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(此文档为word格式，下载后您可任意编辑修改！) Unit 5 Feeling HappyTopic 1Section A第一步复习复习表达情感的形容词并处理新词句。
放一段卓别林的影片, 其中含有不同表情。
由此引出表达情感的一系列形容词，进行系表结构的学习。
)第二步呈现呈现并处理1和3a的对话。
1. (教师总结并导入1。
)2. (让学生跟读1并画出文中重点词、句，然后教师板书。
学生掌握say thanks to。
)3. (导入3a。
掌握生词smile。
)(用小黑板呈现听力问题。
)a. Why all the smiling faces?b. How does Mr. Lee feel?(核对答案。
)4. (再听录音，让学生画出本对话生词及疑难点，教师板书并给予适当讲解。
)第三步巩固巩固1和3a的知识点。
1. (让学生再读1，然后进行角色扮演。
)2. (让学生朗读3a，并根据黑板上的关键词复述3a。
)3. (让学生在1和3a中圈出系表结构的句型，核对并朗读。
)第四步练习引出并练习系表结构。
1. (通过师生问答，呈现并讲解系表结构。
)(让学生总结学过的系动词，学习生词taste。
)2. (给学生3~5分钟时间，完成2与3b的练习。
)第五步综合探究活动合作探究本课重点词句。
1. (让学生自我测试，通过反义词学习生词。
)2. Homework:Section B第一步复习复习并处理新词句，然后导入新课。
(检查上节课布置的作业，复习系表结构，导出本课的目标语言。
要求学生理解生词upset，掌握短语be proud of。
)第二步呈现呈现并处理本课活动1和3a。
1. (通过谈论京剧，引入本课重点活动1。
要求学生掌握film，理解Beijing Opera，了解moving。
) (让学生听1的录音，回答教师问题。
听完录音后，教师提问。
)2. (呈现3a。
学习并掌握短语set the table和be able to。
课题Unit 5 Feeling excited Topic 1 Section A 课型新授课课时 1教学目标Knowledge aims：1. 学生能正确拼读并运用以下词汇：(1)单词表中的黑体单词invite(2)连系动词：be,look, fee l, taste, smell和sound(3)描述情绪的形容词：excited, happy和disappointed2. 学生能正确运用以下短语造句：invite sb. to do sth.prepare sth. for sb.say thanks/ goodbye /hello/sorry to sb.a ticket to …3. 学生能自如地运用以下功能句进行交流。
-How are you doing? -Very well, thank you.Guess what!What a pity!Skill aims：1. 能听懂有关情绪的询问与表达的简单对话和陈述。
2. 能正确地运用本课的交际功能用语问候或表达情绪。
3. 能正确朗读课本的有关情绪描述的文本材料及难度相当的材料。
4. 能正确地运用本课连系动词加形容词作表语的语法结构，以及交际功能语言写出简单的问候和询问情绪的对话。
Emotional aims：通过对Section A的学习，学生能够在学会描述和表达自己情绪的同时，学会控制不利于自身的消极情绪，并且能够学会关注他人的情绪，在别人情绪低落时主动帮助排解不良的情绪，互助互爱。
教学重点难点Key points：学生在交流中能自如地运用系表结构和以下短语：invite sb. to do sth.prepare sth. for sb.say thanks/ goodbye /hello/sorry to sb.a ticket to …Difficult points：1. 学生对功能用语How are you doing? 的理解。
Unit 5 Feeling Happy Topic 3 Many things can affect our feelings.Section A needs 1 period. Section A需用1课时。
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Aims and demands 目标要求1. Learn some new words and phrases:calm down, bitter, CD, DVD, test, speech, monitor2. Learn useful expressions:How long have you felt like this?I hate to go to the hospital.3. Learn how to describe feelings:These days I feel very bored and lonely at home.I’m worried about the test at the end of the month.4. Le arn the usages of “make + object + v./adj.”It makes me feel nervous.The TV programs make me sleepy.5. Learn how to reassure others:Don’t be afraid!Be brave!Take it easy.Don’t worry.Ⅱ. Teaching aids 教具录音机/手机/小黑板Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间: 5分钟)复习电话用语并创设情景导入新课。
1. (假设一名学生因病缺席，教师让一名学生扮演那名生病的学生，用手机进行师生对话，复习打电话及询问病情的表达。
Unit 8 Our Clothes Topic2 We can design our own uniforms.Section A【学习目标】1．学习由疑问词引导的宾语从句。
2．学习句型It’s + adj. + that…和It’s + adj. + (for sb.) to do sth.。
3．谈论制服。
【学习重难点】1．熟练掌握由疑问词引导的宾语从句的语序。
2．能根据对话简单地写出关于穿着制服的重要性的短文【学习过程】一、课前预习（一）从对话中找出下列短语并背会。
1．为你们做校服make uniforms for you 2．穿我自己的衣服wear my own clothes3．穿在身上看着很丑look ugly on sb．4．依赖，取决于depend on5．设计我们的校服design our uniforms 6．独自;单独by oneself7．展现良好的风纪show good discipline（二）从对话中找出下列短语并背会1．采访一名女警察interview a policewoman 2．穿便服wear plain alothes3．执行特殊的任务carry out special tasks 4．有麻烦in trouble5．阻止某人做坏事stop sb．from doing sth.二、知识精讲1．It's true that suitable uniforms can show good discipline.译：____________________________点拨：本句是一个由_______作形式主语的复合句，真正的主语是______________，其结构为:It is +adj.+that从句。
练习：人们穿不同的衣服是很有必要的。
It is ____________ _______ people wear different clothes.2．Can you tell me what Miss Wang says? 译：___________________________________ 点拨：本句为含有特殊疑问词what引导的宾语从句的复合句。
Section CSection C needs 1 period. Section C需用1课时。
The main activity is 1a. 本课重点活动是1a。
Ⅰ. Aims and demands目标要求1. Learn some new words and phrases:Asian, either … or, express, personal2. Learn useful expressions about Tang costume and cheongsam:The Tang costume stands for Chinese history and fashion culture.It expresses both the wearer’s personal style and China’s rich traditional culture.People usually call the cheongsam “qipao” in most parts of China.It’s a woman’s dress with Chinese features.3. Learn about Chinese traditional fashion culture.Ⅱ. Teaching aids 教具录音机/图片/小黑板/旗袍Ⅲ. Five-finger Teaching plan 五指教学方案Step 1 Review 第一步复习(时间: 6分钟)复习有关服装的词汇，导入新课。
1. (采用师生问答方式，复习Section B的对话内容。
)T: W e have learnt many different types of clothes from the fashion show in Section B. What are they? Who can tell me?S1: …S2: ……T: Well done! You did a good job. Now, please look at the pictures.(教师手指第一个模特。
仁爱版英语七年级下册Unit 8 Topic 3《Let’s celebrate》（SectionC）教学设计一. 教材分析《仁爱版英语七年级下册Unit 8 Topic 3 Let’s celebrate》主要让学生了解不同国家的节日和庆祝方式。
通过学习本节课，学生能够掌握一般现在时的表达方式，以及如何用英语描述节日和庆祝活动。
教材内容丰富，插图生动，有利于激发学生的学习兴趣。
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，对于一般现在时已经有了一定的了解。
但是，学生在语言运用方面还存在一定的困难，特别是对于一些特殊节日的表达和描述。
因此，在教学过程中，需要注重学生的语言实践和交际能力的培养。
三. 教学目标1.知识目标：学生能够掌握一般现在时的表达方式，了解不同国家的节日和庆祝方式。
2.能力目标：学生能够用英语描述节日和庆祝活动，提高学生的交际能力。
3.情感目标：通过学习本节课，学生能够尊重和理解不同国家的文化差异。
四. 教学重难点1.重点：学生能够掌握一般现在时的表达方式，了解不同国家的节日和庆祝方式。
2.难点：学生能够用英语描述节日和庆祝活动，特别是对于一些特殊节日的表达。
五. 教学方法1.任务型教学法：通过设置各种任务，让学生在完成任务的过程中运用语言，提高学生的语言实践能力。
2.情境教学法：通过创设各种节日庆祝的情境，让学生在真实的语境中学习语言。
3.交际法：通过小组讨论、角色扮演等形式，提高学生的交际能力。
六. 教学准备1.教师准备：提前准备好相关的教学材料，如PPT、图片、卡片等。
2.学生准备：学生提前预习课文，了解本节课的内容。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论自己喜欢的节日，激发学生的学习兴趣。
例如：“Do you like festivals? What’s your favorite festival? Why?” 学生回答后，教师总结并板书课题“Let’s celebrate”。
Ⅰ. Material analysis本节课建议教师用1课时上完。
主要活动为Section A 的1a和2。
本话题通过观看服装表演，谈论了中国传统的服装文化，并简单涉及了异国传统服装文化，同时复习并总结所学的有关服装名称的名词。
让学生在了解中国传统服装文化的同时，正确看待外国传统服装文化，从而更好地为弘扬祖国传统服装文化服务。
语法重点为主句是一般过去时的宾语从句。
本课的学习活动由Jane 与Sarah 谈论时装表演展开，通过谈论发生在过去的时装秀自然而然地引出了主句为一般过去时的宾语从句的用法，并在1b和2的练习中进行巩固运用。
Ⅱ. Teaching aimsKnowledge aims：1. 学习主句为一般过去时的宾语从句。
2. 谈论时装表演。
Skill aims：1. 能听懂接近正常语速、涉及时装表演的对话，并获取主要信息。
2. 能引出时装表演的话题并进行简单的交谈。
3. 能从简单的海报中找出有关信息。
4. 能根据写作要求和素材，整理出符合逻辑的短文。
Emotional aims：在了解中国传统服装文化的同时，正确看待外国传统服装文化，从而更好地为弘扬祖国传统服装文化服务。
Ⅲ. The key points and difficult pointsKey points：1. 学习主句为一般过去时的宾语从句。
2. 谈论时装表演。
Difficult points：注意主句为一般过去时的宾语从句中从句的时态问题。
Ⅳ. Learning strategies在学习中善于利用图画等非语言信息理解主题。
Ⅴ. Teaching aidsComputer multimedia projector; the picture of a overcoat; a poster about the fashion show.Ⅵ. Teaching proceduresStep InteractionpatternStudent activity Teacher activityIntroduction （8 minutes）1. The wholeclass work.2. Group work.3. The wholeclass work.4. Group work.5. The wholeclass work.1. Focus their attentionon the teacher.2. Students have acompetition to reviewthe names of clothes.3. Students report someinformation aboutdifferent dressingcustoms in other partsof the world.4. Students describe theclothes in the picture intheir own words.5. Students know aboutthe object clauses ofwhich the main clausesare in the past simpletense.1. Greet students ready forlearning.2. The teacher divides the studentsinto four groups. Eachgroup stands for oneseason—spring, summer,autumn or winter. Differentseasons, different clothes.Let student speak out theclothes that fit their groups asmuch as possible. Let themreview the names of clothes.3. The teacher lets the studentsreport some informationabout different dressingcustoms in other parts ofthe world.4. The teacher lets studentsdiscuss the pictures of 3.Teach the new wordovercoat by showing itspicture. Ask students todescribe the clothes in theirown words. For example:A:The first girl is wearinga leather overcoat and awhite scarf.B:The second girl iswearing a black jacketand a pink handbag …5. The teacher asks anotherstudent: What did A say?What did B say? …Leadthe student to answer: Asaid the first girl waswearing a leather overcoatand a white scarf. B saidthe second girl waswearing a black jacketand a pink handbag.Presentation (10minutes) 1. Group work.2. The wholeclass work.3. Individualwork.4. Individualwork.5. The wholeclass work.6. Individualwork.7. The wholeclass work.1. Students discuss theinformation they canget from the picture.2. Students report theresult of the discussion.3. Students watch theflash of 1a and checktheir information.4. Students watch theflash again and answerthe questions.5. Students check theanswers.6. Students listen to theconversation andcomplete the sentences.7. Students check theanswers.1. The teacher lets students lookat the pictures of 1a. T ell themthere will be a fashion showtomorrow. Let studentsdiscuss the informationthey can get from the picture.2. The teacher asks studentsto report the result of thediscussion.(1) There will be a fashionshow on June 8th.(2) There will be a fashionshow in XidanShopping Center.(3) The fashion show willstart at seven thirty inthe afternoon.(4) There will be manycharming models inthe fashion show.3. The teacher lets studentswatch the flash of 1a andcheck their information.4. The teacher asks studentsto watch the flash againand answer the questions:(1) Did Sarah watch thefashion show last month?(2) What did Kangkangthink of the fashionshow last month?5. The teacher asks students totell the answers.6. The teacher plays therecording of 1a and asksstudents to listen to theconversation and completethe sentences.7. The teacher asks studentsto tell the answers. Remindthem that they should usethe same tense in theobject clauses as the mainclauses.Consolidation (10 minutes) 1. The wholeclass work.2. The wholeclass work.3. Individualwork.4. Pair work.5. Individualwork.6. The wholeclass work.7. Pair work.1. Students read theconversation after therecording sentence bysentence.2. Students try to followthe speed, payingattention to thepronunciation andintonation.3. Students find out theobject clauses anddifficult points.4. Students prepare to actout the conversation inroles. Then some pairsperform it.5. Students read theconversation bythemselves to numberthe sentences to makea conversation.6. Students check theanswers.7. Students practice the newconversation in pairs.1. The teacher plays the recordingsentence by sentence.2. The teacher plays therecording withoutstopping.3. The teacher lets students findout the object clauses ofwhich the main clausesare in the past simpletense and the difficultpoints. Solve the difficultpoints together with thestudents.(1) Kangkang said hewatched it.(2) And he said thefashion show waswonderful.4. The teacher asks students toprepare to act out theconversation in roles. Letsome pairs perform it.5. The teacher lets students readthe conversation bythemselves and numberthe sentences to make aconversation.6. The teacher lets two studentstell the answers. And letthem introduce theirmethods of solving suchproblems.7. The teacher lets studentspractice the newconversation in pairs.Practice (10 inutes) 1. Individualwork.2. Pair work.3. The wholeclass work.4. The wholeclass work.5. Individualwork.6. The wholeclass work.7. Individualwork.8. The wholeclass work.1. Students read andunderstand the exampleof 2. Then try summingup the usage of objectclauses of which themain clauses are in thepast simple tense.2. Students ask and answerin pairs by following theexample.3. Students check theanswers together withthe teacher.4. Students speak out thenames of all the clothesone by one.5. Students listen to thepassage and match themodels with theirnames.6. Students check theanswers.7. Students listen and fillin the blanks of 3B.8. Students check theanswers and read thesentences together.1. The teacher asks the studentsto read and understand theexample of 2. Then let themsum up the usage of objectclauses of which the mainclauses are in the past simpletense. Teacher may givethem a hand if necessary.2. The teacher lets students askand answer in pairs byfollowing the example, whilethe other students shouldlisten to them carefully andcorrect the wrong expressions.Let them especially paymore attention to the tense.3. The teacher asks two studentsto write down the briefconversations on the blackboard.Check the answers togetherwith the students.4. The teacher leads the studentsto speak out the names of allthe clothes in 3 A one by one.5 The teacher shows the namesof the five models. Thenplay the recording for thestudents, let them listen tothe passage and match themodels with their names.6. The teacher asks two studentsto tell their answers.7. The teacher plays the recordingagain. Let students listenand fill in the blanks in 3B.8. The teacher lets two studentstell the answers. T each thenew word woolen. Thenlet the students read thesentences together.Production (7 minutes) 1. Group work.2. The wholeclass work.3. Individualwork.4. The wholeclass work.5. Individualwork.1. Students ask and answerin groups of three todiscuss the fashionshow last week.2. Students should payattention to the tenseof object clauses.3. Students write apassage according tothe poster as thehomework.4. Students summarizeSection A with theteacher.5. Students finish thehomework afterclass.1. The teacher shows a posterabout the fashion show.(The teacher may prepare aposter before class ormake the poster byhimself or herself.) Askthe students to discussthe fashion show lastweek. Let them ask andanswer in groups of three.Example:A: When did the fashionshow start?B: What did A ask?C: He / She asked whenthe fashion show started.2. The teacher evaluates thebrief conversations.Correct the wrong pointstogether with the students.Let them pay attention tothe tense of object clauses.3. The teacher lets studentswrite a passage according tothe poster as the homework.4. The teacher shows thesummary of this sectionto the students.5. The teacher assigns homework:(1) Review the summaryafter class.(2) Search some picturesabout the fashion show.(3) Finish the passage above.(4) Preview Section B.Teaching ReflectionObject clauses of which the main clauses are in the past simple tense is the main points of this topic, but it’s not difficult for the students if they do more exercise in the real scene. Teacher may set more scenes for the students to practice it.Ⅶ. Blackboard designUnit 8 Our ClothesTopic 3 He said the fashion show was wonderful.Section A1. Kangkang said he watched it.2. And he said the fashion show was wonderful. Spring Summer Fall Winter scarf,jeans,windbreaker,…T-shirt,shorts,skirt,…sweater,jacket,jeans,…overcoat,boots,gloves,…。
