七年级英语下册教案（1）

新目标英语七年级下册第十二单元 教案示例一   Unit 12 Don’t eat in class. 　　教学目标： 　　1. 谈论规则 　　2. 祈使语气 　　3. 表示允许 　　4. 能够用口头或书面描述规则 　　教学重点和难点： 　　重点掌握祈使语气的用法，包括表示允许的Can及其当情态动词用的 have to do；以及各种可以用在表述规章制度的动词和句型。难点在于情态动词的用法，以及祈使句与它的应答。 　　教学设计： eat in class.教案示例 TITLE=新目标英语七年级下册第十二单元Don鈥檛 eat in    学习内容 学生活动 教师活动 1. 表示规则的句型： * --- Don’t run in the hallways. --- Sorry, Ms Mendoza. * Don’t watch TV after school. * Don’t go out on school nights. 1. 思考、谈论规则。 * Don’t talk loudly. * Do your homework after school! * Practice your guitar every day. 引导、启发、教授需学内容。 2. Can for permission, such as: We can do…. We can’t do…. Can we do…? * --- What are the rules? --- Well, we can’t arrive late for class. * --- Can we listen to music, Alex? --- We can’t listen to music in the hallways, but we can listen to it outside. 2. 听录音，回答问题。 * --- Can we eat in the classroom? --- No, we can’t. * --- Can students wear hats in school? --- Yes, they can. 放录音；启发、提示问题及答语。 3. 阅读→迁移（读、写、文化差异）。 阅读/认图标；阅读信件→根据其信息找出规则→写出规则。 3. 引导、提示图标含义；提示文化差异。 4. 用口头或书面形式描述规则。 4. 利用本单元所学祈使语气的用法，包括表示允许的Can及其当情态动词用的 have to do，根据常识或观察, 为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。 4. 检查学生讨论制定规章制度或使用规则情况——句型、短语、动词形式是否正确；指导并落实学生写作情况。 　　教学过程设计： 　　Task One: 　　Talk about school rules to “feel” Imperatives 　　Goal：Get to know about the structure to express rules 　　Step 1: Talk about the school rules they know / remember 　　Step 2: Look at the picture and read the rules in Section A – 1a, telling the difference between yours 　　Step 3: Add more rules to your school, which you think necessary 　　Task Two: 　　Listen and find out what Ss can do and what they cannot 　　Goal: Try to understand the rules by listening 　　Step 1: Listen to conversations about the activities and find out what students can do and what they cannot do 　　Step 2: Listen to conversations about the activities and find out what Alex and Christina can do and what they cannot do→Section A (2a / b) 　　Step 3: Listen to conversations about the activities and find out what rules students break 　　→Section A (1b) 　　Step 4: Listen to the different rules that different people have to follow→Section B (2a / b) 　　Task Three: 　　Learn to read the signs for rules 　　Goal: Learn about the rules by reading the signs 　　Step 1: Learn about the rules by reading the pictures→Section B1 　　Step 2: Learn about the rules by reading the signs→Section B (3 b) 　　Step 3: Talk about the similarities or the differences about the signs between China and abroad 　　Task Four: 　　Write rules for libraries, labs, computer-rooms, and swimming pools etc. 　　Goal: Learn to take care of public things 　　Step 1: 　　Read the letter →Section B (3 a) 　　Find the rules in the letter 　　Write them down 　　Step 2: 　　Talk in pairs about the rules for public places, such as libraries, labs, computer-rooms, swimming pools, etc. 　　Discuss in groups about the rules for these public places 　　Write down what have been talked about / discussed 　　教学点评与反思： 　　设计思路： 　　任务型课程的设计要自始至终体现任务的要求与特点，尤其要确保任务的设计与完成是从简单重复逐步过渡到真实或接近真实。基于这一要求与特点，本课的.四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，以及如何表达规则；然后听（通过听那些能做、哪些不能做的事儿，体会情态动词can和can’t的用法）、认（通过认图标，说出规则，并把说出的规则写下来），最后根据常识或观察, 为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。这样，通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育：通过对公共场所制定规章制度, 培养学生遵守公德、爱护公物的美德。同时，学生还可以学会发散思维，以扩展知识；口头及书面表达能力也可随之提高。 　　二、课后反思： 　　不足之处：图标展示得不够；还可通过图标渗透中外文化差异。 　　可取之处：全方位的训练了学生的听、说、读、写的能力。 　　教案点评： 　　本设计采用任务型教学模式，设置四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，及如何表达规则；然后通过听，体会情态动词can和can’t的用法，通过认图标，说出规则，最后为图书馆、实验室等公共场所制定规章制度或使用规则。通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育。

七年级英语下册教案（2）

新目标英语七年级下册第十二单元Unit 12: Dont eat in class. Language goal In this unit students learn to talk about rules. New language Can we eat in school? We can eat in the cafeteria, but we cant eat in the classrooms. Can students wear hats in school? Yes, they can./ No, they cant. Section A Additional materials to bring to class: a candy bar, a small radio Place a candy bar and a small radio on a table and ask and answer questions about each one. As you give yes answers, nod your head yes. As you give no answers, shake your head no. Say, holding up a candy bar, Can we eat in class? No, we cant. Can we eat in the cafeteria? Yes, we can. Repeat. Yes, we can. Say, holding up a radio, Can we listen to music in class? No, we cant. Repeat. Can we listen to music at a friends house? Yes, we can. Repeat. Yes,we can. If you wish, you can bring in other items and practice more questions and answers. For example, you can hold up items and ask: Can we use a calculator in math class?Can we use a dictionary in English class? Can we wear shoes in gym class? la This activity introduces the key vocabulary. Focus attention on the five rules written under School Rules. Read the list to the class. Then read the list again, using simple explanations or acting out some rules to make clear the meaning of each one. For example,point to your watch: Class starts at 9:00. Dont arrive late for class. 9:05 is late. 9:10 is late. If you come to class at 9:10, you are breaking the rules. 9:00 is not late. Dont arrive late for class. Repeat. Dont arrive late for class. Point out the students in the picture and the boxes next to them. Say, Each of these students is breaking one of these rules. Write the number of the rule each student is breaking in the box next to him or her. Point out the sample answer. Check the answers. 1 b  This activity gives students practice in understanding the target language in spoken conversation. Point to the five rules in activity la. Ask a different tudent to read each rule to the class. Point to the picture. Ask different students to say the ules that the students are breaking in the picture. Say, This conversation tells about three students. The students are breaking rules. Point out the direction line and the space after each name. Say, Write the number of the rule next to the name of the student who is breaking that rule. Play the recording the first time. Students only listen. Play the recording a second time. As they listen to the recording this time, students fill in the number of the rule after each name. Correct the answers. 1 c  This activity provides guided oral practice using the target language. Point out the example conversation. Ask two students to read the dialogue to the class. Say, Now work with a partner. Student A is from another country. He or she doesnt know the rules of this school. Student B tells him or her the rules from activity la. As the pairs talk, move around the room monitoring their work. Offer language or pronunciation support as needed. Ask several pairs to present one or more of their conversations to the class. Say, Now lets talk about the rules of our school.Student B is from another country. Student A tells him or her about the rules of our school. Again, move around the room monitoring progress and offering help as needed. 2a  This activity gives students practice in understanding the target language in spoken conversation. Point to the picture in activity 2a. Ask students to tell what they are doing. (Theyre talking.) Say, Listen to their conversation. Theyre talking about school rules. Play the recording the first time. Students only listen. Say, Now listen again. This time, put a checkmark next to the activities theyre talking about. Point out the sample answer. Play the recording a second time. Students put checkmarks next to the activities they hear. Correct the answers. 2b  This activity provides further listening practice using the target language Point out the list of can and cant in the chart in activity 2a. Say, Now listen to the recording again. This time,circle can or cant to show which things Alex and Christina can and cant do at their school. Point out the sample answer for number 1. Play the recording and have students circle the answers. Correct the answers. 2c  This activity provides guided oral practice using the target language. Point out the sample conversation and have a pairo students read it to the class. Say, Now work with a partner. Student A is Alex am student B is Christina. Alex tells Christina about the rules at your school Change roles so that both of you practice both parts. As students work in pairs, move around the room monitoring progress and offering assistance, if needed. Ask some pairs to present their conversations to tha class. 3a This activity introduces more key vocabulary. Call attention to the three pictures. Read the sentences in the speech bubbles, saying blank each time you come to a blank line. Then point to the three words. Say the words and ask students to repeat each one. After that, ask students to fill in the blank in each picture with one of the words from the box. As students work, move around the room answering questions as needed.  Check the answers. 3b  This activity provides oral practice using the target language. Point out the conversation in the speech bubbles and ask two students to read it to the class. Ask students to explain what have to means. (It means something is necessary. It must be done. You have no choice about it.) Ask several pairs of students to read the conversation to the class. Say, Now please change some of the words and make your own conversations. Ask and answer questions about the rules of this school. Give true answers. Ask pairs of students to make up their own conversations. Move around the room offering language support as needed. Ask some pairs to present their conversations to the class. 4  This game provides oral practice using the target language. Say, You will write down six rules. What rules can you think of? Remember to use can and have to.Write some responses on the board. Then say. Work on your own. Write a list of six rules. You can use the ones on the board or other ones we have talked about. When students have finished writing their lists, have them put their papers in a bag. Without looking, they take another paper from the bag. Say, Now go around the room. Ask if people can do the things on your list. Find the person who has the list of rules that you wrote. Allow ten minutes for students to find who have their lists. Ask some students to read their lists to the class.Answer any questions other students have about the lists.You may wish to write some new items on the board so students can learn new words. Alternatively, if you would prefer not to have your students more around the room, you can ask them to do this activity in groups of four. Section B New language more action words: arrive, bang out, go out, clean,be home 1  This activity introduces more key vocabulary. Focus attention on the four pictures. Ask students to ell what they see in each picture, using whatever words hey can. If necessary, supply the words or sentences and sk the class to repeat. Say a sentence or two about each icture. Whats he doing? Hes doing homework.Repeat. Hes doing homework. The class repeats. Point out the list of rules. Say each rule and ask students to repeat.  . Then ask students to match each rule with one of the pictures. Say, Write the letter of each picture on the blank line in front of one of the rules. Point out the sample answer. Check the answers. 2b  This activity provides listening and writing practice using the target language. Say, This time, please put a checkmark under Emily or Dave after each rule that Dave has at his house and each rule that Emily has at her house. Point out ,the sample answer.  Play the tape again and have students make c

七年级英语下册教案（3）

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

七年级英语下册教案（4）

新目标英语七年级下册Unit 11: What do you think of game shows?   Language goals to this unit students learn to state their opinions and talk about likes and dislikes. New language What do you think of soap operas? I dont like soap operas. What does he think of sports shows? He loves sports shows. What does she think of Maria? She likes Maria. What do they think of Tommy? They cant stand Tommy. Section A Additional materials to bring to class: a local television listing list the names of several foods on the board.For example: pizza, broccoli, ice cream, mushrooms. Next to that list, write the sentence, What do you think of ___ ? and leave a blank at the end. Ask a student the question, substituting the word pizza: What do you think of pizza? Help him or her answer / like pizza ot I dont like pizza,  Point to the other foods one by one. Ask a student the question and help him or her answer J like...or I dont like.... Then point to the sentence. What do you think of ___ ? Point to a food name on the board and choose a student to ask the question: What do you think of (mushrooms)? Then point to a student to answer. Repeat the activity several times, giving several students chances to ask and answer the question. 1 a  This activity introduces the key vocabulary. Focus attention on the five TVs. Say, Each TV shows  different kind of TV show. In TV picture a, there is a an playing baseball. This is called a sports show. Talk about the other kinds of shows and ask students what they see. Tell the name of each kind of show as you discuss the picture. Ask students to repeat the names of the shows. Write the word sitcom on the board. Under it write the words situation comedy. Say, The word sitcom comes from the two words situation comedy. A sitcom is a funny show. The people in sitcoms do or say things that make TV watchers laugh. Point out the numbered list of shows. Say each one again and ask students to repeat it. Then ask students to match each TV picture with one of the words. Say, Write the letter of each kind of show next to the correct word. Point out the sample answer. 1 b  This activity gives students practice in understanding the target language in spoken conversation. Point to the smiley faces and the frowny faces and the words next to them. Read the words to the class or have a student do this. Say, These faces show you what the words mean. If you dont mind something, you dont either like it or dislike it. If you cant stand something, you dislike it very strongly. Your least favorite food is something you cant stand. If you love something, you like it very, very much. Your favorite food is something you love. Say, Now I will play a recording. Listen to what Mark says about the TV shows in la. Write the letter of the TV shows next to the words he uses. Play the recording the first time. Students only listen. Play the recording a second time. Point to the lettered pictures. Say, Each picture has a letter. Point out the blank spaces before the words. Say, Each word or phrase has a space in front of it. Listen to the tape and write the letter of a TV show picture in each blank. Point out the sample answer. Correct the answers. 1 c  This activity provides guided oral practice using the target language. Point to the pictures of TV shows in activity la and ask students to say the name of each kind of show. Point out the example conversation. Ask two students to read it to the class. Then ask the class to point to the picture of the sitcom. Say a dialogue with a student. Have the student ask ou a question. Then answer it truthfully. Point to the ppropriate picture as you answer. Say, Now work with a partner. Ask and answer the qstions. Have students work in pairs. As they talk, move round the room monitoring their work. Offer anguage or pronunciation support as needed. 2a  This activity provides listening practice using the target language. Call attention to the list of five words and expressions.Point out the blank in front of each one. Ask a student to read the list to the class. Say, The people on the recording are talking about TV shows. They use these words and phrases as they talk about the shows. You will number these words and phrases 1-5 in the order you hear them on the recording. Play the recording the first time. Students only listen. Point out the sample answer 1 in front of the word love. Say, The first word on the recording is love in the sentence I love it. So the answer in front o/love is number 1. Play the recording again. Ask students to write a number from 1 to 5 in front of each of the words and phrases. Check the answers. 2b  This activity provides more listening practice using the target language. Point out the dialogue with blanks. Read it to the class saying blank each time you come to a blank. Say, Listen to the recording again. This time/ill in each blank with a word or phrase from the list in 2a. Play the recording. Students write words in the blanks. Check the answers. 2c  This activity provides guided oral practice using the target language. Call attention to the dialogue students completed in activity 2b. Say, Read the dialogue with a partner. \ Help students find partners. Have the students practice the dialogue several times. Then say, Now talk about a TV show you both know.Tell what you like and dont like about the show and the people in it. As students work together, move around the room answering questions and offering language sup- sport as needed. Ask some pairs of students to present their dialogue!to the class. 3a This activity provides pral and writing practice using the target language. Call attention to the list of TV shows and ask a student to read the names to the class. Say, In this activity you ask each other questions about TV shows. Ask students to work in pairs. Ask student A in each pair to look at the chart on page 67. Ask student B to look at the chart on page 86. Remind students not to look at their partners pages. Say the first question and answer with a student. Pretend you are student A and work with a student partner.Say What does Stuart think of Sports News? Have student B look at the answer on his or her chart on page 86.Student B answers, Stuart loves Sports News. Show students that you are writing in the word loves after Stuarts name on the chart on page 67. Then say to your partner, Ask me about Stuart Student B asks, What does Stuart think of Sports News? You answer, Stuart likes Sports News. Have the student write the word likes after Stuarts name on the chart on page 86. Ask the pairs to continue on their own. Move around the room monitoring the progress of the pairs. Go over the answers. 3b This activity provides guided reading practice using the target language. Read the dialogue with a student. Every time one of you conies to a blank, say blank. Call attention to the chart students completed in activity 3a. Say, Use the words in this chart to fill in the blanks in the dialogue in activity 3b. 4  This activity provides listening, speaking, and writing practice using the target language. Read the instructions to the class. Then ask students to name some TV shows they know about. Write the list on the board. Try to include some that students like and some they dont like. Point out the dialogue in the speech bubbles. Have two students read it to the class. Then point out the sample answer in the chart. Say,This TV show is called Tell it like it is! I love it, and Lin Peng does, too. I write I love it under What I think and I write Lin Peng under Student who agrees with me. Say, Now go around the class. Ask students about TV shows you know. Find students who agree with you. After five minutes ask students to sit down. Then ask some students to read the information from their charts to the class. Ask students to make statements such as I dont like The Crime Files. Carlos doesnt like The Crime Files, too. Alternative: If you do not want st

七年级英语下册教案（5）

新目标英语七年级下册第十二单元第二课时教案 教学目标 　　1.知识目标: 　　单词:gym class, uniform, have to. 　　句型:John, you have to wear sports shoes for gym class. 　　 At school, we have to clean the classroom. 　　2.能力目标： 　　 训练学生在文章中使用词语的能力。 　　 训练学生的口语能力。 　　 区别have to和can的'用法。 教学重点 　　 “have to”和“can”的用法。 教学难点 　　 “have to”和“can”的用法。 教学过程 　　一、复习（Revision） 　　T: Hello. What day is it today? What’s the weather like today? 　　T: It is a good day today. Can we play pingpong outside? 　　Can we run outside/in the hallways? 　　Can we fight in the classrooms? 　　Can we eat an apple in a dining hall? 　　Do you like movies？Do you want to go to a movie? 　　Today we are going to watch a short play about rules. It is made by our classmates. 　　When you are watching the play, you should to remember what rules they are breaking. Use the sentence like : Don’t … 　　S1: Don’t arrive late for school. 　　S2: Don’t talk in class. 　　S3: Don’t listen to music in class. 　　S4:… 　　说明：让学生课前去准备一个校园小短剧，不能出现声音，只能运用一些手势，动作。然后让学生用祈使句说出那些rules. 可采用小组比赛的形式。 　　二、导入 　　T: Excuse me. What time does the school begin in the morning? 　　S: It begins at … 　　T: Yeh, so I have to arrive at school at ….What about you? 　　What time do you have to arrive at school in the morning? 　　S: I have to arrive at school at… 　　T: As students, what do you have to do in the school?  　　S: We have to 　　T: What can you do at school? 　　S: I can   　　T: What can’t you do at school? 　　S: We can’t   　　T: What can you do at home? 　　S: I can play computer/watch TV/sleep/talk/…at home. 　　T: What can’t you do at home? 　　T: What you don’t have to do at home? 　　S: I don’t have to wash…/have classes/… 　　说明：该部分主要是让学生发挥想象，充分运用自己所学的知识。同时也是在区分can和have to的用法。 　　三、操练 　　T: Where do you like to stay, at home or at school? Now I’ll give you 2 minutes to prepare for it. 　　S1: At school, I can…. I don’t have to …. 　　  　At home, I can’t …. I have to… 　　  　So I like to stay at school. 　　S2: At home, I can… I don’t have to… 　　  　At school, I can’t…  I have to … 　　  　So I like to stay at home. 　　说明：Can, can’t, have to, don’t have to的综合运用.同时也是发表学生自己的看法。 　　四、教学sectiona-3a,3b 　　1. T: As you know, we have seven classes in a day. What can you do in an English class? 　　S: We can speak English/learn English songs/… 　　T: What can you do in the painting class? 　　S: We can draw some pictures. 　　T: What do you have to bring for the painting class? 　　S: We have to bring our color pencils. 　　T: What can you do in the PE class? Or we can say, what can you do in gym class? 　　S: We can play …/run outside. 　　T: What do you have to wear for gym class? 　　S: We have to wear sports shoes for gym class. 　　T: Do you have to wear a uniform for gym class? (T points at their uniforms to make sure they can understand the meaning of uniform.) 　　S: Yes, we do. 　　T: Do you have to wear a uniform at home? 　　S: … 　　T: Now, please open your books to 73. Fill in the blanks with the correct words in the box as soon as possible. 　　2. Design your ideal school 　　T: As you are students, you have to obey the rules. Now if you have the chance to be a headmaster, what kind of school do you want to make? Please tell us the rules of your ideal school. 　　You can work with your group, ask and answer like: 　　A: Can the students….? 　　B: Yes, they can. / No, they can’t. 　　Report:  In our school, the students can …。 They can’t ….  　　 　They have to ….  They don’t have to…. 　　 Do you like our school? 　　说明：让学生说出自己理想的学校规则,然后叫一些同学来投票,看谁心目中的学校最能吸引其它的同学。 　　五、教学4 　　关于学校规则，谈谈自己的看法，在纸条上写出六条，然后把纸条放在包里，拿出另外一张不同的照片，并找出拿着自己纸片的同学。 　　六、作业 　　1.记忆新单词。 　　2.设计自己理想的学校规则并写下来。

七年级英语下册教案（6）

新目标英语七年级下册第十二单元第一课时教案 教学目标 　　知识目标: 　　掌握下列单词和句子: 　　　　rule, hallway, classroom, fight School Rule 　　　　Don’t arrive late for class. Don’t fight. 　　　　Don’t run in the hall way. Don’t eat in the classrooms. Don’t listen to music in the classrooms. 　　　　What are the rules? Well, we cant arrive late for class. 　　能力目标: 训练学生的听力和口语能力。 　　情感目标:作为学生，我们必须遵守学校规则。 教学重难点 　　重点: 学校规则和目标语言。 　　难点: 学习谈论学校规则。 教学过程 　　一、复习 　　教师说: Hello! How are you?  What day is it today?  　　　　What’s the weather like today? 　　　　What do you want to do? Do you have a pen pal? 　　　　Where is your pen pal from? What animals do you like? 　　　　What do you like for breakfast? 　　　　What is he doing now? 　　　　Do you like talking with others? 　　　　Can you talk in class? 　　　　Can you talk at home? 　　　　Can you talk in the hallways? 　　说明：经常复习学生学过的知识，增加复现率，让他们学会在不断积累中，掌握英语，学习英语。同时对一些基础不是很好的同学也一个自信。 　　二、导入 　　T: What’s your favorite subject?  Do you like music? 　　　 Now I’d like to enjoy a song with you. (play the tape) 　　　 Do you like the song?  What do you think of the song? 　　　 Who is your favorite singer? 　　　 Can you listen to music in the classroom? 　　　 Can she/he listen to music in the hallways? 　　　 Why can’t we listen to music in the classroom? 　　S: It is our class rule. (T helps them to say it.) 　　T: So please don’t listen to music in the classroom. (Write the sentence on the blackboard.) 　　　 Read after me please. Then get Ss to read it one by one. 　　　 So can we listen to music at home? 　　说明：从can’t中引出don’t，学习一些学习规则的表达方法。 　　S: Yes, we can. We can listen to music at home. 　　T: Excuse me. What’s your favorite sport? 　　S: My favorite sport is basketball/… 　　T: Where do you usually play basketball/…? 　　S: I usually play it on the playground/outside. 　　T: Can you play basketball in the classroom/hallways? 　　S: No, we can’t. We can’t play …in the classroom/hallways. 　　T: So don’t play … in the classroom. 　　　 Can we run in the classroom? 　　T: Don’t run in the classroom (Write it on the blackboard.) 　　T: Excuse me. What time do you usually come to school? 　　　 What time does the class begin in the morning? 　　T: So you are early for class.  You are a good student. If you get to school at 8:10, you are 10 minutes late for school. That is a bad one. So don’t arrive late for class. 　　T: Look at this boy. Is he good or bad? 　　　 What is he doing? Do you know? 　　　 Can we fight with others? 　　　 Can we fight in the classroom/hallways? 　　T: It is impolite to fight. So don’t fight. We should be good friends. 　　T: These are all class rules. What else can’t we do in our classrooms? Please say the sentence like this: Don’t …. 　　S1: Don’t eat in the classroom. 　　S2: Don’t sleep in class 　　S3: Don’ wear hats in class. 　　S4: Don’t talk in class. 　　S5:… 　　说明：给学生一个发挥的空间，运用刚学的祈使句，把以前学过的'知识运用出来。 　　三、运用 　　Now please use these phrases to make up a dialogue. You can work in group of three or two. Suppose one of you is a teacher, and the others are breaking the rules. 　　Model: 　　A: Hi, Peter. What are you doing? 　　B: Hi, Ms/Mr. Green. I’m eating.( Student should use their gestures.) 　　A: Can we eat in the classrooms? 　　B: No, we can’t. We can’t … 　　A: Don’t eat in the classroom. 　　B: Oh, I’m sorry. 　　说明：这部分主要是让学生运用Can和don’t编一个小对话。而且同时还复习了学过的进行时态。 　　四、教学SectionA-1a,1b,1c 　　1.利用课件，教学单词和句型。 　　2.教师说：If you want to be good students, don’t break the school rules. The rules are good for your study. But now here are some bad. 　　students. Look! Each of these students is breaking one of these rules. Write the number of the  rules next to the student. 　　教师播放媒体资源中动画，学生观看1a的对话，然后完成1a。 　　2．Check the answer. 　　3．Listening. 　　Now there are three students Peter, Selina and Nick. What rules are these students breaking? Please listen to the tape and write the numbers after the names. 　　Peter__________ Selina_________ Nick__________ 　　3. 叫几组学生进行对话表演。 　　五、教学SectionA-2a,2b 　　1) 教师说: Now please open your books to 72. Look! What can you see in the picture? 　　S: … 　　T: Yeh, the boy is Alex, and the girl is Cindy. 　　T: What are they doing? 　　S: They are talking. 　　T: What are they talking about? 　　S: … 　　T: Now let’s listen to the tape and check the activities Alex and Cindy talk about. 　　2) Listen again. Can Alex and Cindy do these activities? Circle “can ” or “can’t ” above. 　　3) Listen and repeat. 　　4) Check the answer then report the list. 　　Report: These are their rules. 　　　　　　 They can…, but they can’t… 　　　　　　 So please don’t … 　　六、练习 　　T: You know, some students are not bad students. But they also break the rules. Because they are new students. They don’t know much about the rules. So can you help them out. Now please tell them the rules of your school. You can work with your partners. Suppose one of your partner is a new student. 　　A: What are the rules at your school? 　　B: Well, don’t arrive late for school. 　　A: Can we listen to music, Alex? 　　B: No, we can’t listen to music in the classrooms, but we can listen to it outside. 　　说明:这一步是让学生学会如何处理表格，对表格进行汇报，这样也就讲出了听力的主要内容。 　　七、作业（Homework） 　　1.用“can,cant和dont”归纳总结学校规则。 　　2.记忆本课时单词。

七年级英语下册教案（7）

新目标英语七年级下册第十二单元第三课时教案 教学目标 　　1.学习谈论学校，某个家庭以及其他一些熟悉的地方的规则。 　　2.学习用“I have to …”和“I can / can’t …”描述每个地方的规则。 　　3.学习在任何地方都能成为一名懂礼貌的学生。 教学重难点 　　1.掌握句型“I have to…”,“I can /can’t…”. 　　2.祈使句肯定形式与否定形式的运用。 　　3.准确流利地描述一些地方的规则。 教学过程 　　一、热身和复习（Warming-up and revision） 　　1.课前播放一些简单的英文歌曲使学生快速地进入英语课堂，例如：yesterday once more, my heart will go on。 　　2.教师说: Good morning/afternoon! 　　　　　How are you? 　　　　　What’s the date today? 　　　　　What day is it today? 　　　　　What’s the weather like today? 　　　　　Are you happy? 　　Today I bring some exciting and interesting videos to you! Before enjoying them, I will give you some questions: 　　　　　(1).What are the people in the videos doing? 　　　　　(2).Are they good students? 　　　　　(3).What rules do they break? 　　Try to find the answers to these questions when you watch the videos. Today I bring some exciting and interesting videos to you! 　　Before enjoying them, I will give you some questions: 　　　　　(1).What are the people in the videos doing? 　　　　　(2).Are they good students? 　　　　　(3).What rules do they break? 　　Try to find the answers to these questions when you watch the videos. 　　说明：通过观看学生平时比较感兴趣的电影片段来复习上几节课学过的内容，使学生对已学过的知识加深印象。 　　二、教学SectionB-1a,1b 　　1.教师说：Just now we talk about the rules of the school. Do you know the rules of other places?. In which places we have to obey the rules? (libraries, dining rooms, dormitaries, our houses, etc.) 　　说明：从谈论学校的规则中引入到其他地方的'规则，激发学生了解这些地方规则的兴趣，从而使他们在各个地方都是一个遵守纪律的好学生。 　　T: Yes. In our houses , we also have rules. So everyone in your house have to obey the rules of your house. Now, open your books! There are some house rules. First, look at the pictures, tell me what you see in each picture, using whatever words you can.如果有需要，给学生提供可能用到的词汇和句子，并带领学生一起朗读。 　　说明：在做练习之前先让学生发挥想象，用自己已经学过的知识去描绘一下几幅图片，不仅复习了先前学过的知识，锻炼了口头表达能力，还对课文的内容加深了印象与理解。 　　2.用一两句话谈论每幅图片。例：Whats he doing? Hes doing homework.让学生们重复Hes doing homework. 　　3.T: Now look at the rules under the pictures. Read after me! (Point out the list of rules. Read each rule and ask students to repeat. ) 　　说明：跟读是考虑到一些基础差的学生，帮助他们加深对题目的理解。 　　T: OK! Now match each rule with one of the pictures. Write the letter of each picture on the blank line in front of one of the rules. For example, Picture a matches with the second rule.(Point out the sample answer.) Do as the sample do. (Give the Ss 1 minute to prepare)教师核对答案。 　　三、教学SectionB-2a 　　T: Great! I have two friends. Their names are Emily and Dave. First, let’s know them. Look at the two photos. The girl is called Emily and the boy is called Dave. They are talking about the rules of the house. Listen to a conversation between them. I will play the tape for two times. For the first time, only listen carefully to their questions and answers. For the second time,  number the rules in the order Dave and Emily talk about them. The first rule Emily talks about is Dont go out on school nights. The number 1 has already been in the blank in front of that rule. Write in the numbers 1-4 as Dave and Emily talk about each rule while you are listening. (Play the tape two times for the Ss. Then check the answer.)  　　说明：在做听力之前先帮学生理解好题目要求。让学生在听第一遍的时候先了解一下全文的意思，培养学生良好的做题习惯。 　　四、教学SectionB-2b 　　T: This time, please put a checkmark under Emily or Dave after each rule that Dave has at his house and each rule that Emily has at her house. (Point out the sample answer).  　　Play the tape again and have students make checkmarks(√). You may wish to play the tape more than once at this point. Correct the answers. 　　说明：有些学生在做这题时可能有一些困难，根据具体情况可增加放录音的遍数。 　　五、教学SectionB-2c 　　1.T: Good job! Just now we have known the rules of my two friends Emily and Dave. Now who would like to talk about the rules of their houses? ( Give the Ss some sentence structures to help them. Like “ In Emily/Dave’s house, we have to…/ we can’t…) 　　Give them 1 minute to prepare. Then ask some Ss to talk. 　　说明：在完成听力题目之后，再利用课本中的内容来进行口头练习,同时也对前面学过的句型进行了复习。 　　2. Pair work 　　T: Excellent! We have talked about the rules of Emily’s and Dave’s houses. Now I want to know about the rules in your house. What can and cant you do in your house? What do you have to do? Work with your partner. Using  　　A: Do you have family rules? 　　B: Yes , I do. 　　A: What do you have to do ? 　　B: I have to… 　　 (Give them 3 minutes to prepare) 　　As the students talk, move around the room, monitoring conversations and offering language support as needed. 　　Have some pairs of students present their conversations to the class. 　　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。） 　　六、作业（Homework） 　　写一篇短文，谈谈在学校或在家里的规则。

七年级英语下册教案（8）

新目标英语七年级下册第七单元Unit 7 What does he look like? Language goal In this unit students learn to describe people. New language What do you look like? Im short. And I have curly hair. What do they look like? Theyre medium height.And they have short hair. What does he look like? Hes heavy and he wears glasses. What does she look like? Shes thin and she has long hair. Section A Ask students to name some ways of describing people. You can start students off with examples such as tall and short. Point out various students in the class and ask students to say if they are tall or short. Continue with examples of students who have long hair and short hair. Write the words on the board and ask students to repeat these words. Then point at different students hair and ask the class, Long hair or short hair? Culture note In some cultures, it is impolite to point at other people or to touch other people, particularly on the head. la This activity introduces the key vocabulary. Focus attention on the words. Ask students to read the list of words. Then say each word and ask students to repeat it. On the board, make a simple drawing to illustrate each of the words. As you complete each drawing, point to it and ask students what it shows. If they dont know, say the word and ask students to repeat it. For example,draw a stick figure with very long legs and a long body,When you point to the figure, students say tall. Call attention to the picture. Point to the letters next to the people in the picture. Say, Use the letters to match the people in the picture with one of the numbered words. Write each letter next to a numbered word. You can use some letters more than once. Point out the sample answer. Check the answers. 1 b  This activity provides guided listening and writing practice using the target language. Call attention to the speech bubbles in the picture.Read the dialogue, saying blank when you come to a blank line. Say, You will hear a conversation between Amy and her friend. Fill in the blank lines in their conversation.Then look at the picture and find the boy Amy is talking about. Play the recording the first time. Students only listen. Play the recording a second time. This time, students fill in the blanks in the speech bubbles. Say, Who are they talking about? Correct the answers. 1 c  This activity provides guided oral practice using the target language. Call attention to the various people in the picture.Say, One of these people is your friend. Point out the sample conversation. Ask two students to read it to the class. Then ask the class to point to the girl in the picture who has long hair and a medium build. Say a dialogue with a student. Have the student ask you the question. You then answer it using a description of one of the people in the picture. Ask the student to point out the person you described. Say, Now work with a partner. Ask and answer the questions. Then have students work in pairs. As they talk,move around the room monitoring their work.Offer language or pronunciation support as needed. 2a  This activity provides guided listening practice using the target language. Point to the list of nine phrases and ask a student to read them to the class. Say, Now you will hear three conversations. The people are talking about friends. They are using these words to describe their friends. Some of these words go with has and some go with is. Point to the circle around the word circle. Say, Circle the correct word, either is or has, when you hear it in the conversation. Play the recording the first time. Students only listen.Point out that there are three different conversations about three different people. Play the recording a second time. This time say, Circle has or is. You may wish to play the recording a third time to allow slower students to complete their work and to let other students check their answers. Correct the answers. 2b  This activity provides listening and writing practice using the target language. Point at the chart with space for two words used with is and two words used with has after each name Call attention to the sample answers. As you point to the word is, say a sentence using the sample answer tall:Hes tall. Point to the word has and say a sentence using the sample answer curly hair: He has curly hair. Play the recording. Ask students to listen to the descriptions and write the words in the correct column after cad persons name. 3  This activity provides guided writing practice using the target language.  J Call attention to the dialogue in the box and the picture. Explain that students have to complete the dialogue with words to describe Nancys appearance. Have students do the activity individually. As they work, move around the classroom offering help as necessary. 3a This activity provides reading practice using the target language. Draw attention to the pictures and the descriptions.Explain that students have to match the pictures with the correct descriptions. Point out the example. Have a student read the first description. Students do the activity individually. 3b This activity provides oral practice using the target language  Call attention to the picture and the names in the box. Say, Student A has to write the names in the box next to the people in the picture. Then Student B has to ask questions to find the people. Remind students that they should not look at each others textbooks when they do this activity. Have two students read out the example dialogue in the speech bubbles. Then ask students to do the activity in pairs. As students talk, walk around the classroom listening and offering assistance as necessary. After several minutes, stop the activity and have several pairs present their dialogues to the class. 4  This activity provides open-ended oral practice using the target language. Give a sample description of someone in the class and ask the class to guess who you are describing.Use only words and sentence patterns from this unit.For example, Shes short and thin. She has curly hair. Ask some students to describe a person while their classmates guess who it is. Section B New language beard, mustache, black, blonde, bald Additional materials to bring to class: large scrap paper for the drawing activity in activity 4 1 a  This activity introduces the key vocabulary. Focus attention on the six pictures. Ask students to tell what they see in each picture. Confirm each correct answer and supply any words students dont know. Point at the numbered list of words. Say each word and ask students to repeat these words. Then ask students to match each word with one of the pictures. Say, Write the letter next to the picture in front of one of the words. Point out the sample answer. 1 b  This activity provides oral and writing practice using the target language. Point at the incomplete sentences and read the completed sample sentence to the class.Ask students to work alone or in pairs. Have students write the name of a famous person in each blank. Ask some students to read the sentences they completed. Have other students say whether the sentences are right or wrong. 2b  This activity provides listening and writing practice using the target structures. Say, You will hear Maria and Danny talking about Tina Brown and Johnny Dean again. This time your job is to write what each person looks like. Point to the heading looks like. Play the recording. Ask students to fill in the blanks next to the words looks like on the chart. Correct the answers. 2a  This activity provides listening and writing practice using the target language. Point out the picture of Johnny Dean and Tina Brown and Maria and Danny. Say, You will hear Maria and Danny talking about Tina Brown and Johnny Dean.Your job is to write the job each person does. Point to the heading Job on the chart. Play the recording the first time. Students only listen. Play the recording a second time.

七年级英语下册教案（9）

新目标英语七年级下册第十一单元Unit 11: What do you think of game shows? Language goals to this unit students learn to state their opinions and talk about likes and dislikes. New language What do you think of soap operas? I dont like soap operas. What does he think of sports shows? He loves sports shows. What does she think of Maria? She likes Maria. What do they think of Tommy? They cant stand Tommy. Section A Additional materials to bring to class: a local television listing list the names of several foods on the board.For example: pizza, broccoli, ice cream, mushrooms. Next to that list, write the sentence, What do you think of ___ ? and leave a blank at the end. Ask a student the question, substituting the word pizza: What do you think of pizza? Help him or her answer / like pizza ot I dont like pizza,  Point to the other foods one by one. Ask a student the question and help him or her answer J like...or I dont like.... Then point to the sentence. What do you think of ___ ? Point to a food name on the board and choose a student to ask the question: What do you think of (mushrooms)? Then point to a student to answer. Repeat the activity several times, giving several students chances to ask and answer the question. 1 a  This activity introduces the key vocabulary. Focus attention on the five TVs. Say, Each TV shows  different kind of TV show. In TV picture a, there is a an playing baseball. This is called a sports show. Talk about the other kinds of shows and ask students what they see. Tell the name of each kind of show as you discuss the picture. Ask students to repeat the names of the shows. Write the word sitcom on the board. Under it write the words situation comedy. Say, The word sitcom comes from the two words situation comedy. A sitcom is a funny show. The people in sitcoms do or say things that make TV watchers laugh. Point out the numbered list of shows. Say each one again and ask students to repeat it. Then ask students to match each TV picture with one of the words. Say, Write the letter of each kind of show next to the correct word. Point out the sample answer. 1 b  This activity gives students practice in understanding the target language in spoken conversation. Point to the smiley faces and the frowny faces and the words next to them. Read the words to the class or have a student do this. Say, These faces show you what the words mean. If you dont mind something, you dont either like it or dislike it. If you cant stand something, you dislike it very strongly. Your least favorite food is something you cant stand. If you love something, you like it very, very much. Your favorite food is something you love. Say, Now I will play a recording. Listen to what Mark says about the TV shows in la. Write the letter of the TV shows next to the words he uses. Play the recording the first time. Students only listen. Play the recording a second time. Point to the lettered pictures. Say, Each picture has a letter. Point out the blank spaces before the words. Say, Each word or phrase has a space in front of it. Listen to the tape and write the letter of a TV show picture in each blank. Point out the sample answer. Correct the answers. 1 c  This activity provides guided oral practice using the target language. Point to the pictures of TV shows in activity la and ask students to say the name of each kind of show. Point out the example conversation. Ask two students to read it to the class. Then ask the class to point to the picture of the sitcom. Say a dialogue with a student. Have the student ask ou a question. Then answer it truthfully. Point to the ppropriate picture as you answer. Say, Now work with a partner. Ask and answer the qstions. Have students work in pairs. As they talk, move round the room monitoring their work. Offer anguage or pronunciation support as needed. 2a  This activity provides listening practice using the target language. Call attention to the list of five words and expressions.Point out the blank in front of each one. Ask a student to read the list to the class. Say, The people on the recording are talking about TV shows. They use these words and phrases as they talk about the shows. You will number these words and phrases 1-5 in the order you hear them on the recording. Play the recording the first time. Students only listen. Point out the sample answer 1 in front of the word love. Say, The first word on the recording is love in the sentence I love it. So the answer in front o/love is number 1. Play the recording again. Ask students to write a number from 1 to 5 in front of each of the words and phrases. Check the answers. 2b  This activity provides more listening practice using the target language. Point out the dialogue with blanks. Read it to the class saying blank each time you come to a blank. Say, Listen to the recording again. This time/ill in each blank with a word or phrase from the list in 2a. Play the recording. Students write words in the blanks. Check the answers. 2c  This activity provides guided oral practice using the target language. Call attention to the dialogue students completed in activity 2b. Say, Read the dialogue with a partner. \ Help students find partners. Have the students practice the dialogue several times. Then say, Now talk about a TV show you both know.Tell what you like and dont like about the show and the people in it. As students work together, move around the room answering questions and offering language sup- sport as needed. Ask some pairs of students to present their dialogue!to the class. 3a This activity provides pral and writing practice using the target language. Call attention to the list of TV shows and ask a student to read the names to the class. Say, In this activity you ask each other questions about TV shows. Ask students to work in pairs. Ask student A in each pair to look at the chart on page 67. Ask student B to look at the chart on page 86. Remind students not to look at their partners pages. Say the first question and answer with a student. Pretend you are student A and work with a student partner.Say What does Stuart think of Sports News? Have student B look at the answer on his or her chart on page 86.Student B answers, Stuart loves Sports News. Show students that you are writing in the word loves after Stuarts name on the chart on page 67. Then say to your partner, Ask me about Stuart Student B asks, What does Stuart think of Sports News? You answer, Stuart likes Sports News. Have the student write the word likes after Stuarts name on the chart on page 86. Ask the pairs to continue on their own. Move around the room monitoring the progress of the pairs. Go over the answers. 3b This activity provides guided reading practice using the target language. Read the dialogue with a student. Every time one of you conies to a blank, say blank. Call attention to the chart students completed in activity 3a. Say, Use the words in this chart to fill in the blanks in the dialogue in activity 3b. 4  This activity provides listening, speaking, and writing practice using the target language. Read the instructions to the class. Then ask students to name some TV shows they know about. Write the list on the board. Try to include some that students like and some they dont like. Point out the dialogue in the speech bubbles. Have two students read it to the class. Then point out the sample answer in the chart. Say,This TV show is called Tell it like it is! I love it, and Lin Peng does, too. I write I love it under What I think and I write Lin Peng under Student who agrees with me. Say, Now go around the class. Ask students about TV shows you know. Find students who agree with you. After five minutes ask students to sit down. Then ask some students to read the information from their charts to the class. Ask students to make statements such as I dont like The Crime Files. Carlos doesnt like The Crime Files, too. Alternative: If you do not wan

七年级英语下册教案（10）

新目标英语七年级下册第十一单元Unit11 What do you think of game shows? 教案   一． 设计理念 以学生为主体，以任务为主线，重视学生的体验和参与，通过各种活动使学生在轻松、和谐的气氛中既学会了如何表达自己对某个节目或物体的看法，又培养了学生的兴趣，从而达到“我要学”的境界。 二． 学习目标 1． 知识目标：掌握如何询问他人对某个节目或物体的看法。 掌握如何回答自己或他人对某个节目或物体的看法。 2． 能力目标：培养听、说、读、写和综合运用语言的能力。 3． 情感态度目标：培养学生合作、友好、关心他人的情感态度。 三． 学习重点难点 词汇：talk show, soap opera, sports show, sitcom, game show ,don’t mind, can’t stand 句型：What do you think of ……? I like them. I don’t like them. I don’t mind . I can’t stand. What does she think of …… 四． 教学准备 各种类型电视节目的图片、录象或影片。 五． 教学时间 四课时 六． 教学过程 第一课时 一．  Class report Get a student to say something about movies (likes and dislikes), other students listen carefully, try to answer the teacher’s questions. For example, Does she like action movies? Why? Do you like action moves? 二．  Presentation T: I like comedies. What do you think of comedies? 板书并导入本课.找学生回答这个问题S: I like them.或I don’t like them.继续让其他学生回答类似问题,并教学I don’t mind. I can’t stand. 三．  Pair work 两人一组利用所学句型谈论电影或其他物体如科目动物等。 四．  Word study 播放各种电视节目的片段或呈现图片来学习新词汇如：talk show, soap opera等，反复利用图片朗读生词，然后利用课本1a的内容。把单词和图片搭配起来巩固所学单词。 五．  Pair work 教师先找学生作示范对话： T: What do you think of game shows? S: I like them. How about you? T:I don’t mind. 学生两人一组利用图片和所学句型来谈论对某节目的看法。 六．  Listening Section A. 1b .2a .2b 七．  Group work 分组调查小组内各成员对对各种电视节目的看法，推荐一人作口头汇报，展示调查结果。 八．  Homework 根据调查结果写一篇小短文。   Unit11  What do you think of game shows? 第二课时 一．  教学内容：  Section A –3a, 3b, 4 二．  教学目标： 1． 知识能力目标 1） Learn the new words and phrases： Stuart，host，agree，how about 2） Learn to discuss with these patterns： What do you think of 。 How about 。 2． 情感态度目标 启迪学生开阔视野，热爱生活，关注社会，学会选择有意义的电视节目。 三．  教学重点，难点： 提高学生使用征求别人意见及应答的能力。 四．  教学步骤 1． 复习 1） 检查上节课的任务：学生使用第一，第二人称就电视节目的喜好进行任务展示。 2） 任务展示完毕后，聚焦Grammar Focus中对第三人称的练习，引导学生接着用第三人称的口气进行任务展示，提升学生灵活使用语言的能力。 2． 学习3a-- Pairwork 1） 讨论图表中所列的电视节目，激发学生兴趣 English Today，Sports News，Healthy Living，Culture China，Chinese Cooking， Animal World 2） 学生两人一组按要求完成问答练习。 3） 让学生联系自己实际就以上节目进行问答练习，进行展示。 3． 学习3b ，fill in the blanks 1） 要求学生通读对话，抓住大概。 2） 学习生词Host，解答学生提出的任何疑问。 3） 进行补全对话的练习。 4． 完成 4 –Survey 1） 讨论列出学生喜欢的电视节目。 2） 任务示范，运用书上的对话引导学生展开对这些节目的`讨论。 学习生词“agree” 3） 学生带着调查任务进行活动，完成调查表格。 5． 布置课后任务 利用调查结果写一片关于电视节目喜好的文章，下节课交流。   Unit 11  What do you think of game shows? 第三课时    一 ．设计理念： 节课提供日常生活中一些实物，扩展学生词汇本量。通过讨论身边的一些事物，将新旧知识进行综合运用，同时在原有的基础上进一步扩展。激发学生的学习兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习能力和创新精神，使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合运用语言能力。培养学生观察、记忆、思维和创新精神，为他们的终身学习和发展打下良好的基础。 二．学习目标 1.  记住下列词汇： hair clip, sunglasses, belt, scarf , watch , wallet , key ring . 2.  学会询问他人如何看待某些事物 及其回答。 3.  通过听力练习、口语训练，复习、巩固目标语言,进一步扩展所学知识，形成综合运用语言的能力。 三． 学习重点、难点 1.  掌握词汇和目标句型。 2.  通过听力练习、口语训练，灵活运用目标语言，形成一定的综合运用语言的能力。 四． 教学准备 1.  课前让学生准备与本课有关的物品； 2.  事先调查自己父母对你所准备事物的喜好与厌恶的态度。 3.  准备一张表格。   Thing S1’s father S1’s mother S2’s father S2’s mother S3’s father S3’s mother                                                           五．教学时间   一课时 六．教学过程   第一步，复习 1.利用图片复习前面所学词汇。 talk show , soap opera , sports show ,sitcom ,game show 2.  讨论你所知道的电视节目，使用句型： What do you think of …？ What does he/she think of …？   第二步，介绍新项目 1、 借用实物，介绍新词，使用句型： What’s this? It’s  a/an … hair clip , sunglasses , belt , scarf , watch ,wallet , key ring ,etc. 2.小组练习，熟悉单词，利用课前准备的实物。 3.  利用“Do you have a/an …?”“What do you have ?” 进一步练习单词，并将新旧知识综合运用。 第三步，听力练习 2a 课本第34 页。 Call attention to the chart Say Listen carefully. Students only listen. Play the recording. Say Now I will play the recording. This time , write down the answer. Play the recording. Play the recording again. Check the answers. 2b 课本第34页。 Call attention to the chart. Call attention to  words: loves, likes, doesn’t mind, doesn’t like, can’t stand, and ask a student to read the words to  the class. Say Listen carefully. Students only listen. Then play the recording. Write down the answers. Listen again, check the answers. If time is free, you can play the recording again. Students listen and repeat.   第四步，小组活动 1.  2c 第34 页  Call attention to the sentences in the bubble. Ask two students to read them to the class. Then another group. 2. Work in groups, according to their truth.  Write down the results in the chart that they prepared. The teacher move around in the classroom and help the students they have difficulties. 3.Then  call a student to say their results  group by group.   Homework:   1. Review the contents this class.   2. Pre-reading the article in 3a.   Unit 11  What do you think of game shows？   第四课时 1． 设计理念：任务性语言教学是教师帮助学生在进行英语学习和是家实践的过程，磨砺意志、陶冶情操，增强英语学习的兴趣，掌握一定的听、说、读、写技能；培养学生的主动思维和创新能力；了解中西文化意识，提高跨文化意识，形成自主学习的能力。 2． 学习目标：设计贴近学生实际的目标，把学习者的个人经历当作课堂学习的重要因素，把课内的语言学习同社会的语言活动结合起来。让学生用英语做事情，在动手中学到技巧，在做中学习和巩固所学的句型、语法。 3． 学习重点和难点：练习、巩固句型——What do you think of ┈？   What does she /he think of┈？ 4． 教学过程 I.Exercise﹙25’﹚   1．3a—— What is cool？﹙7’﹚ First I would divide the class into 4 groups，make a context between these 4 groups。then ask all the groups to read the passage quickly，answer the questions on the page 94。The fastest get one mark。    2．3b——fill the blanks﹙5’﹚ the second context：look who fill fast and most right，get the mark。   3．Listen and write﹙7’﹚   Teacher would read the new words, students listen and write down what they have heard. One group, one student go to the blackboard and have the context.   4. Write the five new words in your vocab-buider.﹙6’﹚ Finally, after the context, check the mark to see which group is the winner. II. Oral English﹙20’﹚ 1.Discussion: Do you agree with her? What is your opinion? Give us your reason?﹙10’﹚ 2.Free talk: talk about what is your like or dislike (such

七年级英语下册教案（11）

新目标英语七年级下册第十一单元Unit 11 What do you think of game shows? 教案示例一 (Section B)   一、教学目标 ◆谈论自己对人、事的态度和看法 倾听并转述他人对人、事的态度和看法 能运用已有的语言知识简单阐明理由 二、教学向导   语言目标 学习策略与思维技巧   重点词汇 What do you think of …..?句式在不同人称中的'使用及其几种不同的答语方式 掌握表示装饰的词汇 掌握运用love, like, dont mind, cant stand, dont like恰当表达对有关事物的观点和态度。   ·小组学习：群体 思维、互换信息 ·自主学习 ·参照图表 ·wallet, hair clip, belt, sunglasses key ring, scarf, ·love, dont mind,  cant stand   语言结构   语言功能 跨文化学习 ·以What do you think of ….?为主的询问他人对人或物的态度的问句及其答语, 并能简单陈述理由。 ·谈论自己对人或物的看法和态度 ·转述他人对人或事物的态度及看法 ·直接与委婉：中西文化中在表达自己的观点时存在很大差异--我们比较委婉，而西方人则更直接一些。   三、主题思维图及任务型活动 What do you think of    Task 1 Make a conversation     Task 2 Do a survey   Task 3 Make a report    11 What do you think of game shows? 教案示例 TITLE=新目标英语七年级下册第十一单元Unit 11 What do you think of game shows?  四、课前准备 将学生分成七组，每组选定本组的话题，可以从以下话题选择，也可自拟话题：Movie, Music, Food, Sports, Clothes, TV show etc. 2、准备本组话题的相关图片或其它资料。 3、自学以下单词： hair clip, belt, key ring, sunglasses, scarf, wallet, watch 并设计表格了解家人对以上物品的态度。运用句型：What do you think of the watch?  Do you like ……?  How about….?并将调查结果填入下表中。 loves,  likes doesnt like doesnt mind cant stand Thing hair clip  wallet scarf belt Mother         Father         Grandma         Grandpa           五、教学过程 Steps Teachers Activity Students Activity Preparation             Warming   up Tell them the news: Well have a Free Talk Show in class.告诉学生班内将要举办“自由论坛”活动。大家可以就自己喜欢的话题畅所欲言。在论坛过程中我们将用到哪些句型呢？ 提示：Whats your favorite color/food/…..? Do you like….? My favorite movies are …… What/How about you? Listen and think about the task Arouse their interests       Reflect what have learned   Lead in the new words I have some fashionable things. What do you think of my scarf?…… Help them to answer: I dont like it./I love it./I dont mind it/I cant stand it. Group work: Ask and answer questions about what your parents think of the things. Look and learn Try to answer the questions and try to understand the meanings of the new words Group work: What does your father think of the watch? He doesn’t mind it. Real Objects Task 1 Make a conversation  Aim Get to know how to interview other people and how to make a conversation.   1 Give Ss an example of how to interview other people. Play the recorder and check the answers Ss listen and learn from the example. Listen and finish 2a, 2b. Give the answers of 2a, 2b. Tape recorder P68 2a, 2b   2 Ask Ss to interview 3 classmates, give reasons if possible 提示：What do you think of….?   Why do you think so? (Why?) Ss get to know their classmates answers Handout (Chart 1)   3 Move around the room and give support as needed Finish the table alone and work in pairs PowerPoint   4 Ask pairs of students to show their works Pairs of students show their works OHP   5 Ask several pairs of students to give reports Ss give their reports   Task 2  A survey: What do you think of ….? Aim Get to know each others attitude to different objects   1 Show Ss how to interview their classmates in groups. For Example: Movie Group   What do you think of thrillers/comedies/…?   How about you? Listen and understand   Get ready to interview Handout (阅读提示)   2 Move around the room and give support as needed Finish the table alone and then work in groups PowerPoint   3 Move around the room and give support as needed Change their groups and work in new groups(学生可以选择采访自己感兴趣的话题小组) Handout (根据Model 完成Chart 2）   4 Check the answers and get to know their answers Give answers   Task 3 A report ---Whats/Whos cool? Aim Get to know how to write a report   1 Give Ss an example of how to write a report--Read the passage P77 3a Read and finish the table alone Handout (Chart 3)   2 Check the answers Give answers     3 Ask Ss to finish the Ex on P77 3b Check the answers Finish and give answers P77 3b   4 Move around the room and give support as needed Discuss in groups and try to finish the report（根据附表Chart 2 完成报告） Handout (Write a report) Home- work Finish your group report and write it down Do Ex P78 3 附表 Students Handout Chart 1 Make a conversation Thing Classmate 1 Classmate 2 Classmate 3 hairclip loves, beautiful cant stand   belt       key ring       sunglasses       wallet       scarf       A survey (提示) What do you think of the……? Topics You may ask: (Key words) Movies Kinds of movies, actor, actress….. why Music Kinds of music, singer, group, CD, music piece…..why Food Kinds of food, fruit, vegetable, drinks,…..why Sports Kinds of sports, football player, basketball player…..why Clothes Kinds of clothes, color, size….why? TV show Kinds of TV programs….why A survey (Model) What do you think of the……? Things yourself Classmate1 Classmate2  thrillers  love doesnt like  cant stand  comedies        romance        basketball        pop music        pizza       Chart 2 A survey What do you think of the……? Things yourself Classmate1 Classmate2                                                   Task 3 A report: Whats cool?/Whos cool? Things Loves Likes Doesnt mind Doesnt like Cant stand 1. hair clip           2. watch           3. key ring           4. sunglasses           5. scarf           6. wallet           7. belt             Write a report 11 What do you think of game shows? 教案示例 TITLE=新目标英语七年级下册第十一单元Unit 11 What do you think of game shows?    Model: I like thrillers. I dont like romance. And I cant stand documentaries because theyre very boring. Tony doesnt like pizza. He loves Chinese food very much. He cant stand rock music…… 课后反思： 成功完成本实施方案必须遵循以下原则： 1．  课前安排要细致、到位。本节课的课堂容量比较大，如果学生课前准备或老师指导不到位，很难在一课时内完成，即使完成，效果也将很不理想。 2．  课前小组编排要合理。学生可以根据各自喜欢的话题自愿结合，也可根

七年级英语下册教案（12）

新目标英语七年级下册第十一单元 教案示例 　　一、教学目标 　　谈论自己对人、事的态度和看法 　　倾听并转述他人对人、事的态度和看法 　　能运用已有的语言知识简单阐明理由 　　二、教学向导 语言目标 学习策略与思维技巧 重点词汇 What do you think of …..?句式在不同人称中的使用及其几种不同的答语方式 掌握表示装饰的词汇 掌握运用love, like, dont mind, cant stand, dont like恰当表达对有关事物的观点和态度。 ·小组学习：群体 　思维、互换信息 ·自主学习 ·参照图表 ·wallet, hair clip, 　belt, sunglasses 　key ring, scarf, ·love, dont mind, 　cant stand   语言结构   语言功能 跨文化学习 ·以What do you think of ….?为主的询问他人对人或物的态度的'问句及其答语, 并能简单陈述理由。 ·谈论自己对人或物的看法和态度 ·转述他人对人或事物的态度及看法 ·直接与委婉：中西文化中在表达自己的观点时存在很大差异--我们比较委婉，而西方人则更直接一些。 　　三、主题思维图及任务型活动 教案示例 TITLE=新目标英语七年级下册第十一单元    　　四、课前准备 　　将学生分成七组，每组选定本组的话题，可以从以下话题选择，也可自拟话题：Movie, Music, Food, Sports, Clothes, TV show etc. 　　2、准备本组话题的相关图片或其它资料。 　　3、自学以下单词： hair clip, belt, key ring, sunglasses, scarf, wallet, watch 并设计表格了解家人对以上物品的态度。运用句型：What do you think of the watch?  Do you like ……?  　　How about….?并将调查结果填入下表中。 　　loves,  likes doesnt like doesnt mind cant stand Thing hair clip   wallet scarf belt Mother         Father         Grandma         Grandpa         　　五、教学过程 Steps Teachers Activity Students Activity Preparation Warming   up Tell them the news: Well have a Free Talk Show in class.告诉学生班内将要举办“自由论坛”活动。大家可以就自己喜欢的话题畅所欲言。在论坛过程中我们将用到哪些句型呢？ 提示：Whats your favorite color/food/…..? Do you like….? My favorite movies are …… What/How about you? Listen and think about the task Arouse their interests Reflect what have learned   Lead in the new words I have some fashionable things. What do you think of my scarf?…… Help them to answer: I dont like it./I love it./I dont mind it/I cant stand it. Group work: Ask and answer questions about what your parents think of the things. Look and learn Try to answer the questions and try to understand the meanings of the new words Group work: What does your father think of the watch? He doesn’t mind it. Real Objects Task 1 Make a conversation  Aim Get to know how to interview other people and how to make a conversation.   1 Give Ss an example of how to interview other people. Play the recorder and check the answers Ss listen and learn from the example. Listen and finish 2a, 2b. Give the answers of 2a, 2b. Tape recorder P68 2a, 2b   2 Ask Ss to interview 3 classmates, give reasons if possible 提示：What do you think of….?   Why do you think so? (Why?) Ss get to know their classmates answers Handout (Chart 1)   3 Move around the room and give support as needed Finish the table alone and work in pairs PowerPoint   4 Ask pairs of students to show their works Pairs of students show their works OHP   5 Ask several pairs of students to give reports Ss give their reports   Task 2  A survey: What do you think of ….? Aim Get to know each others attitude to different objects   1 Show Ss how to interview their classmates in groups. For Example: Movie Group   What do you think of thrillers/comedies/…?   How about you? Listen and understand Get ready to interview Handout (阅读提示)   2 Move around the room and give support as needed Finish the table alone and then work in groups PowerPoint   3 Move around the room and give support as needed Change their groups and work in new groups(学生可以选择采访自己感兴趣的话题小组) Handout (根据Model 完成Chart 2）   4 Check the answers and get to know their answers Give answers   Task 3 A report ---Whats/Whos cool? Aim Get to know how to write a report   1 Give Ss an example of how to write a report--Read the passage P77 3a Read and finish the table alone Handout (Chart 3)   2 Check the answers Give answers     3 Ask Ss to finish the Ex on P77 3b Check the answers Finish and give answers P77 3b   4 Move around the room and give support as needed Discuss in groups and try to finish the report（根据附表Chart 2 完成报告） Handout (Write a report) Home- work Finish your group report and write it down Do Ex P78 3 　　附表 　　Students Handout 　　Chart 1 Make a conversation Thing Classmate 1 Classmate 2 Classmate 3 hairclip loves, beautiful cant stand   belt       key ring       sunglasses       wallet       scarf       　　A survey (提示) What do you think of the……? Topics You may ask: (Key words) Movies Kinds of movies, actor, actress….. why Music Kinds of music, singer, group, CD, music piece…..why Food Kinds of food, fruit, vegetable, drinks,…..why Sports Kinds of sports, football player, basketball player…..why Clothes Kinds of clothes, color, size….why? TV show Kinds of TV programs….why 　　A survey (Model) What do you think of the……? Things yourself Classmate1 Classmate2  thrillers  love doesnt like  cant stand  comedies        romance        basketball        pop music        pizza       　　Chart 2 A survey What do you think of the……? Things yourself Classmate1 Classmate2                                                 　　Task 3 A report: Whats cool?/Whos cool? Things Loves Likes Doesnt mind Doesnt like Cant stand 1. hair clip           2. watch           3. key ring           4. sunglasses           5. scarf           6. wallet           7. belt           　　Write a report   教案示例 TITLE=新目标英语七年级下册第十一单元    　　Model: 　　I like thrillers. I dont like romance. And I cant stand documentaries because theyre very boring. Tony doesnt like pizza. He loves Chinese food very much. He cant stand rock music……

七年级英语下册教案（13）

Unit 10 Where did you go on vacation? 教案示例2   Period 2   Teaching aims and demands Knowledge: simple past tense and the past form of verbs Yes no questions and short answers Adj. of likes and dislikes Where did you go on vacation? Moral education: communication with others freely. Ability: Talk about things happened in the past and evaluate Key points: Where did you go on vacation? Did you go to Central Park? How was / were…? Difficult points Where did you go on vacation? I went to summer camp. Did you go to Central park? Yes, I did. / No, I didn’t. How was the weather there? It was hot and humid. How was the food there? It was awful. How were the beaches? They were fantastic. Teaching methods: Task based Step 1 Lead-in: A video on vacation tour. Give a brief introduction before watching: it’s a teacher’s tour to Australia; try to find the activities she did. Ask Ss to talk about what the teacher did in Australia. Step 2 Describe how students spend their vacation by pictures on P69 3b, imagination is allowed. And the following must be included: Where did they go? What did they do? How was the vacation? How was the weather like there?   Sample report: Mary went a bus trip in Beijing. She went past mountains and lakes. It was sunny and warm. She was enjoying her trip. It was a relaxing… Step 3 Read the diaries on P71 3a and try to find out: How was the weather? What did he do in these days? Was he happy? Why? Then discuss in groups: Did you do these activities? When did you do them? How were you feeling when you did them? Step 4 Task: Harry Potter’s Story Imagine that you are Harry Potter, write about your greatest day. Step 5 Show a short plot of the movie “Harry Potter”, and lead students to describe as: Today, I received a letter from Magic School. But my uncle didn’t allow me to read it. My cousin even laughed at me. I felt very upset… Step 6 Group work: read your diary to group mates and select the activities you all like to make a greatest day of Harry Potter. Step 7 Report: Harry Potter’s story One day, Harry Potter received a letter from Magic School… Step 8 Homework: Choose your favorite fairy story and write it with your own words. Exchange your story with classmates. 教学点评及反思： 一．环节设计思路：   本课以读写为主线，最后的中心任务也落实在写。   首先以听和看引入，主要目的在于：一、回顾第一课时的主要内容，复习过去时；二、营造较轻松的语言环境，缓解部分学生对于读写的畏惧心理。接下来，从看图说话引入读写，给学生铺垫知识的过程。读写并不脱离听说，因为语言是交流的`工具，因此，在读的过程中适当穿插说，既练习口头表达，又巩固了读的成效。最后，本课的中心任务选自于学生目前很感兴趣的哈里波特，即是任务，又象游戏，最后的展示是以日记的形式，这一点是根据课文练习来设计的。课下任务承接课堂任务，让学生自由查找神话故事，讲给同学听，是巩固过去时的练习。 二．课后反思：   学生是活动的主体，课堂上大部分的时间交给学生，教师的引导是关键。如何一层层的导入，由易至难的阶梯状任务何时引入，如何引入都是关键所在。同时要注意的是，学生活动之前的范例一定要明确清晰，要每个孩子都知道做什么和怎么做，活动才会顺利的开展，学生才能在活动中有所得。   在课堂设计上体现了任务型教学的主导思想，以任务贯穿教师教学和学生活动的各个环节。学生活动的目的明确，每个步骤教师都给出了活动所需的语言知识内容，学生亦能准确的使用目标语言，在活动中学习掌握知识。

七年级英语下册教案（14）

Unit 2: Wheres the post office? 课型：新授  执笔：王靓 审核：  时间：2010/3   一、  教材分析 二、  1、教学内容  1)、 词汇：post office, hotel, bank, supermarket, street, pay phone, avenue, clean, quiet, dirty, busy, left, right, next to, across from, in front of, near, between  2)、 语言结构：A、Where questions B、Affirmative statements   C、Prepositions of place   D、There be structure 2、教材的地位及其作用 本单元的教学主要内容是：学习“问路指路”的常用表达方式 ，该话题与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。  本单元仍在继续学习一般现在时，这是一个生活中离不开的时态，也是最基本的一个时态。新课程标准要求学生重点掌握一般现在时，这在英语中使用频率很高，学好这一时态的用法对以后其他时态的学习和交际有很大的帮助。 二、学生分析   学生现有的能力与已掌握的知识： 学生在上学期已经学过词汇：big, small, old, new, 句型： Where is…?  It’s in / on / under/…  指路问路对地点特征描述都可以用到上述的词汇和句型。经过上半学期的学习学生已经积累了一定的词汇，掌握了一定的目标语，已经具备了一定的听说读写能力。  三、  教学目标 四、  1、语言知识   词汇：A、重点掌握表示建筑物种类的名词, 如post office, hotel, bank, supermarket, street, pay  phone, avenue,   B、掌握如下描绘性形容词及方位副词，如 clean, quiet, dirty, busy, right, left, down, along, C、方位介词,如next to, across from, in front of, near, between, behind D、短语，如 turn right, turn left, go down, go straight on, walk along, go along, 重点句型：Is there a bank near here?   Yes, there is a bank on Center Street.   Where’s the supermarket?   It’s next to the library.   Is there a pay phone in the neighborhood?   Yes, it’s on Bridge Street on the right. 2、 语言技能   1）、能看着图片说话出建筑物的名称； 2）、能运用一般现在时询问街道上某一场所的位置； 3）、能够运用所学语言为他人指明 某一场所的路线； 4）、能够描述某一场所各建筑物之间的'位置关系； 5）、能够利用地图向他人介绍自己所居住的社区； 3、学习策略   1）、利用老师所提供的图片做出简单的判断，学习相关方位介词以及描绘性形容词。 2）、通过与同学交流，学会使用问路指路，对地点特征做出简单描述的句型。 4、情感态度   1）通过各小组的对话练习培养学生的合作精神； 2）通过学习本单元，教会学生礼貌待人，建立和睦的邻里关系； 5.教学设计 Period 1 (P7 to P8) Period 2 (P9) Period 3 (p10) Period 4 (p11-p12) Period 5（Revision and supplement） Period 1 (P7 to P8) Teaching aims: 1.Learn the words and expressions about directions. 2.Enable the students to ask for and give directions on the street Teaching points: 1. Vocabularies: Library,park,supermarket,hotel,post  office, restaurant, Street, payphone. next to, in front of, between, behind, across from, on 2. Sentences: Is there …? Yes, it is. /no ,it isn’t Where is the …? It’s on/next to… Teaching difficulties: How to ask for and give directions on the street 教学过程设计： Step1：Warming up 1）Brain storm  Look at some pictures and know the words of these places 2）Show the target language: Is there a bank near here? Look at the sentence and the answer Use “Is there ….?” sentences to familiar with the new words 3)  Read and match the new words in 1a Read and finish the work 4) Pair work Ask Ss to talk about the places in the picture of 1a. Pair work to talk about the places and streets Move around the room and give support as needed Ask pairs of students to show their works   step 2: Listening comprehensions 2b Aim：Familiar with the prepositions in the sentences 1) Presentation Look at the ppt. and review the prepositions Look at the picture in 2a and explain the prepositions Use and learn ‘where’ question, and know how to answer it. Look and learn some new prepositions Write on the blackboard 2) Listening Listen to the tape for two times Fill in the blanks and know the meaning Move around the room and give support as needed Check the answer and point out the mistakes 3) 操练(where do you sit in the classroom)   4)课内合作探究（基训）   Step3:  group work: our school Use the target language and familiar with our school and places 1) Ask Ss to draw a picture of our school and to introduce it Move around the room and give support as needed Discuss in groups and finish the picture 2) pair work: talk about the pictures with target language: where is the bank? Ask Ss to show their works and talk about it Introduce their works   Step 4. exercise book period 1 Part III，Ⅳ Answer checking   Homework 1. Copy new words 5 times. 2. Draw a picture of our school’s neighborhood and write some sentences to introduce it

七年级英语下册教案（15）

七年级英语下册Module 2 教案 ——黄晓瑜 一、教材分析 1、主题 Spring Festival 2、题材内容 本模块话题是“节日”。要求学生掌握描述节日的表达方式，同时加强学生对中外节日的理解与认识。通过使用现在进行时，对该话题展开听、说、读、写的语言实践活动。使学生加深能够谈论或写出对该节日的介绍，并了解英语国家中重要的节假日及其主要庆祝方式。有助于学生了解世界，提高学习效率，形成自主学习的能力，为学生的终身学习奠定基础。教学中教师应随时随地以课本为出发点，灵活利用各种素材组织教学过程和内容。 3、任务： 介绍春节或其他中外重要节日。 4、教学重点和难点 重点：掌握描述节假日的基本词汇； 读懂含有现在进行时的句子； 掌握现在进行时的结构和用法。 难点：现在进行时和一般现在时的结构和用法的比较。 5、课时安排 根据学生学习英语的特点和规律，我们把本模块划分为4课时： Period 1: Vocabulary, Listening and Pronunciation Period 2: Reading and Vocabulary Period 3: Speaking, Writing, Around the world & Module Task Period 4: Language in use 注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。 二、教学目标 1、语言知识： 语音；动词ing形式的发音. 词汇 Festival, ready, cook, meal, learn, dragon, lantern, sweep, floor, happen, help, tradition, bad, luck, paint, mean, decorate, decoration, everyone, haircut, give, dumpling, sweet, pudding, fireworks, few, want, week, round, bring, colour, something, cut, Christmas, long 词组 Spring Festival, get ready for, dragon dance, Lantern Festival, sweep away, at work, paper cut, New Year, New Year’s Eve, sweet pudding, a few, all the year round. 语法 现在进行时的'问与答；一般现在时。 功能 节日的表达与询问；描述准备的过程。 话题 以“节日”为话题。 2、语言技能： 听 能听懂有关为“节日”做准备的句子；能听辩动词词组。 说 能就正在做或正在发生的事情进行简单的问答练习。流利的说出含有本模块生词的短语。 读 能读懂有关节日描述的短文，并且能将段落与图片，段落与问题搭配。 写 学会写要点，句子以及段落；用and连接句子。 演示与表达 能向人们介绍春节或其他中外节日。 3、情感态度： 乐于接触并了解世界不同地方人们的节假日，乐于参加相关英语实践活动，提高对英语的学习兴趣，培养对异国文化，生活习俗的兴趣，提高对本国文化的认识。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。 4、文化意识： 中外对比 了解英语国家重要节假日及其主要庆祝方式，鼓励学生了解世界，加强交流。 三、教法和学法 1、教学方法 基于课程改革的理念及“第二语言习得论”，培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。 2、教材处理 核心任务：能够运用所学句型结构描述人物和地点及活动。三个环节如下： pre-task：学生联系生活实际，激活背景知识。 task –cycle：通过整个模块的听说读写的训练，强化“描述人物和活动。”的表达能力，为完 成任务做好铺垫 post-task：达成任务，展示成果，反馈学习情况 3、学习策略 学会自主学习，形成有效交际、信息处理、英语思维的能力。 认知 联系，归纳，推测等技能。观察并归纳动词形式的变化规则，提高自学能力。 调控 从同伴处得到反馈，对自己在叙述及作文中的错误进行修改 交际 学习运用恰当词语简单描述节日。 资源 通过其他资源获取更多有关“节日”的简单英语。 自学 培养在词语与相应事物之间建立联想的习惯，形成话题联想的习惯。 留心日常生活中使用的有关信的简单英语 合作学习 互相学习，取长补短，把学习英语和信的基本应用结合起来 四、教学设计 Module 2  Spring Festival Period 1: Vocabulary, Listening and Pronunciation 1、Teaching Content: Vocabulary, Listening and Pronunciation 2、Teaching and Demands: 1) Language Knowledge Key words and phrases: Spring Festival, ready, cook, meal, dragon, floor, happen, help, get ready for, dragon dance, lantern, festival, sweep away, at work Key structure: be +v.-ing What is he doing? Is he working? Yes, he is.  No, he isn’t. 2) Listening skill: To understand conversations about the Spring Festival. 3) Affection and attitudes: We should be interested in the festivals in the world. 3、Learning strategies: Bottom-up approach and listening to the tape and do some exercises. 4、Teaching Aids: Multi-Media (Tape recorder, video, handout,etc) 5、Teaching Procedures: Activity 1: Revision Task: Recall what we have learned in last lesson.  Step 1 Label the pictures with the words. (1). Read through the words in the box and have the Ss. Repeat them after you. (2). Ask them to label them in the pictures on the screen. (3). Make some sentences with the words. Ask students to speak out as many as they can. Step 2 Talk about the pictures that the teacher brings into the classroom. She is standing./walking/ buying/talking … I am not walking to school now. You are not walking to school now. He is not walking to school now. Are you walking to school now? Is he walking to school now? Activity 2: Lead in Task 1: Brainstorm of the words “festival”. Step 1 Draw a Festival tree. Festival   ︴   Chinese Festivals  Western Festivals ︱  ︱ Step 2 Talk about the festivals.   Do you like festivals?   Why?   What kind of festivals do you like, Chinese or western?   What do people do on festivals? What festivals do you like best? Etc. Task 2: match the words with the pictures  in activity 1 on page 8. Step 1 Ask: What is the biggest festival in China? What do you think people usually do to get ready for the Spring Festival? Read the words in activity 1 on page 8 and have the Ss. repeat them after you chorally and individually. Step 2 Ask the students to do activity 1 on page 8. Play the recording and ask the Ss. to listen Step 3 Play the recording again and have them check the words individually. Check their answers with a partner. Step 4 Call back the answers in a whole- class setting Step 5 Talk about the pictures Activity 3: Listening Task 1: To understand conversations about getting ready for the Spring Festival. Step 1 Give the Ss 2 questions: What are Lingling and her mother doing ? Where is Lingling’s father? Make sure the Ss understand the 2 questions:  Step 2 Play the recording and have them listen . Step 3 Play the recording again and have them write the answers individually. Step 4 Play the recording and have them check their answers with a partner Step 5 Call back the answers from the whole class. Task 2: activity 3 on page 9. Step 1 Choose the best answers in Activity 3. Step 2 Call back the answer in a whole- class setting. Task 3: Listen and read: Step 1 Play the recording and ask the Ss. to listen and read the conversation. Step 2 Play the recording again and pause after each phrase, asking the Ss. to repeat chorally and individually. Step 3 Put the Ss. into groups of 3 to practise the dialogue. Step 4 They should repeat it several times, changing the roles each time. Task 4: activity 4 on page 9 Step 1 Explain by saying “This activity is designed to check if you have grasped the main structure. Explain that the students have to answer the questions in full sentences. Step 2 Put the Ss. into groups to ask and answer the questions. Step 3 Call back the answer in a whole- class setting. Step 4 Ask different students to practice them in front of the class. Activity 4: Pronunciation Task: Grasp 3 phonemes Step 1 Play the recording and ask the Ss. to listen and read the phonemes/ l. Step 2 Play the recording again and ask the Ss. to repeat chorally and individually. Step 3 Put the Ss. in pairs to practice them. Activity 5: A test Listen to the tape and translate some of the sentences into Chinese. Activity 6: Homework Recite the short passage as fluently as possible. Period 2  Reading and Vocabulary 1、Teaching Content: Reading and Vocabulary 2、Teaching Aims and Demands: 1) Language knowledge: New words: tradition, bad, luck, paint, mean, decorate, decoration, dumpling, fireworks, few, week, round, bring Key phrases: paper cut, New Year, New Year’s Eve, sweet pudding, a few, all the year round. 2) Reading skill: To understand the text. (重点) 3) Aff

七年级英语下册教案（16）

一. 教学内容：

Module 8 My past life

二. 重点、难点：

一般过去时

三. 具体内容：

（一）语法：一般过去时

1. 在确定的过去时间里所发生的动作或存在的状态或表示在过去一段时间内，经常性或习惯性的动作，就必须用到一般过去时态的谓语动词来表示，时间状语有：yesterday, last week, an hour ago, the other day, in 1982等。

例如：

Where did you go just now?

When I was a child, I often played football in the street.

2. 一般过去时由动词的过去式表示，动词be有was, were两个过去式，was用于第一、三人称单数，were用于其他情况。

肯定句：主语+be动词的一般过去时（was/were）

否定句：主语+be动词的一般过去时（was/were）+not

一般疑问句：be动词的一般过去时（was/were）+主语

I was there.

I was not there.

Was I there ?

肯定句否定句一般疑问句回答特殊疑问句I was there last year.I was not there last year.＊Was I there last year?＊Yes, I was.

No, I wasn’t.＊Where was I last year?You were in Beijing last year.You were not in Beijing last year.Were you in Beijing last year?Yes, you were.

No, you weren’tWhere were you last year?He was at work yesterday.He was not at work yesterday.Was he at work yesterday?Yes, he was.

No, he wasn’t.When was he at work?We /You/They were at home yesterday.We /You/They were not at home yesterday.＊Were we /you/they at home yesterday?＊Yes, we /you/they were.

No, we/you/they weren’t.＊Where were we/ you/ they yesterday?注：＊代表自问自答

Text：

1. Becky was well-behaved at school but Adam was naughty.

贝基在学校表现的很好，规矩有礼，但是亚当却很淘气。

well-behaved是形容词

意思是：行为端庄的，彬彬有礼的，守规矩的。反义词为badly-behaved。

如：

He’s a badly-behaved boy. Nobody likes him. 他是一个不守规矩的孩子，没有人喜欢他。

2.There were lots of things to do in Quincy, with many stores, two movie theatres, and football and baseball teams too.

昆西有许多商店，两个电影院，还有足球队和棒球队。在那里有很多事可以做。

不定式to do在此句中充当定语，修饰things.

如：

There are many letters to write. 有很多信要写。

I have some clothes to wash. 我有些衣服要洗。

3. Two Presidents of the USA, John Adams and his son John Quincy Adam, were born in Quincy.

美国两位总统，约翰·亚当斯和他的'儿子约翰·昆西·亚当斯，都出生于昆西。

John Adams and his son John Quincy Adam是tow Presidents of the USA的同位语。

I was born in Quincy, a town on the east coast of America. 我出生于昆西，它是美国东海岸的一个城镇。

a town on the east coast of America 是Quincy的同位语。

4. There was a big living room with a TV, a kitchen, a bathroom and three bedrooms.

有一个很大的起居室，里面有一台电视机，此外还有一间厨房，一个卫生间和三间卧室。with a TV, a kitchen, a bathroom and three bedrooms是一个介词短语，做定语，修饰a big living room.

如：

China is a country with a population of 1.3 billion.中国是一个拥有13亿人口的国家。

I have a house with a swimming pool.我有一座带有游泳池的房子。

Our teacher is a woman with brown eyes.

我的老师是一位女老师，她有着一双褐色的眼睛。

5. It was great to play there. 在那里玩太棒了。

It是形式主语，真正的主语是to play there，为了避免头重脚轻。

6. We were looking forward to coming to China.我们期待着来中国。

looking forward to+n./pron./doing表示“期待着某事或做某事”

如：They’re looking forward to the new term. 他们期待着新学期的到来。

I’m looking forward to seeing you again. 我期待着再次见到你。

7. He was born on 18th July , 1918. 他出生于1918年7月18号。

（1）注意日期的表示方法，顺序日，月，年，或者月，日，年，日期用序数词或基数词均可。

1st June, 1999 June 1st, 1999 June 1, 1999

注意在具体某一天用介词on，在某一年/星期/月用in，在上午，下午，晚上用in。但是有形容词修饰的上午，下午，晚上用on，例如：

in the morning/afternoon/evening在上午，下午，晚上

in 1987 在1987年

in July在7月份

in this week在本周

on a windy morning在一个有风的早上