牛津7A 英语教案

牛津英语7A Unit 1正衡初中洑颖教材分析及教学思路：一、单元教学内容分析：本单元是以介绍自已为主线来学习带有be动词和do动词的一般现在时，，旨在激发初一新生对英语的兴趣和学习积极性，通过各种活动环节要让每一个学生都能开口讲英语。

一）教学目标：1.学习带有be动词和do动词的一般现在时。

2.学会如何介绍自己并在不同场合向别人打招呼。

3.学习如何用英语提供个人信息和获取他人信息。

4.能写一篇文章向别人介绍自己。

5.掌握关于运动的词汇并加以拓展。

6.掌握一些重要单词及词组的用法。

二）能力目标：1.培养多种阅读能力，如：scanning, using subtitles to predict content等，以适应平时生活中阅读的需要。

2.培养单元整体预习的能力。

3.培养日常交际能力及语言的综合运用能力。

三）德育目标：通过本单元的自我介绍来培养与人沟通的能力，学会和他人合作。

通过本单元的词汇部分，培养学生拥有良好爱好的意识，了解多做运动的好处。

四）教学重点及难点：1.一般现在时的定义和用法。

2. 词汇、词组：1)be good at2)was/were born 3)love/like/enjoy doing 4)score for 5)play for 6)look after/take care of 7)live in/on五）迁移与拓展：英语单词一词多义（多词性）归类；中文一词多英语表达方式归类。

六）本单元课时安排：（共八课时）第一课时预习：了解本单元单词、略读Welcome to the unit &comic strip。

第一课时：教师本人介绍，学生间简短介绍，如何在不同时段打招呼，本书人物介绍。

第二课时预习：一般现在时。

第二课时：通过教师的自我详细介绍为主线教授一般现在时（系动词和行为动词，包括三单）。

第三课时预习：六位人物的介绍。

第三课时：Reading 整体教学、学生展示交流预习成果。

（二）教学设想
为了有效地突破上述重难点，我设想采取以下教学策略：
1.情境导入：通过展示一些日常生活的图片和场景，让学生初步感知一般现在时态的运用，激发他们的学习兴趣。
2.自主学习：让学生自主探究一般现在时态的构成和用法，鼓励他们提出问题和解决问题。
3.合作学习：组织学生进行小组讨论，让他们互相交流自己的一般现在时态句子，从而加深对一般现在时态的理解。
（二）过程与方法
在本节课的教学过程中，我将采用任务型教学法，让学生在真实的语境中学习和运用一般现在时态。首先，我会通过引入一些日常生活的场景，激发学生的学习兴趣，然后引导学生进行观察和分析，发现一般现在时态的构成和用法。
接着，我会组织学生进行小组讨论，让他们互相交流和分享自己的一般现在时态的句子，从而加深对一般现在时态的理解。在此过程中，我会引导学生运用所学的词汇，提高他们的词汇运用能力。
四、教学内容与过程
（一）导入新课
在导入新课时，我会利用多媒体展示一些与学生日常生活相关的图片和场景，如他们的兴趣爱好、生活习惯等。通过这些图片和场景，让学生初步感知一般现在时态的运用，激发他们的学习兴趣。
接着，我会用提问的方式引导学生思考一般现在时态的概念和用法。例如：“你们平时是怎么描述自己的日常生活的？是如何描述他人的特点和喜好的？”等问题。通过这些问题，让学生对一般现在时态有一个初步的了解。
其次，我会布置一些翻译练习，让学生将中文句子翻译为英文，并使用一般现在时态。这样的练习能够帮助学生将所学的语法知识与实际语言运用相结合，提高他们的语言表达能力。
此外，我还会布置一些小组作业，让学生合作完成。例如，让他们共同编写一个小对话，其中一个角色需要使用一般现在时态来描述自己的日常生活和习惯，另一个角色则需要用一般现在时态来提问和进行比较。

教学设计方案课题M1U1 Relatives in Beijing 课时Period 1教学目标1.Review the relationships of family tree2.Teach the new words and present the new dialogue3.Develop the students' listening, speaking and reading ability4.Develop the students' cooperative ability重点难点1.The pronunciation and meaning of the new words2.The relations of family tree3.Develop the students' cooperative ability教法与学法1.task-based approachmunicative approach教具与学具1.Student’s Book 7A page 22.Multi-media教学过程Warming-up1. A topic, "What did you do in summer holidays?"T: Did you travel to other Cities?2. Review the family treePre-task preparation1. Presentation:Mr Li has got a letter from Uncle Weiming. He lives in Beijing. He has invited the Li family to go to Beijing.2. Think and say:T: Do you know where Beijing is? What is Beijing famous for?While- task procedure1. 1. Listen to the recording (P2 Listen and read)2.Ask and answer the questions according to the dialoguea.Where does Uncle Weiming live?b.When are they going to visit him?c.Has Ben seen his cousins before?d.What are the names of Ben’s cousins?e.How old are they?f.Are they going to travel to Beijing by plane?g.…3.Listen and read4.Look, read and answer: Kitty is asking Ben some questionsabout the photograph.Pair workA: Where does Uncle Weiming live?B: He lives in Beijing.A: When are we going to visit him?B: We are going to visit him in August.…Post-task activities1.Think and say:Before you go to bed every day, what does your mother always ask you?Before you leave your classroom every day, what does your class teacher always ask you?e.g. Have you finished your homework yet?Have you brushed your teeth?Have you cleaned your classroom?Have you packed your schoolbags?2. 形容词、副词的比较级和最高级形容词比较级,最高级的构成：1).一般+er ，est e.g. small—smaller--smallest2).e结尾的+r ,st e.g. late—later-latest, nice—nicer-nicest3)重读闭音节，双写最后一个字母再+er, este.g. big—bigger--biggest, fat—fatter--fattest, thin—thinner--thinnest, hot—hotter—hottest, red—redder--reddest4). y结尾的,去y变i再加er, este.g. early—earlier--earliest, healthy--healthier--healthiest5).多音节的形容词，前面加”more" 和“most"e.g. dangerous, interesting, intelligent, beautiful, 等3. Workbook P1, P3Summary:1. The present perfect tenseHave(has) +P.PHe has invited us to stay with his family in August.I haven't seen my cousins before.Your uncle has sent us a photograph.2. 比较级通常为两者比较，一般含有“than"（比）遇到三者或三者以上比较时，需用最高级最高级通常含有：of, in等表示范围的词，并且形容词最高级前必须加“the"It's cheaper and more interesting.Consolidation:1. Read and recite the new words and the new dialogue2.Review the present perfect tense and the comparativedegrees and the superlative degrees教学反思：教学设计方案课题M1U1Relatives in Beijing 课时Period 2教学目标1.Review the dialogue on page 22.To make the students master how to ask for some information3.To master the expression of the position4.Develop the students' listening, speaking and reading ability5.Develop the students' communicative ability重点难点1.To make the students master how to ask for some information2. To develop the students' communicative ability教法与学法1. task-based approach2. communicative approach教具与学具1.Student’s Book 7A page32.Multi-media教学过程Warming-up:1. Daily talk--Where have you been?--How did you go there”…--How long does it take?--How much does it cost?Pre-task:1. Review the dialogueWhere is the Li family going? (Beijing)How can we travel to Beijing (By plane, train, bus…)How is the Li family going to get there?How long does it take?How much does it cost?T: The Li family want to get more information about the trip. So Mr. Li is at the travel agent’s now.While-task:1.Listen to the recording (P3 Say and act)2.Ask and answerQuestions:How is the Li family going to get there?How long does it take?How much does it cost?3.Listen and read4.Practice:a.would like to do 句型（If you go to Beijing, how would you like to travel to Beijing?）b.半点的时间表达: 2.5 hrs, 5.5 hrs, 1.5 hrs, 12.5 hrs…(T shows some time, S look and say)5.Ask and answer(P3): Pair workPost-task:1.Pair work: Look at the table and sayCity Plane ShipTokyo 2.5 hrs/ 3,500 yuan 2.5 days/ 2,300 yuan Bangkok 4 hrs/ 4200 yuan 3.5 days/ 3,100 yuan ………S1:How long does it take to travel from______ to ______ by ______?S2:It takes about ______ hours.S1: How much does it cost?S2: _______ and ______ yuan.S1: That’s cheap/expensive.2.Group work:Bring some real holiday brochure (with price list for different tours) and let the students make a dialogue about the trip.3.Workbook P2Summary:Ask for information:Can I help you?Yes, We'd like to…How long does it take to………….?It takes ….How much does it cost?….That's ….Consolidation:1.Read and recite the dialogue on page 32.Do group work of post-task教学反思：教学设计方案课题M1U1 Relatives in Beijing 课时Period 3教学目标1.To make the students master the structure "How long..?" "How much…?"2.To make the students learn how to write an English letter and how to ask somequestions about future things3.To develop the students' listening, speaking, reading and writing ability.4. To develop the students' communicative ability重点难点1. To make the students learn how to write an English letter and how to ask some questions about future things2. To develop the students' listening, speaking, reading and writing ability教法与学法1. task-based approach2. communicative approach教具与学具1.Student’s Book 7A page 42.Multi-media教学过程Warming-up:1. Role-playSuppose you are in a travel agent to ask something about going to ThailandPre-task:1. Review(P3):-- How long does it take to travel from______ to ______ by______?-- How much does it cost?→cheap& expensive2. Practice（形容词的比较级）：T gives some pictures and Scompare and saye.g. _______ is cheaper than _______ ._______ is more expensive than ________ .(taller&shorter, fatter&thinner, bigger& smaller)3.（Calendar）S look and say the date: August 16, June 18,…While-task:1. Listen and answer:When are the Li family going to Beijing?When are they going to come back?How long are they going to stay in Beijing?How are they going to Beijing?How long does it take to travel from Garden City to Beijing?2. Introduce: at the end of …3. Listen and read the dialogue4. Complete: Read and write(P4)Post- task：1. Let the students write a letter to his/her relative in another city （模仿写）2. Workbook P4Summary:1. The simple future tensebe going to +动词原形2. The form of a letterConsolidation：1. Read the dialogue over and over and try to recite it.2. Finish the letter to your relative in another city教学反思：教学设计方案课题M1U1 Relatives in Beijing 课时Period 4教学目标1.To make the students master the direction2.To make the students master how to introduce some places in Beijing.3.To develop the students' reading and speaking ability.4.To develop the students' communicative ability重点难点1.To master the expression of direction2.To make the students master how to introduce some places in Beijing.3.To develop the students' communicative ability教法与学法1. task-based approach2. communicative approach教具与学具1.Student’s Book 7A page 5,62.Multi-media教学过程Warming-up:1. Review the expression of the date2. Review the positionPre-task:1. Look and say: T shows some pictures about great cities in Asia (Beijing, Tokyo, Bangkok), S say sth. about these places. (T can also give some key words)2. Presentation: There are some interesting places in Beijing. Can you list some? (The Summer Palace; Tian’anmen Square; The Great Wall; The Palace Museum…)While-task:1. Listen and write: P5 (Spot-dictation,)2. Introduce: north of & in the north of; in the center of;3. Listen and read4. Ask and answer:Where is _______? What can we see at _________?5. Look and read (P6)6. Group work: Say and act(Pretend you are Ben, Kitty, Simon and Lucy, talk about the visits)Post- task：1. Brainstorm: interesting places in ShanghaiYu Garden People's Square, Shanghai Forest Park, Changfeng Park, the Bund, Shanghai Science and technology Museum…2. Pair work: Touring Shanghai(Suppose your friend from another city wants to visitShanghai, you and your friend are planning to visit differentplaces of interest in Shanghai.)--Which place are we going to visit?--Where is it?--What can we see at _______?Summary:1. Direction: east, south, west, north, north-east, south-west…2. north of Beijing=in the north of Beijing3. A: Which place are we going to visit?B: We are going to visit…A: Where is it ?B: It's…A: What can we see at….?B: We can see….Consolidation：1. Read and recite the introduction of the interesting places inBeijing2. Write about some interesting places in Shanghai教学反思：教学设计方案课题M1U1 Relatives in Beijing 课时Period 5教学目标1. Make the students learn to introduce some interesting places in shanghai2. To talk about a trip to…3. Develop the students' reading, speaking and writing ability4. Develop the students' imaginative ability重点难点1. 1. To learn to introduce some interesting places2.To plan a trip to..3.Develop the students' reading, speaking and writing ability教法与学法1. task-based approach2. communicative approach教具与学具1.Student’s Book 7A page 72.Multi-media教学过程Warming-up:1. Daily talk: Introduce an interesting places in Beijing or Shanghai(Yu Garden, People Square, Changfeng Park, Shanghai forest Park, The Bund, shanghai Museum)Pre-task:1. Think and say: You are Ben, you talk about your trip to Beijing2. Presentation: The Li family has come back from Beijing. Kitty enjoyed the trip very much. She is writing a letter to her cousin, Lucy. Can you help her to complete the letter?While-task:1. Complete the letter (Spot-dictation)7 September_________Dear LucyWe are back in_________ ______ now. Ben and O had a wonderful________ in Beijing. Thank you very much. I have got some photos _______ you. They are great! Here is a photo________ Simon and Been. They are standing on the Great_______. Another is a photo _______ you and me. We are__________ in front of an ______________ building _______ the Palace Museum.We really___________ our holiday. Would you like to visit us in the Garden city for the Spring Festival?LoveKitty2. Review: the tenses3. Ex: Workbook (P3)4. Read the letterPost- task：1. Write a letter （Write(P7): Help Lucy to write a letter to Kitty about the holiday plan for the National Day holiday2. A trip to Garden CityQuestions:Who is going to travel to Garden City with you?When are you going to visit?How long are you going to stay?How are you going to travel to Garden City? Which place would you like to visit?Summary:1. The simple past tense2. The simple future tenseConsolidation：1. Read and recite the letter on page 72. Finish the trip to Garden city教学反思：。

4.布置课后作业，要求学生运用所学语法知识完成相关练习，巩固课堂所学。
5.鼓励学生在日常生活中的英语表达中，尽量运用所学时态，提高英语实际运用能力。
五、作业布置
为了巩固学生对本章节一般现在时、现在进行时和一般将来时的掌握，以及提高他们的实际应用能力，特布置以下作业：
1.完成教材Unit 6 Grammar部分的练习题，包括填空、选择、改错等题型，要求学生在规定时间内独立完成。
4.通过头脑风暴活动，让学生列举更多关于日常习惯和正在进行的动作的例子，为新课的学习做好铺垫。
（二）讲授新知
1.教师结合教材内容，讲解一般现在时、现在进行时和一般将来时的概念和用法。
2.通过示例句子和情境，让学生理解并区分这三种时态的用法，如：
-一般现在时：描述日常习惯、客观事实，如：“I always get up at 6:00 in the morning.”
四、教学内容与过程
（一）导入新课
1.教师通过播放一段关于日常生活的视频，引导学生观察并描述视频中人物的动作和状态。
2.学生观看视频后，教师邀请他们分享观察到的内容，如：“The man is reading a book.”或“The girl is playing with her cat.”
3.教师根据学生的回答，板书一般现在时和现在进行时的句子，引导学生回顾这两种时态的用法。
（2）新授：结合教材内容，以任务型教学法引导学生学习一般现在时、现在进行时和一般将来时的用法。
（3）练习：设计形式多样的练习题，让学生在不同场景中运用所学语法知识，提高他们的实践能力。
（4）巩固：开展小组讨论、情景剧表演等活动，让学生在实际运用中巩固所学知识。
（5）拓展：鼓励学生课后收集与单元话题相关的素材，进行拓展学习，提高他们的自主学习能力。