牛津译林版七年级上英语Unit1 Task 教案

《牛津译林版七年级上英语Unit1 Task 教案》由会员分享，可在线阅读，更多相关《牛津译林版七年级上英语Unit1 Task 教案（3页珍藏版）》请在七七文库上搜索。

1、Unit 1 This is me!TaskI. Teaching aims and learning objectivesBy 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.II. Teaching contents1. New

2、 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. III. Focus of the lesson and predicted area of difficultyWrite a passage to introduce oneself to others.IV. Teaching proceduresStep 1 Lead-in 1. Play

3、 a guessing gameT: Boys and girls, before we begin our class, lets play a game first. Please guess who he/she is according 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 b

4、ut also some new friends in the Reading part. Do you still remember who they are? Yes, they are Millie, Simon, Sandy and Daniel. 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 “

5、Simon likes ”. 【设计意图】猜谜游戏活跃气氛的同时引导学生关注身边人物，又自然过渡到所学课文；从阅读课时的主体内容入手，熟悉的话语帮助学生迅速进入 task 学习的状态，也帮助学生初步形成的人物介绍简单要素。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 M

6、illie?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? Lets read the passage together and answer this question: What doe the text tell us? T

7、: So we know that Daniel comes from Nanjing. “Be from” equals to “come from”. We can say “Daniel is from Nanjing”. (Students read the phrases twice and make up similar sentences.) From the picture, we find that there is a pair of glasses. So we can say “Daniel wears glasses. (Students read the phras

8、es 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.【设计意图】通过整理 Millie 和 Daniel 的简单信息构成基本思维导图，通过段落大意的归纳帮助学生明确文段的组织方式，形成清晰脉络。同时也将本课时重点词汇一一呈现并强调。Step 3 Practice 1. Complete the profile

9、 of ones 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 well be. Since you have finished the profile, wed like to know more about you. Try to introduce yourselves to your partner first. Pay attention to the aspects on

10、 the screen: general information, hobbies and skills, friends, appearance and others. T: Now lets welcome some Ss to introduce themselves.【设计意图】通过两种图表帮助学生掌握介绍要素，并尝试自我介绍，其实这也是拓宽学生思路，以便后期写出更完整更有新意的人物介绍。Step 4 Extension 1. Complete the passage about Millies friend, Daniel.T: Millie is trying to introdu

11、ce 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 accord

12、ing to the table.3. Write a short passage(1) Write a short passage about ones 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

13、. T: Share your passage with your members and try to find out the very person. (The students check for mistakes (spelling, punctuation, tense mistakes etc.) by themselves. Then check for mistakes in groups of four and try to get help from other members of the group.) (3) Decide on the best passage.T

14、: 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.【设计意图】再现思维导图，帮助学生学以致用；学生在独立完成的基础上进行小组分享与改进，有利于信心的增强和合作意识的培养。V. HomeworkYou may choose any of the following posters as your homework and stick it on the wall.1. Make a poster of Mei Yangyang. (The table is given on your worksheet.) 2. Make a poster of your best friend in your class.3. Make a poster of your favourite super star.