七年級英語上冊 Unit 1 Making friends全單元教案 牛津廣州版

1、Unit 1 Making friends一、聽說輸入課（An Input-based Lesson）語言材料分析：教學(xué)內(nèi)容：本課的類型屬于聽說課，內(nèi)容涉及了對人物的特征的描寫，以及對人物特征進(jìn)行提問等常用交際表達(dá)語以及進(jìn)一步學(xué)習(xí)方位詞的表達(dá)。語言項(xiàng)目：Is it a boy or a girl? What color is his/her hair? How long is his/ her hair? Where is he from? What is your favourite sports? Where do you live? The second/third from the l

2、eft/right. 重新復(fù)習(xí)這些有關(guān)咨詢?nèi)宋锾卣鞯谋磉_(dá)方式，并進(jìn)一步學(xué)習(xí)方位詞的表達(dá)方法。學(xué)生水平分析：這些有關(guān)人物特征的句子，小學(xué)已經(jīng)有學(xué)過，學(xué)生對此有了一定的基礎(chǔ)，所以這一部分的內(nèi)容對學(xué)生來說容易吸收，但對新的方位詞組的熟悉運(yùn)用并不容易。教學(xué)內(nèi)容所在頁碼：牛津版初中教材一年級Unit1 Making friends Listening里面的Part A page5教學(xué)目標(biāo)：1、通過聽錄音，完成課中表格，使學(xué)生對WhQuestions進(jìn)一步理解與運(yùn)用。2、通過聽錄音，讓學(xué)生在聽課的過程中，注意掌握關(guān)鍵詞和大概內(nèi)容。3、復(fù)習(xí)方位詞組，進(jìn)一步學(xué)習(xí)方位詞組。4、訓(xùn)練學(xué)生聽力學(xué)習(xí)策略（listen

3、 for the main idea、prediction）5、了解不同國家的中學(xué)生的業(yè)余愛好。6、能夠利用該課所學(xué)的內(nèi)容對身邊的人的愛好、特征進(jìn)行描述和提問。教學(xué)環(huán)節(jié)/活動(dòng)設(shè)計(jì) 設(shè)計(jì)理由Step1: Set the scene （3）Activity: Catch the criminalAsk the students to close their eyes, the teacher touches one student to give the hint to him that he is the criminal, but he has to hide his identity. Th

4、e rest of the students are all the policemen. Then the teacher ask the students to open their eyes, just use Wh-questions to ask the teacher for the criminals information.( The T wont give the name or exact position of the criminal. If the student can speak out who is the criminal, he can get one po

5、int for his group, if not, restart the game)Step2: Prelistening (2)Ask the students to have a look at A1 and A2, to know what they need to do before listening, and predict what kinds of the things they will hear or get from the tape.Step3: Whilelistening (10)Ss listen to the tape for the first time

6、to get the information required in A1, and finish the table. Listen again for the detailed information to finish A2.Step4.Postlistening ( 8) Activity1 “The fastest response”(combine A1 to A2) First T divides the whole class into 4 groups, then T describes three characteristic of one of the four pers

7、on in the table, the students speak out the number of the person, which group can response fastest, this group can get 2 points. After that the fastest group have to present all the characteristic of that people in the table Activity2: Who has better memory?Ask Ss close the book, T presents the four

8、 friends of Simon by PPT, T points to one of the four friend , and asks the students to speak out the number which belong to that friend. Which student can give the right answer fastest, that group that student belong to can be the winner, and have 2 points.Step5: Language learning ( 15)T presents a

9、 post of the main characters of Harry Potter, and describes one character in the post, asks the students to guess and say out the position he or she stands in the picture.Present another photo of the class again. T speak out the position, Ss answers in a competitive way, that means only the fastest

10、one can answer the question. For example:T: Who is the person next to me?S: Its Chen Dan.T: Who is the second person from the left? S:（The student who answers the question correctly can get one point for his group)PairworkAsk the students to take out the pictures (The photo required to take in the c

11、lassroom last class), and use the direction phrases to ask and answer the questionThe teacher describe the character of one students in the picture, andask the students to guess “Who is she/he?” and “Where is he/she like in the picture. After one or two times, the teacher can ask one students to des

12、cribe and the rest of the class guess.Step:6:Assignment (2)Finish Part BDescribe your family member in the photo, including the position their position in the photo and their character and hobby.Read the text fluentlyArose the students interest, review the wh-questions in an unconscious way. The stu

13、dents are not only having fun, but also learning something)To train the students to listen for the main idea and predict the general idea before listeningTo apply some subskills while listening, and to strengthen the students awareness and linguistic sense in listeningBy using the activities to chec

14、k the answers, It can provide a chance for the students to practice the oral English, also the students wont feel tedious and boring. They will be enthusiastic and active in learning English.By this simple game, to present the “the second/third person from the left/right” this phrase.To practice and

15、 consolidate the new or learned phrases about the direction phrasesFurther consolidate the content we learned todayEnable the students to apply what they learned today to their homework and improve the skill in writing and listening二、閱讀輸入課（An Input-based Lesson）語言材料分析：教學(xué)內(nèi)容：通過一封學(xué)生給筆友的信，讓學(xué)生鞏固自我介紹和向別人介

16、紹自己家人的日常 表達(dá)，進(jìn)一步運(yùn)用方位詞。該語言材料具有口語語篇的特點(diǎn)。語言項(xiàng)目：at the top-right corner, at school, in the middle , on the right/left, next to. 體裁具有書信材料的特點(diǎn)，時(shí)態(tài)以一般現(xiàn)在時(shí)為主。學(xué)生水平分析：前面已經(jīng)學(xué)過一些基本的方位表達(dá)法，在此基礎(chǔ)上，學(xué)習(xí)新的方位表達(dá)法，預(yù)測學(xué)生有困難。教學(xué)內(nèi)容所在頁碼：牛津版初中教材一年級Unit1 Making friends Reading里面的Part A 與Part B page2-3教學(xué)目標(biāo)：1、通過閱讀訓(xùn)練，學(xué)習(xí)新的方法表達(dá)。2、培養(yǎng)學(xué)生的閱讀時(shí)學(xué)會(huì)怎

17、么樣找文中的關(guān)鍵句。并能掌握略讀、掃讀、預(yù)測、理解大意信息等閱讀策略。3、注意書信語言材料的特點(diǎn)、格式、稱呼，時(shí)態(tài)以現(xiàn)在時(shí)為主。4、結(jié)合本課的內(nèi)容，能夠掌握書信的格式，給朋友寫信。5、比較中外同學(xué)之間的友誼表現(xiàn)方式，形成友善的同學(xué)關(guān)系。教學(xué)環(huán)節(jié)/活動(dòng)設(shè)計(jì) 設(shè)計(jì)理由Step1: Warming up and presentation（3） : Present one letter and one poem by the PPT. ask the students in group to find out the differences between the two.Step2: Setting

18、 the scene (1)Tell the students that we are going to write a letter to one class in another school , to make friends with them. But the premise is that we have to know how to write a letter. Ask the students to pay their attentions to Simon letter to his pen friend.Step3: Prereading (3)Ask the stude

19、nts to circle the five parts in letter, including the address and the date, the greeting, the first sentence, the last sentence , the signatureStep4: Firstreading (8)(Before reading the text, ask the students to take a look at A3 exercise)Ss read and complete the A3 exerciseStep5.Secondreading (12)

20、Read and answer 3 easy questions1) What does Simons brother do?2) What is Simon keen on?3) Where is Simon in the picture? Task:1: Have a interview, to find out what does your deskmates father do? And whats his father keen on.Step6: Postreading ( 12)Task2: Picture description.Present one photo of the

21、 class taken at the school, ask the students to describe the people around them and pick 2 to 3 students to report)Task3:Find and sayThe teacher describe the character of one students in the picture, andask the students to guess “Who is she/he?” and “Where is he/she like in the picture. After one or

22、 two times, the teacher can ask one students to describe and the rest of the class guess.Step:7:Assignment (1)To write a letter to one student of other school, to introduce some people of the our class photo to himFinish B2 exerciseBring a photo of your family and prepare the brief introduction of i

23、tAsk the students to distinguish a letter from a poem, have the general idea of the characteristic of the letter.Arise the studentsInterest by telling them to write a letter to one class of other school, and then lead them to the book naturallyFurther strengthen the studentsimpression toward the for

24、mat of the letter.Teach the students to read bearing the questions in mind, to get the main idea of the letter.Have a further understand about the letter and find some explicit information according to the questions. Also through the answer s of the questions,to Present the new phrases of the letter

25、,Such as “be keen on”、“workas“。By the task, to help the students to make use of these phrases and to grasp it.present the direction phrases, such as “in the middle of “、”on the left/right、next toTo practice the direction phrase, and attract the students attention.To guard the students how to write a

26、 letter after this class, and know how to use the direction phrases .三、歸納鞏固課（An Intake-based Lesson）語言材料分析：教學(xué)內(nèi)容：復(fù)習(xí)鞏固本單元學(xué)過的語法點(diǎn)：疑問副詞（what. Where. When. How old. How many）、定冠詞和不定冠詞的使用。語言項(xiàng)目：What is your favourite sport? Where do you live? When is your birthday？ How old are you? How many people are there

27、 in your family? a / an / the學(xué)生水平分析：學(xué)生在自學(xué)英語開始已經(jīng)對疑問副詞有一定的接觸與了解，但還不能很好地運(yùn)用。教學(xué)內(nèi)容所在頁碼：牛津版初中教材二年級Unit1 Making friends Language里面的Part A 與Part B page7-8教學(xué)目標(biāo)：1、掌握疑問副詞與冠詞的使用，能夠運(yùn)用這些知識對身邊的事物進(jìn)行提問并在日常生活中正確使用定冠詞與不定冠詞。2、培養(yǎng)學(xué)生觀察思考語言知識現(xiàn)象，歸納總結(jié)語言規(guī)則以及訓(xùn)練聽、說微技能3、運(yùn)用所學(xué)的各個(gè)知識點(diǎn)，進(jìn)行說、寫的練習(xí)。教學(xué)環(huán)節(jié)/活動(dòng)設(shè)計(jì) 設(shè)計(jì)理由Step1: Setting the scene a

28、nd presentation （5）T presents an uncompleted written personal file of Xiao Ming to the students by PPT, tells them to discuss how to ask Xiao Ming for the uncompleted information. The uncompleted information includes his family address, age, the date of birth and his favorite sport.Ask the students

29、to discuss and find out the functions of the five sentences presented below.1.Whats your favorite sport?2.Where do you live?3.When is your birthday?4.How old are you?5.How many people are there in your family? T chooses one or two group representatives to speak out their discussion result, after tha

30、t, the teacher gives some complement, and make the students have a better understanding.Step2:Practice (15)Finish the exercise in Part A and check in a competitive way. If the student can answer the question correctly, he can get one point for his group.Do a survey and reportHand out each student a

31、table as below, ask them to go around the class to do the survey by using the Wh-question words.NameFavorite sports Home addressBirth dateageNumber of familymembers Then choose 2-3 students to report out their survey result, and add one point to the group which the student belongs to.Step3:Summerizi

32、ng the Articles (10)First, ask the students to find out how many Articles in the passage in Reading of the Unit.Analyze the function of the Article and contract eh differences among “a” , “an” and “the” to the students.Finish the exercise in Part B in the book and check in a competitive way, the stu

33、dent who can give the correct answer can get one point for his group. Step4.Consolidation for the Wh-questions and the Article (6)Present two exercise. One is “對劃線部分提問“，the other one is “改錯(cuò)題”。Ask them to finish in five minutes and check.Step5:Summary (3)Teacher Talk Step:6:Assignment(1)Do the exerci

34、se in the Exercise bookProvide an context for the students to think that how to ask for more information about others. By this way, T also can presents todays main points naturally. Ask the students to find out the function of each Wh-question, that can make what we going to teach impresses the stud

35、ents.By using one mechanical practice and one communicative practice to consolidate what we learn today, and arose the students interest toward English.First, ask the students to find the Articles in the passage, make the students to have the impression of the position and the usage about the Articl

36、e. Then to practise the Article.Through these meaningful practice, to consolidate what we learned today.Because the time is limited, and what we learned is not difficult, just a short teacher talk can sum up all we learned四、聽說活用課（An Output-based Lesson）語言材料分析：教學(xué)內(nèi)容：句子的升降調(diào)，講解Wh-question引領(lǐng)的句子在音調(diào)方面所注意的問

37、題，進(jìn)一步鞏固Wh-question的使用。語言項(xiàng)目：1.不同句型的Rising voice / Falling voice 2.使用Rising voice來表示疑問和不確定，如：Green? Twelve?學(xué)生水平分析：句子的音調(diào)對已學(xué)英語多年的學(xué)生來說，并不困難，學(xué)生應(yīng)該能很快掌握音調(diào)的規(guī)律教學(xué)內(nèi)容所在頁碼：牛津版初中教材一年級Unit1 Making friends Speaking 里面的Part A 與Part B page9-10教學(xué)目標(biāo)：1、通過一系列的活動(dòng)，是學(xué)生活用Wh-question 來進(jìn)行提問，并能作出相應(yīng)的回答。2、掌握英語表達(dá)的語音、語調(diào)。3、促進(jìn)學(xué)生之間進(jìn)一步相

38、互了解教學(xué)環(huán)節(jié)/活動(dòng)設(shè)計(jì) 設(shè)計(jì)理由Step1: Setting the scene （2） : Watch a short video(Its about a simple dialogue between the strangers who met in the party)Step2: Listen and take note (2)Replay the video and ask the students to note down the sentences with the rising voice and the sentences with the falling voice.St

39、ep3: Check and analyze (6)Present the sentence with the rising voice and the sentences with the falling voice of the video by PPT.Analyze the rules of the video of rising voice and falling voice.Step4: PracticeMechanical practice (5)Read after the the teacher (present several sentences with differen

40、t voices)Play a game If the teacher read the sentence with right voice, the students follow suit, if not, the students should keep silent Meaningful practice (8) Role-play to be done with the form of A2 in the book within 2 minute, and ask the students to come to the platform to have a performance.

41、While performing, the rest of the students need to pay attention to the performers voice whether it is right or wrong.Communicative practice (15)Dectective Game: T asks the students close their eyes, and chooses one student at random to be the criminal who has to hide hid identity, the rest of the s

42、tudents to be the policeman. Then ask the students to open their eyes and use the question words, such a “ what”, “where” , “when “, “How many”, How old”, to ask for the information of the criminal.(T wont give the students explicit information, such as “his/her name”, “The position he or she is in”

43、) After one turn, the teacher can choose one student to come to the platform, and ask him to choose one student to be the criminal and answer the question of the policemen.Step5.Assignment (2)Make a dialogue in pair and act it out in next classDo the exercise in the exercise book.Read A2in the book

44、correctly通過播放一段小小的錄象，集中學(xué)生的注意力，激發(fā)學(xué)生對英語學(xué)習(xí)的興趣，為下一步做鋪墊。讓學(xué)生帶著問題去看錄象，去留意句子的音調(diào)，讓學(xué)生把注意力停留在英語句子的音調(diào)上。具體呈現(xiàn)升調(diào)與降調(diào)的句子，并講解升調(diào)與降凋的規(guī)律，使學(xué)生對升、降調(diào)有了一定的了解通過這一系列的活動(dòng)，多種方式的練習(xí)，對學(xué)生英語的語音、語調(diào)進(jìn)行訓(xùn)練，并且對前面的所學(xué)的語言點(diǎn)進(jìn)行加強(qiáng)鞏固，讓學(xué)生在活動(dòng)中運(yùn)用所學(xué)的知識，從而使學(xué)生感受上英語課的興趣五、讀寫活用課型（An Output-based Lesson）語言材料分析：教學(xué)內(nèi)容：本課的類型屬于讀寫活用課，本課主要學(xué)習(xí)如何去給朋友寫信，如何向別人介紹自己或自己的家人

45、，假如你是李潔，你應(yīng)如何給Simon回信。語言項(xiàng)目：1、信的開頭語Thanks a lot for your letter.Im so glad to hear you2、介紹自我ImI like/enjoy I want to bein the future.3、信的結(jié)束語Its great to hear from you.Thats all.學(xué)生水平分析：寫作一直都是學(xué)生較弱的一項(xiàng)，信的格式的復(fù)雜性不容易由學(xué)生所掌握，所以這一節(jié)課預(yù)測有一定的困難，要注意信的每一部分的寫作。教學(xué)內(nèi)容所在頁碼：牛津版初中教材一年級Unit1 Making friends Writing 里面的Part A

46、與Part B. page 10-11教學(xué)目標(biāo)：1、能夠正確地使用英文給自己的朋友寫信。2、能夠用英文表達(dá)自己的年齡、愛好、夢想以及自己家人的情況。3、能夠通過寫信給外國的筆友，促進(jìn)對外國學(xué)生的愛好與情感的了解。教學(xué)環(huán)節(jié)/活動(dòng)設(shè)計(jì) 設(shè)計(jì)理由Step1:Warming up（2） Free talkT: Do you have a pen-friend?Ss: Yes/ NoT: Have you wrote a letter to your friend in English?Ss: Yes/ NoT: Today, lets learn how to write in EnglishStep

47、2: Read and Write(17) T presents a letter of A from B to the class by PPT, and fill the chart below.NameageschoolhobbiesheighthaireyesdreamB Ask the students to write a short introduction about themselves with the hints given below1.Your age, height, hair and eyesIm 12 years oldIm 155 cmI have black

48、 hair and blue eyes2. Your hobbiesI enjoy I like，too.3.Your family and your homeI live with with my parents in Guangzhou Guangdong Province4. Your schoolI study in a middle school near my home5.Your dreamI want to be an excellent dancer in the future. Find and contract1.Ask the students to find out

49、how the writer start and end his letter, and present some starting and ending sentence of the letter, and read it out loudly.Step3: Practice (20) Guessing game Ask the students to use one pieces of paper to write down their home address, fold it and put in into the small box. T chooses 2-3 out, spea

50、k the address out, and the students judge whether the form of address is right or wrong, then guess out whose address. Realign the letterThe teacher presents a letter with the wrong order, and asks the students to discuss in group and realign it. Complete a reply to Simons letter (Part B in the book

51、) Tell the students to use the information from Part A to complete the reply to the Simons letter. After finishing it, all the students read it and check it.Step4:Assignment (1)Write a letter to the teacher and introduce you and your familyFinish the Exercise in Exercise Book.通過日常的交談，拉近學(xué)生與老師之間的距離，讓學(xué)

52、生在一種比較輕松的氛圍下學(xué)習(xí)。由于交談中設(shè)計(jì)到信這一內(nèi)容，起到直奔今天主題的作用。通過B給A的信，讓學(xué)生學(xué)習(xí)怎么去向別人介紹自己，向?qū)W生提供一些介紹自己的基本句型，為下一步寫一個(gè)自我介紹做鋪墊。之后，通過對比中、英兩種信格式的不同，加深學(xué)生對英文信格式的基本印象，讓學(xué)生掌握英文信的格式。首先通過一個(gè)猜測游戲，去強(qiáng)調(diào)英語信中地址的順序，再通過一個(gè)排列順序題，讓學(xué)生熟悉信從開頭到結(jié)尾的每一部分，然后過渡到如何去寫一封回信。這一系列意義練習(xí)，不僅使學(xué)生對所學(xué)的內(nèi)容進(jìn)行鞏固，而且不會(huì)使整個(gè)課堂枯燥，一舉兩得。課后布置的寫作作業(yè)，讓學(xué)生進(jìn)一步加強(qiáng)鞏固英文信的格式以及如何去用英文向別人介紹自己。六、綜合拓

53、展課型（An Integrated Lesson）語言材料分析：教學(xué)內(nèi)容：兩封信，一封來自Sally的信，一封來自Kelly的信，以及Part C部分，對疑問副詞的復(fù)習(xí)。語言項(xiàng)目：be kind to 對友善的 do exercise：鍛煉身體 last for:持續(xù)（一段時(shí)間at the beginning of 在的開始 at the end of在的末尾go swimming去游泳 go to the sea 去海邊 go skiing 去滑雪 學(xué)生水平分析：這一篇的內(nèi)容設(shè)計(jì)到想別人介紹自己的老師，由于里面的單詞不難，內(nèi)容簡單，學(xué)生能夠比較輕松去掌握這一篇閱讀。相反，另一篇是介紹堪培拉一

54、年四季的特點(diǎn)，學(xué)生對此沒有一定的背景知識，而且篇幅較長，句子較復(fù)雜，不易由學(xué)生所了解。第三部分，大略地復(fù)習(xí)一下，因?yàn)榍懊娴恼n堂中都有復(fù)習(xí)到疑問副詞的使用，所以不需要花太多的時(shí)間。教學(xué)內(nèi)容所在頁碼：牛津版初中教材一年級Unit1 Making friends More Practice里面的Part A 與Part B,以及Part C, page12-14.教學(xué)目標(biāo)：1、能夠用英語向別人介紹自己各學(xué)科的老師2、通過閱讀Kelly給Liumei的信，去了解澳大利亞堪培拉的氣候特點(diǎn)與外國學(xué)生在不同季節(jié)的活動(dòng)。3、培養(yǎng)學(xué)生進(jìn)行細(xì)節(jié)閱讀與聽力的語言微技能。4、通過多一次復(fù)習(xí)，讓學(xué)生學(xué)會(huì)運(yùn)用疑問副詞對別

55、人的名字、年齡、地址、學(xué)校、愛好、以及喜愛的書進(jìn)行提問。5、通過設(shè)計(jì)話劇表演，讓學(xué)生提高對英語的學(xué)習(xí)興趣，讓學(xué)生主動(dòng)說英語，參與到英語的活動(dòng)中去。教學(xué)環(huán)節(jié)/活動(dòng)設(shè)計(jì) 設(shè)計(jì)理由Step1: Set the scene (3)Present the photos of the teachers who teach our class in the flash way one by one, ask the students to guess, who they are , or describe some features of one teacher, and ask the students

56、to guess who he/she is.Step2:listenging and speaking .(part A) (12)Listen for the first time to find out what subjects for each sallys favourite teacher to teach.Listen for the second time to finish the 6 questions in Part A.Post listening: find out some descriptive sentences of the teachers in the passage.Speaking: each group choose one