七年级英语预备课程教(学)案
译林版牛津初中英语七年级上册预备课程教学设计
译林版牛津初中英语七年级上册预备课程教学设计一、引言译林版牛津初中英语七年级上册预备课程是一套重要的英语学习教材，它旨在为七年级的学生们提供扎实的基础英语知识和技能，为后续的英语学习做好准备。
教学设计是本课程的关键环节，它需要考虑到学生的需求、教学目标以及教学策略等多个方面。
二、教学内容设计1. 词汇和语法：本册书的核心词汇和语法项目包括名词、动词、形容词等基本语法，以及一些常用的短语和表达方式。
教学设计需要注重词汇的积累和语法的理解，通过多种形式的活动和实践，帮助学生掌握这些基础知识和技能。
2. 阅读和听力：阅读和听力是提高学生英语理解能力和口语表达能力的重要途径。
教学设计需要注重阅读和听力的训练，通过选择适合学生水平的阅读材料和听力材料，设计各种活动，如阅读理解、听力理解、角色扮演等，来提高学生的阅读和听力技能。
3. 写作和口语：写作和口语是英语学习的输出环节，也是学生展示自己英语知识和技能的重要方式。
教学设计需要注重写作和口语的训练，通过设计各种写作任务和口语活动，鼓励学生积极参与，表达自己的思想和情感。
三、教学方法设计1. 任务型教学：任务型教学是一种以任务为核心的教学方式，它通过设计各种任务来引导学生积极参与，提高他们的语言运用能力和思维能力。
在译林版牛津初中英语七年级上册预备课程的教学设计中，可以运用任务型教学，设计各种任务，如角色扮演、小组讨论、演讲等，来激发学生的学习兴趣和积极性。
2. 情境式教学：情境式教学是一种通过创设真实的或模拟的情境来帮助学生理解和运用知识的教学方式。
在译林版牛津初中英语七年级上册预备课程的教学设计中，可以运用情境式教学，设计各种情境化的教学活动，如对话练习、故事编写等，来提高学生的英语运用能力。
四、教学评估与反馈教学评估是教学设计的重要组成部分，它可以帮助教师了解学生的学习情况，及时调整教学策略和方法。
在教学设计中，教师需要注重教学评估的设计，如课堂观察、作业评价、测试等，同时也要注重学生的反馈和意见，及时调整自己的教学方式和方法。
初中预备班英语教案
初中预备班英语教案课程目标：1. 学生能够掌握一些基本的英语单词和句型，为初中英语学习打下基础。
2. 学生能够进行简单的英语口语交流，提高他们的语言表达能力。
3. 学生能够培养对英语学习的兴趣和自信心。
教学内容：1. 基本单词：hello, good morning, good afternoon, good evening, how are you, my name is, nice to meet you, bye bye等。
2. 基本句型：介绍自己，询问他人，回答问候等。
教学步骤：1. 热身活动（5分钟）- 教师与学生进行简单的英语口语交流，例如：问候学生，询问他们的名字、年龄等。
- 学生进行小组活动，用英语进行自我介绍，相互问候。
2. 单词学习（10分钟）- 教师展示单词卡片，引导学生跟读并记忆单词。
- 学生进行小组活动，用单词卡片进行单词接龙游戏，巩固记忆。
3. 句型练习（10分钟）- 教师给出一些基本的句型，例如：How are you? My name is...等，引导学生进行口语练习。
- 学生进行角色扮演，模拟真实场景，用所学的句型进行交流。
4. 听力练习（10分钟）- 教师播放一段英语对话或短文，学生听后回答相关问题。
- 学生进行小组活动，互相播放听力材料，讨论答案。
5. 口语表达（10分钟）- 教师给出一个主题，例如：My family，学生围绕主题进行口语表达。
- 学生进行小组活动，互相交流自己的家庭情况。
6. 总结与作业（5分钟）- 教师对本节课的内容进行总结，强调重点单词和句型。
- 学生完成作业，巩固所学内容。
教学评价：1. 观察学生在课堂上的参与程度，以及他们的口语表达能力。
2. 通过小组活动和小测验，检查学生对单词和句型的掌握情况。
3. 收集学生的作业，评估他们的写作能力。
注意事项：1. 注重学生的口语练习，鼓励他们大胆开口说英语。
2. 针对不同学生的学习水平，适当调整教学内容和难度。
译林版七年级英语上册预备篇教案
译林版七年级英语上册预备篇教案第一篇：译林版七年级英语上册预备篇教案Starter Unit 1 【学习目标】掌握字母Aa~Hh的正确读音及书写。
能够灵活表达句型: Good morning/afternoon/evening！Hi/Hello!How are you? I’m fine,thanks..【学习重点】字母Aa~Hh的正确读音和书写及A，E字母在单词中的读音规则。
【学习难点】灵活运用这些句型：Good morning/afternoon/evening！Hi/Hello!How are you? I’m fine,thanks.【学习方式】自主学习，小组合作【导与学过程】一、情景导入Sing a song “Good morning”.二、自主学习，合作交流1.亲爱的同学们，你们会说26个字母吗？让我们一起说一下吧。
2.规范字母书写：让我们先一起书写前8个字母吧，看谁写的又快又好！三、精彩展示Pair work(1): A: Good morning/afternoon/evening, Alice!B: Good morning/afternoon/evening, Helen!(2):A: How are you?B: I’m fine, thanks.四、质疑问难1.I’m=__________.2.在英美国家，人们第一次见面时通常说______________________.五、盘点收获1.字母Aa~Hh的正确读音及书写。
2.学习了打招呼和问候他人的基本句型：六、达标测试，巩固提高（14分）1.默写前8个字母（大、小写），注意一定要书写工整。
2.早上遇到老师和同学，应该说：__________________________3.---Good afternoon!---____________________!4.---How are you?---___________________ A.How are you?B.Fine, thank you.C.Good morning!5.字母的含义：HB _____________ CD__________BBC_______________七、作业布置阅读下节教材，提出你发现的有价值或困惑的问题，填写在下节“师生随笔”中；八、自我反思Starter Unit2 【学习目标】掌握字母I~R的正确读音及书写；学会句型“What’s this/that in English?” 【学习重点】字母I~R的正确读音及书写；E、O的读音规则。
新课标初中英语预备课程教学案unit 1
Unit 1一．Aims and demands:1.使学生对英语有初步的认识，培养学习兴趣，并介绍一些有效的学习方法。
2.掌握字母Aa--Nn 的发音及书写规则。
3.了解一些最基本的日常交际用语。
二．Drills1.Hi,___Good morning2.Good afternoonHow are you?I am fine. Thank you.3.And you?I am fine too.I am OK.4.What’s your name?I’m ____Yes, I am. No, I’m___I’m=I am You’re= You are What’s = What isYou’re ____, right?5.能正确，熟练地认读和书写字母Aa—Nn 的大小写。
三．Important and difficult points1.To master the new vocabulary and drills2.To write the letters fluently.四．Methods1.Listening2.Reading3.speaking4.Acting as much as possible.五．5课时The first periodStep 1.Introductory1.Why learn English : the importance of learning English.2.The way of learning English.Step2 PresentationGreet the students “Hi, boys and girls”. Write the sentence on the blackboard. Tell the students that they can greet the teacher with “Hi, Mr/Mrs__”, write it on the blackboard.Step3 Practice1.Greet the students one by one. Encourage them to answer “Hi,Mr/Mrs___”.2.Let students practise in pairs.Step4 PresentationDraw a clock on the blackboard. Show the time of the morning. Say: At this time of the day, how do you greet your classmates or teachers in Chinese. When the students answer “早上好”, the teacher say out “Good morning”and write it down on the blackboard.Step5 PracticeStudents practise in pairsStep6 PresentationThe teacher pretend to leave the classroom. Say: I am leaving. I say goodbye to you. What do you say to me? Help students answer goodbye and write it down on the blackboard.Step7 practiceStudents Practise in pairsStep8 Read1.Students read after the tape2.Students read in different rolesStep9 ActGive students a few minutes to prepare a dialogue, then ask some of them to act it out.Step10 The alphabetLearn the letters from Aa—Gg1.Learn the rules of handwriting of the letters2.Write the letters on the blackboard and have them repeat3.Let the students Practise the letters again and againStep 11 Workbook P86Homework1.Listen to the tape and recite the dialogue.2.Copy the letters 8 times.The second periodStep1 Revision1.Free talkThe teacher say English, the students must answer the next sentence quickly2.Ask some of the students to act the dialogue they have learnedout3.Revise the letters from Aa to Gg.Step2 Presentation1.Draw a clock on the Blackboard. Show the time of theafternoon. Say: At this time of the day, Can we say “Good morning”? Help them answer “No” and learn “Good afternoon.”2.Ask a student “How are you?” Explain it and help the studentanswer “I am fine, thank you”. Let Students read after the teacher again and again.Step3 Practice1.Students Practise “Good morning” “How are you?” and“Fine, thank you.”2.Students read the dialogue together.Step4 Listen and Tick1.Listen to the tape and answer “How many children are thereon the recording?”2.Listen to the tape again and ask “Is it morning or afternoon?”3.Listen to the tape the third time and let them try to find out themissing sentences.Step5 Read1.Let students read after the tape2.Divide students into two groups and read it, then exchange.3.Read it togetherStep6 PracticeAsk some students come to the front and act it out.Step7 The alphabetLearn the letters from Aa—Gg1.Learn the rules of handwriting of the letters2.Write the letters on the blackboard and have them repeat3.Let the students Practise the letters again and againStep8 Workbook P86-87Homework1.Listen to the tape and recite the text2.Copy the letters 8 times.The third periodStep1 revision1.Free talka. Between the teacher and the studentsb. Between students2. Revise the letters from Hh to Nn.Step2 PresentationWalk to a student and say to him “Hi, I am___” Help him/her answer “Hi, I am ___” Ask several students like this.Step3 PracticeLet students introduce themselves using “Hi, I am ____”Step4 Presentation1.Walk to a student and say to him “Hello, What’s your name?”Help him answer “Hello, I am____”2.Tell the difference between Hi and Hello. “Hi” is moreinformal than “Hello” We usually greet our friends with “Hi”. Step5 Practice1. Practise the dialogue with more students until they all answer correctly.2.Let students themselves ask and answerStep6 PresentationNow you all know each other. I want to see if I know all of you. Walk to a student and ask “You are ___, right?” Help them answer “Yes/No, I am ____”Step7 Practice1.The teacher practise with more students2.Let students practise themselves.Step8 Read1.Let students read in groups2.Let students read togetherStep9 ActAct some of the students to act the dialogue out.Step 10 Homework P87Homework1.Listen to the tape and recite the text2.Copy the letters from Aa to Nn 4 times.The fourth periodStep1 Revision1.Free talk (Revise greeting sentences)For example, How are you? (I am fine, thank you.)2.Revise “You are ___, right?” and “Yes/ No, I am___”3.Revise letters from Aa to Nn.Step2 Presentation1.Prepare a few pictures before class: a Chinese man, a youngChinese woman and an old Chinese woman. Tell students their family names and write it on the blackboard. Ask a few students to greet them. Introduce “Mr, Miss and Mrs”2.Give students some people and their full names. Let studentsgreet them with Mr, Miss and Mrs.Step3 Read1.Explain the text2.Let students read the text together3.Let students read in groups4.Let students read in pairsStep4 ActGive them a few minutes to prepare and ask them to act it out. Step5 Workbook P87Homework1.Listen to the tape and recite the text2.Copy the new words and try to recite them.The fifth periodStep1 Revision1.Free talkIf the teacher say Chinese, the students translate it. If the teacher say English, the students answer the next sentence. 2.The students ask and answer by themselves.Step2 Practice1.A: You’re Lily, right?B: No, I am Millie2.A; Yo u’re Lily, right?B: Yes, I am.3.A: Good morning!B: Good morning!A: How are you?B: Fine, thank you.4.A: You’re Miss Fang, right?B: …..Step3 Homework1.Listen to the tape and recite it.2.Make a similar dialogue with the sentences they have learned inUnit 1.单元练习一写出下列字母的相邻字母（注意大小写）__B___, __H___,___E___,___D___,___L___,___G_____c___, __f___,___j___, ___k___, ___e___, ___i___二．连词成句。
人教版七年级上册英语预备篇教案
人教版七年级上册英语预备篇教案人教版七年级上册英语预备篇教案范文Unit 1 of Book 1Good morning!Teaching contents1. Topic: Meeting friends.2. Language goal: Greet people.3. Structures:a) Letters A----Hb) Pronunciation of letters A,E4. Target language:a) Good morning/afternoon/evening.b)Hi,Cindy!How are you?c) I’m fine,thanks.d) Hello,Frank!5. Vocabulary:New words:Aa Bb Cc Dd Ee Ff Gg Hhhi hello good morning afternoon evening fine thanksPhrases:Good morning/afternoon/evening. How are you? Thanks.=Thank you. I’m=I amTeaching aims1. Knowledge objects :a) Structuresb) Target languagec) New words and expressionsd) The conversation2. Ability objects ：Get the students be able to greet people each other.3. Moral objects ：Make the students be interested in English. Learning strategies1. Listening for key words2. Using what you know OKConscious of the Culture Make the students to know how to greet people in everyday life. Teaching keys1. Greet people2. Target language3. New words and expressions4. Letters A----HTeaching difficulties1. Pronunciation of letters A,E2. How to greet peopleActivity planned1. Pairwork2. Groupwork3. Role play4. ListeningTeaching aids1. Cards2. tape-recorderTeaching time4 periods(section A + section B + Selfcheck)【摘要】随着“微时代”的来临，各种“微”元素对我们的生活和工作产生了巨大的影响，在我们的教育领域，“微课”也正在掀起一场革命。
初中英语预备课程(牛津译林版)衔接课程大纲教学设计
四、教学内容与过程
（一）导入新课
在本章节的教学中，导入新课是激发学生学习兴趣、引导学生进入学习状态的关键环节。我将采用以下方式导入新课：
1.利用多媒体展示一组与学生生活密切相关的图片，如家庭成员、校园生活等，引导学生用英语描述图片内容，为新课的学习营造轻松的氛围。
3.提供阅读材料，设计问题，让学生运用阅读策略，提高阅读理解能力。
4.创设听说场景，进行听力练习和口语表达练习，提高学生的听说能力。
（五）总结归纳
在总结归纳环节，我将采取以下措施：
1.梳理本章节的知识点，引导学生总结所学内容，强化记忆。
2.鼓励学生分享学习心得，总结有效的学习方法和技巧。
3.对学生在课堂上的表现给予积极的评价，提高学生的自信心。
2.词汇量的拓展和记忆，特别是日常用词及短语的熟练运用，对于学生来说是一大挑战。
3.提高阅读理解能力，使学生能够通过上下文推测词义，培养他们的推理判断能力。
4.听说能力的提升，尤其是日常交流场景的模拟，要求学生能够流利、准确地表达自己的意思。
（二）教学设想
针对以上教学重难点，我设想以下教学策略和方法：
1.学生需按时完成作业，保持作业本的整洁，字迹清晰。
2.家长要关注孩子的学习进度，协助督促孩子完成作业，培养孩子良好的学习习惯。
3.学生在完成作业过程中，如有疑问，可通过课后辅导、线上讨论等方式向老师请教，及时解决问题。
4.老师会认真批改作业，及时给予反馈，针对学生的薄弱环节，进行有针对性的辅导。
5.鼓励学生在完成作业的基础上，进行自主学习，拓展知识面，提高英语水平。
4.利用多媒体资源，如英语电影、歌曲、动画等，激发学生的听说兴趣，提供丰富的听力材料，让学生在轻松愉快的氛围中提高听说能力。
初中英语预备课程电子版
初中英语预备课程电子版篇一：最新版牛津英语七年级预备课程Stater 教案Lesson 1 Nice to meet you! Part A教学目标: 1. Master the letters from Aa to Nn. Can read and write them correctly.2. Learn how to greet others. Can make conversations with new friends.重点1. Master the words: I, You, We, I am=I?m, You are=You?re, We are=We?re2. Master the sentence patterns: I?m---. Nice to meet you.难点1. Master the sentence pattern: Are you---? And can give correct answers.2. Can make conversations with new friends.【个体学习】1. Write the letters from Aa to Nn. Make sure everyone can read and write correctly.2. Introduce myself to the Ss and encourage them to introduce themselves.My name is ---. I?m ---.3. Have the Ss introduce their partners freely.4. Ask the Ss to look at the four pictures on page 6 and then read the conversations bythemselves. Focus on the key sentences: Are you ---? I?m ---. This is ---. Nice to meet you.5. Listen to the tape and read after it.6. Focus on A2 and try to complete the four sentences.7. Learn to greet each other by using the following sentence structures.Good morning/ afternoon/ evening/ night.What?s your name?I?m ---. How are you today? I?m fine. Thank you. Goodbye.【同伴互导】1. Encourage the Ss to greet their partners.2. Ask the Ss to read the conversations in Part C on page eight.3. Read after the tape and try to act it out.4. Read and master the useful expressions on page 9.【教师解难】1. T alk about the difficulties in groups.2. Give the Ss some explanations if necessary.【练习检测】一英汉互译。
牛津英语七年级预备课程教案
牛津英语七年级预备课程Unit 3 Good friends一、教学内容1.词汇：we, classmate, how old, twelve, too, polite, and, helpful, big, strong, small, t hin, tall, slim, short, pretty, girl, happy, sad, they, have, two, new, friend, from, E nglish, American, let, me, have a look, good, four2.句型：Am I happy? Yes, you are./No, you aren't. Are you sad? Yes, I am./No, I'm not.Is he/she happy? Yes, he/she is./No, he/she isn't. Are you sad? Yes, we are./No, we aren' t. Are they happy? Yes, they are./No, they aren't.How old are you? I'm twelve.二、教学目标1.掌握四会单词，尤其是形容词的用法。
2 .掌握一般问句的肯定与否定回答。
3 .掌握下列日常交际语。
How old are you? I'm twelve. She's short and slim. She's from Ame rica. She's American.I have two new friends.三、教学步骤Step1 Revision1.默写一二单元的单词。
2. 师生或生生自由对话。
Step2 Presentation1.上课前出示一张同学的照片，说We're classmates and good friends.引出本单元的主题Good fr iends.。
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Lesson 1 Nice to meet you!※教学目标i掌握问候、介绍和告别的英语表达方式。
2学会运用人称代词提问和回答。
3学会用适当的形容词描述他人。
4学会写简单描述同学的小短文。
※教学容词汇：classmate school new friend cousinphoto short thin tall strongclass big small clever kind词组：a nice school have some photos have a lookshort and thin tall and strong in our classLily's dog 句型:Hi/Hello, Fm Millie.Good morning./Good afternoon.Goodbye./Bye.This is my classmate Jill./This is my cousin Andy.Nice to meet you (too).Are you Lily? Yes, I am./No, I'm not.How are you (today)? I’m fine, thank you.What's your name? I’m Millie.※教学准备i相关图片。
2学生的照片。
3配套磁带或光盘。
※教学步骤A Meeting new friendsStep I导入1 教师先打招呼并自我介绍：Hi, boys and girls, rm your new English teacher. Nice to meet you.询问学生该怎样回答，并把Nice to meet you.和Nice to meet you too.这两句写在黑板上。
2告诉学生以后见到你可以用“Hi, Miss/Mr 来跟你打招呼。
教师说：From now on, you can greet me with "Hi, Miss/Mr .…”并把该句写在黑板上。
Step II呈现教师说：Now you're in this new school. What do you think of it?鼓励学生回答： It's a nice school.教师说：This is a new class. Can you tell me your names?教师挥手跟任意一位学生打招呼并自我介绍：Hi, I'm Miss/Mr….鼓励学生用“Hi, I'm…•”回应。
3安排同桌的学生用“Hi, 互相介绍。
教师说：Now introduce yourself to your partner, please. Don't forget to use "Hi”.4 告诉学生：Today we're going to meet four new friends. Listen to the tape.教师播放录音，听完后问学生：Can you tell me their names?让学生集体回答。
5让学生看A1部分的图片，然后提问：Picture 1: Who are they? (They are Millie and Jill.)Picture 2: What are they talking about? (They are talking about their school). Picture 3: Who is introducing Jill? (Millie is introducing Jill.)Picture 4: Who is Andy? (He is Millie's cousin.)6播放录音，要求学生集体跟读对话，教师说：Now read the conversation after the tape.播放录音时可一句一停，以便学生跟读。
7请学生看图复述对话容。
8把学生分成三人一组进行分角色朗读，并给学生几分钟时间准备，之后请两到三个小组上台表演。
让他们用自己的真实表演，达到活学活用的效果：Would you please come to the front and act out the conversation for us? You may use your own names to greet each other.Step III 练习1把学生分成三人一组，一人介绍另外两人彼此认识。
Sample conversationSI: This is my new friend ....S2: Hi, .... Nice to meet you.S3: Hi, .... Nice to meet you too.2全班同学互相认识后，以小组为单位从前到后依次快速打招呼。
使用句型“Hi, •…”和“Are you…?”并用yes/no回答。
Step IV呈现1呈现A1部分的学生图片，教师问：Who's the girl/boy?鼓励学生用人称代词he、 she、they回答问题。
2完成A2部分的练习。
3教师介绍人称代词以及be动词的完整和缩写形式，向学生解释：I'm = I am、 You're = You are等，前者是后者的缩写形式。
要求每位学生用I、you、we、he、she、they、it来介绍同学和教室里的物品，容不重复。
Step V巩固1背诵对话。
2完成书后配套练习的相关部分。
B Photos of friendsStep I导入1教师在黑板上画一只钟，显示上午的某一个时间，问学生此时应该怎样用中文跟教师或同学打招呼：At this time of the day, how do you greet your teachers or classmates in Chinese?当学生回答“早上好”时，教师说出“Good morning!” 并把该句写在黑板上。
2假设当时是上午九点，让学生用“Good morning!”与同桌互致问候：It's nine o'clock in the morning now. How do you greet your partner?Step II呈现1教师和一位学生进行示问候：Good morning!告诉学生可简略回答：Morning!2 告诉学生如何问候认识的人：Now I know you all and you all know me. How do we greet each other when we meet again? I would say "How are you?"然后要求学生跟读：Now repeat it after me: How are you?重复多次，确保每位学生都能正确模仿。
3当学生最后一次跟读“How are you?”时，教师回答：I'm fine, thank you.并在黑板上画一笑脸。
教师再将“I'm fine, thank you.”重复多遍让学生跟读，并把“How are you?”和“I'm fine, thank you.”都写在黑板上。
然后问能力较弱的学生：How are you?启发他们回答：I'm fine, thank you.还可启发能力较强的学生进一步询问“And you?”教师回答：I'm fine too.4同一列学生前后依次问答，练习这段对话。
呈现B1部分的学生图片，问：Who are they?讨论每图片中的学生：Who is he/she? Is she short? Is he strong?让学生用yes/no回答。
6学生分角色朗读对话。
7鼓励学生指着课本上的图片表演对话。
8展示几班上学生的照片，要求学生模仿B1部分用真实信息改编对话。
Step III 练习1完成B2部分的表格。
2完成表格填写后，教师每说一个人称代词，学生齐声说出相应的be动词形式。
教师也可依次请一位学生来回答，最后帮助学生总结规律。
Step IV呈现教师说：Now I want to know if I can remember all your names.走到学生面前问： Are you right?引导学生回答：Yes, I am./No, I'm not.也可问学生同学的姓名：Is he/she right?引导学生回答：Yes, he/she is./No, he/she isn't.2让学生两人一组用这种一般疑问句进行对话。
3引导学生操练B3部分的对话，用一般疑问句向学生提问：Are you ...? Is she tall? Are they classmates?让学生用yes/no回答，并在其后用肯定或否定形式完整表述。
4提醒学生注意否定的缩写形式。
5教师播放B3部分的录音，要求学生集体跟读对话。
教师说：Now read the conversations after the tape.播放录音时可一句一停，以便学生跟读。
6学生两人一组用同学的真实身份模仿B3部分的句型进行对话。
Sample conversationSI: Is she thin?S2: No, she isn't. She isn't thin.SI: Is she ...?S2: Yes, she is. She's ....Step V巩固1背诵对话。
2完成书后配套练习的相关部分。
C Greeting each otherStep I导入1教师在黑板上画一只钟，钟面显示两点整。
教师说：It's two o'clock in the afternoon. Can I say “Good morning" to you?启发他们回答：No.进一步引入“Good afternoon!”并将该句写在黑板上。
2教师假装要离开，边走向门口边对学生挥手说“Goodbye!”，鼓励学生用“Goodbye!” 回应：I'm leaving. I say goodbye to you. What do you say to me?鼓励学生说出“Goodbye!”然后把“Goodbye!”写在黑板上。
告诉学生，在和熟悉的人告别时还可以简单地说“Bye”或“Bye-bye”。
教师说：You can say "Bye!" or "Bye-bye, for short.Step II呈现1走到一个学生面前说：Hello! What's your name?启发学生回答：Hello! I'm ....告诉学生，跟“Hello” 相比，“Hi” 更口语化:"Hi" is more informal than "Hello". We usually greet our friends with "Hi”.3与多位学生练习这个对话，直到被提问的学生都能正确回答为止。