初中英语译林教案Aunit 24页

TeachingcontentUnit1Thisisme!Teachingperiods7Period1Teachingaims1.Learnthegreetingsofmeetingpeople.2.Learnthenewwords.3.Useeverydayexpressionsforgreetingsandintroductions.4.Arousestudents’interestinlearningEnglish.ImportancegreetingsDifficultiesHowtogreetwhenmeetingpeople.TeachingproceduresTeachingpre-setPersonalizedrevisionsStep1Warm-upactivities1Self-introductionGoodmorning.I’mMissLiu.I’mthirty-twoyearsold.I’myournewteacher.2Lead-inTheteacherasksonestudentsomequestionsT:Hi,I’mliuXingcai.What’syourname?S:Mynameis…Thenaskfivestudentstodoitagain.Givethemodelsentencesontheblackboard.A:Hi,I’m××.What’syourname?B:Mynameis××.3Practice(1)Letsomeofthestudentscometothefrontandasktheclass.(2)Letthestudentstopracticethegreetingabove.\nStep2PresentationStep3GreetingsStep4PresentationStep5PracticeIntroducesixnewfriendsT:Nowyouhavemanynewfriends.Doyouwanttomakemorenewfriends?Showpicturesusingthecomputer.Letthestudentslookatthem.Say:ThisisSimon.Thisis××.1.Makesixmasksofthechildrenandgoon.Introducesixchildren’snames.(Letthestudentswearthemasksandintroducethemselves.)Askthesixstudentstocometothefrontandplaysixnewfriends.Thestudentspointtothemselvesandsay,“I’mSimon.”“I’mAmy.”I’m××.2.PairworkLetstudentsgettoknowthesesixnewfriendsandrememberthem.Practicegreetingsinpairs.1LetthestudentsknowwhentosayGoodmorning/afternoon/evening/night2.Letthestudentspracticegreetingatdifferenttime.3.DopartBonPageandthencheckit.LetthestudentswatchthecartoonbetweenEddieandHobo.1.IntroduceThisisEddie.ThisisHobo.EddieisHobo’smaster.Hoboisane-dog.2.Askthestudentssomequestions.ØWhoisEddie?ØWhoisHobo?ØDoyoulikee-dogs?(Showane-dog,say:Thisisane-dog.It’sverylovely)3.Listentothedialogueandanswerthequestions.4.Learnthenewwords.5.Readafterthetape.1.Letthestudentsreadbythemselves.2.Letthestudentsactoutthedialogueinpairs.3.TurnthesentencesintoChinese.4.Talkaboutthesefourpicturesinyourownwords.5.Fillintheblacks.Blackboarddesign\nAssignment1.Recitethedialogueandgreetings2.Letthestudentswritetheirownprofiles.Reflectionafterteaching）Period2Reading(1)Teachingaims1TorecognizetheusesofEnglishingivingpersonalinformation2TogettoknowthebasicinformationofthefourstudentsImportance1.Thenewwords2.UsefulsentencesDifficultiesLearnhowtomakeanintroductionofoneself.TeachingproceduresTeachingpre-setPersonalizedrevisionsStep1MakingarevisionStep2PresentationStep3DoingactivitiesStep4ListeningforLasttime,wemetsixnewfriends.Doyouremembertheirnames?Wheredotheycomefrom?(TheycomefromBeijingSunshineSecondarySchool.)Doyouwanttoknowmoreaboutthem?Beforewegettoknowaboutthem,letmeaskyousomequestions.Howoldareyou?Areyoutallorshort?Wheredoyoucomefrom?Wheredoyoulive?Whatclassareyouin?Whatdoyoulove?\ncomprehensionStep5DoingactivitiesStep6HavingasummaryWritemodelsentencesontheBb:I’m…(yearsold).I’m…(tall/short).Icomefrom…Ilivein…I’minClass…Grade…Ilove…(reading/dancing…)AskSstosaysomethingaboutthemselvesaccordingtothemodel.1.Nowlet’sgettoknowournewfriends.Afterlistening,trytofindoutwhattheylovedoing.(DoPartB1afterlisteningtothewholetextwithbooksopen.)Checktheanswers:1c,2a,3d,4b2.Listentothefirstparagraphwithbooksclosed.Afterlistening,answerthefollowingquestions:(1)HowoldisMillie?(Sheis12yearsold.)(2)Whatclassisshein?(SheisinClass1,Grade7.)(3)Whatdoesshelove?(Shelovesreading.)3.Listentothesecondparagraphwithbooksclosed.Afterlistening,dosome\n‘T/F’exercises:1)Simonisshort(F)2)Helovesplayingfootballverymuch.(T)3)Simonoftenplaysfootballaftersupper.(F)4.Listentothethirdparagraphwithbooksclosed.Afterlistening,fillintheblanks:I’mSandy.IcomefromBeijing.I’mverytallandslim.Ihavelongblackhair.Ilikelisteningtomusic.5.Listentothelastparagraphwithbooksclosed.Afterlistening,trytofillintheblanks:DanielisfromNanjing.Heisshort.HeisgoodatMaths.Openthebooksandchecktheanswers,andexplainthenewwords‘hard,wear,glasses,enjoy,polite,helpful’.1.Readthetext.AskSstorepeatafter\nyouorthetape,payattentiontostudents’pronunciationandintonation.Thenchoosefourstudentstoreaditout.2.AskSstochooseoneofthefourstudentstosaysomethingaboutthem.Todaywemetandgottoknowfournewstudents.Eachofthemislovely,doyouthinkso?Butwhodoyoulikebest?Why?(Haveadiscussion.)BlackboarddesignAssignment1.Readthetextaloudandtrytoreciteitifpossible.2Writeaeasyprofileaccordingtothetext(5sentencesareenough).ReflectionafterteachingPeriod3Reading(Ⅱ)TeachingaimsTounderstandandusetheexpressionsinthetextTowriteaprofileaccordingtothetextImportanceTounderstandandusetheexpressionsinthetextTowriteaprofileaccordingtothetextDifficultiesTowriteaprofileaccordingtothetext\nTeachingproceduresTeachingpre-setPersonalizedrevisionsStep1MakingarevisionStep2PracticingStep3WritingStep4DoingconsolidationexerciseStep5Givingasummary(Showthepicturesofthefourstudents)Ask:Doyouknowthem?Whoarethey?Canyousaysomethingaboutthem?(AskSstosayasmuchastheycan.)1.First,readthetexttogether.ThendoPartB2.(Checktheanswer:1F,2T,3F,4T,5F,6F,7F,8T).2.Readthefirstparagraphandrevisethefollowingexpressions:(WritedowntheimportantexpressionsontheBb.)1)HowoldisMillie?(Sheis12yearsold)Howoldareyou?Howoldareyourparents?Areyou12yearsoldor13yearsold?2)Whatclassisshein?(SheisinClass1,Grade7.)CanwesaySheisinGrade7,Class1?Why?(TellSsthedifferencebetweenEnglishversionandChineseversion.)Whatclassareyouin?AreyouinClass3,Grade8?3)Whatdoesshelove?(Shelovesreading.)Whatclub\nisshein?(SheisintheReadingClub.)Whatdoyoulovedoing?Whatclubareyouin?3.Readthesecondparagraphandrevisethefollowingexpressions:1）WhendoesSimonplayfootball?(Afterschool.)Whendoyoucleanyourclassroom?2)WhatdoesSimonlike?4.Readthethirdparagraphandrevisethefollowingexpressions:1.HowisSandy?(SheisverytallandslimShehaslongblackhair.)Explainthat‘hair’isanuncountablenounhere.2.Whatdoesshelikedoing?(Shelikeslisteningtomusic.)Explainthat‘love’means‘like…verymuch’.5.Readthelastparagraphandrevisethefollowingexpressions:1)WhereisDanielfrom?(Sheisfrom\nNanjing.)Wecanalsosay:ShecomesfromNanjing.Wheredoyoucomefrom?/Whereareyoufrom?Doyoucomefrom/AreyoufromHongKong?AskSstomakeupsentenceslike:Icomefrom…/I’mfrom…2)WhatisDanielgoodat?(SheisgoodatMaths.)Whatareyougoodat?Areyougoodatdancing?What’syourcousingoodat?Whataren’tyougoodat?6.Readthetexttogetheragain.Afterreading,askSstofinishPartC1.HelpSstofinishPartC2.EncourageSstowritemoresentences.Translation:1.我今年十二岁，在七年级二班。I’m12yearsold.I’minClass2,Grade7.2.我喜爱听音乐。我在校音乐俱乐部。Ilovelisteningtomusic.I’mintheSchoolMusicClub.3.我有个表哥。他叫西蒙。\nIhaveacousin.HisnameisSimon.4.他来自上海。（２种）Heis/comesfromShanghai.5.他喜欢放学后踢足球。（３种）Helikes/loves/enjoysplayingfootballafterschool.6.她高而苗条，还有一头乌黑的长发。Heistallandslim,andshehaslongblackhair.7.他的表弟学习努力，擅长玩电脑游戏。Hiscousinworkshardandheisgoodatplayingcomputergames.8.这个小男孩很有礼貌而且乐于助人。Thislittleboyisverypoliteandhelpful.ReadtheimportantexpressionsontheBbaloud.AskSstowritethemdownintheirnotebooks.BlackboarddesignAssignmentReadandrecitethetext.Revisetheimportantexpressionsandtrytousethem.Dosomeconsolidationexercises.\nWriteaprofile(atleast10sentences)ReflectionafterteachingPeriod4GrammarTeachingaims1.Tomakepositiveandnegativestatementsandaskquestionswiththeverb‘tobe’2.TolearntousethesimplepresenttenseoftheVerbtobeImportance1.Tomakepositiveandnegativestatementsandaskquestionswiththeverb‘tobe’2.TolearntousethesimplepresenttenseoftheVerbtobe3.Usefulexpressions:over,overthere,classroomDifficultiesTolearntousethesimplepresenttenseoftheVerbtobeTeachingproceduresTeachingpre-setPersonalizedrevisionsStep1PresentationStep2DrillsStep3PresentingStep4PresentthesimplepresenttenseoftheVerbtobeT:"Iamateacher.Youarestudents.WeareinGrade7"Whenwetalkaboutfactsandstates,weusethesimplepresenttense.AskSstotrytosaysomethingaboutthe\nDoingactivitiesStep5HavingasummaryStep6Doingconsolidationexercisepicturesusingthesimplepresenttense.IamanEnglishteacherWeareintheclassroom.Ourschoolisverybig.YouareMiddleSchoolstudents.Itisadog.YourbrotherisinClassone,GradeTwo.Yourclassmatesareontheplaygroundnow.Gothroughthetableofsimplepresenttenseoftheverb‘tobe’.Pointoutthecontractions.AskSstofindouthowtouse‘am,is,are’andhowtomakenegativestatements.Gothroughthetableofaskingquestionswiththeverb‘tobe’.AskSstofindouttherule.Payattentiontotheintonation.1)Fillintheblankswiththerightformof‘tobe’:1)MynameisMillie.IamanAmericangirl.Myparentsarekindtome.\n2)Mycousinis12yearsold.HeisinClass1,Grade7.3)Ourteachersareveryhelpful.Theyarethebestteachers.4)Isyourmotheradoctor?No,sheisateacher.5)JackandPeteraren’thappytoday,becausetheirteamlostthegame.6)Ourschoolisverybig.Wearehappytostudyhere.7)Fiveandfiveisten.8)Youarewrong.Itisn’tadog.It’sacat.1)Playingagame:Preparefivesmallpiecesofpaperandwrite‘teacher,student,doctor,policeman,worker’onthepaper.1ChooseandinviteoneofthestudentstotheBb.Askhim/hertoclosetheeyes.He/orshecanchooseajobandshowittotheclass.He/shecanaskthewholeclass:AmIateacher?The\nwholeclassanswertogether:Yes,youare./No,youaren’t.2Thestudentcanchooseajobbuttheotherstudentsdon’tknow.Thewholeclasscanask:Areyouateacher?Thestudentcananswer:Yes,Iam./No,I’mnot.3Onestudentchoosesajob.Theothertwostudentsaskandanswer(Onestudentknowsthejob,theotherdoesn’t.)A:Ishe/sheateacher?B:Yes,he/sheis./No,he/sheisn’t.4Usethesamewaytopracticethepluralform:Arewe/theyteachers?Yes,you/theyare./No,you/theyaren’t.5AskSstofinishPartAandchecktheanswer.(1.is,2.are,3.are,are4.is,5.ishe,6.Is)6AskSstofinishPartBandchecktheanswer.(1.is,2.is,3.are,4are5.is6.Is,7isn't,8is9Are10amnot.)LetSssumupwhenandhowtouse‘am,isare’.\n句型转换1.Hiscousinisgoodatswimming.(改为否定句)Hiscousinisn’tgoodatswimming.1.ThoseboysarefromEngland.（改为一般疑问句，并做否定回答）ArethoseboysfromEngland?No,theyaren’t.2.HeisinClass1,Grade8.（对划线部分提问）Whatclassishein?3.mother’s,is,my,long,hair（连词成句）Mymother’shairislong.4.teachers,they,doctors,are,or（连词成句）Aretheyteachersordoctors?BlackboarddesignAssignmentRevisethesimplepresenttenseoftheverb‘tobe’.Dosomeconsolidationexercises.\nReflectionafterteachingPeriod5.IntegratedskillsTeachingaims1,Toextractinformationfromapassage2,Togetinformationfromlistening3,ToconsolidateinformationandcompleteapassageImportance1.Thenewwords:dancingswimmingagecutehobbyglad2.Togetinformationfromlistening3.ToconsolidateinformationandcompleteapassageDifficulties1.Togetinformationfromlistening2.ToconsolidateinformationandcompleteapassageTeachingproceduresTeachingpre-setPersonalizedrevisionsStep1presentationStep2listeningtraining.Step3presentationStep4listening1.PresentaphotoofKitty:Look,whoisthegirl?Whataboutherhair?Isshecute?2.PresentaphotoofAmy:Look,whoisthegirl?Whataboutherhair?Isitlong?3.GuidetheSstoreadtheinstructionsofKittyandAmy:Pleasereadtheprofilesonpages13.TellmewhatkittylovesandwhatAmyisgoodat.Teach"dancing""swimming"4.Teacherasks:Doyoulovedancing?Are\ntraining.Step5Drillsyougoodatswimming?1guidetheSstochoosetherightinformationaccordingtothetable.."WouldyoupleasecirclethecorrectanswersinthetableaccordingtoKitty'sandAmy'sprofiles?Whatcanyougetfromtheprofiles?"2Playthetape,LetSscompletetherestofthetableonP133FinishA3.listentotheconversationagain.CompleteMillie'snotesinPartA3accordingtothetapeandthetableinPartA11.Checktheanswers.T:Millieisveryhappyatschoolbecauseshehasmanynewfriends.Whataboutyou?Areyouhappyatschool?Doyouhavemanygoodfriends/Whatdoyousaywhenyoumeetyourfriends?HelpSsreview:Goodmorning.Goodafternoon.howdoyoudo?Nicetomeetyou.Hi1IntroducePartBpicture:Millieandher\ncousinAndymeetKittyatschool.Theygreeteachother.2Listenandanswer:whatgradeisAndyin?3,listenandJudge:1)KittyisAndy'sclassmate.(F)2)AndyandMilliearegoodfriends.(F)3)Andy,MillieandKittyareallinGrade8.(F)4)Theschoolisnice.(T)5)Theyliketheschool.(T)1Readtheconversationafterthetapesentencebysentence.1.BoysplaytheroleofAndy.GirlsplaytheroleofKitty.Readthedialogue.2.Givethem2minutes.Pleaseworkingroupofthreeandmakeupanewconversation.3.AskSstocometothefront.showtheirdialogues.BlackboarddesignAssignment1.ReadandrecitePartBspeakup\n2.MakeupanewdialogueaccordingtoPartB3Finishtheworkbook.ReflectionafterteachingPeriod6StudyskillsTeachingaims1了解五个元音字母在重读开音节中的发音。2准确朗读单词中含有五个元音字母的重读开音节。3运用本课所学语音规律，准确朗读新单词。教学内容：五个元音字母在重读开音节中的发音/i:/Importance1了解五个元音字母在重读开音节中的发音。2准确朗读单词中含有五个元音字母的重读开音节。3运用本课所学语音规律，准确朗读新单词。Difficulties1.准确朗读单词中含有五个元音字母的重读开音节。2.运用本课所学语音规律，准确朗读新单词。TeachingproceduresTeachingpre-setPersonalizedrevisionsStep1presentationStep2DrillsStep3GamesStep41Reviewthe26letters.T:doyourememberthe26Englishletters?Whatarethey?CanyousingtheABCsong?2Presentthe5vowelsaeiou.T:Whocanreadthethesevowelsletters?Presentcakeshelikenostudent.Canyoureadthesewords?\nPractice3T:Payattentiontothevowellettersinthesewords.howtoreadthem?Pleasereadaftermeandtrytoimitatemypronunciation.4Concludetherule:Thesoundsofthevowellettersarethesameasthesoundsofthelettersthemselves.5T:Nowyoucanreadthem.ButhowtowritetheseEnglishsounds?I'llshowyou.1LetSslistentothetapeandconcludetherulebythemselves.2Readafterthetape.3ReadpartCsentences,trytowritedownthevowels.1将课本中A的练习以游戏的形式出现。准备好5张写上音标的卡片发给五位同学，请他们站在教室的前面，将手中的音标卡展示给其他学生。T：Shallweplayagame?Iwantfivevolunteers?YouaretheLeaders.Welcometothefront\n.将事先制作好的单词卡任意发给十名同学，这些学生识别单词中元音字母的发音并站到手持对应音标卡的学生身后：pleasereadthewordinyourcardandfindthecorrectsoundoftheboldletter.thenyoucanchooseyourleaderfromthefivestudentsandstandbehindhimorher.2ReadaftertheleaderReadPartBwords.1Doyouknowthesethreewords?Whocanreadthem?What'sthesoundoftheredletterinthiswords?2LookatthegroupsofthewordsinPartB.Trytoreadthenewwordsaccordingtothesoundofthewordinthecenterineachgroup.3AskSstoreadPartB4AskoneStudenttoreadpartB.othersreadafterhim.5Trytofindmorewords.BlackboarddesignAssignmentReflectionafterteachingPeriod7task\nTeachingaimsLearntheprofileofDanielTowriteaboutthemselvesIntroducethemselvestoothersconfidently.ImportanceTowriteaboutthemselvesDifficultiesTowriteaboutthemselvesTeachingproceduresTeachingpre-setPersonalizedrevisionsStep1Organizeideas.Step2PresentStep3PracticeStep4PlaygamesTellstudentsthattheclassispreparingahandbookcontainingaprofileofeachstudent.Thefinaldraftsoftheirwritingwillbecollectedtomakeaclasshandbook.1.AskstudentstolistentotherecorderandanswersomequestionsaboutDaniel.2.Askstudentstoreadtheprofile.Tellstudentstounderlinewordsandphraseswhichtheyfindusefulinthemodelsothattheycanincludeitintheirownwriting.3.TellstudentstoreadtheoutlineonPage16.Encouragestudentstoincludeadditionalinformation.1.Inpairs,studentsread,checkandcorrecttheirpartner’sdraft.Theteachergoesaroundtheclass\nAndprovideshelpandassistance.2.Askstudentstorewritetheirpersonalprofilesonaseparatesheetofpaperandaddillustrations,particularlyapictureofthemselves.3.Askforvolunteerstoreadouttheirprofilestotheclass1.Tellstudentsnottoincludetheirnamesonthefirstdrafts.2.Dividetheclassintogroupsofeight.Collectthestudentsfirstdrafts,mixthemupandthenhandthemouttodifferentstudentswithinthegroup.3.Eachstudentreadsapersonalprofile,triestoguesswhothewriteisandreturnsthepersonalprofiletothewriter.Writeoneortwoprofilesofhimself/herselfandanotherperson.BlackboarddesignAssignmentReflectionafterteaching\n