还剩2页未读，
继续阅读
牛津译林版七年级下册Unit 1 Dream HomesWelcome to the unit教案
展开
这是一份牛津译林版七年级下册Unit 1 Dream HomesWelcome to the unit教案，共3页。教案主要包含了课前预习，合作探究，达标反馈等内容，欢迎下载使用。
学习目标：
1. 掌握本课出现的重点语言点。
2. 学会用适当的语言描述人的性格特点。
3. 学会简单谈论自己和他人的性格特点及喜欢和不喜欢的职业。
学习重难点：掌握本课时出现的重点语言点, 学会用适当的语言描述人的性格特点。
学习过程：
一、课前预习
Activity I 找出书中的单词及短语
1.有创造力的；创造性的 (adj.) __ 2. 好奇的 (adj.) __________
3.精力充沛的 (adj.) __________ 4. 谦虚的 (adj.) __________
5.有条理的；有效率的(adj.) _____6. 顺序(n.) _______________
7.语法(n.) __________ 8. （否定句中）两者之一不（cnj.）____
9.炫耀________________10. 想出新主意__________________
11.既不…也不 12. 使所有东西保持井然有序______________
13. 吃光，吃完__________ 14. 容易生气___________________
15. 使你感觉良好____________ 16. make a gd accuntant___________________
17. 对一切好奇____________ 18. 为我们重复语法规则 ___________________
19. 工作一整天而不说话____________ 20. behave in different ways ___________________
Activity II 翻译句子并背诵
It makes them feel gd t share things with thers.____________________________
① make sb. d sth. ②make sb. adj. ③ make a gd accuntant
Suzy使她所有的物品保持井然有序。________________________________________
in the crrect/right rder 按照正确的顺序 in rder t 为了 （做某事）
In gd rder 有条不紊 ut f rder 次序颠倒， 不按顺序
他经常想出新主意。_______________________________________________________
Neither my parents nr I think I can make a gd accuntant.____________________
① neither... 既不也不
Neither I nr he __________ (knw) it.当连接两个并列的主语时，谓语动词要和与它临近的主语一致（就近原则）。Neither yu nr I _______(be )right.
② neither 的其他用法：(1）代词，“两者都不”（作主语时，谓语动词通常是单数）
这两个故事都没有趣。_________ ______the_________ _________interesting.
他的父母亲们都不是老师。______ _____ _____ _________ _______ a teacher.
(2) 形容词，“两者都不”，通常放在可数名词单数前面。反义词为bth （两者都）
这两个故事都没有趣。 Neither _________ ______ interesting.
(3)副词，意为“也不”。常用结构：neither +be /助动词/情态动词+主语，表示“---也不这样”。
He desn’t like fish,________ _______ ______ ______.他妹妹也不喜欢吃鱼。
= He desn’t like fish,______ _______ _______ _______ ______ ________.
I can’t play the pian,_______ ______ _____ _______（我妹妹也不会弹钢琴）
If yur mther desn’t g shpping,________ ________ __________(我妈妈也不去)
对我来说整天工作不说话是可怕的。_________________________________________
① It's+ adj + fr sb. + t d sth. 对某人而言，做...是...(adj.)
② withut prep.介词 “没有” + 名词/代词/动名词
他没吃早饭就去上学了。这对他的健康有害。
He went t schl______ ______ ____.It’s______ _______ _______ _______ .
③ all day lng整整一天
二、合作探究
Step1检查预习
Step 2 Lead in Shw sme pictures f cartn characters.
T: D yu knw them? What d yu think f them?
1. Listen t the self-intrductin f sme cartn characters, and learn the new wrds and phrases.
2. Please write dwn sme wrds that are ften used t describe peple’s persnalities.
____________ ____________ ___________ ____________ ____________
____________ ____________ ___________ ____________ ____________
Step 3 Welcme t the unit
Task1 Part A Different peple, different persnalities
1.check ut the answers f part A, and read the sentences tgether.
2.wrk in pairs and describe sme classmates.
My yunger brther is very energetic. He ften plays basketball fr a whle afternn withut a rest.
Task2 Part B Different persnalities, different jbs
1. Listen t the cnversatin f part B and answer the questins.
(1)What is Millie like? What jb can she take n? _________________________________
(2)Can Paul be a gd accuntant? And why? ____________________________________
(3)What jb des Sandy like? Why? __________________________________________
(4)What d yu knw abut David? ___________________________________________
2. Fill in the blanks.
Millie is _______ and she desn’t get angry easily. She thinks she can be a gd _______ r a gd _______. Paul is ________ smetimes. His parents dn’t think he can be a gd _________. Sandy ften has ________ ideas. She likes _______ jbs. David is _____ and he lves talking with peple.
3 Discussin: What jb d yu think is suitable fr Sandy r David?
Talk abut jbs and persnalities.
Useful wrds and expressins:
Dctr—careful, friendly, helpful Inventr—creative, clever, hard-wrking
Pliceman—brave, friendly, energetic
4. Make a dialgue in grups f fur
A: I’m ... enugh and I ... . S I think I can be a gd ... .What abut yu,
B: I' Neither ... nr ... think I can make/be a gd ... . What jbs d yu like,
C: My teacher says I ften like S I want t be a ... . Hw abut yu,
D: I'm ... and I lve ... .It' me t ... .
Step 4 Cmic strip
1.Watch and answer：What des Eddie think f himself?
2.Listen t the cmic strip and answer the fllwing questins.
(1) What is the article abut?
(2) What makes generus peple feel abut?
(3) What happens t Eddie's breakfast in the end?
(4) Is Eddie willing t share his breakfast with Hb?
3.Fill in the blanks.
Tday Hb reads an interesting ________ abut _________. It _____sme peple are _________. They will feel _________ if they _________ things _________ thers. Eddie ______ with it. As a result, Hb ____ _____ ____his breakfast. It makes Eddie very angry.
4. listen t cmic and read after the tape.
5. wrk in pairs and act ut the dialgue.
Step 5Language pints
1. It says sme peple are generus. say vt. 说，写着，显示
e.g. (1)The sign n the wall _______"Keep Quiet ".
(2)—What des yur watch______ ( say) ?It______ five twenty.
2. shw ff 炫耀 e.g.
(1) 丹尼尔很谦虚，从不炫耀。Daniel is very mdest and he never .
(2) 她想在派对上炫耀自己的丈夫。She wanted t_____________________________.
shw sb. sth = shw sth. t sb. shw sb arund / rund sp.(地点)
shw up 出现，露面 n shw 展览 shw sb. hw t d 向某人展示如何做
3.. cme up with 想出（主意）；他首先想出去工厂参观的好主意。
He first the gd idea f ging t visit a factry.
三、达标反馈
I. 根据句意及括号内所给汉语提示写出单词。
1. Linda is such a ___________(有耐心的) persn that she never gets angry easily.
2. Tm is ___________ (精力充沛的) enugh t play basketball fr hurs every day.
3. Linda des best in English in ur class. But she is very ________ (谦虚的).
4. My new neighbur Elsa is ___________ (好奇的) abut everything.
5. Let’s take the prblems in a different ____________(顺序).
6. His father is an____________ (会计）in a big cm
学习目标：
1. 掌握本课出现的重点语言点。
2. 学会用适当的语言描述人的性格特点。
3. 学会简单谈论自己和他人的性格特点及喜欢和不喜欢的职业。
学习重难点：掌握本课时出现的重点语言点, 学会用适当的语言描述人的性格特点。
学习过程：
一、课前预习
Activity I 找出书中的单词及短语
1.有创造力的；创造性的 (adj.) __ 2. 好奇的 (adj.) __________
3.精力充沛的 (adj.) __________ 4. 谦虚的 (adj.) __________
5.有条理的；有效率的(adj.) _____6. 顺序(n.) _______________
7.语法(n.) __________ 8. （否定句中）两者之一不（cnj.）____
9.炫耀________________10. 想出新主意__________________
11.既不…也不 12. 使所有东西保持井然有序______________
13. 吃光，吃完__________ 14. 容易生气___________________
15. 使你感觉良好____________ 16. make a gd accuntant___________________
17. 对一切好奇____________ 18. 为我们重复语法规则 ___________________
19. 工作一整天而不说话____________ 20. behave in different ways ___________________
Activity II 翻译句子并背诵
It makes them feel gd t share things with thers.____________________________
① make sb. d sth. ②make sb. adj. ③ make a gd accuntant
Suzy使她所有的物品保持井然有序。________________________________________
in the crrect/right rder 按照正确的顺序 in rder t 为了 （做某事）
In gd rder 有条不紊 ut f rder 次序颠倒， 不按顺序
他经常想出新主意。_______________________________________________________
Neither my parents nr I think I can make a gd accuntant.____________________
① neither... 既不也不
Neither I nr he __________ (knw) it.当连接两个并列的主语时，谓语动词要和与它临近的主语一致（就近原则）。Neither yu nr I _______(be )right.
② neither 的其他用法：(1）代词，“两者都不”（作主语时，谓语动词通常是单数）
这两个故事都没有趣。_________ ______the_________ _________interesting.
他的父母亲们都不是老师。______ _____ _____ _________ _______ a teacher.
(2) 形容词，“两者都不”，通常放在可数名词单数前面。反义词为bth （两者都）
这两个故事都没有趣。 Neither _________ ______ interesting.
(3)副词，意为“也不”。常用结构：neither +be /助动词/情态动词+主语，表示“---也不这样”。
He desn’t like fish,________ _______ ______ ______.他妹妹也不喜欢吃鱼。
= He desn’t like fish,______ _______ _______ _______ ______ ________.
I can’t play the pian,_______ ______ _____ _______（我妹妹也不会弹钢琴）
If yur mther desn’t g shpping,________ ________ __________(我妈妈也不去)
对我来说整天工作不说话是可怕的。_________________________________________
① It's+ adj + fr sb. + t d sth. 对某人而言，做...是...(adj.)
② withut prep.介词 “没有” + 名词/代词/动名词
他没吃早饭就去上学了。这对他的健康有害。
He went t schl______ ______ ____.It’s______ _______ _______ _______ .
③ all day lng整整一天
二、合作探究
Step1检查预习
Step 2 Lead in Shw sme pictures f cartn characters.
T: D yu knw them? What d yu think f them?
1. Listen t the self-intrductin f sme cartn characters, and learn the new wrds and phrases.
2. Please write dwn sme wrds that are ften used t describe peple’s persnalities.
____________ ____________ ___________ ____________ ____________
____________ ____________ ___________ ____________ ____________
Step 3 Welcme t the unit
Task1 Part A Different peple, different persnalities
1.check ut the answers f part A, and read the sentences tgether.
2.wrk in pairs and describe sme classmates.
My yunger brther is very energetic. He ften plays basketball fr a whle afternn withut a rest.
Task2 Part B Different persnalities, different jbs
1. Listen t the cnversatin f part B and answer the questins.
(1)What is Millie like? What jb can she take n? _________________________________
(2)Can Paul be a gd accuntant? And why? ____________________________________
(3)What jb des Sandy like? Why? __________________________________________
(4)What d yu knw abut David? ___________________________________________
2. Fill in the blanks.
Millie is _______ and she desn’t get angry easily. She thinks she can be a gd _______ r a gd _______. Paul is ________ smetimes. His parents dn’t think he can be a gd _________. Sandy ften has ________ ideas. She likes _______ jbs. David is _____ and he lves talking with peple.
3 Discussin: What jb d yu think is suitable fr Sandy r David?
Talk abut jbs and persnalities.
Useful wrds and expressins:
Dctr—careful, friendly, helpful Inventr—creative, clever, hard-wrking
Pliceman—brave, friendly, energetic
4. Make a dialgue in grups f fur
A: I’m ... enugh and I ... . S I think I can be a gd ... .What abut yu,
B: I' Neither ... nr ... think I can make/be a gd ... . What jbs d yu like,
C: My teacher says I ften like S I want t be a ... . Hw abut yu,
D: I'm ... and I lve ... .It' me t ... .
Step 4 Cmic strip
1.Watch and answer：What des Eddie think f himself?
2.Listen t the cmic strip and answer the fllwing questins.
(1) What is the article abut?
(2) What makes generus peple feel abut?
(3) What happens t Eddie's breakfast in the end?
(4) Is Eddie willing t share his breakfast with Hb?
3.Fill in the blanks.
Tday Hb reads an interesting ________ abut _________. It _____sme peple are _________. They will feel _________ if they _________ things _________ thers. Eddie ______ with it. As a result, Hb ____ _____ ____his breakfast. It makes Eddie very angry.
4. listen t cmic and read after the tape.
5. wrk in pairs and act ut the dialgue.
Step 5Language pints
1. It says sme peple are generus. say vt. 说，写着，显示
e.g. (1)The sign n the wall _______"Keep Quiet ".
(2)—What des yur watch______ ( say) ?It______ five twenty.
2. shw ff 炫耀 e.g.
(1) 丹尼尔很谦虚，从不炫耀。Daniel is very mdest and he never .
(2) 她想在派对上炫耀自己的丈夫。She wanted t_____________________________.
shw sb. sth = shw sth. t sb. shw sb arund / rund sp.(地点)
shw up 出现，露面 n shw 展览 shw sb. hw t d 向某人展示如何做
3.. cme up with 想出（主意）；他首先想出去工厂参观的好主意。
He first the gd idea f ging t visit a factry.
三、达标反馈
I. 根据句意及括号内所给汉语提示写出单词。
1. Linda is such a ___________(有耐心的) persn that she never gets angry easily.
2. Tm is ___________ (精力充沛的) enugh t play basketball fr hurs every day.
3. Linda des best in English in ur class. But she is very ________ (谦虚的).
4. My new neighbur Elsa is ___________ (好奇的) abut everything.
5. Let’s take the prblems in a different ____________(顺序).
6. His father is an____________ (会计）in a big cm
相关教案
初中英语牛津译林版七年级下册Welcome to the unit教学设计： 这是一份初中英语牛津译林版七年级下册Welcome to the unit教学设计，共26页。教案主要包含了以上加th;八去t，九去e；等内容，欢迎下载使用。
牛津译林版七年级下册Reading教案设计： 这是一份牛津译林版七年级下册Reading教案设计，共5页。
初中英语牛津译林版七年级下册Reading教学设计及反思： 这是一份初中英语牛津译林版七年级下册Reading教学设计及反思，共4页。
