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（5 课时） Module 1 Lost and found Unit 1 Whose bag is this?
I. 课时 1 课时 II. Type of lesson: Listening and speaking III. Teaching aims: i. Knowledge aim: 学习和掌握名词性物主代词 ii. Ability aim: 能听懂有关失物招领的对话并表演在失物招领处发生的事情 iii. Emotion aim: 学会与他人交流时言行举止大方得体， 对他人提供的帮助表示 感谢 IV. Teaching important and difficult points i. Teaching important points: Make the students understand and use the dialogue ii. Teaching difficult points: Make sure the students can use the dialogue V. Teaching Aids: Multi-Media Tape , recorder VI. Teaching Procedure Step 1 Lead-in Use a pen that was lost last term and ask whose pen is this? Purpose: Make the students interested in the topic Step 2 Learning the dialogue i. Learn the new words Activity1 Match the words from the box with the pictures 同步练习： Step 3 Pronunciation Step 4 Sum up and exercise Step 5: Homework VII. Blackboard writing VIII. 反思 Unit 2 Are they yours? I. 课时 2 课时 （课文讲解&练习） II. Type of lesson: Reading and writing III. Teaching aims: iv. Knowledge aim: 学习和掌握新单词 v. Ability aim: 能读懂有关失物招领的短文，能写出一则招领启事 vi. Emotion aim: 学会与他人交流时言行举止大方得体， 对他人提供的帮助表示 感谢 IV. Teaching important and difficult points i. Teaching important points: Make the students understand the passage ii. Teaching difficult points: Make sure the students can find some useful information from the passage and write a lost and found note. V. Teaching Aids: Multi-Media Tape , recorder VI. Teaching Procedure Step 1 Pre-reading Learn the new words and show the students a lost and found note, lead in the passage.
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Step 2 While-reading Activity 1: Listen and read the passage. Activity 2: Read the passage and answer the questions. Activity3: Translate and explain the language points Activity 4: Complete the passage with the correct form of the words and expressions from the box. (Activity3 on P5) Step 3 Post-reading Writing (Activity 4 on P5) Step 4 Sum up and exercise Step 5: Homework VII. Blackboard writing VIII. 反思 Unit 3 Language in use I. 课时 2 课时 （课本练习&练习册） II. Type of lesson: Grammar III. Teaching aims: vii. Knowledge aim: 名词性物主代词和形容词性物主代词的用法 viii. Ability aim: 能利用名词性物主代词和形容词性物主代词解决一些问题 ix. Emotion aim: 学会与他人交流时言行举止大方得体， 对他人提供的帮助表示 感谢 IV. Teaching important and difficult points i. Teaching important points: Make the students solve some questions ii. Teaching difficult points: Make sure the students do the exercises V. Teaching Aids: Multi-Media Tape , recorder VI. Teaching Procedure Step 1: Activity 1: Work in pairs. Ask and answer questions. The teacher prepare some school things, ask every pair to choose a school thing, show the students a model, like this: --Whose bag is this? Is it yours? --No, it’s not mine. It’s his. Give the students two minutes to make the dialogue, then present in the class. Activity 2: Complete the sentences with the correct form of the words from the box. Give the students three minutes to finish it themselves, then check the answers together. Step 3: Match the words from Box A with the words from Box B. This activity is very easy, so the students can do it together. Step 4: Around the world---The Internet lost and found Ask the students read by themselves, then translate one by one, the teacher explain the language points. Step 5: Activity 4: Work in pairs. The teacher prepares some things such as camera, crayons, football, gloves, mobile phone, wallet, watch and so on. Student A: Think of three or four things he/she has lost or he/she can choose from the box. Describe them. Student B: Think of five or six things you have in your lost and found office or you can choose from the box. Describe them. Then ask and answer questions.
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Student A: Ask Student B if they’ve got the things you have lost. Answer questions about details. Student B: Answer questions about the things Student A has lost. Ask questions about details. Give the students five minutes to prepare, then act out in the class. Step 6: Homework VII. Blackboard writing Unit 3 Language in use VIII. 反思
第二模块（5 课时） Module 2 What can you do? Teaching aims: 1. Knowledge aim: 学习和掌握情态动词“can”. 2. Ability aim: 能正确使用情态动词“can”表示能力的肯定、否定与疑问形式。 3. Emotion aim: 帮助学生认识并肯定自己的能力， 增强自信心， 培养竞争意识和 为班级体服务的意识。 Unit 1 I can play the piano. Ⅰ.Type of lesson: Listening and speaking Ⅱ.Teaching aims: 1.To understand conversations about joining school clubs 2.To talk about one's abilities Ⅲ.Teaching aids: Tape recorder，videos，OHP Ⅳ. 课时安排：1 课时 Ⅴ. Teaching procedure Step 1. Lead-in In pairs，students say what they like doing and their partners say what they can do. Step 2 Learning the dialogue https://www.doczj.com/doc/ce16941374.html,e pictures to show new vocabulary 2.Ask students to repeat new words and expressions chorally paying attention to pronunciation. 3.Tell students to look at the pictures and match them with the words and expressions from the box on their own，then check in pairs. Step3.Listen and check (√) the things in Activity I which Tony's dad can do. 1.Tell students to look at the pictures again and talk about them in pairs. 2.Ask them to listen and check the things Tony's dad can do. 3. Play the recording through while they listen and then answer the question. 4. Play it again for them to check and then check their answer in pairs. Step 4. Listen and read. 1. Put Darning，Betty，Lingling and Tony's name on the board. 2. Ask students to look at the pictures in Activity 1 and talk about what they think the four characters can do in pairs. 3. Play the recording and ask students to listen and read.
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4. Ask students to cover the conversation in their books and listen only to what Darning，Betty，Tony and Lingling can do and check the clubs they want to join. 5 Play the recording again. Then tell students to check in pairs. Answers Musi c Club Darning √ Betty Linglin g Tony √ √ √ Danc e Club Table Tennis Club Food and Drink Club
Step 5. Complete the passage with the correct form of the words from the box. 1. Ask students to read the words in the box aloud. 2. Tell them to complete the passage individually，then check with their partners. 3. Check answers with the whole class. Step 6. Work in pairs. Look at the information. Ask and answer. 1. Look at the information in the table. Elicit what Darning can and can't do. Then elicit a question about Darning and have another student answer it. 2. Ask other students to make questions about Betty， Lingling and Tony and have others answer them. 3. Ask students to ask and answer in pairs as in the examples. Step 7. Homework 1. Remember the new words and expressions in Unit 1. 2 .Practice acting out the dialogue with partner VI.Blackboard showing VII Self-reflection
Unit 2 I can run really fast. Ⅰ.Type of lesson: reading and writing Ⅱ.Teaching aims: 1.To understand the reading material about running for class monitors 2.To learn to write a speech about running for a class monitor Ⅲ.Teaching aids: Tape recorder，videos，OHP Ⅳ. 课时安排：2 课时 Ⅴ. Teaching procedure Step 1. Lead-in 1.Ask students what they can do very well and say， "He/She is good at..." 2.Ask the students to model the question "What are you good at?" Ask them to interview their partners and make notes. Step 2 . Work in pairs. Ask and answer the questions. 1. Write the three monitor titles on the board. Ask the class what they are.
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2. Put students in pairs to ask each other both questions. Tell them to make a list of what they think each monitor does 3. Ask three students to come up to the board and write one thing under one of the titles. Then give the chalks or pens to someone else. Step 3 .Read the passage and check ( √ ) the true sentences. 1.Tell students that Lingling, Darning and Tony want to be monitors. Ask students to read quickly to find which monitors they want to be. 2. Ask students to read again. This time they can use their fingers to skim through and underline the things Lingling，Darning and Tony are good at. 3. Ask students to check in pairs and elicit answers from the whole class. 4. Ask students to read the sentences on page 11， and talk about them in pairs and guess the answers. 5. Ask students to read the passage again and decide if the sentences are true or false. If false，then say why. 6. Ask students to check with their partners.If their answers are different，tell them to go back to the text，read again and check. 7.Ask students to read out the sentences and say if they are true or not. If not ， ask them to say why. Step 4 Underline the correct words. 1. Ask students to work in pairs. Tell them to read through the passage and choose the correct words. 2. Check answers by reading the passage aloud and pausing to allow the whole class to complete it with the correct words. Step 5 Complete the sentences with the correct form of the expressions from the box. 1. Ask students to look at the expressions in the box. 2. Ask students complete the sentences on their own and be careful with the language forms. 3. Check in pairs. Elicit answers from the whole class in full sentences. Step 6 Work in pairs. Choose the best people in your class to be the monitors in Activity 1. Say: who they are and what job they can do and why they can do it 1. Write titles of the three monitors across the board. 2. Ask the class for two volunteers for each monitor. Write their names underneath. 3. Put volunteers in pairs to talk about what they are good at，can do well and how they can help. 4. Ask the rest of the students to make a table as below with three questions about their abilities to ask the volunteers. Put it on the board. Questions Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Good at? Can do? Can help? 5.Tell students to talk in groups about their notes，and decide who should be their monitors and say why. Step 7 Homework 1. Remember the new words and expressions in Unit 2.
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2 . Write a passage about one of the monitors in Activity 5. Ⅵ Blackboard showing Ⅶ Self-reflection. Unit 3 Language in use Ⅰ.Type of lesson: revision and application Ⅱ.Teaching aims: 1.To summarise and consolidate the usage of can 2.To revise new words and phrases Ⅲ.Teaching aids: Tape recorder，videos，OHP Ⅳ. 课时安排：2 课时 Ⅴ. Teaching procedure Step 1 Lead-in 1.Look at the language in the practice box with the students. 2.Ask for some volunteers to come to the front one at a time.Whisper an activity in their ear and ask them to act it out. The class guess what the volunteer can/can't do Step 2 Work in pairs. Add two or three more activities to the list. 1.Ask students to read the list of activities. Tell students to talk about other activities in pairs and add them to their lists. 2. Ask students to practise in pairs by asking about the activities on their lists. 3. Tell students to look at the question in the language box and to make a similar question from the list. 4 .Tell students to write one question for each activity on. the list. 5.Ask students to practise in pairs by asking about the activities on their lists. Step 3. Complete the sentences with can or can't. 1. Tell students to read the sentences and think carefully about whether to use "can" or "can't". 2. Ask students to complete the sentences on their own and then check in pairs. 3. Ask pairs of students to read the dialogues aloud. Step 4. Complete the passage with the correct form of the words from the box. 1. Tell students to read the passage and decide if the student is tidy or untidy. Elicit the answer "Tidy." 2. Then tell them to read again and try to guess the missing word. Then complete the passage with the words in the box individually. 3. Check their answers in pairs. 4. Ask students to read out each sentence. Step 4 Around the world: Languages 1 Look at the different scripts. Ask students， "How many languages are there? What are they?" 2 Answer any questions students may have. Step 5. Work in groups of three or four. Talk about a new school club. 1 Tell students they are going to set up a new school club. Ask them to look at the advert for the Music Club as an example. 2 Elicit what information is given. Ask how the club is advertised 3. Put students in groups of 3-4. Tell them to choose the type of club they are going to set up， and where and when it is going to be held. They need to think of ideas to
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make the club interesting. 4 Go around and help with ideas if necessary. Step 6. Homework Make a poster for a club . Ⅵ Blackboard showing Ⅶ Self-reflection. 第三模块：5 课时 Module 3 Making Plans I.Teaching aims and requirements: 1.Grasping the following new words and expressions: buy, enjoy, revise, take, lie, stay, picnic, email, test, party, because, look forward to, do some sightseeing, like foreign culture. 2.Mastering the Grammar: The use of “be going to do”. 3.Learning the following sunds: /bl/ table tennis, /kl/ clothes, /pl/ plans, play. II. Teaching main points and difficult points: 1.To understand conversations about weekend plans. 2.To process information of weekend plans in the listening material. 3.To talk about weekend plans with given information. 4.To get information from the reading material about personal information. 5.To summarise and consolidate “be going to” and the new vocabulary. III.Teaching with tools. Tape recorder, Teaching pictures and cards, Video, OHP and so on. IV.Time allocation: six classes. V.Teaching steps: Unit 1 What are you going to do at the weekend? Listening and vocabulary 1.Listen and match the words in Box 1 with the words in Box 2. *Read through the words in both boxes while the Ss follow them;then read them through again and have the Ss repeat them. *Check the word stress in the multi-syllable words (revise,piano,lesson,party, picnic,homework, email). *Ask the Ss to cover the dialogue below, and,in pairs,to decide which verbs in Box 1 go with which nouns in Box 2.They can check their answers with another pair. *With the dialogue still covered,play the recording through and ask them to just listen and focus on the words in the boxes. *Then play it again and ask them to check their suggested matching. *Collect answers as phrases. *List the phrases on the board as you are given them. Check my email, have a piano lesson, have a picnic, get up early, go to a party, revise for my test, stay in bed, do my homework, buy some clothes. 2.Write the phrases in Activity 1 under the pictures. *Ask the Ss to look at the pictures and write the correct phrases under them individually. *Then they can check with a partner.
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*Collect the answers from the class. 3.Listen and read. *Ask the Ss to listen to the text while they follow it in their books. 4.Choose the correct answers. *Ask the Ss to do this activity individually,then check with a partner. *Collect the answers as a complete question and answer pair from two Ss. *Have the Ss practise asking and answering the questions in pairs. Pronunciation and speaking 5.Listen and repeat. *Play through the recording while the Ss follow. *Play the recording again, pausing for them to repeat.They should do this chorally as a whole class,in groups and individually. *Put them in pairs to practise. Encourage them to be critical and help each other get the pronunciation right. *Circulate and monitor their production. 6.Listen and repeat. Pay attention to the pronunciation of /l/. *Play through the recording while the Ss follow. *Play the recording again, pausing for them to repeat.They should do this chorally as a whole class, in groups and individually. *Put them in pairs to practise. 7.Work in pairs. Ask and answer to complete the diary. *Read through the examples so that the Ss know what to do. *Pair them to ask and answer,taking it in turns. *Collect the answers from the pairs,having them ask and answer. *Complete the chart on the board if you feel it will help. 8.Homework. 1.Do exercises in Workbook, from 1 to 2. 2.Do exercises in Exercise Book Unit one. 3.Get ready for the test of Module two. Unit 2 We’re going to walk up the Great Wall Reading and vocabulary 1.Read the passages and match them with the photos. *Ask the Ss to look at the three photos first,and ask them what they can see. *Make sure they understand the meaning of the verb “to look forward to sth.” *Before they read, ask the Ss to follow the Learning to learn box while you read it out. Ask them to apply this principle to their reading. *Ask them to read the three passages individually and decide which photo goes with which passage. *They can check with a partner. *Collect the answers from the class as full sentences. 2.Say what Helen, Li and Lucy are looking forward to. *Ask the Ss to answer these with a short sentence. *They should do it individually, then check with a partner. *Check the answers in a whole-class setting. 3.Match the questions with the answers. *Ask the Ss to match the questions and answers individually, then check with a partner.
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*Collect the answers from the class, with one student asking the question and another answering. 4.Answer the questions. Use the words in the box. *Ask the Ss to do this exercise individually, then check with a partner. *Collect the answers from the class with one student asking and another answering. Writing 5.Write full answers. Use because. *Ask the Ss to do this exercise individually, then check with a partner. Collect the answers from the class with one student asking and another answering. 6.Work in pairs and answer the questions. *Ask the Ss to decide on an event in the future that will be enjoyable. *You might want them to make some notes in answer to the three questions. *Pair them to ask and answer the questions. 7.Write your partner’s answers to Activity 6. *The Ss write this individually. *They should then exchange writing with their partner and peer correct for factual and language accuracy.. 8.Homework. 1.Do exercises in Workbook, from 3 to 5. 2.Do exercises in Exercise Book Unit two. 3.Get ready for the next lesson. Unit 3 Language in use Language practice *Go through the grammar table with the Ss. *Make sure that they understand that we use “be going to” future to talk about plans for the future which are already definite(E.g. I already have the ticket, so I know that I’m going to fly to London next Monday.) or which are what you want/except to do in a future situation. 1.Ask and answer questions about Saturday and Sunday. *Read the example and ensure that the Ss know what to do. *Ask them to do the exercise in pairs. *Collect answers from the class. https://www.doczj.com/doc/ce16941374.html,plete the sentences with the words in the box. *Read through the verbs in the box,and have the Ss say them after you. *Ensure that the two two-syllable verbs(enjoy/revise) are stressed correctly,both with the stress on the second syllable. *Ask them to complete the sentences individually, then check with a partner. *Collect the answers from the class as complete sentences. Around the world: What are they going to do? *Ask the Ss to look at the picture and tell you what they can see. *Read the text and answer any questions the Ss have. Module task: Saying what you’re going to do at the weekend. 3.Work in groups of three. Each chooses one of the roles below. Discuss what you’d like to do at the weekend and make plans to do things together. *Read through the three pieces of role information with the class, and ensure they understand them. *Put the Ss into threes to take one role each,then ask and answer questions about
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themselves in that role. *Circulate and monitor production for later remedail work, as necessary. https://www.doczj.com/doc/ce16941374.html,plete your diary for next weekend. *Ask the Ss to complete the diary with what they are really going to do next weekend. If they don’t have any plans, they can add things that they would like to and realistically could do. They should only write notes ,not full sentences. *The Ss can work in pairs and ask and answer to find out what their partner is going to do. 5.Homework. 1.Do the exercises in Workbook, from 6 to 8. 2.Do the exercises in Exercises Book Unit three. 3.Get ready for the next lesson.
第四模块： 5 课时 Module 4 Life In the Future 一. 教材分析 1.本模块以未来的教室及学习为切入点， 谈论将来我们生活的各个方面,学生较 为有兴趣,便于展开活动。在这个过程中学习和掌握一般将来时 WILL+动词原 形的表达方法及注意点。 2.《新标准》英语采用归纳式语法学习法:呈现---提问---发现---总结, 培养学生 自主学习的能力。 一般将来时作个本学期一个重要的时态在上一个单元中就已 涉及 Be going to +动词原形,学生已有一定的概念,这只需要老师很好地设计课 堂教学活动作一定的延伸就可以了。 二 .学情分析 学生在前一模块中已学习了一般将来时的肯定、否定与一般疑问的表达方式, 也掌握了如何表达自己将要做什么,没做什么,也学会了如何问别人将来是否要 做某事。 本单元则是在前面的基础上引入到谈论将来生活这个话题上， 这是学 生很熟悉也是较感兴趣的话题。 在教师预设的任务中， 引导学生在交际中动态 生成， 学生有话可说， 乐于合作分享。 这样就有利于他们更好的运用课本知识， 达到提高综合运用语言能力的目的. 三. 教学目标 1.语言知识目标 语音 朗读单词中注意重读音节 基础核心词汇：life future chalk paper ruler no one farm holiday rain weather wind so cheap expensive short get warm spring autumn heavy rain strong comfortable machine job free 词汇 technology interesting difficult weak dream 掌握：cable calculator cell satellite fuel rough heat dull climate transport smooth uncomfortable
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语法
一般将来时的肯定,否定及疑问句结构 和形容词的用法.
话题 以谈论将来的生活为中心，说一说将来生活的各个方面. 2.语言技能目标 听：能听懂用一般将来时表述的意义。 说：能运用一般将来时描述将来的生活。 读：能读懂阅读文章，理解语篇主题和细节。 写：能用一般将来时写将来生活等有关的短文。 3．学习策略目标 认知 调控 交际 资源 联系，归纳，推测等技能。 从同伴处得到反馈，对自己在叙述中或书写中的错误进 行修改。 学习运用恰当词语与语法介绍和询问。 通过其他学科或网络获取更多未来生活的信息。
自学策略 能借助词汇图掌握单词，形成话题联想的习惯。 能在小组活动中积极与他人合作，互相帮助，共同完成 情感策略 学习任务。 4．文化意识目标： 了解将来生活会带给我们的变化，让学生有一种危机感.增加学生的背景知识， 增强学科间的交流 , 培养学生具有一定的探索未来的科学思想 , 培养高尚的情 操。 5．情感态度目标: 1）通过课文教学引导学生关心国家大事，了解将来生活的巨大变化,因此要刻 苦学习，长大为祖国繁荣富强做贡献。 2）能在小组活动中积极与他人合作，互相帮助，共同完成学习任务。 四．重点难点 1. 教学重点 [1]以谈论将来生活为中心，介绍并询问有关将来生活的信息. [2]能运用用一般将来时及形容词。 2. 教学难点 [1] 描述将来生活涉及的一些词汇及它们在句中的正确运用。 [2] 能运用一般将来时进行描述与提问。 五.突破途径 1. 利用多媒体, 让学生在歌声中感受语言，在轻松愉快的 video 欣赏中 输入 语言。在合作学习、游戏、竞赛等活动中巩固语言。 2.整合教材, 对教材的内容进行适当的补充、删减、调序。以话题为核心,设计 多种任务活动，把知识点化难为易。将知识不断滚动、内化和外延。 六.课时安排 Period 1 Unit1 Listening and Vocabulary Period 2 Unit 2 Reading and Vocabulary Period 3 Unit 3 Listening & Reading
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Period 4 Unit 3 Grammar & Module Task Period 1 Unit1 Listening and Vocabulary Step1.Warm-up T: What are you going to do at this weekend? S: I am going to do my homework at this weekend.. T: Are you going to play the piano this afternoon? S: Yes, I am/No, I am not. ……… Like this, ask the students to work in pairs to review the future tense. Step2. Presentation T: What will you do at this weekend? Help the students answer: I will do my homework at this weekend. （用 be going to+do 的操练引出 will+do，旨在以旧带新，使同学们在很自然的 复习语境中导入到新课的学习。呈现出 will+do 这个时态，让学生有一个初步 的概念。） Ask the students to work in pairs to practice will+do. Step3.New words (1) Presentation of the vocabulary with sentences：life future in the future cable TV calculator cell phone chalk paper ruler satellite TV no one (2) Read through the new words and have the students follow and then repeat chorally and individually. (3) Pair work: What do you use to learn math and science and what do I use to teach English? （使用语境教单词法， 这样不仅让学生掌握了单词的读音， 还可以让学生知道 怎样去使用。可能比纯粹教单词要来得更有效些，接着再用一个 pairwork 来 巩固这些单词，避免了重复朗读的单调，并且这是一个开放性的对话，也活跃 了同学的思路和课堂气氛。） Step4.Listening comprehension (1)Listen to the tape and check the true sentences for Daming and Betty. (2)Try to read after the tape. Step5.Reading (1).Listen to the tape and answer the question: Will there be schools in the future? (2). Read the dialogue and choose the best answers to the questions. (3).Read the dialogue in roles and ask them try to act it out. Step6.Group work Talk about the classroom ten years later compared to the classroom now in groups and then each group gives a report. Step7.Homework 1、自默本单元单词及重点词组。 2、制作一张十年后你的教室，学校或家的海报。 Period 2 Unit 2 Reading and Vocabulary Step1.Work-Show Show their homework. A poster about their classroom, home or school。Share their success with all the students. (分享他们的海报，既练习了学生的听力，也练习了学生的口语。让学生体验 到了他们自身的价值，提高了参与的积极性。)
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Step2. New words (1) Presentation of some of the new words with sentences (2) Read through the new words and have the students follow and then repeat chorally and individually. (3) Pair work: What can you see in the pictures? Step3.Reading (1) Read quickly and match the pictures and headings. (2) Read carefully and find the adjectives and its opposite meanings. (3) Read one by one paragraph to finish the relative exercises. （在处理阅读课的时候，先使用略读，再使用跳读，再使用精读，培养了学生 阅读的技巧。） Step4. Group work Talk about the questions: Will we have an easy or a difficulty life in the future? why? 在大量输入的基础上， 现在让学生输出就容易多了， 我想学生应该是有话可说 的，而且也能够说得起来。有时间的话让他们写一个小报告，笔头也得到了落 实，没有时间的话这个就作为回家作业。） Step.Homework 1、自默本单元单词及重点词组。 2、把 group work 写成一个小报告。 Period 3 Listening and Reading Step1.Presentation Show a flashcard about robots. Teach the words and let the students talk about What the robots can do for us? Step2.Around the world (1) Learn the material together (2) With the help of robots ,what will your life be like in the future? Step3.Listening Listen and check the true sentences.(wb.9) Step4.Reading Work in pairs. Read the passage and correct the mistakes.(wb.10) Step5.Survey Survey some of the partners and give a report. 1 Will you have an interesting/happy life ? Why ? 2 Will you have a small and nice car ? 3 What will your home be like? 4 Will you do many things on the Internet? What will you do on the Internet? 5 Will you have lots of free time? What will you do in your free time? 6 Will you take a plane to travel around the word ?Where will you go Step6.Homework 1、自默本单元单词及重点词组。 2、把第五小题的报告定成一篇小文章。 Period 4 Unit 3 Grammar & Module Task Step1.Grammar 1. explain the future tense in details.
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2. Exercises about the future tense.(Unit3 Activity 1&wb.1) Step2.Grammar 1. revise the adjectives 2. Exercises about the adjectives.(Unit3 Activity 3&wb.4) Step3.Grammar 1. teach the students how to use the conjunction so 2. Exercise about the conjunction.(Unit2 writing and wb.11) Step4.Module task Design your dream school(Unit 3 Activity 5,6&7) Step5.Homework 1．自默本模块单词及重点词组。 2．完成第三单元及 WB 中剩下的练习。 教学反思：
第五模块： 5 课时 Module 5 Shopping 一、学习目标: A.单词和短语： market, supermarket, biscuit, lemon, strawberry, Mother’s Day, size, take, may, try, try on, certainly, wait a minute, sale, price, look, fresh, advantage, anyone, anything, anywhere, compare, pay, post, product, receive, safe, several, online, shopping, way, one of… almost, open, later, out, go out, over, one day, one B.交际用语： 1. Can I help you? / What can I do for you? 2. I’d like to buy a T-shirt for my mum. 3. — What colour does she like? — Purple. 4. — What size does she take? — Small. 5. — May I try it on? — Certainly. 6. There’s a sale on today. Everything is half price. 7. OK! I’ll take it. 8. Wait a minute! 9. How many / much would you like? C. 教学目标 1. Function: Talking about going shopping. 2. Structure: Questions: What…? How many / much…? 3. Skills: 1) Listening and understanding description.. 2) Performing a role-play.. 3) Reading and predicting. 4) Transferring information from a table to a passage.. 4. Around the world: Catalogue shopping. 5. Task: Writing a shopping list for a school picnic. 二、重点及难点: Questions: What…? How many / much…? 三、教学设计:
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Unit 1 What can I do for you? ⅠTeaching model Listening and speaking ⅡTeaching method Bottom-up approach to listening ⅢTeaching aims 1. To understand conversations. 2. Talking about going shopping. 3. Questions: What…? How many / much…? ⅣTeaching Objectives 1. Key vocabulary: market, supermarket, biscuit, lemon, strawberry, Mother’s Day, size, take, may, try, try on, certainly, wait a minute, sale, price, look, fresh, advantage 2. Key structures: 1) Can I help you? / What can I do for you? 2) I’d like to buy…. 3) — What colour does she like? — Purple. 4) — What size does she take? — Small. 5) — May I try it on? — Certainly. 6) There’s a sale on today. Everything is half price. 7) OK ! I’ll take it. 8) Wait a minute! 9) How many / much would you like? ⅤTeaching aids Tape recorder, OHP, video ⅥTeaching Steps Step 1 Warming up 1. Show some pictures of school things. Say what they are. 2. Read the words after the teacher. 3. Introduce the new words. Step 2 Work in pairs. 1. Ask the students to read the words in Activity 1. clothes shop market supermarket 2. Look at the pictures carefully in Activity 1. 3. Match the words and expression from the box with the pictures. 4. Check their answer with a partner. 5. Call back the answer from the whole class and check the answer. 6. Ask the students to read the words. biscuit lemon sausage strawberry T-shirt 7. Say where you can buy these things. Step 3 Listen and answer the questions. 1. Ask the students to read the questions in Activity 2. 1) What is Lingling going to buy for her mother on Mother’s Day? 2) What is Betty going to make for her mother？ 3) What does Betty want to buy? 4) When are they going to the shops? 2. Play the recording and ask the students to listen to the recording carefully. 3. Listen and answer the questions.
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4. Play the recording again, then they can check their answer with a partner. 5. Call back the answer from the whole class and check the answer. Step 4 Listen and read. 1. Ask the students to read the conversation silently. 2. Play the recording and ask the students to listen and read the conversation. 3. Read the conversation. 4. Act it out. 5. Learn ―Everyday English‖ Certainly. Wait a minute! Can I help you? 6. Learn to learn You don’t have to understand every word when you listen. Try to listen for the important information. Step 5 Complete the table. 1. Read the conversation again. 2. Now complete the table. 3. Ask the students to check with a partner. 4. Play the recording again .Check the answers: Step 6 Complete the conversation. 1. Ask the students to read the words in the box in Activity 4. certainly everything fresh half price size 2. Read through the conversation. 3. Complete the sentences with the correct form of the words from the box. 4. Ask the students to check with a partner. 5. Check the answers: Keys: 1. fresh, price, Everything 2. size, Certainly, half 6. Read the conversation loudly. Step 7 Listen and repeat. 1. Play the recording once without stopping. 2. Play the recording again and stop at the end of each line. Ask the whole class to repeat. 3. Play the recording again and stop at the end of each line. Ask individual students to repeat. 4. Ask the students to practice the sounds in pairs. Step 8 Guessing game. 1. Show some pictures. 2. Ask and answer: 1) What colour is it? 2) What size do you take? 3) How much is it? 3. Show some pictures.. 4. According to the information given and ask the students to guess what it is. 5. Show the pictures to check the answers. Step 9 Work in pairs. Student A: You’re a customer. Buy a present for a family member or a friend. Use the sentences in Everyday English and Activity 3 to help you.
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Student B: You’re a shop worker. Help Student A buy a present for his / her family member or friend. Step 10 Summary : 表示购物的习惯用语： May / Can I help you? How many / much would you like? What colour / size would you like? I want / I'd like… How much is it / are they? That's too expensive, I'm afraid. Do you have any other colours / sizes / kinds? That's fine. I'll take it. Step 11 Do exercises: Step 12 Homework Remember the words of Unit 1 and prepare the text of Unit 2. 反思：
Unit 2 You can buy everything on the Internet. ⅠTeaching model Reading and writing. ⅡTeaching method Top-down approach ⅢTeaching aims 1. Listening and understanding description. 2. Performing a role-play. 3. Reading and predicting. 4. Transferring information from a table to a passage. ⅣTeaching Objectives Key vocabulary: anyone, anything, anywhere, compare, pay, post, product, receive, safe, several, online, shopping, way, one of… almost, open, later, out, go out, over, one day, one Key sentence: 1.You can buy almost everything on the Internet, and it’s very easy. 2. Then you receive it a few days by post. 3. Online shopping has several advantages. 4. You can also compare the prices of the same product. 5. They can’t see the product or try the clothes on. 6. Also paying over the Internet isn’t always safe. 7. Online shopping is changing our way of life. 8. You’ll be able to buy anything on the Internet. ⅤTeaching aids Recorder, OHP, video ⅥTeaching Steps Step 1 Warming-up 1. Guessing game. 1) Show some pictures.
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2) According to the information given and ask the students to guess: What colour is it? What size do you take? How much is it? 3) Show the pictures to check the answers. 2. Review the text of Unit 1. 3. Read the words after the teacher. Step 2 Learn new words. 1. Show some pictures. 2. Talk something about the pictures. 3. Introduce the new words. 4. Read the words after the teacher. Step 3 Work in pairs. 1. Ask the students to read the words in Activity 1. advantage anyone anything anywhere compare 2. Look at the title of the passage. 3. Think about the questions about online shopping. 1) What can you buy? 2) How do you pay for it? 3) How is it changing our lives? 4) Is it good or bad? 4. Check their answer with a partner. 5. Call back the answer from the whole class and check the answer. Step 4 Reading. 1. Play the recording and listen to the tape carefully. 2. Ask the students to read through the passage. 3. Read the passage and check (√ ) the true sentences. 6. Read the text together. Step 5 Complete the passage. 1. Ask the students to the words in the box in Activity 3. later out pay receive 2. Ask the students to read through the passage in Activity 3. Internet shopping is easy. You buy something online, you (1) __________for it, then a few days (2)_________ you (3) ___________ it by post. But going (4) __________ and shopping with friends is much more fun ! 3. Complete the passage with the words from the box. 4. Check with a partner. 5. Call back the answers from the whole class. Keys: 1. pay 2. later 3. receive 4. out 6. Read the passage together. Step 6 Work in pairs. 1. Ask the students to complete the table in Activity 4. 2. Check with a partner. 3. Call back the answers from the whole class. Step 7 Writing. 1. Ask the students to write sentences describing the advantages with first and second. First, you can shop at any time…Second,…
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2. Check with a partner. 3. Call back the answers from the whole class. 4. Now write sentences describing the disadvantages. Introduce the first disadvantages with but. But many people like going out… 5. Check with a partner. 6. Call back the answers from the whole class. Step 8 Do exercises: Step 9 Homework Writing a paragraph about shopping at a supermarket. Begin like this: Supermarket shopping is not difficult. First, you choose the things on your shopping list… List the advantages. List the disadvantages. Finish like this: Shopping at a supermarket is fun. 反思：
Unit 3 Language in use ⅠTeaching model Revision and application ⅡTeaching method Formal and interactive practice ⅢTeaching aims 1. Function: Talking about going shopping. 2. Structure: Questions: What…? How many / much…? 3. Around the world: Catalogue shopping. 4. Task: Writing a shopping list for a school picnic. ⅣTeaching Objectives Key structures: 1) Can I help you? 2) How much are they? 3) What size do you take? 4) How many / much … would you like? 5) Can I try it on? 6) How much is …? 7) What colour would you like? 8) What about this one? ⅤTeaching aids Tape recorder, OHP, handouts ⅥTeaching Steps Step 1 Revision Show some pictures to review the text of Unit 1 and Unit 2 Step 2 Language practice 1. Read through the example sentences in the box with the whole class.
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2. Ask the students to repeat the sentences in the box. Step 3 Work in pairs 1. Show some pictures. 2. Ask the students to look at the pictures carefully. 3. Ask and answer like this: what / size / take? — What size do you take? — Size S 4. Ask the students to look through the questions in Activity 1. 1) What / size / take? 2) how much / eggs? 3 ) how much / beef? 4 ) what / colour / like? 5. Pair them to ask and answer. 6. Circulate and monitor their production. Step 4 Complete the sentences 1. Ask the students to read the sentences in Column A & B. 2. Complete the sentences. Step 5 Grammar 语法点拨——特殊疑问句： 一、定义：以疑问词开头，对句中某一成分提问的句子叫特殊疑问句。 二、常用的疑问词有：what（什么）， who（谁）， whose（谁的）， which （哪个）， when（何时）， where（哪里）， how（怎样）， why（为何） 等。 三、特殊疑问句的语序： 1．疑问词（+主语）+谓语动词+其他成分？ Who is singing in the room? 2．疑问词+一般疑问句语序？ 如： How much are these sausages? What size does his mother take? How much meat do you want? What colour would you like? What time does he get up every morning﹖ When are you going to have a picnic? Why do they like shopping on the Internet? 四、注意事项： 1．回答特殊疑问句时，不能用 yes / no，即问什么答什么，尤其是简略回答。括 号内是完整回答所需部分。如： 1. — What colour does he like? — He likes white. 2. — What size do you like? — Small. 3.— How much beef would you like? — Half a kilo. 4. — How much are they? —Thirty-eight yuan kilo. 5. —Why do they like shopping on the Internet?
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Unit 1 Hello! What's your name? 一、教学目标与要求 通过本单元教学，使学生初步学会“打招呼（Greetings)时所使用的一些简单用语，并要求学生尽可能在交际场合中使用。学生要初步掌握英语字母表中A～N的读音（包括升降两种语调）、书写格式（包括大、小写），并准确认读这些字母。 二、教学重点与难点 1、打招呼用语（Greetings)：1)Good morning! 2)Hello!3)How are you?Fine,thank you ,And you? 2、句型：1）What's your name? 2)My name is … 3、英语字母A～N。 三、课时安排 本单元共4课时，每课1课时。 第一课Lesson One 一、教学内容 1、字母A～G。 2、句型：初步理解以下句型：1）What's your name?2)My name is … 3、日常交际用语：打招呼用语（Greetings)：1)Hello!2)Good morning. 二、教具 录音机；姓名卡片一张（上写教师自己姓名的汉语拼音）；字母卡片A～G（含大、小写）；划有四线的小黑板（为教字母的书写准备）。 三、课堂教学设计 从第一节课起，教师应尽量为学生创造一个听英语、讲英语的小环境：在起始阶段，就使用一些简单的课堂用语；教师还可借助一些手势、表情、演示等，协助学生听懂；所使用的课堂英语，应循序渐进，宁少勿滥；要多次重复，使学生逐渐熟悉起来，不但能理解教师的课堂英语，也熟悉教师的手势、表情、演示等。 1、教师用英语说：Now class begins.然后借助手势让学生起立，用英语向学生问好。T：Good morning,class!（如果是下午上英语课，可用：Good afternoon,class!) 然后用英语说：Sit down,please.并同时做出请学生坐下的手势。 教师向学生解释Good morning（或Good afternoon。）的意思。并告诉全班要用相同的语句来应答。在开始阶段，能够让学生称老师为teacher(见交际用语）。由此产生以下问答：T：Good morning,class! Ss：Good morning,teacher! T：Good afternoon,class! Ss：Good afternoon,teacher! 这样反复训练几次，直到学生练熟为止。这期间，最好请学生（们）都起立与教师练习，教师也能够反复重复：Stand up. 及Sit down,please.等用语，让学生们做出相对应的动作，直到确信学生已经能听懂为止。 2、教师告诉全班：We're going to learn Lesson One today.(今天我们学习第1课），让学生听懂即可。(可板书Lesson One)教师拿出事先准备好的写有自己姓名的汉语拼音卡片，指着自己，对学生说： My name is XXX(Name in full).
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
2013新外研版七年级下英语全册课文 Module 1 Lost and found Unit2 Are they yours? The Lost and Found Office in New York City Welcome to the New York City Lost and Found Office. People often lose things when they’re travelling or when they’re in a hurry. They leave things o n planes, on trains, on buses and in taxis. That’s why there are lost and found offices at airports and stations. 欢迎来到纽约市失物招领处人们在旅行时或者是匆忙之间经常会丢弃东西。他们把东西落在飞机上、火车上、汽车上或出租车上。那就是为什么机场和车站会设有失物招领处。 The New York City Lost and Found Office is very big. Hundreds of people come here every day. They are looking for their phones, cameras, watches, computers and many other things. We usually have about two thousand mobile phones and one thousand cameras. 纽约市失物招领处非常大。每天会有上百人来到这里他们来找他们的电话机、照相机、手表、计算机和许多其他东西。我们通常大约有两千部手机和一千部照相机。 At the moment, there are also some strange things at the New York City Lost and Found Office. There are about a hundred bikes and a large boat. There are also a lot of animals. This week, there are three dogs, two ducks and a pig! Whose are they? Are they yours? We don’t know! Are you looking for fifteen kilos of sausages? They’re here too! 此时此刻，在纽约市失物招领处还有一些不同寻常的东西。那里大约有三百辆自行车和一艘大船，还有许多动物，本周有三只狗，两只鸭子和一头猪！它们是谁的？它们是你的吗？我们不知道，你正在寻找十五公斤重的香肠吗？它们在这里！ Module 2 What can you do? Unit2 I can run really fast. It’s the start of the new term and we’re choosing our new monitors. 现在是新学期的开始，我们正在选新一届的班委。 I’d like to be the class monitor. I get on well with everyone, classmates and teachers. I work very hard, and I do well at school .I’m kind and I’m always ready t o help others. I can even help teachers too. Choose me as your class monitor and I promise to help YOU! 我想当班长。我和每个人，无论同学还是老师都相处得很融洽。我学习刻苦，成绩优秀。我很善良，总乐于助人，针织还能帮老师的忙。选我做你们的班长吧，我保证会帮助你们的！ I want to be the PE monitor .I enjoy sport, and I can run really fast. I’m really fit and healthy. Just watch me in the playground between lessons! I play most ball games well. But I’m really good at football, and I play basketball in the school team. I usually get the best score in every match. Choose me for the PE monitor and you can get the best score too! 我想当体育委员。我喜欢运动，跑的很快，非常强健。就看看课件我在操场上的样子吧！大部分的球类运动我都很擅长，但是我最擅长的是足球，而且我还是学校篮球队的队员。通常，我在每场比赛都得最高分。选我做体育委员吧，你们也能取得最好的成绩. I’d like to be the cleaning monitor. I often help my mother do cleaning at home and I like a clean and tid y house. I’m sure everybody would like a clean classroom, just like home. Choose me and we can make our classroom beautiful. 我希望成为卫生委员。我在家经常帮妈妈打扫房间，我喜欢又干净又整洁的房子，我相信每个人都想要一个干干净净的教室，就像家一样。选我吧，我们可以把教室装扮的更漂亮。Module 3 Making plans Unit 2 We are going to cheer the players
Unit 1 Can you play the guitar? 第一课时 Section A (1a- 1c) 1．重点单词： guitar ， sing ， swim ， dance ，chess ， draw ， 2．重点短语： play chess ， speak English ， play the guitar ， 3．重点句式： Can you swim ？ Yes ， I can./No ， I can't. I want to join the art club. 1． play the guitar ，play chess ， speak English 2．含情态动态 can 的一般疑问句及简略回答 speak ， join ， club art club ，music club
Step 1 情景导入 Hello, everyone. We all know that Jay Chou is a very famous singer. He has many talents, he can sing, he can dance and he can also play the guitar. Can you sing? Can you dance? Can you play the guitar? Please tell us your talents. 环节说明：由学生感兴趣的歌手周杰伦过渡到询问对方的才艺，让学生在轻松愉悦的氛围中接收到关于 教学目标的信息。 Step 2 完成教材1a-1c 的任务 1. 利用图片，呈现词汇（si ng, swim, da nee, drum）及新句型Can you...? （3分钟） 2. 听1a录音，学生跟读并模仿语音语调，并将活动和图片中的人物匹配。（3分钟） 3. 听1b录音，并将按你所听到的顺序编号。（2分钟） 4 ?听1b录音，核对答案并给予做对的学生掌声鼓励。（2分钟） 5. 小组练习，让学生模仿1a，1b。使用Can you... ? Yes, I can./No, I can't.编对话，并表演。（5分钟）参考案例 1. A : Can you swim?
Unit 5 What's this in English? 一、教学目标与要求 通过本单元教学，使学生运用所学句型，较为熟练地去辨别物体。通过辨认物体，学到一些生词，并巩固所学句型。 二、教学重点与难点 1、句型：Is this/that/it a pen? Yes,it is . No, it isn't. 2、语法：1）初步学习代词this,that,it的用法；2）含有be动词的疑问句。 三、课时安排 本单元共4课时，每课1课时。 第十七课Lesson Seventeen 一、教学内容 1、词汇（略） 2、句型：What's this in English? It's a… 二、教具 录音机；与本课词汇有关的图片或实物。 三、课堂教学设计 1、复习日常用语。 2、复习数词，认读电话号码、汽车牌号等。 3、用英语简单介绍自己。（参照第4单元教案） 4、复习What's this in English?的句型，操练中，运用第11课中所出现的词汇(如book,desk,pen等)。运用这个句型，引出本课要学的词汇，如：clock,cup,pencil-box等。用在11课中使用的方法（参照第11课教案）来教这些单词，并反复练习，直到学生熟练为止。 5、放课文录音，学生跟读。两人一组，做第3题。 7、使用抄写本（或练习本），抄写练习1。在教师指导下，朗读练习4。如果时间允许，可请几组同学朗读。 8、布置作业 1）用所学句型，练习辨认物体（限已掌握词汇范围），要求既能提问，又能应答；2）抄写生词以及练习1中的例句；3）在练习册上做练习2，并将单词译成汉语。 第十八课Lesson Eighteen 一、教学内容 1、词汇（略） 2、句型：Is this a…?Yes,it is./No,it isn't. 二、教具 录音机；一个大书包，装有学习用具或一些水果。 三、课堂教学设计 1、用What's this in English?的句型，复习上一课中学过的单词。尽量让学生之间进行问答，操练时，提问的学生最好手持（或手指）实物或图片，增加口头练习的真实感。（参考第12课教案中有关练习部分） 2、用已学过的词汇，练习以下句型：
外研版初一英语（下）词组 Module One 1. take photos 拍照 2. wait for 等候 3. have a good time过得愉快,玩得很开心 4. a lot 非常 5. put on 穿上 6. at home 在家 7.at the moment 现在,此时 8. look at 看… 9. see you later 再见 10. good night 晚安 11. get dressed 穿衣 12. in the sun在阳光下 13. on a trip在旅行中 14. afternoon tea下午茶 Module Two 1. get ready for 为…准备好 2. write down 写下 3. cook the meal 做饭 4. make lanterns 做灯笼 5. sweep away 扫去 6. have a haircut 理发 7. go shopping 去买东西 8. at work 在工作 9. in front of 在。。。前面 10. a few 一些 11. all the year round 一年到头 12. a kind of 一种 13. lots of 许多 14. dragon dance舞龙 15. Spring Festival春节 16. paper cut剪纸 17. be interested in对。。。感兴趣 Module Three 1 .at the weekend 在周末 2.have a piano lesson 上钢琴课
3.buy some clothes 买衣服 4.listen to the music 听音乐 5.stay in bed 呆在床上 6.revise for my test 复习考试 7.get up early 早起床 8.check the email 查邮件 9.do one’s homework做家庭作业 10.have a picnic 吃野餐 11.go to a party 去参加晚会 12. look forward to doing 期待 13. take the plane/by plane 乘飞机 14.do some sightseeing/ go sightseeing 旅游,去观光 15. walk up 沿……走, 登上 16. make friends 交朋友 17. enjoy the sun and the sea 享受阳光和大海 18. lie on the beach 躺在沙滩上 19. travel around the world 周游世界 20. get (from…)to(从……)到达…… Module Four 1. in the future 未来 2. get warm 变暖 3. heavy rain 大雨 4. send ..to…by email通过邮件发送 5. strong winds 大风 6. use …to do用……做某事 7. do heavy work 做重活 8. three days a week 一周三天 9. care for/look after/take care of 照顾 Module Five 1. answer the question 回答问题 2. What’s the population of…?。。。。的人口是多少？ 3. in the east/west/south/north of…在东/西/南/北边 4. the capital of…。的首都或省会 5. on the River Thames 在泰晤士河畔 6. be famous for 因。。。而闻名 Module Six 1. be good at…擅长 2. more than 多于
Module 1 School Life Unit 1 There are fifty students in the class. Preparation 在黑板上写出单词Festival,要求学生回忆并说出已学过的节日名称，如：New Year, Christmas Day等，并板书。 组织两人小组活动，内容是在节日时的对话。如下例： Happy New Year... Happy New Year... Do you...? Yes/No. We... 两人小组活动后，请几对学生上台演示，然后要求大家评价。对演示认真又基本无语言错误的学生给予奖励。 介绍短语Spring Festival, 带读后转入第1小节的学习 1．Look and listen. Then repeat. 1）先不打开书，问学生:春节后,一些同学又见面了，他们很高兴地在一起交谈，他们谈了些什么呢（What are they talking about ?）？ 2）要求学生听一遍录音后，回答上面的问题，然后将答案School Life 写在黑板正上方。3）写出以下问题，要求学生听第二遍录音后回答： How many students are there in the class? How long are the lessons? How does Feifei go to school? How long does the bus take to get to school ? 学生回答上述问题后翻开书，跟录音读一遍对话。 组织四人小组操练本段对话，然后要求他们演示和评价。 第2、3、4小节的教学可参考“教师用书”的建议进行。 Unit 2 What’s your favourite lesson? Preparation 1）教师先简单用英语介绍本班的一些情况，然后要求学生分两人小组就School life话题进行对话,也可以给出以下问题要求学生对话： Do you like your school? How many lessons do you have each day? How do you get to school? 两人小组活动后，叫几对学生上台演示，然后要求大家评价。对演示认真又基本无语言错误的学生给予奖励。 2）教师说:下面有几位同学，他们也就School life 进行了交谈。他们谈了什么呢？
初一英语教案人教版Unit28
Unit28 What time do you get up? 一、教学目标与要求 通过本单元教学，使学生能够运用一现在时描写日常生活、习惯等，并能就上述问题，进行有交际意义的问答。在本单元学习中，学生们还将复习现在进行时态和时刻表示法等。 二、教学重点与难点 1。句型:l)What time do you get up.2)What time does he/she get up?3)have 作为 "吃饭"解的用法。 2。语法:1)复习一般现在时的用法;2)复习现在进行时;3)复习时刻表示法。 3·日常交际用语:学习描写习惯的、常的学习和工作用语。 三、课时安排 本单元共4课时，每课l课时。 第一0九课Lesson One Hundred and Nine 一、教学内容 1。词汇(略)。 ．2。句型:l)What time do you get up?2)It's time to do sth.3)Where's he going?
4)He's going to schoo1． 3·语法:复习must的用法。 二、教具 录音机;闹钟;日历等。 三、课堂教学设计 1.值日生报告。教师通过提问形式，与学生复习the days of the week。出示日历，指出从星期一到星期五这几天可称为"weekdays"(星期六在国外通常和星期日一起被称为:week-end)。顺便教week和weekdays.这两个单词。 2·打开书，学生看图。借助插图和实物，教师讲解本课生词。例如:教师可将闹钟拨到7点，让它响铃。然后，手举闹钟，让学生看清时间:It's time to get up! 再将闹钟分别拨到其他相应时间，引出:have breakfast,leave home,begin class等短语。 教师领读生词，反复几遍，确信学生初步掌握为止。 3·合上书，完整地放课文录音。教师先板书以下问题: l)What's the time?2)Where is Jim
初一人教版英语教案
初一人教版英语教案 【篇一：新目标初一英语上册教案】 unit one my name is gina. 教材分析 1．话题： making new friends 2．功能目标： 1）使学生学会用英语介绍自己。 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．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 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 gina. nice to meet you. period one 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? step 4: 1b listen and number the conversations . three times.
Module 1 Lost and found Unit 1 Whose bag is this? Ms Li: Welcome back to school everyone! First of all, come and look in the lost and found box! There are a lot of things in it. Whose bag is this? Lingling: Oh sorry! It ’mines. Are my crayons there too? Ms Li: Are these crayons yours? Lingling: Yes, they are and this eraser too. Thank you. Ms Li: Whose tapes are these? Daming: They ’ re mine. Ms Li: Here’ s a purple wallet! Tony: It ’ s mine. Look! Here ’ s my name― Tony‖ ! Thank you. Ms Li: You’ rewelcome! Look at this nice watch. Is it yours too, Daming? Daming: No, it isn ’ t. I think it ’ s Betty’ s. Lingling: Yes, it ’ s hers. Ms Li: Everyone, please be careful with your things from now on. Daming: Here are some nice gloves. Whose gloves are they? Ms Li: Let me see... Oh, they ’ re mine! Thank you! Unit2 Are they yours? The Lost and Found Office in New York City Welcome to the New York City Lost and Found Office. People often lose things when they ’ re travelling or when they ’ re in a hurry. They leave things on planes, on trains, on buses and in taxis. That ’ s why there are lost and found offices at airports and stations. The New York City Lost and Found Office is very big. Hundreds of people come here every day. They are looking for their phones, cameras, watches, computers and many other things. We usually have about two thousand mobile phones and one thousand cameras. At the moment, there are also some strange things at the New York City Lost and Found Office. There are about a hundred bikes and a large boat. There are also a lot of animals. This week, there are three dogs, two ducks and a pig! Whose are they? Are they yours? We don’ t know! Are you looking for fifteen kilos of sausages? They ’here too!
人教版新目标英语七年级下册全册教案 Unit 1 Can you play the guitar? 一. Knowledge and abilities goals: 1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar 2. How to use Model verb‖ can‖. 3. Listening and speaking skills and communicative competence. Content of courses:In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to join…club ?Can you …? 四. Importance and difficulty: can Teaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class. Period 1 (Section A: 1a-2d) 授课人:______ 授课班级: _____ 授课时间：年___月___日____ 1.Knowledge Objects: Learn to talk about abilities. Know something about the culture of clubs. Can you/he..?What can you do? What club do you want to join?can, can‘t, draw, dance, swim, speak, walk. 2.Teaching key point: can
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.
2018年新人教七年级英语下册全英文教案（全册全英文）Unit 1 Can you play the guitar? 一. Knowledge and abilities goals: 1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar 2. How to use Model verb” can”. 3. Listening and speaking skills and communicative competence. 二. Teaching method: Listening and speaking methods. Pair works. 三. Moral goals: Encourage students to express their abilities. Content of courses: In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to join…club ?Can you …? 四. Importance and difficulty: can Teaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class. 五. Teaching Time: 4 periods Period 1 (Section A: 1a-2d) 授课人:______ 授课班级: _____ 授课时间：2018年___月___日____午第____节 1.Knowledge Objects: Learn to talk about abilities. Know something about the culture of clubs. Can you/he..?What can you do? What club do you want to join?can, can’t, draw, dance, swim, speak, walk. 2.Teaching key point: can 3. Teaching Difficult point: can 4.Teaching Procedures: Step 1. Lead-in Enjoy a song I’m a musician T: Do you want to be a musician? S: T: Can you play the piano? S… T: What can you do? S: I can… T: What about you? S: T: OK, now please show your talent and tell us what you can do.
Unit 2 Nice to meet you! 一、教学目标与要求 通过本单元教学，使学生初步学会日常交际中表示“介绍”（Introduction)"的一些简单用语，并要求学生尽可能在交际场合中使用。继续学习打招呼的常用语句。学习英语字母O~Z的读音与书写形式。学会字母歌。能背诵、默写字母表（含大小写）。 二、教学重点与难点 1、日常介绍用语（ 2、英语字母O~Z。 三、课时安排 本单元共4课时，每课1课时。 第五课Lesson Five 一、教学内容 1、字母O~T。 2、句型：1）I'm…2)Are you…?（及肯定、否定回答） 3、语法：am的缩写形式（只要求学生能听懂，能说出即可）。 二、教具 录音机；字母卡片，写有Kate Green和Jim Green的姓名卡片；小黑板。 三、课堂教学设计 1、复习已经学过的日常用语。教师与学生练习以下对话： T:Good morning(afternoon). S:Good morning(afternoon). T:My name is XXX.What's your name? S:My name is XXX. T:How are you,XXX? S:I'm fine, thank you .And you? T:I'm fine,too.Thank you. 放歌曲录音。学生齐唱Good morning to you ! 2、复习数词“1~4”的说法，教数词“5”和读音，学生能听懂即可。 叫起几个学生，要求逐个进行自我介绍： S1:Hello! My name is XXX. S2:Hello! My name is XXX. 也可以用前面操练过的连锁式方式，叫起一组学生，由前到后： S1:Hello! My name is XXX.(to S1) What's your name? S2:My name is XXX.(to S1) Hello!What's your name?… 拿出事先准备发的Jim Green和Kate Green的姓名卡片，教学生读这两个名字。然后请两个同学（一男一女）到前面来，分别扮演Jim Green和Kate Green，用英语向大家自我介绍： S1:Hello! My name is Jim Green. S2:Hello! My name is Kate Green. 教师这时向学生介绍另外一种方法：I'm…，写在黑板上，并做简单解释。带读几遍后，再请这两个同学用I'm演示一下：
最新外研版七年级英语下册教案全册 Module 1 Lost and found Unit 1 Whose bag is this? 一、教学目标 : 1. 语言知识目标： 1)能正确使用下列单词和短语：crayon, eraser, glove, wallet, watch, whose, first of all, lose and found box, mine, hers, be careful with, from now on... 2) 掌握first of all及be careful with的用法。 2. 情感态度价值观目标： 学习英语文明礼貌的询问和回答方式，拾金不昧的做人原则和助人为乐的优良品质。 二、教学重难点: 1、能够听懂有关失物招领的简短对话。 2、能够正确使用特殊疑问句“Whose…is this/that? 对物品的所属进行提问及其回答。 三、教学过程 Step 1 Warming-up 1. Show some pictures of school things. Say what they are. 2. Look at the pictures on Page 2. Match the words from the box with the pictures. 3. Read the words after the teacher. Step 2 Listening practice 1. Ask the students to read through the questions in Activity 2. 1) Is the football Tony’s? 2) Are the crayons Betty’s? 3) Whose gloves are these? 2. Ask the students to listen to the recording carefully. Step 3 Listen and read. 1. Ask the students to read the conversation. 2. Act it out. 3. Learn “Everyday English” Welcome back! be careful with… from now on. Step 4 Work in pairs. 1. Show some pictures of school things. Say what they are. 2. Ask the students to talk about the pictures. 3. Ask and answer like this: — Are the c rayons Betty’s? —No, they’re not hers. They’re Lingling’s. Step 5 Work in pairs. Work in groups of three or four. Put four or five school things on the desk. Ask and answer. 1. The students choose the school things. Ask and answer like this: A: Is this your pen? B:Yes, it’s mine. A: Whose pencil is it? C:It’s … 2. Read through the example with the class. 3. Pair them to ask and answer. Step 6 Language points 1.First of all, come and look in the lost and found box! First of all 是在介绍准备讲的几件事情的第一件事情。用于强调次序。 e.g. First of all, let me introduce myself to you. 首先，让我作个自我介绍。 First of all, clean the surface that you are going to paint. 首先，把要刷涂料的表面弄干净。 2.Everyone, please be careful with your things from now on. be careful with后接名词或动名词, 表示做某事时很小心或仔细。 e.g. He’s careful with his work. 他工作很仔细。 Be careful with the vase, it is valuable. 这花瓶很贵, 小心点。 Step 7 Homework 1. Remember all the new words and expressions we’ve learned today;