还剩15页未读，
继续阅读
外研版（2024）七年级上册（2024）Unit 1 A new start教学设计
展开
这是一份外研版（2024）七年级上册（2024）Unit 1 A new start教学设计，共18页。教案主要包含了教学目标，教学工具，教学步骤，准备任务，过程任务，后续任务，语言要点，课堂小结等内容，欢迎下载使用。
单元教材分析
本单元的话题是“人与自我”下的“生活与学习”，归属于“多彩、安全、有意义的学校生活”这个主题。本单元内容围绕探索初中学校生活展开，主要包括：描述开学第一天不同国家人们的行为；介绍开学第一课；谈论关于初中学校生活的计划；描述对初中生活的理解。旨在让学生更好地适应初中生活。
课时分解
第一课时 Starting ut&Reading
Teaching Objects 【教学目标】
1.Discuss the custms f the first schl day in different cuntries.
2. Understand a famus saying abut learning.
3. Talk abut the first lessn in junir high.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【导入】
T: September 1st is the first day f schl in China. Mst schls have special activities t celebrate this day. What activities d the schls have?
Ss:Fr example, have the schl pening ceremny, have the flag-raising ceremny, watch the prgram The First Lessn prduced by CCTV, have sme welcme perfrmances.
Starting ut
Page 15，1
1.Ask the Ss t discuss the questin: What d peple d n the first day f schl in Russia/ Indnesia/ France/ the USA?
2.Shw the fur sentences n page 15 t the Ss and make sure they understand the meaning f these sentences.
3.Ask the Ss t guess and match the sentences with the cuntries.
4.Check the answers with the class.
Page 15，2
1.Ask the Ss t answer the questin: What is junir high schl life like?
2.Let the Ss list smething abut what junir high schl life is like.
3.Ask the Ss t cmplete the table.
Understanding ideas（1－4）
★Step 2 Pre-task【准备任务】
Page 16，1
1.Shw the questinnaire t the Ss.
2.Ask the Ss t answer the fllwing questins.
①What was yur first lessn at junir high?
②What did yu d in that lessn?
③What d yu think is imprtant in learning the lessn?
3.Let the Ss cmplete the questinnaire.
Page 16，2
Ask the Ss t lk at the picture and the title, and then ask them t discuss the fllwing questins.
①What was the writer’s first lessn at junir high?
②What did the writer d in that lessn?
★Step 3 While-task【过程任务】
Page 16，2
1.Let the Ss read the passage and answer the questin: What did the writer d in his first lessn?
2.Ask sme students t say their answers.
3.Check the answers with the class.
Page 18，3
1.Ask the Ss t read the passage again and chse the main idea f the passage.
2.Check the right answer with the class.
3.Tell the way t summarize the main idea f a passage.
Page 18，4
1.Let the Ss cmplete the summary with the wrds and expressins frm the passage.
2.Ask sme students t say their answers.
3.Check the answers with the class.
★Step 4 Pst-task【后续任务】
Page 18，Think and share
1.Ask the Ss t think abut the fllwing questin.
What is the meaning f the sentence frm Cnfucius?
2.Give the Ss sme prmpts. Fr example, Wh did Cnfucius say the sentence
t? Why did he say it? What d yu think abut learning and thinking?
3.Chse sme Ss t share their answers.
4.Ask the Ss t think abut the fllwing questin:
D yu knw ther famus sayings abut learning?
5.Let sme students share their answers.
6.Make apprpriate supplements accrding t students’ share.
Fr example, thinking withut studying is useless;
Reading withut understanding is like chewing bark;
Skill cmes frm diligent practice, and neglect results cme frm idleness;
A jurney f a thusand miles begins with a single step.
★Step 5 Language pints 【语言要点】
1. mistake的用法
mistake 作名词,意为“错误;失误”。常用短语: make a mistake/mistakes犯错
例如:Michael is gd at English,but smetimes he still makes mistakes.迈克尔擅长英语，但有时他还是会犯错误。
2.dry的用法
(1)作形容词时的常见意思:
①意为“(地方或气候)少雨的,干燥的”。例如:The weather is dry tday.今天的天气很
干燥。
②意为“(因紧张、生病等)口干的,喉咙干的”。例如:David’s muth was dry. He needed
t drink sme water.戴维口很干。他需要喝点水。
③意为“干的”。例如:Oh,yu are all wet. Let me find dry clthes fr yu.哦,你都湿透
了。我给你找些干衣服吧。
(2)作动词,意为“(使)变干;弄干;擦干”。例如:
Dry yur hair nw. Dn’t get a cld.现在把你的头发擦干。不要感冒了。
3. put up的用法
(1)举起
Put up yur hand if yu knw the answer.知道答案的举手。
(2)建造;搭建
They wanted t put up an ffice building in that area.他们想在那个区域建一栋办公楼。
(3)张贴
Tm put up a picture n the wall.汤姆在墙上张贴了一张画。
4.It’s +adj. +t d sth.句型
It’s+adj.+t d sth.表示“做某事是……”。其中it为形式主语,后面的动词不定式是句
子的真正主语。例如:
It’s imprtant t prtect the envirnment.保护环境很重要。
【拓展】“It is+adj. f sb. t d sth. ”和“It is+adj. fr sb. t d sth.”这两个句型在英语中用于描述某人做某事的性质。当使用“f ”时,形容词用来描述人的品质或性格;当使用
“fr”时,形容词用来描述做这件事的结果或影响。例如:
It’s kind f yu t help me.你帮我真是太好了。(kind 用来修饰 yu 的品质)
It’s imprtant fr us t study English.对我们来说,学习英语很重要。(imprtant 用来表述t study English 的重要性)
5. remember的用法
remember ding sth.表示“记得做过某事(已做)”,remember t d sth.“表示记得去做某事(未做)”。例如:
Remember t buy sme bread when yu g back hme.回家的时候记得买些面包。
I remember turning ff the lights when I left the classrm.我记得我离开教室时关了灯。
6. chse 的用法
作动词,意为“选择;挑选”。常见用法:
chse sth.(frm..)(从……中)挑选某物。例如:
Emma wants t chse a strybk frm her bkcase.埃玛想从她的书柜里挑选一本故事书。
chse t d sth.选择做某事。例如:
I chse t g fishing with my grandpa.我选择和爷爷一起去钓鱼。
★Step 6 Summary 【课堂小结】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 7 Hmewrk【家庭作业】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教学反思】
First f all, interactins between teachers and students stimulate students’ interests in discussing the tpic f this lessn. Then, thrugh the reading training, students' reading ability is cultivated. This cmbinatin f teaching and practising fully mbilizes the enthusiasm f students t participate in the class, and als helps students master knwledge pints firmly.
第二课时 Grammar
Teaching Objects 【教学目标】
1.Master the usage f prnuns.
2.Cmplete the exercises related t prnuns.
3. Use prnuns t talk abut the first lessn.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【情景导入】
1. Ask the Ss t make fllwing sentences shrter and simpler.
Tm fell ff his bike. Tm hurt his knees.
Lisa lves the beach. Lisa likes t play n the sand.
The jar was clsed tightly. The jar wuldn’t pen.
My sister and I baked cupcakes. My sister and I used all the frsting.
The girls are swimming in the pl. The girls are having s much fun.
2.Shw the answers as fllws.
Tm fell ff his bike. He hurt his knees.
Lisa lves the beach. She likes t play n the sand.
The jar was clsed tightly. It wuldn’t pen.
My sister and I baked cupcakes. We used all the sugar.
The girls are swimming in the pl. They are having s much fun.
3.Tell the Ss the prnuns as fllws.
he, she, it, we, they都是人称代词, 指代人、动物或事物, 如表示“我”、“你”、“他”“她”、“它”、“我们”、“你们”、“他/她/它们”。
Understanding ideas（5—8）
★Step 2 Pre-task【过程任务】
Page 19, 5
1.Shw the sentences frm the reading passage n page 19 t the Ss.
2.Let the Ss read the sentences and summarise the grammar rules.
★Step 3 Grammar fcus learning【语法学习】
★Step 4 While-task【过程任务】
Page 19，5
1.Ask the Ss t find mre sentences with this grammar in the reading passage.
2.Shw the sentences with prnuns as fllws.
Questins jumped int my mind.
I put up my hand.
Page 19，6
1.Ask the Ss t circle the crrect wrds.
2.Check the answers with the class.
Page 19，7
1.Ask the Ss t cmplete the diary with the crrect prnuns.
2.Check the answers with the class.
★Step 5 Pst-task【后续任务】
Page 20，8
1.Ask the Ss t wrk in pairs and talk abut the first lessn.
2.Shw the thinking map n the bk and ask them t use the wrds and expressins frm the reading passage and the useful expressins t help them t rganise their ideas.
Useful expressins:
My first lessn at junir high was...
It's imprtant t...
Mr / Ms... was ur... teacher.
That's really a(n)... lessn!
Mr / Ms... tld us...
3.Chse sme Ss t share their answers.
★Step 6 Summary 【课堂小结】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 7 Hmewrk【家庭作业】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教学反思】
We always learn grammar when we have enugh language materials t supprt. Students can practise grammar by using what they have learned. After they learn the main structure in the grammar fcus frame, the students shuld practise in different activities. And we’d better give them sme written wrk after speaking and reading.
第三课时 Listening and Speaking
Teaching Objects 【教学目标】
1.Learn t describe prblems and give prper advice.
2.Prnunce /ɑː/, /æ/, /e/ crrectly and remember the letters and letter cmbinatins that represent them.
3. Talk abut what yu have learnt abut making plans at junir high.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【情景导入】
1.Shw the picture n page 21 t the Ss, and then ask them t answer the fllwing questins.
(1)What d yu think they are ding?
(2)Where may it happen?
2.Let the Ss say the answers.
3.Lead t the Students’ Unin.
★Step 2 Pre-task【准备任务】
Intrduce Students’ Unin t the Ss.
The Students’ Unin supprts students at schl. They hld all kinds f activities, such as cultural festivals and sprts meets. They als help students with their prblems.
★Step 3 While-task【过程任务】
Page 21，1
1.Ask the Ss t listen t the radi and chse the main idea.
2.Check the answers with the class.
Phnetics in use
1.Let the Ss read the wrds n page 21 freely, and then ask them t pay attentin t the bld letters and find the similarities f prnunciatin in each clumn.
2.Play the recrding and ask the Ss t repeat them.
3.Tell the prnunciatin f /ɑː/, /æ/ and /e/.
4.Have the Ss read the wrds tgether.
5.If pssible, prvide mre target language materials fr the Ss t practise.
Page 22，2
1.Shw the pster t the Ss, then ask them t guess what may be filled in the blanks;
2.Ask the Ss t listen again and cmplete the pster.
3.Let sme students say the answers.
4.Check the answers with the class.
Page 23，3
1.Shw the table t the Ss, and ask them t guess what may be filled in the blanks;
2.Ask the Ss t listen t the cnversatin and cmplete the table.
2.Let sme students say their answers.
3.Check the answers with the class.
Page 23，3
1.Ask the Ss t listen again and talk abut hw Zhang Wen describes his prblems.
2.Tell the Ss the way t describe the prblem. Fr example, we can first state ur prblem, and then we can prvide mre details.
★Step 4 Pst-task【后续任务】
Page 23，4
1.Ask the Ss t wrk in pairs and chse a prblem in planning their studies and give advice.
2.Shw a sample t the Ss.
3.Let the Ss talk abut what they have learnt abut making gd plans at junir high in this sectin.
★Step 5 Summary 【课堂小结】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 6 Hmewrk【家庭作业】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教学反思】
In this perid, we shuld ask the students t grasp the key wrds t cmplete the listening tasks. In additin, we shuld encurage them t make gd plans at junir high using the target languages.
第四课时 Reading fr writing
Teaching Objects 【教学目标】
1.Figure ut the structure and cntents f the letter.
2.Knw the symblic meanings f “a pl” “a river” “the sea” and “strms”;
3.Write Mia’s reply t her parents.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【情景导入】
Ask the Ss t wrk in pairs and discuss the questin：What are the differences between yur junir high schls and primary schls?
★Step 2 Pre-task【准备任务】
Page 24，1
1.Ask the Ss t lk at the wrd and expressins and lk up their meanings
in a dictinary.
2.Let sme Ss say their answers.
3.Check the right answers with the class.
Page 24，2
1.Let the Ss lk at the picture and the title and answer the fllwing questins:
①What are they ding?
②What is the relatinship between them?
③What may the passage talk abut?
2.Ask sme Ss t say their answers.
★Step 3 While-task【过程任务】
Page 24，2
1.Ask the Ss t read the passage and find ut the meaning f the title.
2.Let sme Ss say the meaning f the title.
3.Check the answers with the class.
Page 26，3
1.Shw the thinking map t the Ss.
2.Ask the Ss t cmplete the thinking map with the wrds and expressins frm the passage.
3.Let sme students say their answers.
4.Check the answers with the class.
Page 26，4
1.Ask the Ss t read the passage again and answer the fllwing questins.
①What d “a pl”, “a river”and “the sea”stand fr?
②What d yu think Mia’s parents did t prtect her bat frm winds?
③What d yu think the “strms” are?
2.Let sme students say their answers.
3.Check the answers with the class.
★Step 4 Pst-task【后续任务】
Page 26，Think and share
1.Ask the Ss t think and share their answers t the fllwing questins.
①D yu agree with the descriptin f primary schl and junir high in the
letter? Why r why nt?
②Did yur parents give yu any advice abut life at junir high? What was it?
2.Give the Ss sme prmpts.Fr example, hw will yu describe yur primary schl? Hw will yu describe yur junir high? Are yur descriptins similar t thse in the letter?
3.Ask the Ss t share their answers.
Page 27，5
1.Ask the Ss t write Mia’s reply t her parents.
2.Shw the structure f the reply t the Ss.
3.Let the Ss write their replys with the help f the chart.
4.Ask the Ss t check if their replys meet the requirements .
5.Let sme Ss share their replys with the class.
★Step 5 Language pints 【语言要点】
1.take 表示“花费”的用法
固定搭配:It takes (sb.)+时间 +t d sth.做某事花费(某人)多长时间。其
中“it”作为形式主语,真正的主语是“t d sth.”。例如:It tk me 3 hurs t water the plants.我花了3个小时来给植物浇水。
2.辨析 fr example与such as
Nise,fr example,is als a kind f pllutin.例如,噪音也是一种污染。
3. advice 的用法
advice 为不可数名词。当表示一条建议时，可用“a/ne＋pieces f advice”来表示。当表示两条及两条以上的建议时,可用“数词＋pieces f advice”来表示。
【拓展】advice 短语小结
a piece f advice一条建议/一个忠告
ask (sb.) fr advice (n/abut sth.) (向某人)征求(关于……的)建议
give sb. advice n sth.就某事给某人提建议
take/fllw ne’s advice听从某人的劝告/建议
4. prtect 的用法
作动词，意为“保护;保卫”,后跟名词或代词作宾语。常见用法:prtect sb./sth.frm/
against.意为“保护某人/某物免受……(的伤害)”。例如:
We shuld prtect the animals frm danger.我们应该保护动物免遭危害。
5. hpe 的用法
(1)作动词,意为“希望;期望”。常见用法:
hpe t d sth.“希望做某事”。例如:We hpe t win the basketball match.我们希望
赢得这场篮球赛。
hpe ＋that 从句。例如:My parents hpe that I can make my dream cme true.我父
母希望我能实现我的梦想。
(2)用作名词,表示“希望”,不可数。例如:Dn’t give up hpe.不要放弃希望。
【拓展】hpe 和 wish 的区别
wish 表示良好的“祝愿”,后面可接宾语和宾补(形容词或名词),hpe 则不能这样用。例如:Wish yu happiness.祝你幸福。
两者都可以跟(that)从句,hpe 表示有可能实现的愿望，wish 则表示难以实现或不太可能实现的愿望。
★Step 6 Summary 【课堂小结】
Ask the Ss t use the students' self-assessment frm t check what they have learned in this lessn.
★Step 7 Hmewrk【家庭作业】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教学反思】
In this perid, we shuld nt nly analyse the structure and cntent f the letter but als appreciate the language f it.
第五课时 Presenting ideas&Reflectin
Teaching Objects 【教学目标】
1.Make a pster abut yur first week at junir high.
2.Talk abut what yu have learned abut junir high schl life.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【情景导入】
Tday we are ging t make a pster abut ur first week at junir high. Nw it’s yur turn t share yur interesting stries abut yur junir high schl.
★Step 2 Pre-task【准备任务】
1.Ask the Ss t wrk in grups t talk abut their first week at junir high. And ask the Ss t think abut the things belw.
studies/activities/prblems/feelings
2.Let the Ss take a grup vte t decide what t put in their psters.
★Step 3 While-task【过程任务】
1.Ask the Ss t rganise their ideas with the help f the utline n page 28 and make their psters.
2.Tell the Ss t use the language tips n page 28 r find useful expressins r sentences frm this unit.
3.Ask sme Ss t practise and present their psters t the class.
★Step 4 Pst-task【后续任务】
Page 29，1-3
1.Ask the Ss t vte n the best three psters and the best three presentatins.
2.Ask the Ss t talk abut what they have understd n the junir high schl life using the fllwing mind map.
Ask the Ss t check whether they have achieved their learning gals.
Let the Ss write dwn what they still need t imprve.
★Step 5 Summary 【课堂小结】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 6 Hmewrk【家庭作业】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教学反思】
In this perid, we shuld ask the students t make a pster abut the first week at junir high and encurage them t share their experiences and feelings freely.
【Language Abilities】
1.Use wrds and expressins in the unit t talk abut yur schl life.
2.Use prnuns t talk abut yur first lessn.
3.Describe yur understanding f junir high.
【Culture Awareness】
Knw the differences that junir high schl students d n the first day f schl between China and ther cuntries.
【Quality f Thinking】
1.Make predictins accrding t the pictures.
2.Summary the key infrmatin f the passage.
【Learning Abilities】
1.Actively participate in class activities.
2.Be able t actively cperate with thers in
learning activities and cmplete learning tasks.
【Class Hur Divisin】
Five perids
第一课时
Starting ut&Reading
第二课时
Grammar
第三课时
Listening and Speaking
第四课时
Reading fr writing
第五课时
Presenting ideas&Reflectin
I can discuss the custms f the first schl day in different cuntries.
I can understand a famus saying abut learning.
I can talk abut yur first lessn at junir high.
人称
Cheng 称称
类别
人称代词
物主代词
主格
宾格
形容词性
名词性
第一
人称
单数
I我
me我
my我的
mine我的
复数
we我们
us我们
ur我们的
urs我们的
第二
人称
单数
yu你/您
yu你/您
yur你/您的
yurs你/您的
复数
yu你们
yu你们
yur你们的
yurs你们的
第三
人称
单数
he他
him他
his他的
his他的
she她
her她
her她的
hers她的
it它
it它
its它的
its它的
复数
they
他/她/它们
them
他/她/它们
their
他/她/它们的
theirs
他/她/它们的
I can master the usage f prnuns.
I can cmplete the exercises related t prnuns.
I can use prnuns t talk abut my first lessn.
I can describe prblems and give prper advice.
I can prnunce /ɑː/, /æ/, /e/ crrectly and remember the letters and letter cmbinatins that represent them.
I can talk abut what I have learnt abut making plans at junir high in this sectin.
fr example
意为“比如,例如”,用来举例说明,一般只列举同类人或物中的一个，往往用逗号与句中其他成分隔开。通常用作插人语,可位于句首、句中或句末。
such as
意为“比如,例如”,用来列举同类人或物中的几个,常用在被列举的人或事物与前面的名词之间,其后一般不用逗号。
I can figure ut the structure and cntents f the letter.
I have knwn the symblic meanings f “a pl” “a river” “the sea” and “strms” .
I can write Mia’s reply t her parents.
I can make a pster abut my first week at junir high.
I can talk abut what I have learned abut junir high schl life.
单元教材分析
本单元的话题是“人与自我”下的“生活与学习”，归属于“多彩、安全、有意义的学校生活”这个主题。本单元内容围绕探索初中学校生活展开，主要包括：描述开学第一天不同国家人们的行为；介绍开学第一课；谈论关于初中学校生活的计划；描述对初中生活的理解。旨在让学生更好地适应初中生活。
课时分解
第一课时 Starting ut&Reading
Teaching Objects 【教学目标】
1.Discuss the custms f the first schl day in different cuntries.
2. Understand a famus saying abut learning.
3. Talk abut the first lessn in junir high.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【导入】
T: September 1st is the first day f schl in China. Mst schls have special activities t celebrate this day. What activities d the schls have?
Ss:Fr example, have the schl pening ceremny, have the flag-raising ceremny, watch the prgram The First Lessn prduced by CCTV, have sme welcme perfrmances.
Starting ut
Page 15，1
1.Ask the Ss t discuss the questin: What d peple d n the first day f schl in Russia/ Indnesia/ France/ the USA?
2.Shw the fur sentences n page 15 t the Ss and make sure they understand the meaning f these sentences.
3.Ask the Ss t guess and match the sentences with the cuntries.
4.Check the answers with the class.
Page 15，2
1.Ask the Ss t answer the questin: What is junir high schl life like?
2.Let the Ss list smething abut what junir high schl life is like.
3.Ask the Ss t cmplete the table.
Understanding ideas（1－4）
★Step 2 Pre-task【准备任务】
Page 16，1
1.Shw the questinnaire t the Ss.
2.Ask the Ss t answer the fllwing questins.
①What was yur first lessn at junir high?
②What did yu d in that lessn?
③What d yu think is imprtant in learning the lessn?
3.Let the Ss cmplete the questinnaire.
Page 16，2
Ask the Ss t lk at the picture and the title, and then ask them t discuss the fllwing questins.
①What was the writer’s first lessn at junir high?
②What did the writer d in that lessn?
★Step 3 While-task【过程任务】
Page 16，2
1.Let the Ss read the passage and answer the questin: What did the writer d in his first lessn?
2.Ask sme students t say their answers.
3.Check the answers with the class.
Page 18，3
1.Ask the Ss t read the passage again and chse the main idea f the passage.
2.Check the right answer with the class.
3.Tell the way t summarize the main idea f a passage.
Page 18，4
1.Let the Ss cmplete the summary with the wrds and expressins frm the passage.
2.Ask sme students t say their answers.
3.Check the answers with the class.
★Step 4 Pst-task【后续任务】
Page 18，Think and share
1.Ask the Ss t think abut the fllwing questin.
What is the meaning f the sentence frm Cnfucius?
2.Give the Ss sme prmpts. Fr example, Wh did Cnfucius say the sentence
t? Why did he say it? What d yu think abut learning and thinking?
3.Chse sme Ss t share their answers.
4.Ask the Ss t think abut the fllwing questin:
D yu knw ther famus sayings abut learning?
5.Let sme students share their answers.
6.Make apprpriate supplements accrding t students’ share.
Fr example, thinking withut studying is useless;
Reading withut understanding is like chewing bark;
Skill cmes frm diligent practice, and neglect results cme frm idleness;
A jurney f a thusand miles begins with a single step.
★Step 5 Language pints 【语言要点】
1. mistake的用法
mistake 作名词,意为“错误;失误”。常用短语: make a mistake/mistakes犯错
例如:Michael is gd at English,but smetimes he still makes mistakes.迈克尔擅长英语，但有时他还是会犯错误。
2.dry的用法
(1)作形容词时的常见意思:
①意为“(地方或气候)少雨的,干燥的”。例如:The weather is dry tday.今天的天气很
干燥。
②意为“(因紧张、生病等)口干的,喉咙干的”。例如:David’s muth was dry. He needed
t drink sme water.戴维口很干。他需要喝点水。
③意为“干的”。例如:Oh,yu are all wet. Let me find dry clthes fr yu.哦,你都湿透
了。我给你找些干衣服吧。
(2)作动词,意为“(使)变干;弄干;擦干”。例如:
Dry yur hair nw. Dn’t get a cld.现在把你的头发擦干。不要感冒了。
3. put up的用法
(1)举起
Put up yur hand if yu knw the answer.知道答案的举手。
(2)建造;搭建
They wanted t put up an ffice building in that area.他们想在那个区域建一栋办公楼。
(3)张贴
Tm put up a picture n the wall.汤姆在墙上张贴了一张画。
4.It’s +adj. +t d sth.句型
It’s+adj.+t d sth.表示“做某事是……”。其中it为形式主语,后面的动词不定式是句
子的真正主语。例如:
It’s imprtant t prtect the envirnment.保护环境很重要。
【拓展】“It is+adj. f sb. t d sth. ”和“It is+adj. fr sb. t d sth.”这两个句型在英语中用于描述某人做某事的性质。当使用“f ”时,形容词用来描述人的品质或性格;当使用
“fr”时,形容词用来描述做这件事的结果或影响。例如:
It’s kind f yu t help me.你帮我真是太好了。(kind 用来修饰 yu 的品质)
It’s imprtant fr us t study English.对我们来说,学习英语很重要。(imprtant 用来表述t study English 的重要性)
5. remember的用法
remember ding sth.表示“记得做过某事(已做)”,remember t d sth.“表示记得去做某事(未做)”。例如:
Remember t buy sme bread when yu g back hme.回家的时候记得买些面包。
I remember turning ff the lights when I left the classrm.我记得我离开教室时关了灯。
6. chse 的用法
作动词,意为“选择;挑选”。常见用法:
chse sth.(frm..)(从……中)挑选某物。例如:
Emma wants t chse a strybk frm her bkcase.埃玛想从她的书柜里挑选一本故事书。
chse t d sth.选择做某事。例如:
I chse t g fishing with my grandpa.我选择和爷爷一起去钓鱼。
★Step 6 Summary 【课堂小结】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 7 Hmewrk【家庭作业】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教学反思】
First f all, interactins between teachers and students stimulate students’ interests in discussing the tpic f this lessn. Then, thrugh the reading training, students' reading ability is cultivated. This cmbinatin f teaching and practising fully mbilizes the enthusiasm f students t participate in the class, and als helps students master knwledge pints firmly.
第二课时 Grammar
Teaching Objects 【教学目标】
1.Master the usage f prnuns.
2.Cmplete the exercises related t prnuns.
3. Use prnuns t talk abut the first lessn.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【情景导入】
1. Ask the Ss t make fllwing sentences shrter and simpler.
Tm fell ff his bike. Tm hurt his knees.
Lisa lves the beach. Lisa likes t play n the sand.
The jar was clsed tightly. The jar wuldn’t pen.
My sister and I baked cupcakes. My sister and I used all the frsting.
The girls are swimming in the pl. The girls are having s much fun.
2.Shw the answers as fllws.
Tm fell ff his bike. He hurt his knees.
Lisa lves the beach. She likes t play n the sand.
The jar was clsed tightly. It wuldn’t pen.
My sister and I baked cupcakes. We used all the sugar.
The girls are swimming in the pl. They are having s much fun.
3.Tell the Ss the prnuns as fllws.
he, she, it, we, they都是人称代词, 指代人、动物或事物, 如表示“我”、“你”、“他”“她”、“它”、“我们”、“你们”、“他/她/它们”。
Understanding ideas（5—8）
★Step 2 Pre-task【过程任务】
Page 19, 5
1.Shw the sentences frm the reading passage n page 19 t the Ss.
2.Let the Ss read the sentences and summarise the grammar rules.
★Step 3 Grammar fcus learning【语法学习】
★Step 4 While-task【过程任务】
Page 19，5
1.Ask the Ss t find mre sentences with this grammar in the reading passage.
2.Shw the sentences with prnuns as fllws.
Questins jumped int my mind.
I put up my hand.
Page 19，6
1.Ask the Ss t circle the crrect wrds.
2.Check the answers with the class.
Page 19，7
1.Ask the Ss t cmplete the diary with the crrect prnuns.
2.Check the answers with the class.
★Step 5 Pst-task【后续任务】
Page 20，8
1.Ask the Ss t wrk in pairs and talk abut the first lessn.
2.Shw the thinking map n the bk and ask them t use the wrds and expressins frm the reading passage and the useful expressins t help them t rganise their ideas.
Useful expressins:
My first lessn at junir high was...
It's imprtant t...
Mr / Ms... was ur... teacher.
That's really a(n)... lessn!
Mr / Ms... tld us...
3.Chse sme Ss t share their answers.
★Step 6 Summary 【课堂小结】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 7 Hmewrk【家庭作业】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教学反思】
We always learn grammar when we have enugh language materials t supprt. Students can practise grammar by using what they have learned. After they learn the main structure in the grammar fcus frame, the students shuld practise in different activities. And we’d better give them sme written wrk after speaking and reading.
第三课时 Listening and Speaking
Teaching Objects 【教学目标】
1.Learn t describe prblems and give prper advice.
2.Prnunce /ɑː/, /æ/, /e/ crrectly and remember the letters and letter cmbinatins that represent them.
3. Talk abut what yu have learnt abut making plans at junir high.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【情景导入】
1.Shw the picture n page 21 t the Ss, and then ask them t answer the fllwing questins.
(1)What d yu think they are ding?
(2)Where may it happen?
2.Let the Ss say the answers.
3.Lead t the Students’ Unin.
★Step 2 Pre-task【准备任务】
Intrduce Students’ Unin t the Ss.
The Students’ Unin supprts students at schl. They hld all kinds f activities, such as cultural festivals and sprts meets. They als help students with their prblems.
★Step 3 While-task【过程任务】
Page 21，1
1.Ask the Ss t listen t the radi and chse the main idea.
2.Check the answers with the class.
Phnetics in use
1.Let the Ss read the wrds n page 21 freely, and then ask them t pay attentin t the bld letters and find the similarities f prnunciatin in each clumn.
2.Play the recrding and ask the Ss t repeat them.
3.Tell the prnunciatin f /ɑː/, /æ/ and /e/.
4.Have the Ss read the wrds tgether.
5.If pssible, prvide mre target language materials fr the Ss t practise.
Page 22，2
1.Shw the pster t the Ss, then ask them t guess what may be filled in the blanks;
2.Ask the Ss t listen again and cmplete the pster.
3.Let sme students say the answers.
4.Check the answers with the class.
Page 23，3
1.Shw the table t the Ss, and ask them t guess what may be filled in the blanks;
2.Ask the Ss t listen t the cnversatin and cmplete the table.
2.Let sme students say their answers.
3.Check the answers with the class.
Page 23，3
1.Ask the Ss t listen again and talk abut hw Zhang Wen describes his prblems.
2.Tell the Ss the way t describe the prblem. Fr example, we can first state ur prblem, and then we can prvide mre details.
★Step 4 Pst-task【后续任务】
Page 23，4
1.Ask the Ss t wrk in pairs and chse a prblem in planning their studies and give advice.
2.Shw a sample t the Ss.
3.Let the Ss talk abut what they have learnt abut making gd plans at junir high in this sectin.
★Step 5 Summary 【课堂小结】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 6 Hmewrk【家庭作业】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教学反思】
In this perid, we shuld ask the students t grasp the key wrds t cmplete the listening tasks. In additin, we shuld encurage them t make gd plans at junir high using the target languages.
第四课时 Reading fr writing
Teaching Objects 【教学目标】
1.Figure ut the structure and cntents f the letter.
2.Knw the symblic meanings f “a pl” “a river” “the sea” and “strms”;
3.Write Mia’s reply t her parents.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【情景导入】
Ask the Ss t wrk in pairs and discuss the questin：What are the differences between yur junir high schls and primary schls?
★Step 2 Pre-task【准备任务】
Page 24，1
1.Ask the Ss t lk at the wrd and expressins and lk up their meanings
in a dictinary.
2.Let sme Ss say their answers.
3.Check the right answers with the class.
Page 24，2
1.Let the Ss lk at the picture and the title and answer the fllwing questins:
①What are they ding?
②What is the relatinship between them?
③What may the passage talk abut?
2.Ask sme Ss t say their answers.
★Step 3 While-task【过程任务】
Page 24，2
1.Ask the Ss t read the passage and find ut the meaning f the title.
2.Let sme Ss say the meaning f the title.
3.Check the answers with the class.
Page 26，3
1.Shw the thinking map t the Ss.
2.Ask the Ss t cmplete the thinking map with the wrds and expressins frm the passage.
3.Let sme students say their answers.
4.Check the answers with the class.
Page 26，4
1.Ask the Ss t read the passage again and answer the fllwing questins.
①What d “a pl”, “a river”and “the sea”stand fr?
②What d yu think Mia’s parents did t prtect her bat frm winds?
③What d yu think the “strms” are?
2.Let sme students say their answers.
3.Check the answers with the class.
★Step 4 Pst-task【后续任务】
Page 26，Think and share
1.Ask the Ss t think and share their answers t the fllwing questins.
①D yu agree with the descriptin f primary schl and junir high in the
letter? Why r why nt?
②Did yur parents give yu any advice abut life at junir high? What was it?
2.Give the Ss sme prmpts.Fr example, hw will yu describe yur primary schl? Hw will yu describe yur junir high? Are yur descriptins similar t thse in the letter?
3.Ask the Ss t share their answers.
Page 27，5
1.Ask the Ss t write Mia’s reply t her parents.
2.Shw the structure f the reply t the Ss.
3.Let the Ss write their replys with the help f the chart.
4.Ask the Ss t check if their replys meet the requirements .
5.Let sme Ss share their replys with the class.
★Step 5 Language pints 【语言要点】
1.take 表示“花费”的用法
固定搭配:It takes (sb.)+时间 +t d sth.做某事花费(某人)多长时间。其
中“it”作为形式主语,真正的主语是“t d sth.”。例如:It tk me 3 hurs t water the plants.我花了3个小时来给植物浇水。
2.辨析 fr example与such as
Nise,fr example,is als a kind f pllutin.例如,噪音也是一种污染。
3. advice 的用法
advice 为不可数名词。当表示一条建议时，可用“a/ne＋pieces f advice”来表示。当表示两条及两条以上的建议时,可用“数词＋pieces f advice”来表示。
【拓展】advice 短语小结
a piece f advice一条建议/一个忠告
ask (sb.) fr advice (n/abut sth.) (向某人)征求(关于……的)建议
give sb. advice n sth.就某事给某人提建议
take/fllw ne’s advice听从某人的劝告/建议
4. prtect 的用法
作动词，意为“保护;保卫”,后跟名词或代词作宾语。常见用法:prtect sb./sth.frm/
against.意为“保护某人/某物免受……(的伤害)”。例如:
We shuld prtect the animals frm danger.我们应该保护动物免遭危害。
5. hpe 的用法
(1)作动词,意为“希望;期望”。常见用法:
hpe t d sth.“希望做某事”。例如:We hpe t win the basketball match.我们希望
赢得这场篮球赛。
hpe ＋that 从句。例如:My parents hpe that I can make my dream cme true.我父
母希望我能实现我的梦想。
(2)用作名词,表示“希望”,不可数。例如:Dn’t give up hpe.不要放弃希望。
【拓展】hpe 和 wish 的区别
wish 表示良好的“祝愿”,后面可接宾语和宾补(形容词或名词),hpe 则不能这样用。例如:Wish yu happiness.祝你幸福。
两者都可以跟(that)从句,hpe 表示有可能实现的愿望，wish 则表示难以实现或不太可能实现的愿望。
★Step 6 Summary 【课堂小结】
Ask the Ss t use the students' self-assessment frm t check what they have learned in this lessn.
★Step 7 Hmewrk【家庭作业】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教学反思】
In this perid, we shuld nt nly analyse the structure and cntent f the letter but als appreciate the language f it.
第五课时 Presenting ideas&Reflectin
Teaching Objects 【教学目标】
1.Make a pster abut yur first week at junir high.
2.Talk abut what yu have learned abut junir high schl life.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【情景导入】
Tday we are ging t make a pster abut ur first week at junir high. Nw it’s yur turn t share yur interesting stries abut yur junir high schl.
★Step 2 Pre-task【准备任务】
1.Ask the Ss t wrk in grups t talk abut their first week at junir high. And ask the Ss t think abut the things belw.
studies/activities/prblems/feelings
2.Let the Ss take a grup vte t decide what t put in their psters.
★Step 3 While-task【过程任务】
1.Ask the Ss t rganise their ideas with the help f the utline n page 28 and make their psters.
2.Tell the Ss t use the language tips n page 28 r find useful expressins r sentences frm this unit.
3.Ask sme Ss t practise and present their psters t the class.
★Step 4 Pst-task【后续任务】
Page 29，1-3
1.Ask the Ss t vte n the best three psters and the best three presentatins.
2.Ask the Ss t talk abut what they have understd n the junir high schl life using the fllwing mind map.
Ask the Ss t check whether they have achieved their learning gals.
Let the Ss write dwn what they still need t imprve.
★Step 5 Summary 【课堂小结】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 6 Hmewrk【家庭作业】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教学反思】
In this perid, we shuld ask the students t make a pster abut the first week at junir high and encurage them t share their experiences and feelings freely.
【Language Abilities】
1.Use wrds and expressins in the unit t talk abut yur schl life.
2.Use prnuns t talk abut yur first lessn.
3.Describe yur understanding f junir high.
【Culture Awareness】
Knw the differences that junir high schl students d n the first day f schl between China and ther cuntries.
【Quality f Thinking】
1.Make predictins accrding t the pictures.
2.Summary the key infrmatin f the passage.
【Learning Abilities】
1.Actively participate in class activities.
2.Be able t actively cperate with thers in
learning activities and cmplete learning tasks.
【Class Hur Divisin】
Five perids
第一课时
Starting ut&Reading
第二课时
Grammar
第三课时
Listening and Speaking
第四课时
Reading fr writing
第五课时
Presenting ideas&Reflectin
I can discuss the custms f the first schl day in different cuntries.
I can understand a famus saying abut learning.
I can talk abut yur first lessn at junir high.
人称
Cheng 称称
类别
人称代词
物主代词
主格
宾格
形容词性
名词性
第一
人称
单数
I我
me我
my我的
mine我的
复数
we我们
us我们
ur我们的
urs我们的
第二
人称
单数
yu你/您
yu你/您
yur你/您的
yurs你/您的
复数
yu你们
yu你们
yur你们的
yurs你们的
第三
人称
单数
he他
him他
his他的
his他的
she她
her她
her她的
hers她的
it它
it它
its它的
its它的
复数
they
他/她/它们
them
他/她/它们
their
他/她/它们的
theirs
他/她/它们的
I can master the usage f prnuns.
I can cmplete the exercises related t prnuns.
I can use prnuns t talk abut my first lessn.
I can describe prblems and give prper advice.
I can prnunce /ɑː/, /æ/, /e/ crrectly and remember the letters and letter cmbinatins that represent them.
I can talk abut what I have learnt abut making plans at junir high in this sectin.
fr example
意为“比如,例如”,用来举例说明,一般只列举同类人或物中的一个，往往用逗号与句中其他成分隔开。通常用作插人语,可位于句首、句中或句末。
such as
意为“比如,例如”,用来列举同类人或物中的几个,常用在被列举的人或事物与前面的名词之间,其后一般不用逗号。
I can figure ut the structure and cntents f the letter.
I have knwn the symblic meanings f “a pl” “a river” “the sea” and “strms” .
I can write Mia’s reply t her parents.
I can make a pster abut my first week at junir high.
I can talk abut what I have learned abut junir high schl life.
相关教案
外研版（2024）七年级上册（2024）Unit 5 Fantastic friends教案设计： 这是一份外研版（2024）七年级上册（2024）<a href="/yy/tb_c4049127_t8/?tag_id=27" target="_blank">Unit 5 Fantastic friends教案设计</a>，共14页。教案主要包含了单元内容分析，课标分析，学情分析，单元观念，单元学习目标，单元学习评价，课时分配，单元项目作业设计等内容，欢迎下载使用。
初中外研版（2024）Starter Welcome to junior high教案及反思： 这是一份初中外研版（2024）<a href="/yy/tb_c4049122_t8/?tag_id=27" target="_blank">Starter Welcome to junior high教案及反思</a>，共11页。教案主要包含了教学目标，教学工具，教学过程，情景导入，准备任务，过程任务，后续任务，课堂小结等内容，欢迎下载使用。
外研版（2024）七年级上册（2024）Unit 3 Family ties教学设计： 这是一份外研版（2024）七年级上册（2024）<a href="/yy/tb_c4049125_t8/?tag_id=27" target="_blank">Unit 3 Family ties教学设计</a>，共19页。教案主要包含了教学目标，教学工具，教学过程，准备任务，过程任务，后续任务，语言要点，课堂小结等内容，欢迎下载使用。
