全册三现教案 -2025-2026学年人教版英语七年级上册

主备人 唐语萱 参与人 执教人 班  级 时  间 审核人 课  题 How do you spend your school day? 课 时 教学目标 必备知识 (1)通过听获取对话中人物活动的信息，以及活动的时间，根据所听内容和教材提供的信息，完成细节信息的补充。(2)正确识别并读出辅音音素(/s/, /z/, //, //, /t/, /d/, /θ/, /ð/)，能正确读出含有以上辅音音素的常见词汇，根据所给的句中重音符号，识别并正确读出句子中单词的强读单词，做到举一反三。 关键能力 能够使用对话中的句型，询问并回答学校常规时间活动的基本信息等；能够在小组内相互礼貌得体地完成角色扮演，语言运用得体、正确。 核心素养 能够通过听获取两段小对话中学校常规时间活动的信息，根据所听内容和教材提供的信息，完成细节信息的补充。该单元旨在培养学生理解良好的时间管理和日常习惯对个人发展的重要性，这个主题强调了时间管理和日常生活中的自我管理。 教学重点与难点 用when和what time句式谈论自己学校日常活动及其时间，听辨并准确认读辅音音素(/s/, /z/, //, //, /t/, /d/, /θ/, /ð/)以及能正确读出含有以上辅音音素的常见词汇。 教学方法与工具 任务型教学，听说法，视听法 1、 情景导入 （3分钟 教师） 1. Today we are going to learn Unit 6. First let’s look at the title and the picture. What are we going to learn this unit? Yes, we are going to learn something about a day in the life. Look at the picture and share the three questions. What do you see in the photo? How long do you study every day? What do you do in your free time? 2、 自主感悟（5分钟学生） 2. Let’s learn about the objectives of this unit. By the end of the unit, we will be able to tell the time in English and ask about daily routines using what time and when. We will learn about different people’s routines and explore how to make good use of time. 发现 个人第二次备课 3、 合作探究（15分钟学生） 3. We are going to learn Section A how you spend your school day. So when do you get up? What time do you finish your homework? When do you have dinner? You can share your school day in these ways 4. Let’s look at the pictures. Here are four clocks and what time they are. Do you know how to tell the time. Please match the clocks with the times. Listen to the first conversation and tick Peter’s activities this morning. Let’s check the answers together. Yes, we got the answer that is brushing his teeth, get dressed. 5. Listen to the second conversation. Why are Peter and Han Lin at school early? Match the names with the reasons. Let’s check the answer together. Yes, Peter is on duty and Han Lin does some reading before class. Listen to the two conversations again and fill in the blanks. ①Peter’s school begins at__________ ②Peter usually gets up at __________. ③Peter usually has breakfast at __________ ④Peter usually takes a shower in the __________ 6. Try to repeat after the tape and pay attention to the pronunciation. 4、 走进生活（10分钟师生） 7. Let’s try to role-play the conversation and show yourselves in front of the class. Try to use your own words. Practice the conversations with your partner. Then make your own conversations. What time do you usually get up? I usually get up at 7 o’clock. When do you take a shower? I usually take a shower at night. 8. Work in groups and interview three classmates and complete the chart, then tell your group about the results. Interviewer: What time do you usually....? Name Activity Time Chi Biqing Get up At 7：00 5、 拓展演练（8分钟学生） 9. We’re going to learn about consonant sounds. Let’s listen and repeat. Please pay attention to the sounds. What is the pronunciation of /s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/, /θ/, /ð/?Please write the sounds of the letters in your notebook. What is the pronunciation of s, z, sh, ch, j, g, th? Please write the sounds of the letters in your notebook. 10. Listen and circle the sentences you hear, then repeat them. I will show you some other words. 11. Look at the words. Listen and repeat. Listen to the beginning part of the conversation in 2a and repeat. Notice the stressed words. Then mark other stressed words in the conversation in 2a. 实现 6、 系统总结 （4分钟教师） 1. We know how to tell the time in English 2. We are able to pronounce the words with/s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/, /θ/, /ð/ and learn about the words that are stressed. 3. We are able to make up a conversation about how to ask and answer about a school day. 呈现 板书 作业 设计 Basic: Listen carefully and read the telescript fluently. Finish your task paper. Extended: Search for more information about how to ask and answer about a school day. 教学反思 主备人 唐语萱 参与人 执教人 班  级 时  间 审核人 课  题 How do you spend your school day? 课 时 教学目标 必备知识 (1)灵活使用目标语言询问并回答日常活动及其时间，创编一段对话，用目标语言谈论日常的活动及时间安排，举例阐释学会管理时间的重要性，认识到高效时间管理的价值和重要性。(2)正确识别并读出辅音音素(/s/, /z/, //, //, /t/, /d/, /θ/, /ð/)，能正确读出含有以上辅音音素的常见词汇，根据所给的句中重音符号，识别并正确读出句子中单词的强读单词，做到举一反三。 关键能力 能够通过听读对话获取汤姆上学一天的作息时间等信息；能够识别对话中询问并回答作息时间的句式，运用相关语言进行角色扮演 核心素养 运用相关语言表达方式，联系班级同学的实际情况，根据同学的作息时间表完成一份班级汇报，介绍班级同学的作息时间。并在班级中完成汇报展示和点评。 教学重点与难点 理解含有what time和when特殊疑问句的表意功能及回答，并能正确使用该结构询问和回答做某事的时间或活动；能梳理和归纳特殊疑问句及回答的用法。完成一份关于班级同学日常活动安排及时间的简要报告，并且在班级进行汇报。 教学方法与工具 任务型教学，听说法，视听法 7、 情景导入 （3分钟 教师） 1. Today we are going to learn Unit 6. First let’s look at the picture. Look at the picture and answer the three questions. What is the photo about? What can you see in the picture? Where are they? 8、 自主感悟（5分钟学生） 2. Listen to the conversation and fill in the blanks. 发现 个人第二次备课 9、 合作探究（15分钟学生） 3. Read the conversation and answer the questions. ①What does Jiaqi ask Tom about? ②How long does Tom stay at school? ③Why does Tom go to bed early? 4. Listen again and try to complete Tom’s school day routine. Time Activity 6:50 am Have breakfast 7:50 am Go home Before dinner Have dinner After dinner Go to bed 5. Listen to the conversation again and pay attention to the stressed words. Let’s try to role-play the conversation and show yourselves in front of the class. 6. Ask a partner about his or her school day routine. Get up have breakfast Go to school Have class Play sport Have lunch Go home Do homework Take a shower Go to bed Have dinner Brush teeth What time do you get up on a school day? I get up at.... When do you ....? I ...... 10、 走进生活（10分钟师生） 7. Please work in groups and after that you can show yourselves in front of the class. Let’s try to role-play the conversation and show yourselves in front of the class. 11、 拓展演练（8分钟学生） 8. According to the survey, give a report about your classmates’ day routine and talk about what you think of his day routine. Give a report on the interview. Use your notes in the chart. This is ....’s school day routine, He usually gets up.... Sometimes he has dinner..... He always goes to bed at..... He usually does homework. I think he has a healthy day routine. 实现 12、 系统总结 （4分钟教师） 1. We know how to tell the time in English. 2. We are able to talk about daily routines using what time and when. 3. We are able to make up a conversation about what your school day. 呈现 板书 作业 设计 Basic: Listen carefully and read the telescript fluently. Finish your task paper. Extended: Search for more information about your day routines. 教学反思 主备人 唐语萱 参与人 执教人 班  级 时  间 审核人 课  题 How do you spend your school day? 课 时 教学目标 必备知识 通过观察示例句子，能梳理和归纳询问和回答关于日程活动时间的表达方式，掌握what、what time和when特殊疑问句及回答的用法。 关键能力 理解含有实义动词的一般现在时描述日常活动句式的表意功能，初步建立使用一般现在时表示日常活动的意识，在实践中逐步应用句型。 核心素养 能结合自身实际，运用一般现在时询问并回答日常活动的时间，运用目标句式询问班级同学的日程安排，完成一份关于班级同学日常活动安排及时间的简要报告，并且在班级进行汇报。 教学重点与难点 理解含有what time和when特殊疑问句的表意功能及回答，并能正确使用该结构询问和回答做某事的时间或活动；能梳理和归纳特殊疑问句及回答的用法。完成一份关于班级同学日常活动安排及时间的简要报告，并且在班级进行汇报。 教学方法与工具 任务型教学，听说法，视听法 13、 情景导入 （3分钟 教师） 1. Today we are going to learn the grammar focus part. Let’s read the sentences and find out the rules of sentence patterns. Read the sentences and look at the question phrase. Do you know the differences among what, what time and when. Complete the questions with what, what time or when. 14、 自主感悟（5分钟学生） 2. Read the grammar focus part. Work in groups. Read the sentences. Find out the rules of using what, what time or when. After that, let’s check the answers. Work in groups. Let’s talk about the rules about the questions. 发现 个人第二次备课 15、 合作探究（15分钟学生） 3. Since we have talked about the rules of the questions. Read the sentences below. Answer the questions with the time in brackets. After that, let’s check the answers together. ①What time does Mike usually get to school? Mike usually gets to school at 7:30 am. ②What time do they have lunch? They have lunch at 12:30 in the afternoon. ③When is your maths class? My maths class is at 1:45pm ④When does Lisa do her homework? Lisa does her homework after dinner. ⑤When does David play basketball? 4. So What is the rule of use of the what、what time和when. Work in the groups and share your answers. 16、 走进生活（10分钟师生） 5. Let’s read the passage. Complete the passage with the correct forms of the verbs in brackets. After that, we will share the answers together. 17、 拓展演练（8分钟学生） 6. Work in groups and do a survey in class. Ask a partner about his or her weekend routine. Weekend activity time Get up Have breakfast Brush teeth ... A: What time do you usually get up at weekends? B: I usually get up at... A: When do you...? After the survey, please make a report about it. 12. In my survey, ... usually gets up at....always brushes his teeth.... I think he has a healthy habit. 实现 18、 系统总结 （4分钟教师） 1. We know how talk about daily routines using what time and when. 2. We are able to do a survey and make a report. 呈现 板书 作业 设计 Basic: Read the passage fluently and recite it. Finish your task paper. Extended: Introduce your classmates’ weekend routines. 教学反思 主备人 唐语萱 参与人 执教人 班  级 时  间 审核人 课  题 How do you spend your school day? 课 时 教学目标 必备知识 获取短文中有关蒂莫日程时间表的基本信息，梳理、概括蒂莫日程活动、时间等内容，借助可视化图形呈现结构化知识。 关键能力 基于结构化知识和重点语言知识，运用目标语言，以第三人称视角复述文章内容； 核心素养 结合自己的实际情况，阐述自己学校日的一天，完成一份介绍，并在班级前进行展示。 教学重点与难点 理解含有what time和when特殊疑问句的表意功能及回答，并能正确使用该结构询问和回答做某事的时间或活动；结合自己的实际情况，阐述自己学校日的一天，完成一份介绍，并在班级前进行展示。 教学方法与工具 任务型教学，听说法，视听法 19、 情景导入 （3分钟 教师） 1. Today we are going to learn Section B How different are people’s daily routines? Let’s think about it. Do you know someone who has different daily routines from you? How different are people’s daily routines? 2. Work in groups and look at the photos below. Guess which part of the world the boy is from. What do you want to know about him? 20、 自主感悟（5分钟学生） 3. Look at the passage. What can you see in the picture? What kind of passage is it? 发现 个人第二次备课 21、 合作探究（15分钟学生） 4. Read the passage and choose a suitable title for it. Let’s check the answers together. The title is A day at Timo’s school. 5. Read again and complete the timetable with Timo’s activities. Time Timo’s activity 7:30 am Get up 9：00 am 12:00 am 12:30 pm Have lunch 2:15 pm After school 4:00 pm Get home 6：00 pm After dinner 9：30 pm 6. Read again and work in groups and draw a mind map according to the passage. The mind map includes what activity Timo does and what time he does. After that I will ask some of you to share your mind map with us 22、 走进生活（10分钟师生） 7. According to your mind map, please try to retell your passage and show yourself in front of the class. You can start like this. 7. Timo is a boy from Finland. He lives with his parents in Finland. Every Tuesday he usually gets up at 7:30 and listens to news or music. After breakfast, he walks to school which only takes only 10 minutes walk. His school begins at 9:00. There are 18 students in his class. Each lesson is 45 minutes long and there is a break between lessons. He has one Finish lesson and two home economics lessons in the morning. After that he has lunch at 12:00........ 23、 拓展演练（8分钟学生） 8. Since we have known about the information about Timo. Work in groups. Let’s think about the questions. Discuss these questions. ①What lessons does Timo have every Tuesday morning? ②How long is each lesson at his school? ③What club does Timo go to? ④How does he make good use of his time? 9. Let’s think about it. What about your day routine? Work in groups and share the day routine. After that, write a passage about your day routine. After that, come to the front and show yourself in front of the class. 实现 24、 系统总结 （4分钟教师） 3. We should know to learn about different people’s routines. 4. We are able to know how different people’s daily routines. 呈现 板书 作业 设计 Basic: Read the passage fluently and recite it. Finish your task paper. Extended: Introduce your classmates’ weekend routines. 教学反思 主备人 唐语萱 参与人 执教人 班  级 时  间 审核人 课  题 How do you spend your school day? 课 时 教学目标 必备知识 能够基于写作目的和要求，在教师的指导下有效开展写作准备，梳理描述自己一天的文本结构，列出介绍自己的日常活动及时间安排； 关键能力 能够将本单元所学的词汇、目标结构、句型以及各类功能表达迁移应用到自己的写作之中； 核心素养 通过自评和互评，不断改进自己的作品，使之完善，改进初稿的结构、内容和语言。 教学重点与难点 关联自身的个人信息，写一篇文章介绍自己的日程安排以及时间，分析时间管理的优点和缺点，认识到掌握良好的时间管理习惯，能够更有效地提高学习效率。 教学方法与工具 任务型教学，听说法，视听法 25、 情景导入 （3分钟 教师） 1. Today we are going to learn Section B Writing. Let’s think about it. What have we learned about how to write something about school day. 2. Today we are going to write a passage to write about your day routine. 26、 自主感悟（5分钟学生） 3. Let’s complete the timetable about one of your school days. How different is your school day from Timo’s. After that, let’s check the answers. Time Activity 发现 个人第二次备课 27、 合作探究（15分钟学生） 4. Let’s read the sample together, please work in groups and find out the structure of the sample. 5. Please list the key points of talking about your school day routine. 6. Read the sample again and find out the detailed information. And put them into the structure. 28、 走进生活（10分钟师生） 7. Find out some beautiful sentences from the passage. And write them in your notebook. 8. Write a passage by using the information in 2a. My name is _________. I am _________years old. I live _________. Every _________, I usually get up at _________. Then _________. My school begins at _________. We have _________ in the morning . After that, _________. In the afternoon, _________. I usually get home around _________. Then _________. At _________, it is time for me to ________. 9. Please write your composition and finish it in 5 minutes. 29、 拓展演练（8分钟学生） 10. Please check the composition by yourself according to the qaurtiene. 11. Work in your groups and revise your composition. 实现 30、 系统总结 （4分钟教师） 1. We should know how to talk about your school day. 2. We are able to know about how to polish your composition. 呈现 板书 作业 设计 Basic: Polish your passage. Finish your task paper. Extended: Write a passage about your day routine.. 教学反思 主备人 唐语萱 参与人 执教人 班  级 时  间 审核人 课  题 How do you spend your school day? 课 时 教学目标 必备知识 能够运用本单元所学语言，采访人们关于他们的日常生活，完成一份报告，并在班级中进行分享，并比较日程安排的相同与不同； 关键能力 能够积极参与教师组织的项目活动，乐于分享交流并享受其中的快乐，进行采访人们的日程安排的新活动； 核心素养 让学生了解不同职业人群的日常生活和时间安排，拓宽视野，增强对各种职业的认识。通过项目式的学习，提高学生的合作能力和团队精神。 教学重点与难点 完成一份“采访周围人的日常生活”，选择一个你想要采访的对象，询问其日常生活和时间安排，根据调查表完成一份调查报告，在班级进行展示，参加班级“管理时间”的评选。并以评价量规规范周课程表的制作。 教学方法与工具 任务型教学，听说法，视听法 31、 情景导入 （3分钟 教师） 12. The teacher tells the students about the content of the project "interview people about their daily routines", tells the students about the requirements of the project, and distributes the task sheet. The teacher designed and printed the "Project Learning Worksheet" and "Group Member mutual Evaluation Sheet" according to the class size. 13. Teachers introduce the purpose, methods and expected learning outcomes of project learning to students. 32、 自主感悟（5分钟学生） 14. Under the guidance of the teacher, the students define the project tasks, select the interviewees, list the questions, and explain the ideas and reasons. 发现 个人第二次备课 33、 合作探究（15分钟学生） 15. Choose an interview subject, be it a policeman, a teacher, a farmer, a journalist, or someone else. 16. Formulate interview questions, including wake up time, breakfast time, work time, lunch time, leave time, dinner time, exercise or study or relax time, sleep time, etc. 17. Conduct interviews and record the time schedule and daily life of the interviewees. 18. Complete a survey report based on the interview results. 19. Present your findings to the class and share your findings. 34、 走进生活（10分钟师生） 20. Select interview subjects: Students can choose police officers, teachers, farmers, journalists and other professional groups as interview subjects according to their own interests and needs. 21. Design interview questions: Students need to design a series of interview questions around various aspects of daily life, such as wake up time, breakfast time, work time, lunch time, leave time, dinner time, exercise time, study time, relaxation time, etc. 22. Interview: Students need to conduct face-to-face English interviews with the selected subjects in class or after class to record their daily life and schedule. 23. Sorting out the interview results: Students need to sort out and analyze the information obtained from the interview, and summarize the daily life rules and time arrangements of different occupational groups. 24. Writing a survey report: Students need to write an English survey report according to the interview results, which includes three parts: introduction, main body and conclusion. 35、 拓展演练（8分钟学生） 25. Project presentation: Students need to present projects in class and share their research reports and experiences. 26. Students thinking under the guidance of teachers project evaluation: Design quality of students' interview questions. Record and organize the interview process. Investigate the quality of report completion. Students' performance in class. Students' summary reflection and sentiment. How well can you do these things? Very well ok Needs work 1. I can tell the time in English. 2. I can ask about daily routines with what time and when 3. I can talk about people’s daily routines. 4. I can make good use of my time. 实现 36、 系统总结 （4分钟教师） 1. Give a report in class. 3. To plan time is to save time. 呈现 板书 作业 设计 Basic: Polish your report. 教学反思 学科网（北京）股份有限公司 $$ Unit 5 第1课时 主备人 陈奕洁 参与人 初一英语组 执教人 班  级 时  间 40分钟 审核人 课  题 Section A How do you choose a school club? （1a-Pronunciation） 课 时 第1课时 教学目标 必备知识 1. 能 够 通 过 听 获 取三段小对话中学生想要加入的社团和理由，以及社团活动的时间和地点，根据所听内容和教材提供的信息，完成细节信息的补充。 2.能正确识别并读出辅音音素（/b/ /d/ /g/ /v/ /p/ /t/ /k/ /f/），能正确读出含有以上辅音音素的常见单元音词汇。 关键能力 1.学习本节英语课的主旨意义在于培养学生对学校社团和俱乐部的兴趣，提高他们的英语交际能力。 2.学生能够增强对学校社团的认识，通过观察主题图和参与课堂活动，学生可以了解到学校中存在各种各样的社团和俱乐部。 核心素养 通过本节课的学习，学生将能够更好地融入学校生活，为自己的未来打下坚实基础，培养兴趣爱好和个性发展，锻炼综合能力和解决问题的能力，拓宽视野和世界观。 教学重点与难点 重点：能够使用对话中的句型，询问并回答想要加入的社团及对能力问答的基本信息等；能够在小组内相互礼貌得体地完成角色扮演，语言运用得体、正确。 难点：能正确识别并读出辅音音素（/b/ /d/ /g/ /v/ /p/ /t/ /k/ /f/），能正确读出含有以上辅音音素的常见单元音词汇。 教学方法与工具 听说法、创设情境法、多媒体课件 一、情景导入 （3分钟 教师） 1.Today we are going to learn Unit 5. First let’s look at the title and the picture. What are we going to learn this unit? Yes, we are going to learn something about fun clubs. Look at the picture and share the three questions. What are the students doing? What club do you think they are in? Do you want to join this club? 二、自主感悟（5分钟学生） 1.Let’s learn about the objectives of this unit. By the end of the unit, we will be able to talk about clubs at school. We will talk about abilities using can. We can find out what people do in different clubs and discover your interests and talents. 2.We are going to learn Section A how to choose a school club. Do you know school clubs? Are you in a school club? Do you want to share? Look at the pictures and talk about the clubs in your school. 发现 个人第二次备课 三、合作探究（15分钟学生） 1.Let’s look at the pictures. Can you tell me something about what the pictures are about? What clubs are they about? Yes, we can see some clubs. Some students are playing chess, some are playing ping-ping. We can else see a boy who makes his face funny. Please match the clubs with the pictures from A to F. Listen to the three conversations and fill in the chart. Which club does each student want to join? 2. Listen to three conversations again and complete the sentences with the words in the box. We are going to listen twice. 3. We’re going to learn about consonant sounds. Let’s listen and repeat. Please pay attention to the sounds. What is the pronunciation of /b/ /d/ /g/ /v/ /p/ /t/ /k/ /f/? Please write the sounds of the letters in your notebook. What is the pronunciation of b、g、v、p、t、d、k、f? Please write the sounds of the letters in your notebook. 四、走进生活（10分钟师生） Let’s try to role-play the conversation and show yourselves in front of the class. Try to use your own words. Practice the conversations with your partner. Then make your own conversations. Hello! I want to join.... Great! Can you .....? Yes, I can./No, I can’t. 五、拓展演练（8分钟学生） Interview three classmates and complete the chart, then tell your group about the results. 实现 六、系统总结 （4分钟教师） 1. We know talk about clubs at school. 2. We are able to pronounce the words with/b/ /d/ /g/ /v/ /p/ /t/ /k/ /f/ and learn about the words that are silent. 3. We are able to make up a conversation about how to ask and answer about the clubs that you want to join. 呈现 板书 作业设计 Basic: Listen carefully and read the tapescript fluently. Finish your task paper. Extended: Search for more information about clubs. 教学反思 Unit 5 第2课时 主备人 陈奕洁 参与人 初一英语组 执教人 班  级 时  间 40分钟 审核人 课  题 Section A How do you choose a school club? （2a-2e） 课 时 第2课时 教学目标 必备知识 1. 能 够 通 过 听 读 对 话 获取腾飞、彼得和艾玛关于选择学校的社团及能做的事情等信息；能够识别对话中询问并回答能做的事情的句式，运用相关语言进行角色扮演。 2.能运用英语描述自己对能做的事情以及想要加入的学校社团，并采访同学想要加入的社团及理由。 3. 运用相关语言表达方式，联系自身实际情况，调查同学想要加入的社团及理由，并在班级中完成汇报。 关键能力 1.语篇学习有助于提高学生的英语阅读理解能力，让他们能够更好地理解和把握文章的主旨。 2.培养学生的英语思维能力：在阅读语篇的过程中，学生需要根据图片和文字信息进行推理和判断，例如预测语篇的主题、分析人物之间的关系和动机等。 核心素养 通过本课的学习，帮助学生更好地认识学科的价值，明确学习目标，并培养良好的合作意识和团队精神为学生的全面发展和未来的学习生活奠定坚实的基础。 教学重点与难点 重点：能运用目标语言，描述自己对能做的事情以及想要加入的学校社团，并采访同学想要加入的社团及理由。 难点：运用相关语言表达方式，联系自身实际情况，调查同学想要加入的社团及理由，并在班级中完成汇报。 教学方法与工具 合作探究法、创设情景法、多媒体课件 一、情景导入 （3分钟 教师） Today we are going to learn Unit 5. First let’s look at the picture. Look at the picture and answer three questions. What is the photo about? What can you see in the picture? Where are they? 二、自主感悟（5分钟学生） 1.Listen to the conversation and fill in the blanks. 2.Read the conversation and complete the table. 发现 个人第二次备课 三、合作探究（15分钟学生） 1.Listen again and try to repeat after the tape and pay attention to the letters that are silent. 2.Circle can or can’t with your own information. Then tick the clubs you want to join. You can add more items. 四、走进生活（10分钟师生） Let’s work in pairs. Talk about what clubs you want to join. A: What club do you want to join? B: I want to join the sport club. A: Can you....？ B: Yes, I can./No, I can’t. How about you? A: I .... Please work in groups and after that you can show yourselves in front of the class. Let’s try to role-play the conversation and show yourselves in front of the class. 五、拓展演练（8分钟学生） 实现 六、系统总结 （4分钟教师） 1. We know how to talk about clubs at school. 2. We are able to abilities using can. 3. We are able to make up a conversation about what club you want to join. 呈现 板书 作业设计 Basic: Listen carefully and read the tapescript fluently. Finish your task paper. Extended: Search for more information about the clubs. 教学反思 Unit 5 第3课时 主备人 陈奕洁 参与人 初一英语组 执教人 班  级 时  间 40分钟 审核人 课  题 Section A How do you choose a school club? (Grammar Focus) 课 时 第3课时 教学目标 必备知识 1. 通过观察示例句子，能梳理和归纳询问和回答关于有能力做事情的表达方式，掌握情态动词句式的用法。 2. 理解含有情态动词 can表示能力句式的表意功能，初步建立使用情态动词can 描述个人能力的意识，在实践中逐步应用句型。 3. 能结合自身实际，正确使用情态动词 can，完成一份关于班级同学能做或不能做事情的简要报告，并在班级中分享。 关键能力 1.学生可以通过模仿文章中的对话，练习如何在实际生活中表达对他人的赞赏和想要学习新技能的意愿。 2.学生可以通过填写空缺的单词来练习写作技巧，增强语言表达能力。 核心素养 学生可以了解到不同文化背景下的语言学习，以及多语言能力在社交和交流中的重要性。 教学重点与难点 重点：理解含有情态动词 can表示能力句式的表意功能，初步建立使用情态动词can 描述个人能力的意识，在实践中逐步应用句型。 难点：学生通过填写空缺的单词来练习写作技巧，增强语言表达能力。 教学方法与工具 合作探究法、多媒体课件 一、情景导入 （3分钟 教师） Today we are going to learn the grammar focus part. Let’s read the sentences and find out the rules of sentence patterns. Read the sentences and look at the verbs in bold. Do they change form? They don’t change forms. 二、自主感悟（5分钟学生） 1. Read the grammar focus part. Work in groups. Read the sentences. Find out the rules of using can. After that, let’s check the answers. Work in groups. Let’s talk about the rules about can. 发现 个人第二次备课 三、合作探究（15分钟学生） 1.Since we have talked about the rules of the use of can. Read the sentences below. Match the two parts to make sentences. Then make more sentences with can. After that, let’s check the answers together. A fish can swim. A duck can swim. A parrot can speak and fly. A dog can run fast. A cat can climb trees. 2.So What is the rule of use of the can. Work in the groups and share your answer. 四、走进生活（10分钟师生） Let’s read the passage. Complete the passage with the words in the box. After that, we will share the answers together. 五、拓展演练（8分钟学生） Work in groups and do a survey in class. Interview your classmates and tick can or can’t. Then give a report. 实现 六、系统总结 （4分钟教师） 1. We know how to use can to talk about ability. 2. We are able to do a survey and make a report. 呈现 板书 作业设计 Basic: Read the conversations fluently and recite it. Finish your task paper. Extended: Introduce the club you want to join. 教学反思 Unit 5 第4课时 主备人 陈奕洁 参与人 初一英语组 执教人 班  级 时  间 40分钟 审核人 课  题 Section B What can you learn in a school club?（1a-1d） 课 时 第4课时 教学目标 必备知识 1. 获 取 短 文 中 有 关 烹 饪社团、读书社团、自然社团的基本信息，梳理、概括社团的活动、时间、地点、联系方式等内容。 2. 结合自己的实际情况，阐述自己如何选择这三个学校社团，并阐述理由，完成一份汇报，并在班级前进行展示。 关键能力 基 于 结 构 化 知 识 和 重点语言知识，运用目标语言，以第三人称视角复述文章内容。 核心素养 1.通过了解不同的俱乐部，学生可以拓展自己的兴趣爱好，结交更多的朋友，扩大自己的社交圈子。 2.学生可以在美食俱乐部中学习制作中国美食，这不仅可以增强他们的动手能力，还可以了解中国美食化，增进对中国的了解。 教学重点与难点 重点：通过观察语篇形态认识广告类的应用文，理解三则广告俱乐部纳新的事实性信息。 难点：基 于 结 构 化 知 识 和 重点语言知识，运用目标语言，以第三人称视角复述文章内容。 教学方法与工具 创设情景法、多媒体课件 一、情景导入 （3分钟 教师） Today we are going to learn Section B What can you learn in a school club? Let’s think about it. Are you in a school club? What do you do in a school club? What can you learn from it？ 二、自主感悟（5分钟学生） Work in groups and read the comments from some students and discuss what clubs they should join. Alice is good at telling stories and act out stories with brothers at home, so she can go to a story-telling club. Lin Hui is interested in nature and loves hiking, so he can go to a nature club. Jack can’t cook but he loves great food and want to cook for his family. 发现 个人第二次备课 三、合作探究（15分钟学生） 1. Look at the passage. What can you see in the picture? What kind of passage is it? 2.Read the ads. Choose a suitable club for each student in 1a and tell your reasons. Let’s check the answers together. 四、走进生活（10分钟师生） Read again and work in groups and draw a mind map according to the passage. The mind map includes what to do, where to meet, when to meet, who to write to. After that I will ask some of you to share your mind map with us. 五、拓展演练（8分钟学生） Since we have known about the information about ads. Work in groups. Let’s think about the questions. Discuss these questions. ① What food can you cook? What other food do you want to cook? ② What can you learn from a book club? ③What do you want to do in a nature club? ④ Which of the clubs do you want to join and why？ ⑤ Which club are you in at school? What do you do there? After that, make a report about which club you want to join. 实现 六、系统总结 （4分钟教师） 1. We should know how to learn about the ads. 2. We are able to find out what you can do in the clubs. 呈现 板书 作业设计 Basic: Read the dialogue and practice with your partner. Finish your task paper. Extended: Write a passage about clubs 教学反思 Unit 5 第5课时 主备人 陈奕洁 参与人 初一英语组 执教人 班  级 时  间 40分钟 审核人 课  题 Section B What can you learn in a school club? （2a-2b） 课 时 第5课时 教学目标 必备知识 能够基于写作目的和要求，在教师的指导下有效开展写作准备，梳理申请社团成员文本结构。 关键能力 能够将本单元所学的词汇、目标结构、句型以及各类功能表达迁移应用到自己的写作之中。 核心素养 让学生在实践中运用英语语言能力，同时锻炼他们的创新思维、组织能力。 教学重点与难点 重点：能够将本单元所学的词汇、目标结构、句型以及各类功能表达迁移应用到自己的写作之中。 难点： 能够将本单元所学的词汇、目标结构、句型以及各类功能表达迁移应用到自己的写作之中。 教学方法与工具 合作探究法、多媒体课件 一、情景导入 （3分钟 教师） Today we are going to learn Section B Writing. Let’s think about it. What have we learned about how to write something about school clubs. 二、自主感悟（5分钟学生） Today we are going to write an email to the organizer and say why you’d like to join the club. 发现 个人第二次备课 三、合作探究（15分钟学生） 1.Let’s complete the email with the words in the box. After that, let’s check the answers. 2.Let’s read the sample together, please work in groups and find out the structure of the sample. 四、走进生活（10分钟师生） Write an email to the organizer and say why you would like to join the club. I _________ your club. _________ reading all kinds of book. _________ read fast, but _________ find many good books to read. _________ read more and share what I think with others. _________ join your club? 五、拓展演练（8分钟学生） Please write your composition and finish it in 5 minutes. Please check the composition by yourself according to the qaurtiene. 实现 六、系统总结 （4分钟教师） 1. We should know how to talk about your favourite clubs and the reasons. 2. We are able to know about how to write an application to a club. 呈现 板书 作业设计 Basic: Polish your passage. Finish your task paper. Extended: Write a passage about clubs. 教学反思 Unit 5 第6课时 主备人 参与人 执教人 班  级 时  间 40分钟 审核人 课  题 Unit 5 Fun Clubs Project-Start your own club 课 时 第6课时 教学目标 必备知识 能够运用本单元所学语言，制作自己的俱乐部，并用海报介绍制作的原因，并在班级中进行分享，参与班级最佳社团评选。 关键能力 本次初中英语课的项目——创造你自己的俱乐部，旨在通过实际操作，让学生在实践中运用英语语言能力。 核心素养 锻炼他们的创新思维、组织能力和团队协作精神。 教学重点与难点 重点：能够运用本单元所学语言，制作自己的俱乐部，并用海报介绍制作的原因，并在班级中进行分享，参与班级最佳社团评选。 难点：如何提高学生在实践中运用英语语言的能力 教学方法与工具 小组合作法、多媒体课件 一、情景导入 （3分钟 教师） The teacher informs the students of the content of the project, "Start your own club," and informs them of the project's requirements. 二、自主感悟（5分钟学生） Under the guidance of the teacher, students define the project tasks, create a community in the group, and explain the concept and reasons. 发现 个人第二次备课 三、合作探究（15分钟学生） 1. The teacher guides the students to think about the types of clubs they are interested in, and briefly introduces the basic contents of the clubs. 2. Students discuss in groups to determine the name, purpose, activity content and form of the club, and prepare to make posters. 四、走进生活（10分钟师生） Students make an interview form, according to the content of the form for students who are interested in joining the club interview, and record the interview situation. 五、拓展演练（8分钟学生） 1. Students need to make an interview form, including the basic information, interests, hobbies, specialties and other aspects of the interviewer. In the interview process, students need to communicate with the interviewees in English, understand their actual situation, and evaluate according to the content of the form. 2. Students shall conduct self-evaluation under the guidance of teachers and complete the comprehensive evaluation of the unit. 实现 六、系统总结 （4分钟教师） By creating their own clubs, students can exercise their organizational skills and leadership skills, laying a solid foundation for future study and life. 呈现 板书 Name Can Can’t Can he\she join the club? (Yes or No) 教学反思 5 学科网（北京）股份有限公司 $$ Starter Unit 3 第一课时 主备人 向海金 参与人 执教人 班  级 时  间 审核人 课  题 Starter Unit 3 Welcome Section A What is fun in a yard? 课 时 1 教学目标 必备知识 1. Students can correctly recognize and write words for crops and poultry 2. accurately give quizzes on crop types and quantities 关键能力 Students can improve the ability to listen for key information. 核心素养 Students will be able to learn about common crops in their lives, understand nature, respect nature, love nature, and learn about common crops in their lives. 教学重点与难点 1. how to ask and answer about the plants and animals in a yard. 1. ask and answer about the numbers. 1. make up a conversation about yard. 教学方法与工具 PPT 一、情景导入 （3分钟 教师） 1.Today we are going to learn starter unit 3 Welcome, Section A what is fun in a yard? Do you know the meaning of yard?Today we are going to learn starter unit 3 Welcome, Section B what is fun in a yard? Do you know the meaning of yard?Look at some pictures. 2. Weekend comes! Fu Xing invites Peter and Helen to visit her grandpa’s yard. What is fun in a yard? Let’s learn more about it. 二、自主感悟（5分钟学生）Do you know the meaning of yard? What is fun in a yard? 发现 个人第二次备课 三、合作探究（15分钟学生） 1. please work in pairs and talk about the plants and animals in the picture in 1a. What is this/that? It’s ... What are these/those? They’re.. he answers together. 5.Work in groups and talk about Fu xing’s grandfather’s yard, talk about the plants and animals in the picture in 1a and make your own conversation. 四、走进生活（10分钟师生） 1. Listen to the numbers and repeat. 1. Listen and write down the numbers you hear. Let’s check the answers. 4.Listen to the conversations and circle the correct answers. Check t 五、拓展演练（8分钟学生） 1. According to the pictures and try to role play the conversation among Helen, Fuxing’s grandpa and Peter. You’ve got 4 minutes to practice with your partner and show yourselves in front of the class. Try to be focused on the language you used. 2. Work in groups and talk about Fu xing’s grandfather’s yard, talk about the plants and animals in the picture in 1a and make your own conversation. 实现 6、 系统总结 （4分钟教师） 1. We know how to ask and answer about the plants and animals in a yard. 1. We are able to ask and answer about the numbers. 1. We are able to make up a conversation about ourselves. 呈现 板书 教学反思 Starter Unit 3 第二课时 主备人 向海金 参与人 执教人 班  级 时  间 审核人 课  题 SU3 Section A What is fun in a yard? Prounciation 课 时 1 教学目标 必备知识 能准确、拼读和默写元音字母的音标以及正确拼读其在单词中的发音。 关键能力 能够在单词朗读中归纳、总结元音字母在开音节和闭音节中的发音规律，根据规律准确拼读单词。 核心素养 能够流畅地唱诵歌曲，借助拼读规则准确拼读单词。 教学重点与难点 1. 能准确、拼读和默写元音字母的音标以及正确拼读其在单词中的发音。 2. 能够在单词朗读中归纳、总结元音字母在开音节和闭音节中的发音规律，根据规律准确拼读单词。 教学方法与工具 PPT 1、 情景导入 （3分钟 教师） Recognize the letters and their pronunciation through a conversation 2、 自主感悟（5分钟学生） Notice the letters and sounds 发现 个人第二次备课 3、 合作探究（15分钟学生） work in groups and try to read them. We will have a competition to see which group reads correctly. 四、走进生活（10分钟师生） 1. Today we’re going to learn about vowel sounds. Let’s listen and repeat. Please pay attention to the sounds. What is the pronunciation of the letter aeiou in a word. Please write the sounds of the letters in your notebook. 1. Listen to the words and put them into the correct groups. Let’s check the answers together. I will show you the rules about vowel sounds. 3.Since we have summarize the rules about vowel sounds, let’s listen and practise reading the words. et’s listen and read the chant loud. Can you find out the law in the chant? 4.Please pay attention to the vowel sounds. 4、 拓展演练（8分钟学生） work in groups and try to read them. We will have a competition to see which group reads correctly. 实现 5、 系统总结 （4分钟教师） 1. We have learned the vowel sounds and the rules in the words. 1. We are able to read the chant and know how to pronounce the words. 呈现 板书 教学反思 Starter Unit 3 第三课时 主备人 向海金 参与人 执教人 班  级 时  间 审核人 课  题 SU3 Section B What is fun on a farm? 课 时 1 教学目标 必备知识 准确获取短文中有关于动物的种类、数量及房子颜色的信息，梳理、概括表示动物种类、数量、颜色的用法，和同伴进行角色扮演时语言准确、表达得体、内容完整； 关键能力 准确、完整发现范文中作者用于介绍动物和植物名称和数量的生动表达方式和句型，能够将其应用于自己的写作中；； 核心素养 根据彼得叔叔农场的照片，写一段文字介绍彼得叔叔的农场，内容完整、语言得体，在班级中进行展示。 教学重点与难点 用动物和植物名称和数量的生动表达方式和句型来介绍农场 教学方法与工具 PPT 1、 情景导入 （3分钟 教师） 1. Peter and Helen visited Mr. Fu’s yard. 2. Free talk 2、 自主感悟（5分钟学生） Let’s think about it. What is fun on a farm? 发现 个人第二次备课 3、 合作探究（15分钟学生） 1. Look at the picture. What do you think of the farm? What can you see in the picture? How many of them can you see? Tick the things you see. 1. Peter introduces his uncle’s farm to Fu Xing. Read the text and circle the things he talks about in the picture in 1a. 1. Read the text in 1b again and complete the sentences. 1. Read the text in 1b again and complete the sentences. 4、 走进生活（10分钟师生） please look at the picture and write about Peter’s farm in 1a in your own words and try to introduce the farm, at least 60 words. Here is the standard chart. When you finish it, I will show someone’s composition. 5、 拓展演练（8分钟学生） 1.Here are the key information of the conversations. Please role-play the conversation and and show yourselves in front of the class. Here is the standard. 2.Please work in groups and find out beautiful senteces about how to write the farm. 实现 6、 系统总结 （4分钟教师） 1. We should know how to introduce your farm. 2.We are able to write about Peter’s farm in our own words. 呈现 板书 教学反思 5 学科网（北京）股份有限公司 $$ Unit2 第1课时 主备人 周赞 参与人 初一英语组 执教人 班  级 时  间 审核人 初一英语组 课  题 What is your family like? 课 时 第一课时 教学目标 必备知识 能够通过听获取两段小对话中家庭成员的身份信息，根据所听内容和教材提供的图片信息判断对话中的家庭人物关系。 关键能力 能够使用对话中的句型问候、介绍家人、询问并回答家庭成员的基本信息等；能够在小组内相互认识，礼貌得体地完成角色扮演，语言运用得体、正确。 核心素养 能正确识别并读出两组元音音素（[ə:]、[ə]、[ɑ:]、[ʌ]），能正确读出含有以上四个音素的常见单元音词汇，根据所给的重音符号，识别并正确读出单词的重音，做到举一反三。 教学重点与难点 让学生能够了解本单元的主题为家人，为接下来的单元学习提供情境，导入主题，创设情境，激发学生参与的兴趣，激活学生关于家庭成员的表达方式的词汇，通过预测任务引发学生思考，培养学生利用情境线索进行推断预测的能力；帮助学生整体感知对话内容，并培养学生准确获取、梳理和记录关键信息的能力。 教学方法与工具 任务型教学，听说法，视听法，问答法 1、 情景导入 （3分钟 教师） In the junior high school classroom , the teacher is asking the students to share a bit about their families for a class project. 二、自主感悟（5分钟学生） Let’s learn about the objectives of this unit. By the end of the unit, we will Learn to talk about your family with the simple present tense (do). Learn to listen and repeat the words. Learn to study the stressed syllables. 发现 个人第二次备课 三、合作探究（15分钟学生） 1.Today we are going to learn Unit 2. First let’s look at the title and the picture. What are we going to learn this unit. Yes, we are going to learn something about the introduction of our family. Look at the picture and share the three questions. What is the relationship of the people in the photo? What do you think of the family? Who are the people in your family? 2.Let’s learn about the objectives of this unit. By the end of the unit, we are able to talk about your family with the simple present tense (do). We will identify ownership using ’s and describe family members in a photo. We will be able to explore the meaning of being a family. 四、走进生活（10分钟师生） We are going to learn Section A What is your family like. What is your family like? Do you want to share? Do you know how to call your family members? Match the definitions with the members of the family. Let’s look at the two pictures. What are the two pictures about? Where are they? Listen to two conversations and number the pictures in the order you hear them. Listen to two conversations again and complete the sentences. Do you know their relationships 五、拓展演练（8分钟学生） 1. Try to repeat after the tape and pay attention to the pronunciation. 2. Let’s try to role-play the conversation and show yourselves in front of the class. 3. Bring some family photos to class and talk about the people in it. Is this/Are these your...? Yes./No... Who is /Who are...? He’s/She’s/They’re..... 实现 六、系统总结 （4分钟教师） 1. We know how to talk about your family. 2. We are able to pronounce the words with[ə:]、[ə]、[ɑ:]、[ʌ] and learn about stressed syllables. 3. We are able to make up a conversation about introduction of our family. 呈现 板书 作业 设计 Basic: Listen carefully and read the telescript fluently. Finish your task paper. Extended: Search for more information about how to talk about your family. 教学反思 Unit2 第2课时 主备人 周赞 参与人 初一英语组 执教人 班  级 时  间 审核人 初一英语组 课  题 What is your family like? 课 时 第二课时 教学目标 必备知识 能够通过听读对话获取家庭成员所拥有的的物品和日常活动的信息；能够识别对话中询问物品的主任以及辨认信息的句式，运用相关语言进行角色扮演 关键能力 能运用目标语言，与同伴角色扮演，对张爱月家人所拥有的物品和相关娱乐活动进行问答，并在班级中展示。 核心素养 运用相关语言表达方式，与同伴就自己家庭成员拥有的物品和相关的活动进行角色扮演，并在班级中展示，提升关爱家人的意识。 教学重点与难点 让学生能够了解本单元的主题为欢迎，为接下来的单元学习提供情境，导入主题，创设情境，激发学生参与的兴趣，激活学生关于家庭用品和相对应活动的表达方式的词汇，通过预测任务引发学生思考，培养学生利用情境线索进行推断预测的能力；帮助学生整体感知对话内容，并培养学生准确获取、梳理和记录关键信息的能力。 教学方法与工具 任务型教学，听说法，角色扮演、小组合作、汇报 一、情景导入 （3分钟 教师） 1. Today we are going to learn Unit 2. First let’s look at the picture. Look at the picture and answer the three questions. Who are in the photo? Where are they? What can you see in the picture? 二、自主感悟（5分钟学生） Let’s learn about the objectives of this unit. By the end of the unit, we can quickly and accurately obtain the information of family members' belongings and daily activities through listening and reading dialogues; we will be able to accurately identify the director who asks about the items in the conversation and the sentence patterns that identify the information, and appropriately and accurately use the relevant language for role-playing. 发现 个人第二次备课 三、合作探究（15分钟学生） 1.Listen to the conversation and circle the words you hear. 2. Read the conversation and answer the questions. Complete the table about Teng Fei’s family. Let’s find out what things they have and what activity they do? 3. Listen again and try to repeat after the tape and pay attention to the pronunciation. 4. Let’s try to role-play the conversation and show yourselves in front of the class. 四、走进生活（10分钟师生） 1.Look at the photo and think about the questions. What kind of photo is it? Who can you see in the photo? What things can you find in the picture? 2.This is a photo of Zhang Aiyue’s family. Work in groups. Use the photos below to talk about Zhang Aiyue’s family. A: Whose erhu is this? B: It’s Aiyue’s erhu. A: Does she play the erhu well? B: Yes, she does. Please work in groups and after that you can show yourselves in front of the class. Let’s try to role-play the conversation and show yourselves in front of the class. 五、拓展演练（8分钟学生） As I told you before, bring some photos of things your family members have. In pairs, ask and answer the questions about who owns each of them and the activities your family do. Whose volleyball is it? It is mine. Do you play the volleyball really well? Yes, I do. 实现 六、系统总结 （4分钟教师） 1. We know how to introduce our family. 2. We are able to talk about family by using simple present tense. 3. We are able to make up a conversation about your family. 呈现 板书 作业 设计 Basic: Listen carefully and read the telescript fluently. Finish your task paper. Extended: Search for more information about the things of your family members have. 教学反思 Unit2 第3课时 主备人 周赞 参与人 初一英语组 执教人 班  级 时  间 审核人 初一英语组 课  题 What is your family like? 课 时 第三课时 教学目标 必备知识 通过观察示例句子，能准确、快速梳理和归纳一般现在时中实义动词与不同人称主语的匹配关系。 关键能力 准确理解含有实义动词的一般现在时的表意功能，，初步建立英语主谓一致的意识，能准确、得体使用名词所有格去介绍物品的所属关系。 核心素养 能结合自身实际，正确使用含有实义动词的句式结构对物品的所属关系进行问答，并得体地在班级前进行角色表演。 教学重点与难点 通过观察语法聚焦的表格，掌握实义动词的使用方式，并学会在语篇中合理地使用实义动词。帮助学生建立以语言运用为导向的“形式——意义——使用”的语法观，引导学生在理解主题意义的基础上，认识语法形式的选择取决于具体的语境，重视在语境中呈现新的语法知识，指导学生在语境中观察和归纳所学语法的使用场合、表达形式、基本意义、使用规则和语用功能。 教学方法与工具 任务型教学，听说法，认读，问答 一、情景导入 （3分钟 教师） 1. Today we are going to learn the grammar focus part. Let’s read the sentences and find out the rules of sentence patterns. Read the sentences and circle the verbs. 二、自主感悟（5分钟学生） Let’s learn about the objectives of this unit. By the end of the unit, we can accurately understand the ideographic function of the simple present tense with notional verbs, initially establish the consciousness of subject-predicate consistency in English, and accurately and appropriately use the possessive case of nouns to introduce the ownership relationship of articles. 发现 个人第二次备课 三、合作探究（15分钟学生） 5. Read the grammar focus part. Work in groups. How do the verbs forms change with the subjects? After that, let’s check the answers. Work in groups . Let’s talk about the rules about am/is/are. 6. Since we have talked about the rules of simple present tense (do). Complete the sentences with the correct possessive form( ’s) of the words in brackets. 7. So What is the rule of possessive form of the words. Work in the groups and share your answer. 四、走进生活（10分钟师生） 1.Let’s read a passage with the correct forms of the verbs in the box. After that, we will share the answers together. 2.Let’s work in groups。 Ask and answer questions about each other’s family. Do you have any sisters or brothers? Does your father play any sport? Does your mother like music? 五、拓展演练（8分钟学生） Complete the sentences with the correct possessive form( ’s) of the words in brackets. Work in the groups and share your answer. 实现 六、系统总结 （4分钟教师） 1. We know how to talk about family with the simple present tense . 2. We are able to identify ownership using ’s. 3. We are able to role-play a conversation. 呈现 板书 作业 设计 Basic: Read the passage fluently and recite it. Finish your task paper. Extended: Introduce your family in a passage . 教学反思 Unit2 第4课时 主备人 周赞 参与人 初一英语组 执教人 班  级 时  间 审核人 初一英语组 课  题 How do you like your family? 课 时 第四课时 教学目标 必备知识 准确、快速获取短文中有关全家福照片的基本信息，内容包括家庭成员身份、爱好、外貌等，梳理、概括表示他们信息的介绍，借助可视化图形呈现结构化知识。 关键能力 基于结构化知识和全家福的照片，准确运用目标语言，运用第三人称视角复述文章内容； 核心素养 根据自己全家福的照片写一段全家福文段介绍，在班级中进行展示，提升关爱家人的意识。，内容全面、表达得体在班级中进行展示。内容完整、语言得体，在班级中进行展示。 教学重点与难点 培养学生的预测能力，导入主题，创设情境，激发学生参与的兴趣，激活学生对于全家福内容预测的判断力；通过预测任务引发学生思考，培养学生利用情境线索进行推断和预测的能力；帮助学生整体感知文章的内容，并培养学生准确获取、梳理和记录关键信息的能力，帮助学生把握语篇的意义主线，有逻辑地梳理文章的信息，体会语言、文化和思维的关联，引导学生在阅读文章中，梳理、学习和内化关键句型与重点语言，为进一步在现实生活中运用所学做好铺垫。 教学方法与工具 任务型教学，听说法，问答、提问、简答、判断正误 一、情景导入 （3分钟 教师） 1. Today we are going to learn Section B How do you like your family? Let’s think about it. Who are the people in your family? Do you know your family very well? 二、自主感悟（5分钟学生） Let’s learn about the objectives of this unit. By the end of the unit, we can get the basic information about family photos accurately and quickly, including family members' identity, hobbies, appearance, etc., sort out and summarize the introduction of their information, and present structured knowledge with the help of visual graphics. 发现 个人第二次备课 三、合作探究（15分钟学生） 1.Work in groups and tell each other more about your family. How many people are there in your family? Who are they and what are they like? What do they each like? What is fun about your family? 2. Look at the family photo. How many people can you see in the photo? Can you guess their relationships? Do you know who is the writer? 3. Read the text and label the people in the photo. Let’s check the answers together. 四、走进生活（10分钟师生） 1.Read again and circle true for T or F for false. Fred is Jack and Sarah’s son. Lily’s brother likes tennis. Oscar is Lily’s pet dog. Lily is Lucy’s cousin. Lily thinks she is her grandparents’ favourite grandchild. After that, let’s check the answers together. 2. Please take turns to describe the photo in 1b. You can use the mind map to describe Lily’s family. Here is the standard. Here is the structure. This is Lily’s father. His name is Fred. This is her mother...... 五、拓展演练（8分钟学生） 1. Work in groups and draw a mind map according to the passage. The mind map includes the members of the photo, and their looks ,their interests and what they like to do. After that I will ask some of you to share your mind map with us. 2. Let’s think about it. What does a family mean to you? Do you know the true meaning of a family. Work in groups and share the answers. Yes, family is everything to us. 实现 六、系统总结 （4分钟教师） 1. We should know how to describe family members in a photo. 2. We are able to explore the meaning of being a family. 呈现 板书 作业 设计 Basic: Recite the passage and practice with your partner. Finish your task paper. Extended: Write a passage about your family 教学反思 Unit2 第5课时 主备人 周赞 参与人 初一英语组 执教人 班  级 时  间 审核人 初一英语组 课  题 How do you like your family? 课 时 第五课时 教学目标 必备知识 能够基于写作目的和要求，在教师的指导下有效开展写作准备，梳理回帖文本结构，全面、准确列出家庭成员内容要点； 关键能力 能够将本单元所学的词汇、目标结构、句型以及各类功能表达准确迁移应用到自己的写作之中； 核心素养 通过自评和互评，不断改进自己的作品，使之完善，改进初稿的结构、内容和语言。 教学重点与难点 引发学生思考如何开展家庭成员身份的介绍。在教学中，教师首先通过感知与注意的活动，布置写作任务，明确写作对象，激发学生思考如何设计篇章结构、筛选内容和遣词造句。教师根据写作目的，提供阅读范文，引导学生获取与梳理范文的篇章结构和主要内容的选取方式，为学生运用所学完成自己的写作题纲、选择和组织内容奠定基础。在此基础上，教师进一步引导学生关注和发现范文的语言表达方式和衔接手段，鼓励学生尝试从写句子到写段落。 教学方法与工具 任务型教学，听说法，问答、简答、写作、分享 一、情景导入 （3分钟 教师） 1. Today we are going to learn Section B Writing. Let’s think about it. What have we learned about how to introduce your family? 二、自主感悟（5分钟学生） Let’s learn about the objectives of this unit. By the end of the unit, we can base on the purpose and requirements of writing, under the guidance of teachers, we can effectively prepare for writing, sort out the text structure of replies, and list the main points of family members comprehensively and accurately; we will accurately transfer and apply the vocabulary, target structure, sentence patterns and various functional expressions learned in this unit to their own writing. 发现 个人第二次备课 三、合作探究（15分钟学生） 1. Today we are going to write a passage to describe each of your family members and introduce them with a family photo. 2. Let’s read a passage and complete the introduction below with the information about Hu Xiao’s family. After that, let’s check the answers. 3. Let’s read the sample together, please work in groups and find out the structure of the sample. 四、走进生活（10分钟师生） 1.Please list the key points of introducing your family members. 2.Read the sample again and find out the detailed information. And put them into the structure. 3.Find out some beautiful sentences from the passage. And write them in your notebook. 4.List some key words to describe each of your family members. Then introduce them with a family photo. This is... Here is .. He’s/She’s ... His/Her favourite ... is... He/She really likes.... He/She looks... He/She plays.... every week. 五、拓展演练（8分钟学生） 1. Please write your composition and finish it in 7 minutes. 2. Please check the composition by yourself according to the qaurtiene. 3. Work in your groups and revise your composition. 实现 六、系统总结 （4分钟教师） 1. We should know how to introduce your family members. 2. We are able to know about the structure of introducing family members. 呈现 板书 作业 设计 Basic: Polish your passage. Finish your task paper. Extended: Write a passage about your family members. 教学反思 Unit2 第6课时 主备人 周赞 参与人 初一英语组 执教人 班  级 时  间 审核人 初一英语组 课  题 How do you like your family? 课 时 第六课时 教学目标 必备知识 能够运用本单元所学语言，绘制一个家庭树，并用文段进行家庭的介绍，形成正式学生档案页，列入个人成长手册； 关键能力 能够积极参与教师组织的项目活动，乐于分享交流并享受其中的快乐； 核心素养 通过个人信息的分享，增强彼此了解，提升热爱家人的意识，探索家庭对个人的意义。 教学重点与难点 引发学生思考如何开展家庭成员身份的介绍。在教学中，教师首先通过感知与注意的活动，布置写作任务，明确写作对象，激发学生思考如何设计篇章结构、筛选内容和遣词造句。通过个人信息的分享，增强彼此了解，提升热爱家人的意识，探索家庭对个人的意义 教学方法与工具 任务型教学，听说法，问答、分享 一、情景导入 （3分钟 教师） 4. Today we are going to learn Section B project. Under the guidance of the teacher, students imagine how to introduce themselves and how to make a family tree to introduce their family members to the whole class. 二、自主感悟（5分钟学生） Let’s learn about the objectives of this unit. By the end of the unit, we can Can use the language learned in this unit to draw a family tree, and introduce the family with paragraphs to form a formal student file page, which is included in the personal growth manual; we will be able to actively participate in the project activities organized by teachers, and be willing to share and enjoy the fun; 发现 个人第二次备课 三、合作探究（15分钟学生） 2. Today we are going to write a passage to describe each of your family members and introduce them with a family photo. 5. Teachers guide each student in the group to think about possible questions, discuss the composition of family tree introduction with group partners, and observe whether students can actively participate in the discussion. 6. Students make a family tree and paste photos of their families on it. 四、走进生活（10分钟师生） 1.Students draw their own family tree on the task list, and paste photos on the family tree. The top of the family tree is the elders, and the family tree is drawn from top to bottom. Find at least three groups of students to share before coming to class. 2.After completing the first stage of the task, the teacher gives the students an example of a family tree, so that students can observe the contents of the introduction. The structure of the article includes the age, hobbies, identity, appearance and other contents of family members. 五、拓展演练（8分钟学生） 4. Give the students 10 minutes to complete the introduction of the family tree, and at the same time give the evaluation gauge, which requires comprehensive content, accurate language and smooth expression. After completing the introduction, students are given 1 minute to evaluate themselves and check whether there are any mistakes in content and grammar. 5. Students hand over their own family trees to the group leader, who is responsible for handing them over to the teacher. According to the designed layout and style, we can start making family trees. You can print the template of the family tree, and cut the photos into appropriate sizes and paste them in the corresponding positions. At the same time, add a text description under each photo, including age, appearance, personality, hobbies and other information. 实现 六、系统总结 （4分钟教师） 1. Make your own personal profile. 2. Get to know each other is the first step in making new friends. 呈现 板书 作业 设计 Basic: Polish your introduction. 教学反思 学科网（北京）股份有限公司 $$ U1第一课时 主备人 向海金 参与人 执教人 班  级 时  间 2024年9月 审核人 课  题 Unit 1 You and Me 1a-Pronunciation 课 时 教学目标 必备知识 1. 听辨并准确认读/i/、/i:/、/e/、/æ/这两组音标以及带有这些音素的单音节词汇 2. 梳理和归纳一般现在时中系动词be与不同人称主语的匹配关系， 关键能力 简单地介绍自己或将同学、朋友、老师介绍给他人 核心素养 提高人际交往能力 教学重点与难点 听辨并准确认读/i/、/i:/、/e/、/æ/这两组音标以及带有这些音素的单音节词汇 梳理和归纳一般现在时中系动词be与不同人称主语的匹配关系， 教学方法与工具 任务型教学法、情景教学法 1、 情景导入 （3分钟 教师） 1. Today we are going to learn Unit 1. First let’s look at the title and the picture. What are we going to learn this unit. Yes, we are going to learn how to make friends. Look at the picture and share the three questions. Who are in the photo? Where are they? How do you think they feel? 2、 自主感悟（5分钟学生） 2. Let’s learn about the objectives of this unit. By the end of the unit, we are able to introduce yourself and others; talk about personal information with the simple present tense; make your own personal profile; explore how to make new friends. 发现 个人第二次备课 3、 合作探究（15分钟学生） 3. We are going to learn Section A How do we get to know each other. Please tick the expressions you know. 4. Listen to two conversations and number the the pictures in the order you hear them. What is the relationship ? 5.Try to repeat after the tape and pay attention to the pronunciation. 四、走进生活（10分钟师生） We’re going to learn about vowel sounds. Let’s listen and repeat. Please pay attention to the sounds. What is the pronunciation of the letter ea/ee in a word? 1. Please write the sounds of the letters in your notebook.Listen and circle the sentences you hear, then repeat them. 4、 拓展演练（8分钟学生） 2. Let’s try to role-play the conversation and show yourselves in front of the class. 3. Let’s try to know more classmates and try to remember their names. 实现 5、 系统总结 （4分钟教师） 1. We know how to great each other. 2. We are able to pronounce the words with /i/、/i:/、/e/、/æ/. 3. We are able to make up a conversation about ourselves. 呈现 板书 作业设计 Basic: Listen carefully and read the telescript fluently. Finish your task paper. Extended: Search for more information about how to make friends. 教学反思 U1第二课时 主备人 向海金 参与人 执教人 班  级 时  间 审核人 课  题 U1 Section A How do you get to know each other? 2a-2e 课 时 教学目标 必备知识 学会常用的打招呼用语 关键能力 1. 够准确识别对话中的打招呼用语和介绍他人的典型句式及系动词be的缩略形式。 2. 能准确区分英汉人名构成的异同，并在交际语用中得体、正确地使用姓或名称呼英美人士。 核心素养 能主动结识班级新朋友，乐于融入新集体，积极参与课堂集体活动，享受其中的乐趣 教学重点与难点 1. 准确识别对话中的打招呼用语和介绍他人的典型句式及系动词be的缩略形式。 2. 能准确区分英汉人名构成的异同，并在交际语用中得体、正确地使用姓或名称呼英美人士。 教学方法与工具 任务型教学法、听说法、情境法 1、 情景导入 （3分钟 教师） 5. Today we are going to learn Unit 1. First let’s look at the picture. Look at the picture and answer the three questions. Who are in the photo? Where are they? How do you think they feel? 2、 自主感悟（5分钟学生） 6. Listen to the conversation and circle the words you hear. 7. Listen again and pay attention to the pronunciation of who’s, I’m, he’s and it’s. 发现 个人第二次备课 3、 合作探究（15分钟学生） 8. Read the conversation and answer the questions. Who is Mr. Smith? What is Ms. Gao’s first name? 9. Read the conversation and complete the table with the information about Mr. Smith and Peter. You should find out the information about where Mr. Smith comes from and his job. Peter’s class and his class teacher. 4、 走进生活（10分钟师生） 4. Try to repeat after the tape and pay attention to the pronunciation. Let’s try to know more classmates and try to remember their names. How much do you know about these students? Ask and answer questions. What’s her/his name? Where is he/she form? How old is he/she? What class is he/she in? Who is his/here class teacher? 5、 拓展演练（8分钟学生） Let’s try to role-play the conversation and show yourselves in front of the class. 实现 6、 系统总结 （4分钟教师） 4. We know how to great each other. 5. We are able to know more about be. 6. We are able to make up a conversation about ourselves. 呈现 板书 作业设计 Basic: Listen carefully and read the telescript fluently. Finish your task paper. Extended:Search for more information about Peter, Song Meimei, Emma, Chenjie. U1 第三课时 主备人 向海金 参与人 执教人 班  级 时  间 审核人 课  题 Unit 1 You and Me Grammar Focus 课 时 教学目标 必备知识 梳理和归纳一般现在时中系动词be与不同人称主语的匹配关系。 关键能力 理解含有系动词Be的一般现在时的表意功能，初步建立英语主谓一致的意识。 核心素养 谈论新朋友信息，并能准确在班级前介绍新朋友的信息。 教学重点与难点 1. 理解含有系动词Be的一般现在时的表意功能，初步建立英语主谓一致的意识。2.谈论新朋友信息，并能准确在班级前介绍新朋友的信息 教学方法与工具 任务型教学法、情境法 1、 情景导入 （3分钟 教师） Today we are going to learn the grammar focus part. Let’s read the sentences and find out the rules of sentence patterns. Read the sentences and circle the verbs. 2、 自主感悟（5分钟学生） 1. Read the grammar focus part and write am, is, are next to the personal pronouns. After that, let’s check the answers. 发现 个人第二次备课 3、 合作探究（15分钟学生） 2. Circle the correct words to complete the sentences. Write am, is, are next to the personal pronouns. 3. Let’s read the passage and complete the passage with am, is or are. 4、 走进生活（10分钟师生） 4. Work in groups . Let’s talk about the rules about am/is/are. 五、拓展演练（8分钟学生） Let’s work in groups and introduce one of your new friends to a partner. You can use the structure like “Hello, I’m .... This is my new friend. His/her name is ... He is/She is from... Her favourite is.... 实现 5、 系统总结 （4分钟教师） 7. We know how to use am, is, are. 8. We are able to know more about be. 9. We are able to write a passage to introduce your partner. 呈现 板书 作业设计 Basic: Listen carefully and read the passage fluently. Finish your task paper. Extended:Introduce your family to your classmate. 教学反思 U1第四课时教案 主备人 向海金 参与人 执教人 班  级 时  间 审核人 课  题 Section B What do we need to know about a new friend? 1a-1d 课 时 教学目标 必备知识 获取短文中有关Peter和Pauline的基本信息，内容包括他们年龄、国际、家庭、宠物、食物和爱好等 关键能力 语言准确、内容全面地介绍Peter和Pauline的交友信息，完整、准确地复述文章内容； 核心素养 比较自己和Pauline和Peter信息的异同，完成一份汇报，内容全面、表达得体在班级中进行展示。内容完整、语言得体，在班级中进行展示。 教学重点与难点 完整、准确地复述文章内容 教学方法与工具 任务型教学法、听说法、情境法 一、情景导入 （3分钟 教师） Today we are going to learn Section B What do we need to know about a new friend? Let’s think about it. What do we need to know about a new friend? Yes, we need to know the name, hobby, age, country. 1、 自主感悟（5分钟学生） 1. Look at two students’ photo boards (A and B). Write the words in the box under the correct pictures. What do you learn about the two students? Yes, the first student is from Singapore and he likes tennis ,He has a pet parrot. The second student is from the UK, and he likes Beijing roast duck and playing the guitar. 发现 个人第二次备课 2、 合作探究（15分钟学生） Let us see what we are going to learn today. It’s a forum and how many posts can we see? Let’s read the two students’ posts. Match their posts with the photo boards. How do you finish the task so fast? Tell me the reason. 3、 走进生活（10分钟师生） 2. Read again and complete the table with the information from the post. Find out the information such as age, country, family, pet, favourite food and hobby. Here are the key information of the passage. Please according to the chart. We can know that the age, country, family, pet, favourite food and hobby. Show yourselves in front of the class. Here is the standard. 4、 拓展演练（8分钟学生） Since we have known about the information about Peter and Pauline. How do you make friends? Compare yourself with with either Pauline or Peter. Here is the standard chart. When you finish it, I will show someone’s composition. Who do you want to make friends with? 实现 5、 系统总结 （4分钟教师） 1. We should know how to introduce yourself. 2. We are able to compare you and your friend. 呈现 板书 作业设计 Basic: Recite the passage and practice with your partner. Finish your task paper. Extended:Write a passage about yourself. 教学反思 Unit 1 第六课时教案 主备人 向海金 参与人 执教人 班  级 时  间 审核人 课  题 Unit 1 You and Me Project 课 时 教学目标 必备知识 能讲述个人信息 关键能力 制作个人简历，介绍自己的姓名、年龄、兴趣和爱好等 核心素养 以评价量规规范简历的制作 教学重点与难点 制作个人简历，介绍自己的姓名、年龄、兴趣和爱好等 教学方法与工具 任务型教学法、情境法 1、 情景导入 （3分钟 教师） Step 1 教师告诉同学项目的内容“Make your own personal profile”，并告诉同学项目的要求，分发任务单。教师设计并按照班级人数打印《项目学习工作表》和《组内成员互评表》。 Step 2 教师向学生介绍项目学习的目的、方法和预期的学习成果。 2、 自主感悟（5分钟学生） 学生写出关于个人简介的相关问题 1. 你的姓名是什么？ 2. 你今年多大？ 3. 你最喜欢的食物、运动……？ 4. 你的兴趣和爱好是什么？ 发现 个人第二次备课 3、 合作探究（15分钟学生） Step 1 学生在教师的引导下想象一下如何介绍自己，并且如何制作个人简介去结交朋友。 Step 2教师引导小组内的每名学生要思考可能提出的问题，和小组同伴讨论个人简介的构成，观察学生能否积极地投入讨论之中。 Step 3学生在充分讨论并完成问题的回答，至少找三组同学来到班级前进行分享 4、 走进生活（10分钟师生） 完成第一阶段的任务以后，教师给予学生一份个人简介的范例，让学生观察简介的内容，文章结构包括标题、内容和照片。内容主要包含了作者的姓名、年龄，来自南非，现在和父亲、母亲、各个居住在中国，并拥有一个宠物猫托比，同时最喜欢的食物是牛肉面，最喜欢的运动是篮球，每周末都和哥哥、朋友一起打篮球。 注意：在活动过程中，教师需要提前准备工作表，小组需要在《项目学习工作表》中记录成员分工、工作流程。遇到的问题及解决方法，学习收获等信息。 5、 拓展演练（8分钟学生） 给学生10分钟的时间完成个人简历的介绍，同时给出评价量规，要求内容全面、语言准确、表达流畅等。学生在完成简介后，给予学生1分钟时间自评，检查是否有内容、语法上的错误。学生在完成描述段落的过程中，根据老师提供的评价量规，关注语言的准确性、内容的全面性、句式的丰富性等。教师针对学生需要学习和运用的核心语言进行整理和提炼，为学生基于主题意义探究开展结构化的语言学习、参与结构化的语言表达奠定了良好的基础。 学生将自己写的个人简介上交给组长，组长负责交给老师，教师轮流挑选学生抽选同学们的个人简介，并将其介绍给班级同学，不能说出姓名，让同学们猜测是谁。此项活动至少完成4轮猜测环节，听众和老师们根据语言的准确性、内容的全面性、句式的丰富性、表达的流畅性等方面进行评价，学生给予任务的完成成果对学生进行评价，提升学生了解如何交友的意识。 学生在教师的指导下进行自我评价，完成单元的综合评价。 How well can you do these things? Very well ok Needs work 1. I can greet people. 2. I can introduce myself and my friends. 3. I can use am, is, and are correctly. 实现 6、 系统总结 （4分钟教师） 3. Make your own personal profile. Getting to know each other is the first step in making new friends. 呈现 学科网（北京）股份有限公司 $$ Stater Unit2 第一课时教案 主备人 吴雨虹 参与人 执教人 班  级 时  间 审核人 课  题 What do you have? 课 时 教学目标 必备知识 获取腾飞、亚明和彼得在对话中关于询问物品和对应颜色的信息，完成句子。 关键能力 基于主题，角色扮演腾飞、亚明和彼得所拥有的物品、颜色，并内化询问和回答物品信息的语言表达方式。 核心素养 运用相关的语言表达方式，与同伴角色扮演自己所属物品及颜色，阐述整理个人物品的重要意义。 教学重点与难点 能正确认读五个元音字母，认识并能默写元音字母在开音节中的音标，学会区分元音字母在单词中的不同发音;思考保持房间整洁的重要性，交流提高个人管理能力的计划。 教学方法与工具 任务型教学，听说法，视听法 1、 情景导入 （3分钟 教师） 1. Today we are going to learn starter unit 2 Keep Tidy, Section A what do you have? Please look at the picture and see what we are going to learn. Look at the picture and match the things with the names. 2、 自主感悟（5分钟学生） 2. Please work in pairs and talk about what you have in your schoolbag. 发现 个人第二次备课 3、 合作探究（15分钟学生） 3. Read and colour the words and match them with the pictures. 4. Look at the things below. Talk about what colours they are. Find out the differences between them. 5. Listen to the conversations and colour the things. Listen again and complete the sentecnces. Check the answers together. 4、 走进生活（10分钟师生） 6. According to the mind map and try to role play the conversation among Teng Fei, Yaming and Peter. Work in groups and talk about the new things you have and make your own conversation. A: I have ... B: What colour is it/are they? A: It’s /They are .... 5、 拓展演练（8分钟学生） 7. Work in groups and talk about the new things you have and make your own conversation. A: I have ... B: What colour is it/are they? A: It’s /They are .... 实现 6、 系统总结 （4分钟教师） 1. We know how to ask and answer about the new things in your schoolbag. 2. We are able to talk about the colors of the things. 3. We are able to make up a conversation about ourselves. 呈现 板书 作业 设计 Must do: Listen carefully and read the telescript fluently. Finish your task paper. Choose to do: Search for more information about what you have in your room. 教学反思 Stater Unit2第二课时教案 主备人 吴雨虹 参与人 执教人 班  级 时  间 审核人 课  题 What do you have? 课 时 教学目标 必备知识 能拼读和默写元音字母的音标以及正确拼读其在单词中的发音。 关键能力 能够在单词朗读中发现元音字母发本身音的规律，根据规律拼读单词。 核心素养 能够唱诵歌曲，尝试借助拼读规则拼读单词。 教学重点与难点 区分元音字母在单词中的不同发音;创编一段对话，与同伴角色扮演，谈论所拥有的物品、位置及其他特点，阐述能够整理个人物品的重要意义。 教学方法与工具 任务型教学，听说法，视听法 7、 情景导入 （3分钟 教师） 1. Today we’re going to learn about vowel sounds. Let’s listen and repeat. Please pay attention to the sounds. What is the pronunciation of the letter a e i o u in a word Please write the sounds of the letters in your notebook. 8、 自主感悟（5分钟学生） 2. Please circle the words with the sound in each group. Let’s check the answers together. I will show you the rules about vowel sounds. 发现 个人第二次备课 9、 合作探究（15分钟学生） 3. Since we have summarize the rules about vowel sounds, let’s listen and practise reading the words. 10、 走进生活（10分钟师生） 4. I will show you some words, please work in groups and try to read them. We will have a competition to see which group reads correctly. 11、 拓展演练（8分钟学生） 5. Let’s listen and read the chant loud. Can you find out the law in the chant? Please pay attention to the vowel sounds. 实现 12、 系统总结 （4分钟教师） 1. We have learned the vowel sounds and the rules in the words. 2. We are able to read the chant and know how to pronounce the words. 呈现 板书 作业 设计 Must do: Listen carefully and read the words. Finish your task paper. Choose to do: Look for more words made by vowels 教学反思 Stater Unit2第三课时教案 主备人 吴雨虹 参与人 执教人 班  级 时  间 审核人 课  题 What do you have? 课 时 教学目标 必备知识 获取对话中物品的位置、颜色，梳理、概括表示物品位置和特点的用法，和同伴进行角色扮演。 关键能力 发现范文中作者用于介绍物品的位置、特点的生动表达方式和句型，将其应用于自己的写作中。 核心素养 绘制一副自己房间的图片，并写一段文字介绍自己的房间，在班级中进行展示。 教学重点与难点 准确、完整发现范文中作者用于介绍物品的位置、特点的生动表达方式和句型，恰当地将其应用于自己的写作中。 教学方法与工具 任务型教学，听说法，视听法 13、 情景导入 （3分钟 教师） 6. Today we are going to learn Section B Unit 2. Let’s think about it. Where do you put your things? Are you tidy or not? 14、 自主感悟（5分钟学生） 7. Look at the picture. What do you think of the room? Fill in the blanks with the words in the box. Is the room tody or not and why? 发现 个人第二次备课 15、 合作探究（15分钟学生） 8. Here are two pictures and try to guess what they are talking about. Where are they? What are they doing? 9. Read the two comversations and find the cap and the glasses in the pictures. 10. Read the conversations again and choose the correct answers. 16、 走进生活（10分钟师生） 11. Here are the key information of the conversations. Please role-play the conversation and and show yourselves in front of the class. Here is the standard. 17、 拓展演练（8分钟学生） 12. Please work in groups and find out beautiful senteces about how to write the positions and features. 13. Plesase draw a picture of your room and try to introduce your room, at least 60 words. Here is the standard chart. When you finish it, I will show someone’s composition. 实现 18、 系统总结 （4分钟教师） 3. We should know how to find our things. 4. We are able to write about my own room. 呈现 板书 作业 设计 Must do: Recite the conversation and practice with your partner. Finish your task paper. Choose to do: Write a passage about your living room. 教学反思 Stater Unit2第四课时教案 主备人 吴雨虹 参与人 执教人 班  级 时  间 审核人 课  题 What do you have? 课 时 教学目标 必备知识 写出班级物品及其位置的摆放，准备回答有可能提出的问题。 关键能力 完成三轮关于物品信息的问答，并尝试猜测班级的物品。 核心素养 小组合作讨论了解班级物品位置摆放的意义，提升热爱班级物品的意识。 教学重点与难点 通过向同学提问，使用目标句型“Where/What color...”，能在实际运用中使用目标句式；学生通过回答物品的位置，向学生传递了物品的信息，使用目标句型“It’s/They are...”，以及介词短语表示方位。 教学方法与工具 任务型教学，听说法，视听法 19、 准备及介绍 Step 1 教师告诉同学项目的内容“Guess what it is”，并告诉同学项目的要求，分发任务单。教师设计并按照班级人数打印《项目学习工作表》和《组内成员互评表》。 Step 2 教师向学生介绍项目学习的目的、方法和预期的学习成果。 20、 第一阶段 Step 1 学生观察班级的物品，并写出物品的名称。 Step 2教师引导每名学生要思考可能提出的问题，提前写出物品的位置和特征，以便能准确地回答出三个问题。 Step 3 学生写出物品的相关信息，包括以下内容： 1. 物品的名称 2. 物品的位置 3. 物品的颜色 4. 物品的功能 Step 4 教师给予每个同学3分钟时间完成内容的撰写，并公布下一轮游戏的环节。 发现 个人第二次备课 21、 第二阶段 教师选择一名学生来到班级前面，准备好迎接其他同学的提问。提问一共分为三次，每次提问一个问题，回答一个问题，问句为特殊疑问句。学生可以从位置、颜色、功能三个方面去提问，回答的同学要给予真实的答案。学生完成三轮提问后，学生举手示意，使用辨认物品的一般疑问句句型，来判断答案的准确性，辨认物品时只有一次机会，错误则这一轮输。每名同学依次轮流上台前进行提问和回答，一共分为至少7次的问答。 学生在提问的过程中尽量避免问题的重复性，多问有效的问题，关注提问和回答中语言的准确性，并且保证学生能处于聆听的状态，保证游戏的会场秩序。 注意：在活动过程中，教师需要提前准备工作表，小组需要在《项目学习工作表》中记录成员分工、工作流程。遇到的问题及解决方法，学习收获等信息。 实现 22、 第三阶段 学生以小组为单位，小组合作讨论了解班级物品位置摆放的意义，每小组推选一名学生进行汇报，汇报内容包含：班级物品的基本位置；了解班级物品摆放的意义；如何热爱自己的新班级；自己学习的收获。提升热爱班级物品的意识，学生通过积极参与语言实践活动，感受热爱班级的意义。 23、 系统总结： 1. Learn how to guess what it is. 2. Talk about how to love the things in our classroom. 呈现 板书 作业 设计 Design a poster on how to love our class. 教学反思 学科网（北京）股份有限公司 $$ Unit4 第一课时教案 主备人 吴雨虹 参与人 执教人 班  级 时  间 审核人 课  题 My favourite subject 课 时 教学目标 必备知识 能够通过听获取两段小对话中学生的课程和喜欢的学科及理由，根据所听内容和教材提供的信息，完成细节信息的补充。 关键能力 能正确识别并读出双元音音素（/eɪ/、/aɪ/、/aʊ/、/ʊə/、/eə/、/ɪə/、/əʊ/），能正确读出含有以上双元音音素的常见单元音词汇，根据所给的连读符号，识别并正确读出句子中单词的连读，做到举一反三。 核心素养 能够使用对话中的句型，询问并回答上课的学科、喜欢或不喜欢的学科及理由的基本信息等；能够在小组内相互礼貌得体地完成角色扮演，语言运用得体、正确。完成一份关于同学喜爱的学科的介绍。 教学重点与难点 灵活使用目标语言询问并回答喜爱或不喜爱的学科及理由，创编一段对话，用目标语言谈论自己喜欢或不喜欢的学科，举例阐释对各个学科的看法及理由，认识到每个学科都有自己的价值和重要性。 教学方法与工具 任务型教学，听说法，视听法 1、 情景导入 （3分钟 教师） 1. Today we are going to learn Unit 4. First let’s look at the title and the picture. What are we going to learn this unit? Yes, we are going to learn something about your favourite subject. Look at the picture and share the three questions. What class are the students having in the photo? What do you think of the class? What is your favourite subject? 2、 自主感悟（5分钟学生） 2. Let’s learn about the objectives of this unit. By the end of the unit, we will be able to talk about school subjects. We will name your favourite subject and explain why. We can also learn to use conjunctions and, but, and because. We will discover the importance of learning different school subjects. 3. We are going to learn Section A Why do you like this subject. What is your favourite subject? Do you want to share? Look at the pictures and talk about the subject we are learning at school. 发现 个人第二次备课 3、 合作探究（15分钟学生） 4. Let’s look at the pictures. Can you tell me something about what the pictures are about? What subjects are they about? Yes, we can see a computer, paintings, rulers.. Match the school subjects in the box with the pictures. Some are extra. Listen to the two conversations and tick the subjects Ella and Peter talk about. 5. Listen to two conversaions again and circle the words you hear. We are going to listen twice. 6. Try to repeat after the tape and pay attention to the pronunciation. 4、 走进生活（10分钟师生） 7. Let’s try to role-play the conversation and show yourselves in front of the class. Try to use your own words. What is your favourite subject? My favourite subject is .... Why do you like....? Because it’s .... 8. Interview three classmates and complete the chart, then tell your group about the results. Name Favourite subject Reason Teacher Li Jingjing music It’s fun Ms. Xie 5、 拓展演练（8分钟学生） 9. We’re going to learn about vowel sounds. Let’s listen and repeat. Please pay attention to the sounds. What is the pronunciation of /eɪ/、/aɪ/、/aʊ/、/ʊə/、/eə/、/ɪə/、/əʊ/? Please write the sounds of the letters in your notebook. What is the pronunciation of oa/ay/i/y/i/oy/oi/ow/ou/ear/ere/air/ear/ure/our/oor? Please write the sounds of the letters in your notebook. 10. Listen and circle the sentences you hear, then repeat them. I will show you some other words. 11. Look at the words. Listen and repeat. Notice how the words link together. Do you know how to pronounce the words link together according to the circles? 实现 6、 系统总结 （4分钟教师） 1. We know talk about school subjects. 2. We are able to pronounce the words with /eɪ/、/aɪ/、/aʊ/、/ʊə/、/eə/、/ɪə/、/əʊ/ and learn about the words link together. 3. We are able to make up a conversation about how to ask and answer about your favourite subjects. 呈现 板书 作业 设计 Must do: Listen carefully and read the telescript fluently. Finish your task paper. Choose to do: Search for more information about how to ask and answer about your favourite subject. 教学反思 Unit4 第二课时教案 主备人 吴雨虹 参与人 执教人 班  级 时  间 审核人 课  题 My favourite subject 课 时 教学目标 必备知识 能够通过听读对话获取彬彬、梅梅和艾玛喜欢学科及理由的信息；能够识别对话中询问并回答喜欢的科目及原因的句式，运用相关语言进行角色扮演。 关键能力 能运用目标语言，描述自己对各个学科的看法，与同伴角色扮演，并在班级中展示。 核心素养 运用相关语言表达方式，采访同学喜欢的科目及原因，并在班级中完成汇报，提升关注每个学科的价值和重要性的意识。 教学重点与难点 听辨并准确认读/eɪ/、/aɪ/、/aʊ/、/ʊə/、/eə/、/ɪə/、/əʊ/双元音音标以及带有这些音素的单音节词汇，建立因素意识；听辨并准确认读单词在句子中的连读；在口头表达中做到单词发音清晰、准确，句子朗读流畅。识别句中连读符号。 教学方法与工具 任务型教学，听说法，视听法 7、 情景导入 （3分钟 教师） 1. Today we are going to learn Unit 4. First let’s look at the picture. Look at the picture and answer the three questions. What is the photo about? What can you see in the picture? Where are they? 8、 自主感悟（5分钟学生） 2. Listen to the conversation and fill in the blanks. 3. Read the conversation and complete the table. name Favourite subject reason Emma Meimei Binbin 发现 个人第二次备课 9、 合作探究（15分钟学生） 4. Listen again and try to repeat after the tape and pay attention to the pronunciation and the words that likn together. 10、 走进生活（10分钟师生） 5. Let’s try to role-play the conversation and show yourselves in front of the class. 11、 拓展演练（8分钟学生） 6. What do you think of your school subjects? Put them in different groups. Here are some adjectives. Useful Difficult Easy Fun important 7. Let’s work in pairs. Talk about your favourite subjects and the reason. A: What is your next class? B: My next class is ... A: What is your favourite subject? B: My favourite subject is ... A: Why do you like ...? B: Because it is.... Please work in groups and after that you can show yourselves in front of the class. Let’s try to role-play the conversation and show yourselves in front of the class. 8. Interview two classmates and take notes. question Classmate1 Classmate 2 What is your favourite subject？ Why do you like it? What other subjects do you like? Give a report on the interview. Use your notes in the chart. ....’s favourite subject is .... He/She likes it because it’s ..... He/She also likes.... 实现 12、 系统总结 （4分钟教师） 1. We know how to talk about school subjects. 2. We are able to name your favourite subject and explain why. 3. We are able to make up a conversation about your favourite subject. 呈现 板书 作业 设计 Must do: Listen carefully and read the telescript fluently. Finish your task paper. Choose to do: Search for more information about your favourite subjects and what you think of each subject. 教学反思 Unit4 第三课时教案 主备人 吴雨虹 参与人 执教人 班  级 时  间 审核人 课  题 My favourite subject 课 时 教学目标 必备知识 通过观察示例句子，能梳理和归纳询问和回答关于喜欢的学科和原因的表达方式，以及连词and, but, because的用法。 关键能力 理解含有and, but和because的表意功能，初步建立使用连词的语言意识，在实践中逐步应用句型。 核心素养 能结合自身实际，正确使用连词，初步建立在段落中使用连词词意识。完成一份关于班级同学喜欢的校园日或学科的简要报告，并且阐述理由。 教学重点与难点 理解含有连词and/but/because的表意功能，并能正确使用该结构表达自己喜欢的学科及理由；能梳理和归纳连词but/because/and的用法，初步建立在段落中使用连词词意识。完成一份关于班级同学喜欢的校园日或学科的简要报告，并且阐述理由。 教学方法与工具 任务型教学，听说法，视听法 13、 情景导入 （3分钟 教师） 1. Today we are going to learn the grammar focus part. Let’s read the sentences and find out the rules of sentence patterns. Read the sentences and circle the linking words. 14、 自主感悟（5分钟学生） 2. Read the grammar focus part. Work in groups. Read the sentences. Complete the statements with and, but or because. After that, let’s check the answers. Work in groups . Let’s talk about the rules about and ,but or because. 发现 个人第二次备课 15、 合作探究（15分钟学生） 3. Since we have talked about the rules of linking words and, but and because. Read the sentences below and complete the sentences. Match the two parts to make sentences. After that, let’s check the answers together. 4. So What is the rule of use of the linking words such as and, but or because. Work in the groups and share your answer. 16、 走进生活（10分钟师生） 5. Let’s read the passage with and, but or because. After that, we will share the answers together. 17、 拓展演练（8分钟学生） 6. Work in groups and do a survey in class using the questions below. Which is your favourite day? What subjects do you have that day? What subjects do you like and why？ Who likes the same subjects as you and why. After the survey, please make a report about it. In my survey, ... likes Monday best, because........ ....likes the same subjects as me, we both like.... 实现 18、 系统总结 （4分钟教师） 1. We know how to use conjunctions and, but and because. 2. We are able to tell the differences among and, but and because. 3. We are able to do a survey and make a report. 呈现 板书 作业 设计 Must do: Read the passage fluently and recite it. Finish your task paper. Choose to do: Introduce your classmates’ favourite subjects in a passage. 教学反思 Unit4 第四课时教案 主备人 吴雨虹 参与人 执教人 班  级 时  间 审核人 课  题 My favourite subject 课 时 教学目标 必备知识 获取短文中有关迈克和吴彬彬喜欢学科及理由的基本信息，梳理、概括表示他们喜欢学科信息及理由的介绍，借助可视化图形呈现结构化知识。 关键能力 基于结构化知识和重点语言知识，运用目标语言，以第三人称视角复述文章内容。 核心素养 分析、评价迈克和吴彬彬的行为和观点，结合自己的实际情况，阐述自己喜欢的学科，并阐述理由，在班级前进行展示。 教学重点与难点 通过观察语篇形态认识留言板类的记叙文，理解介绍喜欢的学科及理由的内容；梳理、归纳出主题图和结构图，根据结构化图形介绍喜爱学科及理由的相关内容；关联自身的个人信息，介绍自己对各个学科的看法及理由，认识到每个学科都有其价值和重要性。 教学方法与工具 任务型教学，听说法，视听法 19、 情景导入 （3分钟 教师） 7. Today we are going to learn Section B What can you learn from different subjects? Let’s think about it. What is your favourite subject？ Why do you like it? What can you learn from it. 20、 自主感悟（5分钟学生） 8. Work in groups and list your class schedule today and write down the subjects. Class (AM） 1 2 3 Subject Class (PM) 4 5 Subject 9. Look at the passage. What can you see in the picture? What kind of passage is it? 发现 个人第二次备课 21、 合作探究（15分钟学生） 10. Read the message board about students’ favourite subjects. Underline all the school subjects each student has. Let’s check the answers together. 22、 走进生活（10分钟师生） 11. Read again and complete the table. Name Favourite subject Reason Mike Wu Binbin After finishing the table, let’s check the answers together. 23、 拓展演练（8分钟学生） 12. Read again and answer the questions. What subjects do Mike and Binbin both have? How does Mike fell about music? What does Binbin learn in his maths class? Do you like music or maths? Why? Work in groups and draw a mind map according to the passage. The mind map includes the their favourite subjects and reasons. After that I will ask some of you to share your mind map with us. 13. According to your mind map, please try to retell your passage and show yourself in front of the class. You can start like this. Mike is a student from Canada. He studies maths, music, French and histodry. His favourite subject is music because the class is fun and they learn a lot of new songs. Music always makes him happy. His music teacher is excellent. He lets us him play all kinds of interesting instruments..... 14. Since we have known about the information about Mike and Binbin’s favourite subjects and the reasons. Work in groups. Let’s think about the questions. Discuss these questions. ①Why does Binbin like maths? ②Do you like maths and music? Why？ 15. Let’s think about it. What is your favourite subject and why? Work in groups and share the answers. Talk about what subject you like and why. After that, come to the front and show yourself in front of the class. 实现 24、 系统总结 （4分钟教师） 1. We should know how to talk about your favourite subject and the reasons. 2. We are able to discover the importance of learning different school subjects. 呈现 板书 作业 设计 Must do: Recite the passage and practice with your partner. Finish your task paper. Choose to do: Write a passage about your favourite subject. 教学反思 学科网（北京）股份有限公司 $$ 主备人 熊璟锟 参与人 执教人 班  级 时  间 审核人 课  题 What is your school like? 课 时 教学目标 必备知识 能正确识别并读出两组元音音素（/ɔ:/, /ɔ/, /u:/, /u/），能正确读出含有以上四个音素的常见单元音词汇，根据所给的重音符号，识别并正确读出多音节单词的重音，做到举一反三。。 关键能力 能够使用对话中的句型，询问并回答学校设施位置的基本信息等；能够在小组内相互礼貌得体地完成角色扮演，语言运用得体、正确。 核心素养 能够通过听获取三段小对话中学校设施的位置，根据所听内容和教材提供的信息，完成细节信息的补充 教学重点与难点 用there be句式和位置介词谈论自己学校的主要设施及其位置，举例阐释不同的设施的功能，听辨并准确认读/ɔ:/, /ɔ/, /u:/, /u/这四个音标以及带有这些音素的单音节词汇，建立因素意识 教学方法与工具 任务型教学，听说法，视听法 1、 情景导入 （3分钟 教师） 1. Today we are going to learn Unit 3. First let’s look at the title and the picture. What are we going to learn this unit. Yes, we are going to learn something about the introduction of our school. Look at the picture and share the three questions.What is this place in the photo?What are the people doing on the sports field? What do you like to do at school? 2、 自主感悟（5分钟学生） 2. Let’s learn about the objectives of this unit. By the end of the unit, we will be able to talk about the places in school. We will describe locations using there be structure and prepositions of positions. We will introduce and talk about your school. We can describe the places you like in your school and why. 发现 二次备课 3、 合作探究（15分钟学生） 3. We are going to learn Section A What is your school like. What is your family like? Do you want to share? Look at the picture and talk about the positions of the places with the words in the box. Where is the dining hall? It’s in front of the art building. 4. Let’s look at the picture. Can you tell me something about the school map? What place can you see in the school? And can you tell me the position of these places. We can see a dining hall, science building, music hall and teacher’s building. The dining hall is in front of the art building. 5. Listen to the conversations and number the places in the order you hear them (1—3）. Listen to three conversations again and complete the sentences. What is the building’s position? 6. Try to repeat after the tape and pay attention to the pronunciation. 4、 走进生活（10分钟师生） 7. Let’s try to role-play the conversation and show yourselves in front of the class. Try to use your own words. 8. Bring some school photos to class and talk about the position of the school things. 5、 拓展演练（8分钟学生） 9. We’re going to learn about vowel sounds. Let’s listen and repeat. Please pay attention to the sounds. What is the pronunciation of the letter or/o/oo/u in a word? Please write the sounds of the letters in your notebook. What is the pronunciation of oo/u? Please write the sounds of the letters in your notebook. 10. Listen and circle the sentences you hear, then repeat them. I will show you some other words. 11. Look at the words. Listen and repeat. Notice the stressed syllables. Do you know how to pronounce the stressed syllables according to the circles? 实现 6、 系统总结 （4分钟教师） 1. We know how to talk about your locations. 2. We are able to pronounce the words with/ɔ:/, /ɔ/, /u:/, /u/ and learn about stressed syllables. 3. We are able to make up a conversation about how to ask and answer the places in school. 呈现 板书 作业 设计 Must do: Listen carefully and read the telescript fluently. Finish your task paper. Choose to do: Search for more information about how to ask and answer about your school. 教学反思 主备人 熊璟锟 参与人 执教人 班  级 时  间 审核人 课  题 What is your school like? 课 时 教学目标 必备知识 运用相关语言表达方式，与同伴创编一段对话，用there be句式和位置介词谈论自己学校的主要设施及其位置 关键能力 能运用目标语言，填写自己和彼得教室物品，并进行比较，与同伴角色扮演，并在班级中展示。 核心素养 能够通过听读对话获取彼得新教室的设施、特点的信息；能够识别对话中询问地点、功能、辨认的句式，运用相关语言进行角色扮演。 教学重点与难点 用there be句式和位置介词谈论自己学校的主要设施及其位置，举例阐释不同的设施的功能，听辨并准确认读/ɔ:/, /ɔ/, /u:/, /u/这四个音标以及带有这些音素的单音节词汇，建立因素意识 教学方法与工具 任务型教学，听说法，视听法 7、 情景导入 （3分钟 教师） 1.Today we are going to learn Unit 3. First let’s look at the picture. Look at the picture and answer the three questions. What is the photo about? What can you see in the picture?Is it similar to yours? 8、 自主感悟（5分钟学生） 2. Listen to the conversation and fill in the blanks. 发现 二次备课 9、 合作探究（15分钟学生） 3. Read the conversation and answer the questions. Match the questions with the answers. Read again and circle T for true or F for false. 4. Listen again and try to repeat after the tape and pay attention to the pronunciation.Try to repeat after the tape and pay attention to the pronunciation. 5. Let’s try to role-play the conversation and show yourselves in front of the class. 6. Here are the things in Peter’s classroom and your classroom. Fill in the chart with the things in the box. 10、 走进生活（10分钟师生） 7. Let’s work in pairs. Compare your classroom with Peter’s. Please tell the difference between the two classrooms. A: There is a blackboard in Peter’s classroom and our classroom. B: In his classroom, the smart whiteboard is next to the blackboard. In our classroom,..... Please work in groups and after that you can show yourselves in front of the class. Let’s try to role-play the conversation and show yourselves in front of the class. 11、 拓展演练（8分钟学生） 8. As I told you before, Let’s watch our classroom. Work in pairs, ask and answer the questions about what our classroom is like. A: What is your classroom like? B: It’s large. There are.... A: Where do you sit? B: I sit.... the classroom. A: What is special in your classroom? B: There is ... 实现 12、 系统总结 （4分钟教师） 4. We know how to talk about our classroom. 5. We are able to talk about the location by using there be structure. 6. We are able to make up a conversation about our classroom. 呈现 板书 作业 设计 Must do: Listen carefully and read the telescript fluently. Finish your task paper. Choose to do: Search for more information about the things of your classroom. 教学反思 主备人 熊璟锟 参与人 执教人 班  级 时  间 审核人 课  题 What is your school like? 课 时 教学目标 必备知识 理解含有Where be/There be句式的表意功能，初步建立描述方位的语言意识，在实践中逐步应用句型。 关键能力 通过观察示例句子，能梳理和归纳询问和回答事物位置的表达方式，以及there be句式的用法。 核心素养 能结合自身实际，正确使用there be句式结构和方位介词对中国和英国教室区别的简要报告，分别介绍其各自的优点对中国，并在班级前进行角色表演。 教学重点与难点 用there be句式和位置介词谈论自己学校的主要设施及其位置，举例阐释不同的设施的功能，听辨并准确认读/ɔ:/, /ɔ/, /u:/, /u/这四个音标以及带有这些音素的单音节词汇，建立因素意识 教学方法与工具 任务型教学，听说法，视听法 13、 情景导入 （3分钟 教师） 12. Today we are going to learn the grammar focus part. Let’s read the sentences and find out the rules of sentence patterns. Read the sentences and circle the locations. 14、 自主感悟（5分钟学生） 13. Read the grammar focus part. Work in groups. Read the sentences. Underline the verbs in there be structure and circle the prepositions of positions. After that, let’s check the answers. Work in groups. Let’s talk about the rules about there be. 发现 二次备课 15、 合作探究（15分钟学生） 14. Since we have talked about the rules of there be structure and the prepositions of positions. Read the sentences below and complete the sentences. 16、 走进生活（10分钟师生） 15. So what is the rule of verbs form of the words? Work in the groups and share your answer. 16. Let’s look at the picture and read a passage. Circle prepositions to complete the description of the classroom in the photo. After that, we will share the answers together. 17、 拓展演练（8分钟学生） 17. Work in groups and talk about how your classroom is different from the classroom in 3c. Tell the differences between Chinese classroom and British classroom. A: In our classroom is different from the classroom in 3c. B: And there is a reading corner in our classroom. 实现 18、 系统总结 （4分钟教师） 1. We know how to describe locations using there be structure and prepositions of positions. 2. We are able to tell the differences between Chinese classroom and British classroom. 3. We are able to role-play a conversation. 呈现 板书 作业 设计 Must do: Read the passage fluently and recite it. Finish your task paper. Choose to do: Introduce your classroom in a passage. 教学反思 主备人 熊璟锟 参与人 执教人 班  级 时  间 审核人 课  题 What fun things do you do at school? 课 时 教学目标 必备知识 获取短文中有关彼得新学校的基本信息，内容包括操场、教学楼、食堂等，梳理、概括表示他们信息的介绍，借助可视化图形呈现结构化知识。 关键能力 基于结构化知识和语篇主题图，运用目标语言，运用第三人称视角复述文章内容； 核心素养 探究彼得对新学校的看法，探讨你在学校喜欢做的事情，总结自己最喜欢学校的地方及理由，并在班级分享，提升爱护学校的意识 教学重点与难点 通过观察语篇形态认识信件类的记叙文，理解介绍学校设施的内容；梳理、归纳出主题图和结构图，根据结构化图形介绍学校的相关内容；关联自身的个人信息，介绍自己的学校和家庭的信息，提升热爱学校的意识。 教学方法与工具 任务型教学，听说法，视听法 19、 情景导入 （3分钟 教师） 18. 1.Today we are going to learn Section B What fun things do you do at school? Let’s think about it. Do you like your school? Which place do you like best in your school? What fun things do you do at school? 20、 自主感悟（5分钟学生） 19. 2.Work in groups and list your favourite places in your school. Then share with your partner. You need to share the reasons. What is your favourite place in your school? Why do you like it?. 发现 二次备课 21、 合作探究（15分钟学生） 20. Look at the pictures and the passage. What can you see in the picture? What kind of passage is it?. 21. Skim Peter’s reply to Flora’s email. Choose the question Flora probably asked in her last email. 22. Read again find out what these words describe? ①beautiful ②modern ③large ④big and clean ⑤delicious 23. Work in groups and draw a mind map according to the passage. The mind map includes the description of sports field, Peter’s classroom and dinning hall. After that I will ask some of you to share your mind map with us..? 24. According to your mind map, please try to retell your passage and show yourself in front of the class.. 22、 走进生活（10分钟师生） 25. Since we have known about the information about Peter’s school. Work in groups. Let’s think about the questions. Discuss these questions. ①What do students in Peter’s school do on the sports field? ②Where does Peter sit this week?. 23、 拓展演练（8分钟学生） 26. Let’s think about it. What is your favourite place in your school? What do you like about your school? Work in groups and share the answers. School is a place to study and play, it is our second home. We must love it. 实现 24、 系统总结 （4分钟教师） 7. 1.We should know how to introduce and talk about your school. 8. We are able to explore the meaning of school. 呈现 板书 作业 设计 Must do: Recite the passage and practice with your partner. Finish your task paper. Choose to do: Write a passage about your school. 教学反思 主备人 熊璟锟 参与人 执教人 班  级 时  间 审核人 课  题 What fun things do you do at school? 课 时 教学目标 必备知识 能够基于写作目的和要求，在教师的指导下有效开展写作准备，梳理回帖文本结构，列出介绍学校的内容要点 关键能力 能够将本单元所学的词汇、目标结构、句型以及各类功能表达迁移应用到自己的写作之中 核心素养 通过自评和互评，不断改进自己的作品，使之完善，改进初稿的结构、内容和语言。 教学重点与难点 为学校制作一张“校园引导图”，完成一份导游稿，向“校园参观团”介绍学校，参加班级优秀导游评选，以评价量规规范引导图的制作。 教学方法与工具 任务型教学，问答法，视听法 25、 情景导入 （3分钟 教师） 27. Today we are going to learn Section B Writing. Let’s think about it. What have we learned about how to introduce our school?? 26、 自主感悟（5分钟学生） 28. Today we are going to write an email to another country friend to introduce your school.. 发现 二次备课 27、 合作探究（15分钟学生） 29. Let’s think about places in your school and complete the notes. After that, let’s check the answers. ①Places in my school: ②My favourite place: ③Where it is: ④Why I like it: ⑤What I like to do there: 30. Let’s read the sample together, please work in groups and find out the structure of the sample. 31. Please list the key points of introducing your school.? 32. Read the sample again and find out the detailed information. And put them into the structure. 28、 走进生活（10分钟师生） 33. Find out some beautiful sentences from the passage. And write them in your notebook. 34. 8.Imagine a friend from another country has sent you an email about his or her school. Write a reply about your school. To:___________ From:___________ Dear _________, They are _________. My favourite place is ________. It is _________. I love it because it __________. I like to _________ there. Bye for now.. 29、 拓展演练（8分钟学生） 35. Please write your composition and finish it in 7 minutes.? 实现 30、 系统总结 （4分钟教师） 9. 1.We should know how to introduce our school. 10. We are able to know about the structure of writing an email. 呈现 板书 作业 设计 Must do: Polish your passage. Finish your task paper. Choose to do: Write a passage about your school. 教学反思 学科网（北京）股份有限公司 $$ Starter Unit 1第1课时教案 主备人 周赞 参与人 初一英语组 执教人 班  级 时  间 审核人 初一英语组 课  题 How do you greet people? 课 时 1 教学目标 必备知识 能正确认读、规范书写26个英文字母，理解常见字母缩略语和字母排序在日常生活与学习中的常见运用，学会切分字母的音。 关键能力 学生能正确听辨并掌握26个英文字母的发音，并正确书写英文字母。 核心素养 学生能得体、礼貌地介绍自己或询问对方姓名，问候他人。 教学重点与难点 认识新教材设计板块，创编一段对话，在不同场合能和新认识的朋友、老师打招呼，积极交流，意识到在人际交往中主动打招呼、礼貌展开对话的重要性。 教学方法与工具 任务型教学，听说法，视听法，问答法 1、 情景导入 （3分钟 教师） A new term is coming! Teng Fei and Fu Xing meet some new students. How do they greet people? 2、 自主感悟（5分钟学生） Let’s learn about the objectives of this unit. By the end of the unit, we will be able to master sentence patterns: Hi!/Hello!/Good morning! Nice to meet you! What's your name? My name is .../I'm ... we will understand the differences between Chinese and English names and improve the ability to listen for key information we will also realize the importance of greeting and starting a dialogue. 发现 个人第二次备课 3、 合作探究（15分钟学生） 1. We are going to learn Section A How do you greet people? Do you want to share? Look at the picture and talk about the people and names. Let's match the names with the faces. 2. Let’s look at the picture. Find out how to greet people. Hello!/Hi! Good morning! Good afternoon! Good evening! 3.Listen to the conversations and Fill in the blanks with the correct sentences in the box. Listen to three conversations again and complete the sentences. 3. Try to repeat after the tape and pay attention to the pronunciation. 4、 走进生活（10分钟师生） 4. Listen and say the letter. Then practice writing them. Listen and circle the letters you hear. 5. Please work in pairs and come to the front and introduce the main character in our textbook. 5、 拓展演练（8分钟学生） 6. Students listen to the audio and read the words after them, understand the case of the words in the four-line box, imitate the pronunciation of the words, and pay attention to the pronunciation of vowels and phonemes. 7. Students listen to the dialogue, extract the key information, and complete the information matching in the textbook, then determine the accuracy of the answer under the guidance of the teacher, and do reading exercises. 实现 6、 系统总结 （4分钟教师） 1. There are two sections in a unit and here are 7 main characters in our books. 2. We should know how to write 26 letters correctly and pronounce them clearly. 3. We should greet each other by using “ Good morning!”、“Goodbye”. 呈现 板书 作业 设计 Basic: Listen carefully and read the dialogue fluently. Finish your task paper. Extended: Search for more information about how to great others 教学反思 Starter Unit 1第2课时教案 主备人 周赞 参与人 执教人 班  级 时  间 审核人 课  题 How do you greet people? 课 时 第二课时 教学目标 必备知识 能按照字母所包含的元音音素归纳26个英文字母的读音。 关键能力 能够认读下列缩略词：PRC, PLA, VR, WHO, UN并理解其意义。 核心素养 能够唱诵字母歌，探索多感官利用学习英语的途径。 教学重点与难点 学生快速完成的过程中，训练学生记忆键盘字母的能力，通过跟读、模仿、小组合作等方式，让学生能够识别、记忆、讲解26个字母的元音音素的归类，并根据所学进行知识的迁移，通过完成相应的语音题训练，让学生夯实元音音素分类，为接下来的音标学习奠定基础。 教学方法与工具 任务型教学，听说法，视听法，问答法 一、情景导入 （3分钟 教师） In the English pronunciation workshop, the English teacher is helping students master the standard pronunciation of English letters. 二、自主感悟（5分钟学生） Let’s learn about the objectives of this unit. By the end of the unit, we will be able to Be able to correctly read and write 26 English letters. we will Learn to divide the sounds of letters and understand the classification of vowel factors of letters. we will also Understand the common use of common letter abbreviations and letter sorting in daily life and study. 发现 个人第二次备课 三、合作探究（15分钟学生） 1. Today we are going to learn the pronunciation part. What’s this? Yes, it’s a keyboard. Let’s listen to the 26 letters and find them on the keyboard. Then practise with a partner by using “Where is A?” “A is here”. Let’s see who find the fastest. 2. Let’s come to activity 2. Listen and repeat the letters. Well, let’s see the letters. They are divided in to 7 groups. Do you know how to divide them? And why? 3. 3.Please work in groups and try to recite the letter groups and come to the front and share your letter groups. After that, please finish the task. 四、走进生活（10分钟师生） 1. Let’s look at the pictures. What are the pictures about? Please say something about the pictures. 2. Listen to these letters and match them with the pictures. Who wants to share your answer? 3. Do you know the whole name of it? I will show you how the abbreviation are from. PLA: People’s Liberation Army of China PRC: The People’s Republic of China 五、拓展演练（8分钟学生） 8. Have you ever listened to English songs? Who is your favorite English song or favorite English singer? After the students answer the questions, the teacher guide the students to sing the world’s most famous ABC song. 实现 六、系统总结 （4分钟教师） 1. We know that it is important to find the letters on the keyboard quickly. 2. We know how to divide the letters in different groups. 3. We are able to know the meaning of PLA、VR、PRC、UN. 4. Let’s sing the song ABC and find a proper way to learn English. 呈现 板书 作业 设计 Basic: Listen carefully and read the letters fluently. Finish your task paper. Extended: Search for more information about your favourite English songs 教学反思 Starter Unit 1第3课时教案 主备人 周赞 参与人 初一英语组 执教人 班  级 时  间 审核人 初一英语组 课  题 How do you greet people? 课 时 第三课时 教学目标 必备知识 准确获取对话中的交际用语的问答，梳理、概括日常交际用语的用法，快速、精准借助可视化图形呈现结构化知识； 关键能力 基于准确得体使用开场语和告别句等与人互致问候与简单交流，知道关注英语姓名构成的方式，与中文姓名做适当的比较； 核心素养 规范、准确、得体地书写出与陌生人和熟人打招呼的对话。 教学重点与难点 激发学生对初中英语学习的好奇心，引发学生自主思考，激活学生与语篇之间的知识经验的关联，明确本课需要解决的问题，培养学生的预测能力，帮助学生把握交际用语的意义，体会语言、文化的关联，能根据不同的场景开展不同的对话。 教学方法与工具 任务型教学，听说法，视听法，问答法，写作法 一、情景导入 （3分钟 教师） In the Oral English Club, club members and new members are learning how to start a dialogue in English and how to maintain it. 二、自主感悟（5分钟学生） Let’s learn about the objectives of this unit. By the end of the unit, we will be able to Be able to master key sentence patterns:Hi!/Hello!/Good morning! Nice to meet you! What's your name? My name is .../I'm ... How are you? I'm fine, thank you. How do you spell your name？we will be able to complete the greeting completely-asking and answering names and spelling-shows concern and say goodbye to each other and copy the template to create it. 发现 个人第二次备课 三、合作探究（15分钟学生） 1. We have learned how to greet people, do you remember the expressions? Please tick the expressions that start a conversation. Please finish it on your textbook. 2. Let’s come to what we are going to learn today. Let’s look at the pictures and tell me who they are. Read the conversations and underline how people greet each other. 3. Read the conversation in 1b again. Find the responses in the box. After that, share your answers in class. 4. Please list the ways that how to start a conversaiton. 四、走进生活（10分钟师生） 1. Role play the conversation with your partner. You will have 3 minutes to practice with your partner. Please come to the front and show yourselves. 五、拓展演练（8分钟学生） 9. Complete the conversations below. Let’s check the answers. After that, role-play them with a partner and come to the front to show yourself. 实现 六、系统总结 （4分钟教师） 5. 1.We should know how to start a conversation. 6. Summarize the expressions that start a conversation. 呈现 板书 作业 设计 Basic: Recite the conversation and practice with your partner. Finish your task paper. Extended: Make up a new conversation if you know a new friend. 教学反思 Starter Unit 1第4课时教案 主备人 周赞 参与人 初一英语组 执教人 班  级 时  间 审核人 初一英语组 课  题 How do you greet people? 课 时 第四课时 教学目标 必备知识 能够熟悉英文词典中单词排列的基本规律，并理解词典是学习英语的重要工具。 关键能力 能够按照英文的字母顺序在词典中查找单词，并找到单词的解释、例句等信息。 核心素养 能够在小组中积极与同学沟通，参与小组合作，并以小组为单位共同完成项目展示。 教学重点与难点 让学生学会使用字典学习英语，引导学生知道学习英语的方式，学会使用工具书，为接下来初中英语的学习提供方法指导。学生通过观察英文字典的内容设计，了解英语词汇在字典中的排列顺序和位置；通过排序单词的位置，了解如何查询英文单词。 教学方法与工具 任务型教学，听说法，视听法，问答法 一、情景导入 （3分钟 教师） In the school library, the librarian is teaching students how to use the English dictionary to find the meaning and usage of words. 二、自主感悟（5分钟学生） Let’s learn about the objectives of this unit. By the end of the unit, we will be able to Be familiar with the basic rules of word arrangement in English dictionaries, And understand that dictionaries are an important tool for learning English. we will be able to Can look up words in the dictionary in alphabetical order of English, and find the explanation of words, examples and other information. We will also be able to actively communicate with classmates in groups and participate in group cooperation. And complete the project demonstration together as a group. 发现 个人第二次备课 三、合作探究（15分钟学生） 5. Teachers are divided into four groups according to students' level and hobbies, and students elect a team leader. Each group or person prepares a bilingual English dictionary. Teachers design and print the Project Learning Worksheet and the Group Members' Mutual Evaluation Form according to the class size. 6. Students share their experiences in using dictionaries in groups. 7. Teachers introduce the types of English dictionaries, such as English-English Dictionary, English-Chinese Dictionary, Chinese-English Dictionary, etc. through multimedia or physical display. 四、走进生活（10分钟师生） Students observe the pictures in Activity 1 and complete the following tasks: 1. Circle the blue words in the picture. 2. Discuss the order of the words. 3. think about the order of the nine words starting with the letter a. 4. Discuss the explanation, example and legend of the words in the picture. 五、拓展演练（8分钟学生） 10. Complete the word sorting game. 11. Teachers organize students to cooperate in activity 3, and the group that writes the dictionary page number correctly after the word first wins. 12. Students discuss in groups when dictionaries are needed to complete tasks or solve problems. 实现 六、系统总结 （4分钟教师） 1. Learn how to use a dictionary. 2. Find the words in a dictionary as fast as you can. 呈现 板书 作业 设计 Basic: Design a poster on how to use a dictionary effectively 教学反思 学科网（北京）股份有限公司 $$ Unit7第__1__课时教案 主备人 申思源 参与人 初一英语组 执教人 班  级 时  间 审核人 初一英语组 课  题 Section A How do we celebrate birthdays? 1a-Pronunciation 课 时 1 教学目标 必备知识 1. 能够通过听获取对话中人物生日的信息，以及活动的时间，根据所听内容和教材提供的信息，完成细节信息的补充。 2.创编一段对话，用目标语言谈论家人或朋友的生日，并在班级展示，能够在小组内相互礼貌得体地完成角色扮演，语言运用得体、正确。 3.能正确识别并读出辅音音素（h] [r] [l] [m ] [n] [ŋ] [w] [j]），能正确读出含有以上辅音音素的常见词汇。 关键能力 培养口语表达能力、团队合作精神。 核心素养 了解到不同节日的庆祝方式，以及人们之间如何互致祝福和庆祝生日，学习相关的文化习俗和社交礼仪。 教学重点与难点 创编一段对话，完成角色扮演。 教学方法与工具 Seewo 1、 情景导入 （3分钟 教师） Today we are going to learn Unit 7. First let’s look at the title and the picture. What are we going to learn this unit. Yes, we are going to learn something about birthdays. Look at the picture and share the three questions. What are the people doing in the photo? Whose birthday is it? How do you celebrate your birthday? 2、 自主感悟（5分钟学生） Let’s learn about the objectives of this unit. By the end of the unit, we will be able to talk about people’s birthdays and express dates in English. We will learn to use English expressions for shopping. We will explore how and why people celebrate birthdays. 发现 个人第二次备课 3、 合作探究（15分钟学生） We are going to learn Section A how do we celebrate birthdays. So when is your birthday? What do you usually do on your birthdays? Who do you celebrate birthdays with? Think about these questions and share your answers. Listen and repeat. Then circle the month and day of your birthday：January February March April May June July August September October November December Listen to the conversations and match the people with their birthdays. Let’s check the answers together. Yes, we got the answer. Let’s see the differences between British English and American English in the ways to tell dates. Listen again and answer the questions. ①How old is Helen? ②What birthday gift can Teng Fei give his father? ③What does Peter want to do for Mrs Gao’s birthday? 4、 走进生活（10分钟师生） Try to repeat after the tape and pay attention to the pronunciation. Let’s try to role-play the conversation and show yourselves in front of the class. Try to use your own words. 5、 拓展演练（8分钟学生） Practice the conversations with your partner. Then make your own conversations. Work in groups and interview three classmates and complete the chart, then tell your group about the results. Interviewer: How old are you? When is your birthday? We’re going to learn about consonant sounds. Let’s listen and repeat. Please pay attention to the sounds. 实现 六、系统总结 （4分钟教师） 呈现 板书 教学反思 Unit7第__2__课时教案 主备人 申思源 参与人 初一英语组 执教人 班  级 时  间 审核人 初一英语组 课  题 Section A How do we celebrate birthdays? 2a-2e 课 时 2 教学目标 必备知识 能够通过听读对话获取彼得和腾飞购买物品的价格、数量等信息；能够识别对话中询问并回答价格和数量的句式，运用相关语言进行角色扮演。 关键能力 运用相关语言表达方式，创编一段对话，采用问答的方式模拟在商店采购生日派对物品，并完成生日派对的准备活动，并在班级中完成汇报展示和点评。 核心素养 能运用目标语言，询问同班同学想要补充的生日派对物品，完成任务清单，并在班级中完成角色扮演，培养良好的消费观念和购物礼仪。 教学重点与难点 创编一段对话，完成角色扮演。 教学方法与工具 Seewo 1、 情景导入 （3分钟 教师） Today we are going to learn Unit 7. First let’s look at the picture. Look at the picture and answer the three questions. What is the photo about? What can you see in the picture? Where are they? 2、 自主感悟（5分钟学生） Listen to the two parts of the conversation and fill in the blanks. Read the conversation and answer the questions. ①Whose birthday is coming? ②How much yogurt do they want ? 3 What is the total price? Listen again and try to complete the table. Thing Number Price Total: ___________yuan 发现 个人第二次备课 3、 合作探究（15分钟学生） Listen to the conversation again and pay attention to the intonation. Let’s try to role-play the conversation and show yourselves in front of the class. 1. What else would you like to buy for a birthday party? Put the things in the box into different groups on the shopping list. You can add more. Eggs Chocolate Noodles Milk Balloons Pizza Juice Candles Apple Bananas What else would you like to buy for the birthday party? Why do you choose this kind of the food ? Shopping List Food Drinks Other things 4、 拓展演练（8分钟学生） Please work in groups and after that you can show yourselves in front of the class. Let’s try to role-play the conversation and show yourselves in front of the class. Work in groups and practice buying the things on the shopping list for a birthday party. 实现 六、系统总结 （4分钟教师） 呈现 板书 教学反思 Unit7第__3__课时教案 主备人 申思源 参与人 初一英语组 执教人 班  级 时  间 审核人 初一英语组 课  题 Section A How do we celebrate birthdays? Grammar Focus 课 时 3 教学目标 必备知识 通过观察示例句子，能梳理和归纳询问和回答关于生日、年龄、数量的表达方式，掌握when、how old、how much、how many的特殊疑问句及回答的用法。 关键能力 理解含有介绍节日的说明文，了解日期表述及节日意义的内容，初步建立跨文化沟通与交流的意识，在实践中逐步应用句型。 核心素养 能结合实际，运用一般现在时介绍著名的节日庆典，包括时间、活动和意义等内容，完成一份节日介绍的简要报告，并且在班级进行汇报。 教学重点与难点 掌握when、how old、how much、how many的特殊疑问句及回答的用法。 教学方法与工具 Seewo 1、 情景导入 （3分钟 教师） Today we are going to learn the grammar focus part. Let’s read the sentences and find out the rules of sentence patterns. Read the sentences and look at the question phrase. Circle the question words. When/how old/what/how much/how many 2、 自主感悟（5分钟学生） Read the grammar focus part. Work in groups. Read the sentences. Find out the rules of using what, how old or when, how much, how many. After that, let’s check the answers. Work in groups . Let’s talk about the rules about the questions. 发现 个人第二次备课 3、 合作探究（15分钟学生） Since we have talked about the rules of the questions. Fill in the blanks with the question words in the box. Then match the questions with the answers. ①When is your mum’s birthday? ②How many balloons do you want? ③What do you want for a birthday gift? ④Who is your father? ⑤How much is the cake? ⑥Who do you celebrate your birthday with? ⑦Where is Ms Baker from? 8 Why do people eat noodles on birthdays? So What is the rule of use of the what、how old、when、how much、how many. Work in the groups and share your answers. Let’s read the passage. Read the passage and underline the dates of the special days. Do you know any other special birthdays? After that, we will share the answers together. 4、 拓展演练（8分钟学生） Work in groups and do a survey in class. Talk about the dates and activities of these special days. You can add more. Special Day Date Activity National Day CPC Founding Day PLA Day School Day 实现 5、 系统总结 （4分钟教师） In my survey, the National Day is on..... We always celebrate it with our family... 呈现 板书 教学反思 Unit7第__4__课时教案 主备人 申思源 参与人 初一英语组 执教人 班  级 时  间 审核人 初一英语组 课  题 Section B How do we celebrate birthdays? 1a-1d 课 时 4 教学目标 必备知识 获取短文中有关于晓明和朱迪如何度过生日的基本信息，梳理、概括于晓明和朱迪庆祝生日等内容，借助可视化图形呈现结构化知识。 关键能力 基于结构化知识和重点语言知识，运用目标语言，以第三人称视角复述文章内容； 核心素养 结合自己的实际情况，阐述自己是如何庆祝自己的生日，完成一份介绍，并在班级前进行展示。 教学重点与难点 获取短文中有关于晓明和朱迪如何度过生日的基本信息，梳理、概括于晓明和朱迪庆祝生日等内容。 教学方法与工具 Seewo 1、 情景导入 （3分钟 教师） Today we are going to learn Section B How do you make your birthday meaningful? Let’s think about it. What does birthday mean to you and your family? How do you make your birthday meaningful? Tick the activities you do on your birthday. ►make a wish ►take photos ►have a birthday cake ►hear the happy birthday song ►open birthday gifts 二、自主感悟（5分钟学生） Work in groups and look at the passage below. Guess where can you read this kind of passage? Look at the passage. What can you see in the post? What kind of passage is it? Read the posts from an online forum. Choose the main idea of the posts. Let’s check the answers together. The main idea is about how to celebrate birthdays. Read again and complete the table. Name Birthday Activity Yu Xiaoming Judy Clark After finishing the table, let’s check the answers together. 发现 个人第二次备课 2、 合作探究（15分钟学生） Read again and work in groups and draw a mind map according to the passage. The mind map includes what activity Yu Xiaoming and Judy do on their birthdays. After that I will ask some of you to share your mind map with us. According to your mind map, please try to retell your passage and show yourself in front of the class. 3、 拓展演练（8分钟学生） Since we have known about the information about Judy and Yu Xiaoming’s birthdays. Work in groups. Let’s think about the questions. Discuss these questions. ①Why does Xiaoming eat birthday noodles on his birthday? ②Where does Xiaoming and his family take photos together every year? ③What does Judy like about Xiaoming’s 14th birthday? ④Why does Judy’s mother make a chocolate cake for her birthday? ⑤Can you give Judy some ideas about how to spend a meaningful birthday? 实现 4、 系统总结 （4分钟教师） Let’s think about it. How do you celebrate birthdays? Work in groups and share the birthday. After that, write a passage about how you spend your birthday. After that, come to the front and show yourself in front of the class. 呈现 板书 教学反思 Unit7第__5__课时教案 主备人 申思源 参与人 初一英语组 执教人 班  级 时  间 审核人 初一英语组 课  题 Section B How do we celebrate birthdays? 课 时 5 教学目标 必备知识 能够基于写作目的和要求，在教师的指导下有效开展写作准备，梳理描述自己庆祝生日的文本结构，列出介绍自己的生日时间、活动安排等。 关键能力 能够将本单元所学的词汇、目标结构、句型以及各类功能表达迁移应用到自己的写作之中。 核心素养 通过自评和互评，不断改进自己的作品，使之完善，改进初稿的结构、内容和语言。 教学重点与难点 将本单元所学的词汇、目标结构、句型以及各类功能表达迁移应用到自己的写作之中。 教学方法与工具 Seewo 1、 情景导入 （3分钟 教师） Today we are going to learn Section B Writing. Let’s think about it. What have we learned about how to write something about how to celebrate birthdays. Today we are going to write a passage to write about your birthday. 二、自主感悟（5分钟学生） 1. Let’s complete the mind map about how you celebrate your birthday. After that, let’s check the answers. When What to prepare Where to go With whom What to do How I feel 发现 个人第二次备课 3、 合作探究（15分钟学生） Let’s read the sample together, please work in groups and find out the structure of the sample. Please list the key points of talking about your birthday. Read the sample again and find out the detailed information. And put them into the structure. Find out some beautiful sentences from the passage. And write them in your notebook. 四、拓展演练（8分钟学生） 1. Write a reply to the post in 1b to talk about your birthday. I think it is a good idea to _________on your birthday. My birthday is on _________. I usually _________ to celebrate it. I do this because _________. but this year, I want to _________. 2. Please write your composition and finish it in 5 minutes. 3.Please check the composition by yourself according to the qaurtiene. 4.Work in your groups and revise your composition 实现 4、 系统总结 （4分钟教师） 1.We should know how to talk about your birthday. 2.We are able to know about how to polish your composition. 呈现 板书 教学反思 Unit7第__6__课时教案 主备人 申思源 参与人 初一英语组 执教人 班  级 时  间 审核人 初一英语组 课  题 Section B How do we celebrate birthdays? Project 课 时 6 教学目标 必备知识 能够运用本单元所学语言，完成一份“一起庆祝生日”企划，调查班级同学的生日时间，并且统计相同生日日期的同学，并且计划出一个方案为同学们庆祝生日，在班级进行展示，参加班级“最佳生日企划”的评选。并以评价量规规范生日企划的制作。 关键能力 能够积极参与教师组织的项目活动，乐于分享交流并享受其中的快乐，完成一起过生日的企划新活动。 核心素养 让学生在实践中运用英语，还能增进同学之间的友谊，培养他们的集体荣誉感。通过项目式的学习，提高学生的合作能力和团队精神。 教学重点与难点 运用本单元所学语言，完成一份“一起庆祝生日”企划。 教学方法与工具 Seewo 一、情景导入 （3分钟 教师） Step 1 教师告诉同学项目的内容“Celebrate your birthdays together”，并告诉同学项目的要求，分发任务单。教师设计并按照班级人数打印《项目学习工作表》和《组内成员互评表》。 Step 2 教师向学生介绍项目学习的目的、方法和预期的学习成果。 二、自主感悟（5分钟学生） Step 1 学生分成小组，每组3-5人。 Step 2 每组选举一名组长，负责组织讨论和汇报结果。 Step 3 组长带领组员运用“when is your birthday？”句式询问小组成员的生日，并把它们登记在日历上。 Step 4 组员们一起讨论如何为本月过生日的同学庆祝生日，包括庆祝时间、地点、邀请对象和活动内容等。 Step 5 组长汇总讨论结果，向全班汇报本组的庆祝计划。 Step 6 全体同学投票选出最有意义的庆祝方式，并予以实施。 发现 个人第二次备课 三、合作探究（15分钟学生） 在完成第一阶段的任务以后，老师让学生思考几个问题： 1. 运用“when is your birthday？”句式询问小组成员的生日，并把它们登记在日历上。 首先，学生需要用英语询问小组成员的生日，并学会正确表达日期。例如：“When is your birthday, Li Ming?”（李明的生日是什么时候？）通过这种方式，学生可以在实践中掌握询问和表达日期的技巧。 2. 找到本月过生日的同学，研究出一个有意义的方式为他们一起庆祝生日。 在了解本月过生日的同学后，学生需要一起讨论如何为他们庆祝生日。这涉及到以下问题： ①你们想什么时候一起庆祝生日？ ②你们想在哪里庆祝生日？ ③你们想邀请谁？ ④你们想要做什么？ 学生在教师的指导下思考项目评价： 1. 学生英语语言实际运用能力的提高。 2. 班级凝聚力和同学之间友谊的增进。 3. 学生团队合作、沟通交流能力的提升。 通过本项目，学生不仅能够在实践中掌握英语知识，还能培养团队合作精神和沟通交流能力，这对于他们的全面发展具有重要意义。同时，本项目也充分体现了我国教育部门倡导的素质教育理念，注重培养学生的综合素质，为他们的成长创造良好条件。 四、拓展演练（8分钟学生） 学生将自己绘制的设计生日企划和汇报的文字稿上交给组长，组长负责交给老师，在班级内，将上交的小组作品依次呈现，并由组内的成员进行介绍，并在班级完成投票，评选出最佳生日企划团队，全班同学和教师依据评价量规打分、评选。 学生在教师的指导下进行自我评价，完成单元的综合评价。 How well can you do these things? Very well ok Needs work 1. I can say dates and months in English. 2. I can use proper English expressions for shopping 3. I can talk about different ways to celebrate birthdays. 4. I can tell how to spend a meaningful birthdays. 实现 5、 系统总结 （4分钟教师） 1.Give a report in class. 2.Every birthday is a gift of life. 呈现 板书 教学反思 5 学科网（北京）股份有限公司 $$