7A Unit 1全部(译林牛津版七年级英语上册教案教学设计)
Teaching Contents : Comic strip and Welcome to the unit Teaching aims:
A: Knowledge
1. Learn the greetings of meeting people
Good morning / afternoon / evening
Hi, I’m ----------. What’s your name ?
My name is ---------- .
2. Learn the new words .
e-dog , master , instruction
B: Language skill
Use everyday expressions for greetings and
introductions .
e.g. What’s your name ?
My name is -------.
C: Feeling
1. To develop students to like English .
2. Arouse students’ interest in learning English
3. Train cooperation study
Main points :
Greetings
Difficult points : How to greet when meeting people .
Teaching method : Circumstance teaching
Teaching aids : Pictures, record and slide
Style of lesson : New lesson
Design for blackboard :
Unit 1 This is me !Hi, I’m--------- . e-dog What’s your name ? masterMy name is
-------- . instruction
Teaching process:
Teaching activities Step 1 Warming –up activities
1. self –introduction
Good morning / afternoon /evening I’m Mr /Mrs /Miss --------.
I’m -----------years old .
I’m your teacher .
2. Lead-in
Use everyday expressions for greetings and introductions . The teacher asks one student some questions
“ Hi’, I’m -------- ? What’s your name?”
Then ask some students to do it again . (about 4 students ) Give the model sentences on the blackboard.
e.g. (1) “What’s your name ?” ---- My name is --------.”
(2)“Hi, I’m --------? “ ----“What’s your name ?”
-----“My name is --------“
3. Practice
(1) Let some of the students come to the front and ask the class .
In pairs .(about 4 groups )
Let them practising greetings above.
(2) Work in pairs practising
(3) Check (ask the students to the front and practise )
Step 2 Presentation
2. Introducing six new friends T: Now you have many new friends .Do you want to make more new friends ?
Show pictures on the blackboard .Let the students look at them .
This is Simon. This is -------.
3. Make six masks of the children and go on introducing six children’s names .( Let the students wear the masks and introduce themselves )
Ask six students to come to the front and play six new
friends .
The students point to themselves and say ,
“ I’m Simon”
“I’m Amy”
“I’m ------------“
3. Pair work.
Let students get to know these six new friends and remember them .Practise greetings in pairs .
Step 3. Greetings
1. Show a clock of different time .Let the students
identify the time . 14:35 08:20
22:15 18:10
2. Let the students know when to say
Good morning /afternoon /evening / night 3. Let the students practice greetings at different time Greet their partners and then introduce themselves
(Ask students to draw pictures of the sun ,the moon ,
the sun set , a sleeping baby , say greetings to each other according to these pictures.)
4. Do written exercises part B on page 3 and then check
it .
(write greetings on the book .)
Step 4 Presentation
1. Use a multimedia to let the students watch the cartoon between Eddie and Hobo.
2. Introduce
This is Eddie . This is Hobo . Eddie is Hobo’s master .
Hobo is an e-dog .
3. Ask the students
Who is Eddie? (He’s the master .) Who is Hobo ?
( He’s the e-dog) . Do you like Eddie ? Do you like e-dogs ? You can ask your mother to go and buy it for you . Does Eddie like the e-dog ? How do you know ？
(show a real e-dog ) This is an e-dog . It’s very lovely .
4 . Learn new words
Step 5 Presentation
1. Let the students watch the cartoon and listen to the
talk
between Eddie and Hobo .
2 .Let students read after the talk of them .
3. Show the new words of this text . Let the students read them first ,then read after the teacher. .
Step 6 Practice
Let the students read by themselves .
Check
Let students read the talk .
Step 7 Acting
Let the students play Eddie and Hobo and act out Pair work
Step 8 Homework
Let the students write their profiles . Notes: 我是-------------。
我---------------岁。
我是一名学生。
我在二班。
我喜欢我的学校。
Unit One ( the second period )
Teaching Contents : Reading (A, B)
Teaching aims:
A: Knowledge
1. Learn the new words .
Year , flat . clever , maths , basketball , club ,come
from , be born , slim ,ponytail ,music ,profile , hard .
wear ,enjoy ,polite ,helpful, funny
2. Learn the introduction of oneself
B: Language skill
Let students use the words and the drills to introduce oneself .
C: Feeling
1. To develop students to speak up actively
2. Let students be full of self-confidence
3. Train cooperation study
Main points :
1. The new words
2. Drills
Hi, I’m ---------------.
I’m -----------years old .
I’m --------(tall/short).
I live in a flat in Huai’an.
I love -----------(swimming / dancing / playing computer games)
Difficult points : Learn how to make an introduction of oneself
Teaching method : Task-based teaching
Teaching aids : Pictures, record and slide
Style of lesson : New lesson
Design for blackboard :
Unit 1 Reading ( A, B)Millie Simon Sandy Kitty Amy Daniel Teaching process:
Teaching activities Step 1 Revision
1. Review the lesson which we learned last time
Greetings (The teacher starts with simple greetings to the students)
2. Let students use everyday expressions to communicate
when meeting
people .
Step 2 Presentation
1. Intrduction (show three pictures of Chinese
teacher ,Maths teacher and English teacher with a few self-introduction words below them ) Hi, I’m ---------.
I’m ------------years old .
I’m ---------tall/short.
I (don’t ) wear glasses.
I live in a flat in Huai’an.
2. Ask students to read them and guess who they are .
3. Ask students to say after the teacher .
Step 3 Practise and act out
Ask students to practise themselves in groups and act out . Step 4 Presentation 1. Show six masks of the new friends and ask students who
they are and help students memorize
2. Write the names on the blackboard
3. T: Do you know what they like ? If you want to
know ,please read their profiles on page 4.
4. Ask students to answer questions “What do they like ?” Use th e sentences “ -----likes doing --------.”
5. Learn the new words
T: Now we know what they like ,but do you know more about them ?
I’ll ask you to read it again . Before that , let’s learn
the new words .
(New words on the slide)
Step 4 Listening
Listen to reading A on page 4 and repeat it . Step 5 Do reading B
Fill in the blanks and ask students to read their answers . Step 6 work in class
Fill in the blanks with the proper words according to the
first given letters
1. We are now studying Chinese ,English and M_______.
2. I like listening to m_________ very much .
3. Daniel wears g________.
4. I have black hair in a p________.
5. Millie is c______at Maths.
Complete the following sentences.
1. 她的名字是安娜。她住在杭州的一所公寓里。
Her _________ name is Anna . She _________ in a _____
In Hangzhou.
2. 杰克又矮又胖。他学习十分努力。
Jack is quite ________ and________. He ______ ______.
3. 他喜欢玩电子游戏。
He likes ________ computer _________.
4. Sandy 又高又苗条。
Sandy is _________ and ________.
5. 她擅长数学。
She is ___________ at __________. Step 7 Homework .
Fill in the blanks with the proper form of the given
verbs .
1. Tom ___________(sing ) well .
2. My brother always __________(play )basketball
On Wednesday afternoon .
3. I ________(like ) playing football .
4. We ________ ( watch ) TV in the evening .
5. He __________(like) swimming.
6. He __________(speak) English well .
Unit One ( the third period )
Teaching Contents : Reading (C, D)
Teaching aims:
A: Knowledge
Learn to say simple introduction about themselves .
B: Language skill
Use language to write simple profiles of their friends . C: Feeling
1 Arouse students’ interest in speaking English .
2 Develop students’ self-confidence
3 Train cooperation study
Main points :
1. Profiles
2. Main sentences : This is ------------.
He/ She is ----------years old .
He/She is -------(tall /small)
He/She loves------(dancing
/swimming/playing computer games)
He /She (doesn’t) wear glasses.
Difficult points : Learn how to write simple profiles of
their friends .
Teaching method : Task-based teaching
Teaching aids : Pictures, record and slide
Style of lesson : New lesson
Design for blackboard :
Unit 1 Reading ( C , D ) This is ---------. He/She is -
-----years old . He/ She is --------tall /short. He/She loves ----- He/She wears glasses.
Teaching process:
Teaching activities Step 1 Revision
Review the new words .
bunch , long ,enjoy , polite , helpful , funny ,
ponytail , wear glasses
Step 2 Presentation
1. Choose some typical students in the class and ask them
to the front
2. Ask the other students questions
T: Who’s tall in our class ?
Who’s tall and slim in our class ?
Is ------ tall or short ?
Who wears glasses in our class?
Who likes football in our class ?
Who likes music in our class ?
Do you like listening to music ?
Step 3 Reading
T: Do you remember what the six friends are like ? Please open the books and read it .
1 . Ask students to listen to the tape and repeat it .
2 . Read
Step 4 Questions
Show a form and complete it . Students say and the teacher writes with a colourful pen .
Then let students read profiles again .
Names boy girl age hair glasses hobbies
Mille
Simon
Sandy
Kitty
Amy
Daniel
Step 5 Introduction
Show three pictures of Kitty , Amy and Daniel . Ask students to close the books and introduce them . Write the model sentences on the blackboard.
This is ---------.
He/She is ------years old .
He/ She is --------tall /short.
He/She loves -----
He/She wears glasses.
Work in pairs
Let students practise saying another three students’
profiles
Step 6 Check
Let students say true or false according to the following . (True or false questions on the slide )
1. Millie is 11 years old .
2. Simon was born in Shanghai .
3. Sally doesn’t like listening to music .
4. Kitty loves dancing .
5. Amy has long hair .
6. Daniel wears glasses .
Step 7 Asking and answering
Show pictures of six friends and sports which they like on the slide .
Qs: 1. What does Mille like ?
2. What does Simon like ?
3. What does Kitty like ?
4. What does Amy like ?
5 .What does Sandy like ?
6 .What does Daniel like ?
Let students answer questions orally . Then let students match the sentences .
I likes playing computer games You like playing basketball
He/She like playing football
We likes playing tennis
You likes badminton
They like dancing
Step 8 Homework
Make a survey in groups .”What sports does he /she like?” Work after class.
football tennis badminton swimming
高山
刘清
田园
Unit One ( the fourth period )
Teaching Contents : Vocabulary
Teaching aims:
A: Knowledge
Learn the new words
badminton , swimming , tennis , football boots,
swimsuit, tennis racket , football field , tennis court , swimming pool , when
B: Language skill
Use the new words to talk about sports
C: Feeling
1. Have the wishes of learning English and like to take
part in activities .
2. Work with others
3. Like to say sth. in English
Main points :
The new words
Difficult points : Use new words to talk about sports . Teaching method : Task –based teaching
Teaching aids : Pictures, record and slide
Style of lesson : New lesson
Design for blackboard :
Unit 1 Vocabulary badminton footballswimmingtennis football boots swimsuit tennis racket
Teaching process:
Teaching activities Step 1 Revision
Let students say their profiles Step 2 Group activities
1. Check the homework
2. Make a survey “How many students like sports in your
group ?” “What sports do you like ?’’ 3.Fill in the blanks
football tennis badminton swimming Yes/No
李红
刘清
田园
Let students tick the result in the form Let each group ask a student to talk about the result
Step 3 Presentation
show four pictures to the class on the slide. The first picture . Two students are playing tennis .
T: What are they doing ? They’re playing tennis .
Write new words on the blackboard play tennis
The second picture . One student is swimming .
T: What is she doing ? She’s swimming .
Write new words on the blackboard swimming
The third picture . Two students are playing badminton .
T: What are they doing ? They’re playing tennis .
Write new words on the blackboard play badminton
The fourth picture . A boy is playing football .
T: What is he doing ? He is playing football.
Write new words on the blackboard play football
Step 4 Practice
Let the students read the new words over and over again . Then ask students to write the sports on the underline on part A. page 7.
Step 5 Presentation
Ask students some questions.
T: Do you like P.E. lessons ?--------- S1.---------- Do you like these sports ? S2.---------
Do you know more about sports? S3.----------
Now let’s look at these pictu res .
Show pictures on the slide and learn new words .
Step 6 Extension activities
Look at the slideshow . Use “swimming “ as an example .
Then ask students to complete the columns .
sport Swimming
where Swimming pool
Special clothes swimsuit
Equipment goggles
Team sport N
Work in groups sport football
where
Special clothes
Equipment
Team sport
sport tennis
where
Special clothes
Equipment
Team sport
sport badminton
where
Special clothes
Equipment
Team sport
If students need help , you may give them some of the words
to help them .
Step 7 Practice
Ask students to copy the table into their books Part B. on page 7. Read answers .
Step 8 Homework
1. Review new words .
2. Introduce the members’ hobbies of their family Oxford English 7A, Unit 1 Grammar
Simple Present Tense A B
Teaching Design
Teaching aims:
1. To make positive and negative statements and ask
questions with the verb .
2. To learn to use the simple present tense to talk about things that are always true, things that are true now and things that we do regularly.
3. Using the simple present tense to talk about one’s
profile.
Teaching Aids:
1. Student’s Book 7A
2. A picture.
3. A slide projector
Teaching procedure1. :
Step 1. Revision
1. Greeting.
2. Talk about some students’ hobbies to review the simple present tense.
T: Do you have any hobbies?
S: Yes.
T: What do you like to do after school?
S: I like to ....
T: Good. Do you often swim?
S: Yes.
T (To the students )So we can say John often swim.(板书并重复朗读) John, where do you go swimming?
S: In the river.
T: Can you see any fish?
S: Yes.
T: Where do fish live?
S: In the river.
T: Yes. Fish live in water. (板书并重复朗读) Where do you study now?
S: We study in this school . (板书并重复朗读)
T: Oh. Do you like our school?
S: Yes. I like ....
（该部分通过让学生谈论自己的爱好，为学习本课的重点内容做个铺垫。）
Step 2 Grammar
Learning the simple present tense.
T: Who likes fish?
S: I like fish very much.
T: Who else like eating fish? Now please open your books at page 8.
1. Ss look at the pictures and read , then answer the questions.
1）Who else like eating fish?
2）Do you still remember Millie? Does she live in Huaian? Where does she live?
3) What about Simon? What does he often do after school?
2. Studying the usage of the simple present tense.
T: Cats eat fish. This is something that is always true. Right?
Look at the sentences on the blackboard. Which one like this?
S: I think Fish lives in water. Right?
T: Yes, you are right. Look at the second one. Millie lives in Beijing. This is something that is true now.Right? Which is one on the blackboard that is true now?
S: We study in this school now.
T: Ok. You are right. Look at the third one. Simon plays football after school. Is this something that is always
true ?
S: No.
T: Is this something that is true now?
S: No.
T: Yes. This is something Simon does regularly. So this is something that we do regularly. Now which one on the blackboard like this?
S: John often swim, I think.
T: You are right.
(You can give your students more similar sentences in order to help students understand the usage of the simple present tense .)
3. Summing up the simple present tense.
1. Summing up the simple present tense.
2. Workbook on page 5 A .
Step 3 Practice
Workbook on page 6
Do the exercise ,part A2 ,to help students master the usage of the simple present tense.
Step 4 Practice
Grammar A
T: Who will help Millie complete her profile ? And please use the words from the box.
1. Let students complete Part A on their own first.
2. Checking up the answers. Ask some students to read out their answers and check for correct pronunciation.
3. Let students talk about Millie’s profile using the third person singular , pay attention to the forms of the giving verbs.
T: Who is Millie?
S: ….
Step 4 Exercises
Workbook on page 5 A1
1. Ask students to write four things about themselves using the sentences on page 8 as models.
2. Ask some students to read out their sentences.
Step 5 Learning
1. Changing the sentences on the blackboard into negative sentences. Remind students that we do not need to add ‘s’
to the main verb after ‘does not’,e.g. ‘does not live’.
2. Show some pictures. Talk about them.
T: Is it something you often do or something you don’t do, you do not do . Can you tell me ? For example. The first picture, If this something I often do, I can say,“ I often write.”
3．Go through the table on page 8 with the students. Learn how to add an ‘s \'to the verb after ‘he’, ‘she’ or ‘it’. 4. Workbook on page 6 A3
Step 6 Practice
Grammar B (on page 9)
1. Students finish the dialogue on their won first.
2. Check up the answers. Let them read out the dialogue.
3. Act out the dialogue in pairs.
Step 7 Production
1. Let the students make their dialogues.Talk about themselves.
2. Act out their dialogues.
3. Work out the rule.Do it.
Homework
Exercises: A4, A5, B2 and B3
板书：
Unit 1 Grammar A B The simple present tense John often swim. Tom doesn’t swim. eatFish live i n water. We don’t live in water. afterWe study in this school. Millie doesn’t study here. lunchtime walkfly flies finish finishes every daymiss misses fix fixes milk watch watches always Oxford English 7A, Unit 1 Grammar
Simple Present Tense C D E F
Teaching Design
Teaching aims:
1. To make positive and negative statements and ask questions with the verb ‘to be’.
2. To learn to use the simple present tense to talk about things that are always true, things that are true now and things that we do regularly.
3. Using the simple present tense to talk about one’s profile.
Teaching Aids:
1. Student’s Book 7A
2. A picture.
3. A slide projector
Teaching procedure :
Step 1 Revision
1. Greeting.
2. Check the homework.
Step 2 practice
1.Talking about the pictures.
T: If you want to write a letter to your penfriend and If you want to e-mail it , do you write it on a piece of paper?
S: No.
T: Where do you write it?
S: On compute.
T: Right. You can write it on compute. Have you send an e-mail to your friend on the compute? Now Millie’s penfriend e-mailed her some pictures of his family. Look at the pictures. Now open your books at page 10.
Who is Millie’s pen friend? ( Students read the letter and find out the answer to the question.)
S: Raymond.
T Yes. Raymond is a boy. Who can read this letter?
S: Let me try. (Read the letter. Then you can let them
read it in chorus.)
T: Good. Please look at the first pic ture. Is this Millie’s father?
S: No.
T: Whose father?
S: He is Raymond’s father.
T: You’re right. He is Millie’s penfriend’s father.
Ok. What is Raymond’s father doing?
S: He is playing tennis.
T: Yes. He likes playing tennis. Does he play tennis every day?
S: Yes. He plays tennis every day. (Repeat it.)
T: The second picture. Who is the woman?
S: She is Raymond’s mother.
T: Does she play tennis every day, too?
S: No. She doesn’t play tennis. She likes reading.
T: Oh, I see. Raymond’s mother does not p lay tennis. We can also say Raymond’s mother doesn’t play tennis. (Repeat
these two sentences.) Ok. What about the third picture? Who are they?
S: They are Raymond’s grandparents. They like watching TV. T: Oh, They are Raymond’s father’s father and mother. They are watching TV now . They like watching TV. (Repeat it) Please look at the last picture. Whose cat is it?
S: It’s Raymond’s cat.
T: Yes. Does Raymond love it?
S: Of course. And it loves Raymond.
T: You are very good.
2. Let students talk about the pictures using the first person singular
3. Complete the sentences now . What do they often do?
4. Read the sentences.
Sept 3 Exercises
Complete the sentences on the projector.
1) Millie _______ a dog.
2) Kitty _______ dancing.
3) Ann _______ TV every evening.
4) Daniel _______ kite on Saturday.
5) Simon’s parents _______ from Beijing.
6) Sandy _______ tall and thin.
T: Yes. For example.
Helen is tall.
Jane is not ( isn’t) tall. (Point out the contractions.)
( Written on the blackboard .Be ready for the next step.) Step 4 Learning
Part 2 Simple present tense of the verb‘to be’.
1. Go through the tables on page 10.
2. Read and practise the sentences like this.
T: I’m happy. Are you happy?
S: Yes, I am.
T: Are you sad?
S: No, I’m not.
Step 5 Practice
1.Grammar D
T: Look at Millie and Simon . Millie and Simon are introducing themselves to each other.Can you complete the conversations ?
1) Students do them.
2) Let Ss read them.
3) Explain the new word “world”.(We may a sk students something about their football.)
2.Part 2 Asking questions with the verb ‘to be ’.
T: When we don’t know anything,we can ask questions .For example, Amy is tall. But I don’t know, how do I ask this question ?
S: Is Helen tall?(板书)
T: Good. Is Jane tall?
S: No, she isn’t.
T: Is Helen tall?
S: Yes, she is.
1) Practise them like this.
2) Go through the tables on page 11.Then read the sentences and practise them like this.(We can use the sentences on
the blackboard again or another information from the students.)
Step 6 Practice
E
T: Look at the picture on this page . Now Millie is talking
to her new classmates . They are talking about their school and their teachers. Can you complete the sentences for
them?
S: Yes.
(Remind the students to use the simple present tense of the verb ‘to be’)
1) Students do them.
T: Who are Millie’s new classmates?
S: They are Sandy and Simon.
2) Explain the words “member, fun” and learn the phrase “a member of the Reading Club”
3) Asking three students to act the conversation.
4) Let students make the similar dialogues.
5) Act out their dialogues.
Step 7 Pravtice
Grammar F What does Simon do at the weekend?
T: Simon is writing to his penfriend about what he and his family do at the weekend. At the weekend means at the Staturday and Sunday. Can we help him?
1) Students do this.
2) Check the answer with the students. And explain these:
be good at
restaurant
3) Let students write a letter to a penfriend about what
they do at the weekend. Give them some phrases to help
them. Such as:
do homework clean the floor
wash the clothes play football
Climb the mountain go swimming
do shopping watch TV
go to the zoo go to see grandparents
play the piano work on the computer
Homework
1.Write a letter to a penfriend about what their families
do at the weekend.
2.Finish Exercises on page 10 on the Workbook: C1 C2 C3
C4
板书：
Unit 1 Grammar B C D F
The Simple present tense Helen is tall . grandparents weekend Jane is not / isn’t
tall . best run Is Helen
tall ? world hour Yes,
she is . member then Is Jane tall ? a member of be good at
No, she isn’t. the Reading Club dinnerrestaurant sometimes
Oxford English 7A, Unit 1
Integrated skills A
Teaching Design
Teaching aims:
1. Enable the students to extract information from
an article.
2. Enable the students to obtain information from
listening.
3. Enable the students to consolidate information and complete a newsletter article.
Teaching Aids:
1. Student’s Book 7A
2. Some pictures and a football.
3. A computer and a slide projector
Teaching procedure :
Step 1 Revision
1. Greeting.
2. Check the homework.
Step 2 Presentation
1. Present the new words.
Simon’s favourite football player
sports player match the World Cup score goal kick
T: Do you like sports?
Ss: Yes, we do.
T: Do you like football?
Ss: Yes.
T: OK.(Show a picture of a football player) Who is he?
S: He is ….
T What is he? Is he a teacher
S: No.
T: Yes. He is a player.(Lead in reading it.) He is a
football player. He plays football. What about Yao Ming? Is he a football player?
S: No. He is a basketball player.
T: A football player will play football. Then a lot of football players ,they play football together. This is called a match. (Lead in reading it .) So when the football players play football together ,it is called a football match. When the basketball players play basketball
together ,that is called a basketball match. Which one do you like ,a football match or a basketball match?
S: I like a football match.
T: Good. Do you all like a football match?
Ss: Yes. / No.(Ask two students)
T: So , … likes a football match. …likes a basketball match.
Then the football players will go to a match. And this match is the biggest match of the football. That means all the best football players will go there and play. And this is called the World Cup. (Lead in reading it .) So it is the match for all the best football players. Right for the football players, so it is called the World Cup. Have a
look at this picture.(Show the second picture) This is
from last World Cup. What is this football player doing? He is kicking.( Read “kick”) He is kicking the football. Now if the football goes into the gate, we say he scores a goal. (Lead in reading them .) Who likes football? Can you kick the football?
S: Yes, I can.
T: How to kick?
S: ( Show it)
T: ( to the all studrnts) Is he a good football player? Ss: Yes.
T: If it is a gate, can you score a goal?
S: (A student kicked a ball.)
T: Mike kicks the ball. The ball comes into the gate .So he scores a goal. （repeat）Is he your favourite football player?
S: Yes.
T: Who is your favourite football / basketball player?
S: ….
Step 2 Learning
A1
1.Read the passage.
T: If you want to write about your favourite football
player or basketball player , do you know how to write? Can you write an article about your favourite football player
or basketball player? I’ll tell you how to write it.
2. A1 Go through the headline of the newspaper article and the picture.
T: （Then ask）Who is Simon’s favourite football player？
S: Li Guanhua is Simon’s favourite football player.
T: Yes. He is Simon’s favourite football player. So Simon
is going to write an article about him . But first he has
to read this news article to find something about Li Guanhua. Can you read it now?
3. Students read the article first, then find out the answers to these questions:
1) What is Li Guanhua ? / What does he do ?
S: He is a good football player.
2) Which team is he in now ? / Which football team does he play for?
S: He’s in Huanhe
3) Which team was he in before ? / Which football team did he play for?
S:
4) Is he good at football? How do you know that?
S:
5) What did he do? How many football matches did he play in the last six nonths?
S: 12.
6) Yes.He played 12 matches. How many goals did he score? S: 15.
T: He scored 15 goals. So is he a good football player?
S: Yes.
T: OK. He is very good football player and he is good at football. What is Simon going to do now? He reads the article . Now Simon is going to complete the note. Can we help Simon complete the notes? First you should know these.
Name
Age
Appearance
Birthplace
New team
Next match
2. Complete the notes.
3. Check the answers.
Step 3 Listening
A2
1. Listen to the tape.
T: Let’s listen to the tape and find out more information and then we can help Simon to complete this notes.
T: OK. Do you understand? Can you complete the notes now?
NO. Let’s listen again.
2. Check the answers.
Step 4 Practice
A3
T: Now Simon has this notes. Simon is going to write about Li Guanhua for the Football Clup newsletter. OK. Can you help Simon complete the article.
1. Students do this.
2. Check the answers.（最好使用实物投影。）
Step 5 Consolidation
Complete another article like A1.
T: I have an article about my favourite football player.
His name is …. Read this passage then write an article
牛津高中英语模块三第三单元 Back to the past Reading Lost civilizations 江苏省沭阳如东中学张长波 一、教学内容分析： 本案例是牛津高中英语教材模块三第三单元阅读的处理。本节课是以听、说、读为主的课文理解教学课。通过听课文，阅读课文和问答对文章进行初步理解。再通过列表比较和复述课文进一步理解课文，最后通过讨论深化主题。希望通过该课的学习，学生能够对失落的文明有所了解，并对人类文明的发展及如何保护人类的文化遗产做出探讨，同时培养学生综合运用语言及听说读写的能力。 二、学生学情分析： 教学对象为江苏高中一年级下学期学生，学生思维活跃。高一学生已经初步实现从具体思维向抽象思维的过渡。他们不满足于教科书上的知识，更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。他们喜欢富有个性化的教学设计，喜欢接受新鲜事物。他们的学习自主性很强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体。同时他们还主动扩展和利用学习资源（如电脑操作知识），从多渠道获取信息，并能用所获得的信息进行清楚有条理的表达。因此，设计这节课时，我充分考虑到学生的主体性，充分创造机会让学生拥有成功的喜悦，在和谐的氛围中探究并完成教学任务，让学生主动学习，学有所获。 三、设计思想(Thoughts on the design) Reading主要是了解人类历史上两个非常著名的失落的文明——意大利的庞贝合中国的楼兰。本文是一片旅行日志，笔者根据自己对教材的理解，紧扣单元主题设计了导入、头脑风暴、快速阅读、仔细阅读、巩固复述、拓展讨论、作业七个环节。在设计教学的过程中，运用复习‘文明’的定义作为本课的导入，激发学生兴趣。设计的任务由浅入深，环环相扣，并注重各教学环节的衔接。在整个教学过程始终贯穿人类文明这条主线，用图片的形式呈现Part B的词汇——温故知新，设计输入，激活记忆，借助于已学过的词汇建立起新旧知识之间的联系。以话题为中心重组教材。词汇教学离不开语境，设计一个中心话题，使教材为当堂的词汇教学所用，而不是按部就班地教教材。以词汇为主线展开教学，以运用为目标挖掘生成，创造机会促使学生运用目标词汇进行表达。以快乐为原则寓教于乐，促进学生在学习过程中的积极体验，从而达到多维的目标。
Unit 1 This is me! Comic strip & Welcome to the unit I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1. know the two cartoon characters, Eddie and Hobo, and the six students at Sunshine Middle School; 2. greet each other properly in English; 3. introduce oneself to others in English. II. Teaching contents 1. New words and phrases: master, e-dog, good morning/good afternoon/good evening/good night 2. New structures: What’s your name? My name is … Nice to meet you. Nice to meet you, too. III. Focus o f the lesson and predicted area of difficulty How to introduce each other and greet each other in English. IV. Teaching procedures Comic strip Step 1 Lead-in：Enjoy the video “make friends”. T: Today we’ll learn U nit 1 This is me! Do you like the song in the video? We are now new students at Donglin Middle School, and meet many new classmates. Do you want to make more friends? I’d like you to meet two new friends in our books. Do you want to know them? 【设计意图：由视频再到图片make friends引出不同人物的名字。】 Step 2 Presentation 1. Learn some new words (1) Show some pictures of the two cartoon characters.
牛津高中英语教学设计 单元：Unit 1 School life 板块：Word Power Thoughts on the design: Word power 该板块设计的目的是引导学生通过以下两种方法学习词汇：一是让学生学习与单元话题相关的分类词汇；二是通过构词法学习单词。该板块设计了图表、对话或短文，用以拓展学生对于话题相关的词语的认识和运用。 Teaching aims: 1.to cultivate students’ ability of reading a map; 2.to develop and practice the way of asking and giving the way; 3.students are expected to gain a more general ideal of school facilities; 4.to enlarge students vocabulary and try to guide them to use correctly. Teaching procedures: Step One—Don’t tell me its name (Guessing game) [设计说明] Describe the features of the given place, but not to mention its name, let others guess)(通过此步骤使得学生充分熟悉有关school facilities的名词，为教学的下一步展开做好铺垫，同时激发学生学习热情。 e.g. (提示词) *Book stand；E-books；Abundant reading materials (library) *Pieces of equipment for specific purposes, as building up one’s body (gym) *Yummy Yummy (Picture Presentation) (students’ canteen) *Second Home (dormitory) Step Two—Drawing a map & looking for destination [设计说明] 学生按照老师口头所给路线画图，可请1-2名学生上黑板演示，充分锻炼学生“ASK AND GIVE THE WAY”的能力。 如： Now, everybody, welcome to our starting point. Try to imagine that you are right now facing the North. I’d like you to go along this road, which is called the Zhong Shan Road, and then turn left; you will find a city library on your right side … Step Three—Welcome our spokesman (Role-acting & Recommendation) [设计说明]角色扮演，学生按自我意愿在所给选择范围内挑选一名运动明星，并向大家推荐由其代言的某一运动项目。
《牛津高中英语》模块一Unit 1 一、教学课型: 阅读理解课 二、教材分析 1. 教材内容 见《牛津高中英语》模块一Unit 1 （Pages 2—3） 2. 教材处理 该篇文章主要介绍中国学生Wei Hua 在英国为期一年的留学经历。通过她对英国中学生活的描述，学生对英国中学生的日常学习情况增加一定的了解。但由于内容较多以及中英文化方 面的差异，在阅读过程中，对于刚进入高中学习的学生，他们中有些在完全理解课文方面有 一定的困难。 针对上述分析，本课在设计时先以录像导入的形式，增加学生对文章有关的感性知识；然后采用略读的方法，培养学生阅读整体观念；在随后的细节处理时，采取寻读、细节理解、正 误辨别的方法；在难点处理时，通过启发诱导，教师归纳的措施加以突破。整个教学过程的设计由浅入深，由感悟、理解、分析、归纳、总结到运用，从而完成从阅读输入到理解输出 的学习过程，达到培养学生阅读能力的目标。 3. 教学目标 ①知识目标: 通过该文的学习,帮助学生对英国中学作息时间、班级规模、所学科目、课程内容、学习负担等学校生活有具体的了解。 ②能力目标: 通过寻找文章大意及具体细节问题的答案，培养学生快速归纳文章主旨和获取 文章细节的阅读能力。 ③文化目标: 通过对课文的学习、有助于学生对英国中学生活全面而深入的理解，体会中英两国之间由于国情、历史的不同所产生的文化教育的差异。 4. 教学的重点和难点 ①重点：对英国中学生活的具体了解和中英两国之间的文化教育的差异。 ②难点：如何培养学生运用略读（skimming ）和寻读（scanning）阅读技巧来快速获取主旨 大意和细节信息的能力。 三、教学设计 1. 总体思路 本课的教学设计采用：阅读前（导入）、阅读中（略读，寻读，辨别正误，比较, 分组活动, 巩固）、阅读后（运用）三部分。 2. 教学过程 Step 1 Lead-in T: Now, Class, we have learned English since the primary school, and we have known some Britis h language, culture, history and some other British lives. But do you know what the British schoo l life is really like? If you want to know the answer, please watch the following video.
高中英语教学案例分析 王萃 摘要：在英语课程的改革中，方方面面都在提倡自主、合作与探究的学习方式，让学生成为学习的主人，使学生的主体意识、能动性和创造性不断得到发展。因此，培养学生自主、合作与探究的学习方式，是新课程改革中一个迫切的任务。 关键词：合作与探究英语阅读 一、前言 《牛津高中英语》Project是课堂教学的延伸和拓展,属于探究式学习,要求学生走出课堂,与同学分工合作。学生认真阅读所提供的阅读材料,从中得到启发,然后通过讨论、调查、专访、文献检索等活动,完成一个特定的课题。模块六第一单元Project的课题是Putting on a play.包括两个舞台剧:The invisible bench和The important papers。现将设计思路及教后反思与诸君交流,探讨如何让学生真正走出课堂、参与课堂、享受课堂。让学生参与“备课”，备教材在本课的两个舞台剧中,台词较为简单,但旁白和转场很多,人物表情和心理活动非常丰富。所以,同学们主要应在揣摩人物内心方面做足功课。 二、学生分析 根据《新课标》精神，高中英语教学要在培养学生的语言技能、语言知识、情感态度、学习策略和文化意识等素养的基础上培养综合语言运用能力。因此，高二学年的英语教学将继续培养和优化学生的
英语学习方法，使他们能通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。同时，还要关注学生的情感，提高他们的人文素养，提高他们独立思考和判断能力，培养创新精神和实践能力，增进跨文化理解和交际能力。 三、教材分析 该板块引导学生进行探究性学习，把英语听、说、读、写的训练从课堂内拓展到课堂外；它基于阅读文本，又超越文本信息。根据《课标》，《课标》在“使用建议”部分指出：教材内容、教学活动和教学方法应具有较大的灵活性和开放性。在不违背科学性原则的前提下，教材应该具有一定的弹性和伸缩性。允许使用者根据自己的实际需要，对教材内容进行适当的取舍和补充。因此，此教学设计着眼于把project 部分根据现在所教生源的实际情况，设当地化繁为简，让学生自己从两片喜剧中选择一个小组合作表演。并根据英语课程标准倡导的“任务型”教学途径，设计相应的教学任务，同时在整节课的教学设计中强化每个任务环节的有机结合。对学生而言，随着不同任务的转化，对他们构成了不同层次的挑战，以培养学生的综合语言运用能力，从而达到学以致用的目的。三是注重在语言材料的有效输入的基础上进行语言的有效输出。坚持先读（课文，课外阅读材料），后说（合作探讨如何表演），再演（完成舞台表演）的教学三部曲。 四、教学策略 该板块引导学生进行谈那就行学习，把英语听说读写的训练从课
牛津高中英语模块一（第1讲） 【教学内容与教学要求】 一、教学内容： 牛津高中英语模块一Unit 1 （上） 二、教学要求： 1．掌握和校园生活有关的常用单词、词组与句型。 2．学会描述校园生活和学校设施。 High school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期Huge campus and low-rise building 学校面积大，没有高层建筑。 Twelve laboratories are available for different experiments.12个实验室可供不同试验使用。 Each room comes with its own bothroom and Internet access.每个房间都有自己的卫生间和英特网接口。 3．学习阅读技巧：skimming&scanning。 4．语法：定语从句（一） 【知识重点与学习难点】 一、重要单词： access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax 二、重点词组： class teacher 班主任at ease with 和….相处不拘束school hours学校作息时间earn respect from 赢得…的尊敬sound like听起来象for free 免费get a general idea 了解大意as well as 除….以外, 也key words 关键词word by word 逐字逐句地find one’s way around 认识路develop an interest in 培养对….的兴趣surf the Internet网上冲浪 【难点讲解】 1.What is your dream school life like? 你理想中的学校生活是什么样子? 这里dream表示心目中最理想的. 如dream team (梦之队)。
7A Unit 3 Grammar I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1.distinguish the subject forms of personal pronouns from the object forms; 2.remember all the personal pronouns; 3.express themselves by using personal pronouns correctly. II. Teaching contents 1.Subject form: I, you, he, she, it, we, you, they 2.Object form: me, you, him, her, it, us, you, them III. Focus of the lesson and predicted area of difficulty How to use the subject form and object form correctly IV. Teaching procedures A Personal pronouns (subject form) Step 1 Lead-in Read a passage and find the personal pronouns in it. T: Hello, boys and girls. Yesterday we learned Reading ‘Welcome to our school’. Do you still remember what the name of Millie’s school is? Yes, it’s Sunshine Middle School. Now Millie is telling us about her
教学设计 学科高中英语 课题 教材 设计者 学校 Unit3 Celebrations Lesson1 Festivals( A reading lesson)
Ⅰ Analysis of Teaching Material This is the first lesson of this unit. Before this class, the teacher have taught the students vocabulary in Warm-up and Lesson 1. The reading passage titled FESTIVALS briefly describes three traditional festivals of China. Such a topic is closely related to students’life, thus it is very easy to arouse their interest in learning this lesson. The text covers 3 sections. Teacher should encourage students to skim for the general idea for each section, and scan for further understanding, because this lesson introduces a lot of useful new words and expressions which are only used for festivals. In order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the exercises in the each step to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. Moreover, homework is very important for an effective class. So the students are assigned to write a composition about Spring Festival, based on what they have learned in this lesson. Ⅱ Teaching Aims: 1.Learn and master the useful words and phrases. 2.Let the student learn about 3 traditional Festivals of China. 3.Train the students’ skimming and summarizing ability during reading the text. 4.Encourage students to learn more about Chinese festivals and cultivate their love to our traditional culture. Ⅲ Teaching Important Points: 1.Master the following words and phrases: be celebrated by, is said to do, be made with, fall on, the first lunar month, burn down, in many shapes and sizes, mark, many different kinds of, special food 2.Enable the students to understand the three Chinese traditional festivals, Mid-Autumn
《牛津初中英语》教学案例五年级：初二学科：英语学校：南京市第六十六中学执教：杨慧 8B Unit 4 Reading (I) Teaching aims: To read an e-mail about hosting a charity show. To improve the students’ reading skills. To make students know more about charities and what they can do for the charities. Teaching aids: Multimedia and a tape-recorder Teaching methods: 1.Imagine. 2. Listen and read. 3. Ask and answer. 4.Summarize 5.Free talk Important and difficult points: To know how to raise money for charities To learn about Ricky’s feelings before, while and after the show Emotional attitudes: By learning more about charities in China and what people do for the charities, let the students know our world is full of love. Teaching procedures: Step 1 Pre-reading 1.What is a charity?（showing this definition on the screen） It’s a system of giving money, food or help free to those who are in need because they are ill, poor or homeless, or any organization which is set up to provide money or help in this way. 策略：通过老师对charity这个词的最原味的英文解释，一下子把学生的思维跟本单元的话题拉近，也可以让学生从定义上初步获得一些我们可以为慈善事业做些什么的信息。 2.Revise the names of some charities in China and what these charities do.(showing them some pictures of these organizations) Project Hope helps schools and students in poor areas. Save China’s Tiger s protects tigers and other big cats in China. Spring Bud Project helps poor young girls return to school. Project Green Hope helps protect rivers and lakes in China. 3.Present some news.
Unit 1 Hello 一单元教学内容简析： 本单元是小学生学习英语的起始单元。小学生对学习英语大多怀有好奇、兴奋、期待的心情。英语学习的起始阶段，教师应在帮助学生进行知识积累的同时，特别重视激发和保护学生学习英语的热情，培养学生运用所学英语进行交际的意识和勇气。本着这一宗旨，本单元安排了“自我介绍”的功能项目，包括Story time,Fun time, Cartoon time, Letter time, Song time, Checking time, Ticking time等环节，训练学生综合运用语言的能力，这一安排有助于消除学生学习新语言的焦虑心理，进而激发学生参与教学的热情和信心。熟练掌握字母是认读单词的基础，本单元将教学Aa –Dd 四个字母。 二单元教学要求： 1.能听、说、读单词hello,hi,good,morning,afternoon,Miss,Mike和class。 2.能听懂、会说、会读日常交际用语Hi! Hello! Good morning/afternoon, …I’m… 3.能灵活运用句型Hi! Hello! Good morning/afternoon, …I’m…与他人进行日常交流。 4.能听、说、读并正确、规范地书写英语字母Aa,Bb,Cc,Dd。 5.能有感情地演唱歌曲Good morning。 三单元教学重难点： 见教学要求1、2、3、4. 四单元课时安排： 共计五课时 五单元教学安排： 共计五课时 第一课时Story time ＆ Song time 第二课时Fun time ＆ Letter time 第三课时Checkout time & Letter time 第四课时C artoon time & Ticking time＆ 第五课时单元检测 六友情提示 1 本单元是小学生学习英语英语的起始单元。教师应特别重视激发和保护学生学习英语的热情，培养学生运用所学英语进行交际的意识和勇气。 2 本单元Cartoon time 中出现的猫和老鼠将贯穿整册书，教师可提示学生根据它们的特征记住它们的名字。 3 字母是启蒙教学，教师要严格要求学生：一要发音准，二要书写规范，养成正确的书写习惯。
7 A Unit 3 Welcome to our school The first period: Comic strip& Welcome to the unit Teaching aims: ( 1）、Learn some new words: “Which ,best ,so, biology ,geography ,history, Date ,meeting ,o’clock, OK ,gate” (2）、Learn some new phrases: School Open Day/ the parents’ meeting /at the school gate (3)、Learn some sentence patterns: Which of the subject do you like best? What’s the date today?/ What time is it? Importance & difficulty 1.Talk with the simple present tense. 2. How to master these new phrases. Teaching procedures: Step I Presentaion. In school, there are many subjects. What is your favourite one? Which is your favourite subject? My favourite subject is …. Step II Practise Would you like to play a game to learn about your classmates’ favourite subjects? Let’s do chain work! Please ask the questions one by one. Sample conversation S1:Which of the subject do you like best? S2:I like …best. S1:Why? S2:Because it ….Which subject do you like best? S3:I like…best. S2:Why? S3:Because it…. Step III Presentaion 1The teacher asks：Eddie is a lovely dog. Do you know his favourite subject? Which is his favourite subject? Listen to the tape and answer this question. 2 Act in pairs. 3 Suppose you are Hobo. When you hear Eddie’s words, what do you think of him? What will you say to Eddie? Please continue writing Eddie and Hobo’s conversation. Step IV Presentaion 1The teacher asks：You study at ….Middle School for many days. Do you like your new school? Do you tell your parents about your new school? What do you tell them? Students answer：I like my school. I tell my parents about classmates and sports. 2The teacher says: I am teaching English now. So I am your English teacher. Who is this teacher?
英语必修4译林牛津Unit 1精品学案（Project 第1部分） 教材：牛津高中英语(模块四)高一下学期 文档内容：教学设计—教案 单元：Unit 1 Advertising 板块：Project 1 课堂设计指导思想： 本堂课的宗旨是引导学生在“做中学”，通过让学生完成一份围绕本单元主题的传单来学习和使用英语。引导学生主动学习，帮助他们形成以能力发展为目的学习方式，鼓励学生通过体验、实践、讨论、合作和探究的方式发展自己的语言综合能力。 Teaching aims: 1. Get to learn and use English by doing a project. 2. Try to fully understand the two reading materi als and master the language items. 3. Learn to get enough information about ad campaigns from the reading materials. Teaching procedures: Step 1 Lead-in Show students two groups of pictures and draw their attention to the importance of ads. 【设计说明】通过两组图片将学生的思绪带回本单元主题，重新引发他们对广告的注意力，以旧带新，自然导入本课。 Step 2 Listen and understand Have students listen to the recording of the handout and answer the three questions to get a general idea of this reading material. 【设计说明】帮助学生通过听录音和回答问题初步理解阅读材料，并获取有关广告宣传单的基本信息。 Step 3 Reading for detailed information Ask students to read the material again carefully to get detailed information about developing an ad campaign. 【设计说明】引导学生通过详读阅读材料，更好地理解文章并了解策划广告宣传活动的主要环节。 Step 4 Main idea of each paragraph Ask students to work in pairs to focus on each paragraph of the handout and then report the main idea of each paragraph to the class. 【设计说明】启发学生注意文章的段落结构，复习说明文的阅读策略，为策划宣传单做准备，
牛津高中英语教学设计与反思 单元：Unit1 School life 板块：Reading 靖江市第一高级中学闻震宇 一·教学设计指导思想： 第一模块第一单元的主题为“School Life”, 整个单元内容的设计围绕高中生活这一主题展开，本节课的教学内容为“Reading School life in the UK”课文理解。在这一部分，学生将学会skimming &scanning阅读策略，并对英国学生的在校生活有所了解。 Teaching aims: 1. to read a magazine article about school life in the UK; 2. to learn to apply two basic reading skills: skimming and scanning; 3. to learn some expressions about school life; 4. to get some information about what school life in the UK is really like. Teaching procedures: Step1 Lead-in Play the song of ‘High School Life’ and show students’ photos. Can you guess the name of the song? What can you think of when we talk about school life? Now we are going to read a magazine article which is written by Wei Hua, an exchange student. She has been studying in the UK for one year. She will give us a brief introduction of her school life there. Let’s first preview the words that will be used in the article, the definition of the word is given, please match the meaning with the word. Step2 reading Before we read the article, we are going to learn the reading strategies: skimming and scanning. 1. Reading strategy－scanning We scan the text when we want to find certain information in a text quickly. Apply scanning to finish PartC1.C2. 2. Reading strategy－Skimming We skim a text when we want to get a general idea of what it is about. Apply skimming to find the key sentences of the paragraph. Find out the main idea of each paragraph and answer questions concerning the content of each paragraph. Part1: School hours: 1. Was she happy with the school hours? ______________ 2. School in Britain _______ around 9 am and __________ about 3:30 pm, while schools in China begins before 8a.m. We believe that ___________早起的鸟儿有虫吃。
译林版小学英语三年级下册教案 Unit 1 In class 第一教时 教学目标： 1. 能听懂、会说、会读、会写词汇open, the, door, close, window。 2. 能听懂、会说、会读词汇in class,sta nd up,Mr, sit dow n, please, sorry,come in. 3. 能听懂、会说、会读日常用语与句型Ope n the door/the wi ndow. Close the door/ the win dow . Sta nd up. Sit down. Come in, please. I ' m sorry. 教学重点 1. 句型：Open the door/ the win dow. Close the door/ the window . Stand up. Sit dow n. Come in, please. I ' m sorry. 2. 词汇：in class,sta nd up,Mr, sit dow n, please, sorry,come in. ope n, the, door, close, win dow. 教学难点： 1. 句型：Open the door/ the window. Close the door/ the window .Stand up. Sit down. Come in, please. 的正确读 法和在情境下的正确运用。 2. 词汇：ope n, close的用法 教学准备： 1. 第一单元Story time部分的挂图、多媒体、磁带、录音机。 2. 人物Mr Gree n, Liu Tao, Mike, Wang Bi ng 的头像卡片。 3. 句型：书写Open the door/the window. Close the door/ the window . Stand up. Sit down. Come in, please. I sorry.的条形卡。 4. 在黑板上画好四线三格。 教学过程： 一、Greetings T: Good mornin g/aftero on, class. Ss: Good mornin g/aftero on,... 出示人物头像， T: Who ' s he? S: He ' s Liu Tao/ Mike/ Wang Bing. T: Who ' s he? S: He ' s Mr Gree（引导学生说） 领读并教学Mr,区别Mr与Miss的用法。 二、Listen and act 1. 事先安排一名学生站在门外，教会迟到了说I ' m sorry. 教师关门上课。 门外学生敲门， T: S1, please open the door.（做手势） S1: Yes, Mr/ Miss ... S2 （门外学生）：I ' m sorry Mr/ Miss ... T: Come in ,... 出示句型条形卡，边做动作边领读： Please ope n the door. I ' m sorry. Come in . 2. T:（教师指门）What ' s this? S: It ' s a door.