牛津初中英语7A第一单元教学案
Teaching and Learning Plan
Unit 1, 7A
Learning objectives:
1.Learn to use the simple present tense.
2.Learn to use everyday expressions to communicate when meeting people.
3.Identify main points to get a general impression of different people.
4.Generate ideas to write a personal profile.
Unit 1 Opening ﹠
Welcome to the unit
Steps
I. Greetings:
First greet with the students.
Hello!
Hi!
Good morning/afternoon!
How are you?
Nice to meet you.
What’s your name? …
Then ask them to greet with each other.
II. Welcome to the unit
1.A Meeting new friends
Look at the six students at Beijing Sunshine Secondary School. They’re Amy, Simon,
Millie, Kitty,
Sandy and Daniel. They’re introducing themselves to each other. Go through all
the sentences.
2. B Greetings
Look at the times and fill in the blanks.
Good afternoon/morning/night/evening.
III. Introduction
1. First, introduce myself. Say, “Good morning/afternoon. I’m Ms Li. My name is Li
Zhengya. I’m an English teacher. I work at Tian Jiabing High School…”
2. Then ask the students to introduce themselves to the class.
IV. The comic strip
1. Introduce the background information to the class.
2. Teach the three new words: master, instruction and
e-dog.
3. Ask them to read the dialogue by themselves and then answer the following
questions:
⑴ Who is Eddie?
⑵ Who is Hobo?
⑶ Do you like/love this e-dog/Eddie/Hobo?
⑷ Does Eddie like the e-dog?
⑸ How do you know?
4.Read after the tape.
5.Practise this dialogue in pairs.
6.Ask some groups to act the dialogue out in front of the class.
7.Recite the dialogue and check.
8.Pay attention to:
⑴ instruction book
⑵ look after (prep.)
I must look after my little brother.
look at / for (prep.)
V. Homework
Write a profile of yourself for the class noticeboard.
Reading
Objectives:
1.To recognize the use of language in giving personal information
2.To use personal pronouns
Part A
Steps:
I.Review key vocabulary according to the general ability of the class. Write model
sentences on the blackboard.
I am … (years old).
I am … (tall short)
I love … (dancing/ playing football/ computer games, etc.)
II.Teaching the new words and new phrases.
III．For less able students, read all the text on page 4 to the class. Foe more able
students, read the text about Millie. Students listen and follow the text in their
books. Then divide the class into six groups and assign one central character to
each group.
IV. Write the following on the blackboard for students to copy.
Name: age: live:
Like: look like:
V. Homework
Write simple profiles of their friends or their parents.
Part B and C:
Steps:
I. Review adjectives and nouns that describe hair and the structure “ to have ”as
a brainstorming exercise.
Ask: 1. Who has a ponytail?
2.Who has short hair?
II. Review key verbs and nouns and subject-verb-object sentences. Ask students to look at the table on page 5 and check their
understanding by asking questions:
1.Who wears glasses?
2.Who likes football?
3.Who has a cousin?
III.Ask students to complete a summary of the five characters in part B. Tell more
able students to complete the sentences from memory. After they have finished,
tell students to work in pairs and compare answers.
IV.Set part C as a quiz. Divide the class into pairs and set a time limit. The pair
who gets all the correct answers first is the winner.
V.Ask students to correct the false statements.
VI.Homework:
Ask every student to write a personal profile of a classmate, the class teacher,
the principal or anyone else who is well known to them. The next day, ask one
of the students to read it . The other students have to guess who the person is.
Part D:
Steps:
I. Review ‘ football’, ‘reading’, ‘swimming’, ‘listening to music’, ‘dancing’
and ‘computer games’. Ask the class some open questions, e.g. Who likes reading?
Who likes listening to music?
After asking the questions, count the number of people who like something
and write it on the board.
3.Ask more able students to complete Part D1 from memory. Tell less able students
to refer to the passage on Page4.
4. Ask students to check their answers with their partners.
5. Ask each student to complete a profile of himself/herself in Part D2. When
they have finished, ask them to read their profiles to their partners.
Homework
Ask students to work in pairs and write profiles of each other.
Vocabulary
Objectives:
To use verbs and nouns to talk about sports
To describe different kinds of sports
Teaching procedures:
1. Before you ask students to do Part A, talk about sports with the class. Ask
students what sports with the class. Ask students what sports they know the
English word for.
2. Ask students to complete Part A. Check answers orally with the class.
3. For weaker classes, pre-teach the words “football boots”, “swimsuit” and “tennis racket” before they
do Part B. Ask questions about sports to elicit the words from the students, e.g.
What do you need when you play football/tennis?
4.Ask students to complete the sentences on their own. Ask several students to
read out their answers.
Homework:
1. Remember the words by heart.
2. Make sentences with the words about sports. e.g. I wear a swimsuit when
I swim.
Grammar
(Please look at the CAI)
A brief teaching plan for 7A unit1 Grammar
Teaching aims and demands
1. To master the Simple Present Tense.
2. Complete three conservations between Millie and her friends.
3. Express yourself and others with the Simple Present Tense..
Teaching procedures
1. Make a profile of yourself.
2. Learn the Simple Present Tense.
3. Do some some exercises.
4. Ask the teacher questions.
5. Homework.
Integrated skills
Part A
Objectives
1. To extract information from an article.
2. To obtain information from listening.
3. To consolidate information and complete a newsletter article.
Teaching procedures
1. Tell students to look at the headline of the newspaper article and the picture.
Ask who they think the person is, what he does and which football team he plays
for.(the Huanghe Football Team)
Ask them which football Li Guanghua played for. (the Changjiang Football team)
2. Write the following words on the board: “football” “score” “goal” “match”
“team” and “the World Cup”
Elicit from students the meanings of these words. Point out that the picture on
page 12 illustrates the words “score” and “goal” and that they have already
learned the word “team” on page 10. Explain any words that students do not know.
3. Tell students to read the note sheet before scanning the article for answers.
Ask students to find the answers in the newspaper article and underline them.
4. Check students’ general understanding of the article. For weaker classes,
check the answers from the article before playing the recording, i.e., name,
old team, and new team.
5. In Part A3, students need to extract information from both the article and the
note sheet in Part A1 on page 12. Play the recording again if necessary.