牛津英语7A Unit 1 This is me 教案

Unit 1 This is me
[授课时间] 2005年9月1--8日
[教材分析与设计思路]
Language functions and focus
1. Use an adjective before a noun or after a linking verb to describe someone/ something
e.g.: She has short hair.
Her hair is short.
2. Use comparatives to compare two people /things
e.g.: Sandy’s hair is longer than Millie’s hair.
3. Use superlatives to compare three or more people things
e.g.: He is the tallest boy in my class.
4. Use ‘as’+ adjective+ ‘as’ to compare people / things
e.g.: Millie is as tall as Kitty.
5. Use adjectives to describe someone’s physical features and appearance
e.g.: Sandy is tall and has long hair.
Students mast the usage of the simple present tense by practicing the sentences of this unit. After learning the reading, students can write a profile of themselves.
[教学目标]
知识与技能
Language skills
Listening
1. Identify main ideas to obtain information about a friend
2. Interpret information to obtain a general understanding of the people in a conversation
3. Identify specific and relevant information to complete letters about teenagers’ future plans
Speaking
1. Use questions and answers to talk about people’s appearance and personality
2. Use everyday expressions to show agreement and confirm information
Reading
1. Guess general meaning from keywords and context
2. Skim text for overall meaning and scan for details
3. Identify specific information about different people from their friends’ descriptions
Writing
1. Collect information and organize ideas to describe the appearance and personality of a friend
2. Produce a particular text-type for an audience using a given model
过程与方法
1、Students learn this unit by themselves, the teacher explains the difficulties of this unit.
2、Students improve their spoken English by practicing reading.
3 Students improve their listening ability by listening to the recorder again and again.
情感、态度与价值观
1、Students can introduce themselves confidently by learning this unit.
2、Students can know each other better by introducing themselves for they are all new students.
[教学设计]
教师活动 学生活动
Welcome to the unit1. Ask more able studentse.g.: Do you have a special friend What makes him/her special Accept all reasonable answers.2. Ask students to look at Part A and explain that they will be reading an advertisement in “Teenagers’ magazine. Then ask each question at a time and invite students to say the correct word or phrase. Then ask the class to write the correct letters on their own.3. Go around the class to check that students have written the correct letters. 4. Ask more able students to think of other qualities of a good friend, e.g., generous, clever, kind, understands my problems, makes me laugh. Write the words and phrases on the board.5. Read the list of words in Part B and check that students understand their meanings. Check also understanding of ‘quite important’ and ‘very important’.6. On the board, write ‘What qualities of a good friend are important to you ’. Ask the class to think carefully about what qualities they appreciate in friends and put ticks under the correct headings in the table. Encourage students to work on their own. Write some structures on the board to enable students to focus on the choice of adjectives and to maintain a fluent oral performance.7. Game Ask each student to write three adjectives or phrases to describe a classmate on a piece of paper. Remind students to write his or her name as well. Encourage them to work on their own and not to show their choice of words to other students. Then collect the pieces of paper and put them together. Draw one at a time and read each description. Invite the class to guess whom it describes.8 Homework Ask students to do PartB1 alone. Then ask them to do PartB2 in pairs to practice introducing oneself. Students answer:He/She helps me with my homework. I can always talk to him/her about my problems, etc.They have to match the qualities with the questions. For weaker classes, go through the words and phrases on the left.The students must do as the teacher says.students compare their answers with a partner. individual students tell the rest of the class about their own choice and their partner’s choice of qualities.Students play the game as the teacher tells.
教 后小 记
[教学设计]
教师活动 学生活动
ReadingPart A1. Review key vocabulary according to the general ability of the class. Tell the class about a friend or relative. If possible, show his/her photo. Say, e.g.: My best friend is small and thin with long hair. She is very smart and helpful. Then ask questions to check understanding. (Is my friend tall Is her hair short or long Is she willing to help )2. Divide the class into three groups and allocate one article to each group.3. On the board, write the headings ‘Appearance’ and ‘Personality’. Invite students from each group to come forward and write their words and expressions under the correct heading.4. Write the following questions on the board for students to copy in their books. What does he/she look like (For appearance) What kind of person is he/she (For personality) What does he/she do or want to do in the future (For future plan)Part BTeaching procedure1. Explain the context and check that students understand what an editor of magazine or newspaper does. Then review the adjectives and nouns in the box in Part B1. Ask students to find the words in the articles on page4.2, Explain the context of Part B2 and ask students to find each description in the corresponding letter. Point to the photos in Part B2 and ask more able students to briefly describe each person. For weaker classes, read the sentences to the students and ask them to match them with the correct photos. Students could work individually or in pairs.Game1. Cut out some pictures of people of different height and appearance. Number the pictures or give familiar names to each person in the pictures (Mary, Tom, Peter, ect.). Stick the pictures on the board. Describe one of the people without pointing or even liking at his/her photo.2. Alternatively, you can divide the class into three or four competing teams. Each team can work out description for the other teams to guess. Give a score only for the first correct guess.Part CTeaching procedures1. Explain the context of Part C1 and read the six sentences for weaker classes. 2. Explain the context of Part C2 and check that students understand the idea of voting for somebody or something. If time allows, organize a class vote. Name a job, e.g., a class monitor, a student representative, etc. ask stronger classes to make a list of qualities required for the job. Write all the qualities suggested by the students on the board. For weaker classes, provide this table with the adjectives.Then ask the students to vote for each quality. Before each vote, invite more able students to explain why they will vote or not vote for that particular quality. Accept all reasonable answers, e.g.: I will vote for ‘clever’ because it’s important that a class monitor learns and understands things quickly. 3. For weaker classes, read the sentences in the speech bubbles before you ask the students to find out who each of the characters will vote for and fill in the blanks. Then ask ‘Who will Amy/ Simon/ Sandy vote for ’ to check the answers.Homework Ask the students to read the passage again and again. Students answer the teacher’s questions.students skim the text on their own, underline the words they do not know. go through the words students have underlined. Ask each group to go through their letter again and find words or expressions to match each headingInvite students from each group to ask and answer these questions and describe the teenager in each article.Ask students to do Part B1 on their own. Tell them that they need to look for specific details, which fit each of the persons described in the articles. Encourage students to check their answers with a partner. Then ask students to read out the completed captions one at a time.Invite students to guess the person you have described. (That’s picture number five./ That’s Mary.) Then ask individual students to do the same while the rest of the class guess the person.1. Alternatively, you can ask students to close their books while you are reading each sentence. Give a score to the team who gives the first correct answer.2. Students correct the false sentences.3. More able students do the extra sentences in Part C1. they correct the false sentences.4. Divide students into pairs and ask them to vote for one of the ‘best friends’ described in the articles on page4.
教 后小 记
[教学设计]
教师活动 学生活动
Vocabulary1. Explain the context of the tasks. Ask several students to read their answers to check correct use of adjectives.2. Go through the words in the box in Part B.3. Ask students to use the words in sentences to check that they understand the meanings and use of words. Then ask students to complete the lists in groups of 4-5. Check answers orally with the class.Extension activities1.draw this table on the board and brainstorm as many words as possible. 2.Ask students to describe their friends, classmates, relatives or pop/sports stars using the adjectives they have learned. For stronger classes, encourage them to use any adjectives.Game 1. Bring some pictures of people into the classroom or ask students to being pictures. Divide students into groups of five. Give a picture to only one student in each group and ask him/her not to show it to the other students. Give blank pieces of paper to the other students. On the board, display the drawings together with the original picture. 2. Alternatively, tell students who are drawing the pictures to ask as many questions as possible to get information about the person they are drawing, e.g., ‘Is your person a boy/ a man/ a woman/ tall /small /fat /thin Is his/ her face square/ round ’ The student looking at the picture is only allowed to say ‘Yes.’ or ‘No.’.Homework Recite the vocabulary. 1Students study the pictures and words. For weaker classes, go through the words and preteach unknown words. Students do Part A on their own first and then compare answers with a partner.2. Go through the words in the box in Part B.Students find more adjectives for each category of the adjectives used in Part A.Students select and write suitable adjectives to describe themselves on a piece of paper. Some students come forward and read the adjectives.Students play the game with the teacher.The student with the picture describes the features of the person in the picture while the other students draw the person.
教 后小 记
[教学设计]
教师活动 学生活动
GrammarPart A1. Tell students that we use adjectives to describe people and things. Explain that we can put an adjective before a noun or after a linking verb. Read the examples on the pagePrompt students by giving an example with an adjective, e.g., placed before a noun2. Give less able students some extra words to rearrange and form complete sentences. You can use the additional items on the page. For stronger classes, divide the students onto pairs and ask each student to think of some jumbled words for his/her partner to rearrange into a complete sentence. Make sure students include adjectives in their sentences.Part B1.Use pictures of people, animals or things to teach comparatives and superlatives. e.g., ‘Jacky is taller than Andy. Andy is thinner than Jacky. Write the comparative forms on the board in two columns (short and long adjectives) and try to elicit the rule form the students2. Add one or two more pictures of pop/sports stars to elicit examples with superlative forms.3. For stronger classes, point out the exceptions, e.g., ‘more pleased’, ‘the most pleased’; ‘more real’, ‘the most real’.4. The table shows the change of form of adjectives when ‘-er’/ ‘-est’ or ‘more’/ ‘most’ are added. It also includes some irregular forms. Go through it with students.Part C1. Use the information collected by students to introduce the new structures in Part C.2. Before starting Part C1, revise the meaning of the nouns used in this activity ---- ‘hiking’, ‘swimming’, ‘camping’, ‘cycling’, ‘diving’ and ‘skiing’.3. Explain the context to students. Point out that the table in Part C1 is another way of presenting information of a survey.HomeworkFill in the blanks with right forms of the words..1. I am _____(strong) than you.2. She writes as_____(careful) as I .3. Who is _____(tall) in your class, Tom, Simon, or Daniel 4. Changjiang is one of _____(long) rivers in the world.5 I think this cake is _____(delicious ) than that one.6. Lihua is _____(short ) of the two girls.7. Sandy is ____(good ) at cycling than Daniel.8. What do you like _____(well), apples, oranges or pears Students think of more examples.Students put the adjective, e.g., after a linking verb and make another sentence.Students describe friends, classmates or other familiar people.Students find the rules of comparatives and superlatives. Ask the students to give some examples.Students complete the table in Part B1 on their own.Students make their own sentences based on the information in their table or the table on the page.Students study the table carefully.Students work in pairs to complete the conversation.In part C2, students complete the last column of Part C1 expressing their own opinions about the different outdoor activities included in the table.
教 后小 记
[教学设计]
教师活动 学生活动
Integrated skillsPart A1. Ask less able students to read the list of future plans before playing the recording. Check understanding.2. Invite students to talk about their own and their partners’ future hopes.3. Play the recording.4. If many students have got wrong answers, play the recording again. Stop the recording after each phrase listed in Part A1 if necessary.5. For stronger classes, ask students to read Millie’s letter addressed to Mr. Zhou, the editor, on their own. For weaker classes, read the letter together with the students. Check general understanding of the letter and explain words and phrases if necessary. 6. Read the completed letter or ask a student to read it to check the correct answers.7. For stronger classes, play the recording for Part A3 and ask students to complete Sandy’s letter on page 13 on their own. 8. For weaker classes, you may want to ask students to close their books and listen to the recording. 9. Read the completed letter or ask a student to read it to check the correct answers.Extension activitiesPartB1. Divide students into pairs and invite them to talk about their own future hopes and/ or plans. 2. If time allows, ask students to write a letter about their own future hopes and/ or plans using one of the letters as a model. PartCBackground informationExplain the common context of introducing and describing friends to other people while showing their photos. Sandy and her cousin Helen are looking at Sandy’s photo album with photos of her friends. Helen is asking Sandy questions about her friends and Sandy is describing them.1. For stronger classes, tell students to close their books and listen to you while you read the conversation. For weaker classes, allow students to follow the conversation in the book. Read the conversation line by line focusing on intonation and sentence stress. Ask students to underline words that are stressed.2. Ask students to repeat the sentences as thy hear them. Make sure they so not sound monotonous or mechanical. If they have problems pronouncing particular words, practice the words separately first.3. Ask students to bring photos of their friends. Invite more able students to show their photos while you ask them questions such as ‘Who is the boy/ girl on the left/ right/ in the middle/ next to… What’s he/ she like What would he/ she like to be when he/ she grows up ’ Students who do not have any photos to show can draw simple pictures to their friends.4. Divide students in to pairs and invite them to ask each other questions about the people in their photos. Ask students to make up their own conversations based on the model. For less able students, allow them to write down their conversations first before role-playing them.6. While students are practicing the conversation in pairs, move around the classroom providing help with correct pronunciation and fluency.7. Homework finish the exercises on page 17 1.Encourage more able students to guess the meaning of phrases.2.Students listen to the recording and put a tick next to each correct phrase as they hear it. Ask them to read the phrases they have ticked to check the correct answers.3.Ask students to read the list of phrases in Part A1 again and use the information to complete the letter.4.Ask students to complete Sandy’s letter.5.Ask students to write a letter about their own future hopes and/ or plans6. Ask students to practice the conversation in pairs and then change roles. Ask more able students to role-play the conversation in front of the class.
教 后小 记
[教学设计]
教师活动 学生活动
Study skills1. Ask more able students what they want to find out when they read a passage. Write ‘What is it about ’ on the board and try to elicit the other questions listed on the page. Underline the ‘Wh-’ words.2. Read the letter to the whole class.3. Briefly explain to students that they can understand information more quickly if they identify main points and keywords first.4.ask more able students to underline main points and circle keywords at the same time.HomeworkAsk more able students to write a problem letter to a teenage magazine or newspaper using Cindy’s letter as a model. Tell students to write down the keywords describing their problems and the main points of their letters first. Then ask them to formulate complete sentences using the main points and keywords. Encourage students to read their letters in class. 1. Students read the letter carefully and underline the main points on their own suing a pencil initially.2. Students read the letter again and circle the other keywords using a pencil. Students compare their answers in their groups.3.Students read the main points and keywords again, and answer the ‘Wh-’ questions.
教 后小 记
[教学设计]
教师活动 学生活动
Main task 1 At the beginning of this class, I’d like to ask several volunteers to come to the front and say something about yourselves.2. Put up a picture of Millie, ask students to pay attention to the picture.3.Give students some questions What is her name What does she like to do How old is she How does she look like 4. Open the books and check the answers with the students. And translate to difficulties “talk on the phone” and “talk with”5 Ask students to underline the sentences they like so that they can use in their own profiles.6.put up the picture of Daniel. Do the same steps.like(2\3\4\5)7. conclude how to write a profile. A. write about your name, age, and where you liveB write about how you look like.C. introduce you hobbyD.write about what you often do.8. Give each student a piece of paper, close books, write a passage about themselves. Try to use their own words.Homework.1. Finish the composition.2 Remember the vocabularies . Ask some students to introduce themselves.This time students describe the picture.Close the book, and students listen to the tape. Read the passage loudly.Students finish the table on page 20. encourage them to write as much information as they can.After they finish the table. Ask them to discuss in groups of four.Then write a passage about themselves.
教 后小 记
教师活动 学生活动
Checkout1.Review the simple present tense. Does the girl like swimming Yes, she does. Does the old man often walk in the park Yes, he does. / No, he doesn’t.Gives students some pronouns and verbs Ask them to tell the changes of verb forms.2 Finish the exercises on page 21. Do some extra exercises.Daniel 喜欢玩电脑游戏。你有黑头发吗？是的。Simon 常在放学后打排球。Millie 晚上有时听音乐。你的表弟戴眼镜吗？不，他不戴。Eddie 是Hobbo的主人吗？是，但它不是一个好主人。Homework.Review the vocabularies in this unit.Prepare for the test. Students answer the questions.Is your home near our school Are you good at English Do you have a bike Does your mother have lunch at home Students work in pairs. Ask each other questions.Students do the exercises on slide.
教 后小 记