初一英语第一单元教案
初一英语第一单元教案5篇2022
初一英语第一单元教案5篇2022全面贯彻“三个面向”战略指导思想，渗透和灌输可持续发展的战略思想。
以素质教育为根本宗旨，以培养创新精神和实践能力为重点，充分发挥学生的潜能，提高学生的全面素质和自学能力。
那么在学习英语的过程中有哪些教案会比较好呢?以下是小编带来的初一英语第一单元教案内容，感谢您的阅读，希望能帮助到您！初一英语第一单元教案1Unit 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 nameKey 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 upSay 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: RevisionShow some exercises and ask the students to complete them. Then teach and explain the new words in the sentences.Step 3: Reading1. 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 pointsThe 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。
2024版人教七年级上册Unit1 单元整体教学设计
新人教七年级上册Unit 1 You and Me 单元整体教学设计Big question: How do we make new friends?Ⅰ、单元主题：Make new friends该主题属于“人与自我”和“人与社会”范畴，涉及“多彩、安全、有意义的学校生活”和“良好的人际关系与人际交往”。
Ⅱ、单元内容分析本单元内容围绕How do we make new friends? 这一Big Question展开，涉及八个语篇，Section A 主要聚焦决How do you get to know each other?的问题；Section B主要聚焦What do we need to know about a new friends?的问题。
Reading PlusMake New Friends at Home(建议类语篇) 给学生在学校交朋友提出一些建议交朋友要友善、礼貌和真诚利用序数词对文章进行分层。
Project, 3b (介绍类语篇) Andre Kalu自我介绍敢于自我介绍，结交新朋友根据问题链引导，罗列出自我介绍的思路；能够使用第三人称对文章进行转述。
Ⅲ、单元内容思维导图单元学习目标单元教学目标语篇本单元学习后，学生能够：1.在语境中，问候同学和老师，介绍自己的朋友，并通过简单的自我介绍，与不认识人互相了解。
1.对话Section A ,1b&c (第1课时听说课)2.使用基本的语音知识(包括发/i:/, /i/, /e/和/æ/音的字母及字母组合)以及朗读基本知识(包括连读和语调)，有礼貌地介绍朋友与他人认识。
2.对话Section B, 2a(第2课时听说&语音课)3.总结归纳be动词和代词的匹配并正确使用be动词介绍自己和他人。
3.介绍类语篇Grammar Focus 3c (第3课时语法课)。
2024年人教版七年级上册英语unit1教案
2024年人教版七年级上册英语unit1教案一、教学内容本节课为人教版七年级上册英语Unit 1《My name's Linda》，涉及章节1a2d。
主要内容包括：学习如何介绍自己，询问和回答他人的名字，以及用英语进行简单交流。
二、教学目标1. 能够熟练掌握本节课的生词和短语，如name, hello, how, old, year, student等。
2. 学会使用“My name is”和“How old are you?”等句型进行自我介绍和询问年龄。
3. 能够运用所学知识进行简单的英语交流，提高英语听说能力。
三、教学难点与重点1. 教学重点：掌握本节课的生词、短语和句型，学会自我介绍和询问年龄。
2. 教学难点：正确使用所学知识进行英语交流，以及如何正确发音。
四、教具与学具准备1. 教具：多媒体课件、录音机、磁带、卡片。
2. 学具：英语课本、练习本、彩色笔。
五、教学过程1. 导入：通过播放一首英文歌曲《Hello》，让学生感受英语氛围，同时引出本节课的主题。
2. 新课展示：展示多媒体课件，呈现本节课的生词、短语和句型，引导学生跟读并模仿。
3. 例题讲解：以PPT形式展示例题，讲解如何用英语进行自我介绍和询问年龄，并引导学生进行实际操作。
4. 随堂练习：发放练习纸，让学生两人一组进行角色扮演，练习自我介绍和询问年龄。
5. 小组活动：将学生分成若干小组，进行“Find your partner”的游戏，要求学生用英语进行交流，找到与自己年龄相仿的伙伴。
六、板书设计1. Unit 1 My name's Linda2. 生词：name, hello, how, old, year, student等3. 句型：My name is How old are you? I'm七、作业设计1. 作业题目：（1）抄写本节课的生词、短语和句型，每个三遍。
（2）用英语写一篇自我介绍，包括姓名、年龄和兴趣爱好。
初一英语第一单元教案
初一英语第一单元教案初一英语第一单元教案(6篇)作为一名专为他人授业解惑的人民教师，时常要开展教案准备工作，借助教案可以让教学工作更科学化。
那么写教案需要注意哪些问题呢？下面是小编精心整理的初一英语第一单元教案，希望对大家有所帮助。
初一英语第一单元教案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 officer names 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 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 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 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 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 T ony'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 andthen 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 hedo? 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 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 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 ofjobs 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 todescribe 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 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 inaccurate answers.初一英语第一单元教案2Unit 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。
七年级英语上册第一单元整合教学设计
七年级英语上册第一单元整合教学设计一、教学目标1. 研究并掌握关于个人信息的词汇和表达方式。
2. 研究询问和回答有关个人信息的问题。
3. 能够运用所学知识介绍自己和他人。
二、教学内容1. 词汇：name, age, gender, nationality, birthday, hobby, favorite, etc.2. 句型：What's your name? How old are you? Where are you from? When is your birthday? What's your hobby? What's your favorite subject?等。
三、教学过程1. 导入：通过展示一些个人信息并询问学生相关问题引入本单元话题。
2. 研究词汇：通过图片、单词卡片、互动游戏等方式教授新词汇。
3. 情景对话练：学生分组进行情景对话练，模拟真实生活中询问和回答个人信息的对话。
4. 角色扮演：让学生扮演不同的角色，用所学句型互相询问和回答个人信息。
5. 小组活动：学生分组完成一项任务，例如设计一张个人信息表格并互相填写。
6. 游戏活动：设计一些趣味游戏，如猜猜我是谁，通过对个人信息的描述进行猜测。
7. 练与巩固：通过练册、练题等形式进行个人信息相关句型的练与巩固。
四、教学评价1. 分组活动表现评价：对学生在情景对话、角色扮演等分组活动中的表现进行评价。
2. 个人练评价：对学生完成的练册、练题等进行评价，检查他们对个人信息相关内容的掌握程度。
3. 游戏活动评价：对学生在游戏活动中的参与程度、表现等进行评价。
五、教学拓展1. 鼓励学生在课后进行更多的个人信息交流，增加使用英语的机会。
2. 引导学生利用互联网等资源，寻找并了解不同国家的个人信息表达方式和文化惯。
六、教学反思通过本节课的教学设计，能够使学生在轻松愉快的氛围中学习个人信息相关词汇和句型，培养他们用英语进行简单自我介绍和交流的能力。
人教版英语七年级上册StarterUnit1单元整体教学设计
6.结合教学内容，适时拓展文化背景知识，提高学生的跨文化交际能力。例如，介绍不同国家的问候方式和交际礼仪，让学生了解并尊重文化差异。
7.加强课后辅导，为学生提供更多的学习资源和练习机会。通过课后作业、网络平台等途径，帮助学生巩固所学知识，提高英语能力。
3.学生年龄较小，注意力容易分散，教师需要运用生动有趣的教学方法和手段，吸引学生的注意力，提高课堂参与度。
4.学生在小组合作学习中，可能存在依赖心理，教师应引导学生积极参与，培养他们的自主学习能力和团队合作精神。
5.学生对英语的实际运用能力较弱，教师在教学中要注重培养学生的听说读写能力，帮助他们将所学知识应用于实际情境中。
5.能够正确书写本节课所学的单词、短语和句子。
（二）过程与方法
在教学过程中，教师将采用以下方法帮助学生掌握本章节知识：
1.采用任务型教学法，设计丰富的课堂活动，如小组讨论、角色扮演、课堂游戏等，让学生在实际情境中运用所学知识。
2.运用多媒体教学手段，如PPT、视频等，形象生动地展示所学内容，提高学生的学习兴趣。
7.完成课后练习册相关习题，巩固所学知识，提高英语综合运用能力。
教师应鼓励学生在完成作业的过程中，积极思考、主动探索，将所学知识内化为自己的能力。同时，教师需关注学生的作业完成情况，及时给予反馈，指导学生改进学习方法，提高英语水平。
3.注重听说训练，培养学生的英语听说能力，同时加强读写训练，提高学生的英语综合素质。
4.鼓励学生积极参与课堂活动，敢于开口说英语，克服害羞、紧张等心理障碍。
5.教师及时给予反馈，帮助学生纠正发音、语法等错误，提高英语水平。
人教新目标英语七年级上册Unit1单元教学设计
为了巩固本节课所学内容，提高学生的英语应用能力，特布置以下作业：
1.书面作业：
a.完成课本练习册中与本节课相关的练习题，包括填空、选择、改错等，以巩固词汇和语法知识。
b.根据课堂所学，编写一段关于自己的自我介绍，涵盖姓名、年龄、学校、班级等信息，要求使用一般现在时态。
c.收集并学习三个以上关于自我介绍的英语句型，拓展学生的词汇量和表达能力。
3.导入新课：教师通过视频和学生的回答，自然导入本节课的主题——自我介绍，并板书课题。
（二）讲授新知
1.教学内容：本节课主要学习如何用英语进行自我介绍，包括姓名、年龄、学校、班级等基本信息的表达。
2.教学方法：教师采用讲解、示范、互动等方式，引导学生学习本节课的重点词汇和句型。
3.教学过程：
a.教师呈现本节课的生词和短语，如：name、age、school、class、teacher、friend等，并进行讲解和示范。
2.任务型教学，培养能力：设计多样化的任务型活动，如小组讨论、角色扮演、课堂游戏等，引导学生积极参与，培养他们的听说读写能力。
3.分层次教学，关注个体差异：针对学生的不同水平，设计不同难度的教学任务，使每个学生都能在课堂上得到锻炼和提升。
4.情感教育，营造氛围：关注学生的情感需求，营造一个轻松、和谐、尊重的学习氛围，让学生在愉悦的情感状态下学习英语。
4.家长参与：
a.家长协助学生完成口语作业，给予鼓励和支持，提高学生的自信心。
b.家长监督学生完成书面作业，关注学生的学习进度，与教师保持沟通。
5.作业反馈：
a.学生在完成作业后，认真检查，确保作业质量。
b.教师在下次课堂上，针对作业情况进行点评，给予表扬和指导。
5.课后巩固，提高自主学习能力：布置适量的课后作业，鼓励学生利用网络、课外书籍等资源进行自主学习，提高学生的英语素养。
七年级英语unit1教案
七年级英语unit1教案教案标题：七年级英语 Unit 1 教案教案目标：1. 学习并掌握七年级英语 Unit 1 中的词汇和短语；2. 熟悉并正确运用一般现在时的肯定句、否定句和疑问句；3. 通过听、说、读、写的综合训练，提高学生的英语综合运用能力。
教学重点：1. 学习并掌握 Unit 1 中的词汇和短语；2. 熟练运用一般现在时的肯定句、否定句和疑问句。
教学难点：1. 熟练运用一般现在时的肯定句、否定句和疑问句；2. 培养学生的英语口语表达能力。
教学准备：1. 教学课件、多媒体设备；2. 单词卡片、图片等教学辅助材料；3. 学生练习册、作业本。
教学过程：Step 1: 导入新课（5分钟）1. 利用图片或实物引入新课，让学生猜测并描述图片中的物品，激发学生的学习兴趣。
2. 引导学生用英语表达自己的猜测和描述。
Step 2: 学习新词汇和短语（10分钟）1. 利用课件或图片展示 Unit 1 中的新词汇和短语，并帮助学生正确发音和理解词义。
2. 进行词义辨析和例句训练，巩固学生的词汇记忆。
Step 3: 学习一般现在时的肯定句、否定句和疑问句（15分钟）1. 通过示范和练习，向学生解释一般现在时的用法和构成规则。
2. 引导学生进行口头练习，让他们用一般现在时的肯定句、否定句和疑问句回答老师的问题。
3. 配合练习册上的相关练习，巩固学生对一般现在时的掌握。
Step 4: 听说训练（15分钟）1. 利用录音或多媒体播放相关对话或短文，让学生进行听力训练，并回答相关问题。
2. 组织学生进行口语练习，让他们运用一般现在时进行日常生活对话的模拟。
Step 5: 读写训练（15分钟）1. 组织学生进行阅读训练，让他们阅读与 Unit 1 相关的短文或对话，并回答相关问题。
2. 练习书写一般现在时的句子，培养学生的书写能力。
Step 6: 小结与作业布置（5分钟）1. 总结本节课所学内容，强调重点和难点。
2. 布置相关练习，如完成练习册的相关练习、复习所学的词汇和短语等。
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（12个）
短元音
[i][?][?][u][A][?][e]
长元音
[i:][?:][?:][u:][a:]
双元音（8个）
[ai] [ei] [?i][au] [?u][i?] [e?] [u?]
清浊成对 的辅音
（10对）
清辅音
[p] [t][k] [f][?] [s][tr] [ts][』[tA
浊辅音
[b] [d][g] [v][e][z][dr] [dz][?] [d?]
其他辅音（8个）
[h][m ][n][?][l][r][w][j ]
[?i] boy
[u ?]tou r ist
[p] potato
[t] tomato
[k] cow[f] food
[?] thank
[s] sea
[b] bird
[d] dog
[g]goose[v] van
[e]this
[z]zoo
[tr] tre e
[ts] cats
[Ashoes
[tAtrouser
[dr] drive
[dz] beds
[?] pleasure
[d?] job
[h] hat[m]
meat[n] nail
1[?] wing[l] leg
[r] rat[w]
A. Good night! B. Good morning ! C. Good evening !
6.当你想要向别人问问题时，应当说：_
A. soory B Excuse me C .Thanks D. Not at all
四、作业：
一、单项选择
1.—Good morning, Alice!—.
A. Thank you B. My name is Helen C. Sorry D. Good morning.
慧林教育课时教案
日期：学生姓名：教师姓名：科目：
教学及辅导过程
教学目的：让学生牢固掌握基础知识，为更高阶段的学习打好基础。
教学重点： 让学生学会正确使用good morning/ after noon/ good eve ning等。
教学难点：字母Aa--Hh的书写（大写和小写，笔顺，笔画）及发音
学会如何用英语与人打招呼，问候他人。
五、预习
[i]
lip
[?] tomato
[?]
box
[u] book
[A] cup
[?]
apple
[i：]
tea
[?:]bird
[?:]
ball
[u:]food
[a:] car
[e]
egg
[ai]
bike
[au] cow
[i?]
ear
[ei]
table
[?u] boat
[e?]
bear
48个英语音标表（20个兀音+28个辅音）
A. How are you? B. I'm fine, thanks. C. Good evening. D. Hi.
二、根据选项完成对话
Bob: Good morning, Eric.
Eric:, Bob.?
Bob:, thanks. How are you?
Eric: I'm.
A. How are you B. I'm fine C. Good morning D. OK
1.a2. C3. D4. b
5. e6. F7. h8. G
二、用大小写形式写岀下列字母的左邻右舍。
1.Dd2.Ff3.Gg
三、小结
1.—Good evening, Eric.—,Cindy.
A. Good morning B. Good afternoon C. Good evening
2.—Hi, Frank!—. A. Hello, Frank B. Hi, Grace. C. Good morning, Grace
3.How are you?你好吗？
4.1'm fine/O我很好。
5. thanks谢谢
thank you谢谢
（三）语法知识
am, is, arБайду номын сангаас的用法
我用am，你用are，is用于他她它；单数is，复数are。
1.Howyou?2. IOK.
3.Shefine. 4. HowAlice ?
5. YouOK. 6. WhoI ?
（四）【典型例题】
用正确的顺序写岀下列句子
1.Alice/hi/ , / !
2.Cindy/hello/ , / !
3.are/you/how/ ?
4.thanks/fine/I'm/ , /.
5.after noon/good/Eric/ , / !
【模拟试题】（答题时间：
一、写岀下列字母的大或小写形式
wall[j] yes
学生家长签字
教务部门签字
2.—Good after noon.—.
A. Good morning. B. That's all right. C. Good afternoonD. Hello.
3.—Hello!—.
A. Hello! B. I'm fine. C. I'm OK. D. Good.
4.—How are you?—.
教学内容
一、导入
（一）课标单词、
名字我（主格）你，你们（主格）是（用于第一人称I）
是（用于第二人称you及第一三人称复数we /they）好的，令人满意的怎样；怎么；如何
谢谢
二、讲授
（二）重点短语
1.Hi/Hello!嗨 你好!
2.Good morning/afternoon/evening!早上好、中午好、下午好。
3.跟同学打招呼，你可以说
A. I'm Grace. B. Hello, Helen. C. My name is Frank.
4.晚饭后你遇到了一位朋友，你应该说：.
A. Good night! B. Good morning ! C. Good evening !
5.晚上就寝时向父母道别时，你应该说：