初一牛津教案(第3单元)
新牛津译林版英语七年级上册第三单元教案
7 A Unit 3 Welcome to our schoolThe first period: Comic strip& Welcome to the unit Teaching aims:( 1)、Learn some new words: “W hich ,best ,so, biology ,geography ,history, Date ,meeting ,o’clock, OK ,gate”(2)、Learn some new phrases: School Open Day/ the parents’ meeting /at the school gate(3)、Learn some sentence patterns: Which of the subject do you like best?What’s the date today?/ What time is it?Importance & difficulty1.Talk with the simple present tense.2. How to master these new phrases.Teaching procedures:Step I Presentaion.In school, there are many subjects. What is your favourite one? Which is your favourite subject? My favourite subject is ….Step II PractiseWould you like to play a game to learn about your classmates’favourite subjects? Let’s do chain work! Please ask the questions one by one. Sample conversationS1:Which of the subject do you like best?S2:I like …best.S1:Why?S2:Because it ….Which subject do you like best?S3:I like…best.S2:Why?S3:Because it….Step III Presentaion1The teacher asks:Eddie is a lovely dog. Do you know his favourite subject? Which is his favourite subject? Listen to the tape and answer this question.2 Act in pairs.3 Suppose you are Hobo. When you hear Eddie’s words, what do you think of him? What will you say to Eddie? Please continue writing Eddie and Hobo’s conversation.Step IV Presentaion1The teacher asks:You study at ….Middle School for many days. Do you like your new school? Do you tell your parents about your new school? What do you tell them? Students answer:I like my school. I tell my parents about classmates and sports.2The teacher says: I am teaching English now. So I am your English teacher. Who is this teacher? What subject does he/she teach? He/She teaches …Write “ biology ,geography, history”Step V Practise。
牛津译林版-英语-七上-3单元 Study教案
2利用“打补丁”游戏,训练学生的辨音能力。
3 鼓励学生完成课本B部分的练习。
Step V 巩固
1 呈现C部分的句子。鼓励学生根据本课所读的读音规律,尝试朗读。
2 鼓励不同层次的学生主动尝试朗读。教师要注意及时纠正和表扬。
3 教师可设计不同的分组方式。安排学生进行朗读,以增加趣味性。
(3)正确且流利的朗读含有本课所学辅音的句子
3、情感目标:结合本单元的话题用一般现在时进行交流。
重点
难点
1、重点:理解行为动词一般现在时的用法。
2、难点:、掌握行为 动词一般现在时的肯定句。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)
Step I呈现
1用彩色笔将括号单词中发音为/p/,/b/,/t/,/d/, /k/,/,/g/,/h/,/m/,/n/,,/l/,/r/,/j/,/w/,的部分标注出来,并提醒学生注意这些字母及组合的发音。教师
You can meet her anytime you want
But please don’t be late
板书设计
教学反思
说:Pay attention to the coloured letters in these words
.How to read now? 随后教师带读单词并对学生说:They are the sounds of the
Consonants.
2.用事先制作的音标卡向学生呈现所要教授的14个辅音。
Step II 操练
1 要求学生将课本39页表格右边的音标遮挡起来。指导他们听录音并自己总结每
组单词的读音。
七年级英语上册Unit3WelcometoourschoolGrammar教案(新版)牛津版
Unit 3 Welcome to our school!Grammar教学目标Ⅰ.知识目标①掌握文中的词汇。
②认知人称代词替换名词。
Ⅱ. 能力目标能够用正确的人称代词替换名词。
Ⅲ. 情感目标用英语在朋友之间表达你、我、他,增进同学友谊。
重点难点1.掌握人称代词替换名词。
2.能够用正确的人称代词替换名词。
教学过程一、导入1.复习reading里面的故事内容。
2.通过复习上节课的故事内容,教师出示一些含有人称代词的句子。
引出今天学习的重点语法。
二、呈现新课1.人称代词的含义和人称代词主格的用法。
人称代词是用来代替表示人或事物的名词,以便不再重复使用名词。
人称代词主格用来代替作主语的名词。
2.人称代词主格:人称代词主格第一人称第二人称第三人称单数复数单数复数单数复数I we you you he sheit they我我们你你们他她它他们3.人称代词宾格的用法:人称代词宾格用来代替作动词或介词宾语的名词。
4.人称代词的宾格形式第一人称第二人称第三人称单数复数单数复数单数复数me us you you him her it them我我们你你们他她它他们5.学生完成课本P35和P36的习题。
教师讲解题目并核对答案。
三、巩固练习1.小组合作:用今天学习的人称代词,小组成员介绍自己的朋友。
2.完成课堂练习,巩固今天学习的知识点。
四、家庭作业1.用今天所学习的人称代词主格和宾格造句。
2.预习Integrated skills的内容。
牛津译林版七年级英语上册复习教案: Unit 3 Reading (1)
课题7上Unit 3 Reading (1) 课型New教学目标1.To introduce different facilities in their school;2.To describe their school with suitable words and expressions.教学重点To describe their schoo l with suitable words and expressions.教学难点To describe their scho ol with suitable words and expressions.教学过程集体备课备课札记Step 1 Lead-in1.Free talkWhat’s the date today ?What day is it today ?What time is it now ?Is it time for class ?2.Present and learn the new words on page 32~34 .Step 2 Learn Reading1.Lead-inToday is the Open Day in Millie’s school . Millie meetsher mother at the school gate . She is ready to show hermother around the school .2.Listen to the tape and fi nish Part B 33.Read the conversation and answer the followingquestions :1)How does Millie’s school look ?2)How many classrooms are there in the classroombuilding ?3)Where is Millie’s classroom ?4)What else is in Millie’s scho ol ?5)Where do they have the meeting ?6)Who is Millie’s English teac her ?7)How does he look ?4.Finish Part B1 & B2 .5.Let’s read Millie and her mother’s conversation afterthe tape .6.Work in groupslie’s father doesn’t go to her school on t he OpenDay . So he is asking Millie’s mother some questions . Suppose you are M illie’s father . What do you want to know about Millie and her school ?8.If you ar e Millie , can you introduce your school to the class ?1)How does your school look ?2)How many classrooms are there in the classroom building ?3)Where is your classroom ?4)What else do you have ?5)Where do you have meetin gs ?9.Can you introduce your school to the class now ?10.Activity : It’s role-play time . Work in pairs and suppose you are Millie and her mother .Step 3 Homework1.熟记单词2. 熟读背诵课文板书设计Unit3 Reading词汇:so , show , around , front , building , ground , ground floor , bright , modern , hall , diary .词组:show sb. around , in front of句型:The playground is so big .My classr oom is on the ground floor .This way , Mum .教学反思。
牛津英语七年级第一学期 7AUnit 3教案设计(4课时)
Unit 3 Friends from other countries教案(一)教学课题:《英语》(牛津上海版)7A Unit 3 Friends from other countries period 1(二)教学目标:1.Knowledge objective:To learn about different nationalities in Garden City.2.Ability objective:To practice speaking through dialogues.To practice listening through the look and read from the listening material. 3.Emotion objective:To inspire students know about a little more main names of the countries in the world. 4.Key and difficult objectives:(1)Key points: A. to use nouns to refer to people.B. to ask wh- questions to find out specific information(2)Difficult points: to teach the students how to read the numbers correctly(三)教学方法:Task-based learning(四)教学材料:1.The multi-media system2.Handout for the students.(Feedback 1I.Translation(写出下面词组)1.花园城市的外国人________________2.一个拥挤的城市__________________3.超过八百万人____________________4.举个例子________________________5.叫来自英语的人英国人____________II.Choose the best answer(选择正确的答案)1.---Have you bought any present for your friends from Japan?---Yes, I _______.A.doB. didC. haveD. had2.I’d like ______ some sweets.A.havingB. to haveC. haveD. had3.Let’s go for a trip _______ a sunny day.A.onB. inC. forD. at4.Where do Tim and Tom ______ from?esB. comeC. isD. are5.There is going to _______ a class meeting this afternoon.A.haveB. hasC. beD. isIII.Rewrite the sentences as required. (按要求改写句子)1.Mum has already bought much fruit. (改为否定句)Mum ________ _________ much fruit ________.2.He needs 100 yuan to buy the food. (改一般疑问句)_______ he ________ 100 yuan to buy the food?3.Tom’s new friend comes from the USA. (划线部分提问)_______ ________ Tom’s new friend come from?4.Sandy does exercise every morning. (划线部分提问)_______ _________ Sandy _______ every morning?5.There are five million people in Garden City. (划线部分提问)_______ ________ people are there in Garden City?后记:将表格放在前面教授,为文章做铺垫。
Unit3牛津译林版英语七年级下册单元教案
Unit3 牛津译林版英语七年级下册单元教案一、教学内容1. Chapter 1:主要介绍阳光小镇的地理位置、气候特点以及当地的风土人情。
2. Chapter 2:学习如何用英语描述地点、方位和路线。
3. Chapter 3:通过对话和阅读,了解阳光小镇的旅游景点和活动。
二、教学目标1. 能够听懂、会说、会读、会写与地点、方位、气候特点等相关的词汇和句型。
2. 能够运用所学知识描述一个地点,进行简单的路线指引。
3. 培养学生的英语口语表达能力和合作学习能力,激发他们对英语学习的兴趣。
三、教学难点与重点1. 教学难点:地点、方位词汇的运用以及路线指引的表达。
2. 教学重点:学习并掌握与地点、方位相关的词汇和句型,能够运用所学知识进行实际场景的描述和指引。
四、教具与学具准备1. 教具:PPT、地图、卡片、录音机等。
2. 学具:课本、练习本、彩色笔等。
五、教学过程1. 导入:展示阳光小镇的图片,引导学生用英语描述所见所闻,复习上一课的内容,为新课的学习做好铺垫。
2. 呈现:通过PPT展示教材中的图片,引导学生学习新词汇和句型,并进行实际操作。
3. 实践:分组进行角色扮演,模拟在不同场景下描述地点、方位和路线。
4. 例题讲解:结合教材中的例题,讲解地点、方位词汇的用法,并进行随堂练习。
5. 巩固:让学生在课堂上进行小组合作,完成教材中的练习题。
六、板书设计2. 主要词汇:location, climate, culture, direction, route 等。
3. 重点句型:How can I get to? Turn left/right at the Cross the road and then七、作业设计1. 作业题目:描述你所在城市的某个地点,包括方位和路线指引。
2. 答案示例:My hometown is a beautiful city. The most famous place is the People's Park. It is located in the center of the city. If you want to get there, you can take Bus No. 5 and get off at the People's Park Station. Then, walk straight for about 200 meters, and you will see the entrance of the park on your left.八、课后反思及拓展延伸1. 反思:本节课通过实际场景的引入,激发学生的学习兴趣,提高他们的参与度。
Unit 3 Welcome to our school 示范课教学设计(牛津译林版七年级上册教案)
3.Studentsreadwhat Millie says and pay attention to the key words. Then read them andwork out the rules about the sounds ofp, ppandb.
4.Students learn to pronounce and read more words.
14.Students learn to pronounce and read more words.
活动层次
学习理解之感知与注意、获取与梳理、概括与整合
应用实践之内化与运用
效果评价
通过观察学生的读音反馈,了解学生对辅音字母及字母组合在单词中的发音规则的掌握情况。
教学活动
15.Students read and classify the consonants.
活动层次
迁移创新之想象与创造
效果评价
通过观察学生的活动反馈,了解学生将所学知识内化并迁移创新的能力。
环节设计意图:培养学生将所学知识内化并迁移创新的能力。
作业与拓展
1.Review 14 consonants and use them to practice reading new words inUnit3.
环节一:激活已知,引发学习兴趣(3 mins)
复习元音字母的发音,以及14个辅音字母的读音,为接下来的辅音学习以及拼读单词做好铺垫。
教学活动
1. Students read the words and review thesoundsof vowel letters.
2. Students read the letters.
三、教学目标
Unit3牛津译林版英语七年级下册单元教案
Unit3 牛津译林版英语七年级下册单元教案一、教学内容本节课选自牛津译林版英语七年级下册Unit3,主要内容包括:Grammar(一般现在时态),Reading(朋友之间的互相介绍)和Writing(描述日常生活)。
二、教学目标1. 掌握一般现在时态的用法,并能运用到实际情景中。
2. 学会阅读并理解朋友之间的互相介绍,提高阅读能力。
3. 能够运用所学知识描述自己的日常生活。
三、教学难点与重点1. 教学难点:一般现在时态的运用及描述日常生活的能力。
2. 教学重点:掌握一般现在时态的用法,能够阅读并理解朋友之间的互相介绍。
四、教具与学具准备1. 教具:PPT,黑板,录音机,教材。
2. 学具:练习册,笔记本,彩色笔。
五、教学过程1. 导入:通过展示一组朋友间的日常生活图片,引导学生用英语描述图片内容,自然引入本节课的主题。
Details:展示图片,让学生观察并思考。
邀请学生用英语描述图片内容,引导他们使用一般现在时态。
2. 课堂讲解与实践:a) Grammar部分:详细讲解一般现在时态的用法,并通过例句展示。
Details:解释一般现在时态的概念及构成。
通过例句展示一般现在时态在实际情景中的应用。
b) Reading部分:让学生阅读教材中关于朋友之间互相介绍的文章,并完成相关练习。
Details:学生阅读文章,理解文章内容。
完成课后练习,巩固所学知识。
c) Writing部分:引导学生运用一般现在时态描述自己的日常生活。
Details:提供描述日常生活的框架,如:get up, go to school, have lunch, do homework等。
学生根据框架进行写作练习。
3. 随堂练习:针对本节课所学内容,设计相关的练习题,让学生当堂完成。
Details:设计填空题、选择题、改错题等,检测学生对一般现在时态的理解与应用。
学生独立完成练习,教师及时给予反馈。
六、板书设计1. 板书左侧:列出一般现在时态的构成及用法。
七年级英语上册Unit3WelcometoourschoolReading教案(新版)牛津版
Unit 3 Welcome to our schoolReadingⅠ教学目标1.用英语介绍校园内的各类设施。
2.用适当的语言向他人介绍校园环境。
重点难点如何通过阅读提取自己需要的信息。
教学过程一、热身1.复习:复习上节课学习的科目的英语单词。
T: Which of the subjects do you like best? Why?2.口语交流:教师呈现学校不同建筑物的图片,并问学生问题T: Look at our school.Is it beautiful? Do you like it?S: …T:Today we will learn Millie’s school.二、呈现新课(一)教学新单词和词组1.教师教授本节课的新短语。
2.学生大声朗读这些新单词和词组。
3.学生尝试用这些新单词和词组造句。
(二)教学文章内容1.学生听录音回答问题What does Millie’s school have?What’s in Millie’s school?2.快速阅读1)教师让学生打开课本,快速阅读课文,完成下列填空题。
There are __________ classrooms in the classroom building.The classrooms are ________ and ________.The new building is our __________. It’s ____________.We have meetings in the school _____________.The man in a white shirt is ________________________.2)学生快速阅读课文完成课本B1题,教师讲解答案。
3.学生仔细阅读课文。
1)学生仔细阅读课文,回答下列问题Where do Millie and her mother meet today?How does Millie's school look?What about the playground /library?How many classrooms are there in the classroom building?Where is Millie's classroom?What do you think of her classroom?What else is in her school?2)学生仔细阅读课文,完成课本B2题,教师讲解答案。
牛津译林版英语七年级上册Unit3优秀教学案例
2.学生能够尊重他人的观点和表达,学会倾听和理解,培养良好的人际交往能力。
3.学生能够认识到学习英语的重要性,激发对英语学习的兴趣和热情,培养终身学习的意识。
作为一名特级教师,我深知教学目标的重要性。通过明确的知识与技能目标,学生能够掌握必要的英语知识点和技能,为后续学习打下坚实的基础。通过过程与方法目标,学生能够在实践中培养自己的学习能力和思维能力,提高自己的综合素质。通过情感态度与价值观目标,学生能够培养积极的学习态度和良好的人际交往能力,形成正确的价值观。
最终,我希望学生能够在本章节的学习中,不仅掌握了家庭成员的英文表达和一般现在时的运用,更重要的是培养了自己的学习能力和综合素质,形成了积极的学习态度和正确的价值观。这样,他们才能够在未来的学习和生活中,不断进步和成长,实现自己的人生目标。
四、教学内容与过程
(一)导入新课
1.利用多媒体展示一张家庭成员的图片,引导学生观察并描述图片中的人物。
3.鼓励学生互相交流、讨论和合作,培养他们的团队协作能力和沟通能力。
(四)总结归纳
1.让学生回顾本节课所学的家庭成员的英文表达和一般现在时的用法。
2.引导学生总结如何用英语描述家人的性格和喜好。
3.强调学习英语的重要性,激发学生对英语学习的兴趣和热情。
(五)作业小结
1.布置一道家庭作业,要求学生写一篇关于自己家庭成员的短文,运用本节课所学的知识。
3.教授如何用英语描述家人的性格和喜好,如My mother is kind and caring. My father likes watching sports.
(三)学生小组讨论
1.将学生分成小组,每组选择一个家庭成员进行描述,其他组同学听后猜测是哪位家庭成员。
Unit 3 The Earth 单元整体教学设计(牛津深圳版七年级上册)
单元整体教学设计单元学习目标通过本单元的学习,学生能够:1.掌握海报式文体的阅读技巧;学会寻找主旨句以及归纳段落大意;2.学会从具体事实中捕捉名称、数据等关键信息;3.学会区分并正确使用可数名词和不可数名词;学会用Therebe句型表述存在的事物;持续性评价的手段与方式1.通过略读回答问题链,精读复述阅读篇章,完成思维导图,评价学生能否目标语言介绍地球基本信息;通过文章结构的分析,完成海报制作,评价学生是否掌握说明文的逻辑思维和框架;2.小组比赛的形式,评价学生是否掌握/A//。
://D//U//O://U:/和辅音∕k∕,∕g∕的发音规则;通过对子活动,进行角色扮演;评价学生能否运用语法知识可数名词与不可数名词以及Iherebe句型来谈论保护地球的措施。
通过图片和提供的信息对篇章内容的整体推测,及抓住关键信息的听力技能;3.通过小组活动快问快答,创编对话,评价学生能否正确区分可数名词以及不可数名词;通过填空、看图写句子等,评价学生能否掌握以及运用Iherebe句型的三种形式以及就近原则;4.通过观察图片、小组活动讨论,评价用所学词汇、句式、语法等完成一份保护地球的简短报告,学会正确表达自己的观点,培养保护地球的意识;通过小组以及个人诗朗诵,评价学生是否了解诗歌的文体特征;5.通过小组活动,讨论空气污染的来源,评价学生能否正确表达自己的观点,发散思维;培养对诗歌韵律的预感。
教学反思(实施后填写)本单元的教学设计,在单元主题的指导下,基于话题对教材内容进行整合,将本单元的教学设计成五课时。
每节课的设计都体现了任务型教学的理念,任务的设计由浅入深,层层递进;由于本单元的主题是地球,单元内容是以地球上存在的环境问题为主线,从各个角度介绍地球的基本信息,地球的现状以及找出解决环境污染问题的方法,同时语篇中又从不同文体介绍了地球现状以及保护地球的方法,知识性的输出很多,考查学生的课外阅读拓展,知识的积累,这些都是平时一点一点养成的习惯性阅读,所以本单元的教学设计以知识性的干货输出为主,同时也有一些创造性的活动,来让学生在情境中自然的习得和表达,总的来说,本单元的设计带有一定的学术性,可能有的学生更喜欢稍微浅显一些的知识内容,趣味性更强的活动。
牛津深圳版英语七年级上册Unit3TheEarth单元整体优秀教学案例
在学生小组讨论环节,我会将学生分成小组,让他们就地球的自然环境和人类活动进行讨论。我会给出一些讨论话题,如“地球的自然环境对我们的生活有哪些影响?”“人类活动对地球的影响有哪些?”等。学生可以查阅资料、分享观点、进行辩论,从而提高他们的思维能力和英语表达能力。通过小组讨论,学生将能够更深入地了解地球的重要性和环保意识。
5.教学内容与过程:导入新课、讲授新知、学生小组讨论、总结归纳、作业小结等环节紧密相连,环环相扣,既注重了知识的传授,又注重了学生的实践与体验,使学生在轻松愉快的氛围中掌握知识,提高能力。
(二)问题导向
问题导向教学策略旨在培养学生独立思考和解决问题的能力。在教பைடு நூலகம்中,我将提出一些与地球相关的问题,引导学生进行思考和探究。例如,在教授地球的气候时,我可以提出问题:“为什么地球上的气候会有所不同?”学生可以通过查阅资料、进行讨论等方式,寻找答案。通过问题导向的教学策略,学生将能够培养自己的思维能力,提高解决问题的能力。
(四)总结归纳
在总结归纳环节,我会邀请学生用英语汇报他们小组讨论的成果。我会鼓励他们分享自己的观点和感受,从而培养他们的表达能力。在学生汇报过程中,我会对他们的表现进行点评和指导,帮助他们改进英语表达。最后,我会用英语对本节课的学习内容进行总结,让学生对地球的自然环境和人类活动有一个清晰的认识。
(五)作业小结
在作业小结环节,我会布置一些与地球相关的英语作业,如让学生写一篇关于地球自然环境的短文,或者设计一个关于地球环境保护的标语。通过这样的作业,学生将能够巩固本节课所学知识,提高他们的英语写作能力。同时,我还会提醒学生在日常生活中关注地球环境保护,培养他们的环保意识。
五、案例亮点
1.情景创设:通过引入与地球相关的图片、视频、歌曲等,为学生营造一个生动、直观的学习环境,激发学生的学习兴趣和动机,提高学生的语言运用能力。
牛津译林版英语七年级上册Unit3教学设计
5.阅读拓展:推荐学生阅读与本节课主题相关的英语文章或故事,提高他们的阅读理解能力,拓展知识面。
1.作业提交时间:学生在下节课前提交作业,确保作业质量。
2.作业评价:教师将对学生的作业进行评价,关注作业的完成质量、创意和合作程度。
5.注重培养学生的学习策略,使他们养成良好的学习习惯,为后续学习奠定坚实基础。
三、教学重难点和教学设想
(一)教学重难点
1.重点:本章节的重点在于让学生熟练掌握一般现在时的肯定句、否定句和疑问句,以及自我介绍和问候语的运用。此外,对Unit 3中的重点词汇和短语的掌握也是教学的重点。
2.难点:对于一般现在时的语法规则的理解和运用,以及在实际交流中灵活运用所学词汇和句型,对学生来说存在一定难度。此外,如何引导学生克服紧张、害羞的情绪,积极参与课堂活动,也是教学难点。
3.引导学生观察对话中的句子结构,总结一般现在时的肯定句、否定句和疑问句的构成规律。
4.通过示例和练习,让学生熟练掌握一般现在时的用法,并能够灵活运用到实际情景中。
(三)学生小组讨论
在此环节,我将组织学生进行小组讨论,以提高他们的合作能力和口语表达能力。
1.将学生分成若干小组,每组根据教材中的情景,编写一段对话,要求包含自我介绍、问候语和一般现在时的句子。
3.布置课后作业,要求学生结合课堂所学,进行实际操作,巩固知识。
4.鼓励学生在课后主动运用所学英语进行交流,提高他们的英语水平。
五、作业布置
为了巩固学生对Unit 3知识点的掌握,提高他们的实际运用能力,我设计了以下作业:
1.编写一段对话:要求学生结合本节课所学的自我介绍和问候语,编写一段包含一般现在时的对话。对话内容要贴近生活,具有实际意义。通过此项作业,学生可以加深对词汇、语法和句型的记忆,提高口语表达能力。
Unit3牛津译林版英语七年级下册单元优质教案
Unit3 牛津译林版英语七年级下册单元优质教案一、教学内容二、教学目标1. 让学生掌握一般现在时用法,并能运用到实际情景中。
2. 培养学生阅读理解能力,能通过阅读解Sunshine Town特点。
3. 提高学生听说能力,能就日常生活进行简单英语对话。
三、教学难点与重点1. 教学难点:一般现在时运用,尤其是主语为第三人称单数时动词变化。
2. 教学重点:Sunshine Town特点描述,以及一般现在时句子结构。
四、教具与学具准备1. 教具:PPT,展示Sunshine Town图片和视频。
2. 学具:英语课本,练习本,彩色笔。
五、教学过程1. 导入:通过展示Sunshine Town图片,激发学生好奇心,引入新课。
2. 新课内容呈现:a. 引导学生观察图片,用一般现在时描述图片中人物和事物。
b. 讲解一般现在时用法,并通过例句展示。
c. 让学生模仿例句,进行句子创编。
3. 阅读理解:a. 让学生阅读课文,解Sunshine Town特点。
b. 根据课文内容回答问题,检测学生阅读理解能力。
4. 随堂练习:a. 让学生根据图片,用一般现在时进行句子创编。
b. 学生相互交换练习,互相批改,提高学生合作能力。
六、板书设计1. 一般现在时句子结构:主语 + 动词原形(第一、二人称和复数) / 主语 + 动词三单形式(第三人称单数)2. Sunshine Town特点:七、作业设计1. 作业题目:a. 用一般现在时描述你所在城市或家乡。
b. 根据课文内容,绘制Sunshine Town思维导图。
2. 答案:a. My city/hometown is very beautiful. There are many tall buildings and clean streets. People are friendly and helpful.Center: Sunshine TownBranch 1: LocationBranch 2: FeaturesBranch 3: People and Culture八、课后反思及拓展延伸1. 反思:本节课通过图片和课文,让学生解Sunshine Town,但课堂时间有限,未能让学生充分展示自己创编句子,今后教学中应注意调整时间分配。
牛津上海版英语七年级上册Unit3教学设计
1.针对重点和难点,设计以下教学活动:
-利用多媒体教学资源,如视频、图片等,生动展示家庭成员的职业特点,帮助学生更好地理解和记忆词汇。
-创设情境,让学生通过角色扮演、小组讨论等形式,实际运用一般现在时描述家庭成员的职业和活动。
-设计不同难度的听力练习,逐步提升学生的听力技巧,同时注重对听力材料的理解和文化背景的渗透。
5.指导学生通过查阅资料、课外阅读等途径,拓展知识面,提高学生的自主学习能力。
(三)情感态度与价值观
1.培养学生对英语学习的兴趣和热情,使学生树立正确的学习态度,养成良好的学习习惯。
2.培养学生尊重家庭成员,关心他人,懂得感恩,增强学生的家庭观念。
3.培养学生尊重各种职业,认识到不同职业的重要性和价值,激发学生对未来职业的向往和追求。
2.教学目的:全面检测学生对本章节知识的掌握程度,提高学生的综合语言运用能力。
3.教学步骤:ห้องสมุดไป่ตู้
-设计听力练习,让学生捕捉关键信息,提高听力技巧。
-设计口语练习,让学生在实际情境中运用所学词汇和句型。
-设计阅读和写作练习,巩固词汇和语法知识。
(五)总结归纳
1.教学活动设计:教师引导学生回顾本节课所学内容,总结一般现在时的用法和家庭成员职业的词汇。
2.教学目的:帮助学生梳理知识,形成系统化认识,提高学习效果。
3.教学步骤:
-让学生回顾本节课所学的内容,分享学习心得。
-教师总结一般现在时的用法和家庭成员职业的词汇。
-布置课后作业,要求学生运用所学知识进行实际操作,巩固课堂所学。
五、作业布置
为了巩固本章节的学习内容,确保学生能够熟练掌握一般现在时的用法以及家庭成员和职业的词汇,特布置以下作业:
牛津译林版英语七年级下册Unit3教案优秀教学案例
4.反思与评价:在课堂的最后阶段,我引导学生进行自我反思,思考自己在课堂上的学习收获和需要改进的地方。这个环节让学生更加关注自己的学习过程,有助于他们提高学习效果。
10.教学语言人性化:在整个教学过程中,我使用了人性化的语言,与学生建立了良好的互动关系。这有助于营造一个轻松愉快的学习氛围,提高学生的学习兴趣。
1.通过观察、讨论和调查等方法,激发学生的学习兴趣,培养他们的观察力和思维能力。
2.通过pair work,group work等形式,培养学生的团队合作精神,提高他们的交流和表达能力。
3.利用多媒体教学资源,创设真实的学习情境,引导学生主动探究,提高他们的自主学习能力。
(三)情感态度与价值观
1.培养学生对健康饮食和良好生活习惯的重视,提高他们的生活品质。
3.设计一个角色扮演的活动,让学生扮演餐厅服务员和顾客,进行食物点餐和交流的实战演练。
(二)问题导向
1.设计一系列问题,引导学生思考和讨论食物的营养价值,饮食习惯与健康的关系等。
2.通过问题引导学生进行观察、思考和探究,培养他们的思维能力和解决问题的能力。
3.鼓励学生提出自己的问题,激发他们的好奇心和求知欲,培养他们的自主学习能力。
3.引入本课的主题:“今天我们将会学习关于食物和饮食习惯的英语表达。”
(二)讲授新知
1.教授本课的核心单词和短语,如“food”,“habit”,“breakfast”,“lunch”等,并让学生进行反复练习。
2.通过例句和情景展示,教授一般现在时态的用法,并让学生进行句子练习。
牛津深圳版英语七年级上册Unit3Reading教学设计
1.教师组织学生进行小组讨论,让学生用英语介绍自己的家庭成员及其职业。
2.小组内进行角色扮演,模拟家庭成员的日常生活场景,提高学生的口语表达能力。
3.各小组展示讨论成果,其他小组给予评价和反馈,教师适时给予指导和鼓励。
(四)课堂练习
1.教师设计家庭成员和职业相关的练习题,帮助学生巩固所学词汇和语法。
3.教师布置课后作业,要求学生运用所学知识进行创作,如写一篇关于家庭成员及职业的短文。
4.教师提醒学生关注课后拓展阅读,拓宽知识面,提高阅读能力。
五、作业布置
为了巩固本节课所学知识,培养学生的自主学习能力和跨文化交际意识,特布置以下作业:
1.写作作业:请学生以"My Family and Their Jobs"为主题,写一篇短文。要求运用本节课所学的家庭成员和职业词汇,以及一般现在时态描述每位家庭成员的职业特点。通过此项作业,学生能够将所学知识内化为自己的语言输出,提高写作能力。
4.小组合作:教师组织学生进行小组活动,让学生在讨论和交流中,运用所学知识,提高口语表达能力。
5.课堂总结:教师引导学生总结本节课所学内容,巩固知识点,提高学生的归纳总结能力。
(三)情感态度与价值观
1.家庭观念:学生能够认识到家庭的重要性,学会关爱家人,尊重家庭成员的差异。
2.职业尊重:学生能够了解不同职业的特点,尊重每个人的职业选择,树立正确的职业观念。
2.口语作业:学生与家人进行一次关于家庭成员职业的英语对话,录制视频并提交。要求学生在视频中运用所学词汇和语法,介绍家人的职业。此作业旨在培养学生的口语表达能力,增进与家人的沟通,实现家校共育。
3.阅读拓展:推荐学生阅读与本节课主题相关的英语文章,如关于不同职业的介绍、家庭文化差异等。要求学生阅读后,用自己的话总结文章大意,并选取一个感兴趣的职业进行简要介绍。此项作业有助于拓宽学生的知识面,提高阅读理解能力。
牛津英语七年级上册Unit 3 The Earth教学设计
Homework
Design a poster aboutHow can we protect the Earth?
Blackboard design
Teaching reflection
Basically, this lesson has achieved the objectives I set in the plan. The lead-in was very creative, and it related to the authentic context because Shenzhen was issuing the new policy about garbage sorting at that time. Meanwhile, the whole reading procedures was smooth and students were able to get the reading skills after reading it.
Aims
Stage 1
Lean-in
1. Greeting and talk about the problems I met last weekend, i.e. I don't know how to put my wasted coffee cups into the rubbish bin.
Listen carefully
To arise students' interests.
2.Introduce the concept of garbage sorting, ,and ask them to tell the classification of each kinds of rubbish.
- 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。
Teaching plan Of Chapter 3 EncyclopaediaChapter topic : overviewThis chapter is about finding and understanding information, especially from encyclopaedias . The main passage contains two short articles from a children‟s encyclopaedia.The Listening section contains an information-transfer task: listening to a description about a famous place and completing notes.The Language section focuses on demonstrative pronouns, and countable and uncountable nouns.The Speaking section includes syllables in a word and a discussion about things you want to keep most when short story task in which the content is related to the two articles in the main reading passage.In the Using English section, we look at encyclopaedias in more detail, and introduce students to some of the ways in which information is classified ( alphabetically and by topic ), and give them practice in locating information.The cartoon is funny because the two characters are using the word …useful‟ in different ways. Hi thinks that the robot is probably reading the encyclopaedia to find out some information, but lo is just using it to stand on, so he can reach up higher to change a light bulb.The First PeriodImportant points:a.Do some pre-reading activities.b.Learn some new words about the reading.Teaching procedures:Step 1: Pre-chapter activities1.Tell students to look at the cartoon, and explain it if necessary.2.Ask the students if any of them have an encyclopedia at home or have looked at one in alibrary. Show them one of there is one available. Explain that there are different types of encyclopedias: one book on its own; a set of twenty or more volumes; encyclopedias for children or adults; and encyclopedias on CD-ROMs.3.Ask them what they would use an encyclopedia for. Explain that it gives us informationon all kinds of subjects and people, usually by means of short articles. The items in an encyclopedia are arranged in alphabetical order and within topics.a. What is an encyclopedia?An encyclopedia is a book giving information about all areas of knowledge or about different areas of one particular subject.b. What can you usually find in an encyclopedia?We can find information about a wide variety of subjects in an encyclopedia.c. Let’s watch two videos and get to know something about dinosaurs; andDisneyland.1. Dinosaurs---Walking with dinosaur2. Disneyland----An amusement parkStep 2: Pre-reading1. What do you know about…?a. Try to do the quiz about dinosaurs and a famous person----Walt Disney.b. Give short answers to these questions.What is the animal in Picture 1? What do you know about it?What is the place in Picture2?2. Learn some new words●Amusement (n.): means something that gives people pleasure or fun.●cartoon (n.): a drawing or film of drawings that usually makes you laugh.e.g. Every afternoon she watches the cartoon on TV.adjectives (e.g. cartoon characters)●character (n.): a person, animal in a book, play, film, etc.e.g. The main character in the film was the detective.●create (v.): make or produce using body or mind.e.g. The writer created a princess called Snow White for his story.●deliver (v.): bring or take something to someone.e.g. My mother ordered the books yesterday and the bookshop delivered them today.●exist (v.) live; be reale.g. Many animals that existed long ago no longer existed today.The word exist has no passive form.e.g. They were existed long ago is always wrong)●finally (adv.): lastly; in the ende.g. We flew from China to Japan, then to Korea, and finally back to China.●footprint (n.) : a mark made on the ground by a foot.e.g. The woman ran on the beach and left footprints in the sand.●harmful (adj.) : causing harme.g. Doctors say that smoking is harmful to your health.●harmless (adj.): not causing harm.e.g. The new factory claims that water from the factory is harmless to the fish in theriver behind the factory.●jar (n.) a round container for holding food or drink.e.g. The rice wine was kept in huge jars.●mail (n.) letters, parcel;, etc. sent by post.e.g. Tommy looked through the mail to see if there were any letters for him.skeleton (n.) the bones that support the body.e.g. Tommy is so thin that he looks like a skeleton.Step3. Review the words and their explanationsStep 4. Homework1.Revise new words for dictation.2. Listen to the tape about these two short articles three times.The Second PeriodImportant points:a. To review the words students learnt in the last class.b. To have a whole understanding of two passages and ask the students to conclude synopsisof each paragraph.Teaching proceduresStep1. Revise new words1.Divide the students into groups of four. Then ask them to look at these words:Character, create, deliver, exist, own, harmful, finally and amusement. Tell them you want them to make new words using the letters of some of the words in the check-list.2.Give an example using character. Write it on the board and ask them to make words fromthe letters. Give one word as a prompt, if necessary. Tell them the new words must contain three or more letters.3.DictationStep2. Reading comprehension:a. Scan the first articles and answer the following questions.1. Did dinosaurs live on Earth before people?2. Were all dinosaurs big and kind?3. What happened to all the dinosaurs?4. How do people know there were dinosaurs lived on Earth once?b. Scan the second articles and answer the following questions.5. What is Disneyland?6. How long did Walt Disney lived?7. What famous Disney cartoon characters do you know?8. Where was Walt Disney born?Step 3.Play the recorder and students listen to the tape about the stories.1.The whole class read the stories in chorus.2.Teacher translates the stories into Chinese or students work in groups of four totranslatethe stories into Chinese. Students take their turns to translate the sentences.3.Do Exercise D----Find the facts4.Read these two articles again and finish doing Exercise E----Read and think5.Discussion---- Why dinosaurs all died suddenly?Step 4. Ask the students to read these two short articles by themselves and tell what each paragraph means.Synopsis:P1: Dinosaurs were once the dominant form of animal life on Earth. They came in all shapes and sizes. Some could fly.P2: Some dinosaurs were gentle plant eaters, others were fierce meat eaters.P3: They all died out suddenly. No one knows why.P4: Walt Disney founded Disneyland and also created famous cartoon characters.P5: Disney was born in the USA. He worked by day and studied at night. Finally , he gota job drawing cartoons.Step 5. Vocabulary and revisiona. Please read the first article and guess the words from their English meanings.Words from the first article:• 1. e_________ ; live; be real• 2. g_________; calm and kind• 3. f_________; angry and aggressive in a frightening way• 4. s___________; bones• 5. f__________; the remains of an animal or a plant which have become hard and turned into Rock.• 6. f__________; a mark made on the ground by a footb. Please read the first article and guess the words from their English meanings.•7. a_________________; park with rides and games•8. f_________; start an organization, institution•9. c_________; a drawing or film of drawings that usually makes you laugh•10. c___________; a person, animal in a book, film, etc.•11.d_________; take sth. to sb.•12. m________; letters, parcels, etc. sent by postc.Do exercise C---- Find the meaningsDanny: Were all dinosaurs _______( angry and frightening) ?May: No, many were ________ (kind).Danny: What happened to dinosaurs?May: They all ________ (became dead) suddenly.Danny: When did Walt Disney _______( start) Disneyland?May: In 1954.Danny: Which cartoon ________( an animal or a person in a film, book, etc.) do you like best?May: Donald Duck. Walt Disney made him.6.Revise the first article and complete the following passages.1). Dinosaurs e______ over sixty m______years before h_____ b_____. Some dinosaurs wereas s______ as chickens, others were as b_____as ten elephants. Some dinosaurs e____ had wings and could fly. Some dinosaurs were as g_______ as sheep and ate plant, others were f_______ and ate meat. N_______ knows why dinosaurs all died s_________. We l______ about the l______ of them from the f_____ of their s________, eggs and footprints they left b________.9. Revise the second article and complete the following passages2). Walt Disney f______ Disneyland in 1954. He is f______ for his cartoon c________ suchas Donald Duck and Snow White. Disney was b_____ in the USA. Walt s_____ newspapers and d_______ letters after l_______ school. He liked drawing so he s_______ art at night. In the e____, he began to draw c________for films. He p___ a real mouse in a cartoon. Soon, both he and the mouse b______ famous.Step 3. Homework1.Go on reciting the new words and expressions and try to recite the first article.2.Finish Parts A, B and C of Chapter 3 in workbook(Page 21---22).The Third PeriodContents:Explain some language points in these short articles and paraphrase some difficult sentences.Important points:Be familiar with the passages and master the usage of the key words. Teaching procedures:Step 1. Revision.a.Dictation----ten new words and expressions.b.Text reciting---- DinosaursStep 2. Keys to the reading:1. look upa. 查找(如果是名词,可以放在look与up之间,也可以放在up后面;如果是代词,只能放在look与up之间.)e.g. Please look up this new word in the dictionary.Please look this new word up in the dictionary.Please look it up in the dictionary.b. 抬头看; 向上看e.g. She looked up at the sky and saw a kite.2. before and agoa. before 和ago都表示“ 在…以前”. ago用在过去时. before用在完成时.e.g. I saw my friend a week ago.I haven‟t seen my friend before.b. before可以单独使用,也可以和从句连用. ago必须放在别的时间后.e.g. I have finished my homework before. I have nothing to do now.I had finished my homework before the teacher came in.I read this book three days ago. It was interesting.3. one…,the other…一个…, 另一个…(总数为二)e.g. I have two apples. One is red. The other is green.•one…another…一个…另一个…(强调不定数目中)e.g. I don’t like this one. Please show me another.•one…the others …一个…其余的…(强调确定数目中的一个与其余的)e.g. There are ten students in our classroom. One is going home, and the others are going tothe cinema.•some…,others…一些…,另一些( 并非全部)…e.g. Some students are sweeping the floor. Some students are cleaning the windows.Others are carrying water.•some…the others…一部分…其余部分(强调许多人或物中的一部分与其余部分)e.g. Many boys are playing on the playground. Some are playing basketball, and theothers are playing football.4. but and howevera. but并列连词,起转折作用.如果连接两个句子或比较长的短语时,前面一般要加逗号.e.g. The watch was cheap, but it goes quite well.He is old but very strong.b. however是副词,比but 程度弱.当放在句首时,后面要用逗号,当放在句中做插入语时,前后应各有一个逗号.e.g. However, we don‟t need to start now.Later, however, he made up his mind to go.5. found ---founded----founded创建;建立find---found---found找到;发现e.g. I found a wallet lying on the ground.My father founded this school.6. be famous for…= be known / well-known for…be famous as…= be known / well-known as…7. such as / for example8. be born …出生于...(be 永远用过去时)e.g. I was born in 1993.I was born in August, 1993.I was born on August 10th,1993.I was born at four in the morning.I was born in Shenzhen.I was born in Shenzhen on August 10th,1993.9. at the same timea. 同时; 一起e.g. All speak at the same time.b. 但是; 然而e.g. At the same time you must finish your homework first.10. finally / at last / in the end 最后;终于e.g. Finally / At last / In the end we all passed the exam.11. be based on 以…为基础; 以…为根据.e.g. This story is based on a real person.Your ideas should be based on facts.Step 3. Check the students’ exercises they did before class.Step 4. Homeworka.Recite the second article----Disney Waltb.Try to complete notes about a famous place----prepare for tomorrow‟s listeningpractice.The Fourth PeriodContents: Listening and language--- Part AImportant points:1. Learn to complete notes about a famous place.2. Master the uses of this, that, these and those.Teaching procedures:Step 1. ListeningCompleting notes about a famous place1.The purpose of this task is to help students get used to simple note-taking. The notes here are quiteclose to the words in the actual text. Students must listen carefully for the missing words or numbers.2.Before teacher plays the recording, let students read the notes. Explain the meaning of any difficultwords. Get students to look at the gaps and think about what type of information will be needed. For example, they can tell from the notes that they will need a number for item 1, a noun for item 2, a date for item 3, etc. It is good to teach the skill of prediction.3.Play the recording once, and let students try to write the answers. Play the recording a second time forthem to complete and check their answers.Note:How to complete a note?•First read the notes carefully and get a general idea.•Pay attention to the key words before and after the blanks and think about the missing information.Try to predict it.•Finally listen carefully for the missing information and write it down quickly.How to take notes?•To understand the meaning of the context while listening is very important.e.g. The listening of Chapter Two: Come and help us plant some trees.•From reading the title and the whole passage, it talks about the use of the trees, so all the answers must be related to the use of trees.•To use short hand as much as possible.e.g. Trees can make street more_____.•First you can just write down bea, later you can complete it to beautiful.•To guess the blank with the help of your common or grammatical knowledge.e.g. Nanjing: capital of China for over ___ years.•Here it must be a number.Step 2. Language Part A ---- Demonstrative Pronouns指示代词:英语中表示指示概念的代词叫指示代词,指示代词用来起指示作用,或用来代替前面已提到过的名词。