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Module 7 Unit 1 There is a horse in this photo - 教案教学目标1.学生能够理解并掌握there is/are 句型的用法及句式结构。
2.学生能够能够运用there is/are 句型进行简单的描述。
3.学生能够能够从简单的图片中发现物品并表达。
教学重点1.there is/are 句型的用法及句式结构。
2.学生能够能够运用there is/are 句型进行简单的描述。
教学难点1.学生能够能够从简单的图片中发现物品并表达。
教学过程Step1 导入新课介绍课题：Module 7 Unit 1 There is a horse in this photo引出问题：“What is in the picture?”Step2 视频展示1.给学生播放一个短视频。
2.引导学生观察视频，计算出视频中所有的horse数目。
3.学生可以以小组为单位进行讨论，发表自己的答案。
4.播放完毕后给出正确答案。
Step3 语言点讲解1.理解there is/are的用法2.理解there is/are的句式结构3.there is/are的肯定句、否定句和疑问句的构成及读音。
Step4 听力训练让学生听几个 short conversations，熟悉the use of there is/are.Step5 练习1.Introduce items 关于一张照片的描述，学生可以看图片并描述出画面中的物品情况。
2.让学生两两合作，互相提问：“looking at your picture, is there…”3.给学生一张图片并请他们模仿老师的问句举行一场问答。
Step6 游戏Find something.让学生在教室内寻找某些物品，然后回答：“There is a/an…”或者用否定句回答“No, there isn’t a/an…”Homework回家后，让学生描述自己的房间里有什么用英语进行描述。
外研版（一起）二年级上册Module 7 Unit 1 How do you go to school?教学设计
课题Ways to school.
课时第一课时
学习目标
1.能了解、听读、识别交通方式train, bus, walk, bike。
2.能回忆起字母O 在单词中的发音，并正确书写和拼读含有字母O 的单词。
3.能在语境中正确使用核心句型询问并回答出行方式：How do you go to school? I go to school by.../I walk to school.
4.能了解不同交通方式的利弊，树立低碳环保出行的意识。
5.能在小组合作中团结协作，积极表达。
重点难点
1.train、bike 交通工具的发音；walk 和work 辨音
2.在语境中正确使用核心句型询问并回答出行方式：
How do you go to school? I go to school by.../I walk to school.
板书设计。
外研版英语七年级下册《module 7 unit 1 I was born in a small village》教学设计一. 教材分析外研版英语七年级下册《Module 7 Unit 1 I was born in a small village》是一篇关于个人成长和家庭背景的阅读文章。
通过讲述一个人的成长经历和家庭成员的信息，让学生了解和掌握一般过去时态、描述人的外貌和性格的词汇和句型。
本节课主要通过阅读理解，提高学生的阅读能力，同时培养学生的语言运用和表达能力。
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，对于描述人和事物的词汇和句型有一定的了解。
但部分学生对于一般过去时态的运用还不够熟练，需要老师在课堂上进行重点讲解和操练。
此外，学生在阅读理解方面还需要进一步提高。
三. 教学目标1.知识目标：–能正确运用一般过去时态描述过去的事情。
–掌握描述人的外貌和性格的词汇和句型。
–提高阅读理解能力。
2.能力目标：–能用英语进行简单的交流，表达自己的观点和感受。
–能够独立完成阅读理解题目。
3.情感目标：–培养学生对家庭和成长的认知，增强对生活的热爱。
–提高学生的团队合作意识和沟通能力。
四. 教学重难点•一般过去时态的运用。
•描述人的外貌和性格的词汇和句型。
•阅读理解能力的提高。
•一般过去时态的运用，特别是动词过去式的构成。
•复杂句型的理解和运用。
五. 教学方法1.情境教学法：通过设定情境，让学生在实际语境中学习和运用英语。
2.任务型教学法：通过完成任务，提高学生的阅读理解和语言运用能力。
3.小组合作学习：培养学生的团队合作意识和沟通能力。
六. 教学准备1.教师准备：–提前准备好教学PPT，包括教材内容、例句、练习题等。
–准备相关的人物图片和视频，用于教学展示。
2.学生准备：–预习本节课的内容，了解一般过去时态的用法。
–复习描述人的外貌和性格的词汇和句型。
七. 教学过程1.导入（5分钟）–教师通过提问方式引导学生回顾一般过去时态的用法。
Module 7 Great booksUnit 1 We’re still influenced by Confucius’s ideas.教学目标【知识目标】1、能够正确使用以下单词和词组: crocodile, shark, hand, have a look at, alongside,2、能够初步了解that引导的限定性定语从句.【能力目标】3、能够听懂有关介绍澳大利亚的对话；能够询问他人的旅游经历.4、能够用本单元学到的词汇、短语、句型介绍参观过的某个地点.【情感态度目标】了解不同国家的风景, 自然与文化, 同时能够介绍中国的文化景点, 增强民族意识；培养学生对自然和生活的热爱之情.教学重难点【教学重点】1、能够掌握本单元重点单词和固定表达2、能够用本单元学到的词汇、短语、句型介绍参观过的某个地点.【教学难点】一般现在时的被动语态的用法教学过程Step 1 Lead-in标题导入:“Recently I’ve read a great book called Romeo and Juliet. I’m deeply moved by it. Have you ever read some great books? 〞随即将“Great books〞呈现在黑板上, 鼓励学生说出他们读过的名著. 这里用学生们熟悉的话题导入新课, 能够激发学生学习的兴趣, 活泼课堂气氛, 更重要的是通过老师的表述, 如运用重读、稍慢的语速等方式强调被动语态的句子, 让学生们在真实的语境中感知被动语态. Step 2 Listening听activity1, 展示三幅图片, 问“Who are they? Do you know something about them? Try to use the words in the table to help you.〞,学生们两人一组描述图片, 之后, 听磁带看学生们的匹配是否与所听到的一致.1. Ask the students to Look at the pictures.2. Say who they are and why they are famous.3. Play the recording and ask the students to listen carefully.4. Now listen and check your answers.5. Ask the students to check their answer with a partner.6. Call back the answers from the whole class and check the answers.Step 3 Listening carefully1. Ask the students to read through answer the sentences.1) Confucius is well-known in _______________.2) Shakespeare wrote ______________________.3) Mark Twain’s stories are set __________________ of the US.2. Play the recording and ask the students to listen carefully.3. Listen and complete the sentences.4. Ask the students to check their answer with a partner.5. Call back the answers from the whole class and check the answers.6. Now listen and check.Step 4 Listen and read〔一〕学生自主学习, 理解activity 3的意思, 找出不懂的地方.〔二〕小组内合作解决不懂的地方, 再有疑难, 小组间共同解决, 教师适时点拨.1. Show some pictures, and ask the students to talk about them.2. Ask the students to read the conversation silently.3. Play the recording and ask the students to listen and read the conversation.4. Read the conversation.5. Act it out.6. Match the people with the descriptions.〔1〕Ask the students to read the conversation again.〔2〕Read the information in Activity 3.1) Confucius 2) Shakespeare 3)Mark Twaina) He was a very wise man.b) He is not as well-known as the other two people, but his works are still popular.c) His plays are read by millions of people.d) He was more a teacher and thinker than a writer.e) People are still influenced by his ideas.3. Now match the people with the descriptions.4. Ask the students to check their answer with a partner.5. Call back the answer from the whole class and check the answer.Keys: 1.a), d), e) 2. c) 3. b)Step 5 Finish the activity 4.1. Ask the students to the words in the box in Activity 4.accept discuss influence review sense thinker wise2. Ask the students to read through the passage in Activity 4.3. Complete the passage with the correct form of the words in the box.4. Check with a partner.5. Call back the answers from the whole class.Keys: 1. discussing 2. review 3. accepted 4. thinker 5. wise6. influenced7. senseStep 6 Everyday English让学生们说说这些句子在文中的意思.What’s up? Well, maybe…I suppose… Why don’t you…?Step 7 Pronunciation1〕跟读录音朗读文章, 模仿语音语调2〕读熟文章3〕画出重读的句子1. Play the recording once without stopping.2. Play the recording again and ask the whole class to repeat.1) We’re still influenced by Confucius’s ideas.2) Shakespeare’s plays also make a lot of sense to us today.3) He was important, but I suppose he isn’t as well-known as Confucius or Shakespeare.3. Ask the students to listen and underline the words the speaker stresses.4. Now listen again and repeat.Step 8 Group work and speaking1. Work in groups. Do you agree with the following opinions? Give your reasons.1) Teahouse is one of the greatest plays in China.2) Everyone should learn some Tang poems.3) We should only read books by great writers.I accept… I agree / don’t agree with…I suppose… I think…2. Now report the ideas of your group to the whole class.Most of us think…We think we learn…3. Work in groups.Step 9 Language points1. What’s up?What’s up? 是一种非正式的用法, 意思是“怎么了/出什么事了？〞例如：What’s up? You look very worried? 怎么了？你看上去很焦虑.2. But I think I’d describe Confucius more as a teacher and thinker than a writer.这里的Confucius指孔子, 为“孔夫子〞的英语译名, 是长期以来约定俗成的译法. more…than…在本句中表示“与其说是…不如说是…〞. 例如：Success is more hard work than good luck. 成功来自努力, 而非好运.3. … and Shakespeare’s plays also make a lot of sense to us today. …make sense的意思是“合情理；明智；有意义〞. 例如：No wonder how I tried to read it, the sentence still did not make any sense to me. 不管我们怎么努力地读, 我还是不懂这个句子的意思.Why did she do such a thing? It does not seem to make sense. 她为什么做这样的事？似乎没有道理.4. I want to join an Internet group to discuss great books by great writers.discuss v.讨论；谈论discuss的过去分词是discussed, 现在分词是discussing,discuss sth. (with sb.)和某人谈论某事e.g. We will discuss the plans with them at the meeting.我们将和他们在会议上讨论这个方案.5. We’re still influenced by Confucius’s ideas.influence v.影响；作用于influence用作动词时, 后面直接跟宾语, 常可用于influence sb. to do sth.结构.e.g. What influenced you to take the job? 什么影响你接受这份工作？6. By the way, what do you think of Mark Twain, …by the way用于转入新的话题, 意为“顺便说；附带说〞.e.g. By the way, has everybody arrived? 顺便问一句, 大家都到了吗？7. He was important, but I suppose he isn’t as well-known as Confucius or Shakespeare.suppose v.猜想；推测；相信；认为后面可以带动词不定式的复合结构或从句, 也常用于be supposed to结构.e.g. I suppose him to be on duty. 我想他在值班.We are not supposed to smoke here. 我们不应该在这儿吸烟.well-known adj.众所周知的；著名的be well-known as意为“作为……而著名〞, 相当于be famous as .e.g. Norman Bethune was well-known as a great doctor.白求恩作为一个伟大的医生而著名.拓展：be well-known for意为“因为……而著名〞, 相当于be famous for. 除v-ing形式外, for后还可跟名词.e.g. Yuan Longping is well-known for hybrid rice. 袁隆平因杂交水稻而著名.8. 小组自我补充9. 学生自主完成这些重点与难点.自主完成后, 小组合作, 交流学习成果, 共同释疑.让学生朗读以上重点知识.Step 10 中考链接A. 单项选择：1. Experts ________ to make suggestions to help him develop.A. will inviteB. are invitedC. have invited2. Han Han’s books are popular. They ________ by many teenagers.A. are readingB. are readC. were read3. —At present, one of the best ways to study is working in groups.—More chances _______ to students to learn from each other.A. offerB. are offeredC. have offered4.—Don’t you see the sign “No Parking!〞on the right?—Sorry, I didn’t. But now I know parking______ here.A. wasn’t allowedB. isn’t allowedC. won’t allowD. doesn’t allow Keys: 1. B 2.B 3. B 4. BB. 完成句子：1. 我试图让每首歌都表达出它自己的意义.I try to make each song ____________for itself.2. 顺便问一下, 你认为这个队的水平如何？_____________, what do you think about this Team?3. 今天很多人仍然看孔子的作品.Confucius’ works ______________ by many people today.4. 学校鼓励学生大声地讲英语.All the students ______________ speak English loudly.5. 我们受到孔子思想的影响.We _____________ by Confucius’s thoughts.Keys: 1. make sense 2. By the way 3. are still read 4. are encouraged to5. are influenced课堂作业Remember the words of Unit 1 and prepare the text of Unit 2.教学反思Unit 3 Language in use教学目标【知识目标】让学生能够使用在本模块所学的单词和短语.【能力目标】总结和理解if条件状语从句.【情感态度目标】在日常生活中能听懂他人的问题和给出建议, 做一个老实的人.教学重难点【教学重点】【教学难点】教学过程Step 1 Revision and lead-inLet Ss look at the pictures and answer the questions to review what they have learnt. Step 2 Language practice and grammarTo master the tense of the adverbial clause of condition.用所给单词的适当形式补全对话1. If I ______(start) the dinner, I ________ (finish) it before I go to bed.2. If you _____(do) these other things instead of your homework, you _______(not have) time to study.3. He thinks something _______(go) wrong if I play games on it.Grammar: If从句(2)一、引导条件状语从句最常用的连词是if, 常见的if条件状语从句表示在某条件下, 某事很可能发生.e.g. If you ask him, he will help you．如果你请他帮助, 他会帮你的.If he does not work hard, he will fail his exams.如果他不努力, 考试就要不及格了.二、If从句的时态1. if从句用一般现在时, 主句用一般将来时.e.g. If he runs, he’ll get there in time.如果他跑着去, 他就会及时赶到那儿.2. if从句用一般现在时, 主句用情态动词+动词原形.e.g. She may come with us if she arrives in time.如果她来得及时, 就可以和我们一道去.三、if 引导的条件状语从句位置灵活, 可直接放在主句后面, 也可以放在句首. 放在句首时, 从句后面要用逗号和主句隔开.e.g. I’ll go to see you if I have time. 如果有时间, 我就去看你.If it rains tomorrow, we’ll stay at home. 如果明天下雨, 我们就待在家里.四、同义句转换用“祈使句＋and / or ＋一般将来时的句子〞转换.e.g. If you work hard, you’ll pass the exam easily.→ Work hard, and you’ll pass the exam easily. 努力学习, 你将很容易通过考试. If you don’t hurry up, you’ll miss the train. → Hurry up, or you’ll miss the train.快点儿, 否那么你就赶不上火车了.Exercises1.If you ____ to the party, you’ll have a great time.A. will goB. wentC. goD. going2. I ______ her the answer if she _______me.A. can tell, will askB. will tell, will askC. would tell, askD. will tell, asks3. -What are you going to do tomorrow?-We’ll go to the library tomorrow if it ______.A. isn’t rainB. rainC. won’t rainD. doesn’t rain4. I’ll give the book to him if he _____ here next Sunday.A. will comeB. comesC. is comingD. cameStep 3 Join the sentences with if●The teacher show Ss how to join the sentences with if.Listen in class, or you will not understand what to do.If you do not listen in class, you will not understand what to do.1. Eat your breakfast, or you will get hungry at school.If you do not eat your breakfast, you will get hungry at school.2. Hurry up! You will be late.If you do not hurry up, you will be late.3. Read the book carefully. Then you will not make mistakes.If you read the book carefully, you will not make mistakes.4. Don’t watch too much TV, or your eyes will hurt.If you watch too much TV, your eyes will hurt.5. Work harder! You will get higher marks.If you work harder, you will get higher marks.●Let Ss write new sentences with if.Step 4 Make a survey1.Think of three problems you have in your schoolwork.2.Make notes about them in the Problem boxes.Now work in pairs. Talk about your problems and give advice to each other. Complete the table.-I can’t speak English well.-If you practise more outside the classroom, you will make progress.Step 5 Complete the sentences so that they are true for you1. Read the sentences carefully.2. Use the correct words to fill in the blanks1 I will be really happy if________________.2 I will do well in English if______________________________.3 My parents will be angry if____________________.4 If it rains next Saturday, I_____________________.Step 6 Complete the conversation with the correct form of the words and expressions in the box1.Read the conversation carefully.2.Now complete the conversation with the words or expressions in the box.Step 7 Complete the passages with the correct form of the expressions in the box1. Read the passages carefully.2. Now complete the passages with the words or expressions in the box.Step 8 Read the problems and give your adviceStep 9 ListeningListen to the conversation and answer the questions.1. What is the girl’s problem?2. Is it a common problem among teenagers?3. What does the doctor advise the girl to do?4. What does the doctor advise the girl not to do?Step 10 Around the worldLearn about the advice columns.Read the passage and fill the blanks.1. Advice columns have been used since ___________________.2. In the past, advice columns could mainly be found in _______________________.3. Nowadays, _______________________are much more popular.Step 11 Writing1. Work in pairs. Write a letter about a problem.2. Decide on advice for the problems in groups.3. Make a problem page.Step 12 PracticeDo some exercises from the entrance exam to senior high schools.1. -Would you like to go shopping with me, Carmen?-I’d love to, ____ you don’t want to go alone.A. untilB. beforeC. if2. You will be late for school ____ you don’t get up early.A. butB. ifC. andD. or3. -Please give Alice the story book ____ you see her.-All right.A. unlessB. orC. butD. if4. If the weather ____ fine, we ___ have a sports meeting this weekend.A. will be; willB. is; willC. was; would5. He will go to the mountains with his parents if it _____ next Sunday.A. won’t rainB. doesn’t rainC. isn’t rainD. will rain6. If she _____ tomorrow, I’ll call you.A. comeB. comesC. will comeD. came课堂作业假设你是Lucy, 你的笔友Mary给你写了一封信, 告诉你她现在的问题, 请你给她写一封回信, 并给她提出你的一些建议.Dear Lucy,I am a good girl but I am not good at studying. I like watching TV so much that I can’t stop myself from watching it. My parents have tried their best to stop me watching TV too much. They argued〔争吵〕with me about it. I was so angry with them that I left home. The problem makes me very sad and I don't know what to do. Can you help me?Yours,Mary教学反思。
外研版英语七年级上册Module7 Unit1教案一．教学目标：1.知识目标:能认读水果和蔬菜类词汇: keyboard, mouse (mice), screen, connect, turn, turnon,learn,use,save,box,finally,paper并能正确使用本节课的(1)How do I...?(2)First...Next...Finally...(3)What do I do next?(4)Where do I...?句型;2.能力目标:能够听懂与电脑操作相关的指令情感、态度与价值观了解如何使用电脑以及不同的人使用电脑的不同用途.二、教学重点：1.学会分辨可数名词与不可数名词,并会给可数名词加复数形式。
2.Some和any的用法。
三、教学难点：熟练运用have/has got 的用法。
四、教学过程：（一）Leading-in：师生问好：T: Good morning class.S: Good morning teacher.T: How are you?S: We are fine.教师活动：播放图片Let's enjoy the pictures 提高学生学习兴趣，导入新课。
学生活动：欣赏图片。
通过学生对电脑的兴趣,激发学习兴趣,顺利导入新课。
吸引学生的学习兴趣。
设计意图：以图片的形式进行直观教学，能很快导入课文，抓住学生的好奇心，吸引学生的学习兴趣。
（二）Teaching steps1. Activity 1教师：教读学生新单词学生：听录音,按你听到的顺序在单词旁标出序号,完成教材任务1。
(1)让学生说出图中电脑零部件的英语名称。
(2)同桌之间互相指着电脑零部件说英语单词,看谁说得又快又准确。
(3)听录音,完成教材任务1。
2．Activity 2在电脑零部件旁写标签,完成教材任务2。
让学生将方框中的单词与图片搭配,然后在图片旁边分别写上对应的部件名。
Module7 Unit1 There is a horse in this photo.一、整体设计思路、指导依据说明《英语新课程标准》明确提出：“在英语教学中，教师要有意识地帮助学生形成适合自己的学习策略。
在英语课程实施中，帮助学生有效地使用学习策略，不仅有利于他们把握学习的方向，采用科学的途径，提高学习效率，而且还有助于他们形成自主学习的能力，为终身可持续学习奠定基础。
”本课我着重引导学生形成“借助图片影像提取文本信息”的学习策略。
首先引导学生通过对插图的观察，配合影像的整合吸引学生的目光，随后听录音提取四张照片重点信息，合作学习匹配文本与图片，力图培养学生的获取信息的能力、思维能力和自主学习能力；通过制作晋江城市宣传海报，吸引学生探索英语学习的目光，培养学生乐于分享，乐于开口运用英语的习惯，实现语言的综合运用能力。
二、教学背景分析（一）教学内容分析：本节课的教学内容是四年级上册Module7 Unit1 There is a horse in this photo.课文情境是Sam、Amy和Daming在看一组照片并讨论照片上的内容。
本节课重点就是要激发学生学习英语的兴趣，使他们初步具备用英语进行简单日常交流的能力，能运用“there is a….in this photo.”It’s….来描述一幅图或照片上有什么，它在做什么？学生在前几个模块已经接触学习过现在进行时句型,本课是对现在进行时的巩固、拓展，因此本节课的重点学习的句型是“There is …in this photo.”（二）学生情况分析：本课授课对象为四年级学生，他们已经有了一年的英语学习基础，有较强的好奇心，模仿能力和竞争意识，对英语有很大的学习热情，愿意在老师的引导下积极地参与到英语课堂学习中去。
在认读、自学英语等方面也有了一定程度的提高，对于有关一些行为动作的词汇及短语有较强的感知能力，并能根据相应照片或情境进行初步的表述。
Module 7 A famous storyUnit 1 Alice was sitting with her sister by the river.设计说明教学反思本单元以谈论《爱丽丝漫游奇境记》一书及其作者引入新课。
通过听力练习和对话演练，提升学生的听说和朗读能力。
学习本模块的新单词、短语和句型，学习新语言点，增加学生的语言积累。
从本模块开始学习一个新的时态——过去进行时，在初步学习时从一般过去时和现在进行时引入过去进行时，做好这三个时态的区别。
练习朗读中的重读，提升学生在英语口语表达中的规范性和美感度。
通过对应练习，巩固学生对单词、短语、句型和语法的掌握，提升运用能力。
教学目标通过本单元的教学，让学生达成以下目标：1. 知识目标掌握本单元新单词及短语：fall, follow, hole, rabbit, ssh, ground, tea party。
2. 能力目标(1)能够听懂关于谈论童话故事的对话;用正确的语音、语调朗读对话;(2)学习过去进行时的基本用法。
3. 情感目标通过阅读童话故事及中英文名著的介绍，了解西方国家的文化，汲取其精华。
重点难点重点：对话朗读；过去进行时。
难点：过去进行时。
教学准备PPT课件；《爱丽丝漫游奇境记》及其作者图片；活动1、2、3、5的录音授课时数2课时教学过程Step 1Leading inDiscussion.T: Boys and girls. Do you like reading stories?Ss: Yes, we do.T: Stories are usually interesting. I enjoyed them very much when I was a child.Do you know the book Alice’s Adventures in Wonderland ?Ss: …T: Oh, some children have read the book. Who can tell us something about thebook or the story?Ss: …Show some pictures about the story and its author.Give more information to the class at the same time.Alice’s Adventures in Wonderland is a famous English storybook.Children all over the world like reading it.The English writer Lewis Carroll wrote Alice’sAdventures in Wonderland in the 1960s. The story is also calledAlice in Wonderland.The story is about a girl called Alice. It tells her strange andinteresting experiences in wonderland.Alice, the Cheshire Cat, the March Hare, the Queen of Hearts andthe Mad Hatter are main characters of the story.Step 2Listening1. Finish Activity 1. Listen and number the words as you hear them.(1) Ask someone to read the words. Make sure that all the students understand the meaning.fall follow hole rabbit strange(2) Play the recording and ask the students to write down the numbers 1-5 in the boxes, according to what they hear.(3) Check the answers together.Answers:fall—4; follow—2; hole—5; rabbit—3; strange—12. Finish Activity 2. Listen again and number the pictures.(1) Read the simple descriptions of the pictures to the class. Repeat the names for the students to remember.(2) Ask some students to read the descriptions and the other students to look at the pictures.(3) Play the recording for students and ask them to number the pictures.(4) Check the answers together.Answers:a—2; b—3; c—1(5) Play the recording again. Show the tapescript if necessary.Step 3Listening and readingFinish Activity 3.1. Play the recording. Tell the students to read the conversation as they listen.2. Ask the students to check (√) the true sentences, according to the conversation.1. Lingling is reading Alice’s Adventures in Wonderland. ( )2. The book is about a girl called Alice. ( )3. One day, Alice and her sister saw a white rabbit with a basket.( )4. The March Hare, the Mad Hatter and a mouse were having a tea partyin the garden. ( )5. The Queen of Hearts was sitting in a tree. ( )Answers:1. √ 2. √ 4. √3. Read and complete the notes.1 Alice was ________ with her ________ by the river.2 The white rabbit with a ________ ran past.3 The Mad Hatter, the March Hare and a mouse were having a ________ party.4 The Queen of Hearts was ________ a strange game.(1) Ask the students to read the sentences carefully.(2) Ask them to read the conversation again. Underline the key information while reading.(3) Get the students to complete the sentences from the conversation.(4) Check the answers.Answers:1 sitting, sister2 watch3 tea4 playing4. Read the following phrases and translate them into Chinese.1 one day2 by the river3 fall down4 in a tree5 smile at6 tea party7 play games8 a girl called Alice9 run pastAsk the students to write down the phrases on their notebooks.5. Read the conversation.(1) Ask the students to follow the recording to read the conversation.(2) Tell them to work in pairs. One is Tony, and the other is Daming.(3) Encourage some pairs to read the conversation in different roles.Step 4PracticeFinish Activity 4. Complete the sentences with the words in the box.1 Something is ________ if it is not usual.2 You ________ when you are happy.3 You can wear a ________. It tells you the time.4 A rabbit ________ is a place where rabbits live.5 You ________ when you move down quickly to the ground.(1) Ask the students to read through the words in the box. Make sure they know the meaning of the words.(2) Ask the class to read the sentences and complete them with the words in the box on their own.(3) Check the answers in groups.Answers:1 strange2 smile3 watch4 hole5 fallStep 5Language points1. One day, Alice was sitting with her sister by the river and she saw a white rabbit with a watch. 有一天，爱丽丝正和她的姐姐坐在河边，她看到一只戴着手表的白兔。
Module7 Unit1 教学设计（省优级）He can’t see.一、教学目标1.语言知识目标（1）学习词汇：useful, show, presenter, blind, deaf, hear, her, fire, firefighter, hot dog, sausage（2）学习句型：He/ She/ can’t …以及Can we have a dog? No, we can’t. / Yes, we can.2.语言技能目标使学生能正确运用can和can’t表达人们能做和不能做的事情。
3.情感态度目标培养学生对社会的关爱，对动物的热爱，树立学生的爱心意识。
4.学习策略目标1）通过听录音，感知对话内容，学会捕捉文中重要信息的听力技巧。
2）通过比较、自主总结、归纳语法现象及词汇的记忆规律，激活思维，掌握正确的学习词汇和语法现象的思维过程与方法。
3）通过表演等语言实践活动，增强对所学英语的体验，形成正确的交际策略，提高用英语做事情的能力。
二、教学重、难点分析（Important and difficult points）1. 教学重点（Important points）（1）学习新词汇：useful, show, presenter, blind, deaf, hear,her, fire, firefighter, hot dog, sausage（2）学习新新语言结构：He/ She can’t …2. 教学难点（Difficult points）语言结构：He/ She can’t…三、教学策略（Teaching strategies）整堂课围绕“学生为主体，教师为主导”的教学理念，创设一系列情景，让学生在具体的情景中学习新单词、新句型，然后再运用于语言交流，使整个教学源于生活，又用于生活，创设了真实的生活场景，使学生学有所用，体验成功的喜悦。
具体采用以下几种方法：1.情景教学法；2.整体感知教学法；3.任务型教学法；4.合作学习教学法；5.多媒体教学法6.交际教学法四、教学资源（Teaching resources）单词卡、图片、课件等。
