在中国,很多人忽视了英语是一门外语,而不是第二语言,是英语学习效率低下的一个重要客观原因。那么如何进行英语教学呢?旧书不厌百回读,熟读精思子自知,这里是编辑飞白帮大家收集整理的10篇英语七年级上册优质课件,希望对大家有所启发。
Ⅰ. Warming- up and revision
1. Showstudents some colors on the screen.
T: These are different colors. What colors are they?
Ss: They are black, white, red, green, blue, yellow,brown and purple.
(Showsome clothes on the screen, or show some clothes pictures)
T: How much is the T-shirt?
Ss: It's ten dollars.
T: How much are the socks?
Ss: They are three dollars.
Now ask and answer the price of the clothes your partnerwears.
S1: How is your hat?
S2: It' s five dollars.
S1: How much are your trousers?
S2: They're 30 dollars.
Ⅱ. Grammar Focus.
1. 阅读指导:询问物品的价格常用特殊疑问词how much来提问,根据主语的不同分两种类型的句式结构:
① How much + is + the/this/that(等限定词) + 表颜色的形容词 + 名词单数?
② How much + are + the/these/these(等限定词) + 表颜色的形容词 + 可数名词复数?
2. 根据汉语提示完成下列句子。
①那顶帽子多少钱?____ _____ is that hat?
②五美元。_____ five ______.
③这件T恤衫多少钱?是七美元。 ____ _____ __ this T-shirt?
④是七美元。It's ______ ______.
⑤那件棕色的毛衣多少钱? ____ _____ is that _______ ______?
⑥是八美元。______ eight ________ .
⑦这些袜子多少钱? How much_____ _____ _____?
⑧两美元。_____ two dollars.
⑨那黑色的裤子多少钱? ______ _____ are those ______ _________?
⑩ 是九美元。_______ nice ________.
3. Check the answers with the class.
Ⅲ. Presentation
T: (Showing a white T-shirt priced nine dollars on thescreen) What color is this T-shirt?
Ss: It's white.
T: Yes. How much is this white T-shirt?
Ss: It's nine dollars. (Write "this whiteT-shirt" on the Bb)
(Showing a pair of black socks priced two dollars onthe screen).
T: What color are those socks?
Ss: They're two dollars.
T: Yes. Those black socks are two dollars. (Write"those black socks" on the Bb)
Note: the/this/that/these/these(等限定词) + 表颜色的形容词 + 名词
Ⅲ. Listening
1. T: Next we’ll hear a conversation about shopping.The recording will be played twice. For the first time, listen to it carefully.Are you ready? OK!
T: For the second time, please circle the things inthe picture you hear.
2. Check the answers. (Ask the students to listen tothe recording and compare their answers with those in the recording.)
Ⅳ. Pair work
1. Ask students to work in pairs and practice theconversations in la.
2. Make their own conversations with their partners.
3. Ask some pairs to act out their conversations.
Ⅴ. Listening
1. Showstudents some colors by overhead projector.
T:These are different colors. What colors are they?
S:They are black, white, red, green, blue and yellow.
2. Show a big hat and a small hat.
T: Look! Thishat is big. It's a big hat. And this hat is small. It's a small hat.
(Write"big" and "small" on the Bb.)
3. Show a long T-shirt and short T-shirt.
T: Look! ThisT-shirt is long. It's a long T-shirt. And this T-shirt is short. It's a shortT-shirt.
(Write "long"and "short" on the Bb.)
4. Now look at words in 2a. Listen to the recording and repeat after therecording.
(Play the tapefor the Ss listen and repeat.)
Ⅵ. Listening
1. Ask the students to do listening to the conversationsin 2b (P38) and circle the things they hear.
T: Today is Sunday. Alan is shopping with her sister.They are going to buy some clothes and some other things. Now I will play therecording about the conversation.
Play the recording for the first time. Listencarefully and circle the things you hear.
Play the recording again to check the answers.
2. Ask the students to do listening to the conversationsin 2c (P38) and fill in the pricetags.
Play the recording and ask the students to fill in theprice tags. Then check the answers.
3. Ask students to listen and repeat after therecording.
Ⅶ. Pair work
1. Then let's ask and answer questions about thethings in 2c in pairs.e.g.
S1:I like these shorts. How much are they?
S2:They're six dollars.
2. Ss practice the conversation with their partners.Then make other conversations about the things in 2c.
3. Let some Ss act out their conversations.
Unit 2 What time do you go to school?
Section A (1a-2d)
一、教学目标:
1. 语言知识目标:
1) 能掌握以下单词:
up, get up, dress, get dressed, brush, tooth (pl. teeth) brush teeth, shower, take a shower, usually, forty, fifty, wow, never, early, job, work, station, radio station, o'clock, funny, exercise
能掌握以下句型:
① —What time do you usually get up? —I usually get up at six thirty.
② —When do you go to work? —I usually go to work at eleven o'clock. ③ —He has an interesting job. —He works at a radio station.
2) 用when和what time引导的特殊疑问句询问时间和时间的表达法;用所学的目标语言对生活和学习活动做计划,学会合理地安排作息时间。
2. 情感态度价值观目标:
本部分的话题是“日常作息时间”,学习内容贴近学生的生� 通过互相询问或谈论自己或对方的作息时间安排和活动计划,可以培养学生良好的作息习惯和守时习惯。
二、教学重难点
1. 教学重点:
1) 掌握时间的简单表达方式。
2) 学习询问和谈论时间和制订作息时间表。
2. 教学难点:
when和what time引导的特殊疑问句和时间的表达法。
三、教学过程
Ⅰ. Warming-up and revision
1. Greet the Ss as usual.
2. Watch a short video program about daily activities.
Ⅱ. Presentation
1. 出示几幅反映日常事务(如:起床、上学、跑步等)的图画、幻灯片或播放课件,
引导学生谈论这些日常事务go to school,get up,run,take a shower,eat breakfast等,学习有关的动词短语。
学生们观看教师出示的反映日常事务(如: 起床、上学、跑步等)的图画、幻灯片或课件,谈论这些日常事务go to school,get up,run,take a shower,eat breakfast等,学习有关的动词短语。
2. 出示la部分的图片或幻灯片或播放该内容的课件,引导学生将词语与图画进行
搭配。
学生们观看1a部分的图片或幻灯片或该内容的课件,将词语与图画进行搭配,完成la部分的学习任务。
Ⅲ. Presentation
1. 出示一个可以转动时/分针的大钟,一边调整时间,一边询问学生时间“What time is it?”。
学生们在老师的帮助下回答时间:
It's six o'clock. It's seven twenty. …
(给学生们解释在英语中时间的简单的表达方式)
2. 调整时钟到某个时间,然后说:I get up at 6:00.I go to school at 6:45.等;再询问学生:What time do you get up? 等,引导学生回答,从而引出本部分的重点目标句型。
学生们一边观看大钟,一边认真听老师的描述,然后回答老师的问题I get up at…,从而学习本部分的重点目标句型。
Ⅳ. Listening
1. 播放1b部分的录音让学生听,引导学生根据所听到的内容,将时间与活动进行搭配。
2. 学生们听1b部分的录音,根据所听到的内容,将时间与活动进行搭配,完成1b部分的学习任务。
3. Check the answers:
Ⅴ. Pair work
1. 引导学生展开Pairwork活动,进行口语交际活动,学会运用what time引导的疑 问句,用数词来询问和表达时间。
2. 学生们展开活动,完成1c部分口语交际的学习任务,学会运用what time引导的疑问句,用数词来询问和表达时间。
Ⅵ. Listening
1. 让学生们先阅读2a部分的句子,理解大意。然后 播放2a部分的录音让学生听,引导学生根据对话内容进行填空。
(注意提醒学生们听对话填空的技巧:先听、记住应填的内容,做简单的(符号)记录,最后,在听第二遍的时候再进行单词的书写。)
2. 再播放2a部分的对话录音让学生听,引导学生写出Jim一家人的淋浴计划(时间)。
3. 学生们再听2a部分的对话录音,写出Jim一家人的淋浴计划,完成2b部分的教学任务。
4. Check the answers:
Ⅶ. Pair work
引导学生展开Pairwork活动,完成2c部分口语交际的教学任务。
提示学生们可以就1a部分的日常活动来进行问答。e.g.
T: S1, what time do you usually get up in the morning?
S1: I usually get up at six thirty.
T: And what time do you eat breakfast?
S1: I usually eat breakfast at seven o'clock.
Ⅷ. Role-play
1. Ask Ss to read the conversation in 2c. Then answer the questions below:
① Where does Scott work?
② What time is his radio show?
③ What time does he usually get up?
④ What time does he eat breakfast?
⑤ What time does he usually go to work?
2. 学生们阅读对话,然后回答上述问题。老师让几位同学回答上述问题,然后和
同学们一起校对一下答案。看学生们的掌握情况。应对话中学生们不明白的地方给予适当的解释。
3. Play the recording for the Ss to listen and repeat. Then let Ss work in pairs to practice reading the conversation. Then try to act it out.
4. Ask some pairs to come to the front and act out the conversation. See which group does best.
一、充分准备,打好基础。
为了提高初一英语作文写作水平,平时应加强阅读,多背诵一些句形、段落甚至短文。俗话说:“读书破万卷,下笔如有神”,只有多读,多记,多背诵,才能出口成章,下笔成文。此外,写好初一英语作文还要掌握一些应用文体的写作方法,如书信、日记、通知等,它们大多有固定的格式。
二、认真审题,明确要求
在写初一英语作文的时候仔细看清写作要求和提示,分清材料的主次,接着确定体裁、格式和人物、地点等要素;最后确定时态,同时考虑相关的语态搭配用法。
三、遣词造句、表达规范
初一英语作文用词要恰当,不可逐句把提示翻译成英语。写作时,应尽量选用你最熟悉、最有把握的词和句型来表达思想。如果有些单词不会些,有些句型不会表达,可以设法绕开,用熟悉的同义词、同义短语或同义句来代替。要学会善于运用适当的关联词,如and, or, but, so,because, since等,以使初一英语作文行文逻辑紧密,自然流畅。
四、认真撰写,卷面整洁
初一英语考试中也会有初一英语作文题,如果时间允许,书面表达一定要先写草稿。在抄写入答题卷前,要先进行检查修改。首先检查所写内容是否切题;之后检查主题是否明确,表达方式是否恰当;最后检查所用时态、语态、人称是否符合要求,前后是否一致。
中考复习研讨会指导课件,极具价值。
关联词
1.表示并列或递进: and, as well as, both…and,
not only…but also, neither…nor;
2.表示选择: or, either…or;
3.表示转折: but, however, although, though, after all,
4.表示因果: because, so, therefore
5.表示条件: if , unless
6.表示对比: instead, not…but,
on the one hand…on the other hand;
7.表示解释: for example, for instance, such as,
that is to say, in other words;
8.表示顺序: to begin with, firstly, first (of all), second(ly), next,
later, since then, from then on, finally, in the end;
9.表示强调: also, besides, what’s more, actually,
in fact,
10.表示结论: all in all, altogether, in a word,
generally speaking,
Starter Unit 1
Good morning!
一、单元教材分析
本单元要求学生掌握英文字母A—H,能认读其印刷体和手写体字母的大小写等四种形式。书写(大写和小写,笔顺,笔画)基本合乎要求。学习一些简单的英文名字,注意区别性别,并为自己取一个英文名字。能看、听、说、唱本单元所列的日常交际用语,重点学会打招呼、相互问候并做到语音语调正确。注意一些字母及日常交际用语的发音,总结元音字母a和e的发音规则。
二、单元学情分析
本单元围绕“问候他人”这一话题,展开听、说、读、写的教学活动。为了创设较为真实的语言环境,首先让学生们认识一些较为简单的英文名字,并让学生们为自己取一个英文名字,让学生们感知、认识英语,并尽快进入英语的环境中。在教学过程中应让学生体会打招呼用语的奥妙所在,做到灵活运用。刚开始学习英语,学生们肯定对学习英语的兴趣非常深厚,教师一定要利用好这一点,让学生在学习英语中能获得乐趣。并逐步让学生们形成稳定的学习兴趣。
三、单元教学建议
采用自主学习、小组合作学习、Role playing、 pair work等方式开展听、说、读、写的学习活动。教师要尽量利用幻灯片、挂图、实物等给学生创造较为真实的英语情景。在教学中创设切实可行的任务型教学活动、突出交际性。引趣激趣策略,创设情景调节气氛,引发激发学生兴趣。教师可以用手势,表情,动作等示意,帮助学生听懂课堂用语和日常交际用语,不讲或少讲汉语。
四、单元课时分配
本单元可用2课时完成教学任务:
(1a-2e) 用1课时
(3a-4d) 用1课时
(1a-2d)
一、教学目标:
1、 语言知识目标:
1) 能掌握以下词汇:字母Aa ~ Hh, good, morning, Good morning!, hi, hello
2) 能掌握以下句型:
① Good morning, Helen!
② Hello, Frank!
③ Hi, Bob!
3) 能理解用英语打招呼的不同说法,并能灵活运用。
4) 能掌握字母Aa ~ Hh的字母顺序,读音及书写。
2、 情感态度价值观目标:
让学生们在相互问候的过程中,学会礼貌待人,与同学之间友好相处。万事开头难,首先利用这个单元培养学生们对英语的兴趣,因为兴趣是最好的老师。
二、教学重难点
1、 教学重点:
1) 认识一些简单的英文名字,并为自己取一个英文名字。
2) 学习用英语进行见面打招呼,并能体会不同的打招呼用语的奥妙所在,做到灵活运用。
3) 学习掌握字母Aa ~ Hh的字母顺序,读音及书写。
2、 教学难点:
1) 学习掌握字母Aa ~ Hh的字母顺序,读音及书写。
2) 认识一些简单的英文名字,并为自己取一个英文名字。
三、教学过程
Ⅰ。 Lead in
Listen to a “Good morning!” song. Then Ss learn to sing this song.
(利用JEFC教材中的Good morning!歌曲导入新课。)
Ⅱ。 Presentation
1、 Come into the classroom and greet the class with a smile and say Good morning! Now, introduce the words “teacher” and “class” by using gestures. Repeat this several times and have the class repeat after you. Students can answer as a whole group, as rows and as individuals.
T: (By gestures) "Teacher; Class"
Ss: (Repeat after teacher) "Teacher; Class"
2、 Point to yourself and say I’m Miss/Mr. … Have them repeat. Explain the terms Miss and Mr. in Chinese. Ss repeat this a few times with rows and individuals.
Ss: Miss/ Ms. … (Ss repeat)
Ss: Morning, Miss/Ms. … (Ss repeat)
Ss: Good morning, Ms., Mr. … (Ss repeat)
3、 Leave the classroom, return and say Good morning, class! Help the students respond with Good morning, Miss/Mr. … Say "Sit down, please. Now let’s start the lesson."
(Practice it several times.)
Ⅲ。 Game (Choose an English name.)
1、 T: We have many new friends in our class this year. They are from the U.S.A. and England. Who are they? Do you want to know them? Now please look at the screen.
(过大屏幕展示第一页上的彩图,然后再展示单张图片,并分别与名字相对应。)
(Show the picture of Bob.)
T: This is Bob. (Teach Ss "Bob")
Ss: Bob (Ss read after the teacher.)
(Then teach the name: Dale, Frank and Eric in the same way. Tell Ss they're boys.)
(Show the picture of Grace.)
T: This is Grace. (Teach Ss "Grace")
Ss: Grace (Ss read after the teacher.)
(Then teach the name: Helen, Cindy and Alice in the same way. Tell Ss they're girls.)
2、 Ss read the names aloud. Then let some Ss read the names to the class.
3、 T: Now let's work on 1a. Look at the picture in 1a and write down the names in the picture. Attention: Which are boys' names and which are girls' names?
4、 Choose a name for yourself in a group. Then practice saying: "I'm …” (用汉语说明I'm… 意为“我叫……名字。”)
S1: I'm Alice.
S2: I'm Bob.
Ⅳ。 Listening
1、 Tell Ss that our new friends are greeting each other. Please keep quite and listen the recording.
(教师播放录音三次,第一次学生们仅听,第二次和第三次学生们跟读。注意可运用暂停键来让学生们有足够的时间读完。)
2、 Ss listen and repeat after the recording.
Ⅴ。 Pair work
1、(让学生们看1a图画中的人物的对话,告诉学生图画中有三组对话,分别是Bob与Helen的对话;Dale与Eric及Frank的对话;Cindy与Alice的对话。)
T: You are Bob, your partner is Helen. You are Dale, your partner is Eric. Then you are Cindy, your partner is Alice. Practice the conversations.
Ss practice the conversations in pairs.
T: Exchange the roles. And practice the conversations again.
Ss exchange the roles and practice the conversations again.
2、 运用刚学的句型,并用刚才自己所选择的英文名字来相互问候。
S1: Good morning, Cindy!
S2: Hello, Frank!
S3: Good morning, Grace!
S4: Hi, Bob!
Ⅵ。 Listening
1、 (告诉学生们英语中有26个英语字母,它们就像我们汉语的笔画一样是构成单词的要素。下面我们先来学习字母Aa ~ Hh。其中A、B、C、D、E、F、G、H是大写字母;a、b、c、d、e、f、g、h是小写字母。)
2、 教师播放录音三次,第一次学生们仅听,第二次和第三次学生们跟读。注意可运用暂停键来让学生们有足够的时间读完。
3、 Let some Ss read out the letters Aa ~ Hh. (注意纠正学生们不准确的读音)
4、 Let Ss try to remember the letters Aa ~ Hh.
5、 Now let's work on 2b. Listen and number the letters you hear [1-8]。
(教师播放录音三次,第一次学生们仅听,第二次听录音填编号、第三次听录音校对答案。)
Ⅶ。 Writing
1、 T: Now let's learn how to write these letters. First look at the picture carefully in 2c. Then tell us how to write these English letters.
2、 Ss read and find out the writing rules of the letters Aa ~ Hh.
S1:大字字母都是占上两格。
S2:字母a、c、e占中间的一格。
S3:字母b、d、h占上两格。
S4:字母g占下两格。
S5:字母f占三格。
3、 Ss try to copy the letters by themselves. T goes around the classroom to give any help.
4、 Let some Ss come to the Bb, and write down the letters on the Bb. Check with the whole class.
Ⅷ。 Practice
1、 Tell Ss to look at the picture in 2d. First, read the letters aloud. Then let some Ss read the letters to the class aloud.
2、 Let Ss try to write down the missing letters. Check the answers with your partner.
3、 Let some Ss come the Bb and write missing letters on the Bb.
(注意看学生们的字母笔顺是否正确,纠正不正确的笔顺,并让其他学生引起注意。)
Ⅸ。 Read and Talk
1、 Let Ss look at the pictures in 2e. Let some Ss read the letters below each picture.
2、 Let some Ss talk about the meaning of each picture.
S1: HB (铅笔芯)硬黑
S2: CD 光盘;激光唱片
S3: BBC 英国广播公司
Ⅹ。 Game
Let the students do some letters games to enjoy your lesson,the following is the instruction.
1、 第一轮:抢读字母游戏:教师将全班分成若干小组,然后逐个出示字母卡片,学生们举手抢答。教师让最先举手的学生读出该字母,读对的给该组记2分。
2、 第二轮:写字母游戏:限定五分钟的时间,各小组成员默写字母Aa ~ Hh。然后,各小组交换,校对答案。
3、 评价:得分最多的组为优胜组。
板书设计:
【设计思路】
本节课教授的词汇主要是服饰类的,课型属于听说课。所以在课前先营造一种轻松的学习氛围,教唱一首英语歌曲,让学生尽快地融入进课堂,期间还有pair work,groupwork,把学生分成两两小组或四人小组,互相对话。这样的活动要进行两次,可以提供给学生充分的时间进行交流。
【教材分析】
本节课是第七单元的第一课时,学生在前一单元初步学习完有关食物的英语知识之后,进一步地在本单元学习有关服饰的知识。而本课时是第一课时,所授的知识点应该浅显易懂,不应该太难。本课时围绕着几个关于服饰的词汇和两个询问价钱的句型展开。
词汇首当其冲,在学习词汇之后,句型的教授也应该把握重点,本课时的主要句型是How much is…? It’s … dollars. How much are …? They are …dollars. 词汇的重点是要区分单复数,还有dollar的用法。
【教学目标】
(一)教学知识点
(1) New words:T-shirt,sweater,bag,hat,skirt,socks,shorts,pants,shoes,
(2) Questions and answers:How much is/are…?It’s/They are…dollars.
(二)能力训练要求
(1) 通过师生对话,生生对话等一系列活动,提高学生实际运用英语的能力。
(2) 体会合作学习所带来的快乐。
(三)情感与价值观要求
通过学生互相帮助,互相学习,体验集体荣誉感和成就感,发展合作精神。
【教学重点和难点】
重点:
(1) 学会重点词汇的发音,单复数形式的掌握。
(2) 学会询问价钱的英语句型及其回答。
难点:
(1) 表示大小,颜色的形容词同时出现在名词前时,该如何摆放。
(2) 听力2a前,如何充分铺垫,以便于学生跟上录音速度。
【教学策略与手段】
(1) 师生对话,生生对话。
(2) 充分运用现代教育技术手段。
【学情分析】
两人或三人合作编一个在商店购物的对话
设计意图:让学生学以致用,因为语言是源于生活的,不是枯燥乏味一味用来考试的。
【板书设计】
bag /bAg/How much is the bag?It’s… dollars.hat /hAt/How much are the shorts?skirt/sk[:t/ They are…
dollars.sweater/5swet[/shirt/F[:t/shorts /FC:ts/pants/pAnts/ shoes/FU:z
一、教学课题:
人教版英语七年级上册Unit4 Where’s my schoolbag? Period 1
二、教学设计思路:
结合多媒体,利用图片、实物等帮助学生记忆相关物品的词汇;设置情境,帮助学生通过听说练习学会谈论物品的`位置。
三、教学目标:
(一)知识目标
掌握本课生词,学习谈论物品的位置Where is/are…?It’s/They’re…。
(二)能力目标
让学生学会如何听和谈论物品的位置。
(三)情感目标
1、 培养学生良好的合作意识,鼓励学生大胆表达自己的想法和意愿。
2、 通过谈论物品的位置,培养学生养成良好的生活习惯。
四、教材分析:
Period 1是Unit4的第一课,让学生提通过活动,学习如何表达物品的位置,并能就物品位置进行提问。
五、学生分析:
七年级学生活泼好动,在教学中,充分利用多媒体,图片、实物等,使英语学习与学生的实际生活更贴近,激发学生学习兴趣,同时创设交际情境,让每个学生在课堂上动起来,积极参与到教学活动中去,更好的实现教学目标,达到理想的教学效果。
六、。重点及其突出方法:
充分利用现代教育手段,创设交际情境,为学生提供图像和声音资源,进行语言操练和实践,加强学习效果。
七、。难点及其突破方法:
培养良好的语言表达习惯。发挥教师良好的示范作用,注重教师在课堂教学中对学生无意识的影响。
八、教学资源:
多媒体;课件;教材
九、教学过程:
Step 1.Organization Greetings
Step 2.Revision
1、 Use a pen to ask and answer between the teacher and the students, and review the key sentences in Unit3.
2、 Use a picture of a bag to ask students to write a lost notice and a found notice, and review the lost and found notices, then lead to the new words with the picture(1a:P19)。Hold up the picture and point to the objects : table, bed , bookcase, sofa, chair, schoolbag , book, key.
T: What’s this in English?
S: It’s a table/bed/。.。
Encourage or help students to read the words correctly 。Write them down on the blackboard.
3、 Quick reaction 。Let the students look at the teaching picture in 1a, finish 1a, then check students’ answers.
Step3. Lead in
Show my English book and my two pens, then put them on my desk. Ask students to answer the questions: “Where is my English book?” and “Where are my pens?”。
Try to ask more students similar questions:Where is your pencil?。.。
Step3.Practice
Ask the students to look at some pictures and things in the classroom and practice talking about where things are.
For example:-where is my clock?
-It’s on the table.
Ask students to work in pairs and make conversations.
Step 4.Talking about the picture(1a:P19)
1、 Ask the students to practice 1c in pairs.
2、 Let the students work in pairs and talk about where the things in the picture are on Page19 。
Step 5 Listening
Have students to listen to the conversations and number the things.
Check the answers 。 Then ask students to read the conversations after the recording.
Step 6 Practice
Ask students to describe their bedrooms.
For example: My cat is on the chair. My English book is on the sofa 。…
Step7 Summary
1.--- Where is + 单数主语?
… … 在哪?
--- It’s under/ on/ in…
它在…下面/上面/里面。
2、 --- Where are + 复数主语?
… …在哪?
---They’re under/ on/ in…
它们在… …下面/上面/里面。
Step 8.Homework
1.Remember the new words in the period (on page 90 ) by heat.
2.Practice the conversation in the picture on page 19 with your partner.
3.Talk about where things are in your room.
十、评价方法:
评价Unit 4 ,Period 1的教学效果,可以通过以下几点:
1.学生是否能掌握有关物品和方位的词汇。学生是否能学会运用英语谈论物品的位置。
2.学生能否积极愉悦的参与到课堂教学活动中。
第1课时 Unit 1 My name 's Gina (总第1课时)
Section A 1a—2c
【学习目标】:1、熟悉掌握词汇name clock 等
2、学会介绍自己并询问他人姓名,能够利用所学知识进行打招呼。
3、能听懂听力对话并能对根据听力对话进行自由交际。
【学习重点】: 使学生学会打招呼和介绍自己,并询问他人姓名的句型。
Nice to meet you 。 What's your name ? My name is 。.。.。.
【学习过程】:
一、自主学习(教师寄语:Knowledge is power.)
学习任务一: 熟悉掌握词汇name ,clock
1、 认真观察第一页的图画,小组讨论你所认识的物品的英语单词。
2,、试着写出含有的物品的英语单词。
3、小组竞赛,展示( 看谁总结的多, 写的准确)
学习任务二: 学会介绍自己并询问他人姓名,能够利用所学知识进行打招呼。
1、 教师自我介绍,引导学生介绍自己。
A: Hello , I am Gina , What's your name ?
B: My name is Alan 。
2、小组竞赛, 两人一组,询问他人姓名,介绍自己。
3,、分角色朗读1A对话。
学习任务三: 能听懂听力对话并能对根据听力对话进行自由交际。
1,、听录音, 给1B 的对话编号。
2、根据听力对话进行自由交际。
3、小组竞赛, 展示对话交际。
二、合作共建(教师寄语:Many hands make light work. )
小组讨论我们所学的英语名字和汉语名字的区别, 如何用英语拼写
你的名字?
三、系统总结(教师寄语:No man can do two things at once.)
1,、归纳你所学到的问候语。
2、自己编写一个打招呼并询问姓名的小对话。
四、诊断评价
(一) 单项选择。
1、 _______your name ? My name is Gina 。
A. What B. What's C. Who D. which
2、 Good morning , Miss Wang ! _____________!
A. Hello B.Hi C. Nice to meet you D. Good morning
3、 I _______Sally , What______ your name ?
A. am ,is B. is , am C. is , is D.am, am
4、 ______name is Li lei 。
A. I B. I am C. My D. you
5、— _______, What's your name ?
— John Green 。
A. Hi B. Ok C. sorry D. Excuse me
(二) 写出下列单词的完全形式, 并写出汉语意思。
I'm _________ __________ what's __________ ________
name 's ___________ __________
(三)写出下列单词。
时钟 _______ 我的 ________ 你的___________ 名字_______ 遇见_________
(四)尝试翻译下列句子。
1、 见到你很高兴。 _________________________________.
2、我叫王小雨。 ____________________________________.
3、 你叫什么名字? ____________________________________
(五) 根据情景补全对话。
A: Good afternoon !
B: ____________________!
A; I ______Lucy 。 _________your name ?
B: My ______ is Jim 。 Nice to ______you !
A: _______________________________.
五、【课后反思】(教师寄语:Never do things by halves)
任务 熟练掌握 基本掌握 没掌握
第2课时 Unit 1 My name 's Gina.(总第2课时)
Section A (1a—2c)
【学习目标】:1、熟练掌握本课6个单词。
2、学会询问他人姓名及介绍他人姓名。
3、能听懂有关谈论他人姓名的对话并进行自由交际。
【学习重点】: 询问他人姓名及介绍他人姓名的句型。
一、自主学习(教师寄语:Knowledge is power.)
学习任务一: 熟练读 写本课6个单词。
1.个人自渎,记忆本课单词.
2.小组互相检查单词读写情况.
3.根据汉语写出下列英语单词并展示.
学习任务二: 运用句型:What's his / her name?
His / Her name is 。.。. 进行自由交际.
1.小组合作,理解并熟读下列短语,并写出汉语意思.
my nane ( ) your name ( )
his name ( ) her name ( )
2、个人理解下列对话,并且两人合作练习.
A:Hello! What's your name?
B:My name is Gina.
A:Nice to meet you.
B:Nice to meet you,too.
A:What's her name?
B:Her name is Jenny.
3、小组合作,练习自己的对话.
4、 对抗组开展竞赛,展示自己的对话.
学习任务三: 听听力完成2a,2b.
1、个人看图,理解四幅图画,思考图画中人是在谈论他人还是对方.
2、听听力,给四幅图画编号.
3、 小组为单位,熟读2b中的名字。
4、听听力,完成2b.
二、合作共建(教师寄语:Many hands make light work. )
讨论下面两句话如何用英语表达.
1.他叫Bob.
2.她叫Jenny.
三、系统总结(教师寄语:No man can do two things at once.)
根据提示,完成下列问答.
_______ _______
What's _______ name? _______ is 。.。.
_______ ________
四、诊断评价
1、 写出下列短语.
(1)我的时钟 (2)你的问题
(3)他的名字 (4)她的回答
2、 根据句意及首字母补全单词。
(1)_________ is your name ?
(2)Nice to m________you.
(3)His a _________is good.
(4)L______! His clock is beautiful(漂亮的) 。
三、选择
1、 _______, What's his name? His name is John Green.
A. Hi B. Oh C. Sorry D. OK
2、 She is a girl(女孩).What's ______ name?
A. her B. she C. she's D.his
五、【课后反思】(教师寄语:Never do things by halves)
第3课时 Unit 1 My name 's Gina (总第3课时)
Section A 3a —4
【学习目标】:1、熟悉掌握本节课的六个词汇。
2、正确辨别英文名字的姓和名,以及和中文名字的差异。
3、 学会询问他人名和姓的句型。
【学习重点】:掌握询问他人名和姓的句型。
【学习过程】:
一、自主学习(教师寄语:Knowledge is power.)
学习任务一: 熟悉掌握词汇。
1、 个人自读,记忆本课单词。
2、小组相互检查 单词读和写的情况。
3,、据汉语写出单词,小组竞赛并展示。
学习任务二: 能运用句型:What's your first name ?
My first name is.。.。
What's your last name?
My last name is.。.进行交际。
1、试读下列姓名,尝试总结归纳。
Gina Miller
First name :________ Last name: ________
完成 3a 。(让对抗号在黑板上展示)
2、理解下列对话,两人合作练习。
A: Hello! What's your name?
B: My name is Jack Smith.
A: What's your first name ?
B: My first name is.。.。
A: What's your last name?
B: My last name is.。.
3、小组合作,练习自己的对话。
4、 对抗小组开展竞赛,展示自己的对话。(完成3b)
二、合作共建(教师寄语:Many hands make light work. )
学会了询问他人的名和姓的句型后,能否用his/her做替换练习。
三、系统总结(教师寄语:No man can do two things at once.)
1、 总结你所知道的名和姓。
2、自己编写一个询问他人姓和名的小对话。
四、诊断评价 (一) 用所给词的适当形式填空。
1、 Nice to meet ______(your)。
2、 _____(she) name is Helen Black.
3、 His family name _____(be) Mr Green.
4、 ______(be) you Mr Green.
5、 Hi, I _____(be) Lily.
(二) 据汉语完成句子
1、 Brown 是他的姓氏。 Brown is ______________name.
2、 她的名是什么? ____________________name?
3、 你好,我是杰克。 Hi, ________Jack.
4、 我的钢笔是黑色的。 _____pen is ______.
5、 他的名字是吉姆。 _______________Jim.
(三)根据上下文完成对话。
A: Hello!
B: ________!
A: I'm Gina,________________?
B: My name is Linda Brown.
A: Is Linda your last name?
B: No.Linda is my __________. And Brown is ___________.
A: Nice to meet you.
B: ____________________.
五、【课后反思】(教师寄语:Never do things by halves)
【学习目标】
1掌握本节课的3个单词和3个新句式。
2、初步学习基数词1—31的序数词及序数词的简写形式。
3、巩固句型: when is your/ his/ her/ bob’s birthday ?来询问他人的生日。
学会句型:how old is/are---? 询问别人年龄。
4、 通过学习,增强与人沟通的意识。了解家人的生日和年龄。
【学习重点、难点】:
1、 基数词1—31的序数词及序数词的简写形式
2、 句型: when is your/ his/ her/ bob’s birthday ?询问他人生日
how old is/are---? 询问别人年龄。happy birthday! see you !
【导学指导】:
一: 熟练掌握词汇:happy, happy birthday, old, how old---, party, see you !
二: 熟练掌握句型: when is your/ his/ her/ bob’s / your father’s birthday ?
how old is/are---? happy birthday! see you !
【知识点拨】
1、 序数词:表示顺序的数词称为序数词
2.序数词的简写形式:在相应的阿拉伯数字后加上原序数词的末尾两个字母
one-first-1st.twelve-twelfth-12th thirteen-thirteenth-13th
二。 how old is/are---? 询问别人年龄,答句:主语(人称代词)+ am/is/are +岁数 +
(years old ), 其同义句是:what’s + your/his/her/your father’s + age ?
如:how old is he ? – he is 13 (years old) 。 同义句what’s his age ?
【自主学习】:
学习任务一: 熟练掌握本课的6个单词。
1、个人自读,记忆本课单词。
2、小组互相检查单词读写情况。
学习任务二: 写出数字1----31的英文单词。
【合作探究】
(1)教师课前安排组长检查学生自主学习完成情况。
(2)教师检测学生对本节课的3个单词和3个短语的记忆情况。
(让学生利用课前3分钟加强记忆,然后选各组同学进行拼读,全班学生进行点评)
(3) 情景导课:教师引导学生复习数字1——30
(4)听录音,跟读2a表格中基数词,
(5)听录音, 完成2b、2c 内容。 师生核对答案。
(6)让学生利用2c中信息,两两分组进行练习2d对话,然后选派几组同学进行表演。
(7)学生阅读2e中对话,教师解读点拨。
探究:仔细阅读本课对话内容,学生分组讨论时间介词in, on, at的用法。
1、表示在什么日期用_______ 如:_________________ 2在哪个月份用_____ 如:________
3、在几点钟用_______ 如:_____________________4.在星期几用________如:________
5、在一天某个时间段用______如:_________________
【展示交流】
1、 让学生分男女角色进行练习2e中的对话。
2.让学生两两分组进行练习2e中的对话,然后各小组选派同学进行表演。
【达标训练】
(一)用介词in ,on ,at填空。
1、 my mother’s birthday is_______ july 21st
2、 my birthday is _____ sunday(周日) 。
3、 when is your birthday ? it’s ______ october 。
4、 we have breakfast _______ 7: 10 。
5、 i always have sports _______ the morning 。
(二)选择
( ) 1.--________ your birthday ? --it’s on may 7th.
a. when is b. when c. when are d. what is
( ) 2.his mother’s birthday is_______ july 1st.
a. in b.on c. at d. to
( ) 3. -today is my birthday -________________ 。
a.thank you b.ok c. happy birthday to you d. great
( ) 4. -happy birthday to you ! - ___________ 。
a. happy birthday b.me, too c. you’re welcome d. 。thank you ( )5. _______ your mother ? ----she’s 36 years old 。
a. what is b. how old c. how old is d. who is
( )6. january is the________ month in a year 。
a. one b. two c.first d. second
【拓展训练】
(三)翻译下列短语
1我父亲的生日___________________2.在六月份___________________ 3八月一日______ 4 在六点十分__________________5一个生日聚会______________ 6 再见____________
(四)、句型转换(10分)
(1)my mother’s birthday is on july 21st.(对划线部分提问)
_________ ________ _________ mother’s birthday ?
(2) how old is the boy ? (改为同义句)
_________ the boy ‘s ________ ?
(3) my grandfather is 60. (对划线部分提问)
________ _________ ________ your grandfather ?
【总结反思】
通过本节课的学习我最大的收获_________________________________________________
感到自己有待加强的是____________________________________________________________
话题(一)
家庭,朋友与周围的人(Family, friends and people around)
根据题目可涉及到的内容包括:关系、外貌、性格、工作、爱好、变化和理想等。
A. 重点句型(Target language)
1. What’s he like?
2. He’s very funny/ calm. He has shorter hair than Sam.
3. He’s short/ tall/ medium height.
4. She has curly/ straight/ ... hair.
5. You used to be quiet.
6. He didn’t use to like tests.
7. My life has changed a lot in the last few years.
8. You used to play the guitar, didn’t you? –– No, I played the piano.
9. People sure change.
10. What does he do? He is a waiter.
11. Where does she work? She works at a bank.
12. What does she want to be? She wants to be a bank clerk.
13. What is he going to be when he grows up?
14. He’s going to be a computer programmer
15. How is he going to do that?
16. He’s going to study computer science.
17. What does he like? He likes collecting stamps.
B. Text(Unit 6, Book 3)
Some friends have opposite views and interests, and some like the same things. What is your opinion? Should friends be different or the same? We asked some people what they think and this is what they said.
“I like to have friends who are like me. I’m quieter than most of the kids in my class, and so is my best friend Loretta. There are some differences, though. I’m more intellectual than Loretta. She’s more athletic.”
Dave Morrison
“I like to have friends who are different from me. My best friend Ruben is taller and more outing than me. We both like sports, but Ruben is more athletic than me. Also, I’m quieter than he is.”
Lyle Huang
写作任务:
在班里谁是你最好的朋友?给大家全面介绍一下他/她,并比较一下你们俩在性格、外貌、兴趣爱好方面有什么相同和不同之处,以及你们三年初中生活的变化。
话题(二)兴趣和爱好(Interests and hobbies)
A. Target language(重点句型)
1. I want to join the music club.
2. I like action movies and thrillers, but I don’t like romances.
3. What kind of music do you like?
4. I like music that I can dance to.
5. Rosa likes music that’s quiet and gentle.
6. We prefer music that has great lyrics.
7. How long have you been skating?
8. I have been skating since nine o’clock.
写作任务:
人们说一个人的爱好反映了一个人的性格。你喜欢的东西是什么?先完成表格,再给大家介绍一下你自己。(字数60-80)
参考句式:My favorite..., I love...best. I’m interested in..., I prefer...
(可适当使用时间状语从句、原因状语从句和定语从句)
话题(三)日常活动(Daily routines)
一。 常用词组:
(1)日常学习与生活:
get up, take a shower, go to school, have meals, do homework, watch TV, do sports, go to bed, do chores...
(2)Some vacation activities:
stay at home, go to the beach/ mountains..., go to the summer camp, go fishing and boating, go hiking/ skating/ swimming, visit the Summer Palace..., have a picomic, play computer games/ soccer, visit some museums...
二。 参考句型:
My hobby is swimming, so I often go swimming on weekends.
my hobbies are collecting stamps and watching TV, so I always go shopping to look for special stamps and watch programs about it.
I’m interested in/ good at playing the piano because I think it’s good for me to study well. (It can make me happy and relaxed.)
I really enjoy going hiking, but I have a lot of homework. so I have to spend much time doing my homework and reading some books.
Every Saturday, I’m willing to help my mother do some cleaning. I really feel very tired, but it’s good for me to understand my parents.
话题(四)饮食与健康(Food, drink and health)
写作参考句型:
It’s important to exercise three times a week because...
It’s necessary to keep a balanced diet and be in a good mood.
It’s important to have enough sleep hours.
Good food and exercise help me to study better.
A lot of vegetables help you to keep in good health.
My healthy lifestyle helps me get good grades.
You must try to eat less meat.
I’m unhealthy because I always eat junk food and never exercise, although I have one healthy habit.
I try to get up fifteen minutes earlier and walk to school.
You should try to have a good balance between study and hobby.
You should make time to exercise. For example, You can walk to school and enjoy the fresh air.
任务:书面表达。
假如你的朋友埃米经常生病,你写一封信给她,告诉她应该怎样注意保养自己。词数:60词左右。
写作任务:
你楼上的人家把音响开得很大(play their stereo too loud),而且经常持续到半夜(often last into midnight),使得你睡不好(can’t sleep well)。而且他们的女儿早上早早地就开始练习唱歌(practice singing in the early morning)。请写一封礼貌的抱怨信给你楼上的邻居。
范文:
Dear Neighbor:
I am writing to tell you that your family really bother me these days. Since you moved upstairs, you have always played the stereo so loud that I hardly fall asleep, I have to eat sleeping pills in order to sleep well. Would you mind turning down your stereo? In addition, your daughter begins to practice singing in the early morning, you know, I’m in GradeThree and I am busying studying all day, so it makes me feel exhausted.
I really hope you can accept my advice and also I believe we can get on well with each other in the future.
Yours,
Lucy