新人教版七年级英语下册全册教案
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) 学习询问和谈论彼此的能力和特长；
2) 掌握一些弹奏乐器的表达方式。
2. 教学难点：
情态动词can的构成和使用。
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.
Then Check the answers with the class together.
Ⅱ. Presentation
出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：
He／She can dance／swim／sing／"··But I can’t dance／swim／sing／...等，学习表达活动的动词短语。
Ⅲ. Game (What can I do?)
T: Tell your partners what you can do. For example:
I can play the guitar. I can sing and dance.
Ss work in groups. The let some Ss talk to their classmates in front of the class.
Ⅳ. Listening
1. T: Now let’s listen to the tape, find out the right conversation, and number them 1-3.
（播放lb部分的录音让学生听，引导学生根据所听到的内容，选出对话的顺序，完成1b部分的教学任务。）
2. Check the answers: (3, 2, 1 )
Ⅴ. Pair work
1.Ask the Ss to practice the conversations in 1b with a partner. Then make their own
conversations.
(引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用can询问和表达能力。)
Ⅵ. Listening
1. Work on 2a;
T: Now, look at the pictures on P2, listen to the four conversations. Just listen.
(Play the recording for the first time, students only listen carefully.)
Then, listen to the recording again, and circle the clubs you hear.
Check the answers with the class.
2. Work on 2b;
引导学生根据对话内容用正确的单词填空，补全对话，再播放听力材料一遍。让学生进行校对，练习听力和写作能力，完成2b部分的教学任务。
Check the answers with the Ss.
Ⅶ. Pair work
1. Look at 2b and talk about what the people can do and the clubs they want to join.
老师可以和一名优秀的学生做一个对话的例子，让学生们明白如何去问答，例如：T: What club does Lisa want to join?
S1: She wants to join the chess club.
T: Can she play chess？
S1: No, she can't.
2. Ss work in pairs to practice asking and answer about Lisa, Bob and Mary.
3. Ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to
find out the answers to these questions.
①What club does Bob join?
②What club does Jane join?
Ss read the conversation by themselves and find the answers to the questions. Then check the answers:
①Bob joins the soccer club. ②Jane joins the English and art club.
2. Explain something that Ss can't understand.
3. Let Ss read after the teacher or play the recording and let Ss read after the recording.
4. Ss work in pairs to act out the conversation.
5. Ask some pairs come to the front of the classroom. They try to act out the conversation. See which group is the best.
Homework:
1. Remember the new words and expressions after class.
2. Recite the conversation after class.
3. Write English names as many as possible in the exercises book.
Section A (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
1) 继续练习运用情态动词can。学会询问和谈论彼此的能力和特长。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. 情感态度价值观目标：
该部分学习询问或谈论自己或对方在某一方面的能力和特长，可以培养学生的一种群体意识，促进同学们对自身的认识，为将来的自我发展奠定基础。
二、教学重难点
1. 教学重点：
1) 让学生重点总结、发现情态动词can的用法。
2) 通过一些与学生们实际生活相贴近的教学活动，来达到熟练运用的目的。
2. 教学难点：
1) 情态动词can的用法；
2) 在实际交际活动中运用can来询问与表达自己或他人的能力。
三、教学过程
Ⅰ. Warming- up and revision
1. Ask some Ss about their abilities.
T: Hi, S1! What can you do?
S1: I can sing and dance?
T: Can you play the guitar?
S1: Sorry, I can't. But I can play chess.
T: What club do you want to join?
S1: I want to join the chess club.
2. Role-play.
Let some pairs role play the conversation in 2c.
Ⅱ. Grammar Focus.
1. 阅读指导：
2. 学生阅读Grammar Focus中的句子，然后做填空练习。
①你会游泳吗？
______ you ______?
②是的，我会。/ 不，我不会。
Yes, ____ _______. / No, I _______.
… (其余试题见课件部分)
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。Ⅲ. Try to Find
老师将情态动词的can的用法，以学案的方式呈现在大屏幕上，让学生自主学习，并发现其用法。
1. 可以看出，在Can…？句型中，情态动词can没有________和_______ 的变化。
2. 用情态动词can来询问他人的能力可以归纳为以下句型：
Can + _______ + _________ + 其他?
肯定回答：_________________
否定回答：_________________
What + can + _______ + ________ ?
学生们合作学习讨论上面学案的答案，总结情态动词can的用法。
老师找部分学生对上述问题作答，并一起讨论总结情态动词can的用法。
Ⅳ. Practice
1. Look at 3a. 告诉学生们用所给的词汇来造句子。首先，用情态动词can及所给的第一个动词词组来造一个一般疑问句，并作出一个否定的回答。然后，用转折连词but及第二个词组造一个肯定句。
Teacher makes the first one as a model:
Can Wu Jun speak English? No, he can't, but he can speak Chinese.
Ss try to make sentences using the phrases in 2~5. They can discuss with their partners. Then let some Ss tell their answers to the class.
Check the answers with the class.
2. Look at 3b. Tell Ss that your school is going to have a School Show next week. What can you do? You can show your talent in it. In order to let all the students know about it. We have to write a poster. Now, read the poster below and try to complete the poster with the
words in the box.
方法指导：应通读全文，掌握短文大意；然后，仔细阅读每个句子，根据空格前后的词语进行推敲。比如，第三空格后有guitar一词，可知些空格应填play一词。其他类似。
学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。
最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
Ⅴ. Group work
1. What can your group do in the school show? Make a list, then report to your classmates.
2. First, work in group ask and answer about what you can do? e.g.
S1: What can you do, S2?
S2: I can do kong fu.
S1: Great! What about you S3?
S3: I can sing very well.
…
3. Then make a list together.
4. Everyone in your group must write a report. Then select one student to report what your group can do. e.g.
In my group, Li Ming can do kong fu. Zhang Li can sing very well. Ma Shuang can dance well…
(最后，可以经学生们评议来推举最有能力的小组）
Ⅵ. Exercises
1. If time is enough, do some more exercises on big screen.
Homework
1. Read the sentences in Grammar Focus.
2. Write a report about what your family members can do.
Section B 1a-2c
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：
drum, play the drum, piano, play the piano, violin, play the violin, also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician
2) 能掌握以下句型：
①—Can you play the piano? No, I can't. / Yes, I can.
②be good with …
③help…with…
2. 情感态度价值观目标：
学习询问或谈论自己或对方在某一方面的能力和特长，可以培养学生的社会责任意识，为他人做自己力所能及的事，以从小培养学生们互帮互助的意识，以及社会责任意识。
二、教学重难点
1. 教学重点：
1) 能过听力训练来提高学生们听说能力。
2) 进行阅读训练，通过阅读简短的文章来学习语言知识，提高综合运用能力。
2. 教学难点
1. 听力训练
2. 阅读2b部分的短文并完成相关要求。
三、教学过程
Ⅰ. Warming- up and revision
1. Daily greeting.
2. Check the homework. Let some Ss report what his/her family members can do.
Ⅱ. Presentation
1. T: Show some really instruments like violin, drums. Then play some of them. Tell Ss I
can play the drums, I can play the violin, I can play the violin…
Ss: Do after the teacher, Act as he/she are playing an instrument. The say: I can play the piano, I can play the piano, I can play the drums…
Ⅲ. Game (Talent show)
1. Act and show your classmates your talent.
T: Please stand in front of your classmate. Act and say what you can. e.g.
S1: (sing and dance) I can sing and dance.
S2: (play the drum) I can play the drum.
S3: …
2. Ask as many students as possible to say their abilities.
Ⅳ. Listening
1. Tell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a.
2. Play the recording again and check the answers.
3. T: Now let's work on 1c. First, let one student read the words and phrases aloud.
Then listen to the tape and circle the words and phrase you hear.
4. Ss listen to the tape and circle the words and phrases they hear.
5. Check the answers:
6. T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What can't they
do? You'll listen to the tape again. Then try to fill in the blanks.
听力指导：要抓他们会做的事情，以及不会做的事情这两个重点内容。因此在听的时候，应重点将人物及动作这两个方面的听清，其他作为非重点内容。
7. Ss listen to the recording carefully and try to fill in the blanks.
8. Check the answers with the class.
Ⅴ. Group work
1. Work in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do.
S1: Bill can play the guitar, but he can't sing.
S2: Cindy can sing and play the drum, but he can't play the piano.
S3: Frank can play the piano, but he can't sing or dance.
S4: …
2. Teacher can walk around the classroom, and give some help to the Ss.
Ⅵ. Reading
1. T: Let's meet three new friends, Peter, Aland and Ma Huan. What can they do？Now read
the descriptions and underline what they can do.
2. Let some Ss read aloud what Peter can do. Then let another Ss read aloud what Cindy and Frank can do.
3. Let Ss work in pairs to ask and answer about what they can do.
S1: What can Peter do?
S2: He can speak English and play soccer.
S2: What can Alan do?
S1: He can play ping-pong.
…
Ⅶ. Reading
1. T: Now We'll read three ads. What's the main idea of the each ad? What's each ad's title?
Now let's read the three ads and select a title for each ad.
2. 方法指导：首先，应读懂三个题目的意思；然后，认真阅读三个广告的内容，通过读广告来总结出它们的主要内容，并确定一个最为贴切的题目。综合广告内容与三个题目，看每个题目与广告的内容是否最为贴切。
3. Ss read carefully and try to select a title for each ad.
4. Check the answers with the class.
Ⅷ. Reading
1. T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad
is right him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person.
2. 方法指导：首先，再次明确每个能做的事情，以及他/她喜欢做的事情；然后，看每
则广告中要求应聘者去做什么事情；最后，综合考虑三个人的情况，做出一个最佳选择。
3. Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups.
4. Check the answers with the class.
Homework
1. Remember the new words and phrase after class.
2. Try to retell what Peter, Alan and Ma Huan can do after class.
板书设计：
Section B 3a-Self Check
一、教学目标：
1. 语言知识目标：
1) 复习询问或谈论自己或对方在某一方面的能力和特长,讨论参加某一个俱乐部。
2)能够综合运用所学的知识，就自己的熟悉的内容来介绍自己或他人所俱有的能力
及特长；
3) 总结回顾一些常见的一些表达人们能力的词汇，并能进行分类记忆。
2. 情感态度价值观目标：
1) 能了解自己的一些特长，并运用自己的一技之长为他人或社会做一些有益的事情。
2）不断学习一些新的特长与技能来完善、充实自己。为将来走向社会成为一名有用的人材打下基础。
二、教学重难点
1. 教学重点：
1) 能运用自己所学的相关语言知识，借助一些提示材料来描述自己所熟悉的人物的能
力。
2）能运用自己所学的相关英语语言知识，模仿所学过的相关材料来制作简单的广告。
2. 教学难点：
能运用自己所学的相关英语语言知识，模仿所学过的相关材料来描述自己所熟悉的人物的能力或制作简单的广告。
三、教学过程
Ⅰ. Warming- up and revision
1. Have a dictation of the new words and expressions.
2. Let some Ss retell what Peter, Alan and Ma Huan can do.
3. Let some Ss to read the three ads again.
Ⅱ. Presentation
1. Show some pictures of the famous musician. For example, Liu Huan; Ask Ss questions like this:
T: Who's he? Ss: He's Liu Huan.
T: What does he do? Ss: (Help Ss to answer) He's a famous musician.
Write the words musician on the Bb.
music 音乐→musician音乐家
拓展：teach教→teacher老师
Ⅲ. Practice
1. T: Next week we'll have a music festival. So we need some musicians to help with the
music festival. I wrote an ad for help, but some of the words are missed. Please read the ad again and try to fill in the blanks with the words in the box.
2. 阅读指导：首先，应通读全文，理解全文的大意；认真读每一句话，在理解句子意思的基础上，分析空格所缺词汇的意思；然后分析空格上下文的意思或上下文的单词来确定空格中的词汇的词性；最后，在综合理解的基础上确定每个空格处的词汇。
3. Ss read the passage then fill in the blanks with the words in the box.
4. Check the answers.
Ⅳ. Writing
1. Do you want to make poster in English by yourself? Now work with your group members, think of an even at our school. Then try to make a poster by yourselves.
The events may be the music club, the Sports Day; the art festival and so on
2. Ss work in groups. First think of an event at the school. Then try to make the poster.
3. 写作指导：
首先，应确定与该做事项所须的相关能力；可以用借鉴2b或3a中的广告的样子来写。其次，为了使语气显得较为委婉，可以用一些一般疑问句来询问应聘者的能力，比如：
Can you swim? Can you…? 最后，一定记住将本次活动的联系方式写清楚。
4. Teacher walks around the classroom. Give any help Ss may need. Ask one the students in each group to read aloud their ads to their class. Let other students in other groups give some advice on the ads.
5. Decide which ad is the best.
Ⅴ. Self Check 1
1. 让学生们在小组内讨论这些分类的能力活动；每个小组成员积极发言，由小组长负责整理记录。
2. 让某个小组的小组长说出他们小组整理的答案，再由其他小组成员进行补充；最后，将一份完整的能力活动分类总结表写在黑板上让同学们进行借鉴与补充。
3. Give Ss a few minutes to remember the abilities.
Ⅵ. Self Check 2
1. Tell Ss what they should do. You can add as many words as you can to make phrases. Give Ss an example: play the drum, play the piano, play the violin, play the guitar; play chess, play volleyball…
2. Ss work in groups. Try to make as many phrases as they can. They should write down their phrases on their notebook.
3. Let some Ss read their phrases. Let other students add more phrases.
Ⅶ. Self check 3
1. Now you can write something you like. e.g. What can you do?What can't you do? What about your family members, your friends, your classmates. You can write at least five sentences.
First I'll give a model:
I can speak English. I can play chess. I can play basketball. But I can't play the piano. I can't play the violin. My sister can play the violin. She can play the guitar, too.
2. Ss write about something by themselves.
3. Let some Ss read their sentences to the class.
Homework
1. Review Section B.
2. Write a short passage about your uncle or your aunt. What he/she can do? What she/he can't do.
板书设计：
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) 学习询问和谈论彼此的能力和特长；
2) 掌握一些弹奏乐器的表达方式。
2. 教学难点：
情态动词can的构成和使用。
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.
Then Check the answers with the class together.
Ⅱ. Presentation
出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：
He／She can dance／swim／sing／"··But I can’t dance／swim／sing／...等，学习表达活动的动词短语。
Ⅲ. Game (What can I do?)
T: Tell your partners what you can do. For example:
I can play the guitar. I can sing and dance.
Ss work in groups. The let some Ss talk to their classmates in front of the class.
Ⅳ. Listening
1. T: Now let’s listen to the tape, find out the right conversation, and number them 1-3.
（播放lb部分的录音让学生听，引导学生根据所听到的内容，选出对话的顺序，完成1b部分的教学任务。）
2. Check the answers: (3, 2, 1 )
Ⅴ. Pair work
1.Ask the Ss to practice the conversations in 1b with a partner. Then make their own
conversations.
(引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用can询问和表达能力。)
Ⅵ. Listening
1. Work on 2a;
T: Now, look at the pictures on P2, listen to the four conversations. Just listen.
(Play the recording for the first time, students only listen carefully.)
Then, listen to the recording again, and circle the clubs you hear.
Check the answers with the class.
2. Work on 2b;
引导学生根据对话内容用正确的单词填空，补全对话，再播放听力材料一遍。让学生进行校对，练习听力和写作能力，完成2b部分的教学任务。
Check the answers with the Ss.
Ⅶ. Pair work
1. Look at 2b and talk about what the people can do and the clubs they want to join.
老师可以和一名优秀的学生做一个对话的例子，让学生们明白如何去问答，例如：T: What club does Lisa want to join?
S1: She wants to join the chess club.
T: Can she play chess？
S1: No, she can't.
2. Ss work in pairs to practice asking and answer about Lisa, Bob and Mary.
3. Ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to
find out the answers to these questions.
①What club does Bob join?
②What club does Jane join?
Ss read the conversation by themselves and find the answers to the questions. Then check the answers:
①Bob joins the soccer club. ②Jane joins the English and art club.
2. Explain something that Ss can't understand.
3. Let Ss read after the teacher or play the recording and let Ss read after the recording.
4. Ss work in pairs to act out the conversation.
5. Ask some pairs come to the front of the classroom. They try to act out the conversation. See which group is the best.
Homework:
1. Remember the new words and expressions after class.
2. Recite the conversation after class.
3. Write English names as many as possible in the exercises book.
Section A (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
1) 继续练习运用情态动词can。学会询问和谈论彼此的能力和特长。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. 情感态度价值观目标：
该部分学习询问或谈论自己或对方在某一方面的能力和特长，可以培养学生的一种群体意识，促进同学们对自身的认识，为将来的自我发展奠定基础。
二、教学重难点
1. 教学重点：
1) 让学生重点总结、发现情态动词can的用法。
2) 通过一些与学生们实际生活相贴近的教学活动，来达到熟练运用的目的。
2. 教学难点：
1) 情态动词can的用法；
2) 在实际交际活动中运用can来询问与表达自己或他人的能力。
三、教学过程
Ⅰ. Warming- up and revision
1. Ask some Ss about their abilities.
T: Hi, S1! What can you do?
S1: I can sing and dance?
T: Can you play the guitar?
S1: Sorry, I can't. But I can play chess.
T: What club do you want to join?
S1: I want to join the chess club.
2. Role-play.
Let some pairs role play the conversation in 2c.
Ⅱ. Grammar Focus.
1. 阅读指导：
2. 学生阅读Grammar Focus中的句子，然后做填空练习。
①你会游泳吗？
______ you ______?
②是的，我会。/ 不，我不会。
Yes, ____ _______. / No, I _______.
… (其余试题见课件部分)
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。Ⅲ. Try to Find
老师将情态动词的can的用法，以学案的方式呈现在大屏幕上，让学生自主学习，并发现其用法。
1. 可以看出，在Can…？句型中，情态动词can没有________和_______ 的变化。
2. 用情态动词can来询问他人的能力可以归纳为以下句型：
Can + _______ + _________ + 其他?
肯定回答：_________________
否定回答：_________________
What + can + _______ + ________ ?
学生们合作学习讨论上面学案的答案，总结情态动词can的用法。
老师找部分学生对上述问题作答，并一起讨论总结情态动词can的用法。
Ⅳ. Practice
1. Look at 3a. 告诉学生们用所给的词汇来造句子。首先，用情态动词can及所给的第一个动词词组来造一个一般疑问句，并作出一个否定的回答。然后，用转折连词but及第二个词组造一个肯定句。
Teacher makes the first one as a model:
Can Wu Jun speak English? No, he can't, but he can speak Chinese.
Ss try to make sentences using the phrases in 2~5. They can discuss with their partners. Then let some Ss tell their answers to the class.
Check the answers with the class.
2. Look at 3b. Tell Ss that your school is going to have a School Show next week. What can you do? You can show your talent in it. In order to let all the students know about it. We have to write a poster. Now, read the poster below and try to complete the poster with the words in the box.
方法指导：应通读全文，掌握短文大意；然后，仔细阅读每个句子，根据空格前后的
词语进行推敲。比如，第三空格后有guitar一词，可知些空格应填play一词。其他类似。
学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。
最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
Ⅴ. Group work
1. What can your group do in the school show? Make a list, then report to your classmates.
2. First, work in group ask and answer about what you can do? e.g.
S1: What can you do, S2?
S2: I can do kong fu.
S1: Great! What about you S3?
S3: I can sing very well.
…
3. Then make a list together.
4. Everyone in your group must write a report. Then select one student to report what your group can do. e.g.
In my group, Li Ming can do kong fu. Zhang Li can sing very well. Ma Shuang can dance well…
(最后，可以经学生们评议来推举最有能力的小组）
Ⅵ. Exercises
1. If time is enough, do some more exercises on big screen.
Homework
1. Read the sentences in Grammar Focus.
2. Write a report about what your family members can do.
Section B 1a-2c
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：
drum, play the drum, piano, play the piano, violin, play the violin, also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician
2) 能掌握以下句型：
①—Can you play the piano? No, I can't. / Yes, I can.
②be good with …
③help…with…
2. 情感态度价值观目标：
学习询问或谈论自己或对方在某一方面的能力和特长，可以培养学生的社会责任意识，为他人做自己力所能及的事，以从小培养学生们互帮互助的意识，以及社会责任意识。
二、教学重难点
1. 教学重点：
1) 能过听力训练来提高学生们听说能力。
2) 进行阅读训练，通过阅读简短的文章来学习语言知识，提高综合运用能力。
2. 教学难点
1. 听力训练
2. 阅读2b部分的短文并完成相关要求。
三、教学过程
Ⅰ. Warming- up and revision
1. Daily greeting.
2. Check the homework. Let some Ss report what his/her family members can do.
Ⅱ. Presentation
1. T: Show some really instruments like violin, drums. Then play some of them. Tell Ss I
can play the drums, I can play the violin, I can play the violin…
Ss: Do after the teacher, Act as he/she are playing an instrument. The say: I can play the piano, I can play the piano, I can play the drums…
Ⅲ. Game (Talent show)
1. Act and show your classmates your talent.
T: Please stand in front of your classmate. Act and say what you can. e.g.
S1: (sing and dance) I can sing and dance.
S2: (play the drum) I can play the drum.
S3: …
2. Ask as many students as possible to say their abilities.
Ⅳ. Listening
1. Tell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a.
2. Play the recording again and check the answers.
3. T: Now let's work on 1c. First, let one student read the words and phrases aloud.
Then listen to the tape and circle the words and phrase you hear.
4. Ss listen to the tape and circle the words and phrases they hear.
5. Check the answers:
6. T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What can't they
do? You'll listen to the tape again. Then try to fill in the blanks.
听力指导：要抓他们会做的事情，以及不会做的事情这两个重点内容。因此在听的时候，应重点将人物及动作这两个方面的听清，其他作为非重点内容。
7. Ss listen to the recording carefully and try to fill in the blanks.
8. Check the answers with the class.
Ⅴ. Group work
1. Work in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do.
S1: Bill can play the guitar, but he can't sing.
S2: Cindy can sing and play the drum, but he can't play the piano.
S3: Frank can play the piano, but he can't sing or dance.
S4: …
2. Teacher can walk around the classroom, and give some help to the Ss.
Ⅵ. Reading
1. T: Let's meet three new friends, Peter, Aland and Ma Huan. What can they do？Now read
the descriptions and underline what they can do.
2. Let some Ss read aloud what Peter can do. Then let another Ss read aloud what Cindy and Frank can do.
3. Let Ss work in pairs to ask and answer about what they can do.
S1: What can Peter do?
S2: He can speak English and play soccer.
S2: What can Alan do?
S1: He can play ping-pong.
…
Ⅶ. Reading
1. T: Now We'll read three ads. What's the main idea of the each ad? What's each ad's title?
Now let's read the three ads and select a title for each ad.
2. 方法指导：首先，应读懂三个题目的意思；然后，认真阅读三个广告的内容，通过读广告来总结出它们的主要内容，并确定一个最为贴切的题目。综合广告内容与三个题目，看每个题目与广告的内容是否最为贴切。
3. Ss read carefully and try to select a title for each ad.
4. Check the answers with the class.
Ⅷ. Reading
1. T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad
is right him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right
ad for each person.
2. 方法指导：首先，再次明确每个能做的事情，以及他/她喜欢做的事情；然后，看每
则广告中要求应聘者去做什么事情；最后，综合考虑三个人的情况，做出一个最佳选择。
3. Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups.
4. Check the answers with the class.
Homework
1. Remember the new words and phrase after class.
2. Try to retell what Peter, Alan and Ma Huan can do after class.
板书设计：
Section B 3a-Self Check
一、教学目标：
1. 语言知识目标：
1) 复习询问或谈论自己或对方在某一方面的能力和特长,讨论参加某一个俱乐部。
2)能够综合运用所学的知识，就自己的熟悉的内容来介绍自己或他人所俱有的能力
及特长；
3) 总结回顾一些常见的一些表达人们能力的词汇，并能进行分类记忆。
2. 情感态度价值观目标：
1) 能了解自己的一些特长，并运用自己的一技之长为他人或社会做一些有益的事情。2）不断学习一些新的特长与技能来完善、充实自己。为将来走向社会成为一名有用的人材打下基础。
二、教学重难点
1. 教学重点：
1) 能运用自己所学的相关语言知识，借助一些提示材料来描述自己所熟悉的人物的能
力。
2）能运用自己所学的相关英语语言知识，模仿所学过的相关材料来制作简单的广告。
2. 教学难点：
能运用自己所学的相关英语语言知识，模仿所学过的相关材料来描述自己所熟悉的人物的能力或制作简单的广告。
三、教学过程
Ⅰ. Warming- up and revision
1. Have a dictation of the new words and expressions.
2. Let some Ss retell what Peter, Alan and Ma Huan can do.
3. Let some Ss to read the three ads again.
Ⅱ. Presentation
1. Show some pictures of the famous musician. For example, Liu Huan; Ask Ss questions like this:
T: Who's he?
Ss: He's Liu Huan.
T: What does he do?
Ss: (Help Ss to answer) He's a famous musician.
Write the words musician on the Bb.
music 音乐→musician音乐家
拓展：teach教→teacher老师
Ⅲ. Practice
1. T: Next week we'll have a music festival. So we need some musicians to help with the
music festival. I wrote an ad for help, but some of the words are missed. Please read the ad again and try to fill in the blanks with the words in the box.
2. 阅读指导：首先，应通读全文，理解全文的大意；认真读每一句话，在理解句子意思的基础上，分析空格所缺词汇的意思；然后分析空格上下文的意思或上下文的单词来确定空格中的词汇的词性；最后，在综合理解的基础上确定每个空格处的词汇。
3. Ss read the passage then fill in the blanks with the words in the box.
4. Check the answers.
Ⅳ. Writing
1. Do you want to make poster in English by yourself? Now work with your group members, think of an even at our school. Then try to make a poster by yourselves.
The events may be the music club, the Sports Day; the art festival and so on
2. Ss work in groups. First think of an event at the school. Then try to make the poster.
3. 写作指导：
首先，应确定与该做事项所须的相关能力；可以用借鉴2b或3a中的广告的样子来写。其次，为了使语气显得较为委婉，可以用一些一般疑问句来询问应聘者的能力，比如：Can you swim? Can you…? 最后，一定记住将本次活动的联系方式写清楚。
4. Teacher walks around the classroom. Give any help Ss may need. Ask one the students in
each group to read aloud their ads to their class. Let other students in other groups give some advice on the ads.
5. Decide which ad is the best.
Ⅴ. Self Check 1
1. 让学生们在小组内讨论这些分类的能力活动；每个小组成员积极发言，由小组长负责整理记录。
2. 让某个小组的小组长说出他们小组整理的答案，再由其他小组成员进行补充；最后，将一份完整的能力活动分类总结表写在黑板上让同学们进行借鉴与补充。
3. Give Ss a few minutes to remember the abilities.
Ⅵ. Self Check 2
1. Tell Ss what they should do. You can add as many words as you can to make phrases. Give Ss an example: play the drum, play the piano, play the violin, play the guitar; play chess, play volleyball…
2. Ss work in groups. Try to make as many phrases as they can. They should write down their phrases on their notebook.
3. Let some Ss read their phrases. Let other students add more phrases.
Ⅶ. Self check 3
1. Now you can write something you like. e.g. What can you do?What can't you do? What about your family members, your friends, your classmates. You can write at least five sentences.
First I'll give a model:
I can speak English. I can play chess. I can play basketball. But I can't play the piano. I can't play the violin. My sister can play the violin. She can play the guitar, too.
2. Ss write about something by themselves.
3. Let some Ss read their sentences to the class.
Homework
1. Review Section B.
2. Write a short passage about your uncle or your aunt. What he/she can do? What she/he can't do.
板书设计：
新目标人教版初中英语八年级下册精品教案全册Unit 1 Will people have robots ? Teaching goals: 1.Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc . 2.will 构成的一般将来时态的陈述句、否定句、疑问句及回答. 3.There be 句型的一般将来时. 4.more , less , fewer 的用法. 5.学习一般将来时态的相关知识，学会对未来进行预测. 6.对five years ago ,today ,in five years 简洁回顾与展望的方 式，贴近实际符合学生心理，激发学习兴趣. 7.通过时间对比复习一般过去时态、一般现在时态，巩固一般 将来时. Important and difficult points : 1.will构成一般将来时态的句式。 2.There be 句型的一般将来时态。 3.more , fewer , less 的用法。 4.How to make predictions . Period 1 Teaching procedures: Step 1 Leading in 1.Greetings: Welcome to school . What’s the date today ? Who’s on duty today ? Do you enjoy your winter holiday ? Do you finish your homework ? Do you want to live on the moon ? Can you guess what will happen in ten years ? Collect the Ss’ an swers and say something about their predictions .
初中英语备课教案模板 【篇一：初中英语教学设计模板】 初中英语教学设计模板 【篇二：初中英语教案范例】 unit 4 i want to be an actor 教学目标： 1.学会不同工作的英文表达方式。 2.了解同学父母的工作。 3.学会简单的介绍自己将来的理想。教学内容： 重点词汇：teacher, nurse, engineer, manager, airhostess, lawyer, doctor, clerk, reporter, police 重点句型：1. what does your mother do? she is a teacher. what does your father do? he is an engineer. 2. what do you want to be? i want to be a teacher. what does she want to be? she wants to be a singer. 总体思路: 本单元采用任务型的教学模式，设计了三个任务活动，首先以比赛的形式，让学生通过工作的描述，来猜测工作的名称；然 后由学生自己下座位找与自己父母工作相同的同学，练习所学的句型；其后让学生用所学句型谈论自己的理想。所有任务的设计，由 简到难，每一个任务都为下一个任务的完成奠定了一定的语言基础。语法知识一般现在时 （1）一般现在时主要由动词原形表示，但第三人称单数后要加-s， 另外be有特殊的人格形式，见下表: 一般现在时 （2）一般现在时的否定式见下表 一般现在时的否定式 （3）一般现在时的疑问式及简略回答，见下表。一般现在时的疑问式 （4）一般现在时的基本用法如下。①经常性或习惯性的i get up at six every day． ②客观真理，客观存在，科学事实。 the moon moves round the earth．月亮围着地球转。③表示格 言或警句中。 pride goes before a fall. 骄者必败。④现在时刻的状态、能力、 性格、个性。i dont want so much.
初中英语优秀教学设计 章节名称八年级下Unit5(SecitonA1a—2c) 学时 1 教材分析 本课是人教版《新目标》英语八年级下Unit5 If you go to the party,you’ll have a great time! 的第一课时。 本单元以Decision making为话题,从学生熟悉的party 出发到对于未来职业选择的探讨，鼓励学生做出自 己的决定，并对这一决定所带来的结果进行讨论。通过“Talk about consequences” 来学习if 引导的条件 状语从句，掌握用be going to 来表示将来的时态，正确使用情态动词should。 SectionA部分以一副在实际生活中的图画为开篇。该图引出了学生在练习新语言时需要用到的重点词 汇，新的表达方式呈现在人物头上的气泡中，从而使学生很容易理解和练习新语言。用”If you do, you will…You should…”句型及对话来谈论学生熟悉的party，接下来是几个循序渐进的练习活动，学生独 立，结对或组成小组完成多种练习。使学生在完成任务的同时学习语言，并培养学生树立正确的人生观。 在SectionA中，涉及到了三个话题：话题一：以不同的方式去参加聚会会出现的各种结果。话题二：在 各种可能的时间举行一次班级聚会会出现的各种结果。话题三：在参加End of Year Party 时如果不遵守 聚会规则会出现的各种结果。本课时是一般将来时态的延续，为正确运用这个时态提供场景，也为条件 状语复合句的学习奠定基础，具有承前启后的作用；就整个单元来说它既是本单元的基本语言内容，又 为本单元的知识扩展和语言综合运用奠定基础。 学习者分析 八年级学生已经学过一般将来时态和一般现在时态，已了解了这两种时态的肯定句、否定句、一般疑问 句等形式。首次接触if引导的条件状语从句，在接受上会有一些难度，这就要求教师在引入的时候要多 从学生的角度思考。在口语运用中判断if条件句的主句、从句也许会存在一定的困难。在运用一般将来 时和一般现在时态也许会产生混淆。 教学目标 Teaching Aims and Demands Teaching aims（教学目标） 1.Words and expressions in this unit . 2.Target language : Are you going to the party ? Yes , I am . I’m going to wear my jeans . If you do , you’ll have a great time . You should wear your cool pants . 3.掌握现在进行时态表示将来(Present progressive as future ). 4.学习条件状语从句: if + will . Language points（语言点） 语言技能目标 （1）能用if 引导的条件状语从句来作出假设，用will 来谈论结果，如：If you do, you’ll be late. （2）能用“I think I’m going to…”来表达作出的决定，如：I think I‘m going to the party with Karen and Ann.
Teaching Plan 学校：云南师范大学 学院：外国语学院 专业：英语教育 姓名：单坤妍&曹慧仙 学号：114050282&114050281 2013年10月19日星期六
Teaching Plan Name : Shan Kunyan & Cao Huixian No: 114050282& 114050281 Teaching Materials:Go for It (Unit 6 : Do you like bananas ?) ( period: 1 ) Students’ level : Junior 1 1:Teaching content :SectionA(1a-1c) (1)Vocabulary: food, hamburger, tomato, ice-scream, salad, strawberry, pear, milk, bread, ,apple, banana (2)Structure : Yes/No questions and short answers Affirmative and negative statement Examples : Do you like bananas? Yes , I do ./No , I don’t. Do you like salad ? Yes , I do ./No , I don’t. 2:Teaching aim : (1) To learn to use words about some foods . (2) To enable students to ask and answer easy questions about likes and dislikes . 3: Function : Talk about likes and dislikes about foods . 4: Teaching methods : 3P model 5: Teaching aids: pictures , real objects , stick figures 6: Teaching Time: 45 minutes
人教版（新目标）初中七上Starter Unit 1 Good morning!教案 Period One 教学目标： 1. 学会打招呼的用语:Hello! / Good morning! / Good afternoon! / Good evening! 2. 识别和掌握八个人名: Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 教学重点、难点： 1.词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 2.句型：Hello! Good morning! 教学过程： Step 1. Warming-up 1. 课前—上课铃响教师就播放Good morning歌曲。 2. 师生初次见面，教师通过自我介绍和问候学生，让学生放轻松，消除与教师间的陌生感，开始亲近教师。教师自我介绍并用Hello! / Good morning! 问候学生。帮助学生用Hello! / Good morning! 作回应。 Step 2. Play a game. 绝大多数学生都会背诵26个字母表，因此学生参与这个游戏会相当积极。通过这个游戏首先可以锻炼他们迅速反应的能力；以英语名字作为奖励(老师提前准备好很多的英文名字)，也使学生较有新鲜感，让他们自己选择自己的名字，使他们会更容易记住自己的名字。Play the game like this: Teacher says a letter, for example C, then let the Students tell the letters which is before and after C. The one who says B, D first is the winner. The winner can get a chance to choose an English name first. Step 3. Presentation 1.用预先制作的图片或挂图介绍八个人物和姓名。 2.出示Bob的图片，帮学生说Hello, Bob! 或Good morning, Bob! 然后利用其他图片介绍其他七位人物的名字。 Step 4. Game 在幻灯片上通过闪现头像来测试学生对这八个人物的特征和名字的记忆，然后出示7位人物的头像，让同学们看看少了哪一位人物的头像，有助于锻炼他们的反应力和注意力。获胜者也以英语名字作为奖励。Step 5. Presentation. 出示Bob头像和时钟（早上），让同学们猜Bob会对我们说什么。然后帮助同学们练习说Hello!或者Good morning！通过图画上的场景让学生进行猜测，满足学生的好奇心，也让他们了解Good morning的使用。Step6. Work on 1a. 看1a图并写出图中人物名字，看有什么规律。这部分内容培养了学生的观察能力。
Unit 1 How can we become good learners? Section A 1 (1a-2d) 一．Teaching aims: Language goals 1. Talk about how to study. 2. Find out your suitable learning methods. Ability goals 1.Words and phrases：aloud pronunciation work with friends ask the teacher for help, read aloud , look up , practice pronunciation 2.Sentence patterns How do you study English? I learn by working with a group. Do you learn English by reading aloud? Yes, I do. It helps my pronunciation. How can I read faster? You can read faster by reading word groups. 二．Emotion and attidute: Developing students’ ability of learning English 三．Key points and difficulties 1. Key words and phrases 2.Questions intrduced by “how”and the sentence pattern: “by +doing ” 四．Teaching procedures: Step 1 Warming up T: How do you study English? Do you study English by the following ways? (Show some pictures and present the important phrases.) T: How do you study English? S: I study English by ______.
初三英语写作公开课课教学设计 双沙中学李育新 2011.6.2 课型：专题复习课 教学内容：初三英语书面表达专题复习 教学目标： 1.指导学生掌握书面表达语篇结构的组织技巧。 2.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 3.培养学生在有限的时间内快速构思、罗列提纲的能力。 4. 指导学生小组合作评改学生习作。 教学重点：1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力 教学难点：1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力讨论法 教学方法：自主学习，合作学习 教学辅助手段：电脑（或实物投影仪） 学情分析： 1. 书面表达是写的一种途径，是英语交际的重要组成部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”(Guided Writing)。它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。 从中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。（比如，如何用词、句、组段、谋篇等）。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。 2. 学生分析我校学生生源较差，学生英语学习两级分化严重，因此尽管经过3年的学习与训练，仍有相当一部分学生作文得分在6-7分之间甚至更低。书面表达中式英语较多，连贯性较差。很多学生对书面表达中快速构思和罗列提纲能力较差。本堂课希望通过指导、帮助提高学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性,帮助学生在有限的时间内快速构思、罗列提纲能力。 二、教学流程设计
英语教案范文全英文版初中 【Analysis of the Teaching Material】 (I)STATUS AND FUNCTION 1.This unit is a revision unit, so it covers all communicative language knowledge learned from Unit 7 to Unit 11. 2.This lesson is the first one of Unit 12. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. 3.This lesson is a dialogue about keeping fish. Such topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English. (II)TEACHING AIMS AND DEMANDS Knowledge objects 1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson. 2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions. Ability objects
中考英语总复习公开课教案 教学目标：复习名词的用法 教学重点和难点：名词的分类，名词的单复数，不可数名词、专有名词、名词所有格、名词或“数词+名词”作定语的用法、主谓一致。 能力要求：能区分可数名词与不可数名词并识记名词复数的变化规则； 能够正确使用‘’s所有格、of所有格及双重所有格； 能够掌握名词作定语的几种特殊情况； 能够在具体的语境中正确判断、区别、使用课标所规定的名词及名称短语。 教学方法：采用多媒体课件，教师主导，以练为主、讲练结合 教学过程： Step1 Review(归纳复习) 18分钟 1. 先介绍中考考试说明中关于名词所考查的主要方面。即名词的单复数、不可数名词、专有名词、名词所有格、名词或“数词+名词”作定语的用法。 2. 介绍名词的定义。 3. 介绍名词的分类： (1) 按名词性质分：普通名词和专有名词。 (2) 普通名词分为：可数名词和不可数名词 4. 可数名词的单数形式（由学生归纳） 在名词前加a和an， 以辅音音素开头的名词前加 a 如：a book， 以元音音素开头的名词前加an如：an egg 当名词前有形容词修饰时，要看形容词开头字母的发音，而不是看名词，如an interesting book 和a red apple. 注：以下字母虽然是辅音字母，但却是以元音音素开头的， f, h, l, m, n, r, s x. 如：There is an “m”in the word “milk”. 5. 名词的复数形式（抽查提问学生） 规则变化：(1). 一般情况在词尾＋s; 如：book- books (2).以s, x, ch, sh 结尾的词＋es;如：bus- buses box-boxes watch- watches wish-wishes (3).以辅音字母加y 结尾的：把y变为i再加es; 如：story-stories (4).以f或fe结尾的：把f或fe变为v再加es; 如：leaf-leaves knife- knives (5).以o结尾的词，如: hero-heroes；Negro-Negroes；tomato-tomatoes；potato-potatoes 但 photo—photos; zoo—zoos 可数名词的复数不规则变化(学生归纳) man--men; woman--women; 但German--Germans foot--feet; tooth-teeth child--children; mouse--mice; goose-geese(鹅); deer--deer; sheep--sheep Chinese--Chinese; Japanese--Japanese; Frenchman--Frenchmen; Englishman--Englishmen
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
初中英语优质课教案 授课年级：八年级（2）班节次：第1节 教材：新课标（八年级·上册） 课题：Unit 4 How do you get to school? 一、教学内容： Unit4 How do you get to school? 二、教学目标： 1、知识目标：单词：subway take the subway train ride a bike walk 等。 2、语言目标：how引导的特殊问句；肯定句与否定句。听：能听懂谈话出行的方式。说：能表达自己想到达目的的出行方式。读：能正确朗读本单元的对话和句型。写：能写本单元的单词和句型。 3、学习策略：注意通过语言语调的表达来推测词义，也可借手势动作和表情来完成。（主动参与学习，善于和他人合作交流）。 4、情感目标：学会在交流活动中尊重和理解别人，学会交换不同的看法，了解他人的生活习惯，增进情谊。 5、德育目标：在歌曲和游戏中习他人积极、乐观、努力进取的团队合作精神。 6、多元智能：人际交往逻辑表达个性呈现 7、文化意识：了解英、美国家中小学生上学的方式，培养世界意识。了解中西文化的差异。 三、教学重点、难点： 1.how /how far /how long 引导的特殊疑问句. 2.乘坐交通工具的表示方法. 3.It takes /will take/took sb. some time to do sth. 四、课前准备： cards and a tape-recorder . 五、教学运用：情景交际法、游戏法等。 六、教学手段：多媒体演示、flash动画、ppt演示、歌曲游戏及肢体语言的应用。 七、教学过程： Step 1.Warming up. Great the class as usual. Talk about the weather . T: How’s the weather today? T：How was the weather like yesterday? …… point student A say “ Hello! Listen to me ok ?.I will sing a song to you .But you must …”.(用手指作安静动作) Listening to a song 歌曲欣赏，创造轻松愉快的学习气氛, 激发学生的好奇心，为学习新课打下伏笔。Step 2 、Games 用肢体语言表达让学生猜测意思，完成交通工具词汇的预知。
最新人教版七年级英语上册教案全册 Starter Unit 1 Good morning! 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?/ 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 this several times and have the class repeat after you．Students Can answer as a whole group．As rows and as individuals．Repeat “I am your teacher and you are the class” several times． Now，introduce the class to the instructions：Class，please sit down and class，please stand up by using actions and gestures．They can practice this several times． Step 2：Lead—in You may want t0 leave the class again to introduce the usual Good morning routine．Say Good morning class．Help students respond with Good morning．Point to yourself and say I?m Miss／，Mr．…Have them
Language goal 推荐一个教师必备工具“Yichafen”,是一个在线查分系统，全国8000所高校都在用，三分钟极速创建发布查分系统 In this unit, students learn to talk about jobs. New language What do you do? I'm a reporter What does he do.' He's a student. What do you want to be? I want to be an actor . What does she want to be? She wants to be a police officer names of jobs and professions Section A Brainstorm with students a list of jobs that friends or relatives do. ("Brainstorming" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention. Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It's fun. It's a good job. la This activity introduces the key vocabulary. Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as they can. Then point to a scene, name the job, and ask students to repeat. Point to the numbered list of words. Say each one and ask students to repeat. Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point to the sample answer.
A teaching plan By Liu Yuan fu School:_ Xuan Hua Middle school Junior or Senior Section：Junior Class：_six__ Grade : Seven_ Size: 65_students_ Time:_40 minutes Materials: _Unit 10 Can you play the guitar?(section A 1a-1c)_ Date: _December 13th_ Type of lesson: __listening and speaking_ Aids: CAI, PPT Contents: 1. Vocabulary：guitar, join, dance, swim, sing, chess, paint, s peak, play chess, speak English, play the guitar, want to join the music club, art club. 2. Structure: Can you play the guitar/ swim/paint/dance---? Yes, I can. No, I can’t. Bu t I can---. Can he/she play the guitar/ swim/paint/dance---? Yes, he/she can. No, he/she can’t.Bu t he/she can---. I want to join the art club. 3. Dialogue:1c. 4. listening: 1b. Objectives: 1. Teaching Aims and Demands (1) Instructional Objectives
仁爱初中英语优秀教案 【篇一：仁爱版英语七年级下册教学设计】 unit 5 our school life topic 1 i usually come to school by subway. section a i. material analysis 本话题是第五单元的第一个话题，主要围绕交通方式、日常活动的频度等展开。将主要复习一般现在时态，学习谈论交通方式和日常活动频度的句型“how do you usually/often…?, “i usually/often … by…”, “how often do you…?”, “three times a week.”等。本课的主要活动是1a和3a。通过人物对话呈现主要内容，结合“图片和句子匹配”、“图片和短语匹配”等活动，复习有关新年问候，学习和操练日常交通方式等的表达法。同时还通过听说活动，帮助学生了解字母e和d以及字母组合ea/ee/ei/dge的发音规则，训练他们进行单词拼读的能力。因为本课是本话题的第一课时，学生对于交通方式的英语表达才刚开始接触，因此可能出现用英语表达交通方式的不流畅，教师应该在教学活动中创造机会，引导学生在活动中反复操练进而巩固关于交通方式的英语表达。 ii. teaching aims 1.knowledge aims 能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以使用： gate, by, subway, underground, always, come on, on foot等； 学生在小组合作活动中，能掌握字母e和d以及字母组合 ea/ee/ei/dge的发音并通过单词拼读进一步熟悉发音规则；
Starter Unit 1 Good morning! 授课班级授课日期 授课类型Starter Unit 1新授课学时数 The First Period ( 1a—1c) 教学目标 1. Knowledge and abilities Let students know the eight English names and remember them. Let students know how to greet people in the morning. 2. Process and methods Through listening and reading, let students grasp the simple greetings. 3. Emotion, attitude and values Motivate students’interests of learning English. 教学内容 学习八个人名。Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 学习打招呼的用语： Hello!/ Good morning! 重点难点 八个人名Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 句型：Hello! Good morning! 教学方法任务型教学、直观教学法、模仿示范法、情景教学和合作学习法 教学用具图片、黑板、录音机 教学过程设计备注 教学步骤 Step1. Warming-up 1.T wears a name card with an English name on it, then points to the name card and have an introduction. 2. Greet the whole class and help them to say, Hello, … Good morning, 师生初次见面，教师通过自我介绍和问候学生，让学生放轻松，消除与教师间的陌生感，开始亲近教师。 Step2. Play a game. T gets ready for a list of English names for boys and girls. Play the game like this: T says a letter, for example C, then let the Ss tell the letters which is before and after C. The one who says B, D first is the winner. The winner can get a chance to choose an English name first or he can give the chance to his friend. 绝大多数学生都会背诵26个字母表，因此学生参与这个游戏会相当积极。通过这个游戏首先可以锻炼他们迅速反应的能力；以英语名字作为奖励，也使学生较有新鲜感，让他们自己选择自己的名字，使他们会更容易记住自己的名字。Step3. Presentation. Show a picture of a girl and give the name under the picture, teach Alice. In the same way teach the other seven names. 图画和名字结合起来，加强学生的感性认识，有助于记忆。并为后面的游戏做好
Unit 2 I’ll help to clean up the city parks. Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下词汇：clean up, cheer, cheer up, give out, volunteer, come up with, put off, sign, notice, hand out, call up, used to, lonely, care for 能掌握以下句型： ①You could help to clean up the city parks. ②We should listen to them and care for them. 2) 能了解以下语法： 情态动词could, should的用法；用should或could提出建议并对别人的建 议作出评价。如何表达主动提供帮助。 2. 情感态度价值观目标： 在授课过程中渗透助人就是助己，助人收获快乐的情感目标，使学生在谈论如何为别人提供帮助的对话中能意识到尽己所能，帮助他人，乐于奉献是一种良好的品德，培养学生为他人着想，热爱公益事业，乐于助人的优良品质。 二、教学重难点m 1. 教学重点： 1) 掌握这些词汇的构成和用法：clean up, cheer, cheer up, give out, volunteer, come up with, put off, sign, notice, hand out, call up, used to, lonely, care for 2) 学会提供帮助的基本句型： I hope to work outside. You could help to clean the city parks. The boy could give out food at the food bank. 2. 教学难点： 学会提供帮助的基本句型。 三、教学过程 Step 1 Warming up
初中英语公开课优秀教案范文 双沙中学李育新 011.6.2 课型：专题复习课 教学内容：初三英语书面表达专题复习 教学目标： 1.指导学生掌握书面表达语篇结构的组织技巧。 2.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 3.培养学生在有限的时间内快速构思、罗列提纲的能力。. 指导学生小组合作评改学生习作。 教学重点： 1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力 教学难点：1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力讨论法 教学方法：自主学习，合作学习 教学辅助手段：电脑 学情分析： 1. 书面表达是写的一种途径，是英语交际的重要组成
部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”。它通过提供情景，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。 从中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。 2. 学生分析我校学生生源较差，学生英语学习两级分化严重，因此尽管经过3年的学习与训练，仍有相当一部分学生作文得分在6-7分之间甚至更低。书面表达中式英语较多，连贯性较差。很多学生对书面表达中快速构思和罗列提纲能力较差。本堂课希望通过指导、帮助提高学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性,帮助学生在有限的时间内快速构思、罗列提纲能力。 二、教学流程设计 课后反思： 本节课从提问学生写作中最大的困惑入手，引出本节课的主要教学目标，在写作中学会构思和使用连词。通过比较两篇学生的英语习作，让学生认识到连词在英语写作中的