最新最新牛津译林版七年级英语7A上册全册教案教学设计资料.docx
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最新最新牛津译林版七年级英语7A上册全册教案教学设计资料
调研结论：
综上分析，我们认为在学院内开发“DIY手工艺品”商店这一创业项目是完全可行的。
（4）牌子响
据调查，大学生对此类消费的态度是：
手工艺制品消费比“负债”消费更得人心。
还有一点就是ｂｅａｄｗｏｒｋ公司在“碧芝自制饰品店”内设立了一个完全的弹性价格空间：
选择饰珠的种类和多少是由顾客自己掌握，所以消费者可以根据自己的消费能力进行取舍；此外由于是顾客自己制作，所以从原料到成品的附加值就可以自己享用。
功能性手工艺品。
不同的玉石具有不同的功效，比如石榴石可以促进血液循环，改善风湿和关节炎；白水晶则可以增强记忆力；茶晶能够帮助镇定情绪，缓解失眠、头昏等症状。
顾客可以根据自己的需要和喜好自行搭配，每一件都独一无二、与众不同。
价格便宜些□服务热情周到□店面装饰有个性□商品新颖多样□
根本不知道□
月生活费人数（频率）百分比
（一）上海的经济环境对饰品消费的影响
营销调研课题
Unit1Thisisme!
Comicstrip&Welcometotheunit
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:
1.knowthetwocartooncharacters,EddieandHobo,andthesixstudents
atSunshineMiddleSchool;
2.greeteachotherproperlyinEnglish;
3.introduceoneselftoothersinEnglish.
II.Teachingcontents
1.Newwordsandphrases:
master,e-dog,goodmorning/goodafternoon/good
evening/goodnight
2.Newstructures:
What’syourname?
Mynameis…
Nicetomeetyou.
Nicetomeetyou,too.
III.Focusofthelessonandpredictedareaofdifficulty
HowtointroduceeachotherandgreeteachotherinEnglish.
IV.Teachingprocedures
Comicstrip
Step1Lead-in：
Enjoythevideo“makefriends”.
T:
Todaywe’lllearnUnit1Thisisme!
Doyoulikethesonginthevideo?
WearenownewstudentsatDonglinMiddleSchool,andmeetmanynew
classmates.Doyouwanttomakemorefriends?
I’dlikeyoutomeettwo
newfriendsinourbooks.Doyouwanttoknowthem?
【设计意图：
由视频再到图片makefriends引出不同人物的名字。
】
Step2Presentation
1.Learnsomenewwords
（1）Showsomepicturesofthetwocartooncharacters.
T:
Lookatthedog.HisnameisEddie.Doyouhaveadogathome?
Ifyou
haveapetdog,youarethemasterofthedog.Youshouldlookafterit
everyday.AndthisisHobo.Theyareournewfriends.
（2）Learnmoreaboutthewordsbyshowingmoreexamples.
2.WatchthevideobetweenEddieandHobo,andanswerthefollowing
questions.
T:
Nowlet’swatchavideobetweenEddieandHobo.Pleasewatchcarefully
andanswerthequestionsbelow.
（1）Whatarethetwodogs’names?
（2）Whoisthemaster?
（3）IsHoboarealdog?
（4）IsHobohappyinPicture1?
Why?
（5）IsHobohappyinPicture4?
Why?
3.Listentothetapeandfollowinchorus.Payattentiontothe
pronunciationandintonation.
4.Fillintheblanksofthepassage,andchecktheanswers.
5.Readtheconversationinpairs.Encouragestudentstoaddsomefacial
expressionsandbodylanguageifnecessary.
6.Demonstratetheconversationtothewholeclass.
T:
Great!
NowI’dliketoinvitesomepairstocometothefrontand
role-playforus.Whowantstohaveatry?
【设计意图：
通过图片呈现导入生词和短语，引出comicstrip对话。
通过问
答、填空和朗读让学生理解漫画内容并加以巩固。
】
Welcometotheunit
Step1Presentation
1.ShowpicturesofthesixstudentsatSunshineMiddleSchool,and
introducetheirnames.
2.Readtheirnamestogether.
3.ShowmorepicturesaboutthesestudentsinpartA,andshowhowto
greetpeopleatdifferenttime.
4.FinishPartBandreadtogether.
5.ReadthethreeconversationsinPartAtogether.
【设计意图】通过呈现图片和部分对话让学生填入所缺答语的形式导入生词和
短语，同时根据每张图片的内容师生现场演绎该段对话，增加学生印象，同时
达到锻炼口语交际能力的目的。
Step2Practice
1.ListentotheconversationinpartC,andanswerthequestion.
Whoarethetwogirlsintheconversation?
2.Repeatafterthetape,andpayattentiontothepronunciationand
intonation.
3.Workinpairs.Greetyourpartnerandthenintroduceyourself.Use
theconversationbelowasamodel.
A:
Hello./Hi./Goodmorning…
B:
Hello./Hi./Goodmorning…
A:
I’m…/Mynameis…What’syourname?
B:
I’m…/Mynameis…
A:
Nicetomeetyou.
B:
Nicetomeetyou,too.
【设计意图】让同桌互相进行自我介绍并打招呼，操练对话，将知识点的运用
融入到日常生活中。
Step3Expansion
Showsomeslangexpressionsandletstudentsguesstheirmeanings.
T:
Today,wehavetwonewfriends,EddieandHobo.Theyarebothlovely
dogs.Andinforeigncountries,dogsarehuman’sgoodfriends.Theyare
honest,anddolotsofthingsforus.Now,Ihavesomeslangexpressions
inEnglish.Whocanhaveaguessandtellthemeanings？
Loveme,lovemydog.爱屋及乌。
It’srainingcatsanddogs.天正下着倾盆大雨。
worklikeadog拼命工作
Everydoghasitsday.每个人都有得意或成功的一天。
【设计意图】通过言语扩充学生知识面，提高学习兴趣。
Step4Consolidation
TranslatethesesentencesintoEnglish.
1.我爱电子狗。
Ilovee-dogs.
2.你叫什么名字。
What’syourname?
3.A:
你是埃迪吗？
AreyouEddie?
B:
是的。
Yes,Iam.
【设计意图】通过句子翻译，让学生更好地加深对课堂内容的理解。
V.Homework
1.Readthenewwordsanddialogues;
2.FinishExerciseOne.
Unit1Thisisme!
Reading（I）
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:
1.fluentlyreadthepassageaboutthefourstudentsatSunshineMiddle
School;
2.findoutsomedetailinformationaboutthepassagebyreading
carefully;
3.introduceoneselfandothersinEnglish.
II.Teachingcontents
1.Newwordsandphrases:
grade,student,reading,classmate,slim,be
goodat,afterschool
2.Newstructures:
Ihaveshorthair.
Herhairislong.
Let’smeetmynewclassmates.
Ilovereading.
HeisfromNanjing.He’sgoodatMaths.
III.Focusofthelessonandpredictedareaofdifficulty
Learnhowtointroduceothersandoneself.
IV.Teachingprocedures
Step1Lead-in
1.ShowthepictureofHermione,acharacterfromthemovieseriesHarry
Potter.Andpresentnewwordsandphrasesbyshowingherprofile.
2.Matchthewordsandphraseswiththemeanings.
3.Makeaconclusionabouthowtointroduceaperson:
name/age/birthplace/appearance/hobby.
【设计意图；简要总结如何描写人物的思路，同时拓展更多相关词汇，形成文
章脉络并锻炼学生的总结能力。
】
Step2Presentation
1.Showpicturesofthesixstudentsandtelltheirnames.
T:
EddieandHoboareournewfriends,andwehavesomeotherfriends
fromBeijingSunshineSchool.Doyoustillrememberthem?
TheyareMillie,
Simon,Kitty,Amy,SandyandDaniel.Wouldyouliketoknowmoreabout
them?
NowletthemusreadthetextonP8.
2.WatchthevideoaboutMillie,Simon,SandyandDaniel,andfinishthe
exercisesofPartB1.
【设计意图】读课文，看视频，掌握课文大意，为下面细节理解做铺垫。
Step3Detailreading
1.Readthepassagetogetherwiththevideoandanswerquestionsabout
Millie.
（1）HowoldisMillie?
（2）Doesshelikereading?
2.ShowtheprofileofMillie,andaskstudentstoretellMillie’s
self-introduction.
Millie:
anewstudentat…/12yearsold/haveshorthair/lovereading
3.BoysreadthepassageaboutSimontogether,andfinishthetrueor
falseexercises.
（1）Simonisshort.（F）
（2）Simonlikessports.（T）
4.ShowtheprofileofSimon,andaskaboystudenttointroduceSimon
withthehelpofthekeywords.
Simon:
tall/likesports/playfootballafterschool
5.GirlsreadthepassageaboutSandy,andanswerquestions.
（1）IsSandytallandslim?
（2）Doesshelikemusic?
6.ShowtheprofileofSandy,andaskagirlstudenttomakeareport
abouther.
Sandy:
tallandslim/longhair/music
7.ReadthepassageaboutDanieltogetherandfillintheblanksofa
shortpassage.
ShowtheprofileofDaniel,andmakeareporttointroduceDaniel.
Daniel:
Nanjing/short/Maths
8.Exercise.
Readthewholepassagetogetherwiththetape,andfinishtheexercise
ofPartB3.
T:
Boysandgirls,weknowalotaboutthefourstudents.AndMrWuis
writingabouthisnewstudents.Let’shelphimfinishthereport.
【设计意图：
通过完成不同的教学任务，训练学生的阅读方法和阅读速度，在
熟悉课文的同时，也为介绍自己和他人做好文本输入。
】
Step4Practice
1.Playagame“welcometoHogwartsSchool”.
T:
HaveyouwatchedHarryPotter?
Inthemovie,wecanfindournewfriend,
Hermione.SheisanewstudentatHogwartsSchoolofWitchcraftsand
Wizardry.Anddoyouwanttoknowmoreaboutherfriendsinthemovie?
WelcometoHogwartsSchool.Eachgroupcanchooseanumber.Behindthe
numberyouchoose,there’ssomeinformationaboutoneofHermione’s
friends.Youcandiscusswithyourpartners.Andthenonestudentinyour
groupshouldmakeareporttointroducehimorher.
Harrypotter:
15yearsold/shortandthin/brownhair/wear
glass/clever/likesports/begoodatmagic
RonWeasley:
15yearsold/redhair/blueeyes/befromtheUK/play
chess/braveandhelpful
Dumbledore:
principal/tallandthin/longwhitehair/blue
eyes/music/niceandkind
2.Makeareporttointroduceyourself.
T:
Todaywemeetsomanynewfriends,fromMillietoDanielatSunshine
MiddleSchool,andfromHermionetoHarryPotteratHogwartsSchool.Let’
comebacktoourschool.Herearesomesentencesaboutyourself.Please
finishthesesentenceswithyourowninformation.Andtrytomakeareport
tointroduceyourselftoyourclassmates.Ifyouneedanyhelp,youcan
discussinpairs.
Mynameis_________.
Iamanewstudentat________.
Iam_______yearsold.
Iamfrom________.
Iam_______.
Ihave________hair.
Ilove__________.
Iamgoodat________,
【设计意图：
以游戏的形式开展活动，利用关键词让学生分组介绍人物，达到
复现课文重点内容的目的。
之后进入自我介绍的环节，充分发挥语言的语用功
能。
以小组合作学习的方式，培养学生与他人合作的能力。
】
V.Homework
1.Writeapassagetointroduceyournewclassmate;
2.Recitethepassageonthetextbook.
Unit1Thisisme!
Reading（II）
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:
1.fluentlyretellthepassageaboutthefourstudentsatSunshineMiddle
School;
2.mastertheimportantlanguagepoints;
3.learnhowtointroduceoneselfandothers.
II.Teachingcontents
1.Newwordsandphrases:
grade,student,reading,classmate,after
school,begoodat
2.Newstructures:
I’m12yearsold.
I’mtall.
ThisisSandy.
Herhairislong.
HeisfromNanjing.
HeisgoodatMaths.
III.Focusofthelessonandpredictedareaofdifficulty
Learnhowtointroduceothersandoneself.
IV.Teachingprocedures
Step1Lead-in
T:
Re
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