牛津版七年级英语预备课程教案.docx

1、牛津版七年级英语预备课程教案Lesson 1 Nice to meet you!教学目标i掌握问候、介绍和告别的英语表达方式。2学会运用人称代词提问和回答。3学会用适当的形容词描述他人。4学会写简单描述同学的小短文。教学准备i相关图片。 2学生的照片。3配套磁带或光盘。教学步骤A Meeting new friendsStep I导入1 教师先打招呼并自我介绍：Hi, boys and girls, rm your new English teacher. Nice to meet you.询问学生该怎样回答，并把Nice to meet you.和Nice to meet you too.这

2、两句写在黑板上。2告诉学生以后见到你可以用“Hi, Miss/Mr 来跟你打招呼。教师说：From now on, you can greet me with Hi, Miss/Mr .”并把该句写在黑板上。Step II呈现教师说：Now youre in this new school. What do you think of it?鼓励学生回答： Its a nice school.教师说 ：This is a new class. Can you tell me your names?教师挥手跟任意一位学生 打招呼并自我介绍：Hi, Im Miss/Mr.鼓励学生用“Hi, Im”回

3、应。3安排同桌的学生用“Hi, 互相介绍。教师说：Now introduce yourself to your partner, please. Dont forget to use Hi”.4 告诉学生：Today were going to meet four new friends. Listen to the tape.教师播 放录音，听完后问学生：Can you tell me their names?让学生集体回答。5让学生看A1部分的图片，然后提问：Picture 1: Who are they? (They are Millie and Jill.)Picture 2: Wha

4、t are they talking about? (They are talking about their school). Picture 3: Who is introducing Jill? (Millie is introducing Jill.)Picture 4: Who is Andy? (He is Millies cousin.)6播放录音，要求学生集体跟读对话，教师说：Now read the conversation after the tape.播放录音时可一句一停，以便学生跟读。 7请学生看图复述对话内容。8把学生分成三人一组进行分角色朗读，并给学生几分钟时间准备

5、，之后请两到三 个小组上台表演。让他们用自己的真实姓名表演，达到活学活用的效果：Would you pleas e come to the front and act out the conversation for us? You may use your own names to greet each other.Step III 练习1把学生分成三人一组，一人介绍另外两人彼此认识。Sample conversationSI: This is my new friend .S2: Hi, . Nice to meet you.S3: Hi, . Nice to meet you too.2

6、全班同学互相认识后，以小组为单位从前到后依次快速打招呼。使用句型“Hi, ”和“Are you?”并用yes/no回答。Step IV呈现1呈现A1部分的学生图片，教师问：Whos the girl/boy?鼓励学生用人称代词he、 she、they回答问题。2完成A2部分的练习。3教师介绍人称代词以及be动词的完整和缩写形式，向学生解释：Im = I am、 Youre = You are等，前者是后者的缩写形式。要求每位学生用I、you、we、he、she、they、it来介绍同学和教室里的物品， 内容不重复。Step V巩固1背诵对话。 2完成书后配套练习的相关部分。B Photos o

7、f friendsStep I导入1教师在黑板上画一只钟，显示上午的某一个时间，问学生此时应该怎样用中文 跟教师或同学打招呼：At this time of the day, how do you greet your teachers or classmates in Chinese?当学生回答“早上好”时，教师说出“Good morning!” 并把该句写在黑板上。2假设当时是上午九点，让学生用“Good morning!”与同桌互致问候：Its nine oclock in the morning now. How do you greet your partner?Step II呈现1

8、教师和一位学生进行示范问候：Good morning!告诉学生可简略回答：Morning!2 告诉学生如何问候认识的人：Now I know you all and you all know me. How do we greet each other when we meet again? I would say How are you?然后要求学 生跟读：Now repeat it after me: How are you?重复多次，确保每位学生都能正确模仿。3当学生最后一次跟读“How are you?”时，教师回答：Im fine, thank you.并在 黑板上画一张笑脸。教师再

9、将“Im fine, thank you.”重复多遍让学生跟读，并 把“How are you?”和“Im fine, thank you.”都写在黑板上。然后问能力较弱 的学生：How are you?启发他们回答：Im fine, thank you.还可启发能力较强的 学生进一步询问“And you?”教师回答：Im fine too.4同一列学生前后依次问答，练 习这段对话。呈现B1部分的学生图片，问：Who are they?讨论每张图片中的学生：Who is he/she? Is she short? Is he strong?让学生用yes/no回答。6学生分角色朗读对话。 7鼓

10、励学生指着课本上的图片表演对话。 8展示几张班上学生的照片，要求学生模仿B1部分用真实信息改编对话。Step III 练习1完成B2部分的表格。 2完成表格填写后，教师每说一个人称代词，学生齐声说出相应的be动词形式。教 师也可依次请一位学生来回答，最后帮助学生总结规律。Step IV呈现教师说：Now I want to know if I can remember all your names.走到学生面前问： Are you right?引导学生回答：Yes, I am./No, Im not.也可问学生同学的姓 名：Is he/she right?引导学生回答：Yes, he/she

11、is./No, he/she isnt.2让学生两人一组用这种一般疑问句进行对话。3引导学生操练B3部分的对话，用一般疑问句向学生提问：Are you .? Is she tall? Are they classmates?让学生用yes/no回答，并在其后用肯定或否定形式完整 表述。4提醒学生注意否定的缩写形式。5教师播放B3部分的录音，要求学生集体跟读对话。教师说：Now read the conversations after the tape.播放录音时可一句一停，以便学生跟读。6学生两人一组用同学的真实身份模仿B3部分的句型进行对话。Sample conversationSI: Is

12、 she thin?S2: No, she isnt. She isnt thin.SI: Is she .?S2: Yes, she is. Shes .Step V巩固1背诵对话。2完成书后配套练习的相关部分。C Greeting each otherStep I导入1教师在黑板上画一只钟，钟面显示两点整。教师说：Its two oclock in the afternoon. Can I say “Good morning to you?启发他们回答：No.进一步引入 “Good afternoon!”并将该句写在黑板上。2教师假装要离开，边走向门口边对学生挥手说“Goodbye!”，鼓

13、励学生用 “Goodbye!” 回应：Im leaving. I say goodbye to you. What do you say to me?鼓励 学生说出“Goodbye!”然后把“Goodbye!”写在黑板上。告诉学生，在和熟悉的 人告别时还可以简单地说“Bye”或“Bye-bye”。教师说：You can say Bye! or Bye-bye, for short.Step II呈现1走到一个学生面前说：Hello! Whats your name?启发学生回答：Hello! Im .告诉学生，跟 “Hello” 相比，“Hi” 更口语化:Hi is more informal

14、 than Hello. We usually greet our friends with Hi”.3与多位学生练习这个对话，直到被提问的学生都能正确回答为止。4组织学生开展活动，让他们用“Whats your name?”这一问句去主动认识那 些还不熟悉的同学：Please go to those classmates that you dont know and ask them their names.5 告诉学生Millie正在跟别人打招呼：Millie is greeting other people. Now lets say who they are. When do they

15、 meet? What does Mrs Li say to Millie?6让学生看Tip部分，并解释Mr、Mrs、Miss、Ms加姓氏的用法：课前准备一些不同年龄和性别的人的图片。向学生展示三张图片，分别是某 中国男子、某老年中国女子和某年轻中国女子。分别在三张图片下用拼音 写出他们的姓名，如：Li Ming, Wang Mei, Chen Yi。请几位学生试着跟 这几个人打招呼，从而引出Mr、Mrs和Miss: Please greet these people in the pictures. You can say Hello, Mr Li, Mrs Wang or Miss Che

16、n”.再给学生一些不同国籍的人物的图片和他们的全名，如：Tom Green、Lily Brown、Chen Yi,让学生用Mr、Mrs和Miss称呼他们:This mans name is Tom Green. You can greet him by saying “Hello, Mr Green.介绍Ms的用法：We also use “Ms before a family name. It can be used when you dont want to state whether shes married or not.教师也可以用中文补充 说明。7让学生朗读对话，并让他们看图复述对

17、话内容。8学生两人一组分角色准备表演，鼓励学生用真实姓名改编对话。邀请几组学生上 台表演。Step III 练习依次让学生回应你的问候或道别，如：Hi、Good morning、Goodbye。只给每个 学生几秒钟的时间考虑，如果学生在几秒钟内无法正确应答，立即跳过该学生，要 求下一个学生回答。对回答得又快又准、发音正确的学生应表示赞扬：Good./Well done.Step IV巩固i背诵对话。2用所学句型和同学问候及告别。3完成书后配套练习的相关部分。D My classmates Step I复习1让学生用学过的各种句型互致问候：Hi./Good morning./Goodbye./H

18、ow are you?/ Im fine, thank you. And you?/rm fine too.等。2请几对学生上台表演有关问候的小对话。可启发学生添加内容，多运用本课所学 的词汇、词组和句型：Id like to invite some pairs to the front. Each pair will act out a short conversation. Remember to use all you have learnt from this lesson.Step II呈现1让学生对照表格内容口头描述Lucy、Sally、Alan和Carl。教师可以用一般疑问句 适

19、当引导：Is Lucy clever? Are they kind?2完成表格下方的短文填空。3要求学生三人一组模仿短文描述自己的同学。教师在教室内巡视，帮助指出有代 表性的错误。Step III 巩固1写一篇描述同学的小短文。2完成书后配套练习的相关部分。教学反思：_ _Lesson 2 A happy family教学目标i能够就家庭成员的职业和年龄进行熟练问答。 2掌握100以内基数词的表示方法。3学会写简单描述家庭成员的小短文。来源:Zxxk.Com教学准备i让学生将自己与家人的合影带到课堂上来。2相关图片。3配套磁带或光盘。教学步骤A A family photo Step I复习与

20、学生用学过的问候语打招呼，如：Hi、_ Good morning、Good afternoon。根据 学生的回答情况，教师予以表扬或纠正。Step II导入i请两位学生站起来，教师指着一人问另一人：Is this？学生回答.：Yes./No. This 2由这位回答的学生再指定一个人，让其问同桌或后座的学生：Is this.?按照座 位顺序依次练习。3留最后回答的两位学生，教师指着他/她们说:This isand this is .然后问全班： Are they brothers/sisters?学生回答：No. Theyre classmates.接着问：Are they in the sa

21、me family?学生回答：No. They dont have the same parents/mother and father.4 在黑板上写出father、mother、brother、sister,继续问：Whos your fathers/ mothers father/mother?写下grandfather和grandmother。最后在单词间添加线 条，完成一个简单的family tree。Step III 呈现1教师借用一位学生的照片说：Look, this is a family photo.随后拿着照片走到另 一个学生面前问：Is this a photo of y

22、our family?学生回答：No, it isnt.利用学生 带来的照片多做几个示范。2让学生拿出自己的照片互相问答，提醒学生使用“Is this?”和“Yes./No.” 的句型，并用grandfather、grandmother、father、mother、brother、sister、 uncle、aunt和cousin等词来介绍自己的家庭成员。指导学生带着问题听录音：Now lets listen to a conversation about a family photo. How many people are they talking about? Who are they?

23、 Does the boys mother have short hair or long hair?让学生阅读对话并回答问题：Whats the boys mother/father? How old is his grandma/grandpa? 5向学生解释father、mother、grandfather、grandmother的口语化表达分别为 dad、mum、grandpa、grandma。6教师再次播放录音，要求学生集体跟读对话，注意模仿语音语调：Please repeat the conversation after the tape and pay attention to

24、your pronunciation and intonation.7要求学生看图复述对话内容。 8两人一组，给学生几分钟时间根据自己的照片改编对话内容，然后请两到三个小 组上台表演。Step IV练习1完成A2部分的练习。2选几个学生轮流上讲台，接受下面学生对其照片的提问并做出回答，问题包含：Is this your ? Whos he/she? How old is he/she? Whats he/she? Is he/she t all?3请能力较强的学生上来转述台上其他同学的照片：This is a photo of Li Huas family. This is his fathe

25、r. Hes a/an . Hes . years old.Step V巩固i背诵对话。2完成书后配套练习的相关部分。B My family members Step I复习让学生就各自带来的照片，用所学句型轮流问答：This is a photo of my family. Whos he/she? Hes/Shes .或Is this your ？ Yes/No, hes/shes my .Step II呈现1展示B1部分的人物图片。逐张讨论：Whats he? Whats she? How old is he/she?2 告诉学生：Theyre a family. Whose famil

26、y members are they? Please read the short article.3根据文章继续讨论图片：Whos the man/woman/boy？让学生完成Bobs family tree。4让学生仔细阅读文章判断对错。对了就大声说“True!”，错了就大声说“False!”。1 Bob is thirteen years old. (False!)2 Bobs mother is a teacher. (True!)3 Bob has a brother. (False!)4 Bobs aunt is his fathers sister. (True!)5 Bobs

27、 mother has no brothers. (False!)6 Bobs uncle has a baby boy. (True!)5学生大声朗读文章。Step III 练习1用课文填空的形式检查学生对文章的理解和记忆。My name is Bob. I twelve years old. I am a My father is a in a big hospital. He is My mother is a She canspeak . She is thirty-eight.I have no or sisters, but I have cousins. My father ha

28、s a sister. She is Mary. She is thirty-seven. She looks young. My mother has a brother. He is Joe. He is . He has a baby boy.I love them and they love me too. We are a happy .(am; student; doctor; forty-two; teacher; English; brothers; Aunt; Uncle; twenty-nine; family)2给三分钟左右准备时间，要求能力较弱的学生按单张图片描述个人情

29、况，能力较 强的学生复述整篇文章。 3两人一组模仿这篇文章互相用自己的照片简单介绍家庭成员的情况。Step IV呈现1 问学生：When you began to go to school, how old were you? When you finished primary school, how old were you? When you leave college and go to work, howold are you?教师把答案分三行写在黑板上：six、twelve、twenty-two,每一行 分别代表1-10、11-20、21-30的基数词，然后让几位学生在黑板上写出每一

30、行 的乘1J余数字。Now would you please help me write down the other numbers on the blackboard?教师在一旁引导学生写出正确的基数词。 2教师带读基数词1-30，帮助学生总结它们的规律。3 带领学生依次拼读基数词：Now lets spell out the numbers. One, o-n-e, one; two, t-w-o, two .4小组竞赛，15个学生为一组，进行数字接龙，从1开始数到15，正确率髙的小组获胜。 5完成B2部分数字表格的填写，小组之间互相检查答案。 6指导学生朗读B3部分的数字，提醒学生基数词可以用来表达电话号码、时刻、 价格、年份等，注意其读法的不同。数字0在电话号码中一般读“oh”（/ou/)。 7多给学生一些数字的例子，指导他们按照不同用法正确朗读。Step V巩固1背诵课文。2完成书后配套练习的相关部分。C People and jobsStep I复习请几位学生上台向全班同学介绍