(共46张PPT)
Unit 1 People around us
Period 2 Grammar
牛津深圳·广州版 七年级下
Content
Learning objectives
01
Lead-in
02
Presentation
03
Have a try
04
Pair work
05
Assessment
06
Summary
05
Homework
06
05
06
Practice
Story time
Learning objectives
After learning this lesson, you can:
1. Master the usage of the definite article a, an, the
2. Use the with the verb play
3. Use a, an, the with a phrase to describe a particular person or thing.
a, an, the
Lead in
Let's listen to a song about “my love ” together.
empty street
empty house
hole inside my heart.
I am all alone and rooms
Are getting smaller
I wander how
I wonder why
I wonder where we are
days we had
songs we sang together
Oh yeah And all my love
An
An
A
the
The
The
Fill in the blanks according to the lirics.
Lead in
Pay much attention to the red words. Do you know the usage of article words
empty street.
empty house.
hole inside my heart.
I am all alone and rooms
Are getting smaller
I wander how
I wonder why
I wonder where we are
days we had
songs we sang together
An
An
A
the
The
The
Do you like this song
Which kind of songs is it
Yes,it's my favorite song.
It is a kind of soft music.
Presentation
Indefinite a/an and definite article the
冠词是一种虚词，本身不能单独使用，也没有词义，它用在名词的前面，（相当于名词的帽子）帮助指明名词的含义。
冠词的定义：
是不是名词前的词，都是冠词？
英语中的冠词一共有三个：
不定冠词a/an
定冠词the
Now let's read the following sentences together.
NO!
eg: a tall boy
Read the following sentences carefully.
Sara found an interesting photo yesterday.
The photo was of her grandpa.
A boy got on a train just now.
The boy was fat but very friendly.
An actor and a doctor got into a taxi.
The actor was talking and the doctor was listening.
The Sun is shining brightly./There were lots of stars in the sky last night.
A The definite article the.
首次提到
再次提到
首次提到
再次提到
首次提到
再次提到
世界上独一无二的事物
We often use a or an in front of a singular, countable noun when we mention it for the first time. Then we use the before the noun when we mention it again.
We also use the to talk about something that is the only one of its kind.
Presentation
an
a
不定冠词”a” “an”
"a"用于辅音发音开头的词前,
如：a book, a hotel, a knife
"an"用于元音发音开头的词前，
如：an apple, an hour, an honour, an honest boy, an umbrella
记忆小技巧（初中范围内）：
一、 【单词】
1. a,e,i,o开头的单词前用 an. 特殊：a European 一个欧洲人； a one-eyed boy一个独目男孩
2. u开头的单词： ①发字母音 /ju:/ 时, 用 a
②发 / / 音时，用 an
3. 辅音字母开头的单词前用 a.
① an hour
特殊：② an honor
③ an honest+n(名词）
二、【字母】
Mr. Li has one fox. 李先生有一只狐狸。
上句中每一个单独的字母前都用 an,
其余的字母前全用 a
Presentation
现学
现卖
1. ___ plane
2. ___ relative
3. ___ old coat
4. ___ successful story
5. ___ angry person
6. ___ interesting joke
7. ___ hour
8. ___ university
9. ___ useful tool 一件有用的工具
随堂小练
10. ___ university 一所大学
11. ___ European country一个欧洲国家
12. ___ one-eyed man一个单目失明的人
A
A
An
A
An
An
An
A
A
A
A
A
-------
S1: I played a great computer game yesterday.
S2: What was the game about
S1: It was about saving the Earth from aliens.
A ① In pairs, S1 talks about what he or she did in the past
few days. S2 asks about it. Follow the example.
1. play/great computer game/yesterday/saving the Earth from aliens
Have a try
For example:
2.see /exciting film / last Saturday / a visit to the Moon
S1: I saw an exciting film last Saturday.
S2: What was the film about
S1: It was about a visit to the Moon.
S1: I (do something) (time).
S2: What was...... about
S1: It was about......
Have a try
3.read / good story / last week / a man on an island
S1: I (do something) (time).
S2: What was...... about
S1: It was about......
S1: I read a good story last week.
S2: What was the story about
S1: It was about a man on an island.
Have a try
S1: I (do something) (time).
S2: What was...... about
S1: It was about......
S1: I wrote a long poem last Sunday.
S2: What was the poem about
S1: It was about my pet dog.
4.write / long poem / last Sunday / my pet dog
Have a try
.
Work with your partner.
Ask and answer questions like follow examples. Then role-play.
Pair work
A ② Write down two more conversations like those in
A ①, then role play the conversation.
1. A: I played a great computer game yesterday.
B: What was the game about
A: It was about saving the Earth from aliens.
2. A: I read a good story last week.
B: What was the story about
A: It was about a man on an island.
Read aloud
.
Pair work
Read aloud, then role-play the conversations below.
3. A: I saw an exciting film last Saturday.
B: What was the film about
A: It was about a visit to the Moon.
4. A: I wrote a long poem last Sunday.
B: What was the poem about
A: It was about a pet dog.
Read aloud
Revision
“a” “an”
不定冠词”a” “an”的基本用法总结
1)用在可数名词单数前表示“一个/张…” Linda will go to Beijing in a month.
2) 用在数词前 I have two mobile phones,but I want to buy a third one.
3)表示一类人或物 An elephant is stronger than a horse.
4) 在表示价格、速度、频率等名词前表示“每(个)” Beibei goes to the library once a week.
5) 某些习惯用法
go for a long walk
have a good time
live a...life 过着…的生活
after a while 过了一会儿
summary
Presentation
定冠词 the
五指记忆法
大拇指：独一无二、专有名词
食 指：上文已经提到的人和事物
中 指：特指某些人或某些物
无名指：意指（指谈话双方都知道的人
或事物）
小拇指：序数词、最高级
1. 指世界上独一无二的事物。
the sun 太阳 the earth 地球 the moon 月亮
The earth goes around the sun. 地球围着太阳转。
大拇指： Great
独一无二
专有名词
2. 用在由普通名词构成的专有名词前。
the Great Wall 长城 the Summer Palace 颐和园
3. 用在江河、海洋、湖泊、群岛、山脉等专有名词前。
the Yangtze River 长江 the Red Sea 红海
the West Lake 西湖 the Himalayas 喜马拉雅山
Presentation
4.指上文已经提到的人或事物。
I have a book.
The book is worth reading.
我有一本书。
这本书值得阅读。
I bought a new book.
The book is about history.
我新买了一本书。
这本书是关于历史的。
Presentation
食指： 上文提到
5.特指某(些)人或某(些)物。
The girl in yellow is my sister.
那个穿黄色衣服的女孩是我的妹妹。
中指：特指
Presentation
6.指谈话双方都知道的人或事物。
It's too cold. Please close the windows.
天太冷了，请把窗户关上。
Open the door, please.
麻烦开一下门。
无名指：意指
(你懂的~)
Presentation
7.用在序数词前。
Mary is always the first one to come to school.
玛丽总是第一个到学校。
8.用在形容词（及副词）最高级前。
China is one of the oldest countries in the world.
中国是世界上最古老的国家之一。
小拇指：序数词
最高级
Presentation
Now, Let's listen to a story, it's about “Our New Friend --Play” (新朋友 play)
今天，给大家介绍一个新朋友，它的名字叫play, 它呀多才多艺，吹、拉、弹、奏、踢、玩等样样精通！所以人际交往特别的广泛！
Story time
play 有一群乐器类伙伴，比如钢琴(piano), 小提琴(violin), 鼓(drum), 二胡(erhu)…, 但play的这类乐器朋友们有点儿古怪，每次来找play玩的时候必须让小保护伞小the站在中间。
Story time
这是为什么呢？
因为 play 呀太过顽皮了，而乐器们又太娇惯了，有 the 在中间保护着才能避免受伤，这样他们才能在一起玩的！小the除了保护乐器，还能在关键时刻指引正确的方向，护送需要的人和物平安到家。（即 方位词前要用the.例如：in the south of...)
Story time
play最最要好的朋友们要数球类了，因此呢，你经常能看到篮球、足球、排球、棒球、乒乓球等与 play 在一起玩耍！play与球类伙伴们在一起玩的时候，也不用太过拘束，因为球类都比较软，自我保护能力特别强，所以球类经常大胆的紧紧跟在顽皮的play后面玩耍！
Story time
今天的故事就到此结束了，亲爱的同学们，你们都听懂这个故事了么？让我们一起回顾一下故事内容吧！
play 与乐器连用，中间需要+the
play 与球类连用，中间不需+the
Story time
B ① Using the with the verb play
He plays the guitar / the piano / the violin.
He plays basketball / football / table tennis.
After the verb play, we put the before the names of
(musical instruments/sports), but we do not put the
before the names of (musical instruments/sports).
Presentation
乐器
体育项目
1. Vanessa loves music. She plays __________.
the violin
B ② The sentences below are about some plete the sentences. Add the if necessary.
2. Robin plays _______ very well.
football
3. James's dream is to play __________ in the NBA.
basketball
Practice
4. Lily is good at playing ___________.
the piano
5. Linda likes playing ______.
tennis
6. Alex plays __________ in the school band.
the guitar
Practice
C. Using the with a phrase to describe a particular
person or thing.
The girl with glasses is Joyce's best friend.
The man in the black coat is our English teacher.
The woman with long, straight hair is Mrs Zhang.
The factory near my home is very noisy.
Presentation
介词短语修饰限定人或物
We can use the with a short phrase to describe a particular person or thing.
S1: What's the man playing
S2: Which man
S1: The man in the purple suit.
S2: He's playing the guitar.
(in the purple suit / guitar)
In pairs, talk about the people in the pictures below. Use the words in brackets to help you. Add the if necessary. Follow the example.
Have a try
(with short hair / volleyball)
S1: What's the girl playing
S2: Which girl
S1: The girl in the yellow skirt .
S2: She's playing tennis.
Have a try
S1: What's the girl playing
S2: Which girl
S1: The girl with short hair.
S2: She's playing volleyball.
(in the yellow skirt / tennis)
Have a try
(with short, black hair/ table tennis)
S1: What's the boy playing
S2: Which boy
S1: The man with short, black hair.
S2: He's playing table tennis.
Have a try
(with glasses / drums)
S1: What's the man playing
S2: Which man
S1: The man with glasses.
S2: He's playing the drums.
Have a try
(in the red dress / violin)
S1: What's the woman playing
S2: Which woman
S1: The woman in the red dress.
S2: He's playing the violin.
Have a try
Practice
1. Brazil, ______ country in South America, will hold ______
31st Olympic Games in August, 2016.
A.a; a B. a; the C. the; a D. the; the
2. —What did you do last night, Bob
—First I did my homework, and then I played ______ piano for half ______ hour.
A. the; a B. /; an C. the; an D. a; the
B
C
3. —Will you stay for ______ supper with us
—Sure, I'd love to. Home cooking is just what I like.
A. a B. an C. the D. /
4. Mary wants to be ______ good doctor when she grows up.
A. a B. an C. the D. /
Practice
D
A
5. Edward and William are brothers. There is _____uncommon
similarity between ______ two boys.
A. an; / B. an; the C. a; / D. a; the
Practice
B
The
定冠词 the 用法总结：
1.①前面已提及 ②谈话双方都知道 ③带某些限定性成分,将普通意义加以明确限定
2.单数可数名词前加the代表一类人或事物
3.形容词、数词、分词等之前加the表一类人或物
4.表示世界上独一无二的东西的名词前要加定冠词
5.“演奏…乐器”要用 play the …
6.序数词或最高级形式前
7.在姓的复数形式前加the,表示一家人或夫妇两人。
8.某些固定搭配
此刻 同时
未来 在去……的路上
最后 在早上
at the moment
in the future
in the end
at the same time
on the way to
in the morning
at the age of 在……岁时 in the south of 在……南边
all the time 一直 on the righ 在右边
summary
最高序数the先行，二次提出the来引；
形容词前属同类，复数姓氏一家人；
江河湖海岛峡湾，演奏一曲浪涛翻；
心照不宣你我间，独一无二the来伴。
定冠词the巧记忆
summary
Self-assessment
How well do you know about this lesson Tick (√)the boxes.
I can understand the differences of a, an the. 口 口 口
I can tell the kind of balls and instruments. 口 口 口
I can write conversations with a, an, the. 口 口 口
I have a basic understanding of the article. 口 口 口
Assessment
Homework
1. Recite the application of a, an, the .
2. Finish the grammar exercise paper.
3. Make a conversation with your parents ,
Paying attention to using a, an, the .
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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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Unit 1 Helping those in need课时教学设计
本单元第3课时 Grammar 课型 语法课
语篇研读
What---语篇主题和主要内容 语法板块主要帮助学生学习并运用冠词a, an, the的用法区别及如何询问和描述人和物。 Why---语篇传递的主题意义 通过本课的学习，学生能够在具体的语境中正确地使用学习以问答的方式描述“自己及他人”外貌、性格及个人爱好以及事务等。 How---文体结构、语言特点及功能 本课时设计多种教学任务给学生练习语言知识以及体验冠词a, an, the在特定情境中的运用，还能帮助学生复习巩固冠词a/an/the的语言知识、提高学生在口头或书面表达中的语法运用能力。
学情分析
【已知】本单元的主阅读篇章中多次使用a, an, the，这为冠词的学习做了很好的铺垫。并且学生从小学开始就有接触到冠词的用法，学生对此并不陌生。 【未知】这个阶段的学生对冠词a, an, the的语法知识有一定的理解和认识，但是对冠词这些具体的使用规则了解并不多。同时学生也没有进行过系统的学习和归纳冠词a, an, the的用法。 【能知】这节课在已知语法的基础上进一步对冠词的用法进行归纳与提升，并设计多种教学任务给学生练习语言知识以及体验冠词在特定情境中的运用。
课时教学目标
通过本课学习，学生能够： 语言能力: Master the usage of the definite article a, an, the. Use the with the verb play. 学习能力: Use a, an, the with a phrase to describe a particular person or thing. 思维品质: Cultivate students’ analytical ability and divergent thinking ability. Make students use the grammar rules to draw inferences from one instance. 文化意识: Strengthen the sense of teamwork by discussing the usage of a, an, the.
教学重难点
教学重点： The structure and usage of a, an, the 教学难点： Using a, an, the with a phrase to describe a particular person or thing.
教学方法
英语教学活动观，情境式教学，任务型教学法
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：通过听歌曲、填空歌词和回答问题，引出本单元目标语法冠词a, an, the；让学生了解掌握冠词a, an, the的基本结构。 任务一: Lead in 创设情境：Let's listen to a song about “my love ” together. Fill in the blanks according to the lirics. 1.Do you like this song 2.Which kind of songs is it Pay much attention to the red words. Do you know the usage of article words 任务一：观察学生互动表现，判断学生能否清晰理解课时任务，鼓励学生积极参与本节课。
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。
教学目标 学习活动 效果评价
应用实践： 通过分析例句以及对点练习，学生能够总结并运用冠词a, an, the的基本用法。 任务二: 讲解冠词a, an, the的基本用法 1.冠词的定义 定冠词 the. 不定冠词”a”，“an” 2.不定冠词”a”，“an”的基本用法 A ① In pairs, S1 talks about what he or she did in the past few days. S2 asks about it. Follow the example. 1. play/great computer game/yesterday/saving the Earth from aliens S1: I played a great computer game yesterday. S2: What was the game about S1: It was about saving the Earth from aliens. A ② Write down two more conversations like those in A ①, then role play the conversation. Work with your partner. Ask and answer questions like follow examples. Then role-play. C. Using the with a phrase to describe a particular person or thing. 总结： 1)用在可数名词单数前表示“一个/张…” Linda will go to Beijing in a month. 2)用在数词前 I have two mobile phones,but I want to buy a third one. 3)表示一类人或物 An elephant is stronger than a horse. 4) 在表示价格、速度、频率等名词前表示“每(个)” Beibei goes to the library once a week. 5) 某些习惯用法 go for a long walk have a good time live a...life 过着…的生活 after a while 过了一会儿 3.定冠词 the 1）五指记忆法 2）Story time Now, Let's listen to a story, it's about “Our New Friend --Play” (新朋友 play) 3） B ① Using the with the verb play B ② The sentences below are about some plete the sentences. Add the if necessary. C. Using the with a phrase to describe a particular person or thing. 任务二: 观察学生展示的表现，判断学生能准确掌握冠词a, an, the的基本结构，对学生表现给予及时反馈。根据学生的分析，判断学生发现规律的能力。
设计意图 通过课堂活动，训练学生发现规律的能力，帮助学生对冠词a, an, the结构和用法的掌握，让学生能够顺其自然地学习教授的内容。
教学目标 学习活动 效果评价
迁移创新： 通过对话合作和练习，帮助学生正确运用冠词a, an, the。 任务三：巩固语法点 1.In pairs, talk about the people in the pictures below. Use the words in brackets to help you. Add the if necessary. Follow the example. 2.Practice 1. Brazil, ______ country in South America, will hold ______ 31st Olympic Games in August, 2016. A.a; a B. a; the C. the; a D. the; the 2. —What did you do last night, Bob —First I did my homework, and then I played ______ piano for half ______ hour. A. the; a B. /; an C. the; an D. a; the 3. —Will you stay for ______ supper with us —Sure, I'd love to. Home cooking is just what I like. A. a B. an C. the D. / 4. Mary wants to be ______ good doctor when she grows up. A. a B. an C. the D. / 5. Edward and William are brothers. There is _____uncommon similarity between ______ two boys. A. an; / B. an; the C. a; / D. a; the 任务三: 观察学生展示的对话表现，判断学生能准确掌握冠词a, an, the的用法，对学生表现给予及时反馈。
设计意图 通过情景合作活动，体会冠词a, an, the在实际运用时灵活性，巩固冠词a, an, the的用法。
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： Recite the application of a, an, the . 对所学内容掌握情况做到心中有数 查漏补缺，复习本课时所学内容
提高题： Finish the grammar exercise paper. 复习和消化本节课所学内容 巩固本节课所学内容
拓展题： Make a conversation with your parents , Paying attention to using a, an, the . 巩固本节课教学冠词a, an, the解决实际生活中的问题 培养学生在生活的真实场景中，对英语的运用能力和创造力。
课后反思（实施后填写）
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