初中英语牛津译林版七年级上册Unit 1 This is me教学设计

这是一份初中英语牛津译林版七年级上册Unit 1 This is me教学设计，共4页。
 Subject7A  Unit 1 This is me Reading (Ⅱ)Total 3 hoursThree-dimensional teaching goals教学目标：帮助学生掌握一些关键词、短语和主要句型。培养学生的交际能力和语言运用能力。让学生介绍自己和一些人。main difficulty1. Emphasis: Use the words, phrases, and sentence patterns of the four sessions in this lesson.2. 难点：Simon 出生在上海，现在住在北京。他喜欢玩电脑游戏。Teaching process(Teaching links, teacher activities, student activities)Second lesson preparationStep I   复习1.回顾所学课文内容。巩学习课文中的重点部分：我们现在对米莉、西蒙、桑迪和丹尼尔有所了解。 你还记得他们吗？ 让我们做以下练习。 请尽快完成练习。 必要时，您可以再次阅读第 8 页的文字。 首先让我们做T或F问题。 (看幻灯片)2. Answer related questions in the text.  1.米莉有狗吗？ 是的。2.这只狗叫什么名字？ 埃迪。3.西蒙喜欢足球吗？ 是的。4.桑迪是不是又高又瘦？ 是的。5.桑迪喜欢什么？ 音乐。6.谁戴眼镜，西蒙还是丹尼尔？ 丹尼尔Step II   练习1. Present the phrase, let the students complete the pairing of the phrase and the explanation, to check the students’ understanding of the phrase：这里有一些短语。 请把它们与他们的解释相匹配。 让我们看看谁将首先正确完成练习。   … years old   be from   the reading club  age, time of life   be born    have glasses on the eyes   come from   have good manners and always ready to help   wear glasses   a group of people who meet regularly for reading   polite and helpful  be brought into the state of life2. Do exercises on phrases and write English based on the Chinese characters in parentheses：现在还有一些练习。 请根据括号内的汉语词语完成下列句子。 让我们解决它们。  1) Millie is 12 ____________(岁数). She is _____________(擅长) English. (years old; good at)  2) Millie loves reading. She is in ___________________(读书俱乐部). (the Reading Club) 3) Sandy____________(来自) Beijing. She has_______________(又长又黑的                       Teaching process(Teaching links, teacher activities, student activities) 头发). (comes from;long black hair) 4) Miss Li is _________________(又高又苗条). She has ____________(短发). (tall and slim; short hair)  5) Daniel __________________(戴眼镜). 3. 句型呈现。指导学生再次阅读短文，并将重要的地方用红笔标出来：Now we have some important sentences to learn. Do you know how to use them? 教师逐一解释本课重点句型。4. 有关句型的练习：Fill in the blanks with the correct form of the words.   1) She likes  _________  (read) books on Sundays.  (reading)   2) The boy loves  ________  (play) football after school.  (playing)5. The following is a translation exercise: Now please turn these sentences into English. Pay attention to the language points we have learnt.1) Millie likes looking after Eddie. (Millie likes looking after Eddie.)2) We have a new friend, Hobo. It has a master, Eddie. (We have a new friend, Hobo. He has a master, Eddie.)3) Daniel is good at playing computer games. (Daniel is good at playing computer games.)4) Bob’s cousin is in the school basketball team. (Bob’s cousin is in the school basketball team.)5) Where does his deskmate come from? She is from Shanghai. (Where is his deskmate from?/Where does his deskmate come from? She is /comes from Shanghai.)6. Complete part C2 on page 10 (you can also see the slideshow), and then write the question corresponding to each sentence: Now turn to page 10. Let's complete the exercise in Part C2, and then try to write out the question for each sentence. Write something about yourself.7. Students repeat the text, and then practice Self-introduction: Now it’s time for us to retell the story. Please look at the blackboard and use the phrases on the screen to say something about each of our new friends.8. Make an encouraging or appreciative evaluation: Good/Wonderful!9. Students carry out four-person group activities and introduce themselves. Students with strong ability and students with weaker ability are matched. Teachers make rounds. Everyone is required to speak, and students with weaker ability can take notes: Now it's time for you to introduce yourselves. Please work in groups and help each other. Now let's start. After the students are introduced in the group, tell the students: Please volunteer to come to the front and tell the class about yourself.10. Choose students with different abilities to perform separately, make appropriate evaluations, and give priority to encouragement.Step III   家庭作业1. Familiarize yourself with the retelling text.2. Memorize new words, phrases, and sentence patterns.Teaching postscript: