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7AUnit1全部（译林牛津版七年级英语上册教案教学设计）Teaching Contents : Comic strip and Welcome to the unitTeaching aims:A: Knowledge1. Learn the greetings of meeting peopleGood morning / afternoon / eveningHi, I’m ----------. What’s your name ?My name is ---------- .2. Learn the new words .e-dog , master , instructionB: Language skillUse everyday expressions for greetings and introductions .e.g. What’s your name ?My name is -------.C: Feeling1. To develop students to like English .2. Arouse students’ interest in learning English3. Train cooperation studyMain points :GreetingsDifficult points : How to greet when meeting people .Teaching method : Circumstance teachingTeaching aids : Pictures, record and slideStyle of lesson : New lessonDesign for blackboard :Unit 1 This is me !Hi, I’m--------- . e-dog What’s your name ? masterMy name is -------- . instructionTeaching process:Teaching activitiesStep 1 Warming –up activities1. self –introductionGood morning / afternoon /eveningI’m Mr /Mrs /Miss --------.I’m -----------years old .I’m your teacher .2. Lead-inUse everyday expressions for greetings and introductions .The teacher asks one student some questions“ Hi’, I’m -------- ? What’s your name?”Then ask some students to do it again . (about 4 students ) Give the model sentences on the blackboard.e.g. (1) “What’s your name ?” ---- My name is --------.”(2)“Hi, I’m --------? “ ----“What’s your name ?”-----“My name is --------“3. Practice(1) Let some of the students come to the front and ask the class .In pairs .(about 4 groups )Let them practising greetings above.(2) Work in pairs practising(3) Check (ask the students to the front and practise )Step 2 Presentation2. Introducing six new friendsT: Now you have many new friends .Do you want to make more new friends ?Show pictures on the blackboard .Let the students look at them .This is Simon. This is -------.3. Make six masks of the children and go on introducing sixchildren’s names .( Let the students wear the masks and introduce themselves )Ask six students to come to the front and play six new friends .The students point to themselves and say ,“ I’m Simon”“I’m Amy”“I’m ------------“3. Pair work.Let students get to know these six new friends and remember them .Practise greetings in pairs .Step 3. Greetings1. Show a clock of different time .Let the students identify the time .14:35 08:2022:15 18:102. Let the students know when to sayGood morning /afternoon /evening / night3. Let the students practice greetings at different timeGreet their partners and then introduce themselves(Ask students to draw pictures of the sun ,the moon , the sun set , a sleeping baby , say greetings to each other according to these pictures.)4. Do written exercises part B on page 3 and then check it .(write greetings on the book .)Step 4 Presentation1. Use a multimedia to let the students watch the cartoon between Eddie and Hobo.2. IntroduceThis is Eddie . This is Hobo . Eddie is Hobo’s master . Hobois an e-dog .3. Ask the studentsWho is Eddie? (He’s the master .) Who is Hobo ?( He’s the e-dog) . Do you like Eddie ? Do you likee-dogs ? You can ask your mother to go and buy it for you .Does Eddie like the e-dog ? How do you know ？(show a real e-dog ) This is an e-dog . It’s very lovely .4 . Learn new wordsStep 5 Presentation1. Let the students watch the cartoon and listen to the talkbetween Eddie and Hobo .2 .Let students read after the talk of them .3. Show the new words of this text . Let the students read them first ,then read after the teacher. .Step 6 PracticeLet the students read by themselves .CheckLet students read the talk .Step 7 ActingLet the students play Eddie and Hobo and act outPair workStep 8 HomeworkLet the students write their profiles .Notes: 我是-------------。
译林版七年级英语上册7aunit1精品课件一、教学内容二、教学目标1. 能够熟练运用日常用语进行自我介绍和人物描述，如：Hello, my name is I'm years old.2. 掌握一般现在时的用法，能够运用一般现在时描述人物特征和日常生活。
三、教学难点与重点教学难点：一般现在时的运用、人物特征的描述。
教学重点：日常用语的熟练运用、一般现在时的掌握。
四、教具与学具准备教具：PPT、黑板、教学卡片、录音机学具：课本、练习册、笔记本、彩色笔五、教学过程1. 导入：通过播放英文歌曲《Hello, how are you?》引入本节课的主题，激发学生的学习兴趣。
2. 热身：带领学生进行自我介绍和日常用语的练习，巩固已学知识。
3. Comic strip：展示教材中的漫画，引导学生观察、思考并回答问题，培养学生阅读理解能力。
5. Reading：阅读教材中的文章，引导学生理解文章内容，完成课后练习。
6. Grammar：讲解一般现在时的用法，通过例句和练习，帮助学生掌握语法知识。
7. Fun house：组织学生进行游戏，巩固所学知识，提高学生的听说能力。
六、板书设计1. 自我介绍和日常用语Hello, my name isI'm years old.2. 一般现在时主语 + 动词原形（三单形式）描述人物特征和日常生活七、作业设计1. 作业题目：（1）用一般现在时描述你的家庭成员，不少于5句话。
1) What is Millie like?2) What does she do every day?2. 答案：（1）例：My father is a teacher. He is 40 years old. He gets up at 6:00 a.m. and goes to work at 7:00 a.m.（2）1) Millie is friendly and helpful.八、课后反思及拓展延伸1. 反思：关注学生在课堂上的表现，针对学生的掌握情况，调整教学方法和节奏。
讲课教教案学生姓名：上课时间：讲课教师：年月班主任 :日科目：时—英语时追踪上一次讲课状况上一次讲课回首作业达成状况○ 完整掌握○ 所有达成○ 基本掌握○ 基本达成○ 部分掌握○ 部分达成○ 没有掌握○ 没有达成本次讲课内容讲课标题学习目标要点难点7A Unit1 This is me!（第二课时）掌握本单元的语法知识be 动词一般此刻时的灵巧运用讲课内容一般此刻时：一、观点：常常、频频发生的动作或行为及此刻的某种状况。
二、用法：1）常常性或习惯性的动作，常与表示频度的时间状语连用。
every , sometimes, at , on Sunday I leave home for school at 7 every morning. 每日清晨我七点走开家。
2）客观真谛，客观存在，科学事实。
The earth moves around the sun. 地球绕太阳转动。
Shanghai lies in the east of China. 上海位于中国东部。
3）表示格言或警语。
Pride goes before a fall.骄者必败。
注意：此用法假如出此刻宾语从句中，即便主句是过去时，从句谓语也要用一般此刻时。
Columbus proved that the earth is round. 哥伦布证明了地球是圆的。
4）表示此刻的状态、能力、性格、个性。
比如：I don't want so much.我不要那么多。
Ann writes good English but does not speak well.安英语写得不错，讲的可不可以。
三、基本构造：（一）含be 动词的一般此刻时构造：一定句：主语 + be+ 其余。
I am a teacher/ happy.You are a student.They are students.We are good friends.These classrooms are clean.He/ She/It is fine.The air is fresh here.否认句：主语 + be+not + 其余。
译林版七年级英语上册7aunit1课件一、教学内容本节课选自译林版七年级英语上册7AUnit1，主要内容包括：Chapter 1 This is me!，Section A 1a2d。
详细内容涉及自我介绍、问候语、个人兴趣爱好等表达方式。
二、教学目标1. 能够熟练运用英语进行自我介绍，包括姓名、年龄、爱好等基本信息。
2. 学会使用一般现在时描述自己的日常活动和兴趣爱好。
3. 提高学生的听说能力和口语表达能力，激发他们学习英语的兴趣。
三、教学难点与重点1. 教学难点：一般现在时态的运用，以及描述个人兴趣爱好时的词汇和句型。
2. 教学重点：自我介绍的表达方式，以及日常活动的描述。
四、教具与学具准备1. 教具：PPT课件、黑板、录音机、磁带。
2. 学具：英语课本、练习本、彩色笔。
五、教学过程1. 导入：播放英文歌曲，引导学生跟唱，活跃课堂气氛。
2. 课堂实践：引导学生用英语进行自我介绍，互相问候，练习日常用语。
3. 例题讲解：讲解一般现在时态，通过示例句型和练习题让学生掌握。
4. 随堂练习：让学生分组讨论，互相描述自己的日常活动和兴趣爱好。
六、板书设计1. 自我介绍：Hello, my name is I am years old. I like2. 一般现在时：Do/Does + 主语 + 动词原形3. 描述日常活动和兴趣爱好：I usually I like七、作业设计1. 作业题目：（1）用英语写一篇自我介绍，包括姓名、年龄、学校、爱好等。
答案：（1）Hello, my name is Li Ming. I am 12 years old. I study at No.1 Middle School. My hobbies are playing football and listening to music.（2）His name is Zhang Wei. He is 12 years old. He studies at No.1 Middle School. He likes playing basketball and reading books.八、课后反思及拓展延伸1. 反思：本节课通过实践情景引入、例题讲解和随堂练习，让学生掌握了自我介绍和一般现在时态的运用。
Unit 1 Welcome to the unit & study skills班级_________ 姓名_________________ 评价__________________【学习目标】1、熟练掌握下列词汇：oh, e-dog, master2、学会介绍自己，并会使用适当的问候语。
3、了解五个元音字母a, e, i, o, u本身的发音：/ei/ /i:/ /ai/ /ou/ /ju:/4、熟练运用音标，能将含有相同发音的单词归类。
【重点难点】1、通过多媒体呈现不同的时间让学生学会在不同时间如何与朋友打招呼。
2、能掌握五个元音字母a, e, i, o, u本身的发音，会读并能将相同发音的单词归类。
【学习过程】新课学习Step 1. Greetings1.Greeting each other.T: Hi, .../Hello, ...Good morning/afternoon.Pm ・・・ What^s your name?S: My name is.../I am…2.Ask Ss to introduce themselves to each other.Step2・ Welcome to the unitT: Today we are going to meet some new friends at Beijing Sunshine Secondary School. This is their first English class. Open your books at page 7 and read aloud what the Ss say.Step3 ・ Presentation1.Show a clock and ask: What time is it? (PPT)2.What do you say when you meet your friend at this time?(通过多媒体呈现不同的时间)Step4. Comic strip1.T: OK, boys and girls. Today we will know two new friends・ They are Eddie and Hobo.Can you look after them?总结：look after = take care of 照顾，照料我妈妈把我照顾的非常好。
牛津译林版英语7A Unit1 Reading课件一、教学内容本节课选自牛津译林版英语7A Unit1 Reading部分，主要内容包括教材的Chapter 1，介绍了关于人们日常生活中的兴趣爱好。
详细内容涵盖了描述性词汇、一般现在时态、一般过去时态、兴趣爱好相关的短语以及阅读策略等。
二、教学目标1. 掌握本节课所学的描述性词汇和短语，并能灵活运用到实际情景中。
2. 能够运用一般现在时态和一般过去时态描述自己的兴趣爱好。
3. 提高阅读理解能力，通过阅读策略快速获取文章信息。
三、教学难点与重点1. 教学难点：一般过去时态的运用和阅读策略的掌握。
2. 教学重点：描述性词汇、短语的记忆和运用，以及一般现在时态和一般过去时态的区别。
四、教具与学具准备1. 教具：PPT、黑板、教学卡片。
2. 学具：教材、练习本、彩色笔。
五、教学过程1. 导入：通过讨论学生的兴趣爱好，引入本节课的主题。
2. 新课内容展示：展示PPT，讲解描述性词汇和短语，引导学生运用一般现在时态和一般过去时态描述自己的兴趣爱好。
3. 例题讲解：讲解教材中的例题，引导学生关注阅读策略的运用。
4. 随堂练习：让学生完成教材中的练习题，巩固所学知识。
5. 小组讨论：分组讨论学生的兴趣爱好，提高口语表达能力。
六、板书设计1. 描述性词汇和短语列表。
2. 一般现在时态和一般过去时态的区别。
3. 阅读策略。
七、作业设计1. 作业题目：完成教材中的练习题，运用所学知识描述自己的兴趣爱好。
2. 答案：课后统一发放。
八、课后反思及拓展延伸整个教学过程注重实践情景引入、例题讲解、随堂练习，确保学生能够扎实掌握所学知识，提高英语实际应用能力。
在教学过程中，注意用词严谨，段落衔接流畅，使学生在轻松愉快的氛围中学习英语。
重点和难点解析1. 教学内容的难点与重点；2. 教学过程中的例题讲解和随堂练习；3. 板书设计；4. 作业设计；5. 课后反思及拓展延伸。
一、教学内容的难点与重点1. 难点：一般过去时态的运用和阅读策略的掌握。
Unit 1 This is me!TaskTeaching aimsBy the end of the lesson, students should be able to:1. organize the ideas before writing;2. write a passage to introduce oneself to others;3. make an objective evaluation of oneself and enhance self-confidence.Teaching contents1. New words and phrases: everyone, glasses, come from, wear glasses2. New structure: I come from Nanjing.I live with my family in Beijing.I wear glasses.Focus of the lesson and predicted area of difficultyWrite a passage to introduce oneself to others.【问题引领】Teaching proceduresStep 1 Lead-in1. Play a guessing gameT: Boys and girls, before we begin our class, let’s play a game first. Please guess who he/she isaccording to some given information.2. Ask students to go over what they have learnt from Reading part and finish the chart. T: In this unit, you and Miss Xue met not only Eddie and Hobo but also some new friends in theReading part. Do you still remember who they are? Yes, they are Millie, Simon, Sandy andDaniel. Would you like to finish the chart according to the Reading part? After finishing the chart, please say something about them with sentence patterns like “Millie is …” and “Simon likes …”.【互动探究】Step 2 Presentation1. Ask students to revise the passage about Millie and then finish the profile.(1) Ask students what the passage is about and answer the following questions.How old is Millie?Which school does she study in?How does she look like?What is her hobby?(2) Finish the profile according to the chart.2. Ask students to read the passage about Daniel and finish the chart.T: How about Daniel? Let’s read the passage together and answer this question: What doe the text tell us?T: So we know that Daniel comes from Nanjing. “B e from” equals to “come from”.We can say “Daniel is from Nanjing”. (Students read the phrases twice and makeup similar sentences.) From the picture, we find that there is a pair of glasses. So we can say “Daniel wears glasses. (Students read the phrases twice and make up similar sentences.)3. Try to classify the information and find out what each paragraph is about.4. Read the passage and finish the profile of Daniel.【达标检测】Step 3 Practice1. Complete the profile of one’s own.T: Fill in the table with your own information on Page 17.2. Make self-introduction.T: The more friends we make, the happier we’ll be. Since you have finished the profile, we’d like to know more about you. Try to introduce yourselves to your partner first. Pay attention to the aspects on the screen: general information, hobbies and skills, friends, appearance and others.T: Now let’s welcome some Ss to introduce themselves.【总结提升】Step 4 Extension1. Complete the passage about Millie’s friend, Daniel.T: Millie is trying to introduce her friend Daniel to her classmates but some words are missing. Please help Millie complete the following passage. Pay attention to the third person singular form “-s”. Now please read the passage together.2. Talk about Eddie.T: Eddie also wants his own profile. Please complete his profile according to the table.3. Write a short passage(1) Write a short passage about one’s best friend.T: Who is your best friend? This time you should write a short passage about him or her. Remember the flow chart and pay attention to the tips.(2) Share with the other group members and let them guess who it is.T: Share your passage with your members and try to find out the very person. (Thestudents check for mistakes (spelling, punctuation, tense mistakes etc.) bythemselves. Then check for mistakes in groups of four and try to get help fromother members of the group.)(3) Decide on the best passage.T: Take turns to read your own profile to the others, and choose the best one in your group.(4) Share and improve.Make a positive evaluation of the students’ passages and help the students heighten self-confidence.【教学反思】1、Be honest rather clever 20.7.97.9.202008:0608:06:25Jul-2008:062、By reading we enrich the mind; by conversation we polish it.二〇二〇年七月九日2020年7月9日星期四3、All things are difficult before they areeasy.08:067.9.202008:067.9.202008:0608:06:257.9.202008:067.9.20204、By other's faults, wise men correct their own.7.9.20207.9.202008:0608:0608:06:2508:06:255、Our destiny offers not the cup of despair, but the chalice of opportunity. So let us seize it, not in fear, but in gladness. Thursday, July 9, 2020July 20Thursday, July 9, 20207/9/20206、I have no trouble being taken seriously as a woman and a diplomat [in Ghana].。
译牛7A Unit 1 重点难点讲解(译林牛津版七年级英语上册教案教学设计)1. He is very clever at Maths. 他擅长数学。
（P4）（1）clever是形容词，意为“聪明的，伶俐的”，同义词为bright，反义词为stupid。
（2）be clever at…意为“擅长于……”，相当于be good at。
例如：Jack is clever at English.=Jack is good at English. 杰克英语学得好。
be clever at与be good at后面跟动词时，必须用其-ing形式。
例如：Beibei is clever at / is good at dancing.贝贝擅长于跳舞。
Tom is clever at / is good at playing basketball. 汤姆篮球打得好。
2. He's in the school basketball team.他是学校篮球队的队员。
（P4）I'm in the Reading Club.我在阅读兴趣小组。
（P4）句中的“be in + 团队组织”意为“be a member of …”。
因此He's in the school basketball team.= He's a member of the school basketball team.I'm in the Reading Club. = He's a member of the Reading Club.例如：Mike is in the Country Football Team.迈克是国家足球队的队员。
Many students in our class are in the Swimming Club.我们班许多学生参加了游泳兴趣小组。
3. You can call me Simon. （P4）call意为“叫、称呼”，call sb. /sth. + 名称，意为“叫某人（某物）为……”。
例如：You can call him T om. 你可以叫他汤姆。
What do you call it in English? 你们用英语怎么称呼它？call还有“打电话”、“叫、喊”之意。
例如：Who is calling? This is Helen speaking. 谁在打电话？是我，海伦。
Listen, someone is calling you. 听，有人在叫你。
call也可作为名词，意为“电话”。
如：a telephone call 一通电话。
4. My parents come from Shanghai.我父母是上海人。
（P4）come from意为“来自……（地方），是……（地方）人”。
come from=be fromMy parents come from Shanghai.=My parents are from Shanghai.例如：Jim comes from America.= Jim is from America.吉姆来自美国。
5. I was born there but we live in Beijing now.我出生在那儿但我们现住在北京。
（P4）be born意为“出生”。
例如：Simon was born in Shanghai. 西蒙出生在上海。
（P5）He was born on July 27th.他出生于七月二十七日。
My sister and I were born in Beijing.我和我妹妹出生在北京。
6. I play football at school. 我在学校踢足球。
（P4）at school可以表示“在学校”，也可以表示“上学”的概念。
school表示抽象概念，而不是指具体场所时，school前不加冠词，也不用复数形式。
例如：Daniel, do you play tennis after school? 丹尼尔，你放学后打网球吗？（P9）7.I love reading. 我喜欢看书。
（P4）I like listening to music. 我喜欢听音乐。
（P4）He enjoys playing computer games. 他喜欢玩电脑游戏。
（P4）like, love, enjoy后面接动词的-ing形式，构成句型“like / love / enjoy doing sth.”意为“喜欢干某事”。
例如：She loves dancing.她喜欢跳舞。
（P4）She loves swimming. 她喜欢游泳。
（P4）I am really enjoying teaching you.我真的一直很喜欢给你们上课。
Mary likes playing the violin.玛丽非常喜欢拉小提琴。
8.I love him very much. 我非常喜欢他。
（P4）very much意为“很，非常，十分地”，通常用来修饰like, love, enjoy, miss, thank等动词，表示程度。
例如：All the students in our class like English very much.我们班所有学生都很喜欢英语。
The little girl loves singing and dancing very much. 这小女孩十分喜欢唱歌跳舞。
He enjoys playing football very much. 他非常喜欢踢足球。
9.She works hard. （P4）works hard意为“努力学习，努力工作”。
Hard在此为副词，修饰动词 work。
work hard at…意为“在……方面努力学习，在……方面努力工作”。
例如：She works hard at Maths.她努力学习数学。
10.I wear football boots when I play football.我踢足球时穿足球鞋。
（P7）I play tennis with a tennis racket.我用网球拍打网球。
（P7）表示球类运动时，球类名词前通常不用任何冠词。
例如：I play football at school. 我在学校踢足球。
（P4）Daniel, do you play tennis after school? 丹尼尔，你放学后打网球吗？（P9）Look! They are playing football over there.看！他们在那儿踢足球。
11.Here are some pictures of my family.这儿有一些我家人的照片。
（P10）（1）Here be…意为“这儿有……，这里是……”。
什么时候用is 还是are，主要看后面的主语是单数还是复数。
例如：Here is a ruler.这儿有一把尺。
Here’s a piece of paper.这儿有一张纸。
Here are two ball pens. 这儿是两支圆珠笔。
Here are two apples. 这儿有两只苹果。
（2）英语中以here, there开头的句子常用倒装结构，把here, there 放在句首。
在这种结构中，如果主语是名词，该名词须放在动词之后。
如果主语是代词，则放在动词之前。
例如：---Helen, where’s the eraser? ---Here it is.海伦，橡皮呢？在这儿呢。
Here we are. 我们到了。
Here is a little present for you. 这儿有一份给你的小礼物。
There comes a bus.公共汽车来了。
There goes the bell.铃响了。
12.I hope you and your family are well.我希望你和你的家人身体都好。
（P10）（1）句中的family意为“家人，家庭成员”。
family指家庭成员时，为集体名词，后接复数动词形式；如果把family看成一个整体，则后接单数动词形式。
family也有“家，家庭”的意义，其复数形式为families。
例如：The whole family are watching TV.全家人都在看电视。
My family are all very well.我的家人身体都很好。
His family is large.他家是个大家庭。
（2）句中的well为形容词，意为“身体好，健康的”，相当于fine。
例如：---How is your father? ---He is very well. Thank you.你父亲身体好吗？很好，谢谢。
13.At the weekend, I usually go running for half an hour.周末，我通常跑步半小时。
（P11）go running意为“去跑步”。
在表示去进行带有娱乐性的体育活动时，可以用go+V-ing结构。
例如：go swimming 去游泳go shopping 去买东西go fishing去钓鱼go skating去溜冰14.I am good at football. 我擅长于足球。
（P11）be good at 意为“在……学（干）得好”，相当于do well in。
at 是介词，所以它后面接sth或doing sth。
例如：I’m good at music, but h e does well in sports. 我擅长音乐，而他体育很好。
Is she good at singing?=Does she do well in singing? 她唱歌唱得好吗？Tom is good at playing basketball.= T om does well in playing basketball. 汤姆篮球打得好。
15.Can I borrow your rubber?我可以借你的橡皮吗？（P14）borrow意为“借某物”，指从别人那里借来东西（借入）。
例如：Can I borrow your pen ?我可以借用一下你的钢笔吗？“向某人或某处借来某物”用“ borrow something from somebody/somewhere.例如：Do you often borrow books from the library?你经常从图书馆借书吗？lend也有“借”的意思，但lend指把东西借给别人（借出）。
例如：Can you lend me your pen ? 你可以把钢笔借给我吗？“把某物借给某人”用“lend sb sth”或“lend something to somebody”.例如：Will you please lend your bike to me? 你能把自行车借给我吗？16.If you do not know the answer to something, you say….如果你不知道某件事情的答案，你说……。
