初中英语牛津译林版七年级上册Unit 1 This is me教学设计

这是一份初中英语牛津译林版七年级上册Unit 1 This is me教学设计，共3页。教案主要包含了Dctrine，Teaching prcess等内容，欢迎下载使用。
（一）The status and rle f teaching materials:
What I want t talk abut tday is the grammar part f the furth lessn in the first unit f Oxfrd English 7A (This is me) in junir high schl. Thrugh learning, this unit allws students t learn t intrduce themselves and thers, thereby fstering students' interest in learning English. This textbk "Oxfrd Junir High Schl English" is dminated by task-based teaching and attaches great imprtance t grammar teaching. The grammar part is the furth part f the six parts f the whle unit. It mainly srts ut the key language phenmena that appear in this unit, summarizes and summarizes the previus language phenmena, and helps us better grasp the grammatical rules. At the same time, it als lays the fundatin fr the use f new vcabulary in the later sectins f this unit, especially the later Task writing class. The arrangement f the teaching cntent f this class: First, the learning cntent f this class is presented in the frm f diagrams, the cllcatin usage f be verbs and varius subject persns, and the affirmative sentences, negative sentences and general interrgative sentence frms f be verbs in the general present tense. Secnd, set the real cntext in which the be verb is used. Third, cmprehensive applicatin, step by step, enables students t have a deeper understanding f the rules f the use f be verbs. Althugh this arrangement methd cnfrms t the general law f students' learning, it will inevitably make students feel bring t directly present the grammatical cntent withut mdificatin.
（二）Establishment and basis f teaching bjectives
The be verb has been learned by students in elementary schl, and it is relatively simple. Sme students are better at mastering it, and sme students can’t distinguish between yu’re and the third-persn singular and plural. And this lessn just plays a rle in cnslidating, expanding and extending. Cmbining the teaching materials and the actual situatin f the students in this class, I determined the fllwing teaching gals:
1. Knwledge gals:
1). Be able t crrectly listen, write, read and write the fur wrds and phrases in this lessn. Such as: classrm and verthere
2). Can understand the usage f the verb be in the general present tense.
3). Master the cmpsitin and general usage f affirmative sentences, negative sentences and interrgative sentences in the present tense f be verbs.
2. Ability bjective: Students will crrectly cmplete the relevant exercises in the undergraduate curse and be able t fluently use the be verbs and sentence patterns learned in cmbinatin with the tpic f this unit t cnduct situatinal cnversatin.
3. Emtinal gals: While learning grammar knwledge in this class, students can als discver the jy f cmmunicatin thrugh discussin and cultivate a spirit f cperatin. Stimulate students' interest in learning English by creating real scenaris.
（三）Key pints and difficulties
Key pints: Students understand and master the related cntent and usage f be verbs, can crrectly use the three sentence patterns f be verbs, and can better cmplete the related exercises f be verbs.
Difficulty: Use be verbs in cmbinatin with the tpic f this unit t cnduct simple situatinal dialgues. Because the cntent f this curse is relatively bring, if I directly shw the grammar rules, I will use multimedia teaching t create familiar situatins fr students, discussins between teachers and students, grup cperatin and ther methds, as well as methds f cntinuus encuragement t break thrugh key difficulties.
二、Dctrine
The "New Curriculum Standard" emphasizes the cultivatin f students' cmprehensive language ability. The cntent f this curse is relatively bring. Fr students' current cgnitive level, heuristic, situatinal teaching, intrductin and inductin are used fr explratry learning. The specific applicatin f this teaching methd is embdied in tw frms f picture demnstratin and grup dialgue. The "inductive methd" is mainly thrugh the students’ persnal practice. The grammar summed up will deepen their understanding f grammar, make it easier t remember, and enable students t gradually master English knwledge and skills, while develping gd learning habits and frming effective Learning strategies t develp the ability t learn independently. I chse sme pictures and used cmputer-assisted teaching.
三、Thery f Learning
Thrugh the new and ld knwledge cmparisn methd, the grup cperative learning methd and the task-based exercise methd, the interest f the learning cntent is increased, the students' interest in learning is mbilized, and the whle staff participates, achieving the effect f entertaining and entertaining.
四、Teaching prcess
1. Lead in
Intrduce the teaching cntent f this lessn t be verbs by reviewing the key sentences related t the be verbs in the Reading part. It als presents the general present tense and the learning gals f this lessn t students thrugh language descriptin.
2. Presentatin
Use the example sentences and pictures n the multimedia t create situatins t shw students the varius frms and usages f the verb be in the present tense. Especially t guide students t master the crrect cllcatin f varius persnal prnuns and be verbs, abbreviated frms, and the crrect use f nuns. Next, I arrange a grup f students t discuss tgether, and summarize the usage f the verb be. With the help f multimedia as a teaching tl, intuitive teaching by shwing pictures r English explanatins, students can see at a glance, especially the use f small frmulas can help students quickly remember the rules. Next, I did prjectin exercises and a game, the purpse f which is t help students cnslidate the usage f the verb be.
3、Presentatin
Using pictures, create a situatin t shw students the negative sentence f the be verb, and inspire students t summarize and rewrite the change rules f the negative sentence f the be verb based n the example sentence. Then I used exercises t cnslidate. Using the same methd, the students were taught the variatin rules f the general interrgative sentence f the verb be. This kind f example sentence perceptin, discussin, inductin, and practice teaching structure cnfrms t the students' cgnitive law, and the learning effect is gd.
4. Practice
Pint ut the key pints and difficulties in the study f this lessn again t deepen the impressin f students. And cmplete the relevant exercises in P12 f the bk t cnslidate the knwledge f this lessn.
5. cnslidatin
1). Instruct students t cmplete the cntent f the frm and briefly intrduce thers.
2). Practice the exercises in this class t check fr missins and cnslidate in time
6. Hmewrk
五、Teaching innvatin
1. Pay attentin t the diversity f teaching cntent. Thrugh multimedia teaching and picture display, students' hearing, visin and ther rgans can participate in English activities, which can mre easily aruse and maintain students' interest in learning, and maximize their enthusiasm fr learning.
2. Pay attentin t classrm interactin and take students as the main bdy
Thrughut the class, I always insist n letting students perceive example sentences, summarize, discuss and summarize the rules, and then practice and practice the teaching mde, which cnfrms t the cgnitive rules f students and takes students as the main bdy, which is cnducive t cultivating students' sense f cperatin and the ability f autnmus learning.