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Unit4 I want to be an actor.教学内容分析：本单元的核心话题是询问职业和表达个人意愿，因此询问和表达意愿“asking for and giving personal information”是教学重点。
通过对本单元的学习，学生能掌握本单元出现的职业名称，用于询问和给出个人信息的词组和句型。
Teaching aims :1．Master the vocabulary.2．Master and use: What do you do? I am a teacher.What does he want to do? He wants to be an actor.Does your father work? Yes, he does.What does your mother do? She is a nurse.Teaching important and difficult points :重点1．What do you do? I'm a reporter.2．What does your father do? He is a doctor.3．What does she want to be? She wants to be a sales assistant.难点1．Does he work in hospital? Yes, he does.2．He works in hospital.Teaching aids : a tape recorder5 , cards .picturesTeaching times : 6 periodsPeriod One (P19)Studying aims:1.掌握词汇: sales assistant. doctor. actor. reporter. police. officer. waiter. bankclerk. student2.掌握句型: What do you do? I am a student. What does he do? He is a doctor.Studying important and difficult points :Train students’ability to talk about job s using the target language. Learn the present tense.Teaching procedures :Step 1 Greeting and Checking the homeworkStep 2 Leading inFree talkShow the picture of Jack Chen and talk about him.eg: who’s he? Do you like him? Where is he from? Where does he live? What does he do? Do you want to be an actor? From now, we’ll learn unit 4 I want to be an actor.(板书课题)Step 3Showing studying aimsStep 4While-taskPage 19 1a .Task1 new words1.Ask to learn words by themselves first. Circle the words you can’t read.2. Show some pictures of actors。
Unit 4 Don’t eat in class.SectionB (1a-2c)知识目标：熟练掌握重点词汇以及重点句型：dirty, kitchen, more, noisy,make one’s bed, be strict with sb. follow the rulesThere are too many rules …I can…; I can’t…;I must…; I have to …; I…技能目标：1.能根据文章特点和活动要求使用寻读策略。
2. 能和朋友谈论校规和家规。
情感目标：能读懂一些英语的规则制度，能用英语表达和制定一些简单的规则，理解没有规矩不成方圆；无论是在学校时还是在家庭中以及以后走上社会都应当遵守规则，按规则办事。
1. 教学重点：1) 学习本课时出现的新词汇及表达方式。
2) 通过进行听力训练，让学生们能听懂本节课时所出现的新的表达方式。
3) 通过进行阅读练习来进一步学习运用本课时的新语言知识。
2. 教学难点1）阅读训练。
2）理解must, have to/ can/can't的用法三、学习过程Ⅰ. Warming- up and revision1. Greet the Ss.2. Check the homework. Let some Ss read their home rules.3.通过图片提问Do you know these signs in a city?What do they mean?4.再通过运用思维导图进行引导How many rules do you know?Ⅱ. Presentation1. Show some pictures on the big screen and let Ss learn the new words and expressions.2. 学生看着1a部分的图片___ go out___ see friends___ do his homework___ practice the guitar___ do the dishes___ watch TV___ help his mom make breakfast___ clean his room进行FREE TALKWhat can you do at home ?What can’t you do ?Can you go out on school nights?Ss: No, we can’t.T: Yes, in China, the students can’t go out on school nights.So please don’t go out on school nights.Ⅲ. Listening1. Tell Ss they'll listen to the recording about Dave's house rules. Listen and put an× for things Dave can't do and a √for things he has to do.2. Play the recording for the Ss to listen and check.3. Play the recording again for the Ss to check the answers.Ⅳ. Listening1. Now let's work on 1c. Now first, let's read the phrases aloud together.help his mom makebreakfastclean his roomWhat are the rules at your home?Can you go out on school nights?Do you have to do your homework first?Lead-inWhen you are unhappy about something, who do you like to talk to ?Task 1.Skimming （速读--默读）1. What’s Molly’s problem?2. Does she have rules in school?3. What does Molly think of the rules?Read 2b quickly and find the main idea. The main idea of the two letters is that___. A: there are many rules for MollyB: Dr. Know wants to help MollyC: Molly asks Dr. Know for some help and Dr. Know gives her some help.Task2. ScanningRead the letters again and complete the timeline (再读信，并且完成时间轴. )Task3.Detailed readingA).Read the first paragraph and fill in the blanks.B)Read the second paragraph and fill the rule made by her dad.C) Dr. Know's advice: We have to _____________.观察与思考求助信的写作格式：1)2)3)2c Read the letters again. Complete the sentences with have to/must, can or can’t.1. Molly _____ play basketball on school days, but she ____ play it on weekends.2. Molly _____ do her homework first when she gets home.3. Molly _____ read a book after dinner before she _____ watch TV.4. At school, Molly ____ be noisy or eat in class.5. Parents and schools make rules to help students. So students ______ follow the rules.Group worke.g.：At school/home/the library, we have to(must) ...We can't...（巩固）Language points1. _________ the guitar 练习吉他practice v.意为“练习”后面可跟名词、代词或动名词。
Unit 4 : Don’t eat in class一．考点、热点回顾【重点单词】规则，规章__________ 到达____________ 带来，取来__________ 安静的_______________ 在…以前______________更多______________ 吵闹的______________ 感受，觉得___________ 严格的，严厉的______________ 记住，记起__________________ 幸运，运气___________ 保持，保留__________________【重点短语】上学迟到_____________ 按时__________ 听____________ 上课迟到_____________不得不______________ 太多____________ 好运_____________玩的开心_____________想让某人做某事__________________ 每天______________【重点句型】1.上课不到迟到__________ ___________ __________ for class.2.你必须准时You _____________ ____________ ____________ ____________.3.在课堂上不要听音乐__________ _________ __________ music in class.4.我们能把音乐播放器带到学校来吗？_________ we __________ music players ___________ school ?5.我们不必每天都来上学We don’t ___________ __________ come to school __________ __________.6.规则太多There are ___________ ______________ rules.7….我不想让猫抓住我… I don’t ____________ the cat __________ __________ me.【重点语法】【祈使句】祈使句是用来表示命令，请求或建议的一种句型。
Unit4 Where’s my schoolbag ?第一课时Section（1a--2c）教师：周小绢Language Goal:Talk abou things around the house本单元主要内容是谈论物品的所在位置，通过这一话题，训练学生的听、说、读、写四项基本技能，让学生通过询问物品的位置，学习一些物品的单词，及方位介词 on , in , under ,behind 等的用法；使学生学会基本句型“Where’s +物品名词（单数）? It’s …”及“Where're+物品名词（复数）? They're …”，进一步体会“Where…? Yes／No”疑问句的用法；学会运用方位介词"on／in／under／behind／next to"表达物品的位置。
理解连词and在句子中的用法。
教学目标知识与能力(1)学习和掌握有关询问物品位置的句型：Where’s my schoolbag? It’s on／in／under the dest．(2)学习和掌握有关家具类的单词：table,bed,schoolbag,sofa,chair,schoolba...(3)学会三个方位介词的用法：on,in,under过程与方法利用教学图片来展开课堂Pair work 问答式的口语交际活动，使学生学会基本句型“Where’s my schoolbag ? ”It’s under the chair.及方位介词情感态度价值观这部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，促使学生了解自己的家居环境，热爱自己的家。
教学重点(1)方位介词:in, on,under的用法；(2)．Where的特殊疑问句(3)新单词：chair,bed,table,bookcase，radio,sofa,head... 教学难点1）能够准确运用方位介词描述物品所在的位置；2）能够运用Where问句找到物品的位置。
人教版新目标七年级英语下册 Unit 4 说课稿一. 教材分析人教版新目标七年级英语下册Unit 4主要围绕“日常生活”这一主题展开，通过学习本单元，学生能够掌握日常生活中的一些常用表达方式，提高他们的口语交际能力。
本单元的主要内容包括：动词短语的运用、现在进行时态的运用、日常交际用语等。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，但对日常生活中的一些交际用语还不太熟悉。
因此，在教学过程中，教师需要注重引导学生运用所学知识进行实际交流，提高他们的口语表达能力。
三. 说教学目标1.知识目标：学生能够掌握本单元的生词和短语，理解日常交际用语的含义和用法。
2.能力目标：学生能够熟练运用现在进行时态进行日常交际，提高他们的口语表达能力。
3.情感目标：激发学生学习英语的兴趣，培养他们积极参与课堂活动的自信心。
四. 说教学重难点1.重点：学生能够掌握现在进行时态的运用，以及日常交际用语的表达。
2.难点：学生能够灵活运用现在进行时态进行日常交际，并在实际情境中正确使用。
五. 说教学方法与手段1.教学方法：采用任务型教学法，情境教学法，分组合作学习等。
2.教学手段：利用多媒体课件、图片、卡片等辅助教学，激发学生的学习兴趣。
六. 说教学过程1.导入：通过展示图片，引导学生谈论图片中的人物正在做什么，引入现在进行时态的学习。
2.新课呈现：教师通过情境教学，展示日常交际用语，引导学生学习并掌握相关短语和表达。
3.课堂练习：学生分组进行角色扮演，运用所学知识进行实际交流，教师给予指导和反馈。
4.巩固环节：学生进行听力练习，观看相关情景对话，理解并运用日常交际用语。
5.拓展环节：学生进行小组讨论，创造性地运用所学知识，创作自己的日常交际对话。
6.总结：教师对本节课的主要内容进行总结，强调现在进行时态的运用和日常交际用语的重要性。
七. 说板书设计板书设计要简洁明了，突出重点。
主要包括现在进行时态的构成、日常交际用语的表达等。
Unit 4 Don’t eat in class.Learning Objectives一、Topics（话题）:Rules二、Functions (功能)Talk about rules三、Structures (结构)1. Imperatives (Don’t)2. Can for permission3. Modal verbs have to, must四、Target Language (目标语言)Don’t eat in the classroom!We ca n’t arrive late for class.We must be on time.Can we wear a hat in class?Yes, we can./No, we can’t.We have to clean the classroom.We have to follow the rules.五、V ocabulary （词汇）rule, dish, night, luck, hair, arrive, listen, fight, wear, bring, practice, relax, read, feel, remember, follow, keep, learn, quiet, noisy, dirty, terrible, strictarrive late for class, be on time, listen to music, do the dishes, make your bed, be strict with …, follow the rules六、Skills (技能)Listening for key informationScanning in reading七、Recycling （复习巩固）go out, do your homework, watch TV, clean your room, help your mom make breakfast, in the evening, every Saturday八、教材分析这本教材的词汇量很大，有难度，但是，内容新颖，尤其是生动活泼的卡通化的画面，很符合七年级学生的年龄特点和心理特点，其中还囊括了丰富多彩的文化知识，以及合作探究的活动，十分贴近学生的实际生活经验。
Unit4Where’smy schoolbag第一课时Section（1a--2c）教师：周小绢LanguageGoal:Talk abou thingsaround thehouse本单元主要内容是谈论物品的所在位置，通过这一话题，训练学生的听、说、读、写四项基本技能，让学生通过询问物品的位置，学习一些物品的单词，及方位介词on , in , under ,behind 等的用法；使学生学会基本句型“Where’s +物品名词（单数）It’s …”及“Where're+物品名词（复数）They're …”，进一步体会“Where… Yes／No”疑问句的用法；学会运用方位介词"on／in／under／behind／next to"表达物品的位置。
理解连词and在句子中的用法。
教学目标知识与能力(1)学习和掌握有关询问物品位置的句型：Where’smyschoolbagIt’son／in／underthe dest．(2)学习和掌握有关家具类的单词：table,bed,schoolbag,sofa,chair,schoolba...(3)学会三个方位介词的用法：on,in,under过程与方法利用教学图片来展开课堂Pair work 问答式的口语交际活动，使学生学会基本句型“Where’smyschoolbag”It’s under the chair.及方位介词情感态度价值观这部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，促使学生了解自己的家居环境，热爱自己的家。
教学重点(1)方位介词:in, on,under的用法；(2)．Where的特殊疑问句(3)新单词：chair,bed,table,bookcase，radio,sofa,head...教学难点1）能够准确运用方位介词描述物品所在的位置；2）能够运用Where问句找到物品的位置。
教学方法Practicing,listeningandspeaking教学准备收集本课中所涉及的或学生常见的学习、生活用品、家具或有关的图片，将听力部分的内容插入，通过询问“物品的位置”，以及回答来引入新课。
教学步骤：Step One :Warming up and revision1.(Prepare some school things.)T: What’s this(There is a watch in the teacher’s hand.)S1: It's a watch.Yes，you are right. Here you are.T: Is this a notebook(holding up a notebook .)S2: Yes, it is.T: How do you spell notebookS2: N-O-T-B-O-O-K, notebook.T: Good.(Hold up a pen, an erase, some pencils and so on. Ask the questions in the same way.)T: What’s thisS3: It’s a schoolbag.T: I have a schoolbag for you as a present, (Looking for it in the desk, under the chair . . . )but I can’t find it . Where’s it Do you knowS3: I don’t know.S4: I think it’s in your desk.T: (Look into the desk.) No, it isn’t. Now, let’s look for the backpack together, OK(Write down the title on the blackboard.)2. Work on 1a.Now let's look at the picture in 1a. Match the words with the things in the picture.Check the answers with the class.Step Two: Learn the new words1.Show the new words to students (1a)Now, Let’s practice them .Open your English book turn to P19 pay more attention to the the words with the things in the pictures.2.Pretend to look for your backpack here and thereT: I can’t find my back backpack Where is itS1:I think it’s on the desk.T: Where are your backpackS1:They are in the desk.T: Where is my penS2: It’s under the desk.Step Three: Listening1. Let Ss listen to the tape and finish 1b.2. Ss listen to the tape and number the things [1-4]in the picture.3. Check the answers with the class.Step Four: Pair work (1c)Make your own conversations. Use the words in the box. Try to use the direction preposition. Pay more attention to the direction preposition in your conversation.Eg: S: Where are your backpackS1: hey are in the desk.S: Where is my penS2: It’s under the desk.S: Where is my rulerS3: It is on your bed.Step Five: Role-play1. Jack is a forgetful boy. He always doesn't know where his things are. Let's help him find his things.Match the things with the right places below.(Let Ss look at the screen. There are some things and some places)bag on her headmap on the sofahat on the bed in his grandparents' room2. Ss read the conversation and match the things with the right places.3. Check the answers.4. Now practice the conversation with your partner. Then let some pairs act out the conversation.Step Six: SummaryIt’s a new lesson of this lesson, We mainly learned how to talk about where things are and we can according to the yes/no question give the short and right answer.Step Seven :Homework参照教室里的东西用介词in，on，under写3个句子。
教学反思：教材中有许多听力练习、句型教学、词汇教学，对于七年级刚接触听力不久的学生需要运用听关键词的技巧（所谓关键词即听力材料中最关键的信息）。
本课时中通过操练句型“Where’s my schoolbag”“It’s in/on/under…”,帮助对关键词“in/on…”,及“Where’s…”句型的理解。
这种技巧的运用有利于培养学生的注意力。
教师通过对不同事物位置在那个置的提问，将学生的注意力集中在不同的方位上，老师在提问之后，自己回答并有意识的加重方位词“in,on,under,behind,nest to”的读音。
同是要求学生重复自己的回答。
听关键词不仅仅利于培养学生对听力的把握，还能激发学生对听力的兴趣，有利于学生在今后听力学习中找到学习听力的技巧和方法。
板书设计Unit4Where’smyschoolbagSection（1a----2c）Word:table bed bookcase sofa chair desk hat radio tape clock tape player …Drills:Where is/are …1）It is in/on/under/behind/next to…2）They are in/on/under/behind/next to…Grammar:Where is/are…In/on/under/behind/next to…。
