Go for it! BookI Unit4 教案(新目标版七年级英语下册教案教学设计)

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篇1：Go for it! BookI Unit4 教案(新目标版七年级英语下册教案教学设计)

(The 1st period Section A 1a-1c)

Teaching aims(教学目标)

1． 要求学生熟悉物品的名称。

2． 要求学生学会谈论物品的位置。

Language points(语言点)

1． 要求掌握以下词汇：

(1) 名词：table , bed ,dresser ,plant ,alarm ,picture , TV ,desk ,bag ,bookcase , sofa ,chair ,drawer ,hat

(2) 介词：on , in ,under.

2． 要求掌握以下句式：

(1)----Where’s the…?

----It’s on / in / under the….

(2)----Where are the…?

----They’re on / in / under the….

Difficulties（难点）: 介词on, in ,under

Teaching steps:

I. Warming-up and revision

1. Daily greeting to the students

T: What’s your name?

S1: My name is….

T: Nice to meet you.

S2: Nice to meet you ,too.

T: What’s your name?

S2: My name is ….

T: How are you?

S2: Fine, thank you. And you?(What about you?)*

T: I’m fine, too. How is the weather today?

S2:It’s good / beautiful.

II. Revision

杭州采荷实验学校

陈建英

设计说明：

I1.通过日常用语的复习，使学生马上进入英语课堂，从而调动学生的积极性。

*本环节教师尽可能让多个学生回答问题，从而得出不同的答案，教师有必要把答案写在黑板上。

T: What’s this in English?

S1: It’s a backpack.

T: Can you spell it?

S1: Yes, B-A-C-K-P-A-C-K, backpack.

T: Yes, thank you. You are very good.

What are these in English?

S2: They are keys.

T: Can you spell it?

S2:Yes, K-E-Y-S,keys.

III. Presentation

T: What’s this in English? Who can tell me?

S3: It’s a table.

T: Can you spell it?

S3: Yes, T-A-B-L-E, table.

T: Good, thank you.

(依次呈现本课的生词bed . dresser .bookcase ,sofa ,chair ,drawer ,plant等。)

IV. Practice

Look at the picture and Make up similar dialogues like these:

1.---What’s this in English?

---It’s a….

2.---What ‘re these in English?

---They are ……

V. Presentation

1. T: This is my room. This is my bed. It’s on the floor. Where is my TV? Oh, it’s on the desk.

Where are my books? They are in the bookcase. Where are my shoes? They’re under my bed.

(教师板书 in , on , under )

2.Let Ss describe the things on their desks.

S1:This is my pen. It’s in the pencil-case.

S2:This is my book. It’s on the desk.

S3:This is my ruler. It’s in the book.

3.Draw a picture of your room and describe it.

This is my room .This is a bed . It’s on the

II.本环节主要复习学生已学的本课将要出现的单词backpack,keys和句型

What’s this in English? What are these in English? 为后面的新课作准备。

III.本环节主要通过旧的句型来呈现本课出现的生词，学生不会觉得很难。生词都是有关实物。

IV.本环节主要通过反复操练来巩固所学生词。

V1.教师先通过讲台上的实物演示，呈现三个介词in,on,under，再用图片反复强调介词的用法。

V2.教师演示完后，让学生以个人为单位，描述课桌上的实物。来巩固所学介词。

V3.让学生画出自己的房间，就房间内的物品进行描述。

floor.

This is a ball .It’s under the bed. They are my books .They are in the bookcase….

4. Practise in pairs.

---Where is your…?

---It’s on / in / under the…

---Where are your …?

---They are in / on / under the….

VI.Work on 1a,1b,1c

1.T: Now look at the picture on P19.Match the words with the pictures.

2.T: Now listen to the tape. Number the things 1-5 in the picture.

3. Practise the dialogues .

---Where is my backpack?

----It’s under the table.

---Where are my books?

----They are on the sofa.

---Where is my baseball?

---It’s in the backpack.

VII. Homework

Oral work:1.Read and recite the words in 1a.

2.Read the dialogues.

3.Match similar dialogues with your partner.

Written work: Write the words in 1a.

VI.学生在了解和操练新知识后，结合课本再进行综合的练习，达到巩固掌握的目的。

Unit 4 Where’s my backpack?

(The 2nd period Section A 2a-3c)

Teaching aims:

1.要求学生熟悉物品的名称。

2.要求学生学会谈论物品的位置。

Language points:

1．要求掌握以下单词：don’t = do not know bag

3． 要求掌握以下句型：

-----Is the…on the…?

-----Yes,it is.(No,it isn’t. It’s under the…)

-----Are they on the…?

----No,they aren’t. They are under… (Yes,they are.)

Difficulties:一般疑问句Is it…? Are they ….?的回答。

.

Teaching steps:

I. Warming-up and revision

1. Daily greeting to the students

T: What’s your name?

S1: My name is….

T: Nice to meet you.

S2: Nice to meet you ,too.

T: What’s your name?

S2: My name is ….

T: How are you?

S2:Fine,thank you. And you?(What about you?)

T:I’m fine,too. How is the weather today?

S2:It’s good / beautiful.*

2.T:What’s this in English?

S1:It’s a table.

设计说明：

I1.通过日常用语的复习，使学生马上进入英语课堂，从而调动学生的积极性。

*本环节教师尽可能让多个学生回答问题，从而得出不同的答案，教师有必要把答案写在黑板上。

T:Can you spell it,please?

S1:Yes.T-A-B-L-E.table.

T;Where is the table?

S1:It’s on the floor.

(依次复习上一课的生词和句型)

II.Pairwork

1.Read the dialogues in Section A 2c.

2.Make similar dialogues in pairs. In Section A 3c.

---Where is the…?

---It’s on / in /under the…. (I don’t know.)

III.Presentation

1.Show Ss another picture of a room.

T:Is the book on the desk?

S1:Yes,it is.

T:Are the keys on the floors?

S2:No,they aren’t. They are in the….

2.Listen and number these things 1-6 when you hear them. (Section A 2a)

3.Listen again. Where are the things from 2a? Number the things in the pictures.

IV.Group work

Show the pictures of Ss’ rooms,make dialogues in pairs.

1.----Where is your…?

---It’s on / in / under the….

2.---Are these books in the backpack?

---No,they aren’t. They are on the….

3.---Where is the baseball?

---Sorry ,I don’t know.

V.Make a survey.

Interview some of their classmates and fill in the form.

Name Things Places

VI.Homework

I2．复习上节课所学的单词及句型。

Oral work:Read the dialogues in Section A 2c,3a

TEST FOR UNIT 4

听力部分

I.根据句意分别将三部分内容对应连接起来。

1．Backpack A.in a.the computer

2.notebook B.under b.the bookcase and desk

3.ID card C.on c.the table

4.basketball D.next to d.the dresser

5.video cassette E.behind e.the desk

II.根据对话内容，选择最佳答案。

A

1.The books are_______.

A.on the sofa. B.on the bed. C.under the table.

2.The pencil case are_______.

A.in the backpack. B.on the bed C.on the table.

B

3._____is under the bed.

A.The backpack B.The baseball C.The hat

4.The keys are______.

A.on the dresser B.under the sofa C.in the table

5.The computer game is_____.

A.under the bed B.next to book case C.on the table

笔试部分

I.翻译下列词组。

1．我的书包 ___________ 2。你的父母___________

3．在桌下 ____________ 4。在沙发上___________

5．在抽屉里 ___________ 6。在床下_____________

7．在椅子后 ___________ 8。在书橱旁___________

9．数学书 ____________ 10。闹钟 _____________

II.选词填空。(a , an , the , some)

1.I have_____eraser. It’s in my pencil case. Can you see_____eraser?

2.This is_____math book. _____math book is on_____sofa.

3._____baseball is Jack’s.

4.There are________books in_____backpack.

5.Can you bring_____things to school?

6.______CDs are in the drawer.

III.根据上下文，用合适的介词填空。

1. ----Where’s the backpack? Is it_____the table?

----No,it isn’t. It is on the table.

2.----Where’re the books? Are they on the sofa?

---No,they aren’t. They are_______the bed.

3.----Where is the pencil case? Is it_____the backpack?

4.----Where are the keys? Are they_______the dresser? No,they are on the sofa.

5.----Where’s the soccer ball?

----Oh,it’s_____the desk.

IV.单项选择

1. Where____the CDs?

A.is B.are C.am D.be

2.---Is his name Tim? ---____________.

A.Yes,he is. B.Yes,he’s. C.Yes,it is. D.No,it is not.

3.Here______your pencils.

A.are B.is C.have D.has

4._______your notebook? Yes,it is.

A.Is this B.It is C.Its D.Are they

5.----_______is he? ---he is my new English teacher.

A.Who B.How C.How old D.Where

6．----_______is LiPing? ----He is in that tree.

A.What B.Where C.He D.It

7.There’s a map of China_____the wall.

A.in B.on C.under D.between

8.Your brother’s CDs_____in the drawer.

A.is B.isn’t C.are D./

9.----Where is Nanjing? ---It’s in_____.

A.Beijing B.Hefei C.Jiangsu D.Hebei

10.----_______the baseball on the desk? ----Yes,it is.

A.Does B.Do C.Is D.Are

V.问答配对。(10%)

（ ）1.What’s in the room? A.Your baseball? I don’t know.

( ) 2.Is that jeff? B.Yes,they are.

( ) 3.Are these your grandparents? C.No,they are in the backpack.

( ) 4.How about my pencil case? D.It’s on the desk.

( ) 5.Are the books on the sofa? E.No,it’s Jack.

( ) 6.Is the computer on the desk? F.Yes,it is.

( ) 7.Who is your friend? G. No,it’s my cousin.

( ) 8.What’s this in Enlgish? H. There are some things in it.

( ) 9.Is that boy your brother? I.Guo Peng.

( )10.Where’s my baseball? J.It’s a clock.

VII. 阅读短文，判断正误。

This is my room. The books are in the bookcase. The picture of my family is on the wall. My backpack is on the chair. And I have a baseball. It’s on the floor, between the bookcase and the desk. A computer is on my desk, and a video cassette is behind the computer. And I have a hat. It’s on my bed.

( ) 1.I have some books. They are in the bookcase.

( ) 2.The picture of my family is on the desk.

( ) 3.I have a basketball on the floor.

( ) 4.A sofa is in my room.

( ) 5.The computer is in my desk.

听力材料

I.1.----Where’s the backpack?

----It’s under the table.

2.---Mum,where’s my notebook?

----It’s on the desk.

3.---Where’s your ID card,Tom?

---I think it’s in my dresser.

4.---Where’s the baseball? Is it under the table?

---No,it isn’t. It’s next to the bookcase and the desk.

5.---Is my video cassette on the table?

---It’s behind the computer.

(1---B ---c 2---C ---e 3---A---d 4---D ---b 5---E---a)

II.A:---Dad,where’re my books? Are they under the table?

---No,they aren’t. They are on the bed.

---And where’s my pencil case? I really don’t know.

---Your pencil case? Oh,it’s on the table.

B.---Mum,is my baseball under the sofa?

---No.The keys are under the sofa. But where’s your baseball? Oh,it’s there,under the bed.

---Er…where’s my computer game?

---Computer game? Mum…it’s under the bed,too.

篇2：Go for it! BookI Unit3 教案(新目标版七年级英语下册教案教学设计)

(the 1st period Section A 1a-1c, 2b-2d)

Teaching aims: (教学目标)

1. 学会表述家人的称谓, 区分家人的称谓..

2. 学会介绍家人.

3. 学会用疑问句来询问家人的称谓.

Language points: (语言点)

1. 要求掌握以下句式: (1) ------This is my …

------ These are my …

------ This is his / her …

------ These are his / her …

------Is this your…?

------ Are these your…?

------ Is this his / her …?

------ Are those his / her…?

2. 要求掌握以下词汇: (1) 名词: sister, mother, father, parent, brother, grandmother, grandfather, friend, grandparent

(2) 代词: these those

3. 需要了解的节日：Family Day--- It’s a festival in the USA. A national effort to promote parental engagement as a simple, effective way to reduce youth substance abuse and raise healthier children. It’s always on the last weekend in September.

Difficulties (难点) : 本课的难点是学生要区分和掌握家人的称谓, 而学生在初次接触的时候, 要分清楚各个称谓会有一定难度。 学生学习用一般疑问句来询问并回答家庭成员的关系也有一定的难度。

Teaching steps (教学步骤)

1. Warming-up and revision (课堂热身和复习)

(1) Daily greetings to the students (日常问候)

T: Hello, what is you name?

S: My name is ….

T: Nice to meet you!

S: Nice to meet you, too!

(2) Revision (复习)

T: What’s this in English?2

S: This is / It is a pencil.

T: How do you spell “pencil”?

S: P-E-N-C-I-L, pencil.

T: Thank you.

T: What’s this /that in English?

S: This/That is a pen / book / eraser / ruler / dictionary / backpack /

Baseball / watch / key / computer game / notebook / ring

T: How do you spell ---?

S: ---

2. Presentation (呈现新知识):

T: What’s this in English?

S: It’s a picture /photo.3

T: Yes, this is a picture of my family.

T: Can you see the woman?

This is my mother4. Read after me, mother.

S: Mother.

T: Do you know which one is my father?

This is my father4. Do you think he is handsome? Please

read after me, father.

S: Father.

T: If we want to call our father and mother together, we can

call them parents.

T: Father is my parent,5 Mother is my parent, too. They are

my parents.

T: Now look at these two old people. They are my

Grandparents6. One is my grandfather, the other one is

my grandmother. They are old but they are healthy.

T: I’m the only child in my family, so I don’t have any

brother or sister. But I have an uncle and an aunt. They

are my father’s brother and sister. Look, they are here.

3. Work on 1a: (完成P13-1a)

T: Now, please open you books, and turn to page 13. look

at part 1a. You can see a picture of Dave’s family

and some words we have learned just now. Please match

the words with the people in the picture.7

…

Check the answer.

4. Drill (练习)：

T: Now, you are Dave8. Please cover the answer of 1a by

using a piece of paper then listen to me carefully. I will

give you a letter, and you must tell me this letter means

which member in your family. For example, I say “c”.

You should say “This is my mother”.

Understand?

T: OK, let’s begin. The first one is XX, your letter is “d”.

S: These are my grandparents.

T: Good job. Next one ---

S: ---

5. Work on 1b (完成 P13-1b)

T: The next task is very easy for you. I will play the tape.

Please listen carefully, and circle the people the boy talks

about in the picture9.

T: Do you get the answer? Who does the boy talk about?

S: His brothers and sister.

T: You are so amazing.

6. Work on 1c (完成P13-1c)

T: I think everyone has known Dave’s family.

Two students a group, please introduce Dave’s family10

to each other. Please use “ This is his---.” “These are his---.”

S1: This is his father.

S2: These are his parents.

S: ---

7. Work on 2b (完成P14-2b)

T: Today, I would like to introduce an American festival

to you, it is called “Family Day”11. On this day, the whole

family get together, have meals and play games. Now

look at the picture in 2b. These are Dave’s family members.

They are having their “Family Day”. Look, they are so

happy.But I don’t know who are they exactly. Can you tell

me?

I will play the recording once more. And please match

the name with the people in the picture.

T: Can you give me your answer?

S: ---

…

Presentation (呈现新知识)

T: OK, now we have known Dave, Lin Hai, Mary and Jim

But there are still some strangers12.

T: Look at this woman. Is this Dave’s mother?

S: Yes, she is / No, she isn’t.

T: What about these two old people?

Are those Dave’s grandparents?

S: Yes, they are. / No, they aren’t.

---

8. Work on 2c (完成P14-2c)

T: Two students a group. Ask and answer by using

your own pictures13 Please use these sentences:

“Is this your uncle?”

“Are those your parents?”

S1: Hi, XXX. Is this your grandfather?

S2: Yes, he is.

S1: Are those your parents?

S2: No, they are my uncle and aunt.

---

9. Work on 2d (完成P14-2d)

Guessing Game.

T: Look. What’s in my hands. This is a picture. But you

only can see a part of the picture14. I can tell you this is a

member in Dave’s family. Can you guess “Who is it?”

Please use the questions we have learned today.

S: Is that Dave’s aunt?

Is this his grandmother

Are these his brother?

Are those his friends?

10. Follow up (进一步扩展)

T: We are students now, but one day we will grow up. We

will have our own family. Can you imagine what is your

family like 30 years later?15 Please draw the future family

on a piece of paper about your family on a “Family

Day”. Then show the drawing to your group mate.

Ask each other about the family members.

I will choose the best pairs to make a presentation

for us.

11. Homework

Write down your introduction about your own family and

your friend’s family as detailed as possible.

Unit 3 THIS IS MY SISITER

(The 2nd period Section A 2a, 3a---3c )

Teaching aims(教学目标)

1. 学会说家庭成员的称谓

（继续学习含有be的动词的基本句型的陈述句和一般疑问句。）

2. 学会向别人询问、介绍家庭成员

Language points（语言点）

1． 要求学会以下句式：(1) That’s… …

(2) ---Is he/she… …

---Yes, he/she is.(No, he/she isn’t.)

2． 要求掌握以下词汇：she, he

3. 要求掌握以下缩写：he’s=he is, she’s=she is

(上述句式、词汇和缩写应在第二课中出现过，在本课中作为重点可渗透到课堂各个活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)

Difficulties（难点）：学习含有be动词的一般疑问句的句式及其回答。

Teaching steps（教学步骤）

1. Warming-up and revision（课堂热身和复习）

(1) Daily greetings to the students（日常问候）

T: How are you today?1

S: I am (fine/great/OK/very good). How about you?

T: I am (fine, too/not bad/pretty good/awful/terrible).

How is your father / mother / grandfather /

grandmother / uncle / aunt / brother / sister?

How are your parents / grandparents ---?

S: He/She is…

T: What’s your name, please?

S: I am (My name is) …

T: (to the whole class) So that’s …. 2

(2) Revision（复习）

Work on 2a (完成P14-2a)

T: Now, please open your books, and turn to page 14.

Look at 1a. I will play a recording. Listen carefully

and circle the words you hear. I will play it twice3. The

first time you just need listen. You can finish this part

at the second time.

T: Now, let’s check the answer.

S: ---

T: You are right. Thank you.

2. Presentation

T: Now, let’s play a guessing Can you guess how old I am? 4

S: Are you twenty-seven? 5

T: NO, I am a little older.

S: Are you twenty-eight?

T: Yes, you are so clever.(学生可能回有不同的回答，

老师根据学生回答给出多种评价。)

T: What about you? How old are you?

S1: I am twelve (this year).

T: Are you twelve, too?

S2: Yes, I am. (No, I am not. I am thirteen.)

T: Oh, I am sorry. I can’t hear you clearly6, (to the whole class)

Is he/she thirteen?7

S: Yes, he/she is.

T: Thanks. You are so clever (good/wonderful/…). She is

younger than me, so she is my sister8.

3. Work on 3a (完成P15 3a)

T: Now let’s look at this picture. There are four people

in the picture, and the boy and the girl playing basketball

are Anna and Paul. Let’s read the words aloud and fill in

the blanks with the words from the box. 9.

T: Let’s check the answers: 10

---Is she your sister?

---Yes, she is.

---And is he your brother?

---No, he isn’t. He is my friend.

4. Work on 3b (完成P15 3b)

T: Well done! Now read the dialogue in 3a with your

partner, then change your roles. 11

Ss read it in different roles.

T: Oh look, there are many people there, old and young .

Can you make a dialogue like 3a? 12

5．Presentation

T: I have a friend. His name is Mike. Do you have a friend? 13

S: Yes.

T: What’s his/her name?

S: His/Her name is Peter.

T: Thanks very much. I think he must be a good boy.

(to another student) Is Peter your friend too?

S: No, he isn’t.

T: Who is your friend?

S: … …

6．Work on 3c (完成P15 3c)

T: I want to know more about your friends or family

members. (to the whole class)Do you want to know

them too?

S: Yes.

T: I’d like a student to write down your mother’s, father’s,

or friend’s name on the board. The other students guess

who the person is. Who’d like to come here? 14

Wei Hua please. (在黑板上写下一个名字。)

S1: Is… your brother?

S2: Is… your friend?

S3: Is… your uncle?

7．Work on 4--- group work (完成P15 4)

T: Please take out your family photos. Put them in your group.

Take turns to ask and answer questions about the photos. 15

S1: Is she your grandmother?

S2: Is he your father?

S3: Is she your cousin?

（小组活动后，请几个小组进行表演。老师及时鼓励。）

8．Homework

Oral work:

(1) Listen to 3a, read and recite it.

(2) Go on making up your dialogue with your group

members and polish it.

Written work:

(1) Copy the sentences in 3a.

(2) Write about the pictures on P15 using the sentence structures

in 3 a

Unit 3 THIS IS MY SISITER

(The 3rd period Section B 1---2c )

Teaching aims(教学目标)

1. 学会说家庭成员的称谓（继续学习含有be的动词的基本句型的陈述句）

2. 学会谈论家庭成员

Language points（语言点）

3． 要求熟练运用以下句式：(1) These are…

(2) This/ That is… …

(3) He/She is…

4． 要求掌握以下词汇：son, cousin, daughter, uncle, aunt

(上述句式在前几课中已学过，在本课中要将这些单词和句型渗透到综合性活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)

Difficulties（难点）：在介绍或谈论家庭成员时，注意学生口语中的单复数运用。

Teaching steps（教学步骤）

1. Warming-up and revision（课堂热身和复习）

a) Daily greetings to the students（日常问候）

T: Good morning/afternoon. Who is on duty today?

S1: I am.

T: Is everyone here today?

S1: Yes, Everyone is here./No, … is not here.

T: Thank you/Well done.. 1

b) Revision（复习）

T: Here is a picture from Lily. Guess who he is?2

S1: Is he …’s father?

S2: Is he …’s brother?

S3: Is he …’s friend?

S4: Is he …’s uncle? 3

T: Yes, you are so clever.

2. Presentation

T: Here is a photo. Do you know who he is? 4

S: He is 布什（Bush）.

T: Yes, he is the president of America. Who is his father?

S: …(学生可能会有不同的回答，对能正确回答或接近

正确答案的学生进行表扬和鼓励。)

T: Here are also many people in his family. Let’s guess

Who they are. Are you ready?

S1: Is he Bush’s father’s father? 5

T: You are so wonderful. He is Bush’s grandfather.

S2: Is he Bush’s brother?

S3: Is he Bush’s uncle?

S4: Is he Bush’s son? 6

T: Thanks. You are so clever (good/wonderful/…).

3. Work on 1 (完成P16 1)

T: In my family my grandfather is the oldest one.

Who is the oldest man in your family? 7

S: My grandfather, too.

T: Every family has a family tree, can you finish

the family tree8

S: Yes!

4. Work on 2a (完成P16 2a)

T: Well done! Now let’s play a game. Please look at 2a.

Let’s see who is the best in your group.9

(播放录音，让学生勾出所听到的家庭成员，如果

播放录音一遍后，部分学生不能完成这一听力任务，可

再播放一遍录音。）

5．Presentation

T: This is my family photo. These are my parents. This is my

Grandmother. This is my cousin Tom.

I have another two pictures. One is Dave’s,

One is Lin Hai’s. Can you guess which is Dave’s

and which is Lin Hai’s?10

S: Yes.

T: Who can say something about Picture 111?

S1: There are eight people in the picture.

S2:This is Dave’s grandfather.

S3: I think this is Dave’s uncle.

… ….

(播放录音，让学生勾出所听到的家庭成员称谓，如果

播放录音一遍后，部分学生不能完成这一听力任务，可

再播放一遍录音。）

6．Work on 2c --- group work (完成P16 2c)

T: I am very happy. All of you do a good job. We have known

Dave’s and Lin Hai’s families and friends. I want to know

your family. Now draw a picture of your family and friends.

Tell your partner about your picture12.

（小组活动后，请几个小组进行表演, 老师及时鼓励。）

7．Homework

Oral work:

(3) Listen to 2a, 2c, read and recite it.

(2). Draw a family tree about your family (模仿1中family

tree，画一个自己家庭的family tree，完善对自己家庭的介绍。)

Written work:

(3) Copy the words in 2a.

(4) Find the person you are interested in, and

write a passage about his/her family. 13

Unit3 THIS IS MY SISTER

(The 4th period Section B 3a-4b)

Teaching aims(教学目标)

学会介绍家庭成员

Language points (语言点)

1. 要求熟练运用以下句式: This/That is…… Is/this/that…?

These are … Yes, she/he is. No, he/she isn’t.

(以上句式在前几课中已有出现,在本课中要把这些句式运用到照片的介绍中,记加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.)

2. 要求掌握以下句式: Thanks for…

3. 要求掌握以下词汇: thanks for, dear, great, photo, here

4. 要求掌握简单的书信格式

Difficulties (难点): 本课难点是学会简单地写信

Teaching steps (教学步骤)

1. Warming up and revision (课堂热身和复习)

(1) Daily greetings to the students ( 日常问候) 教学设计说明

T: Good morning/afternoon.. Glad to meet you.

S: Glad to meet you, too.

T: How are you today?1

S: I’m fine/OK/very good, thank you .And you?

T: I am great. How is your mother/father/grandmother/…?1.

S: She/He is fine/OK/very good/great.2

T: Thanks for your answer.2.

(2) Revision (复习)

T: Please show me the photo of your family.3

(Let me look at the photo of your family.

May I have a look at your family photo?)

Is this/that your father /mother/…?4

S: Yes, she/he is. No, she/he isn’t.

T: Great! Thanks for your answer.5

2. Presentation (呈现新知识)

T: I have seen your family photos. Do you want to see my

family photo?

Here is my family photo.6

This is my husband, Mr. Zhang. This is my daughter, Weiwei.

These are my parents.

3. Work on 3a

T: This is a letter from Emma to Mary. Let’s read the letter

together. 7

Draw a picture of Emma’s family .Let’s see who is winner?

3. Work on 3b

T: Just now, we drew a picture of Emma’s family.

Now, here is a photo of Mary’s family. Who is

Mary? 8

S: Emma’s friend.

T: Yes, Mary is Emma’s friend. Please Look at

the photo and write about the people in the

picture.9

T: Please read your article to your partners.10

4. Work on 4a

T: Now please write a letter to Emma to introduce

your family photo. 11

5. Work on 4b

Divide all the students into 4 groups. Each group put

their photos and letters on the board. (They must put

the letters and photos in different places) Ask other

groups to match the letters and the photos.12

6. Follow up

T: Now it’s your turn to give a report. Introduce your

favorite teacher/friend/sports player/ film star/…

to us.

Hello, everyone. Now it’s my turn to report. This

is my …13

7. Homework

Oral work:

(1) Read and recite 3a.

(2) Read and recite the new words in Unit 3.

Written work:

Write a letter to your English teacher to introduce your

favorite person.(You must put the person’s photo on the letter.)

Unit3 THIS IS MY SISTER

(The 5th period Section B Self--check)

Teaching aims(教学目标)

学会介绍家庭成员

Language points (语言点)

1. 要求熟练运用以下句式: This/That is…… Is/this/that…?

These are … Yes, she/he is. No, he/she isn’t.

He/She is … .

(以上句式在前几课已有出现,在本课中要把这些句式运用各个任务中去,加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.)

2. 要求熟练掌握并运用本单元的单词

Teaching steps (教学步骤) 教学设计说明

1. Warming up and revision (课堂热身和复习)1

(1) Daily greetings to the students ( 日常问候) 教学设计说明

T: Good morning/afternoon.. Glad to meet you.

S: Glad to meet you, too.

T: How are you today?

S: I’m fine/OK/very good, thank you .And you?

T: I am great. How is your mother/father/grandmother/…?

S: She/He is fine/OK/very good/great.

T: I’m glad to hear that. Thanks for your answer..

(2) Revision (复习)

T: Please show me the photo of your family.

(Let me look at the photo of your family.

May I have a look at your family photo?)

Is this/that your father /mother/…?

S: Yes, she/he is. No, she/he isn’t.

T: Great! Thanks for your answer.

T: Can you tell me who is /are your father/parents…?

S: Yes. This is my father…/These are my parents.

2. Self check (自我检测)

(1) Vocabulary2

1. Show a family tree to the students. Ask them to fill in the

blanks with proper words.

2. Spot dictation

3. Write new words in your Vocab-Builder.3

(2)Make a dialogue 4

1.T: These are Mary’s photos of Beijing. Look at the photos and

make a dialogue with your partner.

(Ask some students to act out their dialogues.)

2.Ask students to complete the dialogues.

(3) Guessing game (Just for fun)5

One student (S1)must close his eyes. When S2(the

student pretends his family member)is knocking at

the door, the other students (Ss) ask:

Ss: Who is it?

S1: Is it my father?

Ss: Yes, it is. You are right.

(S2 comes into the classroom )

S2: I am your father, and you are my son.

Ss: Who is it?

S1: Is it my father?

Ss No, it isn’t .

S1: Is it my …? (Give S1 three chances)

Ss: No, it isn’t. You are wrong.

(S2 comes into the classroom)

S2: I’m your grandmother. You are my grandson.

(4) Follow-- up Activities

Role--play A birthday party 6

Actors: Jim (Today is his birthday)

Kate(Jim’s sister)

Mr. and Mrs. Green (Jim’s parents)

Lucy and Lily(Jim’s friends, twins )

Jim invites Lucy and Lily to his family to take part

in his birthday party. He introduces them to his family

members.

Homework:

Oral work:

Review the new words in your Vocab-Bulider.

Written work

Write down the dialogue “A birthday party”.

Additional

Evaluation form:

(课堂表现自我评价表)

all the time most of the time a little none

1. I understand my teacher □ □ □ □

2. I spoke English □ □ □ □

3. I worked with my group/desk mate □ □ □ □

4. I was interested in the class □ □ □ □

(知识掌握自我评价表)

I can Yes Need more practice Need more help

1. introduce the family members. □ □ □

2. read and spell the words:

mother, father, sister, brother,

grandmother, grandfather,

friend, grandparents, uncle, aunt,

cousin, parent. □ □ □

3. ask and answer:

Is this ---? Yes, he is/ No, they aren’t

Are they---? Yes, they are/

No, they aren’t. □ □ □

4. talk about one’s family. □ □ □

5. write a passage to describe one’s family tree. □ □ □

以上评价表可以课后发给学生填写，目的是为了让学生自我检测课堂表现，也帮助老师了解学生对所学知识的掌握程度，以便老师教学时查漏补缺。建议老师根据课堂教学及学生的具体情况，添加或删改评价表的内容，要求越具体越好，能充分反馈出学生该单元的学习情况。

篇3：Go for it! BookI Unit12 教案(新目标版七年级英语下册教案教学设计)

Unit 12 MY FAVORITE SUBJECT IS SCIENCE.

(The 1st period Section A 1a – 2d)

Teaching aims (教学目标)

1. Learn to talk about ss’ favorite subjects and give reasons.

(学会谈论自己喜爱的学科并给出理由。)

2. Revise some adjectives. (复习一些形容词。)

Language points(语言点)

1. 要求掌握以下句式：

（1）--- What’s your favorite subject?

--- My favorite subject is …

（2）--- Why do you like …?

--- Because it’s …

2. 要求掌握以下词汇：

(1)名词：subject, P.E., science, history, biology, teacher

(2)连词：because

Difficult points(难点)：

science, history, biology等课目名称的读音和记忆

Teaching steps（教学步骤）

1. Warming – up and revision（课堂热身和复习）

T: How are you today?

S: We are fine.

(show a picture of Chinese teacher)

T: Who is this woman/man?

S: She/he is Miss/ Mr …. She/He is our Chinese teacher.

T: Do you have a Chinese lesson today?

S: Yes,…./No, ….

T: Do you have a math lesson today?

S: Yes, …./No,…

T: Who is your math teacher?

S: ….

…

2. Presentation（呈现新知识）

T: Chinese and math are subjects. what other subjects do we have today?

T: Do we have math/art/ music/ PE/science/ history/ biology lesson today?

S: …

T: What subjects do we have this year?

S: We have math/Enlish/Chinese ….

T: What subjects do we have in middle school?

S: We have math/Enlish/Chinese….

3. Work on 1a（完成P71 - 1a）(放大图片)

T: Look at the pictures on P71. Please match the words with the pictures.

S: Picture c is a P.E class.

Picture d is an art class.

Picture b is a science class.

Picture e is a music class.

Picture a is a math class.

Picture f is a Chinese class.

4. Work on 1b（完成P71 - 1b）

T: Let’s listen to the tape and circle the subjects in 1a you hear.

S: Now let’s check the answers. The boy’s favorite subject is science. And the girl likes art and math, but her favorite subject is music.

5. Listen and repeat.(听音跟读)

T: Listen to the tape and repeat.

Tapescript:

A: What’s your favorite subject？

B: My favorite subject is science. What’s yours?

A: Hmm. Well, I like art and math. But my favorite subject is music.

6. Work on 1c （完成P71 - 1c）（Ask and answer）

T: The boy’s favorite subject is science. And the girl’s favorite subject is music. What about you? What’s your favorite subject?

S: My favorite subject is…

T: What’s Tom’s favorite subject? Ask him, please.

S: What’s your favorite subject, Tom?

…..

Now talk about your favorite subject.

7．Presentation（呈现新知识点）

1）S1: What’s your favorite subject?

S2: My ….

S1: Why do you like…?

S2: Because….

2）T：Is … your favorite subject?

S: No, ….

T: Why don’t you like …?

S: Because it’s difficult/ boring….

6. Work on 2c，2d（完成P72 - 2c, 2d）

T: I think English is interesting. What do you think?

S: ….

T: what about other subjects?

Look at your books, match the subjects with the description words.

T / S: What do you think of these subjects?

S: I think art is interesting.

T / S: So is it your favorite subject? S: Yes, you’re right.

T / S: What do you think of science? S: ….

…

8。Work on 2a (完成P72 – 2a)

T: Look at the four sentences in the picture. Now listen and put the conversation in order.

Answer:

横着4-1-2-3

9。Work on 2b (完成P72 – 2b)

T: The girl likes P.E., because it is fun. How about the other subjects? Now listen again and match the subjects with the description words you hear.

T: What’s the girl’s / boy’s favorite subject? Why does she / he like it?

S: Her / His favorite subject is P.E. / music, because it is fun / relaxing.

10．Listen and repeat. (听音跟读)

T: Now let’s listen to the tape and repeat. Please try to read like the tape.

Tapescript：

A: What’s your favorite subject?

B: My favorite subject is P.E.

A: Why do you like P.E.?

B: Because it’s fun. How about you? What’s your favorite subject.

A: Hmm. My favorite subject is music.

B: Really? Why?

A: Because it’s relaxing.

11. Group work(小组活动)

S1：What’s your favorite subject?

S2: My favorite subject is …

S1: Why do you like …?

S2: Because…. What about you?

S1: ….

（S3和S4 做类似的对话）

S1：What’s S4’s favorite subject?

S3: His/ Her ….

S1：Why does he/she….

S3: Because…

（S2和S4 做类似对话）

12. Homework

Oral homework:

a) Listen to 1b and 2b, read them and recite them.（听读背诵1b和2b的对话）

b) Make up your dialogues with your partner and polish it.

(继续和对话对子编对话，并完善对话。)

Written homework:

a) Copy the words in 1a twice.

b) Finish workbook P46

c) Search the information about parents’ favorite.

展示学生各任课教师上课的图片----利用学生熟悉的身影来复习已学过的课程，也很自然地在下面引出要学的新学科单词，同时学生也初次接触Who is your…

teacher 的句型

出示当天的功课表,同时板书subject.如：

English

Chinese

math

P.E.

让学生多说各科单词，进行强化，加深单词印象。

给学生一分钟时间来完成此项任务。如有必要可留出两分钟时间，让同桌学生讨论答案。老师也可直接用手指出图片。检验学生是否正确完成任务.

播放录音。如有需要，老师可播放录音两遍。尽量让学生说出答案，教师在必要的时候给以提示.

板书“---What’s your favorite subject? --- My favorite subject…提问过几位同学之后改变人称，随意性的链式练习活动, 让学生熟悉运用此句型以及各种人称的用法，四、五人一组，巩固your, my, his, her ,their各种形容词性物主代词

老师先做example后，再引导学生相互问答组成小对

话作为巩固操练。

给学生一分钟时间，然后以对话的形式给出答案, 不同的学生可有不同的答案。老师当堂检查两到三组同学对话，其余同学课后到老师那里表演。

播放录音，让学生以表演对话的形式呈现答案

录音可听两遍，也根据学生程度，可以每放一个小的对话就停顿几秒，再继续放。

提问是为了检查答案。

老师特别强调语音语调的模仿。可全班先跟读，再个别学生跟读。老师可根据实际情况来决定跟读的时间。

小组活动是对本课所学知识的综合运用和巩固

Unit 12 MY FAVORITE SUBJECT IS SCIENCE.

(The 2nd period Section A 1a – 2d)

Teaching aims:（教学目标）

1. Learn to talk about ss’ favorite subjects and give reasons.

(学会谈论喜爱的学科并给出理由。)

2. Learn to talk about ss’ favorite things and give reasons.

(学会谈论喜爱的其他东西并给出理由。)

Language points(语言点)

1. 要求掌握以下句式：

（1）--- What’s your favorite… (subject, color, city …)?

--- My favorite … is …

（2）--- Why do you like … ?

--- Because it’s …

(3) --- Who is your … teacher…?

--- Mr / Miss …

3. 要求掌握以下词汇：city, mom ,dad

Teaching steps (教学步骤):

1. Warming-up and revision（课堂热身和复习）

Daily greeting and revision.

T: How are you today?

S: I am fine.

T: How many subjects do you have today?

S: Seven.

T: What are they?

S: They are Chinese/math/English .…

T: What’s your favorite subject?

S: My favorite subject is ….

T: Why do you like it?

S: Because it’s ….

…

2. Game (语言运用) -- Grammar focus(语法点P72)

T: I think games are interesting. Let’s play a guessing game. A come here and have a look at a note in the box. Then ask others questions: What’s Mary’s favorite subject? Why does she like it? Others try to find the answer by guessing like this: Is … her favorite subject? Is her favorite subject …? …

A: What’s Mary”s favorite subject?

S1: Is Chinese her favorite subject?

A: No, it isn’t.

S2: Is English her favorite subject?

A: No, it isn’t.

…

S: Is math her favorite subject?

A: Yes, it is. Why does she like it?

S: Because it is relaxing?

A: No, it isn’t.

…

S: Because it is interesting?

A: Yes, it is.

4．Presentation（呈现新知识）

T: What’s your favorite subject?

S: My favorite subject is (math)?

T: Why do you like (math)?

S: Because it is (interesting).

T: I’m your English teacher. Who is your math teacher?

S: Mr/ Mrs/ Miss…is my math teacher.

T: Ask your friend about his /her favorite subject and teacher, please.

S1: What’s your favorite subject?

S2: My….

S1: Who’s your …teacher?

S2: Mr/ Mrs/ Miss…is my math teacher./ My … teacher is ….

S1: What’s S3’s favorite subject?

S2: …

S3:…

3. Work on 3a（完成P73 – 3 a）

T: How about this girl? (出示课文中3a中的女孩子的图片) Now complete the conversation. You can use the words in the box. Then tell me something about the girl.

S1: What is your favorite subject?

S2: My favorite subject is art.

S1: Who is your art teacher?

S2: My art teacher is Mrs Jones.

T: Now tell me something about the girl. What’s her favorite subject and who is the teacher?

S: The girl’s favorite subject is art. Her art teacher is Mrs Jones.

4. Work on 3b (完成P73 – 3b)

T: How about your partner? Do you know want to know about your classmates? Now ask your classmates about his/her questions and complete the chart, then give a report.

Name: Favorite subject Reason teacher Description of teacher

I:

S1:

S2:

…

Report:

My name is __________. My favorite subject is __________

because it is ________. My ________ teacher is _________.

I like her/him very much. She/He is really ___________.

______’s favorite subject is___________.

_________________________________________________

_________________________________________________

_________________________________________________

5. Pairwork.

T: I know your favorite subject is …. But what’s your favorite city? Is Linhai / Hangzhou / Shanghai… your favorite city?

S: My favorite city is …

S1: …

S2: …

…

T: Now I’d like you to talk about your favorite things in pairs.

6. Survey (完成P73 – 4)

T: Now we know a lot about our classmates. But do you know

anything about your mom and dad? Complete the chart with their favorite things. Then talk about them with your classmates.

Favorite city Favorite food Favorite color Favorite TV show

Mom

Dad

（让两学生谈论父母亲的喜好，其他学生听，做报告）

S1: What’s your mother’s favorite city?

S2: Her favorite city is …

…

Report like this:

S: _______’s mom’s favorite city is ________. Her favorite food is _________.______________________________________________

________________________________________________________

But her/his dad’s favorite is ____________, ____________________

________________________________________________________

________________________________________________________

7. Homework

Oral homework:

a) Read 3a and recite it.（朗读背诵中3a的对话）

b) Read the sentences in Grammar Focus.（朗读Grammar Focus的句子）

c) Prepare for the one-minute talk about your favorite and reasons.

Written homework:

a) Finish workbook P47- 4, 5

b) Do a survey about classmates’ parents’ favorite and write a

passage.

c) Bring a wall calendar to the class.

教师设计各种学生身边的问题目的是让学生复习学科名词和上一课时的知识点。

做游戏是对Grammar focus 知识点的展示和综合巩固。（给学生A看 事先准备好的小纸条， 上面写比如Mary’s -math--- interesting 由A学生发问：What’s Mary’s

favorite subject? 其他学生猜问Is … her favorite subject?或Is her favorite subject … ?,A答用yes或no回答。猜对后，A再问Why does she like math?其他学生猜问Because it is … ?A答yes或no直到猜对答案为止。）在游戏中复习学科单词和描写学科的形容词，并且复习her, his等形容词性物主代词。

在教师的引导下，学生由两人对话过渡到三人一组的链式操练

给学生一分钟时间准备

让学生以对话的形式来对答案

最后让学生以第三人称来说, 培养说简短的语篇的能力。

为了让学生能更多的机会重复使用形容词，可适当增加表格栏目内容

在学生调查后，让一两个学生来做简短的报告，其中可以适时地穿插问其他学生报告中的内容在最后一个学生报告完毕后,继续问问题

在最后一个学生报告完毕后,通过问他一个问题来引出同学谈论喜欢的东西，如：food, color, sports, songs, movies…。学生两人一组相互问答。先让三到四对同学表演对话，最后让个别同学以语篇的形式说出自己和同伴的最喜爱的东西

通过调查完成表格，让两学生谈论父母亲的喜好，其他学生听，并做报告。这一步培养学生听说写的综合能力。

Unit 12 MY FAVORITE SUBJECT IS SCIENCE.

(The 3rd period Section B 1a – 2c)

Teaching aims（教学目标）：

1. Learn to talk about ss’ favorite subjects and give reasons.

(学会谈论喜爱的学科并给出理由。)

2. Learn the seven days of the week.(学会说出一周的七天。)

Language points(语言点)：

1. 要求掌握以下句式：--- When do you have (math)?

--- On Monday.

--- When does he/she have …?

--- On …

2. 要求掌握以下词汇：一周七天（一周七天已在前面daily greeting中第一次非正式出现）Sunday，Monday，Tuesday, Wednesday, Thursday, Friday, Saturday

Difficult points(难点)：

Sunday，Monday，Tuesday, Wednesday, Thursday, Friday, Saturday的读音和记忆

Teaching steps (教学步骤)：

1. Warming-up and revision（课堂热身和复习）

One-minute talk. （学生一分钟演讲）Topic: My Favorite …

(E.g.: I have many subjects at school, they are … My favorite subject is …. I like it because it is … And … is my … He/She is … I like him/her very much, too. My favorite city is …, because it is….)

After the talk get the students ask and answer questions about it.

2. Presentation（呈现新知识）

1) Daily greeting and revision

T: …(name) just says you have many subjects at school.

T: What classes do you have today?

S: We have English/Chinese,/science .…

T: Oh, so many classes today. What day is it today?

T: What’s the date today?

S: It’s (January 7th).

T: Today is (January 7th). But what day is it today?

S: It’s (Friday).

T: Then what day is January 8th?

S: January 8th is Saturday.

…

T: There are seven days in a week. But which day is the first day of the week? Is it Monday?

S: No, it’s Sunday.

T: Good! The first day of the week is …

S: The first day of the week is Sunday. The second day of the week is Monday. The third day of the week is Tuesday. The fourth day of the week is Wednesday. The fifth day of the week is Thursday. The sixth day of the week is Friday. The seventh day of the week is Saturday.

T: Let’s say the days of the week quickly, clapping our hands.

T：Now let’s sing the song: Days of the week.

3. Work on 1a (完成P74 – 1a)

T: Now look at 1a. These days are out of order. Please put them in order by numbering the boxes 1 – 7.

S1: No. 1. September 30. S2: Sunday.

S3: No. 2. October 1. S4: Monday.

S5: No. 3. October 2. S6: Tuesday.

S7: No. 4. October 3. S8: Wednesday.

S9: No. 5. October 4. S10: Thursday.

S11: No. 6. October 5. S12: Friday.

S13: No. 7. October 6. S14: Saturday.

4. Work on 1b (完成P74 – 1b)

T: Quite good. There are seven days in a week. And we come to school five days a week. In these five days we have to study at school. But what subjects do we study? Now check the subjects in 1b quickly.

T: What subjects do you study at school?

S: We have art, science, music, math, P.E. and Chinese. But we don’t have history or biology now.

5. Work on 1c. (完成P74 – 1c)

T: When (What time) do you have art?

Do you have art on Monday?

S: Yes, we have art on Monday morning. / No, we have art on Tuesday afternoon.

T：When do we have English?

S: We have English on Monday, Tuesday…./We have it every day.

T: OK. Look at the chart ask and answer about the time of subjects in pairs.

6. Work on 2a. (完成P74 – 2a)

（在最后一组对话后）

T: We have different subjects on different days. What about Ming, Selina and Ken?

What subjects do they study? Please listen to the tape and write down the school subjects they talk about in the tape.

T: What subjects do they talk about?

S: Biology, history, art and science.

7. Work on 2b. (完成P74 – 2b)

T: What subjects do Ming, Selina and Ken like? When do they have these subjects? Listen again and fill in the chart of 2b.

8. Listen and repeat. (听音跟读)

T: Now let’s listen to the tape and repeat. Please try to read like the tape.

Tapescript:

Boy1: Are you Ok, Ming?

Girl1: No, I’m not. It’s Tuesday and I have biology.

Girl2: And you don’t have biology?:

Girl1: No, it’s so boring.

Boy1: So, what’s your favorite subject?

Girl1: Oh, history! It’s such fun. I love Friday because we have history in the morning. How about you, Selina?

Girl2: Art, I guess. It’s really relaxing.

Girl1: When do you have art?

Girl2: On Monday and Wednesday. How about you, ken? What’s your favorite subject?

Boy1: Science. It’s really interesting. I have science class this afternoon.

9. Work on 2c. (完成P74 – 2c)

T: Now we know something about Ming, Selina and Ken. Please make a conversation about them. You can use the information from the chart. You may make up dialogues like 2c on P74. (What’s … favorite …? Why…? When…?)

10. Following up. (进一步扩展)

Make a survey:

T: Now it’s your turn to make up your own dialogues. Please work with your group (four students in one group) and finish this chart.

Name Subject doesn’t like Why? When? Favorite subject Why? When?

S1

S2

S3

A: Hi/Hey,… What subject doesn’t… like?

B: He/She doesn’t like …

A: Why doesn’t he/she like…

B: Because …

A: When does he/she have …

B: On …

…

Report:

In my group, there are _________ ________ and _________.

_________ doesn’t like _________, because _____________.

He/She has __________ on ___________. But his/her favorite

subject is __________. _________________________________

____________________________________________________

____________________________________________________

11. Homework.

Oral homework:

a) Listen to 2b, read and recite it. (听读背诵2b的对话）

b) Go on making up your dialogues and polish it.

(继续编对话，并完善对话。)

Written homework:

a) Copy the new words twice.

b) Finish workbook P47-5 and P48.

c) Finish the report.

Topic可以是My favorite subject/city/food/teacher ….

在学生做完演讲后提问，这样有利于学生更好的理解topic的语言点，也利于集中他们的注意力。

在复习学科单词时，很自然地带出星期几，这里可

给学生出示挂历帮助学生回答，同时顺便复习一下日期

老师板书What day is it? Friday.跟读数遍

以同样的方法来引出学习一周其他的几天

让全班学生边拍手边chant一周七天，练习学生的语速，节奏感和反应能力

给学生一分钟时间准备,按对子轮流。让两学生来说出答案，一人说日期，另一人说星期

板书When do you have…

必要时教师提供帮助

出示班级的功课表让学生组织对话，根据班级的情况，可以给学生三四分钟时间练习when…的句型，或直接检查两到三组同学的对话

有必要，让学生跟读这些英文名字

播放录音，如有必要可播放两遍。

让单个学生叙述回答。

学生听一句跟一句。老师特别强调语音语调的模仿。老师可把听力内容打印发给学生，以便他们听时标上语调。可以全班先跟读，再个别学生跟读。

老师当堂可检查两到三组对话

老师根据学生的实际水平，可以让学生自由发挥编对话。也可让他们看表格编对话,给出对话框架

如当堂没时间完成，可作为课后作业

篇4：Go for it! BookI Unit10 教案(新目标版七年级英语下册教案教学设计)

(The 1st period Section A 1a-1c)

Teaching aims（教学目标）

1．学会谈论过去发生的事件（继续学习一般过去时）

2．学会谈论已经历的节假日活动

Language points（语言点）

1．要求掌握以下句式：（1）- Where did sb. go (on vacation)?

- Sb. went to … (on vacation).

（2）- What did sb. do (on vacation)?

- Sb. verb + ed … (on vacation).

2．要求掌握以下词汇：（1）动词及它的过去式：stay(ed), visit(ed), go(went), do(did), is/am(was)

（2）名词：summer camp

（3）形容词：not bad, pretty good, awful, relaxing (relax, relaxed), fantastic

（上述形容词本应在第二课时中出现，但可以在warming-up中第一次非正式出现。这些形容词也可在老师的评价语中适时出现，以加深学生对词汇的印象。）

Difficulties（难点）：本课难点是动词过去式要加“ed”，而学生在描述过去时时容易遗忘动词的“ed”，在运用不规则动词过去式时容易直接加“ed”.

Teaching steps（教学步骤）

1. Warming-up and revision（课堂热身和复习）

（1）Daily greetings to the students（日常问候）

T: How are you today? 1

S: I am (fine / great / OK / very good). How about you?

T: I am (not bad / pretty good / awful / terrible).

T: How is the weather today? 1

S: It is (nice / great / fine / good / beautiful / not bad / pretty good / fantastic/ bad / terrible / awful / hot / cool / cold/ windy / rainy …).

T: How was the weather yesterday?

S: It WAS2 … yesterday.

（2）Revision（复习）

T: How was your weekend?3

S: It was …

T: What did you / your father / your mother / your best friend do last weekend? 4

S: I / My father / My mother / My best friend …

T: That WAS fun / great / fantastic / relaxing / not bad / pretty good / terrible / awful… (老师根据学生回答给出多种评价。)

教学设计说明

1．这两问题是为了操练形容词。建议让多个Ss作答。鼓励他们用不同的形容词。若回答雷同，T可在S反问“how about you?”时，刻意给出不同回答，在合适的情景下带出将要学习的词汇，如：not bad, pretty good, fantastic, terrible, awful。T课前板书这些词。

2．此问重点操练was。建议T用夸张语调重读was，并用彩色粉笔板书。）

3．该问题除了继续操练已有形容词回答问题外，T鼓励但不必强求学生试用上面第一次出现的新词，因为这不是本课要求掌握的。

4．该问题是为了复习第九单元的动词词组。

2. Presentation（呈现新知识）

T: (从复习中引出) Where did you go last weekend?5

S: I went to …

T: Where did you go on vacation last summer? Do you remember?

S: I went to … (on vacation last summer)6.

T: Do you like to leave home and do something fun with lots of friends for a few days on vacation?7

S: Yes, I do.

T: Then you can go to the summer camp8.

3. Work on 1a（完成P59 1a）

T: Now look at the pictures on P59. Please match the activities with the pictures.

（使用教材第59页上图片的挂图，给学生一分钟时间独立或和同桌讨论来完成此项任务。在此基础上组织下面操练）9

Eg: T: (教师诱发S1说出“I’m the boy in the purple pants.”，然后问) Where did you go?

S1: I went to the beach.

T: (诱发S2) Where did you go?

S2: I visited my uncle.

Drill: S1: I am the girl/boy in the …

S2: Where did you go?

S1: I went to New York City.

…

4．Work on 1b（完成P59－1b）

T: Now let’s listen to the tape, find out the names of the people, and number the people 1-5 in the picture.10

Eg: T: Now let’s check the answers. The boy in the blue pants is Brad.

S: The boy in the shorts is Xiang Hua. / The boy in the brown pants is Tom. / The girl in the yellow pants is Sally.

5．Work on 1c（完成P59－1c）

T: The girl in the purple pants is Tina. Where did Tina go on vacation? 11

S: She went to the mountains.

T: Now can you talk about the other children’s vacation? Please use “Where did … go on vacation?”.

6．Listen and repeat（听音跟读）

T: Now let’s listen to the tape and repeat. Please try to read like the tape.12 (文字材料见P98)

5．如果Ss对课本中出现“I visited my friend”这个回答有异议，T可补充说明在交际语言中，这也可以回答Where did sb. go?

6．对有能力的Ss，要求加上括号里的部分完整回答，T板书go-went

7．此句较长，要求T放慢语速，并重复此问题。

8．T板书summer camp，可给中文帮助Ss理解该单词。）

9．T简笔画出1a图中所有人物，复制若干，分发给Ss，先由持图S说明I am the boy/girl in the …（为完成 1b作好铺垫），再由其他S问：Where did you go? 持图S再回答：I went to…。这种活动可使Ss操练：Where…?句型，并检验1a完成情况。活动前先由T和Ss做示范对话，再由S和S对话。对正确地使用了过去式回答的同学进行表扬。板书动词原形及过去式。

10．播放磁带。如有需要，T可播放磁带两遍。如有必要，也可以让S以四人小组为单位，讨论答案。检验答案时，先由T给例句，再由S模仿回答。

11．T板书呈现“Where did … go on vacation?”；并可以根据班级具体情况，可以不给S准备时间，直接叫同桌起来提问回答。）

12．Ss应听一句跟读一句。T特别强调语音语调的模仿。建议T把听力内容打印好发给S，以便他们在听音模仿时可以标上语调。可以先全班跟读，再让S个体跟读。T可以根据实际情况来决定跟读的时间。

7．Follow up（进一步扩展）

T: Now it’s your turn to make up your own dialogues. Please work with your group (four students in one group) and ask each other questions about where you and your friend went on vacation last summer.13

Eg：A: Hi / Hey, … Where did you go on vacation?

B: I went to …

A: Cool / Fantastic / … And where did …?

B: He / She went to …）

8．Homework

Oral work:

(1) Listen to 1b, read and recite it. (听读背诵1b中的对话)

(2) Go on making up your dialogues with your group members and polish it. (继续和小组成员编对话。并完善对话。)

Written work:

(1) Copy the phrases in 1a twice in its original form. (用原形抄1a词组两遍)

(2) Write about the pictures on P59 like the sentences in 1c. (模仿1c中的句子，用Brad, Sally, Xiang Hua, Tom替换Tina，并作出不同的回答。)

13．T根据Ss的实际水平，可以让Ss自由发挥编对话，也可以板书对话框架，以降低难度。根据课堂时间安排，检查对话若干。要求S在听时，记录对话中出现的动词过去式及原形。对话结束后，让同学朗读记录下来的动词过去式，以此强化学生对动词过去形式的意识。

Unit 10 WHERE DID YOU GO ON VACATION

(The 2nd period Section A 2a-2c)

Teaching aims（教学目标）

1．继续谈论过去发生的事件（继续学习一般过去时的用法）

2．继续谈论已经历的节假日活动。.

Language points（语言点）

1．要求掌握以下句式：（1）- Did you / he / she / they do sth.?

- Yes, I / we / he / she / they did.

- No, I / we / he / she / they didn’t.

（2）Sth. was nice / …

2．需要了解的景点：Central Park-Central Park is the biggest park in New York City. High buildings are all around the park. It’s a place where New Yorkers like to bike, jog, picnic, walk, and boat.（建议老师找几张中央公园的图片。）

Difficulties:(难点):1. Did …do sth? 中的动词要用原形，学生容易使用过去式。

Teaching steps（教学步骤）

1. Warming- up and revision（课堂热身和复习）

（1）Daily greetings to the students（日常问候）

T: Good morning / afternoon.

What day is it today? --- What day was it yesterday?

What’s the date today? -- What was the date yesterday?

Is everybody here today? - Was everybody here yesterday?

How is sb. today? - How was he/she yesterday?1

（2）Revision（复习）

T: What do we usually do in the English class?2

S: We learn some new words / listen to the tape / answer questions / make up dialogues / …

T: What did we do in the English class yesterday?3

S: We learned some new words / listened to the tape / answered questions / made up dialogues / …

T: Now, are you ready for your dialogues? Who would like to act out your dialogue first?

（检查两到三组的对话。老师应对学生的对话给予尽可能积极的评价。例如：

Your dialogue is interesting / pretty good / fantastic / …

You did a great job! Your pronunciation is beautiful.

Your acting is fantastic / … /

Your dialogue is interesting, but can you make your pronunciation / acting better next time?）

教学设计说明

1．这些问题的设计是让Ss比较be动词的一般现在时和一般过去时。

2．此问句是为了与3的问句作比较。若S回答有困难，T可以用：“Do we learn any new words / …?”这样的一般疑问句形式帮助他们回答，或扩充回答内容。

3．若S回答有困难，T可用：“Did we learn any new words / …?”这样的一般疑问句形式帮助他们回答，或扩充回答内容。由于这是第一次出现一般过去式的一般疑问句形式，S可以只给出“Yes, (we did).”“No, (we didn’t).”的回答。括号里的内容，由T帮助S初步了解完整回答的形式。这是为正式引出Did…?作铺垫。

2. Presentation（呈现新知识）

（根据学生对话内容提问）4

T: Where did Tom (假设你学生名字是Tom) go on vacation? I forgot. Did he go to …?

S: Yes, he did. / No, he didn’t. (He went to… on vacation.)

(鼓励学生回答括号里面内容)

T: (ask Tom) Tom, do you often go to … on vacation?

S (Tom): Yes, I do.（S可能性回答1）

T: Really? And you went to … on vacation last summer too.

S (Tom): No, I don’t. （S可能性回答2）

T: Really? But you went to … on vacation last summer.

T: Yesterday, we also talked about this picture on p.59. They went to different places on vacation.

T: Where did you go on vacation? Did you go5 to the beach?

S: Yes, I did. / No, I didn’t. (I went to…)

T: Do you often go to… on vacation?

S: Yes, I do.

T: Really? And you went to … on vacation last summer too.

S: No, I don’t.

T: Really? But you went to … on vacation last summer.6

3. Play a game and practice more on the pattern “Did you…?”

T: Now, let’s play a guessing game. I would like A to have a look at this note, but A can’t tell you what it says. A will ask you where … and You can only ask “Did you go to …? / Did you do … there”, to find out the answers.7

A: Where did I go on vacation?

S1: Did you…?

A: No, I didn’t. / Yes, I did.

A: What did I do there?

S2: Did you… there?

A: No, I didn’t. / Yes, I did.

…

4．Work on 2a（完成P60－2a）

T: Now, we are going to meet some new friends, they are Nancy, Kevin and Julie（有必要让学生跟读这些英文名字。）. Listen to the tape, and find out where Nancy, Kevin and Julie went on their vacation. Where did Nancy / Kevin / Julie go on vacation?8

S: Nancy went to New York City. / Kevin went to the beach. / Julie stayed at home.

4．T可用男生和女生，或谁和谁来作为问题的对象，让Ss练到he / she / they各种人称，T用“Really? And … / But …”等话语进行补充陈述，是为了让Ss对一般现在时和一般过去时有所比较。如果由于种种原因，T没法以前天的对话作业为此话题提供情景，可以直接对Ss实际情况发问，可对四个左右Ss发问，让Ss对一般现在时和一般过去时有所比较。

5．建议T用夸张的语调重读did和go，并板书该句式，用彩笔写did和go。

6．通过比较Do …? 和Did …?，使S更清楚Did …?的用法，并了解这两个问句中动词都用原形。

7．游戏目的是为了操练Did …?句型。在反复提问中充分练习了问句中的动词原形。

具体操作：给A看事先准备好的小纸条，上面写I went to the park. I played volleyball there.由A发问：Where did I go? 由其他S用Did you go to…?的句型猜测，A应对每个猜测给出No, I didn’t. 或Yes, I did.的回答。猜出去哪儿后，A再发问What did I do there? 由其他S用Did you…there ?的句型猜测，A应对每个猜测给出No, I didn’t. 或Yes, I did.回答。直到猜对答案为止。

8．录音播放两遍，根据S程度，可每放一个小对话就停几秒，再继续放。以下提问为了检查学生答案。

5．Work on 2b（完成P60－2b）

T: Did Nancy go to Central Park in New York City? Did Kevin swim on the beach? Did Julie study for exams at home? Now listen again and do the exercise 2b.on p.60.

例：S (A): Did Nancy go to Central Park?/Did Kevin play volleyball? S (B): Yes, she did./ No, he didn’t. 9

T: How was Central Park?10

S: It was nice.

6. Listen and repeat（听音跟读）(文字材料见P98)

T: Now let’s listen to the tape and repeat. Mark the tone at the same time. Please try to read like the tape.11

7. Work on 2c（完成P60-2c）

T: You are Nancy, Kevin or Julie’s friend。 Now you are talking about your vacation. You tell each other where you went, what you did and so on. Make up a dialogue in pairs. Please use “where did you …? and Did you …?”12

Dialogue example:

- Hi, Nancy, how are you? - Fine /….

- Where…? - I went to…

- Did you…? - Yes, I did./no, I didn’t.

You can make up your dialogue like 2c on p.60.

8. Grammar focus（老师用中文总结这两天所学的语法点）

T: 这两天我们学习了一般过去时。在英语中，当时态是一般过去时时，动词要变成一般过去式。大部分的动词是规则动词，直接加ed就可以了。比如：play / stay / visit / clean13

S: played / stayed / visited / cleaned

T: 英语中还有一部分动词是不规则动词，它们的过去式有特殊的形式。比如：do / go / is14

S: did / went / was

T: 我们还学了以Where did … go?以及Did … go to … / do sth?这两个句式以及它们的回答。Now let’s read the sentences in Grammar Focus on P60.15

9．Homework

Oral work: (1) Listen to 2b, read and recite it.

(2) Read the sentences in Grammar Focus.

(3) Go on making up your dialogues with your partner and polish it.

Written work: (1) Finish workbook P.37+P.38.

(2) Bring some of your vacation photos to school.

(带几张度假时拍的照片到学校) 16

9．以同桌的问答来检查答案。

10．此问是为了引入central park的背景知识介绍。T可适当介绍Central Park 的相关信息，或展示图片。

11．S应听一句跟读一句。T特别强调语音语调的模仿。可以先全班跟读，再让S个体跟读。T可以根据实际情况来决定跟读的时间。T要求S在听音时标调。

12．T可根据班级的实际情况，先由T-S做示范，或板书出现示范对话，或让S脱离示范对话，自由发挥。希望T当堂检查两到三组对话。其他的S可以课后到T那里表演。

13．T给出原形动词，要求S讲出规则动词的过去式。

14．T给出原形动词，要求S讲出不规则动词的过去式。

15．要求以Chant形式朗读。一半Ss读问句，另一半读回答。

16．若部分Ss无法办到，T最好多准备一些度假的照片，或让Ss画几张度假的图片，能会意就行，为下节课做好充分准备。

Unit 10 WHERE DID YOU GO ON VACATION

(The 3rd period Section A 3a-4)

Teaching aims（教学目标）

1．was和were的用法。

2．如何以一般过去时来评价已经历的活动和事物。

Language points（语言点）

1．要求掌握以下句式：How was/ were…? It was/ they were….

2．要求掌握以下词汇：fantastic，pretty good，unfriendly，relaxing（relax, relaxed），awful

Difficulties: (难点): was/were的运用。由于学生对主语单复数不敏感，容易错误使用was/were

Teaching steps（教学步骤）

1. Warming- up and revision（课堂热身和复习）

（1）Daily greetings to the students（日常问候）

T: Good morning/afternoon. What is the weather like today? How was the weather yesterday? How was the weather last weekend?1

Is A here today? Was A here yesterday?

*How is A today? *How was A yesterday?

Are A and B here today? Were A and B here yesterday?

*How are A and B today? *How were A and B yesterday?

Are you here today? Were you here yesterday?

*How are you today? *How were you yesterday?2

（2）Revision（复习）

T: Now, we are going to do a little quiz, please fill in the blanks with the right form of the words.3

e. ─ Where _________ you _________ (go) on vacation last summer?

─ _______ _______ (go) to the mountains.

b. ─ Where ________ Ben and Mary __________ (go) on vacation last winter?

─ ________ _______ (visit) the museums.

c. ─ _________ Nancy ________ (go) to Central Park last vacation?

─ Yes, _______ _______ (do).

─ _______ Kevin _______ (go) there too?

─ No, _______ _______ (do; not)

d. ─ _______ Mike and his brother _______ (have) a party

教学设计说明

1．这几个问句可以让S顺便复习一下形容天气的词汇。

2．这些问候是为了T能分辨was和were 的用法。板书写出打星号的句子，把划线部分留空，让S回答后再填写。用彩笔写and和you，让S注意were用于复数的主语。在问how…时，提醒S尽量使用fantastic, pretty good, not bad, awful…。第一节课出现过的这些新词。

3．此练习T可以事先写在小黑板上，或以幻灯展示，或打印分发给S。这个练习是为了检测他们对上一课语法的掌握，要求S迅速完成，也可以口头完成以节省时间。

参考答案：

e. did, go, I, went;

b. did, go, They, visited;

c. Did, go, she, did, Did, go, he, didn’t;

d. Did, have,

last Saturday night?

─ No, _______ _______ (do; not).

e. ─ ________ you and your friend _________ (practice) English?

─ Yes, _________ __________ (do).4

2. Presentation（呈现新知识）

T: How is the exercise to you? (Is it easy or hard?)5

S: It is easy.

T: How is the English class today? (Is it easy or hard?)

S: It is …

T: How was the English class yesterday? (Was it easy or hard)

S: It was …

T: How are you6 in the English class today? (Are you hardworking today?)

S: I’m / We’re …

T: How were you in the English class yesterday? (Were you hardworking yesterday?)

S: I was/We were … yesterday.

T: How are the classrooms today?

S: They are clean today.

T: How were the classrooms yesterday?

S: They were clean yesterday.7

3. Work on 3a on P.61.（完成P.61―3a）

T: Now let’s do 3a on P61, and see if you can do the exercise correctly.8

T: Now please read the sentences with your deskmate.

4. Presentation（呈现新知识）

T: You all did a fantastic job. I think maybe this exercise was hard for you yesterday, but it is not hard today. I am so glad you were all very hard working yesterday and you are still very hard-working today.9

T: What do you think of doing exercise? (Is it boring or interesting to do exercise?)10

S: It is boring. (学生可能给出的答案)

T: What do you think of studying? Is it boring?

S: Yes. / No.

T: (I don’t think studying is boring,)11 but it can make us tired. After studying for a long time, what should we do?

S: We should …(学生可以说We should play games / listen to the

they, didn’t;

e. Did, practice, we, do

4．在T校对S答案时，对于S的正确回答尽量给与fantastic, pretty good, excellent job等等的评价语，这些词汇的反复重复能让S印象更深，不由自主地就能学会使用了。

5．如果S不能回答第一个问题，括号中的问句可以帮助S回答。

6．T用夸张的语调重读黑体字部分。下同。

7．T也可根据实际情况设置其他情景，能够鲜明地比较is/was/ are/were。

8．给S一分钟完成此任务。如果S独立完成有困难，可以让同桌一起讨论完成此任务。在学生完成后，T可以让同桌读出对话的形式，来检测S完成此任务的情况。

9．要求T说这句话时特别重读was, is，were, are，给予强调。

10．如果Ss感到困难，T可以使用括号中的问句提问。

11．如果Ss回答Yes，T可以使用括号里的话语。

music/ have a rest等等)

T: Yes, we should relax. I also think it is relaxing10 to play games, it is relaxing to listen to the music…

T: What else is it relaxing to do?

S: It is relaxing to…11

T：Is it relaxing to eat a lot of good food? S: Yes, it is relaxing to eat a lot of good food.

T: But how do you feel if you eat some bad food or food you don’t like at all?

S: I feel bad/terrible …

T: And you feel awful12 because the food is awful!

T: What food do you think is awful? I don’t like carrots at all. I think carrots are awful. (老师可以先给学生一个类似例句)

S: I think … is/are awful.13

T: One day, I was in a restaurant, the food was great, but I felt awful. Do you know why?

S: …14

T: The waitress was not friendly. She was unfriendly15.

T: Is it friendly or unfriendly to call your teacher’s name?

S: It’s unfriendly.

T: Is it friendly or unfriendly to fight with your classmates?

S: It’s unfriendly.

T: Is it friendly or unfriendly to push people when you are getting on the bus?

S: It’s unfriendly.

T: I hope no one in our class is unfriendly. Everyone is friendly.16

5. Work on 3b on P61（完成P.61―3b）17

T: And I hope everyone I meet on my vacation is friendly too. Now, look at a picture of a girl on vacation. How was the girl?

S: She was happy / great / relaxed / …

T: How was the bus?

S: It was big / clean / nice /…

T: How was the weather that day?

S: It was fantastic / fine / great / pretty good / …

T: How was the book?

S: It was interesting / funny / …

T: How was the drink on the table?

S: It was cool / not bad / …

T: How was the bus trip?

10．T板书呈现斜体新单词：relaxing adj. relax v. 和It is relaxing to …，并要求Ss跟读新单词3-4遍。

11．Ss通过这个句式再一次操练relaxing。

12．T板书呈现awful adj., 并在说awful时有夸张的脸部表情让Ss领会该词意思。

13．让Ss谈论他们不喜欢的事物来操练awful。

14．可能有一些猜测，T可以马上给出回答

15．T板书friendly和unfriendly并重读划线部分，让S领会unfriendly 的意思。

16．通过这些情景，让学生操练了unfriendly这个词，又对学生进行了德育教育。

17．T可以用第一幅图片，与S做示范对话。然后T把图片分配给不同的四人小组，让他们合作完成此任务。要求他们仔细观察图片，问尽可能多的how问句。T也可以让小组竞赛。问出最多how句式的小组获胜。

S: It was relaxing.

T: Now please work with your group members and talk about one picture in 3b. Please ask as many “how” questions as possible.

…

T: How were Group 1 students?

How were the students in Group 2?18

…

S: They were ... (great / fantastic / …)

6. Work on 4 on P61.

Task one19:

T: Now, please take out your vacation pictures and work in groups of four. Take turns asking each other questions about the weather, the food, the people there and what he/she likes about the place and what he/she doesn’t like about the place.

Sample questions:

Where did you go? Did you go to…?

How was the food/weather/the trip…?

How were the people there?

Task two20:

T: Now, after talking about all the places you and your classmates went, which place do you think is the best for vacation? Why? Please discuss it with your group members first and choose one student to report it .you can use the following pattern to talk about the place.

Sample:

I think … is the best place for a vacation because the food is … there. The weather is always… and the people are … there. Visitors can …and… there. It is really…!21

7. Homework:

Oral work:

(1) Finish task two left at class.

Written work: (1) Copy the new words three times: unfriendly / fantastic/ relaxing/awful

(2) Choose one picture from the pic. a to pic. g on P 59. Write at least three “How was/were …?” questions and answers.

18．活动结束后，老师用how问句提问，让同学们互相评价。

19．任务一：可以让学生拿出度假照片互相提问来获取尽可能多的信息，学生准备一定时间后，老师可以请一两组同学做示范。如果学生能力较强，在问彼此问题时可以增加其他各种特殊问句如What…? When…? Why…? Who…?

22．任务二：在提问完后，Ss先小组讨论哪个是度假最佳的地点，然后选出一个代表做总结发言。Ss可以在T给的语言框架帮助下完成此任务。如果课堂时间不够，可留作口头作业。

21．板书呈现这部分语言。

Unit 10 WHERE DID YOU GO ON VACATION

(The 4th period Section B 1a-2c)

Teaching aims（教学目标）

1．较熟练运用一般过去时

2．灵活使用一般过去时的特殊疑问句和一般疑问句

Language points（语言点）

1．要求运用以下句式：

（1）― Where did sb. go (on vacation)? ― Sb. went to … ( on vacation).

（2）― What did sb. do (on vacation)? ― Sb. verb.+ed … ( on vacation).

（3）― Did sb. go to … / do sth.? ― Yes, sb. did. / No, sb. didn’t.

（4）― How was / were …?

2．要求掌握以下词汇：

delicious；crowded；expensive；cheap

Difficulties（难点）：学生能综合灵活地运用Where did…? What did…? How ..? Did…?句式。

Teaching steps（教学步骤）

1. Warming- up and revision（课堂热身和复习）

T: Good morning / afternoon!

How are you today? How were you yesterday?

How is the weather today? How was the weather yesterday?

Where did you go yesterday after school? Did you go home / go to the movies / play …?

What did you do at home? Did you watch TV / do your homework / …?

How was the TV show / your homework / …?

Did you do anything relaxing? What did you do?1

Did you finish your oral homework yesterday? Are you ready to show your oral work now?2

2. Presentation（呈现新知识）

T: When we are traveling on vacation, we would like to try the food there. Why are there always a lot of people at 全聚德 in Beijing?

S: Because people want to eat the duck there.

T: Yes. Beijing Duck is really delicious3. What food do you think is delicious?

S: … is / are delicious.

T: So it’s very hard to find a seat and table at 全聚德. It’s full of people there. It’s always crowded. During May Day Holiday, which places are crowded?

教学设计说明

1．这些问题的目的是为了综合复习前几天学的句式。）

2．T检查昨天的任务二口语作业。检查三组左右。在检查口语作业前，建议T把昨天的句子框架再次板书I think … is the best place for a vacation because the food is … there. The weather is always… and the people are … there. Visitors can…and…there. It is really…! S完成任务后，T给予鼓励性评价。)

3．T板书斜体词（下同），并一边做出生动的面部表情，帮助Ss理解，一边要求Ss跟读3～4遍。

S: The trains / buses / streets / stores / parks / … are crowded4.

T: A lot of people go out to travel during May Day Holiday. A plane ticket from Hangzhou to Beijing is almost 1,000 yuan. But a train ticket from Hangzhou to Beijing is about 300 yuan. Which one would you like to buy?

S: A train ticket.

T: It’s cheap. It is inexpensive. But a plane ticket is expensive. What do you think it’s expensive / cheap/inexpensive to buy?5

S: It’s expensive / cheap/inexpensive to buy …

3. Work on 1a on P62（完成P62―1a）

T: Now please finish exercise 1a on P62. After you finish it, you have to talk about the things in the pictures. You should ask and answer “how was/were …?” with your deskmate.

Eg. (Pic. A)

T: How was the ring?

S: It was very expensive.6

4. Work on 1b on P62（完成P62―1b）

A face showing game7:

T: Is delicious for a good thing or a bad thing?

S: It’s for a good thing.

T: Let’s play a fun game called “Showing face”. When you hear a word for a good thing, show me a happy face. When you hear a word a bad thing, show me a sad face. Then repeat the word.

（开始游戏）

T: Now it’s your turn to think of words for good things or bad things. If you have a word, stand up and speak it out quickly. The other students should show the different faces and repeat the word.

Eg: happy; sad; rainy; sunny; interesting; boring; relaxing; busy; …

T: Please finish exercise one and two on p.64 self check.（完成 p.64的self check 练习1和2。）8

T: Now, please read loud the words you know. And read the five new words on exercise 2.

5. Work on 2a on P62. (完成P62 2a)

（播放2a录音，但只放前四句，让学生完成2a中的两个问题）9

T: (继续刚才的游戏) Working S:

T: Vacation S:

T: Vera’s face was like , because she had a vacation. Now listen to the tape and find out the answers to the two questions in 2a.

4．引导Ss使用crowded，有意操练这个单词。

5．此问是为了能让S充分操练cheap, expensive, inexpensive。

6．T先给Ss一点时间对立完成此项任务，然后以同桌问答的形式来检验他们的答案。可以先以T-S形式做示范对话。

7．脸部表情游戏：Ss根据T所给的1a中单词的感情色彩作出相应的面部表情-高兴或不高兴，然后重复T所说的词。具体操作：T说完1a的单词后，由Ss来说带有感情色彩的词。想到的Ss马上站起来说出该词，其他Ss作出相应的面部表情-高兴或不高兴，然后重复S所说的词。此游戏是为了更有意义地完成1b任务。

8．此时，用较短时间完成self check的1、2练习来巩固所学词汇。另要求S朗读exe.1,2的单词，检验是否朗读正确。

9．继续前面的游戏，老师说working，Ss自然作出的表情,而对vacation作出表情。

（听音一、两遍后对答案）

6. Work on 2b on P62（完成P62 2b）

T: Do you want to know more about Vera’s vacation in Tokyo? Listen to the rest of the dialogue and try to find out the words for the good things, and words for the bad things in the dialogue. Group A, find out the words for . Group B, find out the words for .10

T: For your wonderful job, I will show you a face like this .

（老师作一个微笑的表情，表示对学生鼓励）11

T: But what was interesting / expensive / crowded? Now let’s listen to the tape again and finish 2b. (完整地播放2a录音。)

T: Now let’s check the answers.

(学生用完整的句子表述答案。例如：Her vacation was great. The Japanese people were friendly. …)

7. Work on 2c on P62（完成P62―2c）

T: Vera is your friend. She just came back from Tokyo. And you also came back from your vacation. You went to Beijing or … Now please make up a dialogue with your deskmate. You two talk about your vacations. Try to use the following patterns12:

(1) Where did …? (2) What did …? (3) Did you …?

(4) How was …? (5) How were …?

8. Homework

Oral work:

(1) Listen to, read an recite 2a dialogue.

(2) Go on making up your dialogues with your partner and polish it.

Written work:

(1) Workbook P39.

(2) Copy the new words three times: delicious / crowded / expensive / cheap / awful

(3) Preview p.63―3a, read after the tape and try to understand the diary.

10．T在黑板上画一个和一个，在下先写上great。把全班Ss分成两大组。播放剩下的录音。A组负责找出与有关的形容词，B组负责找出与有关的形容词。播放两遍后，每组派1-2位Ss把听到的词归到和下。结果应如下：

great / interesting / friendly / delicious

crowded / expensive

11．T给予两组Ss都给予鼓励性评价。

12．T要求同桌编对话，谈论他们的假期。一个是Vera，另一个是Vera的朋友)

Unit 10 WHERE DID YOU GO ON VACATION

(The 5th period Section B 3a-4)

Teaching aims（教学目标）

1．通过阅读找出重要文中信息

2．初步了解英文日记的写法，进行仿写。

Language points（语言点）

1．要求掌握下列词汇：

feel , corner, walk , the Great wall, Tian’an Men Square, the Palace Museum, Hutong

2．要求掌握下列短语：

have great fun doing sth.；make sb feel (happy)

Difficulties（难点）：学生能完整叙述过去发生的事情。

Teaching steps（教学步骤）

1. Warming-up and revision（课堂热身和复习）

A game: quick responses1

T: Let’s play a game. Please give me the last word of each sentence and spell it. The first one who finishes the sentence will get a star. (Divide the students into several groups and draw stars on the blackboard to encourage the students.)

① John is a good chef. People think his food is ____________.

② Peter goes home by bus. He thinks the bus is awful, because it is _____________

③ Yesterday, Tom went shopping. He saw a nice bike, but he didn’t buy it because the bike was ____________

④ Kevin didn’t enjoy the trip to the museum. It was ___________

⑤ Many people like to go to Haikou for their vacations because there are many beautiful ___________

⑥Julie enjoyed her bus trip so much. The trip was ______________

⑦ The holiday is coming but the students are still working hard. They are studying for _______

⑧ Lin was on vacation last week. He went to the beaches. The beaches were __________

2. Presentation（新知识呈现）

T: Did the game make you feel happy?

S: Yes, the game made us / me feel happy.2

T: Your good job made me feel happy too.

教学设计说明

1．做一个游戏，让S口头拼出每个句子的最后一个单词，把Ss分成几个小组，在黑板上给拼对的小组红星来鼓励Ss。通过这个游戏使Ss进入上课状态，与此同时复习前几课学过的单词。

参考答案：

delicious，crowed，expensive，boring，beaches，relaxing，exams，fantastic

注意第8题除fantastic答案外，其他合理答案都接受。

另外，T对游戏结果简要评价。

2．要求学生用完整句回答，然后板书The game made sb. feel happy.)

T: We have great fun playing3 the game.

T: Do you still remember your last vacation? Do you still remember your last vacation? Did you have great fun doing something? Tell us in this way:

In my last vacation, I had great fun (playing volleyball). That made me happy.4

T: Well, people usually want to remember something important / nice / happy / unhappy. How to keep those nice memories for a long time?

S: We can write diaries.

T: Yes, we can write them down. We can write diaries5. What do you write at the first line of your diary?

S: The day, the date, the weather.

T: Yes, the day and the date. Don’t forget the weather. Well, if we keep diaries in English, we write the day, the date but we don’t have to write weather in the first line. Let’s read Bob’s travel diary. Circle the good things about his vacation and underline the bad things.

3. Work on 3a（完成3a）6

Day Date Weather Good things Bad things

Mon. July 15th Sunny

Hot beautiful beach, play in water went shopping,

too crowded

Tues. July 16th Rainy went to the museum and helped a boy find his father went to a museum, boring, no money for a taxi, walk, tired

Wed. July 17th Cool Play tennis, have Sichuan food for dinner, delicious

第一步：老师提问

1. How long was Bob’s vacation? What were the dates?

2. What was the weather like on the first / second / third day?

On the first day what made Kim feel happy? Did he enjoy the afternoon? Why?

3. On the second day, who did Bob find? Where did Bob find him?

4. One the second day, what made Bob feel happy? What made him feel tired?

5. On the third day, what did he do all morning? What did he have for dinner?

3．把这句话写在黑板上，再在边上写have great fun doing sth.)

4．这些提示语是非常有用的句型，在此是为了帮助学生操练“have fun doing sth. /make sb adj.”这两个词组。

5．如果Ss不能用英语说此词，T就在黑板上板书write diaries / a diary，并要求Ss跟读几遍，建议T拿出一本日记本，以便S理解。

6．学生在阅读的过程中，老师可以在黑板上画一张表格，或事先画好。以填写整理日记里面的重要信息。在学生读完后，通过问下列几个问题，把关键词填入表格内，以便Ss复述和仿写。另外把阅读材料中的词组in the corner板书在黑板上，并指一下教室的角落，帮助Ss明白其意。

第二步：复述（根据表格里的关键词，要求学生能简单复述出Bob的假期生活）

T: Can you tell me something about Bob’s vacation according to the form on the blackboard?7

4. Work on 3b（完成3b）

Brainstorm one:

T: Well, if you have an American friend, he is in Beijing for vacation. Where can he visit in Beijing?

S: He can visit …

T: He can visit the Great Wall, the Palace Museum, Tian’an Men Square, a Beijing Hutong.8

Brainstorm two：

T: He visited those four places and then he wants to keep a travel diary. What can he write in the diaries?（鼓励学生参考3a内容，尽可能多说）9

Where did he go?

How was the weather?

What did he do there?

How was the place?

Where did he have lunch?

How was the food?

What made him happy or unhappy?

（在此基础上，教师把学生分四大组，每大组负责写一个地方。具体以四人小组学生进行活动）10

5. Work on 4（完成4）

（利用上述活动的内容，并加以扩展、发挥）

Group work: Talk about what you did on your vacation11

T: If you are a foreigner in China. Your vacation is over. You must go back to your own country. You meet some other foreigners at the airport. Talk about what you did on your vacation. You can begin like this:

T: Hi , I am … I am from. Nice to meet you.

S: Glad to see you. I am … I am from…

T: Are you on vacation?

S: … …

6．Work on Ex. 3 on P64（完成64页Ex. 3）

T: Well, I think foreigners can really enjoy their travel in China. Now a travel agency12 wants to do a better job next time. So they want to know something about travelers. They made a questionnaire.

Look at the questionnaire13

7．给Ss几分钟时间准备复述。根据Ss的水平，可以让几个Ss合作复述一天。也可让能力强的S一人叙述一天的内容。根据Ss的回答情况可以给以不同话语的鼓励，如：not bad, good job, fantastic, etc。

8．T把四个地名写在黑板上，并让S进行必要的跟读。有条件可以展示一下挂图，或补充另外一些北京著名的景点。

9．帮助Ss整理日记框架。如有可能把有关问题打在幻灯片上，或写在黑板上。如果Ss力较好，可以由T提供几个例子，然后由Ss提出更多的问句。

10．这个活动要根据时间是否充裕来定。在完成后，T可以选几个小组朗读。并要求Ss课后每人独立继续完成。

11．Ss可以充分利用上述活动的内容，编一个比较完整的对话。情景是在机场里，外国游客准备回家，大家碰到一起谈在中国旅游的事情。可以从相互认识开始编起，要求符合逻辑，有创意，能灵活运用所学句型，并有一个合理的结尾，T可使用适当的中文讲解要求。在小组活动后，T检查几组对话。S在编对话时，T可以提供必要的词汇和语音上的帮助。

12．板书travel agency,注出中文意思，并让学生跟读。

13．把questionnaire写在黑板上，并让学生跟读。

First, discuss how to ask questions about the topics in the form.

Then, You can put more topics to the form. Make your own questionnaire. Please make your questionnaire creative. You can put new ideas in it.

Let’s see which group can make the best questionnaire for the travel agency.

Let’s see which questionnaire tells more about how the travelers feel about the travel.14

T: 旅游公司对游客做一个调查，在64页上已经有了部分，请同学们做两件事情，

第一，设计每一个项目所涉及的问题。

第二，在这基础上自己设计一张调查表，可以提供更多你认为值得的项目和它们相关的问题。

比如：place 这一项，相关问题是Where did you go for your vacation?

四个同学共同讨论。我们来比哪一张调查表更能反映出游客的旅游过程和感受。

(Possible questions:有可能提到的一些问题)

Where did you go for your vacation?

What did you do there?

What did you eat there?

How was the weather?

What souvenirs did you buy?

What made you feel happy about the trip?

What made you feel unhappy about the trip?

…

T: Please tell us your questions about for the questionnaire.

(在每组汇报各自的调查表后，给予简单的评价)

7．Homework

Oral homework:

(1) Recite the diaries. 背诵P63的日记

(2) Polish the dialogue. 再改进课堂上编的对话。

Written homework:

(3) Write down the travel diary of 3b. 写一篇旅行日记

(4) Finish your questionnaire with your group members.

与同组成员完成调查表。

14．以上指令根据S的实际水平可以使用中文帮助。

Additional

Evaluation form:

（课堂表现自我评价表）

all the time most of the time a little none

1. I understood my teacher □ □ □ □

2. I spoke English □ □ □ □

3. I worked with my group/deskmate □ □ □ □

4. I was interested in the class □ □ □ □

（知识掌握自我评价表）

I can Yes Need more practice Need more help

1. use adjectives to talk about things. □ □ □

2. read and spell the words:

relaxing, awful, unfriendly, fantastic

delicious, crowded, expensive, cheap,

inexpensive □ □ □

3. write the past tense of these words:

go, stay, do, is/am, are, visit, □ □ □

4. ask and answer “Did …?” □ □ □

5. ask and answer:

“Where/What/How/When did …?”` □ □ □

6. talk about past vacations. □ □ □

7. write a travel diary. □ □ □

以上评价表可以课后发给学生填写。目的是为了让学生自我检测课堂表现，也帮助老师了解学生对所教知识的掌握程度，以便老师教学时查漏补缺。建议老师根据课堂教学及学生的具体情况，添加或删改评价表的内容。要求内容越具体越好，能充分反馈出学生该单元的学习情况。

篇5：Go for it! BookI 下册 Unit11 教案(新目标版七年级英语下册教案教学设计)

Language goals

to this unit students learn to state their opinions and talk about likes and dislikes.

New language

What do you think of soap operas? I don't like soap operas.

What does he think of sports shows? He loves sports shows.

What does she think of Maria? She likes Maria.

What do they think of Tommy? They can't stand Tommy.

Section A

Additional materials to bring to class:

a local television listing

list the names of several foods on the board.For example: pizza, broccoli, ice cream, mushrooms.

Next to that list, write the sentence, What do you think of ___ ? and leave a blank at the end. Ask a student the question, substituting the word pizza: What do you think of pizza? Help him or her answer / like pizza ot I don't like pizza,

Point to the other foods one by one. Ask a student the question and help him or her answer J like...or I don't like....

Then point to the sentence. What do you think of ___ ? Point to a food name on the board and choose a student to ask the question: What do you think of (mushrooms)? Then point to a student to

answer.

Repeat the activity several times, giving several students chances to ask and answer the question.

1 a This activity introduces the key vocabulary.

Focus attention on the five TVs. Say, Each TV shows different kind of TV show. In TV picture a, there is a an playing baseball. This is called a sports show.

Talk about the other kinds of shows and ask students what they see. Tell the name of each kind of show as you discuss the picture. Ask students to repeat the names of the shows.

Write the word sitcom on the board. Under it write the words situation comedy. Say, The word sitcom comes from the two words situation comedy. A sitcom is a funny show. The people in sitcoms do or say things that make TV watchers laugh.

Point out the numbered list of shows. Say each one again and ask students to repeat it.

Then ask students to match each TV picture with one of the words. Say, Write the letter of each kind of show next to the correct word. Point out the sample answer.

1 b This activity gives students practice in understanding the target language in spoken conversation.

Point to the smiley faces and the frowny faces and the words next to them. Read the words to the class or have a student do this. Say, These faces show you what the words mean. If you don't mind something, you don't either like it or dislike it. If you can't stand something, you dislike it very strongly. Your least favorite food is something you can't stand. If you love something, you like it very, very much. Your favorite food is something you love.

Say, Now I will play a recording. Listen to what Mark says about the TV shows in la. Write the letter of the TV shows next to the words he uses.

Play the recording the first time. Students only listen.

Play the recording a second time. Point to the lettered pictures. Say, Each picture has a letter. Point out the blank spaces before the words. Say, Each word or phrase has a space in front of it. Listen to the tape and write the letter of a TV show picture in each blank. Point out the sample answer.

Correct the answers.

1 c This activity provides guided oral practice using the target language.

Point to the pictures of TV shows in activity la and ask students to say the name of each kind of show.

Point out the example conversation. Ask two students to read it to the class. Then ask the class to point to the picture of the sitcom.

Say a dialogue with a student. Have the student ask ou a question. Then answer it truthfully. Point to the ppropriate picture as you answer.

Say, Now work with a partner. Ask and answer the qstions.

Have students work in pairs. As they talk, move round the room monitoring their work. Offer anguage or pronunciation support as needed.

2a This activity provides listening practice using the target language.

Call attention to the list of five “words and expressions.Point out the blank in front of each one. Ask a student to read the list to the class.

Say, The people on the recording are talking about TV shows. They use these words and phrases as they talk about the shows. You will number these words and phrases 1-5 in the order you hear them on the recording.

Play the recording the first time. Students only listen.

Point out the sample answer 1 in front of the word love. Say, The first word on the recording is love in the sentence I love it. So the answer in front o/”love is number 1.

Play the recording again. Ask students to write a number from 1 to 5 in front of each of the words and phrases.

Check the answers.

2b This activity provides more listening practice using the target language.

Point out the dialogue with blanks. Read it to the class saying blank each time you come to a blank.

Say, Listen to the recording again. This time/ill in each blank with a word or phrase from the list in 2a.

Play the recording. Students write words in the blanks.

Check the answers.

2c This activity provides guided oral practice using the target language.

Call attention to the dialogue students completed in activity 2b. Say, Read the dialogue with a partner. \\

Help students find partners. Have the students practice

the dialogue several times.

Then say, Now talk about a TV show you both know.Tell what you like and don't like about the show and the people in it. As students work together, move around the room answering questions and offering language sup- sport as needed.

Ask some pairs of students to present their dialogue!to the class.

3a This activity provides pral and writing practice using the target language.

Call attention to the list of TV shows and ask a student to read the names to the class. Say, In this activity you ask each other questions about TV shows.

Ask students to work in pairs. Ask student A in each pair to look at the chart on page 67. Ask student B to look at the chart on page 86. Remind students not to look at their partners' pages.

Say the first question and answer with a student. Pretend you are student A and work with a student partner.Say What does Stuart think of “Sports News”? Have student B look at the answer on his or her chart on page 86.Student B answers, Stuart loves “Sports News”. Show students that you are writing in the word loves after Stuart's name on the chart on page 67.

Then say to your partner, Ask me about Stuart Student B asks, What does Stuart think of “Sports News”? You answer, Stuart likes “Sports News”. Have the student write the word likes after Stuart's name on the chart on page 86.

Ask the pairs to continue on their own. Move around the room monitoring the progress of the pairs.

Go over the answers.

3b This activity provides guided reading practice using the target language.

Read the dialogue with a student. Every time one of you conies to a blank, say blank.

Call attention to the chart students completed in activity 3a. Say, Use the words in this chart to fill in the blanks in the dialogue in activity 3b.

4 This activity provides listening, speaking, and writing practice using the target language.

Read the instructions to the class. Then ask students to name some TV shows they know about. Write the list on the board. Try to include some that students like and some they don't like.

Point out the dialogue in the speech bubbles. Have two students read it to the class.

Then point out the sample answer in the chart. Say,This TV show is called “Tell it like it is!” I love it, and Lin Peng does, too. I write “I love it” under “What I think” and I write “Lin Peng” under “Student who agrees with me”.

Say, Now go around the class. Ask students about TV shows you know. Find students who agree with you.

After five minutes ask students to sit down. Then ask some students to read the information from their charts to the class. Ask students to make statements such as I don't like “The Crime Files”. Carlos doesn't like “The Crime Files”, too.

Alternative: If you do not want students to get up and

move around the class, you can ask them to do this activity

in groups of four.

Section B

New language

hair clip, sunglasses, scarf, watch, wallet, belt, key ring Additional materials to bring to class:

mail order catalogs containing watches, jewelry, etc.

1 a This activity introduces more key vocabulary.Point out the seven words. Say each word and ask students to repeat it.

Call attention to the first picture. Say, Look at picture a.This is a belt. Is anyone in the class wearing a belt? Do the same thing for the other six pictures.

Then point out the blank line in front of each numbered word. Ask students to match each word with a picture by writing the letter of the picture in the blank in front of the correct word.

Point out the sample answer. As students work, move around the room answering questions as needed.

Check the answers.

1 b This activity provides guided oral practice using the target language.

Read the instructions to the class. Then follow the instructions yourself. Hold up or point to each item you have. Then, call on students to hold up items and respond.For example, hold up your wallet and point to your watch.Say, I have a wallet and a watch. What do you have?

Ask students to hold up items and tell the class what they have.

2a This activity provides guided listening and writing practice using the target language.

Say, You ivill hear a conversation. Maria is asking Carol and Evan what they think about different fhings. Write the name of each item under “Thing”in the chart.

Play the recording the first time. Students only listen.

Point out the example. Say, One thing they are talking about is a watch. “Watch” is written in for you.

Play the recording a second time. Students write the names of the things that are being talked about.

Check the answers.

2b This activity provides more guided listening and writing practice using the target language.

Say, Now I will play the recording again. This time,write down what Carol and Evan think about each thing.

Ask a student to read the words in the chart to the class.

Point out the sample answers as you say, They are talking about a watch. Carol loves the watch. Evan doesn't mind the watch.

Play the recording again. This time, have students fill in what Carol and Evan think.

Check the answers.

2c This activity provides guided oral practice using the target language.

Point out the example in the speech bubbles. Ask two students to read it. Show students how it connects with the chart in activity 2a.

Say, Now work with a partner. Talk about what his or her parents think about the things in activity 2a.You can use questions and answers like the ones in the speech bubbles.

As students work in pairs, move around the room monitoring their work. Offer language support as needed,watch sunglasses scarf wallet

3a This activity provides reading and writing practice using the target language.

Ask students to read the article individually. Then ask them to say any words or sentences they don't understand.Explain the words and sentences in your own words. For example, if a student asks, What does “It's for moms!”mean? Say, “It's for moms!” means that the scarf is something that a mother wears, not something, that

a young person wears.

Read the article to the class. After you finish, ask for any more questions.

Call attention to the chart on page 88. Point to and read the heading of each column. Say, The first column is a list of things in the article; the second column is loves; the third column is likes; the fourth column is doesn't mind; the fifth column is doesn't like; the sixth column is can't stand.

Say, Now read the article again. Write the name of each person in the article in the blank after each item. As students work, move around the room clarifying the instructions and offering other help.

Check the answers.

4 This activity provides reading, speaking, and listening

practice using the target language.

Read the directions to the class. Point out the speech bubbles. Have two students read the dialogue to the class.

Say, Think of six things to ask each other about.What are some things you can think of? Write the words on the board, providing translation help with new words if necessary.

Then say, Now go around the classroom. Ask students what they think about six different things. You can use the words on the board or you can use different ones.

As students talk, move around the room, monitoring conversations and offering assistance with vocabulary and pronunciation if needed.

Alternative: If you do not want students to get up and move around the class, you can ask them to do this activity in groups of four.

篇6：Go for it! BookI 下册 Unit9 教案(新目标版七年级英语下册教案教学设计)

Language goals

In this unit students learn to talk about the weather and talk about what people are doing.

New language

What are you doing? I'm watching TV

What's he doing? He's playing basketball.

What's she doing? She's cooking.

What are they doing? They're studying.

How's the weather? It's raining.

Section A

Write the question. What are you doing? on the board.Read the question and ask the class to repeat it. Then act out an activity students are already familiar with, point to the question and have students repeat it. Answer the question using the target language.

For example, you might pretend to be reading a book,playing soccer, playing the guitar or writing your name.When the class asks, What are you doing?, you answer,I'm reading a book, and so forth.

1 a This activity introduces the key vocabulary.

Focus attention on the cities in the picture. Ask, What s the weather like here? If they can't answer, supply theword and ask the class to repeat it. Say a sentence or two about each kind of weather. For example, It's raining.Is it raining here today?

Point out the numbered list of words. Say each one and ask students to repeat the words again.

Then ask students to match each word with one of the cities in the picture. Say, Write the letter of each city next to one of the ivords. Point out the sample answer.

Check the answers.

1 b This activity gives students practice in understanding the target language in spoken conversation.

Play the recording the first time. Students only listen.Say, You will hear four different conversations. Each one is about the weather in a different city. Point to each city in the picture as it comes up on the tape.

Play the recording a second time. Ask students to write the name of the city in the picture of its weather. Say, The first one has been done for you. Beijing is written in the picture of sunny weather. It is sunny in Beijing.

Correct the answers.

1 c This activity provides guided oral practice using the target language.

Point out the example conversation. Ask two students to read the dialogue to the class.

Say, Now work with a partner. Make your own conversations about the weather in these five places.

As the pairs talk, move around the room monitoring their work. Offer language or pronunciation support as needed.

Ask several pairs to present their conversations to the class.

2a This activity gives students practice in understanding the target language in spoken conversation.

Point to the four pictures. Ask students to tell what each person is doing in each picture. For example, This boy is talking on the phone. This man is playing basketball. Supply vocabulary words as needed.

Play the recording the first time. Students only listen.

Play the recording a second time. This time, ask students to listen to the recording and number the pictures 1 through 4 to show what each person is doing.

Correct the answers.

2b This activity provides listening practice using the target language.

Point out the list of names and the list of activities.Ask a different student to read each list to the class.

Say, Now I will play the recording again. This time,please match each name with an activity. Write the letter of an activity in front of each name. Point out the sample answer for number 1.

Play the recording and have students fill in the rest of the answers. ,

Correct the answers.

2c This activity provides guided oral practice using the target language.

Call attention to the four people in the picture in activity 2a. Ask students to say something about each person. Guide students to use the words and phrases playing basketball, cooking, ivatching TV, and playing computer games.

Point out the sample conversation in the speech bubbles and have a pair of students read it to the class.

Say, Now please work with a partner. Make conversations like this one. Talk about the people in the I pictures. As students work in pairs, move around the room monitoring progress and offering assistance, if needed.

Ask some pairs to present their conversations to the class.

3a This activity introduces more key vocabulary.

Call attention to the faces. Ask students to point to and describe each face using whatever vocabulary they can.Help students to identify how each person is feeling. For example, ask a student. Look at this face. Is it happy? Is it unhappy?

Then point to the four words. Say the words and ask students to repeat each one. Use your tone of voice and facial expressions to reinforce the meaning of each. Add your own simple explanations of what each one means.For example: Not bad. This means something is not very good, but it's also not very bad. It's in the middle.

After that, ask students to match each numbered phrase with a face by writing the letter of each face in the blank in front of the correct phrase.As students work, move around the room answering

questions as needed.

Check the answers.

3b This activity provides oral practice using the target language.

Point out the conversation in the large picture and ask two students to read it to the class. Ask students to explain what How's it going? means. (It is similar to How are you? or How is everything?)

Ask students to practice the conversation in pairs.Move around the room monitoring their progress.

Then call attention to the example in the small speech bubbles. Have two students read it to the class.

Say, Now we'll change some of the words and make our own conversations. We can use our own names. We can give true answers or we can make up answers.

Ask pairs of students to make up their own conversations. Move around the room offering language support as needed.

Ask some pairs to present their conversations to the class.

4. This game provides oral practice using the target language.

Say,Now let's work in pairs again. One student looks at the picture on page 85 and the other looks at the picture on page 87. Please don't look at your part ner's picture.

Say, Each picture has the same people in it, but they are doing different things. Take turns talking about what the people are doing in your picture. If I am student A, I will say. In my picture it is sunny. Guide one of the students Bs to respond. In my picture it is raining.

As students work, move around the room, monitoring progress and offering assistance as needed.

Section B

New language

More words used to describe weather:cold, hot, cool, warm, humid

Additional materials to bring to class:

weather map from an English language newspaper

1 a This activity introduces more key vocabulary.

Focus attention on the five pictures. Ask students to tell what the weather is like in each place, if they can. If not, supply the word and ask the class to repeat it. Say a sentence or two about each kind of weather. It's cold in this picture. Is it cold here today?

Point out the numbered list of words. Say each one and ask students to repeat the words again.

Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.

Check the answers.

1 b This activity provides oral practice using the target language.

Call attention to the example in the speech bubbles.Read the conversation with a student.

Ask students to work in pairs. Have students ask and answer questions about the weather in the pictures in activity la.

2a This activity provides listening and writing practice using the target language.

Read the headings on the chart to the class. Point out the answer blanks.

Say, Listen to this conversation between Sam and Maria. Listen carefully to their questions and answers.

Play the tape the first time. Students only listen. Play the tape again and have students write their answers.

Play the tape again and have students write their answers. Say, This time, please write the answers Maria and Sam give to the question “How's it going?”You may wish to play the tape more than once at this point.

Correct the answers.

2b This activity provides more listening and writing practice using the target language.

Point to and read the second two headings on the chart: What are you doing? How's the weather?

Ask students to listen to the recording again and write the answers to these two questions in the blanks in the chart.

Play the recording. Students fill in the blanks.

Correct the answers.

2c This activity provides guided listening and speaking I practice using the target language.

Point out the example in the speech bubbles. Ask two students to read it to the class.

Point out the three questions in 2a. Ask individual students each question and repeat their answers. Accept any reasonable answers.

Say, Now work with a partner. Make your own conversations. Student A is Maria. Student B is Sam. Athey talk, move around the room monitoring their work.Offer language support as needed.

3a This activity provides reading practice using the target language.

Call attention to the speech bubble and the picture.Ask students to say where the reporter is. Ask them to tell what they know about Egypt.

Read the speech bubble to the class, or ask a student to do so. Answer any questions students may have. Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.

Ask students to work alone. Say, Underline the words in the speech bubble that say what people are doing. Then circle the words that describe the weather. Two examples are done for you.

3b This activity provides reading and writing practice using the target language.

Draw attention to the pictures of France and the description below. Read the description to the class or ask a student to do so. Say the word blank each time you come to a blank line.

Answer any questions students may have about the new words. Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.

Ask students to work alone. Have students fill in the blanks. Point out the sample answer and read that sentence.

Correct the answers.

3c This activity provides writing practice using the target

language.

Ask one or two students to describe the weather in their home town, and to say what outdoor activities people there like to do (e.g. playing football, flying kites, fishing).

Ask students to work alone. As they work, move around the class monitoring progress and offering help as necessary. Provide the students with any new vocabulary theyneed (e.g. for describing activities), or encourage them to use a dictionary.

Ask several students to read their reports to the class.

4 This survey provides listening, speaking, and writing practice using the target language.

Call attention to the dialogue in the speech bubbles.Ask two students to read it to the class. Ask other students,What do you do when it's raining?

Substitute another type of weather for “raining” and ask other students what they do. Accept all reasonable answers and write each one on the board.

Introduce the use of present tense in both halves of answers such as, When it's sunny, I go to the beach.(See grammar note.)

Now ask students to interview their classmates. Ask each student to choose one type of weather and ask as many classmates as possible what they do in that kind of weather. Remind students to write down the answers.

Ask several students to read their questions and answers to the class. Write any new vocabulary items on the board and discuss these words. Students may wish to copy some of the words onto their notebooks.

Alternative: If you do not want students to get up and walk around the classroom, then ask them to do this activity in groups of four.

篇7：Go for it! BookI 下册 Unit10 教案(新目标版七年级英语下册教案教学设计)

Language goal

In this unit students learn to talk about past events.

New language

Where did you go on vacation? I went to the mountains.

Where did they go on vacation? They went to New York.

Where did he go on vacation? He stayed at home.

Where did she go on vacation? She visited her uncle.

Did you go to the beach? Yes, I did. /No, I didn't.

Section A

Ask questions about what students did last Saturday.Write some past tense statements on the board. Ask,Who went to the movies last Saturday? Point to a student who raises his or her hand. Sara went to the movies last Saturday. Repeat. Write this sentence on the board.Underline the word went. Ask, Who visited a friend last

Saturday? Point to a student who raises his or her hand.Carlos visited a friend last Saturday. Repeat. Write this“sentence on the board. Underline the word visited.

Point to the words went and visited in the sentences on the board. Say, We use these words to talk about things that happened in the past.

Then write these pairs of words on the board: go-went,visit-visited. Ask a student to point out the words that talk about the past.

1 a This activity introduces the key vocabulary.

Focus attention on the picture. Ask students to tell what they see. Say, Each picture shows something a person did in the past. Name each activity and ask students to repeat:went to the mountains, went to New York City, went to summer camp, visited my uncle, stayed at home, went to the beach, and visited museums.

Point out the numbered list of activities. Say each one again and ask students to repeat.

Then ask students to match each phrase with one of the pictures. Say, Write the letter of each picture next to the name of the activity. Point out the sample answer.

Check the answers.

1 b This activity gives students practice in understanding the target language in spoken conversation.

Point to the picture. Ask students to tell what the person did in each scene. For example, Tina went to the mountains or She went to the mountains.

Play the recording the first time. Students only listen.

Play the recording a second time. This time say, There are three conversations. The people talk about what they did on vacation. Listen to the recording and write numbers of the names in the white boxes in the picture. Please write only five numbers. Point out the sample answer next to the picture showing went to the mountains.

Correct the answers.

1 C This activity provides guided oral practice using the target language.

Point out the example conversation. Ask two students to read the dialogue to the class.

Say, Now work with a partner. Make your own conversations about the pictures.

Say the dialogue in the picture with a student. Do a second example, if you wish.

Then have students work in pairs. As they talk, move around the room monitoring their work.

Offer language or pronunciation support as needed.

2a This activity gives students practice in understanding the key vocabulary in spoken conversation.

Point to the three people's names and read the names to the class. Point to the three vacation activities and ask a student to read the activities to the class.

Say, This is a recording about three people's vacations. Please match the people with the places they went to on vacation.

Play the recording the first time. Students only listen.

Play the recording a second time. This time, ask students to write the letters of where people went on vacation next to their names. Point out the sample answer next to item 1.

Correct the answers.

2b This activity provides more listening practice using the target language.

Call attention to the chart. Ask a student to read through the names and activities listed.

Say, Now listen to the recording again. This time,please listen to the conversations and put a checkmark in the ”Yes, I did.“ or ”No, I didn't.“ blank after each activity. |Play the recording the first time. Students only listen.

Point out the sample answer under Yes, I did in the first blank after the words ”Nancy... go to Central Park?“ Say, Did Nancy go to Central Park? Yes, she did.

Play the recording again. Ask students to put checkmarifl in the correct blanks.

2c This activity provides guided oral practice using the target language.

Say, Get into groups of three. One of you will be Nancy, one will be Kevin, and one will be Julie. Ask each other about the vacations. You can talk about the activitiesfrom the chart in 2b or about any other activities you like.

As students talk, move around the room, monitoring the conversations and offering support as needed.

You may want to have a group of students present their conversation to the class.

3a This activity provides reading and writing practice using the target language.

Point out the pictures in the photo album. Ask students to describe what they see. (In picture 1 there is a man with a bowl of soup. There is also a waiter. He looks angry. In picture 2 there is a beautiful beach. There is a man. He looks unhappy.)

After that, read the first two lines of the dialogue to the class. Point out the answer was in the first line.

Then point out the blanks in the rest of the lines of the dialogue. Read the conversation to the class saying the word blank for each blank line: How blank the beaches?

Then say, Write the word was or were in each blank.Ask students to complete the activity on their own.

Correct the answers.

3b This activity provides guided oral practice using the target language.

Point to each of the pictures and ask students to say what they see. Then read the words under each picture. Pronounce any new words and explain what they mean, if necessary. For example, In this picture a girl is on a bus. The girl is taking a bus trip. Ask, What does relaxing mean? Does it mean you are excited or quiet? How do you look when you relax? If students don't know the meaning of relaxing, demonstrate by leaning back in your seat and half-closing your eyes.

Say,Now work with a partner. Make your own conversations about the pictures.

Say a dialogue with a student. Point to the food picture.Ask, How was the food? The student replies, It was awful.Do a second example, if you wish.

Then have students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.

4. This activity provides speaking practice using the target

language.

Explain to the students that they are going to make a vacation photo album and talk about it with their classmates. You may want to provide students with magazines which they can cut up for their photo albums, or askthem to draw the photos or have them make their photo albums at home for homework.

Once students have completed their photo albums, draw students' attention to the vacation pictures in the student book. Tell them that they are pictures from your last vacation. Using the simple past tense, point to each picture and describe a few things about your time in each place. Write wh- questions on the board (where,

what, who, why, when, how). Remind students that the photos in the book in activity 4 are photos from your vacation. Encourage the class to ask you wh- questions about your vacation.

Have students interview their classmates about their vacation photo albums.

When students have interviewed several classmates,have them discuss in pairs where in China they think would be the best place for a vacation. It could be somewhere one of them has been to, or just somewhere they have heard of and would like to visit.

Have several pairs explain their choices of vacation destination to the rest of the class.

Section B

New language

delicious, awful

expensive, inexpensive

crowded, uncrowded

1 a This activity introduces more key vocabulary.

Point out the six words. Say each word and ask students to repeat it.

Call attention to the first picture. Say, This is a ring.The price is one hundred million dollars. It's expensive!Do the same thing for all six pictures'.

Then point out the blank line in front of each numbered word. Ask students to match each word with a picture by writing the letter of each picture in the blank in front of the correct word.

Point out the sample answer. As students work, move around the room answering questions as needed.

1 b This activity provides writing practice using the target

language.

Point out the smiley face and the frowny face. Say,The smiley face is for good things. The frowny face is for bad things.

Call attention to the six words in activity la. Say,Now write each word under the smiley face or under the frowny face.

Point out the sample answer. Say, The word delicious is under the smiley face because delicious is a happy word.

Ask students to finish the activity individually.

Check the answers.

2a This activity gives students practice in understanding the target language in spoken conversation.

Say, Now listen to this conversation. Vera is talking about her vacation.

Point out the two questions. Say, After you hear the conversation, please answer these questions. Read the questions to the class.

Play the recording the first time. Students only listen.

Play the recording a second time. This time say, Listen to the recording and write the answer to each question.

Correct the answers.

2b This activity provides further listening practice using the target language.

Call attention to the chart. Read the words in the charher vacation, the museums, the stores, the people, thefoa

Say, Listen to the recording again. This time, write what Vera thinks about these things in the blanks ii the chart.

Point out the sample answer. Say, What does Vera thil of her vacation? It was great.

Play the recording. Students fill in the chart.

Play the recording a second time. Ask students to finish filling in their answers and to check their answers.

Correct the answers.

2c This activity provides guided oral practice using tbtarget language.

Call attention to the question words. Have a student read them to the class.

Say, Please work with a partner. Student A, you are Vera's friend. Student B, you are Vera. Student A, use this question words to ask Vera questions about her vacation Student B, you can use the information in activities 2a and 2b to answer.

Help with the first question. Point to activity 2a. Ask Where did you go on vacation?

Say, Please work in pairs. As students talk, move arom the room, offering pronunciation and language support as needed.

3a This activity provides reading practice using the target language.

Call attention to Kirn's diary. Ask a different student to read each entry in the diary. Answer any questions students have about the new words.

Explain the instructions to the activity. Point out the sample answer ”weather“. Say, The weather was a good thing. It was ”great“.

Say, Now read the diary and circle all the good things about Kirn's holiday. Underline all the bad things. Ask them to notice the description words that tell them whether something is ”good“ or ”bad“ (e.g. ”great“,”beautiful“, ”fun“ = good;”not much fun“, ”boring“,”crowded“ = bad). You may want to ask a student to tell

you what the first ”bad thing“ was (i.e. Kirn's kite breaking).

Ask students to finish the activity individually.

Check the answers.

3b This activity provides guided writing practice using the target language.

Say, Now write a travel diary like the one in 3a.Imagine you are an American student on vacation in Beijing.

Have students do the activity individually. You maywant to have them write on pieces of paper, since space in the textbook is limited. As they work, move around the classroom offering assistance as necessary.

Have several students read out their diaries to the class. (You might want to make this activity more substantial, and set it as written homework to be collected and marked.)

4. This activity gives students listening and speaking practice using the target language.

Say, Now you can talk about an imaginary vacation.Pretend you are a foreigner who came to China on vacation. Think about what nationality you are and the places in China you visited.

Ask students to get into groups of four. Tell them to pretend that they are foreigners who meet at the airport after their vacation in China. One student in each group begins by telling where he or she went.The other students ask questions. Then they switch roles, so each student has a chance to tell the others about his or her vacation.

As students talk, move around the room, offering vocabulary and pronunciation support as needed.

篇8：Go for it! BookI Unit1 教案(新目标版七年级英语下册教案教学设计)

Unit 1 My name’s Gina.

1．继续学习如何做自我介绍及问候他人。

2．学会从对话中获取对方的基本信息（询问他人姓名）。.

Language points（语言点）

1.要求掌握以下句式：What’s your/his/her name?

My/His/Her name is ……

2．要求掌握下列词汇：his, and, her, question, answer, look

3．语法：了解缩略形式What is=What’s ，I am = I’m等；初步了解代词my，your，his，her的用法（此知识可在今后学习中进一步巩固）。

Difficulties:(难点):代词my，your，his，her的用法。

Teaching steps（教学步骤）

1. Warming- up and revision（课堂热身和复习）

（1）Sing ABC song1

（2）Greeting (Say hello between the teacher and the Ss)

(3) Review introduction

T: Good morning. I’m Diana.2 What’s your name?

S: I’m Xu Dong./My name is… Nice to meet you.

T: Nice to meet you ,too.

2. Presentation（呈现新知识）

T: Boys and girls,let’s play a guessing game,

“What’s his/her name?” 3 OK?

Show the students the famous persons, let

them guess the names of these persons by using:

His name /Her name is ……4

I think his/her name is…5

Is he/she……?

教学设计说明

1． 为活跃英语课堂氛围而进行的活动。

2．为了复习第一课时的句式，教师可带上面具以新面孔出现，与学生进行仿真交流。教师与多个学生进行交流，进一步熟悉同学，并且给学生多种激励性的评价。

3.从guessing game中引出What’s his/her name? His/Her name is……。让学生利用名人的图片来进行猜测，熟练新的句式。

4.板书What’s his/her name?

His/Her name is……

5．对有能力的同学，鼓励使用更多的句式来表达。Is he/she…? I think he/she is… I think his/her name is……

3. Summary (short forms)

My name’s ______. Your name’s _______.

His name’s _______. Her name’s ________. 6

4．Work on 2a（完成P2－2a）

T: Now, look .at the pictures on P2, listen to the

four conversations. Just listen.

(Play the recording for the first time, students

only listen.)

Then, listen to the recording again, and number

the pictures . Check the answers.

5．Work on 2b（完成P2－2b）

Listen again. Circle the names you hear.

The first name is done for you.

Play the recording. Students listen and circle

the names they hear. Then check the answers. 7

6．Listen and repeat（听音跟读）

T: Now let’s listen to the tape and repeat.

Please try to read like the tape. 8

7．Work on 2c（完成P2－2c）

T: Suppose you are new students in No. 1 Middle

School. You are from different countries. You

meet for the first time. Make up a dialogue in

pairs.9

8. Grammar focus（老师用中文总结这两天所学的语法点）

T:这两天学习了自我介绍、认识新朋友、问候的句型。

My name is …… I’m ……

What’s his/her name?

Nice to meet you.

回答What’s your/his/her name?

的答语用： My/His/Her name is….

注意几种缩略的表达法：What’s=What is

I’m=I am name’s=name is10

6．小结物主代词my , your, his, her 的用法。

并了解一些缩略形式及读法，为下一步的听力做准备。

7．

Conversation1:Jenny, Tony

Conversation2:Tonny, Jenny

Conversation3:Bob

Conversation4:Jim

8．将四段对话让学生跟读一遍，为下一步的同桌活动做准备。教师要特别强调语音语调的模仿。可以先全班跟读，再让学生个体跟读。

9.学生可根据P3的示范做对话，或脱离示范对话，自由发挥。教师当堂检查三、四组对话。其他同学课后到教师处表演。

10. 指导学生阅读grammar focus时，注意使学生理解question, answer, look三个词。

9. Exercise

Workbook P1 Ex.1 Find these words. Circle the words.

P2 Fill in the blanks in the conversations..11

10．Homework

Oral work: (1) Listen to1a, read and recite it.

(2) Read the sentences in Grammar Focus.

(3) Go on making up your dialogues with your partner and polish it.

Written work: (1) Finish workbook P1P2Exx

(2) Bring some photos to school. 12

11. 练习册的两个习题巩固本节课的语言重点。

12. 准备若干亲友的照片，若干生活中常用电话号码的图片（急救、报警、火灾等），为下节课准备。

篇9：Go for it! BookI Starter Unit3 教案(新目标版七年级英语下册教案教学设计)

（The 1st period section A la-lc）

Teaching aims (教学目标)

1、学会识别颜色和谈论物体颜色

2、学会字母Ss-Zz

language points(语言点)

1、要求掌握以下句式： What color is it? It’s red .

2、要求掌握以下字母：Ss T t V v V v W w X x Y y Z z

3、要求掌握以下词汇：red green blue yellow white black

Teaching steps

1、warming- up and revision (课前热身和复习)

1）Daily greetings to the students (日常问候)

T：Good morning/afternoon

How are you today?

How about you, Jim ?

How is your mother?

如

S1：Good morning.

S2：Good morning.

S1：How are you today?

S2：I’m fine, thanks, How about you?

2) Revision (复习)

A). T：What’s this in English?

S1：It’s a bag.

S2: It’s a hat.

……

B)T：What’s this?

S1：It’s A…

Or

T：Where’s A?

S1：It’s here. .

2、Presentation(呈现新知识)

T：（从复习中引出）What’s this?

S：It’s U .

T：What color is it?

S：It’s red .

(通过这个句型引出要学的新字母和六种颜色，可以做字母卡片，并在每个字母上涂上一种要学的颜色。)

3、work on la ( 完成P12 1a )

T：Now let’s listen to the tape and repeat Please try to imitate them .

Tapescript

A :What’s this‵ ? B : It’s V ‵.

A : What color is it ‵? B : It’s red‵.

4、Work on 1 b ( 完成P13 1b )

T：Match the words with the colors

（给学生两分钟时间来完成此项任务，并让同桌学生讨论，校对答案）

T：Now let’s check the answers

5、Practise

1) Games

T：Let’s look at our classroom and find the colors

T：red red a red flag

S1：red red a red hat

T：green green …

S3：green green a green …

S4：…

2)chant

red red a red pen

green green a green tree

white white a white kite

black black a black cat

blue blue a blue ruler

yellow yellow a yellow pillow

6、work on 1c (完成P13 1c)

T：Now you see many things in our classroom .

Look, what’s this?

S：It’s a pencil-box.

T：what color is it ?

S：It’s black.

(引导学生参考教室里的物体，运用上面的句型编类似的对话)

7、work on 2a（完成P14 2a）

T：Listen and repeat the letters

（学生在跟读字母时，可适时教他们字母的发音拼读如Ss［es］、Tt [t]+[ i:]→[ ti:] ）

8、Work on 2b ( 完成P14 2b)

T：Now let’s play the game “Who can find your partner fastest?”

T : Look at the picture in 1a . Find the big letters for these small ones .

（ 给学生一分钟时间完成任务，然后校对答案。）

9、work on 2 c ( 完成P14 2c)

T：listen and number the letters you hear.

（可以根据情况播放2遍，第一遍学生听后写上顺序，第二遍边听边校对答案）

10、Work on 2d（ 完成P15 2d）

T：What’s the small letter for S?

Can you write it？

（在黑板的三线格上，教学生书写这几个字母的大小写）

T：Now who can come here and write on the blackboard?

（让学生上来写在黑报上，然后评论并纠正书写的错误，使学生印象深刻）

11、Follow up（进一步扩展）

T：Do you know what these letters mean?

S/M/L UFO CCTV UN

（先出示字母组合，让学生猜出其代表的意思，然后出现相应的图片给学生直观上的感受）

T：Do you know these?

CH AME AD ID WC

（老师补充其它字母组合，让学生猜出其意思）

T：Do you know other letters like these?

S：KFC

T：What do they mean?

S1：肯德基（可用汉语表达）

。。。。。。

12、Homework ：

Oral work

(1)Listen to la and repeat .

(2)Make up your dialogues with your classmates like 1c .

Written work

(1)Copy the letters S-Z twice. (大小写各抄2遍)

(2)Copy the six words of colors twice.

Unit3 what color is it?

（ The 2nd period Section A 4 - 5 ）

Teaching aims (教学目标)

1、继续学习识别颜色

2、学习谈论房间里物品的颜色

Language points (语言点)

1、要求掌握以下句式:

（1）-What’s this in English?

-It’s a key.

-Spell it ,please .

-K -E-Y

-What color is it?

-It’s yellow.

2、要求掌握以下词汇：

color ( V .)

Teaching steps (教学步骤)

1、warming- up and revision

(1)Daily greetings to the students

（2）Revision

T：What’s this?

S：It’s w.

T：What color is it?

S：It's black.

Well done！ Good job! Super！ Great！ Pretty good！

2、Presentation（呈现新知识）

（呈现空心字的颜色词卡片或画在黑板上或打印在worksheet上）

T：What’s this word ？

S：It's BLACK.

T：Color it black ,please .

S1：OK .

(老师让学生完成在空心字里涂上正确的颜色，并校对)

3、Work on 4

T：Look at the picture . What’s this ?

S：Five Rings

T：（给学生两分钟完成任务，然后用CAI来呈现五环旗的图片，让学生校对）

4、Follow Up

（1)T：What’s this ?

S：It's a Chinese /English / American….flag .

T：Can you color it ?

S：Yes .

（2）T：Take out your palette .

T：What's blue and green?

What's red and yellow ?

What’s black and white?

What’s blue and yellow?

… …

5、work on 5

T：Look at the picture of a bedroom , what’s this?

S：It's a bed.

T：Spell it , please.

S：B-E-D

T：What color is it ?

S：It's yellow.

6、Homework

Oral work：

(1)read the words of colors

(2)Read and recite the dialogue on P15

(3)Go on making up your dialogues with your partner and polish it .

Written work

(1) Draw your bedroom and write about it .（描写你的卧室里的物品的颜色）

为了使学生尽快进入上课的状态，建议分别向不同的学生提问以上的问题，也可以设置情景，引导学生编出类似的对话。

老师运用实物，幻灯片或CAI等手段复习学过的名词，可以采用快速回答或平面图猜测等竞赛方法，由于这些是已学过的词汇，所以应采取一些形象、生动的方法来巩固。

老师用字母卡片或生活中像字母的东西来复习字母

让学生排成一列或一排，每个手中拿一字母卡片，被问到的同学迅速站出来。借助这种方式可以较好地训练学生的听力。

学生应听一句跟读一句，老师强调学生对语音语调的模仿，可让学生标上语调，先全班跟读，再让个体学生跟读，可主用激励、竞赛等方法，鼓励学生大声朗读，模仿到位。

引导学生找教室里的物品颜色，可以采用男女生竞赛，小组竞赛或Chain Drill等形式，这一步可以发挥学生的主动性，积极地使用所学知识。

老师根据相同的元音编出左边的Chant，运用CAI，形象地展示出来，配上音乐旋律。以此来巩固上一步骤。

老师清楚地示范一两遍

后，放手让学生编，然后再检查三，四组。

把学生分成2组，一组拿着大写字母卡片，另一组拿着小写字母卡片，在最短的时候内找到相应的大小写字母

让学生思考在生活中见到的字母组合，可采用直接分组竞赛也可先分组讨论再竞赛的方法，这个活动可在课前预习作业中布置

教师和学生准备好一套彩色大小字母卡片，随意抽出卡片编类似于上述的对话，然后引导学生同桌或同组问答，再检查二、三组，检查时，可用出适当的评价.通过此方式可进一步巩固字母及颜色的表达。

教师用CAI呈现几面典型的未涂色的国旗，让学生猜测其颜色，然后在worksheet上给国旗涂上正确的颜色，最后与CAI上的图片校对一下。增强学生对国旗的认识，延伸课外知识。

让学生拿出带来的调色板和颜料，老师提出一个问题后，学生着手调色，并回答问题，此时需要教学一些新的颜色词：pink , purple , grey …. 借助这种方法培养学习语言的兴趣，提高动手能力，同时很好地对知识进行了延伸。

老师利用CAI或挂图呈现一幅卧室的图片，引导学生运用上面的句型谈论卧室中的物品及颜色，可以让学生到黑板前来指着图片中的物品进行问答。

Unit 3 What color is it

( The 3rd period Section B 1a－2 )

Teaching aims ( 教学目标)

1. 继续辨认物品及物品的颜色。

2. 了解a e i o u 5个元音字母常见的开、闭音节的发音。

Language points ( 语言点)

1. 要求进一步熟练掌握以下句式 ：

What’s this in English ? It’s ….

What color is it ? It’s ….

The key is yellow .(red , white ….)

2. 要求掌握以下词汇：

red , yellow , green , blue , black , white

3. 要求进一步了解5个元音字母及其常见开、闭音节的发音。

Difficult Points : ( 难点)

a e i o u 5个元音字母常见的开、闭音节的发音。

Teaching steps (教学步骤)

1. Warming-up and revision (课堂热身和复习)

1）Daily greetings to the students (日常问候)

T : Good morning / Good afternoon / Hello / Hi !

How are you ?

S: I’m fine ,thank you . And you?

2) Revision ( 复习)

1. A guessing game :

T : I spy a color . It begins with “r”.

What color is it ?

S1 : I know it’s red.

S1: I spy a color . It begins with “y”.

What color is it ?

S2 : I know it’s yellow.

S2: I spy a color . It begins with ….

What color is it ?

S3: I know it’s ….

2.A spelling game :

T : What’s this color? It begins with “b”. ( T 在黑板上板书

b )

S: Is there an “l” in this word ?

T : Yes , there is .

S : Is there a “u” in this word ?

T : Yes , there is.

S : Ah, I know it’s blue.

T : What’s this color ? It ends with “w” .

….

T :There is an “ a ” in the middle.

….

3. Check homework

T ：Please show me your pictures of your bedroom .

What’s this in English ?

S : It’s a….

T : Spell it , please .

S : ….

T : What color is it ?

S : It’s ….

….

T : Good job ! / Well done ! / Your picture is beautiful!

（教师及时予以评价鼓励）

2.Work on 1a on P16 (完成 P16 1a )

Task One :（ 任务一：教师让学生辨认1a 图片中的物品名称。）

T: Now please open your books and turn to page 16.What’s this in English in the picture ?

S:It’s a pen .

T:And what’s this ?

S:It’s a key .

T:What’s this?

S: It’s a ruler . （可由学生两人一组对话形式辨认图片中的物品名称。）

Task Two: ( 任务二：对第16页上面的1a进行听音涂色。)

T: First listen to the tape carefully .( 第一遍让学生认真。)

T : Now listen again ,take out your color pencils to color the things in the picture.( 第二遍，让学生根据对话内容开始涂色。)

Tapescript

A : What’s this in English ?

B : It’s a key .

A : What color is it ?

B : It’s yellow .

A : What’s this ?

B : It’s a ruler .

A : What color is it ?

B : It’s blue.

A: What’s this ?

B : It’s a pen .

A : What color is it ?

B : It’s red .

3.Work on 1b on P16 (完成 P16 1b)

T : Listen again and complete the sentences .( 让学生再听1a的录音材料，在空格内写下该物品的颜色的单词。)

Answer

1. The key is yellow.

2. The ruler is blue .

3. The pen is red .

4.Work on 2 P16 ( 完成 P16 2 )

Task One : Revise 26 letters . ( 复习26个字母 )

T : Look at the letter cards and read aloud like this :

a′a‵, b′ b‵ , c′ c‵ ...

Task Two : Pronounce the 26 letters.

T : Now this read the letters like this :

a [ei] / b [b]+[ i:]→[ bi:] / c [s] +[ i:]→[si:] / d [d]+[ i:]→[ di:] / f [e] + [f]→[ef] / ….

( T helps Ss to say and pronounce the 26 letters .)

Task Three :

T : Now let’s play a game

“ Grouping the letters （字母分组游戏）”

Get 26 students with 26 “letter caps “ on their heads to come to the blackboard one by one . Others read aloud the letters . Then arrange the 26 students into 7 different groups containing the same sounds . They are [ei] [ i:][e] [ai] [ju:] [эu] and [ɑ:]. ( copy these sounds on blackboard.)

Aa Hh Jj Kk

Bb Cc Dd Ee Gg Pp Tt Vv

Ff Ll Mm Nn Ss Xx Zz

Ii Yy

Uu Qq Ww

Oo

Rr

Tell Ss to memorize the chart in the way of pronoucing the 26 letters.

Get Ss to arrange their own 26 cards into 7 groups on their desks .

Task Four : Listen and repeat.

T : Now open their books , listen and repeat the tape . (让学生听音跟读P16 第2部分,并找出不同的发音规律性。)

Read aloud the words in the top row .Get Ss to repeat . Check pronunciation and correct if necessary . Make sure students understand the difference between the two “ a “ sounds .

Repeat for the next rows. T Can give Ss the phonetics of these sounds .

Task Five : Exercises

1. 听下列各组字母，含有相同音素的划“√ ”号，不同的划 “×”。

1. 2. 3. 4. 5.

( Recording : 1. KG 2. BE 3. SM 4. JG 5. AI

Answer : × √ √ × × )

2. 读下列每组字母和单词，含有相同元音音素的划“√ ”号，不同的划 “×”。

1. K Dale ( ) 2. Frank thanks ( ) 3. E pen ( )

4. map Grace ( ) 5. Q blue ( )

( Answer : √ √ × × √ )

5.Homework:

1. Oral work : Listen to the chart on 2 P16, read and recite it .

2. Written work :

(1) Make up dialogues according to 1a picture and write them down .

(2) Describe your own bedroom , eg :

“ In my bedroom , the desk is white , the jacket is red , the key is green ….. ”

Unit 3 What color is it

( The 4th period Section B 3a－4 )

Teaching aims (教学目标)

1. 熟练掌握26个英文字母

2. 进一步掌握5个元音字母。

Language points (语言点)

4. 26 个字母

5. 5个元音字母 ： a e i o u

Teaching steps (教学步骤)

1.Warming-up and revision (课堂热身和复习)

T : Good morning / Good afternoon / Hello / Hi !

How are you ?

What’s this in English ?

S: It’s a pen .

T: Spell it ,please .

S:P-E-N .

T: what colour is it ?

S: It’s blue .

(2.Work on 3a on P17 ( 完成 P17 3a )

Task One : (任务一：教师使用26张字母卡片随意抽出让学生认读)

T: What are these ?

S:They are letters .They’re English letters .(学生不会说letters，教师可带着学生说。)

T: How many ?

S:Twenty-six.

T:What’s this?

S: It’s D ( A 、C|、B、X….) (可由学生两人一组对话形式辨认卡片上的字母。)

Task Two: ( 任务二：听音跟读、模仿第17页上面的3a )

T: Now please open your books and turn to page 17.Listen and repeat the 26 English letters .

Tapescript

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Task Three : Finding the letters

( T draws the sticking figures on the blackboard . Get Ss to find the letters in the alphabet , the more , the better .)

T : Please look at the picture , can you see “A” ?

S : Yes , it’s here .

T : Can you see “H”?

....

Task Four : Recognizing the letters . ( 辨认字母游戏 )

T : Now , look at me and guess what letter it is .

S : Is it T ?

T : No , it isn’t .

S : Is it Y ?

T : Yes , it is .

….

3.Work on 3b P17 (完成P 17 3b)

Task One : Listen and learn the alphabet song .（让学生学唱字母歌，帮助学生熟练记忆26个字母。）

T : Now first just look at the song on P17,listen to it carefully.( 第一遍让学生静听，了解歌曲的旋律。)

This time , let’s follow the tape and sing aloud .(第二遍让学生跟着磁带唱。)

Now , let’s sing along with the tune.( 让学生跟着伴奏带唱。)

Task Two : Let’s play a singing game . I sing “ ABCD” , you sing “EFG”. Tom （班级里的一学生）sings “ OPQ” , you sing “ RST ”. Got it ? （让学生玩唱歌游戏，一个学生唱出歌中的任何一句或半句，另一学生接唱下一句或下半句。）

Task Three: Now, let’s play another game “Say the next letter” .If I say “A” , you say “B” . If I say “H” , you say “I” . ( 让学生玩“说下一个字母”的游戏。)

4．Work on 4 P 17 ( 完成P17第4部分)

Task One: Get Ss to say the five vowels .( 让学生回顾5个元音字母。)

Task Two : Listen and read the chant .

T : First , Just listen carefully and enjoy the lyrics in the book .( 第一遍，让学生感受节奏)

Now follow the lyrics in the book. ( 第二遍，让学生跟着吟唱。)

（在学生反复跟着吟唱后，可进行比赛。）

Task Three : Get S to think more words with the five vowels .(让学生想出更多的含有这5个元音字母的单词。

Then make a similar chant in groups ,Get Ss to show their new chant and perform in front of class.

（ 让学生分小组编类似的chant，然后展示他们的作品，并表演出来。 ）

5.Homework :

Oral work :

(1) Sing the alphabet song .

(2) Recite the English alphabet .

Written Work :

(1) Copy 26 letters and 5 vowels .

(2) Make a similar chant .

Unit 3 What color is it

( The 5th period self-check )

Teaching aims (教学目标)

1.检查前一天布置的chant作业。

2.通过小测验来复习本单元所学过的内容。

3.学会谈论自己最喜欢的颜色及描绘美好的环境 。（根据班级学生接受能力情况来确定。）

Language points (语言点)

1.名词：sea , water , sky , tree ,flower , sun

2. What’s this in English ? It’s ….

What color is it ? It’s ….

What’s your favorite color ? Red .

The sky is blue .The water is green .The tree is green . The ….

Teaching steps (教学步骤)

1. Warming-up and revision (课堂热身和复习)

1）Daily greetings to the students (日常问候)

T : Good morning !

S : Good morning !

T : My name is …. What is your name ?

S : I’m ….

T : Nice to meet you .

S : Nice to meet you , too .

T : Good morning / Good afternoon / Hello / Hi !

How are you ?

S: I’m fine ,thank you . And you?

( If possible , teach some alternatives of I’m fine .

eg. I’m Okay . I’m not feeling well. I’m so-so. I feel great.)

2) Revision ( 复习)

T: Now show me your chant . Read it aloud . Let’s enjoy it!

(Get S to show their new chant and read aloud in front of class .)

T : Good job ! / Well done ! / Excellent ！

（教师及时予以评价鼓励）

2.Work on 1 on P18 ( 完成 P18 1 )

Check the letters and words you know .

T : Now please open your book , read the letters and words in Part 1 by yourself .Tick the letters and words you know and circle the letters and words you don’t know .

(让学生读P18 1中的字母及单词，挑出自己已会的内容。)

3.Work on 2 on P18 (完成 P18 2 )

T : Now write five new words in your Vocab-Builder .(让学生记录本单元所学的5个单词，也可鼓励学生记录自己课外学到的词汇。)

4.Work on 3 on P18 ( 完成 P18 3 )

Task One : Get Ss to recite the English alphabet and 5 vowels . (让学生背诵字母表及5个元音字母)

Task Two : Get Ss to fill in the missing letters in P 18 3 .Then read all the letters .

( 让学生填入表中所缺的字母，然后朗读出来。)

Answer

b, e , g , h , k , m , p , q , s , u , w , y

5.Work on 4 on P18 ( 完成 P18 4 )

Get Ss to work in pairs , use colored pens to write down the letters their partner says .( 让学生两人一组说写单词。一位学生说出自己喜欢的字母与颜色，另一位用该颜色的彩笔写下该字母。）

T ： Now you work in pairs .One says “ Green A ”. Your partner writes down the letter in this color .

( 教师在学生完成此项任务时，可走入学生座位检查学生的发音或提供帮助。)

6.．Follow up : ( 进一步扩展)

1) T : Now you have many colorful letters on your books . Now I want to know what’s your favorite color ? （ to S1 ） What’s your favorite color ?

S1 : Red .

T : ( to S2 ) What’s your favorite color ?

S2 : Green .

….

2) Get Ss to ask and answer in pairs about their favorite color .

7.Enjoy just for fun on P18 ( 欣赏 P18的just for fun )

T : What color do the birds see ? Let’s read “Just for fun ”.

（Get Ss to read aloud the dialogue . Help Ss understand the dialogue .

Help Ss learn some new words : bird , water , sea , whale , inkfish . ）

8.Follow up : ( 进一步扩展 )

Get Ss to draw a picture of beautiful environment with blue sky , bright red sun , blue sea , green water , green trees , colorful flowers , white birds . Then describe the picture .

“ This is our home .The sky is blue .The sea is blue. The water is clear .The tree is green …. I like them .”

9.Dictation :( 听写下列字母和单词)

1．A a 2. Ii 3.E e 4.Rr 5. Oo 6.Ll 7.Uu 8. Vv 9. Yy 10. J j

11. Gg 12. Zz 13. Qq

14. red 15. green 16. blue 17. yellow 18.black 19.white 20.color

10. A Quiz

A. 按字母表顺序为下列字母正确排序 ，并写出其中的元音字母。

i , e , h , f , u , m , a , x , b , y , o , q , g

1 . 正确顺序

2 . 元音字母

B. 请写出下列字母的前一个和后一个字母 。

m 、h 、o 、w 、t

C. 找出与所给字母含有相同元素的选项。

( ) 1.K A. S B. H C. L D.Frank

( ) 2.F A. L B. Grace C. Map D.I

( ) 3.Q A. U B. J C. G D.H

( ) 4.Y A. M B. R C. A D.White

( ) 5.E A. pen B. red C. P D.yellow

D.写出下列单词相应的大小写形式 。

1. FINE 2. BLACK 3. HELLO 4. PLEASE

5. GREEN 6.color 7.what 8. this

E.写出下列缩写词的中文形式。

PRC WTO WC

IQ EQ CAAC

RMB USA MBA

F.根据句意及答语填写特殊疑问词( what , how ) 。

1. -- is your name ? -- My name is Kate .

2. -- color is the quilt ? – It’s blue .

3. – are you ? -- I’m fine .

4. – is this in English ? -- It’s a door .

11. Homework

Oral work : Read “ Just for fun”

Written work : Make a chant like this :

“ Red , red , a red pen .

Green , green , a green tree .

Black , black, a black jacket ….” ( 注意此韵律诗的押韵形式。)

教师说出一种颜色的首字母，让学生猜出这个颜色。在英语教学初级阶段，游戏是一种非常有效的教学活动。

教师写出一种颜色的首字母或中间的一个字母或结尾的字母，让学生猜出这个颜色的整个单词的拼写。这样，既可巩固学生说颜色词汇，又可学会拼写颜色词汇，同时，又体现a 、an冠词的用法，也为这一课时中的1b铺垫。

学生展示他们的作业－ a picture of my bedroom ,学生之间进行问与答，复习P16上 5的句型 。此时教师根据学生的需要， 视学生的学习能力，可以扩充一些物品新词汇和颜色新词汇，如 purple, brown , orange , pink , light color , dark color 等 。

在听音练习中，最好让学生第一遍静听，有一个对内容的大致印象，第二遍再动手操作。

此项活动训练学生拼写颜色词汇的能力。

教师要求学生用升、降两种声调朗读26个字母,告诉学生英语中只有两种声调，要求学生学会用升、降两种声调朗读。

此任务可为下一环节的按元音音素归纳26个字母作铺垫。

按元音音素归纳26个字母，使学生在学习字母阶段，就有音素的概念。

教师在CAI 或worksheet 上呈现左边的练习。

教师使用图片、或直接使用教室里的物品或文具与学生进行问与答。

让学生认真完整地模仿26个字母的发音。

让学生观察图形，找出图形中的字母，可进行分组竞赛。培养学生的观察能力与想像力。

教师立正，高举双手整个人成“Y” 型。让学生猜出这一造型所代表的字母。教师示范后，可让学生自己设计姿势，让其他同学猜。

既可以训练学生熟练掌握26个字母的先后顺序，也可培养学生的乐感。

此游戏可活跃课堂气氛，也可训练学生熟练掌握字母表中字母的先后顺序。为增加难度，可让学生说所给字母的前一个字母。

视学生学习能力，可教学I’m Okay . I’m not feeling well. I’m so-so. I feel great.

等表达方法 。

让学生展示自编的chant给全班同学看，并念出，朗读的时候注意节奏，可以让学生拍手打节拍，从朗读中感受5个元音音素。教师作点评，

鼓励更多的同学读出自遍的chant。

此环节使学生全面复习检查本单元中出现的字母及单词，让学生圈出那些仍然不熟悉的字母或单词，鼓励学生通过复习前面课文内容，或请教老师、同学，或查字典等方式来解决问题。

此任务既可训练学生的听力，又能训练字母的书写，达到巩固字母及颜色词汇的目的。

此环节视学生的学习能力及词汇量情况而定，可由此扩展词汇，培养表达能力，绘画、审美能力及对美好环境的向往及环保意识。

打在幻灯片上，或事先印在纸上发给学生，时间为10分钟。

篇10：Go for it! BookI Unit6 教案1(新目标版七年级英语下册教案教学设计)

Teaching aims (教学目标)

1.学会日常生活中食物 水果的名称

2..学会谈论对食物水果的喜好

Lauguage points (语言栏)

要求掌握以下句式 （1）Do you like┅ Yes I do/No I don’t

（2）I like┅ I don’t like

要求掌握以下词汇 knowledge tomatows broccoli French fries oranges ice cream salad bananas strawberries garrots

Difficulties

(1) 可数名词和不可数名词

(2) 可数名词的复数形式

Teaching steps (教学步骤)

1.warning-up and revision (课堂热身和复习)

(1)Daily greeting to the students（日常问候）

(1) Revision（复习） I have┅ Do you have ┅?

T: Good morning /afternoon/children

(showing a ) fruit basket

I have a fruit basket

Do you have a fruit basket

Ask the students to ask and answer using the pettern::

Do you have┅?

2. Guessing games

Taking away the fruit bastet and asking the students to guess:

What’s in the basket? Using the sentence: Do you have┅?

Present the names of all kindsof fruits and food

3. Showing a picture of fridge in the computer

Revise the names of food and fruit

Teach the new words of food and fruit

4. Practise

1a. match the words with the pictures

5. 2a. Listen and circle the food you hear

6. Show the picture again or take out an apple,

act out eating an apple delicious and say: I like apples

for several times then take an egg, “I don’t like eggs” for

several times, working a horrible face at them (Ask more

questions about fruits and food )

7.Guessing game

Guess what my favourite food is, or ask some students to come

to the front and guess what her/his favourite food is.

8. Fill in the chart

Pictures of food&fruits like dislike

9. Discussion

Ask the students to talk about their likes and dislikes in talking pairs

10. Listening

1b. Listen and number the conversation

11. Chant

12. Homework

Oral work:

Rcite the new words

Written work:

1. Copy the new words

2. Making up dialogues between you and your parents about

likes and dislikes

篇11：Go for it! BookI Starter Unit2(新目标版七年级英语下册教案教学设计)

一．说教材

Starter Unit 2是Go for it! 三个预备单元中的第二个单元。预备篇是为了使没有英语学习基础的学生更好地使用本套教材而编写的。它的主要内容为26个英文字母和最基本的英语日常用语。

本单元的教学内容为：Ii - Rr10个字母。

ruler、map、quilt、jacket、key等7个单词。

辨认物品What is this in English? 及其回答。

二．教学设计思路

Go For It! 是以《英语课程标准》为依据，以培养学生的英语语言综合运用能力为目标。每个单元的教学内容都围绕一个相对集中的主题，学习语言的过程，就是学生完成各项任务的过程。Go For It! 的每一个单元只有一个总体的教学内容安排，没有具体的分课时教学内容安排。教师必须首先根据所任教学生的实际水平出发，合理安排每单元的课时数，设计好每课时的教学内容。

第一课时：完成Section A – 1a, 1b, 1c。

分课时目标: a) 学习key等词汇

b) 学习辨认物体 (Identify things):

What’s this in English? It’s ... .

c) 学习a / an的初步用法: a key an orange

第二课时：完成Section A－2a, 2b, 2c, 2d, 3,

分课时目标：a) 学习字母Ii – Rr。

b) 了解一些英语缩略词的意思。

第三课时：完成Section A－4a, 4b, 4c , 5, Section B－1a, 1b, 2a, 2b

分课时目标：a) 巩固本单元所学的字母、单词。

b) 学习拼写单词和相关句型: Spell it, please.

K-E-Y, key.

第四课时：完成Section B - 3a, 3b, 4, Self check 4

分课时目标：a）巩固句型：What’s this in English?

It’s a (an) ... .

Spell it, please.

R-U-L-E-R, ruler.

b) 学习元音字母a, e, i, o在开音节和闭音节中的发音规则。

第五课时：完成Self Check 1, 2, 3

分课时目标：复习巩固Starter Unit 2 的全部内容。

完成单元随堂自测。

三、教学目标

A、语言知识目标

1、词汇：Letters Ii - Rr

map、ruler、pen、orange、key、jacket、quilt

2、句型：What is this in English?

It is a/an map/orange…

Spell it，please.

P-E-N, pen.

B、语言技能目标

通过游戏等活动，培养学生灵活运用语言知识和勇于创新的能力。

C、情感目标

1、激发学生学习英语的兴趣，发挥学生学习英语的主动性。

2、通过小组活动、组间竞赛，培养学生的合作意识和团队精神。

3、在活动中培养学生的想象力和创造力。

四、教学策略

1、兴趣活动教学策略：多采用做游戏和猜谜等形式。

2、开放性教学策略：新课标的理念之一是“开发课程资源，拓展学用渠道”。这要求我们学会开放性地处理教材。在教学过程中，我们要适当借鉴其他教材的内容，插入大量学生感兴趣的图片和活动，拓宽学生的视野，实现知识的整合。

3、任务型教学策略：任务型教学途径是以应用为动力，以应用为目的，以应用为核心的教学途径。所以教师在教学中应突出语言的应用性原则。把听说、讨论、表演、游戏贯穿于教学，使课堂形式多样化，充分发挥学生的主动性。

五、学习策略

1．通过闪现等活动，锻炼学生反应能力和注意力集中程度。

2．通过猜物体等活动，培养学生的逻辑推理能力。

3．通过组内合作和组间比赛等活动，提高学生的合作能力和竞争能力，促使学生学会体验实践、参与合作与交流的学习方式。这种学法将更有利于发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践的过程。

六、教学过程

The first period

Step 1 Warming up

Good morning/afternoon/evening!

How are you?

I’m fine, thanks.

How are you? I’m OK.

引导学生在真实的交际中运用Starter Unit 1中学到的日常用语，让学生体会学英语的乐趣和成功的快乐。

Step 2 A Guessing game

Teacher shows a part of a letter and

asks : “What’s this?” Get the students

to answer the questions like this:

“ I think it’s A / B.”

Then show the whole of the letter

to let the students check whether

they’re right or wrong.

让学生从不完整的画面中通过想象力，猜出其中是什么字母。既复习学过的字母，又丰富学生的想象力。“What’s this？It’s …”是本单元的重点句型。通过这个游戏，让学生在听说中首先建立一定的感性认识，体现听说领先的原则。

Step 3 Presentation

a. Show the picture of a girl and her room,

then present the new words and the

sentences: What’s this in English?

It’s ….

从猜谜游戏到新知识呈现，学生在悬而未决的心理状态下学习新知识，因注意力相对集中和兴趣被有效激活，对所学的东西印象深刻。

Step 4 Listen, look and say

a. Section A – 1a

b. Section B – 1b

Step 5 Word challenge

a. Show the things as quickly as possible,

have a competition between boys and

girls. Get them to name what they see.

b. Ss work in pairs.

活动有效训练学生的有意注意力和瞬间记忆力,同时在真实的语境中使所学的语言知识得到强化。

Step 6 Group work

Students work in groups, draw pictures

of their rooms and talk about the pictures

using “What’s this in English? It’s a/an…”

Teacher is ready to offer his / her help to

those students who are in need of it.

学生尝试着用英语进行交际，使语言知识在完成任务的过程中得到运用并巩固。教师应该鼓励学生提问、获得帮助。这是培养学生主动汲取知识的好时机。

Step 8 Report

Ask some demonstration groups to show

their pictures before the whole class.

They may do like this: This is my room.

What’s this in English? It’s a/an…

学生分享合作的成果，感受成功的快感。在展示自我的过程中，学生体验到勇敢、积极、大胆所带来的愉快的心情体验。

Homework

1. Read and copy the words in Section A 1b

2. Get the students to finish the pictures

of their rooms and write down the

English names of the things in the rooms.

学生的基础和能力存在差异，应该允许学生将课内未完成的内容在课后完成。面向全体学生，让所有学生学有所得是教学的最终目标。

The Second Period

Step 1 Warming up

a. Greetings.

b. A Guessing game.

Teacher prepares 8 pieces of paper

with the words in Section A on them.

Put them in a box. Get one of the

students to pick a word out of the box.

The other students ask:

What’s this in English?

The student answers: It’s a / an…

c. Check homework.

Ss talk about their pictures in groups.

Get the students to call out the letters

they know in the pictures.

d. Letters challenge.

Teacher shows the letters very quickly

get the students to call out the letters

they see.

通过游戏来检查学生对已学知识的掌握情况，在轻松愉快的课堂氛围里，学生的积极性容易被调动，思维容易被激活。如果学生层次较好，教师事先准备的纸上可以只画物品的图案，不写英文名称。

学生交流自己作品，既运用了英语还激发了兴趣，增强了自信心。

通过闪现的形式复习旧知识，最大程度地调动了学生的有意注意力，为下一步新知识的呈现打好基础。

Step 2 Presentation

Teacher presents the new letters.

Step 3 Letter BINGO

Ss play BINGO Game.

a. Teacher calls out the letters first.

b. Then teacher may get one of the students

to call out the letters.

学生必须全神贯注地听，并快速认读字母，训练了学生的听力、判断力和反应能力, 还可以检查学生的字母发音。

Step 4 Listen, number and write

Section A－2a, 2b, 2c, 2d

Step 5 Guessing game: What’s the word?

a. Teacher thinks of a word that the Ss

know. Draw a dash on the Bb for each

letter. Get a student to suggest a letter.

Then another student and another letter

until they get all the letters of the words.

b. Show the picture which match the

word and ask: What’s this in English?

Ss answer: “ It’s a / an …”

c. Get individuals to give their own words.

猜词游戏丰富了学生的想象力，有效激活学生的探究欲望，符合学生的心理特点，很容易地把学生卷入到字母、单词的记忆和运用中，充分体现“学以致用”的原则。

Step 6 Look and learn

a. Section A－3

b. Teacher shows more special letters.

c. Ss try to think of other special letters.

补充生活中常见的缩略词，引起学生的兴趣，激发他们去观察生活，使知识的学习为生活服务。

Homework

a. Color and write the letters.

b. Find more special letters like NBA

and their meanings.

开放型的作业代替机械、枯燥的抄写，培养学生的动手能力，同时为下一个单元作好准备。

The third period

Step 1 Warming up

a. Greetings.

b. A game Letters line up

Divide the students into two parts.

Get the students to find their partners

and line up in the order of the alphabet.

Get the students to call out the letters.

c. Talk about the homework. Maybe some

demonstrations.

教师在愉快的游戏中检查学生掌握字母的情况。

学生展示作业，展现自信，热爱生活，观察生活。

Step 2 Listen, write and draw

a. Section A－4a

b. Section A－4b

c. Section A－5

通过游戏、听说、画线、排序等多种形式，学生从听说读写等方面运用学过的18个字母。

Step 3 Presentation

a. Get the Ss to learn the conversation:

--- What’s this in English?

--- It’s a key.

--- Spell it, please.

--- P-E-N, pen.

b. Pair work

c. Section B 1a, 1b, 2a, 2c

学生从GAME自然过渡到分课时的重点句型：Spell it, please.

Step 4 Guessing game

a. Teacher shows a part of a thing, and

gets the students to guess out the

name, using: What’s this in English?

I think it’s a / an…

Spell it, please.

学生运用语言知识解决实际问题，为学生创设了自然运用目标语的机会。游戏活跃了课堂气氛，把教学推向高潮。

Homework

1. Get the Ss to copy the conversion in

Section B－1a, then recite it.

2. Get the Ss to make their own word

guessing game.

The fourth period

Step 1 Warming up

a. The whole class play the game:

What is it?

b. Talk about the homework.

c. Look and Find

Get the students to find the letters

in the picture and arrange them in the

alphabet order.

在游戏中复习：What’s this?

It’s a / an ....

Spell it, please.

学生们在充满趣味性的情境中一遍遍加深对所学字母的记忆。

Step 2 Listen and write

Section B－3a，3b

Step 3 Listen and repeat

Section B 4

Self check 4

学生学习元音字母a, e, i, o在开音节和闭音节中的发音规律。

Step 4 A Game

Get the students to play the game

“Word Family”.

学生在游戏中熟悉4个元音字母的发音规律和单词的拼写规则。

Homework

1. Line up the words you know in Unit 2.

2. Make up your own letter riddles.

3. Review the sounds and find one new word

for each sound.

4. Go over and get ready for a test.

用相对自由、开放的方式复习单词和音标，给学生一点创造的空间,同时鼓励学生主动学习知识，通过各种途径获取帮助。

The fifth period

Step 1 Warming up

a. Teacher shows the pictures and get the

students to revise the letters.

b. Get Ss to show their letter riddles.

c. Get the Ss play “Letter Listening game.

Ss are divided into two groups, one is

Big Letters, the other is Small Letters

d. Students revise the sounds by showing

复习课在内容的安排上从字母、单词到句子，循序渐进，符合学生的认知规律。而在游戏中复习，避免单一的“炒冷饭”，学生在参与各种形式的活动中，心理状态始终处于求而未得的期望中，可以有效保持学生的注意力。

their own word family.

e. Competition: Find the word which contains

letter A. Teacher may give

one example, first. Then get

the Ss to do by themselves.

f. The whole class play the game

“Find friends”

Step 2 A Test

Give the Ss a short test on Unit 2. The test

may contain listening comprehension

and written parts.

测试应该注意难、易度，以基本语言知识和技能为主，以鼓励学生更加积极地学习英语为目的。

七、教学反思

Go for it! Starter的教学内容并不复杂，但是要处理好本单元的教学重、难点，教师应当尽量设计贴近学生生活、符合学生认知水平和心理特点的教学形式和方法，让那些初涉英语学习的学生从一开始打心眼里喜欢英语。教无定法，学无止境。新教材对我们英语教师提出了更新、更高、更全的要求。

例如，在Group work Draw the picture of your room and talk about it, 学生有可能会问教师许多有关房间设施的名词，这是学生主动学习的表现，教师应给予极大的鼓励。但同时对教师也提出了很高的要求。教师要有一定的前瞻意识，在课前准备时下功夫，就能相对从容地面对突如其来的提问。

做一个会动脑筋的教师，就能培养出一个爱动脑筋的学生；做一个有创造意识的教师，就能培养出有创造力的学生。同时，教师还要有整体把握教材的意识。

例如，我在本单元第二课时中布置了一项家庭作业：Color and write the letters，既复习了字母，又为Starter Unit 3的教学作好准备。在Starter Unit 3中，教学重点之一是What color is it? 如果到那时，教师在教学中拿出的教具源自学生自己，既拓展了学用渠道，同时又会让学生萌发出强烈的自豪感和成就感。这样，学生会以更积极的态度投入到英语学习中去。

此外，在布置回家作业时，教师也可尽量设计一些学生爱做、抢着做的家庭作业，将知识性和趣味性以及能力的培养有机结合，还可以尝试家庭作业项目化。教师可以为学生建立成长袋，每一次出色的、有创意的作业都可以收录进成长袋。例如，本单元中我布置的A picture of my room、Colorful letters、Word game等都可以被收藏在成长袋里。成长袋一方面记载了学生进步的过程，另一方面也是他们未来学习的动力。

做一个爱教、善教的教师，培养一批爱学、善学的学生。

杭州光明中学 张 锴

篇12：Go for it! BookI Starter Unit1(新目标版七年级英语下册教案教学设计)

教材分析Go for it!学生用书每个单元包括Section A, Section B 和 Self Check三个部分。它将话题，功能和交际巧妙地融合在一起，用一种循序渐进的生活化的学习程序引导学生把所学的语言知识和实际运用结合起来。Section A 为基本的语言内容，并为目标句型提供分步示例和指导性练习；Section B是知识的扩展和综合的语言运用，使学生能够对已经学过的目标句型运用自如；Self Check 供学生用来自我检测本单元所学的语言知识，使学生对现阶段的英语水平，即对本单元的语言目标有较为明确的认识。它的编排虽然仍以单元为单位，但是以TBL语言教学模式的板块设计，为课堂教学的灵活组织留下了更大的空间。

Starter Unit 1 是Go for it!预备篇三个单元的第一单元。预备篇是为了使那些没有英语基础的学生更好地使用本套教材而编写的。它的主要内容为26个字母和最基本的英语日常用语。

本单元的教学内容为：

1． 学习Aa --- Hh八个字母。

2． 学习八个人名。Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen

3． 学习打招呼的用语：

Hello!/ Good morning!/ Good afternoon!/ Good evening!

4． 学会问候熟识的朋友和应答：-- How are you?

-- I’m fine, thanks. How are you? -- I’m OK.

一． 教学设计思路

Go for it!是以英语课程标准为依据，以培养学生的英语语言综合运用能力为目标，每个单元的教学内容都围绕一个话题，让学生在完成各项任务的过程中学会语言，真正体现：“Learn by doing. Learn by using.” 这一教学原则。但是在Go for it!的教材上，每个单元只有一个总体的教学内容安排，既没有具体的课时数安排，也没有分课时的教学内容安排。所以，对教师来说，有更大的自由度来灵活运用教材，为自己的学生来量身定做学习方案。在Go for it!教材的使用过程中教师依据自己学生的实际水平和语言能力，对教学内容所作的任何调整和取舍，都应该是合理的。这也更有利于个性化教学的开展。

Starter Unit 1是该教材的第一单元，又是为初学者准备的入门单元，总体内容不多，也不是很难，关键是做好一个衔接工作，根据学生的认知特点和心理特点，通过多样化的、趣味性的学习活动，让没基础的同学克服心里的畏难情绪，感觉到英语不难又很有趣；让有基础的同学更进一步培养起对英语学习的兴趣和自信。

Starter Unit 1教学重点：

Aa --- Hh的字母教学。

Hello! Good morning. Good afternoon. Good evening.

-- How are you? -- I’m fine, thanks. How are you? -- I’m OK.

教学难点： 课本中英语人名的学习和大、小写字母的学习及书写。

整个单元的内容，可分配在五个课时中完成。

第一课时：完成Section A 1a, 1b

第二课时；完成Section A 2a, 2b,2c, 2d, 3, 4a

第三课时：完成 Section A 4b, 4c, Section B 1, 2a, 2b

第四课时：完成 Section B 3a, 3b, 4, 5

第五课时：完成 Self Check and Just for Fun

二． 教学目标

A. 语言知识目标

1． 词汇: Letters Aa --- Hh

八个人名 Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen

2． 句型：Good morning. Good afternoon. Good evening.

-- How are you? -- I’m fine, thanks. How are you? -- I’m OK.

B. 语言技能目标

通过游戏等多种形式的学习活动，培养学生对初学知识的听、说、读、写能力和灵活运用初学的日常交际用语的能力。

C. 情感目标

1. 激发学生学习英语的兴趣，发挥学生学习英语的积极性和主动性。

2．通过小组活动，培养学生的合作意识和团队精神。

3．在活动中培养学生的思维能力和创新能力。

四．教学策略

1． 以趣激学：采用做游戏和猜谜等学生所喜闻乐见的学习形式激发学生的

参与热情。

2． 以放促学：开放地处理教材，插入大量有趣的图片、增加多种趣味活动，充分利用学生自主搜集的图文信息，拓宽学生的视野，实现知识的整合。

3． 以任务导学：以话题为纲，以任务为主线，以合作交际为方式，培养学生用英语交流信息，获取信息和处理信息的能力。

五．学习策略

1． 交际策略：学会与他人合作交流，并能把语言材料用到真实的生活中去。

2． 资源策略：学会利用多种学习资源来获取更多的学习信息。

3． 认知策略：主动思考（观察力、注意力、想象力、逻辑推理能力等），大胆实践，及时反馈。

4． 调控策略：通过课堂反馈和self-check，明确自己的学习状况，不断调整自己的学习策略。

六．教学过程

Period One（Section A 1a,1b）

Teaching aims:

1.识别和掌握八个人名。

2.学会早上见面打招呼的用语。

Language points.

1.词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen

2.句型：Hello! Good morning!

Difficulties: 八个人名的掌握

Step1. Warming-up

1.T wears a name card with an English name

on it, then points to the name card and have an

introduction.

2. Greet the whole class and help them to say,

Hello, … Good morning, …

师生初次见面，教师通过自我介绍和问候学生，让学生放轻松，消除与教师间的陌生感，开始亲近教师。

Step2. Play a game.

T gets ready for a list of English names for

boys and girls.

Play the game like this:

T says a letter, for example C, then let the Ss

tell the letters which is before and after C.

The one who says B, D first is the winner. The

winner can get a chance to choose an

English name first or he can give the chance

to his friend.

绝大多数学生都会背诵26个字母表，因此学生参与这个游戏会相当积极。通过这个游戏首先可以锻炼他们迅速反应的能力；以英语名字作为奖励，也使学生较有新鲜感，让他们自己选择自己的名字，使他们会更容易记住自己的名字。

Step3. Presentation.

Show a picture of a girl and give the name

under the picture, teach Alice. In the same

way teach the other seven names.

图画和名字结合起来，加强学生的感性认识，有助于记忆。并为后面的游戏做好了铺垫。

Step4.Game

Show the pictures of these eight children

as quickly as possible. Let the Ss tell the

names of these children. ( The winner can

have a chance to choose an English name.) 通过闪现头像来测试学生对这八个人物的特征和名字的记忆，有助于锻炼他们的反应力和注意力。

Step5. Presentation.

Show a picture with Eric, let Ss guess what

Eric wants to say to us. The answer is : Hello! or Good morning. Then help them to say: Hello, Eric! or Good morning, Eric. 通过图画上的场景让学生进

行猜测，满足学生的好奇心，

也让他们了解Good morning的使用。

Step6. Work on 1a.

Play the recording for the first time, Ss only listen. 先听后读，培养学生学习

Play the recording a second time. Ss repeat. 英语的良好习惯。

Step7. Work on 1b.

Ss practice the conversations in pairs. T moves

around the classroom when Ss are practicing.

Give them some help if needed.

Ask Ss to practice greeting each other. They

can use their Chinese names if they wish.

Encourage them to use their English names if

they can. Ask them to practice using all the

different greetings taught in Activity 1a.

鼓励学生尽可能用自己刚才得到的英语名字进行操练，不会读的可以请教老师。当然允许他们使用自己的中文名字进行练习。关键是要鼓励学生大胆开口，愿意说的良好习惯。

Homework

Make a name card like the teacher’s by themselves and learn how to read their

own names.

Period Two ( Section A2a-4a )

Teaching aims:

1.学会正确朗读和书写Aa-Hh八个字母。

2.了解一些常用缩略字的含义。

3.巩固所学的八个人名。

4.记住自己和同伴的英文名字。

Language points

词汇：自己和同伴的英文名字。

Difficulties: 八个字母的正确书写和记住尽可能多的名字。

Step1. Warming-up

Greet all the Ss with : Hello, … or Good morning, … using their English names.

(Ask all the students to wear their name cards like T) At the same time let them repeat their names and try to remember their names.

让学生佩戴名字卡，可以让师生早日熟悉对方，也便于学生之间的互相了解。通过打招呼既复习了旧课，也可以让学生正确读出自己的名字，学会如何用自己名字与朋友交流。

Step2.Presentation

Show different letters on the slide picture

and see if they can read them. First big

letters, then small letters. 因为大部分同学对字母有些了解，通过这种方式既进行了复习，也可以知道他们对哪些字母掌握不是很好，在后面的教学中加以注意。

Step3. Learn the letters. (Work on A 2a-2d)

1.Listen and repeat the eight letters.

1.Put all the big letters in order. 从认读大小写字母开始，先

2.Find the big letters for these small letters. 学会正确地朗读，然后过渡

3.Listen and number the letters they hear. 到正确规范地书写，循序渐

4.Teach them how to write these big and 进让学生扎实巩固地掌握从

small letters. Aa-Hh 这八个字母。

5.Write the small letter for each big letter.

Step4. Game.(Which letter is missing?)

Show seven big letters(from A-H) on the

slide picture, see who can find the missing

letter. Then show seven small letters.

Ss play the game in a group of four. Everyone

should get ready for two pieces of paper with

seven big letters and seven small letters. 通过这个游戏既可以培养学生的反应能力，又可以巩固他们对字母的掌握。尤其通过四人小组游戏，既让他们锻炼了书写，又给了学生一个彼此熟悉和合作的机会。有助于以后活动的组织。

Step5. Presentation

Show some letters and ask them to read 让学生学会注意观察日常

first, and then guess what they stand for. 生活中出现的一些常用缩

If they have difficulties, T can give them 写词的含义，培养他们仔细

some hints. 观察的能力。

Step6. Work on Section A 3.

Ss discuss and guess what these letters 通过讨论解决问题，帮助

stand for and then check the answers 培养他们的合作精神。

with the whole class.

Step7. Presentation

Show the eight names on the slide picture 通过复习所学的八个名

first and ask some to read. 字来巩固对字母的掌握。

Then put them in order according to the 也起了过渡到下个环节

first letter. 的作用。

Step8. Work on 4a.

Listen to the tape and circle the names they 通过注意听培养学生的

hear. 注意力。

Step9. Practice.

In groups of four, Ss introduce their English

names first. Then practice “Good morning,… ”

to each other like the dialogue they heard

just now on the tape. 通过介绍让小组间的成员互相了解和记住彼此的英文名字，通过模仿听到的对话进行操练，加深他们对句型的理解。

Homework

1.Copy these eight big and small letters five times.

2.Find as many letters like HB, CD, BBD as they can.

Period Three ( Section A 4b, 4c, Section B 1-2b )

Teaching aims:

1.学会不同时段打招呼的用语。

2.学习熟识朋友见面的问候语和应答。

3.记住尽可能多的同学的名字。

Language points:

句型：Good afternoon! Good evening!

--How are you? --I’m fine, thanks. How are you? --I’m OK.

Difficulties: 用英文名字来跟朋友打招呼问候。

Step1. Warming-up.

1. Greet the students. 通过问候帮助学生记忆所

2. Ss practice greetings in groups of four 学对话和同学的英语名字，

using their English names. 加深印象。通过汇报找到的

3. A report on “ What do these letters mean?” 缩写字母，既检查了作业的

Ask some students to give their reports. 完成，又开阔了学生的思维。

Step2. Presentation

1. Use clocks to teach morning, afternoon

and evening. Let Ss know different time

we use different words.

2. Show some pictures to help them say,

Good morning. Good afternoon. Good

evening. 使用时钟让学生清楚地认识这三个单词的区别，学会在不同时段来使用它们。通过图片的场景进一步加深对这三个句子的理解和应用。

Step3. Work on 4b.

Play the tape for the first time, let Ss only

listen. Play the tape again. This time Ss put

the correct number of each conversation in

the box. 先听不做，让学生培养起良好的听的习惯，也有助于培养他们的专心和注意力集中。

Step4. Work on 4c

Ss practice the conversations in pairs.

Step5. Look and say.

Show different pictures with different time

and let Ss practice the dialogue in pairs.(Use

some popular cartoon figures.) 用学生喜欢的卡通人物来进行操练，可以激发他们的积极性，提高操练效果。

Step6. Presentation

Look at the picture and present the dialogue:

--How are you? --I’m fine, thanks. 通过图片引出对话，可以使学生加深印象。

Step7. Work on Section B 1

First listen and then read after the tape. Ss

practice the dialogue in pairs. 先听后读再操练，有助于学生循序渐进地学习。

Step8. Work on Section B 2a-2b.

1. In groups of four or five, practice the

dialogue in 2b with their English names.

2. Play a game. Who has the most friends?

Ss move round the classroom and try to know

as many friends as they can and practice the

dialogue with them. Let’s see who has the most

friends in just three minutes. Ss should point

to the persons and tell their names. The winner

can get a present. 先通过小组活动熟悉所学对话，然后通过游戏进一步熟悉全班同学的名字。通过游戏培养了学生的竞争精神，当然也训练了他们的反应能力，并有助于增强他们的交际能力。其实也是回家作业的一个 很好检查。

Homework

Greet all the classmates after class and try to remember their English names.

Period Four ( Section B 3a –5 )

Teaching aims:

1.学会一首英语歌曲。

2.巩固本单元所学字母，单词及句型。

3.学会将相同音素字母和单词归类。

Difficulties: 学好这首英语歌曲及将相同音素字母和单词归类。

Step1. Warming-up.

Greetings.( Let all the Ss practice with

their English names.) 复习前一课时内容，熟悉班级同学的英语名字。

Step2. Letter Bingo.

Play a game like this: Fill in nine blanks with

Aa-Hh. One of them can be used twice.

(Show an example on the slide picture.)

Ss should write both the big ones and the small

ones. Ss circle the letters they hear. If the

circled letters are in a row, they win. 通过学生填入字母的大小写复习了八个字母的书写；通过听指令圈出所听到的字母，既有助于培养学生的注意力又是对字母读音的一个有效复习。加上游戏本身的趣味性，使复习字母变得不再枯燥。

Step3. Work on 3a.

Listen and draw lines between the letters

they hear. Play the tape twice. At last ask

them what they can see. ( A fish.)

通过听然后连线，让学生带着好奇心去得出结果，增强学生的学习趣味性。

Step4. Work on 3b.

Match the big letters with the small letters.

Step5. Look and find the letters.

Show them a picture and ask them to

find Aa-Hh in it. 通过看图找字母有利于培养学生的观察力。

Step6. Work on 4.

Ss listen and repeat. Make sure Ss understand

the difference between the two ‘a’ sounds

and the two ‘e ’ sounds. 通过对比让学生了解到同样一个字母在不同单词中的差异，学会准确区分。

Step7. Listen and sing the song

Play the tape for Ss listen first. Then sing

after the tape. At last just play the music

and let Ss sing together. Then let the boys

have a try ,then the girls. 学会这首歌曲也就意味着掌握了本单元的重点句型。学歌既是一种美的熏陶，也是复习的一种有效手段。

Homework

Get ready for a picture with different letters in it.

Period Five ( Self Check and Just for Fun )

Teaching aims:

1.复习学过的英语歌曲。

2.巩固本单元所学字母，单词及句型。

3.学会将相同音素字母和单词归类。

Difficulties: 将相同音素归类。

Step1. Warming-up

1. Greetings. 通过唱英语歌使学生迅速

2. Ask some students to sing the song. 进入学习英语的状态。

Step2. Look and find the letters. 既检查了学生的作业，又

Show some students’ pictures and let Ss 有助于培养他们仔细观察

find the letters in them. 的能力，同时也是对字母的

有效复习。

Step3. Work on 1..

Ask Ss to check all the letters and words

they know. Circle any words that they

don’t know.

Ask them to find out the meanings of any

words that they don’t know. They can do

this by reviewing lessons, asking T or asking

classmates. 通过自我检查，让学生及时发现学习中存在的问题，然后学会如何去解决问题，既培养了学生解决问题的能力，也培养了他们自学的能力。

Step4. Work on 2.

Ask them to write five new words in their

Vocab-builders on Page 19.

In groups ask them to share their lists with

other students.

利用小组活动让学生学到更多的单词。

Step5. Work on 3.

Look at the faces and put their names in the

correct alphabetical order. See if they can

recognize them and remember their names. 从认读名字到写，步步深入，让学生充分熟悉了课本中的这八个人物。

Step6. Play a game.

Play a game called 名字蹲。Get ready

for eight big cards with eight English names

on them Alice, Bob, Cindy, Eric, Frank, Grace

and Helen. They should say like this: Helen

蹲，Helen 蹲，Helen 蹲完Bob 蹲。Bob

蹲，Bob 蹲，Bob 蹲完 Alice 蹲… 用游戏来检查学生对已学知识的掌握情况，在轻松愉快的氛围里，学生的积极性容易被调动，思维容易被激活。而游戏带来的愉悦可以让学生更积极投入到接下来的学习中。

Step6. Work on 4.

Read aloud the words on the left. Ask Ss to

repeat. Make sure they know the distinction

between different pronunciations of the same

Letter. Ask Ss try to read the new words on

the right. T moves around the classroom and

helps Ss if necessary. Check their pronunciations. 这部分内容对学生而言有一定难度，通过朗读，观察让学生自己进行小结，归纳，有助于培养他们的自学能力。当然教师必要的指导也是必不可少的。

Step7. Just for fun.

Ask Ss to read the conversation.

Ask Ss to explain where the misunderstanding

is in the conversation. 体现了轻轻松松快快乐乐学英语的原则，英语可以在玩中学，也可以学中玩。

Homework

Think it over and try to read these words: game, race, and, dad, be, me, get, hen

Starter Unit One Good morning

听力部分（30％）

一．在听到的字母下面划横线。( 8%)

1. C G 2. A H 3. E F 4. B D

二．给听到的名字排序，把A, B, C等序号写在横线上。(12%)

A. Helen B. Grace C. Bob D. Cindy

E. Alice F. Eric G. Frank H. Dale

1.______ 2. ______ 3. ______ 4. _______ 5. _______ 6. ______

三．听句子，选时间。(6%)

A. 10:00am B. 14:20 C. 20:15

1.____________ 2. _______________ 3. ______________

四．听问句，选答句。(4%)

1. A. Hello! Dale! B. Good morning, Eric! C. How are you?

2. A. I’m fine. B. Thanks. C. Good morning.

笔试部分(70%)

五．按顺序默写本单元学过的八个字母的大小写。(16%)

六．根据提示选择正确的缩略词。(14%)

（ ）1 电视机 A. VIP

（ ）2 硬黑笔 B. BC

（ ）3 英国广播电台 C. TV

（ ）4 唱片 D. BBC

（ ）5 重要人物或贵宾卡 E. AD

（ ）6 公元后 F. HB

（ ）7 公元前 G. CD

七．选择填空。(15%)

1. – Good morning. -- ____________

A. Fine. B. Thank you. C. Good morning.

2. – Good evening, ____________. – Good evening.

A. Dale B. to Dale C. dale

3. -- ____________________ -- Good afternoon, Cindy.

A. Good afternoon, Cindy. B. Good afternoon, Eric. C. How are you?

4. -- ___________________ -- I’m fine.

A. Good morning. B. I’m fine. C. How are you?

5. _____________ is a girl’s name (女孩名).

A. Bob B. Cindy C. Frank

八．完成对话。(15%)

A: Good morning, Bob.

B: Good ______1______, Alice.

A: How ______2______ you?

B: Fine, ______3_______. ________4_______ are you?

A: I’m _______5_______.

1. A. afternoon B. hello C. morning

2. A. is B. are C. am

3. A. thank B. thanks C. a thank

4. A. How B. What C. Who

5. A. Alice B. Bob C. fine

九．将下列名字分类。(10%)

A. Dale B. Helen C. Eric D. Alice E. Grace

Boys’ name（男孩名）_________________________________

Girls’ name (女孩名) __________________________________

篇13：Go for it! BookI Unit6 教案(The 3rd period )(新目标版七年级英语下册教案教学设计)

Teaching aims (教学目标)：

1． 巩固所学的食物及水果名词。

2． 掌握名词的性质：可数名词和不可数名词。

Language points (语言点)：

1． 要求掌握以下句型：

（1）Do you like…? Yes, I do.

No, I don’t.

(2)Does he/she like…? Yes, he/she does.

No, he/she doesn’t.

Difficulties (难点)：

名词单数变复数的规则。

Teaching steps (教学步骤)： 教学设计说明

Step 1. Warming-up and revision (课堂热身和复习) 1. 复习这几个单词是为了接下来让学生学习复数时有个铺垫。

1. Greetings (日常问候)

T: Good morning/afternoon, boys and girls.

How are you today?

2. Revision

T: Now let’s count our fingers: (together with the ss, count

from one to ten )1.

3. Sing a song: “Ten little Indians”.2 2.老师与学生一起唱歌，用十个手指头表演，以带动气氛。老师给予适当鼓励。

Step 2. Drills （操练） （Students’ book P34, Section B 1a）

T: Please open your books at P34, look at Section B 1a. First

read the words together.

T: Now look at the pictures below, please write the number in the box 3. 给学生一分钟写

next to the correct food.3 下数字.

Step 3. Presentation (呈现新知识) 4. T板书斜体部分

1. T: (holding a book ) Please answer my question: What’s this ?

It’s a book.

What’s this in English? What和a book 用白色粉笔，’s用红色，

S: It’s a book.4 this和It 用绿色。

(Repeat with an apple, an orange, a watch, a knife ,etc.)

2.T: (holding two books)

Now look at here, please answer:

What’re these in English?5 5.在4的板书下，再写

Repeat the question and help them to answer: What’re these?

They’re books.

They’re books.5 颜色同上。给学生一个对比。

（Repeat with apples, oranges, watches, knives, etc.）

3. Students’ book P31, Section A 1a.

Name as many food and fruit words as possible if you can .

Step 4. Listening practice (听力练习)

1． Section B 2a

Say :listen to the tape carefully and circle the words form 1a you hear. 6.这一步骤既巩固了学生对名词复数的认识，又复习了前一课的句型。

Ss listen, then check the answers.

2.Section B 2b

First look at the chart in Section B 2b, then listen to the tape again and fill

in the chart.

Step 5 Oral pratice6(口头练习)

Section B 2c

1. Pair work

Work in pairs, ask the Ss to ask and answer the following questions:

-----Does Tom like carrots?

-----Yes, he does . / No, he doesn’t.

2. Report

Have two students give two reports about what Tom or Sandra likes

and dislikes.

3. Look at the breakfast, lunch and dinner in Section B 1a.

Let the Ss decide if they are Sandra’s or Tom’s. Write S or T on their

text-books.

Step 6 Grammar focus.(语法)

1.look at the screen, we can see an apple and then two apples.7 7.这里主要用实物或剪贴画在Bb

Repeat with a watch -------three watches 呈现。宜用一行

a knife --------four knives 画一行字的形式

but ice cream-----ice cream

2.Say: English nouns have two kinds: countable nouns and uncountable nouns.

eg, ice cream is uncountable, So we Can’t add “s” here, but for countable

nouns, we have different rules.

(1) 一般情况下，直接加s. apple----apples, orange---oranges 8.这些规则及例子

(2) 以s, x, ch, sh结尾的，加es. watch----watches, box---boxes 要出现在板书中。必

(3) 以f, fe结尾的去f, fe变ves. knife---knives 要时可用中文。

(4) 以辅音字母加y结尾的，去y变i再加es.

French fry----French fries8

3． Practice:

Now, Let’s do more practice. Please write down the

plural forms of the following words.

banana salad

egg milk

pencil-box match

house-wife story

4.Section A 2c.

Look at P32,Section A, 2c, part 3. 9.可用中文解释可数名词、不可数名词及既

Read the words by yourselves.9 可数又不可数的名词。

Step 7. Group work

1.Section B 4a

We are going on a picnic this Sunday. 10.告诉学生用英语交流，黑板上出现

First talk in your group what you like or dislike. 可供使用的句型。

Then make a list of food to buy.10 Do you like……

2.Section B 4b Does he/she like……?

Give a report of your group. Tell the Do they like……? I like…,

whole class what your group-mates like or dislike, He/she likes…,They like…

Then read your list of food to the class. 再提供How many/much 供学生发挥。

Step 8 Homework.

1. Recite the 4 rules

2. Look for some words on food and

fruit, then write down their plural forms.

篇14：Go for it! BookI Unit6 教案 The Second Period Section(新目标版七年级英语下册教案教学设计)

Unit 6

Teaching aims教学目标

1 学会谈论第三人称（he/she）的喜好

2 巩固有关食物的单词

Language points

1 要求掌握以下句子

（1）-Does she/he like apples？

-Yes，she/he does，she/he likes apples.

-No，she/he doesn`t，she/he doesn`t like apples.

（2）-Do they like apples？

-Yes，they do，they like apples.

-No ，they don`t .Thet don`t like apples.

2 Difficulties

(1) Does……do sth?的动词要用原形

(2) He/She likes apples.中的动词后一定要加“s”

Teaching steps

Step 1 Warming-up and revision

（1） Play a guessing game 教学设计说明

T：show pictures of food，drinks，fruits fast. 1复习食物单词以达

Ss：guess one by one and spell it. 巩固之目的

T：check it and show the correct spelling on the right. 2通过这一步训练学

（2） Listen（to 2b）and fill in the form 生的听力能力，使

(Ask S2 to read the dialogue to check the answer) 死的词汇变活的语

言

Step 2 Presentation（呈现）

（From the listening material we know the boy`s and the girl`s

likes and dislikes.Now I want to know what you like and dislike）

(1) T：（To a boy student）Do you like tomatoes？ 3 通过公开展示he/she

S1：Yes，I do. 的喜好，使学生更清

T：（To Ss）Does he like tomatoes？ 楚其用法以例巩固

Ss：Yes，he does.He likes tomatoes.

(Ss look at the screen and read them again)

T：（To St2）Do you like salad？

St2：No，I don`t.

T：（To Ss）Does he like salad？

St2：（helped by the teacher）

No，he doesn`t.

He doesn`t like salad.

(Ss look at the screen and read them again)

(2) T：（To a girl student）Do you like icecream？

S1：Yes，I do.

T：（To the Ss）Does she like icecream？

Ss：Yes，she does.She likes icecream.

(Ss look at the screenand read them again)

T：（To S2）Do you like tea？

S2：No，I don`t.

T：（To Ss）Does she like tea？

Ss：No，she doesn`t.

She does like tea..

Step3 Practice

(1)Ss do the same as the teacher. 4通过多种

(2)Ss practise them in groups. 形式的练

(3) Ask Ss to act it out.习以使学

(4) Ask Ss to write out his partner`s 2 likes and 2 dislikes. 生提高并

(5) Let Ss have a competition between the girls and boys using the key phrases. 保持学习

(T give a example) 的兴趣，

Does she/he like……？ 时句型的

S1：（look at the student`s sentence） 巩固落到

Yes，he does.He likes…… 实处。

No,he doesn`t.He doesn`t like……)

(6) Summarize the competition

Step4 Presentation and practice

(1) T show pictures of 姚明and刘翔and ask：Who are they？

Ss：They are ……

T ：Do they like carrots？

（Ss may know but most don`t .T ask Ss to look at the chart and

give their answers）

FFFF 5换一种方式呈现新知识

不仅使学生耳目一新，

兴趣高涨，而且使学生

对此句型的掌握更趋

简单。

Do they like……？

Yes，they do.they like ……

No，they don`t .They don`t like……

(2)T show pictures of郭晶晶and蔡依林and ask ：Who are they？

Ss answer……

(3)Ss take about their likes and dislikes in pairs.

(4)Ask several pairs to talk about their likes and dislikes.

Step5 Work on Part3(P33)

(1) SA look at Page33 and ask questions and fill in the blanks.

(2) SB look at Page83 and ask questions and fill in the blanks.

(3) Ask 2 pairs to read out their answers.

Step6 Make a food survey

T：I`m going to have a birthday party，so I want to buy some food ，

fruits and drinks.

Please help me find out what they like and don`t like and finish the chart.

Ss finish the chart 6 使语言知识生

T ask S4 to report their survey to the teacher. 活化，使学生

He/She likes…… 感到学习的乐

They don`t like…… 趣。

He/She doesn`t like……

Step7 Homework

(1) Make an interview to you friend about his father and mother`s likes

And dislikes and record it.（with the key phrases）

（2）After the interview make a food survey and finish it.

篇15：Go for it! BookI Unit6 教案 The 4th priod section(新目标版七年级英语下册教案教学设计)

Unit 6

Teaching aims (教学目标)

1 使学生能较熟练地描述自己对事物的喜好。

2 使学生能熟练地用第三人称表述他人对食物的喜好。

3 学会为自己及他人设计菜谱。

Language points (语言点)

1 要求掌握以下词汇：

runner eat run star lot lots of healthy food dessert list

2 要求运用以下句型：

(1) - Do you like …?

Yes,I do./ No, I dont.

(2) - Does he/she like…?

Yes,she does . / No,she doesn’t

(3) - What does she / he like ?

- She / he likes…。

(4) For breakfast /lunck /supper,she / he likes…。

Difficulties（难点）：学生运用所学的知识为自己及他人设计一日三餐的食谱。

Teaching steps（教学设计）

1 (1) Warming-up and revision（课堂热身和复习）

T:Good morning.

Do you like basketball?

Do you like apples ? Do you like carrots ?

(2) Ask:T:What animal likes carrots ?

S:A rabbit.

T:Now I’ll show you a picture.

please tell me what you can see in the picture?

S:A tiger,a rabbit , a cat and a monkey.

T:What does a tiger a rabbilt,a cat,a monkey like to eat?

Then show them a picture

a tiger a cat a monkey a rabbit

↓ ↓ ↓ ↓

meat fish bananas carrots

（3）.Competition.Boys and girls ,let’s have a competition.

Please tell me the names of the food, vegetables and fruits.

Apples,bananas , oranges ,strawberries,watermelons

Tomatoes,French fries,dessert, eggs,hamburgers,salad

chicken,icecream（方便面）

2 Presentation (呈现新知识)

T: In all of the food, what do SHE like to eat?

S: They like …

Show them a picture of Zhou Jielun.(Jay)

Ask: What does he like to eat?

S: He likes ………fast noodles.

SB 3a

T: Who is a good runner in China?

S: Xing Huina.

T: What do runners like to eat? Do you know?

I think they like to eat healthy food.

T: Open your books at page 35,look at 3a.

Read the article below.Underline the fruits and circle the vegetables.

3 Design

Show them a picture of Yao Ming.

Ask: Who is he?

S: He is Yao Ming.

T: Does he like football?

S: No,he doesn’t.

T: Does he like basketball?

S: Yes, he does.

T: What’s the name of Yai Ming’s girl friend?

S: Ye Li.

T: Yes. Ye Li is a very good girl. She likes cooking.

She often prepares the meals for Yao Ming.

Ask: What are the three meals?

Teach: breakfast, lunch, dinner

Now you are Yao Ming’s girl friend.Please prepare the

three meals for him.

4 Practice(group work)

T: I have a good friend. His name is Tom. Today he doesn’t know what to eat.

In groups of four, please prepare the three meals for him.

You can begin like this:

For breakfast, Tom likes …

5 Homework

Write about what you like for breakfast,lunch and dinner.

篇16：Go for it! Book I Unit 9 教案(新目标版七年级英语下册教案教学设计)

(The 1st period Section A 1a-2c)

Teaching aims (教学目标)

1、learn to talk about preference (学会谈论自己的爱好)

2、learn to ask about others’ preference (学会询问他人的爱好)

Language points（语言点）

1、要求掌握以下句式：

(1)--Do you want to go to a movie?

--Yes, I do. I want to go to an action movie.

(2)--What kind of movies do you like?

--I like action movies and comedies.

2、要求掌握以下词汇：

(1) types of movies: action movie, thriller, comedy, *documentary, *opera (Beijing Opera)

(2) romance, movie

3、Difficult points：(难点)

(1)-Do you want to go to a movie?

-Yes, I do. I want to go to an action movie.

Teaching steps(教学步骤)

1. Warming-up and revision (课堂热身和复习)

(1) T: Hi, class! How are you today?

S: Fine, thank you.

T: But what’s the weather like today?

S: Fine, too.

T: Oh, yes. It’s a fine day today. Do you like the weather?

S: Yes. I can play ball games.

T: (转向另一生) Do you want to play ball games, too?

S1: Yes, I do. (学生回答有困难，教师帮助并加点头，摇头肢体动作。)

T: What kind of ball games do you like? (用动作或图片提示)

S: I like …（回答可多种，但最终引导学生到movie这个话题上来。）

T: Do you want to go to a movie? (show a movie poster or a picture)

S: Yes, we do.（如学生回答有困难，教师帮助。）

T: OK, let’s watch it.

(2) Presentation(呈现新知识)

T: Please watch the films and then say the names out.(放录像片断，让学生根据画面说出电影名字。)

S:《卧虎藏龙》

T: Yes. Its English name is Crouching Tiger Hidden Dragon. What kind of movie is this? It’s an action movie.

以同样方式教授

Romeo and Luliet tragedy 悲剧片

Finding Neom cartoon 卡通片

Spiderman science fiction 科幻片

Titanic romance 爱情片

Mr Bean comedy 喜剧片

Massacre thriller 恐怖片

The Palace Museum documentary 纪录片

T: Here are some classic movie dialogues. Can you tell us the kinds of movies？（根据录音对白，说出该电影的类别。）

Please listen.（如《指环王》，《沉默的羔羊》等）

S: …

2. Work on 1a(完成P53 1a)(放大图片)

T: There are some posters on P54. Can you match the kinds of movies with the posters?

或S1: What kind of movie is Poster A?

S2: Action movie.

Answers:

1. action movie _a__

2. comedy __c_

3. documentary __d__

4. thriller ___b__

3. Work on 1b (完成P53 1b)

T: Now listen and circle the kinds of movies in activity 1a you hear.

T: Now let’s check the answers.

These words should be circled: action movie, comedy.

Tapescript

Boy: Do you want to go to a movie?

Girl: Yeah, I do.

Boy: Do you want to go to an action movie?

Girl: No, I don’t. I want to go to a comedy.

4. Work on 1c(完成P53 1c)

T: From this dialogue, we know this girl wants to go to a movie. She doesn’t want to go to an action movie. She wants to go to a comedy. But what about you?

T: Do you want to go to a movie?

S1: Yes, I do. I want to see …. Do you want to go to a comedy?

S2: Yes, I do. I want to see ….Do you want to see a thriller?

S3: No, I don’t. I want to see….

5. Work on 2a(完成P54 2a)

T: I know everyone likes movies. But different people have different ideas. What about my friends Ben and Sally? Now listen to their conversation. Number the kinds of movies in the order you hear them.

Answers

3 comedies 1 action movies

2 documentaries 4 thrillers

Tapescript

Ben: Do you want to go to an action movie?

Sally: No, I don’t like action movies.

Ben: What kind of movies do you like?

Sally: I like documentaries. What kind of movies do you like?

Ben: I like documentaries too, and comedies. I don’t like thrillers.

Sally: You don’t?

Ben: No. They’re scary.

6. Work on 2b(完成P54 2b)

T: Listen to this conversation again. Draw under the kinds of movies Ben and Sally like, and draw under the kinds of movies they don’t like, and draw ? for “I don’t know.”

Answers

comedies action movies documentaries thrillers

Ben ?

Sally ? ?

7. Work on 2c (完成P54 2c) SURVEY

组内做个调查，用What kind of movies do you like?问，然后做个汇报。

Names Kind of movies

Jim action movie

Lily …

Lucy

…

e.g. S: Our group has four students. Two like action movies….

8. Homework.

Oral work（口头作业）

(1) Listen (1a, 2a) and recite the dialogues.

Written work（笔头作业）

(1) Write a short essay.(根据组内调查情况，写一篇小短文。)

带*的词可以提前，为第二课时做些铺垫，另外鼓励优秀学生在预习的基础上能学会使用。

热身部分可以做些星期、日期等交流，既可以将学生引入英语世界，又可以分解以后的知识难点。以天气引入 “Do you want…?”

对话中出现Do you want to …？和What kind of … do you like?的新句型，学生回答可能有点困难。教师可帮助学生回答并加肢体动作。建议回答五、六组学生。

板书movie

没有多媒体，可以用电影广告或图片。

板书 “Crouching Tiger Hidden Dragon”, action movie. 并叫学生猜测action movie的意思。如学生有困难，可用动作、表情表示或用中文提示。

可以适当拓展电影种类名称：

cartoon, science fiction

给学生一分钟时间来完成此项任务或以同桌学生问答形式完成。

播放磁带两遍，让学生单独或对子，也可以让四人小组为单位讨论答案。

She doesn’t want to / She wants to…在这课里不作要求,目的只是让学生先熟悉一下，为以后的学习作铺垫。

在这部分里，可采用S1问S2，S2问S3，S3问S4，…或两人一组编对话。

播放录音两遍，给学生一分钟时间完成。有困难的学生，可两人一组或四人一组完成此项任务。

播放录音两遍，检查答案。有困难的同学二人一组或四人一组完成此项。

Unit 9 DO YOU WANT TO GO TO A MOVIE?

(The 2nd period Section A 3a-4)

Teaching aims(教学目标)

1、go on talking about preference (继续谈论自己的爱好)

2、go on asking about others’ preference (继续询问他人的爱好)

Language points（语言点）

1、要求掌握以下句式：

(1) I like thrillers and I like action movies.

(2) I like thrillers but I don’t like comedies.

(3) Maria likes thrillers but she doesn’t like comedies.

(4) Guo Peng likes comedies and he likes Beijing Opera.

2、要求掌握以下词汇

(1) and (2) but

3、Difficult points：(难点)

(1) 掌握and, but并列句的用法

(2) 掌握like第三人称的用法

Teaching steps(教学步骤)

1. Warming–up and revision(课堂热身和复习)

(1) T: Hello, class! What day is today?

S: Today is….

T: Oh, it’s Tuesday. What do you want to do? Do you want to go shopping?

S1: Yes, I do.

T: S1 wants to go shopping. What about you? S2, do you want to go shopping?

S2: No, I don’t.

T: Oh, you don’t want to go shopping .What do you want to do?

S2: I want to….

T: S2 wants to….(问全班) Does S1 want to go shopping?

Yes, he does. What about S2? Does S2 want to go shopping?

No, he doesn’t.（Does S1 want to…? Yes, he does./ No, he doesn’t. 是新知识点，教师可自问自答，以帮助学生理解。）

(2)T: Today I want to go to a movie. I like comedies and documentaries. S1, what kind of movies do you like?

S1: I like comedies, I don’t like documentaries.

T: You like comedies but you don’t like documentaries. Right? What about you, S2?

S2: I like action movies and thrillers.

T: Oh, I know, you like action movies and thrillers. S3, what about you?

….

T: I know you all like to go to movies, so do my friends.

But what kind of movies do they like?

What do they say?

Now let’s listen.

2. Work on 3a (完成P55 3a)

T: Robert says, “I like thrillers and I like action movies.”

What about Maria, Guo Peng and Michele?

S: Maria says, “I like thrillers but I don’t like comedies.”

Guo Peng says, “I like comedies and I like Beijing Opera.”

Michele says, “I like comedies but I don’t like documentaries.”

3. Work on 3b (完成P55 3b)

T: From these pictures, we know Robert likes thrillers and he likes action movies.

What about Maria, Guo Peng and Michele?

S: Maria likes……

4. Work on activity 4 (完成P55 activity 4) SURVEY

T: We know what kind of films Robert, Maria, Guo Peng and Michele like.

What about our classmates? Maybe someone likes comedies and thrillers, maybe someone likes action movies but doesn’t like comedies…. Please find the names out.

(允许学生自由走动调查学生，同时用英语what kind of movies do you like? Do you like…?提问)

Find someone who … Student’s name

likes comedies and thrillers.

likes action movies but doesn’t like comedies.

likes documentaries and also likes Beijing Opera.

likes thrillers and action movies.

likes comedies and Beijing Opera.

e.g. In our class,×× likes comedies and thrillers.

×× likes action movies but doesn’t like comedies.

…

5. Make a survey of your family members about what they want to do on Saturday.

T: Saturday is coming. What do you and your parents want to do? Please make a dialogue with the questions “ Do you want to…? What kind of…do you like?”

e.g. S1: Dad, Saturday is coming. What do you want to do? Do you want to play ball games?

Dad: Yes, I do.

S1: But what kind of ball games do you like?

Dad: Let me see. I like basketball and football.

S1: Oh, you like basketball and football. What about mum?

Dad: She likes TV but she doesn’t like ball games.

6. Work on Ex.2 (完成workbook P34 Ex.2)

(1) Fill in blanks with the words from the box.

and do kind but from want like

A: Do you want (1) to go to a movie?

B: Yes, I (2) .

A: What (3) of movies do you (4) ?

B: I like action movies (5) comedies. What kind of movies do you like?

A: I like comedies (6) I don’t like action movies.

Answers:

(1)want (2)do (3)kind (4)like (5)and (6)but

7. Work on Ex.3(完成work book P35 Ex.3)

Write the questions.

(1) Q: What kind of movies do you like? A: I like thrillers but I don’t like documentaries.

(2) Q: . A: No, he doesn’t want to go to a movie.

(3) Q: . A: No, she doesn’t like thrillers.

(4) Q: . A: Yes, I want to see an action movie.

(5) Q: . A: No, I don’t like comedies.

Answers: (2) Does Jim want to go to a movie?

(3) Does Lily like thrillers?

(4) Do you want to see an action movie?

(5) Do you like comedies?

8. Homework:

Oral work（口头作业）

(1) Listen (3a) and recite the dialogue.

Written work（笔头作业）

(1) Finish workbook Ex.1 (P35), Ex.6 (P36)

(2) Write a short essay. (根据课文P55 activity 4 写一篇小短文。)

问答可采用师生问答或生生问答，内容可涉及学过的知识。目的在于对Do you want to…? What do you want to do?的巩固和识记。并通过复习旧知识引出对Does S1 want to…? Yes, he does./ No, he doesn’t.的新知识点的理解和运用。

板书Does S1 want to…? Yes, he does. / No, he doesn’t.

在这部分里，可采用S1问S2，S2问S3，S3问S4，…或两人一组编对话。目的在于运用and, but.

要求学生认真读图,从中获得信息。同时要求学生circle “and 和but”。

要求学生用Maria likes… Guo Peng likes … Michele likes … 来操练句型，并且colour “likes” red and colour “doesn’t like” green.

要求学生调查后，并做一个简单的汇报。

此处活动由课内延伸到课外，目的巩固运用新知识点。此处活动可设计为家庭作业或下一堂课的课前汇报。

如时间不够，此处作业可作为家庭作业。

Unit 9 DO YOU WANT TO GO TO A MOVIE?

(The 3rd period Section B 1-2d)

Teaching aims(教学目标)

1.express the reasons about why you like this kind of movie (能够表达自己爱好某一类电影的理由)

Language points(语言点)

(1)要求掌握以下词汇：

①scary ②sad ③funny ④exciting ⑤interesting

Teaching steps (教学步骤)

1. Revision(复习)

T: I know everyone in our class likes movies. But what kind of movies do you like? And what kind of movies don’t you like? Can you tell me, S1?

S1: I like comedies but I don’t like thrillers.

T: S1 likes comedies but he doesn’t like thrillers.

….

2. Presentation(展现新知识)

(1) A Guessing game.(猜)

T: But what kind of movies does your teacher Ms /Mr… like?

What kind of movies doesn’t your teacher Ms/Mr… like? Do you know? Please guess!

S: …

T: Right. I like… because they are interesting/exciting /funny.

I don’t like… because they are sad / scary.

(2)T: As you know, I like action movies because they are exciting. But I don’t like thrillers because they are scary. S1, what about you and your friend?

S1: I like…because …./ I don’t like …because….But my friend Jim likes …because….或My friend Jim doesn’t like …because….

3. Work on activity 1(完成P56 activity 1)

T: Now look at the pictures and find out what kind of shows are scary / interesting / exciting. Please choose words from the box and write them under the pictures.

Then point to the description words. And make faces of these description words.

或say:

Thrillers are scary.

Comedies are funny.

Action movies are exciting.

Documentaries are boring.

Beijing Opera are interesting.

4. Work on 2a(完成P56 2a)

T: Listen and circle the description words in activity1

Answers:

These words are circled: funny, scary, exciting, interesting.

Tapescript

Girl: Do you want to go to a movie, Edward?

Boy: Yes, that sounds good.

Girl: What kind of movies do you like?

Boy: Well, I like comedies because they’re funny. And I think thrillers are great.

Girl: How about documentaries?

Boy: No. Documentaries are boring. How about you?

Girl: I don’t like documentaries, either. And I don’t like thrillers- they’re scary.

Boy: So what kind of movies do you like?

Girl: Well, I like action movies.

Boy: You do?

Girl: Uh-huh. They’re exciting. And I like Beijing Opera, too. It’s very interesting. My father and I like it a lot.

5. Work on 2b(完成P56 2b)

T: From this dialogue we know two people there.

Who are they? Do you know their names?

T: Yes, Edward and June.

Now listen again and write down the words Edward and June describe the movies.

Write “E” (for Edward) or “J” (for June).

Answers:

kind of movie Description

comedies funny (E)

thrillers great (E), scary (J)

documentaries boring (E.J)

action movies exciting (J)

Beijing Opera interesting (J)

6. Work on 2c (完成P56 2c)

T: Read the description of the movies June likes and then complete the following form.

June likes/reasons she likes doesn’t like/reasons she doesn’t like

T: We know about the kinds of movies June likes. But what about Edward? Please write about the movies Edward likes and then read out.

e.g. Edward really likes comedies , he thinks they are funny. He also likes thrillers, he thinks they are great. But he doesn’t like documentaries, he thinks they are boring.

7. Follow up: TALK ABOUT PICTURES

T: We know the kinds of movies June and Edward like. But what about our classmates?

e.g. My classmate Jim likes action movies. He thinks they are exciting. But he doesn’t like documentaries. He thinks they are boring…

8. Work on 2d PAIRWORK.(完成p56 2d)

T: As we know, most of us like movies, but some like Beijing Opera. Do you know the same and different points between them?

9. Work on Ex.5 (完成workbookP36 Ex. 5)

Circle the letters of the correct sentences.

Answers:

(1)c (2)b (3)d (4)d (5)c

10. Underline the correct word in each sentence.

1. (Does/Don’t) she want to go to a movie?

2. Yes, he (do/does).

3. I (wants/want) to go to an action movie.

4. (Want/What) kind of movies do you like?

5. Gordon (like/likes) documentaries.

11. Homework

Oral work（口头作业）

(1) Listen (2b) and recite it.

Written work（笔头作业）

(1) Finish workbook Ex. 4 (P35)

(2) Write a short essay about the movies Edward likes.

三人或四人一组问答，目的让学生对likes, doesn’t like,and,but再识记。

此处猜最多叫三，四组。

板书sad, scary, interesting, exciting, funny

用影片片断，肢体语言或图片帮助学生理解

要求二人一组来操练，一学生问，另一学生用I like …because…/ I don’t like … because ….或用My friend likes /doesn’t like…because…来回答。

要求学生用肢体语言表示这些修饰词并评出最佳表演者.

此项任务，学生可单独或两人一组完成。

此项任务，学生可单独或两人一组完成。

要求学生写出Edward喜爱及不喜爱某一类电影的理由。同时，教师在教室四处走动，帮助有困难的学生。

给出几组图片，包括学生的照片，电影的图片，让学生

随机组成一段话。

分组讨论，然后每组派一学生汇报。

如课内没时间，可作为家庭作业。

Unit 9 DO YOU WANT TO GO TO A MOVIE?

(The 4th period Section B 3-4)

Teaching aims(教学目标)

1、continue to express the reasons about why you like this kind of movie (继续学习能够表达自己爱好某一类电影的理由)

Language points(语言点)

(1)要求掌握以下词汇：（继续）

①scary ②sad ③funny ④exciting ⑤interesting

Teaching steps:（教学步骤)

1. Warming-up and revision. (课堂热身和复习)

(1) T: These days we talk about movies. Do you know the top ten international movies in 2004?

（放电影片断）

2. Work on 3a (完成P57 3a)

(1) T: These films are so amazing that they attract my friend and me.

But who is my favorite actor?

What’s the name of his new movie?

What kind of movie is it?

Who is my friend’s favorite actor?

Which film does my friend like?

What kind of movie is it?

What else does he like?

Do you know? If not, please read the article in the text and then fill in the form.

Favorite actor The name of the film The kind of movie

I

Mike

(2)T: Read the article. Underline the description words.

Answers

These words should be underlined: favorite, new, funny, successful, boring, interesting.

3. Work on 3b (完成P57 3b)

T: Hi, class! As you know, my favourite actor is not only Paul Jackson but also Jackie Chan.

But which film of his do I really like?

What kind of movie is it?

What do I think of the movie?

Please read 3b, then answer these questions.

T: I like Jackie Chan but my husband likes Rowan Atkinson.

Do you want to know something about him? Please read and fill in the blanks.(读短文，填空)

Answers

①actor

②comedy

③funny

4. GROUPWORK (要求学生谈论各自喜欢的影星和影片)

T: Everyone in our class has his or her favorite film star. Please talk about them.

….

Or T: Jackie Chan is my favourite film star. Here is his file.

5.Follow up.

T: Boys and girls, a foreign student is coming to visit us. He wants to see a movie. Can you tell him something about the newest movie? Please make a dialogue with these questions.

What kind of movies do you like?

Which actor or actress do you like best?

Then recommend him a movie.

e.g. Ge You is a great actor in China. His new movie is “Bu Jian Bu San”. It’s a comedy. It’s a good movie. It can make us laugh. If you like it, we can go to see it tomorrow.

OR Make a poster of the favourite movie. Describe the movie to the foreigner.

e.g.

6. Work on Ex.7 (完成workbook Ex.7 P37)

(1) Fill in this chart about the movies you know.

Kind of movie Great Boring

Thriller

Documentary

Action movie Batman

Comedy

(2) Write a paragraph about the kinds of movies you like and you don’t like.

e.g. Action movies are exciting. Batman is a great movie.

….

7. Homework.

Oral work（口头作业）

1.Read 3a and recite it.

Written work（笔头作业）

1.Make a poster of your favourite movie.

如没有多媒体，可用图片或海报。

读短文，回答下列问题或小组讨论填下列表格。

学生可单独或两人一组完成。

要求学生带着这些问题阅读短文，获得信息。然后回答问题。

如有条件，可播放影片片段。

可用图片或海报。

这是对课文的拓展，此部分共有两个任务，可任选。

如时间不允许，可设计为家庭作业。

Unit 9 DO YOU WANT TO GO TO A MOVIE?

(The 5th period Self check 1-3)

Teaching aims(教学目标)

1、谈论喜好（巩固）

2、使用want表达喜好（巩固）

3、陈述理由（巩固）

4、制定计划（巩固）

Language points(语言点)

1、巩固以下的语言结构

(1) want在一般现在时中的用法

(2) 连词and和but

(3) 表示品质的形容词

(4) What … like 引导的特殊疑问词

2、巩固以下词汇

action movie, romance, thriller, comedy, fun, great, scary, funny, exciting, sad

Teaching steps(教学步骤)

1. Revision（复习）

(1)Brainstorming

T: These days we talk about movies. When we talk about them, what will you think ?

(Any other things? Add new words to your Vocab-Builder.)

(2) Games. Find these words in the puzzle and circle them.

action boring comedy exciting fun funny great

movies sad scary thrillers

S G A G G X N B O R I X G S E

E R S C L G T Z P J U C L F F

C E E E T N U F O H I O Z K L

N A I L A I Q N H Y E M U U I

A T V W L T O K H R H E S P W

M E O S X I X N V E E D H J Z

O C M Y B C R W B M I Y A T H

R V P N D X M H Z O S C A R Y

D O C N R E D D T E E B K K V

M B B U B X M A B N A R T L R

D T O F I Q Y O S R Q D K D D

（3）Make plans.

T: All of you did a good job. In return, you will be invited to see a movie this weekend. Please discuss with your group members and decide what kind of movie you like and then plan for weekend.

e.g.S1: What kind of movies do you like, A, B, C?

A: I like action movies and comedies. I don’t like thrillers.

B: ….

C: ….

S1: OK. We all like action movies because they are interesting and exciting. We like SPEED because we like Jack Chan. He is a great actor.

Plan for the weekend.

We will go to see an action movie because it’s interesting and funny. The newest action movie is SPEED. We will go to see it this Saturday afternoon.

2. Work on activity 3(完成P58 activity 3)

T: I see most of you like to go to movies. Maybe you’re film fans. Now look at Tom and Mike’s desks. Who is a film fan? What

kind of things do they like? Write your ideas about them.

Tom:

Mike:

3. Just for fun

The following conversation is very funny. Please read and then answer this question, why doesn’t he like movies?

4. Discussion

T: What kind of movies can attract students?

5. Work on the Test of llnit 9 (完成评价手册Unit 9)

Read the conversation and circle the correct answers.

Paul: What kind of movies do you like?

Marty: well, I like comedies. I like funny movies.

Paul: Don’t you like thrillers and action movies.

Marty: Well, I don’t like thrillers. They’re scary. And action movies are boring!

Paul: Do your brother and sister like action movies?

Marty: No, they like romances. What kind of movies do you like?

Paul: Thrillers, comedies, and action movies. Do you want to go to a movie?

Example: Paul likes thrillers ○T F

⑴Paul likes romances. T F

⑵Marty doesn’t like thrillers T F

⑶Marty’s brother and sister like romances T F

⑷Marty likes scary movies T F

⑸Marty wants to go to a movie T F

Choose the correct words from the list to complete the sentences.

Boring exciting funny green sad scary

Example: I don’t like scary movies.

⑴Do you like action movies? Yes, I do. I like movies.

⑵Mark likes comedies. He likes movies.

⑶Ana doesn’t like thrillers. She doesn’t like movies.

⑷I don’t like baseball, because it’s .

⑸ “My Fourteenth Birthday” is a romance. It’s .

Complete the sentences.

Example: I like comedies.

⑴I like movies, but I like thrillers.

⑵ your sister like documentaries?

⑶Cindy like action movies, but she likes thrillers.

⑷What kind of movies your friends like.

⑸Tom doesn’t like to go to the movies. He to watch TV.

Answer the questions in complete sentences.

⑴What kind of movies do you like?

⑵Do your parents like movies?

⑶What kind of movies does your friend like?

⑷Do you and your friends like comedies?

⑸Are action movies exciting?

6. Homework

Written work（笔头作业）

(1) Build up the Vocab-Builder of this unit.

此项活动在于开发学生的想象思维，目的增大学生词汇量及巩固已有的旧知识。

此游戏目的在于巩固单词及刺激学生学习英语的积极性。

根据整个单元的语言目标和语言功能，先小组编对话，然后用第一或第三人称说一段话。

学生可单独或两人一组完成并要求学生读所写的短文。

这里设计的活动是小组讨论，为拓展训练，目的一轻松气氛，开发学生的思维，二培养学生的合作精神和综合运用知识能力。

如时间不允许，可作为家庭作业。

篇17：新目标英语七年级2单元教案(新目标版七年级英语下册教案教学设计)

No. 110 Middle School by Cao Yi

单元整体说明

单元教材分析

本单元围绕“识别物品的所属”，使学生学会询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn’t.”，体会一般疑问句的用法；学习如何写“失物招领、寻物启事”，巩固所学单词的拼写“How do you spell pen? P-E-N.”。通过以上几个方面的学习，既能提高学生解决问题的能力，又能巩固所学知识。本单元与第三单元衔接紧密：由this，that的学习过渡到these, those的学习，由指示一个人、物过渡到指示多个人、物，使学生学会区分远近单复数。

单元知识系统（树）

Is this/that your/her/his pencil? Yes, it is. No, it isn’t.

How do you spell pen? P-E-N. What’s this in English? It’s a pen.

Lost and Found

单元总体目标

运用Using contest guessing的学习策略，引导学生学会询问物品的主人的基本句型；体会一般疑问句的用法；学习如何写“失物招领”，“寻物启事”。

单元教学、难点一览

重点 难点

1. 复习词汇pencil pen book eraser ruler pencil case

2.词汇backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card

3. 句型Is this/that your/her/his pencil? Yes, it is. No, it isn't.

How do you spell pen? P-E-N. What’s this in English? It’s a pen.

4. Lost and Found 话法焦点在于一般疑问句、Lost and Found.

单元学情分析

本单元的主题是识别物品的所属，同时引导学生采用Using contest guessing和Role playing的学习策略，学习新词汇，掌握重点句型，使学生能比较好地解决类似问题（失物招领、寻物启事），既能提高学生解决问题的能力，又能巩固所学知识。

单元教学建议

采用Using contest guessing和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，识别物品的所属，体会指示代词、一般疑问句的用法。

单元课时分配

本单元用3课时教学

Section A用1课时

Section B部分用1课时

Self Check及阅读部分用1课时。

Section A

教学内容

Section A（教材P7-9)

教学目标

知识与能力

本单元围绕“识别物品的所属”使学生学会询问物品的主人的基本句型 “Is this/that your/her/his pencil? Yes, it is. No, it isn’t.”，体会一般疑问句的用法，巩固所学单词的拼写“How do you spell pen? P-E-N.”。提高学生拼写单词的能力。

过程与方法

采用Using contest guessing和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，识别物品的所属，体会指示代词、一般疑问句的用法。

情感态度价值观

该部分学习内容贴近学生的生活，谈论的主题是“识别物品的所属”使学生能比较好地解决类似问题，既能提高学生解决问题的能力，又能巩固所学知识。

教学重、难点及教学突破

重点

重点：使学生学会询问物品的主人的基本句型，体会一般疑问句的用法；巩固所学单词的拼写。

教学突破

Section A通过Find the Owner Game，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。

教学准备

教师准备

制作la部分的插图和人物对话的课件，人物以动画片的形式呈现，将听力部分的内容插入，使学生学会询问物品的主人的基本句型；同时复习单词pencil pen book eraser ruler pencil case，学习词汇backpack pencil sharpener dictionary.

学生准备

复习所学物品的单词，体会一般疑问句的用法，巩固所学单词的拼写；掌握Using contest guessing和Role playing的学习策略。

教学步骤

(1课时）

一、第一教学环节：情境导入

教师活动 学生活动

1.利用插图或实物卡片，让学生将单词与实物相连复习一些单词、学一些生词。然后教师引导学习询问物品的主人的基本句型”Is this/that your/her/his pencil? Yes, it is. No, it isn’t．”。

2.让学生听对话，练习并模仿对话。识别物品的所属。 1.将单词与实物相连复习一些单词、学一些生词。学习询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn't.”。

2.听对话，练习并模仿对话。识别物品的所属。

二、第二教学环节：师生互动

教师活动 学生活动

1. 播放2a部分的录音让学生听，引导学生通过听录音熟悉物品名称”pencil pen book eraser ruler pencil case”，完成2a,2b部分的教学任务。

2. 引导学生重复他们所听到的，模仿对话，识别物品的所属，完成2c部分的教学任务（Is this/that your/her/his pencil? Yes, it is. No, it isn't.）。

3. 概括语法点。 1. 通过听录音熟悉物品名称“ pencil pen book eraser ruler pencil case”，完成2a,2b部分的教学任务。

2. 重复所听到的，模仿对话识别物品的所属，完成2c部分的教学任务（Is this/that your/her/his pencil? Yes, it is. No, it isn’t）。

3. 熟悉语法点

三、第三教学环节：操练、巩固

教师活动 学生活动

引导学生复习3a表中的26个字母；然后练习36中的对话操练句型”How do you spell pen? P-E-N. What’s this in English? It’s a pen”。 复习3a表中的2b个字母；然后练习3b 中的对话操练句型“How do you spell pen? P-E-N. What’s this in English? It's a pen.”。

四、第四教学环节：做游戏

教师活动 学生活动

通过Find the Owner Game，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。培养猜测、推断的能力。 通过Find the Owner Game，学会询问物品的主人的基本句型，体会一般疑问句的用法。提高猜测、推断的能力。

本课总结

本课采用Using contest guessing和Role playing的学习策略，利用教学图片来展开课堂Pairwork, Find the owner Game的口语交际活动，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。培养猜测、推断的能力。同时进行听力训练，培养学生口语交际能力。

板书设计

Unit 2 Is this your pencil?

Section A

Words: pencil pen book eraser ruler pencil case backpack pencil sharpener dictionary

Drills：Is this/that/your/our/her/his pencil? Yes, it is. No, it isn’t.

How do you spell pen? P-E-N.

What’s this in English? It’s a pen.

Grammar：Is this your/her/his …? Yes, it is. No, it isn't.

Is that your/her/his…？Yes, it is. No, it isn’t.

问题探究与拓展活动

找主人：课前教师收集一些学生的物品并展示，问学生这些东西是谁的；先询问几个学生某些物品是谁的，然后把名字填在表格里，再让学生互相询问。这种活动可练习运用what特殊疑问句和yes/no问句进行物体所属的问答。

练习设计

随堂练习设计

从B栏中选出A栏各句的答语。

A B

( )1. What's this in English? A. Nice to meet you, too.

( )2. Is it your dictionary? B. P-E-T-E-R.

( )3. I'm Gina. Nice to meet you. C. Yes, it is.

( )4. What’s your last name？ D. It's an ID card.

( )5. How do you spell it? E. Smith.

KEYS: 1.D 2. C 3. A 4. E 5. B

个性练习设计

比比看：把两个同学铅笔盒里的文具混在一起。然后请他们分别挑出自己和同伴的物品，看谁花的时间最少。在做这种练习时，可要求学生采用自言自语的方式，即一边挑物品，一边运用“This is my…. That’s her/his…”句型进行描述，这样可练习物主代词和指示代词的用法。

Section B

教学内容

Section B（教材Pl0-11）

教学目标

知识与能力

重点内容是学习一些物品名词，学习如何写“寻物启事和失物招领”，同时复习“询问物品所属”的句型。既可以提高学生遇到类似挫折时的解决问题的能力，又能巩固所学的知识。

过程与方法

运用Pair work, Group work、写“寻物启事和失物招领”的活动方式，引导学生进行看、读、问答训练，巩固所学知识。培养口语交际的目标，加强听、说能力的培养。

情感态度价值观

该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。培养学生拾金不昧的精神和助人为乐、团结友爱的品德。

教学重、难点及教学突破

重点

复习词汇pencil pen book eraser ruler pencil case

学习词汇backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card.

教学突破

写“寻物启事和失物招领”，画图猜测物品。

教学准备

教师准备

利用录音使学生学习一些物品名词，并引导学生进行Pair work，学会询问“What’s this? It's a … . How do you spell watch? W-A-T-C-H.”；引导学生写“寻物启事”和“失物招领”，画图猜测物品，巩固所学内容，培养学生动脑、动手的能力及拾金不昧的精神和助人为乐、团结友爱的品德。

学生准备

学习一些物品名词，了解写寻物启事和失物招领的内容和格式。

教学步骤

（1课时）

一、第一教学坏节：看单词连物品

教师活动 学生活动

1. 引导学生将单词与物品相连，形成直观记忆。

2.引导学生进行Pair work，操练句型”What，s this? It’s a …．How do you spell watch？W-A-T-C-H.”，完成1b中的学习要求。 1. 将单词与物品相连，形成直观记忆。

2.进行Pair work，操练句型“What' s this? It’s a … . How do you spell watch？W-A-T-C-H.”，完成1b中的学习要求。

二、第二教学环节：听、写物品名词

教师活动 学生活动

1．听录音引导学生圈出所听到的单词。

2．听录音引导学生写出所听到的单词。

3．引导学生进行Pair work. 1．听录音圈出所听到的单词。

2．听录音写出所听到的单词。

3．进行Pair work。

三、第三教学环节：写“寻物启事”和“失物招领”

教师活动 学生活动

1. 引导学生看3a部分的“寻物启事和失物招领”，圈出物品名词，了解写寻物启事和失物招领的内容和格式。完成3a的学习要求。

2. 引导学生看3b部分的条子。

3. 引导学生写“寻物启事和失物招”. 1.看3a部分的“寻物启事和失物招领”，圈出物品名词，了解写寻物启事和失物招领的内容和格式。完成3a的学习要求。

2. 看3b部分的条子。

3. 写“寻物启事”和“失物招领”。

本课总结

利用录音使学生学习一些物品名词，并引导学生进行Pair work，引导学生写“寻物启事”和“失物招领”、画图猜测物品，巩固所学内容，培养学生动脑、动手的能力及拾金不昧的精神和助人为乐、团结友爱的品德。

板书设计

Unit 2 Is this your pencil?

Section B

Words：backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card key eraser ruler book

Drills：What’s this？it’s a … . Is it a watch？Yes，it is．No，it isn’t.

How do you spell watch? W-A-T-C-H.

Lost and Found

问题探究与拓展活动

1. 失物招领

2.寻物启事：试着为你丢失的东西写一份寻物启事。

练习设计

随堂练习设计

重新排列字母，组成单词。

1. necpd _______ 2. searre __________ 3. bapackck __________ 4. yrsro ___________

5. nictodiary _________ 6. allbbksea __________ 7. tawhc ________ 8. oclsho _________

9. grin ________ 10. yek _________

Keys 1. pencil 2. eraser 3. backpack 4. sorry 5. dictionary 6 . basketball 7 ．watch 8. school 9. ring 10. key

个性练习设计

教师可先向学生提出问题：如果别的同学错拿了自己的东西或自己找不到自己的东西，该怎么办？教师提出问题后，让学生分组进行讨论并记下自己的想法；然后让学生将每组中所有学生的想法进行分类，每组选派一名学生向全班进行阐述；教师再将学生的主要想法收集起来，并记在黑板上。

Self Check

教学内容

Self Check＆reading (教材P12)

教学目标

知识与能力

复习词汇backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card key eraser ruler book引导学生自我评价并建立个人生词表；

复习“询问物品所属”的句型。

过程与方法

运用Using contest guessing和Role playing的学习策略。

首先，通过听说读写检测使学生了解自己掌握了那些词汇。

其次，将未掌握故生词收人35页的Vocab-Builder中。

第三，引导学生看3中的图，编写对话操练“Is that/this your …？”。

情感态度价值观

该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。

教学重、难点及教学突破

重点

复习词汇backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card key eraser ruler book；

复习“询问物品所属”的句型。

教学突破

引导学生看3中的图，编写对话操练”Is that/this your…?“

教学准备

教师准备

制作1、3部分的课件、补充一些内容（针对能力强的学生）。

学生准备

收集本单元中尽可能多的单词进行自测。利用Lost and Found操练“Is that/this your…?”。

教学步骤

(1课时）

一、第一教学环节：自我测评

教师活动 学生活动

引导学生进行自我检测，完成自我评

估，并欣赏Just for Fun！ 进行自我检测，完成自我评估，并欣赏

Just for Fun！

二、第二教学环节：语音规则

教师活动 学生活动

引导学生看3中的图，编写对话操练“Is that/this your…?”。 看3中的图，编写对话操练“Is that/this your …?”。

本课总结

引导学生进行自我检测，完成自我评估；利用词汇表将生词进行归纳整理记忆利用3中的图，编写对话操练“Is that/this your …?”

板书设计

Unit 2 Is this your pencil?

Self Check

Words: backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card key eraser ruler book

Drills: Is this/that your backpack? No, it isn’t. Yes, it is.

问题探究与拓展活动

多种多样的教学法：

语音教学：模仿操练；词汇教学：演示讲解、情景操练、反复使用；

口语教学：互相操练、对话练习、交际活动；阅读教学：回答问题和填空练习；

听力教学：图文配对和对话选择；

写作教学：听写词句、填空造句、模仿写作；

语法教学：总结规律、模仿操练。

练习设计

随堂练习设计

写作。

1. John在学校大门口丢了手表，请帮助他写一个寻物启事。他的电话号码是：495-3537.

2. Mary捡到两枚戒指并把它们放到失物招领箱中。请帮助她写一个失物招领启事，找到失主。

个性练习设计

找物品的主人：将你所熟悉的同学或教师使用的物品展示在你面前，请你找出物品的主人。

活动流程

(1) 教师将课前收集的物品展示给学生，先询问：What’s this in English? 让学生回答：It's a…，直到学生弄清楚是什么物品；

(2)在学生弄清楚是什么物品之后，再问他们这些东西是谁的：Whose is this/are these…？

(3)从每组中选出一个学生，询问他们某些物品是谁的。

(4)A后让每组中的学生互相询问物品的主人：Is this/that your…？No, it isn't.／Yes，it is.

(5）当所有的学生都傲完后，和他们一起确认这些物品的主人，并归还给他们。

(6)最后给每组的学生代表的回答评分，看谁猜中的数量多。

教学探讨与反思

典型例题选讲

根据下表中的人物姓名，选用正确的物主代词填空。

Ask Answer

1. What’s your name？ My name is Sonia．

2. What’s ________ name? ______ name is Tim.

3. What’s _______ name? ______ name is Kate．

4. What’s your teacher’s name？ ______ name is Liu Yun.

5. What’s the bird’s name？ _______name is Polly.

本题主要考察第三人称物主代词的用法。His他的，指男性；her她的，指女性；its它的，指事物。所以答案为：2. his 3. her 3. her 4. its

篇18：新目标英语七年级6单元教案(新目标版七年级英语下册教案教学设计)

No. 110 Middle School of Chongqing By Cao Yi

Unit 6 Where are the jazz CDs？

单元整体说明

单元教材分析

本单元的核心内容是用英语问路及谈论爱好，因此本单元的主要交际功能项目为“asking for and giving directions”and“talking about favorites，’本单元通过在音乐节Music Festivals）上问路，让学生在问路与指路的同时，又掌握了本单元中出现的音乐名词（Names of musical styles, such as jazz, pop, country）。在Section A中的3 ,4和1a,lb,2a,2b,2c为谈论自己的爱好，学生可当堂表演。

单元知识结构

词汇

名词：jazz, pop, country，dance, video, floor，！！section, group，singer, sound，fan，are, direction, culture, palace, hall, painting, gate

形容词: classical, traditional, amazing, awful, bad, western

副词： upstairs

词组：not bad，and so on

句型：

1 Where’s the pop music?

Go upstairs and turn right．It's next to the jazz.

2 What's your favorite kind of music, Judy?

My favorite kind of music is...

语法：

1. Where are the jazz CDs?

Go upstairs /Go straight and turn right /left．

They are between the pop and the country

2 The use of the sentences structures．

单元整体目标

1．Master the vocabulary．

2．Master and use：Where are the country CDs？

Go upstairs /Go straight and turn right /left.

They are between …and …／next to… behind …

单元教学重难点一览

重点 难点

I The vocabulary．

2 The Grammar． 1 Asking for and giving directions.

2 Talking about favorite.

单元学情分析

本单元与前几个单元的学习自然衔接，继续学习询问和指点方向，而且与学生愿意接触的“音乐“有关，很大程度上能调动学生的学习积极性。

单元教学建议

听、说、读、写全面训练，在说写的基础上，充分借助听力材料和补充阅读材料，训练学生的听力阅读水平。

a口语训练：本单元的口语活动主要是询问和指点方向及谈论爱好，教学时可以将学生分组设置情景〔例如问学校里的某个地方，最喜欢的歌等）展开训练。

b阅读训练：教师要求学生在阅读完SelfCheck中的3后，除了可以在地图上找出正确的地点外，还要培养学生猜测个别生词词义的能力。

c写的训练：写是检查学生英语水平的重要手段，写的训练要在听、说、读训练的基础上进行，任务型的写的训练有助于培养学生综合运用英语解决实际问题的能力。设计如“目标调查”这样的练习，把听、说、读与写的训练结合起来。

第一步，要求学生写几句话，谈谈他们喜欢的歌曲类型，歌手及歌曲。例如：

My favorite kind of music is country, and The Smith Family is my favorite group …

第二步，小组活动。

1提问：一个学生向另一个学生提问，了解对方的爱好。例如：

A：What’s your favorite kind of music?

B：My favorite kind of music is country.

A：Who’s your favorite country group?

B：My favorite group is The Smith Family.

A：……

2朗读：学生朗读自己的爱好。

单元课时分配

本单元4课时：

Section A（一）1课时

Section A（二）1课时

Section B（一）1课时

Section B（二）1课时

Section A（一）

教学内容

Section A中la．lb．lc．2a．2b．2c Grammar focus

教学目标

知识与能力

1、Match the vocabulary: jazz，classical，dance, pop，country, upstairs，video，floor, section,

2、Master and use：Where’s the jazz music？

Go straight /upstairs and turn left／right．It' s next to…／behind... /between…and…

过程与方法

学生在前几个单元已经学会了询问和指点方向，能自然地与本课知识相连接。通过“Where’s the jazz music?”引入创设情景，引起学生的兴趣。并借助媒体来调动学生的积极性。

情感态度价值观

明确相关音乐分类的英文表达法，巩固方位感的表达方式。

教学重、难点及教学突破

重点

1、The vocabulary

2、language points:

Where’s the jazz music?

Go straight /upstairs and turn left /right. It’s next to … / behind …/between…and …

难点

1 Asking for and giving directions

2 Kind- of music

教学突破

1对于本课的单词短语通过卡片、实物来强化记忆。

2 Language points的学习，借助于Where is……？的练习和课件的图画来使其形象化。

教学准备

教师准备

录音机、磁带、课件、光碟

学生准备

1、预习生词和课文。

2、带自己最喜欢的光碟或歌曲带。

教学步骤

教学步骤、时间 教师时间 学生活动 媒体应用

Step 1

Organization (1’) Organize Ss by greeting each other. Greetings

Step 2

Free talk (2’) Ask the student

1. “who is on duty?”

If there’s a student who doesn’t come, then ask.

2. “Is everyone here?”

3. “Where is he/she?”

4. “Why he/she isn’t here today?” The student who is on duty answer.

Step

Presentation 20’ 1. Ask eight Ss to come to the front of the room and stand in two rows, leaving a few feet between Ss. Let the other Ss ask and answer questions about “Where is …? “He is between…and…”

“Where is…?” “She is behind…?/next to…”

2. Tell the Ss “Do as I told you”.(point to a student) “Wang Ming, go straight/go ahead, and then turn left, then turn right.” Let the Ss follow the directions. 学生模仿练习(impairs)

并表演

“Where is …” “He is between … and …”

“Where is …”

“She is behind …/ next to …

学生模仿表演(in pairs)

A student do as the other student told him/her.

go straight/go ahead, and then turn left, then turn right.”

3. Let the Ss practice in pairs using the CDs they have brought.

Such as one student ask “Which kind of music do you like best?”

Let the other Ss answer.

“Jazz or Country or Dance or pop or classical music.”

4. Let the Ss look at the Section A (la)

Ask the Ss to tell what they see.

Guide Ss to understand that the pictures shows different types of music. (Point: teach the new word “upstairs” with a picture.

At the same time, can teach “downstairs”)

5. Ask Ss to match each picture with one of the words on the left. Say “Write the letter of each picture. next to the words on the left”. Point out the sample answer.

Check the answer. (Answers: 1b, 2c, 3d, 4e, 5a)

6. (For 1b) Draw a set of stairs on the board. At the top of the stairs, write “jazz” in a box at the eight.

Write the three conversations on the Bb, then read it as you use your fingers to “walk” up the stairs and turn left to the “jazz” section. Then ask various Ss to come to the front of the Bb to read the other conversations, at the same time, use their fingers to walk to each section mentioned.

Play the recording the first time.

Play the recording the second time. This time, ask the Ss to listen to the recording and write the number of each conversation in the correct box. Point out the Sample answer.

Correct the answers.

(Answers: From left to right: 3, 2, 1)

7. (1c, Pair work)

Point to the conversations in 1b and ask Ss to read after you.

Use the stairs you drew on the board earlier. Erase the words you wrote before and write in the words “country” and “pop” to the left of the stairs, “dance” straight ahead of the stairs and “jazz” and “classical” to the right of the stairs.

8 (For 2a)

Ask four Ss to come to the front of the classroom. Arrange the Ss so that one is in the middle and the others are to the left of, to the right of, and behind the first student. Then describe the location of the Ss using the words “behind, next to and between”. For example, “Li Peng is behind Zhou Wen. Cao Ying is next Zhou Wen is between Cao Ying and Cong Zheng.”

Letn the Ss look at the pictures. Ask Ss to tell what they see in each picture.

Ask Ss to match each numbered sentence with one of the pictures. Say “Write the letter of each picture next to the correct sentence.

Check the answers. 小组表演

One student ask “Which kind of music do you like best?” Let the other Ss answer “Jazz or Country or Dance or pop or classical music”

到黑板前表演，并用手指按照所说的指引方向。

“Where’s the dance music?”

“Go straight and turn left.”

“Where’s the classical music?”

“Go upstairs and turn right.”

Ss listen to the tape carefully

Ask Ss to match each numbered sentence with one of the pictures 多媒体放映图一

录音机

(The answers are 1a, 2c, 3b)

9 (For 2b)

First, tell the Ss that suppose they are clerks of a music store, if someone asks them the directions, what they should do?

Notices

注意CDs和 videos 中的s 发的[z] 解说在以元音或浊辅音([z], [v], [dv]除外)结尾的名词后读[z]。

例如：play [pleiz], doogs [z].

10 Ask Ss to work in pairs. Suppose one student is a clerk of a music store, the other is asking him/her for different kinds of CDs, show her the Ss listen to the tape carefully and label the map of the CD store Ss write them down

分角色扮演

directions by looking.

At the map at Page 36, 2b.

Step 4

Practice (6’) Pairwork

Practice the conversations by looking at the screen and pictures on the Bb, ask and answer questions about other places in the pictures. Ss practice the dialogue in pairs “Where’s the pop music?” “It’s …” 多媒体放映 2a, 2b

Step 5

Just for fun (5’) 1. Ask all Ss to read the conversation. Have Ss identify the two characters in the cartoon.

2. Ask pairs of Ss to present the dialogue to the rest of the class.

3. Ask Ss to play both roles.

Work in pairs

Step6

Summary (2) 1. Summary the language points of this lesson.

2. Words and phrases of this class.

3. Language points.

Step 7

Test (4’) 同“练习设计 Do it by themselves.

Step 8

Consolidtion (4’) 1. Let’s Ss keep the Grammar Focus in their hearts.

2. Ss practice the Grammar Focus in pairs by looking at the pictures on the Bb.

Practice in pairs.

Homework (1’) Practice the dialogues according to the pictures on Page 35 and 36

本课小结

本节课学习了10个生词，和？句式的练习运用及学习了。通过本节课的学习，学生能熟练的用英语询问和指点方向，也能用英语说出不同类型的音乐。

问题探究与拓展活动

本节课主要学习问路、指路和各种类型的音乐。学生掌握后，可以问学生如果别人问路而他不知道时该如何办？本课的拓展活动为Shelf - Check中的Just for fun,同时增进本课所学。如：

When’s the pop music／dance music?

Where are the country CDs／jazz CDs?

I don’t know! You don't? No, I don’t. I don't work here.

练习设计

随堂练习设计

按要求做题

downstairs（反义词） videos,

将下列词组翻译成英语。

在…的旁边 在…和…之间 上楼 下楼

一直往前走 向右转 爵士音乐 古典音乐

个性练习设计

翻译下列句子：

1、流行乐在哪里？上楼后向右转。在舞曲的旁边

2、舞曲在哪里？上楼后一直往前走。它在流行乐和乡村乐的旁边。

3. 乡村乐碟在哪里？他们在舞曲碟的旁边

4. 爵士乐碟在哪里？它们在乡村乐的旁边。

板书设计

Unit 6 Where um the jam CDs？

1, Where’s the pop music? go straight

Go upstairs and turn right. go upstairs-go downstairs

It’s next to the dance music. pop music

2,Where are the country CDs? Between …and …

They are behind the jazz CDs．turn right／left

Section A（二）

教学内容

Section A中3,4以及Self check中1,2两部分

教学目标

知识与能力

1. Match the vocabulary : group, singer

2. Master and use：What’s yaw favorite kind of music？

My favorite kind of music is country．

过程与方法

通过“What’s Bob’s favorite kind of music?”引入创设情景，引起学生的兴趣。并借助多媒体来提高学生的主动性，让其大量练习。

情感态度价值观

在上节课的基础上，对于音乐分类的表达和指点位置更加熟练，运用自如。

教学重、难点及教学突破

重点

1. The vocabulary．

2. language points: What's your favorite kind of music？

My favorite kind of music is country．

Who's your favorite group?

My favorite group is The Smith Family．

难点

The language points

教学突破

在摹仿的基础上逐渐能用单词替换的方式熟记表达法。

教学准备

教师准备

录音机、磁带、课件、光碟

学生准备

预习生词和课文。

将自己最喜欢的歌手或乐队列出，并将其歌曲分类。

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization(1’) Organize Ss by greeting each other.

Step 2

Free talk (2’) Ask the students

1. “Who is on duty?”

If there’s a student who doesn’t come, then ask

2. “Is everyone here?”

3. “Where is he /she?”

4. “Why he/she isn’t here today?” Answer.

Step 3

Revision (5’) 1. Draw a set of stairs on the Bb, at the top of the stairs, write “dance” in a box, and “pop” in a box in its right, and “country” on its left, behind the pop box write “jazz”, and behind the country box write “classical”

2. 2. Let the Ss works in pairs, practice the dialogues by looking at the picture. Ss work in pairs

1. “Where’s the pop music?” “Go upstairs and turn right. It’s next to the dance music.”

2. “Where’s the jazz music?” “Go straight and turn left. It’s …

3. …4. …

Step 4

Presentation (15’) 1.处是些听风的一张图片，问学生 “Who is he?”

Let the Ss answer. Then say: “Yes, you’re right, he is xie tingfeng.”

Ask a student “What is he? /What does he do?” (student can answer in Chinese.)

“Yes, he is a singer.” Teach the word ‘singer’.(sing-singer)

2. 让学生无人一组谈论

“Who is your favorite singer?”

“Who is your favorite group?”

“What’s your favorite kind of music?”

Let the Ss write their answers in the chart on the book (SectionA, 4)

3. Ask a student the other four’s favorite singer/goup/kind of music. eg, ask Wang Ping:

“Who is Li Ming’s favorite singer/group?”

“What’s Li Ming’s favorite kind of music?”

4. Let the Ss work in pairs. Ask the other three Ss in their group their favorite singer/group/kind of music.

5. Let a student describe the musical tasts of the other Ss in thir groups. Such as: Liu Fang’s favorite kind of music is dance, and his favorite singer is Sun Yue.

6. Tell the Ss “If I’m student A, if I want to know what Bob’s favorite kind of music is, what should I ask?” “Yes, I should ask ‘What’s favorite kind of music?’”

7. Ask the pairs to continue on their own.

Move around the room monitoring the progress of the pairs.

8. Go over the answers.

The answer are:

Bob: classical The Boston Orchestra

Carla: jazz Boys from Brzil

Mary: dance Patsy Street

Joe: country The Smith Family

Ss answer: ‘He is Xie Tingfeng.”

Answer my question in Chinese or English

Ss work in group of

five.

“Who is your favorite singer?”

“Who is your favorite group?”

“What’s your favorite kind of music?”

Ask the other’s favorite singer/group/kind of music Work in groups.

Ss describe the musical tastes of the other Ss in their group.

Ss listen carefully

Work in pairs

Student A in each pair look at the chart on Page 37. Student B look at e the chart on Page92

Ask and answer

“What’s Bob’s/Carla’s/Mary’s/Joe’s favorite kind of music?” and so on. 多媒体放映

Step5

Consolidation（6’） Give Ss five minutes to consolidate the language points by practicing the dialogues which this class have learned in pairs. Work in pairs.

Step 6

Summary

(2’) Summa the language points of this lesson.

Show the teaching aims. Ss read after the teacher. 多媒体放映

Step 7

Test(8’) Self Check1, 2.

Ask Ss to check all the words they know.

Ask Ss to find out the meaning of any words they don’t know. They can do this by reviewing to unit, asking the teacher, asking their classmates, or using dictionaries.

Ask Ss to write five new words in their Vocabulary on Page 106.

After Ss to have recorded their new words, ask to have recorded their new words, ask them to share their lists with other Ss.

2. 同练习设计 Check all the words they know.

Find out the meaning of any words they don’t know.

Work in groups.

Homework

(1’) 1 Practice the dialogue in pairs after class.

“What ‘s your favorite kind of music?”

“Who’s your favorite singer/group?”

2 预习Section B 中的1a, 1b, 2a, 2b, 2c.

本课小结

本节学习了2个生词和What's your favorite kind of music？及Who's Bob's favorit group/singer句式的练习和运用。通过本节课的学习，学生能熟练地用英语谈论自〔喜欢的歌词和乐队。

教学探讨与反思

教师通过展示明星卡片，来引起学生的兴趣，通过对自己喜欢的歌手和乐队的谈论，（例如小组谈论”Who is your favorite singer？’’“Who is your favorite group？’

“What's your favorite kind of music？’），引导学生联系实际，谈论一下当前国内－些较为流行的音乐，歌手及乐队等．

练习设计

(A类学生全做，B类学生只做1)

1按要求变换下列句子。

(1) My favorite kind of music is country.（划线提问）

(2) Bob’s favorite group is the Smith Family．（划线提问）

(3 ) My mother's favorite singer is Cheng Long.（划线提问）

2在横线上填上适当的介词

(1) Please look ______this page．

(2) Work ______small groups. Ask your classmates ______ their favorite groups or singers.

(3) Where's the pop music？It's next ________ the dance music．

(4) What's your favorite kind ______ music?

板书设计

Unit 6 Where are the jazz CDs

1 What’s Bob’s favorite kind of music? sing-singer

His favorite kind of music is … in small groups

2. Who’s Carla’s favorite group? Look at

Her favorite group is …

教学内容

Section B中1a, 1b, 2a, 2b, 2c

教学目标

知识能力

1. Master the vocabulary: amazing awful bad Latin sound

2. Can talk about singers or musical groups

过程与方法

学生在本单元Section A中已学过不同风格的音乐如;jazz music, dance music, classical music等，已具备了学习本课的初步知识，课前通过放不同风格的乐曲录音来导人新课，让学生通过听录音后的感受，来谈论他们喜欢的歌手或乐队。

情感态度价值观

教育学生学会欣赏不同风格的音乐，陶冶他们的情操。

教学重、难点及教学突破

重点

1 The vocabulary

2 Language：Talk about singer or musical groups

难点

Talk about singers or musical groups

教学突破

1. 本课学习的单词主要是一些表示感情色彩的形容词，可通过丰富的表情演示来学习

2. Language放音乐录音，让学生边听边谈

教学准备

教师准备

录音机、磁带(不同风格的音乐磁带)课件

学生准备

预习生词，收集自己喜欢的歌手或乐队的资料

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step l

Organization

（1’） Organize Ss by greeting each other

Step 2

Free talk(2}） Ask the student:

1 “Who is on duty?”

2 “What’s your favorite kind of music?”

3“Who’s your favorite singer/ group?” The student talk about something

Step3

Presentation

（15'） la:

1．Focus attention on the three faces：

Guide students to understand the meanings of the three faces: the snide face means“I like it”．The middle face with no smile means “I don’t like it or dislike it“. The frown face means ”I don’t like it“ 读单词并根据单词意思做出不同的表情

2．Then call attention to the list of words. Say each one and ask student's to repeat then talk about what it means．

（借助面部表情及声音来解释单词并让学生根据不同的单词做出不同的表情）

3．Ask students to draw the correct face on the line to each word． Draw the correct face

on the line．

1b：

1．Play a piece of dance music let students listen then ask them：Do you like the dance music?

Guide the students to answer:

”Yes，I do. It’s awful．” Then play another type of music, such as classical, jazz, country and so on

2．Ask each student to make a list of three singers or musical groups then ask them to work on pairs：

A: Do you like the Latin Sound?

B：No，I don’t．They’re awful．

C：Do you like?

D: Yes，I do．No, I don’t.

2a:

1．Let the Ss look at the chart and the pictures of the four students，tell them they will listen to recording of these four persons．Write the name

of each person’s favorite kind of music/favorite groups/singer and Description word in the blank under their photo，Then play the recording the first time, Ss only listen

2. Play the recording again．This time students listen and write their answers in the chart． Listen the music and

answer the question．

Make a list

Work in pairs

Do you like?

Yes …

No, ….

Listen to the cording

Listen and write.

Look at the chart．

Listen and complete

the chart．

2b Play the

tape

录音机

录音机

1. let Ss look at the chart on the right, tell them that we will listen the recording again. listen and complete the chart.

2. Play the tape，students write the favorite group or singer and the description words in the chart．

Step 4

Practice

(5’） 2c:

Tell the students: This activity we will work in pain，you are Mike and your deskmate is Judy. Have a conversation about music like 2b. Talk about the music in pairs

Step 5

Summary

(2'） 1．Words and phrases of this class

2. Language points talk about singers and musical groups. Talk about the music in pairs

Step 6

Consolidation

(8'） Show the pictures of Tian Zhen, Na Ying.，Sun Nan，Beyound group，Yuquan and play their music,

let the students talk about them. Look, listen and talk 课件

（二）

Step 7

Homework(1’） 1．预习Section B中句3a,3b,3c

2画张学校的平面图

本课小结

本节课学习了5个生词和Do you like? What's your favorite句式的练习和运用。通过本节课的学习，学生能更加熟练地用英语谈论自己喜欢的歌词和乐队。

教学探讨与反思

通过对国外某些歌手和乐队（Who’s your favorite singer/group？What’s your favorite kind of music?）的谈论，引导学生联系实际，谈论一下当前国内一些较为流行的音乐，歌手及乐队等．

练习设计

（见课件Test）

板书设计

Unit 6. Where are the jazz CDs?

1 amazing, awful，bad， 3 Do you like The Latin

great sound，terrible， No，I don’t．They’re awful /fantastic

2 What' your favorite... 4 Do you like Livinia Casey？

My favorite…is… Yes，I do．She's cool．

Section B（二）

教学内容

Section B中3a，3b，3c，4和Self Check中3．

教学目标

知识与能力

1. The words（three skills）: direction，culture, palace, area，western，eastern，hall，traditional，and，painting, by, and so on，gate

2. Master: How to give directions to the places that people ask you.

过程与方法

学生在第一课时就已经学会指引方向，已具备了学习本课的知识，这是第一课时的进一步学习。通过询问学生其学校所在地来引人创设情景，让学生有身临其境之感。需大量练习口头表达，同时提高学生的英语阅读能力。

情感态度价值观

正确表达各种情绪：

喜欢，不喜欢等等。

教学重、难点及教学突破

重点

1 The vocabulary

2 How to give directions

难点

How to give directions．

教学突破

1、对于生词学生只要会读、说、听就可以了，学生通过查阅字典或问老师或问同伴来自己解决，提高学生的自学能力。

2、对于方向的指引，通过大量的练习和课件的图画来突破解决。

教学准备

教师准备

课件

学生准备

预习生词和课文。

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization

（1’） Organize Ss by greeting each other.

Step 2

Free talk

(2'） Ask the students：

1．“Who is on duty?”

2．“What's your favorite kind of music?”

3． “Who’s your favorite singer / group？” Students answer my questions

Step3

Presentation

（15’） 1．“Now，pop music fans，listen carefully，if you，here”．（Start with a circle and label it．“You are here“）

Read the first set of instructions，draw a map of the pop store．

For example，when you read the words “Go straight’，draw an arrow straight up.

When you read the words “Turn left at the classical music’，

draw a box and label it‘classical music’，Then continue your first arrow around this box to the left．

Let Ss draw a map on the exercises books．

At the same time，let the other Ss look at the country music section, draw a map．in groups of four.

Let Ss work in groups of four，check the accuracy of the map by reading the instructions as their fingers through the map．

2．（3b），First，let the Ss look at the Big Sound music store map Point to each section of the store and ask Ss to read all the labels on the drawing.

Then ask Ss to fill in the missing words by themselves．

（As Ss work，the teacher can move around the room monitoring progress and answering any questions they may have．）The third，ask the Ss to check each other' s

won，and the teacher check the answers Pop music fans draw a map on their Exs books．

Draw maps

Ss work in groups of four．

Ss use their fingers to trace the path．

to the classical music section． 多媒体

投影地

图

3，Let the Ss write directions to the jazz/dance/country/pop sections. They can use the same kind of sentences.（As Ss work，the teacher can move around the mom monitoring progress and answering any questions they may have．）Ask Ss to check each other's work．Then

check the answers． Write directions 多媒体

投影地

图多媒

体投影

Step 4

Practice

(7’） From each group to be the first to give directions to be a location somewhere in the school．Tell the students that the first student to correctly guess the answer takes the next turn．

Self check(3a)

1．Let the students read the article by themselves．Find out the words that don't know list it. They can learn them by looking them up the directions or asking the teacher or the classmates or looking at the books．

2．Let the students read the words they don’t know after the teacher. Summa, the language points of this unit．

（见小结）

见练习设计。 Work in groups

Ss do the activity 多媒体

投影学

校平面

图

本课小结

本节课还是主要练习了问路与指路，同时在selfcheck中接触到了一些生词，学生只要做到会听、说就可以了。

问题探究与拓展活动

本节课中，可以让学生在知道west一western，east ---eastern的同时，自己找出表示方向的名词转换为形容词时在其后面直接加ern就可以了。（例如south一southern, north一northern, southeast一southeastern northeast一northeastern，…等等。）并出训练题，如个性练习。

练习设计

随堂练习设计

用适当的介词填空：

1．Direction _____ the Country Music section.

2．Turn left _____ the classical music

3．Pop music is _____ jazz and dance.

4．Look _____ the Big Sound music store map．Then fill ______ the blanks．

5．The classical music is next ______ the country music．

6. Welcome ________ the Culture Palace．

7．You can listen _______ classical music ______ Area E．

8．There you can see the traditional paintings ______ Qi Baishi．

个性练习设计

用所给词的适当形式填空。

1．We have a _______ (west) section，the left，and on ______ （east)section on the right．

2．a _______ （northeast）wind（东北风）

A _________（southeast）wind（东南风）

3．the _______ States of the U.S.A.（south)（美国南部各州）

4．The _______ （north)States of the U.S.A

注：解说表示方向的n.＋ern就成了形容词

板书设计

Unit 6．Where are the jazz CDs?

Go straight west一western

Turn left at the east一eastern

pop section. south一southern

The classical music is north一northern

next to the country southeast一southeastern

music northwest一northwestern

教学探讨与反思

在本单元的教学中，多数学生能按照老师的要求掌握好大纲的内容，而且本单元的内容与学生的生活息息相关，在现实生活中经常遇到，也经常谈论。通过小组练习、讨论，练习“Where’s the jazz music？” “It's …”. ”What’s your favorite kind of music？”“It’s …” “Who's your favorite singer？……多数学生掌握得相当好。但是学生的自主学习能力尚待提高。

篇19：新目标英语七年级8单元教案(新目标版七年级英语下册教案教学设计)

一．教学目标：本单元主要学习日期的表达方式。通过围绕生日进行互相问答式的讨论，掌握英语表达年、月、日的单词和句型，能够熟练地谈论各种有关日期的话题，询问表达年龄的句型。可以询问节日的表达法。

二．语言目标：掌握以下句型

1．When is your birthday ? My birthday is November 11th .

2．How old are you ? I’m thirteen years old .

3．What events do you have at your school ?

We have an Art Festival each year .

4.Do you have a pop concert ?Sorry ,I don’t know .

5.When is the school trip ? It’s in April .

6.When were you born ? I was born in ….

三．学习策略：

角色扮演

自我评价

四．课时安排：

课时1： p47-p48 2c

课时2: p482d-p49

课时3: p50 Section B-p51 3b

课时4: p51 (4) groupwork-p52 selfcheck

五．教学步骤：

Period One

1. Showing the students a large calendar.

Teaching the words : when , January , February , March , April , May , June , July , August , September ,October , November , December.. birthday.

2. T: When is your birthday ?

S1: My birthday is -----

T: When is his /her birthday ?

S2: His /Her birthday is ----

Teaching : first , second , third , fourth , fifth , sixth , seventh , eighth , ninth , tenth , … , twentieth , thirtieth,twenty-first -----

3. Training the ordinal numbers together .

4. Listening to the tape recorder of 1a . The students try to remember the words of the months .

5. Listening to 2b conversations and number them 1-3.

6. Pairwork : Practise the conversations “When is your/his /her birthday ?” “…”

7. 2a. Listen to the recorder several times and repeat them.

8. Ss try to find the rule of the ordinal numbers and the teacher writes them on the Bb.

9. 2b,2c : Listen and match the names , months , days.

10. Homework: Workbook , Copy new words and setences.

Period Two

1. Duty report,

Review words of the months and the ordinal numbers .

2. T: When is your birthday ?---When were you born ?

S: My birthday is …. ---I was born in /on …

3. Help the students to learn the festivals of the year .

The students discuss them while the teacher write some of them on the Bb .

4. Pairs work : Practise “ When is your birthday ? / When were you born ? ’ How old are you ?…

5. 3a : Point out the conversations and read with students , practise“How old are you ?”

Point to the three ID cards ask questions about them .

6. 3b: Pairwork

First students make their own ID cards . Then pairs ask and answer.

7. Dictate the sentences .

8. Homework : Workbook , 评价手册 ,让学生制作家人生日卡。

9. If there is time , the whole class play games about birthday , age , name one by one.

Period Three

1. Let the students say out their family members’ names, birthdays , ages ,

2. Section B

Match the pictures and the events :

1. speech contest d

2. party c

3. school trip b

4. basketball game a

Teaching new words : speech , contest , party , school trip , basketball games , event, art , festival , pop , concert , chorus , lecture , music .

3. Listen and check the events above 1.

4. 2b : Listen again , fill in Joe’s calendar

Write 2b conversation on the Bb . Point to the calendar and show the September and October dates . Students listen to the recorder several times

And fill in Joe’s calendar

5. 2c : Ask two students to read the conversation to the class .

Students pairs do .

6. 3a Pair work

Ask students to do in pairs . Look at p51 3a and p97 , complete the schedule .

7. 3b : Practise the dialogue like the model : School Days , Art Festivals , Chorus Competition , Lecture , English Party .

Yes No I don’t

Know Month Do you like it?

School Day

Art Festival

Chorus

Competition

Lecture

Music Festival

English Party

8. Ask the students in small groups .

9. Ask the students to read the lists to the class .

10. Let the students copy these in their notebook .

11. Homework .

Period Four

1. P51 4 Group work : Write five things about yourself on a piece of paper . Another student will read to the class .

2. Have the students guess who the student is .

3. Self check

1.) Students remember the words

2.) Dictate the words

4. Write the words in the vocabulary builder by the students themselves .

5. Show the pictures of the famous people . Help the students to find their names and their birthdays

6. Home work : Students writing something about themselves including their names , ages , birthdays , the school events etc. .

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