Unit 1《Good friends》教案

Unit 1《Good friends》教案（精选5篇）

篇1：Unit 1《Good friends》教案

Unit 1 My name is Gina.Learning Objectives

一、Topics（话题）:

Making new friends

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

3.Ask for and give telephone numbers

三、Structures(结构)1.Present tense to be 2.What question 3.Yes/No questions and short answers 4.Possessive adjectives my, your, his, her

四、Target Language(目标语言)What’s your name? My name is Gina.Hello, Gina.I’m Ms.Brown.Nice to meet you!Are you Helen? No, I’m not.I’m Gina.What’s your telephone number? It’s 281-9176.五、Vocabulary（词汇）

name,telephone/phone, number, your, his, her, he, she, yes, no, first, last Numbers 0–9

first/last names, middle school

六、Skills(技能)Listening for key information Scanning in reading

七、Recycling（复习巩固）Good morning!Hi/Hello!my, Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen.八、教材分析

本单元以greeting和introduction为话题，共设计了三个部分的内容。旨在通过本单元的教学使学生学会如何用英语介绍自己的名字、如何询问对方的名字、如何使用简单的招呼语以及询问和回答电话号码。

Section A 如何介绍自己的名字和询问对方的名字，学会使用简单的问候语。1a, 1b, 1c主要是学习询问名字和简单的问候语。2a, 2b, 2c, 2d继续学习询问名字的句式和问候语。

Grammar focus,3a, 3b, 3c主要是学习介绍他人的名字的方法。Section B 学会询问和回答电话号码。

1a, 1b, 1c, 1d, 1e, 1f学会询问和回答电话号码。

2a, 2b, 2c学会family name, first name, last name的区分。

Self Check 3a, 3b检测本单元所学的知识，学会用英语介绍自己的名字和询问对方的名字及电话号码。

九、学情分析 新学期刚开学，认识新同学，结识新朋友是必不可少的一个过程。老师记住每一位新同学并给他们取一个英文名字，是他们非常乐意的事情，老师一定要抓住这个机会，讲清取英文姓名的学问，缩短与学生的距离。

十、课型设计与课时分配

Period 1 Listening and speaking（Section A: 1a, 1b, 1c, 2a, 2b, 2c, 2d）Period 2 Target language structures

（Section A: 3a, 3b, 3c）Period 3 Listening and speaking（Section B: 1a, 1b, 1c, 1d, 1e, 1f）Period 4 Reading and writing（Section B: 2a, 2b, 2c, 3a, 3b）Period 5 Self Check

The First Period(Section A, 1a–2d)

Teaching aims（教学目标）

1．学会问候他人

2．学会如何做自我介绍, 认识新朋友，并正确称呼他们的英文名字 3．从对话中学会获取更多他人的基本信息 5．初步学会使用部分形容词性物主代词 Language points（语言点）

1.要求掌握以下句式：

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

2．要求掌握以下词汇：

first name, last name, family name, given name, boys and girls 1．要求掌握以下句式：（1）— What’s your name?

— My name is …（2）— Hello!I’m Mary.— Hi, Mary!I’m Jim.Nice to meet you.（3）what’s ＝ what is;I’m ＝ I am;name’s ＝ name is 2．要求掌握以下词汇：

（1）生词：name, clock, am, nice, meet, what, hello（2）人称代词和形容词性物主代词：I, you, my, your, his, her（上述数词和部分形容词性物主代词本应在第二和第三课时中出现，但可以在第一课时中非正式出现，给学生初步的印象，为后面的学习作铺垫。）Difficulties（难点）： 本课难点是大量的人名和形容词性物主代词，而学生在描述时容易混淆男名和女名，在运用代词时容易错用人称代词和物主代词。Teaching steps（教学步骤）Lead in:

Good morning/afternoon，everyone!Last week, we finished the first part of this English book － Starter Units 1–3.We have finished studying all the English letters and some very useful sentences.I believe you remember what we learned.Shall we review them first? 【教学设计说明】新学期刚开学，认识新同学，结识新朋友是必不可少的一个过程。老师记住每一位新同学并给他们取一个英文名字，是他们非常乐意的事情，老师一定要抓住这个机会，讲清取英文姓名的学问，缩短与学生的距离。

Step 1: Warm-up and revision（课堂热身和复习）1.Play the recording, enjoy the ―ABC‖ song or the ―Good morning!‖ song from the Starter Units, and get the Ss to sing together.2.Warm greetings to the Ss.T: Hello!/Hi!S: Hello!/Hi!

T: You are very beautiful/cool/… S: Thank you.3.Presentation（呈现新知识）

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

S:(引导学生回答)My name is Tom.T: It’s a good/nice name.I like your name.【教学设计说明】

1．在课前放一段学生熟悉的英文歌曲，渲染学习气氛。在轻快的音乐中学习,使学生更乐学。

2．跟学生热情地打招呼，赞美学生，尽快缩短师生之间的距离。如学生未能理解，可用汉语补充解释。

3．教师重复两遍这两句话，然后板书my/your/what’s在黑板上，并在与学生交流的时候加重my/your的语音，突出这两个单词。

4．教师要及时表达对学生名字的欣赏。Step 2.Work on 1a（完成1a）

T: Now, let’s look at today’s new unit.Unit 1－My name’s Gina.Please open your books and turn to page 1 and look at activity 1a.1．Look and find

Please look at the picture in activity 1a.Can you write down the names in the picture? Please write down the English words you know on the blanks.2．Read together

T: How many names do you know? Can you share them with your partners? Please read them together and tell them the spellings.For example: Gina, G-I-N-A.T: Let’s write down some names on the blackboard.If you want, you can write down your English name.Let’s read the words on the blackboard together.3．Ask and answer(pairwork)Have Ss work in pairs.One asks and the other answers.Then change partners.【教学设计说明】On the first day of class, some students will meet some new classmates and make new friends.Some of them won’t know each other.They will introduce themselves informally before or after class.They will use first names to greet each other.Give an example to tell Ss how you would like to be addressed in the classroom.In English-speaking countries, teachers are addressed by Mr., Miss, Mrs., or Ms.and their last names.Lastly, try to give each S an English name if possible.Step 3.Work on 1b（完成1b）

1.Listen and number the conversations from 1 to 3 a.Listen to the recording for the first time.b.Number the conversations from 1 to 3 while you listen to them for the second time.2．Check the answers T: Let’s check the answers.3．Read

a.T: I would like you to read the conversations together.b.T: Would you please read them in pairs? c.T: Who would like to read them to the class?

4．Explain

a.T: Do you know what the conversations mean? Yes, they are greeting each other.b.T: How about ―I’m Mary.‖ and ―My name’s Jenny.‖? Yes, they are common ways of introducing yourself.(我们刚才读的对话一方面是打招呼，另一方面是介绍自己。请同学们掌握这两种简单的介绍自己的方式：I’m...和 My name’s...)【教学设计说明】

Have Ss look at the picture as they listen to each conversation.Have them write the correct number of each conversation in the boxes.If necessary, have them listen to the conversations again and again.Check the answers by asking volunteers to read each conversation and say the number.Step 4.Work on 1c（完成1c）

T: Practice the conversations above with your partner.Then greet your classmates.a.T: Would you please greet other students in class?

b.T: In Starter Unit 1, we learned some English names and everyone got one English name, remember? I would like you to greet other and introduce yourselves using your English names.c.T: Now, could you please present your conversations for the class? Who would like to have a try first? 【教学设计说明】Have Ss form pairs and practice the conversations in the picture.Walk around the classroom to monitor their work.Have Ss introduce themselves using the conversations as a model.Have Ss mingle and practice the conversations.Invite volunteers to role-play their conversations for the class.1.引出另一种表达方式I’m / name’s，教师板书这两个词。同时让学生学会初次见面说Nice to meet you.并且彼此握握手，告诉他们这是一个礼节，在美国很普遍。新句型的出现需多遍重复，加深学生的印象。

2．有部分同学没有英文名字，为了便于后面的交流，通过有趣的游戏，让他们在活动中获得奖赏。也可以让他们回答一些简单的问题来得到选名字的机会。同时巩固前面的句型。

3． 把图上的东西在实物投影仪上放大，或者课前画一些简笔画。使图像更清晰、直观。

Step 5: Section A 2a

1．Listen to the conversations and number the pictures 1 to 4 a.T: Let’s move to activity 2a now.Let’s look at the four pictures.Can you tell me what is happening in the pictures?

b.T: Yes, the people are greeting each other.Now let’s listen to the recording and number the pictures from 1 to 4.But for the first time, please just listen.c.T: Now let’s listen to the conversations again and try to number them.Are you ready? Go!

2．Check the answers

T: Do you have the answers? Who would like to tell us the answers? Answers: Picture 1 = Conversation 3

Picture 2 = Conversation 1

Picture 3 = Conversation 2

Picture 4 = Conversation 4

【教学设计说明】Ask Ss to look at the pictures and describe the setting.If they can, ask them to guess what the people are saying.Tell the Ss they will hear four conversations.Have them number the pictures.Have Ss work in pairs to correct their answers.Answer any questions.将四段对话让学生跟读一遍，为下一步的同桌活动做准备。教师要特别强调语音语调的模仿。可以先全班跟读，再让学生个体跟读。Step 6: Section A 2b

1．Listen and circle

T: Listen to the conversations again and circle the names you hear.2．Check the answers

T: Finished? Let’s check the answers.3．Read the tape script

a.T: Let’s read the conversations.Please look at the tape script and read them together.b.T: I would like you to read them in pairs.c.T: Who would like to read them for the class?

【教学设计说明】Have the Ss listen to the recording again and circle the names they hear.Invite volunteers to read the conversations to check the answers.Step 7: Section A 2c

1．Read

a.T: Let’s move to the activity 2c.There are two conversations in 2c.Please look at them.What are they about?

b.T: Yes, they are about greetings and introductions.Could you please read them? 2．Practice

a.T: Let’s practice the conversations in pairs.Please use your own names and if you can use your English names, it will be better.b.Who would like to present their conversations to the class? 3．Task 1－They are my friends.T: Let’s try to perform a task －They are my friends.I will give you a chart.Could you please greet your friends in class and write down their Chinese and English names in the chart? Please use the first conversation in 2c.I will give you two minutes and let’s see who greets the most friends.Example: Hello!What’s your name?

My name’s...and my English name is...I’m...and my English name is...Nice to meet you!

4.Task 2－I want to have more friends.T: Just now, we finished task 1 and you have some friends’ names in your chart.Now let’s do task 2.Please ask your friends about others’ names and fill in the chart.Example: What’s his(her)Chinese name?

His(Her)Chinese name is...What’s his(her)English name?

His(Her)English name is...【教学设计说明】Organize Ss into pairs.Have them use the conversations to guide them to talk about themselves.1．播放磁带, 训练学生准确获取信息的能力，同时检测一下学生对新句型的掌握情况。如有需要，教师可播放磁带两遍,播放之前，向学生讲清练习听力的步骤。听完检验答案后，有必要以大组为单位重复操练一下这三组句型。

2．在学生两人小组进行对话时，教师可在教室不同的位置走动，聆听同学们的对话，及时肯定他们的进步，并在他们需要的时候提供帮助，纠正不正确的语音语调。Step 8: Section A 2c Invite volunteers to role-play their conversations for the class.Motivate them by offering bonus points or rewards to volunteer students.【教学设计说明】为活跃英语课堂氛围而进行的活动。为了复习第一课时的句式，教师可带上面具以新面孔出现，与学生进行仿真交流。教师与多个学生进行交流，进一步熟悉同学，并且给学生多种激励性的评价。从guessing game中引出What’s his/her name? His/Her name is …。让学生利用名人的图片来进行猜测，熟练新的句式。同时板书What’s his/her name? His/Her name is …对有能力的同学，鼓励使用更多的句式来表达。Is he/she …? I think he/she is … I think his/her name is … Step 9: Summarize

Let’s summarize what we learned in this period.Step 10: Homework（课后作业）

1．Oral work:

(1)Listen to1a, read and recite it.(2)Go on making up your dialogues with your partner.2．Written work:

(1)Finish the corresponding Workbook pages.(2)Copy the tape scripts of activity 2a and 2b.3.Bring some photos to school.准备若干亲友的照片，若干生活中常用电话号码的图片（急救、报警、火灾等）为下节课准备。

The Second Period(Section A, 3a–3c)

Teaching aims（教学目标）

1．掌握常见基本英文姓名的读法；

2．帮助学生比较中英文姓名的不同之处，通过了解中英文名字的区别，培养和提高学生对中外文化差异的敏感性和鉴别能力，加深对本国文化的理解和认识，培养学生的世界观意识，以及初步的跨文化交际能力。3．制作本人的ID card Language points（语言点）

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

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

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

比较中英文姓名的不同之处和中西方文化的差异。中英文姓名的区别，男女姓名的区别和排列顺序。

Teaching steps（教学步骤）Lead in:

T: Last class, we learned the ways of asking others’ names.Do you still remember how to ask that? OK.Let’s review it first.Step 1: Warm-up and revision（课堂热身和复习）

1.Daily greetings to the students（日常问候）T: Good morning, boys and girls.My name is Ms.Wu.What’s your name, please? S: My name is Tom.T: Hello, Tom.Nice to meet you.S: Nice to meet you, too.T: And what’s your name? S: My name is … 2.Revision（复习）

T: Excuse me, what’s her name, please? S: Her name is Jenny.T: What’s his name? S: His name is Tony.T:(老师根据学生回答给出多种评价。)My name’s ___.Your name is _____.His name is _____.Her name is ______.3.Presentation（呈现新知识）

（1）T:(从复习中引出)So, we are friends now.You are Wang Ping, Zhang Xiao-dan.T: Now, look at these pictures.We have some famous persons here.Do you know their names?(展示几张外国名人的图片。)

(Bill Gates, George Bush …)

T: Bill Gates.Bill is his first name.Gates is his last name.For Zhang Xiao-dan, Zhang is her last name and Xiao-dan is her first name.【教学设计说明】

1．这个问题是为了操练日常用语及对姓名的提问法；同时为这堂新课的学习做好铺垫。建议让多个Ss作答。鼓励他们大胆开口。然后再由同学间交流，并请同学表演。可以采用―连珠炮似的提问‖（老师提问，学生迅速反应）和―连锁操练‖（学生任意提问或排头开始一一提问至排尾）方法。教师在操练期间板书这些词。

2．此问重点操练his, her, my, your这几个物主代词的用法及英文名字的使用。建议教师用夸张语调重读这些词并用彩色粉笔板书。

3．该问题在操练时可以允许学生用自己的汉语名字也可以用自己在前。Step 2: Grammar Focus

1．Read

T: Read the sentences in the grammar box.2．Point out the notes about contractions(缩略形式)

T: What can you see in the right column in the grammar box? Yes, we can see that ―i‖ disappears in the ―What’s and name’s‖ and ―a‖ disappears in ―I’m‖.This is called contractions.(了解缩略形式What is = What’s，I am = I’m等)。

3.On the blackboard, make a two-column chart of the pronouns.Have Ss fill in the correct form of the verb ―to be‖.Have Ss copy the chart into their notebooks.4.Write an affirmative statement on the board.Have a S go to the board and write a statement with ―to be‖.Ask another S to write a what-question for the answer.【教学设计说明】Have Ss read the questions and answers silently.Call the students’ attention to the contractions.Explain that in speaking we almost always use the contracted form.The full form is correct, but it sounds too formal in everyday interactions.Step 3: Section A 3a

1．T: Put the words in order to make conversations.Then practice them.2．Explain what ―first name‖ and ―last name‖ mean

The first name is the given name and the last name is the family name.And in English the first/given name is in front of the last/family name, which is different from Chinese names.英文中的名字分为名和姓，其中名在前，姓在后，这和中文名字完全不同。请同学们注意。

【教学设计说明】Have Ss ask each other their first and last names.Have them use： What’s your first name? or What’s your last name? Have them write a list of their classmates’ names.1.几堂课中取的英语名字。教师有意识地写下一些名字在黑板上。可以写一两个学生的中文姓名在黑板上。再把几个外国名人的名字也写在黑板上，目的是为了进行对比。English names vs.Chinese names

2．教师板书first name, last name并请学生跟读。学生的反应可能较慢，讲解时需要教师放慢语速，并重复此问题。可给中文帮助学生理解。

3.请同学回答，注意正确性；同桌和四人组互问。4.false front指面具，事先应做好准备。

5.可以做好课件将姓名展示给学生。要求掌握基本英文名字的读法。

6．介绍一下美国的十大姓氏。在美国，万人以上的大姓有三千多个，其中最大的姓氏是Smith及十大姓氏的排列。

7．可以让一部分同学问，一部分同学回答。

8.英文姓氏趣味性：有些是由表示地名，面貌，环境特征，颜色身份或职业的词演变而来，如Brook(小溪)，Hill(小山)，White(白色),Smith(铁匠)等。Step: Section A 3b

1．T: Complete the conversation and practice is with your partner.2．Have Ss read the sentences and fill in the blanks.3.Monitor their progress, making suggestions to raise their awareness about the language.4.Write the correct answers on the board and have Ss check their answers.【教学设计说明】Tell Ss they may also discuss the answers with their classmates first before completing the conversation.Step 4: Section A 3c

1．Read

T: Now let’s play a game.It’s about our English names.It’s very easy and please try your best to remember your friends’ names one by one.Let’s read the example in activity 3c on page 3.2．Practice in groups

T: Can you understand how to play this game? OK.Please work in groups.Six students form a group.I will give you several minutes to practice in groups and then you will perform for the class.3．Perform for the class

T: Let’s play this game in front of the class.And let’s see which group is the fastest without making mistakes.4.Tell Ss to look at their classmates and try to remember their names.Invite volunteers to stand and report their classmates’ names.Have them say: My name is...His name is...or Her name is...or Their names are...【教学设计说明】Ss will play a game to learn each other’s names.The rules of the game are: I say my name.The person next to me says his/her name and mine.The third person says his/her name and the previous person’s names.The game continues until everyone has said their names.注意：

1.可以玩“姓名接龙”游戏（以前一名字的末字母为后一名字的首字母来接名字。2.帮助学生比较中英文姓名的差异；特别是男女名字的差别，了解中西文化的差异。可列举一些常用的男子名和女子名。让学生尽可能说出所记得的英文姓名并给与评价与奖励。

3.小组活动。尽量复述前面同学的话，多练习名字和物主代词的用法

4．这练习主要对所学内容的进一步巩固。练习询问名字和不同的人称代词的用法。使所学句型生活化。

5.因为前面已经两人组或四人组的形式进行了交流。这个游戏可以处理为全班性的活动来进一步拓展。学生可以离开座位找朋友，作自我介绍、互相认识和介绍他人，也可以找老师交流。目的是让语言真正生活化，自然化。并且培养学生大胆应用英语来锻炼自己的英语口语能力和交际能力。Step 5: Summarize

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

Read the English names in 3a.

篇2：Unit 1《Good friends》教案

Unit1 There is a big music room.Period 1 Ⅰ.Teaching Material

Zhou Lin: Hi!My name is Zhou Lin.Welcome to our school.Li Wei:Hi!I’m Li Wei.Nice to meet you.I like my new school.There is a big music room!Zhou Lin: I like it, too.There is a nice playground and a small garden.Li Wei: I want to meet some new friends.Amy : Hello.I’m Amy.I’m in class 5,and you?

Li Wei: I’m Li Wei.Nice to meet you.I’m in class 5, too.Zhang Jia: Hi,Li Wei.I’m Zhang Jia.Zhou Lin: Look,that’s Wang Li.Wang Li: Hello,everyone.II.Teaching Aims

1、能正确地听、说、读词汇playground,nice garden,map,music

room,everyone,class.2、正确地听、说、读、写句型There is a big music room!There is a nice playground and a small garden.III.Teaching contents Word: playground,nice garden,map,music room,everyone,class.Sentences: There be...IV.Teaching Aids 录音机。SectionA部分的挂图，课件

V.Teaching procedures

A Free talk and revision 1.Nice to see you again, boys and girls.Welcome back to school.This is the first lesson of the new term.在与学生的问候中，引出生词.2.Today we will learn something about our school.There’s a big playground in our school.There are some trees in our school.Could you please tell me what is in our school？(在老师和板书的引导下学生用 there be 句型说说学校里有什么？)There’s a … There are … B Presentation and practice 1.在学生说出很多关于学校的人或物，如：offices, flowers, classrooms, teachers, desks, chairs … 后，引入新课.T: Is there a garden in our school？

S: Yes, there is.新授garden T: Please say something about our garden.学生用已学过的词汇形容学校的花园：big, nice, beautiful…

T: Is there a slide in the garden？ Are there any nice gardens in it？在there be句型的问答中新授nice garden 2.T: In our school, there are three buildings and there are lots of rooms in them.There are classrooms, offices.Are there any other rooms？新授art room和 music room(可使用课件).C Consolidation 1．(可使用课件图片及句型)练习there be 问答句型。教师与学生单独对话(理解句型)——教师示范朗读句型——朗读操练——group work、pair work等不同形式的问答操练。

2.打开书朗读Unit 1, SectionA部分。注意朗读的训练。D Assign homework(可使用课件)Homework: 1．抄写SectionA部分词汇两遍英文一遍中文。

2．看part2部分图片用问答形式选其中的一到两幅图编对话或用there be句型自由编一段对话。Ⅵ Blackboard design Unit1 There is a big music room.SectionA There is a playground.nice garden music room everyone class

Unit1 There is a big music room.Period 2—Period 3 Ⅰ.Teaching Material SectionB Listen,read and write II.Teaching Aims Teaching targets.1）Consolidate these new words: playground,nice garden,map,music room,everyone,class.2)Can master these sentences:How many classrooms are there? Is the playground big? 3)Can retell the story 2．The targets of emotion: To love the living surrounding.III.Main points :The new words and sentences.IV.Difficult point: Can describe the surrondings and retell the story.V.Teaching aids : cards,tape ,record VI.Teaching Process: Step 1 Warming up Greetings.Learn to sing a song Use the cards to go over the new dialogue.Game—Quick response Retell the story Step2 Presentation and drill 1.T :Let’s listen and repeat the story together

Show the new words ,requires the pupils to read ,go over the words.Teacher explin the grammar for the pupils ,and asks them to make sentences with Is the playground big? Step3 Practice 1)Show the pictures T introduces the situation and requires the pupils to read the article by themselves 2)Listen and repeat ,leads reading 3)Listen and imitation Step4 Consolidation 1)Make a stuation and have a dialogue with their partners, choose some to act it out A: New school meeting ,the children are watching the map of their new school.They’re talking about the new school.2)Estimation 3)Homework: Listen and read the articles, copy the new words VII Blackboard design

SectionB

How many classrooms are there?

Is the playground big?

Unit1 There is a big music room.Period 4 I.Teaching material Section B part7 Draw, write and tell Part8 Listen and chant II.Teaching targets.1）Go over these four-skill word, text,grammar 2)Can finish Part 7 III.Main points : The new words and sentences VI.Difficult point: Can describe the park.V.Teaching aids : cards ,tape ,record VI.Teaching Process: Step 1 Warming up 1.Greetings.2.Go over the four-skill words 3.Use the cards to go over the new dialogue ,and describe the new school.Step2 Presentation and drill 1.Explain the sentences for the class ,then requires the pupils to communicate with others ,according to the information in the form.a.What’s in the park? b.Is there a lake in the park? c.Are there any trees or flowers in the park? d.Draw a map of park.What can kids do in the park? 2.Part 7 Listen to the tape and requires them to finish Part 7,check the answers.3.Listen to tape and follow it 4.Requires the pupils to find the answers ,say their answers first ,then write down on the book.Step3 Consolidation 1)Make a situation and have a dialogue with their partners, choose some to act it out 2)Estimation 3）Learn the song Small,small!The garden is small.Red ,red The ball is red.What about the playground? The playground is big!4)Homework: Listen and read the dialogue, copy the new words ,and try to recite text VII Blackboard design

SectionB

篇3：Unit 1《Good friends》教案

【关键词】运用 模仿 游戏

教材分析：本单元的主要语言功能是谈论他人的作息时间和活动。这节课的主要教学任务是让学生学会怎样制定作息时间表。

学情分析：本课内容主要是运用“At ，I .”这个句型表达在某个时间做某事， 通过课文的学习，重点句型的操练，然后创设真实的语言环境，让学生更好的感知语言，通过活动巩固并运用语言。

教学目标：

语言知识目标：

1.全体学生能听懂、能说 “ get up， go to school， have lunch， play football”. 部分学生会用： poster.

2.全体学生能听懂、能说“At__， I______.”运用句型谈论自己一天的主要作息时间和活动。

语言技能目标：

1.能够理解课文的大意，流利的模仿、朗读课文。

2.能够运用核心句型和词汇制定作息时间表，通过拓展描述内容，提高学生综合运用语言的能力。

情感态度目标：

通过课文的学习，让学生乐于学习英语，感知要在正确的时间做正确的事，养成良好的生活习惯。

教学重点和难点：

1.听懂、会说 “ get up， go to school， have lunch， play football”.

2.有关他人作息时间和主要活动的表达，能够理解课文的大意，流利的模仿、朗读课文。

3.通过学习，能够制定自己的作息时间表。

教学过程：

一、Warm-up

1.Greetings.

2. Play a game：Say“Hello” to numbers.

3.Review the numebers.

设计意图： 通过师生问候和游戏等让学生尽快进入状态。通过数字的复习来为后面时间的表达做铺垫。

二、Lead-in

1.Listen and tell the time you hear.

2.Find the time in the text then write the time on the blackboard.

设计意图：把学过的知识提炼出来，让整个课文化难为易。

三、Presentation

1.Learn the new phrases.

T： Do you want to know what does Sam do on these times？At 7/8/12/4，What does Sam do？

Ss： “get up， go to school， have lunch， play football”

设计意图：通过问题引导，学生了解课文，初步感知今天的目标句型。并且初步感知在某个时间从事的活动。

2. Learn the key sentences and drill.

At 7， I get up. At 8，I go to school. At 12，I have lunch. At 4，I play football.

3. Text learning.

1）Listen and repeat.

2）Read the text all together.

3）Role play（group work）.

4）Game： Make the right sentences and read the sentences.

设计意图：通过翻牌游戏的形式，帮助学生在活动中完成对重点句型的理解和掌握。另一方面教育学生要在正确的时间做正确的事情，养成良好的生活习惯。

四、Practice

1. Guess ？What does teacher do at 7/8/12…（Introduce teachers time table）.

2. Make own time table.

1）survey in group and then make their own time table.

2）Show the time table.

设计意图：通过猜一猜老师的作息表，引导学生巩固课文，同时利用同学们制作自己作息表的形式来引导学生用英语做事。

五、Homework

篇4：unit1 一单元教案

教学目标与要求：

字母教学包括26个字母的读音、字母的辨认和字母的书写三项内容。小学英语字母教学的目标是在教师的指导下，让学生达到能辨认字母的音和形，能读准字母，能按正确的笔顺和规格书写，能按顺序背诵和默写字母，同时能初步掌握字母在单词中的发音，为进一步学习单词的读音和拼读打下基础。

教学意义：

语音、语法、词汇是语言的三大要素。字母是语音、词汇的基础，因而也是整个小学英语教学的基础。英语26个字母是记录语言的文字符号，是英语文字的最小书写单位，英语利用这26个字母拼写一切的词。英语26个字母的名称音中包含了英语48个音素中的24个音素，占全部英语音素的一半。在小学英语教学中，字母教学是入门阶段一项重要的教学内容，是培养学生英语素质的奠基工程。教学中，字母的教学意义重大，它是英语学习的开端，对于激发学生的学习积极性、智力开发，培养良好的听说读写的学习习惯，为学生进一步学习音标、单词、句子、课文，提高学生语言能力，为学生终身学习打下良好的基础都具有重要的意义。

教学步骤与实施建议：

1、学习字母的读音（1）听音

听音是模仿的第一步，是模仿的基础。先听音，后开口，听清发准，是字母教学的基本步骤，也是字母教学的根本方法。因为听的质量直接影响模仿的效果，所以教师在将字母的发音时一定要示范正确、清楚，语速要掌握好，可以先慢速，待学生掌握后，再用正常的速度示范发音。对于一些较难发音的字母，教师要适当地讲解字母的口型、舌位，发音的要领，发音的方法和技巧。教师在示范时还先应提出要求，要让学生反复静听，边听边注意老师的口形，并在心中模仿，为正确的发音打基础。要避免学生急于开口的心理，帮助学生掌握正确的学习策略，养成良好的学习习惯。

（2）模仿

模仿发音是学习字母的最基本有效的方法，是检测学生是否掌握准确的最好方法。教师在让学生模仿的时候要采用活泼的形式、直观形象的比喻，实物，图片，并且借助手势，动作等帮助学生发好音。要让学生反复，大量的实践。

2、字母在单词中的发音

学生学好字母，对学习语音和单词大有帮助。在讲字母时，渗透字母在单词中的一般发音规律，自然拼读规则，使学生逐渐了解每个字母在单词中都有他们各自的读音。为今后拼读单词、记忆单词打下良好的基础。

3、学习字母的书写

书写教学一开始就要严格要求，并且培养学生良好的书写习惯。教师在讲解时应注意： 讲解过程中让学生认真观察字母的笔顺，起笔和落笔，几笔写成，占几格，然后才让学

生模仿和操练。还要注意检查和评价相结合。检查学生的书写是否按照字母的笔顺和字

母在四线格中应占的位置书写。字母的大小、宽窄是否协调和谐。间隔是否均匀、适当。

培养学生正确的书写习惯，包括写字的姿势，放纸的位置等。

4、字母教学活动：

（1）象形字母：出示一些与字母相象的图案或实物，让学生用想象力去辨认，看看像什么字母。例如：

教师准备：与字母相象的图案或实物

学生准备：让学生将与字母相象的图案或物品带到学校，同学们相互猜。

（2）手指字母：用手，手指以及身体组合类似字母的形状，让大家猜。培养学生的想象和 表演能力。

（3）字母扑克和点名游戏：每个字母制作相同的两张牌，52张牌。A最小Z最大。具体的玩法参照扑克的打法，让学生读出字母的发音。一般适合2—6人玩。还可以利用这52张牌做点名游戏，比反应，熟练掌握字母的发音和形状。52张字母牌打乱之后，学生每人抽去一张，字母为学生的姓名，教师点字母名，持卡者回答Here I am.出错或慢者被收去卡片。坚持到规定时间为胜。教师准备：制作52字母扑克卡片

学生准备：在家制作相同的字母扑克，平时可以同学之间玩。

（4）不同材料的字母：让学生用绳子，珠子，石子或铁丝等物品组成各种字母。教师准备：绳子，珠子，石子或铁丝等材料。学生准备：绳子，珠子，石子或铁丝等材料。

（5）字母抽象画：看图，找出所藏的大小写字母，还可以让学生用大小写字母自创一副

图，与同桌找字母。

教师准备：准备有字母的抽象图。

学生准备：查找或自创有字母的抽象图。

课文教学：

教学内容分析：

课文内容： Hello, what’s your name ? Hi, my name’s Tutu.I’m Jack./I’m Lisa.Come here.Ok , mom.Good night.Good night.本节课是三年级起点的第一课，对于初学英语的孩子们来说，这节课很重要。因为第一次接触英语，孩子们一定会很感兴趣，也很好奇，如果在英语课堂上让孩子们感到轻松，有趣，好学，易学的话，会激发学生对英语浓厚的兴趣，建立自 信心，为今后英语的自主学习奠定坚实基础。教学目标和要求：

认识课文中的人物姓名。要求学生见面时会用英语问候和道别。懂得如何询问对方的名字和进行自我介绍。晚上道别时会使用英语说晚安。培养学生对英语的良好感知能力，逐渐养成好的听，说，读，写的好习惯。

课前准备：

教师准备：故事人物图片，磁带，名字卡片，字母卡片，贴有名字的小球，字母拼图卡，故事人物的头饰。

学生准备：课本，练习本。教学步骤与教学建议：

一、Warm up 1.Greeting 可参考下面方法和学生开始语言的学习（可以在推开门的时候，边挥手边用”hello, hi” 和学生打招呼。然后转身出门说，”Goodbye!”这样反复几次，学生便理解如何问候和道别了，他们会在第三次之后学会模仿着老师说，而且运用此种方法会极大地引起学生的学习的好奇心，增强了趣味性，在学生惊讶，疑惑，想象和模仿的过程开始第一节课。然后再示范发音，做动作，帮助学生理解意思并纠正他们的发音。）

2．Introduce yourself 介绍自己的名字My name is Mary.I’m Mary.出示名字卡片Mary.贴到自己身上。反复读自己的名字让学生记住老师的名字，引导学生和老师用英语打招呼。

二、New lesson: 1.New words: name what is my your Know the name: Tutu Jack Lisa Mom 2.Sentences: What’s your name? My name is.../I’m...三、Practice: 1．听录音介绍故事里的人物Tutu Jack Lisa Mom 2．机械练习：What’s your name? My name is.../I’m...Chant游戏“shu bi ,du bi , ba ba ba, shu bi ,du bi , ba ba ba, what’s your name ? My name ’s...”

3意义练习： 用故事里人物的名字和自己的名字做练习。4．游戏：“跳字母桥，说hello, 找名字”

教师在教室的地板上放两组字母桥，用学过的字母拼图成小桥。在小桥的终点处各放上一个装有名字的小球。教师站在小桥的中间，两组任意选两名学生参加游戏，边读字母桥上的字母，边向终点跳，最先到达终点的学生和老师击掌说Hello，即可得到一个有名字的小球。最后看哪个小组获得的名字小球最多即可获胜。老师便将这个名字送给获胜的同学。5．角色扮演

（1）听录音，模仿录音。

（2）小组练习，分角色扮演Tutu, Jack, Lisa（3）用头饰汇报表演。

四、反馈

篇5：牛津2a unit1教案

1 正确熟练掌握字母：aa bb

2 正确熟练掌握单词：bin park road building shanghai

3 正确熟练掌握句型：clean the desk, please.

sweep the floor, please.

4 正确熟练进行问答练习：where do you live ?

i live in pudong.

i love pudong.

教学用具：字母卡片 图片

教学步骤：一 复习字母：aa bb

正确掌握这两个字母的读音和写法。

练习：look and circle.(圈出下列单词中的字母aa和bb)

1 black umbrella bread barber clime

2 bin park road building shanghai

二 复习单词：bin park road building shanghai

正确掌握着五个单词的拼读方法和读音，以及汉语意思。

练习：look and choose.(根据图选择相应的单词)

1高楼 a butterfly b building c birthday

2公园 a purple b peach c park

3 天安门 a shanghai b beijing c nanjing

4马路 a road b read c ruler

5 垃圾箱 a blue b bin c building

三 复习句型：clean the desk, please.

sweep the floor,please.

通过此句型的复习达到举一反三的作用，可以通过改变句型中的名词这一个词来组成另一个意思不同的句子，让学生可以自由发挥做造句子练习。

练习：look and tick.(看图，勾出正确的句子)

1 檫自行车 a clean the swing, please.

b clean the bike, please.

2 洗脸 a wash your face, linda.

b wash your hands, linda.

3 扫地 a tom, clean the desk, please.

b tom, sweep the floor, please.

四 复习问答句型：where do you live ?

i live in pudong.

i love pudong.

通过此句型的复习达到举一反三的作用，把这个句型运用到实际生活中，会就“你住在哪里进行提问?”并能根据这个提问做出语。

练习：1 上海东方明珠电视塔

where do you live?

i live in shanghai.

i love shanghai.

2 北京天安门广场

where do you live?

i live in beijing.

i love beijing.

3 西安大雁塔

where do you live?

i live in xian.

i love xian.

4 杭州西湖

where do you live?

i live in hanzhou.

i love hanzhou.

五 复习小诗：i love shanghai like sam and may.

i use the bin every day.

i love shanghai like sam and may.

i keep it clean every day.

通过复习这首小诗，使学生进一步熟练掌握其意义几读音，并能熟练的背诵下来。

练习：小组与小组之间进行背诵比赛，评出最优秀的一组给予奖励。并选出最出色的同学给大家进行示范表演。