AUnit教案.doc

.课题7A Unit 1 This is me总第 1 课时三维教学目标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 Whats 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. Im Miss/Mr My English name is Whats your name? 引导学生回答：Good morning. Miss/Mr Im /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, its time for you to practise now. Please greet your partner. Ask for your partners name. Dont 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：Whats the girls name? Whats the boys 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：Whats the time? 学生回答后教师接着问：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Is it in the morning or in the afternoon? 引导学生回答：Its 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, Im 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: Its a dog./ T：She is the dogs 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. Whats the two dogs names? Whos 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.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。板书设计教学反思课题7A Unit 1 This is me Reading (I)总第 2 课时三维教学目标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 Whats 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 lets meet them one by one.然后问：Whats 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, lets 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 dont 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： Whats the boys name?Does he like playing football? Where does Sandy come from?Does she like listening to music?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. 最后集中学习Simon,Sandy和Daniel的简介：Now lets 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 Sandys hair short ? (No, it isnt.) 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./Im sorry, its 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。板书设计教学反思课题7A Unit 1 This is me Reading ()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? Lets do the following exercises. Please finish the exercise quickly. You may read the text on page 8 again when necessary. First lets 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.Whats 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. Lets see who will finish the exercise correctly first. years oldbe from the reading clubage, time of life be bornhave glasses on the eyes come fromhave good manners and always ready to help wear glassesa group of people who meet regularly for reading polite and helpfulbe brought into the state of life2. 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. Lets 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) Lets _ (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. (Bobs 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.)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. Lets 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 its 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 its time for you to introduce yourselves. Please work in groups and help each other. Now lets 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。板书设计教学反思课题7A Unit 1 This is me Grammar 总第 4 课时三维教学目标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 well 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 Ill 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 tenseam, 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/ Im not) We/You/They _ / _ (are not/ arent ) He/ She/ It _/ _ (is not/ isnt)2. 教师可以问学生几个问题，引出学生对to be疑问句的肯定和否定回答： Excuse me. Are you ? 引导学生回答：Yes, I am. No, Im not. Is he/she ? 引导学生回答：Yes, he/she is. No, he/she isnt. 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。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. 巩固练习：Now lets 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. Lets 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. Ill give each pair a piece of paper. There are some verbs on it. Please add an s to them.这些动词是： putwashwritegotalkplay flywatchlivelistenstudyguessStep 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板书设计教学反思 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. Lets 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 isnt.)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。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? Im fine, thanks. And you? Nice to meet you. Step V 练习1. 词语综合练习：1）How many are there in your school? There are six. Im in Grade 5.）Hi, Im g_ to meet you . - Me too. 3） - Do you know the girl over there? - Yes, shes Sandy. She is a _ (可爱的)girl. 4) Are they new s_ from England? - No, they arent . 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?板书设计教学反思课题7A Unit 1 This is me Study Skills总第 6 课时三维教学目标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。4. 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, use2. 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1. 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. 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1.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1. 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