(共35张PPT)
Unit 1 People around us
Period 1 Reading
牛津深圳·广州版 七年级下
Item index
Learning objectives
01
Lead-in
02
Reading
03
Language points
04
Practice
05
06
Assessment
07
08
Homework
Summary
Learning objects
2. Learn the structure and language characteristics of describing people.
1. Words: cheerful, smart, hardworking... Phrases: as well, take care of, tell jokes…
After learning this lesson, you can:
3. Understand the general idea of the article.
person
patient
smart
cheerful
forget
miss
probably
successful
smell
care
joke
laugh
remain
strict
encourage
support
Lead in
Say the words and phrases quickly.
Lead in
Let’s play a chant about appearance and personality.
appearance
n. 外貌
Before describing, we must know more about the words about appearance and personality. Let’s have a quiz.
Lead in
After playing the chant, would you like to describe someone about their appearance or personality
Look at the picture and write the correct words in the boxes.
hard-working
patient
cheerful
smart
Lead in
[ t fl] adj. happy
[ pe nt] adj. able to wait without becoming annoyed
Tom is very ___________.
He can always answer the teacher’s questions.
Jim and David are
__________. They are
always happy.
These are ____________students.
They study hard.
She is a ____________mum.
She takes time to help her child.
smart
cheerful
hard-working
patient
[sma:t] adj. clever
[ha:d w k ] adj. work ward
A quiz about personality
1. Do you know the oppsite of “kind”
The oppsite of kind is “strict”.
Lead in
strict [strk t]
adj. follow rules exactly
When your mother is strict with you , you ____.
a. keep yourself sad
b. the rules that should be obeyed
b
The oppsite of failed is “successful”.
Lead in
successful adj.
[s k sesfl]
If the person is successful , we can say he ____.
a. get an achievement in something
b. make somebody more popular
2. Do you know the oppsite of “failed”
A quiz about personality
a
4. Sam forget Jack’s address. He Jack’s address.
3. Mandy is always cheerful. She is
always .
a. sad b. happy
Lead in
cheetful/ t fl/
adj. happy
A quiz about personality
a. didn’t remember b. didn’t write down
b
a
forget/f get/ v. （过去式forget)
5. My mum takes care of my grandpa. She him.
Lead in
A quiz about personality
a. looks after b. lives with
6. Jason hopes that he and mandy will remain good friends.
Mandy also hopes they will good friends.
a. find b. still be
a
b
care /ke / n.
remain /r me n/ n. still
8. Tom often gives up easily. He usually very
soon after he starts..
7. Leo’s parents always encourage
him. They always him .
a. give...a lot of hope b. make...feel sad
Lead in
encourage v. / n k r dge/
A quiz about personality
a. keeps trying to do sth b. stop trying to do sth
a
b
give up doing sth
放弃做某事
In pairs, practise using the words about people. Follow the example.
S1: What do you think of him
S2: He is very smart.
S1: Why do you think that
S2: Because he can always answer the teacher’s questions correctly.
cheerful hard-working patient smart
Pre-reading
pair work
Look at the pictures, the titles, then circle the correct answers.
Pre-reading
2. Alice probably likes .
a playing table tennis.
b drawing pictures.
1.Grandma was always .
a sad.
b cheerful.
3. Mr Li is .
a A maths teacher.
b An art teacher.
My grandma
Alice
Mr Li
What do you think of Ben’s grandma according to the picture
She is short with grey hair,
and she is kind and patient.
Pre-reading
My grandma
My grandma was a short woman with grey hair. She was always cheerful. She was a very good cook. Her dishes were probably the best in the world! I will never forget the taste, and the smell as well.
Grandma took care of
my family. She was really
kind and patient. She died
two years ago and I miss
her very much.
—— Ben
Who is Joyce’s best friend
Alice is Joyce’s best friend.
Pre-reading
Alice
Alice is my best friend. She is a tall girl with glasses. She often tells me jokes to make me laugh, but she never makes fun of others.
Alice is a smart girl.
She is good at maths.
We often study and
play table tennis
together. I hope we
will always remain
friends.
—— Joyce
What do you think of Alice
according to the picture
She is tall with glasses, she
is always smiling, and she
loves playing table tennis.
What subject does Mr.Li teach
He teaches maths.
Pre-reading
Mr Li
Mr Li is my Maths teacher. He is tall and thin. His class is always full of fun. He uses lots of games in his teaching.
Mr Li is strict about
our studies, but he
always encourages us
and gives us support.
He often says, “Never
give up and you’ll be
successful.”
—— Amy
What does he look like
He is tall and thin.
While-reading
My grandma
My grandma was a short woman with grey hair. She was always cheerful. She was a very good cook. Her dishes were probably the best in the world! I will never forget the taste, and the smell as well.
Grandma took care of my family. She was really kind and patient. She died two years ago and I miss her very much.
—— Ben
Alice
Alice is my best friend. She is a tall girl with glasses. She often tells me jokes to make me laugh, but she never makes fun of others.
Alice is a smart girl. She is good at maths. We often study and play table tennis together. I hope we will always remain friends.
—— Joyce
Mr Li
Mr Li is my Maths teacher. He is tall and thin. His class is always full of fun. He uses lots of games in his teaching.
Mr Li is strict about our studies, but he always encourages us and gives us support. He often says, “Never give up and you’ll be successful.
—— Amy
Listen to the article, then get the main idea.
My grandma
My grandma was a short woman with grey hair. She was always cheerful. She was a very good cook. Her dishes were probably the best in the world! I will never forget the taste, and the smell as well.
Grandma took care of my family. She was really kind and patient. She died two years ago and I miss her very much.
— Ben
Alice
Alice is my best friend. She is a tall girl with glasses. She often tells me jokes to make me laugh, but she never makes fun of others.
Alice is a smart girl. She is good at Maths. We often study and play table tennis together. I hope we will always remain friends.
— Joyce
Mr Li
Mr Li is my Maths teacher. He is tall and thin. His classes are always full of fun. He uses lots of games in his teaching.
Mr Li is strict about our studies, but he always encourages us and gives us support. He often says, “Never give up and you’ll be successful.”
— Amy
The feature of Ben’s grandma
The appearance and hobbies of Alice
What kind of teacher is Mr Li
Match the main ideas with each paragraph.
While-reading
Scan the text and complete the information card.
Para. 1 main character grandma
relation （关系）
appearance （外表）
job
Para. 2 character （性格） example(s)
kind and patient
writer’s feeling
Grandma
her grandma
short, gray hair
cook
Grandma took care of my family.
I miss her very much.
While-reading
Scan the text and complete the information card.
Para. 1 main character Alice
relation
appearance
Para. 2 character example(s)
funny
friendly
writer’s feeling Joyce hopes they will always remain
friends.
Alice
her best friend
a tall girl with glasses
She often tells jokes to make her laugh.
She never makes fun of others.
They often study and play table tennis together.
She is good at math.
smart
While-reading
Scan the text and complete the information card.
Para. 1 main character Mr Li
relation
appearance
Para. 2 character example(s)
writer’s feeling He always encourages us and gives us
support.
Mr Li
her Maths teacher
tall and thin
“Never give up and you’ll be successful.”
strict
While-reading
Reading tasks
Read the text carefully, then choose the best answers.
( )1. How did Ben’s grandma always feel
A. Angry. B. Happy.
C. Sad. D. Nervous.
( )2. Ben’s grandma was good at ________.
A. reading B. singing
C. cooking D. writing
B
C
Reading tasks
Read the text carefully, then choose the best answers.
( )3. What’s true about Alice
A. She is a short girl with glasses.
B. She always makes fun of others.
C. She is a stupid girl.
D. She does well in Maths.
D
Reading tasks
( )4. What can we learn from the passage
A. Ben’s grandma died two months ago.
B. Alice and Amy often study and play table tennis together.
C. Joyce wants to keep friendship with Amy forever.
D. Mr Li always encourages Amy to study hard.
Read the text carefully, then choose the best answers.
B
My grandma
My grandma was a short woman with grey hair. She was always cheerful. She was a very good cook. Her dishes were probably the best in the world! I will never forget the taste, and the smell as well.
Grandma took care of my family. She was really kind and patient. She died two years ago and I miss her very much.
— Ben
Alice
Alice is my best friend. She is a tall girl with glasses. She often tells me jokes to make me laugh, but she never makes fun of others.
Reading
probably[ pr b bli] adv. 很可能
smell [smel]
n. 气味
as well 也（肯定句句末. 无,）
too 也（肯定句句末.前加,）
also 也（肯定句句中）
either 也（否定句句末.前加,）
miss [m s]
v. 想念，怀念
What did Ben’s grandma do for his family
How does Alice make Joyce laugh
joke [j k]
n. 玩笑
laugh [lɑ f]
v. 笑
介词：带有，拥有，留着，
长着，和……一起
动词：做饭
名词：厨师
最高级及序数词前需加the
名词：味道
动词：尝起来
（系动词）
名 词：病人
形容词：有耐心的
动词：die
名词：death
形容词：dead
ing形式：dying
dying亦可作形容词：垂死的
family: 家人（集合名词，复数）
: 家庭（单数，可数名词）
very much = so much
非常，置于句末
名 词：种类
形容词：和蔼的
最高级前需加the, 若最高级前有形容词(形代）修饰时，则不加the.
glass: 眼睛（可数名词）
玻璃（可数名词）
tell sb to do sth.告诉某人做某事
tell jokes 讲笑话
tell stories 讲故事
tell 辨别、识别
make sb. do sth.让某人做某事
make sb.+adj使某人……
laugh at sb 嘲笑某人
smile at sb 使某人微笑
Alice is a smart girl. She is good at Maths. We often study and play table tennis together. I hope we will always remain friends.
— Joyce
Mr Li
Mr Li is my Maths teacher. He is tall and thin. His classes are always full of fun. He uses lots of games in his teaching.
Mr Li is strict about our studies, but he always encourages us and gives us support. He often says, “Never give up and you’ll be successful.”
— Amy
Reading
support [s p :t]
n. 支持。
养活，支撑
successful [s k sesfl]
adj. 成功的
What do Alice and Joyce often do together
Why are Mr Li’s classes always full of fun
How does Mr Li encourage his students
be good at=do well in擅长做某事
be good for 对…有好处
be good with 与…和睦相处
play与球类连用不加the;
play与乐器连用需加the.
hope to do sth.=wish to do sth希望做某事
hope+that从句=wish sb to do sth.
希望某人做某事
remain=keep=stay保持（系动词）
be full of=be filled with
=fill with装满，充满
use sth to do sth.=use sth for doing sth.用某物做某事
lots of= a lot of大量，许多
修饰可数名词复数或不可数名词
be strict with sb.
对某人要求严格
be strict about sth.对某事要求严格
encourage sb. to do sth.鼓励某人做某事
give up doing sth.
放弃做某事
success 名词，成功
successful 形容词，成功的
succeed 动词，成功
succeed doing sth.成功的做某事
Mr. Green is a __________ teacher. His students like him very much because he always __________ them by asking them never to _________, and he also _________ good _______ them. Mr. Green is always very ________ but he is very ___________ things such as homework and exams. He criticizes the students if they _________ to hand their homework on time. When students leaves his class, they will _________ him. He ________ one of their best teachers.
successful
encourages
give up
takes
care of
cheerful
strict about
forget
miss
remains
Close the books and fill in the blanks.
Post reading
short
My grandma
People around us
Game time
gray
kind and
patient
cook.
cheerful
According to the mind-map, retell the text.
Alice
Mr Li
tall
glass
jokes
smart
math
table tennis
tall and thin
strict
encourage
fun
game
Practice
Key expressions:
as well
take care of
ago
make fun of
be full of
be strict about
give up.
make sb do sth
Key expressions:
a. 充满
b. 以前，从前
c. 放弃
d. 也，还
e. 对某事很严格
f. 取笑
g. 照顾
h. 让某人做某事
Match numbers with letters
Summary
1. The key words and phrases .
cheerful smart successful...
2. The feature os grandma,Alice and Mr Li.
3. Sentence structures.
encourage sb to do sth.
be good at = do well in
Self-assessment
How well do you know about this lesson Tick (√)the boxes.
I can understand the new words in this unit. 口 口 口
I can understand the text about people around us. 口 口 口
I can describe a person. 口 口 口
I have a basic understanding of the article. 口 口 口
Assessment
Homework
1. Recite new words and expressions .
2. Finish the reading exercise paper.
3. According to the key words, retell the text.
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Unit 1 People around us第1课时教学设计
本单元第1课时 Unit 1 People around us 第一课时 Reading
语篇研读
本节课是本单元的第一课时，是一节阅读课。重点是对第一课时的篇章内容进行复习巩固和拓展延伸，同时对外貌、性格描写等进行了系统探究。也是对单元主题“人物描写”的拓展和延伸。 What---语篇主题和主要内容 本节课的学习主题为“人物描写”，学习课本第3页“My grandma, Alice, Mr. Li”等内容。介绍了三个人物的外貌、性格、爱好等方面的个人信息！从而帮助同学们掌握很多知识。 Why---语篇传递的主题意义 通过本节课的学习，学生能够掌握描述人物外貌的方法；能够书写描述人物性格的句子；也能够了解个人爱好及他人爱好，并能够准确地表达出来，从而激发学生的求知欲和内在驱动力。 How---文体结构、语言特点及功能 本节课的阅读内容分为三篇小短文，第一篇小短文介绍My grandma的外貌特征、性格特征及个人爱好；第二篇小短文介绍Alice的外貌特征、性格特征及个人爱好；第三篇小短文介绍Mr Li的外貌特征、性格特征及个人爱好。
学情分析
【已知】七年级上册已经对个人信息方面的描写有所接触，因此对本单元人物外貌、性格及爱好等方面的学习有一定的基础。 【未知】但七年级的学生，基础稍弱，尽管学生对于这类阅读材料的形式和内容并不陌生，甚至感觉难度不大。但是本节课所设计的内容更为广泛，因此学习起来比较吃力。 【能知】通过本单元阅读课的感知、学习与练习，让学生能够规避一些知识误区： 例如： hard的副词还是hard,而不是hardly. 系动词后跟n或adj作表语，而不是跟副词。
课时教学目标
通过本课学习，学生能够： Knowledge objectives: ①Enable students to acquire the basic usage of some words and phrases. ②Master some important language points. Skill objectives: Understand how to describe people's appearance, character, behavior and so on. Thinking quality objectives: master the narrative text that introduces characters, obtain detail informations ,and master the reading ability of sorting out the article. Culture consciousness: Increase the understanding of the characters, understand the important role of interpersonal relationships in today's society, and think about the relationship between people.
教学重难点
教学重点： Obtain key information according to the title, subtitle and illustrations of the passage 教学难点： Reading strategies for guessing word meaning according to the context
教学方法
寓游戏于教学，情境式教学，活动式教学
教学工具
PPT课件，多功能白板，教案
教-学-评一体化教学过程
教学目标 学习活动 效果评价
学习理解：通过Play chant环节，提高学生对本节课的学习兴趣，更加牢固地掌握本单元重点单词；通过用外貌、性格类的形容词回答Lead-in中的问题及回答三篇短文中所涉及的问题，加深对本单元重点单词的及句子的学习；通过Pre-reading中根据图片及标题回答问题的环节，加深对本课时文章的理解 创设情景：同学们一起玩游戏 1.Say the words and phrases quickly. 2.Let’s play a chant about appearance and personality. 讨论描述人物的形容词，引出本单元的目标语言--人物描写。 Task 1: Lead-in 1.教师呈现更多的问题，学生回答问题 例如： ①. Do you know the oppsite of “kind” The oppsite of kind is “strict”. ②. Do you know the oppsite of “failed” The oppsite of failed is “successful”. ③. Mandy is always cheerful. She is always . 2.教师用固定句型：What do you think of... 来询问外貌或性格，学生用描述人物类的形容词进行回答。并询问原因。 ... Task 2: Pre-reading 教师呈现问题，学生回答问题。 任务一：观察学生参与程度，判断学生能否清晰理解本节课的重点单词，鼓励学生积极参与本节课。 并观察学生参与课堂的表现，判断学生能否真正地进入课堂，对人物描写的了解和相关句型知识的储备，学习本节课是否有难度，及时给予指导和反馈 任务二：检测学生的观察与理解能力，从而更好地确定讲解文章的速度与深度！帮助学生更好地理解文章。
设计意图 通过导入的内容，引出这节课的学习内容，为后面的教学做铺垫，同时让学生能够对本堂课的教学感兴趣。
应用实践：通过While-reading中根据文章内容填表格的环节，让学生更加熟悉课文内容及重点句型，并学会模仿句子结构去描述其他人;通过retell环节，能够精准复述课文内容，加大对人物描写方面有关句型的熟悉度及准确运用. Task 3: While-reading 填写表格，进一步熟悉文章内容。 Task 4: retell 1.精准复述课文内容，加大对人物描写方面有关句型的熟悉度，从而达到准确运用. 2.通过极个别提示词而对整篇文章的retell环节，能够让学生发散自己的思维，组织自己的语言，达到对文章的再认与回忆，更清晰的理解文章结构，更熟练的记忆文章内容！ 任务三：观察学生参与课堂的表现，判断学生能否真正地进入课堂，对人物描写的了解和个人爱好知识的储备，学习本节课是否有难度，及时给予指导和反馈。 任务四：从学生各项任务的完成情况，判断学生对所教授的内容的掌握程度，并进行客观的评价和引导，及时调整教学。 任务五：观察学生在输出的过程中能否在情境中准确地运用目标语言，能否把握住叙述文的语言风格。
设计意图 通过情景创设出一系列的教学活动，训练学生从知识到语言，再到运用，对人物描述类的形容词及句型操练进行整合学习。
迁移创新：通过课堂练习环节，能够对所学知识进行拓展延伸，更熟练地运用句型去介绍别人 Task5. Practice Match numbers with letters Task 7: Homework 1. Recite new words and expressions . 2. Finish the reading exercise paper. 3. According to the key words, retell the text. 任务六：观察学生在练习的过程中能否抓住关键信息，语感和思路能否完全正确，能否掌握所学重点内容。 任务七：观察学生能否把课堂所学知识应用在实际生活中。
设计意图 通过实操练习，熟悉所学知识点，并加强巩固，同时结合本单元话题，加强学生对人物描写方法的掌握。
课时教学板书设计
评价量表
课时作业设计
作业内容 作业目标 设计意图
基础题： 复习Reading部分的笔记，根据掌握情况整理笔记内容 对第一课时的所学内容掌握情况做到心中有数 查漏补缺，复习和巩固本节课所学内容
提高题： 完成阅读部分的习题试卷 通过默写，加深对文章的熟悉和理解 巩固本节课所学内容，加深文章印象
拓展题： 写一篇关于人物描写的小对话，并拍视频进行描述 巩固本节课所学的内容。激发学生的学习兴趣。 培养学生在生活的真实场景中学习英语的自主性和积极性。
课后反思（实施后填写）
本节课是对第一课时的内容进行复习巩固和拓展延伸，训练学生对人物描写类文章的阅读技能。在教学过程中，阅读复习时，要根据学生对该课时的掌握情况，进行适当的拓展延伸。重心放在掌握人物描写的记叙文的结构框架和语言特点上面，加强用目标语言对人物进行介绍。 本节课虽然内容不是很难，但是，有些学生学起来还是有点吃力，需加强观察，适时引导，争取让每一个学生都能得以提高。
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单 元 整 体 教 学 设 计
学科 英语 年级 七年级下
使用教材 沪教牛津版（深圳·广州·沈阳） 教材页数 P1-14
单元名称 Unit 1 People around us
单元主题及主要内容分析
主题范畴：人与社会 主题群： 历史、社会与文化 子主题：同伴交往，相互尊重，友好互助 单元话题：学习怎样描述你身边的人 主题意义：了解人物外貌描写的特征，学习人物性格描写的方法、熟知人物个人爱好的表达方式。 以下是单元语篇内容分析图和基于单元主题和语篇内容分析形成的单元结构图： 表一：单元教学内容 语篇语篇类型语篇内容语篇主题意义一 The people around them人物传记（读）以“我”的角度介绍了“我”的奶奶、好朋友Alice和“我”的数学老师李老师 引导学生以who为线索组织信息二 Sara’s relatives 人物传记（听）Sara打电话给奶奶询问居住在澳大利亚的亲戚的一些情况。学会电话聊天的方式描述人物的外貌和年龄三 The people you like日常对话练习定冠词the的用法及如何询问个人外貌、性格等学习以问答的方式描述“自己及他人”外貌、性格及个人爱好等四 A person I love人物传记（写）描写了“我”爱的人——My dad的外貌、职业及性格等引导学生以who, what, why等为线索来描述自己喜爱的一个人五 Mother’s day 介绍类短文介绍了母亲节的日期、活动和意义引导学生以when，what为线索组织信息,学会感恩。六 Middle names说明文介绍了西方国家的Middle names了解关于西方人名字的一个文化常识
表二：单元大观念：
学情分析
（一）自然情况 本单元围绕“人物描写”这一话题，开展教学活动，以对三个人物的描写为主线。符合Module 1 People and places这个话题的内容探究，以及九年级学生对知识的汲取需求。 （二）已有基础 本单元涉及“人物描写”这些话题，学生在语文学科已经学习了常见的人物描写手法，对人物描写有一定的了解或体验，初步掌握了正确描写人物外貌、人物性格、个人爱好的方法。
“人物描写”这一话题涉及的知识面非常广，学生虽然对于人物描写有一定的了解，但要学生用英语表达，学生的词汇量，相关的表达还是比较欠缺的。 （四）解决措施 鼓励学生在课堂上积极踊跃发言，尊重每个学生的想法，并给予客观公正的评价，而不是期待唯一的标准答案。 培养学生利用现代科学技术检索信息，查阅资料的能力。 在教学过程中，以学生为中心。创设让学生合作交流的学习情境，一起探讨、讨论，共同完成学习任务。并鼓励学生将所学内容与家长进行分享。 教学方式灵活多样，根据学生随堂掌握情况，及时做出调整和改进。 5. 从多角度多维度对学生进行多方位评价。
单元课标要求及学习目标
【单元课标要求】 能够运用基本的人物描写，并学会如何描述周边的人；能够掌握关于外貌，性格，爱好等不同情感的表达方法，学会表达自己的情感；能够学会运用who(looks, ),why(Why do you like him/her), what(What do you think of him/her)的结构；能够学会用冷静的情绪正确处理人际关系。 【单元学习目标】学习本单元后，能够： 1.语言能力：掌握关于人物描写的相关表达；掌握关于外貌，性格，爱好等不同情感的表达方法；学习使用who(looks, ),why(Why do you like him/her), what(What do you think of him/her)的结构；学会正确运用本单元语法---冠词a,an,the。 2.学习能力：能够读文章获取相关人物描写的表达；能够分析事实类故事领悟真正的含义；能够听懂对话中人物的情感表达；能够运用不同情感的表达方式，表达自己的情感；能够遵循图形语言的特征，读懂“线状图和柱状图”的内容；在教师的指导下，积极参与课堂活动，大胆尝试用英语进行交流；能在学习活动中与他人合作，共同完成学习任务。 3. 思维品质：在学习事实类文本时，注重语言的真实性，客观性。分析故事的写作目的，获取故事的内涵，挖掘文本背后的意义，加深对语篇的理解；在学习语法时，能够自己仔细观察例句，自主归纳总结语言知识；在写作板块，学习记叙文的语言特征，具备能够描述人物外貌、性格、爱好等方面的能力。 4. 文化意识：对人物描写有一定的了解，能够初步描写身边熟悉的人。
单元课时安排
课时及教材板块 课型 课时对应的单元教学目标 评价的手段与方式
第一课时 Reading 阅读课 掌握关于人物描写的相关表达 通过略读回答问题链，精读复述阅读篇章，评价学生能否了解文章内容。
第二课时 Listening & Speaking 听力 口语课 掌握关于外貌，性格，爱好等不同情感的表达方法 通过两人对话活动，情景演绎，评价学生能否运用肢体语言、语调、表达方式等表达自己情感。
第三课时 Grammar 语法课 学会正确运用本单元语法---冠词a,an,the 通过小组活动、完成句子等，评价学生能否掌握a,an,the的用法；
第四课时 Writing 写作课 学习使用who(looks ),why(Why do you like him/her), what(What do you think of him/her)的结构 通过写作展示，评价学生是否能够抓住记叙文的语言特点；通过学生的作品，评价学生能否创造性地表达自己的观点。
第五课时 More practice & Culture corner 阅读 拓展课 能够听懂对话中人物的情感表达；并能够运用不同情感的表达方式，表达自己的情感. 通过熟知的节日，介绍身边最熟悉的人物，评价学生能够获取梳理文章关键信息的能力；通过学生小组展示，评价学生搜集信息的能力。
单元评价设计
经过本单元的学习，大部分学生能够熟练运用目标语言，如a,an,the的正确运用等。主阅读篇章，speaking板块以及补充阅读板块多次出现了a,an,the的用法，让学生在特定情境中正确运用冠词。听说读写各版块之间相互联系，围绕一个中心——“人物描写”。最后学生通过本单元的学习，既会描写身边最熟悉的人，又能在特定环境中学会感恩，为今后能建立人与人之间良好的人际关系打下坚实的基础。
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