北师大版七年级英语上册全套教案
北师大版英语七年级上册Unit1Lesson1PhotosofUs(第二课时)教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握以下知识与技能：
1.掌握本课的生词和短语，如：photo, family, school, class, friend, smile, hair, glasses等，并能在实际情景中正确运用。
4.预习作业：
（1）提前预习下一课的内容，了解将要学习的知识点，为新课的学习做好准备。
（2）查阅相关资料，了解英语中描述人物外貌的其他形容词，为课堂上的讨论和展示做好准备。
作业要求：
1.学生需认真完成作业，注意语法和词汇的正确运用。
2.家长协助监督，确保学生按时完成作业，并鼓励学生积极参与口语练习。
（2）设计角色扮演、小组讨论等实践活动，让学生在实际语境中运用一般现在时描述人物外貌。
（3）利用听力材料，进行有针对性的听力训练，提高学生捕捉关键信息的能力。
2.针对难点内容的设想：
（1）采用直观教学法，通过图片、实物等辅助手段，帮助学生理解并运用形容词描述人物特征。
（2）创设丰富的语言环境，让学生多开口、多实践，提高口语表达能力。
3.教学步骤：
a.教师播放听力材料，引导学生捕捉关键信息：“Listen carefully and answer the questions.”
b.学生完成听力练习，教师及时反馈、解答疑问。
c.学生完成描述人物外貌的练习，教师个别指导并纠正错误。
（五）总结归纳
1.教学活动：
-教师引导学生回顾本节课所学知识，总结一般现在时描述人物外貌的用法。
-教师结合实物、图片等，教授一般现在时描述人物外貌及特点。
3.设计意图：
七年级上册英语全册教案(北师大版)
七年级上册英语全册教案(北师大版)Unit 1: Greetings- Lesson 1: Greetings and Introductions- Objectives:- Introduce basic greetings in English.- Learn how to introduce oneself.- Teaching Procedure:1. Warm-up activity: Play a game where students greet each other using different greetings, such as "hello," "hi," etc.2. Present new vocabulary: Teach students how to say "hello," "hi," "goodbye," and "see you."3. Practice activities:- Pair students up and have them introduce themselves to each other using the new greetings.- Play a role-play game where students act out different greeting scenarios.4. Consolidation and extension:- Have students create dialogues using the new greetings.- Ask students to write a short paragraph introducing themselves to the class.5. Review and assessment:- Conduct a class discussion on the importance of greetings in different cultures.- Assess students' understanding through a written quiz.- Lesson 2: Polite Expressions- Objectives:- Learn useful polite expressions in English.- Practice using polite language in various situations.- Teaching Procedure:1. Warm-up activity: Show pictures of different scenarios and ask students to choose the most appropriate polite expression for each situation.2. Present new vocabulary: Teach students expressions such as "excuse me," "thank you," "please," and "sorry."3. Practice activities:- Role-play different situations where students use the newly learned expressions.- Have students create dialogues using the polite expressions.4. Consolidation and extension:- Ask students to write a short paragraph describing a situation where they used polite expressions.- Conduct a class activity where students practice polite expressions in different scenarios.5. Review and assessment:Unit 2: Family- Lesson 1: Talking about Family- Objectives:- Learn vocabulary related to family members.- Practice using possessive pronouns to describe family relationships.- Teaching Procedure:1. Warm-up activity: Play a memory game where students match family member vocabulary cards.2. Present new vocabulary: Introduce family member vocabulary words such as "father," "mother," "brother," etc.3. Practice activities:- Have students create a family tree using the vocabulary words.- Practice using possessive pronouns to describe their family members.4. Consolidation and extension:- Pair students up and have them interview each other about their families.- Ask students to write a short paragraph describing their family using possessive pronouns.5. Review and assessment:- Conduct a class discussion on the importance of family and the roles of different family members.- Assess students' understanding through a group activity where they present their family trees.- Lesson 2: Describing Family- Objectives:- Learn how to describe family members using physical appearance and personality traits.- Practice using adjectives to describe people.- Teaching Procedure:1. Warm-up activity: Show pictures of different family members and ask students to describe them using adjectives.2. Present new vocabulary: Introduce adjectives related to physical appearance and personality traits.3. Practice activities:- Have students describe their own family members using the new vocabulary.- Play a guessing game where students describe a family member and others guess who it is.4. Consolidation and extension:- Ask students to create a poster describing their favorite family member using adjectives.- Conduct a class activity where students present their posters and describe their family members.5. Review and assessment:- Assess students' understanding through a class discussion on the importance of understanding and appreciating family members.- Assign a written task where students describe their favorite family member using adjectives....(Note: This document is a sample teaching plan for Grade 7 English textbook published by Beijing Normal University Press. The actual teaching plan may vary based on specific teaching requirements and classroom dynamics.)。
北师大版英语七年级上册Unit1Lesson1PhotosofUs(第一课时)优秀教学案例
在讲授新知时，我会结合教材内容，为学生讲解人称代词、介绍家庭成员朋友、谈论兴趣爱好等相关知识点。我会用生动的例子和实际情境，让学生更好地理解和掌握这些知识点。同时，我会鼓励学生积极参与，提问他们一些问题，如：“Can you introduce your family and friends in English?”，让学生在实际语境中运用所学知识。
在实际教学中，我发现许多学生在初学英语时，对开口说英语存在恐惧心理，害怕发音不标准，害怕被同学嘲笑。针对这一问题，我采用了任务型教学法和交际式教学法，让学生在真实的语境中练习英语，提高他们的语言运用能力。此外，我还注重培养学生的文化意识，让他们了解中西方文化差异，从而更好地理解和运用英语。
为了提高教学效果，我还运用了多媒体教学手段，如图片、视频等，激发学生的学习兴趣，帮助他们更直观地理解课文内容。在教学过程中，我充分关注每一个学生，鼓励他们积极参与课堂活动，表达自己的观点，从而提高他们的自主学习能力和合作精神。
在教学过程中，我注重引导学生主动参与，鼓励他们大胆开口说英语，培养他们积极交流的兴趣和习惯。同时，我还运用多媒体教学手段，为学生提供丰富的学习资源，激发他们的学习兴趣，帮助他们更好地理解和运用英语。
（三）情感态度与价值观
在本节课中，学生需要培养以下情感态度和价值观：
1.自信：学生通过实际的英语交流和任务完成，提高他们对英语学习的自信心，克服开口说英语的恐惧心理。
北师大版英语七年级上册Unit1Lesson1PhotosofUs（第一课时）优秀教学案例
一、案例背景
本案例背景以北师大版英语七年级上册Unit1Lesson1PhotosofUs（第一课时）为载体，旨在探讨如何在英语教学中有效提升学生的语言技能、交际能力和文化意识。本节课的主要内容包括：学生自我介绍，介绍自己的家庭成员和朋友，以及谈论自己的兴趣爱好。通过本节课的学习，学生能掌握基本的日常英语表达，提高他们的自信心，培养他们积极交流的兴趣和习惯。
初中英语北师大版(2024)七年级上册《Section 3 Saying Hello》教学设计
设计意图：系统地展示本节课的重点问候语及其回应方式，让学生有一个整体的认识。
教师利用多媒体展示不同的时间和场景图片，如早晨的校园、下午的公园、晚上的家庭聚会等。
针对早晨的校园图片，教师说：“When we meet in the morning at school, we can say 'Good morning'.” 并让学生跟着重复几遍，同时在黑板上写下 “Good morning”。然后教师模拟对话场景，问学生：“Good morning. How are you today?” 引导学生回答：“Fine, thank you. And you?” 教师解释这是一种常见的回应方式，并在黑板上相应位置写下。
教师走进教室，热情地用简单的问候语 “Hello, boys and girls!” 与学生打招呼，然后在黑板上写下 “Hello” 这个词。接着提问学生：“In our daily life, we often say hello to others. Can you tell me some other ways to say hello in English?” 引导学生回忆已学的问候语，如 “Hi” 等。如果学生能说出一些，教师给予肯定和表扬；如果学生回答不上来，教师可以简单提示，如 “Good...”。
在这个过程中，教师提醒学生注意根据不同的角色和场景使用合适的问候语，并且要注意表情和肢体语言，使交流更加自然。
小组展示：
每个小组推选两名学生，在全班同学面前进行一个简单的问候场景展示。例如，一名学生扮演外国友人来中国旅游，另一名学生扮演导游。他们要展示从初次见面到相处过程中的问候交流。展示结束后，其他小组的同学可以进行评价，如 “Your pronunciation of 'Nice to meet you' is very good” 或者 “I think you should use 'Good afternoon' instead of 'Good morning' in this scene”。
七年级英语上册学案及教学设计全集(新北师大版18份)
七年级英语上册学案及教学设计全集（新北师大版18份）鏁欏鍩烘湰淇℃伅璇鹃Unit 1 Family Lesson 1 Photos of us (First Period) 瀛︾鑻辫骞寸骇鍒濅竴鏁欏鏉愭枡鍖楀笀澶х増銆婂垵涓嫳璇€嬩竷骞寸骇锛堜笂锛?濮撳悕鍗曚綅鏁欏璁捐鎸囧鏁欏笀鎸囧鎬濇兂鏍规嵁銆婅嫳璇绋嬫爣鍑嗐€嬶紙2011骞寸増锛夌殑鍒嗙骇鏍囧噯锛屽垵涓€瀛︾敓搴旇揪鍒颁笁绾ф爣鍑嗭細瀵硅嫳璇涔犺〃鐜板嚭绉瀬鎬у拰鍒濇鐨勮嚜淇″績锛涜兘灏辩啛鎮夌殑璇濋杩涜绠€鍗曠殑浜ゆ祦锛涜兘鍒╃敤鎵€缁欐彁绀虹畝鍗曟弿杩颁竴浠朵簨鎯咃紱鑳借鎳傜畝鍗曠殑鏁呬簨鍜岀煭鏂囷紱鑳芥剰璇嗗埌璇█浜ら檯涓瓨鍦ㄦ枃鍖栧樊寮傘€?鏁欐潗鍒嗘瀽鏈鏄寳甯堝ぇ鐗堛€婂垵涓嫳璇€嬩竷骞寸骇涓婂唽鏁欐潗绗竴鍗曞厓Unit 1 Family锛岃瘽棰樹负瀹跺涵鍜屽搴垚鍛樸€傛暀甯堟牴鎹暀鏉愬唴瀹瑰拰瀛︾敓璁ょ煡姘村钩锛屽皢绗竴鍗曞厓鐨勭涓€璇綥esson 1鍒嗕负涓や釜璇炬椂銆傜涓€璇炬椂鐨勫唴瀹瑰寘鎷搴垚鍛?鐨勫叧绯诲拰绉拌皳锛岄€氳繃涓嫳鏂囧悕瀛楃殑涓嶅悓鏉ヤ綋浼氭枃鍖栧樊寮傦紝鐒跺悗鍒╃敤闃呰鑾峰彇瀹跺涵鎴愬憳鐨勫叿浣撲俊鎭紝鏈€鍚庣粨鍚堣鏂囦俊鎭拰璇█杩涜杈撳嚭娲诲姩銆傜浜岃鏃跺垯浠ヤ汉绉颁唬璇嶅拰鐗╀富浠ｈ瘝涓轰富銆?鐢变簬鍦℅et Ready C涓凡缁忕粰瀛︾敓杩涜浜嗗叧浜庡搴垚鍛樿瘝姹囩殑瀛︿範鍜屾嫇灞曪紝鍥犳锛屽湪鏈妭璇句腑锛屾湁鍏冲搴垚鍛樼殑璇嶆眹鍙粍缁囧鐢熻繘琛岀畝鍗曠殑澶嶄範鍜屽啀鐜帮紝娌℃湁浣滀负鏈妭璇剧殑閲嶇偣瀛︿範鍐呭銆?瀛︽儏鍒嗘瀽瀛︾敓鍦ㄥ皬瀛﹂樁娈靛杩囩浉鍏宠瘽棰樼殑璇嶆眹鍜岀畝鍗曡〃杈撅紝鏈変竴瀹氱殑鍩虹锛屽苟涓斾箣鍓嶅湪Get Ready C閮ㄥ垎宸茬粡瀛︿範鍜屾嫇灞曚簡鐩稿叧璇嶆眹锛屼负瀛︾敓鍑忓皯浜嗗涔犳湰鑺傝鍐呭鐨勯殰纰嶃€傚鐢熺殑妯′豢鑳藉姏杈冨ソ锛岃鍫備笂鍏呭垎鍙戞尌绀鸿寖浣滅敤锛屽鐢熷鏁欏笀鐨勬寚浠ゅ拰瑕佹眰涓€鐩簡鐒躲€?鐢变簬瀛︾敓绗斿ご钀藉疄鐨勮兘鍔涜緝寮憋紝鏈妭璇惧湪璇村拰璇荤殑鍩虹涓婏紝涔熺粰瀛︾敓鎻愪緵浜嗗厖鍒嗙殑绗斿ご钀藉疄鐨勬満浼氾紝鍦ㄨ瑷€杈撳叆鍜岃緭鍑洪儴鍒嗗潎璁剧疆鐩稿叧鐨勭瑪澶磋惤瀹炰换鍔★紝灏嗗涔犲唴瀹瑰強鏃惰惤瀹炲苟鍙嶉鍦ㄥ妗堜笂銆傚湪闃呰涓紩瀵煎鐢熼€愭褰㈡垚闃呰绛栫暐鎰忚瘑锛屾湁鍒╀簬瀛︾敓鐨勫彲鎸佺画鍙戝睍銆?姝ゅ锛屽鐢熷鑻辫瀛︿範鏈夌潃杈冮珮鐨勭儹鎯咃紝鍠滄鍙備笌璇惧爞娲诲姩锛屽洜姝わ紝鏁?甯堢粨鍚堟湰鑺傝鐨勭洰鏍囧拰瀛︿範鍐呭璁╁鐢熸瘡涓や釜浜轰竴缁勶紝鏃㈣兘缁欏鐢熸彁渚涗簰鐩镐氦娴佸拰甯姪鐨勬満浼氾紝鍙堣兘鎺у埗娲诲姩鐨勭З搴忓拰鏁堟灉銆?鏁欏鐩爣Students will b e able to: 1. understand the cultural difference between English and Chinese names; 2. get the information of family members according to the key words; 3. tell the relationships between different family members; 4. describe someone in class using the expressions in the passage.鏁欏閲嶇偣鍜岄毦鐐?鏁欏閲嶇偣锛?1. Understand the cultural difference between English and Chinese names; 2. Get the information of family members according to the key words; 鏁欏闅剧偣锛?1. Describe someone in class using the expressions in the passage.鏁欏璧勬簮Multi-media.鏁欏鏂规硶Task-based approach (PWP), communicative approach鏉夸功璁捐Unit 1 Family Lesson 1 Photos of Us1. key words鈥時eading skill Mr/Mrs + family name2. 鎻忚堪鏌愪竴涓汉锛?浜哄悕+鈥檚琛ㄧず鏌愪汉鐨?鈥?has 鈥?鈥?lives 鈥?鈥?is 鈥?鈥?the same age as 鈥?鈥?years old 鈥?鈥?likes 鈥?鈥?wants to 鈥?璇鹃Unit 1 Family Lesson 1 Photos of Us 鏁欏杩囩▼鏁欏姝ラ鏁欏笀娲诲姩瀛︾敓娲诲姩璁捐鎰忓浘鏃堕棿Step 1 Warm up 1. Ask some questions: 1) How many members are there in your family? 2) Who are they? 3) What other family members do you know? 2. Lead Ss to do a brainstorm. Answer the questions: There are 鈥?people in my family. They are 鈥?Do the brainstorm and report in class. To recall the words of family members. 2鈥?Step2 Pre-reading 1. Show Mr Brown鈥檚family tree, then, ask Ss to find out family names and given names. 2. Let Ss use Mr or Mrs to say hello to Tom Brown鈥檚family members. 3. Ask Ss: 鈥淲hat鈥檚the relationship between Tom and Mary?鈥?4. Have Ss speak in pairs to do exercise 1 on Page 26 and choose some pairs to act out in class. 5. Let Ss read all the sentences together. Find out family names and given names.Say hello to Brown鈥檚family members with Mr or Mrs. Answer: Tom is Mary鈥檚husband. Mary is Tom鈥檚wife. Practice speaking in pairs and act out.Read aloud together. To know cultural difference.To know the relationship between family members. 10鈥?Step 3 While- reading 1. Show the first paragraph on the PPT and let Ss read aloud to gether. 2. Ask Ss to tell which family member the first paragraph describes and find out the key words. 3. Have Ss find out correct family members for the other three paragraphs and underline the key words. 4. Let Ss check the answers and key words in pairs, and then report in class. 5. Show Ss an information form and lead Ss to do the first one together as an example: Family members Information Tom & Mary They have two______ and a grandson. They live ________. 6. Tell Ss they can depend on both the passage and the family tree. 7. Ask Ss to check in pairs. Look at PPT and read aloud together.Say out: Mary Brown. Tell the key words.Read and find out the family members, at the same time underline the key words.Check the answers and key words in pairs and report in class. Read the teacher鈥檚example and complete the form on their learning sheet.Check in pairs. To get information of family members and find out the key words. 15鈥?Step 4 Post-reading 1. Give Ss an example of report: Let me tell you something about Tom and Mary. They have two granddaughters and a grandson. They live near their son. 2. Let Ss practice in pairs and report like this: Let me tell you something about 鈥?3. Have Ss read aloud the descriptions together. 4. Ask Ss how to describe someone and list the key words on the blackboard: 鈥?has 鈥?鈥?lives 鈥?鈥?is 鈥?鈥?the same age as 鈥?鈥?years old 鈥?鈥?likes 鈥?鈥?wants to 鈥?5. Have Ss work in pairs and write some information of someone in the class, give Ss an example: 鈥淟et me tell you something about my friend. She has short hair. She lives far from our school. She likes English very much. She wants to become your friend. She is thirty years old.鈥?6. Choose some pairs to give some information and let others guess who he/she is. Read the example sentences together.Practise reporting in pairs: Let me tell you something about鈥?Read aloud the descriptions together. Get the expressions from the passage and take notes. Guess the teacher鈥檚example and then write some information of someone in the class in pairs.Both members in pairs report something and let others guess. To describe someone with the key information 15鈥?Step 5 Summary & self-assessment 1. Ask Ss to think of the key points in this lesson and mark on blackboard. 2. Have Ss complete the self-assessment. Summarize and take notes.Complete the self-as sessment. To summar y and know how well Ss did. 3鈥?Unit 1 Family Lesson 1 Photos of Us (Ss鈥?learning sheet) 1. While-reading: Read again and complete the form. Family members Information Tom & Mary They have two_______________ and a grandson. They live ________________________. Lisa & John They have a son and a __________. They live near ____________ _________.Kathy & Mike They are ___________. They ________ a daughter Betty. Anna She________ a brother Mark and a __________ Betty. She is_______________________ as Betty. Mark He _______ a sister Anna. He is__________ years old. Betty She is ______________________ as Anna. She _______ a dog, Sam. She _____________ write, sing and dance. She doesn鈥檛_____________ to be a doctor.2. Post-reading: 1) Give a report according to the information form above. Let me tell y ou something about 鈥?2) How to describe someone_____________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _3) Work in pairs and write some information of someone in your class. Someone in my class Information3. Self-assessment 1) 鎴戠煡閬撹嫳鏂囧悕瀛椾腑鐨勪笉鍚屼箣澶?鏄枴鍚︹枴2) 鎴戠煡閬撳浣曚娇鐢∕r鍜孧rs 鏄枴鍚︹枴3) 鎴戣兘璇村嚭Brow n涓€瀹剁殑瀹跺涵鎴愬憳涔嬮棿鐨勫叧绯伙紝鑷冲皯涓変釜鏄枴鍚︹枴4) 鎴戣兘鍒╃敤鍏抽敭璇嶈幏寰楁湁鍏冲搴垚鍛樼殑淇℃伅鏄枴鍚︹枴5) 鎴戣兘鐢ㄨ嚦灏戜笁涓畝鍗曞彞鎻忚堪涓€涓悓瀛︽垨鏈嬪弸鏄枴鍚︹枴鎴戠殑璇勪环缁撴灉鏄細Excellent! (4-5)鈻?Not bad! (2-3)鈻?I need to work harder! (0-1)鈻?。
北师大版英语七年级上册Unit1Lesson2第1课时教学设计
针对学生个体差异，设计不同难度的教学任务，使每个学生都能在课堂上获得成功的体验。对于基础薄弱的学生，重点辅导词汇和语法；对于基础较好的学生，提高口语和听力要求。
3.任务型教学法，注重实践
通过小组合作、角色扮演等形式，让学生在实际情境中运用所学知识，提高英语交际能力。同时，注重培养学生的团队合作意识。
2.学会使用一般疑问句和回答方式来询问和回答他人的身体状况和感受，培养基本的交际能力。
3.能够正确书写26个英文字母，并掌握基本的英语书写规范。
4.学会使用简单的英语自我介绍和问候他人，培养初步的跨文化交际意识。
5.通过听力、口语、阅读等实践活动，提高学生的英语综合运用能力。
（二）过程与方法
在本章节的学习过程中，学生将采用以下方法：
3.写作练习：让学生根据所学内容，编写一段简单的对话，巩固词汇和语法。
（五）总结归纳
在这一环节，教师将带领学生进行以下总结：
1.回顾本节课所学的新词汇、短语和句型，让学生复述并举例说明。
2.总结一般疑问句和回答的方式，提醒学生注意在实际交流中灵活运用。
3.强调跨文化交际意识，提醒学生在与外国人交流时，要注意尊重对方的文化习俗。
5.通过课堂互动、课后作业等形式，巩固所学知识，形成长期记忆。
（三）情感态度与价值观
在本章节的学习中，学生将培养以下情感态度与价值观：
1.树立自信心，敢于在课堂上展示自己，积极参与各项英语实践活动。
2.培养合作意识，学会与他人共同完成任务，体验团队合作的乐趣。
3.尊重他人，学会倾听、理解他人的观点和感受，养成良好的交际习惯。
2.家长需监督学生完成作业，并及时给予反馈，鼓励孩子在英语学习中取得进步。
北师大版英语七年级上册Unit2SchoolLifeLesson5BeforeClass优秀教学案例
（一）知识与技能
1.让学生掌握与上课前准备活动相关的词汇，如book, pen, pencil, ruler, eraser, bag等，并能够熟练运用这些词汇描述自己的课前准备过程。
2.学会使用一般现在时态描述日常行为，如“I always prepare my books and pencils before class.”，并能运用一般疑问句询问他人课前准备情况，如“Do you always do your homework before class?”。
3.掌握基本的听力技巧，如预测、关键词识别等，能够理解并准确获取关于课前准备活动的信息。
4.提高学生的口语表达能力，使其能够在小组活动中流畅地交流，分享自己的课前准备经验和习惯。
（二）过程与方法
1.通过情境导入，激发学生的兴趣，引导学生积极参与课堂活动，培养其自主学习能力。
2.运用任务型教学法，设计丰富多样的课堂活动，如小组讨论、角色扮演、课前准备清单制作等，让学生在实践中掌握知识，提高语言运用能力。
（二）讲授新知
1.词汇教学：通过图片、实物等教学资源，引导学生学习与课前准备相关的词汇，如book, pen, pencil, ruler, eraser, bag等。采用游戏、竞赛等形式，让学生在轻松愉快的氛围中记忆和运用词汇。
2.句型教学：结合词汇，教授一般现在时态描述日常行为，如“I always prepare my books and pencils before class.”。通过示例、练习等形式，让学生掌握一般疑问句的构成，如“Do you always do your homework before class?”。
（四）反思与评价
反思与评价是教学过程中的重要环节，有助于学生总结经验、发现问题，促进教学目标的实现。在本节课结束后，我将引导学生进行自我反思，思考自己在课堂上的表现，如词汇掌握、语法运用、口语表达等方面。同时，组织学生进行互相评价，鼓励他们发现他人的优点，学会尊重和欣赏他人。
Unit+1+Lesson+课件+2024-2025学年北师大版(2024)七年级英语上册
Read and Understand Let’s check your notes. like doing sth
Family member
/
making biscuits kind
Grandpa Ben 72
playing chess clever
Sister Emma /
/ sweet, noisy
Read after the tape
Read and Understand
Now you’re Jack. Please introduce your family members using the notes below.
Who is fast?
caring
sacwcleetiveveterpnoaluitgcefhorstoiwyelneneditlcyestrict
noisy
Review, Activate and Share
How many family members do you have? Who are they? What are your family members like? Describe your family members to your partner. Use the ideas in the box to help you.
Unit 1 Family
Lesson 1 Knowing My Family
Activate and Share
• kind • clever • sweet • active • caring • cool • polite • noisy
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Unit 1 Family Photos of Us
Worksheet
Unit 1 Family
Lesson 3 What Do They Look Like?
Unit 1 Family Lesson 3 Happy Birthday!
学生易错点。
语言技能和学习策略上，学生在听的过程中，学习运学习的情趣与快乐，用英语交流
t?
check what grandma
Step 9
1 Family
Unit1 Family Communication Workshop part1
板书设计.
Unit 2 School Life
Lesson 4 School things
【教学目标】
1.知识与技能目标：
（1）学生能够听说单词pencil，pen，pencil case，book，schoolbag，ruler，eraser。
（2）学生能够根据听到的单词顺序正确标出序号
2．过程与方法目标：
通过任务教学法和游戏等活动既复习了以前所学的部分学习用品，又为新单词的学习打下了基础，激发了学生的学习兴趣。
3．情感态度与价值观目标：
通过听力训练，培养学生听的能力和认真倾听的良好学习习惯。
【教学重难点】
学生能够听说单词pencil，pen，pencil case，book，schoolbag，ruler，eraser。
【教学难点】
新单词ruler和eraser的发音
【教学过程】
Step 1 Warming up
1．Greetings and free talk.
与学生进行互动。
2、Let’s sing.——The butterfly.（课件提供节奏和图画，教师和学生一起边唱边做动作）复习颜色，激活课堂气氛。
Step 2 Presentation
1．当学生唱完歌后，教师问拿出书包问:What’s this? 学生答:书包。
屏幕上出示图片、单词、句子。
教师问教读schoolbag。
并引导学生说It's my schoolbag。
2．教师抖一抖书包，让学生猜一猜书包里面有什么。
(给学生一点提示)，(教师点击课件，屏幕上跳出school things这个单词。
教师:教读school things，教师出示词卡带读。
教师注意纠正发音。
教师从书包里拿出一支铅笔，问学
生：What’s this? 学生答：铅笔。
屏幕上出示图片、单词、句子。
教师问教读pencil。
并引导学生说It's my pencil.
3．教师从书包里拿出一支钢笔，引导学生问：What’s this? 学生答：钢笔。
屏幕上出示图片、单词、句子。
教师问教读pen。
并引导学生说It's my pen. 教师将铅笔和钢笔装进笔袋，指着笔袋问：What’s this? 学生答：笔袋。
屏幕上出示图片、单词、句子。
4．教师问教读pencil case。
并引导学生说It's my pencil case. 教师从书包里拿出一本书，引导学生问：What’s this? 学生答：书。
屏幕上出示图片、单词、句子。
5．教师教读book，并引导学生说It's my book.教师指着自己的书说：It's my book.教师指着学生的书说：It’s your book.
6．与教读book相同的方法教读ruler及eraser。
7．猜一猜游戏
Step 3 Practice
1.请向学生解释第一部分听力练习的要求，即按照所听到单词的顺序在书上的蓝色圆圈内标上序号，完成此部分练习后核对答案。
2.游戏请学生拿出自己的文具摆放在桌上，按照教师的口令做动作，如教师说"Show me your ruler." 学生应将尺子拿出来展示给教师看。
Step 4 Homework
Tell you parents what school things you have
【板书设计】
School things
Schoolbag pencil pen pencil case
book ruler eraser
Show me your _______
Before Class
【教学目标】
1．Language focus语言目标
掌握动词answer carry check find go lend borrow 的意思及拼写。
表达请求和提供帮助。
Pronunciation [I], [i].
2．Ability goals 能力目标
Enable Ss to master the key points of this unit.
【教学重难点】
请求和提供帮助的表达方法。
【教学过程】
I．Warm-up
通过图片视频向学生传达抽象动词具体的意思。
老师询问，并帮助学生回答，引出所要学的动词。
T: Hello, everyone. There are some photos. Say sentences about these pictures.
Ask and answer about Picture 1:
A: What do you think the people in the picture need?
B: Help with some heavy books.
A: What do you think the people in the picture need?
B: Help with his homework.
A: What do you think the people in the picture need?
B: A dictionary.
A: What do you think the people in the picture need?
B: Directions.
II．Reading
Read and complete the dialogues.
学习句型
1．Can I borrow your dictionary?
Sure! I can lend it to you.
borrow 意为（从……）借入，借用，常与from 连用。
lend 意为借（金钱，东西）给……，借出，常与to 连用。
I can lend the bicycle to him. (= I can lend him the bicycle.)
He can borrow the bicycle from me. (= He can borrow my bicycle.)
2．Can I help you? Let me carry those books for you.
Can I help you? 意为“需要帮忙吗？”用于询问别人是否有困难。
购物时，店员对顾客的招呼语，意为“您要买点什么？”
—Can I help you?
—I want some bananas.
3．Just give them to me.
give sth. to sb. 把某物给某人，也可以说give sb. sth.
Give me the flowers. (= give the flowers to me.)
III．Step III: Speaking
分成两队，让一队学生寻求帮助，然后其他队同学提供帮助，完成帮助加一分；两队竞赛，看哪对最后得分多。
熟练下列句型
—Can you help me? I can't find…
—Yes, next to...
—Can I ask you a question about English homework?
—Of course!
—I don't know the word. Can I borrow your dictionary?
Step IV: Pronunciation
带领学生读下列单词，着重重读所学音标部分，然后归纳发音规则。
注意反复领读。
[I]
eleven entire enough enjoy encourage especially escape even event excuse
[i]
pink hit ink think in bit hit it kiss fit
【作业布置】
Talk with your partner with new sentences we just learned today.
Unit 2 School Life
Lesson 6 A School Day
【教材分析】
本课话题为结合时间谈论课程表。
本节课侧重时间的表达，通过听力活动提取Sun Li 和Tom之间的对话的信息。
在听力环节中，注重引导学生在听前审题，划关键词,速记的策略。
最后结合课文的信息和语言进行输出性的活动。
Speak out the wo rds
the second student:
A. Their English class.
B. Their classes。