七年级下People-around-us课件

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,.,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,.,*,Oxford English,Unit,1,Module 1,People and places,People around us,Teaching plan,.,Period One: Reading 1,由Hi和Lo之间的小对话，导入新课话题。Hi问Lo,你能看到明星吗？Lo回答，我能看到星星。由于人太多， Lo满眼冒金星。在轻松一笑的同时，引入本单元话题，我们周围的人。,1,.,Kimi is,cheerful,.,Cindy is,hardworking,.,Starlets,结合导入话题，刚才我们没有看到明星，现在我们来看两位小明星。用现在很热门的爸爸去哪儿里的人物图片，让学生结合图片猜测这两个形容词的词义。开始学习用形容词描述人。,.,A1,Do you know these words for describing people? Complete the sentences with the correct words from the box.,Tom is very _.,He can always answer the teachers questions.,Jim,and,David,are,_. They are,always happy.,These are _students.,They study hard.,She is a _mum.,She takes time to help her child.,cheerful,hard-working,patient,smart,cheerful,smart,hard-working,patient,Work in pairs,2,.,Use some words from the box and your own words to describe your classmates.,cheerfulhard-working,patientsmart,* is,.,让班级里的每一位学生都使用这一句型，说一句话，让学生当堂就熟记这些形容词同时使英语课面向全体学生，给孩子们锻炼的机会，适时地表扬学生，提升他们学习英语的自信。,Practice：,.,Mr Li is,_,.,a,a Maths teacher,b,an Art teacher,* probably : very likely,Alice,probably,likes,_,.,a,playing table tennis,b,drawing pictures,Grandma was always,_,.,a,sad,b,cheerful,3,3,3,Before you read,Look at the pictures and the titles of the three articles on page 3. Then circle the correct answers to complete the sentences below.,Pre-reading B,让学生通过图片和文章标题，来回答下面三个问题。培养学生预测文章内容的能力。,.,5,Repeat after the recording,让学生听录音，既能锻炼学生的听力，又能规范学生的发音，一举两得。在听读同时，让学生把c1和c2部分出现的斜体词划出来，之后给学生时间让他们在语境中进行猜词，培养学生猜词能力。,.,My grandma,My grandma was a short woman with grey hair. She was always,cheerful,. She was a very good cook. Her dishes were probably the best in the world! I will never,forget,the taste, and the smell,as well,.,Grandma,took care of,my family. She was really kind and patient. She died two years ago and I,miss,her very much.,Ben,Alice,Alice is my best friend. She is a tall girl with glasses. She often tells me jokes to make me,laugh, but she never,makes fun of,others.,Alice is a smart girl. She is good at Maths. We often study and play table tennis together. I hope we will always,remain,friends.,Joyce,Mr Li,Mr Li is my Maths teacher. He is tall and thin. His classes are always full of fun. He uses lots of games in his teaching.,Mr Li is,strict about,our studies, but he always,encourage,s us and gives us,support,. He often says, “Never,give up,and youll be,successful,.”,Amy,.,C1,The words in italics are from the three articles on page 3. Circle the correct answers to complete these sentences.,Vocabulary,学生在书中圈出自己的答案后，让大家用手势来表示自己的答案，老师观察，看有多少学生猜对了，并找同学讲解，老师补充。,.,miss,forget,remain,strict about,successful,gives up,Vocabulary,这一部分相对C1部分来说，有一点难度，所以我采用小组讨论的方式，全班一起来猜黄框里的词的意思，然后组内讨论，给出答案。核对答案。最后小组内两人一组练习读这三个小对话，看看哪组参与的人多，多者即为获胜组，奖励。,.,Period 2,Reading,(2),略读与精读相结合。再读文章，完成课后D1和D2部分的阅读与回答问题。然后进行精读，本课时完成一段文章的精读，My Grandma,.,D1,Read the three articles on page 3 to find out about the three people below. Then complete the table.,grandma,died,best friend,tall,glasses,Maths,Maths teacher,tall,thin,encourage,s,Comprehension,让学生先看D部分的表格，然后根据表格内所设的空，快速阅读文章，查找答案。活动设计，学生自己读，并填好空，组长掌握，小组成员全填完的组，到黑板上写下答案，全对的前两个组，每人一个笑脸。,1,既锻炼阅读速度，又强调集体配合，还动员了全体学生。,.,Comprehension,She took care of Bens family.,She often,tell,s Joyce,jokes,to make her laugh.,They often study and play table tennis together.,Because he uses lots of games in his teaching.,He often says, “Never give up and you will be successful.”,2,让学生先读问题，理解问题的意思，然后带着问题去快速阅读文章，找到问题的答案。对学生进行阅读与回答问题，这一部分的答题策略进行渗透。,.,My grandma,My grandma was a short woman with grey hair. She was always cheerful. She was a very good cook. Her dishes were probably the best in the world! I will never forget the taste, and the smell as well.,Grandma took care of my family. She was really kind and patient. She died two years ago and I miss her very much., Ben,3,精读My Grandma 这一小段，我习惯于边阅读，边分析，边练笔的形式。先读文章，然后讲解文章中出现的新知识点，然后分析文章脉络，制成脉络图或者蛛网图，了解作者是如何写他的奶奶的，然后让学生根据脉络图复述文章，为学生自己写作打下基础。,知识点略！,脉络图见下页。,.,Grandma,Appearance,（外貌）,a short woman with grey hair.,Personality,(性格),cheerful,Kind and patient,Job,cook,took care of my family,dishes- best in the world.,never forget the taste , smell,Other things,died two years ago,miss her,4,让学生根据脉络图复述文章内容。,.,5,Group discussion:,D3 Discuss and answer the questions below with your classmates.,1. What is special about your grandma/ grandpa?,讨论后，学生可以把讨论结果记下来，作为写作素材用。然后让学生使用这些素材，按照蛛网图的脉络，从外貌、工作、性格等方面进行口头描述他（她）的亲人。这一部分为以后的写作，埋下伏笔。学生心里有了东西，写作难度就降低了。,.,Period 3,Reading(3),此课时我要完成Alice 那一段的精读和分析，讨论D3部分第二小题:,What kind of person would you like to make friends with?让学生口头描述他（她）的朋友。,.,Alice,best friend,a tall girl with glasses,tells me jokes,to make me laugh,never makes fun of others,a smart girl,good at Maths,We oftenand together.,I hope we will always,.,Period 4,Reading(4),此课时我要完成Mr Li那一段的精读和分析，讨论D3部分第三小题:,What do you like about your teachers?让学生口头描述他（她）的老师,授课方式和3课时相同。,.,Mr Li,Maths teacher,tall and thin,classes,full of fun,lots of games,in his teaching,is strict about,our studies,encourages us,gives us support,Never give up and youll be successful.,.,Writing: A person I love,Period 5,写作也是英语教学中的重头戏，如何让学生的作文能让评卷老师赏心悦目，在瞬间打动他们，是我们教学的重点。上学期，我一直在训练学生书写规范，卷面整洁。这学期我打算教给学生一些写作技巧。精彩巧妙的开头常常给阅卷老师留下深刻的印象。阅卷还没有正式开始，你就有了一个高于别人的印象分。好的开头有“回眸一笑百媚生”的动人效果，也就是我们常说的“龙头凤尾”。写作文时一定要写好开头句，紧紧吸引住阅卷老师的目光，让阅卷老师不由自主地随着你的思路走。精妙开头，先发制人。,.,Who are you going to write about?,Here are some,ideas., a family,member, a good friend, a teacher or a great person,今天文章的题目是 A person I love,让学生在写作前先构思好，他最想写谁？选好之后根据下页提纲进行分段构思，然后再分析例文结构，最后落笔形成文章。,.,分析写作提纲，按提纲把文章分成三个段落。第一段属于文章的开头，至关重要。今天我们学习，作文开头的第一种方式：,开门见山，亮明观点。,.,写作时开门见山，摆明态度，是一种普通而又实用的方法。作文开头首先点出主题句，交代文章的主题是什么，使读者了解你要谈什么，以便引起读者的兴趣。如这篇作文第一段要求写你爱的这个人是谁？他（她）长什么样？我选择这个题目“My English teacher”,开头可以这样写：,Mrs Liu is my English teacher. She is a good-looking tall woman with glasses.,开门见山，亮明观点。,我们再来看看例文的开头。,.,Read the following example.,Who is the person?,What does he look like?,开门见山，亮明观点,分析完例文后，让学生思考描写人的词语，形成写作资源，然后各个小组活动，确立标题，然后写出开头。组内每个成员都动笔，写好后先组内评比，把各组认为好的文章拿出来和大家分享。,.,Here is a word bank about peoples appearances.,handsome/beautiful/good-looking/ugly,tall/short/fat/thin/slim/strong/weak/heavy of medium height/about ,metres tall,young/old/middle-aged,about years old,long/short hair,straight/curly/wavy hair/bald,black/brown/blond/grey/white hair,Background knowledge,.,Read the following example.,Who is the person?,What does he look like?,Job.,Why do you love him?,教师领读例文，和学生一起分析其它两段的写作思路。也是分析完一段写一段，写完学生先小组内互相修改，再拿出他们改后的文章展示出来，老师和全班学生评改。这样做学生的思路会非常清晰，自己能写出让大家叫好的作文，心里会很高兴。,.,Writing:,最后，让学生把自己写好的作文，工整地抄写在作文纸上，自己还可以在纸上画上喜欢的图案，让这篇作文看起来更好。做好后上交，老师会把它们贴在班级的展示板上，让大家都来欣赏你的大作。,这样做，提高了学生的写作兴趣，满足了他们想表现自己的愿望，同时，学生还可以利用课下时间，多看其他同学的作文，取长补短。,.,Period 6,Listening,and speaking,听力从这一届学生开始，计入总分，这对于我们来说，是一个挑战。如何才能让学生听力过关，平时的听力教学教给学生一些听力技巧很重要。这节听力课就要教给学生两点，第一：没听前认真审题，可以就要填的内容做一个预测，然后有侧重点的听，效果更好；第二：使学生掌握如何记笔记。,.,Predicting information,What kind of information would go into the blanks below,?,形容词,颜色,眼镜,数字,数字,颜色,数字,和学生一起分析预测，每个空应该填什么内容。这种训练不仅对学生做听力有帮助，而且对于学生将来做完型填空和选词填空都有好处。,.,Note taking,Ignore the unimportant words.,忽略不重要的词。,Note the key information.,记下重点词。,Use abbreviations or symbols.使用缩略词或符号,How,can I,take notes quickly?,教给学生，在听听力时记笔记的方法，一会儿让学生实践一下，慢慢使学生内化为能力。,.,First listening,Take notes. Write down the most important information.,第一次听，快速把句中一些关键词如时间，数量，星期几，几月几号，作比较等，迅速而快捷地用简单符号表示出来。,.,Second listening,strong,grey,glasses,51,1.55,thin,black,45,第二次听，有侧重的把空里的词补全。给学生一分钟时间整理答案。核对答案。,.,然后让学生根据记忆，用箭头标出哪个是Saras uncle,哪个是Saras aunt. 之后可以把听力原文打到大屏幕上和学生一起找出描写这两个人的句子，或者有时间的话做一点阅读训练。,.,Speaking 部分分为两大块，一部分学习音标，另一部分是就本单元话题，进行对话练习。,.,Talk time,Read the words after the tape.,这一部分我让学生跟读音标和单词，然后让学生总结一下，都有哪些字母和字母组合发这三个音。,.,Exercise,为了检验一下学生对于这三个音标的掌握情况，进行听力练习，让学生圈出他所听得的单词。这一部分我采用的是学生用手指表示圈一还是圈二的方式，来看看哪些同学掌握了这些音标，哪些没掌握。,.,Exercise,跟着录音练习这些句子，然后进行小组间PK赛，一组派出一名同学阅读其中一个句子，其他组同学谁认为读得比他好，都可以挑战，能读出句子就奖励一个笑脸，大家认为读得好的可以奖励两个。,.,让学生先听录音，可以根据录音内容把对话补全。然后再仿照这组对话，组内活动，编出自己的对话，看看那组编得多，编得好，奖励。,.,Period 7,Grammar（1）,定冠词the用法：通过让学生观察例句，找出the的使用规律，总结这些规律，然后把它们用到实践中去。通过做练习，巩固the的用法。,.,Read the following sentences together.,学生跟老师读这些句子。然后小组讨论一下the的用法。总结出规则。,I have,an,apple.,The,apple is red.,There is,a,hat on my desk .,The,hat is red.,Sara found,an,interesting photo yesterday.,The,photo was of her grandpa.,The,Sun is shining brightly., There were lots of stars in,the,sky last night.,.,Rules about “the” 1,通常说话中初次提到的人或物的名词前用不定冠词，以后再次提到同一人或物时已明确所指的对象，具有特指意义，所以名词前面须用定冠词。,表示世界上独一无二的事物的名词前须用定冠词。,.,总结完规律之后，我们要做一定的练习来巩固一下这两条规则。教师讲解范例，给学生分析透彻，然后让学生仿照范例，写出自己的对话。让同学在笔记本上写，组长同学写完，让老师检查，然后去检查并辅导组内成员写。直到都完成。在这期间发现问题，及时解决。,文中第一次提到game用不定冠词a,文中第二次提及game，用定冠词the。,Earth 是世界上独一无二的事物，所以前面用the,.,play the guitar,play table tennis,Use “,play,” to make a sentence.,通过让学生用play来造句，引出定冠词the在play后的用法。,.,What are the rules behind,this,?,让学生通过观察这些短语，总结规律。,.,Rules about “the” 2,a.表示乐器的名词前须用定冠词。例如：,play the piano, play the guitar, play the violin,等。,b.表示体育运动的名词前不用冠词。例如：,play basketball, play football, play table tennis,等。,.,the violin,football,basketball,the piano,tennis,the guitar,让学生根据图片完成句子，这部分相对简单，可以叫每组里学习英语吃力的同学来回答，给他们自信。,.,总 结,让学生用自己的话说一说，这节课我们学习了the的哪些用法，最好举例说明。,回家作业让学生通过查语法书或上网，找找定冠词the还有其它什么用法吗？,.,Period 8,Grammar（2）,可以利用10到15分钟时间小组汇报，自己查到的定冠词的其它用法。如果学生没有提到下面的顺口溜，老师可以补充。,特指双熟悉，上文已提及。,世上独无二。序数最高级。,某些专有名词，习语和乐器。,然后告诉学生除了这些用法之外还有一种用法，我们一起来学习。,.,We can use the with a short phrase to describe a particular person or thing .,让学生观察下面表格里的句子，说说它们有什么共同点。,.,We can conclude that:,名词后若有介词短语修饰，则这个名词前必须用定冠词the。,.,In pairs, talk about the people in the pictures below. Use the words in brackets to help you. Add,the,if necessary.,Follow the example.,S1,:,Whats the man playing?,S2,:,Which man?,S1:,The man in the purple suit.,S2:,Hes playing the guitar.,(in the purple suit/,guitar),练习部分，讲法和小组活动和上一课时基本相同，不逐一说明。,.,In groups, describe the people and the things in your classroom with “,the”,.,拓展活动，让学生用所学的关于定冠词the的知识，来描述教室里的人或者是东西，小组比赛。看看哪组做出的句子多，奖励。,.,Period 9,More practice,通过一个问题,Who is the most important person in your family? Why? 来引出每个人的母亲是家里最重要的人，也是世界上最伟大的人。所以有一个节日专门为母亲而设，那就是母亲节。,.,How much do you know about Mothers Day?,1,When is Mothers Day?,What do people do on Mothers Day?,What is special about Mothers Day?,通过提问，激发学生的学习兴趣。导入这单元的more practice.,.,More practice,2,Mothers Day,先做阅读训练，读文章后的三个问题，然后自己默读文章，找出正确答案。有学习困难的同学，组员可以互相帮助。,.,What does the author advise people to do on this day?,It is on the second Sunday in May every year.,People like to buy flowers and make special Mothers Day cards for their mums.,When is Mothers Day in most countries?,What do people like to do on this day?,The author advises people to help their mums do the housework, take them to the park or the cinema, give them a simple hug or say “I love you, Mum”.,Answer the questions,然后找同学汇报答案。,.,听读文章两遍，然后分析文章，总结一下新的知识点。,.,cook for us,clean for us,encourage us,give us support,make us feel better when we are sad,In groups, discuss what mums usually do for us,小组讨论，写出妈妈通常都为我们做了什么？,.,Brainstorming,3,How can we celebrate Mothers Day?,妈妈为我们做了这么多，我们应该怎样回报我们的妈妈呢？在即将到来的母亲节，你打算怎样庆祝呢？小组讨论，然后制定出你们组自己的庆祝方案，然后汇报。,.,buy flowers,make special Mothers Day cards,help them do the housework,take them to the park or the cinema,give them a simple hug or say “I love you, Mum”,Ways to celebrate Mothers Day,通过本课的学习，不仅让学生增加知识，而且要对他们进行德育教育，让他们永远不要忘了自己的母亲。,.,Period 10,Study skills Culture corner,and self-assessment,.,Study skills,4,*Charts and graphs (2):,Using line graphs and bar charts,.,To show quantities and the change in numbers, we can use graphs and charts, such as,line graphs,and,bar charts,.,line graphs,bar charts,让学生观察图片，教师讲解下面的两幅图一个是折线图，一个叫柱形图，并说明它们的用途。,.,The line graph below shows the number of hamburgers Mr Lins fast-food restaurant sold from January to June.,Title: Hamburgers sold, January-June,Number of the hamburgers sold each month,Different months,分析这个折线图。,.,Look at the graph and complete the sentences.,1 In February, he sold_,hamburgers.,2 He sold 3,000 hamburgers in_.,3 He sold the most hamburgers in _.,4 He sold the fewest hamburgers in _.,3,500,May,April,March,在看这一图表之前，要复习一下，英语十二个月的读法及写法。然后让学生根据图表填空，检验学生是否会看折线图。,.,Skill testing,5,这次让学生自己观察这一柱状图，然后填空。此部分我采取小组间竞争的方式，看看哪组先完成。派一个代表把答案写到黑板上，如果对了，奖励，错了，让第二个完成的组来改，依次类推，评出胜利组。,.,seven/7,two/2,two/2,works,1.5,2.5,.,Culture corner,6,.,文化角部分讲的是中间名，让学生了解一下中国和西方名字的不同就可以了。,.,Do you know any famous peoples middle names?,可以让感兴趣的同学去搜集资料，有时间的时候和大家一起分享。,.,Self-assessment,6,让学生评价自己对这单元的掌握情况，同时也是对本单元内容的一个全面的复习。最后领着学生把大体内容说一遍，加深学生的记忆。,.,