《英语（新目标）》Unit 6 教学设计(新课标版七年级英语上册教案教学设计)

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篇1：《英语（新目标）》Unit 6 教学设计(新课标版七年级英语上册教案教学设计)

长沙同升湖国际实验学校 肖雪辉

一、课题：Do you like bananas ?

二、教学目标（知识目标、能力目标、德育目标）

知识目标：掌握询问对方喜欢与不喜欢食物的几种典型的句型。

学习常见食物的名称。

能力目标：通过对食物名称和询问句型的学习，学会谈论自己与他人早、中、晚餐喜爱吃的食物。通过对食物的学习了解，学会配制营养餐。

德育目标：通过对不同食物的学习，让学生了解哪些是有益于健康的食品，哪些是不益于健康的食品，从而使学生学会均衡饮食，不偏食。通过对食物喜好的提问，能增强同学之间的相互了解和友谊。

三、教学设计的思路及教学建议

第六单元的主题是“询问对方喜欢与不喜欢的食物”，这些食物都是学生比较熟悉的生活食品。

在教学时老师能够使用实物进行教学，增强学生的学习兴趣和学习效果。在传授新知识时，为了为学生创设真实的，贴近生活的情境，可以设计一些游戏，即根据不同人对食物的不同喜好，自配营养餐和填写购物清单等，这样不但激发了学生学习的热情，也达到了练习重点句型的目的。

四、教学向导

语言功能 语 言 目 标 语 言 结 构

谈论喜欢与不喜欢的食物 * 动词like的用法

* 一般疑问句的肯定、否定回答

* 名词复数的使用 * 动词like的肯定、否定句的用法

* 动词like的一般疑问句的肯定、否定回答

重点词汇 学习策 略 与 思 维 技 巧 跨 学 科 学习

hamburgers, tomatoes, broccoli, French fries, oranges, ice cream, carrots, apples, chicken, breakfast, lunch, dinner, fruit, vegetable. * 培养学生对同一事物要有不同的看法。

* 培养学生对所学知识进行分类的能力。 * 艺术：画画

* 数学：数数

* 社会实践：制作购物单；制作调查表。

五、主题词表

六、主题思维及任务型活动

七、教学重点及难点

1．教学重点：词汇：有关食物名称的单词。

句型：Do you like … ? Yes, I do. / No, I don’t.

2．教学难点：创设语言交际情景，操练句型。

八、具体教案设计

Unit 6 Do you like bananas ?

课时安排：四课时

第一课时：P31-P32 第二课时：P33-P34 第三课时：P35 第四课时：P36

第一课时：P31-P32

Step 1 讲授1A中的新单词

1． 通过用“What’s this in English ?” 句型询问一些具体的食物或图片，如：apple, orange, meat, rice 等，让学生通过直观回忆以前所学过的食物名称。

2． 呈现新的食物或食物幻灯片，激发学生的求知欲，从而引出本课的新单词。

3． 朗读P31-1a 中的新单词。（先全班，再小组，然后到个人，层层检查、补漏。）

4． 将学生分成两大组，以竞赛的方式让各组派一名学生，将食物的单词贴到挂图相对应的食物上，看哪组贴得最多，最准。

Step 2 Presentation

1． 通过吃的动作和高兴的表情来展现“like”一词的意思，并将 “like”板书在黑板上；通过摇头的动作和皱眉的表情展现 “don’t like”一词的含义，并将 “don’t like”板书在黑板上。

2． 通过动作及表情引出I like bananas, I don’t like broccoli. 然后过渡到Do you like bananas / broccoli ? Yes, I do. / No, I don’t.

3． 选择不同的食物，向学生提问：Do you like … ? 让学生根据自己的实际情况回答：Yes, I do. / No, I don’t.

Step 3 Listening

1． 看P31-1b的对话，听录音，完成书上要求标号的任务。订正答案。

2． 跟读对话，以小组为单位朗读对话。

3． 进行小组对话练习，可以更改有关的食物名词，编出自己的对话。

Step 4 Listening

1． 大声朗读P32-2a中的单词，让学生先认真听，然后模仿重复两遍。

2． 让学生听一遍录音，了解大意，抓住关键词。

3． 让学生第二次听录音，在表格中圈出所听到的单词。订正答案。

4． P32-2b 听录音，要求学生将听到的单词填入横线上。订正答案。

5． 再听录音，跟读1-2遍，分角色进行对话。

Step 5 Practice

让学生两人一组进行对话操练：Do you like … ? Yes, I do. / No, I don’t. 通过句型的操练，增进学生之间的相互了解。

Step 6 Homework

Step 7教学后记

学生反应：

总结得失：

教法改进：

第二课时：P33-P34

Step 1 Revision

1． 以对话的形式复习上一节课的新单词和句型，让学生拿着食物询问自己的partner: Do you like … ? 回答：Yes, I do. / No, I don’t.

2． 让学生拿着食物或图片向全班同学发问：What’s this in English ? 或What’re these in English ? 回答：It’s a/an …./ They’re ….然后完成P34-1a中的单词与食物的搭配。

3． 让学生将P34-1a中的食物分类，完成P34-1b中的表格。

Step 2 Pairwork

让学生两人一组进行操练。每一个学生拥有一半信息，然后通过提问的方式补全各自所缺的内容。订正答案。

Step 3 Food Survey

先让学生根据图片写出食物的名称，然后通过询问句型Do you like …. ?的形式调查其他同学喜欢或不喜欢的食物，然后根据调查的情况进行总结：… likes ….；… doesn’t like ….

Step 4 Listening

1． 听对话，在P34-1a中圈出所听到的食物。

2． 再听录音，写出单词，完成P34-2b的表格。

Step 5 Pairwork

1． 让学生根据P34-2b的表格提示进行对话练习。所用的句型：Does Tom / Katrina like … ? Yes, he / she does. / No, he / she doesn’t.

2． 用英文解释breakfast, lunch, dinner的含义。根据1a和2b的表格提示，让学生写出Katrina 和Tom所喜欢的食物分别属于哪一餐，完成P34-2c的练习。

Step 6 Games

1． 让学生将学过的食物名词分类。

Healthy unhealthy

2． 让学生从健康的角度出发，给自己配制一份营养午餐，使学生学会均衡饮食。

3． 汇报配餐情况，评选出学生喜爱的配餐。所用的句型：I like …. for lunch.

Step 7 Homework

Step 8教学后记

学生反应：

总结得失：

教法改进：

第三课时：P35

Step 1 Revision

复习前边所学的单词及句型，可以采取实物或游戏的形式，然后可以适当进行笔头检查。如：听写或补全对话。

Step 2 Reading

1． 让学生快速阅读短文，并用不同的标记标出水果和食物的名称。订正答案。

2． 朗读短文两遍。

Step 3 Look and write

1． 根据图片，让学生写出Which one is lunch and which one is dinner.

2． 根据图片，分别写出Tom午餐和晚餐喜欢吃的食物名称。

3． 让学生下位分别调查三位同学三餐喜欢吃的食物，完成下列表格。所用句型：What do you like for breakfast / lunch / dinner ? I like …for breakfast / lunch /dinner ?

Name Breakfast Lunch Dinner

4．让学生汇报调查结果。所用句型：xxx likes … for ….

Step 4 Groupwork

假设同学们将进行一次野炊活动。让学生分组调查出各自喜欢与不喜欢的食物，然后根据调查的结果列一份购物清单。

1． 调查本组同学喜欢和不喜欢的食物。所用句型：Do you like … ? Yes, I do. / I don’t.

Name like dislike

2． 统计并汇报本组成员喜爱与不喜爱的食物。所用句型：We like …./ We don’t like … ?

Group like dislike

3．填写为野餐准备的购物清单。

Shopping list

Step 5 Homework

收集一些生活中常见的食物。

Step 6教学后记

学生反应：

总结得失：

教法改进：

第四课时：P36

Step 1 Revision

复习整个单元的单词和句型。

Step 2 Self Check

1． 检测学生所学的单词。让学生勾出P36-1中认识的单词，圈出不认识的单词。

2． 让学生在P108补充5个新的食物名称，扩大学生的知识面。

3． 让学生在方格里画出自己午餐所喜欢吃的食物。培养学生学生绘画的能力。

4． 用 “ Do you like …”句型询问其他同学，找出与自己午餐所吃食物相同的同学。P36-4。

Step 3 Games

让学生将自己所收集的食物，通过询问 “ Do you like … ?” 将食物分发给其他的同学，增进学生之间的感情。

Step 4 Having a quiz

Step 5 Homework

Step 6教学后记

学生反应：

总结得失：

教法改进：

篇2：九年级Unit 6 教案教学设计(新目标版英语九年级)

Unit 6 I like music that I can dance to

The 1st Period

Ⅰ． Teaching Aims

1． Knowledge Objects

（1） Key Vocabulary prefer, lyric

（2） Target Language

What kind of music do you like?

I like music that I can sing along with．

What about you?

I prefer music that has great lyrics．

2．Ability Objects

（1） Train the students to express preferences．

（2） Train the students’ listening skill．

(3) Train the students use the Attributive Clause.

3． Moral Object

Let’s enjoy music． It always brings us happiness．

Ⅱ． Teaching Key Points

1． Key Vocabulary and phrases: prefer, lyric, dance to, sing along with

2． Target Language

Ⅲ． Teaching Difficult Points

1． Relative clauses with that and who

2． The listening practice

Ⅳ． Teaching Methods

1． Chain drill2． Pairwork

Ⅴ． Teaching Aids

A computer and PPT

Ⅵ． Teaching Procedures

Step Ⅰ Lead in

1. Beginning the class with a short movie “ Sounds of Music”

2. Ask some students about: Do you like music? What music do you like ? What kind of music do you like? And write down their answers about the kinds and reasons.

3. Show students different kinds of music, and find some adjective words to describe them. Then, show two sentences about the music, and show how to combine them into one.

4. Make some more sentences like that. And everyone say a sentence.

Step Ⅱ 1a

This activity introduces the key vocabulary and trains the students to express preferences with the relative clause．

Write…that are red on the blackboard．

Ask students to look at the PPT again, read out the relative clause sentences aloud.

Step Ⅲ 1b

Say, we will hear Tony and Betty talking about the kinds of music each one likes．

Let’s see the instructions first． Read the instructions to the students． Tell them to tick （√） the right statements while they are listening． Read the three headings before playing the tape．

Play the tape the first time and the students only listen． Then play it for a second time． The students tick in the right answer boxes．

Cheek the answers．

Step Ⅳ 1c

Read the instructions to the students．

First ask a pair of the students to read the example in the box,

SA: What kind of music do you like?

SB: I like music that I can sing along with． What about you?

SA:I prefer music that has great lyrics．

Then get them to work in pairs． Answer the questions with their own preferences．

As the students do the practice, move around the classroom and give them some help． Ask several pairs of students to perform their conversations before the class．

Step Ⅴ Summary

Say, In this class, first we’ve learned two new key words, prefer and lyrics． Then we’ve learned how to express references by talking about music, using relative clause with that．

Step Ⅵ Homework

Ask the students to write three sentences with I like music that…,I love music that …,I prefer music that…

Step Ⅶ Blackboard Design

Unit 6 I like music I can dance to．

Section A

The First Period

1． phrases

has great lyrics

dance to

sing along with

3.Sentences

I like flowers that are red．I like the house that is big．

Relative clause with that． …that has great lyrics．

…that I can sing along with．

…that isn’t too loud．

…that I can dance to．

篇3：Unit 6 Where are the jazz CDs?(新目标版七年级英语上册教案教学设计)

清华附中 周喆

教学目标

学会问路及给他人指路（建筑物内）

学会区分及描述不同种类的音乐

表述自己喜欢的乐队及歌手

教学向导

目标语言 学习策略与思维技巧 重点词汇

Where are the rock CDs?

Go upstairs and take a left…

They’re behind the jazz CDs.

They’re next to the heavy metal CDs.

What’s your favorite kind of music?

My favorite kind of music is… 分类表述

听取特定信息 pop, classical, jazz, country, dance

amazing, terrible, awful, not bad, cool, fantastic, OK

upstairs, straight

语言结构 语言功能 多元智能

Where, What问句

祈使句：take a left, go upstairs, turn right

表示方位的介词: next to, between, behind 询问方位

表述方位 方位识别与表述

音乐欣赏

逻辑分类与表述

重点句型

Where’s the classical music?

Go upstairs and turn right. It’s next to the dance music.

What’s your favorite kind of music?

My favorite kind of music is pop music.

Who’s his favorite group?

It’s Green Express. They are fantastic.

主题词表

主题思维图

教学过程

Steps Teacher’s Activity Students’ Activity Preparation

Revision Play several music clips Listen and guess what kind of music they are. CAI / CDs

Check the answers with Ss Get familiar with the words OHP / CDs

Task 1 Draw Maps

Aim Draw simple maps of inner buildings by listening to others’ description.

1 Read a music store directions twice as an example. Listen, draw and label a map of the music store. Handout

2 Show a student’s map Check the answer

3 Show the map on the screen Check the answer PowerPoint

4 Show the script on the screen as an example. Take out their homework. (A music store map they drew) PowerPoint

5 Ask Ss to introduce their maps to others and draw. Draw maps and check. A4 paper

Task 2 My Favorite CDs

Aim Get to know others’ favorite music, and find out our favorite music type.

1 Ask Ss to guess the 4 persons favorite music / singer. Predict and discuss P34 2a

2 Show the four names of the singers on the screen Get familiar with the names PowerPoint

3 Play the recorder for the first time. Listen and finish 2a Tape recorder

4 Check the answers Pair work. Discuss

5 Play the recorder again Listen and finish 2a

6 Play the tape the 3rd time Listen and finish 2b. Check. PowerPoint

7 Ask Ss to introduce their favorite music to each other. Take out their favorite CDs and present it to their partner. CDs

8 Move around the give some support. Pair work Handout

9 Ask Ss to change partners. Pair work. Change partners

10 Ask some groups to give reports. Ss give reports

11 Ask 12 group leaders to tell the class their favorite music. Do a survey. Find out what is their favorite kind of music. OHP

Task 3 Buy CDs

Aim Real-life based task. Ss go to the CD store and buy their favorite CDs.

1 Arrange a real CD store by using a S’s map in Task 1. A group of Ss (4) buy CDs by following the map. A map

2 Ask Ss to listen & take notes Others listen and take notes.

3 Ask Ss to ask and answer question about the real task. Pair work.

4 Ask several pairs of Ss to check their listening. Check the answer.

End Play their favorite kind of music. CD

任务型活动设计

Task One: Draw maps.

教学目的：通过教师示范画出的音像店路线图，让学生相互配合绘图，从而掌握有关方位的语言知识。

出现的句型：

Where’s the pop music section?

Pop music fans, follow these directions please.

Go straight. Turn left at the classical music. Then go upstairs.

Pop music is between jazz CDs and dance CDs.

You can find classical music right behind the country music section.

Step 1: 学生拿出教师分发的音像店平面图，仔细观察后，听教师描述路线两遍后，将路线图画好。(Tape scripts): Go straight. Turn left at the classical music. Go upstairs. Go straight, and turn right at the jazz music. Pop music is between jazz and dance. The dance CDs are behind the country music section.

Step 2: 学生分别展示自己的路线图，检查是否与教师提供的答案相符。

Step 3: 学生两人一组将前一天完成的作业：一份自己绘制的音像店路线图拿出，并拿出一张白纸。相互将自己绘制的路线图读给同桌听（不许将图给同学看），让对方将图画出。完成后对比。

Step 4: 请几组同学上台做示范。

Task Two: My Favorite CDs.

教学目的：听录音示范，相互询问了解同学最喜欢的音乐类型以及歌手，找出全班最喜欢的音乐类型。

出现的句型：What’s your favorite kind of music?

My favorite kind of music is pop music.

Who’s his favorite group?

It’s Green Express. They are fantastic.

Step 1: 听力训练前，预测一下34页2a听力训练中四个人所喜欢的音乐类型分别是什么。然后做Section B 2a, 2b的听力练习，进行语言输入。听三遍检查。

Step 2: 让学生拿出从家中带来的自己最喜欢的CD或录音带。学生两人一组，调查对方最喜欢的音乐类型及其原因，并在所发的表格中做记录。

Step 3: 在四人小组中找寻新的同伴，调查对方的情况；并调查对方方才小组成员的情况并做记录。

Step 4: 总结四人小组的情况，向全班汇报调查结果，找出全班最喜欢的音乐类型。

Task Three: Buy CDs.

教学目的：复现真实生活场景，在角色扮演活动中综合运用所学知识，提高实践能力。

出现的句型：

Where’s the pop music section?

It’s between the country CDs and dance CDs.

What’s your favorite kind of music?

It’s classical music. I like Mozart best.

Who’s your favorite group?

Oh, I love “West life”!

How much are there CDs？

They are 30 yuan.

Step 1: 陈述任务情景：你家附近新开了一家音像店，一天你和你的好友一起去逛这家音像店，由于是第一次来购物，不熟悉店里的布局，在导购员的帮助下，你们找到了想要买的CD。相互讨论后各自买到了称心如意的CD。

Step 2: 将全班分成若干个四人小组。分别扮演导购员、你、朋友和收银员。分小组上台进行角色扮演。

Step 3: 其他在台下的同学仔细倾听台上同学所选购的商品种类、价格、数量以及他们分别喜欢什么类型的音乐。并将听到的这些信息一一记录在表格中。

Step 4: 小组角色扮演完成后，请台下的同学验证记录的结果。

Students’ Handout

Task 1 Draw maps.

Second Floor

Task 2 My Favorite CDs

You Partner 1 Partner 2 Partner 3

Name

Favorite kind

of music

Favorite group

or singer

Description

words

Our favorite

kind of music

Task 3 Buy CDs

Student A Student B

Favorite kind of music

Favorite group / singer

The CDs they buy

Money they spend ￥ ￥

教学点评及反思：

一．课堂任务设计思路：

本课是一节任务型听力课。由三个任务组成，由潜入深，逐层递进，形成完整的任务链教学结构：

第一个任务是谈论音像店路线图。此任务既是对以前所学内容的复习，也是一个任务活动。学生将听到的路线指示在图中标出，并且在此基础上向同学描绘自己所熟知的路线图，让同学根据自己的描述，将路线图绘出。此任务不仅训练了有关指路问路的听说能力，还涉及到跨学科学习的绘图能力训练。

第二个任务听录音示范，相互询问了解同学最喜欢的音乐类型以及歌手，找出全班最喜欢的音乐类型。在完成任务前，先要完成一个听力训练，即语言输入的过程。学生先通过反复向他人询问和表述喜欢的音乐及歌手的方法，在此基础上掌握相关语言结构，为语言输出，即任务的顺利完成打下基础。接下来的任务通过三步完成：首先学生决定自己最喜欢的音乐类型和歌手及喜好原因并将其填入表中。然后询问同伴最喜欢的音乐、歌手及原因并填表。第三步四人一组活动，询问新的同伴的喜好以及通过他来了解他刚才的同伴（即第三方）的信息。最后进行小组汇报。第三步尤为重要，因为在此突出体现了由信息差造成的交流活动的必要性。

第三个任务是一个接近真实任务，即在真实生活中会发生的事情。你家附近新开了一家音像店，一天你和你的好友一起去逛这家音像店，由于是第一次来购物，不熟悉店里的布局，在导购员的帮助下，你们找到了想要买的CD。相互讨论后各自买到了称心如意的CD。同学四人一组，分别在虚拟环境的音像店中扮演导购员、你、朋友和收银员的角色。台下观察的同学要仔细倾听台上同学所选购的商品种类、价格、数量以及他们分别喜欢什么类型的音乐。并将听到的这些信息一一记录在表格中。在此活动中所涉及到的最基本的句型结构是关于问路指路和陈述最喜欢的音乐及其原因的综合运用，但是由于它是接近真实的听力任务，学生参与性很强。任务的完成会大大超出最初的设想，因为它最大限度的调动了学生的积极性，他们会在完成任务的同时自觉的运用他们在第一和第二个任务中所用到的知识，以及一些超出本课教学内容的语言知识。这对学生自觉学习能力的提高是有很大好处的。

在下课前，根据第二个任务完成后所选出的全班最喜欢的音乐类型，播放了一首此音乐类型中典型的喜闻乐见的歌曲让大家欣赏，从而结束了本课的教学。

二．课后自评：

对于任务型课程的设计要自始至终体现任务的要求与特点，尤其是如何使得任务从简单重复性的起始任务逐层递进到真实的或接近真实的任务。使得课堂呈现阶梯递进，由简单到复杂的教学结构。

本课在设计上就是从这一点出发，在课堂呈现了三个环环相扣的听力任务，形成了一个完整的任务链。最终达到完成最后一个复杂的真实任务的目的。在众多老教师的指导下，我在如何设计任务型听力训练以及如何让这三个听力任务形成一个自然过渡、环环相扣的任务链上下了一番功夫。最终顺利的完成了所有的任务活动。尤其在最后一个任务完成时出现了许多让老师们惊奇的结果。学生的创造力和想象力被充分调动，纷纷说出、做出许多佳作。这也体现了任务完成过程中的不可预知性。

本课出现的问题是：第一，任务设计较多，致使第三个任务参与表演的小组受到限制，课堂时间没有把握好。致使拖后了几分钟下课。第二，教师的激情有待改进，在充分调动学生的积极性上仍有待提高。

教案点评：

本课是一节任务型听力课。由三个任务组成，由潜入深，逐层递进，形成完整的任务链教学结构：第一个任务是谈论音像店路线图。第二个任务相互询问了解同学最喜欢的音乐类型以及歌手，找出全班最喜欢的音乐类型。第三个任务是一个接近真实任务，音像店的导购员帮助你找到想要买的CD。

篇4：新目标英语七年级上册UNIT2 教案教学设计(新目标版英语七年级)

Tapescript:

Conversation 1:

Girl: Is this your ruler？

Boy: No，it isn’t. It’s her ruler.

Conversation 2:

Teacher: Is that your backpack？

Boy: No, it isn’t. It’s his backpack.

Conversation 3:

Boy: Is this your pencil？

Girl: Yes, it is. It’s my pencil.

Tim: And Jane，is this your ruler？

Jane: No，it isn’t. It’s her ruler.

Tim: OK，and this is my book. And this is your pencil case，Jane.

Is this your pencil？

这是你的铅笔吗？

No，it isn’t.

不，不是。

It is not my book.

这不是我的书。

（2）sorry adj. 抱歉的

sorry是I”m sorry的省略形式，用于冒犯、冲撞了他人或伤害了对方等场合。

常用的回答如下：

Not at all.没关系。

That’s all right.没关系。

It doesn’t matter.不要紧，没关系。

Never mind.别在意，没关系。

此外，sorry还可表示“遗憾的；难过的”

等。

（3）thank n.&v. 感谢

常用的表示感谢的句子有：

Many thanks! 多谢!

Thanks a lot! 多谢!

Thanks! 谢谢 !

Thank you! 谢谢你！

（4）in prep. 用……（方法、媒介、工具等）；使用……（语言）

John is drawing a car in pencil.

约翰正用铅笔画汽车。

We always speak in English.

我们总是用英语交谈。

Tapescript:

Conversation 1:

Kelsey: I’m looking for my watch.

Teacher: OK. Is this your watch？

Kelsey: No，it isn’t. That’s my watch.

Teacher: Here you are.

Kelsey: And that’s my ID card.

Teacher: OK. What’s your name？

Kelsey: Kelsey.

Conversation 2:

Mike: That’s my pen.

Teacher: This？

Mike: Yes...and that’s my baseball.

Teacher: All right. What’s your name？

Mike: Mike.

Teacher: OK. Here’s your baseball.

Mike: Thank you.

（1）how adv.（表示方法、手段、状态）怎样；如何

How did you make it？

你怎么办到的？

How do you like our school？

你觉得我们学校怎么样？

（2）call v. 打电话

n. 电话

call sb. 给某人打电话

give sb. a call 给某人打电话

（3）at prep. 在（里面或附近）；在（时间）

at school 在学校，上课，在求学

at home 在家

Shall we meet at 3 o’clock？

咱们3点钟见好吗？

（4）school n. 学校 go to school 上学

Grammar

（1）指示代词

表示“这个”“那个”“这些”“那些”等指示概念的词，叫指示代词。如this，that，these，those等。英语中指示代词的用法同汉语中的情况相似，this（这个）和these（这些）一般用来指较近的人或事物，that（那个）和those（那些）则指较远的人或事物。

在句子中指示代词可以充当主语、定语、宾语或表语。如：This is a pear.

这是一个梨。（主语）

These video clips are very interesting and those ones are not.

这些光碟很有趣，那些没意思。（定语）

I like this very much.

我很喜欢这个。（宾语）

Oh，it’s not that.

哦，不是那个。（表语）

学习指示代词，应注意以下几点：

①this与is，these与are没有缩写形式。如：

This is a Chinese car.

这是一辆国产轿车。

②指示代词作主语指物并用于问句中时，回答一般用it代替this和that，they代替these和those。如：

Is that a ruler？

那是尺子吗？

No，it isn’t. It’s a pen.

不，不是。是钢笔。

Are these your books？

这些是你的书吗？

Yes，they are.

是的。

（2）一般疑问句

以动词be，have或助动词、情态动词开头，以yes或no作回答的问句叫做一般疑问句。回答时可以用完整的句子回答，但大多数情况下只需作简略回答。如：

Is this your pencil？

这是你的铅笔吗？

Yes，it is.是的。

Have you any magazines？

你有杂志吗？

Yes，I have.有。

Exercises

【1】Here’s exercise-book.

A. a B. an C. two D. ×

句中的a和an都是不定冠词，放在单数可数名词前，修饰限定名词，表示“一个、一块……”的意思。如果名词的读音以辅音音素开头，用不定冠词a，如：a banana, a pear；如果名词的读音以元音音素开头，要用不定冠词an，如an orange，an egg。在本句中，book是可数名词单数，用冠词a，而单词exercise是以元音音素“e”开头的词，故要用冠词an。

【2】根据上下文，在空格上填上一个恰当的词。

(1)- you in Class 4?

-Yes, I .

(2)This is a car and that is a car,.

(3)-Is this a Chinese bike?

-No.a Japanese bike.

(1)本题是以be为谓语的一般疑问句，主语是you，应填Are；答句主语是I，填am。

(2)当前后两句表述的意思相同，仅主语不同时，在句末逗号后应填上too，表示“这是，那也是……”。

(3)It’s是It is的缩写形式，It指代this。由于No后面用的是句号，且后面的句子是一个完整的句子，应看做为一个独立的句子，故it’s应大写第一个字母。

答案 (1)Are; am (2)too (3)It’s

【3】从下面各句A、B、C、D中找出一处错误并改正。

(1)That’s a chinese car.

A B C D

(1)Chinese，Japanese，English等词均属专有名词，书写时要将第一个字母大写,应改为Chinese。

(2)That is a pencil box.

A B C D

(2)英语中有部分单词是由两个词构成的，在两个词之间须加连字符号“-”，所以应改pencil box为penhcil-box，同学们在学习时要多加注意。

(3)-What’s this in English?

A B

-It’s computer.

C D

(3)有些同学在学习时没有注意汉语和英语表达不同，仅从汉语的角度去理解英语，所以在名词前面就缺少了冠词，应在computer前加冠词a。

【4】This is my car. (改为一般疑问句并作肯定和否定回答)。

答案 Is this your car? Yes, it is. /No, it isn’t.

本题考查一般疑问句的构成及答语。如果句中有动词be(am, is, are)，将动词提到主语前，并大写开头字母，句末用问号，主语第一人称变第二人称，即变成了一般疑问句。一般疑问句要用Yes或No来回答。它的肯定答语是Yes，it is. ，不定答语是No，it isn’t. 。注意答语用it代替this/that。

篇5：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6：新目标 Unit 3-4 教案(新目标版八年级英语上册教案教学设计)

Unit 3 What are you doing for vacation ?

Teaching goals :

1. Words & phrases: babysit ,get back , fishing , rent , think about , decide(on) , tourist etc.

2. How to talk about future plans .

3. 现在进行时表示将来计划或行动.

4. 特殊疑问句（where , when , how long引导）

Important and difficult points :

Drills :What are you doing for vacation ?

I’m watching TV .

When are you going ?

I’m going … .

How long are you staying ?

We’re staying for five days .

Teaching aids : cards and a tape ,a large wall calendar .

Period 1

Teaching procedures :

Step 1 Leading in

教 案 正 文 随堂记录

1. Free talk .

2. Put up the wall calendar .

T: I’m staying home on Saturday (pointing to next Saturday ). Ss repeat .

Ss: I’m staying home on Saturday .

T: OK. Today we’ll learn how to talk about future plans.

Step 2 Pre-task

SB Page 13 , 1a .

1. Look at the picture carefully and tell what you see in the picture .

2. Write the activities from the pictures in the box and add some more .

3. Practice reading .

Step 3 While-task

1. Using the activities we write in 1a to make conversations .For example :What are you doing for vacation ? I’m visiting my uncle .

2. Pairwork .Practice in pairs .

教 案 正 文 随堂记录

3. 用第三人称练习对话.

4. Groupwork . Divide the Ss into groups of four or five .Make conversations .

5. Listening Page 13,1b. Check the answers .

SB Page 14 ,2a & 2b .

1. First ,read the names of the people .

2. Play the recording and let Ss fill in the chart .

3. Check the answers .

Step 4 Post-task

SB Page 14,2c .

Read the conversations first .

Groupwork and fill in the chart .

Step 5 Homework

1. 如果没填完上面的表格回去接着做完.

2. 记单词.

教学后记

教 案 正 文 随堂记录

Period 2

Teaching procedures :

Step 1 Leading in

1. Free talk .

2. Revise : Make conversations with the setences what are you doing for vacation ?

When are you going ?Who are you going with?

Step 2 Pre-task

SB Page 14,Grammar focus .

1. Call attention to the sentences together .Read them by the Ss .Ask a student to say the question using the word he and then again using a boy’s name .

2. Do in the same way with “she” and a girl’s name.

Step 3 While-task

SB Page 15, 3a .

1. Read the conversation by the Ss and practice reading .

2. Listen and fill in the chart .

3. Check the answers .

SB Page 15, 3b .

教 案 正 文 随堂记录

1. Look at the conversation in the box .

2. Practice reading .

3. Pairwork . Make conversations using the information in 3b .

4. Act out your conversations .

Step 4 Post-task

Vacation Dreams .

Imagine your dream vacation .

Write something on a piece of paper using what we learnt .

Share the dreams .

Step 5 Homework

Write 2 conversations about 3b in the exercise books .If you don’t finish your dream writing, do it at home .

教学后记

教 案 正 文 随堂记录

Period 3

Teaching procedures :

Step 1 Leading in

1. Free talk .

2. Check the homework :Ask one or two Ss to say something about their dream vacation .并给出全适的评价.

Step 2 Pre-task

SB Page 16, 1a .

1. Say each phrase and ask Ss to repeat .

2. Call attention to the pictures .Say something about the pictures .Match each phrase with a picture .

3. Check the answers .

Step 3 While task

1. Make conversation. Work with your partner .Talk about what you would like to do on vacation .

2. Share their conversations.

SB Page 16 , 2a&2b .

1.Read the reporter’s questions together .

教 案 正 文 随堂记录

2. Play the recording and check the answers .

Step 4 Post-task

1. Find a new partner .

Student A is the reporter .Student B is He Yu . A interview B .

2. Read the conversation in 2c and with the help of the listening .

Step 5 Homework

1. Remember the new words .

2. Write the conversations about your interview .

教学后记

教 案 正 文 随堂记录

Period 4

Teaching procedures :

Step 1 Leading in

1. Greetings .

2. Make an interview with a student .

Step 2 Pre-task

SB Page 17 ,Part 4 .

T: What are you doing this weekend ?

1. Ask each other ,write down their answers .

2. One student to present his /her exercise .

Step 3 While-task

SB Page 17 , 3a .

1. Read the article about Ben Lambert’s vacation plans by the Ss .Tick out the new words .

2. Read the article to the class .

3. Explain the new words .

4. Play the tape .Ss listen and repeat .

5. Point out the five numbered pictures .Ss identify the items .

教 案 正 文 随堂记录

6. Check the answers .

7. Play the tape again .Practice reading .

SB Page 17, 3b .

T: This is an article about Julia’s vacation plans .Call attention to the blanks in the paragraph .Read the paragraph to the class ,saying blank each time when we come to a bland line .

Read the paragraph and fill in the blanks .

Step 4 Post-task

SB Page 17 , 3c .

T: We read about Julia’s vacation and Ben’s vacation .If you are a famous singer or football player ,What are your vacation plans ?Write about your vacation plans .Give them help if they need .

Step 5 Homework

Complete the Selfcheck .

教学后记

教 案 正 文 随堂记录

Unit 4 How do you get to school?

Teaching goals :

1. Words & phrases: get to , how far , bicycle , subway , minute , mile , bus stop .

2. Talk about how to get to places (谈论出行方式)

take the bus /subway /train /taxi , ride a bike /walk .

3. how引导的特殊疑问句，表示乘坐何种交通工具的方式.how far ,how long 引导的特殊疑问句.

4. 复习基数词及时间的表示方法.

5. 了解中外文化的差异.

Important and difficult points :

1. how /how far /how long 引导的特殊疑问句.

2. 乘坐交通工具的表示方法.

3. It takes /will take/took sb some time to do sth .

Teaching aids: cards and a tape-recorder .

Period 1

Teaching procedures :

Step 1 Leading in

1.Greetings and free talk .

教 案 正 文 随堂记录

3. T: How do we get to school ? Some students walk ,some students take the bus ,some students ride a bike .Does anyone take the subway ? No , we have no subway .OK ,today we will learn Unit 4 .

Explain : get to

Step 2 While-task

SB Page19 ,1a&1c .

1. Write down how you get to school .

2. Look at the picture .Write down how the students get to school.

3. Make dialogues with the phrases .

4. Groupwork: Divide the students into groups of three or four .Practice reading the dialogues.

5. Act out their dialogues .

SB Page 19 , 1b .Listening

1. Make sure the Ss know what ot do .Give them an example orally if possible .

2. Read the names .

3. Play the tape and check the answers .

教 案 正 文 随堂记录

SB Page 20 , 2a&2b .

1. Revise the numbers .

2. Teach the new word :minute .

3. Play the tape for the students to finish 2a&2b .Then play again and check the answers .

Step 3 Post-task

If there is time ,make conversations .

Step 4 Homework

用对话的形式告诉老师你是怎么到达学校并需要多长时间，then please tell me how you get to school and how long it takes .

教学后记

教 案 正 文 随堂记录

Period 2

Teaching procedures :

Step 1 Leading in

1. Greetings .

2. Check the homework .

3. Go over the dialogue in Page20 ,2c .

Step 2 Pre-task

SB Page 20 ,Grammar focus .

1. Review the grammar box .Ask students to say the statements and responses .

2. Practice reading .

3. Explain the usage of “take” in “take the train” and “take sb some time to do sth” .

Step 3 While-task

SB Page 21,3a .

1. Pay attention to the speech bubbles .Read the questions .

2. Read the passage by the Ss. Find the answers to the questions and write the answers on the lines .

教 案 正 文 随堂记录

3. Check the answers .

SB Page 21, 3b .

1. Show Ss the example in the box .Two students read it to the class .

2. Pairwork: Make your own conversations using the information in the left box.

3. Ask some pairs to present the conversations to the class

Step 4 Post-task

SB Page 21 ,Part 4 .

Groupwork.Divide the Ss into groups of three .In each group ,one is A,who look at Page 21.One is B,who look at Page 85,the other is C,who look at Page 86 .

Fill in the blanks .

The group who fill in the blanks first wins .

Step 5 Homework

Write two conversations in 3b in the exercise books .

教学后记

教 案 正 文 随堂记录

Period 3

Teaching procedures :

Step 1 Leading in

1. Greetings and free talk .

2. Check the homework.

3. Go over the passage in 3a Page 21 .

Step 2 Pre-task

SB Page 22 ,1a .

1. Say the four new phrases and Ss repeat .

2. Match the words with the pictures .

3. Check the answers .

Step 3 While-task

SB Page 22,2a&2b .

1. Play the tape for the students to finish them .

2. Point out the two sets of pictures with a blank line in front of each .

3. Check the answers .

SB Page 22, 2c .Talk about how Nina gets to school .

Step 4 Post-task

教 案 正 文 随堂记录

SB Page 23, 3a .

1. Read the instructions to the class and read through the statements abut the article .

2. Read the article again by the Ss .Write if the statements are true or false in your exercise books.

3. Do the activity individually and check the answers .

SB Page 23 ,3b .

Read the article and fill in the blanks .Check the answers.

Selfcheck Part 2 .

1. Look at the picture .Make sure what the people in the picture doing .

2. Finish the conversation .

3. Practice reading .

Step 5 Homework

1. Write a newspaper article .

2. Go over this unit .

教学后记

篇7：新目标 Unit 6 Do you like bananas?(新目标版七年级英语上册教案教学设计)

一、教学背景分析

（一）教学内容分析

本单元的中心话题是Food，主要语言功能项目是Talk about likes and dislikes，语法结构为Present tense to like, Yes / No questions and short answers, Affirmative and negative statements。本单元Section A所呈现的是与谈论喜好与厌恶相关的基本语言知识及其初步运用。这部分内容从呈现食物词汇开始，通过视、听等方式输入信息，并引出本单元主要句型：Do you like…? 及其回答Yes,I do / No, I don’t.接着设计了一个听力练习，要求圈出所听到的食物以及补全对话，强化记忆所学词汇和初学句型。然后教材设计了一个结对活动，以此操练主语是第三人称单数时句型的变化以及回答。并借此突出本单元的语法重点。最后教材设计的Food Survey起到了引导学生初步综合运用所学语言的作用，以调查的形式使学生在富有挑战性的活动中主动运用所学语言，落实新知。Section B是在Section A基础上的知识的扩展和延伸。本单元中，Section B首先以听、说、写的形式展开了食物与名称配对以及对食物进行分类。接着设计了听力填写Sandra和Tom喜欢与不喜欢的食物；自然引到了谈论一日三餐的话题的结对活动，实现了新旧知识的综合运用；一日三餐合理健康膳食引出同步阅读；之后的写一段话谈谈Tom 的一日三餐到写一段关于自己一日三餐喜欢吃的食物，直到最后的小组活动列出购物清单，使学生从完成半真实的任务转向了完成真实的任务，从而达到了创造性活用所学语言的目的。Self check部分的主要内容是对本单元主要词汇及语言运用能力的自我评价。

综上所述，本单元以食物为主线，围绕着谈论喜欢与不喜欢以及一日三餐等语言功能项目展开了一系列任务活动。教材内容从基本语言知识到语言综合运用层层递进，听说读写依次展开，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的地学习语言。

（二）教学重点和难点

教学重点：1、掌握关于食物的词汇。

2、熟练运用所学功能项目谈论喜好和厌恶。

3、能准确地用英语描述一日三餐的食谱。

教学难点：1、交际用语Do you like bananas? Yes, I do. /No, I don’t.

2、描述一日三餐的方法。

3、一般现在时，主语是三单时，助动词与动词的变化。

4、可数名词和不可数名词的区别。

（三）教学目标

《新课程标准》之基础教育阶段英语课程的总体目标是培养学生综合语言运用能力，而这种综合语言运用能力的形成是建立在语言知识、语言技能、情感态度、学习策略和文化意识的整体发展基础上的，根据本课教学内容和学生知识结构及认知特点，本单元的教学目标确定为：

1、语言知识目标：立足语言实践活动，在完成任务的过程中掌握谈论喜好和厌恶以及表述一日三餐的词汇和语言结构。

2、语言技能目标：

（1） 开展多种任务型的听力活动，获得理解、识别和处理与谈论喜好、厌恶相关的信息。

（2） 展开各种任务活动，使学生具备较熟练地运用所学语言谈论喜好与厌恶，描述一日三餐的合理搭配的能力。

（3） 引导同步阅读，使学生理解与主题相关的语言材料，并增强学生运用语言获取更多信息的能力。

（4） 进行写作练习，使学生具备初步的综合运用语言的能力。

3、情感态度目标：

（1）通过情景的设置和活动的开展，引导学生在体验、实践、参与、合作和交流中，积极主动地学习语言，体会在做事中学习英语的喜悦。

（2）讨论美食，享受生活美味，提倡健康合理膳食。

4、学习策略目标：

（1）Disscussion. 通过小组讨论、开展调查等研究，明确在用中学、交流中学习的想法。

（2）Classifying. 通过分类法，可简化学习过程，利于记忆。

（3）Guessing. 通过猜测，并大胆发言，以学习新知。

5、文化意识目标：了解中西方膳食的不同习惯以及表示喜好与厌恶的一些常用表达法。

二、教学方法和学习策略

1、教法

（1）本单元话题源自生活，立足这一点，充分利用学生已有的知识和经验，创设生活化的真实（或半真实情景）引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了用）。

（2）开展多种类型任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。

2、学习策略：

（1）通过Disscussing, Classifying and Guessing等形式多样的活动，促使学生运用认知策略进行有效地学习。

（2）在与同学合作完成任务的活动中主动探究和学习语言；并运用知识内在规律帮助记忆、巩固知识。

三、课时结构

为了能较好地 实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。

Period 1 Section A 1a /1b /1c /2a /2b.

Period 2 Section A 2c /3 /4 .

Period 3 Section B 1a /1b /2a /2b /2c /3a /3b /3c /4a/4b.

Period 4 Summing up SectionsAand Band the grammar.

四、教学过程设计

Period One

一、教学目标

1.知识目标：

1）单词：do, don’t, does, doesn’t, strawberries, like, have, bamburgers, orange, tomatoes, icecream, broccoli, salad, French fries, bananas.

2）句型：Do you like bananas?

Yes, I do. / No, I don’t.

2.能力目标：通过学习本课，学生能够用英语互相讨论喜欢与不喜欢的食品。

3.情感目标：讨论美食，享受生活美味，提倡健康合理膳食。

二、教学重点：掌握关于食物的词汇。

三、教学难点：学会使用交际用语Do you like bananas?

Yes, I do./No, Idon’t.

四、教学设计：

Step1. 通过让学生猜冰箱里有哪些食物的形式，导出新的单词。同时让全体学生拼读每个单词、让个别学生将单词写到黑板上。

本环节课堂节录如下：

T: Today we are going to learn Unit 6. Look, what’s this?

Ss: It’s a fridge.

T: Right! There are many kinds of delicious food in it. Can you guess?

S1: Apple.

T: Yes, there are some apples in it. Are there any oranges in it?

S2: Yes.

T: OK, Maybe you are right. Now let’s open the fridge and check them out. Look, what are they?

Ss: They are bananas.

T: How do you spell it?

Ss: B-A-N-A-N-A, banana.

T: Anything else?

S: French fries.

T: Maybe you are right. Let’s see. Look! What are they?

Ss: They are French fries.

T: Can you spell it, please?

Ss: F-R-E-N-C-H, French, F-R-I-E-S, fries.

T: Yes, very good! Who can write it on the blackboard?

S: Me.

T: You please.

Step2. 布置一项任务:老师手持一个盒子，让同学猜猜老师最喜欢的食物。规则为学生只能问老师问题而老师只用 “Yes” 或 “No” 回答。

本环节课堂节录如下：

T: You see, there are so many things in the fridge. I know each of you has your favourite food. Right? I have my favourite food, too. Now I want you to guess it. You can ask me questions to find it out. Think over, what question can you ask?

S: What’s your favourite food ?

T: Yes, you can ask me in this way, but I want you to guess it. I can only answer “ Yes” or “ No”. How can you ask me?

S: Do you like bananas?

T: Yes, I do. Yes, good question! So all of you can ask me like this, clear?

Ss: Yes!

S: Do you like hamburgers?

T: No, I don’t. I don’t like hamburgers.

S: Do you like oranges?

T: Yes, I do. They’re sweet.

S: Do you like ice cream?

T: Yes, I do. It’s my favourite food in summer. OK, I think one of you has got the right answer. Now my favourite food is in this box!

Ss: Chocolate!

T: No, I don’t like chocolate. let’s open and see! Look! What’s this?

Ss: Orange!

T: Who got the right answer?

S: Me!

T: OK, congratulations! And this orange is for you!

完成Section A, 1a, 1b.

Step 3. 布置拓展性任务：要求同桌学生合作编一个小型对话，主题为询问别人喜欢或不喜欢的食物。要求使用刚学过的食物类单词以及句型，同时也可以适当地加入课外单词（老师请一程度较好的学生先进行示范）。

本环节课堂节录：

T: Now let’s do the pair work. Make a dialogue with your partners. Ask your partners like this to find out their favourite food. I will ask some pairs to act it out. Two minutes.

( Two minutes later )

T: OK, stop here. Who’d like to be the first pair? You two, please!

A: Hello.

B: Hi.

A: Let’s go to eat breakfast. Look, do you like hamburgers?

B: Yes, I do.

A: Oh, I like it, too. Do you like French fries?

B: No, I don’t. They aren’t healthy food.

A: OK, let’s eat hamburgers.

B: Great! Thank you.

Step 4. 完成课文32页Section A听力练习activity 2a, 2b。

Setp5. 当堂听写：听写单词与句型，进一步巩固本课学习内容，并将本课应掌握的单词和句型落实到“写”上，使学生不但会说同时会写。

Homework

1. Copy the new words and try to learn them by heart.

2. Make up a new dialogue about likes and dislikes then write it down in your exercise book.

五、课后反思：本单元的主题为食物，贴近学生生活，因此学生很喜欢该主题，上课气氛比较热烈。课堂布置的任务使学生在完成的过程中不知不觉地掌握了单词与句型，从而达到教学目标。

Period Two

一、教学目标

1． 知识目标：

1）能将所学单词进行归类。

2）熟练地掌握主语为第三人称单数和非第三人称的否定句、一般疑问句及其回答。

如：Do you /they like salad? Yes, I /they do. No, I /they don’t

Does he like French fries? Yes, he does. No, he doesn’t.

I (They) like oranges. I (They) don’t like bananas.

She likes bananas. She doesn’t like ice cream.

2.能力目标：能用英语熟练地交流喜欢与不喜欢的食品，并在班上提问同学展开调查。

3.情感目标：通过谈论美食，进一步引导学生享受美味生活，同时培养学生的合作学习精神。

二、教学重点：掌握主语为三单和非三单时的陈述句、否定句、一般疑问句及其回答的形式。

三、教学难点：主语是第三人称单数时的否定句和疑问句中的动词变化形式。

四、教学设计:

Step 1. 复习前课所学单词与句型：通过看图片说单词的方式复习单词，并通过询问学生“Do you like bananas/ oranges…?”的形式，复习前一课的句型。

本环节课堂节录如下：

T: Yesterday, we learned many words about food, right? Do you still remember? Now please look at the screen.

T: What’s this?

Ss: Apple.

T: Do you like apples?

Ss: Yes, I do.

T: And what’s this?

Ss: Banana.

T: Yes, What about this one?

Ss: Broccoli.

T: Do you like broccoli?

Ss: No, I don’t.

…

T: Yes, good job! You have good memory!

Step 2. 导入新课：分别请一男孩和女孩回答老师的问题，说出他们喜欢与不喜欢的食物，然后就这两位学生的情况向全班提问，以此介绍主语为三单和非三单时的各种句型。

本环节课堂节录如下：

T: Now I’ll ask a boy and a girl to answer my questions. First I’d like to ask a boy.

( To a boy ) Do you like pears?

B: Yes, I do.

T: Do you like French fries?

B: No, I don’t.

T: (To the class) Class, does he like pears?

Ss: Yes, he does.

T: Does he like French fries?

Ss: No, he doesn’t.

(Then ask a girl to answer the teacher’s question.)

T: (To a girl) Do you like pears?

G: Yes, I do.

T: Do you like French fries?

G: No, I don’t.

T: (To the class) Now class, does she like pears?

Ss: Yes, she does.

T: Does she like French fries?

Ss: No, she doesn’t.

T: (Pointing to the boy and the girl) Class, do they like pears?

Ss: Yes, they do.

T: Right. They like pears. Do they like French fries?

Ss: No, they don’t.

T: Yeah, they don’t like French fries. Good job!

(边说边板书重点句型.)

Step 3 布置任务：四人小组活动。其中两位互相询问对方喜欢与不喜欢的食物，另两位转述他们所说的情况。

eg. A: I like chicken. Do you like chicken?

B: Yes, I do. / No, I don’t

C: He /She likes chicken. Does she /he like chicken?

D: Yes, he /she does. /No, He /she doesn’t.

Step 4 完成课本33页Part 3中的Pairwork. Find out what Bob and Bill like and don’t like.Then draw in the chart.

Step 5 简单总结一下语法。然后布置拓展性的任务：假如明天是你的生日，你打算邀请一些同学来你家做客，你事先已了解他们所喜欢的食物。你和妈妈讨论准备去买一些他们喜欢吃的东西。要求和同伴合作编对话，然后上台表演。(教师事先与一学生做示范.)

eg. A: Mum, tomorrow is my birthday. Jim, Kate, Lucy and Lily are coming to my party.

B: Good. Let’s give them something nice to eat. Does Jim like oranges?

A: Yes, he likes them very much.

B: Does Kate like oranges, too?

A: No, she doesn’t. She likes pears.

B: What about Lucy and Lily? Do they like ice cream?

A: Yes, they like it very much.

B: OK. Let’s go and get some oranges, pears, ice cream and some other things.

A: OK. Let’s go.

T: Good job! Next Sunday I want to invite some students to my house, please help me to make a survey in our class and tell me what they like and don’t like.

Step 6 接着完成课本33页 Part 4中的Food survey。要求学生就表格中的食物向同伴提问：Do you like…?找出他们喜欢与不喜欢的食物，填好表格，然后向全班汇报。

eg. Liu Li likes tomatoes, but Zhao Jun doesn’t like tomatoes. He likes potatoes. Liu Mei and Chen Yan like bananas, but Li Lei and Bill don’t like bananas. They like oranges. …

Homework

1. Write a report about your food survey in your class.

2. Finish off the exercises in the exercise book.

Period Three

一、教学目标

1.知识目标：

1） 单词：have, has, eat, eats, like, likes, oh, for, carrot, runner, lots of, dessert, egg, apple, chichen, fruit, vegetable, breakfast, lunch, dinner, eat, run, star, healthy, food, list

2）句型：What do you have for breakfast/ lunch/ dinner?

For breakfast, I have…

What does he/ she have for breakfast/ lunch/ dinner?

For breakfast, he/ she has….

2.能力目标：学完本课，学生能够用英语描述一日三餐的食谱。

3.情感目标：懂得一日三餐应合理搭配饮食，才会健康，快乐。

二、教学重点：掌握本课新单词。

三、教学难点：掌握描述一日三餐的方法。

四、教学设计：

Step1. Memory challenge

Show some words about the food in groups of two, four or six on the screen quickly, let the students say out the words as many as they can to revise the words.

完成Section B, 2a, 2b, 2c.

Step2. 导入新课：在大屏幕上出现三个盘子，分别代表一日三餐，并将刚复习的食物放入盘中，引导学生表述三餐的食谱。

本节课堂实录如下：

T: How many meals do we have every day?

Ss: Three.

T: Yes, and what are they?

T: Right. So I have three plates for you. The first one is for breakfast, the second one is for lunch and the third one is for dinner. Now I put the food into each plate. According to it. What do you have for breakfast?

S: For breakfast, I have hamburgers, tomatoes and salad.

T: Yes, great! Then what about lunch? What do you have for lunch?

S: For lunch, I have eggs, broccoli and carrots.

T: Right! How about dinner? What do you have for dinner?

S: For dinner, I have chicken, salad and ice cream.

T: OK. Well done!

Step3. 布置任务：要求同桌学生合作编对话，主题为询问别人一日三餐喜欢吃的食物。学生上台展示时，可使用电脑将自己选择的食物直观地放入每餐的盘中。

本节课堂实录如下：

T: Do you like the food I chose for you?

Ss: Yes/ No.

T: It’s your turn now! choose food for yourself and make a dialogue with your partners. Ask your partners what they have for three meals. Two minutes, and I will ask some pairs to come here to act it out and you can put the food into the plate by yourself. Two minutes, start!

( Two minutes later )

T: Time is up. Who’d like to be the first one?

Ss: Me/ Let me have a try.

T: OK, you two first. Let’s welcome!

A: Good morning.

B: Goodmorning.

A: What do you like for breakfast?

B: I like hamburgers and bananas.

A: What do you eat for lunch?

B: For lunch, I eat chicken, broccoli and ice cream. What do you have for dinner?

A: For dinner, I have rice, fish, vegetable soup and cucumbers.

B: I think your dinner is very delicious.

A: Thank you. Let’s go to KFC.

B: Really/ OK. Let’s go!

A: Not bad!

与学生讨论哪些是健康食品,哪些是不健康食品。

T: You have eaten healthy food. Let’s look at Sandra. What kind of food does she eat? Now let me tell you. Listen carefully and answer my questions.

Step 4. 完成34页Section B的听力练习activity 2a, 2b以及Pairwork 2c.

Step 5. 巩固描述一日三餐食谱的方法：同步阅读“ Runner eats well!” 然后完成SectionB activity 3b.

Step 6. 完成Section B Activity 3c: Write about what you like for breakfast, lunch and dinner.

Step 7. Groupwork: You are going for a picnic with a group of friends.

1. Make a list of food to buy.

2. Read your list of food to the class.

Homework

1. Eating healthily is very important.It can make you healthy and happy. Please write about what you like for breakfast, lunch and dinner.

五、课后反思：学生在前一课的基础上进一步学会了如何表达一日三餐的食谱，也明白了合理搭配饮食，才会健康，快乐。

Period Four

一、教学目标：

1．知识目标

1) 将本单元所学内容编成一个对话。

2）巩固单元语言知识点，即可教名词与不可数名词。

2． 能力目标：学会综合运用英语交谈喜欢与不喜欢的事物以及一日三餐的食谱。

3． 情感目标：懂得饮食合理、健康。

二、教学重点：复习单词、句型以及一日三餐表达方法。

三、教学难点：可数名词、不可数名词以及有时可数名词有时不可数名词的分类。

四、教学设计：

Setp1. 复习本单元内容：要求学生编一个关于讨论喜欢的食物以及一日三餐食谱的对话。

本环节课堂实录如下：

T: Look at the screen.Who are they?

Ss: 蜡笔小新和樱桃小丸子.

T: Yes, they meet each other on Sunday. What do they talk about?

Ss: Hamburgers, French fries…

(Show the conversation.)

T: OK. Let’s read it together.

Boys: Good afternoon.

Girls: Good afternoon.

Boys: Let’s go to the KFC together.

Girls: great! I’d like to go.

Boys: What do you have for lunch?

Girls: I have hamburgers and salad. What about you?

Boys: I have rice, fish and broccoli.

Girls: What do you like for dinner in KFC?

Boys: I like hamburgers, chicken and ice cream. And you?

Girls: Me, too.

Boys: OK.Let’s go!

T: Now please make a conversation like this with your partners. Two minutes.

(Two minutes later.)

T: Now, I’d like to ask some pairs to act it out. You please.

A: Nice to meet you.

B: Nice to meet you.

A: Oh, it’s seven o’clock now. Let’s go to school.

B: OK.

A: Do you like apples?

B: Yes, I do.

A: Do you like strawberries?

B: No, I don’t. It’s too sour. Do you like French fries?

A: No, I don’t.It’s isn’t healthy food.

B: What do you have for breakfast?

A: For breakfast, I have hamburgers, eggs and orange juice. What about you?

B: I have hamburgers, French fries and coca cola.

A: Let’s have lunch together, OK?

B: OK. Bye-bye.

A: Bye.(A is a girl,B is a boy.)

Step2. 归纳本单元语言点：可数与不可数名词。（注：由于初一学生对于语法讲解不太熟悉，为便于学生们理解及掌握，本环节以中文讲解为主。）

本环节课堂实录：

T: Next let’s review the grammar together. Please take out your notebooks.

T: 英语名词可以大致分为两类，是哪两类？

Ss: 可数名词和不可数名词。

T: 对，可数名词又可以分为两类：单数和复数名词。

1．可数名词。举例：apple, orange, desk, chair, book等。

2．不可数名词。比如：water, milk, bread, news等。不可数名词一般没有复数形式。表示其数量时要用计量名词。比如a glass of water，一杯水，a piece of news一则新闻。

3．有时既可当可数名词又可当不可数名词。如：ice cream, salad, chicken.

T: 好的，接下来我们来看可数名词的复数形式。

可数名词由单数变为复数有五种情况：

1． 词尾加s，如apples,oranges.

2．以s, x, ch, sh, o结尾的加es, 如bus--buses, box--boxes, watch--watches, brush--brushes, tomato--tomatoes. 但有些例外。如：radios, photos, zoos.

3．以y结尾的，去y加ies. 如story--stories.

4．以f或fe结尾的，去f或fe加ves. 如knife--knives.

5．不规则变化：如child--children, man--men, tooth--teeth.

T: 关于名词的复数形式，清楚了吗？ Ss: 清楚。

T: 好，接着我们再看看动词变化。

1． 陈述句中，主语如果是第三人称单数，谓语动词加S

如：He likes hamburgers.

He has chicken for dinner. (have-has)

2． 否定句中，主语如果是第三人称单数，用doesn’t.主语如果是非第三人称单数，用don’t. doesn’t和don’t后面动词变原形。

如：I don’t like hamburgers

He dosen’t like ice cream.

3． 一般疑问句中，主语如果是第三人称单数，用doesn’t开头提问，主语如果是非第三人称单数，用don’t开头提问，后面动词变原形。

如：Does he like pears?

Do they like Salad?

T: OK.These are the main grammar points of unit six.Do you have any questions?

Ss: No.

Finish off Self-Check.

Do a short test about the grammer above.

Homework

1. Make a survey and write a report.(抽样调查现在中学生的早餐状况并提出合理化的建议)

篇8：新目标英语七年级英语下册Unit 7教学设计 (新目标版英语七年级)

Unit 7 What does he look like？

任务型教学设计：

1.话题: What does he look like?

2.目标:

1）认知目标：掌握新单词短语及句型，学会描述人的外貌,并能根据描述画出人像。

目标语言：

What does your friend look like?

She has a medium build, and she has long hair.

(Or: She is thin, and she is tall/medium height.)

2)能力目标：

①学会谈论身高,体重,发型,面部特征及着装特点。

②能积极思维，运用所学单词，短语及句型，结合实际生活进行灵活运用。

③能和合作伙伴互相交流，充分交换信息。

3)情感目标：学会简单地表达自己的观点或好恶,学会为人善良的美德。

任务设计：

笔者在本课时设计了5个不同的任务活动形式，紧紧抓住了初一学生求知欲强，好动，好自我表现的年龄特点，较为成功地完成了本课时的教学任务。

活动一：猜一猜，学一学

在本课时的第一步，新教学内容学习过程中，笔者采用了3幅学生熟悉的可爱的卡通图画，请学生们从身高，发型，体型三个方面依次用抢答的形式说出已学过的表达：He is tall/ short/medium height……

对新知识的学习，笔者采取了让学生从老师的体态语言中，从实际的图片及身边的同学长相，适时再配以音标，让学生自己猜义，拼读，然后再由老师，学生分别教读，领读。在说说，猜猜，学学的过程中，学生自然就进入了本课时的学习内容与氛围中。

活动二：动一动。

初一学生毕竟年龄小，好动是他们的天性。针对这一特征，笔者设计了在学习完身高，发型，体型三个方面的词汇后，让全班学生齐起立，跟着老师一起用形象的body movement复习巩固了刚学会的新内容。

活动三：唱一唱，编一编。

笔者用一个节奏简单明了的chant,把所学的知识用另一种形式得到体现与升华。学生先由老师带领熟悉chant 节奏与内容，再让学生模仿老师的chant，为他们所喜欢的人物（如贝克汉姆，周杰伦，居里夫人等）编写新的chant,最后再为身边的老师，同学进行现场编写chant,气氛达到了前所未有的高潮。学生的能力也从简单的模仿训练上升为带有一定创造性的训练活动,不但有利于他们的思维培养,还能极大地提高学习兴趣.

（附chant: What does she look like?? She is short,short,short,short.

What does she look like ?????? She is thin,thin,thin,thin.

What does she look like?????? She has curly hair,curly curly hair.

活动四：听一听，画一画，猜一猜。

为加强学生的听力能力，结合初一学生喜好动手的特点，笔者设计了让学生们先听两遍录音，再结合所听内容，为所听到的任务画像。再通过实物投影机，请画画的同学对所画的人物描述一翻，可以让学生为自己的同学画像并描述，让其余的同学猜他（她）画的是谁。

活动五：写一写，找一找。

笔者设计了一个结合生活实际的开放性任务：让学生自己假设一个情景，有可能是逛街时和妈妈走散，有可能是小孩走失，有可能是寻找多年不见的亲人等等，结合下列表格写出一份寻人启示。此任务不仅培养了学生的写作水平，同时也培养学生体会出助人为快乐之本.最后再升华了本节课思想: 心灵美比外表美更重要。这也突破了本节课的情感目标.

教学体会：

(1) 任务型语言学习有利于发挥学生的主体作用

在任务型教学中，教师教学活动的设计以学生为主体，教师的作用是组织、引导、帮助和监控，教学活动以学生用英语完成各项“任务”为主，从而培养学生应用英语的能力，这极大地发挥了学生的主体作用，充分体现了以学生为中心的教育理念。如在学生为自己喜欢和敬佩的人设计chant时，那种参与创造的氛围非常热烈，学生的情绪和能力体现都得到了很好的升华。

（2）任务设计的真实性有利于激发学生的学习兴趣：

由于有意义的任务活动贴近学生的生活、学习经历，能引起学生的共鸣，并能激发学生积极参与的欲望，使学生有话可说，使不同程度的学生都学有所得，体验成功的喜悦。

（3）小组活动的任务设计有利于培养学生合作学习：

在任务型教学中，教师围绕特定的交际目的和语言项目，设计出由易到难阶梯式、任务化的教学活动，教学活动中让学生用英语完成各项真实的任务，这些任务可以是独立完成的，可以是小组协作完成的。在完成任务的过程中，学生们针对自己对话题信息或语言知识的掌握程度，分工合作，为共同完成学习任务发挥各自的优势，并及时交流、合成信息，完成学习任务。小组活动的任务设计，使不同程度的学生都参与到活动中，发挥自己的优势，互相协作，共同提高。

篇9：Unit 6 good manners5(新课标版高一英语上册教案教学设计)

Title of the Lesson: Unit Six

Type of the Lesson: New Lesson

Teaching aims:

1. Learn to use functional sentences, key structures and words. Instruct students to read Table Manners at a Dinner Party.

2. Continue to learn the Attributive Clause.

Content of the Lesson:

1. Topic: Good Manners

2. Functional sentences: apologizing and expressing gratitude

3. Grammar: the Attributive Clause

4. Vocabulary: 大纲词汇（33）

课标词汇 （3）

Teaching Focus:

Functional sentences and words, which are used to describe manners

Teaching Aids:

Computer, Tape-recorder

Period 1 Warming up & Listening

Teaching aims:

1. Knowing about some expressions of apology.

2. Study the language points concerned with the dialogue.

Teaching procedures:

Step 1, Revision

Revise how to apologize to people.

Question: when we do something wrong, what should we say?

Ask students to make a list of the answers.

Excuse me, I’m sorry, etc

Step 2, Learn the functional sentences.

1. Work in pairs. Let the students to talk about the pictures and complete the dialogue on page 36.

Ask them if they know the word: terribly/ be careful.

2. The teacher checks the answers.

Step 3, Practice

Let students make similar dialogue and act them out.

Step 4: Listening

Listening Cassette Unit 6

1. Go through the task with the students and make sure what to do before you play the tape.

2. Let students check their answers in pairs and then with the whole class.

Period 2 Speaking

Teaching Aims:

1. Study this lesson to improve the students’ speaking ability.

2. The students are trained to explain English words in English.

Teaching procedures:

Step 1, Presentation

T: I’ll show you some pictures in which someone is doing wrong. What should he/she say? What should he/she answer? Make a list of their answers on the Bb.

Ways of making apologies Possible answers

Forgive me. I am very sorry Oh that’s all right

I apologize for… I’m sorry Oh, well, that’s life

I didn’t mean to… It’s OK

Sorry about that No problem

Step 2, Use the functional sentences to make up dialogues according to the given situations.

1. Let the students work in pairs. Read the situations in class and make sure everyone knows what to do.

2. Make dialogues in pairs.

The students make dialogue in pairs, and then ask some pairs to act out their dialogue.

Step 3, Use the functional sentences to make new dialogues in groups of four, they can create some situations for their dialogues.

Step 4, Assignment

1. Preview reading in Unit 6, and answer the questions in Discussion on page 38.

2. Prepare for a dictation of the words in the Unit 6

Period 3 Reading

Teaching aim:

1. Study this lesson to know more about Table Manners at a dinner party.

2. The students are trained to improve their reading ability and comprehension.

Teaching procedures:

Step1, Revision

1. Check the words and expressions.

2. Ask the students to explain the following words in English.

Custom, damp, napkin, behave

Step 2, Pre-reading

Ask students to think of the following situations. Work in groups to write down the rules of being polite in these situations in Chinese culture:

Situation Rules of being polite

At a dinner party

Greeting your teacher

Receiving a birthday present

Paying a visit to a friend’s house

Step 3, Fast reading (P39-2)

Read the text fast and complete the following sentences. In what order will the following dishes be served at a western dinner party. Please number them:

dessert, drinks, main course, starter, soup

Step 4 Detailed reading (P39-3)

Decide which of the behaviors are polite or impolite at a Western dinner party.

1. Use the knife with your right hand.

2. Put your napkin on your right hand.

3. Start eating as soon as your food is served in front of you.

4. Ask for a second serving of soup.

5. Use your fingers when eating chicken.

6. Finish eating everything on your plate.

7. Talk loudly while eating.

8. Make other people drink more than they can take.

Step 5, Reading aloud

1. Play the tape of the text for the students to listen and follow.

2. Check reading. Ask some of the students to read the passage in class.

3. Dealing with language difficulties.

Step 6, Reading comprehension

1. Compare the customs in Western countries with the customs in China. And then complete the chart.

2. Ask some pairs to report their result orally.

In Western countries In China

similarities You should try to speak quietly and smile a lot, but do not laugh all the times.

You shouldn’t talk with your mouth full.

differences

Period 4 Language Study

Teaching aims:

Learn to use the following words and phrases:

behave, custom, start with, drink, serve

Teaching procedures:

1. behave

A. Read the following sentences and find out the different meaning of the word in the sentence situation.

1) He always behaves well in class.

2) She behaves more like a friend than a mother.

3) Children, please behave (yourselves).

4) They got warning to behave.

5) How is your new car behaving?

B. Summary: 1) 2) = act, bear oneself

3) 5) = conduct oneself well, do what is right

6) = machine works well

behavior (n.)

2. custom & habit

A. Compare the meaning of the words, let students tell the similarities and differences of custom and habit according to the sentences.

1) She has the custom of having a walk after dinner.

2) She has the habit of smoking after lunch.

3) She has the habit of resting after lunch

4) It is a Japanese custom to remove one’s footwear before entering a house.

5) Exchanging gifts on Christmas is a special custom in Western countries.

B. Fill in the blanks.

1. I have a ________ of washing face and hands before meals.

2. To shake hands is a ________ in many countries.

3. start with

A. Read the following sentences and find out the different meaning of the word in the sentence situation.

1） We started at 7 o’clock.

2） We must start early.

3） It started to rain.

4） He just started a new job.

5） The car won’t start.

6） I can’t start the machine.

B. Summary: 1) 2) = begin a journey, set off

3) 4) = begin (sth/ to do sth)

5) 6) = cause (machine) to start work

4. drink

Let students look at some sentences to see if they know the different meanings of drink.

1）(n.)

soft drink

a drink of water

Isn’t there any drink in the house?

How about a quick drink..

2) (v.)

Some horses were drinking at a trough.

He drank a pint of milk

Don’t drink and drive.

3) Phrases

drink sb.’s health

drink to sb.’s health

drink a health to sb.

5. serve

Read the following sentence and get the different meanings of this word.

1) He served as a gardener and chauffeur.

He has served his master for many years.

2) He served as a naval officer during the war.

He has served his country well.

3) Have all the guests been served with food and drinks.

Four waiters served lunch for us.

4) Are you being served?

He served some sweets to the children.

5) This packet of soup serves two.

6. Using the new words and phrases to complete the follow passage.

Eating dumplings on Spring Festival is a ________ in China. Last year, my nephew asked his parents to take him to a restaurant to eat dumplings and he promised he would ________ himself. At first they ordered some _________ to _______ with. Then they were _________ some delicious dumplings. My nephew was very happy that day.

Period 5 Grammar

Teaching aim:

Revise the grammar ------ the Attributive Clause

Teaching procedures:

Step 1, Ask students to read some attributive clauses and get some general opinion about the differences between the restrictive attributive clause and the non-restrictive clause. (Textbook Page 41-1)

Step 2, Ask students to do the exercise in pairs. (Textbook Page 41-2)

Step 3, More exercise (Workbook Page 118-1, 2)

Step 4, Ask students to finish checkpoint and make a summary.

Step 5 Ask the students to finish the following exercise to check how well they can use the attributive clauses.

Period 6 Integrating Skills

Teaching aim:

Get students to know how to write a thank-you letter.

Teaching procedures:

Step 1, Reading and writing

1. Read the thank-you letter on page 41 and write in your own words what each paragraph is about.

2. Discuss in pairs.

3. Feedback.

Para,1, Why I write the letter

Para.2, What I am doing

Para.3, What you are doing

Step 2, Word study

Ask students if they understand the meaning of the following words.

think of/ be busy with/ do well in/ wish you all the best

Step 3, Pre-writing

Work in groups of four. Let students choose one of the topics and write a thank-you letter.

Topics: 1. Thank a teacher for his help

2. Thank your parents for their loving support

3. Thank your friend for being a good friend.

4. Thank your classmate for having invited you to his birthday party

Ask one group to read their letter.

Step 4, Writing

The teacher should do the following before the students write a letter:

1. Go over the requirements of writing, and make sure the students know what to do.

2. Tell the students what they should do before writing.

3. Get the students to write their own letters.

4. Do peer evaluation after finishing their letter.

5. Show some letters to the class.

北京十二中 常贞 丰台分院 梁丽冰

篇10：Unit 6 good manners2(新课标版高一英语上册教案教学设计)

Unit 6 Good manners

Period 3 Reading

TABLE MANNERS AT A DINNER PARTY

Teaching aims:

1. To get students to know more about table manners at a dinner party.

2. To train students’ reading ability and comprehensive ability.

Key and difficult points:

1. To get students to know the difference of table manners between China and Western countries.

2. To learn how to behave well at a formal Western dinner party.

Teaching procedures:

Step 1 ------ Leading in

1. Ask students to say something about the tools used in Chinese restaurants and Western restaurants.

(1) What do Chinese eat with? (chopsticks, bowl and spoon)

(2) What do westerners eat with? (plate, spoon, knife, and fork)

2. Ask students to say something about the order of a formal meal in Chinese restaurants and Western restaurants.

(1) What is the order of the Chinese formal dinner?

(2) What is the order of the western formal dinner?

Step 2 ------ Extensive reading

1. Ask students to read the text as quickly as possible and finish two tasks.

(1) The text mainly talks about ____.

A. table manners at home

B. table manners at friend’s home in China

C. table manners at a dinner party

D. table manners at a formal Western dinner party

(2) Do exercise 2 on page 39.

starter --- soup --- main course --- dessert --- drinks

2. Ask students to read the text aloud with the tape and do the exercise 3 on page 39.

(1) Use the knife with your right hand. (P)

(2) Put your napkin on your lap. (P)

(3) Start eating as soon as your food is served in front of you. (I)

(4) Ask for a second bowl of soup. (I)

(5) Use your fingers when eating chicken. (P)

(6) Finish eating everything on your plate. (P)

(7) Talk loudly while eating. (I)

(8) Make other people drink more spirits than they can take. (I)

Step 3 ------ Intensive reading

1. Ask students to read the first paragraph, discuss how to lay the table with the partner, and say out which number stands for.

2. Ask students to find out what should be done at the beginning of the dinner.

(1) Some people pray before they start eating. If you don’t believe in religion(宗教)

You should keep silent for a moment.

(2) If you pay for the bill, (You are the host)

You can say “Enjoy your meal” to each other and everybody starts eating.

2. Ask students to discuss what should be paid attention to when having starter, soup, main course, and drink of a formal western dinner.

(1) Starter (appetizer):

Tips ------

a. You eat with the smaller pair, and you keep the knife in your right hand and the fork in your left.

(2) Soup: meat soup (thick toast)

Tips ------

a. You will get a bowl of soup --- but only one bowl of soup and never ask for a

second serving.

(3) Main course: steak, chicken, shrimp

Tips ------

a. You can use your fingers when you are eating chicken or other birds.

b. Don’t touch beef or other meat on bones.

c. Finish everything on your plate.

d. Don’t take more food than you need.

(4) Dessert: cake, pudding, ice cream, etc

(5) Drinks: soft drinks (non-alcoholic), red wine, white wine (dry, medium, sweet)

Tips ------

a. Glasses should not touch when drinking to someone’s health.

b. The custom of toasting in Western countries is to take only a sip.

c. Don’t drink too much.

Step 4 ------ Summary

1. Ask students to compare the customs in Western countries with the customs in China, and then complete the chart.

2. Ask students to present their results. (optional Homework)

In Western countries In China

Similarities

1. You should try to speak quietly and smile a lot, but do not laugh all the times.

2. You shouldn’t talk with your mouth full.

Differences 1. Take the napkin, unfold it and put it on your lap. 1. Get a hot and damp cloth to clean your face and hands.

2. Glass should not touch. 2. Glass should touch.

3. Take a sip. 3. Finish the drink at once.

Homework ------

1. Think more about the customs in Western countries with the customs in China write a passage.

Self-evaluation ------

篇11：新目标英语九年级全套教案 新目标 Unit 6 (新目标版九年级英语教案教学设计)

Unit 6 I like music that I can dance to.

Part 1: Teaching design (第一部分：教学设计)

Structures: Relative clause with that and who

Target language: I like music that I can sing along with.

What about you? I prefer music that has great lyrics.

I love singers who write their own music.

Vocabulary: lyric, gentle, remind of, exhibition, prefer, photographer, energy

Learning strategies: Listening for specific information

Transforming information

SECTION A

Goals

●To learn to use Relative clause with that and who

●To listen to and talk about music

Procedures

Warming up by studying “Grammar Focus”

Hi, morning. Today we shall take up unit 6 “I like music that I can dance to.” But first we shall studying “Grammar Focus”. Turn to page 45.

Relative clause with that and who

What kind of music do you like?

Rosa likes music that’s quiet and gentle.

I love singers who write their own music.

We prefer music that has great lyrics.

Pay attention to the circle words. What do they serve as?

Pay attention to the underline clauses. What do they serve as?

1a Looking and circling

Turn to page 44, look at the picture and circle the sentences you agree with. Make your own sentences like this: I like music that…

I like music that is written in China.

I like music that sounds sweet.

I like music that we can dance to.

I like music that isn’t too low.

I like music that has good lyrics.

I like music that we can easily sing along with.

I like music that is made by our music teacher.

…

1b Listening and checking

Listen to the tape and check the music that Tony and Betty like.

Music that I can dance to Music that has great lyrics Music that I can sing along with

Tony √ √

Betty √ √

Tapescript

Betty: Oh, look. There’s the new Cool Kids CD.

Tony: The Cool Kids? Do you like them?

Betty: Oh, yeah. They’re my favorite band. I like music that I can dance to.

Tony: You’re kidding. I think they’re awful. I prefer music that has great lyrics… music that I can sing along with.

Betty: I like songs I can sing along with too. So what’s your favorite band?

Tony: The Lions. Their words are interesting and…

Underline the Relative clause with that and who in the listening tapescript for 1b on the blackboard.

1c Doing pairwork

Now in pairs talk about the music you like.

A: What kind of music do you like?

B: I like music that I can sing along with.

A: I prefer music that has great lyrics.

A: What kind of music do you like?

B: I like music that I can that I can dance to.

A: I prefer music that I can sing along with.

2a Listening and circling

Go to page 45 and listen to circle “T” for true or “F” for false.

Underline on the blackboard all the Relative clause with that and who and circle “that” or “who” in the relative sentences.

Tapescript

Boy: Look, Carmen. These T-shirts are great! Look at this one.

Girl: What a great T-shirt, Xu Fei. I really love Dan Dervish. I like musicians who play different kinds of music.

Boy: Hmmm… he’s okay…

Girl: He’s only okay?! You must be joking.

Boy: Well… I like musicians who write their own songs. Dan Dervish doesn’t write his own music.

Girl: Hmm. Well, I think he’s great.

Boy: The Modern’s T-shirt is interesting.

Girl: The Modern are really great. I love music that’s really loud and energetic.

Boy: I know you do… but I prefer groups that play quiet and gentle songs.

2b Listening and completing

Listen to the Tapescript in 2a again and complete the sentences in the box on page 45 in 2b.

About The modern About Dan Dervish

Xu Fei says 1. I prefer groups that play quiet and gentle songs. 3. I like musicians who write their own songs.

Carman says 2. I love music that’s really loud and energetic. 4. I like musicians who play different kinds of music.

2c Doing pairwork

In pairs make conversations using the information from 2a and 2b.

A: Does Xu Fei like The Modern?

B: No, he doesn’t. He prefers groups that play quiet and gentle songs.

A: Does Carman like groups that play quiet and gentle songs.

B: No, she prefers music that’s really loud and energetic.

…

3a Reading and matching

Next you are going to read Jennifer’s CD review. Then match the sentences parts on page 46.

1. It’s the kind of music that you can dance to. (d)

2. She likes musician who write their own lyrics. (a)

3. She doesn’t like songs that are too long. (e)

4. She likes singers who sings the words clearly. (c)

5. The music is like Brazilian dance music. (b)

3b Doing pairwork

You are going to talk with your partner about a CD you listened to recently. Ask and answer the questions as is on page 46 in activity 3a.

A: What CD did you listen to recently?

B: I listened to one called Heart Strings.

A: What do you think of it?

B: I enjoy it a lot.

A: Why?

B: The singer writes her own songs. I prefer singers who write their own lyrics. A: What CD did you listen to recently?

B: I listened to one called China China.

A: What do you think of it?

B: I enjoy it a lot.

A: Why?

B: It’s the kind of music that you can dance to. I prefer music that we can dance to.

4 Doing pairwork

Complete the survey on page 46 and then go to find classmates who agree with you.

My opinion Classmates who agrees

I like groups that dance to their songs. Ju Hongxia

I love singers who are tall and beautiful. Li Dongming

I can’t stand music that is too long. Zhao Hexing

I don’t like musicians who look like aliens. Wang Baofeng

Closing down by singing a clean-up song

Clean-up,

Clean-up,

Everybody, Everywhere!

Clean-up,

Clean-up,

Everybody do your share!

篇12：新目标七年级上学期Unit 3(新目标版七年级英语上册教案教学设计)

Language goals:

1. Introduce people

2. Identify people

Language knowledge to be needed:

1. Words, expressions & language structrues that students have learned:

this, that, pencil, pen book, eraser, pencil case, backpack, pencil

sharperner, dictionary,

notebook,key, watch

2. Words, expressions & that students have to be learned:

(1).words: mother, father, sister, brother, grand mother, grandfather, friend, grand parent, uncle,

aunt, cousin, parent, daughter, son, these, those, dear, great, photo, here, they, he, she

(2). Expressions: This is my brother. These are my parents.

Is she your sister? Yes, she is . / No, she isn't.

Is this/ that your/ his / her friend? Yes, it is./ No, it isn't.

(3). language structures：

让学生正确使用“be”动词“is”,“ are”,以及指示代词“this”,“that”,“these”,“those”的用法。

Situation designing (语言设计情景): 让学生出示照片或图片来介绍家人或朋友。

Antcipative resuits（预期效果）：大多数学生能运用句型来介绍家人或朋友。

Teaching periods（课时计划)：Period1: P13-P14 Period2: P14-P15

Period3: P16-P17 Period4: P17-P18

Period 1 Time: 45' Level: C

教学目标：确认家庭成员，能用英语表达家庭成员：妈妈、爸爸、兄弟、姐妹、祖父、祖母、父母双亲、朋友、这个、那个、这些、那些

运用句型This is……， That is……， These are……，Those are……

教学内容：P13-P14

教学程序：

活动1：复习

教师活动：老师出示图片或实物，问：What's this in English?

How do you spell……? Is this/that……

学生活动：学生说出及拼写出pencil, pen, book, eraser, pencil case, backpack, pencil sharperner,

dictionary, notebook, key, watch

活动2：看图学生词及句型

教师活动：教师显示一张大照片，包括一家三代和朋友的，

示范1：T：This is his mother

This is his father

This is his sister

教生词：mother，father， sister并板书This is ……及mother，father， sister

学生活动：学生仔细地听教师说句子，理解含义，学生以全班、半班的形式跟随着教师大声

朗读，念单词 时特别注意教师的发音。

示范2：T：That is his friend.

That is his grandmother

That is his grandfather

教生词：friend，mother，grandfather并板书That is …… 及friend，mother，grandfather

学生活动：学生仔细地听教师说句子，理解含义，学生以全班、半班的形式跟随着教师大声

朗读，念单词 时特别注意教师的发音。

示范3：T：These are his parents

These are his brothers

Those are his grandparents

教生词： parent, brother, grandparent并板书These /Those are ……及parent，brother， grandparent 同时指出These /Those are ……

学生活动：学生仔细地听教师说句子，理解含义，学生以全班、半班的形式跟随着教师大声朗读，念单词 时特别注意教师的发音。

活动3：1a

教师活动：让学生看课本1a中的图片，将图中家庭成员的字母代号与所给单词配对，然后检查答案。

学生活动：学生需认真仔细地看所给的图片，分清人物，最后做配对练习。

活动4：2a

教师活动：让学生看课本2a，朗读框内单词，仔细听录音，圈出听到的单词，完成2a练习。

学生活动：学生认真听录音两遍，第一遍只听，第二遍边听边圈出听到的单词。

活动5：1b

教师活动：让学生看课本1b,仔细看1a中的大图片,认真听录音，圈出图中男孩所谈论的人物。

学生活动：认真观察大图片，抓住关键的信息要素。

活动6：2b

教师活动：将2b的图片贴在黑板上，教人名Dave,然后让学生看书，听录音，将框内的人名

与图片中的字母代号配对。

学生活动：学生独自仔细听录音，听完后，作配对练习并和教师对答案。

活动7：1c

教师活动：让学生看课本1a中的图片，先复习家庭成员的单词，运用句型：

T：This is his……

That is his……

These are……

Those are…… 依次谈论Dave's family, 完成1c的练习。

学生活动：让学生先读单词，然后两人进行口语活动，

用句型This is his……

That is his……

These are……

Those are……

家庭作业：复习家庭成员的单词及句型：

This is ……

That is ……

These are……

Those are……

Period2

教学目标：确认家庭成员使用Is this……？

Is that……？

Is he……？

Is she……？

教学内容：P14-P15

教学程序：

活动1：复习家庭成员的单词及关系

教师活动：教师出示一张Dave家的照片，让学生复习句型。

学生活动：到讲台前指着图片说：

This is ……

That is ……

These are……

Those are……

活动2：

教师活动：让学生看课本2b中的图片，教学生对图中的各个人物依次提出问题并作回答。

T：Is this Dave?（板书）

S: Yes, it/he is.

T: Is that Anna?

S: No, it/she isn't.

检查答案，完成2c练习

学生活动: 让学生认真看黑板上的句型，先跟老师念，然后以各种形式分角色朗读并作回答。

学生两人一组的形式，编对话进行练习，然后向全班同学和老师表演。

活动3：

教师活动：让学生拿出事先准备好的家庭照片，用句型：

T：Is this your sister?

T: No, she isn't. This is my friend.

T: These are my friends.

T: Is that your brother?

T: Yes, he is （板书此对话）

T: That is my brother.

T: Those are my brothers. 并进行口语练习并检查学生活动。

学生活动：学生认真听教师的对话，理解意思，以全班、半班的形式大声朗读对话，再以两人编对话，学生两人向全班同学表演对话。

活动4：

教师活动：

示范：T: Is this your sister?

S: Yes, she is.

T: Is that your brother?

S: No, he isn't. He's my friend. 检查学生活动。

学生活动：学生仔细听老师的问题，理解意思，再大声朗读对话。然后学生分组向全班同学表演对话。

活动5：3a

教师活动：让学生看课本3a中的图片填空。

学生活动：学生认真看图填空。

活动6：3b

教师活动：让学生仿照示范和同学编对话，完成3b练习。

学生活动：学生分组向全班同学表演对话。

活动7：3c

教师活动：让一个学生在黑板上写出他家人或朋友的名字，用句型：

Is GuoPing your friend?

Is he your brother?

请同学们回答，每组选一个代表参赛，向优胜者颁发小奖品，完成3c的练习。

学生活动：学生分成八个小组抢答黑板上的问题，各组开展比赛

活动8：Groupwork

教师活动：学生四人一组，拿出各自的家庭照片，

用Is this……?

Yes, he/she is.

No, he/she isn't……句型进行口语练习。

学生活动：学生四人一组，S1-S2-S3-S4，仿照例句进行口语练习，然后向全班同学表演对话。

家庭作业：复习句型：Is this/that……？ Yes, he/she is. No, he/she isn't

Period3

教学目标：确认家庭成员的关系，用英语表述家庭成员son, daughter, cousin, uncle, aunt,

dear, thanks for, great, photo, here

教学内容：P16-P17

教学程序：

活动1：复习

教师活动：复习表示家庭成员的单词 mother, father, sister, brother, grand mother, grandfather

学生活动：大声拼写单词

活动2：section B1

教师活动：教师向学生介绍家谱的构造并写在黑板上面

教新单词：son, daughter, cousin, uncle, aunt（并板书）

学生活动：学生大声朗读单词再认真看书，然后用所给的单词完成课本中的填空。

活动3：2a

教师活动：让学生看课本2a，仔细听录音，在听到的单词后打勾，完成2a练习。

学生活动：学生仔细听录音，第一遍听，第二遍边听边在听到的单词后面打勾。

活动4：2b

教师活动：让学生看课本2b，教他们如何抓住两幅图中的信息，仔细听录音，选出Dave和LinHai谈论的那幅画。

学生活动：学生听录音两遍，听完以后在听到的那幅图上作标记。

活动5：2c

教师活动：让学生看课本2c，画一幅家人或朋友的简笔画，向其他同学作介绍，用下面句型

操练：This is my……,That is my……,These are my……,Thoseare my……

学生活动：学生可离开座位拿着画向其他同学作介绍。

活动6：3a

教师活动：指导学生看课本3a，画一幅Emma的家庭照，介绍书信格式的基本写法，完成写习。

学生活动：学生认真看书，并完成画。

家庭作业：画一幅学生自己家的画，并写一份关于它的一封信。

Period4

教学目标：Pen friend, they, aren't=are not

教学内容：P17-P18

教学程序：

活动1：复习

教师活动：复习表示家庭成员的单词son, daughter, cousin, uncle, aunt, mother,

father, sister, brother, grand mother, grandfather让学生完成家谱图的构造。

学生活动：说出家庭成员的单词，完成家谱图的构造。

活动2：4b

教师活动：分组让学生各自拿着自己的信和家庭照，不按次序的贴在黑板上，让其他同学上

讲台配对。

学生活动：学生以两人合作的方式完成配对练习。

活动3：3b

教师活动：让学生看课本3b，看图片写介绍。

学生活动：学生看书，仔仔细细地看书做练习。

活动4：

教师活动：让学生写自己的家庭。

学生活动：学生看书，独立完成介绍家人的写作。

活动5：self check

教师活动：让学生看课本中的self check3，完成对话。

学生活动：学生认真看玛丽在北京游玩的节目，边用所学的句型完成填空练习。

家庭作业：1、复习本单元的内容。

2、完成本单元的作业本练习。

篇13：Unit 3 This is my sister(新目标版七年级英语上册教案教学设计)

一、教材分析

(一) 教材背景分析

本单元围绕介绍家庭成员开展听说读写教学活动，中心话题是介绍家人和亲属，学生的学习活动是在真实的生活场景中展开的。并把“名词的单、复数形式”这一语法主线贯穿其中。教学内容为语法的学习和使用提供了必要的感性材料，同时也体现了语法项目与交际情景自然结合的特点。

(二) 教学内容分析

中心话题是介绍家人和亲属。

语言结构：

1、句型：This is …. That is …. He is ….

These are …. Those are …. She is ….

2、主格代词：I, he, she

3、Yes/No问句及其简单回答

4、名词的复数形式

(三) 教学重点、难点:

本单元的重点教学项目是介绍家人、亲属和一般名词的单、复数形式。

难点是区分名词的单、复数形式与be动词、指示代词(this、that、these、those)之间的关系。

二、单元教学目标

1、能力目标：(1) 学会介绍自己的家人和朋友

(2) 根据相关信息辨别人物

(3) 能够用写信的形式介绍自己的家庭

2、知识目标：(1) 能听说读写课文中出现大纲要求掌握的单词

(2) 要知道This is ／That is后跟单数名词，These are／Those are后跟复数

(3) 要学会书信的格式

(4) 掌握介绍人物时常用的习惯用语

3、情感策略、文化等有关目标：

(1) 通过对人物个性化的描述，识别图片

(2) 跨学科学习：语言艺术、审美教育

(3) 了解自己的家庭，理解家人，热爱家人

(4) 了解英、汉姓名的差异

三、教学方法与原则

1、直观教学法、情景教学、任务型教学法

2、突出交际性、趣味性，注重启发式

3、从学生的实际生活经验出发，在用中学、在做中学

四、学习策略

1、指导学生做好预习

2、通过小组讨论等形式，让学生确立“用中、做中、交流中学习英语”的理念。

五、教学用具

录音机、电脑

六、单元教学课时安排建议(4课时)

第一课时 Section A (1a-2b 加2d)

第二课时 Section A(2c-4)

第三课时 Section B( 1-3b)

第四课时：Section B (4a-4b及Self-check)并准备一些练习，以巩固听说读写成果

七、单元教学设想

英语课程改革的重点强调课程从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。因此笔者设计了六个非常生活化的场景，并把这些场景像故事情节一样展开。设置场景的目的是为任务的下达创造条件。学生在解决任务的过程中，经历了为用而学，用中学，学了就用等环节，使英语学习的过程成为培养学生实际语言运用能力的过程，真正体现“以人为本”及“学以致用”的原则。六个场景的设置为中心话题的展开找到了线索，使本单元的内容浑然成一体。

八、单元教学步骤

Period I (1a-2b加2d)

教学目标：

①词汇（关于家庭成员的单词）

②重点句型：This/That is… These/Those are…

③难点：名词的单复数形式

教学步骤：

Step 1. Free talk

设一分钟时间让学生两人小组用英语聊天，并开展竞赛，以此作为英语课语言环境的热身环节。

Step 2. Revision and presentation

告诉学生，今天我们将遇见两位男孩(two boys)。一个叫Robin，他是英国人。另一个是Robin的中国朋友（friend）Lin Hai。Lin Hia到英国来看望Robin。两人在公园里散步时，Lin Hai不小心割破了背包，以致丢了好多东西。怎么办？于是，Robin陪同Lin Hai到公园的失物招领处（the Lost & Found）认领东西。他们之间会展开怎样的问答呢？设计第一个任务（Task 1），用以复习：Is this your …? Is that your …?同时，辅之以幻灯片，让学生能通过幻灯片上的内容进行有目的的问答。请两组学生展示后，再告诉学生Lin Hai的东西还没有找全，还有两本书、三支铅笔等其他东西。于是通过Lin Hai自己的寻找，引出This is my book. This is my book, too. 引出These are my books. /That is my pencil, that is my pencil. Those are my pencils.的句型。教师要通过自己的表情表达出找到东西的喜悦和兴奋之情。打出幻灯片，找出还未找到的成复数的东西。延续第一个任务，配合第二张幻灯片，设置有远有近的物品复数，请学生也模仿教师的口气说出Lin Hai的东西。巩固These are …-s. / Those are …-s.

（注：此环节既复习Unit 2 的重点句型，又为新语言难点（指示代词this, that的复数形式、普通名词后加s的复数形式）做了铺垫，使后面的人物介绍（单数、复数）达到水到渠成的功效。学生在老师创设的情景中实现了以旧知识促新知识的目的。）

Step 3. Presentation（pre-task）

感谢学生为Lin Hai 找到了东西, 现在可以回Robin的家了.因为是第一次见面，Robin向Lin Hai介绍了他的家人。通过幻灯片教学并跟读词汇与句子:

This is my grandfather/grandmother/father/mother/uncle/aunt/brother/sister.

并增加uncle 和aunt两词汇，为下一步任务的提出作好准备。同时，教学parent, grandparent.

Step 4. Ask and answer(while-task)

Lin Hai想验证自己的记忆力，提出Is this your mother? Is this your …?等问题，由Robin作出回答。通过设置幻灯片，请学生对人物进行逐一询问，并判断。

Step 5. Post-task

Lin Hai了解了Robin的家庭，于是，他用自己的话描述了Robin一家。学生以四人小组形式，讨论Lin Hai的话。后交流反馈。

Step 6. Presentation and practice

Lin Hai参观完Robin的家后，又去了Dave的家。教师通过询问Dave的身份，再次重复friend 一词，以加深学生的印象。教师说：Let’s see Dave’s family with Lin Hai. 提问让学生作出猜测：Is this his mother/father …? Is that his sister/brother? 穿插单数和复数。然后处理课本Section A 1a。然后让学生再听听Dave的介绍，完成1b。教师提出任务:Now you know Dave’s family well. I want to check your memory. See whose memory is the best. Please introduce Dave’s family to me one by one. 幻灯片呈现Dave’s family photo,学生轮流介绍Dave’s family, 运用This is …/ That is…/ These are …/ Those are… 等句型。通过这一环节，来检测学生对家庭成员称呼的掌握程度。

Step 7. Practice

教师说：Dave wants to check if we know his family well. Now listen and circle the words you hear. Look at 2a, and try to remember their names. 完成2a. 并提问学生What’s his mother’s name?等，幻灯片呈现人物名字，以帮助学生准确认读。听第一遍，后读姓名。问：Who is Mary?看学生能否听明白姓名，并跟读。然后请学生试着回答。听第二遍，看图，完成2b. 教师说：Do you remember their names? 以呈现名字的方式确认人物进行判断：Is this Jim? Is this …?等，巩固不同的介绍和确认人物的方法。

Step 8. Finding suitable names for Lin Hai’s family

Now we know Dave’s family well. Lin Hai also wants to introduce his family to his friends. Dave and Robin. 因为中英姓名文化存在着很多差异，因此Lin Hai 想考考他的朋友们。Let’s join them. Here’s Lin Hai’s family photo. Look! Who are they? Can you give them nice names？小组活动，每一小组得到一张印有Lin Hai’s family photo 的纸。要求写出称呼及名字，最后讨论公布，谁的设计安排最棒。（充分调动学生的积极性及创造力，根据前单元所学的有关name的知识，了解中西方文化的差异，展现学生的个性，培养学生的欣赏及评价能力。）

Step 9. Grammar focus(2d)

让学生四人一小组先练习读方框内的句型，试着让他们通过观察与以上环节的练习，概括、归纳Section A基础部分的重要的知识点，在学生通过亲身的听、说、读、写练习后，加深本课语言点的输入，所以此环节，笔墨用得不太多，只一笔带过。

Homework

让学生根据本课所学的内容，让他们自己查找字典及收集家人照片，把未涉及到的其他家庭成员的名称的单词找出。（培养学生动手动脑，自主学习的能力，培养良好的学习习惯及学习方法）

Period 2 (2c-4)

教学目标

①词汇: niece、nephew、cousin、son、daughter、grandson、granddaughter、wife、husband 等

②重点：一般疑问句以及肯定、否定回答。

③学会用所学句型对家人介绍，提高口头表达及书面表达能力，培养学生关爱家人的情感。

Step 1. Revision and presentation

在屏幕上打出2b的照片，让学生谈论Dave’s family，复习已学的句型This/That is… These/Those are…注意学生的名词单复数的错误，可采取小组竞赛形式，看哪组成员说得准确，并有一定的延伸，如There’re seven people in his family. His mother is a nurse.

Step 2. Presentation and pairwork (2c)

指着图片中的人物，“Is this Jim?/Is that his sister?”让学生快速作出肯定及否定回答，并模范此句型两人一问一答图片中的人物。

（由于此一般题问句在前单元还有所教授，肯定及否定回答也易掌握，所以此环节所占时间并不准备很大，侧重点放在学生对家庭成员单词的听力是否敏感，听后辨认是否迅速）

Step 3. Pairwork

教师说：Yesterday we named Lin Hai’s family. Today, I will give you their true names. Please look at the names and guess who the names are.幻灯片打出下列名字：Lin Jianguo Jiang Huifang Lin Tao Lin yan Lin Zhongkang Song Xiue. Lin Jianfeng Liu Jing Lin Liuyu 请学生两人一组进行合作学习，通过Is Lin Jianguo his father? Yes, he is./ No, he isn’t .等问答，掌握一般疑问句的问答方式。最后幻灯片显示一张Lin Hai’s family tree. 以检验合作成果。

Step 4. Guessing game (3c)

教师说：“We know Lin Hai’s family, let us know sth about your family members。”屏幕显示游戏规则，让一位学生上台写下一位家人的名字，让其他学生用：Is he your father? Yes, he is / No, he isn’t. Is she your mother? Yes, she / No, she isn’t. 问台上的学生，猜对者上台继续写下他家人的名字，游戏循环进行大概3-5位学生。本活动既活跃气氛，又巩固完成3c。

（通过游戏，让学生在玩中学，在做中学，在指示代词一般疑问句掌握的前提下，用人称代词进行替换练习，教人称代词he、she，强化人称代词一般疑问句的用法。用自己的家人名字，活动有真实性、趣味性和可操作性）

Step 4. Groupwork

告诉学生知道了姓名后，我们可以发挥想象。现在让大家看到照片，还能猜出他们是同学们的什么家人吗? 通过实物投影仪，放出刚才一位学生的家人照片，让学生们猜。所用句型为Who is he? Is he your father? No, he isn’t./ Yes, he is. 等。然后让学生拿出自己的家人照片，最好是单人的，以四人为一小组，进行问答猜测。此环节要求学生运用观察能力，对个性化人物照片进行判断，用英语解决实际问题，进一步强化人称代词一般疑问句的用法。

Step 5. Writing (3a)

屏幕上打出方框内的句型，让学生从书中3a左侧方框中选出正确单词填入3a右侧句子中，要求学生独立完成。然后叫一位学生把句子大声朗读，进行校对答案。

（在听、读、说练习后，通过笔头巩固一般疑问句及肯定否定回答，再次确认语言输入是否扎实）

Step 6. Read and act (3b)

让学生同桌练习读3a的对话，在此基础上，脱离课本，表演出来，可以用照片，也可以是教室内同学。最后选出三对表演精彩者进行展示，以增加学习英语的气氛，挖掘学生的表演才能，同时也让学生学会迁移所学内容。

Step 7. Presentation

拿出教师的家人照，让学生边猜边教学生词：niece, nephew, cousin, son, daughter, grandson, granddaughter, wife, husband 等词。（此环节也是呼应昨天的家庭自学作业，并为下一任务的提出作好准备）问学生老师在家庭中分别是哪些角色，配合时机进行家庭责任感教育。

Step 8. Task

让学生拿出自己的家人照片，以小组讨论的形式，彼此向组员介绍家庭成员，尽他们所能说得越多越好，注意用学过的句型串连自己的表述，然后各组推选一位向全班介绍自己家人或其他组员的家人，让各位学生评价一下哪位说的好，指出好在哪里，哪里还须改进。

（此环节是基础Section A学得如何的综合检测，学生利用自己的照片及熟悉的人，有利于拓宽他们的思维领域，发挥的空间较大。同时，引用评价机制，培养学生的欣赏能力）

然后问学生：“Who do you like best in your family? Why?”允许学生适当地说点中文。The family is filled with love打在屏幕上，作为结束语。

（此环节是本课的一种延伸，一方面锻炼学生的胆识，培养发散思维、逻辑思维能力，树立学生学英语的信心，养成良好的自主学习的习惯，另一方面实现学生对家人要关爱、体贴、容忍、孝敬长辈的德育目标，此外学生找的新单词为section B起到桥梁、铺垫的作用。）

Homework：

1. Design your future family, draw a picture of your family and write sth about it.（并提醒学生设计一个庞大的家庭）

2. Make a survey：

What do your parents like?

When are their birthdays?

What will you do on their birthdays?

（课后评价反馈学生的书面表达能力、想象力及实践能力。）

Period 3：

本课以听力、笔头训练等形式来学习与介绍家庭成员和朋友有关的表达法。教材(从Section B Part 1至Part 3b)可分为三个部分，第一部分通过复习、猜词游戏，教学有关家庭成员的词汇，并让学生掌握家谱。第二部分通过听力训练，使学生掌握并巩固新词汇。第三部分学习感谢信的书写。

教学重点：

①词汇：uncle, aunt, cousin, son, daughter, dear, thanks for, photo, here

②了解并初步掌握以书信的形式介绍自己的家庭。

③掌握家谱。

教学难点：

①理解和运用以书信的形式介绍自己的家庭。

②创设情景，设计话题，在交际活动中掌握语法项目。

教学目标：

①认知目标：

1） 掌握和使用生词及词组。

2） 通过对话练习，掌握介绍人物时常用的习惯用语。

3） 运用新的知识，解决相关情景中的简单问题。

4） 综合运用所学知识完成所给任务。

②技能目标：

5） 培养良好的听、说、读、写能力。

6） 通过情景中的操练，培养学生的发散思维能力，激发学生的想象力。

③情感目标：

7） 培养积极主动的学习精神。

8） 乐于助人，与人分享快乐。

3）培养与他人友善相处的习惯。

教学评价形式：

①对个人、小组或全班以给分或口头点评的形式评价每一个课堂活动。

②对学生的书面作业给予等级评价；课后口头作业通过第二天课堂上汇报接受全班同学的综合评价。

教学程序：

Step 1. Guessing game

两人一组，一学生看屏幕上出现的单词，如grandfather，解释词义说：father’s/mother’s/uncle’s/aunt’s father，另一背对屏幕的学生猜grandfather，单词有：aunt, uncle, cousin, sister, brother, mother等。既复习旧词汇，教学新词汇，又锻炼了学生的反应和渲染了课堂气氛。

Step 2. Check homework and revision

请学生将设计好的未来家庭作一展示，复习一些有关家庭成员的表达法，特别复习niece, nephew, cousin, son, daughter, grandson, granddaughter, wife, husband等词。通过以上方式介绍，自然引入家谱的话题。请别的学生边听边试着画出家庭人员关系图。教师在听的过程中画出该学生的未来家谱图。

Step 3. Presentation and practice

小组活动：请学生拿出未来全家福照片，向同伴介绍照片中的人物。请各组一名学生说出自己的家庭成员，其他学生记录填表（或画出家谱）。数一数谁说的家人最多。全体学生参与评价。教师参与点评并适当激励学生。

Step 4. Writing (part 1)

教师说：We know a lot about your future family tree. What about my friend’s family tree?

屏幕上出现一家谱，要求学生先说后选词填空 (Part 1)。同桌互相纠正。以说促写，培养学生写的能力。

Step 5. Listening

听一遍，完成Part 2a。再听一遍，完成Part 2b。 通过一系列的听力训练，提高学生听的能力。

Step6. Writing and drawing

1) Lin Hai这次英国之行，还遇到了另一位朋友Mary。说并板书 Here is the photo of Mary’s family photo.先请学生组讨论，根据照片画出Mary’s family tree，然后介绍Mary的家庭成员，并写下讨论结果(Part 3b)。增强学生互相合作学习的习惯，并通过合作学习后，让学生可以相互纠错，还可给学生足够的安全感。

2）Mary也寄了一张全家福照给Emma。Emma收到她的全家福后给Mary写了一封感谢信(Part 3a)。要求学生观察屏幕上书信的格式并作总结。培养学生自主学习的能力，然后教学如何写感谢信。

3）要求学生根据Emma的回信，画出Emma的全家福。比一比谁画的最棒。通过这种评价，让学生体验到了成功的喜悦。

Step 7. Task

告诉学生，今天我们还将结识一位做老师的朋友，他是谁呢？下发一份任务型阅读材料，按照要求完成阅读任务。

附任务型阅读材料：一段有关家庭成员的文章

Hello! I am a teacher. My name is Jane Bruce. I have (有) a happy big family. My grandparents have two sons and a daughter. I have a brother. His name is Jack. I have a sister. Her name is Lucy. My husband(丈夫) and I have a son and a daughter. Their(他们的) names are Tom and Ann. Can you finish (完成) my family tree ?

1. 按照文章的内容补全家谱图。

2. 按照文章的内容补全句子。

扩展词汇：grandparents 祖父母 nephew 侄子，外甥 niece 侄女，外甥女

husband 丈夫 wife 妻子

1. My parents are my daughter’s___________.

2. Tom is Jack’s__________.

3. Ann is Lucy’s__________.

4. My _________ is Tom’s father.

5. My mother is my father’s__________.

Homework：

1. 朋友遍天下是件很快乐的事，Lin Hai、Robin、Dave、Mary和Emma都向你介绍了他们的家庭。你应该谢谢他们，请你选择其中一位，写封感谢信并画出自己的全家福，把家人介绍给大家。要求画与文字写在两张纸上，以方便明天使用。

2. 收集几张照片，照片可以是家人的、朋友的、同学的、老师的或名人的，照片背面写上收集人姓名，明天带到课堂

3. 有条件的同学，将家人的声音录在磁带上，有远近之分，下次上课时到课堂播放并进行介绍

Period 4：

本课是这一单元的复习课，主要复习了与家庭成员有关的表达法，指示代词this、that、these、those与be动词间的关系，主格代词he、she、it的运用和Yes/No问句及其简单问答。教材(Section B，Part 4a到Self check)可分为两部分来处理。第一部分是复习本单元的词汇，为句型操练打下铺垫。第二部分是与Mary之间就她的家人的对话，复习了主格代词he、she、it和Yes/No问句及其答句，主要是复习本单元学过的有用的表达。

教学重点：

①掌握并熟练运用有关家庭成员的表达法。

②巩固如何介绍家人。

③名词的复数。

教学难点：如何达到将学生学到的知识转化为能力

教学目标：

①认知目标：

综合运用本单元所学知识完成所给任务

②技能目标：

1） 在语法复习中，创设情景，以多种任务激发学生说的欲望，培养学生的言语交际能力。

2）先说后写，以说促写。

③情感目标：

通过小组合作活动，培养学生相互帮助，集体合作的团队精神；培养学生关爱家人的情感。

教学评价形式：

同Period Three

教学程序：

Step 1. Groupwork(4b)

请三位学生将家庭作业的文字内容给全班同学作一介绍，后贴在黑板上，请同学作好图与文字的匹配工作。

Step 2. Photo competition

小组活动：请学生拿出准备好的几张照片，四人小组活动，做游戏，互相猜“Who is this?” 每组选出一张最有意义的照片，推选一名发言人说出理由。最后评选出最有意义的照片若干张，放于教室展览。本环节利用学生感兴趣的话题，充分调动学生的学习积极性，激发学生的好胜心，自然地将用英语进行争辩的方法引入课堂，培养学生的英语表达能力和胆量。

Step 3. Task

请学生课前在家里录下家人的声音，上课时把照片和磁带一起带来。先播放教师自己的录音，让学生记录。教师通过声音的远、近来区分this或that。人物的单、复数来区分these或those。请学生把听到的老师的家庭成员划出来(Self check Part 1的词汇)。听第二遍时把听到的词汇都划出来，如果表格中没有的话，可写出来。然后请一学生听老师的录音，汇报介绍刚才听到的老师的家庭成员。再安排一名录好音的学生介绍自己的家庭成员，其他学生记录。再4人小组合作。后听第二遍，请小组选一名记录的学生介绍所听到的同学的家庭成员。看哪组记录的信息最全。有时间，可再请一名录好音的同学边播放录音边介绍。

(学生把语法的复习贯穿于游戏中，使学生学的轻松、愉快。介绍家人的时候，可根据学生的程度考虑是否增加家庭成员的姓名、职业、年龄、爱好等方面的内容，充分体现了因材施教的原则。)

有新增加的词或不认识的词，请学生记在事先准备好的vocab-builder（生词本）上。

Step 4. Guessing game

小组活动：一学生写出与自己关系密切的三个人的名字，如A学生写下：Wang Da, LiNa, Zhang Jingjing。B学生猜：Is Wang Da your father? A：No, he isn’t. B：Is he your friend?

A：Yes, he is.在语法复习中，创设情景，使学生在操练中体会英语学习的乐趣，培养学习英语的兴趣和愿望。这部分复习了主格代词he、she、it和Yes/No问句的简单问答句。

Step 5. Writing (part 3)

让学生看Part3的Mary带的照片，关于照片中的人物进行口头问答，然后再落实笔头训练。先说后写，降低写的难度，又可培养学生写的能力和完善写的技巧。

Step 6. Exercises

1）两人一组编一段Mary向Lin Hai 介绍家人的对话，可发挥想象力，比谁的对话长，以巩固和提高学生对本单元核心话题的实际应用能力。

2）复习词汇：

1.Lucy is a girl. She is her father’s _________.

2.Jim is his father’s ________.

3.My father’s sister is my __.

4. Kate’s father’s brother is her _________.

5. Tim’s father is my uncle, so Tim is my ________.

6.His parents are his ______ and _______

7.My grandparents are my ______ and____.

Step 7. Language focus

1) 单数变复数

this 变 these that 变 those

he/she/it 变they

is 变成 are

名词后边加s: boy-boys

girl -girls

你的我的他/她的都不变.

物主代词不与a/an并用。

2）yes/no疑问句及其回答

Is this /that…….?

Yes, it is./ No, it isn’t.Is he /she …?

Yes, he/she is ./ No, he/she isn’t.

Homework：

1.Revise the whole unit.

2. Choose someone’s family, draw a family tree of his/hers and write sth. about it.

任务型阅读材料：

一段有关家庭成员的文章

Hello! I am a teacher. My name is Jane Bruce. I have (有) a happy big family. My grandparents have two sons and a daughter. I have a brother. His name is Jack. I have a sister. Her name is Lucy. My husband(丈夫) and I have a son and a daughter. Their(他们的) names are Tom and Ann. Can you finish (完成)my family tree ?

1、按照文章的内容补全家谱图。

1、按照文章的内容补全句子。

扩展词汇：grandparents 祖父母 nephew 侄子，外甥 niece 侄女，外甥女

husband 丈夫 wife 妻子

1. My parents are my daughter’s___________.

2. Tom is Jack’s__________.

3. Ann is Lucy’s__________.

4. My _________ is Tom’s father.

5. My mother is my father’s__________.

篇14：新目标英语九年级全套教学设计Unit 1-15(新目标版九年级英语上册教案教学设计)

Unit 3 Teenagers should be allowed to choose their own clothes.

Part 1: Teaching design (第一部分：教学设计)

Structures: should ﹢ be allowed to

Target language:

I think sixteen-year-olds should be allowed to drive.

I disagree. I think sixteen is too young.

Do you think thirteen-year-olds should be allowed to have part-time jobs?

No, I don’t.

Vocabulary: allow, pierce, silly, stay up, drive, driver’s license,

Do you think…? I agree. I disagree.

I don’t agree.

Learning strategies: Reflecting Transforming information

Section A

Goals

●To learn to use should ﹢ be allowed to

●To listen and speak about school life

Procedures

Warming up by learning new words

To start with, let’s first go to page 147 to go over the vocabulary for this unit. Read to the tape and try to learn off them by heart.

Warming up by learning about “should ﹢ be allowed to”

We shall first learn to use the structures: “should ﹢ be allowed to”. It is actually part of the passive uses of English.

Tense Subject Auxiliary Past

Participle

Singular Plural

Present The car/cars is are designed.

Present perfect The car/cars has been have been designed.

Past The car/cars was were designed.

Past perfect The car/cars had been had been designed.

Future The car/cars will be will be designed.

Future perfect The car/cars will have been will have been designed.

Present progressive The car/cars is being are being designed.

Past progressive The car/cars was being were being designed.

“should ﹢ be allowed to” can be used like this: He should be allowed to come. Animals should be allowed to live in the forest. Children should be allowed to watch TV at weekends.

1a Reading and circling

For practice of the “should ﹢ be allowed to” read the statements in the box on page 18 and circle A for agree or D disagree.

1b Listening and circling

Listen and circle “T” for true or “F” for false beside the statements in the box on page

18.

Tapescript

Woman:So, what are you doing this afternoon, Anna?

Girl:I’m going to the mall with John. He just got his driver’s license.

Woman:I’m sorry. You can’t go with John. I don’t think sixteen-year-olds should be allowed to drive. They aren’t serious enough at that age.

Girl:But I have to go to the mall. Gaby’s getting her ears pierced and I want to watch.

Woman:I don’t think sixteen-year-olds should be allowed to get their ears pierced. They might be sorry later.

Girl:I agree, but it’s fun to watch. Is it OK if we take the bus?

Woman:Well, I guess so.

Girl:Great! I want to buy a new blouse at the mall, too.

Woman:What kind are you going to buy? Maybe I should go with you.

Girl:Aw, Mom. I’m not a child. I think teenagers should be allowed to choose their own clothes.

Woman:Well, I just want to be sure you get something nice.

Now try to copy the expressions from the listening tapescript on the blackboard into your notebook.

go to the mall with…, get one’s driver’s license, go with…, allow… to drive, be not serious enough, at that age, get one’s ears pierced, be allowed to get one’s ears pierced, be sorry later, it’s fun to watch, it is OK if…, take the bus, guess so, buy a new blouse at the mall, go with…, should be allowed to choose one’s own clothes, get something nice

1c Doing pairwork

In pairs look at the statements in activity 1a and make

conversation. You may use the phrases in the box on page 18

A: I think teenagers should be allowed to go out with their friends.

B: I agree. They are old enough.

A: I think teenagers should be allowed to go to the mall with their classmates.

A: I think teenagers should be allowed to get their driver’s license.

A: I think teenagers should be allowed to drive.

A: I think teenagers should be allowed to get their ears pierced.

A:I think teenagers should be allowed to watch TV at weekends.

A: I think teenagers should be allowed to take the school bus.

A: I think teenagers should be allowed to buy a new blouse at the mall

A: I think teenagers should be allowed to choose their own clothes.

B: I agree. They are old/ clever/ strong/ bright/ serious/ kind/ careful/ lucky/ enough.

2a Listening and checking

Next we are going to listen and check on page 19 what Kathy thinks. You may circle “Agree”, “Disagree”, or “Doesn’t know” to show what Molly thinks.

Tapescript

Molly: Larry is working late again tonight, Kathy.

Kathy: I know, Molly. I don’t think sixteen-year-olds should be allowed to work at night. Young people need to sleep.

Molly: I disagree with you. Teenage boys never get tired.

Kathy: Well, maybe. But Larry shouldn’t work every night.

Molly: Oh, I agree. He needs time to do homework.

Kathy: You know, Molly… he should really cut his hair.

Molly: Oh, I disagree. I kind of like it. It looks cool!

Kathy: You know what worries me-Larry doesn’t seem to

have many friends.

Molly: Yeah, I know. I think he shouldn’t work on weekends.

Kathy: Oh I agree, Molly. He needs to spend time with friends.

Molly: Like you and me?

Kathy: Maybe.

2b Listening and numbering

You are going to listen again to the recording just now to

number Kathy’s and Molly’s reasons in the correct order on

page 19.

Now you shall copy all the important expressions from the listening script.

work late, sixteen-year-olds, be allowed to work at night,

disagree with…, get tired, work every night, do homework, cut one’s hair, kind of like…, looks cool, have many friends, work on weekends, spend time with …

2c Doing pairwork

Next you are going to make in pairs a list of things teenagers

should and should not be allowed to do. Discuss your list

with your partner.

A: Do you think teenagers should be allowed to drive?

B: Yes, I think so.

A: Do you think teenagers should be allowed to work late at night?

B: No, I don’t think so. I don’t think they should be allowed to work late at night. They need to get enough sleep.

A: Do you think teenagers should be allowed to disagree with their teachers?

B: Yes, I think so.

A: Do you think teenagers should be allowed to get tired doing their homework?

B: No, I don’t think so.

A: Do you think teenagers should be allowed to work every night?

B: Yes, I think so.

A: Do you think teenagers should be allowed to cut one’s hair?

B: Yes, I think so. I kind of like my own style. It looks cool.

A: Do you think teenagers should be allowed to have many friends?

B: No, I don’t think so. They may meet bad people if they have too many friends.

A: Do you think teenagers should be allowed to work on weekends?

B: It depends on what they do. They may spend time with parents on weekends.

3a Reading and writing

You are to read a dialogue between Sun Fei and Wu Yu on page 20. After reading you shall write in the chart Sun Fei’s and WuYu’s rules. Use “Don’t…” and “You can” to express your ideas.

Jot down all the useful phrases form their dialogue.

have a lot of rules, at one’s house, for example, stay at home, on school nights, study at a friend’s house, go to the movies, on Friday nights, to be home by 10:00 pm, on Saturday afternoons, go shopping with…, choose one’s own…, get one’s ears pierced

3b Doing pairwork

In pairs role play the conversation in 3a using the information in the chart on page 20.

A: What rules do you have at home?

B: Well, I’m not allowed to go out on school nights. How about you?

A: I’m not allowed to go out on school nights either. But I can watch TV with my sister.

A: What rules do you have at school?

B: Well, We’re not allowed to go out to movies on school nights. How about you?

A: We’re not allowed to go out to movies on school nights either. But We can watch VCD with our teachers on the school playground.

4 Doing groupwork

Turn to page 20 and find someone in your group who has to go home after school, who is allowed to stay up until 11:00 pm, who has to stay at home on school nights, who is allowed to watch TV every night, who had to clean up his room every morning.

Write their names in the chart on page 20

Closing down by reciting a kid poem

Another kid's poem

There is nothing under the bed

Or on your closet floor,

The monster is inside your head

Don't worry anymore.

It'll be there every night

In your dreams to give you fright

Every time you turn off the light

As long as you believe it.

There is no monster on the stairs

Nor anywhere down the hall

This old house just settles at night

You hear the creaks, that's all

You think you see a dragon peek

Through the window with a fang-ed beak

And that's why you can't go to sleep

As long as you believe it.

Mama loves you, daddy, too

And you will grow up tall

Nothing's going to happen to you

We'll take care of it all.

You will be a fine young man

A brave little boy who never ran

Whatever you want to do, you can

As long as you believe it.

So listen to me now, you pooh

It's off to sleep right now with you.

Daddy knows what you can do

As long as you believe it.

SECTION B

Goals

●To read about rules of school

●To talk about rules of school

Procedures

Warming up by talking about rules

Hello, class. Are there any rules for us in this class? What are they? How were they made?

Now list some of them and talk about them in pairs.

1a Reading and checking

Read the questions on page 21 and write either “A” for always, “U” for usually, “S” for sometimes or “N” for never.

Do you ever…

1.get to class late?

2.study with friends?

3.finish a test early?

4.worry that you’ll fail a test?

5.go home after school?

6.stay up until 11:00 pm?

7.stay at home on school nights?

8.watch TV every night?

9.clean up his room every morning?

1b Doing pairwork

In pairs you are to talk about your answers in activity 1a.

Do you ever have your ears pierced? Yes, I sometimes have my ears pierced.

Do you ever stay up at weekends’ night? Yes, I sometimes stay up at weekends’ night.

Do you ever drive alone? Yes, I sometimes drive alone.

Do you ever lose your driver’s license? Yes, I sometimes lose my driver’s license.

2a Listening and circling

I am going to play a dialogue to you. It is between a man and a boy called Peter. They are talking about a math test. You are to listen and circle the things in activity 1a you hear. While listening try to note the expressions used.

Tapescript

Man: What’s the matter, Peter?

Boy: I think I’m going to fail a math test, Dad.

Man: You are? Why?

Boy: Well, I missed the bus and I had to walk to school.

Man: So?

Boy: I’m not allowed to get to class late, and there was a big test today.

Man: And you weren’t allowed to take the test?

Boy: That’s right. But I know I could pass that test.

Man: Well, Peter, the school has to have rules, you know.

Boy: I know. But I should be allowed to take the test later. It’s not fair.

Man: I agree. Maybe you could talk to the teacher after school.

Boy: Yeah. Maybe if I explain what happened, she’ll understand.

2b Listening and matching

Listen again to the dialogue and match the sentence parts in the box on page 21.

Now copy down the expressions from the dialogue into your notebook. They are shown on the blackboard.

2c Doing group work

Read the statements and discuss them with your group members.

1.Peter should be allowed to take the test later.

A: I think Peter should not be allowed to take the test later.

B: I don’t agree.

C: I think he could take it with Class 2 tomorrow.

2.Students need strict rules.

…

3.Parents should not be too strict with teenagers.

…

4.Mary should not fail a math test.

…

5.We will miss the bus.

…

6.I have to walk to school.

…

7.We can talk to the teacher after school.

…

3a Reading and answering

Next it’s reading time. Let’s read the article on page 22 and answer the questions following it. Try to put the sentences into parts and underline the expressions.

The other day, my friends and I/ talked about the rules/ that we have/ in school. At our school, we have to wear uniforms/ every day. The problem is that/ all my classmates/ think/ the uniforms are ugly. We think/ young people should look smart/ and so/ we would like to wear our own clothes. Our teachers believe that/ if we did that, we would concentrate more on our clothes/ than our studies. We disagree. We would feel more comfortable/ and that is good/ for studying. If we can't do that, we should be allowed/ to design our own uniforms. That would be a good way/ to keep both teachers and students/ happy. It’s also probably a good idea /for parents/ to allow teenagers/ to study/ in groups/ during evening. I know/ we get noisy sometimes, but/ we learn a lot /from each other. We also think that/ vacations should be longer. At present/ they're too short. Longer vacations/ would give us time/ to do things/ like volunteering. Last summer/ I had an opportunity/ to volunteer/ at the local hospital, but/ I couldn’t/ because/ I had to go back to schools. It would be a good experience/ for me/ because I want to be a doctor/ when I'm older.

3b Doing pairwork

Role play a conversation using information from 3a.

A: I think our school rules of always wearing school uniforms at school should be changed.

B: Well, Mary and I talked about the rules the other day.

A: At our school, we have to wear uniforms every day. That is bad for us.

B: Yes, I agree. The problem is that all of us think the uniforms are ugly.

A: I think young people should look smart and so we should be allowed to wear our own clothes.

B: But our teachers believe that if we did that, we would concentrate more on our clothes than our studies.

A: I disagree with them. We would feel more comfortable and that is good for studying. If we can't do that, we should be allowed to design our own uniforms. That would be a good way to keep both teachers and us happy.

B: It’s also probably a good idea for parents to allow us to study in groups during evening.

A: I think so. I know we get noisy sometimes, but we learn a lot from each other.

B: I also think that vacations should be longer.

A: I agree with you on that. At present they're too short. Longer vacations would give us time to do things like volunteering.

B: Last summer I had an opportunity to volunteer at the local hospital, but I couldn’t because I had to go back to schools. It would be a good experience for me because I want to be a doctor when I'm older.

A: Let’s go to talk to our teachers about the school rules after school.

B: OK! I agree with you!

4 Making a list of rules

Suppose you and your friend are starting an English club. Make a list of rules about what should and should not be allowed.

1. Members are allowed to work with a group.

2. Members are allowed listen to English.

3. Members are allowed play games with their classmates.

4. Members are allowed do actions such as coloring, matching.

5. Members are allowed sing English songs.

6. Members are allowed to write letters and emails.

7. Members are allowed act out simple dialogues.

8. Members are allowed listen to and understand stories.

9. Members are allowed to write simple sentences.

10. Members are allowed to imitate from the recording.

Closing down by learning an English poem

Get Up! Get Up!

“Get up! Get up! Get out of bed

you lazy bum, you sleepyhead.”

Yes, that is what my mother said

at eight-oh-five today.

She left the house and drove to work.

She'll soon be feeling like a jerk

when she finds out -- I have to smirk --

Today is Saturday.

--Kenn Nesbitt

SELF CHECK

1 Filling in blanks

To test your study this week you are to fill in each blank on page 23 with a correct word given. Change the form if it is necessary.

2 Reading and writing

You are going to read the article on page 23 first and then write a letter to the editor agreeing or disagreeing. Explain your reasons.

While you are reading cut the sentences into thought groups and underline the expressions.

3. Helping and learning

At our school, we sometimes have a special day/ to help others. Last year/ we went to an old people’s home/ and sang songs/ and performed a play /for them. The old people were very happy. We should be allowed/ to take time/ to do things/ like that/ more often. For example, we should visit primary schools/ and help teach young students. I want to be a teacher/ when I'm older/ so it would be a great experience/ for me. Other students would like to do other jobs. For example, my friend Tian Ge wants/ to write for a newspaper. She should be allowed/ to volunteer/ at the newspaper office/ once a week. On Friday afternoons, many students are sleepy/ after a long week of classes. Some students should be allowed/ to have Friday afternoons off/ to volunteer and help others.

Dear Editor,

I would like to reply to the article “Helping and Learning” in your last newspaper. I agree with some ideas and disagree with others.

The article said that students should be allowed to go to an old people’s home and sing songs and perform a play for them. That is very good for us. We should be allowed to take time to do things like that more often. We should be allowed to visit primary schools and help teach young students.

Your article said that helping teach young students would be a great experience for us. I disagree with you on that. Some of us would like to do other jobs than teaching in the future. So helping teach young students at primary schools would be a waste of time for them. For example, my friend Tian Ge wants for a newspaper. People like her should be allowed to volunteer at the newspaper office more often. You said also that students should be allowed to have sleepy Friday afternoons off to volunteer and help others. I do not agree with you on that. We have worked the whole working days. On Friday afternoons we have to take a rest first. We need time to relax ourselves first and then we can do some volunteering work helping others.

Sincerely yours,

John F. Ken

Just for fun

To end this busy period we shall take time to learn and read aloud an English poem for kids.

My Feet

My feet, my feet,

I love my feet.

I think they're great,

I think they're neat.

They're pretty, pink,

and picturesque.

They look so perfect

on my desk.

Unfortunately,

sad to tell,

they also have

a funny smell.

So though I'm fast,

and though I'm fleet,

and though at sports

I can't be beat,

no team will pick

me to compete,

because they always

smell defeat.

--Kenn Nesbitt

Reading: Should I be allowed to make my own decisions?

Before you read, go over the new words for this part on 148.

While you read, listen to the recording and underline all the expressions.

Many teenagers have hobbies. But sometimes these hobbies can get in the way of schoolwork, and parents might worry about their child's success at school. Teenagers often think they should be allowed to practice their hobbies as much as they want. Do you agree?

Liu Yu, a fifteen-year-old from Shandong, is a running star. He is in his school running team, and has always wanted to be a professional athlete. However, his parents won't allow him to train as much as he would like to. “Of course we want to see Liu Yu achieve his dreams,” says Mr Liu, “and we know how much he loves running. That's great, and my wife and I watched him in every one of his races. We have nothing against running! But we do think that our son needs to be realistic. Now he is getting older, he needs to think about what will happen if he doesn't become a professional runner in the end.”

Liu Yu doesn't really agree. “Well, I think I should be allowed to make decisions for myself,” he says. “ My parents have always taught me the importance of working hard and not just to do what I enjoy. I understand this. But I'm serious about running. Being a professional runner is the only thing I have ever wanted to do.”

Mr and Mrs Liu believe that Liu Yu should study hard in the evenings, and so they don't allow him to practice running on school nights. “I know this might seem strict,” says Mrs Liu, “but we think we're doing the right thing. He has to understand that very few people can become professional athletes. It's a very difficult dream to achieve. We don't allow him to practice every day because we think he needs to spend time on his homework.”

But Liu Yu still doesn't agree. “I know my parents care about me,” he says. “But they are always talking about what will happen if I don't succeed. But I will succeed! I think I should be allowed to make this decision myself. Only then will I have a chance of achieving my dream.”

After you read, read aloud the text again, to yourself, or to the tape and copy down all the expressions, too.

Part 2: Teaching Resources(第二部分:教学资源)

The Trouble with Teenagers

People now care more about what teenagers are thinking about and feeling because they know there are hard moments in the life of teenagers.

Varieties of troubles are seriously puzzling teenagers, such as hard study, the gap between parents and kids, relationship between themselves and their classmates, teachers and friends.

Among them, the problem of ”the generation gap“ has become more and more obvious. The argument on this is widely spread. Different people hold different views. But we cannot fail to admit the fact that there are no hearts as delicate as those of teenagers, as everything is happening to them for the first time. Teenagers are certainly different from adults in many ways. They don't know the right way in which they can make everyone happy and satisfied. They are certainly lack of experience. That's why parents are always complaining about their being misunderstood. They say, they love their kids so much as to do everything for them. Is that the true love their children want? No, teenagers say, the true love which they long for should contain courage, correct guide and support instead of endless complaints about marks, marks, marks and strong pressure. So the teenagers are now even said to have been leading a harder life.

The trouble with teenagers is that they haven't learned how to be controlled. Living life right down the middle, with all its attendant landmines, is all they know. It hasn't occurred to them to run in a zigzag pattern.

They are more emotional than people think. If something serious happens to them, they will be deeply hurt. You can always hear the voice from a teenager that they haven't learned enough how to appear to be fine.

The adults have recognized that they should show more care for the teenagers, especially their school life. Teenagers have their own special way of thinking.

I have also got my own troubles. My grandpa passed away in September last year, which has greatly changed my life. He was even one of my best friends ever since I was born. He lived with my family for the past 18 years, the happiest time in his eyes. I have never admitted his death as a fact till now.

Things which happened between us have come to my mind. All over again, I felt those powerful losses crisscrossing my own heart, and I know that when you say goodbye to a beloved grandparent, you say goodbye to something happy, something young in yourself. And that something never really returns and the pain never really goes away.

No matter how hard a life the teenagers are leading, they will forever stand still and march forward straight and bravely.

篇15：新目标七年级starter unit 1 Good morning!(新目标版七年级英语上册教案教学设计)

一、说教材

Go for it! 是以任务型语言教学为基础的英语教材，它体现“以学生为中心”和“以人为本”的教学思想，融话题、交际功能和语言结构于一体。本书每个单元都列出明确的语言目标、主要的功能项目和语法结构、需要掌握的基本词汇，并分为Section A和Section B两部分。Section A为目标句型提供分步事例和指导性练习；Section B使学生能够对已经学过的目标句型运用自如。每个单元还附有Self Check部分，此部分是让学生用来测试自己现阶段的英语水平，即对本单元的语言目标的掌握程度有较为明确的认识。

Starter Unit 1是Go for it! 预备篇三个单元中的第一单元。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个字母和最基本的英语日常用语。

本单元的教学内容为：学习Aa---Hh 8个字母。

学习hi、hello、good、morning、afternoon、evening、fine、OK、thanks等词汇。

学习不同时间见面时的问候语及其回答。

二、教学设计思路

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，这是一个灵活运用教材的机会，任何教学内容的调整和取舍，都是合理的。但这也是挑战，教师必须从所教学生的实际水平和语言能力出发，合理安排本单元的课时数，设计好每课时的教学内容。

所以，教师在教学设计时，首先因根据自己学生的实际水平和语言能力，排出整个单元的总课时数，然后安排好每个分课时的教学内容，设计好相应的教学步骤，以及运用相应的教学策略。

Starter Unit 1的教学重点：Aa----Hh的字母教学

相互问候：Good morning/afternoon/evening, Alice!

Hello, Frank!

Hi, Cindy! How are you?

I’m fine/OK, thanks.

教学难点：a) 不同时间的不同问候；

b) 人名的读法和人物与名字的配对（8个）。

整个单元的内容，我把它分配在3个课时中完成。

第一课时：完成Section A----1a,1b。

课时目标：a) 学习见面时的相互问候。

b) 认识1a中的8个人物，能正确读出他们的名字。

第二课时：完成Section A----2a,2b,2c,2d,3,4a,4b,4c。

课时目标：a) 学习字母Aa----Hh。

b) 了解一些英语缩略词的意思。

c) 巩固上一课时中所学的人名及不同时间的问候。

第三课时：完成Section B 1, 2a, 2b, 3a, 3b, 4, 5;

Self Check 1, 2, 3, 4。

课时目标：a) 学习将相同元音音素的字母和单词归类（A/ei/, //, E/i:/, /e/）。

b) 巩固本单元的字母、单词和句型。

c) 培养自我检测能力以及名字卡片的建立。

三、教学目标

A、语言知识目标

1、词汇：Letters Aa---Hh

hi、hello、good、morning、afternoon、evening、fine、OK、thanks

2、句型： Good morning/afternoon/evening, Alice!

Hello, Frank!

Hi, Cindy! How are you?

I’m fine/OK, thanks.

B、语言技能目标

本单元要求学生掌握英文字母Aa-Hh，能认读其印刷体和手写体字母的大小写等四种形式；能看, 听，说本单元所列的日常交际用语，重点学会打招呼，并做到语音语调正确。

C、情感目标

万事开头难，首先利用这个单元培养学生们对英语的兴趣，因为兴趣是最好的老师。

四、教学策略

1、以任务型教学作为课堂教学理念、利用整体语言教学法、情景教学法、交际教学法等。

2、在教学中创设切实可行的任务型教学活动、突出交际性。

3、教师为主导、学生为主体、任务为基础，注重实用性。

4、引趣激趣策略，创设情景调节气氛，引发激发学生兴趣。

五、学习策略

自主、探究、合作、交流。

六、教学过程

The first period

Step 1：A song

Listen to a “Good morning!” song. Then Ss learn to sing this song.(利用JEFC教材中的Good morning!歌曲导入新课.)

Step 2：Introduction

Come into the classroom and greet the class with a smile and say Good morning!

Now, introduce the words “teacher” and “class” by using gestures. Repeat this several times and have the class repeat after you. Students can answer as a whole group, as rows and as individuals. Repeat “I am your teacher and you are the class” several times.

You may want to leave the class again to introduce the usual Good morning routine. Say Good morning，class. Help students respond with Good morning. Point to yourself and say I’m Miss／Mr. … Have them repeat. Explain the terms Miss and Mr. in Chinese.

Repeat this a few times with rows and individuals.

Miss, Mr. … (Ss repeat)

Morning, Miss／Mr. … (Ss repeat)

Good morning, Miss, Mr. … (Ss repeat)

Step 3：Practice

Say Stand up, please! with gestures. (Ss stand up)

Leave the classroom, return and say Good morning, class! Help the students respond with Good morning, Miss／Mr. … Say Sit down, please. Now let’s start the lesson.

Step 4：Listen and repeat

Say Open your books, turn to page 1. There are 8 students in the picture.（按图片上的人物数）One, two, three, four, five, six, seven, eight. Their names are: Grace, Bob, Dale, Helen, Eric, Frank, Cindy and Alice.（可以通过大屏幕展示第一页上的彩图，然后再展示单张图片，并分别与名字相对应。）Ss repeat after the teacher one by one until they know everyone in the picture.

Play the tape, Ss listen and repeat.（利用时间与图表来补充：Good afternoon! Good evening! 解释运用这两个问候语时的情景。）

Step 5：Pair work

Get the Ss practice the conversation in the picture.(Between boys and girls or deskmates. Every student can choose one of the names in the picture.).

---Good morning, Helen! --- Good morning, Bob!

---Good afternoon, Eric! ---Good afternoon, Grace!

---Good evening, Helen! ---Good evening, Dale!

---Hi, Alice! ---Hi, Cindy!

---Hello, Frank! ---Hello, Dale! etc.

Ask the students to tell the class their English names. If any of them have no English names, please choose one after class. Then practice the conversation again with their own English names.

Homework

Practice greeting people.

Practice reading the names of the students on Page 1.

Choose an English name for yourself.

（名字可以从书后的生词表中挑选，第二天上报给老师，每个学生现在只需记住自己的名字，挑出后不会读课后问老师。）

The second period

Step 1: Warming up

Greeting

通过大屏幕上所出现的时间和人名（时间可以通过数字、钟表或图片来展示，图片可以利用Section A---4b和Just for fun中的），让学生区分Good morning! Good afternoon! 和Good evening! 的运用（闪现时间逐渐加快，可以用组与组之间比赛的方法，按得分的多少来决定胜负）。

Do Section A--- 4b (Listen again. Then number the pictures[1-3].)

Step2: Listen

Do Section A--- 4a. Ss open their books. Listen to the conversations. Then circle the names they hear.

（这一步起到巩固上一课所学内容的作用。）

Step 3: Pair work

Let students work in pairs to practice the dialogues. Get them to act it out in front of the class after practicing.（可以重新展示Step 1中的课件，让学生根据画面选择要表演的对话。）

Step 5: Listen, repeat and write

Get the students to listen to the tape 2a. Then repeat after the tape one by one. Pay attention to the pronunciation of the letters Cc, Hh and Ff.

Have the students watch the teacher writing the letters on the blackboard, then ask them to follow the teacher and write down these letters on their exercise-books. Let the students know the differences between the big letters and the small letters.

Then Section A-2b, 2c, 2d.

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，如：VCD、DVD、NBA等，引起学生的兴趣和注意，激发他们去观察生活，使知识的学习为生活服务。）

Homework

Copy the letters and the conversation.

Find more special letters like NBA and their meanings.

The third period

Step 1: Warming up

a. Greetings.

b. Letters line up

Section B---3a, 3b

c. Get the Ss to call out the letters.(可以利用JEFC--- Colour page字母页里挑出所学过字母进行操练。)

d. Self Check---1

Step 2: Listen and repeat

Section B---4

List out the letter A/ei/, // on the blackboard and encourage the students to say out what other words a1so make the same pronunciation. Give them some tips. Present the other letters the same as the 1etter A. Then E/i:/, /e/.

Self Check---4

Step 3: Listen

Section B---1. Practice the dialogue: ----How are you? ---I’m fine/OK, thanks.

Ss work in pairs.

Step 4：Group work

Do Section B---2b.

Step 5: Fun

Section B---5.

Homework

Learn the letters, words and Greetings in this unit by heart.

Self Check---2.

（说明：对于Self Check---2，今后我都打算这样处理：在本单元的生词表中找出五个自己最不熟悉的单词记下，如果没有不熟悉的，就留意老师每次上课时所补充的。）

单元教学测评

一、写出下列字母的左邻右舍。

1. _____B______ 2. ______c______ 3. _____f______ 4. ____E_____ 5. _____g_____

二、写出下列大写字母的小写字母。

1. BEE ________ 2. BAG _______ 3. BED _______ 4. HB _______ 5. CD _______

6. ABC ________ 7. AD _______ 8. CAAC _______ 9. BEC _______ 10. FACE _______

三、比较下列每组字母或单词的读音，相同的用(S)，不同的用(D)表示。

1. b, a ( ) 2. c, e ( ) 3. a, e ( ) 4. b, d ( ) 5. a, c ( ) 6. Dale, Alice ( )

7. Frank, thanks ( ) 8. evening, Helen ( ) 9. A, H ( ) 10. E, F ( )

四、单项选择

( )1. 一Good evening, Eric. 一_________, Cindy.

A. Good morning B. Good afternoon C. Good evening

( )2. 一Good morning! 一_________

A. Thank you. B. Good morning! C. Hello!

( )3. 一Hello! 一_________

A. Hello! B. Thank you. C. I’m fine.

( )4. 一How are you? 一_________.

A. I’m fine, thanks B. My name is Li Lei C. Thank you

( )5. 早上老师进教室时，同学们应对老师说：“_________ ”

A. Hello! B. How are you?

C. Good morning，Mr／Miss…! D. Good afternoon

( )6. 当人家问你 “How are you?” 时，你应该说： “_________”

A. My name is Lin Lin. B. Yes, I am.

C. I am not. D. I’m fine, thank you.

五、连词成句

1. good, you, to, morning

2. you, hi, how, Grace, are

3. fine, you, thank, I’m

4. OK, I, thanks, am

5. afternoon, Miss, good, Wendy

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