提前写教案可以帮助教师准备教学材料和教具，提供教学所需的支持，编写教案可以帮助教师更好地解决教学难题，王科范文网小编今天就为您带来了初一英语上第一单元教案5篇，相信一定会对你有所帮助。
初一英语上第一单元教案篇1
一、教法建议
本单元主要内容是让学生能听、说、读、写四会，掌握从a到n14个英语字母，并能正确辨认其中的三个元音字母，即aa，ee，ii。能认读其印刷体和手写体字母的大小写形式，注意书写格式、笔划、笔顺合乎标准，培养学生良好的书写习惯。
?抛砖引玉】
1.英语字母教学是入门阶段的一项主要的教学内容，为了使字母教学任务顺利完成，应通过看、听、说、练四个方面解决。
(1)看是指看老师口型，善于模仿教师发音。
(2)听是指听录音学字母，对初学者来说cc，gg和jj是比较难读准的，因此应仔细去听。
(3)说是指实践，即通过听、看过程使学生达到独立地、正确地读出字母。
(4)练是指通过看、听、说的反复训练，善于发现错误并及时纠正。
2.积极创设语境，培养学生交际能力。
(1)本单元的口语训练主要围绕"greeting"展开教学，教师应引导学生运用"hello! what‘s your name? my name is..."进行会话。
(2)教师以身示范，亲切地向学生打招呼，尽量给学生创造英语情景，如：hello!或good morning, my mane is lin lina. what’s your name? how are you?等，通过语言交流方式，培养学生的语言表达能力。
(3)运用"tpr"(total physical response)培养学生反应能力和语言感知能力。如：
stand up! sit down, please. listen to me. open your books. close your books 等课堂用语，教师可用手势表明其含义。学生听懂后，会迅速做出正确反应。
(4)使用pair work培养学生自我展示能力。
?指点迷津】
本单元难点知识
1.字母的书写格式。
对初学者来讲，小学的汉语拼音对学习英语字母有一定的干扰。应引导学生仔细观察14个字母的大小写格式，避免书写错误，做到书写正确、美观。
2.按音素划分字母：
将所学的14个字母按顺序朗读、默写对初学者来说是比较容易做到的。但如果将14个字母按音素划分是比较难的事情。教师从一开始教字母时，就应该让学生在朗读时去感受不同字母之间所含有的相同元音音素。
二、学海导航
?学法指要】
1.体会打招呼用语的奥妙所在，做到灵活运用。
(1)good morning：适用于比较正式客气的场合，双方都应说good morning!例如：
a: good morning, miss zhao. 早晨好，赵老师。
b: good morning, mr. wang. 早晨好，王校长。
(2)morning：适用于比较熟悉的朋友之间或比较繁忙的情况下。
(3)hello：是最广泛、最简单的打招呼，显得亲切自然。例如：
a：hello, kate.你好，凯特。
b：hello, li lei.你好，李雷。
a：how are you?你好吗?
b：fine, thank you.是的，很好。谢谢你。
(4)hi：在现代英语中，hi比hello用得更多，显得更随和。例如：
a: hi, han meimei.你好，韩梅梅。
b: hi, lucy. come in, please. 你好，露西，请进来。
a: thank you.谢谢。
2.根据所学字母，归纳出与字母a、e、f含有相同音素的字母。例如：
(1)aa a. ee b. ii c. hi d. bb
答案应选c。"hi"含元音字母"aa"音。
(2)ee a. ff b. cc c. aa d. ll
答案应选b。"cc"含元音字母"ee"音。
(3)ff a. ll b. kk c. dd d. gg
答案应选a。"ll"与"ff"共同含有［e］音。
因此将所学14个字母划分为：
aa hh jj kk
bb cc dd ee gg
ff ll mm nn
don‘t forget "ii".
?妙文欣赏】
(英语课后，两名不同班的学生在去老师办公室的路上，用英语交谈。)
a: hello!
b: hello!
a: my name is li yang. what’s your name?
b: my name is song xin.
a: how are you?
b: fine, thank you. and you?
a: i‘m fine, too . what class are you in?
b: i’m in class one, grade one . what about you?
a: i‘m in class three, grade one.
who is your english teacher?
b: miss lin is.
a: our english teacher is miss lin, too.
we like to speak english with her in class.
do you think so?
b: yes, and she is a good teacher.
?思维体操】
正确使用交际用语。在a、b、c、d中选出正确答案：
1.学生早晨见到男王老师时应说：
a、morning, mr. wang.
b、hi, mr. wang.
c、hello, mr. wang
d、good morning, mr. wang.
答案：d
解析在学校里，学生见到老师应主动打招呼，并选用较正式的语言问候。除d以外，其它三个选项不符合正式场合使用。
2、对what this?的回答应该用：
a、this is... b、it is... c、is... d、what this?
答案：b
解析对what’s this?或what‘s that?的回答，在英语中均采用it is...或it’s(缩写)来回答，而不用this或that及其它方式回答，其它三个选项不符合语言习惯。
三、智能显示
?心中有数】
什么时候用大写字母?
1.英语句子中的第一个词的第一个字母要大写。如：
my name is li lei.
2.姓名中，姓和名的首字母要大写。如：
han meimei jim green
3.国家、城市及专有名词首字母要大写。如：
china(中国)，shenyang (沈阳)
class one, grade one
4."民族"词(形容词或名词)首字母大大写。如：
chinese, english, american
5.职务或职称首字母要大写。如：
mr, miss, mrs
6.表示"我"的字母"Ｉ"永远要大写。
?动脑动手】
同步训练：
Ⅰ、下列每组字母中，有一个字母的读音与其他三个字母没有共同之处，请指出
( )1. a.e b.c c.g d.h
( )2. a.n b.a c.l d.f
( )3. a.j b.k c.a d.m
( )4. a.b b.d c.n d.g
( )5. a.h b.i c.k d.j
Ⅱ、在栏中找出栏中相应的答语，将其代号写在括号内
a b
( )1.good morning, class! a. my name is jim.
( )2.hello! b. fine, thank you.
( )3.what‘s your name?c. kate is.
( )4.how are you, jim? d. hello!
( )5.what’s this? e. thank you.
( )6.sit down, please. f. good morning.
g. it‘s "m".
Ⅲ、根据生活观察，选择正确答案
1."中央电视台"的英文缩写是。
a.ctv b.cctv c.btv d.cbtv
2.医院做胸透时用的是光透视。
a.s b.c c.r d.x
3."飞碟"的代号是。
a.sos b.ic c.ufo d.iod
4."中华人民共和国"的英文缩写是。
a.pla b.cpc c.prc d.voa
5."联合国"的英文缩写是。
a.uk b.po c.ad d.un
Ⅳ、补全对话
1.a:hello!
b:
a:what’s your name?
b: name is kate green.
a: are you?
b: fine, you. how are you?
a: i‘m fine, .what’s this?
b: "gg".
a: thank .
2.t:good morning, class.
s: , teacher.
t: how are you?
s: , thank you, you?
t: i‘m fine, .what’s this?
s: it‘s "nn"(恩).
t: no,it’s "nn"［en］.
s:"nn"［en］.
t:yes. sit ,please.
参考答案
Ⅰ.1d 2b 3d 4c 5b
Ⅱ.1f 2d 3a 4b 5g 6e
Ⅲ.1b 2d 3c 4c 5d
Ⅳ.1 hello, my, how, thank, too, it‘s, you
2 good, morning, fine, and too, down
初一英语上第一单元教案篇2
properties: recorder, overhead projector.
teaching objectives:
1. revise the grammar: the adverbial clause and the infinitive.
2. revise the use of “who, that, which”.
language focus: so that
the infinitive: to + verb(原形)
teaching procedures:
i. showing the teaching aims
ii. revision
check homework, ask some students to retell the story.
iii. presentation
give the students some sentences for example to help them understand the structure:
so + adj. /adv. + that(结果)
1. i am so angry that i can't say a word.
2. the teacher spoke so fast that we couldn't catch up with him.
3. the classroom is so dirty that we must clean it.
ask the students to make up some sentences with “so… that”, then give same more sentences.
1. he got up late so that he was late for school.
2. he ran very fast so that he hit the electric pole.
ask the students to do some practice.
iv. practice
look at exercise 1, ask the students to answer the questions with so that…. the answers are:
1. i stayed at home so that i could go swimming when i had finished it.
2. lucy saved her money so that she could buy her mother a birthday present.
3. ling feng was going to changsha the next week so that he could visit his sick grandmother.
4. i was doing my homework so that i could ask him to help me with my physics.
5. i was looking for lin tao so that he could visit sick grandmother.
v. presentation
get the students to make up some sentences like:
1. i don't know how to get to the station.
2. she doesn't know which sweater to choose.
ask the students to pay attrition to the infinitive. give them more examples to understand better, e. g.
1. i don't know what to do next.
2. they don't know where to go.
3. we didn't know when to start.
focus on the use of the infinitive, then give another example:
it’s very important to learn english well:
to learn english well is very important.
let the students make more sentences, pay attention to the use of the infinitive.
vi. practice
look at exercise 2, make sentences with partners. the answers are:
1. it’s hard / easy to work out these maths problem.
2. it’s exciting to watch football matches.
3. it’s interesting to read history books.
4. it’s hard / easy to learn foreign languages.
vii. leaning and practice
do exercise 3, complete the sentences using who/ that/ which. the answers are:
1.which 2.who 3.who 4.which 5.who 6.which 7.which 8.who
viii. workbook
do exercise 1, let the students translate the sentences alone then check the answers with the students.
answers: 1. we arc hungry. we need to buy something to eat. 2. she is very busy today. she has a lot of work to do. 3. please be quiet! i have something important to tell you. 4. will you please tell him to turn down the tv a little? 5. nobody knows what to do next? 6. i’m going to the post office to buy a few stamps this afternoon.
for exercise 2. join the two parts and make the students read together.
for exercise 3. get the students to read the story, and fill in the blanks. the answers are: which, who, who, who, who
ix. summary
exercise in class
l. 昨天他想借我的收音机.
2. 我需要一些喝的东西。
3. 他有许多家务要做。
4. 她叫我说慢一点。
5. 在街上踢足球很危险。
6. 学外语不容易。
7. 我不知道去哪里。
8. 叫他不要迟到。
x. homework
1. revise the use of the grammar.
2. make sentences with the infinitive.
初一英语上第一单元教案篇3
language goal
in this unit, students learn to talk about jobs.
new language
what do you do? i'm a reporter
what does he do.' he's a student.
what do you want to be? i want to be an actor .
what does she want to be? she wants to be a police officer
names of jobs and professions
section a
brainstorm with students a list of jobs that friends or relatives do. ("brainstorming" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) write the word jobs on the board and list all the jobs students mention.
point to the jobs one by one and ask students to say what ever they can about these jobs. accept single word answers or simple sentences such as, it's fun. it's a good job.
la this activity introduces the key vocabulary.
focus attention on the art. ask students to tell what they see in each scene. ask students to name as many of the jobs shown as they can. then point to a scene, name the job, and ask students to repeat.
point to the numbered list of words. say each one and ask students to repeat.
then ask students to match each word wllfa one of the scenes. say, write the letter of each scene next to one of the ivords. point to the sample answer.
1 b this activity gives students practice in understanding the target language in spoken conversation.
point to the different people shown in the picture.ask various students to tell what they do as you point to each one,
say, now you will hear three conversations. the conversations are about three of the people in this picture.
play the recording the first time. students only listen.
play the recording a second time. this time ask students to write a number 1 next to the person being talked about in conversation 1. have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.
correct the answers.
1 c this activity provides guided oral practice using the target language-
ask a student to read the example conversation with you. hold up the book and point to the doctor in the picture.
say, now work with your partner. make your own conversations about the picture. you can use sentences like the ones in activity 1b.
say a dialogue with a student. point to a picture of one of the people. guide the student to answer using one of the words in activity 1a.
as students work in pairs, move around the room monitoring their work. oner language or pronunciation support as needed.
2a this activity gives students practice in understanding the target language in spoken conversation.
ask students to look at the three pictures. ask different students to tell you what they sec in each picture. what are the people doing? what jobs do they have?
play the recording the first time. students only listen.say, you will hear conversations about the people in these pictures.
play the recording a second time. say, write the number of each conversation below the picture of the person being talked about.
correct the answers.
2b this activity gives students practice in understanding the target language in spoken conversation.
point to the three headings in the chart and read the headings to the class. ask students, what does "wants to be" mean? (it is not the job the person lias now. it is the job the person wants in the future.)
play the recording the first time. students only listen.say, you wiu hear about the people in these pictures. you will hear the job they haw now and the job they want in the future.
play the recording a second time. this time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. point out the sample
2c this activity provides guided oral practice using the target language.
point out the pictures in activity 2a. ask who each person is. (they are susan's brother. anna's mother, and tony's father.)
say, now work with your partner. ask and answer questions about the pictures. ask, "what does he or she do?" then ask, "what does he or she want to be?"
say a dialogue with a student. point to anna's mother and then to the example in the speech balloons. practice the dialogue with a student.
as students work in pairs, move around the room monitoring their work. offer language support as needed.
3a this activity introduces the names for the places where people work, and gives reading practice using the target language.
call attention to the pictures. ask students to read the name for each place. as they name each place, write the word on the board and-ask the class to repeat it.
point out the list of jobs with the numbers next to each. then call attention to the people in the pictures and the speech bubbles. point out the sample answer and have a student read out the speech bubble.
ask students to work alone. say, write the number of each job in the square next to each workplace.
check the answers.
3b this activity provides guided oral practice using the target language.
point out the pictures in activity 3a. ask students to name the workplace shown in each picture.
then point out the conversation in the speech bubbles. ask two students to read it to the class.
say, wow work with a partner. first practice the conversation in the picture. then make new conversations. use jobs and places from activity 3a.
say a dialogue with a student. point to the word waiter in activity 3a and then to the picture of the restaurant. ask a student. where does he work? guide the student to answer using the correct place: he works in a restaurant.then ask. what does he do? and guide the student to answer, he's a waiter.
as students work in pairs, move around the room monitoring their work. offer language support as needed.
4 this activity provides listening and speaking practice using the target language.
call attention to the pictures in the book showing how to play the game. say, you will draw a picture of someone working. other students will ask questions about the kind of job you are drawing. after two questions someone can try to guess the job.
demonstrate by drawing a picture on the board of a stick figure reporter. add details (microphone, notebook,etc.) until students guess what job it is.
ask a student to go to the board. say, draw a picture of a person working. if necessary, help the student add details that show the job the person is doing. he or she can add a bank interior to show that the person is a bank clerk. a student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.
ask two different students to ask questions about the job, and then ask a third student to guess what job it is.
play the game using drawings by several different students.
alternative: if you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. they will need pieces of paper on which to draw their pictures. they will also need pencils.
section b
new language
words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun
additional materials to bring to class:
help wanted ads from an english-language newspaper
1 a this activity introduces the key vocabulary.
focus attention on the six pictures. ask, what job does the person have? where does the person ivnrk?
point out the numbered list of words. say each one and ask students to repeat. then use simple explanations and short sample sentences to help students understand what each word means. for example, exciting means very interesting and very fast-moving. a police officer has an exciting job. the job is always changing. something is always happening. for dangerous you might say, dangerous means not safe. you might be hurt or killed in a dangerous job.
then ask students to match each word with one of the pictures. say, write the letter of each picture next to one of the words. point out the sample answer.
check the answers.
1 b this activity provides guided oral practice using the target language.
call attention to the picture in this activity and ask a student to read the statement to the class. then point to the picture of the police officer and say. it's an exciting job. ask the class to repeat. then say, what else can you say about being a police officer? someone may answer, it's a dangerous job. ask the class to repeat each correct answer.
then ask students to work in pairs. suggest that they each point to the pictures of the workers and make statements about them. as students practice, move around the classroom monitoring their work.
1 c this activity provides an opportunity for oral practice.
say, name some of the jobs from this unit. write this list of jobs on the board. say, can you name some other jobs? add any new jobs to the list.
ask some students to make statements about jobs on the list using the words in activity la. you may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.
2a this activity provides listening and writing practice with the target language.
call attention to the two headings and ask a student to read die headings to the class.
point out the blank lines where students will write the name of a job (under the words wants to be).
play ihe recording the first time. students only listen.
say, now i will play the tape again. this time write the name of a job under the words "wants to be."
2b this activity provides listening and writing practice with the target language,
call attention to the second heading and ask a student to read it to the class. say, this time you will unite why each person wants the job.
play the recording again. students only listen.
then say, now i will play the tape again. this time write the reason the person wants the job under the word "why?"
play the recording. students write their answers.
check the answers.
2c this activity provides open-ended oral practice using the target language.
say, what do you want to be? what words describe each job? help the class make up a list of jobs they might like to do. as students suggest possible jobs, ask the class to suggest words to describe them. use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.
then ask students to work in small groups. they tell each other what they want to do and why. encourage students to use dictionaries if necessary. move from group to group offering assistance as needed.
ask individual students to tell the class about what they want to be and why.
3a this activity provides reading and writing practice using the target language.
call attention to the three newspaper ads and read these ads to the class. say blank each time you come to a blank line.
then read each ad again separately, pausing to allow students to ask questions about anything they don't understand. for example, in the first ad, students may not know that working late means "working at night." to work hard means to use a lot of energy to do the job.
ask students to fill in (he blanks in the ads using the words actor, reporter, and waiter.
check the answers.
3b this activity provides reading and writing practice using the target language.
call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.
ask students to fill in the blanks using words from this section. say,look at the pictures next to each blank line. the pictures will help you guess the correct word.suggest that they look at the names of jobs and the words that describe jobs in the first part of section b.
check the answers,
3c this activity provides writing practice using the target
language.
point out the blank strip of newspaper where students can write their own ads.
ask one or two students, what are you going to write about? repeat each of the students' sentences and ask the class to repeat the sentences after you. for example: do ^om want an interesting but dangerous job? do you want to meet new people? we need a police officer.call the smithtown police station at 555-2323.
ask students to read their ads to a partner. ask the pairs to correct each other's work.
4 this activity provides guided oral practice using the
target language.
ask two students to read the conversation in the speech bubbles. answer any questions students may have about it.
then say, new please work in groups. ask efuestions to find out what jobs each person wrote about. you can use sentences like the ones we just read.
as students ask questions, move from group to group. rephrase any incomplete or incorrect questions.also rephrase any inaccurate answers.
初一英语上第一单元教案篇4
unit 2 i'm wang lingling and i'm thirteen years old.
课 型 reading and writing
教 材分 析 this is the second lesson in this module. the reading material is information about daming, wang hui and lingling. it’s a good text to help the studetns improve their reading strategies, such as getting information from the reading material about personal information.
知 识目 标 key vocabulary: everyone, capital, but, very, big, city, small, first, last, all,
first name, last name
key structures: his / her name is ...
he / she is from ...
he / she is ... years old.
he / she is in class 1, grade seven.
能 力目 标 to get information from the reading material about personal information.
情 感态 度 learn to respect others when we talk with others.
learn to introduce yourself to your friends in the right way.
教学方法 interactive approach
教 具 tape recorder, multimedia
教学过程
step 1: warming up
say hello to the students and tell them we are going to play a game. you can say like this: i will divide you into 6 groups and each group will have a picture of a famous person. you work in groups and introduce the person. let's see which team is the best. are you clear? ready?
the teacher plays the ppt and shows the pictures to them.
step 2: revision
show some exercises and ask the students to complete them. then teach and explain the new words in the sentences.
step 3: reading
1. do act 1 and check the answers. ( b d a e c )
2. ask the students to read the passage and check the true sentences in act 2.
3. after reading, the students check the false sentences in act 2.
4. the students read the passage again and underline the correct words in act 3.
5. finish act 4 and check the answers with the whole class.
step4: language points
the teacher shows today's useful sentences and explain them.
1. this is lingling and her english name is lucy.
这位是玲玲，她的英文名叫露西。
this is ...向别人介绍某人时说 "this is ..." 不用
"that is ..."。 如：this is tom. tom, this is jack.
这是汤姆。汤姆，这是杰克。
注意：this is 不能缩写，而 that is 可以缩写成that's。
打电话时，介绍自己用this, 询问对方用that。如：
this is lucy speaking.
is that lucy speaking?
2. good to see you. 很高兴见到你!
此句为熟人之间见面常用的问候语，还可以
说：nice to see you. / glad to see you. /
pleased to see you.
it's nice to see you all.
很高兴见到你们所有人!
句中all为代词，意思“每个，全体”;作主语时，
be动词用are。如：
all the students are here today.
所有的学生都到齐了。
3. i'm wang lingling and i'm thirteen years old.
我叫王玲玲，我今年十三岁了。
介绍自己名字的时候可以用“i'm”、“i am”
或“my name is ...”，此句还可以说：
my name is wang lingling.
另外，这里的“...years old”，表示.......几岁，这里的
数字可以省略，直接说成：i am thirteen.
对它提问用：how old...? 如：
how old is lingling?
she is thirteen years old.
4. tony is my first name and smith is my last
name. 托尼是我的名，史密斯是我的姓。
family name 姓 = last name 教名
与中国习惯不同，大多数英语姓名有三个名字：教名，中间名和姓。他们的姓放在最后。(中间名一般很少用)如果你要称呼别人为……先生，夫人，小姐时，只能在family name也就是last name前加上mr, mrs, miss，如上面的这个名字，你只能称他为mr. green，而不能称他为mr. james。
step 5: writing
1. the students look at the pictures and write sentences.
finally, ask three or four students to show their answers.
2. the teacher makes a model for the students and ask the students to write sentences for themselves with and.
model: my name is li ping and i'm from china. i'm chinese and i'm fifteen years old. i'm in class one, grade seven.
step 6: module task
let the students to ask their partners about personal information and make cards for them. the more, the better.
name: __________
age: __________
school: __________
date of birth: ___________
birth place: __________
telephone number: ___________
hobbies:___________
favorite color:____________
ask several students to show their performances and praise the better ones.
step 7: consolidation
show the students some exercises and ask them to finish in class, then check the answers with the whole students.
step 8: homework
采访两个你的新同学，分别问他们以下几个问题：
what's your name?
where are you from?
how old are you?
what's your favourite subject?
将你的采访记录整理成一篇为my new classmates的短文。(可适当增加采访问题，全文不少于50单词。)
板书设计 module 1 unit 2
what’s your name? my name is…
where are you from? i’m from…
nice to meet you, … nice to meet you, too.
作业布置 1. finish off the workbook exercises.
2. interview two of your classmates and write a short passage.
教学反思 the students can get information from the reading material about personal information.
初一英语上第一单元教案篇5
unit 3 language in use
课 型 revision and application
教材分析 unit 3 对“自我介绍和获取信息”的功能句式进行综合训练：谈论自己或朋友的情况(活动1);根据提示完成介绍图片中人物情况的句子;填表、匹配复习表示国家、民族及人物活动的词汇。around the world了解中西人名的不同;module task要求通过问答形式介绍自己和他人。
知识目标 key structures:
1) what’s his/her name?
2) where is he/she from?
3) what's his/her english name?
4) how old is he / she?
5) what class is he / she in?
能力目标 enable students to talk about themselves and their friends.
情感态度 learn to respect others when we talk with others.
learn to introduce yourself to your friends in the right way.
教学方法 formal and interactive practice
教 具 tape recorder, ppt, handout
教学过程 step 1: revision
1. ask some students to introduce themselves to the other students.
2. ask them to talk about the pictures in the ppt.
step 2: teaching grammar
动词be的一般现在时：
1. 肯定句：主语+ be(am,is,are) +其它。
2. 否定句：主语+be+not+其它。
3. 一般疑问句：be+主语+其它?
4. 特殊疑问句：疑问词+一般疑问句?
动词be的常用句式：
1. be + 形容词
i am very happy. 我很幸福。
he is very kind. 他人非常好。
2. be + 名词
mr wang is our english teacher.
王先生是我们的英语老师。
they are our good friends.
他们是我们的好朋友。
3. be + 介词短语
she is at home. 我在家里。
are you from america? 你来自美国吗?
the book is on the desk. 书在桌子上。
4. be + 副词 class is over. 下课了。
step 3: speaking
ask the students to introduce the three people in act 1.
you can do it like this:
this is sam.
he is twelve.
he's from england.
he's in class 1.
step 4: practise
do act 2-4 by themselves and check the answers in groups.
ask one group the report their answers.
step 5: around the word
1. tell students the difference between chinese names and english names.
t: most english people have three names: a first name, a middle name and the family name. the first name and the middle name are given names. their family name comes last. for example, jim allan green. green is family name. chinese names are different. now read and find the difference in around the world.
step 5: module task
look at the screen. introduce yourself. ask and answer with a partner. then report their result in front of the whole class.
step 6: do exercises
do the exercises in the ppt. the teacher checks the answers.
step 7: sum up
ask the students to talk about “what have you learned in this lesson?”.
sum up the different ways of “be” and report it.
step 8: homework
板书设计 module 1 unit 3
what’s your name? my name is…
where are you from? i’m from…
how old are you? i’m ….years old
作业布置 查找资料名人资料，向全班同学介绍你心目中最喜爱的英明星或??
尊敬的人。
教学反思 speaking more is necessary for the students.
会计实习心得体会最新模板相关文章：
