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Unit 7 Part A教案教学目◆语言知识目标1.学习单词：Thanksgiving，American，invite，join等。
2.学习句子：What’s the date today ? It’s…3.学唱歌曲：Happy Thanksgiving to You!4.学习一般疑问句的基本语调。
5.功能：谈论节日。
◆语言技能目标1.能用英语说出各种节日的时间。
2.能用所学语言谈论和描述感恩节。
3.能就节日的话题开展简单的交流。
◆情感态度教育学生要心存感恩，用一颗感恩的心面对生活。
◆文化意识了解感恩节的由来及感恩节的一些风俗习惯。
教具准备1.单词卡片：Thanksgiving，American，invite，join等。
2.各种节日图片。
3.录音机或教学光盘。
教学过程Step 1 Warming up1.师生互致问候。
2.师生自由对话：How are you?What’s the date today?What’s your favorite holiday?Step 2 Review1.复习一些节日名称及这些节日的时间。
（1）分别出示“教师节”“国庆节”和“圣诞节”的图片，提出问题：“What holiday is it？When is it？”请学生回答。
（2）最后出示“春节”的图片并贴在黑板上，教师提出下面两个问题：When is the Spring Festival?What is the Spring Festival?根据学生的回答，教师在图片旁并列写出It’s in January or February.和It’s a Chinese holiday.两个句子。
2.揭示课题。
（1）教师出示“感恩节”的图片并贴在黑板上，告诉学生，这是西方一个很重要的节日—— Thanksgiving（感恩节）。
（2）揭示并板书课题：Unit 7 Thanks giving Part A。
（3）教学单词Thanksgiving，告诉学生Thanksgiving是一个复合词，由thanks 和giving组成。
Unit 7 Teenagers should be allowed tochoose their own clothes.Section A 1 (1a-2d)教学目标知识与技能：理解并正确运用本课时的重点词汇过程与方法：了解中外审美观的差异，形成自己的审美观，展示个性。
情感态度价值观：通过了解和反思自己的言行举止是否符合中学生日常行为准则、规范自己的言行，养成自觉遵守规则的良好习惯和优良品德。
教学重难点1、教学重点：掌握本课时重点词汇和句型。
2、教学难点：含情态动词should的被动语态结构“should be allowed to”教学准备：准备本课时PPT教学过程Step 1 PresentationAsk students: Do your parents allow you to watch TV? Yes, they do.Present the sentence: You are allowed to watch TV.Teach “allow sb to do sth ““be (not) allowed to do sth”“should (not)be allowed to do sth”Present more sentence.Do your parents allow you to exercise?Yes, they do.You are allowed to exercise.Do your parents allow you to smoke?No, they don’t.You are not allowed to smoke.Do your parents allow you to drive?No, they don’t.You are not allowed to drive.Do your parents allow you to choose your own clothes?No, they don’t.You should be allowed to choose your own clothes.Do your parents allow you to get your ear pierced?No, they don’t.You should not be allowed to get your ear pierced.Step 2 Warming upObey the school rules!As a teenager, you have a lot of rules at school. Can you write down some of them? Explain:allow sb to do sth允许某人做某事be allowed to do sth被允许做某事should be allowed to do sth应该被允许做某事1a. Read the statements below. Circle A for agree or D for disagree.Step 3 Listening1b Listen and circle T for true or F for false.Step 4 Practice1c Look at the statements in la and make conversations.Step 5 Key phrases1. be allowed to do 被允许去做2. the shopping center 购物中心3. driver’s license 驾驶执照4. sixteen-year-olds 16岁的孩子5. be worried about your safety 担心你们的安全6. part-time jobs 兼职工作7. get their ears pierced 穿他们的耳朵8. their own clothes 他们自己的衣服9. serious enough 足够严肃Step 6 Listening2a What does Molly think of Kathy’s statements? Listen and circle A for Agree,2b Listen again. What are Kathy’s and Molly’s reasons? Number their reasons in the correct order.Step 7 Practice1. 2c Make a list of things teenagers should and should not be allowed to do. Discuss your list with your partner.A: Do you think teenagers should...?B: Yes, I .../No, I...2. 2d Read the conversation and answer the questions.3. Role-play the conversation.Step 8 Summary1. Language pointsallow的用法1) Teenagers should be allowed to choose their own clothes.2) Teenagers should not be allowed to smoke.3) It is not allowed in the museum.4) Do you think we may be allowed to take photos if we don't use a flash?以上四句都含有重要的句型be allowed to do sth.，其中第三句是此句型的一般现在时，一二四句是情态动词与此句型的混合使用。
Unit 7教案：教你如何用What are they激发学生的语言表达能力在英语学习中，语言表达能力是非常重要的。
提高学生的语言表达能力可以帮助他们更好地与人交流和表达自己的观点。
而激发学生的语言表达能力是一个非常重要的过程。
在Unit 7教案中，我们可以使用“What are they”这个主题来激发学生的语言表达能力。
我将讲解如何使用这个主题来激发学生的语言表达能力。
一、背景知识在开始这个主题之前，我们需要让学生拥有必要的背景知识。
主要包括形容词、名词、动词的基本知识，以及现在进行时的用法。
这些背景知识可以帮助学生更好地理解这个主题，并提高他们的语言表达能力。
二、阅读材料在阅读材料方面，我们可以让学生阅读一些相关的文章或故事。
这些文章或故事可以涉及到人、动物、事物等等，让学生通过阅读来理解“What are they”这个主题。
在阅读过程中，老师可以提问学生一些问题，例如“What are the animals doing?”或“What are the people wearing?”等等，让学生通过回答问题来提高他们的语言表达能力。
三、口语练习在口语练习方面，我们可以让学生进行问答练习。
例如，老师可以给学生一些图片，让他们通过“What are they”这个问题来进行问答练习。
这可以帮助学生提高他们的口语表达能力，并让他们更好地理解这个主题。
四、写作练习在写作练习方面，我们可以让学生写一些有关“What are they”主题的文章。
例如，学生可以写一篇描述他们家庭成员的文章，通过“What are they”这个问题来描述他们父母、兄弟姐妹等等。
这可以帮助学生提高他们的写作能力，并让他们更好地理解这个主题。
五、游戏练习在游戏练习方面，我们可以让学生参加一些有关“What are they”主题的游戏。
例如，老师可以准备一些图片，让学生通过“What are they”这个问题来猜测图片中的物品或动物。
教学目标知识技能目标1.掌握词汇: waitress, brought ,solution, get annoyed, polite, cut in line,交际用语:Would you mind doing / not doing … ..?Not at all / Of course not / Certainly not. I’ll do it at once。
Sorry , I won’t do it again.2. 能听懂听力原文并结合听力材料完成对话。
过程性与方法目标3、通过让学生观察、想象、模仿和表演等,熟练、生动、有创造性地从图片或文字材料中获取有效信息,拓宽视野,围绕“Would you mind doing sth.?”进行交际。
4、通过积累本课目标语言,能在真实的语言环境和日常生活中恰当理解这单元话题范围内的单词和习惯用语,体会语言,运用语言,感受语言的真实价值,品味语言的实际意义,从而获得运用语言的实际能力,运用所学知识进行创造性地发挥应用和积极主动地用英语进行交流。
情感态度价值观目标5. 谈论在生活中向别人提出要求和请求时,或别人有不良的行为时候,怎样和别人沟通,培养同学间团结友善的精神,形成积向上的人生观。
One never loses anything by politeness. 讲礼貌不吃亏2学情分析一般特性: 教学对象是油田实验中学八年级(6)班的学生,这个班学生英语基础较好,课堂反应不太活跃,大多数学生性格内向,不善于展示自己。
教学内容是人教课标版八年级英语,按照学生的平均水平进行教学设计。
学生的入门能力:八年级的学生具备以下知识和技能:1、能够借助课本和工具书完成老师布置的预习作业。
2、能够听懂教师简单的课堂用语和指令,并能用英语做出回应。
3、能够熟练掌握Section A 的内容,并能进行会话。
4、八年级学生具有小组合作进行探究的学习习惯。
学习风格八年级学生对于色彩强烈的图片比较有兴趣,使用多媒体课件能够调动学生的积极性,会让学生比较直观和轻松地学习。
Teenagers should be allowed to choose their own clothesAnalysis of the Teaching Material 通过录音学习如何谈论青少年应该被允许做什么,并结合图片展开联系,掌握知识点.Teaching Aims and Demands Kno wledgeObjects1.学习以下词汇：license, safety, smoke, part-time, pierce, earring, no way,driver’s license take photos, wear earrings, be allowed to dosth , have part-time jobs, get one’s ears pierced2.掌握并会运用下列重要短语和句型：—Students should not be allowed to have part-time jobs.__Sixteen-year-olds should be allowed to get their earspierced.__I don’t think sixteen-year-olds should be allowed to drive. AbilityObjects听：听懂关于家规与校规的有关信息。
说：能够准确的用英语表达与家规,校规有关的信息。
读：能够准确的读出本课的句型及相关的对话。
MoralObjects通过了解和反思自己的言行举止是否符合中学生日常行为准则、规范自己的言行，养成自觉遵守规则的良好习惯和优良品德；正确看待―家规‖―班规‖―校规‖等，并能认真遵守；明白父母、教师的合理建议对自己成长的重要性。
Teaching Key PointsAnd Teaching Difficult Points Teaching KeyPoints1.听懂关于家规与校规的有关信息。
2023年最新的《Unit7Youaresupposedtoshakehands》教案3篇《Unit7Youaresupposedtoshakehands》教案3篇《Unit7Youaresupposedtoshakehands》教案(1)《Unit7Youaresupposedtoshakehands》教案(2)7A Unit 2 My Day教案7A Unit 2 Period 5 Grammar 1 Teaching aim Personal pronouns are used to avoid repetition. Help the students to get to know, understand and use it. Personal pronouns are used to avoid repetition. Help the students to get to know, understand and use it. Type of the lesson New Teaching methods 璁ょ煡娉鎯呮櫙娉浜ら檯娉Teaching aids A computer Teaching emphasis Singular and plural forms of pronouns and how to use them in different situations. Teaching process Step1 Introduce my self using I. Then ask the students some questions such as : What鈥檚 Mr Hu鈥檚 job How old am I etc. Show some photos of Beckham, Herben and the twins. Ask the students to think and fill in the blanks.(6ms) Step2 Ask the students to talk about the teacher using prons. (4ms) Step3 Show another 2 pictures and ask them to talk about them. (4ms) Step4 Talk about different persons of prons. Ask them to work out singular and plural forms. (6ms) Step5 Change the singular into plural or plural into singular. (3ms) Step6 Do more exercises and discuss. Help solve the problems. Encourage them to hands up.(12ms) Step7 Have a concluding and act itout. (8ms) Review what we learnt today. Practise by introducing one friend to others in class. The teacher may offer some questions, such as: What is his/her name How old is he/she How many people are there in the family Who are they What鈥檚 his/her hobby etc. They can also ask and answer. Encourage them to act it out in front of the class. Step8 Homework. (2ms) Describe his/her best friend.(50 words) The article must include the followings: What is his/her name How old is he/she How many people are there in the family Who are they What鈥檚his/her hobby Tell the students how to write such an article. We may begin like this: I have a friend鈥Jone is my best friend鈥We can end like this: I like him very much. We are best friends. This is my friend. etc. If time is free, do it in class. Design of writing Unit 2 Grammar1 Pronouns or prons. I you we Beckham he the girl she the boys they 鏁欏鍚庤鑻辫涓嶅悓浜庡叾浠栧熀纭€瀛︾ ,瀹冩槸涓€闂ㄥ疄璺佃 ,鍏惰瑷€鎶€鑳芥槸闇€瑕侀€氳繃瀛︾敓涓汉鐨勫疄璺垫墠鑳藉煿鍏诲拰鎻愰珮.鍦ㄦ暀鏈妭璇硶璇句腑,鍏朵富瑕佸唴瀹规槸浼氬簲鐢ㄤ汉绉颁唬璇嶇殑涓绘牸銆傚畠鐨勬暀瀛﹀悗鏋滃簲浠ュ鐢熺殑瀛︿範鏁堟灉涓轰緷鎹鑰屽涔犳晥鏋滃湪寰堝ぇ绋嬪害鍙栧喅浜庡鐢熺殑涓昏鑳藉姩鎬у拰鍙備笌鎬鍗冲鐢熸槸鍚︾煡閬撳湪闄岀敓浜洪潰鍓嶇敤"I am ..." "He is ..."鏉ヤ粙缁嶈嚜宸辨垨鍒汉,浼氳 ,鏁㈣ ,鑳借鏄繖鑺傝鐨勬暀瀛︾洰鏍囷紟鍥犳 ,璇惧爞鏁欏蹇呴』浠ュ鐢熶负涓績,鏁欏蹇呴』鍏呭垎璋冨姩瀛︾敓鐨勭Н鏋佹€鏈夋晥鐨勭粍缁囦互瀛︾敓涓轰腑蹇冪殑鐢熷姩,娲绘臣鐨勮鍫鍙婃椂鍙戠幇浠栦滑鐨勫洶闅涓轰粬浠帓闄ゅ洶闅鎴愪负浠栦滑瀛︿範鐨勫紩璺汉.鎹㈠彞璇濊 ,鏁欏笀鏄鍫傛暀瀛︾殑缁勭粐鑰绠＄悊鑰榧撳姳鑰鍚堜綔鑰呭拰瑙ｉ毦鑰咃紟浣嗘槸鐢变簬鏄娉曡锛屽湪瀛︾敓娲诲姩鏈夋晥缁勭粐涓婁粛鐒堕渶瑕佽繎涓€姝ュ湴鏀硅繘銆7A Unit 2 Period 6 Grammar2Teaching aim Different kinds of鈥渢o do鈥漵 used after personalpronouns. Learn to use 鈥渢o do鈥漣n the positive and negative sentences Help the students to use personal pronouns to describe what we do in a day. Type of the lesson New Teaching methods 璁ょ煡娉浜ら檯娉鎿嶇粌娉Teaching aids A computer Teaching emphasis Different pronouns are followed by different verb 鈥渢o do鈥 Do more exercises. Refer to the text we learnt before. How to use what we learn to describe what we do in a day. Teaching process Step1 Class begins. Show the aims of the lesson. Ask the students some questions like: Who are you How is your father How old is your mother etc. to review the personal prons we learnt before. Write them down on the blackboard. Step2 Ask questions like: Do you have any good friends What are they like Are they 14 years old Do they have much homework Do you often play together They show the third slide. Ask them tofill in the blanks. Step3 Talk about the hobbies of the students. Ask: Do you like swimming Does Lucy like swimming Do they like watching etc. Then open the fourth slide. Fill in the blanks. Do more practice about the third person. Pay attention to the usage of 鈥渄oes鈥 Open the fifth and sixth slide. Ask the students to talk about their own and their friends鈥hobbies. Let them have a concluding of the usage of 鈥渄oes鈥 Write them down on the blackboard. Step4 Open the seventh slide. Ask the students to talk about the singing club. After filling the blanks, ask the students to read by themselves and answer the questions about Miss Zhang. Step5 Open the eighth slide. First fill in the blanks. Then ask :Does she go to school by bike Does she have time to chat with her classmates etc. Then do the same as the ninth slide. Group the students into six or eight to talk about one of them. Then ask them to make a dialogue. Have a competition to see who is the best. Step6 Ask the students: Do youhave any friends Do you often write letters Do you talk about your family etc. Then, open the tenth and the eleventh slide t fill in the blanks. Answer the questions after going over the letter again. Step7 Ask the students what we have learnt this class. Then do some exercises. Help any time. Encourage them to ask questions. Step8 Homework. Help them solve the problems. Design of writing Unit 2 Grammar2 I we you she he it they Do I (you, we, they) like鈥Yes, I (you, we, they) do. Does he (she ,it, Lucy) like鈥Yes, he (she ,it, Lucy) does. 鏁欏鍚庤 1锛鏈妭鏄娉曠殑绗簩璇炬椂锛屽唴瀹规槸鍏充簬Do鍜Does鏋勬垚鐨勪竴鑸枒闂彞鐨勭敤娉曪紝骞朵笖鑳界敤鎵€瀛︾殑涓滆タ杩涜涓€浜涗氦娴併€傚繀椤昏繘琛屽ぇ閲忕殑璁粌銆2锛庡鐢熸椿鍔ㄥ鏄撳紑灞曪紝浣嗘槸璇濋鍙湁涓€涓紝浼氫娇瀛︾敓瑙夊緱寰堟灟鐕ャ€傚洜姝よ姹傛暀甯堣兘缁勭粐濂芥暀瀛︼紝閲囧彇澶氭牱鍖栫殑鎵嬫璋冨姩瀛︾敓鐨勭Н鏋佹€с€《Unit7Youaresupposedtoshakehands》教案(3)Unit Seven Music一、教学目标1、语言知识：词汇：（理解、运用以下词汇）accelerate, fatigue, induce, lull, competent, attributable, commit, ensure, at the wheel, slow down, in honor of, 等。
《Unit 7 What does he look like?》教案Period One（一）教学目标：I．知识目标：1．单词：hair, curly, straight, height, tall, medium, thin, heavy, build.2．句型：-- What does he/she look like?--He/She is tall and has long hair.--What do you look like?--I’m thin．II．能力目标：1．学完本课，学会描述人物外貌。
2．能积极思维，运用所学单词，短语及句型，结合实际生活进行灵活运用。
III．情感目标：让学生学会友好地描述别人的形象。
（二）教学重点:掌握本课新单词、句型和怎样描述一个人的外貌。
（三）教学难点：掌握正确运用have动词和be动词的描述人物外貌的方法。
（四）教学设计：Step I. Warming-up:Play a game “P o lly says…”.Tell the Ss the rules：If Polly says touch your eyes/ears/ nose/mouth/shoulder/legs/arms. You should do it. If it doesn’t say that, you can’t do it. If you are wrong, you have to sit down. The person who does it correctly is the winner.Step II. Presentation:1.Say“Great！”to the winner and let him/her be in front of the class. Then give him/her a present and talk about the winner with the whole class：Do you think he/she is very great? Do you like him/her? What is he/she like? What does he/she look like? Is he/she tall/short? What does he/she wear?2.Show the photos of some famous people to introduce hairstyle, height and build. Teach the new words and the new sentence pattern.3.Go over the spelling and the pronunciation of the new words with the Ss.Step III. Pair work:At first the teacher gives the Ss an example with a picture of Jackie Chen.A: What does he look like?B: He has short hair. He is medium build. He is a little short.Then ask Ss practice like this.Step IV. Play a guessing game:At first the teacher gives the Ss an example. Then ask Ss to guess their classmates’ name s with the descriptions as quickly as possible.Step V. Activity1a—1b:1. Let the Ss look at the picture at page 41 and match the people in the picture with the words. And check the answers together by using:C has short hair.D is tall.2. Let the Ss listen Activity 1b carefully, fill in the blanks in the picture at page 41 and find Amy’s friend. We can listen twice．The first time, just listen．The second time，listen and fill in the blanks．And say something about Amy’s friend’s look．( He's really tall．And he has curly hair.)Step VI. Draw and describe:Ask Ss to draw a picture of “What do you look like when you are 20 years old? ” and describe it.Step VII. Motto:Tell the Ss: Don’t judge people by their appearances!Step. VIII. Homework:1. Remember all of the new words.2. Do the Ex. in the Ex. Book.3.Write a short passage about what your favorite teachers look like.After-class consideration:Period Two（一）教学目标：I．知识目标：1．单词：always, captain, popular, team, good-looking, a little bit, joke, never, stop，brown, blonde, beard, glasses. 2．句型：同第一课时。
Unit 7 Teenagers should be allowed tochoose their own clothes.教学目标：1语言目标：理解并正确运用本单元的重点词汇2 技能目标：熟练运用―should (not) be allowed to do‖谈论应该被允许和不应该被允许做某事;熟练运用―be (not) allowed to do‖谈论被允许和不被允许做某事;熟练运用―I agree / disagree.‖或― I don’t agree.‖表达自己的观点。
3 情感目标：通过了解和反思自己的言行举止是否符合中学生日常行为准则、规范自己的言行，养成自觉遵守规则的良好习惯和优良品德；正确看待―家规‖―班规‖―校规‖等，并能认真遵守；明白父母、教师的合理建议对自己成长的重要性4文化意识目标:了解中外审美观的差异，形成自己的审美观，展示个性；了解中西方关于青少年的不同文明准则。
教学重点：重点语法：被动语态重点词汇：smoke, pierce, license, safety, earring, cry, field, hug, lift, awful, teen, regret, poem, bedroom , community, chance, manage, society, unit, educate, professional, enter, supporttalk about, keep away from, make one’s own decision, get in the way of重点句型：I don’t think sixteen-year-olds should be allowed to drive.I agree./ I disagree. I think sixteen is too young.Do you think teenagers should be allowed to work at night?Yes, I do. / No, I don’t.教学难点：含情态动词should的被动语态结构―should be allowed to‖课时划分：Period One: Section A 1 (1a-2d)Period Two: Section A 2 (3a-3c)Period Three: Section A 3 (Grammar Focus-4c)Period Four: Section B 1 (1a-2e)Period Five: Section B 2 (3a-Self Check)Section A 1 (1a-2d)I. PresentationAsk students: Do your parents allow you to watch TV? Yes, they do.Present the sentence: You are allowed to watch TV.Teach ―allow sb to do sth ――be (not) allowed to do sth‖―should (not)be allowed to do sth‖Present more sentence.Do your parents allow you to exercise?Yes, they do.You are allowed to exercise.Do your parents allow you to smoke?No, they don’t.You are not allowed to smoke.Do your parents allow you to drive?No, they don’t.You are not allowed to drive.Do your parents allow you to choose your own clothes?No, they don’t.You should be allowed to choose your own clothes.Do your parents allow you to get your ear pierced?No, they don’t.You should not be allowed to get your ear pierced.II. Warming upObey the school rules!As a teenager, you have a lot of rules at school. Can you write down some of them?Students should be allowed to speak English loudly.Students shouldn’t be allowed to sleep in class.Students shouldn’t be allowed to make noises.Students shouldn’t be allowed to throw the rubbish in the classroom. Students s houldn’t be allowed to get to class late.Explain:allow sb to do sth允许某人做某事be allowed to do sth被允许做某事should be allowed to do sth应该被允许做某事1a. Read the statements below. Circle A for agree or D for disagree.1. Teenagers should not be allowed to smoke. A D2. Sixteen-year-olds should be allowed to drive. A D3. Students should not be allowed to have part-time jobs. A D4. Sixteen-year-olds should be allowed to get their ears pierced. A D5. Teenagers should be allowed to choose their own clothes. A D III. Listening1b Listen and circle T for true or F for false.1. Anna can go to the shopping center by bus. T F2. Anna wants to get her ears pierced. T F3. Anna wants to choose her own clothes. T F IV. Practice1c Look at the statements in la and make conversations.A: I don't think sixteen-year-olds should be allowed to drive.B: I agree. They aren't serious enough.V. Key phrases1. be allowed to do 被允许去做2. the shopping center 购物中心3. driver’s license 驾驶执照4. sixteen-year-olds 16岁的孩子5. be worried about your safety 担心你们的安全6. part-time jobs 兼职工作7. get their ears pierced 穿他们的耳朵8. their own clothes 他们自己的衣服9. serious enough 足够严肃VI. Listening2a What does Molly think of Kathy’s statements? Listen and circle A for Agree,D for Disagree or DK for Doesn’t Know.2b Listen again. What are Kathy’s and Molly’s reasons? Number their reasons in the correct order._____ It looks cool._____ Young people need to sleep._____ He needs to spend time with friends._____ He needs time to do homework._____ It doesn't look clean.VII. Practice1. 2c Make a list of things teenagers should and should not be allowed to do. Discussyour list with your partner.A: Do you think teenagers should...?B: Yes, I .../No, I...2. 2d Read the conversation and answer the questions.1) Where do they go for school trip?2) Does Mr. Smith allow students to take photos?3) How to take photos?3. Role-play the conversation.VIII. Summary1. Language pointsallow的用法1) Teenagers should be allowed to choose their own clothes.2) Teenagers should not be allowed to smoke.3) It is not allowed in the museum.4) Do you think we may be allowed to take photos if we don't use a flash?以上四句都含有重要的句型be allowed to do sth.，其中第三句是此句型的一般现在时，一二四句是情态动词与此句型的混合使用。
初二英语教案设计Unit7LivingTogether教学目标1.通过学习本单元内容，使学生了解居住的类型，比较住房的优劣，并能表达自己的住房喜好；2.学会使用there be句型来描述居住区域，比较住房的位置，并理解一些建筑设计总体概念；3.学习日常应用语言，如说明位置、提供方向、描述周围人和事物等；4.培养学生的口语表达能力，使他们能够流利表达自己的观点。
教学重点和难点教学重点1.能正确地使用there be句型描述居住区域；2.能够使用西方的住房词汇和描述建筑风格；3.能够描述居住的优缺点。
教学难点1.能够辨别不同的住房类型和风格；2.能够理解含有多种形容词和副词的句子；3.能够用英语表达自己的住宅需求。
教学方法1.向学生进行听、说、读、写等课堂学习；2.辅以多媒体教学手段，加深理解；3.通过课堂讨论、角色扮演等多种教学方式，提高学生的口语表达能力。
Step 1 展示图片导入话题•展示一些图片，如公寓、别墅、豪宅、木屋等，让学生通过图片了解不同类型的房屋；•让学生描述自己喜欢的房屋类型及理由。
Step 2 听力练习•播放录音，让学生听一篇对话，其中讨论了不同的住宅类型并较为详细地描述了一种住宅；•循环播放录音，让学生填写对话内容的空白部分。
Step 3 语法讲解•介绍there be句型的用法及构造，并展示几个形象的例子；•介绍一些关于住房的词汇和描述建筑风格的详细用语。
Step 4 练习•让学生一起完成4个填空有关地理位置的句子；•让学生组成小组，对比不同的归属地，并描述居住区环境的不同之处。
Step 5 课堂讨论和演练•让学生通过小组讨论和演练的方式讨论房屋的优缺点，学会用英语表达自己的观点；•鼓励学生使用形容词和副词描述自己的房子或其他物品。
Step 6 作业布置让学生写一篇作文，介绍自己的理想的住房和居住环境。
1.通过教师所提供问题的正确性，考察学生语言表达的能力；2.通过角色扮演或小组合作的方式，挖掘学生语言潜能；3.通过作业的水平来检验教学效果。
Unit 7 How much are these socks?一、单元教材分析本单元以谈论服装为主题，通过介绍服装，学习一些常用的服装名词；能掌握“询问价格和颜色”的句型：How much is this T-shirt? It’s seve n dollar．How much are these socks? They are two dollars．What color is it? It is red．What color are they? They are green．；掌握一些购买衣服时。
常用的语言表达方式；能阅读一些简单的服装广告信息，并能写出一些简单的广告。
通过本本单元一系列听、说、读、写的训练，让学生们会使用How much引导的问句以及回答；掌握一些表示颜色、形状、大小的形容词；学习数词10-3l；复习名词单、复数的使用和指示代词this, that，these，those的用法。
二、单元学情分析本单元的主题是谈论服装，通过学习how much和what color等引导的问句以及回答，教授学生如何询问价格和颜色；学会谈论对服装的喜好和如何购物等。
借助计算机辅助教学，将平面的语言文字内容直观化、具体化、形象化，训练学生形象思维和抽象思维能力，培养学生形象思维，深入理解语言。
积累生活的经验，提高学生的语言表达能力。
同时引导学生采用Repeating和Cooperating的学习策略，学习一些新词汇，掌握一些重点句型，在小组合作学习的过程中，培养他们团队合作精神并学会感谢人。
三、单元教学建议本单元可采用自主学习、小组合作学习、Repeating和Cooperation的学习策略，利用教学图片和制作多媒体课件来展开课堂Pairwork问答式的口语交际活动，谈论服装的价格和各自对服装的喜好。
本单元的教学法建议：语音教学可采用模仿操练的方法；词汇教学可采用演示讲解、情景操练、反复使用的方法；口语教学可采用互相操练、对话练习、交际活动的方法；阅读教学可采用补充对话和填写价格标签的方法；听力教学可采用图文配对和听写的方法；写作教学可采用看图填空、模仿写作的方法；语法教学可采用总结规律、模仿操练的方法。
四、单元课时分配本单元可用4课时完成教学任务：Section A (1a-2e) 用1课时Section A (Grammar Focus-3c) 用1课时Section B (1a-2c) 用1课时Section B (3a-Self Check) 用1课时Section A 1 (1a-2e)一、教学目标：1. 语言知识目标：1) 能掌下列词汇：socks, T-shirt, shorts, sweater, trousers, shoe, skirt, dollar, big, small, short, long, woman, need, look, pair, take2) 能掌握以下句型：①—How much is this T-shirt? —It's seven dollars.②—How much are these socks? —They're two dollars.③—Can I help you? —Yes, please.④—Here you are. —Thank you.3) 能掌握在购物时的一些常用语言，并在真实或模拟的语境下，运用所学的语言进行交际。
2. 情感态度价值观目标：该部分学习内容涉及学生的穿着，是爱美的中学生们最为关心的话题，比较贴近学生的生活，极易于激发学生的主动性和学习兴趣；同时通过购物的对话练习教学生学会如何感谢人。
二、教学重难点1. 教学重点：1) 通过听、说、读的教学活动，让学生掌握表示衣服的英语名称以及描述衣服的形容词。
2) 通过对话表演让学生在较为真实的的语境下，运用所学的语言进行购物的交际。
2. 教学难点：1）掌握一些衣服的名称。
2）通过对话表演让学生在较为真实的的语境下，运用所学的语言进行购物的交际。
三、教学过程Ⅰ. Warming-up and revision1. Greeting the Ss. Check the homework. Ask one or more students to show theirwork.2. Review the food words.S1: food: rice, hamburger, bread, chicken, milk, eggs…S2: vegetables: tomatoes, carrots, salad…S3: fruit: apples, bananas, pears, oranges, strawberries…T: Let's ask a question chain. (Ask questions one by one)S1: Do you like tomatoes?S2: Yes, I do. Do you like carrots?S3: No, I don't. I like rice. Do you like…?S4: Yes, I do. Do you like…?S5: …Ⅱ. Presentation1. T: I like shopping a lot. Do you like shopping? Now come with me to the clothes shop. (Show students a picture of a clothes shop.)T: Do you like the clothes in the shop?S: Yes, we do.T: Can you name these clothes in English?(Show a picture of a jacket.)T: What’s this in English? It’s a jacket.T: What’s this in English? It’s a T-shirt. T-S-H-I-R-T, T-shirt. Now repeat.S: T-shirt.(Show other pictures and teach Ss other clothes "socks, shorts, sweater, trousers, shoe, skirt”)2. T: So much for this. And then let's review the numbers and learn the words related to prices.T: Can you count from 0 to 9 in English?S: Yes. Zero, one, two, three, four, five…Let some students repeat that. Show some pictures of food, drink, school things, sports things with prices on the screen.Show some pictures of money from different countries, and ask students guess the names and teach them: yuan / dollar / pound. Then ask students about the prices. Help them answer.T: How much is the ice cream?S: It’s three dollar s.T: How much is the backpack?S: It’s six dollars.T: How much are the soccer balls?S: They’re 9 dollars.3. Ask the students to look at the picture on P41 and match the words with the things in the picture.T: Now let's work on 1a. We have some new words on the left of the picture and some things marked with a, b, c... and i. Please match the words with the objects in the picture by writing the letter of the objects on the lines next to the words. The first answer is given. Check the answers by asking some students to read the words and the letters.Ⅲ. Listening1. T: Next we’ll hear a conversation about shopping. The recording will be played twice. For the first time, listen to it carefully. Are you ready? OK!T: For the second time, please circle the things in the picture you hear.2. Check the answers. (Ask the students to listen to the recording and compare their answers with those in the recording.)Ⅳ. Pair work1. Ask students to work in pairs and practice the conversations in la.2. Make their own conversations with their partners.3. Ask some pairs to act out their conversations.Ⅴ. Listening1. Show students some colors by overhead projector.T: These are different colors. What colors are they?S: They are black, white, red, green, blue and yellow.2. Show a big hat and a small hat.T: Look! This hat is big. It's a big hat. And this hat is small. It's a small hat.(Write "big" and "small" on the Bb.)3. Show a long T-shirt and short T-shirt.T: Look! This T-shirt is long. It's a long T-shirt. And this T-shirt is short. It's a shortT-shirt.(Write "long" and "short" on the Bb.)4. Now look at words in 2a. Listen to the recording and repeat after the recording.(Play the tape for the Ss listen and repeat.)Ⅵ. Listening1. Ask the students to do listening to the conversations in 2b (P38) and circle the things they hear.T: Today is Sunday. Alan is shopping with her sister. They are going to buy some clothes and some other things. Now I will play the recording about the conversation.Play the recording for the first time. Listen carefully and circle the things you hear.Play the recording again to check the answers.2. Ask the students to do listening to the conversations in 2c (P38) and fill in the price tags. Play the recording and ask the students to fill in the price tags. Then check the answers.3. Ask students to listen and repeat after the recording.Ⅶ. Pair work1. Then let's ask and answer questions about the things in 2c in pairs. e.g.S1: I like these shorts. How much are they?S2: They're six dollars.2. Ss practice the conversation with their partners. Then make other conversations about the things in 2c.3. Let some Ss act out their conversations.Ⅷ. Role-play1. Mary is shopping in a clothes shop. What does she want to buy? Now read the conversation and fill in the chart below.2. Ss read the conversation with his/her partner. Discuss with his/her partner then fill the chart.3. Check the answers with the class.4. Ss practice the conversation with his/her partner. Then let some pairs role-play the conversation in front of the class.5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。
