2014-2015 （下）初一英语教案
陈晓辉
Unit 1 Can you play the guitar?
一、单元总揽
（一）单元教学内容
话题：Can you play the guitar?
功能：（1）谈论能力
（2）辨别乐器
语言结构：
1、句型：Can you dance? Yes, I can. No, I can‘t. What club do you want to join? I want to join the music club. What can you do? I can play the piano.
2、复习已学词汇：basketball volleyball
复习已学句型：Do you like…? I like…. I don‘t like….
Let‘s ….
3、新词汇：Verbs of activity such as dance, swim, sing
Names of musical instruments such as guitar, drums, piano, drums, trumpet,
4、Grammar focus: Can you dance? Yes, I can. / No, I can‘t.
Can he paint? Yes, he can. /No, he can‘t.
Can she speak English? Yes, she can. / No, she can‘t.
Can you speak English? Yes, we can. / No, we can‘t.
What club do you want to join? We want to join the chess club.
I want to join the basketball club.
（二）单元教学目标：
1、能力目标：（1）学会询问别人所拥有的技能
（2）根据相关信息表达自己所掌握的技能和意愿，想参加何种类型的俱乐部
（3）能够表达自己参加俱乐部的意愿和理由
2、知识目标：（1）能听说读写课文中出现大纲要求掌握的单词
（2）要知道play +球、棋、牌play ＋the +乐器
（3）要学会情态动词can的用法及其一般疑问句型的肯定和否定回答
（4）掌握询问别人所掌握的能力的方法
3、情感策略、文化等有关目标：
（1）通过对人物个性化的了解，认识对方
（2）跨学科学习：语言艺术、审美教育
（3）了解自己的能力，培养情操
4、教学方法：直观教学法、情景教学、任务型教学法
5、教学用具：录音机、电脑、卡通图片
（三）单元重难点
1、本单元重点学习询问别人的能力
2、情态动词can及动词play教学是本单元的难点
二、Teaching Procedures
Period 1:Section A1a –1c
Additional materials to bring to class
Harmonica and guitar or other two musical instruments to use in the language goal section PowerPoint with pictures of basketball, volleyball and some music instruments.
Step 1 Revision and lead in
The teacher says I like basketball. Then asks: Do you like basketball/ volleyball? Do you want to join a basketball club?
Step 2 Presentation
Ask the students to look at the pictures of , there are some clubs in it. Let‘s look at the clubs. What are they? They are art club, English club, chess club, swimming club and music club. What club do you want to join? Help the students to answer I want to join the art club and so on.
If the school has clubs, the teacher can ask the students: What clubs do we have in our school?
The teacher writes What club do you want to join? I want to join… on the blackboard. Ask the students to practice it.
Then introduces the key vocabularies and the words can and can‘t.
The teacher says to the students who say he/she wants to join the basketball club: Can you play basketball? Help the students say Yes, I can. No, I can‘t. Then repeat with other actions or pictures, such as play volleyball.
Show the students the activities the people in each club can do with the same step.
Then repeat with dance, swim, play chess, paint, speak English and play the guitar with the help of doing the action. Or we can use the PowerPoint to help us to show the students what we can do. The teacher can ask the students to practice the following dialogues with can.
Can you dance? Yes, I can. / No, I can‘t.
Can he paint? Yes, he can. /No, he can‘t.
Can she speak English? Yes, she can. / No, she can‘t.
Can you speak English? Yes, we can. / No, we can‘t.
Can you play it well? Yes, I can. / No, I can‘t.
Do the action and read the new words and phrases.
Ask the students to practice can and can‘t. Ask the students to practice can you play it well?
At the same time, the teacher write down sing, dance, swim, play chess, paint, speak English, and play the guitar on the blackboard. Ask the students to read after the teacher.
Step 3 A game
To be more familiar with the words and phrases, the teacher can organize a game like this:
Write the words and phrases on pieces of paper. Ask one of the students come to the front and choose one of the paper, then do the action. Ask other students to guess what he or she can do. Then exchange. Step 4 Exercise
Task 1:
Look at the pictures 1a. Points to the activities the people in each club are doing. Say something about each club‘s activity clearly. For example, This is a chess club. See the chess? They are playing chess. Ask the students to match each club activity in the picture with a word from the list. For example: A can dance, so we can write ―a‖ beside dance.
The answers are: 1.dance a 2. swim e 3. sing f 4. play chess b 5. paint d 6. speak English c
7.play the guitar g
Task 2.
Say each conversation with a student in Part 1a. After doing this, play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to listen to the conversations and write a number 1 next to the first conversation they hear, a number 2 next to the second one they hear, and a number 3 next to the third one they hear. Point out the sample answer. The answers are 2, 3, 1.
Task 3
1c.Say the sample conversations. Have students repeat. Then ask students to practice the conversations in pairs. Ask them to use the vocabulary from 1a. As students work, listen in on various pairs so that you can check progress and help with pronunciation as needed.
After students have had a chance to practice the conversations, ask pairs to come to the front of the room and act out one of their conversations.
Step 5 Homework
Task1: workbook Part 1, 2,
The second period: 2c-4
Step1 Revision
Task 1:Ask the students to revise the names of the clubs they have learnt. Do the actions and ask the students what the thing is.
Task2: Ask the students: what can you do? What can‘t you do? Can you play chess? Can you play the guitar? Can you sing? What club do you want to join? Can you play it well? If time permits, ask the student who says he can do it to show something he can do.
Step 2 Presentation:
Task1: （Listening practice）
2a. Ask the students to read the context in 2a . Ask one student to read the clubs in the box. And ask another two students to read the dialogue. Ask all of them to listen to the recording carefully, circle the clubs they hear. Play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to circle the club they hear from the recording. The answers are: English club, music club and chess club. And then ask the students to repeat the dialogue.
Task 2（Listening practice）
2b. Ask the students to look at the dialogues of 2b on the right. Ask them if they can fill in the blanks
directly. Play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to fill in the blanks with the words they hear from the recording. The answers are: do , to , want, club, play, can‘t. Then ask the students to listen and repeat the dialogue.
Task 3
3a. Ask the students to put the conversation in order. The first one is given. The right order is 2,3, 1, 4. Step3 Survey
After finishing task 2 in step1.the teacher can ask: Can he play the guitar? Can he play it well? Maybe there are all kinds of answers. Some of the students may say I don‘t know.
3b.
Ask the students to practice the dialogues by asking: What can you do? Can you dance? Can you play the guitar? Can you play it well? What club do you want to join? etc. the teacher goes round the classroom , gives help if necessary.
Ask some groups of students to act out their dialogue.
Step4 Oral practice
3b.
Ask the students to share the information they got from their friends. Help the students with he or she wants to join the music club.
Example: I am Lisa, I can sing, but I cannot sing well. I can swim. I think it is hard. I want to join the swimming club. My friend Tom can play the guitar but he can‘t play it well. And he can‘t play chess. He wants to join the chess club. He thinks it is interesting. He wants to learn it. If the students can do the report like this with the help of the teacher, they will be quite happy, and they will learn much knowledge.
Step 4: Homework:
Task 1:
4 group work:
Suppose you are a boss, you want to get some good workers. How to write an advertisement.
Focus students on the advertisement. Elicit the kind of personal qualities that would be good for the job, eg. A good teacher, a good swimmer, and write them on the board. Then elicit questions from the qualities on the board. eg. Can you teach children? Can you help kids with swimming?
Divide the class into small groups and have them take turns interviewing each other for the job.
Walk round the class offering language support as needed.
Practice Can you help kids with…? Pay more attention to the things after ―with‖. Eg
Can you help kids with swimming/ chess/ playing chess/ singing?
For feedback, ask students if they have found someone for the job. Why? What can they do? Why not?
What can‘t they do?
Homework: Workbook Part 3, 4.
The third period: Section B 1a-3b.
Step 1 Revision
Task 1.Ask some questions about can you …? What club do you want to join?
Task 2: ask the students to give the ad. Four students a group. Ask one of them to be the boss. And others are the interviewees. Guide them to use kids, can you help the kids with …?
Step 2 Presentation
1a Ask the students to guess the music instrument by listening the music one by one.（PowerPoint Can you play the guitar B.）
The music instruments are guitar, trumpet, drums, violin and piano.
Ask the students to read after the teacher when they are looking at the pictures on PowerPoint.
Ask the students to match the words with the pictures of the book.
The right answers are 3, 1, 4, 5, 2
Step 3 Practice
1b. ask the students to ask and answer questions about the instruments with the help of the PowerPoint. （PowerPoint Can you play the guitar B.）
They can ask and answer the questions like this. The teacher goes round the class and gives help if necessary.
Can you play the guitar? Yes, I can.
Can you play it well? No, I can‘t.
Can he play the violin? Sorry, I don‘t know.
Can she play the drums? Yes, she can . She can play it well.
After the practice, the teacher can ask some pairs to act it out in the front. And the students answer the questions of the teacher after listening to the dialogue.
Ask the students to practice more dialogues with the picture of playing chess, singing, dancing, swimming, painting, speaking English. Mix with playing the guitar, playing the violin, playing the drums. Tell the students there are something differences between playing chess and playing the guitar. Ask them to pay attention to it. （PowerPoint Can you play the guitar B.）
Then ask more pairs to act the dialogues out in front of the class.
Step 3 Listening Practice
2a and 2b. Ask the students to read the words in the box first and ask them to listen to the recording for the first time. And play it for the second time and ask the students to circle the words they hear. The answers are sing, dance, drums, piano.（PowerPoint Can you play the guitar B.）
With the same step, ask the students to do the exercise of 2b. Fill in the chart with the words in the box.
Step 4 Pair work
2c. Ask the students to read the information in the box. And do the pair work to tell what Bill, Jennifer and Victor can and can‘t do.
They can practice it like this:
A: Can Bill play chess?
B: No, he can‘t. But he can play the guitar. And he can play it well.
A: Can Bill dance?
B: No, he can‘t. But he can sing. And he can sing very well.
Ask the students to work in groups. Ask and answer like this:
-What can you do?
-I can…,but I can‘t…
（I can…and…, but I can‘t…or…）（PowerPoint Can you play the guitar B.）
Then act it out in front. If you can ,you must show（展示）it for your classmates.
3a. Ask the students to read the ad from the school magazine. The teacher can teach the students how to read the first part: musicians wanted for school music festival.（PowerPoint Can you play the guitar B.）Ask the students to underline the things they want people to do for the school music festival. Ask the students to read once more and think about whether he or she can be the musician.
3b. ask the students to complete the following poster with the words in the box. They can use 3a for help.（PowerPoint Can you play the guitar B.）
The answers are: play, guitar, Can, sing, Can, play, drums.
Homework:
Task 1:
3c. Ask the students to write their own poster for a sports day. The teacher can give some information to the students: play basketball, play volleyball, swim, jump, and so on. New and more information can be given to the students and they can also look up in the dictionary. They can also demonstrate their poster.
Task 2:
workbook
The four period：Self –Check
Step1 Revision
Ask several students to read the poster out. Let‘s see whose poster is the best one? Who can read it the most loudly and freely? The teacher asks the students to collect their own poster.
Ask the students to say something about their friends. Let‘s see what their friends can do for the school show.
Step2 Words check
1 and 2
Ask the students to see if they know the words on Part 1.
Ask students to check all the words they know. You may wish to have them circle any words that they
don‘t know.
Ask students to find out the meaning of any words they don‘t know. They can do this by reviewing the lesson, asking you, asking classmates or using a learner‘s dictionary or bilingual dictionary.
They can also add some new words that they learn from the teacher or the dictionary such as flute and harmonica
Step 3 Writing
3. Ask the students to read the conversation. Ask them who is asking the conversation（a student and the teacher on charge of the art club）
Ask the students to fill in the card individually.
The answers are: Cindy Jones, 12, cindyj@https://www.doczj.com/doc/b612635265.html, I can draw a little. I want to learn about art. Step 4 Check the homework.
Just for fun!
Ask a student to read what the man is asking the drummer. Ask students: can they play the drums? Guide them to answer: No, he can‘t. Then ask, can he play the guitar? Allow the students to guess. Yes, he can. / No, he can‘t.
Step 5 Group work
4. There is a school show in the music room on Sunday. The time is 6:00. What can you do? What can your friends do? Ask one of the students to read the chart. Ask another students to read the example in the speech bubbles. Explain that students must fine people for the school show and write their name s in
My friend Wang Ming can….
Task 1:Workbook Part 7 Writing
Task2: make an interview. What can your father do? What can your mother do? What can‘t your mother do ? What can‘t your father do? Make a list and prepare a report for the next class.
Unit 2 What time do you go to school?
(The 1st period Section A 1a-1c)
Teaching aims(教学目标）
1.谈论日常作息时间。
2.询问、表达时间。
3.学会用频度副词usually
Language points(语言点）
1.要求掌握以下句式：
（1）-What time is it?（将3b中的语言点前移）
-It's…
（2）-What time do you usually…?
-I/we usually…
2. 要求掌握以下词汇：
（1）名词：time, shower
（2）动词短语：go to school, get up, take a shower,
（3）副词：usually o'clock
（4）疑问代词：what time
Key points（重点）:
一般现在时的特殊疑问句，即掌握:
―What time do you usually…？I/We usually…‖这个句型
Teaching difficulties（难点）:
助动词do在一般现在时的特殊疑问句中的用法。
Teaching steps (教学步骤):
1.Warming-up and revision（课堂热身和复习）
(1)欣赏世界名曲《钟表店》，学生交流收集到的时间谚语。
（2）Game：
T：（指着自己）one
然后指着直排的一个学生
S1:two (T helps S1,并提示起立）
S2：（教师再指着第二个学生）three
S3:four (T helps S3, 并提示起立)
S4：five
S5：six （一般情况下，此学生就会自动报出，如果没反应，提示其它学生提供帮助）…
S60：60
2、Presentation（呈现新知识）
T：（拿出一个自制的钟表，此钟指针会转动）
I have a nice clock. Do you want to have a look?
Ss: Yes.
教师指着此钟：What time is it now?
Ss：It's……（T help Ss）
T：（教师转动指针）What time is it now?
Ss: It's…（教师启发）
（教师板书：What time is it ? It's …）
T: Follow me :“What time is it? It's…”
Read it in groups.
T：（教师转动指针并引导组之间对话）
Ss: What time is it?
Ss: It's…
（操练三四次）
3、Drill（操练）
T：Ok. The whole class, please write down time on the paper.
Are you ready ?
Ss: Yes
T: Well. Practise it in pairs. What time is it?
It‘s…
T：act （三四组）
4、Consolidation（巩固）
Play a game and practise more on the pattern“What time is it? It‘s…”
T：（每大组选一个代表，分别用What time is it ?向教师发问，教师便用以下句子启发）：You can ①have breakfast 复习以前的短语
②have lunch 复习以前的短语
③have supper 复习以前的短语
④go to bed …复习以前的短语
⑤get up （做动作）为下面单词呈现作铺垫
⑥go to school（做动作）为下面单词呈现作铺垫
⑦take a shower（做动作）为下面单词呈现作铺垫
5、Presentation（呈现新知识）
T：（总结上述游戏）Now let's look at the clock .（将时钟调整到六点钟）
What time is it?
Ss: It's six o'clock
T: o'clock（板书）. Read after me.
Ss: o‘clock.
T：We will……（做“起床”的动作，并提供一男孩起床的照片）
Ss: get up（T helps Ss）
T：Follow me ：get up（板书）
T：（指着此图片中的男孩）What's he doing?
Ss: He's getting up.
T: And what am I doing?
Ss: You're getting up.
T: Right. What time is it now?（一边说一边将时钟调到七点）
Ss: It's 7 o'clock.
T: We will……（做“上学”动作，并提供一群孩子上学的图片）
Ss: go to school（板书）T：go to school. Together.
T: （指着图片）What are they doing?
Ss: They are going to school.
T：（指着自己，背上书包，做出“上学”的模样）
What am I doing?
Ss: You're going to school
T: Good .And what time is it?（将时间调整到晚上十点）
Ss: It's 10 o'clock.
T: We will……（做“洗澡”动作，并提供一男孩洗淋浴的图片）
Ss: take a shower（板书）
T: Together
T:（指着图片）What's he doing?
Ss: He is taking a shower.
T:（做出“洗澡”的动作）What am I doing?
Ss: You're taking a shower.
6、Work on 1a （完成P651a）
T: Ok. Please open your book.
Look at 1a, listen and match the words and the pictures.
7、Work on 1b （完成P651b）
T: Now let's listen to the tape, match the times and actions.
T: Well, let's check the answers.
8、Consolidation.
T:（当答案校对到九点钟时）But I often take a shower at ten o'clock.（一边说一边高举自己洗澡的图片，此图片上课前画好）I usually（突出usually）take a shower at ten o'clock
T：Read after me: usually
T：Please hold your pictures and tell me “I usually…”
（这些图片包括洗淋浴，起床、上学、跑步、吃饭等日常活动，并事先叫学生在课前画好）
S1：I usually take a shower at nine o'clock
S2：I usually go to school at six o'clock
S3：I usually…
S4：…
9、Work on 1c（完成P651c）
（1）T：（针对最后一个发言的学生说的句子，问其它同学What time do you usually…？）
S1：I usually…at…（T help S1）
T:（再问另一学生）What time do you usually…？
S1:I usually…at…
T：Read after me
What time do you usually …？（板书）
I usually…at…（板书）
（2）T：Read it in pairs.
T: What time do you usually take a shower?
S1: I usually take a shower at …
10、Drill
（1）Make a similar dialogue with the person you like.
（2）Act.
11、Listen and repeat（听音跟读）
T：Now let's listen to the tape and repeat. Please try to read like the tape.
12、Follow up （进一步扩展）
（1）T：Now it's your turn to make up your own dialogues. Please work with your partner.
（2）T：（事先将workbook中P43的第4题的图片扫描到PPT中并配上录音，其录音分别是：
①I do sport at 6:30
②I take a shower at 7:00
③I have breakfast at 7:15
④I go to school at 8:00）
You can ask Justin some questions.
First, I will try. What time do you usually take a shower?（然后点击声音②）Come on!
S1：What time do you usually do sport?
S2:…
S3:…
T: Please open your workbook. Look and write sentences.
（有了前面的铺垫，这一部分对于学生就更加容易）
T: Ok, please tell a story about Justin.
S1:……
S2:……
13、Homework:
Oral work:
（1）Read and recite the listening tapescript.
（2）Go on making up your dialogues with the partner and polish it（继续和小组成员编对话，并完善对话）
Written work
（1）Copy the phrases in 1a twice （抄写1a的词组两遍）
（2）Finish Ex.1 of the workbook.
（3）调查朋友的作息时间，操作过程如下：
①教师设计如下表格，分发给各小组。
②各小组成员根据表格内容，以“……的一天”为题，依次叙述作息时间，并写成一篇短文。
（The 2nd period Section A 2a-2c）
Teaching aims （教学目标）
1、谈论日常作息时间
2、询问、表达时间
Language points（语言点）
要求掌握以下句式：
——What time does sb. verb?
——Sb. verbs at …
Key points（重点）：
一般现在时的特殊疑问句，即掌握：
What time does he/she…？
Teaching Difficulties（难点）：
学生对于一般现在时，特别是单数第三人称的谓语动词的变化没有一定的概念，常常出错。Teaching steps（教学步骤）
1、Warming - up and revision（课堂热身和复习）
（1）Student chant:
What time do you usually get up?
I usually get up at 6:30.
What time do you usually go to school?
I usually go to school at 7:10.
What time do you usually go home?
I usually go home at 5:00.
What time do you usually go to bed?
I usually go to bed at 9:00.
（2）Play a game:
①老师为学生提供分别装有动词、时间和地点短语小纸条的盒子。
②学生上台任意抽取纸条，要求用“I”开头组成句子并大声地在全班同学面前讲出来。
③抽学生以第三人称单数形式复述。
（3）Find mistakes.
叫一个学生读前一天写的短文，其他同学认真听，并记录短文中出现的错误，读完以后，让学生指出错误。
2、Work on 2a.（完成2a）
T：But my friend Rick does the same thing with his family. Do you know?
Ss: No.
T: Let's listen
S1:（启发学生回答）
T：Listen again and fill in the blanks.
在黑板上或幻灯片上呈现录音原文 3、Work on 2b.(完成2b)
T: What time do they take a shower? Listen again and complete the shower schedule. T ：(校对答案)
4、Work on 2c.(完成2c)
T ：××，When does Alicia take a shower? S1: She takes a shower at 8:00 T : （Read after me ）
When does Alicia take a shower? She takes a shower at 8:00. Read it in groups.
T ：××，when does Jerry take a shower? S1:…
T: Look at 2b and make a dialogue like this. 5、Listen and repeat （听音跟读）
T: Now let's listen to the tape and repeat . Please try to read like the tape. 6、Follow up （进一步扩展）
（1）T ：Now it's your turn to make up your own dialogues like this. Please work with your partner. （2）T ：And now say something about Rick. Four people make a group and try. You may begin it like this, “My friend Rick has a big family. He has two brothers and four sisters. But they only have one
shower …” （3）T ：Here is a picture about Lu Lilu What do you think about his schedule? First tell us his schedule in English. Then give a healthy one for him. Do this part in pairs first. And then choose some best groups to speak in the front. 7、Grammar focus.
（老师用中文总结这两天所学的语法点）
（1）T ：这两天，我们学习了以What time 引导的一般现在时的特殊疑问句形式。 它的结构式是：What time do sb. Verb （原形）? （非第三人称单数原形） Sb. Verb at …（板书）
What time does sb. Verb （原形）? （第三人称单数） Sb.verb s at …
在这一句型中，要特别注意助动词用do 还是does 。 注：①以上结构板书，并配以解释。
②verb 后有时也要加es 。当此verb 以s,x,ch,sh,o 结尾时加es. watches ，does. Fill in the blanks with the words in their proper forms. ①——What time （do ）they . （get up ）？
——They （get up ）at five o ‘clock. ②——What time （do ）Tom . （take a shower ）?
——He （take a shower）at 19:15
③——What time （do）he go to school?
——He （go）to school at 5 o‘clock.
8、Homework
Oral work:
（1）Read and Recite the listening tapescript.
（2）Go on making up your dialogues with group members and polish it （继续和小组成员编对话，并完善对话）
Written work
1.Finish Ex.2and Ex.3 of the workbook
2.Design a better schedule for your family at the weekends and write it down in your exercise book. （The 3rd period SectionA3a~Part4）
Teaching aims （教学目标）
1、用When询问时间
2、表示频率的副词
Language points （语言点）
1、要求掌握以下句式：
——When do you usually …?
——I/we … prep…
2、要求掌握以下词汇
（1）名词：work，hour，hotel，bus，night，morning，job，home.
（2）动词及动词短语：listen，go to work，get to，go to bed
（3）其它：after，am
Key points（重点）：
1、一般现在时的特殊疑问句，即掌握：When do you usually …?
2、频度副词usually 的熟练运用
Teaching difficulties（难点）
助动词do，在一般现在时的特殊疑问句中的用法：
Teaching steps（教学步骤）：
1、Warming - up and revision （课堂热身和复习）
（1）Watch a video clip about Mickey Mouse's Day.（观看一段米老鼠一天活动的录像剪辑）
（2）Revision
T：What time does the mouse get up / have breakfast/…？
S1：…
2、Presentation（呈现新知识）
T：（在问问题中适时引出一些新词汇）
What time does Mickey Mouse usually get up?
What time does Mickey Mouse usually get up? We can also say,
“When does Mickey Mouse usually get up?‖
Follow me: When does Mickey Mouse usually get up ? （板书）
S1:He usually gets up at six.
T: at six am or pm?
Ss: am（板书）
T：6 am is in the…？
Ss: In the morning （T helps Ss）（板书）（引出morning同时为SectionB 作准备）T：Read after me ：in the morning.
T：In the morning I usually do sport. What about you?
S1: In the morning I us ually…
S2: In the morning I usually…
S3:…
T: But 6 pm is in the …?
Ss: evening （T helps Ss）（板书）
T：Right. Follow me: evening ,in the evening（为section B 作准备）
T：And when does Mickey Mouse leave school?
S1:He usually leaves school at 5 o'clock
T: Then what does he usually do?
S1:He usually goes home.（T helps S1）
T: Read after me: go home.
T: What time do you usually go home?
S1: I usually go ho me at…
S2：I usually go home at…
S3：I usually go home at…
T：Look at the video, too.
What does he(米老鼠) do?
S1:He is a student
T: Yeah. He goes to school in the morning and goes home in the afternoon Right? Ss: Yes.
T: How many hours is he at school in a day?
From eight to nine is an hour. Do you know?
Ss: Yes
T: Read after me: hour（板书）
T: How many hours is he at school in a day?
About……
S1: 8 hours
T: What about you?
S1:……
T: Then he goes home. After school, he goes home. Right?
Ss: Yes
T: Read after me :after（板书）
T: After he comes into home, after he gets to his home.
T: Follow me :get to
T: After he gets to his home, what does he do?
He does homework to in the ……
Ss: in the evening.
T: In the evening. we often say at night.
T: Follow me :night
T: At night, I usually watch Tv. What about you?
S1: At night, I usu ally…
S2:At night, I usually…
S3:At night I usually……
T: Suppose we get to Beijing at night, where can we stay?
Ss:……（学生能讲出hotel最好，如不能，帮助学生讲出hotel）
T：After you get to the hotel, no people is there.
No people is working there.
T: work （板书）
T：But a boy is working at night. What is his work? Do you know?
Ss: No
3、Work on 3a(完成3a).
（1）Read through the passage and tell me
（2）Read it again and match the pictures.
(3)Answer questions:
What does he do after he get up?
Does he go to work after breakfast? What does he do?
How does he go to work? By bus or on foot?
What does he do before he goes to bed?
What does“What a funny time to eat breakfast!”mean?
4、Follow up （进一步扩展）
T：My friend Da Bao likes Scott's work, so he gets to Sai Te Hotel . But he doesn't find him.
T: There are many children in the hotel. Look, they are coming.（事先叫五个学生准备扮演Scott）Please ask them questions to find the real Scott.
5、Work on part4.（完成P67第四部分）
T：Now six people make a group, and ask the other students when they usually go to bed . The leader lines up from the earliest to the latest bedtime.
T:（活动以后）Let's listen Group1…Group2…
6、Work on part 3 of self –check
T: Now I want to know something about what you do on weekends. You can go, ask your classmates and fill in the forms. Then you have a report.
T: You may begin it like this "Ma Li gets up at …"
7、Work on Ex.5 of the workbook（完成workbook 44页第5题）
T: Please open your workbook and finish Part 5
8、Homework
Oral work:
（1）Read 3a and recite it.（读背课文3a）
（2）Go on making a survey to find out what your classmates do on weekends.（继续作一个有关你同班学生所做的调查）
Written work:
（1）Copy the new words and phrases in 3a twice（抄写3a的新词和词组两遍）
（2）Write down the survey about what your classmates do on weekends in your exercise book. You can do it like the reporters in class.
(The 4th period Section B 1a~2c)
Teaching aims（教学目标）
1. 用When询问时间
2. 表示频率的副词
Language Points（语法点）
1. 要求掌握以下句式：
—When does sb(第三人称单数) usually verb?
—Sb(第三人称单数) verbs p rep….
2. 要求掌握以下词汇
（1）名词：afternoon evening homework
（２）动词短语:do homework, go home.
Key Points （重点）：
１.一般现在时的特殊疑问句即掌握Ｗhen does sb(第三人称单数). usually verb?
2.频度副词usually 的熟练运用
Teaching difficulties（难点）：
助动词does 在一般现在时的特殊疑问句中的用法：
Teaching Steps （教学步骤）
1、Warming - up and revision （课堂热身和复习）
A game: quick responses.
T：Let‘s play a game. Please give me a word of each sentence and spell it. The first one who finishes the sentence will get a star.(Divide the students into several groups and draw stars on the blackboard to encourage the students.)
(1).Tom goes to ______ on weekdays, and he works very long hours.
(2)._____ lunch, lucy goes home.
(3).To_____ to the hotel, Jack takes the number 4 bus.
(4).Many people love to ______ to music.
(5).Sally usually______ a shower after school.
(6).Tom‘s father often works all _____,because(因为)he works in a night club(夜总会).
Keys:
(1)work (2)After (3) get (4) listen (5) takes (6) night
2. Work on 1a（完成1a）
T:（Point to the stars on the blackboard and make brief comments on the results of the game）people usually do things, too （指着Section 1B 1a）Let's look and match
3. Work on 1b(完成1b)
T: Please check the answers with another student
T:（集体对答案）
T: （对答案以后，指着那个小男孩）
What's the boy doing?
Ss: He is doing his homework（T helps Ss）
T: Follow me：do homework（板书）
Ss:…
T：Do you usually do homework?
Ss: Yes
T: But when do you usually do your homework?
Please tell me ?（举手示意）
I usually…
S1: …
T:Oh, I see. But I don't know when my friend Rick does homework
T: Could you help me listen and tell me ?
Ss: Yes.
T:（学生听完）Who can?
S1:…
4. Work on 2a(完成2a)
T: Well, Listen again and circle the activities you hear.
5. Work on 2b(完成2b)
T: Then look at 2b,listen and write.
6. Listen and repeat（听音跟读）
T: Now let's listen to the tape and repeat. Please try to read like the tape
T: Read it in groups
8.Homework:
Oral work:
(1)Listen to 2a,read and recite it(听读背诵2a中的对话)
(2)Go on making up your dialogue with your partner and polish it
（继续和同伴编对话，并完善对话）
Written work:
(1)Finish Ex.6 of the workbook.
(2)Make a routine for your dream(梦想)day
(The 5th period Section A 3a~self-check)
Teaching aims：（教学目标）
1、通过阅读找出重要文中信息。
2、通过小测试来复习本单元所学过的重点内容。
Language points：(语言点）
A、要求掌握下列词汇
letter, around, start, write, tell, me, best, wish, soon, Saturday, survey, late
B、Review the key words presented in this unit.
Key points and teaching difficulties：（重难点）
巩固以When ,What time引导的特殊疑问句形式。
Teaching steps(教学步骤)
1、Warming-up and revision(课堂热身和复习)
A game
T：Let's play a game. Six people make a group. Every group will get a piece of paper. There are some pictures on it. Listen and fill in the time. Then put them in the right order. Let's see which group can finish most quickly and best?
2.Work on Part4(完成P69第四部分)
Pairwork：Imagine you are a famous movie star . Fill in the timetable with the things you usually do. Then share the information with your partner.
T: Well done ! Well, Let's see who wins the game.
T: Now, imagine you are a movie star. Please fill in the time table with the things you usually do. T: Please look for your friend in our class. Y ou can ask questions like“What time do you usually…?”T: Now please make a report. You can do it like this: …is a movie star. He/She usually…
3、Presentation.(呈现新知识)
T: Thank you .And I want to know more about you. You can write(手势) a letter(拿出信纸) to me about it. It is for your homework OK?
T: Read after me: write(板书)letter (板书)
4、Work on 3a(完成3a)
T: Here is a letter from Jane to Mona. Would you like to read it ?
Ss: Yes.
T: Please read it quickly and write down what she does at these times
5、Work on 3b(完成3b)
T: Now Mona wants to answer the letter. But he isn't good at English .Could you help me?
Ss: Yes /No .
T: Don't worry. Here's a letter. It can help you .
T：I'm sure you can help Mona write a letter to Jane now. Right?
Ss: Yes.
6.Work on Part1、2
人教版七年级英语教案全册（上下册） 上册 Unit 1 My name’s Gina Period One 课前准备 教师：准备游戏时所用的图片（食物、蔬菜、动物）。 学生：准备表演时所需道具（服装、假发）。 教学设计 Step One :Present the sentence patterns. 1.Play a game “How many words do you know?”(利用小游戏调 动学生的积极性，同时通过对冠军的介绍引出本课。) Teacher:After the study of the first three starters, I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who know? Let’ s play a game to see who knows the most. (Divide all the students into several groups and show a pictur（图片略） to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.) (Group 2 is the champion group.They can write 11 words.) 2.Introduce the champion group to the class.（引课方式贴近 生活，学生易于接受） Teacher:Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introdrce yourselves to us? S1& S2:Yes. S1:Hello.My name is Li Lei.Nice to meet you. Ss:Hello, Li Lei. Nice to meet you ,too. Ss:Hello!What’s your name? S2:I’m Sun Ping.How do you do? Ss:How do you do ? Step Two:Drills. 1.Make introductions.（通过句型的操练使学生更加熟练掌握所学 的句式。） Teacher:The new term begins.Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group. Example: Sa:Hello! I’m Li Lei. What’s your name? Sb:My name’s Zhang Feng.Nice to meet you. Sa:Nice to meet you,too.And what’s your name,please? Sc:Lin Li. How do you do? Sa：How do you do? 2.Listen and number the conversations. Teacher: Today I have good news for you. Three new students will come to our class.They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A. (Students listen to the tape and give the right answers.) Step Three:Make friends. 1.Make new friends.（用谈话的方式完成任务，生动活泼，同时更 容易向学生进行美德教育。）
英语教学设计 年级 学科 授课人 学年度第学期 Unit 1 Where did you go on vacation? Period 1 Section A (1a-2d) 一、教学目标： 1. 语言知识和能力目标： 1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, etc 能掌握以下句型： ①—Where did you go on vacation? —I went to the mountains. ②—Did you go with anyone? —Yes, I did./No, I didn’t. 2) 能了解以下语法： —复合不定代词someone, anyone, something, anything等的用法。—yourself, myself等反身代词的用法。 3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。 2. 情感态度价值观目标： 学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 二、教学重难点 1. 教学重点： 1) 用所学的功能语言交流假期去了什么旅行。 2) 掌握本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等的用法。 2) yourself, myself等反身代词的用法。
三、教学过程 Ⅰ. Lead-in 1. 看幻灯片来进入本课时的主题，谈论上周末做了些什么事情。 Ⅱ. Presentation 1. Show some pictures on the big screen. Let Ss read the expressions. 2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows something a person did in the past. 3. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d III. Listening 1. Point to the picture on the screen. 2. Play the recording the first time. 3. Play the recording a second time. Listen to the recording and write numbers of the names in the right boxes of the picture. 4. Check the answers. IV．Pair work 1. Point out the sample conversation. 2. Now work with a partner. Make your own conversation about the people in the picture. 3. Ss work in pairs. As they talk, move around the classroom and give any help . 4. Let some pairs act out their conversations. V. Listening 1. Tell Ss they will hear a conversation about three students’conversations. 2. Play the recording the first time. Ss listen and fill in the chart. 3. Play the recording a second time for the Ss to check “Yes, I
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)
人教版（新目标）初中七上Starter Unit 1 Good morning!教案 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.
Unit one My name is Gina. 1．话题： Making new friends 2．功能目标： 1）使学生学会用英语介绍自己。 2）使学生学会用英语和别人打招呼。 3．文化目标： 1）让学生初步体会用英语和别人交流的感受，培养学生学习英语的兴趣。 2）通过对英文名字的介绍，对比中西方表达名字的不同，了解中西方文化的差异。 3）通过对西方一些成功人士英文名字的介绍，使学生了解成功是由不懈的努力和艰苦的奋斗得来的。 4）通过介绍英文名字的由来，使学生产生对西方文化的好奇及兴趣。 4．认知目标： 1）词汇： clock, hello, hi, and, question, answer, look, first name, last name 2) 语法项目：一般现在时be的用法 以特殊疑问词what开头的问句 形容词性物主代词my, your, his, her What’s=What is I’m=I am My name’s=My name is 3) 语言目标： What’s your name? My name is Gina. I’m G ina. Nice to meet you. Period one I.教材分析：这是课本的第一部分，题目是My mane is Gina. 有很多学生第一次学习接触英语，为了调动他们的积极性，不产畏难情绪，尽量简单的处理教材。 Language topic: What’s your name? My name is Gina. Language strategies: Talk about the names Main vocabulary: name is, meet, his, first name, last name, answer, boy , girl. II.语言结构: present tense to be, what questions, Possessive adj. my, your, his, her. 。 III.语言功能:询问姓名及怎样回答. IV.活动设计：采访调查What’s your first name? V. Teaching steps: Step 1:Greetings. Step 2: Words: Learn the new words A: first, listen to the recorder, the students read after the recorder. B: read the new words after the teacher. Step 3: 1a Write English words for the things in the picture. How many things do you know?
新目标初中英语单词七年级上学期单词表 Unit 1 my pron.我的 name n.名字 is v.是 name's name is 之略 clock n.时钟 I pron.我 am v.是 I'm I am之略 nice adj.好的；令人愉快的 to part.不定式符号 prep.向；朝；至；达meet v.遇见；相逢 you pron.你；你们 what pron. &adj.什么 what's = what is your pron.你的；你们的 hello int.（表示问候）喂 hi int.（表示问候或打招呼）嗨 his pron.他的 and conj.和；又；而且 her pron.她的 question n.问题；难题；询问；疑问answer n.问答；答复；答案 look v.看；望；看起来 n.看；注视 first num.第一 first name 名字 last adj.最后的；上一个的 last name 姓氏 boy n.男孩 girl n.女孩 zero num.&n.零 one num.&pron.一（用来代替单数的人或物）two num.二 three num.三 four num.四 five num.五 six num.六 seven num.七 eight num.八 nine num.九 telephone n.电话number n.数；数字 telephone number 电话号码 phone n.电话；电话机 phone number 电话号码 it pron.它 it's it is 它的 card n.卡；卡片；纸牌 ID card (ID=identification)身份证family n.家；家庭 family name 姓氏 Unit 2 this pron.&adj.这；这个 pencil n.铅笔 pen n.钢笔 book n.书 eraser n.橡皮；铅笔擦；黑板擦 ruler n.尺；直尺 case n.箱；盒；橱 pencil case 铅笔盒；文具盒 backpack n.双肩背包 pencil sharpener 卷笔刀；铅笔刀dictionary n.字典；词典 that pron.&adj.那；那个 yes adv.（表示肯定）是 no adv.（表示否定）不；不是 not adv.（构成否定形式）不是 isn't is not 不是 excuse v.原谅；宽恕 excuse me 请原谅 thank v.感谢 OK adj.好；不错 in prep.用（表示方法，媒介，工具等）English n.英语；英文 a art.一个（只，把，台……） how adv.（指程度）多么；何等；怎样 do v.&aux.（助动词无意义）做；干；行动spell v.拼写 baseball n.棒球 watch n.手表 computer n.电脑；电子计算机
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？
七年级英语上册Unit 6 教学设计 一、课题：Do you like bananas ? 二、教学目标（知识能力、过程与方法、情感态度与价值观） 知识能力：掌握询问对方喜欢与不喜欢食物的几种典型的句型；学习常见食物的名称。 过程与方法：通过对食物名称和询问句型的学习，学会谈论自己与他人早、中、晚餐喜爱吃的食物。通过对食物的学习了解，学会配制营 养餐。 情感态度价值观：通过对不同食物的学习，让学生了解哪些是有益于健康的食品，哪些是不益于健康的食品，从而使学生学会均衡饮食，不 偏食。通过对食物喜好的提问，能增强同学之间的相互了解和友 谊。 三、教学设计的思路及教学建议 第六单元的主题是“询问对方喜欢与不喜欢的食物”，这些食物都是学生比较熟悉的生活食品。 在教学时老师能够使用实物进行教学，增强学生的学习兴趣和学习效果。在传授新知识时，为了给学生创设真实的，贴近生活的情境，可以设计一些游戏，即根据不同人对食物的不同喜好，自配营养餐和填写购物清单等，这样不但激发了学生学习的热情，也达到了练习重点句型的目的。 四、教学向导
五、教学重点及难点 1．教学重点：词汇：有关食物名称的单词。 句型：Do you like … ? Yes, I do. / No, I don’t. 2．教学难点：创设语言交际情景，操练句型。 六、具体教案设计 Unit 6Do you like bananas ? 课时安排：四课时 第一课时：P31—P32 第二课时：P33—P34 第三课时：P35 第四课时：P36 第一课时：P31—P32 Step 1 讲授1A中的新单词 1．通过用“What’s this in English ?” 句型询问一些具体的食物或图片，如：apple, orange, meat, rice 等，让学生通过直观回忆以前所学过的食物名称。 2．呈现新的食物或食物幻灯片，激发学生的求知欲，从而引出本课的新单词。3．朗读P31—1a 中的新单词。（先全班，再小组，然后到个人，层层检查、补漏。） 4．将学生分成两大组，以竞赛的方式让各组派一名学生，将食物的单词贴到挂图相对应的食物上，看哪组贴得最多，最准。 Step 2 Presentation 1．通过吃的动作和高兴的表情来展现“like”一词的意思，并将“like”板书在黑板上；通过摇头的动作和皱眉的表情展现“don’t like”一词的含义，并将 “don’t like”板书在黑板上。
四面城九年一贯制学校中学部备课簿 年级八年一班 学科英语 授课人强艳双 2015 - 2016 学年度第 1 学期
Unit 1 Where did you go on vacation? Period 1 Section A (1a-2d) 一、教学目标： 1. 语言知识和能力目标： 1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, etc 能掌握以下句型： ①—Where did you go on vacation? —I went to the mountains. ②—Did you go with anyone? —Yes, I did./No, I didn’t. 2) 能了解以下语法： —复合不定代词someone, anyone, something, anything等的用法。—yourself, myself等反身代词的用法。 3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。 2. 情感态度价值观目标： 学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 二、教学重难点 1. 教学重点： 1) 用所学的功能语言交流假期去了什么旅行。 2) 掌握本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等的用法。 2) yourself, myself等反身代词的用法。 三、教学过程 Ⅰ. Lead-in 1. 看幻灯片来进入本课时的主题，谈论上周末做了些什么事情。 Ⅱ. Presentation 1. Show some pictures on the big screen. Let Ss read the expressions.
人教新目标英语九年级 全册教案 公司内部档案编码：[OPPTR-OPPT28-OPPTL98-OPPNN08]
Unit 1 How can we become good learners 学习目标 认知目标： 1. Talk about how to study. 学会讨论各种学习方法和策略。 2. Find out your suitable learning methods. 找出适合自己的学习方法。 情感目标： 通过对学习方法的学习，培养学生用正确而科学的方法做事的能力，明白 “一份耕耘，一份收获”。 技能目标： （1）熟练掌握下列词汇：aloud pronunciation discover repeat note pronounce increase speed partner create active connect review knowledge wisely born attention （2）熟练掌握下列短语：work with friends ask the teacher for help read aloud look up practice pronunciation connect…with… pay attention to （3）掌握下列句型：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. How can I improve my pronunciation One way is by listening to tapes. But whether or not you can do this well depends on your learning habits. 重点、难点（Key points and difficulties） 1. 学会运用how来询问做事方式 2. 学会运用by + doing的结构表达做事方式。by 介词，表示“通过……方法或 途径”，译成“靠、通过”。by后面可以加名词或动名词短语。 3. 动名词的构成：动词后加动名词doing，相当于名词，在句子中可以做主语、宾语、表语、定语等。 课时划分 Period 1 Section A 1 (1a-2d) Period 2 Section A 2 (3a-3b) Period 3 Section A 3 (Grammar Focus—4c) Period 4 Section B 1 (1a-2e) Period 5 Section B 2 (3a-selfcheck) Unit 1 Section A 1 (1a-2d) 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 ______. by working with friends. by making word cards. by asking the teacher for help. by reading the textbook. by working with a group. by listening tapes. Step 2 1a Check the ways you study English. Then add other ways you sometimes study. ___ a. by working with friends. ___ b. by making word card. ___ c. by reading the textbook. ___ d. by listening to tapes
句子 （一）句型变化之基石：一般疑问句 A将下列各句变为一般疑问句,并相应回答。 1.I am a student. _____ ______ a student? Yes, ____ _____. 2.My father is a math teacher. _____ ______ father a math teacher? Yes, ____ _____. 3.Our pears are green. ____ _____ pears green.? No, ____ _____ 4.Kate often eats eggs. _____ Kate often _____ eggs? Yes, ___ ____. 5. Those are some English books. ____ those ____ English books ? No, ____ ____. 6.He does sports every day. ____ he ____ ____ every day? No, ____ ____. 7.That looks easy. ______ that ______ easy? Yes, ____ ____ 8. I am free. _____ _____free? Yes, ____ ____. B 翻译“吗”也不难 9..这是你的书吗？不，不是。your book？(=Is this book _____? ) ，it 10. 那是他的橡皮吗？是的。 his ？, it . (=Is that _____ ____? ) 11. 你叔忙吗？______ your ______ ______? 12.他最喜欢打排球吗？ _____ his _________ ______playing volleyball? Yes , _____ _____. (=_____ he _____ volleyball _____ ? Yes , _____ _____.) 13.你能拼写它吗？ _____ you _______ it? No, ___ _____. 14.你的手表找到了吗？your watch ？ 15.你们学校举行校庆吗? ________ you ________ a _________ ________ at your school? No, ___ ____. 16. 他在班上有很多朋友吗？没有。______ he ______ ______friends _____ his class? No, he ______. 17. 你随身带着电脑了吗？ _____ you have a _________ _______ you? 18. -- 3月12号是植树节吗？--是的。 --______ March _________ Tree Planting Day? -- Yes, ______ _____. (二) 否定句，挠头不如抓住“not”，按对地儿。 A将下列各句变为否定句 1.I am ten years old. I _____ ______ ten years old 2.She is healthy. She _____ healthy. 3.My brother likes tomatoes. My brother __________ ________ tomatoes. 4. That is an eraser. _______ _______ an eraser. 5. He needs a book. He ________ ________ a book. 6. There are some cats under the tree. There _____ _____ cats under the tree. 7. The girls like playing volleyball. The girls ________ __________ playing volleyball 8. Gina doesn’t play golf every day. (改为肯定句) Gina ___________ __________ every day. 9. She sells eggs, bananas and apples there. She ______ ______ eggs, bananas _____ apples there. 10.I have many books. I _____ _____ _____books B否定译文不用慌，not 紧随动词旁 11. 她姐姐既不吃鱼也不吃鸡。 Her sister ___ ___ fish _____ chicken. 12. 我们不需要桌子，我们需要买书橱。We _______ ______ a table. We _____ ____ ____ a bookcase 13.让我们别打篮球了。 Let’s _______ _______basketball. 14.他跑的不好。He ______ run _______. 15. 今天不是他的二十岁生日。 Today is ______ ________ _________ birthday. 16.她最喜欢的水果不是草莓 ____ favorite fruit _____ _______. (=she _____ like ___________ best.) 17.我双亲不在中国。 My _________ ________ in _______. 18.他不认为数学很难。 He________ think math ________ _________. (三) 世间阴阳平衡，句子单复相成。 A 将下列各句变为复句。 1. I’m Chinese. _______ Chinese. 2. She is a good girl. ______ ______ good _______. 3. This is an eraser. _______ are ________.
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
预习单元1—3 Starter Unit 1 Section A 1a 早上好，海伦！嗨，鲍勃！早上好，艾丽斯！喂，弗兰克！喂，埃里克！早上好，戴尔！ Section B 1 下午好，戴尔！嗨，辛蒂！你好吗？我很好，多谢。你好吗？我很好。 Self Check 1 嗨喂上午下午晚上好的好谢谢好的4 年龄手他床Just for Fun 晚上好！ Starter Unit 2 Section A 1b 这用英语怎么说？一张地图。一个橙子。Section B 1a 用英语说这是什么？一把钥匙。请拼一下。Self Check 3夹克衫艾丽斯地图钥匙橙子戴尔海伦格雷斯辛蒂鲍勃钢笔弗兰克被子埃里克尺子 4 名字能他腿美好的牛奶去狗 Starter Unit 3 Section A 1a 这是什么？它是字母V。它是什么颜色的？它是红色的。这是什么？它是字母Z。它是黑白相间的。Section B 1b 这把钥匙是黄色的。这把尺子是蓝色的。这支钢笔是红色的。Self Check 它是绿色的。 字母意思（铅笔芯）硬黑激光唱片英国广播公司停车（美国）全国篮球协会千克小号/中号/大号不明飞行物中央电视台联合国 一单元 Section A 1a 我是吉娜。见到你真高兴。 Grammer Foucs你的名字是什么？我的名字是詹妮。我是詹妮。他的名字是什么？他的名字是托尼。她的名字是什么？她的名字是吉娜。 Section B 1c 你的电话号码是什么，李欣？是281-6926。3b 她的电话号码是什么？她的姓氏是什么？她的名字是什么？ Self Check 1 我她是身份证什么我的喂你的他的她的名姓电话号码 Just for Fun你的名是什么？ZIG。你的姓是什么？ZAG。 二单元 Section A 1a 那是你的双肩背包吗？不，不是。它是他的双肩背包。这是你的铅笔吗？是的，它是。它是我的铅笔。这是你的尺子吗？不，不是。它是她的尺子。 铅笔钢笔书橡皮擦尺子铅笔盒书包卷笔刀词典 2b 请原谅，索尼亚。这是你的铅笔吗？是的，谢谢。那是我的橡皮。简，这是你的尺子吗？不，不是。它是她的尺子。好的，这是我的书。这是你的铅笔盒，简。Section B 1a 棒球手表电子游戏机身份证钥匙笔记本戒指钢笔 1b 这是什么？一块手表。你怎样拼写它？…… 3a 这是你的手表吗？给艾伦打电话495—3539。艾伦，失物招领箱中的电子游戏是你的吗？尼克招领：笔记本这是你的笔记本吗？请给玛丽打电话。电话#235—0285。寻物：我的学生证。我的名字是托尼。请打电话685—6034 3b 失物招领一串钥匙。请给大卫打电话529—6403 Self Check Just for Fun嘘！什么？用英语说这是什么？一块手表。你怎样拼写它？它（那个） 三单元 Section A 1a那是我的两个兄弟。并且那是我姐妹。母亲父亲父母兄弟祖母祖父朋友祖父母姐妹 1c 这是他的姐妹。这些是他的兄弟们。 2c 这是吉姆吗？，不，他不是。他是戴夫。 Grammer Foucs 这是你姐妹吗？不，不是的。这是我的朋友。这些是我的朋友们。那是你的兄弟吗？是的，他是。那个是我的兄弟。那些是我的兄弟们。 3a那是安娜，那是保罗。她是你的姐妹吗？是的，她是。他是你的兄弟吗？不，他不是。他是我的朋友。 4她是你阿姨吗？是的，她是。 Section B 2c 这些是我的父母。这是我的祖父。这是我的朋友,林方。亲爱的玛丽：谢谢你的全家福照片。这是我的全家福照片。你的朋友艾玛这是我的弟弟，托尼。这是我的妹妹，莫娜。这些是我的父母。 Self Check 1 这那这些那些妈妈爸爸父母姐妹兄弟（外）祖母朋友叔叔（舅舅）（外）祖父婶婶（舅妈）堂（表）兄弟（姐妹）（外）祖父她他 Just for Fun那是你的妹妹吗？不，不是。那是我表妹。那是你的妹妹吗？不，不是。那是我的姑姑。谁是你妹妹？这是我的妹妹。 四单元 Section A 1a桌子床梳妆台书柜沙发椅子双肩背包书钥匙棒球抽屉植物我的双肩背包在哪儿?在桌子下面。我的书在哪儿?在沙发上。我的棒球在哪儿?它在双肩背包里。1c 双肩背包在哪儿？在桌子下面。 2c 棒球在沙发上吗？不。不在。他在椅子下面。Grammar Focus棒球在哪儿？在双肩背包里。我的电子游戏机在哪儿？在床下。你的书在哪儿？他们在椅子上。他的钥匙在哪儿？在梳妆台上。她的钥匙在哪儿？在桌上。3a书包在哪儿？我不知道。它在梳妆台上吗？不，它不在。我的书在哪儿？我不知道。它们在床上吗？不，他们不在。 4 双肩背包在哪儿？它在桌子底下吗？不，它不在。它在桌子上。 Section B 1a 数学书闹钟激光唱片电子游戏机录像带帽子笔记本在哪儿？在床上。 3a 亲爱的飞飞：请把这些东西带给你的姐姐：她的帽子、手表、笔记本、钥匙和身份证。帽子在梳妆台上。手表在