Unit 6 Do you like bananas?
单元教材分析：
本课包括三部分：Section A, Section B和Self-check.
主题: Food.
语言功能: Talk about likes and dislikes.
询问某人是否喜欢某种食物及回答；表达喜欢什么和不喜欢什么。
语言结构: Present tense to like Yes/No questions and short answers
Affirmative and negative statements
like 的一般现在时，一般疑问句及肯、否定回答；肯定句和否定句。
语言目标: 主要语法
Do you like hamburgers? Yes, I do. No, I don’t.
I like French fries. I don’t like tomatoes.
Main vocabulary（词汇）: hamburgers, tomatoes, broccoli, French fries, oranges, ice cream, salad, bananas, eggs, strawberry, carrots, apples, chicken, breakfast, lunch, dinner, fruit, vegetable.
品德：在平日饮食中要做到不挑食。
根据需要可以分为四课时来讲。
第一课时：
I.教材分析：这是本单元的第一部分，生词比较多，但是因为涉及到吃的东西，每个同学都有自己的爱好，学生比较感兴趣。
Language topic: Do you like bananas?
Yes, I do. No, I don’t.
Language strategies: Talk about likes and dislikes.
Main vocabulary: food, banana, hamburger, tomato, broccoli, French fries, strawberry, orange, ice cream, salad II.语言结构: like的一般现在时的一般疑问句及回答。
III.语言功能:询问某人是否喜欢某物及怎样回答.
IV.活动设计：采访调查Do you like…?
V. Teaching steps:
Step 1:Greetings.
Step 2: Words: (pictures)
What’s this? (picture) It’s a soccer ball. Do you have
a soccer ball? Yes, I do. /No, I don’t. Do you like it? Yes, I
do./No, I don’t.
What’s this? It’s a hamburger. Do you like it? Yes, I do. No, I don’t.
What are these? They’re bananas. Do you like bananas?
Yes, I do. / No, I don’t.
运用图片和对话教学单词：hamburger, banana, tomato, broccoli, French fries, strawberry, orange, ice cream, salad 并运用这Array些单词进行对话：Do you like…? Yes, I do./
No, I don’t.
Step 4: 1b Listen and number the conversations 1-3.
Do you like salad? No, I don’t. Do you like bananas? Yes, I do.
Do you like oranges? Yes, I do.
Practice the conversations, and then make your own conversations.
Step 5: 2a Listen and circle the food you hear. (P32) hamburgers tomatoes broccoli French fries oranges ice cream salad bananas
Step 6: 2b Listen again and fill in the blanks.
I like hamburgers. Do you like hamburgers? Yes, I
do.
Do you like______: No, I don’t li ke ______.
Let’s have _______. Oh, no. I don’t like_________.
Step 7: 4 (P33)Make a food survey. Do you like…?
How many students like hamburgers?
How many students like bananas?
日常生活中饮食要做到不偏食，不挑食。
Step 8: Let’s sum what we have learned this class.
Words:
Sentences:
Something else:
Step 9: Homework
1. Remember the words in this class.
2. Practise the dialogue in pairs.
教后一得：教完这堂课，感慨颇多。以前经常埋怨学生厌学，没兴趣，从这节课来看，主要是教师没有认真的去备课，没有去从学生的角度去处理教材，学生当然没兴趣。
这节课，以学生的日常生活为话题，学生积极踊跃参加，效果很好，自我感觉良好。
第二课时：
I.教材分析：这是本单元的第二部分，生词也比较多。
Language topic: Does he like salad? Yes, he does.
Does she like salad? No, she doesn’t.
Language strategies: Talk about likes and dislikes.
Main vocabulary: egg, apple, carrot, chicken, fruit, vegetable, breakfast, lunch, dinner
II.语言结构: like一般现在时第三人称单数的一般疑问句及回答。
III.语言功能:询问第三人称是否喜欢某物及怎样回答.
IV.活动设计：Guessing game
V. Teaching steps:
Step 1:Greetings.
Step 2: Words: (由对话引出)
(Ask a boy)Do you like bananas? Yes, I do. / No, I don’t.
(Ask another student) Does he like bananas? Yes, he does. / No, he doesn’t.
(Ask a girl)Do you like eggs? Yes, I do. / No, I don’t.
(Ask another student) Does she like bananas? Yes, she does. / No, she doesn’t.
依次类推chicken, apple, carrot, fruit, vegetable.
Do you like eggs for breakfast? Breakfast is the first meal of a day.
Do you like vegetables for lunch? And do you like chicken for dinner?
(转到第三人称) Does he or she like carrots for lunch? Yes, he does./No, he doesn’t.
Ask the students to remember the new words.
Step 3: 1a Write the number in the box next to the correct food. (P34)
1.broccoli
2. salad
3. eggs
4. apple
5. ice cream
6. hamburger
7. banana
8. orange 9.carrots 10. chicken
Step 4: 2a Listen and circle the words from 1a that you hear. (P34)
Step 5: 1b How many other words can you add to the lists? (P34)
Fruit: apples
Vegetables: broccoli
Add five new words to your Vocab-Builder. Ask the students to remember them.
Step 6: Write down what your family like to eat.
My father: eggs, apples…
My mother: chicken, oranges, carrots…
My sister: hamburgers, ice cream…
My brother:
Ask another student to guess: What does my father like?
Does he like vegetables? No, he doesn’t.
What does my sister like? Does she like ice cream? Yes, she does.
Step 7: Let’s see what we’ve learned today.
Words:
Sentences:
Something else:
Questions:
Step 9: Homework.
1. Remember the words.
2. Practise the dialogue in pairs.
3. Finish the workbook.
教后一得：这节课不如上一节课效果好。原因是：今天我的情绪不好，把自己的个人情绪带到了课堂，这样是不对的。教师应当以饱满的热情来影响学生，调动学生，从而收到良好的课堂效果。
第三课时：
I.教材分析：
Language topic: I like oranges. I don’t like bananas.
They like salad. They don’t like broccoli.
He likes hamburgers. He doesn’t like broccoli.
She likes ice cream. She doesn’t bananas.
Language strategies: Talk about likes and dislikes.
Main vocabulary: eat, running star, lots of, healthy, food, dessert, list
II.语言结构: like一般现在时的肯定句和否定句。
III.语言功能:怎样表达喜欢什么和不喜欢什么.
IV. Teaching steps:
Step 1:Greetings.
Step 2: Practise dialogue like this:
Do you like bananas? Yes, I do. I like bananas.
Do you like salad? No, I don’t. I don’t like bananas. I like salad.
Practise in groups: I like …, I don’t like. 转到第三人称Ask another student: Does he like s alad? No, he doesn’t. He likes bananas.
Step 3: 3 (P33) Pair work. Find out what /Bill and Bob like and don’t like.
French fries strawberry salad ice cream
Bob
Bill
salad.
Bill likes …
Step 4: 2b Listen and fill in the chart. (P34)
likes doesn’t like
Katrina: apples carrots
Tom:
Ask and answer questions about what Katrina and Tom like and don’t like.
Step 5: 2c Look at the breakfast, lunch, and dinner in activity 1a. Are they Katrina’s or Tom’s? Write K or T (P34) Step 6: 3a Read the article and underline the fruits and the vegetables. (P35)
Runners eats well!
Middlebrook High running star Katrina Pedrosa eats lots of healthy food. For breakfast, she likes eggs, bananas, and apples. For lunch, she likes hamburgers, salad, and oranges. And for dinner, she has chicken, tomatoes, French fries and, for dessert, ice cream.
New words: eat, running star, lots of, healthy, food, dessert
(有些单词让学生会读即可。)
Step 7: 4a You are going on a picnic with a group of friends. Make a list of food to buy. (P35)
I like apples. Do you like apples? Yes, I do. Do you like oranges?
Yes, I do. What do they like? …
Then read your list of food to the class.
Step 8: Let’s see what we’ve learned today. (Ask the students to sum by themselves)
Words:
Sentences:
Something else:
Questions:
Step 8: Homework.
1. Ask the students to remember the new words.
2. Practise the dialogue in pairs.
教后一得：本单元主要学习如何表达喜欢什么和不喜欢什么，对于这一话题，学生非常感兴趣，通过教给学生一些食物名词，并适当补充一些日常用到的名称，进行对话练习，学生热情高涨。
第四课时
Self-check (Revision)
I．教材分析:这是本单元的最后一部分: Self-check,即本单元的复习部分。这一部分的课本是由以下几部分组成的。
1.Key word check. Check the words you know.
2.Add five new words to your Vocab-builder.
3.Draw the food you like to eat for lunch.
4. Ask your classmates what they like to eat for lunch. Find someone who likes to eat the same lunch as you.
Just for fun! Do you like broccoli?
II.这一部分可分为如下几个步骤进行：
Step 1:Review words like this:
Food: chicken hamburgers French fries ice cream
Fruit: apples bananas oranges
Vegetables: salad carrots tomatoes
Ask the students to remember them and check up.
Step:II. Practise the language topic (P32) Grammar Focus.
Do you like salad? Yes, I do. No, I don’t
Do they like salad? Yes, they do. No, they don’t.
Does he/she like salad? Yes, he/she does. No, he/she doesn’t.
I/They like oranges. I/They do n’t like bananas.
He/she likes ice cream. He/She doesn’t like bananas.
Stop III. Write about what Tom likes to eat for breakfast, lunch, and dinner.
For breakfast, Tom likes eggs, oranges, and bananas. For lunch, he likes hamburgers,____________________________________. And for dinner, he likes ______________________________________.
Step IV. Write about what you like for breakfast, lunch and dinner.
Step V. Draw the food you like to eat for lunch.
Step VI. Ask your classmates what they like to eat for lunch. Find someone who likes to eat the same lunch as you.
Step VII Fun (Ask the students to read the dialogue in a strange voice to make more fun)
Step VIII. What you have learned from this Unit.
Questions:
Homework: 1. Remember all the words in this Unit.
2. Practise the dialogue in pairs.
3. Finish the exercises about this unit.
教后一得：本课时回顾、练习了本单元的教授内容，通过练习，进一步巩固了本单元的所学内容，进一步设计活动来完成本单元的教学任务，但切忌避免机械地重复，活动应
本着由简到繁的活动设计原则。
Unit 6 Do you like bananas? 话题Topic 谈论食物Talk about food
观
的发散思维 , 采用丰富的句式进行书写。 1.教学重点: (1)学习并积累一些表示食物的词汇。 (2)正确使用表示食物名称的可数名词和不可数名词。 (3)动词like的一般现在时的各种句式及一般疑问句的肯定、否定回答。 2.教学难点: (1)行为动词like的一般现在时的用法; (2)使用do和does引导的一般疑问句的构成和使用。 从学生们的日常饮食入手,选取最贴近生活的素材,让学生流利地说出自己和他人喜欢什么,不喜欢什么。能够较为熟练地掌握like的用法,了解健康的饮食习惯。 教学突破:运用调查问卷的方式,让学生们调查自己的同学或父母,增强他们的合作能力。创设语境,突出听力和口语表达,通过自制表格增强他们的动手能力。为学生呈现写作框架,以此来帮助他们提高写作能力, 突破写作的瓶颈。听力练习可适当加强,可以增加听力的时间。 注重方法与价值观的培养:本单元中主要是引导学生们养成良好的饮食习惯,树立健康的饮食观念。教师可以出示一张健康生活者的图片和一张不健康生活者的图片,让学生们进行比较,从而改善自己的饮食习惯。 第一课时:Section A 1a-1c 第二课时:Section A 2a-3c 第三课时:Section B 1a-2c 第四课时:Section B 3a-Self Check 名词:banana, hamburger, tomato, ice-cream, salad,strawberry, pear, milk, bread, 语法二、可数名词与不可数名词。
新目标英语七年级下册全英文教案（全册）Unit1 Where is your pen pal from? Topic: Countries, nationalities, and languages Functions: Talk about countries, nationalities and languages Ask and tell about where people live Structure: Where's/Where're ...from? Where does/do ...from? What questions----What language does/do ...speak? Target language: Where is she from? She is from.... Where does she live? She lives in.... What language does she speak? She speaks.... Vocabulary: words about countries, languages Teaching design: The whole unit needs 5 periods, 4 for new lessons and 1 for test Period 1 ( 1a----Grammar Focus ) Key points:
Where is your/John's pen pal from? He/She is from... Where does he/she live? He/She lives in.... (Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak. T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them) The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English Teaching Steps: Key points: Where is your/John's pen pal from? He/She is from... Where does he/she live? He/She lives in.... (Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)
1Unit 1 Where is your pen pal from? 导学案1 Section A 1a--Grammar focus 【学习目标】 1.学会一些国家和城市的英文名称,:会用所学知识,询问和回答人们来自哪里。 2.学会理解和尊重异国文化. 【学法指导】 1、联系生活学习英语。敢于用英语表达，用英语进行交际。 2、听力策略：A. 放松心情。B. 注意关键字 【课前准备】准备一张世界地图. 【学习过程】 一、预习指导与检测 （一）预习指导 1.预习第1-2 页的生词,根据音标会读知意. 2.朗读第1-2 页的句型,能英汉互译. 3.知识点拨: 1)Where is/are + 主语+ from ？这一特殊疑问句用来询问某人来自哪里，回答时,用主语+is/are +from+地点。 eg:Where are you from? I’m from Chaohu. Where is he from? He’sfrom Hefei. 拓展：be from = come from be 是系动词,come 是实义动词 eg: Where does he come from? He comes from Hefei. 2)live 不及物动词,意思是“居住”不能直接加地点，需要有介词. eg: ----- Where does she live? ------She lives in Paris. 3)pen pal =pen friend 笔友 4)China 中国Chinese 中国人Japan 日本Japanese 日本人 eg:We are all Chinese. The three girl are Australians. （二）预习检测 1．你知道这些国家和地区的英文名称吗？ (1)中国_______(2) 加拿大________ (3)法国________(4)英国_________ (5)澳大利亚______(6) 美国_______(7)新加坡______ (8)悉尼________ (9) 巴黎_______（10）纽约________(11)多伦多_______(12)东京_________ 二、课堂互动探究 1. 小组活动: 2 1) 共同总结本节课的重点单词及短语,然后互相提问。 2）讨论：中国、日本、美国、加拿大、澳大利亚、英国、法国、新加坡等的国家名称、首都等形式，并展开小组竞赛，看看那组最棒。 3) 讨论:询问某人来自哪里,用句型_________________________。回答时,用__________________________________。 4）了解be from 与come from 区别。 5）live 后何时用in，何时不用in。整理到笔记本上。 三、当堂检测 一. 单项选择
2015七年级上册英语Starter Unit1教案 教学设计 Period 1 1a2e Ⅰ.教学准备 1．教师：准备录音机、磁带、多媒体课件、字母卡片，搜集一些表现不同国家初次见面的礼仪形式的图片 以及标示字母笔顺的flash。 2．学生：搜集含有字母Aa—Hh的广告用语和图片；自制字母卡片。 Ⅱ.教学目标 1．充分调动学生学习英语的积极性，激发学生学习英语的兴趣。 2．教给学生学习英语的方法和技巧。 3．使学生了解一些国家的见面礼仪。 4．学习本课的知识点： (1)词汇：good，morning，hi，hello (2)字母：Aa，Bb，Cc，Dd，Ee，Ff，Gg，Hh (3)句型：Good morning！Hello/Hi! 5．训练学生听懂日常见面问候语以及英语字母的能力。 6．帮助学生掌握一些字母缩写词以及部分英文名字。
Ⅲ.教学重点 (1)词汇：good，morning，hi，hello (2)字母：Aa，Bb，Cc，Dd，Ee，Ff，Gg，Hh (3)句型：Good morning！Hello/Hi! Ⅳ.教学难点 让学生会读英文名字；将英语字母打乱顺序进行认 读和书写。 Ⅴ.教学步骤：Warmup 1．教师向学生播放英国人说英语的视频，激发学生学习英语的兴趣。 2．教师可以利用英语歌曲、英文电影渲染气氛，营造学习英语的环境。然后可向学生展示自己的英语水平，让学生“亲其师，信其道”。 建议1：用英语进行自我介绍，可介绍自己的姓名、毕业学校、从教时间，以及自己取得的成就。但要注意 一定要口齿清晰、语音语调正确，说出英语的韵味来。 例如： T：Do you like English？Is English vg？day， let's learn English.And I'm your English teacher.Lduce myself.My n aI'I have tauglars.Duringars，I have g建议2：播放一段中国人说英语非常流利的视频，然后用英语介绍，告诉学生如
七年级英语上册Unit1知识点归纳总结 Unit1 Topic1 Welcome to China! 1.三种自我介绍の方式： I am +姓名 I’m +姓名 My name is +姓名 2.问候语： （1）Good morning.早上好. Good afternoon.下午好. Good evening.晚上好. Good night.晚安.（2）Hi/Hello! 你好。（用于非正式场合。） （3）Nice to meet you. 很高兴见到你。 回答用Nice to meet you, too. 我也很高兴见到你。(用于第一次见面) （4）Nice to see you. 很高兴见到你。 回答用Nice to see you, too. 我也很高兴见到你。(用于熟人之间の见面) （5）How do you do ?你好。 回答也用：How do you do? （用于初次见面，正式场合） （6）How are you ? 你好吗？ 回答：Fine,thanks.谢谢，我很好。（用于熟人之间询问对方身体健康状况。） 也可以回答：Fine. /I’m fine./I’m OK. 3.welcome to+地点欢迎来到某地 4.Are you…? 你是...吗？ 肯定回答：Yes, I am.是の，我是。（I am不能缩写为I’m） 否定回答：No, I’m not. 不，我不是。 5.This is …. 这是... （对第三方の介绍）、 6.M r.先生（在学校内指男老师）M rs.夫人（已婚女士） M iss女士，小姐（未婚，在学校内指女老师）M s.女士（不清楚婚否）
Module 1 School Life Unit 1 There are fifty students in the class. Preparation 在黑板上写出单词Festival,要求学生回忆并说出已学过的节日名称，如：New Year, Christmas Day等，并板书。 组织两人小组活动，内容是在节日时的对话。如下例： Happy New Year... Happy New Year... Do you...? Yes/No. We... 两人小组活动后，请几对学生上台演示，然后要求大家评价。对演示认真又基本无语言错误的学生给予奖励。 介绍短语Spring Festival, 带读后转入第1小节的学习 1．Look and listen. Then repeat. 1）先不打开书，问学生:春节后,一些同学又见面了，他们很高兴地在一起交谈，他们谈了些什么呢（What are they talking about ?）？ 2）要求学生听一遍录音后，回答上面的问题，然后将答案School Life 写在黑板正上方。3）写出以下问题，要求学生听第二遍录音后回答： How many students are there in the class? How long are the lessons? How does Feifei go to school? How long does the bus take to get to school ? 学生回答上述问题后翻开书，跟录音读一遍对话。 组织四人小组操练本段对话，然后要求他们演示和评价。 第2、3、4小节的教学可参考“教师用书”的建议进行。 Unit 2 What’s your favourite lesson? Preparation 1）教师先简单用英语介绍本班的一些情况，然后要求学生分两人小组就School life话题进行对话,也可以给出以下问题要求学生对话： Do you like your school? How many lessons do you have each day? How do you get to school? 两人小组活动后，叫几对学生上台演示，然后要求大家评价。对演示认真又基本无语言错误的学生给予奖励。 2）教师说:下面有几位同学，他们也就School life 进行了交谈。他们谈了什么呢？
初一英语下册unit6教学设计 一、教学目标 1．知识目标： 1）词汇:make soup、read a newspaper、wash、use、eat out、g o to a movies. Watching TV、reading、doing homework、talkin g on the phone . 2）语法——现在进行时(Present progressive tense) 3）句子What are you doing? I’m watching TV. What’s he doing? He’s doing his homework. What are they doing? They’re cleaning the room. 2. 能力目标： （1）To Help the students freely talk about or learn about w hat they are doing. （2)Improve the students’self-research ability and the abili ty of discussing in group. 3. 情感目标：激发他们学习英语的兴趣和热情，在接近生活常态的交际中乐于模仿，敢于开口，积极参与。 (1)Enable students to cooperate among the team member s and competition. (2)Enable students to solute their learning difficulties. 二、教学重点和难点： Important points（重点） (1)Let the students master how to describe what people ar e doing. (2)Master the phrases: talking on the phone、watching TV、do
Unit 1重点句型汇总 Section A 1. Where is your pen pal from? ●come from和be from是同义短语，但come from更强调动作。如: —Where do you come from? 你从哪里来？ —I come from the United Kingdom. 我从英国来。 ●句型“Where + be + sb. + from?”通常用来询问“某人来自什么地方”。如：—Where are you from? 你是哪里人？ —I’m from Shanghai. 我是上海人。 ●句型“Where + be + sth. + from?”通常用来询问“某物品产自哪里”。如：—Where is the car from? 这辆轿车产自哪里？ —It’s from France.它产自法国。 2. —Where does he live? —Tokyo. ●live作不及物动词，意为“生活，居住”，后常接in + 地点名词或直接接表地点的副词here / there / home等。如： We live here / in New York. 我们住在这儿/ 纽约。 ●live还可表示“过着……生活”，此时为及物动词。如： We live a happy life. 我们过着幸福的生活。 3. What language does she speak? ●what language常用来对“某种语言”进行提问。 ●speak意为“说，讲”，后面常接表语言的名词。如： Can you speak French? 你会讲法语吗？ Section B 1. Does she have any brothers or sisters? any意为“一些”,常用于疑问句或否定句中，修饰可数名词复数形式或不可数名词。如: There isn’t any milk in the glass. 杯子里没有牛奶。 2. I can speak English and a little French. a little意为“少量，一点儿”，常修饰不可数名词，具有肯定意义；little意为“几乎没有”，修饰不可数名词，具有否定意义。如： There’s a little water in the cup. 杯子里有点儿水。 He knows little English. 他几乎不懂英语。 3. Can you write to me soon? write to sb. 意为“给某人写信”。如: Please write to Jack.请给杰克写封信。 此短语常用于书信的结尾，提示别人尽快写回信。
人教版义务教育教科书◎英语七年级上册 Unit 6 Do you like bananas? 教材解读 本单元主要讨论各种食物以及喜欢或不喜欢某种食物；询问某人是否喜欢某种食物 及回答；会描述一日三餐，会合理搭配一日三餐。 like的一般现在时、一般疑问句及肯、否定回答；肯定句和否定句。 通过本单元的学习，认识到在平日饮食中要做到不挑食、不偏食、合理饮食。 单元目标 一、知识与技能 1. 词汇：hamburger、tomatoe、broccoli、French fries、orange、ice cream、salad、banana、egg、strawberry、carrot、apple、chicken、breakfast、lunch、dinner、fruit、vegetable。 2.语言目标：Do you like hamburgers? Yes, I do./No, I don’t. I like French fries. I don’t like tomatoes. 3. 能力目标：能准确表达喜欢和不喜欢的食物；能根据具体情景对话，与他人沟通信息，合作完成任务；通过听说读写四项技能的训练，促进学生语言运用能力的提高。 二、过程与方法 通过听说读写等任务型活动，熟练应用所学单词和动词词组，掌握描述过程。 三、情感态度与价值观 通过学习西方食品文化，促使学生了解西方生活方式与文化，培养跨文化交际的意 识；通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神；通过任务型 活动，使学生学会在实际生活中均衡饮食，合理配餐。 教法导航 采用情景法，交际法及任务型教学途径并配以多媒体辅助教学。通过设疑、提问、 启发、诱导等方法，唤醒全体学生的主体意识，从而调动学生的积极性，让学生处于积 极思维状态之中，全方位、多角度培养学生运用语言的能力。 学法导航 进行听说读写操练，使整个教学从知识的内化到外显呈现出一种动态的、和谐的发 展过程。 课时支配 第1课时：Section A 1a-2c 1
冀教版七年级英语下册导学案 冀教版七年级英语下册导学案 Unit 8 Summer Holiday Is Coming! lesson 43 Have a Good Summer ! 【学习目标】 1、知识与能力目标：学会一些国家与城市的英文名称，:会用所学知识，询问与回答人们来自哪里。 2、过程与方法目标：学会理解与尊重异国文化、 3、情感态度与价值观目标： 【学法指导】 1、联系生活学习英语。敢于用英语表达，用英语进行交际。 2、听力策略：A、放松心情。B、注意关键字 【学习重点】 【学习难点】 【学习过程】 一、预习指导与检测 (一)预习指导 1、预习第1-2页的生词，根据音标会读知意、 2、朗读第1-2页的句型，能英汉互译、 (二)知识点拨 1 Go on a trip to A 去A 地旅行 、2 May表示允许，无人称与数的变化、 3 Too+形/副to do sth表示否定的含义，就是太…不能干、 4 Be busy doing sth(动名词)就是忙于做某事,就等于be busy with sth (名词) 5 A be far from (away) A 离B 远 6 Two hundred / thousand / million/ billion 两百/ 千/ 百万 /亿Hundreds/ thousands / millions/ billions of 成百 /千 /百万/亿 7 From A to B 从A 到B、 8 Work hard at A 努力干A(介+ doing ) 9 Too many +可数名词的复数。Too much +不可数名词 10 live in +大地方(城市)Live at +小地方(农村) 二、重点知识点巩固练习 1 He may(go) home -------------------------------- 一(一般疑问句) ---------------------------------- (否定句) 2 He wants(go)a trip Beijing、 3 He is too young(go) to school、He is too old to(climb ) the tree 、 4 The coat is(thousand )of yuan、 5 We go to school Monday(介词) 6 Do they go to school Monday Friday (介) 7 Mary is working hard English 、 8 Let us go(boat)、
人教版（新目标）初中七上Unit 1 My name's Gina教案 Period One Teaching aims（教学目标） 1．学会问候他人 2．学会如何做自我介绍, 认识新朋友，并正确称呼他们的英文名字 3．从对话中学会获取更多他人的基本信息 5．初步学会使用部分形容词性物主代词 Language points（语言点） ` 1．要求掌握以下句式： （1）—What’s your name —My name is… （2）—Hi. My name’s Gina. —I’m Jenny. Nice to meet you! --- Nice to meet you, too. （3）what’s ＝what is I’m ＝I am name’s ＝name is 2．要求掌握以下词汇：（1）生词：name, am, nice, meet, what, hello " （2）人称代词和形容词性物主代词：I, you, my, your, his, her （上述数词和部分形容词性物主代词本应在第二和第三课时中出现，但可以在第一课时中非正式出现，给学生初步的印象，为后面的学习作铺垫。） Difficulties（难点）：本课难点是大量的人名和形容词性物主代词，而学生在描述时容易混淆男名和女名，在运用代词时容易错用人称代词和物主代词。 Teaching steps（教学步骤） 1. Warming-up and revision（课堂热身和复习） (1) Play the tape, enjoy the ABC song or Hello song, get the Ss to sing together. （2）Warm greetings to the students2 T: Hello! / Hi! # S: Hello! / Hi! T: You are very beautiful/cool/… S: Thank you. 2. Presentation（呈现新知识） （1）T: Hello! My name is Lily. What’s your name S: (引导学生回答) My name is Tom. T: It’s a good / nice name.
新目标人教版英语七下 全册教案 Unit 1 Where’s your pen pal from? Language goals: ●In this unit students learn to talk about countries, nationalities and languages. ●Ask and tell where people live. New languages: ●Where’s he / she from? ●He / She is from Australia / England / China / France / Singapore / Australia. ●Where does he / she live? He / She lives in Sydney. ●What language do you speak? I speak English. ●What’s your / his / her favorite subj ect? ●My / His / Her favorite subject is English. ●Does he / she have any brothers and sisters? Yes, he/ she does. / No, he / she doesn’t. Difficult points: 1. Listening for the information about countries, nationalities and languages. Write an e-mail about oneself. Describe the new students in class. 2. Where questions with from Where questions with live What questions Teaching aids: ● A tape recorder Teaching periods: ●Period 1:Section A中1a, 1b, 1c ●Period 2:Section A中2a, 2b, 2c，2d ●Period 3:Section A中3a, 3b, 4
人教版七年级英语下册第三单元学案 Unit 3 Why do you like koalas ? Section A Happiness is found along the way—not at the end of the road.---Sol Gordon 幸福将在路途中被发现，而不是在路的终点。 知识目标：koakas tiger elephant dolphin panda lion penguin giraffe zoo cute map smart animal box kind of south Africa 能力目标：Describe animals;Express preferences 情感目标：通过对本节知识的学习，培养学生要热爱动物，保护自然 Importance: Master the new words and phrases Difficulty: Express preferences （一）预习导学(Warming Up) 1.Read new words by themselves,then check some students’ pronunciations 2. Learn the new words by finishing the exercises.（英汉互译） 只可爱的大象_____________________ 有几分_______ 一只有趣的海豚________________ 几只可怕的狮子 _________________
come from___________ welcome to the zoo____________ a smart koala__________ want to see the pandas_________ （二）预习自测 根据首字母和汉语提示写单词 1.--Why do like tigers? --Because they are very c________ 2.________(让我们) play with the cats. 3.Look at the ___________(长颈鹿).They are eating leaves. 4.Penguins live in south A__________ 5.There are many kinds of a__________in the zoo. （三）情景导入 First play a vedio about many kinds of animals ,then make a dialogue by asking them questions: Do you like animals? What animals have you seen in the zoo? And what’s your favorite animal? Why? （四）自主探究 1.译成汉语，注意划线部分 Let’s see the lions first. 2.让他做这件事吧。 Let___________it. （五）合作交流 Make the conversations following the example A: Let’s see the lions . B: Why do you like them ? A: Because they are cute. B: Where are lions from? A: They are from South Africa. （六）拓展创新 找出与划线部分意思相同的选项 The panda is kind of interesting. A little B a kind of C kinds of D a little
Unit 1 Can you play the guitar? Section A (1a-2d) 一、教学目标: 1、语言知识目标: 1) 能掌握以下单词: guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club 能掌握以下句型: ①—Can you play the guitar? —Yes, I can、/ No, I can't、 ②—What can you do? —I can dance、 ③—What club do you want to join? —I want to join the chess club、 2) 能了解以下语法:情态动词can的用法 want to do sth、的用法 2、情感态度价值观目标: 该部分内容贴近学生的生活,谈论的话题就是能力。通过互相询问或谈论自己或对方在某一方面的能力,可以培养学生的一种群体意识。 二、教学重难点 1、教学重点: 1) 学习询问与谈论彼此的能力与特长; 2) 掌握一些弹奏乐器的表达方式。 2、教学难点: 情态动词can的构成与使用。 三、教学过程 Ⅰ、Lead in 1、教师可携带一些易于演奏的乐器,也可带一些演奏乐器的图片,一边演示乐器, 一边说: I can play the guitar.…等;再指着图片说:He／She can play the violin.But I can’t play it.等;然后询问学生:Can you play the guitar?….并引导学生进行简单 的回答。 2、 S s look at the picture in 1a、Then read the words and phrases、Let Ss match the activities with the people、
2018年新人教七年级英语下册全英文教案（全册全英文）Unit 1 Can you play the guitar? 一. Knowledge and abilities goals: 1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar 2. How to use Model verb” can”. 3. Listening and speaking skills and communicative competence. 二. Teaching method: Listening and speaking methods. Pair works. 三. Moral goals: Encourage students to express their abilities. Content of courses: In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to join…club ?Can you …? 四. Importance and difficulty: can Teaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class. 五. Teaching Time: 4 periods Period 1 (Section A: 1a-2d) 授课人:______ 授课班级: _____ 授课时间：2018年___月___日____午第____节 1.Knowledge Objects: Learn to talk about abilities. Know something about the culture of clubs. Can you/he..?What can you do? What club do you want to join?can, can’t, draw, dance, swim, speak, walk. 2.Teaching key point: can 3. Teaching Difficult point: can 4.Teaching Procedures: Step 1. Lead-in Enjoy a song I’m a musician T: Do you want to be a musician? S: T: Can you play the piano? S… T: What can you do? S: I can… T: What about you? S: T: OK, now please show your talent and tell us what you can do.
主备人：张妍持案人：使用日期：第周星期 Unit one My name is Gina. The first period Teaching aims and Demands: 1．Knowledge Objects Keyvocabulary:my,name,is,I'm,nice,to,meet,you,what's,your,hello,hi Target Language:---What's your name ? ---Alan. ---Hello,I'm Mary. ---Hi,Mary.I'm Jim. Nice to meet you. 2．Ability Objects Train students’listening skill. Train students’communicative competence using the target language.. 3．Moral Object: Communicate with others politely. Teaching key Points Key vocabulary. How to greet people. How to introduce yourself. Teaching Difficulty Points Students can communicate with others using key vocabulary and the target language learnd in this class. Teaching Procedures Step1 Greeting and check homework. Step2 Warming-up and revision (1) Play the tape, enjoy the ABC song or Hello song, get the Ss to sing together. （2）Warm greetings to the students T: Hello! / Hi! S: Hello! / Hi! T: You are very beautiful/cool/… S: Thank you. Step3 Show studying aims 1．学会问候他人 2．学会如何做自我介绍, 认识新朋友，并正确称呼他们的英文名字 3．从对话中学会获取更多他人的基本信息 4．初步学会使用部分形容词性物主代词 5．要求掌握以下句式： （1）—What’s your name ?—My name is… （2）—Hello! I’m Mary.—Hi, Mary! I’m Jim. Nice to meet you. （3）what’s ＝what is I’m ＝I am name’s ＝name is 6．要求掌握以下词汇： （1）生词：name, clock, am, nice, meet, what, hello
Starter Unit 1 Good morning! No. 110 Middle School by Cao Yi 课程目标 一、知识和能力目标 本单元要求学生掌握英文字母A—H，能认读其印刷体和手写体字母的大小写等四种形式。书写(大写和小写，笔顺，笔画)基本合乎要求。能看,听，说本单元所列的日常交际用语，重点学会打招呼，并做到语音语调正确。注意一些字母及日常交际用语的发音，提醒学生不要将C／si：／发成／sei:／; H /e??/发成/e?/，也不要将Good morning／?◆?'???????说成／?◆??'??????／等。 二、过程和方法目标 教师要尽量用英语组织教学。充分利用课堂的40分钟，不讲或少讲汉语，尽量给学生创造英语情景。教师可以用手势，表情，动作等示意，帮助学生听懂课堂用语和日常交际用语，第一次介绍某个用语时，说英语，加译文及手势，以后可酌情省去译文，最后只说英语，逐步让学生听懂。 三、情感态度和价值观目标 万事开头难，首先利用这个单元培养学生们对英语的兴趣，因为兴趣是最好的老师。 学情分析 体会打招呼用语的奥妙所在，做到灵活运用。 1．Good morning /afternoon /evening：适用于比较正式客气的场合，双方都应说Good morning /afternoon /evening!例如： A：Good morning，Miss Zhao．早晨好，赵老师。 B：Good morning，Mr．Wang．早晨好，王校长。 2．Morning：适用于比较熟悉的朋友之间或比较繁忙的情况下。 3．Hello：是最广泛、最简单的打招呼语，显得亲切自然。例如： A：Hello，Kate．你好，凯特。 B：Hero，Li Lei．你好，李雷。 4．Hi：在现代英语中，Hi比Hello用得更多，显得更随和。例如： A：Hi，Han Meimei．你好，韩梅梅。 B：Hi，Lucy．你好，露西。 教学准备 tape—recorder，multi—medium． 课时参考 四课时 Period 1 Step 1：Introduction Begin by greeting the class with a smile and good morning! Now，introduce the words “teacher” and “class”．by using gestures．Repeat