外研版（2024新版）七年級上冊英語Unit1 A new start單元整體教學設計

第第頁外研版（2024新版）七年級上冊英語Unit1Anewstart單元整體教學設計單元教學目標【LanguageAbilities】1.Usewordsandexpressionsintheunittotalkaboutyourschoollife.2.Usepronounstotalkaboutyourfirstlesson.3.Describeyourunderstandingofjuniorhigh.【CultureAwareness】KnowthedifferencesthatjuniorhighschoolstudentsdoonthefirstdayofschoolbetweenChinaandothercountries.【QualityofThinking】1.Makepredictionsaccordingtothepictures.2.Summarythekeyinformationofthepassage.【LearningAbilities】1.Activelyparticipateinclassactivities.2.Beabletoactivelycooperatewithothersinlearningactivitiesandcompletelearningtasks.【ClassHourDivision】Fiveperiods第一課時Startingout&Reading第二課時Grammar第三課時ListeningandSpeaking第四課時Readingforwriting第五課時Presentingideas&Reflection單元教材分析本單元的話題是“人與自我”下的“生活與學習”，歸屬于“多彩、安全、有意義的學校生活”這個主題。本單元內容圍繞探索初中學校生活展開，主要包括：描述開學第一天不同國家人們的行為；介紹開學第一課；談論關于初中學校生活的計劃；描述對初中生活的理解。旨在讓學生更好地適應初中生活。課時分解第一課時Startingout&ReadingTeachingObjects【教學目標】1.Discussthecustomsofthefirstschooldayindifferentcountries.2.Understandafamoussayingaboutlearning.3.Talkaboutthefirstlessoninjuniorhigh.TeachingAids【教學工具】anEnglishbook，ataperecorderandCAITeachingSteps【教學步驟】★Step1Leadin【導入】T:September1stisthefirstdayofschoolinChina.Mostschoolshavespecialactivitiestocelebratethisday.Whatactivitiesdotheschoolshave?Ss:Forexample,havetheschoolopeningceremony,havetheflag-raisingceremony,watchtheprogramTheFirstLessonproducedbyCCTV,havesomewelcomeperformances.StartingoutPage15，11.AsktheSstodiscussthequestion:WhatdopeopledoonthefirstdayofschoolinRussia/Indonesia/France/theUSA?2.Showthefoursentencesonpage15totheSsandmakesuretheyunderstandthemeaningofthesesentences.3.AsktheSstoguessandmatchthesentenceswiththecountries.4.Checktheanswerswiththeclass.Page15，21.AsktheSstoanswerthequestion:Whatisjuniorhighschoollifelike?2.LettheSslistsomethingaboutwhatjuniorhighschoollifeislike.3.AsktheSstocompletethetable.Understandingideas（1－4）★Step2Pre-task【準備任務】Page16，11.ShowthequestionnairetotheSs.2.AsktheSstoanswerthefollowingquestions.①Whatwasyourfirstlessonatjuniorhigh?②Whatdidyoudointhatlesson?③Whatdoyouthinkisimportantinlearningthelesson?3.LettheSscompletethequestionnaire.Page16，2AsktheSstolookatthepictureandthetitle,andthenaskthemtodiscussthefollowingquestions.①Whatwasthewriter’sfirstlessonatjuniorhigh?②Whatdidthewriterdointhatlesson?★Step3While-task【過程任務】Page16，21.LettheSsreadthepassageandanswerthequestion:Whatdidthewriterdoinhisfirstlesson?2.Asksomestudentstosaytheiranswers.3.Checktheanswerswiththeclass.Page18，31.AsktheSstoreadthepassageagainandchoosethemainideaofthepassage.2.Checktherightanswerwiththeclass.3.Tellthewaytosummarizethemainideaofapassage.Page18，41.LettheSscompletethesummarywiththewordsandexpressionsfromthepassage.2.Asksomestudentstosaytheiranswers.3.Checktheanswerswiththeclass.★Step4Post-task【后續(xù)任務】Page18，Thinkandshare1.AsktheSstothinkaboutthefollowingquestion.WhatisthemeaningofthesentencefromConfucius?2.GivetheSssomeprompts.Forexample,WhodidConfuciussaythesentenceto?Whydidhesayit?Whatdoyouthinkaboutlearningandthinking?3.ChoosesomeSstosharetheiranswers.4.AsktheSstothinkaboutthefollowingquestion:Doyouknowotherfamoussayingsaboutlearning?5.Letsomestudentssharetheiranswers.6.Makeappropriatesupplementsaccordingtostudents’share.Forexample,thinkingwithoutstudyingisuseless;Readingwithoutunderstandingislikechewingbark;Skillcomesfromdiligentpractice,andneglectresultscomefromidleness;Ajourneyofathousandmilesbeginswithasinglestep.★Step5Languagepoints【語言要點】1.mistake的用法mistake作名詞,意為“錯誤;失誤”。常用短語:makeamistake/mistakes犯錯例如:MichaelisgoodatEnglish,butsometimeshestillmakesmistakes.邁克爾擅長英語，但有時他還是會犯錯誤。2.dry的用法(1)作形容詞時的常見意思:①意為“(地方或氣候)少雨的,干燥的”。例如:Theweatherisdrytoday.今天的天氣很干燥。②意為“(因緊張、生病等)口干的,喉嚨干的”。例如:David’smouthwasdry.Heneededtodrinksomewater.戴維口很干。他需要喝點水。③意為“干的”。例如:Oh,youareallwet.Letmefinddryclothesforyou.哦,你都濕透了。我給你找些干衣服吧。(2)作動詞,意為“(使)變干;弄干;擦干”。例如:Dryyourhairnow.Don’tgetacold.現(xiàn)在把你的頭發(fā)擦干。不要感冒了。3.putup的用法(1)舉起Putupyourhandifyouknowtheanswer.知道答案的舉手。(2)建造;搭建Theywantedtoputupanofficebuildinginthatarea.他們想在那個區(qū)域建一棟辦公樓。(3)張貼Tomputupapictureonthewall.湯姆在墻上張貼了一張畫。4.It’s+adj.+todosth.句型It’s+adj.+todosth.表示“做某事是……”。其中it為形式主語,后面的動詞不定式是句子的真正主語。例如:It’simportanttoprotecttheenvironment.保護環(huán)境很重要。【拓展】“Itis+adj.ofsb.todosth.”和“Itis+adj.forsb.todosth.”這兩個句型在英語中用于描述某人做某事的性質。當使用“of”時,形容詞用來描述人的品質或性格;當使用“for”時,形容詞用來描述做這件事的結果或影響。例如:It’skindofyoutohelpme.你幫我真是太好了。(kind用來修飾you的品質)It’simportantforustostudyEnglish.對我們來說,學習英語很重要。(important用來表述tostudyEnglish的重要性)5.remember的用法rememberdoingsth.表示“記得做過某事(已做)”,remembertodosth.“表示記得去做某事(未做)”。例如:Remembertobuysomebreadwhenyougobackhome.回家的時候記得買些面包。IrememberturningoffthelightswhenIlefttheclassroom.我記得我離開教室時關了燈。6.choose的用法作動詞,意為“選擇;挑選”。常見用法:choosesth.(from..)(從……中)挑選某物。例如:Emmawantstochooseastorybookfromherbookcase.?，斚霃乃臅窭锾暨x一本故事書。choosetodosth.選擇做某事。例如:Ichoosetogofishingwithmygrandpa.我選擇和爺爺一起去釣魚。★Step6Summary【課堂小結】AsktheSstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.Icandiscussthecustomsofthefirstschooldayindifferentcountries.Icanunderstandafamoussayingaboutlearning.Icantalkaboutyourfirstlessonatjuniorhigh.★Step7Homework【家庭作業(yè)】1.Reviewthewords,phrasesandsentences.2.Dotheexercisesinstudents’book.Teachingreflection【教學反思】Firstofall,interactionsbetweenteachersandstudentsstimulatestudents’interestsindiscussingthetopicofthislesson.Then,throughthereadingtraining,students'readingabilityiscultivated.Thiscombinationofteachingandpractisingfullymobilizestheenthusiasmofstudentstoparticipateintheclass,andalsohelpsstudentsmasterknowledgepointsfirmly.第二課時GrammarTeachingObjects【教學目標】1.Mastertheusageofpronouns.2.Completetheexercisesrelatedtopronouns.3.Usepronounstotalkaboutthefirstlesson.TeachingAids【教學工具】anEnglishbook，ataperecorderandCAITeachingSteps【教學步驟】★Step1Leadin【情景導入】1.AsktheSstomakefollowingsentencesshorterandsimpler.Tomfelloffhisbike.Tomhurthisknees.Lisalovesthebeach.Lisalikestoplayonthesand.Thejarwasclosedtightly.Thejarwouldn’topen.MysisterandIbakedcupcakes.MysisterandIusedallthefrosting.Thegirlsareswimminginthepool.Thegirlsarehavingsomuchfun.2.Showtheanswersasfollows.Tomfelloffhisbike.Hehurthisknees.Lisalovesthebeach.Shelikestoplayonthesand.Thejarwasclosedtightly.Itwouldn’topen.MysisterandIbakedcupcakes.Weusedallthesugar.Thegirlsareswimminginthepool.Theyarehavingsomuchfun.3.TelltheSsthepronounsasfollows.he,she,it,we,they都是人稱代詞,指代人、動物或事物,如表示“我”、“你”、“他”“她”、“它”、“我們”、“你們”、“他/她/它們”。Understandingideas（5—8）★Step2Pre-task【過程任務】Page19,51.Showthesentencesfromthereadingpassageonpage19totheSs.2.LettheSsreadthesentencesandsummarisethegrammarrules.★Step3Grammarfocuslearning【語法學習】人稱Cheng稱稱類別人稱代詞物主代詞主格賓格形容詞性名詞性第一人稱單數(shù)I我me我my我的mine我的復數(shù)we我們us我們our我們的ours我們的第二人稱單數(shù)you你/您you你/您your你/您的yours你/您的復數(shù)you你們you你們your你們的yours你們的第三人稱單數(shù)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它的復數(shù)they他/她/它們them他/她/它們their他/她/它們的theirs他/她/它們的★Step4While-task【過程任務】Page19，51.AsktheSstofindmoresentenceswiththisgrammarinthereadingpassage.2.Showthesentenceswithpronounsasfollows.Questionsjumpedintomymind.Iputupmyhand.Page19，61.AsktheSstocirclethecorrectwords.2.Checktheanswerswiththeclass.Page19，71.AsktheSstocompletethediarywiththecorrectpronouns.2.Checktheanswerswiththeclass.★Step5Post-task【后續(xù)任務】Page20，81.AsktheSstoworkinpairsandtalkaboutthefirstlesson.2.Showthethinkingmaponthebookandaskthemtousethewordsandexpressionsfromthereadingpassageandtheusefulexpressionstohelpthemtoorganisetheirideas.Usefulexpressions:Myfirstlessonatjuniorhighwas...It'simportantto...Mr/Ms...wasour...teacher.That'sreallya(n)...lesson!Mr/Ms...toldus...3.ChoosesomeSstosharetheiranswers.★Step6Summary【課堂小結】AsktheSstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.Icanmastertheusageofpronouns.Icancompletetheexercisesrelatedtopronouns.Icanusepronounstotalkaboutmyfirstlesson.★Step7Homework【家庭作業(yè)】1.Reviewthewords,phrasesandsentences.2.Dotheexercisesinstudents’book.Teachingreflection【教學反思】Wealwayslearngrammarwhenwehaveenoughlanguagematerialstosupport.Studentscanpractisegrammarbyusingwhattheyhavelearned.Aftertheylearnthemainstructureinthegrammarfocusframe,thestudentsshouldpractiseindifferentactivities.Andwe’dbettergivethemsomewrittenworkafterspeakingandreading.第三課時ListeningandSpeakingTeachingObjects【教學目標】1.Learntodescribeproblemsandgiveproperadvice.2.Pronounce/ɑ?/,/?/,/e/correctlyandrememberthelettersandlettercombinationsthatrepresentthem.3.Talkaboutwhatyouhavelearntaboutmakingplansatjuniorhigh.TeachingAids【教學工具】anEnglishbook，ataperecorderandCAITeachingSteps【教學步驟】★Step1Leadin【情景導入】1.Showthepictureonpage21totheSs,andthenaskthemtoanswerthefollowingquestions.(1)Whatdoyouthinktheyaredoing?(2)Wheremayithappen?2.LettheSssaytheanswers.3.LeadtotheStudents’Union.★Step2Pre-task【準備任務】IntroduceStudents’UniontotheSs.TheStudents’Unionsupportsstudentsatschool.Theyholdallkindsofactivities,suchasculturalfestivalsandsportsmeets.Theyalsohelpstudentswiththeirproblems.★Step3While-task【過程任務】Page21，11.AsktheSstolistentotheradioandchoosethemainidea.2.Checktheanswerswiththeclass.Phoneticsinuse1.LettheSsreadthewordsonpage21freely,andthenaskthemtopayattentiontotheboldlettersandfindthesimilaritiesofpronunciationineachcolumn.2.PlaytherecordingandasktheSstorepeatthem.3.Tellthepronunciationof/ɑ?/,/?/and/e/.4.HavetheSsreadthewordstogether.5.Ifpossible,providemoretargetlanguagematerialsfortheSstopractise.Page22，21.ShowthepostertotheSs,thenaskthemtoguesswhatmaybefilledintheblanks;2.AsktheSstolistenagainandcompletetheposter.3.Letsomestudentssaytheanswers.4.Checktheanswerswiththeclass.Page23，31.ShowthetabletotheSs,andaskthemtoguesswhatmaybefilledintheblanks;2.AsktheSstolistentotheconversationandcompletethetable.2.Letsomestudentssaytheiranswers.3.Checktheanswerswiththeclass.Page23，31.AsktheSstolistenagainandtalkabouthowZhangWendescribeshisproblems.2.TelltheSsthewaytodescribetheproblem.Forexample,wecanfirststateourproblem,andthenwecanprovidemoredetails.★Step4Post-task【后續(xù)任務】Page23，41.AsktheSstoworkinpairsandchooseaprobleminplanningtheirstudiesandgiveadvice.2.ShowasampletotheSs.3.LettheSstalkaboutwhattheyhavelearntaboutmakinggoodplansatjuniorhighinthissection.★Step5Summary【課堂小結】AsktheSstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.Icandescribeproblemsandgiveproperadvice.Icanpronounce/ɑ?/,/?/,/e/correctlyandrememberthelettersandlettercombinationsthatrepresentthem.IcantalkaboutwhatIhavelearntaboutmakingplansatjuniorhighinthissection.★Step6Homework【家庭作業(yè)】1.Reviewthewords,phrasesandsentences.2.Dotheexercisesinstudents’book.Teachingreflection【教學反思】Inthisperiod,weshouldaskthestudentstograspthekeywordstocompletethelisteningtasks.Inaddition,weshouldencouragethemtomakegoodplansatjuniorhighusingthetargetlanguages.第四課時ReadingforwritingTeachingObjects【教學目標】1.Figureoutthestructureandcontentsoftheletter.2.Knowthesymbolicmeaningsof“apool”“ariver”“thesea”and“storms”;3.WriteMia’sreplytoherparents.TeachingAids【教學工具】anEnglishbook，ataperecorderandCAITeachingSteps【教學步驟】★Step1Leadin【情景導入】AsktheSstoworkinpairsanddiscussthequestion：Whatarethedifferencesbetweenyourjuniorhighschoolsandprimaryschools?★Step2Pre-task【準備任務】Page24，11.AsktheSstolookatthewordandexpressionsandlookuptheirmeaningsinadictionary.2.LetsomeSssaytheiranswers.3.Checktherightanswerswiththeclass.Page24，21.LettheSslookatthepictureandthetitleandanswerthefollowingquestions:①Whataretheydoing?②Whatistherelationshipbetweenthem?③Whatmaythepassagetalkabout?2.AsksomeSstosaytheiranswers.★Step3While-task【過程任務】Page24，21.AsktheSstoreadthepassageandfindoutthemeaningofthetitle.2.LetsomeSssaythemeaningofthetitle.3.Checktheanswerswiththeclass.Page26，31.ShowthethinkingmaptotheSs.2.AsktheSstocompletethethinkingmapwiththewordsandexpressionsfromthepassage.3.Letsomestudentssaytheiranswers.4.Checktheanswerswiththeclass.Page26，41.AsktheSstoreadthepassageagainandanswerthefollowingquestions.①Whatdo“apool”,“ariver”and“thesea”standfor?②WhatdoyouthinkMia’sparentsdidtoprotectherboatfromwinds?③Whatdoyouthinkthe“storms”are?2.Letsomestudentssaytheiranswers.3.Checktheanswerswiththeclass.★Step4Post-task【后續(xù)任務】Page26，Thinkandshare1.AsktheSstothinkandsharetheiranswerstothefollowingquestions.①Doyouagreewiththedescriptionofprimaryschoolandjuniorhighintheletter?Whyorwhynot?②Didyourparentsgiveyouanyadviceaboutlifeatjuniorhigh?Whatwasit?2.GivetheSssomeprompts.Forexample,howwillyoudescribeyourprimaryschool?Howwillyoudescribeyourjuniorhigh?Areyourdescriptionssimilartothoseintheletter?3.AsktheSstosharetheiranswers.Page27，51.AsktheSstowriteMia’sreplytoherparents.2.ShowthestructureofthereplytotheSs.3.LettheSswritetheirreplyswiththehelpofthechart.4.AsktheSstocheckiftheirreplysmeettherequirements.5.LetsomeSssharetheirreplyswiththeclass.★Step5Languagepoints【語言要點】1.take表示“花費”的用法固定搭配:Ittakes(sb.)+時間+todosth.做某事花費(某人)多長時間。其中“it”作為形式主語,真正的主語是“todosth.”。例如:Ittookme3hourstowatertheplants.我花了3個小時來給植物澆水。2.辨析forexample與suchasforexample意為“比如,例如”,用來舉例說明,一般只列舉同類人或物中的一個，往往用逗號與句中其他成分隔開。通常用作插人語,可位于句首、句中或句末。suchas意為“比如,例如”,用來列舉同類人或物中的幾個,常用在被列舉的人或事物與前面的名詞之間,其后一般不用逗號。Noise,forexample,isalsoakindofpollution.例如,噪音也是一種污染。3.advice的用法advice為不可數(shù)名詞。當表示一條建議時，可用“a/one＋piecesofadvice”來表示。當表示兩條及兩條以上的建議時,可用“數(shù)詞＋piecesofadvice”來表示?！就卣埂縜dvice短語小結apieceofadvice一條建議/一個忠告ask(sb.)foradvice(on/aboutsth.)(向某人)征求(關于……的)建議givesb.adviceonsth.就某事給某人提建議take/followone’sadvice聽從某人的勸告/建議4.protect的用法作動詞，意為“保護;保衛(wèi)”,后跟名詞或代詞作賓語。常見用法:protectsb./sth.from/against.意為“保護某人/某物免受……(的傷害)”。例如:Weshouldprotecttheanimalsfromdanger.我們應該保護動物免遭危害。5.hope的用法(1)作動詞,意為“希望;期望”。常見用法:hopetodosth.“希望做某事”。例如:Wehopetowinthebasketballmatch.我們希望贏得這場籃球賽。hope＋that從句。例如:MyparentshopethatIcanmakemydreamcometrue.我父母希望我能實現(xiàn)我的夢想。(2)用作名詞,表示“希望”,不可數(shù)。例如:Don’tgiveuphope.不要放棄希望?！就卣埂縣ope和wish的區(qū)別wish表示良好的“祝愿”,后面可接賓語和賓補(形容詞或名詞),hope則不能這樣用。例如:Wishyouhappiness.祝你幸福。兩者都可以跟(that)從句,hope表示有可能實現(xiàn)的愿望，wish則表示難以實現(xiàn)或不太可能實現(xiàn)的愿望?！颯tep6Summary【課堂小結】AsktheSstousethestudents'self-assessmentformtocheckwhattheyhavelearnedinthislesson.Icanfigureoutthestructureandcontentsoftheletter.Ihaveknownthesymbolicmeaningsof“apool”“ariver”“thesea”and“storms”.IcanwriteMia’sreplytoherparents.★Step7Homework【家庭作業(yè)】1.Reviewthewords,phrasesandsentences.2.Dotheexercisesinstudents’book.Teachingreflection【教學反思】Inthisperiod,weshouldnotonlyanalysethestructureandcontentoftheletterbutalsoappreciatethelanguageofit.第五課時Presentingideas&ReflectionTeachingO