2018年最新牛津译林版七年级英语(7A)上册全册教案(教学设计)

Unit 1 This is me!

Comic strip & Welcome to the unit

I. Teaching aims and learning objectives

By the end of the lesson, students should be able to:

1. know the two cartoon characters, Eddie and Hobo, and the six students at Sunshine Middle School;

2. greet each other properly in English;

3. introduce oneself to others in English.

II. Teaching contents

1. New words and phrases: master, e-dog, good morning/good afternoon/good evening/good night

2. New structures:

What’s your name?

My name is …

Nice to meet you.

Nice to meet you, too.

III. Focus o f the lesson and predicted area of difficulty

How to introduce each other and greet each other in English.

IV. Teaching procedures

Comic strip

Step 1 Lead-in：Enjoy the video “make friends”.

T: Today we’ll learn U nit 1 This is me! Do you like the song in the video? We are now new students at Donglin Middle School, and meet many new classmates. Do you want to make more friends? I’d like you to meet two new friends in our books. Do you want to know them?

【设计意图：由视频再到图片make friends引出不同人物的名字。】

Step 2 Presentation

1. Learn some new words

(1) Show some pictures of the two cartoon characters.

T: Look at the dog. His name is Eddie. Do you have a dog at home? If you have a pet dog, you are the master of the dog. You should look after it every day. And this is Hobo. They are our new friends.

(2) Learn more about the words by showing more examples.

2. Watch the video between Eddie and Hobo, and answer the following questions.

T: Now let’s watch a video between Eddie and Hob o. Please watch carefully and answer the questions below.

(1) What are the two dogs’ names?

(2) Who is the master?

(3) Is Hobo a real dog?

(4) Is Hobo happy in Picture 1? Why?

(5) Is Hobo happy in Picture 4? Why?

3. Listen to the tape and follow in chorus. Pay attention to the pronunciation and intonation.

4. Fill in the blanks of the passage, and check the answers.

5. Read the conversation in pairs. Encourage students to add some facial expressions and body language if necessary.

6. Demonstrate the conversation to the whole class.

T: Great! Now I’d like to invite some pairs to come to the front and role-play for us. Who wants to have a try?

【设计意图：通过图片呈现导入生词和短语，引出comic strip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。】

Welcome to the unit

Step 1 Prese ntation

1. Show pictures of the six students at Sunshine Middle School, and introduce their names.

2. Read their names together.

3. Show more pictures about these students in part A, and show how to

greet people at different time.

4. Finish Part B and read together.

5. Read the three conversations in Part A together.

【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。

Step 2 Practice

1. Listen to the conversation in part C, and answer the question. Who are the two girls in th e conversation?

2. Repeat after the tape, and pay attention to the pronunciation and intonation.

3. Work in pairs. Greet your partner and then introduce yourself. Use the conversation below as a model.

A: Hello./Hi./Good morning …

B: Hello./Hi./Good morning …

A: I’m … /My name is … What’s your name?

B: I’m … /My name is …

A: Nice to meet you.

B: Nice to meet you, 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。

Step 3 Expansion

Show some slang expressions and let students guess their meanings. T: Today, we have two new friends, Eddie and Hobo. They are both lovely dogs. And in foreign countries, dogs are human’s good f riends. They are honest, and do lots of things for us. Now, I have some slang expressions in English. Who can have a guess and tell the meanings？

Love me, love my dog. 爱屋及乌。

It’s raining cats and dogs. 天正下着倾盆大雨。

work like a dog 拼命工作

Every dog has its day. 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。

Step 4 Consolidation

Translate t hese sentences into English.

1. 我爱电子狗。I love e-dogs.

2. 你叫什么名字。What’s your name?

3. A: 你是埃迪吗？Are you Eddie?

B: 是的。Yes, I am.

【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. Read the new words and dialogues;

2. Finish Exercise One.

Unit 1 This is me!

Reading (I)

I. Teaching aims and learning objectives

By the end of the lesson, students should be able to:

1. fluently read the passage about the four students at Sunshine Middle School;

2. find out some detail information about the passage by reading carefully;

3. introduce oneself and others in English.

II. Teaching contents

1. New words and phrases: grade, student, reading, classmate, slim, be good at, after scho ol

2. New structures:I have short hair.

Her hair is long.

Let’s meet my new classmates.

I love reading.

He is from Nanji ng.

He’s good at Maths.

III. Focus of the lesson and predicted area of diffi culty

Learn how to introduce others and oneself.

IV. Teaching procedures

Step 1 Lead-in

1. Show the picture of Hermione, a character from the movie series Harry Potter. And present ne w words and phrases by showing her profile.

2. Match the words and phrases with the meanings.

3.Make a conclusion about how to introduce a person: 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。】

Step 2 Presentation

1. Show pictures of the six students and tell their names.

T: Eddie and Hobo are our new friends, and we have some other friends from Beijing Sunshine School. Do you still remember them? They are Millie, Simon, Kitty, Amy, Sandy and Daniel. Would you like to know more about them? Now let them us read the text on P8.

2. Watch the video about Millie, Simon, Sandy and Daniel, and finish the exercises of Part B1.

【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。

Step 3 Detail reading

1. Read the passage together with the video and answer questions about Millie.

(1) How old is Millie?

(2) Does she like reading?

2. Show the profile of Millie, and ask students to retell Millie’s self-introduction.

Millie: a new student at … /12 year s old/have short hair/love reading 3. Boys read the passage about Simon together, and finish the true or false exercises.

(1) Simon is short. (F)

(2) Simon likes sports. (T)

4. Show the profile of Simon, and ask a boy student to introduce Simon with the help of t he key words.

Simon: tall/like sports/play football after school

5. Girls read the passage about Sandy, and answer questions.

(1) Is Sandy tall and slim?

(2) Does she like music?

6. Show the profile of Sandy, and ask a girl student to make a report about her.

Sandy: tall and slim/long hair/music

7. Read the passage about Daniel together and fill in the blanks of a short passage.

Show the profile of Daniel, and make a report to introduce Daniel. Daniel: Nanjing/short/Maths

8. Exercise.

Read the whole passage together with the tape, and finish the exercise of Part B3.

T: Boys and girls, we know a lot about the four students. And Mr Wu is writing about his new students. Let’s help him finish the repor t. 【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。】

Step 4 Practice

1. Play a game “welcome to Hogwarts School”.

T: Have you watched Harry Potter? In the movie, we can find our new friend, Hermione. She is a new student at Hogwarts School of Witchcrafts and Wizardry. And do you want to know more about her friends in the movie? Welcome to Hogwarts School. Each group can choose a number. Behind the number you choose, there’s some information about one of Hermione’s friends. You can discuss with your partners. And then one student in your group should make a report to introduce him or her.

Harry potter: 15 years old/short and thin/brown hair/wear glass/clever/like sports/be good at magic

Ron Weasley: 15 years old/red h air/blue eyes/be from the UK/play chess/brave and helpful

Dumbledore: principal/tall and thin/long white hair/blue eyes/music/nice and kind

2. Make a report to introduce yourself.

T: Today we meet so many new friends, from Millie to Daniel at Sunshine Middle School, and from Hermion e to Harry Potter at Hogwarts School. Let’ come back to our school. Here are some sentences about yourself. Please finish these sentences with your own informat ion. And try to make a report to introduce yourself to your classmates. If you need any help, you can discuss in pairs.

My name is _________.

I am a new student at ________.

I am _______years old.

I am from ________.

I am _______.

I have ________ hair.

I love __________.

I am good at ________,

【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. Write a passage to introduce your new classmate;

2. Recite the passage on the textbook.

Unit 1 This is me!

Reading (II)

I. Teaching aims and learning objectives

By the end of the lesson, students should be able to:

1. fluently retell the passage about the four students at Sunshine Middle School;

2. master the important language points;

3. learn how to introduce oneself and others.

II. Teaching contents

1. New words and phrases: grade, student, reading, classm ate, after school, be good at

2. New structures: I’m 12 years old.

I’m tall.

This is Sandy.

Her hair is long.

He is from Nanjing.

He is good at Maths.

III. Focus of the lesson and predicted area of difficulty

Learn how to introduce others and oneself.

IV. Teaching procedures

Step 1 Lead-in

T: Recently, we have made lots of new friends from Sunshine Middle School. Do you still remember their names? Here is some information about some of these students. I’d like you to talk about one of them togeth er, and

then guess who he/she is.

S1: The student is 12 years old. She has short hair, and doesn’t wear glasses. Her hobby is reading. (Kitty)

S2: The student also doesn’t wear glasses. He is tall. He likes spo rts. (Simon)

S3: The student wears glasses. She is tall and slim. Her hair is long, and she likes music. (Sandy)

S4: The student is short. He wears glasses. He is good at Maths. (Daniel) 【设计意图：以小游戏形式，让学生根据所给信息描述人物特点并猜出是谁，达到复述、回顾课文内容并预热课堂气氛的目的。】

Step 2 Presentation

1. Explain “12 years old” and “12-year-old”.

(1) A: How old is Kitty?

B: She is 11 years old. She is an 11-year-old girl.

(2) A: What’s Amy’s age?

B: She is 12 years old. She is a 12-year-old girl.

2. Explain “be from” and “come from”.

A: Where is Kitty from?

B: She is from Nanjing. /She comes from Nanjing.

3. Explain “enjoy sth.” and “enjoy doing sth.”.

(1) Show some sentences and summarize.

a. Simon likes sports. Simon enjoys sports. /Simon enjoys doing sports.

b. Sandy likes musi

c. Sandy enjoys music. /Sandy enjoys listening to music.

(2) Tra nslation.

a. 我喜欢听音乐但是他喜欢听收音机。

I like/enjoy listening to music, but he likes/enjoys listening to the radio.

b. 我热爱跑步但是我堂兄热爱游泳。

I love/enjoy/like running, but my cousin loves/enjoys/likes swimming.

4. Explain how to combine two sentenc es by using “with” or “verb-ing”.

(1) Show some sentences and summarize.

a. The girl is Millie. She has a hair clip on her head.

= The girl with/wearing a hair clip on her head is Millie.

b. We all know the b oy. He wears glasses.

= We all know the boy with/wearing glasses.

(2) Translat ion.

a. 留着长发的那个女孩喜欢读漫画书。

The girl with long hair enjoys reading comic books.

b. 穿蓝色牛仔裤的那个男的是我们的历史老师。

The man in/wearing blue jeans is our history teacher.

c. 你认识那个戴项链的女士吗？

Do you know the lady with/wearing a necklace?

【设计意图：先由老师自问自答引入同一意思的两种表达形式，再由学生演绎总结，让学生轻松融入知识点的讲解环节。】

Step 3 Game time

Play a game to finish exercises.

T: You all did a great job. Now it’s the game time. I’ll divide you into three groups. Which group is the best of the class? Please choose one box, and finish the exercises behind it. If you can correctly finish one exercise, your group gets one point. The group which gets the most points can win the game. Are you ready to have a challenge? Let’s go!

1. Exercise 1: Fill in the blanks.

(1) He is 16 _______ (year) old. (years)

(2) She ________ (be from) Tianjin. (is from)

(3) She is ________ (苗条的) and has ________ (长的) black hair. (slim; long)

(4) She never _______ (wear) green. (wears)

(5) I love ________ (sing) and _______ (read). (singing; reading) 2. Exercise 2: Fill in the blanks.

(1) Simon comes from Shanghai. = Simon _________ Shanghai. (is from)

(2) Millie’s cousin is clever at Maths = Millie’s cousin _______________ Maths. (is good at/does well in)

(3) Her hair is long. = She __________________. (has long hair)

(4) Amy loves swimming. = Amy __________ swimming. (likes/enjoys)

3. Exercise 3: Translation.

(1) Amy擅长游泳吗？ ______ Amy ________________ swimming? (Is; good at)

(2) 我的双胞胎兄弟不戴眼镜。他又高又瘦。

My twin brother ___________. He’s ___________. (doesn’t wear glasses; tall and slim)

(3) 你喜欢放学后听音乐吗？你加入歌迷会了吗？

Do you love _________ to music ___________? Are you ___________ the Fan Club? (listening; after school; in)

4. Exercise 4: Translation.

(1) 他的父母来自北京。

His parents _______________Beijing. (come/are from)

(2) 午餐时他喜欢跟它的同学交谈。

She______________to her classmates at lunchtime. (likes talking) (3) 他非常喜欢唱歌。

He __________ singing _________. (likes; very much/a lot)

5. Exercise 5: Fill in the blanks.

(1) Millie is 12 _________ (岁数). She is ________ (擅长) English. (years old; good at)

(2) Sandy ______________ (来自) Beijing. (comes/is from)

(3) Miss Li is __________ (又高又苗条). She has _________ (短发). (tall

and slim; short hair)

【设计意图：以游戏的形式导入练习，复习并学会正确运用重点结构及知识点，同时为接下来的报告做好语言素材上的准备。】

Step 4 Discussion

Make an interview and fill in the blanks of the personal profil e, then make a report.

T: We know a lot about these students at Sunshine Middle School. What about your new classmates in our class. Would you like to make more friends with your new classmates? Now discuss in groups of four, and fill the profile below about one of your classmates. Then make a report to let others guess who he/she is.

Name: _______________

School: _______________

Grade/Class: ___________

Age: __________________

Birthplace: _____________

Appearance: ____________

Hobby: ________________

Be good at: _____________

【设计意图：以小组讨论的形式，学生互相采访并完成信息采集，提高学生的口语能力。】

V. Homework

1. Read and recite the whole text;

2. Write a report about your new friend.

Unit 1 This is me!

Grammar

I. Teaching aims and learning objectives

By the end of the lesson, students should be able to:

1. understand the definition of the simple present tense and when to use this tense;

2. learn how to make positive and negative sentences, and ask and answer questions using the verb “be” in the simple present tense;

3. frequently communicate with each othe r using the verb “to be” in the simple present tense.

II. Teaching contents

1. New words and phrases: over there

2. New structures: I’m (not)…

You/We/They are (not) …

He/She/It is (not) …

Am I …? Yes, I am. /No, I’m not.

Are you/we/they …? Yes, we/you/th ey are. /No, we/you/they aren’t.

Is h e/she/ it …? Yes, he/she/it is. /No, he/she/it isn’t.

III. Focus of the lesson and predicted area of difficulty

How to make positive and negative sentences, and ask an d answer questions using the verb “be” in the simp le present tense.

IV. Teaching procedures

Step 1 Lead-in

1. Listen to a self-introduction by Millie.

T: Hello, boys and girls. Now we make six new friends with the students from Sunshine Middle School. Millie is one of them. She’s introducing herself. Let’s listen to her.

2. Show “am”, “is” and “are” in the passage.

T: Pay attention to these circled words. Millie uses a lot of “am”, “is” and “are” to talk about her friends and herself. In fact, “am/is/ar e” are different forms of the verb “be”.

【设计意图：本节课通过一段关于Millie自我介绍的文本，在学生熟悉的语篇中引起学生对文本中be动词的一般现在时用法的注意，快速导入本节课的教学

内容。】

Step 2 Presentation

1. Presentation of the simple present tense.

T: In English, the verb “be” is also called the linking verb. It has three different forms: “am”,“is” and “are”in the simple present tense. We use one of them according to the different forms of subjects. We can use “be” to talk about the fact and the present state. For example, I am from Wuxi. Her hair is long. We are happy. Different subjects have different forms of the verb “be”.

2. Present the three forms of the verb “be”: am, is, are.

(1) Present when to use “am”, and how to use “am”.

(2) Present when to use “is”, and how to use “is”.

(3) Present when to use “are”, and how to use “are”.

3. Make a conclusion about the proper usage of the three forms of “be”.

4. Play a game.

Present different subject forms in a short time, and ask students to tell am/is/are as quickly as possible. (you, he, my brothers, his friend, our parents, Lucy’s cat, I, her teachers)

5. Present the usage of the negative forms with the verb “be” in the simple present tense.

6. Present the usage of the question forms with the verb “be” in the simple present tense.

【设计意图：逐个单独呈现知识点并加以强调，再以朗朗上口的口诀形式使学生迅速掌握并记忆，最后以小练习巩固成果。】

Step 3 Practice

1. Finish Part A on the textbook.

(1) Fill in the blanks

T: Millie has some pictures of her new classmates and her teacher. Complete what they are saying with the correct forms of th e verb “be”.

(2) Check the answers.

(3) Read together.

2. Finish Part B on the textbook.

(1) Fill in the blanks.

(2) Check the answers together.

T: Millie is talking to her new friends. Complete their conversation with the correct forms of the verb “be”.

(3) Read together.

【设计意图：通过书上的练习，使学生能够掌握be动词的一般现在时在具体语境中的灵活运用。】

Step 4 Summary

1. Make a conclusion.

Show a rhyme to help students grasp the usage of the simple present tense. T: Boys and girls, today we have learned something abou t the verb “be” in the simple present tense. Do y ou still remember the three forms? What are they? When do we use them? Let’s read the following rhyme together.

2. Fill in the blanks with the proper forms of the verb “be”.

【设计意图：以复习be动词用法口诀的形式总结整节课的知识点，并附加相应练习，加深学生对教学内容的记忆。】

Step 5 Activity

Introduce your new classmates.

T: Boys and girls, now we make friends with our new classmate s. Would you like to introduce your new friend to other classmates and make more new friends? Here is a table about the personal information. Try to ask and get the relevant information to fill in the blanks. Then make a report to introduce your new classmates. When you make your report, try to use as many “be” as possible. You can talk about the following things: name, age, school, class, grade, birthplace, looks, hobbies and strong points. 【设计意图：在熟悉本单元Reading章节内容的基础上，口头问答个人信息并

牛津高中英语模块七第三单元Reading教学案例设计

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牛津高中英语教学设计

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Unit 1 电子狗 主人 年级 学生 阅读 同班同学 放学后 苗条的 擅长于 穿过 教室 跳舞，舞蹈 游泳 年龄 相貌，容貌 可爱的；讨人喜欢的业余爱好 高兴的 每人，人人 来自 眼镜 Unit 2 散步、步行n. 的确、确实 碗、盆 次、回 网球 排球 享受…..的乐趣、欣赏运动员 成员 俱乐部 空闲的、自由的 希望 梦想 真的、真实的 变为现实、成为事实画画n. 画画v. 周末 在周末 当然购物v. 乒乓球 另外、其他 许多、大量 享乐、乐趣、有趣的事队、组 谈论 比赛、竞赛 偶像、英雄 偶像、英雄（复数）Unit 3 哪一个 最，最好地 因此，所以 生物 地理 历史 日期 会议；聚会 …点钟 好，对，不错 大门 如此，这么，非常引，带，领 到处，向各处 领某人参观 前面 在…前面 建筑物，房子，楼房地，地面 （英）底层，一楼 明亮的 现代的；新式的 礼堂，大厅 日记 看一看 墙 让我想想 下课后 什么，请再说一遍 电话 从…到… 需要…时间，费时

起床 去上学 午夜至正午，上午下午，午后 阅览室 只，只有，仅(口）当然 种类 各种各样的 借，借用 向…借… 信，函 不多的，少数的 一些，少数 离开，远离 远离 走路，步行 最好的 一切顺利，万事如意Unit 4 醒，醒来 醒来 表示提出或征求意见小山 很少，不常 出来，向外 出去 吃早饭、中饭、晚饭需要 休息，歇息 只是 玩得高兴 上课 课外的，课后的 活动 家庭作业 去睡觉 通常，经常 从不，绝不 迟到 开始，着手 一刻钟 晚于在上午/下午/晚上 首先 聊天，闲聊 每人，每个，每件 另外，其他 相互，彼此 练习，训练 活得高兴，玩得开心 希望，祝愿 （表示客气的邀请或建议）想，愿意 生活，生命 溜旱冰 希望，祝愿 好运，幸运 博物馆 两次 野餐 一次 不喜欢，厌恶 原因，理由 准备好，准备完毕 为…准备好 学，学习，学会 世界 Unit 5 庆祝、庆贺vi & vt 猜，猜测n. 穿着，穿衣vi & vt 装扮，乔装打扮 作为，当作prep. 鬼，鬼魂n. 圣诞节n. 节日n. 因为conj. 礼物n. 在一起，共同adv. 聚会，联欢 月饼n. 圆的，满的adj. 美国abbr. 面具，面罩n. 用颜料涂vt.

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