2018-2019学年最新牛津译林版(7A)英语全册教案

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

初中英语译林版教案图文稿

初中英语译林版教案 Company number【1089WT-1898YT-1W8CB-9UUT-92108】

Introduce six new friends T: Now you have many new friends. Do you want to make more new friends? Show pictures using the computer. Let the students look at them. Say: This is Simon. Th is is ××. 1.Make six masks of the children and go on. Introduce six children’s names. (Let the students wear the masks and introduce themselves.) Ask the six students to come to the front and play six new friends. The students point to themselves and say, “ I’m Simon.”“I’m Amy.” I’m ××. 2.Pair work Let students get to know these six new friends and remember them. Practice greetings in pairs. 1 Let the students know when to say Good morning/ afternoon/ evening/ night 2. Let the students practice greeting at different time. 3. Do part B on Page and then check it . Let the students watch the cartoon between Eddie and Hobo. 1.Introduce This is Eddie . This is Hobo. Eddie is Hobo’s master. Hobo is an e- dog. 2.Ask the students some questions. Who is Eddie? Who is Hobo? Do you like e-dogs (Show an e-dog, say: This is an e-dog. It’s very lovely) 3.Listen to the dialogue and answer the questions.

牛津初中英语》a教

《牛津初中英语》7A 教案 Teaching and Learning Planfor Unit 6 of 7A 第四课时 Teaching plan for GrammarⅠ Objectives: 1. To recognize and use the Simple Past Tense. 2. To recognize typical contexts which use the Simple Past Tense. Teaching procedures: Ⅰ. Greetings Ⅱ. Draw the following time table on the blackboard and tell the students the difference among the Simple Present Tense, the Present Continuous Tense and the Simple Past Tense. Past Present Future Teach the usage of the Simple Past Tense. ① Subject + was +… Subject +were+… ② Subject +v (p.) +… Ⅲ.Teach how to use the Simple Past Tense to make positive and negative sentences. Ⅳ.Teach how to use the Simple Past Tense to ask and answer questions.

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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: Wha t’s your name? My name is … Nice to meet you. Nice to meet you, too. III. Focus of 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 Unit 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)

苏教版(凤凰)牛津英语教案7A U1 Welcome to the U

苏教版（凤凰）牛津英语教案2011 第一部分简要提示 一、年级：七年级 二、教学内容：7A Unit 1 This is me！ 三、课型：Comic strip and welcome to the unit 四、教学目标： 1、知识目标： 1）、会用本课时的四会单词。 2）、词组look after good morning good afternoon good evening good night 3)、句型What’s your name? How to look after your e-dog? 2、能力目标： 1)、学会介绍自己。 2）、学会使用适当的问候语。 3、情感目标：通过自我介绍了解全班同学，并与他们成为好朋友。 五、教学重难点： 1、重点：运用一些简单的句式进行自我介绍。 2、难点：They are introducing themselves to each other. 中文释义：他们正相互间自我介绍 第二部分教学流程 Part One Comic strip Step 1. T: Hello! Everyone. This is the first day of our new term. And let’s meet two new friends. 教师拿出Eddie和Hobo的面具。 E: Hello！I am Eddie, I am your new friend. H: Hello! My name is Hobo. I am an e-dog. T: Do you know their names? S: Yes! PPT 7 T: What’s the dog’s name? S: Eddie. T: Yes, he’s Eddie.And what’s his name? S: Hobo.

(原创)译林版牛津英语7A unit 6 重点短语和句子

Unit 6 Fashion 1.what to wear 穿什么 2.spend 10 more minutes 再花10分钟 3.so lazy 如此懒 4.prepare for/to do sth. 准备做某事 5.give/have/hold a fashion show 进行一场时尚表演 6.raise money for Project Hope 为希望工程募集钱 7.show sth to sb.= show sb. sth. 向某人展示某物，把某物给某人看 8.from the 1970s to the 1990s 从二十世纪七十年代到二十世纪九十年代 9.popular clothes from the 1990s 来自二十世纪九十年代流行的衣服 10.hope sb. to do sth 希望某人做某事 11.look colourful 看上去色彩艳丽的 12.a yellow cotton blouse 一件黄色的棉质衬衫 13.a black wool skirt 一件黑色的羊毛短裙 14.long red leather boot 红色的长筒皮靴 15.a red silk blouse 一件红色的丝绸衬衫 16.hair style 发型 17.in the1990s 在二十世纪90年代 18.sports clothes 运动服 19.a pair of colourful trainers 一双色彩艳丽的运动鞋 20.young people’s favourite kind of shoes 年轻人最喜欢的一种鞋子 21.That’s all for ……到此结束 22.talk about raising money 谈谈募集钱 23.a pair of shorts 一条短裤 24.turn on 打开turn off 关上 25.choose what to wear 选择穿什么 26.dress up in white trousers 穿上白裤子 27.go on a trip 去旅游 28.go for a dinner party 去参加晚宴、 29.be suitable for…很适合… 30.make my feet hot 使我的脚发热 31.be made of…由…制成 32.design some clothes 设计一些衣服 33.sth. look cool on sb. = sb. look cool in sth. 某人穿着某物很酷 34.go well with…与…相匹配 35.not too long or not too short 不太长也不太短

Going_shopping_教案_牛津英语7A_uint5

7A Unit 5 Going shopping教学设计 执教者：唐兴玲 授课年级: 初中七年级授课内容: Going shopping 第一课时 一、教材分析 1．单元内容所体现的意义：本单元的主题为Shopping，主要是介绍了购物和所购的物品的描述。通过本单元的学习，可以帮助学会购物的日常用语，初步学会购物的日常口语知识。 2．本节内容与本单元其他课时的内在联系：本课时主要包含Comic strip & Welcome to the Unit环节，这两部分是对本单元话题的介绍导入部分，在以前的学习中学生已了解一些关于描述的词汇和句子，为本课的话题作了一些词汇和内容的铺垫。 二、教学目标 1.会使用可数名词和不可数名词开购物单，为后两课学习购物做准备。 2.学会讨论吃什么饭，买什么东西。 3.会一些礼貌用语和习惯表达（即本课的基本单词和重点句子）。 词汇和短语：本课时的13个单词 New words: chicken, tofu, fridge, list, shopping list, buy, kilo, favorite, egg, fruit, apple, fruit. 重点句子 l) Can I help you? 2) I want a/some...please. 3) How many/much…do you want? 4) How much is/are…? 5) Could I have…? 6) What do we have for dinner this evening? 7) Fish is my favorite. 8) What else do you want to have? 9) Don’t we have any eggs? 10) Let me make a shopping list. 11) You can help me carry the things. 三、重点与难点： 1）如何让学生从partner的话语中获取信息，理解对方意思。 2）在语言实践活动中，要求学生用英语进行思维和表达，有一定的难度。 四、教学设计理念与策略 1.设计的基本理念 1）采用任务型语言教学。构建以人为本，以学生的学、练、测为主线的优化课堂教学模式。 2）采用激发主体兴趣的教学模式。通过实施任务型、活动性教学，夯实学生语言基础，提高语言运用能力。 3）运用合作学习的方法。培养学生参与、合作、探究的创新精神。 2．教学策略：