牛津译林版七年级英语上册Unit 1 This is me教案
展开Unit 1 This is me！
Welcome to the unit
- 教学目标
知识与能力：
1. To use appropriate greetings.
2. To introduce oneself.
过程与方法：
Greet and introduce each other.
情感态度与价值观：
To train the Ss to help and love each other.
- 重点难点
1.To greet new friends properly.
2. Different ways of expressing time
- 教学用具
Tape- recorder，multimedia
- 教学方法
Working in groups.
- 教学内容
Step 1: Self-introduction
The teacher introduces himself or herself to the class, including Chinese name and English name. Then ask several students to tell them Chinese and English names.
T: Do you have an English name? How old are you? Where are you from?
S:My name is……My English name is Jack. I’m 13 years old. I’m from No. 2 middle school.
Step 2: Presentation
1. Ask “What’s the time, please?”, and encourage students to answer it.
2. Present a clock, adjust it to a certain place, and ask the students to answer what the time is, and how to greet at this time.
3. A Game: Divide the students into 4 groups to do the above activity. Look which team wins it.
Step 3: Practice
Role play: 4 students a group, make a small dialogue about how to greet at a certain time.
Step 4: Read and learn
1. Books open to page 7
2. Part A, read the dialogue and let the students followed.
3. Part B, let the students do B1 individually and then check together.
Step 5: Presentation
1. Ask the students about their hobbies (dogs).Let them talk about their dogs’ appearance and names. Teach them the new word “master”.
2. Take out a picture of Eddie and Hobo, teach the new words “e-dog, look after”, and review “look up, look like, look at”.
3. Let the students read the dialogue on page 2 after the teacher, then ask several students to read it for the class.
Step 6: Practice
Teacher: Do you think it’s in the morning? Why?
Sl: Yes, they say “Good Morning.”
T: What will you say to your friend at this time?
8:30A.M, 2:30P.M 9:00P.M
10:00A.M 4:15P.M 11:45A.M
Homework:
1. Make a dialogue in pairs with the knowledge learnt today.
2. Copy the new words three times.
3. Recite the dialogue on page 2.
- 课堂达标
一、词组翻译：
1. 一只电子狗______________ 2. 我的主人__________________
3. 看书_____________________ 4. 早上好__________________
5. 如何照顾Kitty_______________ 6. 晚上好_________________
7. 遇到新朋友____________ 8. 晚安_____________________________
二、完成对话：
L：Hello.
M：Hi!
L：My name __________ Liu Mei. __________ your name?
M: __________ Mike.
L：Nice to meet you!
M：__________ __________ __________ __________, too.
L：__________ be friends.
- 板书设计
7A Unit1. This is me! Welcome to the unit
1.good morning/afternoon/evening/night.
2.nice to meet you! 3.master
4.look after 5.the first day
- 教学反思
（上节课存在问题的解决情况、本课教学经验或问题描述、存在问题的原因分析、提出改进措施）
本课时内容较少且相对简单，只有让学生每天都开口，就成功了。学生对打招呼用语都能掌握，要重点训练他们的快速反应能力。本课时的重点是激发学生的学习兴趣和鼓励、发现学生的实际英语水平，给以后的英语教学打下基础。
Unit 1 This is me！
Reading
- 教学目标
1. 知识目标
1) 词汇：能够理解本课的四会单词。
2) 词组：…years old; love reading; play football；after school; like music; be from Nanjing；Be good at Maths.
3) 句型：I love reading. I often play football after school. She likes music. He is good at Maths.
2. 能力目标
通过阅读了解文中所出现的北京阳光中学四个学生的基本情况。
3. 情感目标
利用所学内容，激发学生在课堂活动中更多地了解新同学新老师，增进师生、生生之间的感情。
- 重点难点
1. 重点：理解文章的大意。
2. 难点：I love reading. I often play football after school. She likes music. He is good at Maths.
- 教学过程
Step I 表演
1. 学生以表演的形式复习Hobo与Eddie的对话。
2. 学生以问候的形式互相确认同学姓名：Good morning/afternoon.My name is … What’s your name?
Step II 阅读
1. 出示挂图，呈现4个小伙伴的图片：They are students at Beijing Sunshine Secondary School. They are our new friends. 让学生快速阅读课文：Now let’s meet them one by one.然后问：What’s his/her name?
2. 听录音，完成幻灯片上的表格。Listen to the tape carefully, try to finish the form on the screen.
3. 告诉学生我们先来认识Millie.播放录音，呈现幻灯片：Now, let’s meet Millie first. Listen and read her speech bubble carefully. Pay attention to the new words in her speech bubble. Then answer my questions: How old is Millie? Does she like reading?学生做出简单回答就可以。
4. 第一段结束，请学生指出课文中的生词：Now please tell me the new words you don’t know.写在黑板上，带读2至3遍。同学之间开展合作，两人一组互相帮助学习生词：Now work in pairs and learn the new words in this passage.直到生词全部解决。
5. 总结Millie的自我介绍。
6. 继续学习Simon和Sandy的自我介绍，重复以上步骤。问以下问题：
What’s the boy’s name?
Does he like playing football?
Where does Sandy come from?
Does she like music?
7. 最后集中学习Simon,Sandy和Daniel的简介：Now let’s meet Simon, Sandy and Daniel.以同样的步骤学习生词和课文。回答一下问题：
Does Simon like sports? (Yes, he does.)
Is Sandy’s hair short? (No, it isn’t.)
Is Daniel good at Maths? (Yes, he does.)
Step III练习
1. 要求学生再次阅读课文：Now please read again and finish Part B on page 9.让学生首先完成B1部分（看幻灯片完成），向学生解释语境：Mr Wu, their English teacher, wants to know the students better. What activities do his students like? Please help him put the correct letters in the boxes.及时核对答案。
2. 学生完成True or False questions，要求他指出错在哪，怎么改正。Can you point out mistakes?How can we say it correctly?
3. 检查核对：Good./You are right./Good job./I’m sorry, it’s not correct. Please read again.
4. 完成表格。告诉学生：Now I am sure you know our new friends better. Our first friend is Millie. She is now making notes about her new classmates. Please talk about the information and then help her complete her notes. Work in pairs.
Step IV 家庭作业
1. 朗读课文，注意语音语调。并尝试根据关键词复述课文。
2. 记忆生词。
- 板书设计
7A Unit 1 Reading
1.12 years old 2.have short hair 3.love reading
4.like sports 5.play football 6.after school
7.tall and slim 8.like music 9.be from Nanjing
10.be good at Maths
- 教学反思
本课时内容但是训练内容相对集中，介绍了四位学生的名字、年龄、外貌、爱好等。学过后，大部分学生能用英语介绍自己或同学的情况，不要太在乎学生在说的过程中的小错，除非是典型问题提出来共同解决就可以了。同时，要培养学生的朗读能力，长期坚持下去，学生获得信息的能力就会不断提高，并为以后阅读打下基础。
Unit 1 This is me！
Grammar
- 教学目标
1. 理解动词to be的一般现在时的各种形式，掌握肯定句、否定句、疑问句及其肯定和否定回答的基本用法。
2.能使用一般现在时的形式来谈论有关人或物的信息。
- 重点难点
理解动词to be的一般现在时的各种形式，掌握肯定句、否定句、疑问句及其肯定和否定回答的基本用法。
- 教学过程
Step I 呈现
1. 告诉学生今天要学习一般现在时，同时把一般现在时用英语和汉语写在幻灯片上：Today we’ll learn the simple present tense.(一般现在时)
2. 指着自己的头发，边说边显示幻灯片：Look! I have long/short hair. My hair is long/short.
3. 出示图片，自问自答并显示幻灯片：What does Simon do after school? Simon plays football after school.
4. 出示绘有小猫和鱼的图片，解释一般现在时：Now I’ll show you some pictures. Look! This is a fish. They are cats. Cats eat fish.把划线句子出示在幻灯片上，带读。
5. 告诉学生这三个列子使用的就是一般现在时。为引起学生对动词的注意，建议教师用红笔书写动词部分：We use the simple present tense when we talk about ‘things that are true now’(写在第一个例句边)，‘things that we do regularly’(写在第二个例句边，解释regularly). ‘things that are always true’(写在第三个例句边，教生词always) Please look here. Pay attention to the verbs. Sometimes we need to change the form of the verbs. (边说边指着红色单词)
Step II 练习
1. 学习动词to be的一般现在时肯定句、否定句、疑问句及其肯定和否定回答形式，板书：
To be am/is/are
The verb ‘to be’ has three forms in the simple present tense——‘am’, ‘is’ and ‘are’.
When do we use ‘am’? When do we use ‘is’? When do we use ‘are’? Think them over and look at the table on page 12.
出示幻灯片上的习题：
1) We use ‘am’ when the subject is _____ (I). We use ‘are’ when the subject is ____ (we), ____ (you) or _____ (they). We use ‘is’ when the subject is ____ (he), ____ (she) or _____ (it).
2) Negative forms of the verb ‘to be’ in the simple present tense are:
I ______/ _______ … (am not/ I’m not)
We/You/They _____ / _____ … (are not/ aren’t )
He/ She/ It _____/ ____ … (is not/ isn’t)
2. 教师可以问学生几个问题，引出学生对to be疑问句的肯定和否定回答：
Excuse me. Are you …?引导学生回答：Yes, I am.No, I’m not.
Is he/she … ?引导学生回答：Yes, he/she is.No, he/she isn’t.
在幻灯片上展示划线部分，提醒学生注意 I am not 缩写形式的正确写法。
3. 巩固练习：Now let’s see how well you understand the verb ‘to be’. Please do the exercise in Part A on page 13.
4. 检查核对答案。展示幻灯片，解释有关词组和句型：Good job. Do you understand the underlined phrases in the following sentences?
Our football team is the best in the city. （我们的足球队是城里最好的。）
Mr Li is our Maths teacher. （李先生是我们的数学老师。）
Is Simon a member of the Reading Club?（西蒙是读书俱乐部的成员吗？）
Step Ⅲ家庭作业
1. 复习be 动词的一般现在时内容
2.预习下一部分的内容。
- 板书设计
Grammar
1.be→ am/is /are
2. I am→I’m, He is→He’s She is→She’s It is→It’s
You are→You’re They are→They’re We are→We’re.
3.are not→aren’t, is not→isn’t .
- 教学反思
本课时内容是语法，主要是be动词的用法，学生学起来不是太难，情况还好，只有少数学生用错。还有待于加强平时的训练。
Unit 1 This is me！
Integrated Skills
- 教学目标
1．知识目标
1）本课时的四会单词
2）掌握本课的四会词组：dancing , swimming, age , looks , cute , hobby
2．能力目标
1）培养学生“听”、“说”的技能
2) 能够谈论自己的同学和朋友
- 重点难点
1．重点
1) “听” 获取好朋友Kitty 和Amy信息。
2) 谈论自己的同学和朋友。
2．难点
1) “听”获取好朋友Kitty 和Amy的信息。
2) 谈论自己的同学和朋友。
- 教学过程
Step I复习
呈现Simon的图片，在教师与学生的复习性对话中引入新课。提出以下问题，板书画线部分生词，教师进行解释和带读：
Who is she? She is Millie.
Does she have good friends? Yes, she does.
教师补充答案：
Millie has two good friends. They are Kitty and Amy.
Step II 阅读
1. 呈现Kitty的图片：Look at this girl! Who is she? What does she do? Do you want to know about her? Open your books at page13. Let’s read the new article about her.
2. 在幻灯片上显示问题, 教师解释生词和短语。让学生快速浏览短文，查找答案。
以下问题供参考：
Who is she? (She is Kitty.)
What does she like doing? (She likes dancing.)
Is her hair long? (Yes, it is. )
Step III 练习
1. 告诉学生Millie 正在告诉她母亲关于她的同学帮助Millie 完成她的笔记教材第13页的A2部分：Do you want to learn more about Kitty and Amy? Please listen carefully to the conversation about Kitty and Amy. Help Millie complete the notes on page 13.
2. 再放一次录音，让学生核对答案。学生彼此交流，教师最后与全班核对答案。
3. 学生有了足够的信息就可以完成第14页A3部分的练习，教会学生运用从各种途径取得的信息来完成任务：Now you know something about Kitty and Amy. Can you use your notes to help Millie write an article about Kitty and
Amy? Turn to page 14 and finish Part A3.
4. 如有必要，再放一次录音。
Step IV 听力
1. 告诉学生Millie和Andy 正在与Kitty 交谈，让学生听她们的对话并回答问题：Now, Millie and Andy are talking with their classmate, Andy. Close your books. Listen carefully and answer the following questions.
What grade is Kitty in? (She is in Grade 7.)
Is Andy in Grade 7? (No, she isn’t.)
2. 打开书核对答案，解释有关短语。把全班同学分成两组朗读对话，然后再分成两人小组互相回答。鼓励同学们互相帮助，以书上的对话为范例谈论实际生活中自己的同学。
3. 学生两人一组上台表演对话。教师及时表扬有创意的对话。
Useful expressions：Hello. How are you?
I’m fine, thanks. And you?
Nice to meet you.
Step V 练习
- 词语综合练习：
1）―How many are there in your school?
―There are six. I’m in Grade 5.
２）―Hi, I’m g_________ to meet you .
―Me too.
3）―Do you know the girl over there?
―Yes, she’s Sandy. She is a ________ (可爱的)girl.
4) ―Are they new s_______ from England?
―No, they aren’t . They are from America. They are my classmates.
5)―After ________ (放学后) you often read some books in your classroom, right?
―Yes. I like reading books about dogs.
2. 鼓励能力强的学生用已掌握的信息写一篇自己喜爱的运动明星的简报。
Step VI家庭作业
1. 记忆本课所学词汇、短语。
2. 背诵或表演对话。
3. 补充练习，翻译下列句子：
1)我爱我的教室。
I my new .
2）这是我的新同学，西蒙。
This my new , Simon.
3）你的爷爷擅长体育运动吗？
― your grandpa good at ?
―No, he .
4）现在他在一所新学校。
Now he a new school.
5）——你在学校里有一些新朋友吗？
——有啊。他们来自北京。
―Do you any new friends school?
―Yes. They are Beijing.
6）认识你很高兴。你也在四班吗？
to meet you. you in Class Four, too?
- 板书设计
Unit 1 Integrated kills
• This is…
• Glad to meet you.
• Are you in Grade/Class…?
• Oh, I see.
• Our school is…
• Yes, it is. I like it
- 教学反思
本课时内容较多，主要训练学生从文章中获取信息和从听力材料中获取相关信息的能力，并要求学生能根据所得信息进行交际。要特别注意激发学生的想象能力和创新思维，让他们在应用中有所得。
Unit 1 This is me！
Study Skills
- 教学目标
1.了解什么叫重读开音节。
2.学习五个元音字母在重读开音节中的读音。
3.熟练掌握重读开音节的拼读规则。
4.减轻学生学英语的畏难情绪。
- 重点难点
1.了解什么叫重读开音节。
2.学习五个元音字母在重读开音节中的读音。
3.熟练掌握重读开音节的拼读规则。
- 教学过程
Step I
唱 A B C 歌曲，导入五个元音字母的读音。
Step II
1. 讲解五个元音字母在开音节中的读音，再讲解什么是重读开音节。cake, bike, home, cute, nice, hope, same, use。
- 详细讲解相对的重读开音节和绝对的重读开音节。举例说：no, she, safe, size。
Step III
1. 让学生总结五个元音字母在开音节中的读音。让学生看书上15页的元音。跟老师后面朗读。
学写五个元音字母在开音节中的读音。
2.板书，让学生默写。
Step IV
1. 以鼓励赞扬的语气肯定学生刚才的学习。放一首英语歌曲让学生轻松一下：
2.看书上15页A 部分的练习,先读单词然后做练习。
3. 为了活跃课堂气氛，教师可提供更多类似的题目供学生练习使用。
Step V 练习
- 找出下列各组单词中划线字母的发音与所给音标相同的一项：
1./ i：/
A. yes B. bed C. let D. she
2. / ai /
A. my B. year C. happy D. Sandy
3. / ei/
A. what B. master C.at D. name
Step VI 家庭作业
1. 熟读五个元音字母在开音节中的读音。
2. 背诵五个元音字母在开音节中的读音。
到书上找五个元音字母在开音节中的读音的单词，按照相同的读音归类。
- 板书设计
Unit 1 Study skills
- a e I o u
- A a B b C c D d E e F f G g
- H h I i J j K k L l M m N n
- O o P p Q q R r S s T t
- U u Vv W w X x Y y Z z
/eI/ a ___ ___ ___
/i:/ b ___ ___ ___ ___ ___ ___ ___
/aI/ i ___
/əu/ o
/ju:/ q ___ ___
/e/ f ___ ___ ___ ___ ___ ___
/ɑ:/ r
- 教学反思
学生都知道五个元音字母，但具体的发音不太准，特别是五个元音字母在重读开音节中读音。
音标对学生来说很重要，在平时要多加训练，才能收到一定的效果。
Unit 1 This is me！
Task
- 教学目标
知识与能力：
- be able to write an article to introduce himself to the others.
- Master some expression in this period and learn how to write an article.
过程与方法：
Get the Ss to rewrite an article according to a model.
情感态度与价值观：
促进同学之间更快的相互了解。
- 重点难点
1.be able to write an article to introduce himself to the others.
2.Master some expression in this period and learn how to write an article.
- 教学用具
Tape- recorder；multimedia
- 教学方法
Working in groups
- 教学内容
Step I 复习
1. 让学生做课前报告，用几句话介绍自己，预热本课学习任务: Before we read Daniel’s profiles, I’d like to ask several volunteers to come to the front and say something about yourselves.
2. 张贴Daniel的挂图，让学生注意挂图上的人物：This is Daniel. What do you know about him?
Step II 呈现
1. 将以下问题写在幻灯片上并呈现给学生：
What is his name?
What does he like to do?
How old is he?
How does he look like?
让学生思考这些问题，根据问题进行讨论：I think you can remember something about her. Look at the screen and think about the questions.
2. 学生了解问题之后，让他们听录音，回答问题并填写表格：OK. Let’s listen to the tape, answer the questions and fill in the profile. Close your books, please.
3. 打开书核对答案，然后解释其中两个难点：talk on the phone和talk with。让学生齐声朗读文章：Now let’s read aloud.
4. 让学生用线画出文中自己认为有用的单词、短语和句子，以便用在自己的个人简介中。
Step III呈现
张贴Daniel的教学挂图，准备学习第二篇文章。请参考Step II 的教学步骤。
Step IV 练习
1. 引导学生讨论写自我的介绍的几个环节: Do you know how to write about yourselves in a student profile? 给学生提供以下步骤供参考。
First, you should write about your name, age and where you live.
Second, you should write about how you look like.
Third, introduce your hobby.
Last, you can write about what you often do.
2. 让学生完成教材第16页上的表格。鼓励学生尽可能多地增加信息，并且可以使用自己的语言。
3. 学生完成后，先在四人小组中交流，互相检查其他组员所填的内容，仔细阅读他人的信息，注意吸收运用。
4. 展示若干学生的表格，可以忽略一些小错误，避免挫伤学生的写作积极性。
Step V写作
1. 自由写作。分发白纸，让学生摆脱课本，尽量综合运用所学知识，在他所填写的表格的基础上形成一篇有自己特色的文章：Now write a passage about yourself on the paper. Try to use your own words.
2. 如果时间允许，选几篇优秀作文当范文朗读。若时间不够，可留作家庭作业。
Step VI家庭作业
1. 完成作文。
2. 记忆本节课所学词汇、词组。
3. 补充练习。
- 课堂达标
一、翻译词组
深棕色的眼睛出生在南通
在周末许多朋友（两种表达）
二、单项选择
1. Here are the new words.Please___________.
A. write down it B.write it down C.write down them D.write them down
2. We all enjoy ___________ the light music.
A. to listen B. listen to C.listening to D. to listen to
3. Eirc is good basketball.
A. at B.at play C.playing D. in playing
4.—Kitty, would you like to go shopping with me?
—I’d love to,but I have to ___________ my little brother.My parents are out.
A. look at B.look like C. look after D.look out
5. Sandy has friends in the new school.
A. lots B. lots of C. a lot D. lots of
- 板书设计
Unit 1 Task
First, you should write about your name, age and where you live.
Second, you should write about how you look like.
Third, introduce your hobby.
Last, you can write about what you often do.
- 教学反思
（上节课存在问题的解决情况、本课教学经验或问题描述、存在问题的原因分析、提出改进措施）
写作对于初一新生来说难度很大，有很多的同学会有畏难情绪。所以，要注意确保学生学会并掌握本单元所教授的语法和词汇。同时要允许学生自身水平的差异，不要挫伤学生学习英语的积极性和信心。要多鼓励学生，能动笔写就值得表扬。
