牛津英语7AUnit教案()

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牛津初中英语7A Unit1教案

牛津英语7A Unit 1正衡初中洑颖教材分析及教学思路：一、单元教学内容分析：本单元是以介绍自已为主线来学习带有be动词和do动词的一般现在时，，旨在激发初一新生对英语的兴趣和学习积极性，通过各种活动环节要让每一个学生都能开口讲英语。

一）教学目标：1.学习带有be动词和do动词的一般现在时。

2.学会如何介绍自己并在不同场合向别人打招呼。

3.学习如何用英语提供个人信息和获取他人信息。

4.能写一篇文章向别人介绍自己。

5.掌握关于运动的词汇并加以拓展。

6.掌握一些重要单词及词组的用法。

二）能力目标：1.培养多种阅读能力，如：scanning, using subtitles to predict content等，以适应平时生活中阅读的需要。

2.培养单元整体预习的能力。

3.培养日常交际能力及语言的综合运用能力。

三）德育目标：通过本单元的自我介绍来培养与人沟通的能力，学会和他人合作。

通过本单元的词汇部分，培养学生拥有良好爱好的意识，了解多做运动的好处。

四）教学重点及难点：1.一般现在时的定义和用法。

2. 词汇、词组：1)be good at2)was/were born 3)love/like/enjoy doing 4)score for 5)play for 6)look after/take care of 7)live in/on五）迁移与拓展：英语单词一词多义（多词性）归类；中文一词多英语表达方式归类。

六）本单元课时安排：（共八课时）第一课时预习：了解本单元单词、略读Welcome to the unit &comic strip。

第一课时：教师本人介绍，学生间简短介绍，如何在不同时段打招呼，本书人物介绍。

第二课时预习：一般现在时。

第二课时：通过教师的自我详细介绍为主线教授一般现在时（系动词和行为动词，包括三单）。

第三课时预习：六位人物的介绍。

第三课时：Reading 整体教学、学生展示交流预习成果。

牛津译林版英语7AUnit4Grammar教学设计

（二）教学设想
为了有效地突破上述重难点，我设想采取以下教学策略：
1.情境导入：通过展示一些日常生活的图片和场景，让学生初步感知一般现在时态的运用，激发他们的学习兴趣。
2.自主学习：让学生自主探究一般现在时态的构成和用法，鼓励他们提出问题和解决问题。
3.合作学习：组织学生进行小组讨论，让他们互相交流自己的一般现在时态句子，从而加深对一般现在时态的理解。
（二）过程与方法
在本节课的教学过程中，我将采用任务型教学法，让学生在真实的语境中学习和运用一般现在时态。首先，我会通过引入一些日常生活的场景，激发学生的学习兴趣，然后引导学生进行观察和分析，发现一般现在时态的构成和用法。
接着，我会组织学生进行小组讨论，让他们互相交流和分享自己的一般现在时态的句子，从而加深对一般现在时态的理解。在此过程中，我会引导学生运用所学的词汇，提高他们的词汇运用能力。
四、教学内容与过程
（一）导入新课
在导入新课时，我会利用多媒体展示一些与学生日常生活相关的图片和场景，如他们的兴趣爱好、生活习惯等。通过这些图片和场景，让学生初步感知一般现在时态的运用，激发他们的学习兴趣。
接着，我会用提问的方式引导学生思考一般现在时态的概念和用法。例如：“你们平时是怎么描述自己的日常生活的？是如何描述他人的特点和喜好的？”等问题。通过这些问题，让学生对一般现在时态有一个初步的了解。
其次，我会布置一些翻译练习，让学生将中文句子翻译为英文，并使用一般现在时态。这样的练习能够帮助学生将所学的语法知识与实际语言运用相结合，提高他们的语言表达能力。
此外，我还会布置一些小组作业，让学生合作完成。例如，让他们共同编写一个小对话，其中一个角色需要使用一般现在时态来描述自己的日常生活和习惯，另一个角色则需要用一般现在时态来提问和进行比较。

牛津版7a第一单元教案

牛津版7a第一单元教案7A Unit 1 This is me! Welcome to the unit1. Warm-up activities• Exchange some personal information with the Ss (name etc.).Say I’m your new teacher. How can you call me at school?Encourage them to talk freely. Then say You can call meMr/Mrs/Miss/Ms…• Show the Ss the pictures we have prepared already. Explain that ‘Mr’is used for both single and married men, ‘Mrs’is for married women only and ‘Miss’is for single women only. For more able Ss, explain that ‘Ms’is for both single and married women. Help the Ss to address them in right ways. • Present the new words.Master----Point to the first picture and say This is Mr Green. He likes dogs very much. He has a dog at home. So he is the dog’s master. Ask the Ss Do you like animals? Do you like dogs/cats? Do you have a dog/ a cat at home? Is it big or small? What colour is it? Are you a good master of your dog/cat?Look after----Say Mr Green is a good master. He looks after his little dog very well. Can you look after a little animal?Do you give it some nice food? What do you give it to eat? Do you give it a warm room to sleep at night? Do you take it to the park for a walk everyday? Do you play with it? A good master should look after your dog/cat as your good friend.E-dog---- Say Look, there are two dogs here. Are they the same? No, they are different. Can you tell me what is the difference? Elicit the different places. (colour, size etc.) Anything else? Look at the yellow one. It’s a real dog. It can eat and sleep. What about the blue one? Can it eat? Can it sleep? No. Why? It’s not a real dog. It’s an e-dog. Do you have an e-dog at home? Instruction book---- Say Do you know how to look after an e-dog? Here is a book for you to read. Then you know how to look after the e-dog. This book is an instruction book.More examples can be given if time permits.• Show the comic strip to the Ss and give some questions for them to prepare. Then read the dialogue between two dogs for the Ss. I. Qs: 1) What’s the yellow dog’s name?2) What’s the e-dog’s name? 3) Who is the master? 4) Is Eddie happy in Picture 1? Why? 5) Is Eddie happy in Picture 4? Why? • Ask the Ss to repeat the dialogue after you, imitating your pronunciation and intonation. • Ss read the dialogue in pairs. Then act it out.2. Meeting new friends • Say Eddie has an e-dog. Its nameis Hobo. So Eddie is Hobo’s master. But do you know who is Eddie’s master? His master is Millie. • Show the picture and say We are meeting 6 new friends now. Millie is one of them. Listen carefully and find out. Read the dialogues for the Ss. • Read it again. This time they must try to remember the names as many as possible. Then collect the names from them. • Ss repeat after you. Pay attention to use different voices to differentiate the different characters. • Divide the class into pairs. Then they read the conversation. 3. Greetings• Say Look at Amy and Simon. When is it now? It’s in the morning. So they say good morning to each other. Look at the clocks and tell me the time. Present the different parts of the day.。

牛津英语7AU1和U2教案

7A教案Module 1 Unit 1一. 单元分析( Unit Analysis)(一) 单元地位( Unit position)1. 本单元在时态上的一个重点在与现在完成时的拓宽与延伸。

现在完成时在6B中学生已经学过，并以肯、否、一般疑问句及其简单回答和特殊疑问句的形式出现在Unit 2和Unit 3，同时还加入了一些副词，如：just, already, yet.。

但在当时的教学中，语言情景仅局限在涉及“去过某地”（即have been to +地点）。

本单元在动词的选择上，扩大了范围，增加了诸如：have had, have visited, have seen 等其它动词，这就要求在教学时，要适当扩充动词的过去分词，尤其要注意拼写。

本单元还增加了never在现在完成时的使用，以及主语为第三人称单数的特殊情况。

因此，本单元在现在完成时的教学中起到了深化和承上启下的作用，学习好本单元对学生在以后的现在完成时，乃至过去完成时的学习时都起到很重要的铺垫作用。

2.本单元在将来时方面，也让学生从原来学过的be going to do …拓宽到了will do…。

3.形容词的比较级，在6A 和6B中多次出现，本单元的复现，应是一个强化，教师可做适当的拓宽。

4.关于the same的表达曾在6 A Module 1的Unit 1和Unit 2中出现，本单元在原来的基础上，增加了the same…as的表达。

5. Would like to do …的句型在6 A和6 B中也多次出现。

在本单元中，可结合want to do…一起教学。

6. 注意某些问时间（How long），问价格（How much），问方式（How）等疑问句及回答的用法。

让学生这些方面的问答操练后巩固掌握它们。

7. 本单元的情景内容较为实用，涉及到外出旅游的计划打算、出游安排准备、询问价格、所需花费时间的问答、交通方式的比较、机场接机、景点介绍等；在句式上用到了提建议的多种方式；甚至还出现了较为简单的感叹句。

2024英语牛津译林新教材 7A Unit 2 Hobbies welcome 原创教案

sth, fit sb well,
能力目标: To improve the students communication ability by talking about hobbies. 情感目标: Teach students: Hobbies bring joy to our life.
教学
重点 To grasp the new word and the phrases
Listen
and
answer.
Act out the dialogue.
Step 4 Group work
Interview your group members using the question in C on page 19 and then complete the table below. Ask some students to present their interview.
do? What hobbies can you name?
Have a free talk.
What do you like to do? What do the Class 1,Grade 7 students like to do?
Ask and answer one by one.
Fill in the blanks. think about it: What does a hobby really mean to you?
学生活动 Self-assessment
Step 6 Homework
1. Finish the E-exercises for Period 1.
2. Recite new words, phrases and the dialogue.

苏教版（凤凰）牛津英语教案7AU1grammarI

苏教版（凤凰）牛津英语教案7AU1grammarI第一篇：苏教版(凤凰)牛津英语教案7A U1 grammar I苏教版（凤凰）牛津英语教案2011第一部分简要提示一.年级: 七年级二.教学内容: 7A Unit 1 This is me!三.课型:Grammar 四.教学目标1.知识目标:1)会运用本课时的四会单词2)语法:Be动词的一般现在时2.能力目标: 会运用Be动词的一般现在时描述与本单元话题有关的内容.五.教学重难点1.重难点:Be词的一般现在时第二部分教学流程Part One Lead-in 用时8分钟 Step 1 Lead-inT: Hello!Boys and girls.Nice to meet you.T oday we will learn the simple present tense.今天我们将学习一般现在时。

Step 2 Presentation T :Please look at the picture.Who is she? S: She is Millie.T: Where does she live in? S: She lives in Beijing.T: Yes.她一直住在北京吗？（停顿）We don’t know.我们并不知道她会不会永远住在北京，但现在这是事实。

It is true now.So when do we use the simple present tense?(停顿)We use the simple present tense when we talk about things that are true now.当我们谈论现在是事实时，用一般现在时。

T: Clear? Good.What does Millie have at home? Does she have a cat? S: No.She has a dog.T: No.She has a dog.Do dogs love fish? What loves fish? S: Cats love fish.T: Yes.Cats love fish.Cats eat fish.Where do fish live? S: Fish live in water.T: Yes.Fish live in water.Can fish live without water?（停顿）No.Fish can’t live without water.So “ fish live in water” isalways true.鱼儿离不开水。

牛津译林版英语7AUnit6Grammar教学设计

4.布置课后作业，要求学生运用所学语法知识完成相关练习，巩固课堂所学。
5.鼓励学生在日常生活中的英语表达中，尽量运用所学时态，提高英语实际运用能力。
五、作业布置
为了巩固学生对本章节一般现在时、现在进行时和一般将来时的掌握，以及提高他们的实际应用能力，特布置以下作业：
1.完成教材Unit 6 Grammar部分的练习题，包括填空、选择、改错等题型，要求学生在规定时间内独立完成。
4.通过头脑风暴活动，让学生列举更多关于日常习惯和正在进行的动作的例子，为新课的学习做好铺垫。
（二）讲授新知
1.教师结合教材内容，讲解一般现在时、现在进行时和一般将来时的概念和用法。
2.通过示例句子和情境，让学生理解并区分这三种时态的用法，如：
-一般现在时：描述日常习惯、客观事实，如：“I always get up at 6:00 in the morning.”
四、教学内容与过程
（一）导入新课
1.教师通过播放一段关于日常生活的视频，引导学生观察并描述视频中人物的动作和状态。
2.学生观看视频后，教师邀请他们分享观察到的内容，如：“The man is reading a book.”或“The girl is playing with her cat.”
3.教师根据学生的回答，板书一般现在时和现在进行时的句子，引导学生回顾这两种时态的用法。
（2）新授：结合教材内容，以任务型教学法引导学生学习一般现在时、现在进行时和一般将来时的用法。
（3）练习：设计形式多样的练习题，让学生在不同场景中运用所学语法知识，提高他们的实践能力。
（4）巩固：开展小组讨论、情景剧表演等活动，让学生在实际运用中巩固所学知识。
（5）拓展：鼓励学生课后收集与单元话题相关的素材，进行拓展学习，提高他们的自主学习能力。

七年级英语7A Unit1 Welcome to the unit教案牛津版

第一部分简要提示一、年级：七年级二、教学内容：7A Unit 1 This is me！三、课型：Comic strip and welcome to the unit四、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 afternoongood evening good night3)、句型What's 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。

五、教学重难点：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.中文释义：他们正相互间自我介绍第二部分教学流程Part One Comic stripStep 1.T: Hello! Everyone. This is the first day of our new term. And let's meet two new friends.教师拿出Eddie和Hobo的面具。

E: Hello！I am Eddie, I am your new friend.H: Hello! My name is Hobo. I am an e-dog.T: Do you know their names?S: Yes!PPT 7T: What's the dog's name?S: Eddie.T: Yes, he's Eddie.And what's his name?S: Hobo.T: Right, he's Hobo.Is Hobo a common dog? Hobo 是一条普通的狗吗？S: No. He is an e-dogT: Right. Hobo is an e-dog. Hobo 是一条电子狗。

牛津译林版英语7AUnit3Task教学设计

2.通过自主、合作、探究的学习方式，培养团队协，如：填空、选择、问答、调查报告等，培养实际运用英语进行交流的能力。
4.通过对文章结构的分析，培养逻辑思维和篇章组织能力。
（三）情感态度与价值观
在本章节的教学中，学生将形成以下情感态度与价值观：
1.培养对英语学习的兴趣和自信心，积极参与课堂活动，勇于表达自己的观点。
2.能够运用一般现在时，描述自己和他人的习惯性行为。
3.能够运用阅读策略，如：预测、扫读、精读等，获取文章主要信息，提高阅读效率。
4.能够通过小组合作，完成一份关于兴趣爱好和日常活动的调查报告。
（二）过程与方法
在本章节的教学过程中，学生将采用以下方法，培养以下能力：
1.通过观察、听、说、读、写等多种途径，培养英语语言感知能力。
-参加一次体育活动，体验运动乐趣，了解运动对身体的好处。
5.家长参与作业：
-家长协助孩子完成关于日常活动的短文，关注孩子的学习进度，给予鼓励和支持。
-鼓励家长与孩子进行英语对话，共同分享兴趣爱好，增进亲子关系。
4.小组合作：
-将学生分组，进行小组讨论和调查，完成关于兴趣爱好和日常活动的调查报告。
-教师巡回指导，关注每个学生的学习情况，及时解答疑问，提高学生的合作效率。
5.课堂总结与反馈：
-邀请各小组分享调查报告，进行展示和评价，促进学生之间的相互学习。
-教师针对学生的课堂表现，进行总结性评价，强调重点，指出不足，鼓励学生持续进步。
2.学生在英语学习过程中，对于一般现在时的掌握还不够熟练，需要通过本章节的学习，加强巩固。
3.学生在阅读过程中，对于文章结构的把握和信息的获取还存在一定困难，需要教师在教学中引导和培养阅读策略。
4.学生对小组合作学习方式较为熟悉，但在实际操作中，仍需教师指导，以提高合作效率。

牛津译林版英语7AUnit8Grammar优秀教学案例

在教学过程中，我将注重引导学生主动探索和发现规律，培养他们的自主学习能力。同时，通过小组合作和互动交流，让学生在实践中提高英语口语表达能力和团队协作能力。在教学过程中，我还将注重激发学生的学习兴趣，营造轻松愉快的学习氛围，使他们在愉悦的情感状态下学习英语。
三、教学策略
（一）情景创设
1.生活情境：通过展示生活中正在进行的动作图片或视频，引导学生运用现在进行时描述所看到的场景，让学生在真实情境中感知和运用现在进行时态。
二、教学目标
（一）知识与技能
1.学生能够掌握现在进行时态的构成（be +动词ing）和用法，了解其表示正在进行的动作或状态，以及用于描述计划或安排的特点。
2.学生能够正确运用现在进行时描述自己或他人的正在进行的动作，提高英语语法准确性和表达能力。
3.学生能够辨别现在进行时与其他时态的差别，增强时态运用的灵活性和准确性。
1.学生分组讨论现在进行时态在实际情境中的应用，例如：正在上课、正在吃饭、正在锻炼等，让学生通过举例加深对现在进行时态的理解。
2.各小组选取一个典型的例子，用现在进行时态编写一个小对话，并表演给其他同学观看，从而提高学生的口语表达能力和团队协作能力。
3.学生小组互评，评价对方小组在讨论和表演过程中的表现，给出改进建议，促进共同进步。
针对这一教学背景，我设计了一系列具有针对性的教学活动和任务，旨在激发学生的学习兴趣，提高他们的参与度，帮助他们更好地理解和运用现在进行时态。在教学过程中，我注重启发式教学，引导学生主动探索和发现规律，培养他们的自主学习能力。同时，通过小组合作和互动交流，让学生在实践中提高英语口语表达能力和团队协作能力。
牛津译林版英语7AUnit8Grammar优秀教学案例
一、案例背景

牛津译林版英语7AUnit2Task优秀教学案例

5.教学目标明确且具有层次性：教师制定了明确的教学目标，涵盖了知识与技能、过程与方法、情感态度与价值观三个方面。通过任务型教学法，教师分层次地引导学生完成不同难度的任务，确保每个学生都能达到学习目标，提高英语水平。
作为一名特级教师，我深知教学案例亮点的重要性。这些亮点体现了教学过程中的创新与实践，对于提高学生的学习效果具有重要意义。在今后的教学中，我将继续关注和挖掘更多的教学亮点，为学生的全面发展贡献力量。同时，我也将不断反思和调整教学策略，以满足学生的学习需求，提高教学质量。
五、案例亮点
1.情景创设丰富多样：教师通过创设贴近学生生活的情景，如购物、烹饪和参观等场景，使学生在直观、生动的学习材料中更好地理解和记忆新词汇和表达。这种教学方法不仅激发了学生的学习兴趣，还提高了学生的实际应用能力。
2.问题导向激发思考：教师在教学过程中提出与日常生活相关的问题，引导学生思考和讨论，激发学生的学习兴趣和求知欲。通过设置任务和问题，教师培养了学生的自主学习能力和解决问题的能力。
作为一名特级教师，我深知教学内容与过程的重要性。通过详细的教学内容和过程，我们能够引导学生系统地学习，提高教学效果。在教学过程中，我将密切关注学生的学习进度和表现，根据学生的实际情况，灵活调整教学内容和过程，确保每个学生都能达到学习目标，提高英语水平。同时，我也将注重培养学生的自主学习能力和团队合作能力，为学生的全面发展奠定基础。
2.教师可以通过观察学生的表现、听取学生的反馈和评价，对学生的学习情况进行全面评估，及时调整教学方法和策略。
3.教师可以组织学生进行小组评价和小结，让学生互相交流学习心得和经验，共同提高。通过反思与评价，学生能够更好地了解自己的学习情况，提高学习效果。
作为一名特级教师，我深知教学策略的重要性。通过科学合理的教学策略，我们能够激发学生的学习兴趣，提高学生的学习效果。在教学过程中，我将密切关注学生的学习进度和表现，根据学生的实际情况，灵活运用教学策略，确保每个学生都能在愉快的氛围中学习，提高英语水平。同时，我也将注重培养学生的自主学习能力和团队合作能力，为学生的全面发展奠定基础。

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。

牛津译林版英语7AUnit3Grammar优秀教学案例

（二）过程与方法
1.采用任务型教学法，引导学生参与各种实际活动，让学生在实践中感知、理解和运用一般现在时。
2.运用合作学习法，鼓励学生分组讨论、互动交流，培养学生的团队协作能力和解决问题的能力。
3.运用探究式学习法，引导学生自主探究一般现在时的应用场景和规律，提高学生的自主学习能力。
4.运用信息技术辅助教学，利用多媒体课件、网络资源等，丰富教学手段，提高教学效果。
2.实例展示：教师展示一些一般现在时的句子，让学生观察和理解主语、谓语动词和时间状语的匹配关系。
3.互动练习：教师邀请学生上台演示一般现在时的句子，并让学生互相纠正和反馈。
（三）学生小组讨论
1.任务分配：教师将学生分成小组，每组选择一个日常活动，如“洗澡”、“刷牙”等，用一般现在时描述该活动的习惯。
3.合作学习法：鼓励学生分组讨论、互动交流，培养学生的团队协作能力和解决问题的能力。
4.探究式学习法：引导学生自主探究一般现在时的应用场景和规律，提高学生的自主学习能力。
5.信息技术辅助教学：利用多媒体课件、网络资源等，丰富教学手段，提高教学效果。
2.小组讨论：学生小组内讨论，运用一般现在时描述活动，如“We brush our teeth every morning and evening.”
3.分享展示：每个小组向全班展示他们的讨论结果，其他小组进行评价和反馈。
（四）总结归纳
1.教师引导学生总结一般现在时的构成、用法和动词变化规律。
2.学生通过观察和分析，归纳出一般现在时的应用场景，如描述日常习惯、特点等。
1.小组讨论：学生分组讨论，分享自己的生活习惯和他人特点，运用一般现在时进行描述，互相交流和学习。
2.小组合作：学生分组完成任务，如共同设计一个班级活动，用一般现在时描述活动的内容和要求。

牛津英语7A_Unit_2_全部教案

牛津初中英语教学案牛津初中英语（7A）Unit 2 My Day第一课时Welcome to the unit设计的基本理念：根据新课标培养学生自主、合作、探究精神、突出语言使用水平培养的理念而设计。

课型：对话、句型操练课1、技能目标：培养学生灵活使用本课所学词汇、句型来表述日常活动的对话水平。

2、知识目标：①重点单词：fun, sleep, a.m, p.m, homework, model, make, newspaper, film, mum, should, right.②重点短语：wake up, go to sleep, have assembly,…③重点句型：I get up at 6 a.m every morning.When do you get up?When do you go to school?What do you do after school?3、情感目标：通过学习谈论日常安排和活动之后，学生能够为自己制定一个合理的学习和生活的日常活动安排表。

4、策略目标：通过日常生活时间来描述自己或他人的日常活动，并学习使用词汇。

5、文化意识目标：时间表达，逻辑思维，做事有条理，时间观点强，珍惜光阴。

课堂教学模式：一学一练一测和任务型教学课前准备：1、准备一个钟。

2、教师或学生画一些日常活动的图片。

3、教师制作日常生活和学习的表格。

4、让学生预习新单词。

教学过程：Step 1: Revision.Review the names of meals and the different activities presented on page 19. Divide the class into groups of four. Brainstorm the topic of daily life activities. Ask Ss to draw an activity if they do not know the word in English.Step 2: Presentation.Talk to Ss about daily routines and activities.Say: I get up at 6 a.m in the morning.When do you get up? etcStep 3: Ask Ss to sort their activities into different sections:Leisure — Sports — Eating — school.Teacher tells Ss to write down the day and time when they typically do these activities. As you go around the class, provide help with vocabulary.Step 4: Each group writes the four lists on the board. Ss can copy the activities they want to include in their diary.Step 5: Work in pairs to talk about their partner’s diary. You can use the following sentence patterns:a. When do you go to school /…/ ?b. Do you go to school by bus /…/ ?c. What do you do after school /…/ ?Step 6: Learn Vocabulary.a. P23 Go through Part A and read the words and phrases correctly. Attention to their pronunciation.b. Ss complete the task and check answers. Encourage Ss to memorize the collocations Part B.c. Let Ss go through Part B and explain the context. Ask Ss to do the task on their own, then check answers. Ss correct any mistakes and the teacher explains something if necessary.d. Divide the class into pairs. Let Ss read the conversation and get some pairs to act it out.Step 7: Practice — task.课堂教学任务。

牛津初中英语7A Unit2全套教案

Unit 2 My DayThe 1st period Welcome to the unitⅠ.TEACHING AIMS AND DEMANDSUse the following words:1. fun, sleep, homework, model… activity, assembly…go to sleep, have assembly, have lessons, eat lunch…2. use the vocabulary in the lesson to talk about his own daily life.Ⅱ. TEACHING KEY AND DIFFICULT POINTSIt’s time to do/ for sthⅢ. TEACHING AIDS1. Multi-media computer2. Tape recorder.3. Some pictures.Ⅳ.TEACHING Methods1. Communicative teaching method2. Student-centered teaching3. “Tas k-based〞teaching method4. Activity-based teaching (individual work; pair work; group work; class work)Ⅴ. TEACHING ASSIGNMENT: One classⅥ. TEACHING PROCEDURESStep1. PresentationTalk about the daily life and activity.I get up at 6 a.m every morning. When do you get up? I have breakfast at 6.30 a.m.When do you eat breakfast/ lunch?Step2. PracticeAsk the students and say:T: When do you go to school?T: Do you go to school by bus?T: What do you do after school?Step3. Act out the dialogue.1.Ask the students to ask and answer the dialogue in groups:1). When do you get up?2). How many hours do you spend sleeping?How many hours do you spend eating?3). When do you get up?Step4. Homework1.Please memorize all the new words.2.Read the dialogue.The 2nd period Reading ⅠⅠ.TEACHING AIMS AND DEMANDS1.Get the Ss to guess the meaning according to the context.e English to describe school life by reading.Ⅱ. TEACHING KEY AND DIFFICULT POINTSHow to describe the Ss’ own school life.Ⅲ. TEACHING AIDS1. Multi-media computer2. Tape recorder.3. Some pictures.Ⅳ.TEACHING Methods1. Communicative teaching method2. Student-centered teaching3. “Task-based〞teaching method4. Activity-based teaching (individual work; pair work; group work; class work)Ⅴ. TEACHING ASSIGNMENT: One classⅥ. TEACHING PROCEDURESStep1. Discussion1. Simply describe the pictures of the own school.2. Discuss the problems in reading, and teach the new words.Step2. Reading1.Read the text one paragraph after another.Paragraph 11.What’s the name of the new school?2.Does Millie love her new school?3.Why does Millie love her classroom?Paragraph 24.Who is Millie’s best friend?5.What do Millie and Amy often do?Paragraph 36.Who is Mrs. Tang?7.What does Millie like doing?Paragraph 48.Where does Millie go after school every Tuesday?9.Who is a very good swimmer, Millie or Amy?2. Exercises: true or false( )lie e-mails Amy( )2.There are more than 1800 teachers at Millie’s school.( )lie sometimes plays games at lunchtime.( )4.The principal’s name is Mr Tang.( )lies favourite lessons are English and Maths.( )lie spends three hours a day doing her homework.( )lie goes to the reading club twice a week.( )lie is a member of the swimming club.( )lie doesn’t want Tommy to send her an e-mail.3. Fill in the blanksMillie’s new school is____ Beijing sunshine secondary school. She likes_____ classroom_____ she can see the ____. Amy is her best ______. They always ______ fun. They sit ____ the tree at lunchtime. They always ____ each other or _____ games together. Sometimes they buy _____ from the tuck shop. All her friends are ____ great!Step3. Practice1.Translate the following into English.1) 我们星期一早上八点钟开晨会。

牛津英语7Aunit1教案

牛津英语7A unit1教案Unit 1 This is meTeaching aims: To introduce oneselfTo use appropriate greetingsTeaching main points: greetingsTeaching difficulties: understanding of “master’ ‘instruction book’ and ‘look after’Teaching procedures:Step1 GreetingsStep2 RevisionStep3 Presentationintroduce myself. Say ‘Good morning, I am Miss Yu.Get Ss to talk in a non-intimidating environment, to start with simple greetingsExplain to Ss that they are meeting six Ss in Beijing. Ask them to look at the people in Part A and identify them by name.Ask: what are their names?Do they have English names? What are their names?Can you tell me the names of the boys and the girls?Step4 PracticePractise saying the names of the central characters.Step5 Reading.Read the conversation to the class using different voices.Read the sentences one at a timeSs read afterChoose six Ss to read one sentence each or divide the class into pairs. Then they read the conversation to each other.Step6 PracticeAsk Ss to do PartB1 alone.Ask Ss to do PartB2 in pairs to practise introducing oneselfHomework.Tell Ss to draw two scenes of people meeting each other. Ask them to draw speech bubble containing proper greetings.ReadingTeaching main points: I’m /This isSome important words & expressionsTeaching difficulties:To recognize the use of language in giving personal informationTo use personal pronounsTeaching procedures:Step 1 GreetingsStep2 RevisionReview key vocabulary according to the general ability of the classStep3 ReadingRead all the text to the class. Ss listen and follow the text in their booksAsk Ss to read the assigned profile on their own and underline the words they don’t know. Go through the words Ss have underlinedRead after the tapeStep 4 Read and writeRead the passage again, write the following on the board, for Ss to copy. Say find out five things about the assigned character.Name:________________Where does he/she live/come from?What does he/she like?What does he/she look like?Age:___________Step 5 ConsolidationB. New classmatesReview adj. and nouns that describe hair and the structure ‘to have’ as a brainstorming exercise. Ask Ss to look at the table on page5 and check their understanding by asking questions:Who likesfootball/basketball/swimming?Who has a cousin?Tell the Ss to read the passage again to check for specific information.C.Set this task as a quiz. Divide the class into two pairs and the pair who gets all the correct answers first is the winner.Ask Ss to correct the false statement.D. Getting to know the SsRevise some key words. Ask the class some open Qs:Who likes reading?Who likes to listen to music?Ask Ss to complete partD1 from memory. Ask ss to check their answers with their partners. Ask Ss to complete a profile of himself/herself in PartD2.Homework:Ask Ss to work in pairs and write profiles of each other.V ocabularyTeaching main points: 1 teach some nouns and verbs2. sports and equipmentTeaching difficulties: 1. to use verbs and nouns to talk about sports2. to describe different kinds of sportsTeaching procedure:Step1 Greetings and revisionStep2 PresentationTalk about sports with the classAsk Ss to complete Part A. Check the answers orallyTeach the words ‘football boots’ ‘swimsuit’ before they do Part BAsk Ss to complete the sentences on their own. Ask several Ss to read out their answersStep3 ConsolidationDraw the table on the boardSport: swimmingWhere; swimming poolSpecial clothes: swimsuitEquipment: gogglesTeam sport: NThen ask to add more columns for one sportAsk Ss to copy the table, tell them think of more sports to add to the table Homework:Ask Ss to make their own sentences about the sports that they write down in the table, e.g. I play badminton with a badminton racket.GrammarObjectives:1. To make positive and negative statements and ask Qs with the verb ‘to be’2. Learn to use the simple present tense to talkTeaching main points:1.Simple present tense2. How to add-s/-es / ies to the verbs3. Simple present tense of the verb ‘to be’Step1 Greetings & revisionStep2 PresentationGive Ss some examples in order to help them get to know the simple present tense e.g. Cats eat fish..Millie lives in Beijing.He plays football after school.Tell them that we use the simple present tense to talk about things thatare always trueare true nowwe do regularly (habits, jobs, school work ,etc.)Give Ss more examples and ask them to make more sentencesLet Ss complete Part A on their own. Check for correct pronunciation.Step 3 ConsolidationGo through the table with Ss, check their understanding by asking them to change other verbs.Ask Ss to complete Part B, go through the exercise with the whole class.Ask Ss to complete ‘Work out the rule!’Let Ss to read the sentences in Part C and complete them on their own.Ask Ss to compare and check their answers with a partner.Step 4 Simple present tense of the verb ‘to be’Go through the tables with Ss. Point out the contractions.Ss read the sentences on their own. In pairs, Ss compare and check answers. Go through the table on page11 with Ss.Ask Ss to read the sentences in part E, point out that they should use the correct forms of the verb ‘to be’Ask Ss to complete Part FHomework;ReciteTell Ss to write a letter to a pen friend about what they do at the weekend..Integrated skillsTeaching main points: 1. listening points2. learn some information about oneselfObjectives:1. To extract information from an article and obtain information from listening.2. To ask questions about personal information and respond Qs about oneselfTeaching procedure:Step 1 Greetings & RevisionStep 2 PresentationTell Ss to look at the headline of the newspaper article and the picture, say:A football player will play football. Then a lot of football players, they play football together. This is called a match. So when the football players play football together, it is called a football match. When the basketball players play basketball together, that is called a basketball match. Then the football players will go to a match. And this match is the biggest match of the football. That means all the best football players will go there and play. And this is called the World Cup. So it is the match for all the best football players. Right for the football players, so it is called the World Cup. Have a look at this picture.(Show the second picture) This is from last World Cup. What is this football player doing? He is kicking. He is kicking the football. Now if the football goes into the gate, we say he scores a goal.ask:Who do you think the person is ?What he does and which football team he plays for ?Write the following words: score, goal, match, team, the World Cup; teach the wordsNow Simon is going to complete the note. Can we help Simon complete the notes? First you should know Age Appearance Birthplace New team Next match Tell Ss to read the notes sheet before scanning the article for answers, ask them to find the answers in the newspaper article.Check their understanding of the article.A3Play the tapn from both the article and the note sheet in PartA1 on P12.Encourage the Ss to memorize the conversation so that they can respond automatically.Let Ss follow the text in the book.Tell the Ss to close their books and listen to me.Ask Ss to replace the underlined words with their own informationAsk Ss to practice the conversation in pairs and then change roles before they make up their own conversation. Step 3 PresentationTell Ss to write down frequently used words and phrases .Introduce the new word ‘borrow’. Ask Ss to work in pairs to exchange requests and responses as presented on P14 Check their understanding. Encourage Ss to repeat whole sentences from memory.Step 4 ExtensionTell Ss many more phrases they need to learn to understand the teacher expects :Listen carefullyListen to the tape/ recordingWork in pairsGet into pairs / groups of 3,4……Work on your ownNow it’s your turnOpen/Close your booksHomework1. Write an article about a football player or a basketball player.2. Finish ExercisesMain TaskObjectives: To write about oneself and introduce oneself to othersTeaching main points: learn to write about oneselfTeaching difficulties: learn how to organize ideas before writingTeaching procedure:Step 1 Greetings and revisionStep.2 PresentationTell the Ss that the class is preparing a handbook containing a profile of each student. Therefore, it is important to spend time writing their profiles as well as possible.Read the model profiles on P15. tell Ss to write something similar.Tell the Ss to read the outline on P16. Encourage Ss to include additional information if they canEncourage Ss to change the model phrases if they wish to make up their own sentences.In pairs, Ss read, check and correct their partners draft. Suggest improvements in the choice of words, spellings and structures.Ask for volunteers to read out their profiles to the class.Homework:Ask Ss to rewrite their personal profiles on a separate sheet of paper and add a picture of themselves. e twice, Ss need to extract informatio。

牛津英语七年级第一学期7AUnit1教案设计（4课时）

⽜津英语七年级第⼀学期7AUnit1教案设计（4课时）Module 1 RelationshipsUnit 1 Relatives in BeijingPeriod One教学⽬标1.To let students get some information from a letter.2.To encourage the students to speak English in class.3. To make them be more confident教学重点和难点(1) Key pointsa). The present future tense “be going to do sth”(2) Difficult points:a). Adjectives to make comparisonsb). Nouns and adverbs to show positionsc). How questions教学⽅法：Task-based learning教学材料1、The multi-media system.2、Handout for the students.教学过程：I. Pre-task preparation1. To sing an English songT: Class begins! Good morning, class.Ss: Good morning, Miss….T: Oh, it is a nice song. Shall we sing it? Ss: O.K.---- to sing a song.T: Good / Wonderful / well done!2. Look and learn(To introduce the topic of this unit by asking the following questions.a)Do you have any aunts/ uncles/ cousins…?T: They are all your relatives.b)Do you know the relationship between you and me?Learn the new words one by one. Finally let students be able to read and understand themTo read the new words as possible as frequency.a)relativeb)relationshipII. While-task procedures1. Read and answerShow the text on the computer.Let students read the letter by themselvesMr Li has got a letter from his brother, Weiming.Dear DavidWe haven’t seen each oth er for a long time. How are youand your family in Garden City?We would like to invite you to stay with us in Beijing inAugust. My children hav en’t seen their cousins before.They want to see them very much. They also want to takethem to those interesting places in Beijing.We will be very happy if y ou can come in August. It won’tbe very hot here.Please write to me as soon as possible.YoursWeimingQuestions:1.Where do Weiming and his family live?2.When would Weiming like to invite them to Beijing?3.Have Ben and Kitty seen their cousins before?4.What do Ben and Kitty’s cousins want to do?Answer:1.They live in Beijing.2.He would like to invite them to Beijing in August.3.No, they haven’t.4.They want to take Ben and Kitty to those interesting places in Beijing.2. Look and learnTo learn the following new words: (to ask the students toread and write them frequently, when they see the pictures,they can reflect what they are quickly.)a) What’s this?It’s an invitation.b) Why do people use invitations?invite sb. to… (give some sentences.)c) To compare the prices of the plane tickets and the train ticketsexpensive ----------- more expensivecheap-----------------cheaperd)travel agente) brochures3. Listen and read(To read the text and judge the following statements.)Mr Li: Look, Ben. I’ve got a letter from Uncle Weiming.He lives in Beijing. He has invited us to stay with his family in August.Ben: I haven’t seen my cousins before.Mr Li: Your uncle has sent us a photograph. These are your cousins, Simon and Lucy.Ben:How old are they?Mr Li:Simon is twelve and Lucy is ten.Ben:Are we going to travel to Beijing by plane?Mr Li: Perhaps, but plane tickets are very expensive.Ben:Let’s go by train. It’s c heaper and more interesting.Mr Li:That’s a good idea. Let’s talk to Mum and Kitty. I’m going to get some brochures from the travel agent.4. Read and judge1) Mr Li has got a letter from uncle Weiming.2) Weiming doesn’t live in Beijing.3)Weiming has invited us to stay with his family in September.4) Weiming is Ben’s uncle.5) Weiming sent a photo to them.6) Ben has three cousins: Simon, Lucy and Kitty.7) Simon is thirteen and Lucy is ten.ConsolidationWorkbook 7A, pages 1 and 3.后记：1. relationship和relatives学⽣在读的时候重⾳不准。

牛津英语七年级7A全套教案

牛津英语七年级7A全套教案Starter Unit 1 Getting to know you 逐渐认识你一Greetings问候Look and sayHello, I’m Ben．你好，我是本。

Hi, I’m Mark．你好，我是马克。

Nice to meet you．见到你很高兴。

Nice to meet you, too．我也是。

This is Kitty. She is my sister．这是基蒂。

她是我的妹妹。

Hi, Mark．你好，马克。

Hi, Kitty．你好，基蒂。

Goodbye, Mark．再见，马克。

Bye, Kitty. Bye Ben．再见基蒂。

再见，本。

★重点词汇Hello 喂nice 令人愉快的meet 遇见goodbye 再见this 这thank 谢谢★语法聚焦1．一般现在时的用法；2．系动词am, is的用法；3．副词too 的用法。

Read and Act 读一读，演一演。

Alice: Good morning, Kitty. 艾丽斯：早上好，基蒂。

Kitty: Good morning, Alice. 基蒂：早上好，艾丽斯。

This is Mark ．He’s my friend.这是马克。

他是我的朋友。

Alice: How are you，Mark? 艾丽斯：你好吗，马克？Mark: Fine, thank you ．And you?马克：很好，谢谢。

你好吗？Kitty: I’m fine, too. 基蒂：我也很好。

重点难点解析1. Hello, rm Ben，你好，我是本。

▲hello是英语中使用频率最高的日常用语之一，可用来表示问候、打招呼或引起对方注意，可以用于熟人、朋友之间，也可以用于陌生人之间，可以单独使用，也可加称呼语。

在两人见面问候时，意为“你好”，在打电话时，意为“喂”。

hi在现代英语中以代替hello，显得更加随和。

【注〕熟人之间，在说了声“Hi,”“Hello”之后，还会关心地补上一句：“How are you?”（你身体好吗？）对方马上回答说：“Fine/Not bad/Very well, thank youhhanks! And you?”（很好／不坏／非常好，谢谢。