在教学工作者开展教学活动前，总不可避免地需要编写教案，借助教案可以提高教学质量，收到预期的教学效果。快来参考教案是怎么写的吧！以下是人见人爱的小编分享的小学一年级英语教案优秀8篇，如果对您有一些参考与帮助，请分享给最好的朋友。
新高一英语教案unit 13period 1
（一） 明确目标
1. warming up to arouse the students' love in talking.
2. do some listening to improve the students' listening ability.
3. making simple dialogues to train the students' speaking ability.
(二) 整体感知
step 1 presentation
every day i have food. food makes us feel full and happy and it also helps to build our bodies. but have you ever thought what you eat is junk food or healthy food? today we're going to learn something about food.
（三）教学过程
step 2
(1) open your books on page 1 and look at the eight pictures in it. discuss in pairs what are junk foods or healthy foods.
(2) ask your classmates what they like to eat. and fill the table.
step 3
now let's have some listening training.
step 4
everyone wants to be healthy and strong. but sometimes we are not feeling well. when we' re ill, we' d better go and see a doctor and the doctor will look over us and give us some advice. now we’re going to practice some everyday english used by doctors and patients. here are three situations for you. choose one of them and make up a dialogue with your partner according to the example given and then act out.
（四）总结扩展
step 5
today we've done some listening and speaking, and learn how to give advice and some everyday english used between doctors and patients.
（五）随堂练习
用动词的适当形式填空：
1. tomorrow (be) friday.
2. the geography teacher told me tile earth (move) around the sun.
3. he thinks it (grow) taller next year.
4. he is always (think) of himself never thinking of others.
5. how you (get) along with your classmates?
6. look! there (come) a bus.
参考答案：
1. is 2. moves 3. will grow 4. thinking 5. are getting 6. comes period 2
（一）明确目标
1. learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle, bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to.
2. develop the students' reading ability.
（二）整体感知
step 1 presentation
today we come to the reading. it's about a healthy diet and tells file importance of keeping a hal- mined diet. read the text quickly and answer the following questions.
step 2
1. what do traditional diets often have?
a. too much water
b. too much protein
c. too much fat and too many calories
d. nutrients we need
2. what can help our body fight disease and give us energy?
a. vitamins, fibre and minerals.
b. pork and fish
c. water
d. calcium
3. what contains a lot of protein?
a. vegetables
b. fruits
c. vitamins
d. fish, meat and beans
4. why do some people become vegetarians?
a. because they believe it is healthier not to eat meat or they think we should not kill animals for food..
b. because they think meat is not "eco-foods".
c. because they think meat will make them fat.
d. because riley think meat will make them thin.
5. from the passage we can conclude that it is probably better, if
a. we eat less meat
b. we have more fruit
c. we have "eco-foods"
d. we buy good food and keep a balanced diet.
参考答案：cadad
step 3
read the text carefully again, and give the students some explanations.
step 4
play the tape for the students to listen and follow.
step 5
l. do post-reading 1.2.
2. discuss the questions below, first in pair, then with the rest of the class.
(1)why do people go to fast food restaurant?
(2)why is it not good for you to eat too much sugar and fat?
(3)why are crash diets and supplements so popular?
(4)what can we do to keep a balanced diet?
（五）随堂练习
单句改错
l. they made some chinese friends in beijing so as to improve their chinese better.
2. he advised my giving up smoking.
3. they try to keep a balancing diet.
4. only in this way we will be ready for the challenges in life.
5. if our diet including foods from all the food groups, we do not have to buy any supplements.
参考答案：
1. 去掉better
2. my giving 改为 me to give
3. balancing 改为balanced
4. we will 改为 will we
5. including 改为 includes
period 3
（一）明确目标
1. review the text learnt in the last period including useful words and expression.
2. learn how to use "had better", "should" and "ought to" while giving advice.
（二）整体感知
step 1 presentation
in the class we’re going to review the words we learnt and also learn how to give advice using "had better, should, and ought to".
（三）教学过程
step 2
please open your books on page 5. on the top of it there are some words and phrases in the form. match them with the proper expressions.
step 3
after finishing the word-matching, the teacher can tell the students when people use "had better or had better not", "should or should not", "ought to or ought not to". then have the students fill in the blanks in a right way.
（四）总结扩展
step 4
we have learnt how to give advice. now let’s try to write letters giving advice. here in our textbook there are letters asking for some advice. read them quickly, then write down four pieces of advice for each of them using "had better (not)', "ought (not) to or should (not)'.
（五）随堂练习
完成句子
1. the teacher advised him __ (不要在马路上玩)
2. _________ (培养健康的饮食习惯) is my important.
3. _________(选择吃什么) is no longer as easy as it once was.
4. because they think we _____________(不该杀动物来做食物 ).
5. ________ (代替) eating expensive foods, they did more exercises.
参考答案：
1. not to play on the road
2. developing/to develope healthy eating habits.
3. choosing/to choose what to eat
4. should not kill animals for food.
5. instead of
period 4
（一）明确目标 1. do some reading about snacks. 2. do some writing to develope the students' writing skill.
（二）整体感知 step 1 many students like having snacks. is the habit good or bad? let's read “snacks".
（三）教学过程 step 2 after fast reading, do the following true-or-false exercises. 1. our body doesn't need to refuel if we choose nutritious food for our main meals. 2. good snacks should come from different food groups and should not have too much fat or sugar. 3. fruits and vegetables don’t give us any vitamins. 4. most fruits need cooking. 5. fruits and vegetables are the only healthy snacks.
参考答案： 1. f 2.t 3.f 4.f 5f step 3 give the students some explanations when necessary. step 4 play the tape and have the students follow. （四）总结扩展 step 5 have we ever tiled to make snacks or seen our mother make snacks. let’s try to write the recipe for your favorite dish. before writing, you should read tips first.
一、教学目的：
1． 能够运用已经学过的句型谈论五官、动物、或文具。
2． 说出并画出兔子喜欢吃的食物。
3． 完成B Let’s play部分。
二、课前准备：
录音机、教学录音磁带、教学挂图、组合图片、单词卡片。动物头饰
三、教学过程：
1． 复习动物单词、形容词、及Do you like…？句型及其回答：Yes./No. I like…It has…
2． 教师播放录音，根据录音进行提问，检查学生听得是否正确。
如：T：1。确认学生对人物的认知程度：what can you see?
SS: bill, lily ……
Whst does Bill like？
启发学生说出听到的动物单词或举起相应的动物图片。
3． 教师启发学生回答出Angel在干什么
What does the rabbit like？
rabbit喜欢的食物是学生不会用英语说的，可以用汉语回答，在学生用汉语说的同时，教师说出英语单词。
4、 教师指导学生联线题：
下面老师要播放一录音，你们要根据听到的内容帮助小动物们找到自己的食物？ 强调：要在老师播放录音后，再连。不能自己没听录音就动手。听老师话的同学老师要奖励。
教师要在投影下示范
1、放录音，听录音
2、说出所缺部分，想出答案的样子。
3、动手画在书上教师要强调：做完后要将双手放好坐直。目的是老师一眼就知道你已经完成任务了。
然后，按程序带学生做一遍。
4．在投影下核对答案，老师提示学生angel and rabbit
5．完成A项连线活动后，和同桌说一说。
4． 完成B 项Pair work：
一个学生指图说单词，每说一个，另一个学生就在这个学生的书上给一颗星星涂上颜色，然后两人交换。
5． 故事教学：
1． 整体介绍故事内容：
教师出示挂图，让学生观察思考
教师借助手势、动作简单说一说故事大意
2． 教师出示教学挂图，播放录音，让学生根据录音试着指出相应的图，鼓励能重复录音中句子的学生。
3． 教师重复播放录音，让学生在理解的基础上重复听到的句子。
教师不要限制学生重复哪句话，谁能重复什么就重复什么，在重复的同时要做出相应的动作。
4． 学生戴上头饰，分角色表演
教师给每位学生一个角色，让学生能够记住自己的话就可以，每个学生记住一句话，合起来就是一个短剧。
5． 教师反复播放录音，让学生多听，边听边做动作，以增强对课文的理解和记忆。
Fun time的学习并不一定要求学生都掌握
5． Summary： homework : 带剪刀，A4 或B5 彩纸一张。
教学内容：
1、 Structures
New: What shape is it?
It’s a (square)。
Review: What is this? It’s a (dog)。
2、 Vocabulary
New: a square, a circle, a triangle, a rectangle, a star, a heart
Review: a rabbit, a bird, a mouse, a lion, a tiger, a panda, a net, a nest
教具准备：
1． 第7单元单词卡片。
2． 本单元单词卡片：triangle, rectangle, square, circle, star, heart
3． 本单元挂图。
4． 剪刀、蜡笔和彩笔。
教学过程：
1． Warm-up
（1） 教师说：“Stand up.”学生在教室里走动，伸展胳膊。
（2） 教师说：“Tiger.”学生模仿虎的动作和声音。
（3） 重复以上步骤依次复习第7单元学过的动物。学生继续在教室里走动 并模仿动物的动作。
（4） 教师说：“Sit down.”然后举起动物的卡片问：“What is it?”学生 回答：“It’s a (tiger)。”
（5） 用同样的步骤复习所有学过的动物的单词。
2． Preview
用卡片呈现新单词
（1） 举起方形的卡片让学生看。指着卡片说：“It’s a square.”呈现单 词square, 至少示范两遍。让全体学生跟读，然后指着卡片引导单个 学生读。
（2） 重复以上步骤，呈现下列新单词：circle, triangle.
（3） 举起不同形状的卡片，先让全体学生然后让单个学生说出形状的名称。
3． Presentation of new language
学生用书第10页
给学生一些时间讨论在图中见到的图形。
4． Homework
复习形状单词。
课后小记：
教学内容：
人教版一年级英语教案
指导思想：
以学生为主体，激发和培养学生学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，培养创新精神。
教学目标：
知识目标
1、学习关于颜色的单词：blue,green,yellow,red,purple
2、通过用“Show me.。.。”的指令来练习和运用有关颜色的单词。
能力目标：
辨色彩，感受生活。
情感目标：
1、通过游戏活动和歌曲培养学生说英语、学英语的兴趣。
2、爱色彩，热爱自然，保护环境。
3、通过用哑语说颜色培养孩子们关心他人的优秀品质。
教学重、难点：
1、听、说、认读五个颜色单词。
2、会说唱Let’sdo，并会听音做出相应的反应。
教具准备：
1、教师准备blue,green,yellow,red,purple的单词卡片和颜色卡片。
2、教师和学生都准备红、黄、蓝、绿、紫色的蜡笔。
3、教师准备颜色的教学课件。
4、教师准备学生学过的文具并放在书包中。
教学教程：
Warm-up:
（1）师生之间相互问候：
T:Good morning/Good afternoon/Hello,boys and girls.
S:Good morning/Good afternoon/Hello,teacher/。.。.
T:How are you?
S:Fine,thank you./I’mfine,thank you/。.。.
（2）游戏
T:Let's play a game,OK?
S:OK.
“猜一猜”的游戏。将学生学过的文具放入书包中，让学生摸一摸，猜一猜。从而复习学过的文具词。
【说明：“猜一猜”的游戏能调动学生大脑中所有相关记忆，使学生回忆起所有知道的有关文具的单词。】
（3）课件出示学过的文具用品：卷笔刀（红色），钢笔（绿色），铅笔盒（蓝色），书（黄），书包（绿色），蜡笔（紫色）。
Presentation:
1.red
（1）从复习3中引进新课，问What colour is the sharpener?教师自答：It’sred/Red.
（2）教师手拿红色的卷笔刀反复说red,让学生猜意思，并使他们明白red为红色。
（3）教师领读red。
（4）教师拿起其他红色的物体，指着说It’sred.
（5）让学生找出教室中红色的物体练习说It’sred.在练习过程中老师应注意纠正发音。
（6）教师板书red,让学生认读。
【说明：先练听、说，后练认读，先易后难，循序渐进。这符合三年级孩子的认知规律，与常见的出示单词并领读相比使单词教学变得更为容易。】
2、用这种方法逐一介绍blue,green,yellow,purple,并出示单词卡片让生认读。注意：“green”一词的发音较难，教师要多带读，引导学生感悟发音，从而了解英语的语音语调的知识。
3、猜词游戏：
a.教师从颜色卡片中抽出一张，请每小组派一名同学猜，猜对的小组可加1分；
b.两名同学一组，一名同学面朝黑板，另一名同学面朝全班同学并抽出一张颜色卡片，请面朝黑板的同学猜，如猜对了，下面的同学说Yes,猜错说No,并可以再猜一次。对获胜者奖励小贴图。
【说明：运用孩子们喜闻乐见的游戏活动练习巩固单词，利用孩子们的好胜心设计游戏，能激起孩子们学习的兴趣和积极性，特别是能调动后进生的参与热情】
Practice
1.Game：耳语
把学生分成两组站成两行。教师向每组的每一个学生耳语一个表示颜色的单词，如red,每组的每一个学生又依次向组里的第二个学生耳语这个单词，每组最后一个学生快速跑到黑板前指出并读出这个单词，谁又快又正确将为他们组赢1分，然后每组的第一个学生站到每组的队尾。
【说明：此活动新奇、有趣，需全组同学全力协作，能培养孩子们的竞争意识及合作精神，并能对听、说、认读进行综合考查】
2.Let’sdo
（1）教师举起蜡笔并发指令Show me your crayon.当学生拿起自己的蜡笔后让学生边说边做Show me your crayon.反复练习。
(2）练习完后，教师拿起一枝红色的蜡笔，问：What colour is it?学生答It’sred.师接着说：Yes,red crayon.并领读。
(3）教师反复发指令：Show me your red crayon.并拿起red crayon,让学生通过教师的动作明白句子的意思，继而引导学生模仿。按此法逐一引出blue crayon,green crayon,yellow crayon,purple crayon.
(4）学生听Let’sdo部分录音，跟着说、做。
【说明：Let’sdo要求学生既要熟悉单词，又要听说指令，具有一定的难度，所以将本部分安排在单词练习之后，由前面已学过的Let’sdo引出新知识，降低了难度，更利于孩子们学习】
3.Computer game:Shoot the balloon.
教师操作课件，屏幕上会有不同颜色的气球从屏幕下部的不同位置飞出，游戏者必须在气球没有飞走之前单击屏幕下部的颜色单词，如果单击的颜色单词正好与气球颜色相同，气球会爆炸，然后给游戏者加分。
【说明：此游戏要求孩子们熟练掌握单词的认读并具备一定的计算机操作能力，体现了课程整合的理念与思想。且此活动将单词练习放在孩子们喜欢的电脑游戏中，并以记分方式进行，具有一定的挑战性和竞争性。】
4、给单词填色
将课前印好的小纸条发给每个学生，用单词所表示的颜色给单词填色。
【说明：孩子们喜欢涂、喜欢画，将单词认读练习与画画结合，让他们动手，在动手的过程中达到巩固单词认读的目的。】
Extentation：
1、课件呈现色彩缤纷的图片，使学生感受并复习生活中随处可见的颜色。
2、“听”色彩，展开想象。
课件出示礼炮声、波涛声，让学生们听声音想象颜色。
【说明：“听色彩”，一个十分新鲜的活动，它能激起孩子们的好奇心，会受到孩子们的欢迎】
思想品德教育
播放多媒体课件时，展示几幅色彩艳丽的图片，让学生说出他们看到的颜色，接着课件出示被污染了的图片，让学生感受环境污染对我们美丽的地球的破坏，激发他们保护环境的意识，教育学生热爱自然、保护环境。
【说明：保护环境，迫在眉睫。在复习本课英语单词的同时培养孩子们的环境意识，意义深远】
总结：
欣赏歌曲：WhoIsWearingYellowToday,听唱歌曲，培养艺术气质。
作业：
1、将今天所学的5个颜色单词和Let’sdo说唱给家长或朋友听。
2、喜欢画画的同学画一幅彩虹图。
板书设计：
UnitThreeLet’spaint
blue
green
yellow
red
purple
【教学反思】
小学英语课是活动课，每一个教学步骤都是一个活动，整节课就是由各种不同的活动组成的“活动包”。在设计本课的教学时，我围绕实践活动，结合孩子们好动、好玩、有强烈好胜心和好奇心的心理特点，注意了教学活动的多样性、趣味性、新颖性和竞争性，使活动面向全体，让每个学生都动起来，融入教学实践活动之中。这节课寓教学实践于歌曲、游戏这样的儿童喜闻乐见的形式中，让学生动口、动手、动耳、动眼、动脑，使学生在说说、唱唱、做做、听听、读读、玩玩中体验学习乐趣。以游戏来热身，既投学生所好，又起到了复习词汇的作用。我在设计时注重语言交际能力的培养，让学生在课堂内能真正运用到英语，并用所学的英语解决一些问题。
高一必修1 英语教案
unit 2 english around the world (reading)
unit 2 english around the world
reading the road to modern english
period 1: a sample lesson plan for reading
(the road to modern english)
aims
to talk about varieties of english
to read about the history of english language
procedures
i. warming up
1. warming up by answering a questionnaire
1). tell the students they are going to answer a questionnaire about why they are learning english.
2). write the words: reasons for learning a foreign language on the center of the board:
3). ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the internet, to pass exams, etc. write their suggestions on the board as they make them.
4). divide the class into pairs.
5). give out each student one questionnaire paper.
6). explain the task. the students must question each other about their language learning needs (or motivations). tell them that you are going to take in the questionnaires at the end, and that you’d like them to make clear notes. it works better if the two partners swap tasks (questions and answers) after each section of the questionnaire. if they wait till the end to swap, one student may use up all the time available.
7). when the task is finished, ask a couple of students to summarize their partners’ answers. (this may develop into a class discussion about language needs).
8). the students write five sentences on their feeling about learning english.
9). collect the questionnaires.
needs analysis questionnaire
interviewer_______________
interviewee_______________
present use: situations and skills
reading (faxes, letters & reports)
listening & speaking (telephoning, meetings, negotiations, public speaking, socializing)
writing (faxes, letters & reports)
future use: expectations & ambitions
2. further applying
to get the students thinking about the topic of the reading passage.
1). have a student list on the board all the english-speaking countries in the world that they can think of.
2). give the students hints about the places they haven’t mentioned.
3). provide the students with an opportunity to think about the reasons for the spread of english around the world.
★ english is one of the official languages of the olympic games and the united nations.
★ english dominates international websites and provides nearly all of the new computer terminology.
★ tourism and trade from western europe and north america has contributed to the spread of english.
★ satellite tv, radio programs like joy fm, cds and, of course, hollywood films all broadcast english into china. also, a number of chinese films include english subtitles.
ii. reading
1. skimming
read quickly to get the main idea of the text.
let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.
paragraph 1: the spread of the english language in the world
paragraph 2: native speaker can understand each other but they may not be able to understand everything.
paragraph 3: all languages change when cultures communicate with one another.
paragraph 4: english is spoken as a foreign language or second language in africa and asia.
2. scanning
read to locate particular information and complete the comprehending exercise one.
3. following up
work in groups. discuss the two questions and then ask two groups to report their answers to the class.
1). do you think it matters what kind of english you learn? why?
possible answer:
i don’t think so. here are the reasons:
★ native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently.
★ it is necessary for us to learn the narrow difference between different kinds of english if we hope to communicate fluently with native speakers of english from all over the world.
★ different kinds of english have the same language core. if you have got a good command of one kind, you will almost have no difficulty understanding another kind of english.
(any persuasive and supporting reason the students give can be accepted.)
1) why do you think people all over the world want to learn english?
possible answer:
the reasons why people all over the world want to learn english:
★ with economy globalization, english has become the best bridge to serve the purpose of people all over the world communicating with one another.
★ however, like all major languages in the world, english is always changing. in order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn english, whether in english speaking countries or in non-english speaking countries.
★ also, people from different parts of the world speak english with various accent and dialects, and people have to learn about the difference between different kinds of english in order to avoid misunderstanding while communicating.
(all persuasive reasons can be accepted.)
4. language focus:
1) even if=even though: in spite of the fact; no matter whether: he likes to help us even if he is very busy.
2) communicate with: exchange information or conversation with other people: he learnt to use body language to communicate with deaf customers.
3) actually=in fact: used when you are adding new information to what you have just said: we’ve known for years. actually, since we were babies.
4) be based on…:
5) make use of: use sth. available
6) only time will tell: to say that something can only be known in the future: will china’s national football team enter for the next finals of the world cup? only time will tell.
language chunks from unit 2 english around the world
be different from, pay a role(part) in, because of, either …or…, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, only time can tell, native speaker, as well as, solve a problem, believe it or not, no such a…, all over the world, at the top(bottom) of, pen friends, to this day, sum up, pardon?, beg your pardon, go abroad, be used for, more of a …, encourage sb. to do sth., work on, feel like sth., from time to time, english-speaking countries, from one…to another, do business, on the air, would like sb. to do, make notes, fight against, keep…a secret, even though, save time(money), a form of…
period 2: a sample lesson plan for learning about language
(indirect speech (ii) requests & commands)
aims
to discover useful words and expressions
to discover useful structures
procedures
i. direct and indirect speech
direct speech indirect speech
simple present
he said, “i go to school every day.” simple past
he said (that) he went to school every day.
simple past
he said, “i went to school every day.” past perfect
he said (that) he had gone to school every day.
present perfect
he said, “i have gone to school every day.” past perfect
he said (that) he had gone to school every day.
present progressive
he said, “i am going to school every day.” past progressive
he said (that) he was going to school every day.
past progressive
he said, “i was going to school every day.” perfect progressive
he said (that) he had been going to school every day,
future (will)
he said, “i will go to school every day.” would + verb name
he said (that) he would go to school every day.
future (going to)
he said, “i am going to school every day.” present progressive
he said (that) he is going to school every day.
past progressive
he said (that) he was going to school every day
direct speech indirect speech
auxiliary + verb name
he said, “do you go to school every day?”
he said, “where do you go to school?” simple past
he asked me if i went to school every day.*
he asked me where i went to school.
imperative
he said, “go to school every day.” infinitive
he said to go to school every day.
direct speech indirect speech
simple present + simple present
he says, “i go to school every day.” simple present + simple present
he says (that) he goes to school every day.
present perfect + simple present
he has said, “i go to school every day.” present perfect + simple present
he has said (that) he goes to school every day.
past progressive + simple past
he was saying, “i went to school every day.” past progressive + simple past
he was saying (that) he went to school every day.
past progressive + past perfect
he was saying (that) he had gone to school every day.
direct speech indirect speech
can
he said, “i can go to school every day.” could
he said (that) he could go to school every day.
may
he said, “i may go to school every day.” might
he said (that) he might go to school every day.
might
he said, “i might go to school every day.”
must
he said, “i must go to school every day.” had to
he said (that) he had to go to school every day.
have to
he said, “i have to go to school every day.”
should
he said, “i should go to school every day.” should
he said (that) he should go to school every day.
ought to
he said, “i ought to go to school every day.” ought to
he said (that) he ought to go to school every day.
ii. discovering useful words and expressions
1. work in pairs. do exercises 1, 2, 3 and 4. then check the answer you’re your classmates. the teacher helps the students discover the difference in prepositions.
2. play the tape for the students to listen and ask them to mark the sentence stress and intonation. then practice reading in pairs.
(the teacher brings the students’ attention to the british and american words that are different but have the same meaning.)
iii. discovering useful structures
(making commands and requests using indirect speech)
1. in groups of four, think of at least three commands your teachers and parents usually give.
you may follow these steps.
1) choose one who is to give the first command.
2) ask another person in your group to tell somebo
新课标 高一必修1 英语教案
unit 1 friendship （全套教案）
teaching plan unit one friendship
teaching aims:
1. 能力目标：
a. listening: get information and views from the listening material;
b. speaking: express one’s attitude or views about friends and friendship in appropriate words.
c. reading: enable the ss to get the main idea
d. writing: write some advice about making friend as an editor
2. 知识目标：
a. talk about friends and friendship; how to make friends; how to maintain friendship
b. use the following expressions:
i think so. / i don’t think so.
i agree. / i don’t agree.
that’s correct.
of course not.
exactly.
i’m afraid not.
c. to enable the ss to control direct speech and indirect speech
d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought german series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
3. 情感目标：
a. to arose ss’ interest in learning english;
b. to encourage ss to be active in the activities and make ss to be confident;
c. to develop the ability to cooperate with others.
4. 策略目标：
a. to develop ss’ cognitive strategy: taking notes while listening;
b. to develop ss’ communicative strategies.
5. 文化目标：to enable the ss to get to know different opinions about making friends from different countries.
teaching steps:
period one
step1. warm-up
1. ss listen to an english song auld lang syne.
2. brainstorming: let ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….
step 2. talk about your old friends
1. ss talk about their old friends in junior middle school, talk about their appearance, personality, hobbies, etc.
2. self-introduction
step 3. make new friends
1. ss go around and ask their new friends some information and fill in the following form
name age/hobbies/favorite sports, books, …
2. report to the class: who will probably be your friend why.
step 4. do a survey
ss do the survey in the text ,p1
sep 5. listening and talking
do wb p41 (talking). while ss listen to the material, ask them to take notes about the speaker’s views of making friends.
when ss make their conversation, ask them to try to use the following expressions.
i think so. / i don’t think so. i agree. / i don’t agree.
that’s correct. of course not. exactly. i’m afraid not.
step 6. discussion
divide ss four in one group and each group choose a topic to discuss. there are four topics.
topic 1: why do you need friends? make a list of reasons why friends are important to you.
topic 2: there is a saying “to have a good friend, you need to be a good friend.” what do you think of the saying and how can you be a good friend?
topic 3: does a friend always have to be a person? what else can be your friend? why?
topic 4: list some qualities of a person who does not make friend easily.
step 7. summary
1. ask ss themselves to summarize what is friendship and what is the most important in making friends.
2. t shows more information about friendship and a poem about friendship.
what is friendship?
i want to find the answer to the question
what is friendship?
when it rains, i think friendship is a small umbrella.
it can give me a piece of clear sky.
when i’m crying, i think friendship is a white handkerchief.
it can wipe my tears dry.
when i am sad, i think friendship is a warm word.
it can bring me happiness again.
when i am in trouble, i think friendship is a strong hand.
it can help me escape my troubles.
when i sit in a quiet place, i think friendship is a very wonderful feeling.
it can’t be pulled and torn, because it is in everyone’s heart.
it is there from the beginning to the end of our lives.
3. tell ss: make new friends and keep the old; one is silver and the other is gold.
step 8. evaluation
ss finish the following evaluation form. standard: a, b,c
contents 自评 他评
1. i’m active in talking with others.
2. i’m active in cooperating with others.
3.i can express myself fluently, accurately and appropriately.
4. i know more about friendship after this lesson..
5. do you think you need to improve yourself in some aspects? which aspects?
homework:
1. look up the new words and expressions in warm-up and pre-reading in a dictionary.
2. write a short passage about your best friend.
period two
step1.warming up
activity1: suppose you have to stay indoors to hide yourself for a whole year. you can never go outdoors, otherwise you will be killed. you have no telephone, computer, or tv at home.
how would you feel?
what would you do?
four students a group discuss with each other for 2 minutes.
activity2: play a short part of the movies schindler’s list
step2. predicting
students read the title of the passage and observe the pictures and the outline of it to guess:
who is anne’s best friend?
what will happen in the passage?
step3. skimming
students skim the passage in 2 minutes to get the main idea :
who is anne’s best friend?
when did the story happen?
step4. scanning
students work in pairs to find the information required below:
anne
in world war ⅱ
step5. intensive reading
students work in group of four to discuss the following open questions:
1.why did the windows stay closed?
2.how did anne feel?
3.what do you think of anne?
4.guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇，上下文).
5.which sentences attract you in the passage?
step6. activity
four students a group to discuss the situation:
suppose you four have to hide yourselves for 3 months. during the three months, you will be offered the basic food, water and clothes. your group can take 5 things with you.
what will you take? why?
how will you spend the 3 months?
how will you treat each other and make friends ?
step7.assignment
task1.surf the internet to find anne’s diary and read some of it. print out a piece of the diary and write down your feelings after reading it on the page. we will share the pieces and your feelings with the whole class.
task2.ex2.3on page3
period three
step 1. warming up
check the ss’ assignment: task 2
step 2. language points:
1. add (v.)
1). to put together with something else so as to increase the number, size, importance, etc.增加，添加
please add something to what i’ve said, john.
2). to join numbers, amount, etc so as to find the total 相加
add up these figures for me, please.
add to something: to increase 增加
what he did has added to out difficulties.
add up to: to amount to 加起来等于；总计
the cost added up to 100 million yuan.
2. cheat v. 1). to act in a dishonest way in order to win 欺骗；作弊
2). (of, out of) to take from (someone) in a dishonest way 骗取
they cheated the old woman out of her money by making her sign a document she didn’t understand.
n. 1). an act of cheating 作弊行为
2). one who cheats 骗子
3. go through
1). to examine carefully 仔细阅读或研究
i went through the students’ papers last night.
2). to experience 经历，遭受或忍受
you really don’t know what we went through while working on this project.
4. crazy (adj.)
1). mad, foolish 疯狂的，愚蠢的
it’s crazy to go out in such hot weather.
2). wildly excited; very interested 狂热的，着迷的
she is crazy about dancing.
5. lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的
he has been very lonely since his wife left him.
lonely/alone
alone
1). without or separated from others 单独的
she lives alone.
2). only 仅仅，只有。用于名词或代词之后。
the gloves alone cost $ 80.
leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不带走，不触摸，不干涉某人或某事
leave that alone. it’s mine.
she has asked to be left alone.
6. be concerned about/for: be worried about 担心
we’re all concerned about her safety.
7. upset:
1). adj. worried; sad; angry; not calm 不安，心烦意乱， 生气
he is upset.
2). v. cause to worry, to be sad, to be angry, not to be calm 使不安，使生气
his cheating on the exam upset his teacher.
8.well n. 井 adj. 身体好 adv. 好 int. 噢，
george was well and truly drunk.
i couldn’t very well say no when there was no one else she could ask.
9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷
the children watched spellbound as the magician took rabbits from his hat.
step 3. learning about language
1. finish ex.1, 2 and 3. on page 4.
2. direct speech and indirect speech: ss do ex.1 and 2 on page 5. then let the ss themselves discover the structures.
step 4. practice
using structures on page 42: ask the ss to use indirect speech to retell the story.
step 5. assignment
finish wb. ex, 1 and2 on page 41 and 42.
period four
step 1. revision
check the ss’ assignment.
step 2. reading
ss read the letter on page 6
notes:
1. get along with
2. fall in love
step 3. listening
ss should take notes while they are listning.
1. first listening: ss listen and answer the questions of part 2 on page 6.
2. second listening: ss listen again and finish part 3 on page 6.
step 4. listening
ss listen to a story about anne and try to finish wb. ex 1 and 2 on page 43 and page 44.
step 5. speaking
ss work in groups of four. design a questionnaire to find out what kind of friends your classmates are. they can use the quiz in the warming up to help them.
step 6. assignment
1. ss prepare the reading task on page 44.
2. surf the internet and find some material about friendship in different countries.
period five
step 1. warming up
ss say something about making friends and how to maintain friendship.
step 2. listening
ss listen to a short passage and fill in the blanks on page 41 (listening).
step 3. reading
1. first reading: ss read the passage about friendship in hawaii and finish page 45.
2. second reading: ss read again and discuss the questions on page 45.
3. ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.
step 4. discussion
what do you and your friends think is cool?
ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .
ask ss to use the following sentences while they talk:
i think that… is cool/ isn’t cool because ….
i think so.
i don’t think so.
i agree with you.
i don’t agree with you.
step 5. assignment
ss collect some proverbs about friendship.
period six
step 1. pre-writing
1. read a letter from a student called xiaodong.
2. go over the advice on page 7 and be ready for writing.
step 2. while-writing
ask the ss to write a letter to xiaodong as an editor and give him some advice.
1. ss make a list about the important information that they need.
2. ss begin to write the letter to xiaodong.
3. ss revise their letters by themselves.
4. ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)
5. ss get back their own writing paper and write the letter again.
step 3. post-writing
choose some students’ writing paper and show in the class. ask the ss to correct the mistakes together and also learn from some good writings.
step 4. writing for fun
1. ss read the passage on page 7 by themselves.
2. ss try to write a few lines to describe their best friends or a person they know.
3. show some ss’ writings in class.
step 5.assignment
do wb writing task on page 46.
period seven
teachers can use this period freely.
suggestion: teachers can use this period to let ss sum up what they have learned and explain what ss couldn’t understand very well in this unit. teachers can also add more practice in this period to consolidate what the ss have learned. finally, ask the ss to finish checking yourself on page 47. it is very important to improve their learning.
教学内容：
复习有关衣物的单词。 复习本课句型：What’s this? It’s a …。 和What are they? They are …。 学习歌曲，并根据歌曲做动作。
教学目标：
通过本节课的复习，进一步掌握有关衣物的单词及相关句型。
通过学习歌曲，培养学生学习英语的兴趣。
教学重点：学习歌曲
教学难点：学习歌曲，并根据歌曲做动作。
教具准备：单词卡片，录音机，水彩笔
教学步骤：
1、 复习单词：Game: What’s missing? 培养学生的学习兴趣
2、 打开书第39页，观察图片后，老师指着晾衣绳上的衣服问： ”What’s this?”或 ”What are these?” 并让学生们做出相应回答。 而后，让学生拿出铅笔，将虚线连起来，看一看谁回答正确了， 最后将单词与图片正确连线并用水彩笔涂上自己喜欢的颜色。 （用已经学过的句子I like…练习。） 培养学生的观察能力和识词能力
3、 翻到书上第34页，让学生观察图片，同时想一想 ”How many children are in the picture?” ”Who are they?” ”What are they doing?” “What color are the clothes?”，而后请学生说一说。 培养学生的观察能力和说话能力
4、 请学生合上书，听第35页的有关内容，第一遍边听边重复，第二 遍听后举手重复，比赛谁举手最快，说对得一分。 培养学生的听力和竞争意识
5、 学习歌曲：
a. 首先完整地听一遍歌曲，让学生发现歌曲里面熟悉的词句。
b. 听第二遍歌曲时，老师边做动作边跟着录音唱，让学生跟着老师 做动作，进一步熟悉歌曲的旋律。
c. 学生尝试自己跟着录音唱，边唱边做动作。
d. 反复唱几遍，直到熟练。也可以分成小组，轮流表演，比一比哪
e. 一组最棒。培养学生的听力和表现力 The blackboard （板书设计）
Lesson1
教学内容：Lesson1:Hello课时1
教学目的：
1：能听、说、辨认：hellohiname
2:认识与本课有关的几个人物：DaMing（大明）Amy（埃米）Sam（山姆）
教学重点、难点：单词：hellohiname
句型：What’syourname?Mynameis.
教学准备：词汇卡片三个头饰
教学过程：
一、开始上课
1、因为本单元是开学第一个单元，有很多同学对英语一无所知，所以在教课过程中，尽量使用简单的英语口语，必要的地方一定使用汉语教学，尽量给学生创设一个良好的学习环境，教师可以通过手势、表情、动作等示意学生加深理解。如：说Standup,please和Sitdown,please时，教师可以用手势：双手向前平伸，手心朝上摆动示意学生起立，
相反表示坐下。．教师用英语说：Nowclassbegins．然后借助手势让学生起立，用英语向学生问好。T：Goodmorning，class！
S：Goodmorning，teacher！
然后用英语说：Sitdown，please．并同时做出请学生坐下的手势。
教师向学生解释Goodmorning的意思，并告诉学生下午好应说“Goodafternoon”。用手势介绍teacher和class这两个词，然后要全班用相同的语句来应答。
T：Goodmorning，class！Ss：Goodmorning，teacher！T：Goodafternoon，class!Ss：Goodafternoon，teacher！
反复训练几次，直到学生练熟为止。教师可以反复重复：Standup．及Sitdown，please．等用语，让学生们做出相应的动作，直到确信学生已经能听懂为止。
2、教师用英语向学生做自我介绍。
教师告诉全班学生：We’regoingtolearnLessonOnetoday．并用中文（今天我们学习第1课）重说一遍，让学生听懂即可，并板书LessonOne在黑板上。教师拿出事先准备好的写有自己姓名的汉语拼音卡片，指着自己，对学生说：Mynameis×××．
二、新课
1、Hello/Hi,Mynameis.
分两部分教授此用语：
学习HELLO:
hello与hi可以互用。都表示“喂，你好。”但hi比hello用得更多，显得更随和亲近。尤其美国年轻人所使用。打电话时不用hi用而hello。熟人、朋友见面时，彼此仅仅说声Hi!就可以了。用hello时，不能Hello,hello,hello!这样反复使用。
边做动作边说hello，让学生模仿练习。
2、角色扮演：
要求自告奋勇的学生个别同老师练习对话。当叫起一名学生时，说Stand，please并做出
让该学生起立的手势。要求学生说：Hello.Mynameis
一对一练习
将学生按两人一组分开，进行对话练习。一个学生说：Hello.Mynameis另一个学生回答HiMynameis
2、What’syourname?
手偶游戏
老师每只手上戴一个手偶，通过模拟对话来演示What’syourname?的含义。
教师缓慢地将What’syourname?朗读几遍。在说完Sayit,please后，鼓励全班同学一起朗读几遍。角色扮演
让自告奋勇的学生进行练习。
3、教科书：L1N1、2
将第1课中的3个主要人物介绍给学生。用汉语告诉学生这3个人物将贯穿全书始终。Jenny住在加拿大，LiMing住在中国。老师将AmyDamingSamLinglingIliveinChina写在黑板上。带领全班朗读。一对一练习：
将学生分成两组进行如下练习：
甲：Hello.MynameisWhat’syourname?
乙：Hello.Mynameis
三、结束课堂教学
小结本课内容
作业：画自己的肖像。并写上自己的名字。
What’syourname?
Mynameis
重点指导学生用拼音书写姓名的方法。
中国人的姓名用汉语拼音拼写，但要注意：拼写时，姓与名分开，姓和名的第一个字母分别大写。老师举例说明。
Lesson2
教学内容：Lesson2:Boy,GirlandTeacher.
教学目的：
1、使学生能听、说、认识、口头运用单词：teacher,boy,girl能理解并口头运用：What’shis/hername?
2、通过学生的实践活动，充分培养他们合作学习精神，能运用所学知识进行简单的口语对话
教学重点、难点：掌握teacher,girl,boy,能用What’shis/hername?进行对话交流。
教学准备：单词卡片手偶
教学过程：
（一）开始上课和复习
1、师生问候：Hello!/Hi!
2、复习：What’syourname?用手偶的形式提问让学生做答，激发学生的兴趣。
（二）新课教学boy.girlteacher
1、教师指着班内的某个男孩说：Thisisaboy.然后出示教师卡片boy,领读单词，接着介绍Hisnameis_____.（说出这位学生的名字）然后引导学生说下面的对话：教师：What’shisname?学生：Hisnameis_____.教师:Verygood!Pleasereadafterme.Hisnameis_____.学生：Hisnameis_____.教师：Verygood!然后教师指着某个男生问学生：What’shisname?学生：Hisnameis_____.然后教师可以让勇敢者来提问，然后鼓励这位勇敢者，曾强他们的自信。教授单词girl,teacher和句子What’shername?同上述方法。
2、播放录音，学生进行听读练习。
3运用游戏巩固练习。做记名字的游戏。游戏规则：让十名自告奋勇的学生面对全班站在教室的前面，教师站在这一排学生的一端。第一个人说：MynameisHong.第二个人说：MynameisBing.和HernameisHong.（指着第一个人说）第三个人说：MynameisMing.和HernameisHong.（指着第一个人说）HisnameisMing.（指着第二个人说）这个游戏一直进行到这一排的最后一个人
4、以小组为单位编对话。运用前面所学知识并结合新知识
（三）教科书L2N1-3
播放录音，学生看书跟读。
操练：
讲授Pointtoa和Showmea的指令，通过使用这些指令，复习boygirl和teacher，要求学生快速回答。
变换内容，训练句型。
（四）结束课堂教学。
作业：对话练习。