门口相遇”的图贴在黑板上，图旁写上Hello/Hi ]
[将自我介绍的图片贴在黑板上，并写 Hello, I'm ]
[将放学时，师生互道再见的情景图贴于黑板，并写 Goodbye. ]
篇2：三年级英语Unit 1 Hello教案
Period 1
一、教学目标
1、能听懂、会说本课会话；
2、能运用“Hello! I’m.”进行问候、作自我介绍；
3、力求在第一课堂就激发学生学习英语的'兴趣。
二、教学重点及难点
重点：能运用“Hello! I’m.”进行问候、作自我介绍
难点：句型“Hello! I’m.”
三、教学步骤
Step 1 Warming up 师生问候。
T: Hello, boys and girls! Nice to meet you! 用中文或动作帮助学生理解。
Step 2 Presentation and drill
1、T: Hello, boys and girls. I am your English teacher. I am Miss Xiong. 用动作帮助写生理解“I am ”
T: Today we’ll learn Unit 1 “Hello!” 板书课题及主题句。带读单词one.
2、走到几个学生面前并与之打招呼。
T: Hello, I’m Miss Xiong .
放慢速度，强调口型，帮助学生理解并回答：“Hello, I’m ”
游戏――Making friends
让学生离开座位找朋友，找到好朋友后，用“Hello!”问好，并用“I’m ”自我介绍。
S1：Hello, I’m
S2: Hello, I’m
S3:
T: Hello, I’m Miss
Ss: Hello, I’m
3、听课文A部分录音，跟读。
Step 3 Practice
游戏――A little actor
准备一个纸盒，装入写有Anne, Lingling, Peter, Mingming等人名的纸条。学生抽中谁，就扮演谁，进行角色表演。
游戏――Dragon game
Step 4 Consolidation
创设清净，自由会话。 评价、练习、家庭作业。
Period 2
一、教学目标
1、能听懂、会说本课会话；
2、复习句型“hello/hi！I’m ”；
3、能在适当的场合运用“Nice to meet you”向他人致意。
二、教学重点及难点
重点：自我介绍， 运用“Nice to meet you!”向他人致意。
难点：理解too的用法。
三、教学步骤
Step 1 Warming up 师生问候。
复习句型。 师生会话示范。
Step 2 Presentation and drill
1、教师扮成学生，并假设在上学的途中遇到同校不同班的几个同学。
T：Hello! I’mNice to meet you. S1：
帮助学生回答：“Nice to meet you, too.”,
帮助学生理解“Nice to meet you, too.”通常用于回答。
T: Hello! I’mGlad to meet you. S2:
2、通过几次对话帮助学生理解Glad to meet you和Nice to meet you.的含义一样都用于问候。
Step 3 Practice
1、教师做口型，学生根据口型大声说出单词或句子。
2、听课文B、C部分录音，看课文，理解意思，然后有感情的朗读。
Step 4 Consolidation
1、创设情境，自由会话。
2、评价、练习、家庭作业。
Period 3
一、教学目标
1、能掌握字母Aa、Bb、Cc的读音和书写，了解Aa、Bb、Cc在单词中的发音；
2、能唱歌曲“Hello！”
3、通过唱唱玩玩，培养学生学习英语的兴趣。
二、教学重点及难点
重点：字母Aa、Bb、Cc及在单词中的发音；歌曲“Hello！”
难点：理解新单词，朗读句子。
三、教学步骤
Step 1 Warming up 师生问候。
自由会话和角色表演。
Step 2 Presentation and drill
1、出示字母卡片Aa、Bb、Cc。带读；教学生书写Aa、Bb、Cc, 分辨字母大小写，然后让学生按照范例正确书写字母，个别检查和辅导。让学生用身体语言来表演Aa、Bb、Cc，激发学生的学习兴趣。
2、出示新单词卡片，强调字母Aa、Bb、Cc在单词中的发音，让学生跟读体会。
T: Aa、Aa、 Aa、 Anne,
Bb、Bb、Bb、bag，
Cc、Cc、Cc、cat。
3、听课文E、F部分录音，跟读字母，单词，句子，理解句子大意。
Step 3 Practice
教唱英文歌曲“Hello！” Step 4 Consolidation
1.鼓励学生自由创设情境，大胆进行会话。
2.评价、家庭作业。
篇3：三年级英语Unit 1 Hello教案
题目：Unit One Hell
教学重点：本部分主要是见面打招呼、自我介绍及道别用语的会话学习，使学生在不同的情景中听懂、会说 Hell./Hi . Gdbe./Be-Be. I' ...。
教学难点：自我介绍用语I’ …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。
教具准备：
1教材相关人物的面具或头饰
2为Let's pla中的击鼓传花游戏准备相应的道具
3教材相配套的录音带
教学过程：
1． 热身 (War-up)
（1）先给学生播放卡通片，了解所学语言运用的环境。内容为“迪士尼英语”中第一课的片段（Magic English----Hell）学生在他们喜爱的卡通节目中了解、学习打招呼用语Hell./Hi ，边看卡通边说英语。学习语言的同时，了解语言所用的环境，兴趣与语境同时创设，学习与兴趣同时存在。[本部分内容根据各校情况可自行改变，用图片来代替，或直接进入下一环节。]
（2）通过看卡通片告诉学生“卡通”一词的发音是由英语单词Cartn一词的发音直接翻译过来的。在现实生活中，我们还有许多的类似之处，有时我们甚至直接用英语的单词来代表某物如CD, VCD, DVD等等。
（3）由于学生是第一次正式接受英语课的学习，教师可在此基础上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。不妨请学生说说他们在现实生活中已经了解的英语单词或日常用语。利用教科书开始的蝴蝶页Welce t English 彩图中呈现的我们生活中学生已经会说或较熟悉的词汇如 CD, VCD, DVD, O! Hi! eah!
篇4：三年级英语下册Unit 1单元教案
三年级英语下册Unit 1单元教案
第一课时
教学目标
1.能听、说、认读单词welcome， back， boy， and， girl， we， new， friend， today， from等。
2.会运用句子I'm… I'm from…介绍自己。
3.掌握表示国家、地点的名词(专有名词)需要大写。
4.培养学生尊重他人的良好品质。
教学重点
1.通过图片理解并掌握名词boy， girl， friend。
2.掌握专有名词UK， USA， Canada， Shandong的拼写及对应的汉语意思。
教学难点
1.掌握boy和from的读音。
2.认识和理解英语中人名、地名及国家名称的书写和读音。
3.初步了解the放在专有名词前面。
教学准备
教师:与本课时相关的录音、各个国家的国旗、人物头饰、课件。
学生:课本、单词卡片。
教学方法
1.对话教学法
教师利用动画形式展示Main Scene 中的两组小对话，让同学根据图片和对话内容进行模仿练习，让学生初步感受英语的氛围。
2.情景教学法
教师让同学们分别用英语介绍自己的姓名和自己来自哪里，创设英语情景，让同学感受英语的语言氛围。
3.合作教学法
教师展示加拿大、美国、中国和英国的国旗，让同学们合作用自己的笔画出它们，并标出正确的国家名称。让学生在合作中获得知识，体会学习的乐趣。
教学过程
Step 1: Warm-up
1.师生问候，互相对话:
T: Good morning， boys and girls.
Nice to see you again.
How are you?
Ss: I'm fine， thank you.
How are you?
T: Fine， thanks. Do you have
a happy new year?
(你们新年快乐吗?)
Ss: Yes.
2.Main Scene
(1)教师使用课件展示主情景图，引导学生观察并讨论图片，根据图片信息找出情景发生的`地点和时间，推测本单元要学习的内容，选择与本单元内容匹配的主题词:
学校，新学年，家庭成员，食物，打招呼，自我介绍和认识新朋友等。
(2)播放录音，让学生基本了解本单元的内容。
(3)根据录音，让学生给情景图的句子排序。
Step 2: Presentation
1.教师借助Amy和 Zhang Peng的头饰向学生引出单词:boy， girl， friend。
2.利用单词卡片教学生认读单词和短语:boys and girls， today， new friends。
3.教师戴上头饰进行自我介绍:Hi， I'm Amy. I'm from the UK.借助国旗引导学生认识英国的英语名称。
4.教师戴上头饰进行自我介绍:Hi， I'm Zhang Peng. I'm from Shandong.
5.教师点拨:英语中人名、地名和国家名称的首字母要大写。the UK是英文缩写形式，UK必须都大写，读作U和K。
6.听课文录音，跟读对话。
Step 3: Practice
1.传气球
6—8人一组围坐成一圈，每组发一个气球，谁拿到气球谁就要用英语进行自我介绍。如:游戏开始时，一人拿着气球说:I'm Tom. I'm from China.然后把气球随便传给另一个人，拿到气球的人要继续游戏。(注:在这个游戏中，可以把自己当成其他国家的人。)
2.小组展示，表演对话:
—Hi， I'm Amy. I'm from the UK.
—Hi， I'm Li Na. I'm from China.
3.看国旗，编对话
运用句子:I'm… I'm from…介绍自己。理解What about you?的含义。
4.完成全品学练考—课后练01页第二题。
Step 4: Consolidation
1. 4人一组，每人代表一个不同国家的学生，分别用句型Hi， I'm… I'm from…做自我介绍。
2.让学生反复听A部分Let's talk的录音，熟读课文。
Step 5: Sum-up
师生一起回顾本课时所学内容:
单词和短语:boys and girls， today， new friends。
句型:I'm… I'm from…
Step 6: Homework
1.仿照课文对话，自己创编对话并表演。
2.完成全品学练考—课后练01页第三题。
板书设计
与本课相关的语法点及可选的习题
1.一词多义的have
2.我会用be from。
be from的汉语意思是“来自”，需要注意的是be(is/am/are)要与主语保持一致。例如:I am from China.我来自中国。 He is from the UK. 他来自英国。We are from the USA.我们来自美国。 Where are you from? 你来自哪里?
3.What about you?
What about you? 这是英语口语交际对话中经常用到的句子，我们要根据上下文内容来确定其正确的含义。例如:I'm ten years old. What about you?我十岁了，你呢?(你几岁了?) I'm from China. What about you?我来自中国，你呢?(你来自哪里?)我们也必须根据上下文的意思来回答。
4.选词填空。
(1)I (is/am) from the UK.
(2)We (is/are)from the USA.
(3)Amy (is/am)from Canada.
(4)You (are/am) from Shandong.
5.选用全品学练考里相关的习题。
教学反思
本课时是第二学期的第一节课，所以我强调了课堂纪律的重要性。同时对上学期期末考试进行了总结，对上个学期中表现好的学生进行了表扬。另外，我指出了同学们能够改进的地方，学生听得聚精会神，效果很好。此外，本节课我创设一定的语言环境，让同学在轻松愉悦的对话中掌握本课时的内容。对新学期的第一单元进行了预习，教学了第一单元的单词，由于这些单词在生活中不是很常见，所以学生掌握起来有一定的难度，Canada， friend等单词的发音还得及时纠正。同时，各个国家的名称很容易混淆，在课下要不断听录音纠正。对于重要句型:I'm from the UK. We have two new friends today. 很多学生接受起来有一定的难度，跟读录音就必不可少。同时，小学生好玩好动，好胜且好奇心强。教师要从学生的心理角度出发，我采用灵活多样的教学方式，如传气球，看国旗编对话的各种形式，不断培养学生学习的兴趣。同时，在活动中培养了学生的交流能力和语言组织能力。
第二课时
教学目标
1.能听、说、认读单词UK， Canada， USA， China等。
2.会运用句子I'm… I'm from…介绍自己。
3.学会与人沟通，交流个人信息。
4.通过学习国家名称，了解中国和主要英语国家的国旗以及标志性建筑物。
教学重点
掌握国家名称的读音及书写。
教学难点
1.掌握Canada 的读音。
2.了解中国和西方国家的国旗以及标志性建筑物。
教学准备
教师:与本课时相关的录音、国旗以及建筑物图片、 课件。
学生: 课本、活动手册。
教学方法
1.歌曲教学法
教师和同学一起哼唱Let's chant 部分的小歌谣，让同学在轻松愉悦的氛围中掌握英语单词及简单的句式。
2.角色表演教学法
教师利用图片或大屏幕展示英国、加拿大、美国和中国的标志性建筑，分别找不同的同学扮演不同国家的小朋友，向大家介绍自己，使学生掌握本课时的句型和单词。
教学过程
Step 1: Warm-up
1.师生问好，并做简单的自我介绍。
2.Let's sing!同学一起唱歌曲Hello。
3.日常口语练习
T: Good morning， boys and girls.
Nice to see you again.
How are you?
Ss: I'm fine， thank you.
How are you?
T: Fine， thanks.
Follow me， please.
We are friends. We like to play.
We are friends. We like to play.
A boy from Canada，
A girl from the UK，
Friends from China and the USA.
Step 2: Presentation
1.教师出示不同国旗图片让学生认识，引出单词:UK， USA， China， Canada。
篇5：三年级英语《Unit 1 I Hello》教案
三年级英语《Unit 1 I Hello》教案
单元简析●本单元内容
本单元学生初次接触英语，对英语比较感兴趣，但是他们所接触的内容为全新的任何知识都比较难以接受。学生还不敢开口，此处应让学生多表演，多练习说教师要关注每一个学生让他们逐步敢于开口说。本单元重点学习打招呼用语，自我介绍及询问对方姓名所用到的句型，难点是A部分Let’slearn中的eraser,crayon以及B部分Let’stalk中What’syourname?Mynameis……句型。
●教材解读
本单元的中心话题是有关姓名的问答，主要句型是：1.What’syourname?你叫什么名字Iam…我是…mynameis…我的名字是…
2.hello你好3.Ihave…我有
主要名词是：pencil,crayon,pen…等。
单元三维目标
知识目标
（1）能够听懂会说：Hello./Hi.Goodbye/Bye.Seeyou.I’m….What’syourname?Mynameis…并能够在实际情境中进行运用。
(2)能够听说、认读crayon,pencil,pen,eraser,ruler,pencil-case,book,sharpener,bag,school,并能用英语介绍文具。
（3）能够听懂会说所接触的指示语并能按照指令做出相应的动作
（4）能唱歌曲Hello.HappyTeacher’sDay
能力目标:
（1）认读A,B部分Let’slearn,Let’stalk中的单词和句子。
（2）理解Let’sdoLet’schant等部分内容。
（3）了解storytime,culture等部分的'内容。
情感、策略、文化等有关目标：
（1）情感目标：培养和激发学生学习英语的兴趣
（2）文化目标：9月10日为教师节，通过学习这部分内容要求学生要尊重教师，并学会在教师节用英语向教师问好。
重难点
▲教学重点：本单元重点学习打招呼用语，自我介绍及询问对方姓名所用到的句型。
▲教学难点：难点是A部分Let’slearn中的eraser,crayon以及B部分Let’stalk中What’syourname?Mynameis……句型。
时间安排
第一课时：ALet’stalkLet’splayALet’ssing
第二课时：ALet’slearnLet’sdo
第三课时：ALet’smakeBLet’stalkLet’splay
第四课时：BLet’slearnLet’sdo
第五课时：Let’schantlet’scheckculture
第六课时：CStorytimeCLet’ssing
教学策略
1.本单元根据教学内容主要采用角色扮演，游戏等形式进行教学。
2.鼓励学生积极运用所学语言进行表达与交流，加强合作，共同完成学习任务。
教学手段教具学具准备：
1．录音机，本单元的录音磁带和本课录音带。
2．本单元的单词卡片、铅笔、钢笔、橡皮等实物。
教学机智：突发事件的处理；对调皮学生的灵活引导等等。
篇6：三年级英语—Unit 1 A教学计划
三年级英语—Unit 1 A教学计划
【教学目标】
1 能够听、说、读、写短语。
2 能够听懂问句：How do you go to school? Usually I go to school by bike ……并能用所学动词短语替换句型“I usually... by bus ..”中的关键词回答问句。
3能理解并说唱Lets chant 部分的歌谣。
4 能够了解 Good to know部分的内容。
【教材分析】
本节课是本学期开学的第一课，主要让学生学习Lets learn 中的五个动词短语，并能用这五个短语回答询问作息时间的问题。本课时的教学难点是掌握五个四会短语和单词exercises, usually的正确发音。我主要采取师生、生生互相合作，学生在愉快的学习氛围中习得和学得。
【学生分析】
学生开学后第一次上英语课，都很积极，学习热情也比较高，学生学习校园内常见事物的`单词，让学生在复习中学习新知，学生兴趣很高，学习热情都比较高。
【教学准备】
教师：录音机、磁带、画有校园常见事物的词卡。
学生：课本。
【板书设计】
Unit 1 How do you go to school?
A Lets learn
一Warm--up
1 Lets chant
How do you go to school?
Usually I go to school by bike
What do you do on the weekend?
I usually go swimming.
Sometimes I climb mountains. Sometimes I go shopping.
What do you do on the weekend? I usually play the piano.
Sometimes I visit grandparents. Sometimes I watch videos.
这是课前热身的TPR活动，教师与学生一起做一遍。
【设计意图】
用Lets chant.来激发学生兴趣，每节课前都做一遍，学生在潜移默化中学习知识。
2 师生问候：
T: How are you ?
S: Im fine.Thanks.
T:Where are you from?
S: Im from China.
T: Whats the weather like today?
S: Its fine.
【设计意图】复习旧知，巩固记忆。滚动式的复习让学生每节课都能对旧知识有所掌握。
1 教师站在黑板上的钟面前，张开手臂演示一个时间，比如：9：30，然后教师提问学生：What time is it ?学生回答：Its ...教师请几名学生来演示并提问。
2 教师用旧句型提问学生：What do you do on Saturdays?以及动词短语： watch TV， read books, play
篇7：英语Unit 1 Im Sam教案
知识与技能：
1、基本能听懂会说:“Hello, Hi, Goodbye, Bye-bye”
2、学会运用句型“I’m…”进行自我介绍。
3、不与陌生人接除、交谈，注意自我保护。
过程与方法：
通过模仿教师发音、口型和观看多媒体教学课件，并经过师生、生生之间的对话基本能听懂“Hello, Hi, Goodbye, Bye-bye”，能运用“I’m…”进行自我介绍，达到初步认识本册书中主要人物Sam、Amy、Lingling 、Daming的目的。并注意Sam和Amy的正确发音。
情感态度与价值观：培养学生学习英语的兴趣，初步了解东西方文化差异。 教学方法设计：主要采用情境教学法、交际法、游戏教学法、动作教学法等。 教学重难点：句型“I’m…”的运用。
教学准备：多媒体资源包，单词卡片，小贴画，人物头饰
课时安排：一课时
教学过程设计：
一、Free talk .
（1）播放英文歌：Happy birthday to you!
（2）使用课前收集的一些常用英文单词或缩略语如：DVD， CD， CCTV，OK等让学生了解一些身边的英语，同时也请同学们说一说他们所知道或听到的英语。
二、New teaching.
1、学习打招呼：
Hello
Hi.
Goodbye
Bye-bye
教师首先以自然的方式配以恰当的手势动作和不同的语调来向学生问好Hello , Hi。同时也引导学生向教师说Hello , Hi 。谈完话分手时用Good bye或者Bye-bye道别。然后让学生相互间用Hello, Hi 练习问好，用Good bye或者Bye-bye道别。（Hello与Hi 的区别与联系：一般在正式的场合用Hello 为引起对方的注意而问好；而Hi一般是用于对自己亲密的人打招呼）操练时注意避免重复使用。
2、传声筒游戏。游戏规则：将全班分成四组，教师分别悄悄告诉每组第一名学生一句问候语：Hello、Hi、Good bye、Bye-bye，四组游戏同时开始，第一名同学将问候语悄声传给第二名同学……，依次下去，哪一组先传完问候语，哪一组就是获胜组并给予小红花奖励。（交换每组的问候语再玩3次，以加深学生对语言点的熟练程度和准确把握程度。）
3、学习： I’m…
（1）教师胸前佩带英文的名字卡片进行自我介绍：Hello, I’ m Wangxingjian ,借助手势让学生理解句子含义。
（2）邀请几位同学到讲台上来，分别戴上他们喜欢的人物头饰并自我介绍说Hello ,I’m …然后请同学作真实的自我介绍。4、认识人物：Sam, Amy, Lingling , Daming
介绍二名外国小朋友Sam和Amy。教师用语：今天，大家来认识新来的两名外国小朋友，我们一起来看看我们中国的小朋友Lingling 和Daming是怎样欢迎他们的。
学生面向全班同学做真实的自我介绍，运用“亲密接触”的游戏来调动学生主动参与的积极性。游戏规则：教师手拿一个toy并做自我介绍Hello ，I ’m Susan，然后闭上眼睛将toy扔向学生，拿到toy的同学做自我介绍，然后闭眼将toy扔向其他的同学，依次下去，要求学生做自我介绍。
三、Learning the text.
1、教师播放动画片，此时不要求学生跟读也不看书，边看边观察动画片中哪两个是Sam ，Amy。（注：学生看完动画片后回答问题：动画片中哪两个小朋友是Sam 和Amy？）
2、教师再次播放动画片，作为初次见面的小朋友，他们之间是怎样打招呼并进行自我介绍的呢？（注：此时要求学生跟读，并要求学生用手指着单词、句子进行认读，力求作到“眼到，手到，口到，心到”，体会其英语句意。）
3、四人一个小组操练Hello或者Hi，设置不同的场景恰当地运用Hello或者Hi打招呼，并指导学生做课堂活动用书活动2，要求学生根据录音和图片进一步巩固和加深对Hello或者Hi的理解。
4、Role play.
目的：本课通过教师的示范表演，教会学生在表演中学会本课重点，突破难点。再通过几次集体扮演和小组表演，让学生在表演中学会运用语言，既能降低知识的接受难度，又能突出语言的实用性和交际性。
四、Summing up
Boys and girls, 我们今天主要学习了…让学生起来表达本节课所学，既巩固了知识，还学会总结；但是，我们在日常生活中要注意保护自己，不随便与陌生人接触，更不准接受陌生人的邀请，不吃陌生人给的食物。
五、Homework
把今天学的《I’m Sam.》读给家长听。
板书设计 ：
Module 1 Greetings
Unit 1 I’m Sam
Hello I’m …
Hi
Goodbye
Bye-bye
《Module 1 Unit 1 I’m Sam》教学反思
一、说教材：
虽说本课时的教学内容少且简易，但是对于英语的初学者并且是偏远地区的农村孩子，学习这样的内容已经感到有些吃力。在让学生刚接触英语时，为了制造一个活跃，有趣的课堂，我采取多种教学手段进行教学，有唱歌，有各种各样游戏，有多种朗读形式。
二、说教法：
在教学的过程我不但注重学生学习新知识的强化次数，更注重对学习兴趣的培养，都说“兴趣是最好的老师”，所以第一节英语课是最好培养学生兴趣的开始。英语作为一门语言学科，为了给学生提供更大的学习的平台，整节课以学生为主体，师为引导一步步递进学习新知，例如小组之间的相互学习就是个很灵活的.学习的平台。
三、说学法：
在整一节课中，学生在快乐中学习，学生学习的积极性很好，主动性也很高，平时一些不爱发言的学生，在这节课中得到学生和老师的鼓励，为了自己能得到贴画奖励也做到了积极发言。第一环节中，导入学生能讲到Ok、Bye-Bye，但不知道VCD、DVD是英语。第二环节中，本课时中花时间比较多的一个环节。学生很喜欢，课堂比较轻松愉悦，说起问候语、自我介绍和告别语。
四、教学效果估计：
95%的同学能掌握，并很很好的与同学对话，在合作小组里表现好。
五、不足之处
一部分学生音准较差，如：I’m Sam。在下一节课上课时，要注意学生语
篇8：英语Unit 1 Im Sam教案
Module 1 Unit1 I’m Sam.
The BD:Unit 1 I’m Sam
Hello/ Hi. Goodbye/Bye-bye.I’m…
Unit 2 How are you?
The BD: Unit 2 How are you?-----How are you?
-----I’m fine, thank you.
篇9：英语Unit 1 Im Sam教案
教学目标：
1. 知识目标：I, am, hello(hi), goodbye(bye-bye),
2. 技能目标：能够听说读懂问候、自我介绍和道别的句子：Hello/hi. I am Sam. Goodbye/bye-bye.
3.功能目标：问候和道别、简单的自我介绍。
4.情感目标：有兴趣听英语、说英语、，让学生学会在生活中礼貌地问好，培养学生开朗大方的个性。提高学生对学习英语的兴趣和良好的学习习惯。通过交流与合作，培养学生的思维能力。鼓励与培养学生学会自主探究学习。
学情分析：学生第一次接触到英语，通过对课文中的背景：上学的第一天，Sam, Daming, Lingling和Amy 在学校里互相问候、做自我介绍，并在放学时告别的学习。让学生学会问候和道别、简单的自我介绍。
重点难点：能够听说读懂问候、自我介绍和道别的句子：Hello/hi. I am Sam. Goodbye/bye-bye. 问候和道别、简单的自我介绍。 教学课时：1 课时
教学过程：
活动1.
1. 导入：
T:Hello.Boys and girls.（走进教室时热情地向同学们打招呼说：Hello或Hi，并做动作：近处的同学握手，向远处的同学挥手） Ss:…( 教学生用hello/hi打招呼，表扬那些能用英语向老师打招
呼的同学说：Very good！Well done!或Clever boy／girl！)。 T: I am Lily/Miss Qin. （用英语告诉学生本人名字，说：I’m Lily(英文名字)/Miss Qin。） Ss: I am …(说出自己的名字)。 活动2：出示头饰即本课出现的4个人物：Sam，Daming，Amy和Lingling的头饰。
T:Hello./hi. I am Sam/… .(老师假扮课文中的Sam，Daming，Amy和Lingling向全体学生打招呼。)
Ss: Hello./hi. I am … . … 活动3，听音指图
1.T：play the video.(播放课文录音。) Ss: listen and point. (听并指着各幅图用中文问学生图中的情景（校园中Sam，Daming，Amy和Lingling在介绍他们自己；在离开学校时，他们互相道别）。
T: Goodbye/bye-bye, boys and girls.(边做再见动作边说单词goodbye/bye-bye.
Ss: Goodbye/Bye-bye. Lily.(教学生用goodbye/bye道别。)
T:Goodbye./bye-bye.boys and girls .(老师假扮课文中的Sam，Daming，Amy和Lingling向全体学生道别。)
Ss: Goodbye./bye-bye. Sam/Daming/Amy/Lingling.
…
活动4，听音读课文，并说话。
放录音并跟读对话。
活动5.游戏
1.听做动作。
T: 做握手动作，挥手动作
S: 说Hello和Goodbye
2. 大小声说单词，。
T: 大声说hello,hi, goodbye, bye-bye；反之。
S: 小声说hello,hi, goodbye, bye-bye；反之。（看谁反应错。） 活动6.小组活动.(两人一组扮演课文对话,请1到2组上台展示，记住作打招呼的动作。)
For example:A： Hello/hi, I’m Sam。（ Amy, Lingling ,Daming.）
B： Hello/hi, Sam.
活动7．自我介绍 （请一到两组上台展示。记住同时作打招呼与道别的动作。）
For example:
S1:Hello, I’m A.
Ss:Hello, A.
S1:Goodbye/bye-bye.
Ss：Goodbyebye-bye.
Homework(家庭作业):
请大家晚上听录音，模仿Sam, Daming, Lingling和Amy的声音，谁模仿得像。
板书设计：
Module1Unit1 I’m Sam
A:Hello/hi. I am Sam.
B: Hello/hi. Sam.
A: Goodbye/ bye-bye.
B: Goodbye/bye-bye.
篇10：三年级英语教案Unit 1
三年级英语教案Unit 1
第五课时 备时 :9、14 授时:9、15 教学目标： 1、学习有关学校及学习用品的词汇。 2、了解一些简单的指示语，要求学生能听懂并按照指令做出相应的动作。 教学难点： 5个有关学校及学习用品的词汇学习。 教学难点：本课词汇的认读。 教具准备： 1.教师自备与本课教学有关的文具（实物）和教师卡片。 2.学生卡片P6~10. 教学过程 热身、复习(Warm-up/Revision) 1.接力活动：学生一个接一个进行口语对答，要求又快又好。 如：A: Hello! B! B: Hi! A! Hi! C! C: Im Sarah. Whats your name?---D: My names Mike. E: Goodbye!---F: Bye-bye.---G: See you. 2.通过图片和单词卡片复习学过的.单词crayon, ruler, eraser, pen, pencil. 3.游戏：通过做Touching game或Matching game来复习单词 呈现新课 (Presentation) 1.Lets learn a. 教师边说边做：ruler, eraser, pen, pencil. I put the ruler, eraser, pen, pencil in the pencil-case. b.通过实物教pencil-case, bag, book, sharpener，用图片教 school。 c.新单词教学后，询问学生都知道哪些文具词，和旧单词相结合，可以通过做Touch and say的游戏来进一步练习本课新单词和所学单词。让学生把图片或实物放在书桌上，教师：Touch your book. ，学生须快速指书并大声说：Book，用此方法练习其它各词。 2.Lets do 教师边做打开书的动作边说Open the book. 然后边做合上书的动作边说Close the book. （重复两次）。再拿起铅笔袋，做打开、合上的动作，并说：Open the pencil-case. Close the pencil-case. 请学生说出open, close的意思。用同样的方法教Show me your sharpener. Carry the bag. 等句子。 趣味操练 (Practice) 1.就学校和学习相关的文具词做巩固练习。做Show me your….的活动。教师还可以让学生自己说单词，进行练习。 2.通过游戏Simon says 来练习以show, open, close, put, carry所引导的祈使句,教师发指令学生做动作。 教学反思： 本课时主要学习有关学校及学习用品的词汇，同时让学生听懂会做一些和上学有关的指示语。由于所学的内容贴近学生的生活环境，学生容易产生学习兴趣。教师教学时可通过实物引入，在学会帮本课时的单词后，可和第二课时所学的部分文具单词结合，使语言的操练过程更加多彩和丰富。篇11：Unit 1 Friends教案
Unit 1 Friends教案
Language functions and focus 1. Use an adjective before a noun or after a linking verb to describe someone/ something e.g.: She has short hair. Her hair is short. 2. Use comparatives to compare two people /things e.g.: Sandy’s hair is longer than Millie’s hair. 3. Use superlatives to compare three or more people things e.g.: He is the tallest boy in my class. 4. Use ‘as’+ adjective+ ‘as’ to compare people / things e.g.: Millie is as tall as Kitty. 5. Use adjectives to describe someone’s physical features and appearance e.g.: Sandy is tall and has long hair. Language skills Listening 1. Identify main ideas to obtain information about a friend 2. Interpret information to obtain a general understanding of the people in a conversation 3. Identify specific and relevant information to complete letters about teenagers’ future plans Speaking 1. Use questions and answers to talk about people’s appearance and personality 2. Use everyday expressions to show agreement and confirm information Reading 1. Guess general meaning from keywords and context 2. Skim text for overall meaning and scan for details 3. Identify specific information about different people from their friends’ descriptions Writing 1. Collect information and organize ideas to describe the appearance and personality of a friend 2. Produce a particular text-type for an audience using a given model Study skills Look for main points and keywords to help understand and remember a passage more easily Background information Book 8A continues the story about the lives and experiences of the six central characters introduced in Book 7A. Here, the characters are Grade 8 students. Your students will be able to identify with the different situations and contexts. Language is presented through real-life experiences, exposing students to real communication. Overview of the unit The main topic of this unit is describing the appearance and the qualities of a good friend. Students learn to talk about their friends and their future plans. Unit opening Background information The opening page arouses students’ interest in the topic of the unit through the funny interactions of two cartoon characters (Eddie and Hobo). This opening page introduces the idea of friendship and sharing. Warm-up activities 1. Read the conversation between Eddie and Hobo. Check understanding of ‘kind’ and ‘share’. Ask, e.g.: What does Eddie give Hobo? (He gives him some cake and milk.) Is there anything else in the fridge? (No, there isn’t.) What does Hobo want? (He wants to share Eddie’s pizza in the bowl.) 2. Introduce the idea of sharing and friendship. Ask, e.g.: Are Eddie and Hobo good friends? (Yes, they are. They share things.) Who do you like more? Why? ( I like Eddie because he shares his food with Hobo.) Ask two more able students to role-play the conversation in front of the class. Welcome to the unit Objectives 1. To revise vocabulary and expressions to describe people 2. To guess meaning from context 3. To generate ideas about people’s appearance and personalities 4. To categorize adjectives to describe important qualities of a friend according to personal preferences Background information This section introduces students to the unit topic about different personalities of friends. Students answer some questions in a magazine about the qualities of a best friend. It also preteaches some useful words and expressions. Teaching procedures 1. Ask more able students e.g.: Do you have a special friend? What makes him/her special? Accept all reasonable answers. (He/She helps me with my homework. I can always talk to him/her about my problems, etc.) 2. Ask students to look at Part A and explain that they will be reading an advertisement in “Teenagers’ magazine. They have to match the qualities with the questions. For weaker classes, go through the words and phrases on the left. Then ask each question at a time and invite students to say the correct word or phrase. Then ask the class to write the correct letters on their own. 3. Go around the class to check that students have written the correct letters. 4. Ask more able students to think of other qualities of a good friend, e.g., generous, clever, kind, understands my problems, makes me laugh. Write the words and phrases on the board. 5. Read the list of words in Part B and chick that students understand their meanings. Check also understanding of ‘quite important’ and ‘very important’. 6. On the board, write ‘What qualities of a good friend are important to you?’. Ask the class to think carefully about what qualities they appreciate in friends and put ticks under the correct headings in the table. Encourage students to work on their own. Then ask them to compare their answers with a partner. Ask individual students to tell the rest of the class about their own choice and their partner’s choice of qualities. Write some structures on the board to enable students to focus on the choice of adjectives and to maintain a fluent oral performance. Extension activity You can copy the table. More able students can add more adjectives describing qualities of a good friend. Students can also interview several classmates using this table. They should write tally marks instead of ticks in the table. Then they can compare their results with a partner or in class to find out which qualities are the most popular. Game Ask each student to write three adjectives or phrases to describe a classmate on a piece of paper. Remind students to write his or her name as well. Encourage them to work on their own and not to show their choice of words to other students. Then collect the pieces of paper and put them together. Draw one at a time and read each description. Invite the class to guess whom it describes. Reading Objectives 1. To guess general meanings from keywords and context 2. To skim text for overall meanings and scan for details 3. To identify specific information about different people form their friends’ descriptions 4. To use adjectives to describe people’s appearance and characteristics 5. To recognize the use of comparatives and superlatives Part A Background information This section presents three letters about ‘best friends’ for a writing competition held by ‘Teenagers’ magazine. The context invites students to think about qualities in their friends. Teaching procedures 1. Review key vocabulary according to the general ability of the class. Tell the class about a friend or relative. If possible, show his/her photo. Say, e.g.: My best friend is small and thin with long hair. She is very smart and helpful. Then ask questions to check understanding. (Is my friend tall? Is her hair short or long? Is she willing to help?) 2. Divide the class into three groups and allocate one article to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined. 3. On the board, write the headings ‘Appearance’ and ‘Personality’. Ask each group to go through their letter again and find words or expressions to match each heading. Invite students from each group to come forward and write their words and expressions under the correct heading. 4. Write the following questions on the board for students to copy in their books. What does he/she look like? (For appearance) What kind of person is he/she? (For personality) What does he/she do or want to do in the future? (For future plan) Invite students from each group to ask and answer these questions and describe the teenager in each article. Part B Teaching procedure 1. Explain the context and check that students understand what an editor of magazine or newspaper does. Then review the adjectives and nouns in the box in Part B1. Ask students to find the words in the articles on page4. 2. Ask students to do Part B1 on their own. Tell them that they need to look for specific details, which fit each o篇12：9A Unit 1 教案
9A Unit 1 教案
9A Unit 1 教案 Period (1) 教学题目：9A Unit 1 Comic strip and Welcome to the unit 教学课时：Period 1 教学部分：Page 6－7 教学课型：新授课；听说课 教学目标：了解星座的.相关知识；辨别并学习不同星座的名称；了解东西方文化差异 教学内容：练习代表十二星座的标志；初步了解“It’s + adjective + of sb. to do sth.” 教学准备：录音机，多媒体，投影仪 教学步骤： Step1 Lead-in 1. Ask students: What year is this year? 2. Show students the picture of twelve animals in Chinese horoscope, and tell them different names鼠：Rat，牛：Ox，虎：Tiger，兔：Hare，龙：Dragon，蛇：Snake，马：Horse，羊：Sheep，猴：Monkey，鸡：Cock，狗：Dog，猪：Boar. Tell them this year is in the year of the Rat. 3. Ask students: How old are you? When were you born? (What year were you born in?) What is your animal sign? What characters do you think it has? 4. Ask students: What month were you born in? (review twelve months in a year) 5. Tell students that everyone in western countries has his or her own star sign. (T: We know that animal signs are very popular in Chinese culture, we are familiar with them. But people in western countries have their own star signs according to the birth month. It can tell you something about your abilities, talents and special qualities.) Step 2 Welcome to the unit 1. Show students the picture of star signs. “How much do you know about them?” Let students guess different star signs. (can be in Chinese) 2. In the West, people use some creatures to represent the star signs. Can you tell me their names? Teach students new words. 3. Look at the pictures and read the new words after the teacher. 4. Let students finish Part A on P7 and check the answers by reading the names. 5. Some more exercises to see if students have known the star signs. (1) Show students 6 pictures and name the star signs. (2) Play a guessing game: fill in the blanks by using the names of the creatures. 6. Tell students there are 6 more star signs and let them guess what they are represented by using the 6 pictures in Part B on P7. 7. Check the answers to Part B. Step 3 Oral practice 1. Ask students: When is your birthday? What is your star sign? 2. Show students the twelve star signs and let them point out their own star sign in both English and Chinese. Ask the students to try to remember their own star sign. 3. Pair work: Let students ask and answer in pairs. Step 4 Comic strips 1. Are you interested in star signs? So are Eddie and Hobo. Listen to their conversation and repeat it after the tape. 2. Ask students some questions to see if they have known the dialogue. (1) Who brings Eddie the newspaper? (2) What does Hobo ask Eddie to read? Why? (3) What do Eddie’s stars say? (4) What happens to Eddie’s breakfast at the end of the story? 3. Let students read the dialogue by themselves (or practice in pairs) 4. Do some more exercises after reading and check the answers together. 5. What do you think Hobo’s and Eddie’s star signs are? 6. Oral practice: Try to act out this dialogue in pairs Ask the students to make a new dialogue by adding their own ideas. Step 5 Homework 1. Remember the star signs. 2. Make up a new dialogue about star signs. 3. Try to find out how many classmates are under the star sign as you. Period (2) 教学题目：9A Unit 1 Reading (1) 教学课时：Period 2 教学部分：Page 8－11 教学课型：新授课；阅读课 教学目标：通过各种阅读手段了解各星座的时间和名称；了解与性格有关的词汇 教学内容：归纳各星座的人物所拥有的性格特征，了解文章大意 教学准备：录音机，多媒体，投影仪 教学步骤： Step 1 Revision 1. Finish some exercises. 2. Review the star signs: look at the star signs and name them. Read together after the teacher. 3. Guessing game: (Test who has the best memory) Teacher will say the Chinese name of the star sign; students try to find out the right picture and say the name in English. Step 2 Lead-in 1. Free talk: (1) What is your star sign? (2) Can you tell me something about yourself? ( abilities, special qualities, characteristics) (3) How many students are under the same star sign as you? (Yesterday’s homework) (4) What are they like? (clever, kind, generous, hard-working, brave, patient, polite….) (5) Do you share similar characteristics? (Let students speak out as many adjectives about characters as possible.) 2. Do you know these words? They are also used to describe people. (Teach the new words, and finish Exercise B on P10.) 3. Read the new words after the teacher. Then let students read the sentences by themselves. 4. Do some more exercises to see if students have known all the words’ meanings. Step 3 Reading 1. T: It’s said that star signs can represent a person’s characteristics. Let’s check if it is true. Please listen to the tape and learn something about them. 2. Reading task 1: After listening to the tape, do “T” or “F” questions. 3. Reading task 2: Ask students some questions to check if they have known the main idea, with the books open. (1) Is Aries lazy? (2) Which star sign likes saving money? (3) Does Sagittarius like telling jokes? (4) Which star sign has the best imagination? (5) If your birthday is on 13th September, what is your star sign? 4. Make students read the article passage by passage and try to find out the adjectives to describe people’s characteristics with the picture of each star sign. (Esp. their own star sign) T: Whose star sign is Aries? When is your birthday? What characteristics do you have/ do this star sign have? Aries: energetic, active, impatient, selfish Taurus: stubborn, hard-working, patient Gemini: curious, clever, outgoing Cancer: kind Leo: strong, confident, generous Virgo: modest, practical Libra: polite, fair, elegant Scorpio: powerful, silly Sagittarius: humorous, lucky Capricorn: successful, patient Aquarius: kind, wise, strange Pisces: generous, kind, gentle, easy-going, creative, imaginative 5. Discussion: What is your star sign? Do you have the same characteristics as the star sign says? Do you think what the star signs say about people are facts? -- So we can have a conclusion: What the star signs say about people are not facts. We can just learn about star signs for fun. Step 4 Some More Exercises 1. What are your characteristics? Write a short description of your own characteristics. 2. Then show your description to your partner. 3. Discuss with your partner whether or not you agree with each other. Step 5 Homework 1. Read the passage three times. 2. Remember all the adjectives which describe a person’s characteristics. Period (3) 教学题目：9A Unit 1 Reading (2) 教学课时：Period 3 教学部分：Page 8－11 教学课型：巩固练习课；阅读课 教学目标：通过活动来熟悉掌握课文中描述性格的形容词并运用；通过练习加深课文的理解 教学内容：学习知识点和重要短语 教学准备：多媒体，投影仪 教学步骤： Step 1 Revision 1. Ask students some questions while showing Picture 1.(超链接) (1) How many star signs are there in a year? (2) How do you know your star sign? What decides your star sign? (3) Do the people under the same star sign share similar characteristics? (4) What characteristics do the people under your star sign have? 2. Explain the language points while answering the above questions. (超链接) 1) A year is divided into 12 different star signs. 2) Your date of birth decides your star sign. 3) People born under the same star sign share similar characteristics. 3. Ask more questions about Reading (超链接) 1) Which star sign doesn’t give up easily? 2) Which star sign loves peace and doesn’t like to argue with others? 3) Which star sign is suggested to forgive others for their mistakes? 4) Which star sign likes to dream about everything? 4. Teach the language points by answering the above questions. (超链接) (1) You are patient and do not give up easily. (2)&篇13：《Unit 1 Classroom》教案
《Unit 1 Classroom》教案
一、教学内容：
B.Let’s talk Let’s sing。
二、教学目标：
1、能听说认读教室中的.一些事物词汇：ruler，desk,chair,blackboard并能正确运用词汇回答Where is the ruler?
2、能够理解并运用描述教室的句子：It’s on the desk.学习用in,on,under表示方位。
3、听懂指示语，并能按指令做出相应动作如put your book on the desk等。
4、Let’s sing 的歌曲。
三、教学重点：
1、能听说认读教室中的一些事物词汇：ruler，desk,chair,blackboard等。并能正确运用词in，on，under回答Where is the ruler?
2、能够理解并运用描述教室的句子：It’s on the desk.学习用in,on,under表示方位。
3、听懂指示语，并能按指令做出相应动作如put your book on the desk.等。
四、教学难点：
1、运用所学语言简单描述教室里的事物。
2、学习用in，on，under表示方位。
3、拓展对话内容，并进行表演。
五、教学用具：
教室图片、教学课件、单词卡片、玩具球、录音磁带。
六、教学过程：
1、Greeting。
T:Hello,everybody.
2、Lead in。
Today let’s learn Unit1Lesson2Where is the ruler?
3、Presentation。
T：hello,children.welcome to the bilingual cinema.first please sit down.（孩子们欢迎来到我们的双语影院，首先请就坐。请欣赏我们的片头曲。）
（1）PPT播放歌曲。
（2）PPT故事简介。
（3）watch the text.
（4）ppt show the sentence and drill it .
（5）watch the text again.
(6)ppt show the sentence:It’s on the desk.
(6)T: At last,Miss Wu is so grateful.
She:Thank you!
（7）ppt展示问题并找学生回答。
（8）T:A wonderful story.now look.It’s time to go back to our classroom and begin our english study.now all of you stand up.
T show the word cards.Ss say. TPR. Teacher say,Ss do. Open the English book. read the text after T. Create a true situation.let ss to master the sentence learned in this class. Look and answer to finish let’s play. Look and ask questions with ‘Where is the ...?’Look and answer the questions then.T ask some Ss to put the picture inonunder the desk.学以致用。Listen to the song.T:let’s finish our class with a song.Homework
4、Goodbye。
篇14：小学新标准英语三年级Mdule 3 Unit 1教案
小学新标准英语三年级Mdule 3 Unit 1教案
一、说教材
1.教材的地位及作用
本课重点围绕学生对几种体育运动是否喜爱这个题材开展多种教学活动，通过学习句型 Ilie …D u lie …? 让学生能够用英语表达出自己的思想和感受。它是整个模块的重点，占有很重要的地位，它为后两个单元的学习奠定了基础。
2.教学目标
知识目标：学习掌握单词 ftball. basetball. table tennis. rning exercise，学习运用句型 I lie …D u lie …?
能力目标：培养学生运用英语的能力。
德育目标：教育学生热爱体育运动，勤于体育锻炼。
确立教学目标的依据：根据《英语新课程标准》的要求，小学阶段的英语课主要是激发学生学习英语的兴趣；培养学生对英语学习的积极态度，使他们建立学习英语的自信心；培养学生一定的语感和良好的语音、语调，为英语的进一步学习打下基础。
3.教学的重点与难点
教学重点：能听说单词 ftball. basetball. table tennis. rning exercise，运用句型 Ilie …D u lie …?
教学难点：灵活运用句型 I lie …D u lie …?
确立教学重难点的依据：根据《英语新课程标准》的要求以及本课在教材中所处的地位和作用。
4.教材处理
根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况，首先给学生创设学习英语的氛围，使学生感到身临其境；其次激发学生学习英语的兴趣，使学生在一系列的活动中，掌握知识；最后通过做游戏对学生所学的知识进行训练，从而达到巩固知识的目的。
二、说教法
为了顺利完成教学目标，更好地突出重点，突破难点，按照学生的认识规律，我采用全身发应法、情景假设法、直观演示法、交际法、游戏法相结合的方法。兴趣是学生最好的老师，小学低年级英语更注重趣味教学，在课堂上适当运用全身发应法、游戏法，激发学生学习英语的兴趣，进而促使学生由兴趣发展到产生要学好它的志趣。教师通过创设情景，把学生带到了体育课堂，鼓励学生多开口，用英语表达自己的思想和感受。儿童的心理特点是活泼、好奇，同时又很好动，所以我把重点单词和句型编成韵律诗，它节奏感强，朗朗上口，很适合低年级学生的“口味”。在调动学生积极性和主动性方面，我采用了游戏法，让全班参与其中，形成师生互动，提高教学效果。
三、说学法
苏霍姆林斯基说过：“人的内心有一种根深蒂固的需要――总感到自己是一个发现者、研究者、探询者。在儿童的精神世界中，这种需要特别强烈。”在课堂中运用多种方法促使学生多听、多读、多说，形成自主、探究性学习，学生在互动、交流的活动中建立起自信，享受到学习的快乐，得到相关的知识，培养学生对英语运用的实践能力，让他们成为学习的主人。
四、说程序
合理安排教学程序是教学成功的关键，针对学生的认识状况及本课教材的特点，我安排了以下几个教学环节：
第一环节：热身运动
热身是课堂教学重要的形式之一。首先，我以一首“Stand up“热身，轻松的歌曲可以缓减学生课前的紧张情绪，再次I lie cffee. I lie tea. I lie cats and the lie e. I lie cffee .I lie tea. I dn’t lie lins and the dn’t lie e 有节奏地吟诵，加上相应的动作和表情，为接下来的课堂营造了浓烈氛围。
第二环节：师生问候
师生间亲切的问候，建立了和谐、民主的课堂气氛，因此我采用唱歌的形式： T：Hell, hell, hw are u?S：I' fine ,I' fine ,and hell t u. 第三环节：启发诱导，教学新知
1.新课导入
根据本课教学内容的特点，我特地穿上运动装，引出运动主题；接着图片展示运动名称，引出本课重点词汇。同时，渗透情感教育：热爱体育运动，加强体育锻炼。
2.教授新知
我运用实物、图片、表情、动作模仿等直观法教学单词。教读时，配上相应的'动作或表情，采用全身反应法，让学生动起来，融入动脑、动口、动手的英语学习中。之后，我还设计了找卡片、变脸两个游戏，用于巩固单词。游戏教学即能使学生乐于参与其中，在玩中学，在学中玩，又能巩固知识，使学生学得愉快，老师教得轻松。
第四环节： 词汇与句型教学
1）、运用肢体语言让学生猜所做动作的名称，通过这种方法来教授本节课的新单词，并把本节课的句型 D u lie …?运用到词汇中，同时老师帮助学生做回答：es, I d . N, I dn’t 。 2）、采用了出示相应的实物或图片:四种运动ftball. basetball. table tennis. rning exercise，通过前面句型的教授引导学生通过对句型的理解问老师对运动的喜好，同时让学生大声朗读，加深对句型的理解。
3）、还可以采取A组问B组，男生问女生，一个学生问全班或是全班问一个同学的方法，通过从整体到局部的方法，巩固本节课的句型。
之后，我设计了滚雪球游戏来操练句型，比如：ftball， lie ftball，I lie ftball.
第五环节：巩固新知
1）、通过本节课的句型安排一个小游戏：老师告诉学生其中一项运动，其他学生不知道，因此他们会用所学的句型D u lie …?来猜老师告诉他的是什么运动，该同学就用es ,I d./N, I dn’t.来回答其他同学所提出的问题。 2）、根据小学生认知的规律及活泼好动的天性，我自编了一首韵律诗用于巩固重点词汇和句型：
ftball，ftball，I lie ftball;
basetball, basetball, D u lie basetball?
es, Id. N,I dn’t
采用全身反应法，即调动了学生积极性，活跃了课堂气氛，又提高了教学效率。
六环节：小结
提出问题：这节课同学们学到了什么？让学生分小组讨论，派代表发言。我采用的这个质疑法，不仅充分体现了学生的自主能动性，还培养了他们的归纳小结能力和团结协作精神。 第七环节：升华
通过对运动的学习，引申到我们的祖国在举办的奥运会，告诉学生要热爱祖国，我们为中国而骄傲！（We are prud f China!）
第八环节：板书设计
我采用归纳法，将重点词汇和句型都展示出来，加上简洁明了的简笔画，使学生一目了然。 D u lie ftball ?
basetball?
table tennis?
rning exercise?es ,I d ./ N ,I dn’t.
篇15：三年级英语unit 1教案
三年级英语unit 1教案
一、教学重点：
pencil-case, book, sharpener, bag, school, 5个有关学校及学习用品的词汇学习。
二、教学难点：
本课词汇的认读。
三、教学媒体：
1. 教师自备与本课教学有关的文具（实物）和教师卡片。
2. 教师准备手偶
四、教学过程：
1. 热身、复习(Warm-up/Revision)
（1）“接力活动”：学生一个接一个进行口语问答，要求又快又好。
如：A: Hello! B!
B: Hi! A! Hi! C!
C: Hi! B! Hi! D!
D: Hi! C! Hello! E!
…
(ABCDE代表人名)
接力的内容还可以是询问姓名等。如：
C: I’m Sarah. What’s your name?---D: My name’s Mike.
E: Goodbye!---F: Bye-bye.---G: See you.
（2）通过图片和单词卡片复习学过的单词crayon, ruler, eraser, pen, pencil.
（3）游戏：通过做Touching game或Matching game来复习单词
A：Touching game ：将文具的图片贴在黑板上，请两组同学站队，每次每组一位，听指令并拍文具的图片，先拍到的同学为胜利者，为组赢得一分。
B：Matching game：分别将已经学过的文具卡片发给学生，每人一张。教师读词，如pencil, 拿铅笔的卡片的同学快步跑道前面。此活动可分为男、女生两大组进行。
2. 呈现新课 (Presentation)
(1) Let’s learn
a. 教师边说边做：ruler, eraser, pen, pencil. I put the ruler, eraser, pen, pencil in the pencil-case.指着实物教pencil-case。
在教“铅笔袋” pencil-case时，出示“铅笔盒”pencil-box, 并说明它们的区别，即： 用软皮或塑料制成的通常称为pencil-case，用铁等较坚硬材料制成的叫做pencil-box。同时教pencil-box。
b. 通过实物教pencil-case, bag, book, sharpener，用图片教 school。
c. 新单词教学后，询问学生都知道哪些文具词，和旧单词相结合，可以通过做Touch and say的游戏来进一步练习本课新单词和所学单词。让学生把图片或实物放在书桌上，教师说：“Touch your book. ”，学生须快速指书并大声说：“Book”，用此方法练习其它各词。
（2）Let’s do
A：教师边做打开书的.动作边说Open the book. 然后边做合上书的动作边说Close the book. （重复两次）。再拿起铅笔袋，做打开、合上的动作，并说：Open the pencil-case. Close the pencil-case. 请学生说出open, close的意思。用同样的方法教Show me your sharpener. Carry the bag. 等句子。
B：与手偶比一比
将卡通人物用手偶的形式出现，让学生和这个卡通人物比一比，谁理解的又快又准。教师带上卡通人物的手偶，让一名学生下指令，手偶和学生们进行比赛，教师示范后可让学生亲自戴上手偶，练一练、比一比。
3. 趣味操练 (Practice)
（1）就学校和学习相关的文具词做巩固练习。做Show me your….的活动。教师让学生将所有学过的文具全部摆在桌上。教师说：“Show me your book. ”，学生须快速举起书并大声说：“Book”。教师还可以让学生自己说单词，进行练习。
（2）游戏：画文具。请一名同学在黑板上画一种他想画的文具，他每画一笔，就请班上的同学用英文猜他画的是什么文具。如猜得正确，就请下一位同学再重新开始画另一种他想画的文具。其他同学猜。
（3）通过游戏Simon says 来练习以show, open, close, put, carry所引导的祈使句。教师发指令学生做动作。但只有听到老师带有Simon says的指令时，才能做出相应的动作，否则就是失败。失败的同学退出游戏。
4. 课堂评价 (Assessment)
做活动手册本单元第5部分练习。学生根据录音，圈出所听到的文具。
具体方法和步骤参考如下：
（1）学生看图，用英语说出图中每样文具物品。
（2）教师讲解题目的意思并指导做的方法。
（3）学生听录音做练习。
（4） 再放录音，在教师的指导下让学生一句一句地跟读并互相核对答案，并说出所圈的文具，再通过给花朵涂色进行自我评价。
5. 扩展性活动(Add-activities)
选词游戏：
将学生分为六组，每组各派一个选手，教师说单词，选手快跑到讲台前，找到所说单词，
并举起大声读出，正确为胜。
篇16：Unit 1
无 棣 一 中 教 案
周次____ 使用日期_____年____月____日 星期_____ 班级____ 节次_____
课 题 Unit 1 课型 Lesson 1
教学目标 1.单词和词组：
四会：go over, work hard at, from then on, go by, set off, ground floor, post , pay off.
三会：madame, disappoint, disappointing, willing, devote to, overcoat, succeed in, graduation, ray, endless, bench, false, cure, disadvantage, effect, shock, institute, admire, determination, courage x-ray, battlefield.
二会：Curie, have…to do with, Marie radium, Poland, industrial, uranium, radioactive, give off, above all, believe in, mineral, polonium, in honour of, motherland, lead(n), gram, Warsaw, heart and soul, debt.
重点难点 2.日常交际用语
Perhaps I'll go to that one.
Maybe it was useful for some people.
I'm not sure if/whether…
I doubt if he will be asked to speak again next year.
I'm not sure that …
I'm sure …
3.语法：
复习定语从句的用法。
教学方法 教具
1. I'm not sure whether to go to the one about accidents.
=I'm not sure whether I should go to the one about accidents.
是否去听有关意外事故的报告，我还不一定哩。
I'm (not) sure ... 后面常跟从句，表示“对某事（不）肯定”、
或“对某事有（没有）把握”。
例如：
I'm sure (that) there'll be a speech on cancer tomorrow morning.
我肯定明天上午有一个关于癌症的报告。
I'm not sure what I ought to do.
我还不能肯定我该怎么办。
2. How did you find the talk this morning?
= What was the talk like this morning?
你认为今天上午那个报告怎么样？
How did you find ... ?
你觉得/认为...怎么样？ 是征对方对某人/事的看法或
意见的用语，回答时在 find后要跟复合宾语，
即： sb./sth + adj. / -ing ...。
3. Very disappointing .
=The talk was not as good as I had expected.
很令人失望。
本句中的答语 Very disappointing 是
I found it very disappointed 的省略。
课堂小结
布置作业
教后札记
篇17：高二英语 Unit 19 Langgue 教案 1
高二北师大版英语 Unit 19 Langgue 教案 1
Unit19 Lesson 2、3 Ⅰ.Words and Vocabulary: 1、confuse(vt)―confused ( adj, 糊涂的)---confusing（莫名其妙的，难以理解的）----confusion apply(v.申请，请求)--- application(n, 申请，请求，申请书)--- applicant(n, 申请人) competent（adj, 能干、能胜任的）---competence（n,能力，技能）--in competent（adj，） offend(v,犯法，冒犯) - offence（n, 冒犯，罪行）-offensive（adj，无礼、冒犯的）-offensively 2、keep to: 履行；不离开，坚持// keep to oneself:保守秘密// keep to the point:紧扣要点 keep on: 继续进行// keep up: 坚持，继续// keep back: 隐瞒，保留，扣除keep out:挡住 3、congratulate---congratulation（n, 祝贺，庆祝）--- congratulations(贺词) 易混词 意 义 对 象 例 句 congratulate 一般以言语表贺意 对象是人 Congratulate you on your promotion celebrate 以行动（如送礼，开聚会等）来庆祝生日，节日 对象是事物 Celebrate his birthday with a party. 4、add to: 增加（强）// add up: 合计，加起来 // add up to: 总计达 5、differ… from= be different ..from : 与。。不同// differ …in.: 在。。方面不同 Difference between A and B: A 与B 不同。// difference in sth : …的差别，差异 6、communicate(v)---communication(n)--- communicative(adj, 健谈的；爱说话的) 7、on purpose: 故意地，有意识地；// Jump for joy: 欢呼雀跃 rough outline: 粗略的纲要 in outline： 扼要地 regardless of: 不管，不顾；不考虑，不理会。 regard…as..: 把。。看做。。。//// regards: 问候 with/in regard to: 关于 8、unconscious(adj)--unconsciousness(n,昏迷，无知觉)--unconsciously(adv, 无意识地，不知不觉地)； be conscious of sb./sth: 未意识到（注意到）某人某物 be aware of/ that: 意识到。。。： I was not aware of my danger.( = I was not aware that I was in danger.) as far as I am aware/concerned: 据我所知 9、resemble: vt, 像，与。。相似, 不用于进行时。 He closely resembles his father. transparent：adj, clear, easily understood. unrest: 不安，动荡，骚乱 . industrial/ civil / social unrest: 工业、平民，社会** merely：only， simply（仅仅，只不过） purchase：buy，指大宗的商品的购买。 ambiguous：adj, 引起歧义的，意义模糊的；意向不明、暧昧的。an C sentence: 歧义句 focus：n}v.焦点，集中，调整等。做名词是复数为focuses 或foci. the focus of attention: 关注的焦点 overview： 概要，概述 decline： n }v ,减少，下降；谢绝；变弱，变低 survive（v,幸存）--survival(n, 继续生存，幸存)―survivor（n,幸存者，残存物） nevertheless: adv}conj, 然而，不过；//（尽管如此）还是，依然 acknowledge: vt, 承认，供认；感谢；告知，确认（信件）；打招呼，致意。 acknowledgement (n,承认)--- acknowledged ( adj, 公认的) 10 易混词 辨 析 although 较正式，一般用句首，可与though互换 though 非正式，从句可倒装也可不；也作副词= but as 引导让步状从时，从句要倒装，把表语，状语或动词提到句首。 另：as long as(只要，条件) as soon as(一。。。就。。) If only（要是。。就好了，条件） While : 引导让步状语从句时，常位于句首。Now that: 既然 11、 易混词 辨 析 搭 配 例 句 cure 治愈，主语是人、药物或其它事物，宾语是人 cure sb. of sth The doctor cured me of my toothache.医生医好了我的牙疼。 heal 治愈外伤，主语是人或药物，宾语是伤口。 // The doctor healed my wound. 医生治好了我的伤口 treat 治疗，不表示治愈。 treat sb. for sth. The doctor treated me for my toothache.医生为我治疗牙疼 12、区别：“除。。。之外” 的词和词组 易混词 辨 析 例 句 besides 除。。之外（还有）= in addition to(含肯定附加之意) There are also in China 55 minorities besides Han. except 除。。之外=not including(含否定排除意) We come to school every day except Saturday and Sunday. except for 除。。之外（只有），书语，引相反的原因，修正句中意思 The meal was excellent except for the first course. 这顿饭好极了，除了第一道菜稍差。 but 除。。之外=except,常与不定代，疑问代连用 No one knows it but me. 除我之外没人知道这事 There is nothing we can do but wait. apart from 除。。之外（别无）和除。。之外（还有）两层意思，=except和besides It’s a good piece of work, apart from a few slight faults. 除了一些下缺点，这是一件漂亮的工作。 13、put： vt, say, express 如： put sth.into words: 用语言表达。。。 How can I put it? : 我该怎么说呢？ To put it another way: 用另一种方式说，换句话说 Ⅱ.Patterns: 1、be confused about sth: 对。。感到不解/// be confused at sth: 对。。感到手足无措 2、pat sb. on the back(主语+谓动+sb.+介词+the + 身体的一部分：(常用V为：pat,hit, strike, beat, touch, take, catch等，介词为on, in, by等)：拍拍某人的背 nod one’s head: 点头 Shake one’s head: 摇头 3、congratulate sb. on( upon) sth： 因。。而祝贺某人 // congratulate oneself on : 庆幸自己。。 communicate with sb: 与某人沟通、交流 communicate sth to sb: 传达给sb… 4、由。。。组成 // consist in:在于 // consist with: 与。。。一致 易混词组 辨 析 1、consist of 常用整体作主语，“整体由部分组成”，无被动语态 2、be made up of 3的.被动，可与consist of互换 3、make up 用部分做主语，表示“部分构成整体，用主动语态，如用被动语态，必须用被动结构:参2 5、 由。。。。。。制成的 易混词组 辨 析 例 句 be made of 可以看出原料的 The desk is made of wood. be made from 不可以看出原料的 Paper is made from wood. 6、be in negotiation with sb.: 与某人商议 a matter of negotiation: 可商议的事 approval of sb./ sth: 赞成，同意，认可，批准。eg，Her father will never approval of her marriage to you. 7、 易混词组 辨 析 例 句 On the other hand 用以问题的另一方面 The job wasn’t interesting, but on the other hand, it was well-paid. On the contrary 用以说明相反的意见 -The job isn’t interesting, is it? -On the contrary, it is fascinating. I love it. 8、 易混词组 辨 析 例 句 (sb.) used to do sth 过去常常做某事 He used to get up at 7:oo. (sth.) be used to do sth Sth.被用来做。。。 Seed is used to plant as a flower. (sb.) be used to doing sth习惯于做某事 I’m used to watching TV after supper. 9、in a ….manner/way: 以。。。方式 in a state of : 以。。。状态 as…as possible: 尽可能地 that is （to say）: 也就是说（用以补充说明） 10、enough 修饰adj、adv时置后，修饰n时置前后均可。如，It is important enough to do it for us. adj 修饰不定代词时，常置adj之后，如，nothing interesting . 11、all the way: 一直，一路上，从头到尾 by the way: 顺便说一下 in the way: 挡道 on the /one’s way: 在去。。。的路上 in no way: 决不 in this way： 用这种方式 in + n./ adj结构： in use: 在使用中 in public：公开地 in short/ brief: 简言之，in danger：在危险中 in hospital： 住院 in general：大体上 in person： 亲自 in need： 需要 in the hospital: 在医院 in store： 贮藏，准备；必将到来。 in vain： 徒劳地 12、on purpose : 故意地 in advance: 预先，提前，事先 in advance of: 在。。前面， 超过 on the advance: (物件)在上涨 advanced： adj，高级的，先进的，晚期的 advancement：n, 进步，进展 advancing： adj， 前进的，向前推进的 sign up: 签字参与某事；报名参加（课程学习） sign away： 签字放弃 sign in： 签到登记 sign (to/for) sb. to do sth: 做手势，做信号 pay a fee: 付费 a fat/large fee: 丰厚的酬金 a registration/ service fee: 登记、劳务费 an extra fee: 额外费用 区别：tip 指小费，fare 指车/ 船/航空票价，fee 指提供某种服务收取的固定费用，尤指入场费，会员费，付给律师、医生等的酬金等 13、b篇18：新课标高一英语Unit 1 Friendship教案
新课标高一英语Unit 1 Friendship教案
Unit 1 Friendship
(1) 课题：Friendship (2) 教材分析与学生分析： 本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。 (3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period： Reading
The third period: Grammar
The forth Period：Listening
The fifth period: Writing
(4)教学目标： ① 知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.
② 过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友； 2. 结交网友；3. 观点交流；4. 善不善交朋友; 5. 朋友的重要性。 ③ 情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的'内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。 (5) 教学重点和难点：
词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit
短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in
重点语法项目： 直接引语和间接引语的互相转换
难点：Understand the real meaning of friends and friendship;
Discuss the answers to the questions (Reading);
How to teach the Ss to master the usage of Direct Speech and Indirect
Speech(Statement and Questions).
(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation (7) 教学煤体设计： A projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。 (9) 课堂练习与课外作业设计： 穿插于分课时教学设计中
（10）教学反思或值得改进的地方： 见每个课时最后部分。
Period One：Speaking （Warming Up and Pre-Reading）
Aims
Talk about friends and friendship.
Practise talking about agreement and disagreement.
Step I Revision
Ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments.
T: Now, let's check up your homework for last class. I'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.
Step II Warming up
T: / think most of us have some good friends. Do you know why people make friends with one another?
Step III Talking(WB P41)
First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.
T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions.
1 Do you agree with her? 找教案 www.zhaojiaoan.com
2 What do you think of people from foreign countries?
Agreement Disagreement
I think so, I don't think so.
I agree. I don't agree
That's correct. Of course not.
That's exactly my opinion. I'm afraid not.
You're quite right. I don't think you are right.
Step IV Speaking(B P6)
First, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other's questionnaires.
At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.
T: Friends come in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.
1. Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will
A. ask him / her to pay back as soon as possible; or you'll end the friendship.
B. ask him / her to pay back if he / she has.
C. tell him / her not to return it.
2. Your friend said your bad words behind you. You will
A. ask him / her to say sorry to you , or you'll stop your friendship.
B. excuse him / her and forget it.
C. ask others to tell him / her that he/she is wrong.
3. You promised to meet your friend at five o'clock but your parents ask you to do homework at home. You will
A. tell him your parents ask you to do homework at home.
B. tell him / her a lie that you are ill.
C. say sorry to him / her and plan to meet him / her another time.
4. You borrowed a bike from your friend, but you had it stolen. You will
A. buy a new one which is the same as his / hers.
B. just tell him / her you had it stolen.
C. say sorry to him/her and buy him/her an old one
After they finish choosing the answers, show the scoring sheet on the screen.
| Scoring | sheet | |||||
| 1 | AO | B2 | C6 | 2 Al | B6 | C2 |
| 3 | A2 | BO | C3 | 4 A6 | Bl | C2 |
Instructions:
2-5 A fair-weather friend 找教案 www.zhaojiaoan.com
Only like them when they are happy and popular. If they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. You don't help your friends when they have problems. You are always thinking about yourself.
You should care more about your friends. If you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long.
6-11 A school friend
You see each other in school. You just study and play with them together in school. You may not know everything about each other. You take things smoothly. You seldom hurt your friends with your benefit considered. You'd better add more affection to your friends. Friendship is about feelings and we must give as much as we take.
12-17 A best friend
You do everything together with your friends: study, read, watch TV, surf the Internet, play sports and listen to music. If either one has a problem, the other is there to help. You know your friends very well. You understand and yield to each other. You help with each other and improve together. You have a lot of common benefit. Your friendship is good to both of you. You are mutually beneficial.
18-21 Forever friend
You will always listen to your friends and try to help them, even if you disagree or if you are having a problem. Whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. You devote yourself to your best friends. You are willing to lose what you have, even your life.
课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。
The second period: Reading
Aims:
1. to master the new words and some useful expressions.
2. to understand the text and finish the exercises in Comprehending.
Step 1. Looking and guessing
Work in pairs. Look at the pictures and the heading and guess what the text might be about.
1). Imagine what it might be like if you had to stay in your bedroom for a whole year. You could not leave it even to go to the WC or to get a cup of tea. How would you feel?
2). What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room?
Step 2
Reading to summarise the main idea of each paragraph.
Skim the text and summarise the main idea of each paragraph in one sentence.
| Para. One: Anne made her diary her best friend whom she could tell everything. 找教案 www.zhaojiaoan.com |
| Para. Tw Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time. |
| Para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature. |
Step 3 Language points
1. add (to) v. 1) to put together with something else so as to increase the number, size, or importance; 2) to join (numbers or amounts ) so as to find the total.
eg: The fire is going out; will you add some wood?
The snowstorm added to our difficulties.
Add up these figures for me, please.
2. ignore v. to take no notice of; refuse to pay attention to
eg: His letters were ignored.
Even the best of men ignored that simple rule.
My advice was completely ignored.
3. concern v. 使担心;使不安 (+about/for); 涉及,关系到;影响到
eg: The boy's poor health concerned his parents.
He is concerned for her safety.
The news concerns your brother.
He was very concerned about her. 4. loose adj. not firmly or tightly fixed. She wore loose garments in the summer.
I have got a loose tooth. Some loose pages fell out of the book.
5. purpose n. [C] an intention or plan; a person’s reason for an action. What is the purpose of his visit?
The purpose of a trap is to catch and hold animals.
Did you come to London to see your family, or for business purpose?
6. series n. (of) a group of things of the same kind or related in some way, coming one after another or in order.
Then began a series of wet days that spoiled our vacation.
This publishing firm is planning a new series of school textbooks.
They carried out a series of experiments to test the new drug.
7. cheat. 1) v. to behave in a dishonest way in order to win an advantage;
2) n. a person who cheats; dishonest persons
They cheated the old woman of her house and money.
The salesman cheated me into buying a fake.
He never cheated in exams.
I see you drop that card, you cheat!
I never thought that Sam is a cheat.
8. share 1) vt.&vi. (inwith amount etween) to have, use or take part in something with others or among a group.
2) n. (inof) the part belongs to, owed to or done by a particular person.
The money was shared out between them.
Sam and I share a room.
We shared in his joy.
They always share their happiness and sorrow.
I have done my share of the work.
9. crazy adj. 1) mad ; foolish 2) [+about] wildly excited; very interested
You're crazy to go out in this stormy weather.
John's crazy about that girl.
She is just crazy about dancing.
10. dare v.& v.aux.. 1) + to do; 2) + v
to be brave enough or rude enough (to do sth. dangerous, difficult or unpleasant).
How dare you accuse me of lying!
How dare you ask me such a question?
My younger sister dare not go out alone.
He did not dare to leave his car there.
11. trust 1) n. [U] (in) form believe in the honesty, goodness or worth etc, of someone or something
2) v. to believe in the honesty and worth of someone or something; have confidence in
I have no trust in him.
I don’t place any trust in the government’s promises.
Why do you trust a guy like him?
I trust your wife will soon get well.
12. suffer v. (for) to experience pain, difficulty or loss
I cannot suffer such rudeness.
He suffered from poverty all his life.
My father suffers from high blood pressure.
They suffered a great deal in those days.
13. advice n. [U] opinion given to someone about what they should do in a particular situation 找教案www.zhaojiaoan.com
→v. advise to give advice to
I want your advice, sir. I don't know what to do.
I asked the doctor for her advice.
I f you take my advice, you won’t tell anyone about this.
He gave them some good sound advice.
14. communicate v. 1) (to) to make (opinions, feelings, information etc. ) known or understood by others. e.g. by speech, writing or body movements;
2) (with) to share or exchange opinions, feelings, information etc.
Our teacher communicates his idea very clearly.
He had no way to communicate with his brother.
Did she communicate my wishes to you?
We learn a language in order to communicate.
Deaf people use sign language to communicate.
15. calm 1) adj. free from excitement, nervous activity or strong feelings; quiet
2) n. [U] peace and quiet
3) v. to make calm
You must try to be calm.
The high wind passed and the sea was calm again.
The police chief advised his men to stay keep calm and not lose their tempers.
There was a calm on the sea.
She calmed the baby by giving him some milk.
We calmed the old lady down.
Useful expressions:
1. add up to join (numbers or amounts ) so as to find the total.
Add up 3, 4 and 5 and you'll get 12.
Add up your score and see how many points you can get.
If we add these marks up, we'll get a total of 90.
2. calm down
to make or become calm
Calm down, sir. What's the trouble?
Just calm down, there’s nothing to worry about!
We tried to calm him down, but he keep shouting.
3. be concerned about with
to worry or interest
My parents are concerned about my studies.
Don’t concern yourself about with other people’s affairs.
She’s concerned about his son’s future.
4. go through
1) to suffer or experience; 2) to look at or examine carefully;
3) to pass through or be accepted
The country has gone through too many wars.
The new law did not go through.
Let’s go through it again, this time with the music.
5. set down
1) to make a written record of; write down 2) put down
I have set down everything that happened.
I will set down the story as it was told to me.
Please set me down at the next corner.
6. a series of + pl. & n 做主语时，谓语动词用单数
一连串的，一系列的，连续的
There has been a series of car accidents at the crossing.
These days I have read a series of articles on reading.
A series of TV play is on Channel 1 these days.
7. on purpose
intentionally; with a particular stated intention
He did it on purpose.
“I am sorry I stepped on your toe; it was an accident.” “It wasn’t! You do it on purpose.”
I came here on purpose to see you.
8. according to
as stated by sb. or sth.
They divided themselves into three groups according to age.
Please arrange the books according to size.
According to the Bible, Adam was the first man.
According to her, grandfather called at noon.
9. fall in love
begin to be in love (with sb.)
They fell in love at once; it was love at first sight.
What will he do if his daughter falls in love with a poor man?
They fell in love with each other for years.
10. join in
to take part in (an activity)
They are going to join in the singing.
She started dancing and we all joined in.
Would you like to join in my birthday party?
课后反思：本节课分层教学，在阅读课文，理解课文的基础上进行课文知识点的细致处理。需要改进的地方：单词短语部分讲解过多，占了很多时间，可以将其改为课后练习的形式。在以后的教学中要注意改进。
Period 3： Grammar
Step I Revision
Check students' homework.
Step II Word study
This part is a consolidation of the words learnt in this unit. Ask the students to do the exercise independently.
T: Now please open your books and turn to Page 4. First let's learn about language. Use the word they've learnt in this unit to fill in the blanks. Complete the sentences with suitable words in correct forms.
Step III Preparation
Get a pair of students to stand up and act as Anne and Kitty. It's time for the teacher to be the interpreter between them. Encourage both sides to give different sentences, including statements and questions.
Step IV Grammar
The students will learn the use of Direct Speech and Indirect Speech (statements and questions). First try to make clear to the students what direct and indirect speech is, with the help of the practice in Step III. Then give them some examples. At last get them to summarize the rules of Direct Speech and Indirect Speech (statements and questions).
T: In this part, we are to learn the use of Direct Speech and Indirect Speech (statements and questions). When do we use Direct Speech and when do we use Indirect Speech?
Step V Practice
For Ex 1, get the students to look at the sentences carefully in pairs in order to find out the difference between direct speech and indirect speech. Guide the students to find out the changes in pronoun forms, word order, adverbials and so on, especially the verb tenses, the underline parts. Ask the students to pay attention to the reporting clause.
For Ex 2, ask the students to do it by themselves, then check.
Step VI Homework
1. Practice of WB (P42.1 &P 43.2)
2. Ask the students to think out different ways to solve the problems about making friends, preparing the materials about the debate. Get the students to know the problem was that Anne had made a friend in the hiding place the son of another family hiding with them, but her father was not happy about this. The topic is: how do you help to solve the problem between Anne and her father. Do you agree with Anne or her father? Use specific reasons to support your solutions.
课后反思：本节课是语法课，能以学生为主体，通过指导学生观察、体验探究、合作等积极主动的学习方式，发现语言的规律并运用到各种语言实践活动中。做到精讲多练，使学生掌握直接引语和间接引语（祈使句和疑问句）的相互转化。
Period 4: Listening
Step I Revision
After checking the WB Exx, the teacher asks the students to read the letter on Page 6 first, and then ask them to discuss what was upsetting Lisa.
T: Here is a letter written to Miss Wang of radio by Lisa. Read the letter, please. Try to find out what was upsetting her with your partners, using the indirect speech.
S: Lisa made a friend with a boy in her class. But her classmates said they fell in love. Lisa said she didn't want to end the friendship. Lisa asked what she should do.
Step II Listening (Using language) The students will hear what Miss Wang says, then ask the students to answer the questions, using the indirect speech. At last, get them to spell out the words and fill in the blanks.
T: OK, we've already known the Lisa's problems on making friends. Miss Wang has suggested some possible solutions. Please look at page 6. We 're going to listen to what Miss Wang says, and then answer the questions of Ex 2. Go through the questions quickly.
Write down the key words as quickly as possible.
Listen again and check the answers with the whole class.
T: Now let's listen to it again and try to spell out the words and fill in the blanks.
Step III Listening (WB P41)
The students will hear a passage about Anne's best friend, her diary Kitty. They are asked to complete the passage according to the tape.
T: In the following part, we are going to listen to a passage about Anne's diary. Listen to the tape carefully and fill in the blanks.
Listen to it again and check the answers with the whole class.
Step IV Listening Task(WB P43)
The task can be divided into three parts. First, the students will hear a story about an argument between Anne and her father about her boyfriend. After listening, they just write down their different thoughts. Then they can have a debate to find out a better solution to solve Anne and her father's problem. The activity should be prepared carefully beforehand. During the class, the two teams just do the final preparations.
StepV Assignment
1. Today we have learnt how to solve the problems on making friends. For the homework, describe one of the problems between friends and how it is solved.
2. What does cool mean?
What do you think should do with your friends?
课后反思：本节是听力课，从帮助学生形成有效学习策略的角度出发，培养学生如何去获取信息，处理信息的能力。通过训练逐步提高学生的听力能力。
Period 5: WRITING
Step I Revision
Check the homework, asking them to read out their ideas for the class.
T: Let's check the homework. I'd like some of you to read out their ideas.
For the class. Volunteer!
Step II Warming up
T: Have you ever read The 21st Century ?
S: Yes, I have. It's a popular paper among teenagers in China.
T: If you have any problem, you can write to the editor and ask for advice. Here is a letter from a student.
Step lII Writing (B P7)
This part asks the students to write their advice to Xiao Dong as an editor. First, let the students to discuss how to write a letter to offer some advice with their partners. Second, teacher shows the instructions on how to write a proposal letter on the screen. Third, ask the students to read the letter on Page 7. Ask them to discuss what Xiao Dong's problem is and what is the solution they can offer in groups of 4, with the help of the points given on the books. Fourth, give them ten minutes to write the letter. At last, ask some of the students to read their letters for the class while the teacher gives some comments.
T: Today we're going to write your advice to Xiao Dong as an editor. Do you know how to write a proposal letter? Now, let's have a discussion on it with your partners. Students are talking about how to write a proposal letter.
T: Who'd like to answer this question?
S: The problem should be presented first. Then we must analyze the reasons to cause the problem. Proposing the solution must be the main, which should be well explained.
T: Exactly. The discussion of the solution itself, based on the analysis of the problem, is the core of a proposal. I'll give you some instructions about how to write the body part of a proposal letter as follows.
T: AH right, let's read the letter on Page 7. And try to find out what Xiao Dong's problem is and what is the solution they can offer in groups of 4, with the help of the points given on the books.
| Step | What should be written | How do we write |
| part I | Presenting the problem | Introducing the topic and analyzing the problem |
| Part II | Proposing the solution | Explaining the proposal in great detail |
| Part III | Conclusion | Concluding by reconfirming the proposed solution |
The students are discussing Xiao Dong's letter.
T: OK, who can tell me what Xiao Dong's problem is?
S: He is not very good at communicating with people. He wants to know how to make friends with others.
T: Quite right. Now please write your advice to Xiao Dong as an editor with the help of the points given on the books. I'll ask some of the students to read their letters
for the class in ten minutes. The students are writing the letters.
T: Have you finished? I'll ask some of the students to read their letters for the class.
篇19：高一上英语Unit 1 Good Friends教案
高一上英语人教版Unit 1 Good Friends教案
Unit1 Good friends The first period Time: Teaching aims： honest; loyal; wise; smart; argue; fond; match; fry; saw; rope; movie; cast; survive; deserted; hunt; share; lie; adventure; error; hunt for; in order to; care about; drop sb. a line; argue about sth.; even though; as … as possible; Teaching key points： (1)I enjoy reading / Im fond of singing / I like playing computer games. (2) Chuck is on a flight when suddenly his plane crashes. “when作并列连词的用法 (3) What / Who / When / Where is it that...? 强调句的特殊疑问句结构 (4) With so many people communicating in English every day,... “with+宾语+宾补” (5) I dont enjoy singing, nor do I like computers. / Rock music is OK, and so is skiing. (6) Chuck is a businessman who is always so busy that he has little time for his friends. (7) He also learns that he should have cared more about his friends. Grammar： Direct and Indirect Speech(Ⅰ) (1)转述他人的叙述―一陈述句 (2)转述他人的疑惑―一般疑问句 (3)转述他人的问题―一特殊疑问句 Teaching difficulties: (1) 掌握loyal；argue；fond；match; survive；deserted; hunt; share; lie; hunt for; in order to; care about; even though; as … as possible等重点单词及短语的用法。 (2) 掌握表示“喜好”的句型；“某人也（也不）怎么样了”的句型；so...that... 和such...that... (3) 引导的结果状讲从句；should have done sth. 的用法；when 引导的时间状语从句的用法； (4) 并列连词not only ... but also... 的用法 Teaching feelings: (1) 学会如何谈论爱好； (2) 如何谈论朋友； (3) 如何写电子邮件； (4) 学会使用直接引语和间接引语。 Teaching procedure: I. Introduction (1) Review the words and expressions. (2) Dictate key words and expressions. II. Instructions Review the language points 1. I think a friend should be loyal. loyal 的用法： 派生词: loyally adv. 忠诚地 loyalty n. 忠诚；忠诚的行为 相关归纳： be loyal to sb./sth. 对某人或某个政党忠实 be considerate to/towards sb. 体贴某人 be thoughtful of sb. 体贴某人 be devoted to 深爱某人或忠于某人 be good/kind/friendly to 对某人有好 be cruel to sb. 对某人残忍 Be hard on sb.= be strict with sb. 对某人严厉 He realized that what a fine loyal character Susan is. 他意识到苏珊是一个多么忠诚的人。 He has remained loyal to the team even if they lose almost every game. 他仍然忠实于那个球队，尽管他们几乎每场球都输。 This showed their love and their loyalty to the Party. 这表明了他们对共产党的热爱和忠实。 Tom is very considerate towards everyone.= Tom is very thoughtful of everyone. 汤姆非常体贴每一个人。 Tom is devoted to his wife and his sons. 汤姆深爱他的妻子和儿子。 The teacher is strict with us.= The teacher is hard on us. 老师对我们要求严厉。 2. What are they arguing about? argue 的.用法： 派生词: argument n. 1. [C]争论 2. [U]讨论．辩论3. [C]论据 相关归纳： (1) argue with / against sb. over / on / about sth. 与某人争论某事 Tom argued with his teacher on the problem. 汤姆和老师就这个问题进行了讨论。 (2) argue for / against sth. 辩论赞成／反对某事 He argued against the plan.他据理反对这个计划。 (3) argue sb into / out of doing sth. 说服某人做／不做某事 We argued her out of going on such a dangerous journey. 我们说服她不要去作这样危险的旅行。 (4)argue that从句 争论说 They argued that I should take his advice. 他们争论说我那该接受他的建议。 (5) settle the argument 解决争端 After five hours’ argument, they managed to settle the argument. 经过5个小时的争论他们成功地解决了争端。 注意：“说服某人做／不做某事”还可表达为：talk / persuade / reason sb. into / out of doing sth. 3. I dont enjoy singing, nor do I like computers. Rock music is OK, and so is skiing. 这两句中nor与so用于倒装结构。表示某人也（也不）怎么样了。常见句型有： (1) so + be / 助动词 / 情态动词 + 主语 (意为“主语也 ……” ) Tom went to the cinema yesterday, and so did Jack. (2) neither / nor + be / 助动词 / 情态动词 + 主语(意为“主语也不……” ) Tom didn’t finish the homework on time, neither did Susan. (3) so it is / was with sb / sth和so it is / was the same with sb / sth (意为“主语也……” ) (用在前文有两个或以上的从句，而且分句有不同的谓语或既有肯定又有否定以及既有系动词义有行为动词的情况)。这时也可以用as is the case with sb 这个句型。 Tom is clever and he studies hard, so it is the same with Jackson. 汤姆非常聪明并且学习努力，杰克森也是一样。 Mary was born in Australia and she lived in the United States. So it was with Jane. 玛丽在澳大利亚出生，在美国居住。简也是。 注意下面两个句型： (1) so + 主语 + be / 助动词 / 情态动词 (意为“主讲确实如此”)，表示进一步肯定。 “Tom studies very hard .” “Oh, so he does.” “She can speak French. ” “So she can.” (2)主语 + did + so (意为“主语按照吩咐做了”)。 .Our teacher told Tom to clean the blackboard and he did so. 4. I’m 15 and fond of singing. be fond of sth/doing sth. 喜欢做某事 I am fond of playing football. 英语中表示喜欢的短语有： (1)be into sth.= be very interested in 表示对……极其感兴趣 He is into everything concerning music 他对与音乐有关的一切极其感兴趣。 (2).like +n./ to do sth./doing sth. She likes playing the piano. 她喜欢弹钢琴。 注意：like (与should, would连用)希望,想,想要，即是] should/would like to do sth. He would like you to make that trip. 他希望你走一趟。 (3).love +n./ to do sth./doing sth. 语气比like更强烈。 (4) enjoy +n./ doing sth. I enjoyed reading these books very much. 我很喜欢读这些书。 注意：①enjoy oneself=have a good time玩得高兴 Are you enjoying yourself? 你玩得高兴吗? ②享有(利益、权利、声誉等) We enjoy free medical care. 我们享受免费医疗。 I enjoy good health. 我身体很健康。 (5)care for喜欢做某事 Does your sister care for dress? (6)go in for 喜欢做某事 Does your sister go in for swimming? (7)be keen on 热衷于某事 The young are keen on high pays, 年轻人热衷于高薪的工作。 5. I can’t strike a match on wet days. match 的用法 知识梳理： match作动词时，主要义项有： 和……相配（称） The color of the shirt does not match that of the tie. 衬衫的颜色与领带不相配。 (2) 敌得过,比得上 His latest film doesnt match his previous ones. 他最新的一部影片比不上他以前的一些影片。 No one can match her in knowledge of classical music. 没有任何一个人能在音乐知识比过她。 (3)把……和……搭配起来/调和起来 Please match each picture with the correct sentence. (4)作名词时，主要义项有：火柴；比赛；相配 Our side beat the other in the match. 我方在竞赛中击败了对方。 相关归纳： （1）be no match for敌不过 I was no match for him at tennis.打网球我根本不是他的对手。 (2)match up to与……相当；符合……标准 The trip failed to match up to her expectations.这次旅行令她很失望 6. I am not into classic music. 归纳总结： (1)sb be into + sth 对某事感兴趣 He is into everything concerning football. (2)sb be around 某人（在某一个领域中）活跃 The director has been around since the 1960’s. (3)sth be over 某个活动结束 The meeting was over and all present headed home. (4)sth be up 主要指时间到了 Time was up and our teacher dismissed the class. (5)sb be/feel down 某人觉得身体不适或情绪低落 I feel down this morning and let me alone. (6)sth be in 某个东西流行 Short skirts are in again. (7)up to 多达；由某人决定；比得上；忙于某事 The students in our class are up to 100/ It is up to you to get the four of us moving. His latest novel is not up to his last one. What are you up to now? (8)sth be on 主要指电影等在演出 What is on this weekend? (9)sb be off 走；离开 I must be off now or I will miss the early bus. (10)sb be away 不在 He has been away for 3 years. III. Extension Homework: The second period Time: Teaching aims: (1) so… that (2) such… that (3) in order to (4) so as to (5) make+ n. Teaching key points: (1) should have done (2) as… as possible (3) share Teaching procedure: I. Introduction Let some students write down key words and expressions in the blackboard. II. Instructions 1. Chuck is a businessman who is always so busy that he has little time for his friends. 查克是个生意人，他总是那么忙，几乎没有时间和朋友在一起。 该句中so...that... 和such...that... 都能连接结果状讲从句，但要注意词序不同。 Joan is such a lonely gir篇20：新目标九年级英语英文教案Unit 1
新目标九年级英语英文教案Unit 1
新目标九年英语英文教案Unit 1 How do you study for a test? Unit 1 How do you study for a test? Part 1: Teaching design (第一部分：教学设计) Structures: verb＋by with gerund Target language: How do you study for test? Well, I study by working with my classmates. Have you ever studied with a group? Yes, I have. I’ve learned a lot that way. I don’t have a partner to practice English with. Maybe you should join an English club. Vocabulary: flashcard, take notes, frustrating, memorize, aloud, comma, make mistakes, pronunciation, be afraid to, What about…? Why don’t you…? Learning strategies: Personalizing, Role playing Section A Goals ● To talk about how to study ● To read about how to study Procedures Warming up by greeting Hello, everyone! From now on you are a ninth grader. Congratulations to you and I wish you a great success in your studies! Today we shall take up the first unit in this new term, Unit 1 How do you study for a test? Look at the blackboard and read after me the target language for this unit. When you read pay attention to the structure of the sentence. ▲How do you study for test? Well, I study by working with my classmates. ▲Have you ever studied with a group? Yes, I have. I’ve learned a lot that way. ▲I don’t have a partner to practice English with. Maybe you should join an English club. Learning to Learn is very important. And learning to pass a test is also very important to you. Learning couldn’t be easier! If you have not developed good ways or methods to study for a test, talk to your classmates about it, your parents, or the teacher like me if you are brave enough. You should be brave enough to talk to others about your problems with your studies. Next I’d like to give you some useful practical advice about studying for a test and also ask you questions to make you think about things such as: ▲using your time effectively ▲motivation ▲how to learn your lessons in the ninth grade year ▲different modes of teaching you may meet ▲how to develop particular skills, such as note-taking in class 1A: Checking the ways you study Next turn to page 2 and check √ the ways you study for an English test. Then add other ways you use sometimes. ■How do you study for a test? I study for a test___ By reading to the tape; By underlining the expression_rs; By reading beyond the text; By doing used exam papers; By going over exercises books; By copying down the text; By learning the text by heart; By speaking with classmates Now raise your hand and report your added ways to the class. I will make a list of all the added ways on the blackboard. 1b Listening and writing Listen to understand how these people in the picture on page 2 study for a test. Write letters from the pictures. While listening, pay attention to the structures of the sentences. Section A 1b Tapescript Boy1: Hey, gang. There’s a big test on Tuesday. I really need some help. Can you tell me how you study for a big test? Voices: Sure! Yes. Sure we will. Boy1: You did really well on the last English test, didn’t you, Mei? Girl1: Yeah, I did OK. Boy1: Well, how did you study？ Girl1: By making flashcards. Boy1: Maybe I’ll try that. How did you study, Pierre? Boy2: By asking the teacher for help. She was really happy I asked. Boy1: That’s interesting. How do you study, Antonio? Boy3: I like to study by listening to cassettes. But sometimes my mother thinks I’m listening to music. And then she gets mad. Boy1: Oh, well… 1c Doing a pairwork Now in pairs ask your partner how he or she studies for a test. A: How do you study for a test? B: I study by working with a group. C: I study by listening to English. D. I study by playing games with my classmates. E. I study by doing actions such as coloring, matching. F. I study by singing English songs. G. I study by writing letters and emails. H. I study by acting out simple dialogues. I. I study by listening to and understanding stories. J. I study by writing simple sentences. K. I study by imitating from the recording. L. I study by speaking out words or phrases. M. I study by doing simple role plays. N. I study by reading and understanding simple stories. O. I study by using daily expression_rs. P. I study by performing short plays. Q. I study by performing simple rhymes. R. I study by writing sentences for pictures. S. I study by writing out simple poems. T. I study by reading aloud correctly. U. I study by playing text plays. V. I study by working with classmates. W. I study by going over the text before class. X. I study by copying words and expression_rs. Y. I study by looking and saying. Z. I study by asking others questions. 2a Listening and checking Now let’s go to page 3. Listen to the tape and check the questions you ask. While listening, pay attention to the structures of the sentences. Section A 2a, 2b Tapescript Girl1: Welcome to the English club. Today we’re going to talk about the best ways to learn English. Who has an idea? Boy1: Do you learn English by watching English-language videos? Girl2: No. It’s too hard to understand the voices. Boy1: What about keeping a diary in English? Do you learn English that way? Girl2: I think so. It helps to write English every day. Girl3: Have you ever studied with a group? Girl2: Yes, I have! I’ve learned a lot that way. Girl1: Do you ever practice conversations with a friend? Girl2: Oh, yes. It improves my speaking skills. Boy1: What about reading aloud to practice pronunciation? Girl3: I do that sometimes. I think it helps. Boy2: I do too. And I always look up new words in a dictionary. Girl3: That’s a great idea! 2b Listening and matching Listen again and match each question from 2a with an answer in the box on page 3. 2c Doing a pairwork Next we are going to make a conversation in pairs using the information from activities 2a and 2b. A: Have you ever studied with a group? B: Yes, I have. I’ve learned a lot that way. A: Have you ever learned English by watching videos? B: Yes, I have. I’ve learned a lot that way. A: Have you ever practiced conversations with friends? B: Yes, I have. I’ve learned a lot that way. A: Have you ever listened to tapes? B: Yes, I have. I’ve learned a lot that way. A: Have you ever read aloud to practice pronunciation? B: Yes, I have. I’ve learned a lot that way. 3a Reading the article and completing the chart 1.Reading to the tape We are going to read the article on page 4. First we shall read to the tape together. That is, we start reading aloud as the recorder goes, and we stop reading aloud as the recorder stops. While reading, let’s pay enough attention to the pauses, the pronunciation and the intonation of the native reader. Make our reading aloud as the same as the reader’s. 2.Reading and dividing the article into parts Next we are going to read aloud the article slowly and clearly. We will try to divide it into thought groups. 3.Reading and underlining We shall read the article once again, this time, to underline all the useful expression_rs in it. After school, you are going to write them down in your notebook. This week/ we asked students/ at New Star High School/ about the best ways/ to learn more English. Many said/ they learnt/ by using English. Some students had more specific suggestions. Lillian Li, for example, said/ the best way/ to learn new words/ was by reading English magazines. She said that/ memorizing the words of pop songs/ also helped/ a little. When we asked about studying grammar/ she said, “I never study grammar. Its too boring.” Wei Ming feels differently. Hes been learning English/ for six years/ and really loves it. He thinks/ studying grammar /is a great way/ to learn a language. He also thinks that/ watching English movies/ isnt a bad way/ because he can watch the actors/ say the words. Sometimes, however, he finds watching movies/ frustrating/ because the people speak too quickly. Lin Chang said that/ joining the
