七年级新目标英语教案(经典十八篇)
发表时间：2022-01-26七年级新目标英语教案(经典十八篇)。
七年级新目标英语教案 · 第1篇
知识目标：
(1)复习Wh-questions。
(2)学生收集朋友的有关信息特别是人物的外貌描写。
(3)学生能用不同的句型来介绍个人信息，如：My…’snameis…;His/Her favourite hobbyis…;He/She is…years old,…centimetershigh.He/She lives in…etc。
技能目标：(1)听说――学生能从听力中抓住描述人物的信息。(2)写――学生能把听到的信息正确地填入表格。
I Sing a song.
II.Duty report(Ask the students some Wh-questions about the duty reporter)
1.Get ready for the listening.
Pay attention to the words:length n.长度,height n.高度,birth n.出生,blond adj.金色的.
2.Explain how to do the two parts of the listening.
A.Fill in the blanks in the table for the first time to listen.
B.Write the numbers 1-4 under the correct photos for the second time to listen.
3.Read the dialogues after finishing the listening.Pay attention to the Wh-questions.
IV.Practice in pairs.
1.Practice the dialogues in pairs.
You:What colour is your hair?
Your deskmate:It’s_________(brown).
You:How long is your hair?
Yourdeskmate:It’s_________(very long).
You:What colour are your eyes?
Yourdeskmate:_____________(Brown).
Yourdeskmate:I’m___________(155)cmtall.
Yourdeskmate:I am from_________(theUK).
You:What’s your favourite sport?
Yourdeskmate:_____________(Tennis).
You:What’s your best subject?
2.Then fill in the information in the table.
3.Introduce your deskmate to the class
My deskmate is______________.He/She is____________.
He/She has________________hairand___________eyes.
His/Her favourite hobby is____________
His/Her best subject is_____________.
And he/she wants to be_____________.
Describe one of your favorite teachers in our school!
_____________________________________________________________________________________________________
七年级新目标英语教案 · 第2篇
1.教师：录音机和录音磁带、多媒体课件、图片和物品实物。
1.调动学生学英语和说英语的积极性。
2.使学生了解并掌握一些学习用品的英语表达。
3.学习本课的知识点。
(1)词汇：pencil，book， eraser，box，pencil box，schoolbag，dictionary，his，mine，hers
(2)句型：—Is this your pencil?Yes，it is.It's mine./No，it isn't.It's his.
—Are these your books?Yes，they are./No，they aren't.They're hers.
4.训练学生在听录音时听懂简单英语词汇的能力。
(1)词汇：penci l，b ook，eraser，box，pencil box，schoolbag，dictionary，his，hers，mine
(2)句型：—Is this your pencil?—Yes，it is.It's mine./No，it isn't.It's his.
—Are these your books?—Yes，they are./No，they aren't.They're hers.
让学生运用所学语言项目“Is this your pencil?Yes，it is.It's mine./No，i t isn't.It's his.”等内容对物品的所属进行提问和回答，能辨认物品的所有者。
1.教师向学生表示友好的问候，并复习之前所学到的问候语。
2.建议教师采用多种自由交际方式，创设浓厚的英语学习氛围与学生进行自由交际，给学生以语言实践的机会。
For example：
T：What's this in English?
T：What's that in English?
建议2：教师结合实物图片，读出课件上的一段英语短文，提出问题让学生回答。
For example：
T：This is my ruler.It's red.That is my sister's ruler.It is white.These are my brother's keys.They are yellow.And those are my father's keys.They are white.
Now answer the following questions：
1.What color is my sister's ruler?
2.Is the red ruler mine?
3.Are the yellow keys my father's?
Learn the chant：my是我的，your是你的，男他的是his，女她的是her;
名词前面常站岗，限定所属有功劳。
从而导入本课时要学习的语言项目“Is this your pencil?”。
建议2：利用实物导入：出示学生的学习用品，教师根据出示的物品对学生进行提问，导入本课时要学习的语言项目“Is this your pencil?”。
For example：
T：What's this in Eng lish?
S1：Yes，it is.It's my pen.(The teacher helps S1 say：It's mine.)
S2：Yes，it is.It's her pen.(The teacher helps S2 say：It's hers.)
...
建议1：教师把学生分成几组，每组选出一个代表，到黑板上用英语写出学习用品的名称，一分钟，看谁写的最多。写出最多者获胜。
建议2：教师通过多媒体展示一些学习用品的图片，让学生以小组为单位进行活动，用英语说出物品的名称。
For example：
T：Look at the pictures.Let's play a game.Who can say them in English as quickly as possible?If you can，you will be the winner.Let's begin.
1.训练学生拼读单词。
具体操作建议：先让全体学生齐读，再分组齐读，最后单个学生读。通过这种从整体到部分再到个体的机械操练，让学生熟练掌握本课所学单词。
2.教师让学生看课本P13图片，将单词与图中物品配对。
T：P lease look at the pictures in your books.Can you match the words with the things in the picture?Write the letters next to the words.
Give the students 2 minutes to finish 1a.
Then ch eck the answers in class.
1.教师说这儿有一些学习用品，他们分别是谁的呢?下面有三个对话，请给对话编号。让学生听1b的录音，为对话编号。
2.让学生跟读1b的听力材料，然后让学生分角色操练1b部分的对话。
Step 6：Present the new sentences
建议1：利用Guessing game呈现本单元核心语言项目“Is this your pencil?”。
教师收集一些学生的学习用品，放在讲桌上，让学生来询问同学，找出物品的主人。可以反复做这个游戏，来训练本课时所学的句型“Is this your pencil?”，同时也激发学生的学习兴趣。
For example：
T：Let's play a guessing game.There are some things on the desk.Who can find the owners of them?Please come here and ask your friends.
S1：Is this your schoolbag?
S1：Are these your books?
S3：No，they aren't.They're hers.
...
建议2：把学生分成若干小组，小组内同学利用自己的学习物品，进行本单元语言项目“Is this your pencil?”的操练。让学生注意my，your，his，her，mine，his，hers的用法。
For example：
T：Please practice the sentence “Is this your...?” in your groups with your own school things.Pay attention to the use of “my，your，his，her，mine，his，hers”.
S1：Is this your dictionary?
S2：No，it isn't.It's his.Is that her eraser?
S3：Yes，it is.It's hers.Are these your rulers?
S4：No，they aren't.They are hers.Are those your pens?
S1：Yes，they are.They're mine.
Step 7：Practice the new sentences
1.让学生根据1c的要求，先练习1b 的对话。
建议教师先让全班齐读，然后把班级分成两部分，一问一答进行练习，最后让学生两人一组进行对话练习。这样由集体到部分，再到个人的操练，可以鼓励学生人人开口，增强他们的信心，培养他们的兴趣，更为下一步的操练做好准备。
2.教师让学生运用自己的学习物品来操练对话，并让学生向其他学生展示他们的对话。
在练习完1c部分的对话后，教师要给学生安排新任务，进一步操练和巩固所学句型。
建议1：展示一个表格，让学生根据表格信息来完成对话。
物品 pencil dictionary eraser books
For example：
S2：Yes，it is.It's mine.Is that your eraser?
S1：No，it isn't.It's his.Are these her books?
S2：No，they aren't.They're mine....
把几个学生的学习用品混在一起，然后请他们分别挑出自己和同伴的物品，用的时间少者为获胜者。挑选物品的同时，要求学生用英语说出：This is my...The...is mine.That is her/hi s.. .The...is hers/his.
T：I'll put your things and your friends' things together.I want to see if you can identify which is yours and which is hers or his.The student who uses the shortest time will be the winner.
(Put the same number of the things together，and first ask them to pick out their own things and their partners' things.Then ask them to give a report，using the key words and target language.)
本课我们主要学习了pencil，book，eraser，box，pencil box，schoolbag，dictionary，his，hers，mine等单词，重点学习了“—Is this your pencil?—Yes，it is.It's mine./No，it isn't.It's his.”这个句型。在下节课的学习中，我们会继续使用这个句型进行语言交际。
1.Read the new words and the target language presented in this class .
2.According to your friends and their school things，write a report about the owners of the school things.
Unit 3 Is this your pencil?
hers —Is this your pencil?
—Yes，it is.It's mine.
—Are these your books?
—No，they aren't.They're hers.
—Is this your pencil?这是你的铅笔吗?
—Yes，it is.It's mine.是的，它是。它是我的铅笔。
(1)此问句为一般疑问句。含有be动词的一般现在时的疑问句是把be 动词提到句首，句末加问号，肯定回答用yes，否定回答用no，be 动词的形式要由后面的名词来决定。
例如：这是你的橡皮吗?Is this your eraser?
这些是他的书吗?Are these his books?
(2)句中的your 为形容词性物主代词，翻译为“你的”，后面需要跟名词，句中的mine 为名词性物主代词，翻译为“我的……”，相当于形容词性物主代词加上名词，其后不需要再加名词。
例如：这是我的字典。This is my dictionary.
这本字典是我的。This dictionary is mine.
七年级新目标英语教案 · 第3篇
新目标英语七年级下册教学计划
长陔中心学校
凌晓媛
一、教学目的
培养学生对英语的学习兴趣，形成有效的学习策略，有效提高学习效率，发展双基能力，培养听、说、读、写的能力，使学生初步获得运用英语的能力，达到语言运用能力的迁移和拓展。
二、教材分析
《Go for it》七年级下册共12个单元，加上复习单元2 个，文化背景知识和学习策略等部分补充材料。全书采取任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。每个单元都列出明确的语言目标，主要的功能项目与语法结构，需要掌握的基本词汇，并分为A、B两部分。A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。每个单元还有self check部分，供学生自我检测本单元所学的语言知识之用。它采用“语言的输入——学生的消化吸收——学生的语言输出”为主线编排的。通过确定language Goal,采用听、说、读、写，自我检测等手段，有效提高语言习得者的学习效率，有利于习得者的语言产出，体现了以学生为主体的思想。
三、教学重难点
1.Where questions with from;Where questions with live;what questions 2.Where questions;Affirmative statements;prepositions of place 3.adjectives of quality 4.present progressive tense;Yes/No questions and short answers 5.Present tense to wear;adjectives of general description 6.Simple past of regular and irregular verbs;How was your weekend? 7.Past tense of regular and irregular verbs;was/were;
四、学情分析
经过一学期的学习，从上期期末成绩来看，学生学习目的明确，态度端正，掌握了英语学习的一些基本方法，能够积极主动认真地学习，大部分学生学习成绩良好，但还有极少部分学生没有明确的学习目的，缺少学习的热情和主动性，自觉性较差，相应的学习习惯也差。主要原因是没有激发学生学习英语的兴趣，学生觉得英语学习是一种负担，而不是一种乐趣。一部分学生没有掌握记忆单词的方法，连基本的单词听写也不过关，导致看不懂，听不懂，学不懂。学生的听力也还有待提高，在这方面失分也较多。主要是听的时间太少，接触英语的时间不多。针对种种问题，在本期的英语教学中，教师一方面应加强基础知识的讲解和基本技能的训练，让学生掌握词汇、语法、句型等基础知识和听、说、读、写等基本技能，为进一步学习英语打下坚实的基础；另一方面，又要采取多种措施，注意培养学生对英语的兴趣；让学生掌握记忆单词、听音、写作等英语学习技艺，培养良好的学习习惯和自主探索，合作探究能力。充分调动学生的学习积极性和主动性。教学上采取任务型教学，运用灵活多变的方法，实现学生语言运用能力的迁移和拓展。还要注意培养良好的师生关系，尊重理解学生，与学生一起分享学习中的苦与乐。使每一位学生都能在学习中取得很大成绩，有所进步。
五、教学措施和方法 措施：
1.培养学习兴趣，引导学生掌握正确的学习方法和策略，提高学习效率 2.发挥学生主体和教师主导作用
3.用良好的师生关系，协调课堂气氛，培养学生开口说英语的勇气和信心 4.引导学生实现语言的迁移，加强日常生活中英语口语的运用 5.鼓励学生自主探索，合用探究，共同提高 6.加强听力训练
方法：
重视任务型教学：教师提出指令，学生规范操作。听说领先，读写跟上。综合训练，扎实双基。
六、课外活动
开展英语书写比赛，单词记忆比赛，进行英语课外阅读活动。
七、·教学计划安排
本学期一周6个课时，预计有18个教学周，我做了如下安排： 第1周：Uint1 第2周：Unit2 第3周：Unit3 第4周：Review Units1-3 第5周：Unit4 第6周：Unit5 第7周：Unit6 第8周：Review Units4-6 第9周：Revision and mid-exam 第10周：unit7 第11周：Unit8 第12周：Unit9 第13周：Review Units7-9 第14周：Unit10 第15周：Unit11 第16周：Unit12 第17周：Revision 第18周：Exam
七年级新目标英语教案 · 第4篇
新目标英语七年级下册第十二单元第四课时教案 教学目标 1.学习使用“I have to …”,“I can / can’t …”,“Dont…”描述每个地方的规则。 2.学习无论在任何地方都能成为一个懂礼貌的学生。 教学重难点 1.掌握句型“I have to…”,“I can /cant…”和 “Dont…..”。 2.祈使句肯定形式与否定形式的运用。 3.能准确流利地描述每个地方的规则。 教学过程 一、热身和复习（Warming-up and revision） 教师说T: Good morning/afternoon! How are you? Whats the date today? What day is it today? Whats the weather like today? Are you happy? Learn the song “If youre happy.” T: Im very happy today, do you know? Please guess! 说明：课前听一些简单的英文歌曲使学生快速地进入英语课堂。 二、教学Section B-3a Present the photos of Emily and Dave on Page 74(They are laughing) and ask: T: Are you happy? Why? Revise Part 1 in Section B. Then show the photo of Zhao Pei in 3a. Ask: Is she happy? Let Ss read the letter and find out the answers. After that, ask Ss make a list about her rules . T: What can you do at your house and what can’t you do in your house? (Get different answers from Ss.) 三、教学SectionB-3b，3c 1.教师说T: As you are Ss, you have to obey many rules. Now if your headmaster asks you to help him make a rule for your school library, can you help him? What kind of rules do you want to make? Please tell us the rules. Work in groups. Then make a report. 2.教师让学生认真看图，用一个句子描述每幅图的规则。 3.学生发挥自己的想象力，根据平时的生活经验，在补充一些其他的规则。 4.教师做出评价。T: You are all good Ss. I hope you can be Ss both at home and at school. Be a good student. 5.仿照上面，讲讲自己家里的'一些规则。教师叫几名学生将这些规则读出来，其他学生给出修改建议。 四、教学4 1. Make a list of the rules at your houses. T: OK! There are so many rules in your houses! Now make a list of the rules at your houses. You can use Zhao Peis list of rules as a model. Give the Ss some minutes to write. And then have some students read their lists to the class. Make language corrections as needed. 说明：由课本内容直接引入到学生自己身上，提供一些句子框架，要求学生通过对话的形式来完成对自己家中规则的描述。（这里如果用单人描述可能有一点难度，因而通过提供一些框架通过一问一答的方式来完成。） 2. Make a survey First, point out the sample question and answer in the picture in the book. Ask two students to read it to the class. Ask students to move around the classroom and ask each other questions. Their job is to find other students who have the same rules. When student A finds another student with the same rule, student A writes the other students name next to that rule on his or her list. Then do a quick check to see which rules are most common. 说明：让学生列出自己家中的规则清单，从而对祈使句的肯定形式与否定形式进行了巩固，同时也对列清单这一技能进行了操练。 (Alternative: If you would prefer not to have your students move around the room, you can ask them to do this activity in groups of four. They survey the other members of their group to find who has the same rules as they do.) 说明：班级调查活动是对本课所学知识的综合运用和巩固。让学生在教室里自由活动进行调查，对自由交流的能力进行了锻炼与提升。但可能课堂调控有点困难，场面会有点混乱。也可换成四人一组的小组活动，但调查的结果还是前者比较真实一点。 五、教学Self Check 1．Self Check 1 四人一个小组教学Self Check中1部分的单词，相互纠正发音，检查单词的拼写。利用第一部分中的单词，在班上快速轮流做句子，要求不能重复运用同一个句式，教师对于每个人的表现做出适当的评价。 2．Self Cheek 2 本单元在学习过程中，学生不可避免的运用到许多课本不曾出现的新单词，要求同学们将自己所掌握的新单词写出来。 3．Self Cheek 3 学生认真观察图片，对不同的图片进行描述，把每幅图片代表的规则表达出来。 六、作业（Homework） 背诵本单元的词汇和句型。七年级新目标英语教案 · 第5篇
Unit 1 Can you play the guitar ?】
1、can+动词原形，它不随主语和数而变化。
(1)含有can的肯定句：主语+can+谓语动词的原形+其他。
(2)变一般疑问句时，把can提前：Can+主语+动词原形+其他?
肯定回答：Yes，主语+can。否定回答：No，主语+can't.
(3)含有can的否定句：主语+can't+动词的原形+其他。
(4)含有can的特殊疑问句：特殊疑问词+can+主语+动词原形+其他?
2、may+动词的原形。(may为情态动词)一般疑问句是把may提前，
肯定回答是：Yes，主语 +may。否定回答是：No，主语+mustn't。或please don't。
join+某个组织，俱乐部，party，参军，党派等 “加入”
Join sb. “参加到某人中” join in (doing)sth “加入做......，参加某个活动” Join in=take part in +活动，比赛
3、说某种语言：speak+语言 4、play+球、棋、牌;play+the+乐器。
5、擅长于(做)什么：be good at +名词/动ing
6、帮助某人做某事：help sb. (to ) do sth. help sb. with sth.
7、我能知道你名字吗?May I know your name?
8、想要做什么：want to do sth 例如：I want to learn about art.
9、What club do you want to join?
I want to join the chess club and the basketball club.
10、What club does Tom want to join? He wants to join the swimming club .
11、He can’t play the violin or the piano. Can you help kids with swimming?
12、Why do you want to join the English club? Because I want to learn English well.
七年级新目标英语教案 · 第6篇
Unit 10 Can you play the guitar?
一．教学目标：
1． 教会学生表达做某事的能力。
2． 谈论自己的爱好和意愿。
3． 学会表达自己对于各种协会的选择。
4． 会写简单的招聘广告，会使用简单的求职对话。
二．语言目标：
1． 会使用can.表示能力。
2． 会谈论喜好和意愿。
三．学习策略：
角色扮演。通过谈论彼此的特长与爱好培养一种群体意识。
四．跨学科学习：
音乐：熟悉各种乐器。
社会实践：参加各种团体活动。
五．课时安排：五课时
1．P59-p60.2b
2．P60.2c-p61
3．P62-63
4．P64
5. 测试
六．教学步骤：
Period 1
1. T: We can do lots of things. I can sing. I can dance. What can you do? Can you sing /dance /swim /paint /speak English/play chess…?
S: Yes, I can. /No, I can’t.
Teach the words: sing, dance, swim, paint, speak, chess, guitar.
S1: I can sing. Can you sing?
S2: Yes, I can. Can you dance? (to S3)
S3: No, I can’t. Can you …? (to S4)
…
2. Teach: club. Yao Xia is in Guo An Football Club. Football players are always in football clubs. They can join a football club they like. We can join a club we like. We have many clubs.
I like singings. So I want to join the music club. What club do you want to join?
S: I want to join the … club.
T: Can you …?
S: Yes, I can. /No, I can’t.
3. Do 1a.
4. Do 1b. Listen and number the conversations
5. Pairwork: Let them pratice the conversations: I want to join … Can you…?
6. Do 2a.
7. Do 2b.
Task 1: I want to know what your favorite clubs are. Groupwork.
Name Clubs want to join can
Eli Music club Play the guitar
Homework:
Recite the new words.
Write a small composition about what they like and they can.
Period 2
1.Revision. Do you like…? Does she like…? Can you…? Can he…? What club do you want to join?
2. Talk about their homework. Let them read their composition.
3. Review the grammar box. Ask students to say the questions, answers and statements. Let them observe: can’t = cannot.
4. Do 3a. Read the four lines to students. Then put this conversation in order.
5. Do 3b. You will talk to three students. Ask each what he or she can do. Write it on a piece of paper. Later you will tell the class about these three students.
Ask what can you do?
6. Task: Build their clubs and write the ad in the poster.
Period 3.
1.T:What can you do?
S: I can…
T: Can you play chess?
S: Yes…
Teach the new words of music instruments.
2. Section B. Do 1a.
3. Task 1: Talent show. Let them play the different music instruments or do other things.
name act
4. Listen and do 2a and 2b.
5. 2c. Ask two students to read the conversation to the class.
Students pairs do.
6. 3a. Ask a student to read it to the class. Underline the things.
7. 3b. Complete the poster with the words.
8. Task 2: Write your own poster for a sports day. Ask some students to read their ads to the class.
Period 4
1.Task 1: Ask a student to draw an music instrument, then let other students to talk about them and write down the words.
2. Task 2Write five things about yourself on a piece of paper. Another student will read to the class. The other students will guess who you are.
3. Self check. Do 1 and 2.
4.Task 3. You are in charge of a music club. The others want to join it. Please prepare the interviewing questions and act.
5. Task 4. I can do!
Encourage the students to say their hobbies and what they can do. Let them write it down.
Period 5
Do Weekly paper or Nan’an paper
七年级新目标英语教案 · 第7篇
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
●To learn to use should ﹢ be allowed to
●To listen and speak about school life
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.
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.
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.
Listen and circle “T” for true or “F” for false beside the statements in the box on page
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?
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
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.
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.
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.
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 …
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?
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?
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?
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.
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
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.
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
Or on your closet floor,
Don't worry anymore.
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
This old house just settles at night
Through the window with a fang-ed beak
And that's why you can't go to sleep
As long as you believe it.
Nothing's going to happen to you
We'll take care of it all.
A brave little boy who never ran
Whatever you want to do, you can
As long as you believe it.
It's off to sleep right now with you.
As long as you believe it.
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.
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?
7.stay at home on school nights?
8.watch TV every night?
9.clean up his room every morning?
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.
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.
Man: What’s the matter, Peter?
Boy: I think I’m going to fail a math test, Dad.
Boy: Well, I missed the bus and I had to walk to school.
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.
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.
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.
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.
…
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.
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!
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!
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.
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.
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.
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,
To end this busy period we shall take time to learn and read aloud an English poem for kids.
My feet, my feet,
I love my feet.
I think they're great,
I think they're neat.
They're pretty, pink,
and picturesque.
on my desk.
Unfortunately,
sad to tell,
a funny smell.
So though I'm fast,
and though I'm fleet,
I can't be beat,
me to compete,
smell defeat.
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)
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.
七年级新目标英语教案 · 第8篇
五 选择填空 (15分)
( ) 21 There're many _______ on the big tree.
A .leaf B.leaves C.leafs D.leafing
( ) 22 Why do you want to work _______ a magazine?
A.on B.to C.for D.in
( ) 23 There are some ___ on the desk.
A.magazines B.newspaper C.news D.book
( ) 24 I want ___ a policeman because it is an exciting ____.
A.to be , job B.doing , work C.to do , job D.be , work
( ) 25 Welcome to Disneyland! It’s a good place _____fun .
A.having B.to have C.have D.has
( ) 26 We are at the library . Please ___ quiet .
A .do B.be C.can D. are
( ) 27 Are you doing your homework? _______.
A. Yes, I am. B. Yes, I’m not. C. Yes, I like it. D.No , I am.
( ) 28 The dolphin is ________ cute.
A.little B. a kind of C. kind of D.kinds of
( ) 29 —What do you do? —____________.
A. I’m very well B. I’m a basketball player
C. I’m in the library D. I’m doing my homework
( ) 30 She likes ______ to the movies with her friends and _____sports.
A. going, playing B. go, play
C. going , play D. going , plays
( ) 31 The Chinese people ________very friendly.
A.are B.is C.am D.have
( ) 32 Where ___ you ____?
A.do , come B.do , from C.are , come D.are , ,from
( ) 33 I like the ____ the story. It’s fun.
A.begin B.begin of C.beginning D.beginning of
( ) 34 ____ is the weather ____in Beijing?
A.What / B.How likes C.What like D.How like
( )35 Thank you for ____ us some help.
A.give B.giving C.to give D.gives
六 问答配对(10分)
( )36.How old is John? A Yes, please.
( )37.Where is the school? B Yes, I’m sorry.
( )38.What is the last day of the week? C He is from America.
( )39. What does your father do? D He is a policeman. ( )40.What do you want to be? E It’s on Park street.
( )41.Is your mother a teacher? F Saturday.
( )42. How’s it going? G Not bad.
( )43.Where is Mr. brown from? H Yes, she is.
( )44.Can I help you? I A doctor.
( )45.Are you late for school today? J He is ten years old.
七. 从方框中选择合适的句子完成对话，有多余的选项。(5分)
A:Do you like animals? 一．教学目标：本单元主要学习日期的表达方式。通过围绕生日进行互相问答式的讨论，掌握英语表达年、月、日的单词和句型，能够熟练地谈论各种有关日期的话题，询问表达年龄的句型。可以询问节日的表达法。 二．语言目标：掌握以下句型 1．When is your birthday ? My birthday is November 11th . 2．How old are you ? I’m thirteen years old . 3．What events do you have at your school ? We have an Art Festival each year . 4.Do you have a pop concert ?Sorry ,I don’t know . 5.When is the school trip ? It’s in April . 6.When were you born ? I was born in …. 三．学习策略： 角色扮演 自我评价 四．课时安排： 课时1： p47-p48 2c 课时2: p482d-p49 课时3: p50 Section B-p51 3b 课时4: p51 (4) groupwork-p52 selfcheck 五．教学步骤： Period One 1. Showing the students a large calendar. Teaching the words : when , January , February , March , April , May , June , July , August , September ,October , November , December.. birthday. 2. T: When is your birthday ? S1: My birthday is ----- T: When is his /her birthday ? S2: His /Her birthday is ---- Teaching : first , second , third , fourth , fifth , sixth , seventh , eighth , ninth , tenth , … , twentieth , thirtieth,twenty-first ----- 3. Training the ordinal numbers together . 4. Listening to the tape recorder of 1a . The students try to remember the words of the months . 5. Listening to 2b conversations and number them 1-3. 6. Pairwork : Practise the conversations “When is your/his /her birthday ?” “…” 7. 2a. Listen to the recorder several times and repeat them. 8. Ss try to find the rule of the ordinal numbers and the teacher writes them on the Bb. 9. 2b,2c : Listen and match the names , months , days. 10. Homework: Workbook , Copy new words and setences. Period Two 1. Duty report, Review words of the months and the ordinal numbers . 2. T: When is your birthday ?---When were you born ? S: My birthday is …. ---I was born in /on … 3. Help the students to learn the festivals of the year . The students discuss them while the teacher write some of them on the Bb . 4. Pairs work : Practise “ When is your birthday ? / When were you born ? ’ How old are you ?… 5. 3a : Point out the conversations and read with students , practise“How old are you ?” Point to the three ID cards ask questions about them . 6. 3b: Pairwork First students make their own ID cards . Then pairs ask and answer. 7. Dictate the sentences . 8. Homework : Workbook , 评价手册 ,让学生制作家人生日卡。 9. If there is time , the whole class play games about birthday , age , name one by one. Period Three 1. Let the students say out their family members’ names, birthdays , ages , 2. Section B Match the pictures and the events : 1. speech contest d 2. party c 3. school trip b 4. basketball game a Teaching new words : speech , contest , party , school trip , basketball games , event, art , festival , pop , concert , chorus , lecture , music . 3. Listen and check the events above 1. 4. 2b : Listen again , fill in Joe’s calendar Write 2b conversation on the Bb . Point to the calendar and show the September and October dates . Students listen to the recorder several times And fill in Joe’s calendar 5. 2c : Ask two students to read the conversation to the class . Students pairs do . 6. 3a Pair work Ask students to do in pairs . Look at p51 3a and p97 , complete the schedule . 7. 3b : Practise the dialogue like the model : School Days , Art Festivals , Chorus Competition , Lecture , English Party . Yes No I don’t Know Month Do you like it? School Day Art Festival Chorus Competition Lecture Music Festival English Party 8. Ask the students in small groups . 9. Ask the students to read the lists to the class . 10. Let the students copy these in their notebook . 11. Homework . Period Four 1. P51 4 Group work : Write five things about yourself on a piece of paper . Another student will read to the class . 2. Have the students guess who the student is . 3. Self check 1.) Students remember the words 2.) Dictate the words 4. Write the words in the vocabulary builder by the students themselves . 5. Show the pictures of the famous people . Help the students to find their names and their birthdays 6. Home work : Students writing something about themselves including their names , ages , birthdays , the school events etc. . No. 110 Middle School of Chongqing By Cao Yi Teaching Goal: 1. General aims: Talk about jobs. 2. Particular aims: A. Language Focus. Talk about jobs and the place where people work. B. Language goals (1). What do you do? I’m a reporter. (2). What does she want to be? She wants to be a sales assistant. C. Language structures: (1). What do you do? I am a teacher. (2). What does he want to do? He wants to be an officer. (3). Does your father work? Yes, he does. (4). What does your mother do? D. Useful words and phrases: Words: assistant, sales assistant, doctor, reporter, police officer, waiter, bank clerk, star, thief, nurse, money, station, magazine, dinner, dangerous, afraid, late Phrases: get … from, work for, work hard, call at, school play, evening newspaper, be afraid of E. Grammar language: Special questions F. Learning strategies: Learn other’s job G. Interdiscipinary: Social and communication. H. Emotion and manner: Teaching time: 6 periods Teaching procedures: Period One (pp19-20) 知识与能力 1. Match the vocabulary: sales assistant. Doctor. Actor. Reporter. Police. Officer. Waiter. Bank clerk. student 2. Master and use: What do you do? What does he do? Does he work in hospital? 教学重、难点及教学突破 重点 1. The vocabulary 2. language: What does she do? She is a doctor. 难点Use the language to ask for the jobs 教学步骤、时间 教师活动 学生活动 媒体运用 Step 1 Organization 1’ Organize students to prepare for the class Step2 Ree talk 2’ Talk about the weather and weeks. The student talk about something. Step 3 Presentation 15’ 1. Ask students to look at the picture and remember what they can see 2. Find four groups to say the words that they remember. (教师板书，学生说出) 3. Talk about the picture then make a dialogue. Such as: What is this? It’s a store. What can you see? I can see a sweater. What color is t? It’s green. How much is it? It’s 50 dollars 4. Ask students: What is your father? He is a worker. (Tell them another way of saying: What does your father do?板书）出示一张人物以及职业的图片，问学生： Is he a worker? No, he isn’t. What is he? He is a doctor. 或问：What does he do? 然后以同桌之间一问一答的形式来练习： Such as: A: What does he do? B: He is a reporter. 5. Listen to the tape: 1b. 2a. ab. Listen and number the people (1-3) in the picture above. Listen carefully three times. Point out the picture in activity 2a. Ask who each person is, say, Now work with your partner. Ask and answer questions about the pictures. Ask ss to close their books and write down the words about the things. Ask ss to act out in pairs or groups. Call more students to practice more. Ask ss about jobs in pairs or groups. 多媒体放映 图一 图二 录音机 Step 4 Practice 6’ Now, practice the things we have learned. They can talk about the jobs. Such as: What do you do? I am a student. What does your father do? He is a farmer. 给学生们一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都能有机会来表演。 多媒体放映 Step 5 Summary 2’ Words and phrases of this class. Language: What does he do? What does he want to be? He is a worker. He wants to be a sales assistant. 以提问的形式来进行复习总结，在让学生有一个巩固的机会。 Step 6 text 4’ 1、Self check 让学生作后再讲解答案。 多媒体放映 Step 7 Consolidation 4’ In this class, we have learned the sentence: What do you do? What does he do? What does he want to be? Talk about the jobs. Pay attention to the usage of “want” or “wants” 大屏幕显示 Step 8 Homework(1’) Practice The dialogue according to the picture on Page 1. 让学生写出五个询问对方职业的句子。 Period Two (p21) 教学步骤、时间 教师活动 学生活动 媒体运用 Step 1 Organization Organize students to prepare for the class Step 2 Free talk 2’ Talk about the family and the jobs, Such as; My father is a worker, And He works in a hospital The student talk freely Step 3 Presentation 3’ 1. Ask students to make some sentences with these words; waiter. Bank clerk. Reporter. Nurse. Police officer. 2. Look at the picture and match the jobs with the people in the pictures. Such as; I see a lot of money every day. But it’s not mine. I count it for other people match the bank clerk. 3. Let the students practice more and more. 4. They make a conversation to proc-tise the drills. For example: What do you do? I help doctors and patients. Some people call us “angels in white”, Can you guess what I do? 5. Pairwork: Practise the conversation on the right. Use the jobs and places in activity 3a. Where does your sister work? She works at a hospital. What does your sister work? She works at a hospital. What does she do? She’s a doctor. 6. Game: Guess the game! Draw a picture of someone at work. Can your classmates guess the job? Just like: Is he a police officer? No, he isn’t? Is he a waiter? Yes, he is 1. 叫学生口头造句，用一些有关职业的句子。争取大部分的同学都有回答的机会，多次重复加大练习。 2. 教师边让学生读句子边解释这些句子的意思。 3. 教师边让学生读句子，做到熟练掌握。 4. 采用游戏的形式，让尽可能多同学参与。 5．继续练习这个句式。能让学生自己造句。 多媒体放映 图一 图二 出示单词卡片 录音机 Step 4 Practice(6’) Now, practice the things we have learned. They can talk about the jobs. Such as: What do you do? Where does he work? He is a doctor. He works in a hospital. Is he a police officer? Yes, he is. No, he isn’t 给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都能有机会来表演 多媒体放映 Step 5 Summary 2’ Words and phrases of this class Language: What does he do? What does he want to be? He is a worker. He wants to be a sales assistant. Where does he work? He words in a hospital. Is she a nurse? Yes, she is. 以提问的形式来进行总结，在让学生有一个巩固的机会 Step 6 Test 4’ 1、Self check(见后面) 让学生作后在讲解答案 多媒体放映 Step 7 Consolidation 4’ In this class, we have learned the sentence: Where does he work? He works in a factory. A bank clerk: I see a lot of money every day. But it’s not mine. I count it for other people. Talk about the jobs. Pay attention to the usage of “want” or “wants” 大屏幕显示 Step 8 Homework Pratice the dialogue according to the picture on Page 25. 让学生写出五个句子，分别询问职业和工作地点 Period Three (pp22-23) 教学步骤、时间 教师活动 学生活动 媒体应用 Step 1 Oranization1’ Organize students to prepare for the class Step 2 Free talk 2’ Oral practice: Games, words that describe jobs, such as exciting, dangerous, boring The students talk about freely Step 3 Presentation 8’ 1. Let students look at the picture and guess the jobs. The teacher describes the jobs and let students guess what. Ask job does the person have? Where does the person work? 2. Then use explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. 3. Let students practice. Such as: He is a police officer. It’s an exciting job. 4. Listen to the conversation. What jobs do Betty, Jenny, and Sam want? Then write the jobs below. 5. Listen again. Why are Betty, Jenny, and Sam interested in these jobs? Complete the chart above. 6. Listen to the tape: Listen and number the picture(1-3) below. Then practise the dialogue. 7. Grammar focus: 1．叫学生口头造句用一些有关职业的句子。争取大部分的同学都有回答的机会，多次重复加大练习。 2. 教师边让学生读句子边解释这些句子的意思。 3. 叫学生口头练习一些有关这方面的句子。 4. 听录音，让学生填写表格，然后再纠正答案。 5. 分组练习，让学生大面积的练习。 6. 让学生朗读Gammar Focus 多媒体放映 图一 图二 出示单词卡片 录音机 Step 4 Practice 6’ 7. Read the newspaper want ads. And fill in the blanks with the correct jobs. One: Wanted: Do you like to work late? Do you like to work hard? Do you like to meet people? If your answer is “Yes”, then we have a job for you as a …… 给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都有机会来表演。 多媒体放映 Step 5 Summary 2’ Words and phrases of this class Language: 本节课主要是听录音来完成各种对话，充分让学生学会职业的文法以及地点的表达法。 以提问的形式来进行复习总结，在让学生有一个巩固的机会。 Step 6 test 4’ 1、Self check(见后面) 让学生做后再讲解答案 多媒体放映 Step 7 Consolidation 4’ 在这节课例我们主要听录音然后回答问题，让学生充分练习听力，达到会听、会说然后在自己编对话来练习。 大屏幕显示 Step 8 Homework Read the newspaper more and more. 让学生朗读3A部分的内容。 Period Four (P24) 教学步骤、时间 教师活动 学生活动 媒体应用 Step 1 Organization 1’ Organize students to prepare for the class Step 2 Free talk 2’ Oral composition: My parents. Such as: I have a very happy family. My father is a worker. He works in a factory. My mother is a nurse. She works in a hospital. 学生口头作文，让他们把学到的知识系统地用到自己的作文中来。练习关于职业以及工作地点的表达。 Step 3 Presentation 1. Let the students hurry to read the words they can’t remember. 2. Then the teacher guid the students to go over the words. See how the students have grasped. 3. Ask students to write five new words in their Vocab-builder. 4. Practise: I magine you want one of the jobs at BFS. Write and explain why your are good person for the job. They don’t have to use real information about themselves-they can imagine that they have the skills needed to do one of the jobs. Remind them that they have to show why they are good for the job. 5. Go over the whole unit, first the words and useful expressions. Then go over the frills: What do you do? What does he do? Where does he work? He works in a factory. 1. 学生自测，看看他们急得如何。 2. 在让学生写五个生词填在单词表上。 3. 找工作：以小组为单位讨论。个人介绍推销自己。 4．总复习时，领着学生复习全部单词，争取让每一个学生都能来掌握。 多媒体放映 图一 图二 出示单词卡片 录音机 Step 4 Practice 6’ Now, practice the things we have learned. They can talk about the jobs. Such as: What do you do? Where does he work? He is a doctor. He works in a hospital. Is he a police officer? Yes, he is. No, he isn’t 给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都有机会来表演。 多媒体放映 Step 5 Summary 2’ Game: How to find a good job? Discuss and make a dialogue. 以提问的形式来进行复习总结，在让学生有一个巩固的机会。 Step 6 test 4’ 1. Self check(见后面) In this class, we have learned self- 多媒体放映 Step 7 Consolidation (4’) Check, then go over the whole unit. I think most of the students have grasped them very well. 让学生写一篇作文。 大屏幕显示 Step 8 Homework 1’ Especially the jobs and the places. Compostion: How to find a good job? Period Five Testing (Weekly paper and Nan’an paper) Note: Unit 3 Is this your pencil 掌握本单元的重点词汇； pencil, book, eraser, box, pencil case, schoolbag, dictionary，mine，yours, game, bag, some, ask, classroom, help?.按要求完成下列各题。 The blue cup is his.(变一般疑问句)____________________________________ This is my book..(改为同义句)______________________________________(3)These are erasers.（变单数句）_________ is _______eraser.(4)Bob is my good friend.(变一般疑问句并作肯定回答)Is Bob _________ good friend? ________,____________.(5)The girl is Jim’s sister.（对划线部分提问）_________ _______ the girl? Step2.课堂呈现 (1)Is that/this??意为“那是/这是??吗？”，读时用升调。它是在陈述句“That/this is?”的基础上，把be动词is 提到句首得来的。 This和that的区别： This和that都是指示代词。this表示“这，这个”，用来指代较近处的人或事物；that表示“那，那个”，用来指代较远的人或事物。肯定回答：Yes, it is.否定回答： No, it isn’t.(2)no 和not 的区别： no作形容词时表示“不，没有”置于名词前。 have no sister.作副词时表示“不”。用于回答一般疑问句。可单独使用，它的反义词是yes.-----Are you Jack?----No, I’m 是副词,表示“不”。常用于be动词.助动词.情态动词之后，帮助构成否定句，不恩能够单独使用。eg She is not a teacher.(3)Excuse me 意为“对不起，打扰一下”，是英语国家的人常在口边的话，可用于很多场合，如指原谅一个人的过失，或提出不同的意见时的客气语。在美国，它常常用于与陌生人开始谈话或打扰别人时表示礼貌的用语。 me, could you tell me where the nearest bus stop is? I’m sorry 和Excuse me 的区别： I’m sorry 用于对已经发生过的事情感到抱歉，难过。’m sorry, I’m me用于麻烦或打扰别人时，主要用于提醒别人，或唤起他人的注意。 me, where is the menu?(4)thank you for?意为“为??而感谢”是用于表示感谢的表达方式。后面接for短语，是说明感谢的原因。 you for your pencil.=Thanks for your 随堂练习 根据汉语提示完成句子。 This is _____(我的) pen is____(她的).--Is this _____(你的)pencil?--Yes, it’s _______(我的).（3）This book isn’t ______(他的).That is ________(他的)book.（4）______(我)am your can call________(我)Miss Wang.(5)What are these? They’re _________(手表).Section B 一.教学步骤： Step1.课前预习句子翻译。 这是你的手表吗？_____________________________ 这是我的身份证。_____________________________ 你的电话号码是多少？_____________________________ 这是海伦的文具盒。_____________________________ 字典怎么拼写？_____________________________ Step 2 课堂呈现 当询问某个东西是什么时，用what引导的疑问句提问。回答这种疑问句时，是什么，就答什么。回答时，常用it指代所询问的东西。 eg, What’s her QQ number？ 特殊疑问句的特点： 句型为“特殊疑问词+be(am, is ,are)+主语”或“特殊疑问句+do+主语+动词原形” 特殊疑问词包括who, what, when, where, why和how 用助动词帮助提问，构成问句时，主语后的谓语动词必须是实义动词。 当主语是he, she, it时，则应该用助动词dose帮助提问。特殊疑问句应读降调。How is your brother? Ask the teacher for it.该句使用了ask sth.句型，意为“向某人要某物”，介词for后面跟名词或代词。 asks his dad for a digital camera.(3)E-mail me at?用的是“E-mail+人+at+电子邮件地址”，意为“用电子邮件联系某人。”句中at为介词，引导短语说明联系方式。 eg This is his E-mail E-mail him at May (4)I must find it.句中must是情态动词，意为“一定，必须”,它后面必须跟动词原形。I must keep it must do it today.句中find意为“发现，找到“是及物动词，后面要跟（找到或发现的）”物品、人。I find my 随堂练习 1.根据汉语意思完成下列句子。 (1)．那是你的金戒指吗？ Is _______ your ________ __________?(2)．今天晚上你能给我打电话吗？ Can you _______ ________ this ________?(3)．把你的笔记本放在你的背包里。 put your _________ _________ your backpack.(4)．你的棒球在书桌里吗？ ________ your _________ __________ the desk?(5)．让我们一起去玩电脑游戏吧。 ________ go and play _________ __________ 教学目标： 1．语音和句子的重读。 2．了解有关超市的知识。 3．初步认识美元。 4。 初步学习美英人士购物时所用的度量衡。 5．学会谈谈自家附近的超市。 教学用具： 录音机，实物投影仪，图片或实物等。 如有条件搞一份麦当劳或肯德基的菜单。 教学步骤： Step 1 Revision 听录音并跟读第116课第一部分和第二部分。让几个同学在全班示范，看谁模仿的最好。可给一些生词让学生试着读一读，看看他们本课语音掌握的如何。 值日生Duty Report。 让值日生事先准备一有关超市的短文，在Duty时在全班讲，为新课做好铺垫。 Step 2 Presentation 引出今日新单词：all day The shopkeepers in this shop work hard all day。 a lot of The supermarket has a lot of things。 This shop sells a lot of things。 open: not close This supermarket is open from 9 a。m。 to 9 p。m。 This shop is open at 9 a。m。 and is closed at 9 p。m。 market On Saturdays and Sundays the markets are full of people。 教单词过程当中，尽量把课文中的句子重复几遍。为下一步听课文做好铺垫。 Step 3 Read and answer 1。 老师可先复述课文，让学生们了解main ideas，然后让学生们听录音，提醒他们不看书。 2．也可让学生们先看书一分钟，然后听录音。 3．听完第一遍时，可让学生先做几道判断题，一下几题供参考。 如： ( ) 1。 A big supermarket is near my home。 A。 Yes B。 No C。 The text doesn’t tell us ( ) 2。 It has no name。 A。 Yes B。 No C。 The text doesn’t tell us ( ) 3。 It sells a lot of things， almost everything。 A。 Yes B。 No C。 The text doesn’t tell us ( ) 4。 If you want to buy “house”， does the supermarket sell? A。 Yes B。 No C。 The text doesn’t tell us ( ) 5。 All things in the supermarket are not expensive。 A。 Yes B。 No C。 The text doesn’t tell us ( ) 6。 The supermarket is open 12 hours a day。 A。 Yes B。 No C。 The text doesn’t tell us ( ) 7。 All the shopkeepers are friendly。 A。 Yes B。 No C。 The text doesn’t tell us 用投影仪打出，供学生们练习。 4．听第二遍，回答书上的问题。 5．听第三遍，复述，可把书上问题的答案连起来，成为一篇复述的短文。 6．编对话。 给出一情景：同学A，B去逛超市，想买些小礼品送给美国的笔友。 7．读课文。 8．谈谈自家附近的超市或农贸市场（Free Market），并写成书面的文字。 老师可根据班上同学的水平，酌情增减内容。 Step 4 Read and write 1．学习116第四部分。 2．新单词：dollar one dollar is equal about 8。3 yuan。 cent pound 镑，（重量单位） 如有条件，可那一张真的美元或英镑让学生可看一看。 步骤同Step 3。 3．把对话写成书面文字。 Step 5 Practice 用麦当劳肯德基的菜单或Workbook P147 Menu编一对话。 你只有15元如何吃一顿物美价廉的午餐。 Blackboard Handwriting Unit 29 Shopping Lesson 116 参考词 New Words: all day a lot of open market dollar Useful expressions cent It has a lot of things。 This supermarket is open from 9 a。m。 to 9 p。m。 pound 探究活动 任 务：《跳蚤市场》或叫《垃圾市场》 语言技能：listening，talking and writing 所用材料:人民币、家中闲置的物品、购物单等 活动形式：可全或半班 提示词语及句型： basketball volleyball medicine box English book corner Do you have a pen / a pencil-sharpener / a ruler / doll / English book / story book? Yes， I do。 / No， I don’t。 How much is it? / are they? It’s / They are…yuan。 Here you are。 Here is the money。 Thank you。 I want to buy… 操作过程： 1。 老师布置任务：同学们把集中闲置的物品如：学习用品、生活用品、玩具、和书籍等带到学校。 2．老师把课堂虚拟成一跳蚤市场，把同学们带到学校的物品都表上价格，大件2元，小件1元。 3．同学们可购买自己喜欢的或需要的物品，整个买卖过程用英语完成，现金交易。 4．所得款项，可归个人也各用作班费。 任 务： 班费的使用 语言技能：listening，talking and writing 所用材料:dictionary、学过的句型和单词 活动形式：以四人小组为单位 提示词语及句型： How much is our class fees? What do we buy with this money? We can buy something that we all like。 What about buying a basketball? I don’t agree to buy … because it’s no use。 I think we should buy a …， because it is very useful to everyone。 操作过程： 1．小组讨论班费的用法。共有班费208元。小组每位成员谈谈对班费用法的看法。（每位组员应事先作一番调查，看看班上同学都想买什么东西，并准备好发言） 2。 每位成员必须发言，阐明自己的观点，并说明理由。 3．每组找一位同学代表发言，看那一组买的东西物美价廉，符合同学们的心意。 4．把本组的讨论结果写成一书面材料交给老师，并；评出《班费最佳利用方案》。 任 务：购物：老外买饺子 目 的：练习做生意 语言技能：listening，talking and writing 所用材料:字典和所学句型 活动形式：两人小组 提示词语及句型： traditional（传统） food in Spring Festival What’s in it? There is meat and all kinds of vegetables。 操作过程： 可用以课外活动时间，并实现准备好一些画片，正面画画，背面写单词。 1。 老师布置任务:一“老外”要买中国的传统食品“饺子”，但又不知怎么说，根据这一情景编一对话。 2．小组复习总结购物用语。 3．模拟一主食厨房，用以大纸盒里面放些画片。编对话。对话应10组AB以上。内容包括：老外描述“饺子”的外形、味道和售货员向老外介绍“饺子”特点、食用的方法等。 4．对话编好后，请几组同学在全班展示，看那一组最精彩。 5．老师可随意在找一组同学，抽一画片，即兴编对话。 任 务：介绍一种食品 语言技能：listening，talking and writing 所用材料:字典和所学句型 活动形式：三人或四人小组 提示词语及句型： mineral，（矿物质） nutrition，（营养） vitamin，（维生素） crisp and tasty (又香又脆)， tasty refreshing (爽滑可口)，health food (保健食品) promote sales（促销） 操作过程： 1。 一顾客想买一保健食品，你向他介绍了最近新研制的一种方便面。 2．小组讨论如何向顾客介绍这种面。介绍内容有：这种面含有多种营养，生吃又香又脆，煮着吃爽滑可口，而且久煮不烂，只比普通同的方便面贵一点点，每袋只售5元。现在正在促销。 3．每组都派一位代表推销自己的产品。 4。 听了的介绍，看那一组卖出的面最多。 任 务： 看生病的同学，买礼物 目 的:学会计划花钱 语言技能：listening，talking and writing 所用材料:字典和所学句型 活动形式：四人小组 提示词语及句型： What about …? 1。 班上一同学生病住院，老师想派几位同学去看望，打算从班费总抽出50元买些礼品。让同学们讨论一下，这50元钱买些什么。 2．四人小组中讨论50元钱买什么，每人阐明自己的观点，说明理由。 3．每组推选一代表，宣讲本组的观点，竞争“上岗”争取老师派你们组去。 4．老师根据每组的演讲，看那一组买的东西物美价廉，就派这一组去看生病的同学。 教材分析 本单元的主题为谈论物品的位置, 使学生在熟悉物品名称的基础上，用方位介词熟练地表达物品的位置, 能用where 问句及一般疑问句提问并回答, 并自然地引出名词的单复数及人称代词they 的用法。本单元谈论的是学生比较熟悉的内容，学生有认同感。因此在任务的设计上, 要做到贴近学生真实生活，包括学校生活、家庭生活等，以引起学生的共鸣和兴趣，激发学生的求知欲，充分发挥学生的想象力和能动性，主动自觉地融入到语言学习中去。 学情分析 1.能听懂有关熟悉话题的语段和简短的故事。能和教师或同学就熟悉的话题交换信息。 2.能参与简单的角色扮演等活动。能尝试使用适当的学习方法，克服学习中遇到的困难。能意识到语言交际中存在文化差异。 3.学会不断发现问题，并用自己已有的知识水平和生活经历来解决实际问题; 4.通过小组对话，讨论，调查和设计等一系列的课堂活动，培养学生寻求帮助，乐于与他人合作的精神。 教学目标 知识目标：掌握下列单词及句型 ： table , bed, dresser, bookcase, sofa, chair, drawer,plant Where’s ….? It’ s on /in/under the… Where are …?They are in/on/underthe… 能力目标： 1.能用where句型对物品位置进行提问和回答。 2.能用方位介词in/on/under描述物体的位置。 情感目标： 能自觉摆放好自己的物品，养成整洁干净的好的生活习惯。 教学 重点和难点 重点： 1.新单词：table , bed, dresser, bookcase, sofa, chair, drawer,plant 2.用where句型对物品位置进行提问 3.用方位介词in/on/under描述物体的位置 难点: 1.用where 句型对物品位置进行提问 2.答语中单数和复数情况的使用 一、描写朋友、自己或家人的喜好 1、Dear friend,My name is Sally.I am from China.I want a pen pal in Australia.I am 14 years old.I have no brothers or sisters in my family.My favorite subject in school is science, because I think it’s very interesting.I like playing the piano and playing basketball on weekends.How about you? Can you write and tell me something about yourself? Yours,Sally 二 用过去时态描写假日或周末的短文、用过去时态描写假日或周末的短文、日记 1、Jenny had a busy weekend.Last Saturday morning, she did her homework and practiced speaking English at home.She watched TV and played tennis on Saturday afternoon.That night, she went to the movies.On Sunday morning , she cleaned her room and went to the beach..On Sunday afternoon, she visited her friends and went shopping.She had a party last night.What a busy but happy weekend she had! 2、Thursday, August 1st（注意日记的时间格式，星期—月份—日期） Today I went to the Palace Museum.It was cool.Then I went to the Great Wall.It was fantastic.There were many people there.In the afternoon, I visited Tian’an MenSquare.There were many beautiful flowers.It was really great.I went to a Beijing Hutung.It was really fun.I enjoyed myself very much.三.你有一幅新作，画的是你的全家。爸爸在看报，妈妈在写信，你的弟弟在拍照，你正在 做作业。哦！还有你的猫 Mimi 在玩一个球。现在按要求把这幅场景写出来。题目：What are my family doing? 时态：现在进行时 词数：80 左右 要求：字迹工整，书写规范，句子通顺，无语法错误。 What are my family doing? Look！My family are busy now.My father is reading newspapers on the sofa.My mother is writing a letter with a pair of glasses.She is very careful.My brother is busy ,too.He is taking photos with his camera.And I am doing my homework in my study.Oh ,my cat — Mimi is playing with a ball.it is very happy.This is my family.What about yours? 四.你是一名外国游客，上周你到中国北京旅游。请以下列短语为线索，介绍你在北京 游玩过的地方，词数 60～80.线索：Where to go — When to go — How to get there — What to do 参考词汇： 明陵 the Ming Tombs 故宫 the Palace Museum 颐和园 The Summer Palace Last Sunday, I visited Beijing— the capital of China.I got to Beijing by plane in the morning.Then I stay in the hotel.I found Beijing is a beautiful city.The next morning, I came to Tian’an men Spuare by taxi.I took some photos and saw many people from other countries.I was so excited to come here.There are a lot of interest in Beijing!I visited the Great Wall — the longest wall in the world, the Ming Tombs, the Palace Museum and the Summer Palace.At last, I went to Beihai Park.I had fun there!I like Beijing.I hope I can come to China again.五.回忆你的一次郊游或旅行，写一篇短文。用一般过去时态，词数 80 左右。 Last winter holiday, I went to Hainan San ya with my parents.We went there by plane.The weather was warm and sunny.The people were friendly.We went to the beach.It was a little windy.But I like the weather, because it was very cold and snowy in Beijing at that time.We went swimming.And we took a lot of photos there.It was so beautiful.We also bought some intersting gifts.We had fun there.I hope I can go there again.六.以 My Sunday 为题，根据下面所给提示写一篇短文。词数 80 左右。 Getup , after breakfast , help , do housework , wash dishes , clean , have lunch ,go to the zoo , by bike , go home , after supper , do my homework , watch TV ,go to bed My Sunday It`s Sunday today, I get up late.After breakfast, I help my mother do some housework.I wash dishes and clean the floor.I have lunch at 12 o’clock.In the afternoon, I go to the zoo by bike with my friends.We are all happy.We go home at 5 o’clock.After supper, I do my homework.Then I watch TV.I go to bed at 9:30.Sunday is my holiday.I enjoy it.七.你知道外国人的圣诞节和中国人的新年有什么相同之处和不同之处吗？请试着写出来 要求： 不少于 80 词。 Christmas is one of the most important festival in western countries, while the Spring Festival is the most important one in China.Both of the two festivals are in winter.People will stop their work or study, enjoy themselves by getting together, having parties, or playing games.On Christmas, children will get presents from their parents, which are often put in the red stockings.While in China, the children will often get pocket money（零花钱）零花钱）from their parents in the Spring Festival,which is called in Chinese “ya sui qian”.八.运动有益于我们的身体健康，你做运动了吗？那么你有哪些体育爱好呢？你是如何安排 的？每天或每周的运动频率是多少？请以 My Sports 为题，根据以上提示歇一篇短文，My Sports My sports Exercise is good for our health.I usually do some sports.I like swimming, playing basketball and running.My favourite sport is playing basketball.And I play it about four times in a week.It`s very exciting and interesting.I often go swimming at weekend in summer because it is hot.I go running in the morning about twice a week.And I go to school on foot every day.I like exercise and my body is healthy.九.介绍方位,有用的短语：be across from 在„对面be next to 在„旁边be between „and„在„与„中间be on 在„路上be in front of 在„之前be behind在„后面go straight / Walk on 直走turn left/right 左转/右转on the left.right 在左/右边 Dear Tina ,I’m very glad you are coming to my school.let me tell you the way to my school.There is a map for you.Go along this road and turn right at the second crossing.Go across the Bridge,then turn right and you’ll see a hospital.Our school is next to the hospital.our school is next to the hospital.The name of our school is Luchang Middle School. 在悠扬的轻音乐中，我开始了上课。这是一堂人物外貌的描述课，所以我用一个游戏“Pally says…”game开始引课。 StepI.Guidance: Play “Pally says…”game目的在于活跃气氛，调动学生的积极性，减少学生的紧张情绪。加之五官属于人的长相的范畴，所以与此课人物外貌相关连，这样引入就能自然过渡到本节课的内容。人物前活动用于扫除学生的语言障碍，因此在教学上以激发学生的学习兴趣为主，通过活动让学生感知、操练语言，为下一步活动做好铺垫。 Rulers: If Pally says touch your eyes/ears/ nose/mouth/shoulder/legs/arm. You should do it . If it doesn’t say that, you can’t do it. If you are wrong, you have to sit down. The person who does it correctly is the winner. After that we begin to study our lesson. T: Do you like Miss Hu? Ss: Yes. T: Why? Ss: Because you are beautiful. T: Thank you. Do you like her?(图片展示) Ss: Yes. T: OK, I know you think she is a beautiful girl, too. And you like any beautiful person. Today we learn Unit 7 What does he look like?( 图片展示同时板书。) Step II. Teach the new words and new sentences pattern. The teacher uses the pictures to lead and teach the new words and the new sentence pattern. And then ask the Ss to describe the classmates. 先利用图片展示进行新单词句型的引入,让学生熟悉。接着要求其他同学描述三位外貌典型的同学，再小组练习。这样更形象，更贴近生活，学生更容易接受，加强了学生间的合作与交流。再按发形，身高，体重的类别练习以免混淆，同时加深记忆。在教学的过程中，我要求学生描述教室里听课的老师，学生们十分激动，想着能用英语描述自己的老师了，他们特别高兴。此时的气氛很活跃。 StepIII. Pair work At first the teacher gives the Ss an example. Then ask Ss practice like this. A:What does he look like? B: He has short hair. He is tall. He is medium height. 这样完整地描述人的外表是为后面能安排、完成任务做铺垫，同时能检测学生的掌握情况，以便老师随时调控。 StepIV. Play a guessing game. At first the teacher gives the Ss an example.Then ask Ss to describe anyone in the classroom. Let the others guess. 这个游戏的安排目的是让学生通过他人的描述，去发现别人的外部特征。培养学生听、说以及辨别能力，同时可活跃课堂气氛。 StepV. Free talk: talk about any person who you like. 这是一个任务教学，让学生描述自己的家人、朋友及喜爱的明星，增添他人对自己的了解。学生拿出事先准备好的自己最喜爱的电影、足球明星，在小组里轮流进行描述。然后在组与组之间进行资源共享，让学生在讲台上用投影仪进行展示。（通过这一活动，使学生在掌握一定的英语基础知识和基本技能，能与小组成员合作共同完成学习任务，发展语言的综合运用能力，并创造性地使用英语表达自己的思想）。 StepVI. Describle and draw Ask Ss to describle “What do you look like when you are 20 years old and draw a picture of it. 设计这个任务目的在于让学生能学有所用，想象设计一下自己20岁风华正茂时的样子，并画出来，让此堂课别开生面，乐趣横生。同时这培养学生的多种能力，让其能动手动口。 StepVII.1a-1b 在学生掌握好的前面的知识的基础上再处理学习书上的知识，就化难为简，学生才能得心应手，同时让学生整体回顾本节课的重点内容。 StepVII. Motto 此格言的安排是为了培养学生尊重他人的品德，不以貌取人。 StepIX. Homework. 1. Copy the sentences in Grammar focus. 2. Describe your friend,your parent, your teacher or any other person,and then write it down in your exercise book 通过以上几步的语言输入练习，让学生在进一步创造性活用所学语言，提高学生的写作能力。 二、课后分析及感想： 反思中教学，教学中成长 精心准备了好久的“节目”上演完毕，心中紧绷的弦终于放了下来，不管结果怎样，我都坦然。因为它毕竟是我努力的心血。从初赛到复赛到决赛，我努力过、奋斗过，有了这个过程，结果怎样就显得不是那么重要了。毕竟我们年轻人就是应该在一次次的磨练中，吸取经验教训，在反思中教学，在教学中成长，才有利今后的进一步提高。当然这次课后我也受益不浅。课后也私下征求了一些老师的意见，询问了学生的学习反馈意见。我一直在思索这个问题：我们的英语课该怎样去上，才能让学生觉得不枯燥，并能学好知识？是天天拿着教材教呢？还是变着花样把生活以及其他学科融入到英语学科，让学生们去感受，去体会，然后学中用，用中学。 本课是初一新教材第7单元的第一部分，教材内容围绕着描述人的外貌特点展开，让学生学会谈论人的身高、体重、发型、面部特征及着装特点。本课的教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生能通过交换对不同人物的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。所以在这堂课的设计上我是从以下几个方面去考虑的，以下是本节课的亮点： 第一：丰富的图片信息使用：我们的学生由于他们的年龄特征所定，对形象的事物特别感兴趣，尤其对新新人类更是喜欢。那么就这个特点，我采用了大量的人物图片。而这些图片却是经过精挑细选的：就本课的教学内容它主要是要求描述人物的发型与身材，所以选图时，就得相当有代表性。比如：高个--姚明；矮个--潘长江；胖的--韩红；瘦的--张柏芝等等。让学生一看就能明白这些单词的含义。那么他们说起来也就琅琅上口了。 第二：对现实教学资源的合理利用：图片给的信息直观，现实的资源就更为形象。本课要求学生能描述他人的外貌。那么我们的身边有这么多的同学、老师，我们来描述他们的长相，岂不更贴近生活实际，给我们的学习岂不带来更多的乐趣。这样更能给学生们长久的记忆。 第三：贴近学生的生活，让学生的口、手齐动。人们常说我们要过“双文明”生活。那我们的学生也应要求思维与动手能力齐备。大量的可行的任务教学设计，有利于学生们对知识的灵活运用。 首先要走进学生的生活，了解他们才能找到让他们动口动手的关键。那么怎样走近学生的生活呢？那就应该知道他们的喜好。我们的学生有强烈的喜恶情绪，有自己所喜欢、所崇拜的明星。那么以此为切口，我设计了一个活动：谈论自己喜欢的明星。这样以来学生就能运用自己所学的知识去描述自己喜欢的明星。并且缩短了与学生的距离，也让他们感受到老师的关心。 我让学生自备明星照片讲述，以及用“猜朋友”的办法来描述他人进行思维与口头的训练，同时我让学生们自己设计绘画自己将来的形象，培养了他们的动手能力，并且描述出来，这就让学生手口齐动。三个环节紧密相扣，层层相关。 第四、发挥多学科知识的联系作用。这一节课要求学生能描述他人的外貌。这就要求学生应具备听、说能力。怎样把这样的能力融入一体，并且学生能很好的接受，同时还能锻炼写的能力呢？怎么办呢？我想学生们的想象能力十分丰富，何不让他们想象一下当他们20岁的时候自己长什么样子呢？可是这个活动又怎么实施呢？我犯难了。我想不如让他们一边描述，一边画出自己的'肖像。这样利用美术知识来巩固本节内容，学习的形式也多样了，岂不更好？ 第五、对学生情感上的引导。人的外貌对人的影响是很大的，所以常常有人犯以貌取人的错误。那么我们老师就应该对他们进行正确的引导，培养学生正确的人生观和世界观。于是在此课中通过描述同学、教师或自己的偶像的外貌，表达自己的看法，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的爱好，增进情谊。在选图时，我就侧重强调人物虽然有美丑，但是他们却都有自己的特长，都能在各自的领域成就一翻事业，让学生明白人不可貌相。同时在课末我增添谚语，再次强调人的外貌在人生中不是最重要的因素，能力才是最重要的。 在课堂上我鼓励学生大胆的使用英语，对他们学习过程中的失误和错误采取宽容的态度。以学生为主体，教师旨在导学，不断创设情境让学生参与，积极肯定地评价学生的表现。任务设计较成功，创造条件让学生能够研究他们自己感兴趣的话题。同时注意给学生创设自主学习和交流的机会。学生通过体验、实践、讨论、合作等方式发展了听说读写的综合语言技能。同时我也将在今后的教学中继续探索在任务、与合作型教学中如何调动全体学生的积极性的方法。争取做到让学生独立“自主”学习，参加小组活动进行“合作”学习，做到“探究”学习 本课的设计使学生确实从学习中学会了如何谈论外貌,同时还学会了识别不同人物外貌特征，设计简单形象.丰富了学生生活,同时也是一种真实的体验.增加学生的语言实践，促进他们在整个教学活动中主动参与。 在板书设计上，为了避免学生把is和has混用，我采取了分开总结排版的格式，让学生能一目了然，描述什么该用什么词语。这样能使他们更容易接受，并且能分清它们的区别。 而课后作业是描述朋友、父母的外貌特征。这样设计的目的是为了巩固知识培养和提高学生的写作能力 。通过以上几步的语言输入练习，让学生再进一步创造性活用所学语言，提高学生的写作能力。 从这些方面我设计了本节课，按理说是很不错了，可是上完之后却不如我想象中的那么好。因为此课的设计不管是从内容上还是活动上都是很有激情的，然而学生的激情却没有充分的调动起来，让我很失望。课后我也一直在思考这个问题。我问学生为什么不积极回答我的问题呢？他们给的答案是：“胡老师，我们在那样的大教室里，有那么多老师听课，回答问题很紧张，害怕答错。”原因似乎很简单，但是这个问题却一直萦绕着我。我发现自己还有很多不足： 首先培养学生大胆发言习惯不够。在平常的教学中，学生的胆量是比较大的，可是这学期与上学期他们举手发言的激情却没有那么活跃了。因此我想在今后的教学中我应该注意培养学生大胆开放的性格,让学生在任何场合都能勇于发言，积极思考。 其次，课堂调控能力仍需加强。可能由于自己教学经验不足，导致调控能力不够好，所以没有把学生的激情完全调动起来，导致课堂上没有那么活跃。我应该把握好学生学习的反馈情况，及时调整教学进度。 既然意识到自己的不足，那么今后我应该多学习专业知识，多向其他老师学习，多方位的了解学生，把握好教学进度，分析好学情，弥补自己的不足，争取以后能学到更多的知识，能更好的上好课，教好书。争取尽快成长成为一名优秀的教育工作者。 Ⅰ.教学准备 1.教师：录音机和录音磁带、多媒体课件、图片和物品实物。 2.学生：学习用品实物。 Ⅱ.教学目标 1.调动学生学英语和说英语的积极性。 2.使学生了解并掌握一些学习用品的英语表达。 3.学习本课的知识点。 (1)词汇：pencil，book， eraser，box，pencil box，schoolbag，dictionary，his，mine，hers (2)句型：—Is this your pencil?Yes，it is.It's mine./No，it isn't.It's his. —Are these your books?Yes，they are./No，they aren't.They're hers. 4.训练学生在听录音时听懂简单英语词汇的能力。 Ⅲ.教学重点 (1)词汇：penci l，b ook，eraser，box，pencil box，schoolbag，dictionary，his，hers，mine (2)句型：—Is this your pencil?—Yes，it is.It's mine./No，it isn't.It's his. —Are these your books?—Yes，they are./No，they aren't.They're hers. Ⅳ.教学难点 让学生运用所学语言项目“Is this your pencil?Yes，it is.It's mine./No，i t isn't.It's his.”等内容对物品的所属进行提问和回答，能辨认物品的所有者。 Ⅴ.教学步骤 Step 1：Greetings an d talking 1.教师向学生表示友好的问候，并复习之前所学到的问候语。 2.建议教师采用多种自由交际方式，创设浓厚的英语学习氛围与学生进行自由交际，给学生以语言实践的机会。 建议1：师生问答：教师向学生询问一些已经学过的物品的信息。 For example： T：What's this in English? S1：It's a pen . T：Spell it，please. S1：P?E?N. T：What color is it? S1 ：It's blue. T：What's that in English? S2：... 建议2：教师结合实物图片，读出课件上的一段英语短文，提出问题让学生回答。 For example： T：This is my ruler.It's red.That is my sister's ruler.It is white.These are my brother's keys.They are yellow.And those are my father's keys.They are white. Now answer the following questions： 1.What color is my sister's ruler? 2.Is the red ruler mine? 3.Are the yellow keys my father's? Step 2：Lead?in 建议1：Warm ?up Learn the chant：my是我的，your是你的，男他的是his，女她的是her; 名词前面常站岗，限定所属有功劳。 从而导入本课时要学习的语言项目“Is this your pencil?”。 建议2：利用实物导入：出示学生的学习用品，教师根据出示的物品对学生进行提问，导入本课时要学习的语言项目“Is this your pencil?”。 For example： T：What's this in Eng lish? S1：It's a pen. T：Is this your pen? S1：Yes，it is.It's my pen.(The teacher helps S1 say：It's mine.) T：Is that her pen? S2：Yes，it is.It's her pen.(The teacher helps S2 say：It's hers.) ... Step 3：Present the new words 建议1：教师把学生分成几组，每组选出一个代表，到黑板上用英语写出学习用品的名称，一分钟，看谁写的最多。写出最多者获胜。 建议2：教师通过多媒体展示一些学习用品的图片，让学生以小组为单位进行活动，用英语说出物品的名称。 For example： T：Look at the pictures.Let's play a game.Who can say them in English as quickly as possible?If you can，you will be the winner.Let's begin. S1：Pen，book，eraser.. Step 4：Practice the new words 1.训练学生拼读单词。 具体操作建议：先让全体学生齐读，再分组齐读，最后单个学生读。通过这种从整体到部分再到个体的机械操练，让学生熟练掌握本课所学单词。 2.教师让学生看课本P13图片，将单词与图中物品配对。 T：P lease look at the pictures in your books.Can you match the words with the things in the picture?Write the letters next to the words. Give the students 2 minutes to finish 1a. Then ch eck the answers in class. Step 5：Task 1.教师说这儿有一些学习用品，他们分别是谁的呢?下面有三个对话，请给对话编号。让学生听1b的录音，为对话编号。 2.让学生跟读1b的听力材料，然后让学生分角色操练1b部分的对话。 Step 6：Present the new sentences 建议1：利用Guessing game呈现本单元核心语言项目“Is this your pencil?”。 教师收集一些学生的学习用品，放在讲桌上，让学生来询问同学，找出物品的主人。可以反复做这个游戏，来训练本课时所学的句型“Is this your pencil?”，同时也激发学生的学习兴趣。 For example： T：Let's play a guessing game.There are some things on the desk.Who can find the owners of them?Please come here and ask your friends. S1：Is this your schoolbag? S2：Yes，it is.It's mine. S1：Are these your books? S3：No，they aren't.They're hers. ... 建议2：把学生分成若干小组，小组内同学利用自己的学习物品，进行本单元语言项目“Is this your pencil?”的操练。让学生注意my，your，his，her，mine，his，hers的用法。 For example： T：Please practice the sentence “Is this your...?” in your groups with your own school things.Pay attention to the use of “my，your，his，her，mine，his，hers”. S1：Is this your dictionary? S2：No，it isn't.It's his.Is that her eraser? S3：Yes，it is.It's hers.Are these your rulers? S4：No，they aren't.They are hers.Are those your pens? S1：Yes，they are.They're mine. Step 7：Practice the new sentences 1.让学生根据1c的要求，先练习1b 的对话。 建议教师先让全班齐读，然后把班级分成两部分，一问一答进行练习，最后让学生两人一组进行对话练习。这样由集体到部分，再到个人的操练，可以鼓励学生人人开口，增强他们的信心，培养他们的兴趣，更为下一步的操练做好准备。 2.教师让学生运用自己的学习物品来操练对话，并让学生向其他学生展示他们的对话。 Step 8：Task 在练习完1c部分的对话后，教师要给学生安排新任务，进一步操练和巩固所学句型。 建议1：展示一个表格，让学生根据表格信息来完成对话。 物品 pencil dictionary eraser books 物品主人 mine hers his mine For example： S1：Is this your pencil? S2：Yes，it is.It's mine.Is that your eraser? S1：No，it isn't.It's his.Are these her books? S2：No，they aren't.They're mine.... S1：... 建议2：Have a contest 把几个学生的学习用品混在一起，然后请他们分别挑出自己和同伴的物品，用的时间少者为获胜者。挑选物品的同时，要求学生用英语说出：This is my...The...is mine.That is her/hi s.. .The...is hers/his. T：I'll put your things and your friends' things together.I want to see if you can identify which is yours and which is hers or his.The student who uses the shortest time will be the winner. (Put the same number of the things together，and first ask them to pick out their own things and their partners' things.Then ask them to give a report，using the key words and target language.) Step 9：Summary 本课我们主要学习了pencil，book，eraser，box，pencil box，schoolbag，dictionary，his，hers，mine等单词，重点学习了“—Is this your pencil?—Yes，it is.It's mine./No，it isn't.It's his.”这个句型。在下节课的学习中，我们会继续使用这个句型进行语言交际。 Step 10：Homework 1.Read the new words and the target language presented in this class . 2.According to your friends and their school things，write a report about the owners of the school things. 板书设计 Unit 3 Is this your pencil? Section A 1a?1c Words Sentences pencil book eraser box pencil box schoolbag dictionary his mine hers —Is this your pencil? —Yes，it is.It's mine. —Are these your books? —No，they aren't.They're hers. 备课资料 知识讲解 —Is this your pencil?这是你的铅笔吗? —Yes，it is.It's mine.是的，它是。它是我的铅笔。 (1)此问句为一般疑问句。含有be动词的一般现在时的疑问句是把be 动词提到句首，句末加问号，肯定回答用yes，否定回答用no，be 动词的形式要由后面的名词来决定。 例如：这是你的橡皮吗?Is this your eraser? 这些是他的书吗?Are these his books? (2)句中的your 为形容词性物主代词，翻译为“你的”，后面需要跟名词，句中的mine 为名词性物主代词，翻译为“我的……”，相当于形容词性物主代词加上名词，其后不需要再加名词。 例如：这是我的字典。This is my dictionary. 这本字典是我的。This dictionary is mine. 新目标英语七年级下册第九单元Unit 9: How was your weekend?(英语教案)七年级新目标英语教案 · 第9篇
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Unit 1 Wheres the post office? Language goal This unit students leam to ask for and give directions(方向) on the street. New language Is there a bank near here? Yes, theres a bank on Center Street, Wheres the supermarket? Its next to the library.Is there a pay phone in the neighbhood?Yes, its on Bridge Street on the right. locations in the neighborhood such as post office, hotel,video arcade. Descriptive words such as new, old, dirty, clean. Descriptions of location such as across from, next to,Between Recycled language What are you doing? Do you want to ...? Section A Ask two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers. Example 1 Teacher: WheresYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng. Example 2 Teacher: Wheres Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin. Example 3 Teacher: Wheres Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai. la This activity introduces the key vocabulary. Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat. Point out the numbered list of words. Say each one and ask students to repeat. Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer f.Check the answers. 1 b This activity gives students practice listening to and understanding the target language. Point out the buildings and other locations in the picture. Say the name of each one to the class. Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape.. Play the recording the first time. Students only listen. Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture. Correct the answers. These items should be circle:video arcade, post office, supermarket. Tapescript(录音稿) Convernation 1 A: Is there a video arcade on Fifth Avenue? B: Yes, there is. Conversation 2 A: Is there a post office near here? B: Yes, there is. Theres one on Bridge Street. Conversation 3 A: Is there a supermarket on Center Street? B: No, there isnt. 1 C This activity provides guided oral practice using the target language. Point to the different locations shown in the picture.Ask different students to name each one. If necessary,say the name and ask the student to repeat. Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish. Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Demonstrate（示范） the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes,theres a post office on Bridge Street. As students work, move around the room and check progress(进展情况). Help students understand how to locate things on the map, if necessary. Ask several students to say some of their questions and answers for the class. 教学后记： 教学方法有问题？ 教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。哪怕自己多浪费点时间。有时想来，自己的教学效率实在是太低了，每天不分上课上自习，都是一个样。也就是说在不误课的情况下，我的教学时间应该是学校规定时间的两倍，然而教学的效果却很不理想。每天看着自己的队伍步履蹒跚的前行，自己不由的怀疑自己的教学方法。 与此同时，这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高，这更让我有理由怀疑自己的教学方法是不是不适合学生的实际？ 吃早饭时突发“奇想”，是不是给学生一点时间，让他们把每单元几句重点句背下来更好呢？单词需要积累，这点勿容置疑。对于我们的学生来说，典型句子同样需要积累。句子背下来，在用的时候就可以举一反三，就像语文中背范文一样。对于我们我们这些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用英语去表达的'话，说明这些典型的句子他们已经掌握。但现实的情况是，这种方法更容易适用于尖子生，或者基础较好的学生，很多学生只是充当的观众。 让学生死记硬背是不对的，但不让学生背也是不对的。 2a This activity introduces the terms across from, next to, between, and on. Focus attention on the pictures. Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat. Point out the four sentences. Say each one and ask students to rcpeat. Then ask students to match each sentence with one of the pictures. Say, Eacb sentence talks about one of the pictures. Write the number of the sentence in the box on the picture that it is talking about. Point out the sample answer 1. Check ihc answers. 2b This activity gives students practice listening to and understanding the target language. Point out the buildings and street names in la.Say each one and ask students to repeat. Call attention to the four sentences in 2b. Read them to the class saying blank each time you come to a blank line. Say. Now I will play recordings of three conversations. Listen carefully and write a word from the box on each blank line. Point out the sample answer. Play the recording the first time. Students only listen. Play the recording a second time. This time ask students to fill in the blanks by listening to the items on the tape. Correct the answers. Tapescript(录音稿) Conwaraation 1 A: Excuse me. Is there a library around here? B: Yes. Its between the video arcade and the supermarket. Conversation 2 A: Wheres the park? B: The park? Oh, its across from the bank. Conversation 3 A: Excuse me. Is there a supermarket around here? B; Yes, itson Fifth Avenue. Conversation 4 A: Wheres the pay phone? B: Its next to the post office. 2c This activity provides guided oral practice using the target language. Point to the list of buildings in la. Ask a student to read the list aloud. Point to the question and answer in the speech bubbles( 泡沫) in 2c and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish. Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Ask about the buildings in 1a. Demonstrate（示范） the activity. Point to the map and ask,Wheres the park? Then choose a student to answer.Guide the student to say, Its across from the bank. As students work, move around the room and check progress.（进度） Ask several students to say some of their questions and answers for the class. Grammar focus Review the grammar box. Ask students to say the questions and answers. Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between. Ask, Which words talk about two different buildings? (across/row, next to, and between) Ask, Which one talks about one building all alone! (on) Culture note Many visitors to the United States believe that Americans dont like to answer questions or give directions(方向) to tourists（旅行者）and other visitors. This is not necessarily true. The pace of life is fast in the United States, especially（特别） in big cities. Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going. Also, most Americans speak only one language and arent used to talking with speakers of other languages. However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood. A pleasant smile and a short, direct question will almost always get you the information you need. 3a This七年级新目标英语教案 · 第16篇
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七年级新目标英语教案 · 第18篇
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