Unit 1学案

Unit 1学案（共4篇）

Unit 1学案 篇1

八年级英语Unit1复习导学案

一.根据句意和汉语提示完成单词

1.The only problem was that there was _____________(没有什么)much to do in the evening but read.2.No one _________（好像）to be __________.(无聊的)3.The fried fish is very ___________.(美味的)I like it.4.It was sunny and hot, so we _________(决定)to go to the beach near our hotel.5.Your bag is not so big _________(像)his.6.I ____________(想知道)what life was like here in the past.7.We didn’t have an u_________ so we were _________(潮湿的)and cold.8.__________ _______(因为)the bad weather, we couldn’t see ___________ __________(任何下面的东西)9.My father didn’t bring _____________（足够的）money.10.The food __________（尝起来）great because I was so____________（饥饿）.11.The city looked ___________(精彩的)from the _________(顶部)of the _________.(山)12.No one helped me.I did it__________(我自己).13._________found Bob’s keys and gave them back to him yesterday.14.What _____________(活动)do you find ____________(有乐趣的)? 15.We saw the houses of the Chinese __________(商人)from 100 years ago.16.What a ______________（不同）a day makes.17.There are a lot of new _______________(建筑物)now.18.We took ____________(相当多的)photos there.19.Did you do _______________(任何事情)special last month? 20.—How’s it going?---Great!____________(每件事情)goes well.二.汉译英

1.你去哪度假？(on vacation）

____________________________________ 2.大部分的时间我只是呆在家里读书、放松。（most）_______________________________________________ 3.唯一的问题是，在晚上，除了读书没什么事情可做。（nothing）_______________________________________________ 4.姐姐和我尝试了滑翔伞运动。我感觉我像一只小鸟。（feel）_________________________________________________ 6.我想知道过去的生活是怎样的。（wonder）_______________________________

7.我们想步行到山顶，但是下起了小雨，因此我们决定坐火车。（decide）___________________________________________________________ 8.我们等了一个多小时的火车，因为有太多的人。（because）____________________________________________________

9.因为糟糕的天气，我们看不到下面的任何景色。（below）

__________________________________________________________ 10.爸爸没带来足够的钱.（bring）_____________________________________

11.我的腿太累了以至于我想停下来。（so…that）

_________________________________________________________ 12.我的同学告诉我坚持往前走，因此我便继续前行了。（keep）____________________________________________________

三.听力(P2)1.Where did Grace go on vacation?

A.beach B.New York C.Hong Kong 2.Did Grace buy anything for his mother?

A.Yes.B.No.C.I don’t know.3.What did Kevin do?

A.Buy something.B.Play volleyball.C.Study for tests.4.How were the people Kevin said?

A.warm

B.good

C.interesting

5.Did Julia go anywhere?

A.Yes.B.No.C.I don’t know.四.短文填空

I_________(arrive)in Penang in Malaysia this morning with my family.It_________(be)sunny and hot, so we decided___________(go)to the beach near our hotel.My sister and I___________(try)paragliding.I________(feel)like I was a bird.It was so exciting!For lunch, we________(have)something very special——Malaysian yellow noodles.They __________(be)delicious!In Weld Quay, a really old place in Georgetown, we__________(see)the houses of the Chinese traders from 100 years ago.I wonder what life _________(be)like here in the past.I really enjoyed________(walk)around the town.What a difference a day_________(make)!My father and I decided to go to Penang Hill today.We wanted__________(walk)up to the top, but then it started____________(rain)a little so we decided to take the train.We waited over an hour it was raining really hard.We ____________(not have)an umbrella so we were wet and cold.It was terrible!And because of the bad weather, we ____________(not see)anything below.My father __________(not)bring enough money, so we only had one bowl of rice and some fish.The food___________(taste)great because I was so hungry!五.单选题

1.The book is ____.I feel ______.A boring;boring B.bored;boring C boring;bored

D bored;bored 2.The pizza tastes _______ and I like it very much.A.good

B.well

C.bad

D.badly 3.I’ll try___ late again.A.don’t

B.don’t be

C.not be D.not to be 4.I ______my homework last night.I went to the cinema with my parents.A.did

B.didn’t

C.didn’t do

D.don’t do

Unit 1学案 篇2

1、语言目标 1）询问别人的学习方法

2）学习讨论各种学习方法和策略，学会评价各种学习方法的优劣

2、知识目标 1）How do you study for a test？ I study by ving.2)the way to do sth the way of doing sth have trouble doing sth 的用法

3、能力目标 1）通过讨论找到适合自己的学习方法，找出自己在英语学习中的困难 2）学会给出关于学习方法的建议

二、重点知识

1、重点单词

flashcard vocabulary aloud pronunciation memorize grammar frustrating quickly spoken pronounce mistakes challenge solution realize matter afraid complete impress trouble soft deal unless regard influence friendship development face 基本要求：会读、会写、会用。

2、重点短语

make mistakes be afraid to do sth laugh at enjoy doing sth the way to do sth have trouble doing sth end up spoken English practice doing sth too much look up make vocabulary lists try one`s best to do sth 基本要求： 会读、会写、会用。

3、重点语法 1）How 引起的特殊疑问句及其回答 2）the way to do sth the way of doing sth have trouble doing sth 的用法 基本要求：理解其含义，学以致用。

三、导学案 Section A ● 例析导学

1、They also have fun。

fun n.乐趣，玩笑

【拓展】 1）have fun 意为“过的快活”相当于enjoy oneself have a good time 例如：You are sure to have fun at the party。2）have fun doing sth 意为“开开心心做谋事”

例如： The children are having fun playing this game.类似的结构还有have trouble /problems experience doing sth

2、…and then end up speaking in Chinese.end up 结束,后接动词的v-ing形式 end up with 以……结束,以……而告终 例如: The game ended up with a song.【拓展】 end 作名词

1.端，尖，末端，终点 例如： the end of the year 2.边缘；极点，极限 例如：the end of the road 3.结局，结果。例如：the end of the story

3、……joining the English club at school was the best way to improve her English.the best way to do sth 做谋事的最好方法

【拓展】 1)way 方式 , 方法 有两种用法the way to do sth the way of doing sth 例如: This is the best way to solve the problem.或 This is the best way of solving the problem.2)way 道路 the way to sw eg.on one’s way to 其中to 是介词后面跟表示地点的名词做宾语 例如: He got lost and couldn’t find his way home.4、Do you ever practice conversations with your friends ? 1)ever adv.曾经

【拓展】 一般用于疑问句,否定句中,表示频率。类似的词还有always，usually，often，sometimes，hardly，ever，never，用在行为动词之前，助动词之后。2）practice n。& v.练习,实习,实践, practice doing sth.练习干某事

例如:He practices running every morning.5、I’ve learned a lot that way.a lot 很多,非常

【拓展】1)在句中做主语 例如:A lot has been done about it.2)在句中做宾语 例如: You have done a lot for him.3)在句中做状语 ,且可修饰比较级 例如: He feels a lot better today.4)a lot of 或 lots of 可修饰不可数名词和可数名词复数 例如:There are lots of differences between them.6、She added that having conversations with friends was not helpful at all.add v.增加 ,补充说 , 继续说

【拓展】 1)add sth to sth.添加 ,增加

例如: If you add five to nine ,you will get fourteen.2)add up to 总计 例如: These numbers add up to 177.● 专项练习选择填空

1.The boys are going to have fun ____the picture.A.draw B.to draw C drew D drawing 2.I am sorry I took your umbrella _____.A.because mistake B.with mistake c.by mistake d.by mistakes 3.Can’t you see Tom and Jim _____football? A.playing B.play C.to play D.played 4.My English teacher was very angry ______Tom.A.at B.about c.with D.on 5.His mother is strict _____.A.with him B.with he C.in him D.in he 6.When we practice English speaking ,we shouldn’t end up ____in Chinese.A.speak B.speaking C.to speaking D.with speak 7.Let’s go swimming if it ____hot tomorrow.A.will be B.would be C.is D.is going to be 8.Taiwan is ____the est of China and _____the west of Fujian province.A.in;to B.to;to C.on;to D.in;to ●句析导学

1.How do you study for a test? I study by listening to tapes.你怎样学习,准备应考？通过听录音。

How是用来提问“怎么，怎样”的疑问词，引导一个特殊疑问句，经常用by加动词的Ving形式，表示“通过……方式，方法”或“借助某种手段”

例如： How do you usually go to school ？ I go to school by bus。He makes a living by working on the farm。2.What about listening to tapes？ 听录音怎么样？

What about …？相当于How about…？后面可跟名词、代词或动词Ving形式。常用来提出建议，征求 意见或询问情况。相类似句子有Why not +v…？ Let‘s +v.Shall we +v ? You’d better +v.What abou /How about going boating with us ? 3.It’s too hard to understand the voices.语音难以理解。

too +adj /adv +to do 表示”太……而不能……”,句中it是形式主语,真正主语是动词不定式。可与so…that 和enough…to do sth 改写.例如: It’s too heavy for me to caryy the box.It isn’t light enough for me to carry the box.It’s so heavy that I can’t carry the box.4、…he finds watching movies frustrating because the people speak too quickly.watching movies 动名词做宾语,frustrating 形容词做宾语补足语 find +宾语+形容词 发现…… 例如: He finds English interesting.不定式做宾语时,用find it adj.for sb.to do sth He found it difficult to pass the exam.● 专项练习

1.Let the students make conversations about their own way of learning English, and how long he or she used it ,how he or she learns from it.2.Let the students ask and answer in pairs according to the learning way of 3a.Talk about their ways of learning English.● 教学设计

本节课以英语学习为话题，重点是介绍英语学习的方法，Section A 就是紧紧围绕该话题，以听说方式展开学习运用的。

教学目标

知识目标：

1、会写，会读，会用本节课的重点单词短语。

2、熟练运用how 引起的特殊疑问句及by的用法。能力目标

1、能够听懂有关学习方法的简短对话。

2、能运用how和 by来介绍学习方法进行对话练习。教学重难点

1、熟记重点单词短语。

2、how对方式方法来提问及by的用法 课型：听说课 教学过程 预习词汇 布置学生预习Section A的词汇，能够根据音标读出单词并了解汉语意思，使学生养成自主学习的习惯。

课前朗读

朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使学生快速进入学习状态，养成良好的学习习惯。

一、新课导入 1．检查词汇预习：

让学生朗读本课的重点单词和短语，注意发音。对个别单词的发音进行强调和纠正，并将发音归类。

2．展示新知识：新学期开始，让学生以如何学好英语来展开讨论，从而引出How引起的特殊疑问句，从而导入本课的话题。

3．专项练习

1）让学生根据Section A中的1a第一人称来练习How do you study for a test ？ I study by…这个句式，让学生根据自己的实际情况来进行模仿性练习。

2）让学生进一步作对话练习，展开小组合作，并讨论一下，这个学习方法的好处和优点，对How 引起的特殊疑问句，the way和improve等词的用法进行综合操练。

二、听力训练 1．多层听

听（1）：通过听力，了解对话中人物不同的学习方法，此项活动可以更好的练习掌握本单元的词汇短语。

听（2）：通过听力，判断一下所听到的句子是那些。

听（3）对听力材料进行进一步的练习，找出你所听到问题的答案，提高了难度，也加深了对听力材料的理解。

以上活动有易到难，实现了材料的一材多用，使学生确实得到了更为扎实有效的听力训练。2．听后说

因为听力材料有一定的难度，学生在回答问题，讲答案的同时就进行了一个说的过程。

三、对话处理 1．读前听

听（1）：让学生根据听力内容进行对话练习，练习How以引起的特殊疑问句。

听（2）：听后，选择答案，也就是完成2b。听力结束后，先让学生小组内交流答案，再以小组的形式向其他同学公布答案。然后让学生根据听力内容进行对话练习。

以上对同一听力内容进行了辆次练习，该设计主要是在灵活运用教材的基础上，使学生基本掌握 对话的主要内容进行听力训练和对话练习。

2．听后读

引导学生找出在对话中的语言点，分别是How，by，improve，too，practice，What about等词的用法，然后对这些语言点根据听力内容进行对话练习和造句，使他们更好的掌握这些语言点。

3．学后读

先让学生自己朗读课文，然后完成3a下面的表格，并找出课文中出现的重难点，然后小组讨论共同处理课文中出现的难点。对于比较难的问题，老师进行必要的讲解和指导。再让学生自己熟读课文，掌握要点。为以后说的练习打好基础。

四、说的训练

1．根据从课文中出现的要点，以小组为单位进行合作，开展人人参与的口头作文，说说文中人物的英语学习方法。

2．鼓励学生大胆介绍自己的学习方法，尽可能用上文中出现的短语词汇。

五、学以致用

1．设计一个针对本节课语言要点的综合性练习，来进一步练习掌握好这一部分的内容。2．进行一个小结，总结本节课的学习内容，让学生对本节课的 学习内容有一个清晰的概念，也便于学生课下复习。● 词语辨析

1．sometimes，sometime，some time，some times 1）sometimes 表示“有时”，相当于at times用于一般现在时，常用how often 提问。2）sometime 表示“在某个时候”，常用when 来提问。

3）some time 表示“一些时间”，用于现在完成时，常用how long来提问。

4）some times 表示“许多次”“许多倍”用于现在完成时，常用how many times 来提问。例如： I will visit my best friends sometime next week.They have been to Beijing some times.Sometimes we go to school on foot.He has stayed in Shanghai for some time.2.learn study 1）learn 意为“学习，学会”，指通过学习，练习或从中获得某种知识技能，着重学习的成果。多用于学习的初级阶段或带有模仿性的操作技艺等。

2）study意为“学习，研究”，通常带有努力钻研的意味。例如 It isn’t hard to learn to drive.We must study hard for our country.3.attend ,join ,join in , take part in 参加

1)attend 到场出席,指出席或参加会议,聚会,讲座等.例如:attend the meeting 2)join 指加入到某一组织,团体或人群中去,并成为其中的一员.例如:join the party,join the army ,join the club 3)join in +ving 或活动,表示参加某项活动

4)take part in 指“参加”某一项活动，并在其中起积极的作用，的宾语是表示集体活动的名词。例如：take part in the contest 4．aloud，loud，loudly 都是副词

1）aloud出声地，指提高声音为了是他人能听见，不是心想，不是默读。例如：He cried aloud for help.2）loud 大声地，主要指说话声和哭声等，常用于比较级。例如：Don’t talk so loudly.3）loudly 大声地，吵闹地，指声音很大，很喧闹，不悦耳，令人感到讨厌。例如：She cried loudly.4.memorize ,remember 1)memorize 指learn and remember on purpose ,即有意识地用心去记,则重于主观的动作过程。2)remember 意为“记得，记起，想起”，指某件事或某个印象存留在记忆里事不需要有意识地追忆便可想起，例如：He remembered every new word he learned.He tried to memorized every new word.●专项练习单项选择

1．He _____the league in 1998.A.joined B.has joined C.was D.took part in 2._____ you should join an English club.A.Maybe B.May be C.May D.Can 3.We should _____each other and _____each other.B.learn ,help B.learn ,help from C.learn from , help D.learn from , help from 4.I have been to the Great Wall _____.A.sometime B.sometimes C.some time D.some times 5.Did you _____Mary’s birthday party ? A.join B.go C.take part in D.join in 6.He said he would come ______this afternoon.A.some time B.some times C.sometime D.sometimes 7.Your father works in an office._____your mother ? A.How B How about C.How is D.What does 8.You had better _____off your coat.It’s cold.A.not to take B.don’t take C.not take D.take Section B ● 例析导学

1、I make mistakes in grammar.mistake n.错误

【拓展】1）make mistakes 意为“犯错,出错”

例如He made few mistakes in his English exams，he has done a good job。2）by mistake 意为 “由于差错” 例如:He took my backpack by mistake.3)mistake v.意为“把……错认成……” 例如： We often mistake him for his brother.2、Now I am enjoying learning English.enjoy v.意为 “享受,享有”

【拓展】 1)enjoy sth 例如: He enjoys good health.enjoy oneself “过得愉快” 相当于 have a good time 2)enjoy doing 意为 “欣赏,喜爱”

例如:He enjoys listening to light music in his spare time.3、My teacher is very impressed.impress v.使感动,给……深刻的印象

【拓展】 impress sth on/upon sb.使铭记, 使深刻地意识到 例如: His words impressed themselves on my memory.4、Ｉ ｃｏｕｌｄｎ’t always make complete sentences.complete adj.“完整的,完全的” 在句中做定语,表语

例如:The novel is not complete.This is a complete story.【拓展】 complete v.完成 例如: She has completed her studies.5、forget a lot of new words.forget v.(forgot forgotten)忘记,遗忘 【拓展】 1)forget to do sth 忘记去做谋事(未做)forget doing sth.忘记曾做过谋事(以做过)

例如：Don’t forget to take the raincoat with you.He forgot locking the door when left home.2)leave sth sw 表示把某物忘在某地

例如: This morning I left my English book at home.6.challenge n.挑战

【拓展】 challenge v.向……挑战

例如:Their school challenged ours to a football game.7．solution 意为“（问题的）解决，是可数名词，后常接介词to。【拓展】 常与trouble，problems等搭配。例如：What is the solution to your trouble？ What is the best solution to the problem ？

8．I don‘t have a partner to practice English with.practice（practise是英国英语）v.意为“练习”后接名词、动名词做宾语。例如：My daughter practices playing the piano everyday.【拓展】 practice 可做名词

例如: Have you had more practice in nursing the sick? 9.To begin with ,she speaks so quickly…

to begin with 意为“首先,第一“，常用来列举原因。

例如：We can’t possibly go.To begin with ,it’s too cold ,and besides ,we will talk about it later on.10．My teacher is very impressed.impress v.意为“使感动,给……深刻印象“，例如：I impressed on him the importance of his work.He impressed me favourably.11．He had trouble making complete sentences.have trouble（in）doing sth.意为“做……有困难”还可以写成 have difficulty /trouble doing sth 注意

1）difficulty /trouble前可有修饰语some，much，little，no 2）difficulty /trouble 为不可数名词 3）句中介词in 可以省略 4）若宾语为名词，介词应用with His son had trouble working out the problem.● 专项练习填空

1.They enjoyed ______(their)at the party.2.You’d better _____(not take)the notebook with you.3.He went to school without ______(have)breakfast.3.He often practices _____(run)on the playground.4.We ______(be)to Jinan some times.5.I often hear Jim ____(sing)in the next room.6.He _____(take)part in the sports meeting last week 7.She is much _____(thin)than before.8.This is the best way _____(solve)the problem.● 句析导学

1.Why don’t you join an English language club to practice spoken English ? Why don’t you +v 相当于Why not +v 用于向别人提出建议。例如： Why don‘t you ask the teacher for help ？

2．First of all，it wasn’t very easy for me to understand the teacher when she talked to the class.1）first of all “首先，第一”常放在句首，用于强调事情的重要性。而at first是“起先，开始”的意思。

2）It is + adj.+ for sb.to do sth.对某人来说干谋事 …… it 做形式主语,不定式是句子的真正主语.例如: It isn’t very easy for her to study English well.在以下结构中it做形式宾语,如, find/feel /think it +adj +for sb.to do sth I found it difficult to sing the song well.● 专项练习

1.let the students make conversations about the challenges and the solutions the students face now.First let them talk about the problems in groups.Then, try to find their solution s to their problems.Last, let the students make conversations according to 2a and 2b.2.Let the students finish the letter of 3a.● 教学设计

预习词汇 布置学生预习Section B的词汇，能够根据音标读出单词并了解汉语意思，使学生养成自主学习的习惯。

课前朗读

朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使学生快速进入学习状态，养成良好的学习习惯。

复习检测

（1）检查词汇预习：有布置有检查，采用多种形式检查学生对词汇的预习情况，可以采取学生结对、小组查等形式。

（2）采用多种形式对听说课学习内容进行复习。

2．课前导入 设计情景，激发学生的学习兴趣或简介文章内容导入阅读。3．泛读训练

（1）根据阅读素材和阅读规律，深入挖掘素材，设计多层次的阅读任务，引导学生逐步掌握文章信息，并训练处理信息的能力。

（2）对较长的文章可采用总—分—总的形式。4．精读足练

（1）学生先自主精读课文，找出疑难问题，然后结对或小组内进行交流，不能明确的问题，由教师点拨或指导。

（2）精讲知识点，辅以造句、对话等多种形式的充足练习，使学生掌握并能灵活运用。5．写作训练

（1）写作训练遵循词组—短句—长句—短篇—长篇的循序渐进原则。

（2）写作形式可以先引导学生仿写、改写，再运用所学知识进行独立写作，以实现从语言的输入到输出，由学到用的目的。

（3）写作交流 学生将自己的作品在小组内或班内交流，交流的数量尽可能的多。● 词语辨析

1．a little a few little few 1）a little 表示肯定的意思，little 表示否定，意为“几乎没有”在句中修饰不可数名词。2）a few 表示肯定，意为“有几个”，few 表示否定，意为“几乎没有”，在句中修饰可数名词。3）a little 也可在句中作状语，修饰形容词、副词、介词短语或动词。例如：There is a little /little water in the bottle.I have a few friends here.There are few apples in the basket.I’m feeling a little hungry now.2.fast quickly 1)两者意思相近,但侧重点不同,fast 表示强调速度快,quickly表示强调时间短 2)fast 还可以作形容词,表示“快的”。

例如：He walked fast to get to school on time.He finished his task quickly.He is a fast runner.3.either,too,also,as well的用法区别。either,too,also和as well都有“也”的意思。

either作副词，常用在句末，用逗号与前面的句子隔开，连接两个否定句中。例如: I don’t like math.She doesn’t like math, either.too作副词，用于肯定句中。

例如: His father is a worker ,his mother is a worker ,too.also 作副词，常用于句中。例如: He also plays the piano.as well 是副词短语，一般放在句末。

例如: My brother sent me a letter and some money as well.【拓展】（1）、either作代词，意为“（两者中）任意一个”。例如:---Would you like an apple or a banana?---Either is OK.（2）、either 与or 连用，表示在两个可能性中任选其一。

例如: Either Lucy or I will go to Beijing.He’ll either take the train or the bus.5.spoken speaking 用法区别

1)spoken 为 speak 的过去分词转化成的形容词,意为“口头的，口语的，口说的”。2）speaking是 speak 转化的形容词，意为“讲话的，说（某种语言）的”

3）spoken 可直接修饰名词；但 speaking 常与某种表示语言的词一起组成一个形容词。例如：I am not good at spoken English.Australia is an English---speaking country.● 专项练习句型转换

1.I have finished the work ,too.(改为否定句)___________________________________________

2.Mary got few mistakes in the final exam.(改为反意疑问句)____________________________________________ 3.Tom isn’t a Canadian.Dave isn’t a Canadian, either.(合并为一个句子)______________________________________________ 填空

1.It’s too hot.Would you mind _____(open)the door ? 2.Tom ,______(not be)afraid of _____(speak)in public.3.France is a _____(develop)country.4.We couldn’t stop ______(laugh)because Tom made faces in class.5.I had some trouble _____(make)complete sentences.6.We should teach young people how _____(build)their lives on hard work ,not dreams.答案 Section A 例析 1---8 D C A C A B C D 句析 答案略

词语辨析1----8 A A C D D C B C Section B 例析 1 themselves 2.not take 3.having 4.running 6.sing 6.took 7.thinner 8.to solve 句析 答案略 词语辨析 句型转换

1.I haven’t finished the work ,either.2.Mary got few mistakes in the final exam, did she? 3.Neither tom nor Davy is a Canadian.填空

Unit 1学案 篇3

新人教版选修7 学习目标：

1、理解课文内容，了解残疾给人带来的不便以及残疾人的生活等。

2、结合上下文语境，感知、体验、重点句子。

3、让学生对残疾人的生活有更多的了解。学法指导：

1、自主学习课文，完成预习案中的练习。

2以课文为载体在阅读中充分利用各种阅读技巧以提高自己的阅读能力。

预习案

话题阅读

Disabled people are normal people, except that they cannot see as much as we can,or they cannot walk as fast as we can.We ca do immediately a long list of ways in which we can help them.You can help them to cross the road , push their wheel-chair and so on.As they are disabled, it is more difficult for them to earn as much as normal people do.That`s why they usually need help in physical things.They easily become lonely, sad and disappointed.They need people to encourage them to continue their lives.We take it for granted that we can see things while the blind cannot.If you know the story about Helen Keller , you will understand why you are wrong.The blind cannot see with their bare eyes, but they can see better with their ears.They cam see better with their hands.So, help the disabled while you treat them like normal people.And they are normal people _________________________________________________________________ 探究案

Ⅰ.Read the text and then match the main idea of each paragraph.Para.1 How his disability developed Para.2.Marty met a lot of difficulties at school Para.3.An introduction to Marty and his muscle disease Para.4 The advantages of his disease Para.5.How his life has become easier.Ⅱ.Read the text and do the following exercises 1.What is the passage mainly about? A.How Marty lives a rich and full life even though he is disabled B.How Marty achieves a lot C.How people ignore the disabled people D.How Marty`s disability helps him grow stronger.2.Which of the following statements is true? A.Marty got the muscle disease when he was born.B.Marty looks different from others.C.Most of Marty`s fellow students have accepted him at high school.D.Marty wants to healthy children to feel sorry for him.3.The disease has made Marty__________ A.selfish and cold-hearted B.helpful and lovely C.outgoing and independent D.strong and annoyed 4.What can we infer from the story? A.Marty`s life is full of challenges.B.Marty isn`t confident enough C.Marty loses heart because of his disability.D.Marty hopes everyone can help him 5.Marty seems to be a fairly____person who is realistic about his disability and considers he has a good life.A.positive B.negative C.objective D.subjective Ⅲ．Read the article carefully.Are these statements true or false? 1.Marty was a normal child before he was ten years old()2.Marty was easy to become breathless, so his fellows would laugh at him at high school.()3.Marty once dreamed of playing professional football and possibly representing his country in the World Cup.()4.Because of his unknown muscle disease, Marty felt sorry for himself, sitting around doing nothing all day sometimes()5.In Marty`s opinion, having a disability does not mean your life is not satisfying.()训练案

Answer the questions.1.What is Marty ambitious to do?_____________________________________ 2.Marty`s advice is:don`t_____the disabled or ____them: don`t ignore them:just accept them for who they are, and_____to live as rich and full a life as you do 3.What does the underlined phrase mean in English in the sentence:”All in all I have a good life?_________________________________________________ 4.What does Marty usually do in his spare time? _______________________________________________________________ 5.What is the advantage of Marty`s disability in many ways?

unit1教案 篇4

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