新牛津英语七年级上Unit 1 This is me全部教案

新牛津英语七年级上Unit 1教案
主备教师： 个备： _ __ 备课时间： 年 月 日
课题 7A Unit 1 This is me 总第 1 课时
教学目标 1、知识目标： 1）、会用本课时的四会单词。 2）、词组 look after good morning good afternoon good evening good night3)、句型 What’s your name How to look after your e-dog 2、能力目标：1)、学会介绍自己。 2）、学会使用适当的问候语。3、情感目标：通过自我介绍了解全班同学，并与他们成为好朋友。
重点、难点 1、重点：运用一些简单的句式进行自我介绍。2、难点：They are introducing themselves to each other.
教 学 过 程（教学环节、教师活动、学生活动） 集体讨论记录 个人修改记录
Step I 呈现1. 教师与全班学生对话：How are you 全班学生回答：Fine, thank you.2. 教师走到学生身边与他们对话：Good morning. I’m Miss/Mr… My English name is … What’s your name 引导学生回答：Good morning. Miss/Mr… I’m … /My name is … Do you have an English name What is it (Ask more than one student) 并把这些句型写在黑板上。对学生说：Look at the blackboard and read after me. 让学生跟读两遍。Step II 练习1. 安排学生两人一组用这些句型互相介绍：Boys and girls, it’s time for you to practise now. Please greet your partner. Ask for your partner’s name. Don’t forget to say ‘Good morning.’ before you ask.2. 教师巡视，适时鼓励：Good. / You are great.Step III 呈现1. 告诉同学们我们今天要认识北京阳光中学的几个朋友，让学生打开书，看他们在第一节英语课上是怎样互相介绍的：Today we are going to meet some friends at Beijing Sunshine Secondary School. This is their first English class. Open your books at page 7 and read aloud what the students say. (read it with the teacher) 然后叫学生起来回答问题：What’s the girl’s name What’s the boy’s name 接下来老师教这六个人名：Amy, Simon, Millie, Kitty, Sandy, Daniel 老师把这些人名写在黑板上并且标出其中的元音音标。带学生朗读这些单词。老师领读文中对话。学生齐读。Step IV 表演1. 学生两人一组练习这些对话，然后将它表演出来。Step V 游戏1. 呈现实物：时钟。把时间拨到下午某个时间，问学生在这个时间应该怎样和老师或同学打招呼：At this time of day, how do you greet your teacher or your partner 引导学生回答Good afternoon, 教师大声肯定、重复并将正确答案写在黑板上，让学生跟着教师大声说几遍。再把时 Hello, boys and girls.I’m your new English teacher.My name is Wang Jingping,You can call me Ms Wang.Good morningwe use it to greetpeople in the morning)Good afternoonwe use it to greet people before the sunset 日落
教 学 过 程（教学环节、教师活动、学生活动） 集体讨论记录 个人修改记录
间拨至傍晚和夜晚的某个时间，教师重复以上步骤并板书Good evening.和 Good night.这两个句子。2. 学生用纸片自制时间卡，并以卡片上的时间为参照互相问候。Step VI 呈现1. 让学生看幻灯片，老师问：What’s the time 学生回答后教师接着问：Is it in the morning or in the afternoon 引导学生回答：It’s in the afternoon. 然后引导他们说：Good afternoon.引导学生完成书上Greetings的练习。2. 注意时间的两种写法，如：14:45=2.45pmStep VII 游戏1. 在小纸片上写上每个学生的学号。把所有的纸片放进一个小袋子，并且把他们打混。老师先从小袋子里抽出一张学号，那个学号对应的学生要进行自我介绍，比如: Good morning, I’m … 完成自我介绍后，那个学生再抽出下一个学号。Step VIII 呈现1. 教师让学生看幻灯片，同时提问：What is it 引导学生回答出动物的名字。然后老师问：Do you have an animal in your family For example, a dog, a cat, a duck and so on. Ss: Yes. T：What is it Ss: It’s a dog./… T：She is the dog’s master. She looks after the dog. 将master和look after写在黑板上。然后老师领读这两个单词词组以及这两句话。2. 告诉学生今天要认识两个新朋友，学生听录音并回答两个问题：They are our new friends. Listen carefully and answer my questions. What’s the two dogs’ names Who’s the master Is Hobo a dog 3. 播放录音后，学生回答。 The two dogs’ names are Hobo and Eddie. Eddie is the master. Yes, Hobo is an e-dog.4. 呈现图中的文字部分，播放录音，学生跟读：Please look at the comic strip and read after the tape.5. 一遍结束，全班分成两组，分角色进行朗读，互换角色再读一遍：Now, boys are Eddie and girls are Hobo. Read again. One, two, begin!Step VIIII 表演1. 学生表演。同桌互换角色表演对话，鼓励学生根据自己的想象添加适当的语言：Work in pairs and read the conversation between Eddie and Hobo. You can add your own words.2. 随意选几组同学上台表演，并在表演结束后给予鼓励和表扬：Ok, I will ask some of you to come here and role-play the dialogue for us. Volunteer, please. Good evening:we use it to greet people after the sunsetand before going to bed)look after 照看,爱护,保管how to do sth. 如何做某事eg. 你知道怎样拼这个词吗？Do you know how to spell the word Daniel知道怎么游泳。Daniel knows how to swim
教 学 过 程（教学环节、教师活动、学生活动） 集体讨论记录 个人修改记录
Step X 家庭作业1. 熟读今天所学内容。2. 记忆黑板上写的词语和句型。3. 完成《补充习题》上的练习。
板书设计Good morning / afternoon / eveningHi / HelloMy name is …/ I am …
教学反思本节课内容比较简单，主要复习了不同时间的问候语，互相之间进行简单的自我介绍，学生在课堂上发言热烈，表达比较流畅，效果较好！
课题 7A Unit 1 This is me Reading (I) 总第 2 课时
教学目标 1. 知识目标1) 词汇：能够理解本课的四会单词。2) 词组：…years old; the Reading Club; be born in; long black hair; come from; listen to music; short hair; wear glasses; play computer games; after school3) 句型：I love playing football after school. He enjoys playing computer games. She is good at swimming.2. 能力目标 通过阅读了解文中所出现的北京阳光中学四个学生的基本情况。3. 情感目标 利用所学内容，激发学生在课堂活动中更多地了解新同学新老师，增进师生、生生之间的感情。
重点、难点 1. 重点：理解文章的大意。2. 难点：Simon was born in Shanghai but he lives in Beijing now. He enjoys playing computer games.
教 学 过 程（教学环节、教师活动、学生活动） 集体讨论记录 个人修改记录
Step I 表演1. 学生以表演的形式复习Hobo与Eddie的对话。2. 学生以问候的形式互相确认同学姓名：Good morning/afternoon. My name is … What’s your name Step II 阅读1. 出示挂图，呈现4个小伙伴的图片：They are students at Beijing Sunshine Secondary School. They are our new friends. 让学生快速阅读课文：Now let’s meet them one by one.然后问：What’s his/her name 2. 听录音，完成幻灯片上的表格。Listen to the tape carefully, try to finish the form on the screen.3. 告诉学生我们先来认识Millie.播放录音，呈现幻灯片：Now, let’s meet Millie first. Listen and read her speech bubble carefully. Pay attention to the new words in her speech bubble. Then answer my questions: How old os Millie Does she like reading 学生做出简单回答就可以。4. 第一段结束，请学生指出课文中的生词：Now please tell me the new words you don’t know.写在黑板上，带读2至3遍。同学之间开展合作，两人一组互相帮助学习生词：Now work in pairs and learn the new words in this passage.直到生词全部解决。5. 总结Millie的自我介绍。6. 继续学习Simon和Sandy的自我介绍，重复以上步骤。问以下问题： What’s the boy’s name Read and answer:1.How old is Millie 2. What is she like 3. What’s her hobby Read and retell:Please read the sentence about Simon then introduce him to your classmate like this: His name is … He is … He likes … He often plays …
教 学 过 程（教学环节、教师活动、学生活动） 集体讨论记录 个人修改记录
Does he like playing football Where does Sandy come from Does she like listening to music 7. 最后集中学习Simon,Sandy和Daniel的简介：Now let’s meet Simon, Sandy and Daniel.以同样的步骤学习生词和课文。回答一下问题：Does Simon like sports (Yes, he does.) Is Sandy’s hair short (No, it isn’t.) Is Daniel good at Maths (Yes, he does.)Step III 练习1. 要求学生再次阅读课文：Now please read again and finish Part B on page 9.让学生首先完成B1部分（看幻灯片完成），向学生解释语境：Mr Wu, their English teacher, wants to know the students better. What activities do his students like Please help him put the correct letters in the boxes.及时核对答案。2. 学生完成True or False questions，要求他指出错在哪，怎么改正。Can you point out mistakes How can we say it correctly 3. 检查核对：Good./You are right./Good job./I’m sorry, it’s not correct. Please read again.4. 完成表格。告诉学生：Now I am sure you know our new friends better. Our first friend is Millie. She is now making notes about her new classmates. Please talk about the information and then help her complete her notes . Work in pairs.Step IV 家庭作业1. 朗读课文，注意语音语调。并尝试根据关键词复述课文。2. 记忆生词。 Read and fill in the blanks:Hi, I’m Sandy. I’m very ______and ______ . I like______.
板书设计My name is… I am a new student at … I am … years old. I am from…I am… I have … hair. I love … . I am good at…
教学反思本节课是这个单元的阅读课，课上采用多种方法让学生读课文，了解文章大意，完成疏通练习。并设计环节让学生根据句式结构表演简单介绍自己，学生参与度高，活动积极，效果很好！
课题 7A Unit 1 This is me Reading (Ⅱ) 总第 3 课时
三维教学目标 1. 知识目标1) 词汇：能够运用本课的四会单词。 2) 词组：…years old; the Reading Club; be born in; long black hair; come from; listen to music; short hair; wear glasses; play computer games; after school3) 句型：I love playing football after school. He enjoys playing computer games. She is good at swimming.2. 能力目标学会运用本课所学的主要词汇、句型用英语进行自我介绍或介绍他人。
重点、难点 1. 重点： 运用本课的四会单词、词组和句型。2. 难点：Simon was born in Shanghai but he lives in Beijing now. He enjoys playing computer games.
教 学 过 程（教学环节、教师活动、学生活动） 集体讨论记录 个人修改记录
Step I 复习1. 回顾所学课文内容。巩固学习课文中的重点部分：We know something about Millie, Simon, Sandy and Daniel now. Do you still remember them Let’s do the following exercises. Please finish the exercise quickly. You may read the text on page 8 again when necessary. First let’s do T or F questions. (看幻灯片)2. 回答课文有关问题。 1.Does Millie have a dog Yes.2.What’s the name of the dog Eddie.3.Does Simon like football Yes.4.Is Sandy tall and slim Yes.5.What does Sandy like Music.6.Who wears glasses, Simon or Daniel DanielStep II 练习1. 呈现词组，让学生完成词组与解释的配对，以检查学生对词组的理解：Here are some phrases. Please match them with their explanations. Let’s see who will finish the exercise correctly first. … years old be from the reading club age, time of life be born have glasses on the eyes come from have good manners and always ready to help wear glasses a group of people who meet regularly for reading polite and helpful be brought into the state of life 1. 她十二岁 She is 12 years old . 2. Let’s meet my new friends. let sb. do sth. 让某人做某事 like doing sth.喜欢做某事love doing sth. 热爱做某事enjoy doing sth.喜欢做某事1.我喜欢听音乐但是他喜欢听收音机.I like/enjoy listening to music but he likes/enjoys listening to the radio.
教 学 过 程（教学环节、教师活动、学生活动） 集体讨论记录 个人修改记录
2. 做有关词组的练习，根据括号中的汉字写出英文：Now here are some more exercises. Please complete the following sentences according to the Chinese words in brackets. Let’s work them out. 1) Millie is 12 ____________(岁数). She is _____________(擅长) English. (years old; good at) 2) Millie loves reading. She is in ___________________(读书俱乐部). (the Reading Club) 3) Sandy____________(来自) Beijing. She has_______________(又长又黑的头发). (comes from;long black hair)4) Miss Li is _________________(又高又苗条). She has ____________(短发). (tall and slim; short hair) 5) Daniel __________________(戴眼镜). 3. 句型呈现。指导学生再次阅读短文，并将重要的地方用红笔标出来：Now we have some important sentences to learn. Do you know how to use them 教师逐一解释本课重点句型。4. 有关句型的练习：Fill in the blanks with the correct form of the words. 1) She likes _________ (read) books on Sundays. (reading) 2) The boy loves ________ (play) football after school. (playing) 3) Children enjoy ________ (watch) TV in the evening. (watching) 4) Amy is good at ________ (swim). (swimming) 5) Let’s ______ (meet) Daniel after school. (meet) 6) Miss Lin ______ (love) her students. Her students ______ (like) her, too. (loves; like)6. 以下是翻译练习：Now please turn these sentences into English. Pay attention to the language points we have learnt. 1) Millie喜欢照看Eddie. (Millie likes looking after Eddie.) 2) 我们有一个新朋友，Hobo。它有一个主人，Eddie。 (We have a new friend, Hobo. He has a master, Eddie.) 3) Daniel擅长玩电脑游戏。 (Daniel is good at playing computer games.) 4) 鲍勃的表哥在校篮球队. (Bob’s cousin is in the school basketball team.) 5) 他的同桌是从哪里来的 她从上海来. (Where is his deskmate from /Where does his deskmate come from She is /comes from Shanghai.) come from…=be(am is are) from… 来自于……Simon的父母来自于上海.Simon’s parents come from Shanghai.Simon’s parents are from Shanghai.我的父母来自北京.My parents come from Beijing.My parents are from Beijing.他不是来自英国.He doesn’t come from England.He isn’t from England.be (am/ is/are)good at sth/ doing sth.…Be good at =do well in=be clever at1.我数学学得很好.2. 他善于打篮球.3. 她很善于游泳吗
教 学 过 程（教学环节、教师活动、学生活动） 集体讨论记录 个人修改记录
7. 完成第10页C2部分（也可以看幻灯片），然后写出每句话相对应的问句：Now turn to page 10. Let’s complete the exercise in Part C2, and then try to write out the question for each sentence. Write something about yourself.8. 学生复述课文，然后练习自我介绍：Now it’s time for us to retell the story. Please look at the blackboard and use the phrases on the screen to say something about each of our new friends.9. 做出鼓励或欣赏性评价：Good/Wonderful!10. 学生开展四人小组活动，进行自我介绍，能力较强的学生和能力较弱的学生搭配，教师巡视，要求人人动口，能力较弱的同学可以记笔记：Now it’s time for you to introduce yourselves. Please work in groups and help each other. Now let’s start.学生在小组内介绍完以后，告诉学生:Please volunteer to come to the front and tell the class about yourself.11. 选择能力不同的学生分别表演，做出适当评价，以鼓励为主。Step III 家庭作业1. 熟读复述课文。2. 记忆生词、词组、句型。
板书设计Welcome to…a new student at Sunshine Middle Schoollove doing let sb. Sthlike sportstall and slimbe good at sth. / doing sth.
教学反思本节课是阅读课的第二课时，首先在第一节课的基础上进行一下人物的复习，再通过游戏形式让学生选择讲解每一个人物描述中的知识点，然后立即进行练习巩固，学生兴致盎然，学习气氛热烈，效果好！
课题 7A Unit 1 This is me Grammar 总第 4 课时
教学目标 1. 理解动词to be的一般现在时的各种形式，掌握肯定句、否定句、疑问句及其肯定和否定回答的基本用法。2. 理解行为动词的一般现在时的各种形式。掌握肯定句的基本用法。3. 能使用一般现在时的形式来谈论有关人或物的信息。
重点、难点 理解动词to be的一般现在时的各种形式，掌握肯定句、否定句、疑问句及其肯定和否定回答的基本用法。
教 学 过 程（教学环节、教师活动、学生活动） 集体讨论记录 个人修改记录
Step I 呈现1. 告诉学生今天要学习一般现在时，同时把一般现在时用英语和汉语写在幻灯片上：Today we’ll learn the simple present tense.(一般现在时)2. 指着自己的头发，边说边显示幻灯片：Look! I have long/short hair. My hair is long/short.3. 出示图片，自问自答并显示幻灯片：What does Simon do after school Simon plays football after school.4. 出示绘有小猫和鱼的图片，解释一般现在时：Now I’ll show you some pictures. Look! This is a fish. They are cats. Cats eat fish.把划线句子出示在幻灯片上，带读。5. 告诉学生这三个列子使用的就是一般现在时。为引起学生对动词的注意，建议教师用红笔书写动词部分：We use the simple present tense when we talk about ‘things that are true now’(写在第一个例句边)，‘things that we do regularly’(写在第二个例句边，解释regularly). ‘things that are always true’(写在第三个例句边，教生词always) Please look here. Pay attention to the verbs. Sometimes we need to change the form of the verbs. (边说边指着红色单词) Step II 练习1. 学习动词to be的一般现在时肯定句、否定句、疑问句及其肯定和否定回答形式，板书： To be am/is/are The verb ‘to be’ has three forms in the simple present tense——‘am’, ‘is’ and ‘are’. When do we use ‘am’ When do we use ‘is’ When do we use ‘are’ Think them over and look at the table on page 12. 出示幻灯片上的习题： 1) We use ‘am’ when the subject is _____ (I). We use ‘are’ when the subject is ____ (we), ____ (you) or _____ (they). We use ‘is’ when the subject is ____ (he), ____ (she) or _____ (it). 2) Negative forms of the verb ‘to be’ in the simple present tense are: I ______/ _______ … (am not/ I’m not) We/You/They _____ / _____ … (are not/ aren’t ) He/ She/ It _____/ ____ … (is not/ isn’t)2. 教师可以问学生几个问题，引出学生对to be疑问句的肯定和否 To use the simple present tense when we talk about :Things are always true. 客观存在的事实Things are true now. 目前存在的事实Things that we do regularly. 经常做的事我用 am， 你用 are; is 用于他， 她， 它; 单数 is ，复数 are; you are, we are and they are.
教 学 过 程（教学环节、教师活动、学生活动） 集体讨论记录 个人修改记录
定回答： Excuse me. Are you … 引导学生回答：Yes, I am. No, I’m not. Is he/she … 引导学生回答：Yes, he/she is. No, he/she isn’t. 在幻灯片上展示划线部分，提醒学生注意 I am not 缩写形式的正确写法。3. 巩固练习：Now let’s see how well you understand the verb ‘to be’. Please do the exercise in Part A on page 13.4. 检查核对答案。展示幻灯片，解释有关词组和句型：Good job. Do you understand the underlined phrases in the following sentences Our football team is the best in the city. （我们的足球队是城里最好的。） Mr li is our Maths teacher. （李先生是我们的数学老师。）Is Simon a member of the Reading Club （西蒙是读书俱乐部的成员吗？）Step III 呈现1. 学习行为动词的一般现在时肯定句结构。告诉学生当主语是I、you、we、they的时候，行为动词不变。指导学生学习13页上的表格。可以在幻灯片上展现以下三个例句： We have breakfast at 7 am. （我们早上7点吃早餐。） I talk to my parents at lunchtime. （午餐时间我和爸爸妈妈说话。） They take the dog for a walk every day. （他们每天带小狗出去散步。） 让学生自己完成第14页B部分练习并读出他们的答案，检查他们的发音是否准确，同时解释练习中出现的词组和短语。2. 向学生强调动词会因句子的不同而产生一些变化。告诉学生行为动词的一般现在时有第三人称单数形式。出示下面的四个句子让学生自己找出动词变化的规律： We love dancing. She loves singing. They look after the dog every day. He takes the dog for a walk every day.3. 教师带领学生一起学习第三人称单数动词变化表，教师总结：When the subject is he/she/it, we need to add an ‘s’ to the verb. Let’s look at the table and find out the rule.4. 看幻灯片，写出上面动词的第三人称单数形式，总结规律。5. 分发练习条，学生两人一组做第三人称单数动词的变化练习，检查学生是否掌握其变化规则：Now work in pairs. I’ll give each pair a piece of paper. There are some verbs on it. Please add an ‘s’ to them.这些动词是： put wash write go talk play fly watch live listen study guessStep IV 家庭作业1. 复习be 动词的一般现在时内容2. 复习行为动词第三人称单数变化形式以及肯定句型 Ask and answer:Are you … Yes, I am. No, I’m not. Is he/she … Yes, he/ she isNo, he/ she isn’tTranslate these sentences:1. 我们的足球队是城里最好的。 Our football team is the best in the city李先生是我们的数学老师。 Mr li is our Maths teacher. 西蒙是读书俱乐部的成员吗？ Is Simon a member of the Reading Club
板书设计I am I am not = I’m notwe / you / they are we / you / they are not = we / you / they aren’the / she / it is he / she / it is not = he / she / it isn’t
教学反思本节课学习了be动词的一般现在时态，这个时态在小学已经学习过，学生口头表达较好，但在实际的练习中出现了很多典型错误，例如对 I am your English teacher. 进行一般疑问句的提问，很多同学对人称代词搞不清。又如 Is our school nice？ 学生看到our 就填are，而不对题目进行分析，这些问题都需要在教学中认真总结，并加强练习。
课题 7A Unit 1 This is me Integrated Skills 总第 5 课时
三维教学目标 1．知识目标1）本课时的四会单词2）掌握本课的四会词组：dancing , swimming, age , looks , cute , hobby2．能力目标1）培养学生“听”、“说”的技能 2) 能够谈论自己的同学和朋友
重点、难点 1．重点1) “听” 获取 好朋友Kitty 和Amy信息2) 谈论自己的同学和朋友2．难点 1) “听”获取好朋友Kitty 和Amy的信息 2) 谈论自己的同学和朋友
教 学 过 程（教学环节、教师活动、学生活动） 集体讨论记录 个人修改记录
Step I 复习呈现Simon的图片，在教师与学生的复习性对话中引入新课。提出以下问题，板书画线部分生词，教师进行解释和带读：Who is she She is Millie.Does she have good friends Yes, she does. 教师补充答案：Millie has two good friends. They are Kitty and Amy. Step II 阅读1. 呈现Kitty的图片 ：Look at this girl ! Who is she What does she do Do you want to know about her Open your books at page13. Let’s read the new article about her. 2. 在幻灯片上显示问题, 教师解释生词和短语。让学生快速浏览短文，查找答案。以下问题供参考：Who is she (She is Kitty.)What does she like doing (She likes dancing .)Is her hair long (Yes, it is. )Step III 练习1. 告诉学生Millie 正在告诉她母亲关于她的同学帮助Millie 完成她的笔记 教材第13页的A2部分：Do you want to learn more about Kitty and Amy Please listen carefully to the conversation about Kitty and Amy.. Help Millie complete the notes on page 13.2. 再放一次录音，让学生核对答案。学生彼此交流，教师最后与全班核对答案。3. 学生有了足够的信息就可以完成第14页A3部分的练习，教会学生运用从各种途径取得的信息来完成任务：Now you know something about Kitty and Amy. Can you use your notes to help Millie write an article about Kitty and Amy Turn to page 14 and finish Part A3.4. 如有必要，再放一次录音。Step IV 听力1. 告诉学生Millie和Andy 正在与Kitty 交谈， 让学生听她们的对话并回答问题：Now, Millie and Andy are talking with their classmate, Andy. Close your books. Listen carenfully and answer the following questions. What grade is Kitty in (She is in Grade 7.) Is Andy in Grade 7 (No, she isn’t.)2. 打开书核对答案，解释有关短语。把全班同学分成两组朗读对话，然后再分成两人小组互相回答。鼓励同学们互相帮助，以书上的对话为范例谈论实际生活中自己的同学。 Ask: what is she doing.？Lead into 2 s dancing and swimming.Ask: what about her hair Is she cute Lead into new word cute.Ask several pairs to act out.4. Listen again. Do exercise A3 on p14.
教 学 过 程（教学环节、教师活动、学生活动） 集体讨论记录 个人修改记录
3. 学生两人一组上台表演对话。教师及时表扬有创意的对话。 Useful expressions: Hello. How are you I’m fine, thanks. And you Nice to meet you. Step V 练习词语综合练习：1）――How many 　　　 are there in your school ――There are six. I’m in Grade 5.２）　――Hi, I’m 　g_________ to meet you . -- Me too. 3） -- Do you know the girl over there -- Yes, she’s Sandy. She is a ________ (可爱的)　girl. 4) – Are they new s_______ from England --- No, they aren’t . They are from America. They are my classmates. 5) – After ________ (放学后)　you often read some books in your classroom, right -- Yes. I like reading books about dogs. 2. 鼓励能力强的学生用已掌握的信息写一篇自己喜爱的运动明星的简报。Step VI 家庭作业1. 记忆本课所学词汇、短语。2. 背诵或表演对话。3. 补充练习，翻译下列句子： 1).我爱我的教室。I my new .2）。 这是我的新同学， 西蒙。This my new , Simon.3） 你的爷爷擅长体育运动吗？-- your grandpa good at --No, he .4）现在他在一所新学校。Now he a new school.5）--你在学校里有一些新朋友吗？ -- 有啊。他们来自北京。-- Do you any new friends school -- Yes. They are Beijing.6）认识你很高兴。你也在四班吗？ to meet you . you in Class Four, too how many + 可数名词的复数be glad to do sthafter school 补充：after class
板书设计Hi / Hello, this is… Glad to meet you Are you…
教学反思本节课要求学生通过阅读获取部分信息，然后通过听力材料提取相关信息，部分学生不能明确要求，没有掌握正确方法，不知如何通过阅读与听来提取对自己有用的信息，在今后的教学中应该更加注重这两方面的指导。相对来说，在表演部分，七（1）班的同学完成得更好些，能够根据自身情况，流利表达，（2）班的情况则不容乐观。
课题 7A Unit 1 This is me Study Skills 总第 6 课时
教学目标 1了解什么叫重读开音节。学习五个元音字母在重读开音节中的读音。熟练掌握重读开音节的拼读规则。减轻学生学英语的畏难情绪。
重点、难点 1.了解什么叫重读开音节。2.学习五个元音字母在重读开音节中的读音。3.熟练掌握重读开音节的拼读规则。
教 学 过 程（教学环节、教师活动、学生活动） 集体讨论记录 个人修改记录
Step I 呈现1. 唱 A B C 歌曲,导入五个元音字母的读音.Step II 呈现1. 讲解五个元音字母在开音节中的读音,再讲解什么是重读开音节.cake, bike, home, cute, nice, hope, same, use详细讲解相对的重读开音节和绝对的重读开音节. 举例说:no, she, safe, sizeStep III 呈现让学生总结五个元音字母在开音节中的读音.让学生看书上15页的元音.跟老师后面朗读. 学写五个元音字母在开音节中的读音.在黑板上2.板书,让学生默写.Step IV 呈现1. 以鼓励赞扬的语气肯定学生刚才的学习。放一首英语歌曲让学生轻松一下：2.看书上15页A 部分的练习,先读单词然后做练习.3. 为了活跃课堂气氛，教师可提供更多类似的题目供学生练习使用。Step V 练习找出下列各组单词中划线字母的发音与所给音标相同的一项:1./ i： /A yes B bed C let D she 2. / ai / A my B year C happy D Sandy 3. / ei/A what B master C at D name 开音节(open syllables)以读音的元音字母结尾的音节,如: he, go, my一个元音字母(词中间）+几个辅音字母(r除外)+ 不发音的e结尾的音节, 如: make, phone
教 学 过 程（教学环节、教师活动、学生活动） 集体讨论记录 个人修改记录
Step VI 家庭作业1熟读五个元音字母在开音节中的读音.背诵五个元音字母在开音节中的读音.到书上找五个元音字母在开音节中的读音的单词, 按照相同的读音归类.
板书设计. / ei/ ./ i： // ai /
教学反思本节课教授了五个元音字母的音标，由浅入深地教授了部分语音知识，学生掌握情况较好。少数学生能根据音标拼读单词。
课题 7A Unit 1 This is me Task 总第 7 课时
三维教学目标 1. 学会在写作前先理清思路。2. 能熟练运用本单元所学知识写一篇文章向别人介绍自己。
重点、难点 能熟练运用本单元所学知识写一篇文章向别人介绍自己。
教 学 过 程（教学环节、教师活动、学生活动） 集体讨论记录 个人修改记录
Step I 复习1. 让学生做课前报告，用几句话介绍自己，预热本课学习任务: Before we read Daniel’s profiles, I’d like to ask several volunteers to come to the front and say something about yourselves.2. 张贴Daniel的挂图，让学生注意挂图上的人物：This is Daniel. What do you know about him Step II 呈现1. 将以下问题写在幻灯片上并呈现给学生： What is his name What does he like to do How old is he How does he look like 让学生思考这些问题，根据问题进行讨论：I think you can remember something about her. Look at the screen and think about the questions.2. 学生了解问题之后，让他们听录音，回答问题并填写表格：OK. Let’s listen to the tape, answer the questions and fill in the profile. Close your books, please.3. 打开书核对答案，然后解释其中两个难点：talk on the phone和talk with。让学生齐声朗读文章：Now let’s read aloud.4. 让学生用线画出文中自己认为有用的单词、短语和句子，以便用在自己的个人简介中。Step III 呈现张贴Daniel的教学挂图，准备学习第二篇文章。请参考Step II 的教学步骤。Step IV 练习1. 引导学生讨论写自我的介绍的几个环节: Do you know how to
教 学 过 程（教学环节、教师活动、学生活动） 集体讨论记录 个人修改记录
write about yourselves in a student profile 给学生提供以下步骤供参考。 First, you should write about your name, age and where you live. Second, you should write about how you look like. Third, introduce your hobby. Last, you can write about what you often do.2. 让学生完成教材第16页上的表格。鼓励学生尽可能多地增加信息，并且可以使用自己的语言。3. 学生完成后，先在四人小组中交流，互相检查其他组员所填的内容，仔细阅读他人的信息，注意吸收运用。4. 展示若干学生的表格，可以忽略一些小错误，避免挫伤学生的写作积极性。Step V 写作1. 自由写作。分发白纸，让学生摆脱课本，尽量综合运用所学知识，在他所填写的表格的基础上形成一篇有自己特色的文章：Now write a passage about yourself on the paper. Try to use your own words.2. 如果时间允许，选几篇优秀作文当范文朗读。若时间不够，可留作家庭作业。Step VI 家庭作业1. 完成作文。2. 记忆本节课所学词汇、词组。3. 补充练习。
板书设计
教学反思