3A-U14 教案

Unit 14 I remember meeting all of you in Grade 7.By Bian Shichun from Wulian Junior High SchoolWarm up: Say sth about the weather just like the western people.Duty report.1 Listen to the report together.2 Say sth about the report.Yes, in our life, there must be some people and some events we will remember for ever. We have been studying here for nearly three years, and this is your mother school, so there must be many stories and memories about yourselves. When you are going to leave here, what will you remember? your teachers , your classmates or your best friends? The beautiful school or other things, such as an interesting English class, a sports meeting or a morning reading? Let’s enjoy some opions.Student A: I remember ….Student B: I remember ….Yes, Well done. Today we will go to another student who will leave his junior high school. when he leaves his school , he remembers so many things and people. The poem is the most beautiful I have read. Now read it again and try answer the following questions.1 What kind of the writing is this?2 What is the main subject of this writing?3 Who do you think the writer is?Explain:1 we know there are 3 kinds of writing: poem, prose, novel and drama. what kind is it?2 Here “subject” means “主题“.Now discuss the questions in groups.Check them one by one.Well done. so much for these questions. We all know the poem is very beautiful. This is a rhyming poem with a-b-c-b rhyme scheme.a: Looking back at these past three yearsb: I remember many thingsc: Trying to be on time for morning readingsb: Running when the lunch bell ringsRead it again and try to underline the word that rhymes with the other word.Check them one by one.things → rings year → fear class → passland → understand school → cool flowers → oursRead again and try find out the writer’s feelings.1.trying to be on time for morning readings? [difficult hard ]2.running to the dining hall when the lunch bell rings? [hungry, busy ]3.training for sports day [tired ]4.starting the first day in Grade 7 [shy ]5.slowly making some new friends [happy, excited]6.helping classmates with homework [good happy]7.preparing for art festivals [busy happy]8.going to New Year’s parties [excited, happy]9.learning English [difficult, challenging ]Check them one by oneIn this poem, we have learned many good senences, can you master them? who can tell us the Chinese meaning of these sentences?1.Pride of overcoming fear 战胜恐惧的那种骄傲2. And making a great big mess 弄得一团糟3.And now it’s time to graduate 现在到毕业的时候了4. I’m trying to keep my cool. 我尽量保持冷静5. And our kind and caring teachers 我们那善良而又关心他人的老师We have learned a good poem. Now, can you think of a person or an event that you will never forget? Then write a poem like this to discribe him or it. If you have any questions, you can discuss1 Write the article by themselves.2 Ask two or three to the front and share their pieces.Homework:1 Read this poem again,and try to understand the beauty of it.2 Discribe a person or an event in this way.Unit 14 I remember meeting all of you in Grade 7学情分析初三、1班是个很优秀的班级，学生在英语教师的教育下，能力很强，特别是有几个非常优秀的学生，他们的基本功和运用英语能力很好。

Good morning!Starter Unit 1Period2 (3a-4d)一、单元教材分析本单元要求学生掌握英文字母A—H，能认读其印刷体和手写体字母的大小写等四种形式。

书写(大写和小写，笔顺，笔画)基本合乎要求。

学习一些简单的英文名字，注意区别性别，并为自己取一个英文名字。

能看、听、说、唱本单元所列的日常交际用语，重点学会打招呼、相互问候并做到语音语调正确。

注意一些字母及日常交际用语的发音，总结元音字母a和e的发音规则。

二、单元学情分析本单元围绕“问候他人”这一话题，展开听、说、读、写的教学活动。

为了创设较为真实的语言环境，首先让学生们认识一些较为简单的英文名字，并让学生们为自己取一个英文名字，让学生们感知、认识英语，并尽快进入英语的环境中。

在教学过程中应让学生体会打招呼用语的奥妙所在，做到灵活运用。

刚开始学习英语，学生们肯定对学习英语的兴趣非常深厚，教师一定要利用好这一点，让学生在学习英语中能获得乐趣。

并逐步让学生们形成稳定的学习兴趣。

三、单元教学建议采用自主学习、小组合作学习、Role playing、pair work等方式开展听、说、读、写的学习活动。

教师要尽量利用幻灯片、挂图、实物等给学生创造较为真实的英语情景。

在教学中创设切实可行的任务型教学活动、突出交际性。

引趣激趣策略，创设情景调节气氛，引发激发学生兴趣。

教师可以用手势，表情，动作等示意，帮助学生听懂课堂用语和日常交际用语，不讲或少讲汉语。

四、单元课时分配本单元可用2课时完成教学任务：(1a-2e) 用1课时(3a-4d) 用1课时3a-4d一、教学目标：1. 语言知识目标：1) 能掌握以下词汇：afternoon, evening, how, are, you, I, am, I'm, fine, thanks, OK2) 能掌握以下句型：①Good afternoon!②Good evening!③—How are you?—I'm OK. / I'm fine. Thanks.3) 能在一天中不同的时候问候朋友们。

精品基础教育教学资料，请参考使用，祝你取得好成绩！Unit 1 My name’s Gina SectionA (3a —4)重、难点: 1.掌握询问他人姓和名的句型，注意中英文姓名的差别。

2.会拼读生词。

结合本班实际，练习对话。

3.能运用句型:What's your first name ?My first name is....What's your last name?My last name is...进行交际. 预习提示：1. 熟悉掌握P3的词汇。

2. 预习3a — 4的内容。

3. 用英语准备介绍他人的名和姓。

预习检测：理解下列对话,两人合作练习.A: Hello! What's your name?B: My name is Jack Smith.A: What's your first name ?B: My first name is Jack .A: What's your last name?B: My last name is Smith.I be he one you1. —What’s ________ name?—M y name is Li Lei .2. Nice to meet you. ________ name is Lucy.3. My name is Jim Green. Jim is my ________ name.4. Her last name ________ Brown.5. ________ name is Tom.用所给词的适当形式填空.1. Nice to meet ______(your).2. _____(she) name is Helen Black.3. His family name _____(b e) Mr Gree n.4. ______(be) you Mr Green.5. Hi, I _____(be) Lily.知识归纳：1.总结你所知道的名和姓并说出中英文姓名的差别。

Unit 14 Have you packed yet?Teaching Design I．Learning objectives 教学目标II. Teaching materials analyzing and rearranging 教材分析和重组1. 教材分析本单元以Have you packed your bag yet? 为话题,共设计了四个部分的内容:Section A该部分有4个模块: 第一模块围绕Have you packed the beach towels yet? 这一话题展开口语(1a,1c);听力(1b)训练; 第二模块围绕Talking about recent events 进行大量的听力(2a-2b),口语训练(2c); 第三模块继续围绕Talking about different chores这一话题展开口语(3b),和阅读(3a)训练;第四模块围绕the things you have to do this week进行列表并展开小组及个人活动.Section B该部分有4个模块:第一模块是围绕Talking about a band 这一话题展开口语训练;第二模块围绕Talking about members of a band 继续进行听力（2a,2b）和口语（2c）训练;第三模块继续围绕Talking about a band 进行阅读(3a)和写作(3c)训练;第四模块拓展为采访口语训练.Self Check该部分有2个模块:第一模块是词汇的学习(1a)与运用,对所学词汇进行训练;第二模块就本单元的中心话题进行对话阅读和写作训练.Reading该部分共设置了5项任务:第一项任务以问题讨论的方法激活学生相关背景知识;第二项任务要求学生通过快速阅读获取信息;第三项任务利用讨论,写作等练习形式加深学生对阅读内容的理解;第四项任务要求学生能运用所学知识解决实际问题;第五项任务要求学生运用所学知识展开实践活动. 2．教材重组和课时分配Period I (Section A: 1a, 1b, 1c, 2a, 2b, 2c) New function presentingPeriod II (Section B: 2a, 2b, 2c, 3a, 3b, 4) PracticePeriod III (Self Check: 1, 2 & word study Self checkPeriod IV (Reading: Section 1—Section 4) Reading comprehensionIII. Teaching procedures and ways 教学过程与方式The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularybathing suit, water, travel, guidebook, beach towel, street map（2）Target LanguageHave you watered the plants yet?Yes, I have already watered them．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral ObjectsHave everything in readiness before you do it．In this way, you can finish it perfectly or have a good time．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching Methods1．Listening-and-answering activity to help the students go through with the listening material．2．Pairwork to make every student work in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionT: Last week we finished Unit 13．In this unit, we learned how to talk about how things affect us．For example, Loud music makes me tense．That movie made her sad．Now I ask some students to make sentences with the structure…make me…S1: Parties make me excited．S2: School vacations make me happy．S3: That movie made me want to leave．S4: The story made me cry．S5: The awful picture makes me nervous．T: Very good．From today on, we will learn Unit 14．Now．I ask a student to come to the blackboard and write the numbers 1 to 20 on the blackboard．（After the student has written the numbers 1 through 5, start talking to the rest of the class）T: Has he written the number 1 yet?Class repeat the question．Has he written the number 1 yet?S s: Has he written the number 1 yet?T: （Pointing to the number 1 on the board）Yes, he has already written the number 1．Class repeat．Yes, he has already written the number 1．S s: Yes, he has already written the number 1．T: （Writing the word already on the blackboard）This is the word already．Class repeat．Already．Look at the blackboard．（pointing to the blackboard）Has he written the number 50 yet? Class repeat the question．Has he written the number 50 yet?S s: Has he written the number 50 yet?T: （Pointing to the highest number already on the blackboard）No, he hasn’t written the number 50 yet．Class repeat．No, he hasn’t written the number 50 yet．S s: No, he hasn’t written the number 50 yet．T: （Writing the word yet on the blackboard）Tish is the word yet．Class repeat．Yet．Now, look at the two words already and yet．Which one is used to talk about things that have happened in the past?SSs: Already．T: Yeah．V ery good．So the other word yet is used to talk about things that will happen in the future．Yeah?SS: Yes．Step Ⅱ1aThis activity introduces key vocabulary and helps students review vocabulary they already know．Read the instructions aloud to the class．Say, Who can give an example of a beach vacation and sightseeing in a city? Ask a student to give the example．（bathing suit, travel guidebook）Get students to add some things to the lists under the two headings．A beach vacation and Sightseeing in a city．Have students do the work individually first．While they are working, walk around the classroom checking the progress of the students．Let students tell the class the words they wrote．Write the words on the blackboard．Read them and let students repeat．Then ask other students to add other words to the lists．Sample answersStep Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation．Look at the picture．Ask, What can you see in the picture? （There is a family in the picture．They are getting ready for a beach vacation）Point to the box．Invite a pair of students to read the conversation to the class．A: Have you packed the beach towels yet?B: No, I haven’t．Look at the six chores on the list．Let students read each item, then ask different students to explain the meaning of each item in their own words．Make sure students understand the meaning of each item．Go through the instructions withthe class．Point to the blank lines in front of each item in the list．Say, You will hear a family talking as they get ready to go on vacation．Listen carefully．Make sure what the family talks about and put a checkmark in front of each chore that is already done．Play the tape．The first time students only listen．Play the tape a second time．Now listen to the tape again．This time please put your checkmarks on the correct blanks．Check the answers with the whole class．AnswersTapescriptWoman: Have you packed the beach towels yet?Boy: No, I haven’t．Can’t Judy pack them?Woman: No, she’s busy．Could you please water the plants?Boy:I’ve already watered them．Woman: Oh, thanks．Man: What about the travel guidebook and the street map?Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet．Man: That’s OK．I’ll get it．Have you packed the camera?Boy: Yes．I’ve already put it in my suitcase．Woman: Well, I guess that’s everything．Boy: Almost everything．We haven’t locked the windows yet．Step Ⅳ1cThis activity provides guided oral practice using the target language．Go through the instructions with the whole class．Look at the example in the box．Invite a pair of students to read it to the class．S A: Have you watered the plants yet?S B: Yes, I have already watered them．Tell students they will be making conversations with a partner．Look back at the chores in Activity lb．Say, Now look back at the chores in Activity lb．Make conversations talking about what the family members have already done and what they haven’t done yet, using words from the chores, such as packed the camera, locked the windows, bought a street map．While students are working in pairs, walk around the classroom and listen to some pairs．If necessary, offer language support．Then get several pairs of students to say their conversations to the class．Conversation 1S A: Have they packed the camera yet?S B: Yes, they have already packed the camera．Conversation 2S A: Have they bought a street map yet?S B: No, they haven’t bought a street map yet．Notes1．pack—（here）get ready for a journey by doing this2．guidebook—book for travellers, tourists, etc, with information about a place3．Have you watered the plants yet?Yes, I have already watered them: PresentPerfect Tense．The structure is have+ p．p．Pay attention to the two words already and yet．Already is used in affirmative sentences; while yet is used in negative and interrogative sentences．Step ⅤSummaryIn this class, we’ve learned some important words, such as water, travel, guidebook, beach towel．We’ve also learned the target language．Have you watered the plants yet? Yes, I have already watered them．Step ⅥHomeworkMake conversations in pairs to review the target language．Step ⅦBlackboard DesignUnit 14 Have you packed yet?The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyrefrigerator, garage, suitcase, clean out, put in, turn off（2）Target LanguageHave you watered the plants yet?No, I haven’t．Have you packed the camera yet?Yes．I’ve already put it in my suitcase．Have you fed the cat?No．I haven’t fed her yet．2．Ability Object（1）Train students’ listening ability．（2）Train students’ speaking ability．3．Moral ObjectWe must be ready with our work before we do it．Ⅱ．Teaching Key Points1．Key Vocabularyclean out, put in, turn off2．Target LanguageHave you watered the plants yet?No, I haven’t．Have you packed the camera yet?Yes．I’ve already put it in my suitcase．Have you fed the cat?No．I haven’t fed her yet．3．StructuresHave you packed the camera yet?Yes．I’ve already put it in my suitcase．Have you fed the cat?No．I haven’t fed her yet．Ⅲ．Teaching Difficult Points1．the target language2．How to train students’ listening ability．Ⅳ．Teaching Methods1．Listening method to improve the students’ listening ability．2．Pairwork to make every student work in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep I RevisionCheck homework．Get some pairs to read their conversations．Collect their conversations and help students correct any mistakes．Step Ⅱ2aThis activity provides guided listening practice using the target language．Look at the picture．Ask, What can you see in the picture? （A boy and a girl are in the kitchen．They both look a little stressed out）Go through the instructions with the class．You will hear a boy and a girl talking about getting ready to go on vacation．Write M after each thing that Mark says and T after each thing that Tina says．Look at the sample answer．Say, Tina said, No．I haven’t cleaned out the refrigerator yet．Get students to repeatNo．I haven’t cleaned out the refrigerator yet．Play the recording for students the first time．This time students only listen to the recording．Play the recording a second time．This time let students write Min front of Mark’s statements, and T in front of Tina’s statements．Check the answers with the class．Answers1．T 2．T 3．M 4．T 5．M 6．TTapescriptBoy: Mom and Dad said they want to leave in ten minutes．Are you ready, Tina?Girl: No．I haven’t cleaned out the refrigerator yet．I have to do that right now．Boy: Tina! You’re unbelievable．What about your bike?Girl: I’ve already put it in the garage．But I haven’t locked the garage yet．That’s your job, Mark．Boy: I know．I’ve already done most of my jobs．I’ve taken out the trash．Girl: Have you fed the cat yet?Boy: Not yet．I’ll do it in a minute．Have you turned off your radio?Girl: Yes, I have．I think we’re almost ready．Step Ⅲ2bThis activity provides guided listening practice using the target language．Go through the instructions with the class．Look at the list of questions with blanks in front of each one．Then look back at the statements in Activity 2a．Say, Some of the statements in Activity 2a are answers to questions in Activity 2b．Write the number of the correct answer from Activity 2a in front of each question in Activity 2b．Get several students to read the questions in Activity 2b to the class．Look at the sample answer．Ask a student to read the question and answer to the class．Are you ready, Tina?No, I haven’t cleaned out the refrigerator yet．Play the recording for students．Let students write their answers in the blanks．Play the recording again if necessary．Correct the answers．AnswersHave you fed the cat yet? 5What about you bike? 2Are you ready, Tina? 1Have you turned off your radio? 6Step Ⅳ2cThis activity provides guided oral practice using the target language．Look at the sample conversation in the speech bubbles．Invite a pair of students to read it to the class．S A: Are you ready, Tina?S B: No．I haven’t cleaned out the refrigerator yet．Go through the instructions with the class．Say, With your partner make a conversation using information fromActivities 2a and 2b．Have students work in pairs．While they are working, walk around the classroom checking the progress of the pairs and offering help as needed．Invite two pairs to say their conversations to the class．Conversation 1S A: Have you fed the cat yet?S B: Not yet．I’ll do it in a minute．Conversation 2S A: Have you turned off your radio?S B: Yes, I have．Step ⅤGrammar FocusLook at the grammar focus box．Get three students to read the questions and answers to the class．Have you watered the plants yet?No, I haven’t．Have you packed the camera yet?Yes．I’ve already put it in my suitcase．Have you fed the cat?No．I haven’t fed her yet．Let students make up other sentences in pairs using have you…yet questions．For example: Have you had lunch yet? Have another student answer truthfully: Yes, I have or Yes, I have already had lunch, or No, I haven’t had lunch yet．Pay attention to the use of already and yet．Say, When we use the words have and already, we are talking about something that happened in the past, but not a long time ago．When we use the words haven’t and yet, we are talking about something that will happen in the future, but not a long time from now．It will happen soon．For example: I’ve already had breakfast, but I haven’t had lunch yet．Draw a simple diagram to help students understand the grammar focus．Get some pairs to say their sentences aloud to the class．A sample sentenceI’ve already had lunch, but I haven’t had supper yet．Culture noteMany Americans are used to taking at least one vacation trip a year．But in China, some of the students may not be in the habit of taking an annual vacation, or even making a trip to another city．For some students, financial limitations and family obligations make such travel impossible．For others, it may be that taking trips is not something that is common in their home culture．Step ⅥSummaryIn this class, we’ve learned key vocabulary clean out, put in, turn off and the targetlanguage Have you watered the plants yet? No, I haven’t．Have you packed the camera yet? Yes, I’ve already put it inmy suitcase．Have you fed the cat? No．I haven’t fed her yet．Step ⅦHomeworkGet students to write some sentences according to the target language．Step ⅧBlackboard DesignUnit 14 Have you packed yet?The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularychop, wood, light, village, well, farm（2）Target LanguageHave you bought a newspaper?Yes, I’ve already bought a newspaper．2．Ability Objects（1）Train students’ integrating skills．（2）Train the ability of expressing students’ own opinions．3．Moral ObjectsWe should make a plan for our everyday activities and make a schedule．It can remind us how to spend the time．It is good for our study and life．Ⅱ．Teaching Key PointTrain students’ integrating skills．Ⅲ．Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ．Teaching Methods1．Fast-reading method2．Groupwork and pairworkⅤ．Teaching Aids1．A projector2．The blackboardⅥ．Teaching ProceduresStep I RevisionT: Yesterday we learned the target language．The structure is Have you…yet? Yes．I’ve already…Have you…? No．I haven’t…yet．Now who can make sentences using the structure?S1: Have you turned off your radio yet?S2: Yes．I’ve already turned it off．S1: Have you finished your homework?S2: No．I haven’t finished it yet．T: Very good．Step Ⅱ3aThis activity provides reading practice using the target language．Show the key vocabulary words on the screen by a projector．Read the words and ask students to repeat again and again until they can pronounce the words fluently and accurately．Before reading the e-mail message, ask the students what chores do you usually do? Please tell me．（do my homework, clean my room, water the plants, clean our classroom etc．）Go through the instructions with the class．Look at the e-mail message．Let a student read the e-mail aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Get students to read the e-mail message individually, and underline the different chores on their own,Check the answers with the class．Answers1．do my homework2．take the dog for a walk3．water my mom’s plants4．do some shopping5．chop wood6．light the fire7．collect water8．feed the animalsLet students read the e-mail again for further comprehension．While they are reading．Walk around the classroom,offering help if they have any words or phrases they don’t understand．Notes1．chore—small duty or piece of work, especially ordinary everyday task（in the home, on a farm, etc．）In the e-mail message, there are many chores, such as do my homework, take the dog for a walk, water my mom’s plants．2．chat—talk about unimportant things3．kid—（sl）child; young person4．well—（here n．）shaft, usually lined with brick or stone, for obtaining water from an underground source 5．anyway—in any possible way; by any possible meansStep Ⅲ3bThis activity provides reading, writing．listening and speaking practice using the target language．Look at the pictures of the three people and read their names aloud to the class．Then point to the chart．Let students read the information in it．Make sure students understand the information in the chart by asking questions and point out things．T: Look at the three pictures above the chart．Under each person is a list of the things he or she has done or will do today．Now look at the chart．What do you see in the first column?S1: Numbers．Clock times．T: That’s right．Those are clock times．Those times show what the three people were doing at 9:00,at 10:00,and so forth．It is 12:00 noon now．so the 1:00 and 2:00 times show things they will do later today．What has Steve already done?S2: He’s already done his homework．He’s already bought a newspaper．He’s already fed the dog．T: That’s correct．What things hasn’t he done yet?S3: He hasn’t watered the plants．He hasn’t cleaned his room．T: OK．Very good．Go through the instructions with the class．Put students in several groups．Say, Each student in a group will decide to be one of the people．The other students in the group will ask questions to find out which person in the chart he or she has decided to be．Make sure students understand how to do the exercise．Look at the example in the box．Invite a pair of students to read it aloud to the class．S A: Have you bought a newspaper?S B: Yes, I’ve already bought a newspaper．Ask students, which of the three people could it be? Can you find out? Yeah．It could be Steve or Elise．Get students to do the work in groups．While they are working, move around the classroom checking the work of each group．Ask two groups to do the work as the examples．Group 1: Have you watered the plants?S1: Yes．I’ve already watered the plants．Group 2: Have you fed the dog?S2: No．I haven’t fed the dog yet．（Person 1: Kathy; Person 2: Elise）Step ⅣPart 4This activity provides reading, writing, listening and speaking practice using the target language．Go through the instructions with the class．Invite a good student to give an example of things that he or she has and hasn’t done this week: I have done my homework．But I haven’t done some shopping．Put students in some groups of three．Let students complete the work in groups．Finish the table．Review the task．Get some groups to share the results of their surveys．Sample answersOptional activityAsk students to write their own schedules, listing the time of day they do each thing．Then get students to work in pairs．Student A thinks of one activity．Student B gets five tries to guess the activity．Then student B thinks of an activity and student A guesses what it is．Step ⅤSummaryIn this class, we’ve learned some key vocabulary words such as chop, wood, light．village, well, farm．We’ve also done a lot of reading, writing and speaking practice using the target language．Step ⅥHomework1．Finish off the exercises on pages 57～58 of the workbook．2．Get students to talk about the things they have done and they haven’t done yet this week in pairs．Step ⅦBlackboard DesignUnit 14 Have you packed yet?The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularymember, original, songs, award（2）Target LanguageHave they been on TV yet?Yes, they’ve been on TV lots of times．2．Ability Object（1）Train students’ speaking and listening ability．（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．3．Moral ObjectLove music and you can benefit from it．Ⅱ．Teaching Key Points1．Key Vocabularymember, original, songs, award2．Target LanguageHave they been on TV yet?Yes, they’ve been on TV lots of times．Ⅲ．Teaching Difficult Points1．How to train students’ speaking and listening ability．2．How to use the target language．Ⅳ．Teaching Methods1．Listening method2．Groupwork to make every student work in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep I RevisionCheck homework．Ask some pairs to say their conversations to talk about the things they have done and they haven’t done yet this week．S A: Have you done your homework?S B: Yes, I’ve already done my homework．S A: Have you cleaned your room?S B: No, I haven’t cleaned my room yet．Step ⅡPart 1This activity introduces key vocabulary, and helps students review vocabulary they already know．Look at the picture．Ask, What can you see in the picture? （A man is playing the guitar and singing a song）Point to the box．Invite a student to read the four questions．Make sure students understand the questions．Getstudents to fill in the blanks on their own．A moment later, ask several students to read their answers to the class．Notes1．favorite—（adj．）best liked2．What is your favorite band?—What band do you like best?3．band—group of persons who play music together4．band member—member of a bandStep Ⅲ2aThis activity gives students practice in understanding the target language in spoken conversation．Look at the picture．A record agent is interviewing members of a band．Let students read the instructions．Point to the headings and the blank lines following each heading．You will hear a woman interviewing members of a band．They are talking about the band．Now, listen and write your answers on these blank lines．Play the recording the first time．This time students only listen．Play the recording a second time．This time, ask students to write their answers on the blank lines as they listen to the recording．Play the tape again if necessary．Check the answers with the class．AnswersBand’s name: Apple Ice CreamHow long they’ve been together: About a yearNumber of concerts they’ve done: SixTapescriptWoman: Hmmm．That was…umm…not bad．Now tell me a little about yourselves．What was your name again? Boy 1: Apple Ice Cream．Woman: Apple Ice Cream? That’s uhhh …a nice name．Hong long have you been together?Boy 1: About a year．Woman: One year, huh? And have you written any original songs yet?Boy 2: Yes, we have．We used to play stuff by other bands, but now we only play our own songs．That one you just heard was ours．Woman: Good, great! I’m interested in people who play their own music．Have you ever won an award of any kind? Boy 1: Yes, we have．We won the best new group of the year last month．Woman: Wow．That’s great．Have you made a music video yet?Boy 1: No, not yet．Woman: But you’ve had your own concert?Boy 2: Oh, yeah．We’ve had six concerts of our own．Woman: Have you ever been on TV?Boy 1: No, we haven’t．But we’ve already talked to "Bands on Parade" about doing a TV show next month．Woman: Sounds like you guys are on your way．Step Ⅳ2bThis activity provides listening practice using the target language．Go through the instructions with the class．Look at the list of things the band may or may not have done．Get different students to read the list．Make sure students understand the task．You will hear the same recording again．This time please listen and check the things the band has already done．Point to the sample answer．On the recording you hear that the band has already written some original songs so you check that answer．If necessary, play the recording again．Then get students to put checkmarks in front of the correct answers．Check the answers．Answers√written original songsmade a music video√won an awardbeen on TV√had concertsNotes1．original—newly formed or created, not copied or imitated2．award—（here）a prize in a competition3．video—televisionStep Ⅴ2cThis activity provides guided oral practice using the target language．Look at the sample conversation in the box．Invite two students to read it to the class．S A: Have they been on TV yet?S B: Yes, they’ve been on TV lots of times．Go through the instructions with the class．Talk about your favorite bands with your partner．Let students work in pairs．As they work, walk around the classroom checking the progress of the pairs and offering help as needed．A moment later, invite two pairs to say their conversations to the class．A1: Have they written any original songs yet?B1: Yes, they’ve written several original songs．A2: Have they had their own concert yet?B2: Yes, they’ve had five concerts of their own．Step ⅥSummaryIn this class, we’ve learned some key vocabulary, such as member, original, songs, award．We’ve also learned the target language．Have they been on TV yet?Yes, they’ve been on TV lots of times by listening and speaking．Step ⅦHomeworkTalk about some bands using the target language, and write down the conversations．Step ⅧBlackboard DesignUnit 14 Have you packed yet?The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyhit, appear, tour, miss, lead singer, mostly, top ten, good luck, off to a great start（2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Improve students’ integrating skills—reading skill and writing skill．（2）Improve students’ speaking ability by groupwork．3．Moral ObjectIt is good for us to listen to music in the busy life．Music can make us relaxed, and we can work better．Ⅱ．Teaching Key PointPractise reading and writing using the target language．Ⅲ．Teaching Difficult Points1．How to improve students’ reading ability．2．How to improve students’ speaking ability by groupwork．Ⅳ．Teaching Methods1．Reading method to improve students’ reading ability．2．Writing method to improve students’ writing ability．3．Pairwork to make every student work in class．Ⅴ．Teaching Aids1．A projetor2．The blackboardⅥ．Teaching ProceduresStep I RevisionRevise the target language presented in this unit．Check homework．Ask some pairs to read out their conversations．Step Ⅱ3aThis activity provides reading practice using the target language．Teach the new words．Show the new words on the screen by a projector．。

Unit 14 I remember meeting all of you in Grade 7The Third Period(教学设计）一、整体设计思路、指导依据说明本单元是本学年最后一个单元，也是初中学段最后一个单元，教材以“校园时光”为话题，以分享过去的回忆和经历，展望未来为”为交际功能，重点在这些语境中学习宾语从句，定语从句等初中阶段的重要语法结构和一些固定搭配。

本单元设计的目的旨在巩固初中学段一些重要语法项目。

3a-3c是一个完整的阅读活动，以诗歌的形式讲述了一名即将毕业的初中生对初中三年美好时光的回忆，表达了对初中生活的恋恋不舍，对未来的憧憬，词语优美，内容朴实，情真意切，与学生实际紧密结合。

根据《新课程标准》要求，教师应依据需要，创造性的设计贴近学生实际的教学活动和组织他们积极参与，要引导学生通过体验、参与、实践、讨论、交流和合作等方式学习和使用英语，完成学习任务。

在设计这节课时，我以回忆三年美好时光的视频为切入点，分别设计了watch、read、listen，回忆自己的校园时光并发表自己的看法、仿写诗等环节，从知识上，是深入体验、运用学习remember doing sth等重点结构，从技能上，是从描述“过去的回忆和经历”往校园时光的延伸，这些都融汇在这首诗中，因此在教学过程中，对这首诗进行了反复的诵读及鉴赏，充分发挥了学生的主体地位，教师仅发挥了引导者，帮助者，组织者的作用，学生100%参与练习过程，设计练习形式多样的活动，不断引导学生表达对学习主题回忆和体验的愿望进行深入感悟和思考，使学生运用掌握的知识与技能，准确表达了自己对初中生活的美好回忆及多未来的向往，发展了学生的语言能力、学习能力、思维品质和文化品格。

二、学生情况分析1、本班学生学习英语的积极性很高，思维敏捷,与教师的关系融洽，有良好的学习习惯。

2、班上有70%学生兴趣高，基础较好1 0%动作慢，基本能学懂，20%学习有困难。

2024年译林版小学英语3A全册教案一、教学内容Unit 1 Hello!Unit 2 Good morning!Unit 3 How are you?Unit 4 What's your name?Unit 5 Look at me!二、教学目标1. 掌握基本的英语问候语，如“Hello!”“Goodmorning!”“How are you?”等。

2. 学会介绍自己，询问他人姓名，如“What's yourname?”“My name is”。

3. 能够用简单的英语进行自我描述，如“Look at me! I have”三、教学难点与重点1. 教学难点：英语基本问候语的正确发音和使用场合。

2. 教学重点：自我介绍和询问他人姓名的表达方式。

四、教具与学具准备1. 教具：教材、录音机、卡片、挂图等。

2. 学具：练习本、彩色笔、剪刀、胶水等。

五、教学过程1. 导入：通过播放歌曲《Hello Song》引起学生对英语问候语的关注，激发学习兴趣。

教师带领学生一起唱歌，让学生感受英语的韵律美。

学生模仿歌曲中的问候语，进行角色扮演。

2. 新课内容呈现：教师展示挂图，引导学生学习新的问候语和自我介绍的表达方式。

教师通过例句和情景，让学生理解并掌握新知识。

3. 例题讲解：教师出示例题，如：“Hello, my name is Tom. What's your name?”教师引导学生分析例题，讲解语法和词汇用法。

4. 随堂练习：学生两人一组，用新学的问候语和自我介绍进行对话练习。

教师巡回指导，纠正发音和表达错误。

5. 小组活动：学生分组，设计对话，展示自己的特长和兴趣爱好。

每组进行表演，其他学生评价、学习。

学生分享学习心得，拓展延伸课堂内容。

六、板书设计1. 2024年译林版小学英语3A全册教案2. 内容：新学问候语：Hello! Good morning! How are you?自我介绍：My name is What's your name?例句展示：Hello, my name is Tom. What's your name?七、作业设计1. 作业题目：根据所学内容，编写一段自我介绍和问候他人的对话。