2016七年级英语上册教案设计
初一英语上册教学教案七篇
初一英语上册教学教案七篇初一英语上册教学教案七篇初一英语上册教学教案都有哪些？在所有英语变种中，挪威影响的不变元素是以th-（他们、他们的、他们的）开头的一组代词被h-（即他、他、赫拉）盎格鲁-撒克逊代词取代。
下面是小编为大家带来的初一英语上册教学教案七篇，希望大家能够喜欢！初一英语上册教学教案精选篇1Language goalIn this unit, students learn to talk about jobs.New languageWhat do you do I m a reporterWhat 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 officernames of jobs and professionsSection ABrainstorm 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 ineach 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 tothe sample answer.1 b This activity gives students practice in understanding thetarget 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 upthe 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 inactivity 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 thetarget 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 havePlay 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 thetarget 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 sample2c 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 beSay 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 personis 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 BNew languageWords that describe jobs, such as exciting, dangerous,boring, difficult, busy, funAdditional materials to bring to class:help wanted ads from an English-language newspaper1 a This activity introduces the key vocabulary.Focus attention on the six pictures. Ask, What job does the person have Where does the person ivnrkPoint 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 repeateach 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 thereason the person wants the job under the word WhyPlay 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 otherwhat they want to do and why. Encourage students to use dictionariesif necessary. Move from group to group offering assistance as needed. Ask individual students to tell the class about what they want tobe 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 toask questions about anything they don t understand. For example, in the first ad, students may not know that working late means workingat 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 targetlanguage.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 thetarget 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 inaccurateanswers.初一英语上册教学教案精选篇2一、教学内容1.语音：1)复习音标及字母组合[u:] u, oo; [u] u, oo, oul; 2)学习音标及字母组合[(+] ure, ua2.语法：1)小结本单元所学to be going to+动词原形的用法;2)小结本单元出现的形容词比较等级的规则变化和不规则变化。
初一上册英语教案
初一上册英语教案（经典版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如工作总结、工作计划、演讲致辞、规章制度、合同协议、条据文书、励志名言、好词好句、教学资料、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays, such as work summaries, work plans, speeches, rules and regulations, contract agreements, policy documents, inspirational quotes, good words and sentences, teaching materials, other sample essays, and more. If you want to learn about different sample formats and writing methods, please stay tuned!初一上册英语教案初一上册英语教案【5篇】教案为教师提供了指导和支持，明确了教学的目标和方法。
初一英语的上册人教版教学设计五篇
初一英语的上册人教版教学设计五篇培养用英语获取信息，与人合作的能力。
激发他们学习英语的兴趣和热情，在接近生活常态的交际中乐于模仿，敢于开口，积极参与。
下面是小编整理的初一英语的上册人教版教学设计5篇，欢迎大家阅读分享借鉴，希望大家喜欢，也希望对大家有所帮助。
初一英语的上册人教版教学设计1Lesson 96 教案一、教学目标：掌握过去进行时态的用法二、教学过程：Step 1 Revision(学生活动)利用图片或照片复习过去进行时的用法。
(录像演示)通过情景复习过去进行时表达一个过去某个时间所发生的动作。
Step 2 Listening(声音课件展示)让学生边听边完成听力练习 Step 3 Read and say (学生活动)根据不同的职业特点，让学生选择最好的答案来回答警察的问话。
(录像演示)情景演示警察调查案件时询问每个人的情景，运用过去进行时来表达当时发生的动作。
观看后教师可让学生写对话并表演出来。
(学生活动)提供一个案情，让学生来表演过程。
Here is another situation for the students to practise. A very famous drawing was stolen in the art gallery last night. You are trying to find out who did that. You can ask the question “What were you doing at nine o’clock last night?” After everyo ne has answered the question, the class discuss together,“Who do you think stole the painting from the gallery? Why?”Step 4 Read and talk(展示)Read the table about what David was doing at different times yesterday, then ask and answer in pairs.(录像演示)情景演示询问过去某个时间点正在进行的动作，看后让学生进行模仿练习。
2016新版人教版七年级英语(上)教案
姓名：莫妙玲
学期：2015年秋学期
年级：七年级
学科：英语（上册）教案
Unit 1 My name’s Gina
授课班级
155、156
授课日期
授课类型
新授课
学时数
The 1st period ( Section A1a—1c)
教学目标
1.Get students to learn how to greet people, introduce themselves and make newfriends.
2.Teach students to say English names intheright way.
3.Get students to ask for and give telephone numbers.
教学内容
New words:name, clock, am, nice, meet, what, hello
2.On the screen show a lovely mouse saying“My name’s Gina.”Underline“My name’s”, tell the students it means“My name is/ I am/ I’m”.
3.Show the question“What’s your name?”Underline“What’s”, tell the students that it means“What is”.
2.Have some students come to the front and show their own conversation, then make a comment on it (praisethestudents first) and give 2 to 4 points to their group.
七年级英语上全册教案
七年级英语上全册教案一、第一单元：Hello!教学目标：1. 能够听懂、会说、会读本单元的生词和重点句子。
2. 能够用英语进行简单的自我介绍和问候。
教学内容：1. 生词：class, teacher, student, name, age, number, school, friend2. 重点句子：Hello, my name isNice to meet you.How old are you?I am in Class 7, Grade 7.教学步骤：1. 热身活动：让学生们进行简单的自我介绍。
2. 引入新课：展示图片，让学生们猜测图片中的人物。
3. 讲解生词和句子：老师带领学生们学习生词和句子，让学生们跟读。
4. 实践环节：学生们分组进行角色扮演，用英语进行自我介绍和问候。
二、第二单元：My Family教学目标：1. 能够听懂、会说、会读本单元的生词和重点句子。
2. 能够用英语介绍自己的家庭成员。
教学内容：1. 生词：father, mother, brother, sister, grandparent, cousin2. 重点句子：This is myHe/She is myThey are my教学步骤：1. 热身活动：让学生们带来家庭成员的照片，用中文介绍。
2. 引入新课：展示图片，让学生们猜测图片中的人物关系。
3. 讲解生词和句子：老师带领学生们学习生词和句子，让学生们跟读。
4. 实践环节：学生们分组进行角色扮演，用英语介绍自己的家庭成员。
三、第三单元：What Color Is It?教学目标：1. 能够听懂、会说、会读本单元的生词和重点句子。
2. 能够用英语描述物体的颜色。
教学内容：1. 生词：red, yellow, blue, green, black, white, purple, orange2. 重点句子：What color is it?It's教学步骤：1. 热身活动：让学生们带来不同颜色的物品，用中文描述。
七年级英语上全册教案
七年级英语上册教案第一章：Unit 1 My name's Gina.1.1 教学目标能够听懂、会说、会读关于自我介绍的简单句子。
能够正确书写自己的名字、年龄、年级等基本信息。
能够运用所学知识进行简单的自我介绍。
1.2 教学内容引入新课：通过展示一张学生的照片，引导学生说出自己的名字、年龄、年级等基本信息。
新课内容：学习关于自我介绍的句子，如"My name's Gina. I'm 12 years old. I'm in Class 7, Grade 7."练习：让学生互相介绍自己，可以用role-play的方式进行。
1.3 教学方法采用任务型教学法，让学生在实际情境中运用所学知识。
使用多媒体教学，如图片、视频等，增加学生的学习兴趣。
1.4 教学评价通过学生之间的互相介绍，检查学生对自我介绍句子的掌握程度。
检查学生的作业，看是否能够正确书写自己的名字、年龄、年级等基本信息。
第二章：Unit 2 My family and friends.2.1 教学目标能够听懂、会说、会读关于家庭成员和朋友的基本句子。
能够正确书写家庭成员和朋友的名字。
能够运用所学知识进行简单的介绍家庭成员和朋友。
2.2 教学内容引入新课：通过展示一张学生的全家福照片，引导学生说出自己的家庭成员。
新课内容：学习关于家庭成员和朋友的句子，如"This is my mother. She's a teacher." "These are my friends. They are in Class 7, Grade 7."练习：让学生带一张全家福照片到学校，互相介绍自己的家庭成员。
2.3 教学方法采用任务型教学法，让学生在实际情境中运用所学知识。
使用多媒体教学，如图片、视频等，增加学生的学习兴趣。
2.4 教学评价通过学生之间的互相介绍，检查学生对家庭成员和朋友句子的掌握程度。
七上英语教案
七上英语教案教案一：Unit 1: Introduction to English【教学目标】1. 通过比较中英文语言特点，了解英语的基本特点和使用范围；2. 通过学习不同国家的国旗和国家名称，了解不同国家的英文表达方式；3. 学会用英语自我介绍。
【教学重点】1. 英语的基本特点和使用范围；2. 不同国家的国旗和国家名称的英文表达；3. 用英语进行简单的自我介绍。
【教学难点】用英语进行自我介绍。
【教学准备】幻灯片、英语国旗图片、学生姓名卡片、学生个人简介表格等。
【教学过程】Step 1: Lead-in1. Show pictures of different national flags and ask students if they know which countries they represent.2. Teach the English names of these countries and encourage students to repeat after you.3. Ask students if they know any other countries and their English names. Write down the names on the board.Step 2: Introduction to English1. Show a picture of an English book and ask students if they know what language it is.2. Discuss with students the similarities and differences between Chinese and English.3. Write down the key characteristics of English on the board. Step 3: English Self-introduction1. Divide the students into pairs and distribute the student name cards and personal introduction sheets.2. Demonstrate how to introduce oneself in English.3. Have students practice introducing themselves to each other in English.4. Select several students to share their introductions with the whole class.【教学延伸】1. 让学生以小组形式互相交换姓名卡片，并用英语互相介绍。
人教版七年级英语上册全册教案(2016年秋)
3.Get students to ask for and give telephone numbers.
教学内容
New words:name, clock, am, nice, meet, what, hello
2. Divide the class into Group A and B. Draw two fishes on the blackboard as their symbols, tell the students that each time they answer questions right, they can get one or more points for their group and draw one or more bubbles around their fish, at the end oftheclass, the group which gets more bubbles will be the winner today. Say,“One, two, three!”Get the whole class sit straight, thus announcethebeginning of the competition.
2.Have some students come to the front and show their own conversation, then make a comment on it (praisethestudents first) and give 2 to 4 points to their group.
教学步骤
七年级上学期英语课程设计三篇
七年级上学期英语课程设计三篇文档一：Unit 1 - Greetings and Introductions课程目标：- 研究基本的问候和自我介绍的表达方式- 理解和使用简单的礼貌用语和问候语- 能够进行简单的自我介绍和向他人介绍他人- 提高口语表达能力和听力理解能力教学内容：1. 问候和自我介绍的基本表达方式2. 礼貌用语和常见的问候语3. 向他人介绍他人的基本句型4. 口语练和听力训练教学活动：1. 学生之间进行问候和自我介绍的角色扮演2. 听录音并回答问题，提高听力理解能力3. 分组进行向他人介绍他人的练4. 组织小组讨论，讨论不同场景下的合适问候语和礼貌用语评估方式：1. 学生之间进行问候和自我介绍的表演评估2. 听力测试3. 向他人介绍他人的练评估4. 口语表达和听力理解能力的课堂参与评估文档二：Unit 2 - Daily Routines课程目标：- 研究描述日常活动的基本词汇和句型- 能够描述自己和他人的日常活动- 提高听力理解能力和口语表达能力- 培养良好的时间管理惯教学内容：1. 日常活动的基本词汇和句型2. 时间表达方式和时间管理技巧3. 描述自己和他人的日常活动的练4. 口语练和听力训练教学活动：1. 分组进行日常活动的角色扮演对话2. 听录音并填写相关活动的时间表3. 跟读和模仿练，提高口语表达能力4. 组织小组讨论，分享和比较各自的日常活动安排评估方式：1. 日常活动的角色扮演对话评估2. 听力测试3. 描述日常活动的练评估4. 口语表达和听力理解能力的课堂参与评估文档三：Unit 3 - Family and Friends课程目标：- 研究家庭成员和朋友的基本词汇和句型- 能够描述家庭成员和朋友的外貌和性格特点- 增进对亲情和友情的理解和尊重- 提高口语表达能力和听力理解能力教学内容：1. 家庭成员和朋友的基本词汇和句型2. 描述外貌和性格特点的表达方式3. 分享家庭成员和朋友的故事和经历4. 口语练和听力训练教学活动：1. 分组进行家庭成员和朋友的介绍和描述2. 听录音并回答有关外貌和性格的问题3. 分享家庭成员和朋友的故事和经历4. 组织小组讨论，讨论亲情和友情的重要性和表达方式评估方式：1. 家庭成员和朋友的介绍和描述评估2. 听力测试3. 分享家庭成员和朋友的故事和经历评估4. 口语表达和听力理解能力的课堂参与评估。
2016年人教版(新目标)初中英语七年级上全册教案
人教版（新目标）初中七上Starter Unit 1 Good morning!教案Period One教学目标：1. 学会打招呼的用语:Hello! / Good morning! / Good afternoon! / Good evening!2. 识别和掌握八个人名: Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen教学重点、难点：1.词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen2.句型：Hello! Good morning!教学过程：Step 1. Warming-up1. 课前—上课铃响教师就播放Good morning歌曲。
2. 师生初次见面，教师通过自我介绍和问候学生，让学生放轻松，消除与教师间的陌生感，开始亲近教师。
教师自我介绍并用Hello! / Good morning! 问候学生。
帮助学生用Hello! / Good morning! 作回应。
Step 2. Play a game.绝大多数学生都会背诵26个字母表，因此学生参与这个游戏会相当积极。
通过这个游戏首先可以锻炼他们迅速反应的能力；以英语名字作为奖励(老师提前准备好很多的英文名字)，也使学生较有新鲜感，让他们自己选择自己的名字，使他们会更容易记住自己的名字。
Play the game like this: Teacher says a letter, for example C, then let the Students tell the letters which is before and after C. The one who says B, D first is the winner. The winner can get a chance to choose an English name first.Step 3. Presentation1.用预先制作的图片或挂图介绍八个人物和姓名。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
11-（9）了解并跨文化交际（恰当使用）。
四、情感态度
12．乐于参与英语活动，敢于用英语表达，积极与他人合作，体验自己的学习效果。
备教学
重、难点
内容课标具体知识、技能、文化目标 知识与技能、文化意识的重、难点内容 课标具体策略目标选择 section A section B 目标1 在读写过程中，能够根据读音规则和音标拼读单词。 11-（1）
11-（2）利用情境等理解语法结构和表意功能，发现语言规律并举一反三。
11-（3）复习、整理归纳所学内容。
11-（4）利用预测、语调、重音、问题等来获取听力信息。
11-（5）在课内外活动中借助体态语用英语交流。11-（6）利用预测、跳来自、寻读、细节读等来获取文章信息。
11-（7）仿写短文，准备素材、起草短文并修改。
2016七年级英语上册第一单元教案设计
单元
标题七年级上册 Unit 1 My name’s Gina 备课项目 设计区域 备课标
一、语言知识与技能
1. 根据读音规则和音标拼读单词。
2. 理解和领悟词语的基本含义、语法项目以及语言形式的基本结构和常用表意功能;
3．能在日常交际情景中听懂对话，例如，能听懂连续的指令并据此完成任务；能引出话题并进行几个回合的交谈；
语言形式：
1)What’s your phone number?---It’s…/My phone number is…
2)Is this your phone number?---Yes, it is./No, it isn’t.
3)What’s your first/given/last/family name? ---My first/given/last/family name’s…
2)Nice to meet you.
3)What’s his name?---He’s Eric./His name’s Eric.
4)What’s her name?---She’s Mary./Her name’s Mary.
5)Is he Jack?---Yes, he is./No, he isn’t. His name’s Mike.
4．能听懂接近正常语速、熟悉话题的语段和简单故事，获取相关信息；
5．能运用…..词汇和…..语言形式就熟悉的话题进行交谈；能运用…..词汇和…..语言形式及(或)所给提示描述人、物、事件、行为、特征等，表达简单的观点；
6. 能在教师的指导下进行简单的角色表演；
7．能连贯、流畅地朗读课文；能从简单的文章中找出有关信息，理解大意；根据上下文猜测生词的意思；
目标3 课堂教学活动中的英语交际 11-（4）
11-（5） 目标4 1b,2a,2b, 1a,1b,1d,1e 目标5 1a,1c,2c,2d,3a,3b,3c 1a,1c,1f 11-（5） 目标6 1c,2c,2d 1c，1f 目标7 3b 2a,2b,2c.3a 11-（6） 目标9 3b 11-（7） 目标10 1.了解西方初次见面的礼节
2.了解英语姓名小常识 11-（9） 备注：
目标8要求每天课外阅读至少200词
目标12乐于参与英语活动，敢于用英语表达，积极与他人合作，体验自己的学习效果。
11-（2）
11-（3） 目标2 词汇：
name, nice, to, meet, too, your, Ms., his, and, her, yes, she, he, no, not.
语言形式：
1)what’s your name?---Alan./I’m Alan./My name’s Alan.
6)Are you Helen?---Yes, I am./ No, I’m not. I’m Gina.
词汇：
zero, one, two ,three, four, five, six, seven, eight, nine, telephone, number, phone, telephone/phone number, first, first name, last, last name, friend, China, middle, school, middle school.
8.每天课外阅读量最少达到100词。
9. 能运用…..词汇和…..语言形式以及参照范例（文章结构）写出简单的文段等，包括起草和修改。
二、文化意识
10. 了解语言和语用的文化因素，体验跨文化交际。
三、学习策略
11-（1）利用读音规则和音标拼读词汇，利用上下文、非语言信息等理解词义，联想学习和记忆词汇，构词法等。