第一篇:牛津英语七年级上Unit 1 This is Me 教学设计
Unit 1 This is Me 教学设计
授课老师:xx 年 级:七年级
课 时:共需 5 课时,本课为第 1 课时
课 题:This is me(Unit 1 Welcome to the unit)教 材: 《牛津初中英语》七年级上
I.教材分析
《牛津初中英语》是供在小学已学过英语的初中生使用,它的主要特点是按照任务型教学的原则设计语言实践活动。每个单元都围绕一个话题,让学生通过体验、实践、参与、合作、交流和探究等方式,学习和使用英语,完成学习任务。另外,每隔两至三个单元还安排了一个旨在提高学生用英语获取信息、处理信息、分析和解决问题能力的课题(project),让学生综合运用在这几个单元中所学的语言知识、语言技能及学习技巧,以培养他们的口笔头交际能力、动手能力、自主学习能力、创新能力及合作精神。
II.设计思路
七年级的学生刚从小学升上来,充满对初中生活的好奇、向往而进入了初一的学习生活,他们都还比较稚嫩、好动,注意力集中的时间还比较短,好奇心比较大,因此教学内容必须根据他们自身的特点,采用方法新颖、形式多样化的教学方式,吸引学生的注意力,提高学生接受知识的效率。
本课的教学内容是牛津七年级英语上册第一单元的第一课时,要求学生能掌握第一部分内容并运用所学的新句型来获取所需的信息。教学时,首先回顾一下小学学习过的相关句子,如:Good morning/ Good afternoon/ Good evening引出本课所要掌握的一些重要词组,如:look after/ each other,学生能熟练运用句型“ What’s your name?/ My name is.../I’m....”等,最后通过转换第三人称询问“What’s his/her name? / His name is../ Her name is..”让学生通过相互的操练得到知识的巩固。而本课的重点是通过游戏蒙住S1的眼睛,让他/她听S2和S3的对话,猜出他们的名字,并用His name is...或Her name is„来回答。这样既调动了学生学习英语的兴趣,又增进同学之间的相互交往与合作。七年级学生应该具备了一些写作能力,因此最后联系教学实际我设置了写一篇自我介绍的小作文的教学活动,以作文的形式使学生将本节课所学的内容运用起来,更好的巩固知识,真正由知识走向能力,由理论走向实践。
III.教学目标
1.知识目标
1)会用本课时的四会单词(课本P118单词表)
2)词组look after/ each other/ introduce oneself 3)句型What’s your name?/ My name is.../I’m..../ what’s his/her name? / His name is.../ Her name is.../ Good morning/ Good afternoon/ Good evening/ Good night 2.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,拉近同学之间的距离。3.技能目标
学会介绍自己和介绍他人,学会使用适当的问候语问候他人,从而得到英语口语的锻炼。
IV.教学重难点
1.重点:学会运用一些简单的句型进行自我介绍以及问候语他人
2.难点:掌握用第三人称询问和回答姓名,:What’s his/her name? / His name is.../ Her name is...V.辅助教学
电脑、投影仪、录音机等多媒体教学设备
VI.教学流程
Step1(5min)T: Hello, Boys and girls!This is the first day of our new term.I’m your English teacher.I’m Miss Pan.Well, now, we don’t know each other, today we are going to learn how to introduce ourselves.(教师向学生引出“each other和introduce oneself”的短语)T: First, let’s meet two new friends.(教师拿出画有Eddie和Hobo的图片,并用ppt展示出以下文字内容)E: Hello!I’m Eddie.I’m your new friend.H: Hi!My name is Hobo;I’m a e-dog.T: What’s the dog’s name? Ss: Eddie.T: Yes, he’s Eddie.And what’s his name? Ss: Hobo.T: Right.Is Hobo a common dog?(教师由此引出单词e-dog并解释common dog的中文意思为“普通狗”)
Ss:No.He’s an e-dog.T: Right.Ok, please read after me “e-dog”.Ss: e-dog.Step2(11min)(教师通过ppt向学生展示学习的句型:What’s your name? / My name is.../I’m..../ what’s his/her name? / His name is.../ Her name is.../ Good morning/ Good afternoon/ Good evening/ Good night)T: Now, I’d like to ask you when you meet a new friend you may ask what? Ss: What’s your name? T: That’s right.Read after me “what’s your name?” Ss: “what’s your name?” T: Then how to answer it? Ss: My name is xx.T: Very good!We can also say “I’m xx”.Ok now, look at your textbook on page 7.there are six students on the picture, what’re they doing? Ss: They’re talking to each other.T: Right.They’re talking to each other and introducing themselves.Read the conversations as quickly as you can.T: Could you please tell me their names? “What’s his/her name?” Ss answer.T: Okay.Now please read their conversations together.Ss read.Step3(11min)1.让学生同桌之间(两人一组)make a short conversation问候对方并询问对方名字,然后请几组学生起来通过练习对话。
2.接着通过游戏,蒙住S1的眼睛,让他/她听S2和S3的对话,猜出他们的名字,通过活动学会使用 what’s his/her name?/ His name is...或Her name is„等句型。
3.放录音,学生跟读课文,模仿录音磁带学习标准的口音。Step4(8min)
T: look at part B, help Millie write the correct greetings under the pictures.(3min)T: now, let’s check the answers.What’s the time? S1: it’s fourteen forty-five.T: great!Can you say it in another way? 你能用另外一种方式来表达时间吗?
S1: it’s two forty-five p.m.T: good!It’s two forty-five p.m.What should Millie say to Kitty? S1: good morning.T: well done!„
Step5(5min)回顾这节课所学的知识,重点句型、词组、单词,使学生更进一步加深学习本课的知识点,然后给学生布置homework。
通过课堂上的自我介绍,学生之间有了更深的认识,为了更好的夯实知识,让学生课后完成一篇小作文,题目为“Introduce of myself”。
第二篇:新目标英语七年级上教学设计
教学设计
Unit6 Do you like bananas?(第一课时)
——陈伦林
教学目标
(一)语言技能目标
1.能够询问对方或他人的饮食爱好。2.学会用两种不同方式回答和表达个人喜恶.(二)语言知识目标
1.会读会写常见的食物名称及其他词汇:hamburgers(汉堡包), tomatoes(番茄), French fries(薯条), pears(梨子), oranges(橙子), ice cream(冰淇凌), salad(色拉), bananas(香蕉), strawberries(草莓),have(吃)。
2.初步了解可数名词以及不可数名词的用法。
3.掌握并运用目标句型:--Do you like bananas?--Yes, I do.No,I don’t.--Does he like salad?
--Yes, he does.No, he doesn’t.(三)情感态度目标
1.通过对食物喜好的提问,了解食物对健康的影响。
2.通过小组合作学习,能增强同学之间的相互了解和培养合作精神。2.学生对周围的事物要用心地观察,做个生活的有心人。教学重难点
一、教学重点:
1.掌握重点词汇:记住常吃的食物名称,包括水果和蔬菜等。2.重点句型like的一般现在时的用法(肯定句、疑问句及否定回答)能用“Do you like„? ” “Yes, I do.I like„./ No, I don’t.I don’t like„ ” “Does he like„” “Yes, he does.He likes„„/ No, he doesn’t.He doesn’t like„„”目标句型询问他人对某事物的喜欢与不喜欢 1 的情感态度。
二、教学难点:
1.可数名词与不可数名词的运用。
2.运用本课时重点词汇和句型表达喜欢和不喜欢的这类情感。学生在之前已经学习并掌握了一些运动器械的单词以及表达所属关系的句型,并且已能用形容词等来表达自己的看法,这个单元是以食物 教学过程 Step1.Duty report 设计意图:每节课前为学生提供说英语、用英语的机会。学生轮流值日。
Step2 Word check 设计意图:通过单词的复习检测,学生可以更好巩固上一节课的主要内容,为本节课进一步学习打下基础。学生用两个不同的句式问答来考察学生对于名词单数、复数和不可数名词的用法,以及用问题的方式引导学生自己去总结归纳名词单复数形式和不可数名词的运用。Step3.Word games 设计意图:学生喜欢游戏,以此提高他们的学习兴趣。在游戏过程中,鼓励学生运用is和are来表达,即再词巩固单词,又强调了名词单复数及不可数的用法。这一活动还提醒学生对周围的事物要用心地观察,做个生活的有心人。Step4.Word match 设计意图:在这个图片与单词配对过程中,花椰菜和西红柿两个图片难度值比其他的都大,所以我把它们拿出来一起分析,引导学生从对话中可以判断,降低难度,在学生的回答的过程中又再次让学生运用is和are的用法。Step5.listen and practice 2 设计意图:培养学生的小组合作精神,又能让学生在实践中学习,同时巩固本节课的重点句型,达到学以致用的目的。通过听力的练习和录音的跟读,学生能更好地学习这一句型,有更加好的语音语调。其实在以前学生已经学过一般疑问句以及其肯定回答和否定回答:Yes , I do.No, I don’t.所以我增加了两句肯定句和否定句I like bananas.I don’t like salad.就此学生对于一般现在时的肯定句和否定句可以逐步来学习,为后文的学习打下伏笔,做好铺垫。
T:Let’s look at the pictures and answer like this: They’re hamburgers.It’s broccoli….I like them.What about others? What do they like? Let’s listen and circle the food you hear.(SectionA2a)Q: How many words have you circled including the word has circled.Check the answers.T: Listen again and fill in the blanks.(SectionA2b)Help Ss and check the answers.Q: Let’s have some ice cream.(板书)We have learned the word “have”.What does it mean here? Give me some examples? Ss:I have a baseball.(板书)
设计意图:要求学生听一段对话,然后回答一些问题。检查学生的听力情况。活动目的是为了让学生能练习、听写这些语言结构,达到学以致用。
学生对于录音的听力还是比较惧怕的,因此在听力之前都能做一些铺垫,这样可以更好地降低听力的难度,增强学生的自信心。对于They’re hamburgers.It’s broccoli。等的回答可以又进一步检测学生对于名词的复数和不可数名词的用法。对于have一词的不同用法,学生主动去汲取搜索积累知识能够更好地记忆,这也是培养学生良好的学习习惯。
Step6 Sentence games(Memory game)
设计意图:学生在游戏中不仅要求学生能表达自己对食物的喜好,还要学会认真倾听别人,养成良好的习惯,这样才能更好地参与游戏中来。在游戏中很自然地导出本课的学习重点和难点,并且game1和game2对于game3是一个铺垫,游戏具有梯度,为最后的游戏服务,从而分解了难点,突破了难点。Step7 Pairwork 设计意图:这一环节利用模拟情景的设置就是为了检测学生的语用能力,可以培养学生初步综合运用语言的能力。这样的活动既可以培养学生的合作意识,又能在情景中用现在进行时交际,巩固了本节课的重点句型,从而突破了难点,达到学以致用的目的,还促使学生在学习过程中学会细心观察。Step8 conclusion What can we learn from this lesson? 设计意图:课堂小结能够让学生把这节课所有所学的东西都回忆一次,有助于更好地记忆。Step9 Homework 1.Food survey Ask your classmates about the food in the chart.Find out what they like and dislike.就表格中的食物向同学提问,找出他们喜欢的和不喜欢的食物。(SB 4)
2.Copy the words and senetences that learned and learn them by heart.3.Do exercise 设计意图:非机械,有特点地抄默写单词和句子两次,这是一种古老的但是比较受用的记忆单词的方法。食物调查有利于继续巩固课堂所学的知识加以运用。
课堂上的听说加之练习本上的读写能更好地达到学习的目的
2012.11.19 4
第三篇:2018学年牛津版七年级英语上册全册教学设计
牛津英语7A全套教案 Starter Unit 1 Getting to know you 逐渐认识你 一 Greetings问候 ★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。
课文英汉对照 Look and say Hello, 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。
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。你呢?),以示给对方的 回敬。而陌生人之间,在说了声:‚Hello‛之后,再补上一句‚How do you do?‛ 对方跟着重复一句:‚How do you do?‛ 2.Nice to meet you.见到你很高兴。▲双方初次见面经介绍后常说的一句话,这是陌生人初次见面的客套话。这句话也可用于双方好久未见,偶然相逢时的场合,表示一种高兴的心情。回答时一般说Nice to meet you, too.too意为‚也‛,放在句末。3.This is Kitty.这是基蒂。▲在第三者给双方作介绍时,通常用This is+姓名这一句型。在这种场合通常不说He is...或She is...。如: Ii Lei: Mum, this is my teacher, Miss Wang.李雷:妈妈,这是我的老师,王老师。
MisLi: Nice to meet you, Miss Wang.李夫人:见到你很高兴,王老师。
Miss Wang: Nice to meet you, too, Mrs.Li 王老师:见到你也很高兴,李夫人。二 Meeting each other互相见面
★重点词汇Friend 朋友 how 如何 teacher 老师 Mr 先生 Miss小姐 Excuse 原谅
★语法聚焦1.陈述句的否定:be + not;2.一般疑问句的回答Yes/No;3.句型Are you...? 课文英汉对照
Look and say Mum, this is Kitty and this is Ben.妈妈,这是基蒂,这是本
They are my friends.他们是我的朋友。
Hello, Mrs Wang.你好,王夫人。
Hi,Ben .Hi, Kitty.你好,本,你好,基蒂。
Good afternoon, Miss Li. 下午好,李老师。
This is my mum.这是我的妈妈。
Mum, this is my teacher, Miss Li. 妈妈,这是我的老师,李老师。How do you do? 您好!How do you dc? 您好!Read and act Alice: Excuse me, sir.艾丽斯:打扰了先生。
Are you Mr Smith? 您是史密斯先生吗? Mr Brown:No, I'm not.布朗先生:不,我不是。
I'm Jack Brown. 我是杰克•布朗。
Alice: Sorry, Mr Brown.艾丽斯:对不起.布朗先生 三 Meeting my classmates见我的同学们 ★重点词汇name 名字 ;How old 多大;What 什么;everyone 大家,每个人;one , two , three hundred 一、二、三•••••一百
★语法聚焦 问姓名What is your name?的用法;问年龄How old are you?的用法。课文英汉对照
Look and say 看一看,说一说
Hello, I'm Miss Li.What are your names? 你们好,我是李老师。你们叫什么名字?
Hello, my name is Alice.Hi, everyone.I'm Eddie.你们好,我叫艾丽斯。大家好。我是埃迪。
How old are you,Alice?I'm 11. 艾丽斯你多大? 我11岁。
What about you,Eddie? Are you 11,too?No, I'm 12.埃迪你呢?你也11岁吗? 不,我12岁。Ask and answer 问一问,答一答
S1:What's your name? S2:My name is…/I'm...Sl:你叫什么名字?S2:我 叫……/我是…… S1:How old are you? S2: I'm...Sl:你多大? S2:我…… 重点难点解析 1.What are your names?你们叫什么名字?
▲初次见面一般可以询问对方的姓名,英语中常用What's your二?对方可回答My name is…或I'm...2.How old are you, Alice?艾丽斯你多大了? ▲询问对方年龄用‚How old + be+人称代词?’’这一句型。how是疑问副词,how old意为‚多大年龄‛,‚几岁‛。由how开头的疑问句属于特殊疑问句,用降调读。其回答用主语+be十数字+(years old),如:
-How old,you?-I'm ten years old.-你多大?-我十岁。
注意:在西方,一般不当面问对方的年龄,因为这是个人隐私,打探别人的隐私是很不礼貌的。3.Are you 11, too?你也十一岁吗? ▲too是副词,意思是‚也‛,只用于肯定句,多用于句末,也可用于句中,但不可用于句首。
①My mother is coming, too.我母亲也要来了。
We, too,are going away.我们也要走了。
4.What about you, Eddie?埃迪,你呢?
▲ What about…?表示‚……怎么样?‛或‚……好吗?‛,常用在征求同意、提出请求或询问看法的问句中。如:1)What about your bag? 你的包怎么办呢? 2)What about seeing a film this evening?今天晚上去看电影怎么样? 四 Meeting my family见我的家人
★重点词汇this is这是 grandfather 爷爷 father父亲 brother 哥哥;弟弟 Are you…? 你是……吗? mother母亲 sister姐姐;妹妹 grandmother奶奶 ★语法聚焦1.一般现在时的用法;2.介绍某人This is...;3.Nice to meet you.的用法及回答。
课文英汉对照
Look and say Simon, this is my mother.西蒙,这是我的妈妈。Mum, this is my friend, Simon.妈妈,这是我的朋友西蒙。Hello, Simon.Nice to meet you.你好,西蒙。很高兴见到你。
Nice to meet you too, Mrs U. 我也很高兴见到您,李夫人。Simon, this is my father.西蒙,这是我的父亲。Hello, Mr Li 您好,李先生。Hello, Simon. 你好,西蒙。Look and learn mother brother sister 母亲哥哥/弟弟姐姐/妹妹 Say and act Introduce your family,like this:像这样介绍你的家人:
Sl:This
is
my grandfather/grandmother/father/ mother/brother/sister.(a family member),this is my friend,(S3's name).S1:这是我的爷爷l奶奶/父亲l母亲l兄弟/姐妹。(一个家庭成员),这是我的朋友,(学生3的名字)。S2: Hello,(S3's name).Nice to meet you.S2:你好,(学生3的名字)。很高兴见到你。S3:Nice to meet you too.S3:我也是。重点难点解析 1.Simon, this is my mother.西蒙,这是我的母亲。
▲my表示‚我的‛,是形容词性物主代词,这类词有以下几种:
第一人称单数 my我的; 第二人称单数 your你的; 第三人称单数 his他的 her她的 its它的
第一人称复数 our我们的 第二人称复数 your你们的 第三人称复数 their他们的 ▲在词组或句子中,形容词性物主代词不能单独使用,后面必须加名词才能构成一个完整的意思。例如:This is my father.如果句中没有father,那么这个句子的意思就表达不清了。2.mum与mother的区别
▲ mother是正式场合向别人介绍母亲时或书面语所用的,相当于汉语的‚母亲‛,mum主要用于口语中,称呼自己的母亲时所用,相当于汉语的‚妈妈‛。此外dad的书面语是father;grandma的书面语是 grandmother;grandpa的书面语是 grandfather.Starter Unit 2 Things around us 我们身边的物品Things in the classroom教室中的物品 ★重点词汇Blackboard黑板 chair椅子 glue胶水 rubber橡皮 crayon蜡笔 scissors剪刀 bag 书包 paper 纸 knife 小刀 book 书 ruler尺 pair一对,一双bottle瓶子 pencil铅笔 piece张;件;片 desk课桌
★语法聚焦1.Is this/that...?Are these/those...?句型;2.不定冠词a的用法;3.名词的复数。
课文英汉对照 Look and say Hi , David.Is this a rubber ? 你好戴维。这是橡皮吗? Yes, it is.是的,它是。Is that a rubber, too? 那也是块橡皮吗? No, it isn't.不,它不是。What is it? 它是什么? It's a sweet.它是一块糖。重点难点解析 1.指示代词:
指示代词this是单数形式,指近处的人或物,复数形式是these.that指远处的人或物,是单数形式,复数形式是those。对含有this,或that一般疑问句或特殊疑问句的回答,用it代替问句中的this或that,用they代替问句中的these或those,以避免重复。请注意比较: 1-What's this?-It's a book.---这是什么?---是一本书。2-What are these?-They are pens.---这些是什么?---是钢笔。
〔注〕this或that作主语时,be动词用单数形式is;th,或those作主语时,be动词用复数形式are。
2.不定冠词a和an:
▲a和an都是不定冠词,意思是‚一(个,只,支,本)‛,但不强调‚一‛这个数量,强调的是类别。在实际使用中,a限用于辅音音素(即读音为辅音)开头的单数可数名词之前。如:a book(一本书),a bike(一辆自行车),a cup(一只杯子)等。
an限用于元音音素(即读音为元音)开头的单数可数名词之前。如:an apple(一个苹果),an orange(一个橘子),an egg(一个鸡蛋)。如果该名词前有个修饰语,那么用a还是an,则以该修饰语的第一个音素是辅音还是元音而定。如:a desk一张课桌,an old desk一张旧课桌; an apple一个苹果; a nice apple一个好吃的苹果;
a Chinese car一辆中国造的车,an English car一辆英国造的车
【注】音素指读音,而不是字母。有的词虽然是以元音字母开头,但第一个音素不一定是元音,而有的词虽然以辅音字母开头,但它的第一个音素可能是元音。如:an ‚x‛一个x a ‚u‛,一个u 3.名词的复数及读音:
▲a.英语的名词分为可数名词和不可数名词。可数名词有其复数形式,名词复数形式的构成,有以下几种情况:1)一般在词尾加-s。如:map-maps tree-trees toy-toys girl—girls 2)以s, sh, ch, x等结尾的词加es。如:bus-buses class-classes watch-watches box-boxes brush-brushes 3)以辅音字母+y结尾的词,变y为i,再加-es。如:baby-babies family—families
story-stories 【注】toy, boy, key等不属于这一范畴,由于y前是元音字母,所以它们的复数是直接加-s, 以f或fe结尾的名词,变成复数须将f或fe改为ve,然后再加s。Eg :knife-knives(小刀)thief-thieves(小偷),英语中还有为数不多的名词的复数是不规则的。如:man--men woman-women child-children ▲b.名词复数的词尾读音规则有下面几种情况:如果-s前是清辅音如[p] [t] [k]等,则-s也跟着发清辅音[s]。如:books [ buks ] cats [ k ts ] cups [ k ps ] ;如果s前是浊辅音[b] [d] [g] [1] [rn] [n] 或者是元音,则-s也跟着发浊辅音[z],beds [bedz] bags [b gz] apples ['eplz] planes [pleinz] days [deiz] cars [ka:z]; 以辅音字母+y结尾的词变为复数形式后,词尾读〔z〕。如: babies [beibiz] families ['f miliz],加-es构成的复数形式及以[s] [z] [ ] [ts]结尾加一s构成的复数形式,读[iz]。如:buses [b siz ] boxes [b ksiz] watches ['w tsiz] 【注】house [ haus]这个词的复数houses的发音很特别,词尾es读〔iz〕,前面本来发清辅音〔s〕的字母。也要改发浊辅音[z],houses要读作['hauziz]
【注】[ ts]和[dz]的发音不能像〔ks〕 [ps] [gz] [bz]等那样读成两个辅音,[ts]和[dz]实际上都分别读成一个音,前者是清辅音,后者是浊辅音。2.Clothes 衣服 ★重点词汇 dress连衣裙 T-shirt T恤衫 shirt男衬衫 coat大衣 shoes鞋 in在……里面under在……下面
★语法聚焦 1.以where引导的特殊疑问句;2.介词in, on, under的用法及含义。课文英汉对照 Look and say Ben, it's cold today.本,今天很冷。
Here's your coat.这是你的大衣。Thanks, Mum.谢谢妈妈。
Where's my hat, Ben? 我的帽子在哪,本? Is it red? 它是红色的吗? Yes, it is.是的,它是。Here it is.它在这里。Thanks.谢谢。Where are my gloves? 我的手套在哪? They aren't in the drawer.他们不在抽屉里。Here they are.他们在这儿。These aren't my gloves.这不是我的手套。My glove are blue.我的手套是蓝色的。Look and lean a dress 一条连衣裙,a T-shirt一件T恤衫,a blouse一件女衬衫,a shirt一件男衬衫,socks袜子,shoes鞋 in一在……里面,on在……上,under在…下面 Ask and answer Sl: Where is/ are the...?
S1:……在哪里?
S2: It is/They are in/on/under...S2:它/他们在……里面l上/下面。Sl : Oh, here it is/they are.Thank you.Sl:哦,它/他们在这里。谢谢。S2: That's all right.S2:不用谢。重点难点解析 1.如果询问某物或某人在哪里,可用Where be...?这一句型。如 ①--Where is your pen?你的钢笔在哪里?
--It's here.它在这里。
②--Where are the books?书在哪里?
--Here they are.他们在这里。Where is可缩写为Where's,答语用It is...Where are不能缩写,答语用They… [注〕此句型回答时不能用Yes或No,因为where引导的是特殊疑问句,所有的特殊疑问句都不用Y或No回答。
第四篇:初一牛津英语七年级上学期综合试卷
李阳疯狂英语七年级阶段性测试
一.英汉互译
1.私人谈话_________________2.street signs__________________
3.一大群_________________4.keep order____________________
5一次有趣的经历____________________6.made in China____________________
7.寄一张明信片 ____________________8.give him the money immediately____________________
9.一点也不___________________10.cant afford to pay such larger salaries____________________
11.交通警察____________________12.to my surprise ____________________
13.抬头看___________________14.hurry to the ticket office___________________
15.叫某人做某事_______________________
二.找出划线部分的发音不同的一个5(6.(C.heD.best
4.(8.(9.(三,动词填空
1.Tom and Mary ___________(come)to China last month.2.Mike _________________(not go)to bed until 12 o‟clock last night.So he ______(get)up late.3.Mary __________(read)English yesterday morning.4.There _________(be)some girlsin the classroom a moment ago.5.I ___________(call)Mike this morning.6.I listened but I cant __________(hear)nothing.7.Tom ___________(begin)to learn Chinese last year.8.Last week we _________(pick)many apples on the farm.9.My mother
likes ________{do}housework.10.She watches TV every evening.But she ____________(not watch)TV last night.11.________ your father often ________(go)to work by car every day?
12--What time _______ you _______(get)to Beijing yesterday?--We __________(get)to Beijing at 9:00 in the evening.13.What(make)him cry(哭)just now?
14.the teacher ___________(tell)us that the earth moves around the sun.15.What_____(be)you __________(go)to do tomorrow afternoon?
16.He ________(watch)TV and __________(read)an interesting book now.17.There _____________(be not)any hospitals in my hometown in 1940.18.Andy____________ to Japan last week.(move)
19.________(be)your mother a sales assistant last year? No.she __________.20.________ Mr.Li __________(do)the project next Monday morning? Yes, he _________
四.句型转换
1.My sister sent me a postcard last night.(同义句)
Father sent _______ _______ ________ ________ me last night.2.Frank read an interesting book about history.(一般疑问
句)_______ Frank _______ an interesting book about history?
3.He‟s cleaning his rooms.(划线提问)________ he _______?
4.Can you tell me the way to the zoo?(同义句)______________________________ __________5.I got up at six last night.(对划线部分提问,并肯定回答)__________________________(划线提
问)________ ________ ________ family _______ last week?
7.I didn‟t have any friends.(一般疑问句)________ _______ have _______ friends?
8.I think she is Lily‟s sister.(否定句)____________________
9.Sally often does some reading in the morning.(否定
句)Sally _______ often ______ some reading in the morning.10.We are going to visit a new city next Monday.(一般疑问
句}______________________________ __________
五.翻译
1.上周六他们做什么了?他们做作业和购
了。What ________ they _________ _________ Saturday?They _________ __________ homework and________ __________.2.Jack的姐姐打算明天去南京吗?__________________________
3.我们爸爸经常坐公交车上班。__________________________
4.当我还是个孩子的时候这儿就有一些小镇.There _____ _____towns when I _____ a child.5.Tim的爷爷奶奶两天前不在家。__________________________
六.完形填空
It was Sunday.I never get up early __1___Sundays.I sometimes stay ___2___until lunch-time.Last Sunday ,I __3__very late again.I looked ____4_the window.It was dark outside.It __5___.“What
A bad day!”I thought.Just then the telephone ___6___.It was my aunt Lucy.“I „ve just arrived ___7___train,”she said.“I am coming to __8____you.”
“But I‟m still having breakfast ,”I said.“What are you doing?”She asked.“I‟m having ___9__,”I repeated.“Dear me!”she said.“Do you always get up so ___10__?It is one o‟clock in the afternoon.”
1、{}AforBonCatDin2、{}Aat bedBin a bedCon a bedDin bed3、{}AworkedBstood upCgot upDwent to school4、{}Aout ofBatCfromDup5、{}Awas fineBis rainingC fineDwas raining6、{}AcalledB cameC rangD heard7、{}AbyB onC withDin8、{}AaskB helpC seeDlook for9、{}AteaB breakfastC supperD lunch10、{}AsoonB slowlyC earlyDlate
七.阅读理解
{A}
On New Year‟s Eve ,people in Italy throw out all the old things.So there are chairs, beds ,clothes and plates in the streets.In Spain, the New Year comes more quietly.In the evening ,people come together to the streets.Each holds a bag of grapes(葡萄)。When twelve o‟clock comes ,people start eating the grapes.In Japan, people eat noodles on New Year‟s Eve, This food is said to bring long life.Early the next
morning ,some families climb Mount Fuji(富士山).There they watch the first sunrise(日出)of the New Year.1.This story is about New Year‟s Eve in ______.A.Italy B.Spain C.JapanD.all of the above
2.People in Spain welcome New Year by_____after twelve.
A.eating grapesB.eating noodles
C.throwing the old things D.watching the sunrise.
3.People in both Spain and Japan______to welcome the New Year.
A.throw things awayB.get together
C.eat some foodD.climb a mountain.
4.Japanese climb Mount Fuji to______.
A.look at the starsB.look at New Year‟s wishes
C.see me sun coming upD.have a rest
5.The people in ____get long life from their New Year‟s food.
A.JapanB.ChinaC.Spain D.Italy
{B}
Jim is a basketball fan(球迷).He is very good at playing basketball.Michael Jorden is his favorite(最喜欢的)basketball player.Jim is on the school basketball team.Every Friday(星期五)afternoon, they play basketball after class.Jim‟s friend Mike isn‟t good at basketball, but he‟s very good at football.Ronaldo is his favorite football player.Mike is on the football team.They play football every Tuesday afternoon.根据短文内容判断正(T)、误(F)。
()1.Jim likes basketball very much.()2.Michael Jorden is a football player.()3.Jim plays basketball every day.()4.Jim‟s friend Mike is good at basketball, too.()5.Ronaldo is Jim‟s favorite football player.
第五篇:牛津小学英语6BUnit3A教学设计
《牛津小学英语6B》Unit 3(A)教学设计
宝应县望直港獐狮小学
吴长军
一、教学目标
(一)知识目标
1、能听懂、会说、会读、会写单词way,get,along,street,take,stop,road和句型Can you tell me the way to …,please?。
2、能听懂、会说、会读单词history,museum,crossing,miss,kilometre,told,office等。
3、能听懂、会说、会读日常交际用语和句型Go along this street,and then turn right at the third crossing.How far is it from here? It's about a kilometre away.You can take bus No.5.How many stops are there? How can I get to the shopping centre?
(二)技能目标
1、能正确理解对话内容,并能正确朗读和初步表演对话。
2、能运用本课所学日常交际用语和句型就“问路”话题进行对话交流。
(三)情感目标
1、培养学生文明礼貌的良好素养和乐于助人的美好品质。
2、能地道、得体地运用有关“问路”的日常交际用语。
二、教学重点
能正确理解对话内容,并能正确朗读和初步表演对话。
三、教学难点
能在掌握对话的基础上运用本课所学日常交际用语和句型就“问路”话题进行对话交流。
四、课前准备
表示场所和道路的标牌、导游证、PPt课件等。
五、教学过程(Teaching procedure)Step 1 Revision 1.Have a word competition.T: Nice to meet you, boys and girls.Ss: Nice to meet you,too.T: Before we learn the new dialogue, let's have a word competition, ‘Quick response’between the boys and the girls.He/She who give the right word first is the winner.Ss: Great!T:(出示Part B的挂画)Shall we start? Ss:OK.设计意图:在上课一开始,让男生和女生作为对手进行竞赛,一方面,使学生争强好胜的竞争意识被充分激发和调动起来,营造热烈的学习氛围,使学生快速进入学习状态;另一方面,又让学生复习了表示处所的词组,为对话教学做好必要的准备。
Step 2 Presentation.1.Present the places in the classroom.T:Boys and girls, this is our classroom, but now it's the Garden City.Look, here is
Zhongshan Road(用手指我们教室的某一过道).And here is the shopping centre(将牌子放在桌上).Can you tell me more places which you can see in the city?
S1:Yes.I can see a post office.S2: I can see a shopping centre.T:(摆放a primary school/a train station/a middle school/a shopping center/…等标牌。)
设计意图:将整个教室布置成一个模拟城市,把过道当作街道,把桌子当成建筑物,充分利用身边的教学资源,在教学时采用直观手段,利用教室里的空间关系,为学生创设语言环境,力求带给学生一个身临其境的感觉。借助仿真的情景,让学生在游戏和活动的过程中学习语言、运用语言,调动学生的积极性,提高课堂教学的效率。(模拟图:略)
2.Present the key sentences of asking the way.T:Well, some teachers will come to our city tomorrow,and they need some guides.Can you help them? Ss: Yes, we can.T: Let's try to be a good guide.(把一个导游证挂在自己脖子上)I want to be a guide first.Suppose you are one of the teachers.You can ask me the way now.S:Excuse me, where's the …? T:Let me see.Er… go along this street and then turn left/right at the … crossing.The … is On your left/right.(引导问路者走到目的地,然后板书)T: Who wants to have a try?(拿出若干导游证)S1:I want to have a try.T:Excuse me, can you tell me the way to the train station, please? S1: It's on Zhongshan Road.T:How can I get there? S1:Go along this street and then turn left at the first crossing.You can see it on the right/left.T:How far is it from here? How far?(伴手势)(板书并教学)S1: It's about a kilometre away.(板书并教学)T:How can I get there faster? Can I take a bus? S1:Yes, you can take bus NO.1(板书)T:How many stops are there?(板书)S1:There are three.(板书)
T:So I can take bus NO.1 and get off at the third stop.You are an excellent guide.Thank you very much.(板书get off)S1:Not at all.T:(Practice the dialogue with some other students as above.)3.Work in groups.T:Now you can ask the way in your groups.(在交流过程中,给表现踊跃、发言积极的学生发导游证)Step 3 Learn the dialogue 1.Listen and answer.(听引言部分,了解对话的背景)
T:(出示课件)Boys and girls, look at the screen.A visitor is visiting our city now.Please listen to the tape and answer my questions.Ss:(Listen to the tape.)
Q1:Who is new here ?
(He's Mr Smith.)
Q2:Where does he want to visit?(The History Museum.)
Q3:He doesn't know the way.Who can help him?(Yang Ling)
2.Listen and find the way.(听对话Part1部分,并在教室里找出the History Museum.)T:Yes.Mr Smith is asking Yang Ling the way.Let's listen to the dialogue and try to find out how he can get to the History Museum.Ss:(Listen to the tape.)T:Can you find the History Museum in our city? If not, please discuss it with your partners.Ss:(学生讨论,找出the History Museum的具体位置,将标牌放在相应的地点。)3.Listen and find the way.(听对话Part2部分,并在教室里找出the post office.)T:Mr Smith wants to go to the post office, too.Where's the post office? How can he get to the post office? Ss:(Listen to the tape.)Ss:(学生讨论,找出the post office的具体位置,将标牌放在相应的地点。)4.Listen to the whole dialogue.(听全文,整体理解课文。)T:Open the books and listen to the whole dialogue.设计意图:我采用整体理解对话的方式,让学生先听录音,然后带着问题再听录音找答案,发展学生选择信息、捕捉信息的能力,有效地指导学生提高听力水平。5.Read the dialogue.1)Listen and repeat.T:Next, Let's follow the tape.Ss: Read the dialogue after the tape.2)Role read the dialogue.T:Read the dialogue in groups.One is Mr Smith, the other is Yang Ling.(分角色朗读)3)Read and complete.(完成对话后的填空)
T:So much for these.Let's do some exercise on Page 23.You have two minutes to finish the blanks.…
T&Ss: Check the answers.Step 4 Consolidation
1.Review the key phrases and sentences.(梳理词组和句子)
T:Look at the blackboard.There are some important sentences and phrases on it.Read after me.设计意图:高年级A板块(对话)内容多、容量大,课堂上教师着重训练学生的听说技能,对语言知识关注较少。本节课增加了重点词组和句子的梳理这一环节,这样会让学生感到很充实:一节课下来,除了学会了对话,还记住了一些词组和句子。
2.Retell the dialogue.T:Let's try to retell the dialogue in a simple way.设计意图:这个环节,无疑是向学生提出了一个高难度的挑战,但是如果教师坚
持这样训练学生的口语表达和描述能力,相信对提高他们的综合语言运用能力会有很大的帮助。
Step 5 Production(拓展练习)
Task:(课件出现一幅地图)选刚才在课堂上表现好,得到“导游证”的学生为执行导游,再让其他学生扮演游客,开展游客问路,导游指路的语言实践练习。设计意图:采用“任务型”教学方法,开展游客问路、导游指路的方法进行拓展练习,以培养学生综合语言运用能力为目的,引导学生在完成问路与指路具体任务的过程中运用语言,真正做到学以致用。
Step 6 Homework
1、听课文录音,流利地朗读对话并尝试背诵。
2、找出本县里你最喜欢的一处景点,描述它的具体方位。
六、板书设计
Excuse me,can you tell me the way to …
Go along this street, and then turn … on the …crossing.The … is on your …
七、教学反思
本课是Unit 3的第二课时,之所以放在第二课时,是因为本课的生词、句型较多,而且对话篇幅较长,学生在理解和学习课文的过程中有难度,所以我在B、C部分已经教完的基础上进行A部分的对话教学,这样降低了课文学习的难度,有利于学生的掌握。
开始时,我用一个男女生竞赛的形式导入教学,既对B部分较难掌握的地点名词进行了复习,也将课堂气氛引向了最高潮,充分调动了全班同学的学习积极性。之后,我又将整个教室布置成一个模拟城市,把过道当作街道,把桌子当成建筑物,充分利用身边的教学资源,在教学时采用直观手段,利用教室里的空间关系,为学生创设语言情境,给学生一个身临其境的感觉。让学生在游戏和活动的过程中学习语言、运用语言,提高了课堂教学的效率。
在处理课文时,我采用课文整体教学的方式,让学生先听录音,然后再带着问题去听录音找答案,既能帮助学生理解对话内容,又能提高他们的听力水平。在课文学习完之后,我增加了两个环节,一是对课文中所出现的重点词组和句型进行梳理,这就使学生不会感觉到一篇课文学下来好像这只学到了一些空洞的框架,别的什么也没学到;二是试着让学生复述文章的内容,这无疑是对学生提出了一个更高的要求,难度是挺大,但是对发展学生的英语应用能力有很大帮助。
最后,以“任务”的形式,开展游客问路、导游指路的方法进行拓展练习,培养学生综合语言运用能力,引导学生在完成问路与指路的具体任务的过程中运用语言,达到学以致用。
2010年6月4日