新目标第5单元示范教案（全单元）(新目标版七年级英语下册教案教学设计)

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篇1：新目标第5单元示范教案（全单元）(新目标版七年级英语下册教案教学设计)

Unit 5 If you go to the party, you’ll have a great time!

Ⅰ.Analysis of the Teaching Material

1.Status and Function

The topic of this unit it about decision making. Such topic is related to daily life of students, so it is helpful to raise learning interest of students and it will be helpful to improve their spoken English.

This unit is divided into two parts: Section A and Section B.

(1)In the first period ,a picture introduces target language for students to use. The new expressions are presented in speech bubbles above the characters’ heads,making it easy for students to understand and practice the new language. Activity 1b and 1c provide listening and speaking practice.This is a chance for students to improve their listening and speaking skills.

(2)All activities in the second period provide listening, speaking and writing practice using the target language:I think I’ll...,If you...,you’ll....At the bottom of this page, there is a grammar focus box. Students will understand the clear visual summary of how the grammar point works. It is helpful to improve the students’ ability of writing.

(3)In the third period all activities provide further reading and writing practice with the target language.The exercises of the workbook can strengthen the knowledge of this section.

(4)Section B is divided into two periods.Section B introduces new vocabulary while recycleing the language presented in Section A.All activities in the fourth and fifth periods also help students integrate the new target language with the language studied in earlier units.This recycling reinforces previous language learning while providing additional practice with newly learned language.

(5)Exercises and activities in the sixth period help students review all key vocabulary words as well as new grammar items.In this period students can check themselves how much they master the key vocabulary words and the target language presented in this unit.This period ends with a cartoon using the target language in an amusing way.What is wrong with brown hair on Mars?

2.Teaching Aims and Demands

(1)Knowledge Object

In this unit students learn to talk about consequences.

(2)Ability Objects

To train students’ ability of listening, speaking, reading and writing skills.

To train students’ ability of communication.

(3)Sensibility and Value

To raise the learning interest of students.

To enable to take an active part in all kinds of activities in an English class.

To be able to express their feelings in simple English.

3.Teaching Key Point

To master the key vocabulary and the target language in this unit.

4.Teaching Difficulties

To train students’ ability of reading and writing.

To train students’ integrating skills.

5.Studying Ways

To teach students how to scan.

To teach students how to deduce.

Ⅱ.Language Function

Talk about consequences.

Ⅲ.Target Language

-I’m going to the dance with Karen and Ann.

-If you do, you’ll have a great time.

-Are you going to the party?

-Yes, I am .I’m going to wear my new jeans.

-You should wear your cool pants.

Ⅳ.Structures

First conditional if + will.

Present progressive as future.

Modal should.

Ⅴ.Vocabulary

late; sorry ;have a great time ;travel around the world; work hard; wear jeans ;let in ;take away

Ⅵ.Recycling

take the bus; go to college; stay at home; ride my bike; snacks; ice cream; happy; famous

Ⅶ.Learning Strategies

Scanning.

Deducing.

Ⅷ.Teaching Time

Six periods.

The First Period

Ⅰ.Teaching Aims and Demands

1.Knowledge Objects

(1)Key vocabulary

consequence, jeans ,let in

(2)Target language

-I think I’m going to go to the party with Karen and Ann.

-If you do, you’ll have a great time.

(3)Listening practice

Pair work

2.Ability Objects

To train students’ ability of listening and speaking.

To train students’ ability of understanding.

3.Sensibility and Value

To be able to give help when someone needs.

Ⅱ.Teaching Key Points

Key vocabulary.

Target language.

Ⅲ.Teaching Difficulties

Listening practice.

Pair work.

Ⅳ.Teaching Methods

Listening and speaking methods.

Practicing method.

Observing method.

Ⅴ.Teaching Aids

A projector.

A recorder.

Ⅵ.Teaching Procedures

Step Ⅰ

Greet the class as usual and check the homework.

Step Ⅱ

Teach the new words.

Show the words on the screen.

consequence n.结果；后果；因果关系

jeans n.(pl.)牛仔裤

let in允许进入；允许参加

For the first one,tell students in this unit we’ll learn to talk about consequences.

Read the other two to the class and ask them to repeat.

Step Ⅲ Section A

Draw some simple before and after pictures on the board and ask students to talk about what they see in the pictures.For example,draw a pair of pictures showing a teenage boy.In the first picture the boy is walking down the street while other students are getting on a school bus.In the second picture,the boy is walking into a classroom where all the other students are sitting down.A speech bubble above the teacher’s head says,You’re late!

Ask students to talk about the pictures.［T=Teacher,S=Student］

T:What is the boy doing in the first picture.

S1:Walking.

T:That’s correct.He’s walking to school.What are the other students doing?

S2:They’re taking the bus to school.

T:What’s happening in the second picture?

S3:He’s late.

T:That’s correct.The boy is late.

T:(Pointing to the first picture)I’m going to talk to this boy.Andy,you should take the bus.You shouldn’t walk to school.If you walk to school,you’ll be late.Class repeat,If you walk to school,you’ll be late.

Ss:If you walk to school,you’ll be late.

Repeat the activity with another set of pictures.For example,use pictures that show a girl studying at a desk and then the same girl holding a paper with a big A at the top.Ask students to repeat the sentence,If you study,you’ll get an A.

Step Ⅳ 1a

Activity 1a introduces key vocabulary and provides reading practice using the target language.

First paint out the four pictures and get students to tell what they see.

Then ask two students to read the conversation in the speech bubbles in the first picture.

Sa:I think I’m going to go to the party with Karen and Ann.

Sb:If you do,you’ll have a great time.

Then have students look at 1a.Ask them to match the statements and responses.

Check the answers.

Answers

1.d 2.a 3.b 4.c

Step Ⅴ 1b

This activity provides listening practice using the target language.

T:Listen to the tape.You’ll hear four conversations.Each conversation will give you the matching response for one of the four statements.

Play the recording.Students listen.

Tapescript

A:I think I’m going to wear jeans to the party.

B:If you do,the teachers won’t let you in.

A:I think I’m going to stay at home.

C:If you do,you’ll be sorry.

A:I think I’m going to take the bus to the party.

B:If you do,you’ll be late.

D:I think I’m going to go to the dance with Karen and Ann.

C:If you do,you’ll have a great time.

Step Ⅵ 1c Pairwork

This activity provides guided speaking and listening practice using the target language.

First ask students to look at the pictures and then make conversations.

Then have two students read the sample dialogue.

Sa:I think I’m going to stay at home.

Sb:If you do,you’ll be sorry.

T:Work with your partner,please.Make a conversation using the things that are happening in the pictures.

At the end ask one or two pairs of students to say their conversations to the class.

Step Ⅶ An Activity

What do you think?

Ask students to interview classmates and people outside the class.Have the students say that he or she is thinking about doing something unusual and get other people’s reactions.Ask the students to phrase the answers as sentences beginning with If you do...,for example,the student might say,I’m thinking about getting a pet elephant.The student asks other people what will happen if he or she does this.Answers might be:You’ll spend a lot on food.You won’t have any place to keep it.Ask students to say the responses to the rest of the class.

Step Ⅷ Culture Note

In some cultures,many parents do not allow boys and girls to go to parties together.These parents feel that it is better for their children to wait until they are older to start spending time with the opposite sex.Ask students to think about what the rules are like in their culture.What are their parents’ rules?Point out that in the United States most teenagers are free to go to parties starting at about age 12 or 13.Ask the students to talk about the good and bad points of this kind of freedom.

Step Ⅸ Summary

Today we’ve learnt to talk about consequences.We’ve learnt the sentence:If you...,you’ll....Do you like to go to a party?Do you like to have a party in your house?If nobody comes to your party,you’ll be sorry,Right?OK.Today’s homework.

Step Ⅹ Homework

Practice the target language and preview the next page.

Step Ⅺ Blackboard Design

Unit 5 If you go to the party,you’ll have a great time!

I think I’m going to....

If you...,you’ll....

篇2：新目标第5单元示范教案（全单元）The Second Period(新目标版七年级英语下册教案教学设计)

Ⅰ.Teaching Aims and Demands

1.Knowledge Objects

(1)Key vocabulary

Organize ,bike , you’ll=you will

(2)Target language

If we have it today, half the class won’t come.

I think I’ll ride my bike.

If you do, you’ll be late.

(3)Listening practice

Pair work

(4)Grammar focus

2.Ability Objects

To train students’ ability of speaking and listening.

To train students’ ability of communicative.

3.Sensibility and Value

To enable to help each other in communication.

Ⅱ.Teaching Key Points

Key vocabulary.

Target language.

Ⅲ.Teaching Difficulties

Pair work.

Grammar focus.

Ⅳ.Teaching Methods

Listening and speaking methods.

Communicative approach.

Ⅴ.Teaching Aids

A projector.

A recorder.

Ⅵ.Teaching Procedures

Step Ⅰ

Greet the class and check the homework.

Step Ⅱ

Learn the new words.

Show the three new words on the screen.

organize v.组织；安排

bike /baIk/,/baIk/ n.自行车；单车

you’ll=you will

Read the words to class and ask them to repeat.

Step Ⅲ 2a

Activity 2a encourages students for key words in an exchange.

Read the instructions.

Play the recording, asking students to complete the task.

Check the answers, playing the tape again. Stop at the answers.

Answers

Step 3 a.3 b.1 c.2 d.6 e.4 f.5

Tapescript

Andrea: Hi, Mark. I want to have a class party. Will you help me organize it?

Mark: Sure, Andrea. I can help you .So when shall we have the party?

Andrea: Let’s have it today after class.

Mark: No, today is too early. If we have it today ,half the class won’t come.

Andrea: Okay, let’s have it tomorrow.

Mark: Hmm...There’s a test tomorrow. Students will leave early to study for their tests. Let’s have it on the weekend.

Andrea: Okay, let’s have it on Saturday afternoon. We can all meet and watch a video.

Mark: No ,I don’t think we should watch a video. Some students will be bored. Let’s play party games.

Andrea: Okay, good idea. Can you organize the party games?

Mark: Sure ,I can do that. And can you make some food for us?

Andrea: Yes, that’s no problem.

Step Ⅳ 2b

This activity provides practice in listening for specific information.

Read the instructions. Ask better students to answer some of the questions from memory.

Then play the tape again.

Ask students to complete the task on their own.

Check the answers. Encourage students to give their answers in full sentences.

Answers

Half the class won’t come.

Students will leave early to study for their tests.

Some students will be bored.

Mark is going to organize the party games.

Andrea is going to make some food.

Step Ⅴ 2c Pair work

This activity gives students a chance to use prompts to role play the conversation.

First ask two students to read the sample dialogue.

Sa: OK, when is a good time to have the party?

Sb :Let’s have it today.

Sa: If we have it today, half the class won’t come.

T: Good. Thank you. Now work with your partner .Look at the chart above and role play the conversation between Andrea and her friend.

After a while, ask a few pairs of students to practice their conversations for the class.

Step Ⅵ Grammar Focus

Review the grammar box. Ask students to say the statements and the response.

Tell students when they talk about consequences, they can use the word will to show what is going to happen.

Step Ⅶ Optional activity

Ask students to work in small groups. Ask each group to write down as many sentences like those in the Grammar Focus as they can. See which group can think of the most sentences. Count how many each group has. Have the groups read their sentences to the class. Write original sentences on the board and discuss the sentences with the class.

Step Ⅷ Summary

This class we learnt the target language .And we did a lot of listening and writing practice.

Step Ⅸ Homework

Preview the new words on the next page.

Step Ⅹ Blackboard Design

Unit 5 If you go to the party, you’ll have a great time!

Students’ sentences:

...

篇3：新目标第5单元示范教案（全单元）The Fifth Period(新目标版七年级英语下册教案教学设计)

Ⅰ.Teaching Aims and Demands

1.Knowledge Objects

(1)Key vocabulary

to play or not to play;realize;choose;hurt;champion;make a living;billions of;all the time;look up to;be able to;lawyer

(2)Reading passage

(3)Writing practice

(4)Oral practice

2.Ability Objects

To train reading ability of students.

To train writing ability of students.

To train students’ ability of communication.

3.Sensibility and Value

To raise students’ interest of learning English.

Ⅱ.Teaching Key Points

Key vocabulary.

Reading passage.

Ⅲ.Teaching Difficulties

Writing practice.

Oral practice.

Ⅳ.Teaching Methods

Reading and writing methods.

Communicative approach.

Ⅴ.Teaching Aids

A projector.

Pieces of paper.

Ⅵ.Teaching Procedures

Step Ⅰ

Greet the class as usual and check the homework.

Step Ⅱ

Teach the new words.

Show the words on the screen.

professional athlete 职业运动员

dream job 梦寐以求的工作

make a living 谋生；以……为生

all over the world 全世界

get/be injured 受伤

all the time 一直；总是

in fact 事实上

able adj.能够；有能力做某事

be able to有能力做某事

lawyer n.律师

Read the new words to the class and ask them to repeat.Give them a few minutes to remember the words.

Step Ⅲ 3a

This activity provides reading practice using the target language.

First ask students to look at the reading passage.And complete the chart and the circled sentence.Tell students.

Step Ⅳ 3b

Activity 3b provides writing practice using the target language.

Read the instructions.Ask students to look back at Activity 2a and Activity 2b to get ideas for the letter.The article in Activity 3a also contains some ideas that can be used in the letter.

Get students to complete the letter on their own.

Then ask some students to read their completed letters to the class.

Step Ⅴ 3c

This activity provides further writing practice using the target language.

T:Now,for this activity write about your own plans using sentences with “if” and “will”.Please look at the example.I’ll ask two students to read.Who would like to have a try?OK.You two,please.

Sa:Maybe I’ll become a teacher.If I become a teacher,I’ll work with children.I love children,so I’ll be happy.I will also be able to work outside sometimes.But I won’t be famous.

Sb:Maybe I’ll be a lawyer.If I become a lawyer.I’ll be able to help people.But I won’t be able to work outside and I won’t be able to work with children.I think I’ll be a teacher!

T:Thank you very much.Now write about your own plans.Try to tell the truth.

As students work,move around the room offering language support as needed.

At the end ask several students to read their sentences to the class.

Encourage students to read their sentences before the class.Give them little presents to praise them for their courage.

Step Ⅵ 4 Groupwork

This activity provides reading and writing practice using the target language.

First give each student a piece of paper.Then show some sentences on the screen and make sure every student understands what to do.

If I don’t finish my homework,I won’t do well on my test.

If I don’t do well on the test,my parents will be mad.

If my parents are mad,they won’t let me borrow the car.

If I can’t borrow the car.I’ll have to stay at home on Saturday night.

If I stay at home on Saturday night,I’ll be sad.

Get students to work in groups of four.

When they finish,ask several groups to say their stories to the class.

Step Ⅶ Summary

This class we had some reading and writing practice using the target language.Have more practice,and you’ll find English isn’t very difficult.

Step Ⅷ Homework

Write the story of your group down in your exercise books.

Step Ⅸ Blackboard Design

Unit 5 If you go to the party, you’ll have a great time!

circle: underline:

... ...

篇4：新目标第5单元示范教案（全单元）The Third Period(新目标版七年级英语下册教案教学设计)

Ⅰ.Teaching Aims and Demands

1.Knowledge Objects

(1)Key vocabulary

remind; take away ;charity ;event; folk; visit; flower

(2)Target language

-What will you do if you go to the old folks’ home visit?

-If I go to that one, I’ll bring them some flowers.

(3)Writing practice

(4)Oral practice

2.Ability Objects

To train students’ ability of reading and writing.

To train students’ ability of communication.

3.Sensibility and Value

To be interested in speaking English.

Ⅱ.Teaching Key Points

Key vocabulary.

Target language.

Ⅲ.Teaching Difficulties

Writing practice.

Oral practice.

Ⅳ.Teaching Methods

Reading and writing methods.

Communicative approach.

Ⅴ.Teaching Aids

The multi-media.

A projector.

Ⅵ.Teaching Procedures

Step Ⅰ

Greet the class and check the homework.

Step Ⅱ

Learn the new words.

Show the new words on the screen.

Ask students to read the words first and then correct the pronunciation. Read the words to class and ask them to repeat.

Step Ⅲ 3a

Activity 3a provides reading and writing practice using the target language.

For this activity first show the notice on the screen. Ask different students to read the sentences.Then tell students the notice is about a school party.

End of Year Party

I want you to remember the rules for school parties.

Don’t wear jeans!If you wear jeans,we won’t let you in.

Don’t bring food to the party.If you do,the teachers will take it away.

Don’t bring friends from other schools.If you do,the teachers will ask them to leave.

Don’t leave the gym during the party.If you do,the teachers will call your parents.

Don’t run or shout at the party.If you do,you’ll have to leave.

Please bring your ID card.If you don’t have your ID card,you can’t go to the the party.

Then get students to look at the dialogue.Read the dialogue to the class,saying blank each time when coming to a blank line.

Now have students read the notice again and fill in the blanks.

As students work,move around the room offering help where needed.

Then correct the answers.

Answers

1.the school party

2.I’m going to

3.The teachers won’t let you in.

Step Ⅳ 3b Pairwork

This activity provides guided speaking and listening practice using the target language.

T:Now look at the Activity 3b.First I’ll ask two students to read the sample dialogue.Who would like to read it to the class?OK.You two,please.

Sa:I’m going to the school party.

Sb:So am I.Let’s bring some snacks.

Sa:Oh,we can’t do that.

Sb:Really?Why not?

Sa:If we bring snacks,the teachers will take them away.

T:Very good!Thank you.Now work with your partner and use the words in the box and the notice on the screen to make your conversations.Clear?

Ss:Yeah.

T:OK.Now let’s begin.

As students work,move around the room offering help where needed.

At the end ask several pairs of students to say their conversations to the class.

Step Ⅴ 4 Pairwork

This activity provides listening,speaking,reading and writing practice using the target language.

First read the instructions.

Ask two students to read the sample dialogue.

Sa:What will you do if you go to the old folks’ home visit?

Sb:If I go to that one,I’ll bring them some flowers.

Ask another one or two students to suggest other charity events.Tell them they can pick a topic of current interest in the news.

Ask students to complete the task in pairs.Students discuss the events and think of new events and activities.

Get a few students to share sample conversations.List the other events on the board.

Step Ⅵ Workbook

Section A

1)Fill in the missing letters in these words.

1.wear jeans

2.g___ to c___ l___ ___ ge

3.take the b___ ___

4.have a gr ___ ___ ___ time

5.l___ ___ you in

6.ro___ ___ st___ ___

2)Match the sentences.Draw a line.

3)Number the sentences to make a conversation.

B:Maybe you could play basketball at the gym.

1A:I think I’m going to ride my bike.

B:If you do,you’ll uncomfortable.It’s raining.You should stay at home.

B:That’s right.And then I can play,too.

A:If I do,I’ll watch TV.And I hate TV!

B:Right!I could play basketball.If I do,I’ll probably have a great time.

(4)Read the rules.Then complete the sentence after each rule.Use the phrases from the box.

will be late,will laugh at you,will never stop talking,will take it away,won’t study for your test,will tell you to stop(√)

1.Don’t talk in class.If you do,the teacher will tell you to stop.

2.Don’t bring candy to school.If you do,the teacher __________.

3.Don’t watch TV tonight.If you do,you __________.

4.Don’t walk too slowly.If you do,you __________.

5.Don’t wear jeans to the dance.If you do,people __________.

6.Don’t ask about his children.If you do,he __________.

Key to Workbook

Section A

1)

2.go to college 3.take the bus 4.have a great time 5.let you in 6.rock star

2)

2.f 3.a 4.e 5.b 6.d

3)

4 1 2 6 3 5

4)

2.will take it away

3.won’t study for your test

4.will be late

5.will laugh at you

6.will never stop talking

Step Ⅶ Summary

This class we had some listening,speaking,reading and writing practice using the target language.We learnt to use the sentence:“If we...,we’ll...”and “If you...,you’ll...”.

Step Ⅷ Homework

Preview the new words on next page.

Step Ⅸ Blackboard Design

Unit 5 If you go to the party,you’ll have a great time!

A list of other events:

...

篇5：新目标第5单元示范教案（全单元）The Sixth Period(新目标版七年级英语下册教案教学设计)

Ⅰ.Teaching Aims and Demands

1.Knowledge Objects

Self check exercises.

Writing practice.

Just for Fun!

2.Ability Objects

To train students’ ability of self check.

To train students’ ability of writing.

3.Sensibility and Value

To be able to ask for help when having difficulties in learning.

Ⅱ.Teaching Key Point

Self check exercises.

Ⅲ.Teaching Difficulty

Writing practice.

Ⅳ.Teaching Methods

Self check method.

Writing method.

Ⅴ.Teaching Aid

The blackboard.

Ⅵ.Teaching Procedures

Step Ⅰ

Greet the class and check the homework.

Ask students to show their written work.

Step Ⅱ

Self Check 1

This activity focuses on vocabulary introduced in the unit.

Ask students to fill in the blanks with the word given.

Ask students to make five sentences.

Get them to write on their own.

Have five students write their sentences on the board.Correct the mistakes on the board.

Step Ⅲ 2

This activity provides open writing practice using the target language.

First ask students to look at the pictures.Ask them to tell what they see in the pictures.Then have students complete the sentences using their own ideas.

As they work,walk around the room offering help as needed.

When they finish,ask each student to read his/her sentence to the class.

Step Ⅳ Just for Fun!

Just for fun provides reading practice with the target language.

Have two students read the conversation to the class.

Sa:I think I’ll go back to Mars.

Sb:If you do,they’ll laugh at you.

Sa:Why?

Sb:How many Martians dye their hair brown?

Sa:Oh,yeah.You’re right.

T:Thank you.What is wrong with brown hair on Mars?

Step Ⅴ Workbook

Section B

1)Read the conversation.Then complete the crossword puzzle.

A:After high school,I’m going to go to (1 down).I want to play tennis in college.

B:After college will you get a job near home?

A:No,I want to be a (3 across) tennis player.

B:Then you will need an (5 across).

A:I know.And I’ll need a (4 across),too.

B:Do you want to be (2 down)?

A:Not really.I don’t want a lot of (6 across) watching me all the time.

2)Read the letter.Then “True” or “False” for each statement.

1.Gary wants to get a new job. False

2.The new job would probably pay more than $7.00 an hour. True False

3.Ahmet wants Gary to change his job. True False

4.Now Gary works after school and on weekends. True False

5.Ahmet will visit Gary tomorrow. True False

3)Think of a decision a friend is making or might be making.Write a letter giving your advice.Use the structure if you...,you’ll... like the one in the example.

Example: If you go to college,you’ll do very well.

Key to Workbook

Section B

1)DOWN:1.college 2.famous

ACROSS:3.professional 4.lawyer 5.agent 6.fans

2)2.False 3.False 4.True 5.False

3)Answers will vary.

Step Ⅵ Summary

This class we checked the vocabulary we’ve learnt in this unit.And we had some writing parctice using the target language.Next class we’ll have a revision.

Step Ⅶ Homework

Preview the words in next page.

Finish off the workbook exercises.

Step Ⅷ Blackboard Design

Unit 5 If you go to the party,you’ll have a great time!

The sentences of students

1....

2....

3....

4....

5....

Activity and Probe Ⅰ

Reading a line graph(Social Studies)

Study the line graph below and answer the questions.

Twenty years ago,very few American high schools had soccer teams.Most students were interested in baseball,basketball,and American football.However,soccer is quickly becoming the most popular sport in many high schools.The line graph below shows the growth in interest in soccer among boys and girls in one American high school.

1.In which year were there 50 girls on the Newtown High soccer team?

2.In which year were there 50 boys on the Newtown High soccer team?__________

3.How many boys were on the team in 1994?__________

4.How many girls were on the team in 1994?__________

5.Which team had the same number of members for three years on end?__________

6.What was the total number of boys and girls on the teams in ?__________

Activity and Probe Ⅱ

Goal:Review how to talk about consequences.

Materials:Pictures cut from magazines or drawn by the teacher.

Procedure:

Before class prepare a set of eight or ten pictures large enough for all students to see.Each picture should show an activity or event.For example,you might show a picture of a person going to the movies,a person playing with a dog,and a person eating in a restaurant.

Display the pictures where all students can see them.Make a sample statement about each one starting with the words,I think I’m going to....The sentences for the examples listed above might be,I think I’m going to go to the movies.I think I’m going to buy a dog.I think I’m going to eat dinner now.

Ask students to choose one picture and make statements about it starting with the words,If you do....Possible sentences for the first picture might be:If you do,you’ll have a good time.If you do,I’ll go with you.If you do,you’ll get home late.

Ask students to choose one of the pictures and write a sentence about it starting with I think I’m going to....Ask students to follow that sentence with several other sentences starting with the words,If you do....

Allow ten minutes for students to write.Ask students to point to a picture and read the sentences they have written to the class.

篇6：新目标第5单元示范教案（全单元）The Fourth Period(新目标版七年级英语下册教案教学设计)

Ⅰ.Teaching Aims and Demands

1.Knowledge Objects

(1)Key vocabulary

agent;make money;travel;hard;player

(2)Target language

-I think you should go to college.

-But if I go to college,I’ll never become a great soccer player.

(3)Listening practice

Pairwork

2.Ability Objects

To train students’ ability of listening and speaking.

To train students’ ability of communication.

3.Sensibility and Value

To be interested in taking active part in activities in an English class.

Ⅱ.Teaching Key Points

Key vocabulary.

Target language.

Ⅲ.Teaching Difficulty

Oral practice.

Ⅳ.Teaching Methods

Listening and speaking methods.

Oral practicing method.

Ⅴ.Teaching Aids

A projector.

A recorder.

Ⅵ.Teaching Procedures

Step Ⅰ

Greet the class and check the homework.

Step Ⅱ

Learn the new words.

Show the words on the screen.

Get a student to read the new words to class and ask them to repeat.

Step Ⅲ Section B

This activity reviews earlier vocabulary and introduces some new words.

First ask students to read the phrases.Then have students circle the three things that are most important to them.

Get students to complete the work on their own.

Then do a quick check to see which things are most important to students in the class.Ask a student to write the five phrases on the board.Then ask the class,How many students circled are happy?How many students circled go to college?Write the results after each phrase on the board.

Step Ⅳ 2a

Activity 2a gives students practice in understanding the target language in spoken conversation.

T:Now,you will hear two conversations.First a conversation between Michael and an agent.Then a conversation between Michael and his mother and father.You will write A in front of each item the agent talks about and a P in front of each item his parents talk about.Clear?

Ss:Yeah.

T:OK.Now let’s listen to the recording.

Play conversation 1 and conversation 2 the first time.Students only listen.

Then play it a second time.This time ask students to write the letter A and P in front of the correct phrases.

Correct the answers.

Answers

be happy-P

go to college-P

be famous-A

travel around the world-A

make a lot of money-P

Tapescript

Conversation 1

Agent:The Lions are a great soccer team,you know!

Michael:Oh,I know.

Agent:If you join the Lions,you’ll become a great soccer player.

Michael:I’m sure I will.Will I travel much?

Agent:Sure!If you become a Lion,you’ll travel around the world.

Michael:Sounds great.

Agent:It is.And if you work really hard,you’ll be famous.

Michael:Well,I don’t know.

Conversation 2

Father:You shouldn’t join the Lions right now.

Michael:Why not?

Mother:If you become a professional soccer player,you’ll never go to college.

Michael:But I really want to play soccer.I want a job I love.I want to be happy.

Father:Of course you want to be happy,but there are many interesting jobs you’d like.

Michael:But it’s my dream to play soccer!Don’t you think it’s really exciting that I could join the Lions?

Father:Of course it’s exciting.And I know you want to make a lot of money.But money isn’t everything,son.

Michael:I know.But if I don’t do this now,I’ll never do it.

Mother:But don’t you want to get an education?

Step Ⅴ 2b

This activity gives students additional listening practice.

Ask students to listen again and complete the sentences.

The columns on the left are starters.The columns on the right are endings.

For example,If you join the Lions,you’ll become a great soccer player.

Play the recording again.Ask students to write the letters in the correct blanks.

Then correct the answers.

Answers

1.c 2.e 3.a 4.d 5.b

Step Ⅵ 2c Pair work

This activity provides guided oral practice using the target language.

Read the instructions for the activity.

Point to the example in the sample dialogue. Ask two students to read the questions and answers to the class.

Point out the sentence starters in Activity 2b.Say,You can start with these phrases as you have your conversations. Then try to use your own ideas.

Then have students work in pairs. As they ask and answer the questions ,move around the room checking their work.

Call on different pairs to say their conversations for the class.

Step Ⅶ Summary and Homework

This class we have learnt some new words and the target language. What job do you want to do in the future? Do you want to be famous? Do you like to make a lot of money? Go on discussing after class.

Step Ⅷ Blackboard Design

Unit 5 If you go to the party,you’ll have a great time!

be happy

travel around the world

go to college

be famous

make a lot of money

篇7：新目标英语七年级2单元教案(新目标版七年级英语下册教案教学设计)

No. 110 Middle School by Cao Yi

单元整体说明

单元教材分析

本单元围绕“识别物品的所属”，使学生学会询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn’t.”，体会一般疑问句的用法；学习如何写“失物招领、寻物启事”，巩固所学单词的拼写“How do you spell pen? P-E-N.”。通过以上几个方面的学习，既能提高学生解决问题的能力，又能巩固所学知识。本单元与第三单元衔接紧密：由this，that的学习过渡到these, those的学习，由指示一个人、物过渡到指示多个人、物，使学生学会区分远近单复数。

单元知识系统（树）

Is this/that your/her/his pencil? Yes, it is. No, it isn’t.

How do you spell pen? P-E-N. What’s this in English? It’s a pen.

Lost and Found

单元总体目标

运用Using contest guessing的学习策略，引导学生学会询问物品的主人的基本句型；体会一般疑问句的用法；学习如何写“失物招领”，“寻物启事”。

单元教学、难点一览

重点 难点

1. 复习词汇pencil pen book eraser ruler pencil case

2.词汇backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card

3. 句型Is this/that your/her/his pencil? Yes, it is. No, it isn't.

How do you spell pen? P-E-N. What’s this in English? It’s a pen.

4. Lost and Found 话法焦点在于一般疑问句、Lost and Found.

单元学情分析

本单元的主题是识别物品的所属，同时引导学生采用Using contest guessing和Role playing的学习策略，学习新词汇，掌握重点句型，使学生能比较好地解决类似问题（失物招领、寻物启事），既能提高学生解决问题的能力，又能巩固所学知识。

单元教学建议

采用Using contest guessing和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，识别物品的所属，体会指示代词、一般疑问句的用法。

单元课时分配

本单元用3课时教学

Section A用1课时

Section B部分用1课时

Self Check及阅读部分用1课时。

Section A

教学内容

Section A（教材P7-9)

教学目标

知识与能力

本单元围绕“识别物品的所属”使学生学会询问物品的主人的基本句型 “Is this/that your/her/his pencil? Yes, it is. No, it isn’t.”，体会一般疑问句的用法，巩固所学单词的拼写“How do you spell pen? P-E-N.”。提高学生拼写单词的能力。

过程与方法

采用Using contest guessing和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，识别物品的所属，体会指示代词、一般疑问句的用法。

情感态度价值观

该部分学习内容贴近学生的生活，谈论的主题是“识别物品的所属”使学生能比较好地解决类似问题，既能提高学生解决问题的能力，又能巩固所学知识。

教学重、难点及教学突破

重点

重点：使学生学会询问物品的主人的基本句型，体会一般疑问句的用法；巩固所学单词的拼写。

教学突破

Section A通过Find the Owner Game，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。

教学准备

教师准备

制作la部分的插图和人物对话的课件，人物以动画片的形式呈现，将听力部分的内容插入，使学生学会询问物品的主人的基本句型；同时复习单词pencil pen book eraser ruler pencil case，学习词汇backpack pencil sharpener dictionary.

学生准备

复习所学物品的单词，体会一般疑问句的用法，巩固所学单词的拼写；掌握Using contest guessing和Role playing的学习策略。

教学步骤

(1课时）

一、第一教学环节：情境导入

教师活动 学生活动

1.利用插图或实物卡片，让学生将单词与实物相连复习一些单词、学一些生词。然后教师引导学习询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn’t．”。

2.让学生听对话，练习并模仿对话。识别物品的所属。 1.将单词与实物相连复习一些单词、学一些生词。学习询问物品的主人的基本句型”Is this/that your/her/his pencil? Yes, it is. No, it isn't.”。

2.听对话，练习并模仿对话。识别物品的所属。

二、第二教学环节：师生互动

教师活动 学生活动

1. 播放2a部分的录音让学生听，引导学生通过听录音熟悉物品名称“pencil pen book eraser ruler pencil case”，完成2a,2b部分的教学任务。

2. 引导学生重复他们所听到的，模仿对话，识别物品的所属，完成2c部分的教学任务（Is this/that your/her/his pencil? Yes, it is. No, it isn't.）。

3. 概括语法点。 1. 通过听录音熟悉物品名称” pencil pen book eraser ruler pencil case”，完成2a,2b部分的教学任务。

2. 重复所听到的，模仿对话识别物品的所属，完成2c部分的教学任务（Is this/that your/her/his pencil? Yes, it is. No, it isn’t）。

3. 熟悉语法点

三、第三教学环节：操练、巩固

教师活动 学生活动

引导学生复习3a表中的26个字母；然后练习36中的对话操练句型“How do you spell pen? P-E-N. What’s this in English? It’s a pen”。 复习3a表中的2b个字母；然后练习3b 中的对话操练句型”How do you spell pen? P-E-N. What’s this in English? It's a pen.”。

四、第四教学环节：做游戏

教师活动 学生活动

通过Find the Owner Game，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。培养猜测、推断的能力。 通过Find the Owner Game，学会询问物品的主人的基本句型，体会一般疑问句的用法。提高猜测、推断的能力。

本课总结

本课采用Using contest guessing和Role playing的学习策略，利用教学图片来展开课堂Pairwork, Find the owner Game的口语交际活动，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。培养猜测、推断的能力。同时进行听力训练，培养学生口语交际能力。

板书设计

Unit 2 Is this your pencil?

Section A

Words: pencil pen book eraser ruler pencil case backpack pencil sharpener dictionary

Drills：Is this/that/your/our/her/his pencil? Yes, it is. No, it isn’t.

How do you spell pen? P-E-N.

What’s this in English? It’s a pen.

Grammar：Is this your/her/his …? Yes, it is. No, it isn't.

Is that your/her/his…？Yes, it is. No, it isn’t.

问题探究与拓展活动

找主人：课前教师收集一些学生的物品并展示，问学生这些东西是谁的；先询问几个学生某些物品是谁的，然后把名字填在表格里，再让学生互相询问。这种活动可练习运用what特殊疑问句和yes/no问句进行物体所属的问答。

练习设计

随堂练习设计

从B栏中选出A栏各句的答语。

A B

( )1. What's this in English? A. Nice to meet you, too.

( )2. Is it your dictionary? B. P-E-T-E-R.

( )3. I'm Gina. Nice to meet you. C. Yes, it is.

( )4. What’s your last name？ D. It's an ID card.

( )5. How do you spell it? E. Smith.

KEYS: 1.D 2. C 3. A 4. E 5. B

个性练习设计

比比看：把两个同学铅笔盒里的文具混在一起。然后请他们分别挑出自己和同伴的物品，看谁花的时间最少。在做这种练习时，可要求学生采用自言自语的方式，即一边挑物品，一边运用“This is my…. That’s her/his…”句型进行描述，这样可练习物主代词和指示代词的用法。

Section B

教学内容

Section B（教材Pl0-11）

教学目标

知识与能力

重点内容是学习一些物品名词，学习如何写“寻物启事和失物招领”，同时复习“询问物品所属”的句型。既可以提高学生遇到类似挫折时的解决问题的能力，又能巩固所学的知识。

过程与方法

运用Pair work, Group work、写“寻物启事和失物招领”的活动方式，引导学生进行看、读、问答训练，巩固所学知识。培养口语交际的目标，加强听、说能力的培养。

情感态度价值观

该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，极易于激发学生的主动性和学习兴趣。培养学生拾金不昧的精神和助人为乐、团结友爱的品德。

教学重、难点及教学突破

重点

复习词汇pencil pen book eraser ruler pencil case

学习词汇backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card.

教学突破

写“寻物启事和失物招领”，画图猜测物品。

教学准备

教师准备

利用录音使学生学习一些物品名词，并引导学生进行Pair work，学会询问“What’s this? It's a … . How do you spell watch? W-A-T-C-H.”；引导学生写“寻物启事”和“失物招领”，画图猜测物品，巩固所学内容，培养学生动脑、动手的能力及拾金不昧的精神和助人为乐、团结友爱的品德。

学生准备

学习一些物品名词，了解写寻物启事和失物招领的内容和格式。

教学步骤

（1课时）

一、第一教学坏节：看单词连物品

教师活动 学生活动

1. 引导学生将单词与物品相连，形成直观记忆。

2.引导学生进行Pair work，操练句型“What，s this? It’s a …．How do you spell watch？W-A-T-C-H.”，完成1b中的学习要求。 1. 将单词与物品相连，形成直观记忆。

2.进行Pair work，操练句型”What' s this? It’s a … . How do you spell watch？W-A-T-C-H.”，完成1b中的学习要求。

二、第二教学环节：听、写物品名词

教师活动 学生活动

1．听录音引导学生圈出所听到的单词。

2．听录音引导学生写出所听到的单词。

3．引导学生进行Pair work. 1．听录音圈出所听到的单词。

2．听录音写出所听到的单词。

3．进行Pair work。

三、第三教学环节：写“寻物启事”和“失物招领”

教师活动 学生活动

1. 引导学生看3a部分的“寻物启事和失物招领”，圈出物品名词，了解写寻物启事和失物招领的内容和格式。完成3a的学习要求。

2. 引导学生看3b部分的条子。

3. 引导学生写“寻物启事和失物招”. 1.看3a部分的“寻物启事和失物招领”，圈出物品名词，了解写寻物启事和失物招领的内容和格式。完成3a的学习要求。

2. 看3b部分的条子。

3. 写“寻物启事”和“失物招领”。

本课总结

利用录音使学生学习一些物品名词，并引导学生进行Pair work，引导学生写“寻物启事”和“失物招领”、画图猜测物品，巩固所学内容，培养学生动脑、动手的能力及拾金不昧的精神和助人为乐、团结友爱的品德。

板书设计

Unit 2 Is this your pencil?

Section B

Words：backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card key eraser ruler book

Drills：What’s this？it’s a … . Is it a watch？Yes，it is．No，it isn’t.

How do you spell watch? W-A-T-C-H.

Lost and Found

问题探究与拓展活动

1. 失物招领

2.寻物启事：试着为你丢失的东西写一份寻物启事。

练习设计

随堂练习设计

重新排列字母，组成单词。

1. necpd _______ 2. searre __________ 3. bapackck __________ 4. yrsro ___________

5. nictodiary _________ 6. allbbksea __________ 7. tawhc ________ 8. oclsho _________

9. grin ________ 10. yek _________

Keys 1. pencil 2. eraser 3. backpack 4. sorry 5. dictionary 6 . basketball 7 ．watch 8. school 9. ring 10. key

个性练习设计

教师可先向学生提出问题：如果别的同学错拿了自己的东西或自己找不到自己的东西，该怎么办？教师提出问题后，让学生分组进行讨论并记下自己的想法；然后让学生将每组中所有学生的想法进行分类，每组选派一名学生向全班进行阐述；教师再将学生的主要想法收集起来，并记在黑板上。

Self Check

教学内容

Self Check＆reading (教材P12)

教学目标

知识与能力

复习词汇backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card key eraser ruler book引导学生自我评价并建立个人生词表；

复习“询问物品所属”的句型。

过程与方法

运用Using contest guessing和Role playing的学习策略。

首先，通过听说读写检测使学生了解自己掌握了那些词汇。

其次，将未掌握故生词收人35页的Vocab-Builder中。

第三，引导学生看3中的图，编写对话操练“Is that/this your …？”。

情感态度价值观

该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，极易于激发学生的主动性和学习兴趣。

教学重、难点及教学突破

重点

复习词汇backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card key eraser ruler book；

复习“询问物品所属”的句型。

教学突破

引导学生看3中的图，编写对话操练“Is that/this your…?”

教学准备

教师准备

制作1、3部分的课件、补充一些内容（针对能力强的学生）。

学生准备

收集本单元中尽可能多的单词进行自测。利用Lost and Found操练“Is that/this your…?”。

教学步骤

(1课时）

一、第一教学环节：自我测评

教师活动 学生活动

引导学生进行自我检测，完成自我评

估，并欣赏Just for Fun！ 进行自我检测，完成自我评估，并欣赏

Just for Fun！

二、第二教学环节：语音规则

教师活动 学生活动

引导学生看3中的图，编写对话操练“Is that/this your…?”。 看3中的图，编写对话操练“Is that/this your …?”。

本课总结

引导学生进行自我检测，完成自我评估；利用词汇表将生词进行归纳整理记忆利用3中的图，编写对话操练“Is that/this your …?”

板书设计

Unit 2 Is this your pencil?

Self Check

Words: backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card key eraser ruler book

Drills: Is this/that your backpack? No, it isn’t. Yes, it is.

问题探究与拓展活动

多种多样的教学法：

语音教学：模仿操练；词汇教学：演示讲解、情景操练、反复使用；

口语教学：互相操练、对话练习、交际活动；阅读教学：回答问题和填空练习；

听力教学：图文配对和对话选择；

写作教学：听写词句、填空造句、模仿写作；

语法教学：总结规律、模仿操练。

练习设计

随堂练习设计

写作。

1. John在学校大门口丢了手表，请帮助他写一个寻物启事。他的电话号码是：495-3537.

2. Mary捡到两枚戒指并把它们放到失物招领箱中。请帮助她写一个失物招领启事，找到失主。

个性练习设计

找物品的主人：将你所熟悉的同学或教师使用的物品展示在你面前，请你找出物品的主人。

活动流程

(1) 教师将课前收集的物品展示给学生，先询问：What’s this in English? 让学生回答：It's a…，直到学生弄清楚是什么物品；

(2)在学生弄清楚是什么物品之后，再问他们这些东西是谁的：Whose is this/are these…？

(3)从每组中选出一个学生，询问他们某些物品是谁的。

(4)A后让每组中的学生互相询问物品的主人：Is this/that your…？No, it isn't.／Yes，it is.

(5）当所有的学生都傲完后，和他们一起确认这些物品的主人，并归还给他们。

(6)最后给每组的学生代表的回答评分，看谁猜中的数量多。

教学探讨与反思

典型例题选讲

根据下表中的人物姓名，选用正确的物主代词填空。

Ask Answer

1. What’s your name？ My name is Sonia．

2. What’s ________ name? ______ name is Tim.

3. What’s _______ name? ______ name is Kate．

4. What’s your teacher’s name？ ______ name is Liu Yun.

5. What’s the bird’s name？ _______name is Polly.

本题主要考察第三人称物主代词的用法。His他的，指男性；her她的，指女性；its它的，指事物。所以答案为：2. his 3. her 3. her 4. its

篇8：新目标英语七年级6单元教案(新目标版七年级英语下册教案教学设计)

No. 110 Middle School of Chongqing By Cao Yi

Unit 6 Where are the jazz CDs？

单元整体说明

单元教材分析

本单元的核心内容是用英语问路及谈论爱好，因此本单元的主要交际功能项目为“asking for and giving directions”and“talking about favorites，’本单元通过在音乐节Music Festivals）上问路，让学生在问路与指路的同时，又掌握了本单元中出现的音乐名词（Names of musical styles, such as jazz, pop, country）。在Section A中的3 ,4和1a,lb,2a,2b,2c为谈论自己的爱好，学生可当堂表演。

单元知识结构

词汇

名词：jazz, pop, country，dance, video, floor，！！section, group，singer, sound，fan，are, direction, culture, palace, hall, painting, gate

形容词: classical, traditional, amazing, awful, bad, western

副词： upstairs

词组：not bad，and so on

句型：

1 Where’s the pop music?

Go upstairs and turn right．It's next to the jazz.

2 What's your favorite kind of music, Judy?

My favorite kind of music is...

语法：

1. Where are the jazz CDs?

Go upstairs /Go straight and turn right /left．

They are between the pop and the country

2 The use of the sentences structures．

单元整体目标

1．Master the vocabulary．

2．Master and use：Where are the country CDs？

Go upstairs /Go straight and turn right /left.

They are between …and …／next to… behind …

单元教学重难点一览

重点 难点

I The vocabulary．

2 The Grammar． 1 Asking for and giving directions.

2 Talking about favorite.

单元学情分析

本单元与前几个单元的学习自然衔接，继续学习询问和指点方向，而且与学生愿意接触的“音乐“有关，很大程度上能调动学生的学习积极性。

单元教学建议

听、说、读、写全面训练，在说写的基础上，充分借助听力材料和补充阅读材料，训练学生的听力阅读水平。

a口语训练：本单元的口语活动主要是询问和指点方向及谈论爱好，教学时可以将学生分组设置情景〔例如问学校里的某个地方，最喜欢的歌等）展开训练。

b阅读训练：教师要求学生在阅读完SelfCheck中的3后，除了可以在地图上找出正确的地点外，还要培养学生猜测个别生词词义的能力。

c写的训练：写是检查学生英语水平的重要手段，写的训练要在听、说、读训练的基础上进行，任务型的写的训练有助于培养学生综合运用英语解决实际问题的能力。设计如“目标调查”这样的练习，把听、说、读与写的训练结合起来。

第一步，要求学生写几句话，谈谈他们喜欢的歌曲类型，歌手及歌曲。例如：

My favorite kind of music is country, and The Smith Family is my favorite group …

第二步，小组活动。

1提问：一个学生向另一个学生提问，了解对方的爱好。例如：

A：What’s your favorite kind of music?

B：My favorite kind of music is country.

A：Who’s your favorite country group?

B：My favorite group is The Smith Family.

A：……

2朗读：学生朗读自己的爱好。

单元课时分配

本单元4课时：

Section A（一）1课时

Section A（二）1课时

Section B（一）1课时

Section B（二）1课时

Section A（一）

教学内容

Section A中la．lb．lc．2a．2b．2c Grammar focus

教学目标

知识与能力

1、Match the vocabulary: jazz，classical，dance, pop，country, upstairs，video，floor, section,

2、Master and use：Where’s the jazz music？

Go straight /upstairs and turn left／right．It' s next to…／behind... /between…and…

过程与方法

学生在前几个单元已经学会了询问和指点方向，能自然地与本课知识相连接。通过“Where’s the jazz music?”引入创设情景，引起学生的兴趣。并借助媒体来调动学生的积极性。

情感态度价值观

明确相关音乐分类的英文表达法，巩固方位感的表达方式。

教学重、难点及教学突破

重点

1、The vocabulary

2、language points:

Where’s the jazz music?

Go straight /upstairs and turn left /right. It’s next to … / behind …/between…and …

难点

1 Asking for and giving directions

2 Kind- of music

教学突破

1对于本课的单词短语通过卡片、实物来强化记忆。

2 Language points的学习，借助于Where is……？的练习和课件的图画来使其形象化。

教学准备

教师准备

录音机、磁带、课件、光碟

学生准备

1、预习生词和课文。

2、带自己最喜欢的光碟或歌曲带。

教学步骤

教学步骤、时间 教师时间 学生活动 媒体应用

Step 1

Organization (1’) Organize Ss by greeting each other. Greetings

Step 2

Free talk (2’) Ask the student

1. “who is on duty?”

If there’s a student who doesn’t come, then ask.

2. “Is everyone here?”

3. “Where is he/she?”

4. “Why he/she isn’t here today?” The student who is on duty answer.

Step

Presentation 20’ 1. Ask eight Ss to come to the front of the room and stand in two rows, leaving a few feet between Ss. Let the other Ss ask and answer questions about “Where is …? “He is between…and…”

“Where is…?” “She is behind…?/next to…”

2. Tell the Ss “Do as I told you”.(point to a student) “Wang Ming, go straight/go ahead, and then turn left, then turn right.” Let the Ss follow the directions. 学生模仿练习(impairs)

并表演

“Where is …” “He is between … and …”

“Where is …”

“She is behind …/ next to …

学生模仿表演(in pairs)

A student do as the other student told him/her.

go straight/go ahead, and then turn left, then turn right.”

3. Let the Ss practice in pairs using the CDs they have brought.

Such as one student ask “Which kind of music do you like best?”

Let the other Ss answer.

“Jazz or Country or Dance or pop or classical music.”

4. Let the Ss look at the Section A (la)

Ask the Ss to tell what they see.

Guide Ss to understand that the pictures shows different types of music. (Point: teach the new word “upstairs” with a picture.

At the same time, can teach “downstairs”)

5. Ask Ss to match each picture with one of the words on the left. Say “Write the letter of each picture. next to the words on the left”. Point out the sample answer.

Check the answer. (Answers: 1b, 2c, 3d, 4e, 5a)

6. (For 1b) Draw a set of stairs on the board. At the top of the stairs, write “jazz” in a box at the eight.

Write the three conversations on the Bb, then read it as you use your fingers to “walk” up the stairs and turn left to the “jazz” section. Then ask various Ss to come to the front of the Bb to read the other conversations, at the same time, use their fingers to walk to each section mentioned.

Play the recording the first time.

Play the recording the second time. This time, ask the Ss to listen to the recording and write the number of each conversation in the correct box. Point out the Sample answer.

Correct the answers.

(Answers: From left to right: 3, 2, 1)

7. (1c, Pair work)

Point to the conversations in 1b and ask Ss to read after you.

Use the stairs you drew on the board earlier. Erase the words you wrote before and write in the words “country” and “pop” to the left of the stairs, “dance” straight ahead of the stairs and “jazz” and “classical” to the right of the stairs.

8 (For 2a)

Ask four Ss to come to the front of the classroom. Arrange the Ss so that one is in the middle and the others are to the left of, to the right of, and behind the first student. Then describe the location of the Ss using the words “behind, next to and between”. For example, “Li Peng is behind Zhou Wen. Cao Ying is next Zhou Wen is between Cao Ying and Cong Zheng.”

Letn the Ss look at the pictures. Ask Ss to tell what they see in each picture.

Ask Ss to match each numbered sentence with one of the pictures. Say “Write the letter of each picture next to the correct sentence.

Check the answers. 小组表演

One student ask “Which kind of music do you like best?” Let the other Ss answer “Jazz or Country or Dance or pop or classical music”

到黑板前表演，并用手指按照所说的指引方向。

“Where’s the dance music?”

“Go straight and turn left.”

“Where’s the classical music?”

“Go upstairs and turn right.”

Ss listen to the tape carefully

Ask Ss to match each numbered sentence with one of the pictures 多媒体放映图一

录音机

(The answers are 1a, 2c, 3b)

9 (For 2b)

First, tell the Ss that suppose they are clerks of a music store, if someone asks them the directions, what they should do?

Notices

注意CDs和 videos 中的s 发的[z] 解说在以元音或浊辅音([z], [v], [dv]除外)结尾的名词后读[z]。

例如：play [pleiz], doogs [z].

10 Ask Ss to work in pairs. Suppose one student is a clerk of a music store, the other is asking him/her for different kinds of CDs, show her the Ss listen to the tape carefully and label the map of the CD store Ss write them down

分角色扮演

directions by looking.

At the map at Page 36, 2b.

Step 4

Practice (6’) Pairwork

Practice the conversations by looking at the screen and pictures on the Bb, ask and answer questions about other places in the pictures. Ss practice the dialogue in pairs “Where’s the pop music?” “It’s …” 多媒体放映 2a, 2b

Step 5

Just for fun (5’) 1. Ask all Ss to read the conversation. Have Ss identify the two characters in the cartoon.

2. Ask pairs of Ss to present the dialogue to the rest of the class.

3. Ask Ss to play both roles.

Work in pairs

Step6

Summary (2) 1. Summary the language points of this lesson.

2. Words and phrases of this class.

3. Language points.

Step 7

Test (4’) 同“练习设计 Do it by themselves.

Step 8

Consolidtion (4’) 1. Let’s Ss keep the Grammar Focus in their hearts.

2. Ss practice the Grammar Focus in pairs by looking at the pictures on the Bb.

Practice in pairs.

Homework (1’) Practice the dialogues according to the pictures on Page 35 and 36

本课小结

本节课学习了10个生词，和？句式的练习运用及学习了。通过本节课的学习，学生能熟练的用英语询问和指点方向，也能用英语说出不同类型的音乐。

问题探究与拓展活动

本节课主要学习问路、指路和各种类型的音乐。学生掌握后，可以问学生如果别人问路而他不知道时该如何办？本课的拓展活动为Shelf - Check中的Just for fun,同时增进本课所学。如：

When’s the pop music／dance music?

Where are the country CDs／jazz CDs?

I don’t know! You don't? No, I don’t. I don't work here.

练习设计

随堂练习设计

按要求做题

downstairs（反义词） videos,

将下列词组翻译成英语。

在…的旁边 在…和…之间 上楼 下楼

一直往前走 向右转 爵士音乐 古典音乐

个性练习设计

翻译下列句子：

1、流行乐在哪里？上楼后向右转。在舞曲的旁边

2、舞曲在哪里？上楼后一直往前走。它在流行乐和乡村乐的旁边。

3. 乡村乐碟在哪里？他们在舞曲碟的旁边

4. 爵士乐碟在哪里？它们在乡村乐的旁边。

板书设计

Unit 6 Where um the jam CDs？

1, Where’s the pop music? go straight

Go upstairs and turn right. go upstairs-go downstairs

It’s next to the dance music. pop music

2,Where are the country CDs? Between …and …

They are behind the jazz CDs．turn right／left

Section A（二）

教学内容

Section A中3,4以及Self check中1,2两部分

教学目标

知识与能力

1. Match the vocabulary : group, singer

2. Master and use：What’s yaw favorite kind of music？

My favorite kind of music is country．

过程与方法

通过“What’s Bob’s favorite kind of music?”引入创设情景，引起学生的兴趣。并借助多媒体来提高学生的主动性，让其大量练习。

情感态度价值观

在上节课的基础上，对于音乐分类的表达和指点位置更加熟练，运用自如。

教学重、难点及教学突破

重点

1. The vocabulary．

2. language points: What's your favorite kind of music？

My favorite kind of music is country．

Who's your favorite group?

My favorite group is The Smith Family．

难点

The language points

教学突破

在摹仿的基础上逐渐能用单词替换的方式熟记表达法。

教学准备

教师准备

录音机、磁带、课件、光碟

学生准备

预习生词和课文。

将自己最喜欢的歌手或乐队列出，并将其歌曲分类。

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization(1’) Organize Ss by greeting each other.

Step 2

Free talk (2’) Ask the students

1. “Who is on duty?”

If there’s a student who doesn’t come, then ask

2. “Is everyone here?”

3. “Where is he /she?”

4. “Why he/she isn’t here today?” Answer.

Step 3

Revision (5’) 1. Draw a set of stairs on the Bb, at the top of the stairs, write “dance” in a box, and “pop” in a box in its right, and “country” on its left, behind the pop box write “jazz”, and behind the country box write “classical”

2. 2. Let the Ss works in pairs, practice the dialogues by looking at the picture. Ss work in pairs

1. “Where’s the pop music?” “Go upstairs and turn right. It’s next to the dance music.”

2. “Where’s the jazz music?” “Go straight and turn left. It’s …

3. …4. …

Step 4

Presentation (15’) 1.处是些听风的一张图片，问学生 “Who is he?”

Let the Ss answer. Then say: “Yes, you’re right, he is xie tingfeng.”

Ask a student “What is he? /What does he do?” (student can answer in Chinese.)

“Yes, he is a singer.” Teach the word ‘singer’.(sing-singer)

2. 让学生无人一组谈论

“Who is your favorite singer?”

“Who is your favorite group?”

“What’s your favorite kind of music?”

Let the Ss write their answers in the chart on the book (SectionA, 4)

3. Ask a student the other four’s favorite singer/goup/kind of music. eg, ask Wang Ping:

“Who is Li Ming’s favorite singer/group?”

“What’s Li Ming’s favorite kind of music?”

4. Let the Ss work in pairs. Ask the other three Ss in their group their favorite singer/group/kind of music.

5. Let a student describe the musical tasts of the other Ss in thir groups. Such as: Liu Fang’s favorite kind of music is dance, and his favorite singer is Sun Yue.

6. Tell the Ss “If I’m student A, if I want to know what Bob’s favorite kind of music is, what should I ask?” “Yes, I should ask ‘What’s favorite kind of music?’”

7. Ask the pairs to continue on their own.

Move around the room monitoring the progress of the pairs.

8. Go over the answers.

The answer are:

Bob: classical The Boston Orchestra

Carla: jazz Boys from Brzil

Mary: dance Patsy Street

Joe: country The Smith Family

Ss answer: ‘He is Xie Tingfeng.”

Answer my question in Chinese or English

Ss work in group of

five.

“Who is your favorite singer?”

“Who is your favorite group?”

“What’s your favorite kind of music?”

Ask the other’s favorite singer/group/kind of music Work in groups.

Ss describe the musical tastes of the other Ss in their group.

Ss listen carefully

Work in pairs

Student A in each pair look at the chart on Page 37. Student B look at e the chart on Page92

Ask and answer

“What’s Bob’s/Carla’s/Mary’s/Joe’s favorite kind of music?” and so on. 多媒体放映

Step5

Consolidation（6’） Give Ss five minutes to consolidate the language points by practicing the dialogues which this class have learned in pairs. Work in pairs.

Step 6

Summary

(2’) Summa the language points of this lesson.

Show the teaching aims. Ss read after the teacher. 多媒体放映

Step 7

Test(8’) Self Check1, 2.

Ask Ss to check all the words they know.

Ask Ss to find out the meaning of any words they don’t know. They can do this by reviewing to unit, asking the teacher, asking their classmates, or using dictionaries.

Ask Ss to write five new words in their Vocabulary on Page 106.

After Ss to have recorded their new words, ask to have recorded their new words, ask them to share their lists with other Ss.

2. 同练习设计 Check all the words they know.

Find out the meaning of any words they don’t know.

Work in groups.

Homework

(1’) 1 Practice the dialogue in pairs after class.

“What ‘s your favorite kind of music?”

“Who’s your favorite singer/group?”

2 预习Section B 中的1a, 1b, 2a, 2b, 2c.

本课小结

本节学习了2个生词和What's your favorite kind of music？及Who's Bob's favorit group/singer句式的练习和运用。通过本节课的学习，学生能熟练地用英语谈论自〔喜欢的歌词和乐队。

教学探讨与反思

教师通过展示明星卡片，来引起学生的兴趣，通过对自己喜欢的歌手和乐队的谈论，（例如小组谈论“Who is your favorite singer？’’“Who is your favorite group？’

”What's your favorite kind of music？’），引导学生联系实际，谈论一下当前国内－些较为流行的音乐，歌手及乐队等．

练习设计

(A类学生全做，B类学生只做1)

1按要求变换下列句子。

(1) My favorite kind of music is country.（划线提问）

(2) Bob’s favorite group is the Smith Family．（划线提问）

(3 ) My mother's favorite singer is Cheng Long.（划线提问）

2在横线上填上适当的介词

(1) Please look ______this page．

(2) Work ______small groups. Ask your classmates ______ their favorite groups or singers.

(3) Where's the pop music？It's next ________ the dance music．

(4) What's your favorite kind ______ music?

板书设计

Unit 6 Where are the jazz CDs

1 What’s Bob’s favorite kind of music? sing-singer

His favorite kind of music is … in small groups

2. Who’s Carla’s favorite group? Look at

Her favorite group is …

教学内容

Section B中1a, 1b, 2a, 2b, 2c

教学目标

知识能力

1. Master the vocabulary: amazing awful bad Latin sound

2. Can talk about singers or musical groups

过程与方法

学生在本单元Section A中已学过不同风格的音乐如;jazz music, dance music, classical music等，已具备了学习本课的初步知识，课前通过放不同风格的乐曲录音来导人新课，让学生通过听录音后的感受，来谈论他们喜欢的歌手或乐队。

情感态度价值观

教育学生学会欣赏不同风格的音乐，陶冶他们的情操。

教学重、难点及教学突破

重点

1 The vocabulary

2 Language：Talk about singer or musical groups

难点

Talk about singers or musical groups

教学突破

1. 本课学习的单词主要是一些表示感情色彩的形容词，可通过丰富的表情演示来学习

2. Language放音乐录音，让学生边听边谈

教学准备

教师准备

录音机、磁带(不同风格的音乐磁带)课件

学生准备

预习生词，收集自己喜欢的歌手或乐队的资料

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step l

Organization

（1’） Organize Ss by greeting each other

Step 2

Free talk(2}） Ask the student:

1 “Who is on duty?“

2 ”What’s your favorite kind of music?”

3“Who’s your favorite singer/ group?” The student talk about something

Step3

Presentation

（15'） la:

1．Focus attention on the three faces：

Guide students to understand the meanings of the three faces: the snide face means“I like it“．The middle face with no smile means “I don’t like it or dislike it”. The frown face means “I don’t like it” 读单词并根据单词意思做出不同的表情

2．Then call attention to the list of words. Say each one and ask student's to repeat then talk about what it means．

（借助面部表情及声音来解释单词并让学生根据不同的单词做出不同的表情）

3．Ask students to draw the correct face on the line to each word． Draw the correct face

on the line．

1b：

1．Play a piece of dance music let students listen then ask them：Do you like the dance music?

Guide the students to answer:

“Yes，I do. It’s awful．” Then play another type of music, such as classical, jazz, country and so on

2．Ask each student to make a list of three singers or musical groups then ask them to work on pairs：

A: Do you like the Latin Sound?

B：No，I don’t．They’re awful．

C：Do you like?

D: Yes，I do．No, I don’t.

2a:

1．Let the Ss look at the chart and the pictures of the four students，tell them they will listen to recording of these four persons．Write the name

of each person’s favorite kind of music/favorite groups/singer and Description word in the blank under their photo，Then play the recording the first time, Ss only listen

2. Play the recording again．This time students listen and write their answers in the chart． Listen the music and

answer the question．

Make a list

Work in pairs

Do you like?

Yes …

No, ….

Listen to the cording

Listen and write.

Look at the chart．

Listen and complete

the chart．

2b Play the

tape

录音机

录音机

1. let Ss look at the chart on the right, tell them that we will listen the recording again. listen and complete the chart.

2. Play the tape，students write the favorite group or singer and the description words in the chart．

Step 4

Practice

(5’） 2c:

Tell the students: This activity we will work in pain，you are Mike and your deskmate is Judy. Have a conversation about music like 2b. Talk about the music in pairs

Step 5

Summary

(2'） 1．Words and phrases of this class

2. Language points talk about singers and musical groups. Talk about the music in pairs

Step 6

Consolidation

(8'） Show the pictures of Tian Zhen, Na Ying.，Sun Nan，Beyound group，Yuquan and play their music,

let the students talk about them. Look, listen and talk 课件

（二）

Step 7

Homework(1’） 1．预习Section B中句3a,3b,3c

2画张学校的平面图

本课小结

本节课学习了5个生词和Do you like? What's your favorite句式的练习和运用。通过本节课的学习，学生能更加熟练地用英语谈论自己喜欢的歌词和乐队。

教学探讨与反思

通过对国外某些歌手和乐队（Who’s your favorite singer/group？What’s your favorite kind of music?）的谈论，引导学生联系实际，谈论一下当前国内一些较为流行的音乐，歌手及乐队等．

练习设计

（见课件Test）

板书设计

Unit 6. Where are the jazz CDs?

1 amazing, awful，bad， 3 Do you like The Latin

great sound，terrible， No，I don’t．They’re awful /fantastic

2 What' your favorite... 4 Do you like Livinia Casey？

My favorite…is… Yes，I do．She's cool．

Section B（二）

教学内容

Section B中3a，3b，3c，4和Self Check中3．

教学目标

知识与能力

1. The words（three skills）: direction，culture, palace, area，western，eastern，hall，traditional，and，painting, by, and so on，gate

2. Master: How to give directions to the places that people ask you.

过程与方法

学生在第一课时就已经学会指引方向，已具备了学习本课的知识，这是第一课时的进一步学习。通过询问学生其学校所在地来引人创设情景，让学生有身临其境之感。需大量练习口头表达，同时提高学生的英语阅读能力。

情感态度价值观

正确表达各种情绪：

喜欢，不喜欢等等。

教学重、难点及教学突破

重点

1 The vocabulary

2 How to give directions

难点

How to give directions．

教学突破

1、对于生词学生只要会读、说、听就可以了，学生通过查阅字典或问老师或问同伴来自己解决，提高学生的自学能力。

2、对于方向的指引，通过大量的练习和课件的图画来突破解决。

教学准备

教师准备

课件

学生准备

预习生词和课文。

教学步骤

教学步骤、时间 教师活动 学生活动 媒体应用

Step 1

Organization

（1’） Organize Ss by greeting each other.

Step 2

Free talk

(2'） Ask the students：

1．”Who is on duty?“

2．”What's your favorite kind of music?“

3． “Who’s your favorite singer / group？” Students answer my questions

Step3

Presentation

（15’） 1．”Now，pop music fans，listen carefully，if you，here“．（Start with a circle and label it．“You are here”）

Read the first set of instructions，draw a map of the pop store．

For example，when you read the words “Go straight’，draw an arrow straight up.

When you read the words “Turn left at the classical music’，

draw a box and label it‘classical music’，Then continue your first arrow around this box to the left．

Let Ss draw a map on the exercises books．

At the same time，let the other Ss look at the country music section, draw a map．in groups of four.

Let Ss work in groups of four，check the accuracy of the map by reading the instructions as their fingers through the map．

2．（3b），First，let the Ss look at the Big Sound music store map Point to each section of the store and ask Ss to read all the labels on the drawing.

Then ask Ss to fill in the missing words by themselves．

（As Ss work，the teacher can move around the room monitoring progress and answering any questions they may have．）The third，ask the Ss to check each other' s

won，and the teacher check the answers Pop music fans draw a map on their Exs books．

Draw maps

Ss work in groups of four．

Ss use their fingers to trace the path．

to the classical music section． 多媒体

投影地

图

3，Let the Ss write directions to the jazz/dance/country/pop sections. They can use the same kind of sentences.（As Ss work，the teacher can move around the mom monitoring progress and answering any questions they may have．）Ask Ss to check each other's work．Then

check the answers． Write directions 多媒体

投影地

图多媒

体投影

Step 4

Practice

(7’） From each group to be the first to give directions to be a location somewhere in the school．Tell the students that the first student to correctly guess the answer takes the next turn．

Self check(3a)

1．Let the students read the article by themselves．Find out the words that don't know list it. They can learn them by looking them up the directions or asking the teacher or the classmates or looking at the books．

2．Let the students read the words they don’t know after the teacher. Summa, the language points of this unit．

（见小结）

见练习设计。 Work in groups

Ss do the activity 多媒体

投影学

校平面

图

本课小结

本节课还是主要练习了问路与指路，同时在selfcheck中接触到了一些生词，学生只要做到会听、说就可以了。

问题探究与拓展活动

本节课中，可以让学生在知道west一western，east ---eastern的同时，自己找出表示方向的名词转换为形容词时在其后面直接加ern就可以了。（例如south一southern, north一northern, southeast一southeastern northeast一northeastern，…等等。）并出训练题，如个性练习。

练习设计

随堂练习设计

用适当的介词填空：

1．Direction _____ the Country Music section.

2．Turn left _____ the classical music

3．Pop music is _____ jazz and dance.

4．Look _____ the Big Sound music store map．Then fill ______ the blanks．

5．The classical music is next ______ the country music．

6. Welcome ________ the Culture Palace．

7．You can listen _______ classical music ______ Area E．

8．There you can see the traditional paintings ______ Qi Baishi．

个性练习设计

用所给词的适当形式填空。

1．We have a _______ (west) section，the left，and on ______ （east)section on the right．

2．a _______ （northeast）wind（东北风）

A _________（southeast）wind（东南风）

3．the _______ States of the U.S.A.（south)（美国南部各州）

4．The _______ （north)States of the U.S.A

注：解说表示方向的n.＋ern就成了形容词

板书设计

Unit 6．Where are the jazz CDs?

Go straight west一western

Turn left at the east一eastern

pop section. south一southern

The classical music is north一northern

next to the country southeast一southeastern

music northwest一northwestern

教学探讨与反思

在本单元的教学中，多数学生能按照老师的要求掌握好大纲的内容，而且本单元的内容与学生的生活息息相关，在现实生活中经常遇到，也经常谈论。通过小组练习、讨论，练习“Where’s the jazz music？” “It's …”. “What’s your favorite kind of music？”“It’s …” ”Who's your favorite singer？……多数学生掌握得相当好。但是学生的自主学习能力尚待提高。

篇9：新目标英语七年级8单元教案(新目标版七年级英语下册教案教学设计)

一．教学目标：本单元主要学习日期的表达方式。通过围绕生日进行互相问答式的讨论，掌握英语表达年、月、日的单词和句型，能够熟练地谈论各种有关日期的话题，询问表达年龄的句型。可以询问节日的表达法。

二．语言目标：掌握以下句型

1．When is your birthday ? My birthday is November 11th .

2．How old are you ? I’m thirteen years old .

3．What events do you have at your school ?

We have an Art Festival each year .

4.Do you have a pop concert ?Sorry ,I don’t know .

5.When is the school trip ? It’s in April .

6.When were you born ? I was born in ….

三．学习策略：

角色扮演

自我评价

四．课时安排：

课时1： p47-p48 2c

课时2: p482d-p49

课时3: p50 Section B-p51 3b

课时4: p51 (4) groupwork-p52 selfcheck

五．教学步骤：

Period One

1. Showing the students a large calendar.

Teaching the words : when , January , February , March , April , May , June , July , August , September ,October , November , December.. birthday.

2. T: When is your birthday ?

S1: My birthday is -----

T: When is his /her birthday ?

S2: His /Her birthday is ----

Teaching : first , second , third , fourth , fifth , sixth , seventh , eighth , ninth , tenth , … , twentieth , thirtieth,twenty-first -----

3. Training the ordinal numbers together .

4. Listening to the tape recorder of 1a . The students try to remember the words of the months .

5. Listening to 2b conversations and number them 1-3.

6. Pairwork : Practise the conversations “When is your/his /her birthday ?” “…”

7. 2a. Listen to the recorder several times and repeat them.

8. Ss try to find the rule of the ordinal numbers and the teacher writes them on the Bb.

9. 2b,2c : Listen and match the names , months , days.

10. Homework: Workbook , Copy new words and setences.

Period Two

1. Duty report,

Review words of the months and the ordinal numbers .

2. T: When is your birthday ?---When were you born ?

S: My birthday is …. ---I was born in /on …

3. Help the students to learn the festivals of the year .

The students discuss them while the teacher write some of them on the Bb .

4. Pairs work : Practise “ When is your birthday ? / When were you born ? ’ How old are you ?…

5. 3a : Point out the conversations and read with students , practise“How old are you ?”

Point to the three ID cards ask questions about them .

6. 3b: Pairwork

First students make their own ID cards . Then pairs ask and answer.

7. Dictate the sentences .

8. Homework : Workbook , 评价手册 ,让学生制作家人生日卡。

9. If there is time , the whole class play games about birthday , age , name one by one.

Period Three

1. Let the students say out their family members’ names, birthdays , ages ,

2. Section B

Match the pictures and the events :

1. speech contest d

2. party c

3. school trip b

4. basketball game a

Teaching new words : speech , contest , party , school trip , basketball games , event, art , festival , pop , concert , chorus , lecture , music .

3. Listen and check the events above 1.

4. 2b : Listen again , fill in Joe’s calendar

Write 2b conversation on the Bb . Point to the calendar and show the September and October dates . Students listen to the recorder several times

And fill in Joe’s calendar

5. 2c : Ask two students to read the conversation to the class .

Students pairs do .

6. 3a Pair work

Ask students to do in pairs . Look at p51 3a and p97 , complete the schedule .

7. 3b : Practise the dialogue like the model : School Days , Art Festivals , Chorus Competition , Lecture , English Party .

Yes No I don’t

Know Month Do you like it?

School Day

Art Festival

Chorus

Competition

Lecture

Music Festival

English Party

8. Ask the students in small groups .

9. Ask the students to read the lists to the class .

10. Let the students copy these in their notebook .

11. Homework .

Period Four

1. P51 4 Group work : Write five things about yourself on a piece of paper . Another student will read to the class .

2. Have the students guess who the student is .

3. Self check

1.) Students remember the words

2.) Dictate the words

4. Write the words in the vocabulary builder by the students themselves .

5. Show the pictures of the famous people . Help the students to find their names and their birthdays

6. Home work : Students writing something about themselves including their names , ages , birthdays , the school events etc. .

篇10：新目标英语七年级12单元教案(新目标版七年级英语下册教案教学设计)

No. 110 Middle School of Chongqing By Cao Yi

Teaching Goal:

1. General aims:

A. Talk about preferences

B. Give reasons

2. Particular aims:

A. Language Focus.

Talk about your own favorite subjects and give reasons.

B. Language goals

(1). Master the weekdays and weekends with days.

(2). School subjects: math, science, history, geography, P.E. music, biology, art, computer

(3). Why….? Because …

C. Language structures:

(1). Special sentences: who, why, what, when

(2). I have ….

(3). I like …best means My favorite is …

D. Useful words and phrases:

Words: math, science, history, physical education (P.E), favorite, teacher, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

Phrases: be strict with sb, be strict in sth, make sb adj. finish v-ing, play with, come /be from

E. Grammar language:

(1). Numbers 1-12

(2). Adjectives of quality such as interesting, relaxing

(3). Reasons of the adverbial clause

F. Learning strategies:

(1). Repeating

(2). Practicing

(3). Sequencing

G. Interdiscipinary:

(1). Thought the students must be good at all the subjects. They shouldn’t do well in some subject.

(2). Culture: My hobby …

H. Emotion and manner:

Teaching time: 6 periods Period One pp 71-72 Period Two p73 Period Three p74 Period Four p75 Period Five p76 Period Six test

Teaching procedures:

Period One (pp71-72)

Step 1 Read the words together.

Step 2 activity 1a Match the words with the pictures. Talk about some subjects you know.

Step 3 activity 1b Listen and circle the subjects.

Step 4 activity 1c Pairwork

Practice the conversation with What’s your favorite subject? My favorite subject is ….

Step 5 activity 2a Listen and put the conversation in order. Then read it together.

First ask the students to order the conversation and then listen to the tape and check their answer.

Step 6 activity 2b Listen again to the complete conversation. Match the subjects and the description words.

Step 7activity 2c What do you think? Match the subjects in the first column with the words in the second column.

Step 8 activity 2d Pairwork

Use the information in 2c to make a conversation.

Step 9 Favorite Talk about your hobbits and why. Then write them down according to the information in 2c.

Step 10. Read the passage you wrote just now to your classmates.

Step 11 Read the Grammar focus together.

Period Two (p73)

Step 1 Review the words about subjects according to the subjects about today’s timetable.

Step 2 activity 3a Complete the conversation with the words in the box.

Step 3 reading Read the conversation you completed just now.

Step 4 activity 3b Pairwork

Ask your partner about his or her favorite subject and the teacher. Complete the chart.

Task 1 Survey Ask the students why they like subjects and their subject teachers and then write down the words they talked about.

Step 5 report Report to the classmates the passage you talked about.

Step 6 activity 4 Survey

How well do you know your parents? Complete the chart with your parents’ favorite things. Then talk about your parents with your classmates.

Step 7 Classwork

Do ex. in workbook

Period Three (p74)

Step 1 review the months of year and write them down on the blackboard.

Step 2 Learning the words of week. Pay attention to the order of every day of the week.

Step 3 activity 1a Put these days into the correct order.

Step 4 activity 1b Talk about what subjects you study at school and circle the words in the box.

Step 5 activity 1c Pairwork

Ask and answer questions about the subjects you study at school. Use the correct time preposition.

Step 6 activity 2a Listen write down the school subjects you hear.

Step 7 activity 2b Listen again and complete the chart.

Step 8 activity 2c Pairwork

Make conversations using the information in the chart and write them down on the exercise book. Use the sentence structures with What’s ….? Why do …? Because …

Step 9 classwork

Do Ex. in workbook

Period Four (p75)

Step 1 Check the conversation of the last lesson and read it to classmates.

Step 2 activity 3a Read the following letter. Underline the things Lin Mei likes. Circle the things she dislikes.

Step 3 Teach and read after the tape and explain the passage.

be strict with sb or in sth

make sb or sth adj.

Step 4 Read the letter together.

Step 5 activity 3b Complete Lin Mei’s schedule with the information from 3a.

Step 6 activity 3c Write your schedule for that day in 3b.

Step 7 activity 4 Ask some students in your class about their favorite days. Then write a composition according the chart.

Step 8 classwork

Do Ex. in workbook

Step 9 homework

Make your schedule about some day of the weekdays.

Period Five (p76)

Step 1 Check the students’ schedule.

Step 2 activity 1 Read the words together and talk about their meaning.

Step 3 activity 3 Ask the students to correct the passage.

Step 4 written Write to Zhao Jie and point out his mistakes in the notebook.

Step 5 Classwork

Do Tests and games package

Period Six

Testing (Weekly paper and Nan’an paper)

Note:

篇11：新目标英语七年级3单元教案(新目标版七年级英语下册教案教学设计)

No. 110 Middle School by Cao Yi

单元整体说明

单元教材分析

本单元主要通过谈论“家庭”的话题，学习“介绍人物、识别人物”，学生学会基本句型Is this/that your /her /his sister? Yes, it is/ No, it isn’t．进一步体会一般疑问句的用法；学会运用指示代词“This /That is my/your /her /his friend. These/Those are my/your /her/his friends.”介绍人物, 学会运用人称代词询问人物Is he/she your sister /brother?。通过以上几个方面的学习, 使学生能够以写信谈论照片、画Family tree的方式来了解家庭成员，学会用英语介绍、识别不同的家庭成员；既能促使学生丁解自己的家庭成员，增进家庭和睦，又能促进学生彼此之间的了解，增进友谊。本单元与第四单元衔接紧密：由本单元人物名词的单复数的学习过渡到第四单元的物品名词的单复数的学习井讨论“Where are the things?”。

单元知识系统（树）

Is this/that your/ her//his sister? Yes, it is. No, it isn't.

Are these/those your/her/his sisters? Yes, they are. No, they aren’t.

Is he/she your sister/brother? Yes, they are. No, they aren’t.

Are they your/her/his sister? Yes, they are. No, they aren’t.

单元总体目标

用Personalizing memorizing的学习策略，引导学生学习“介绍人物、识别人物”，进一步体会一般疑问句的用法，学会运用指示代词、人称代伺，培养口语交际的目标，增进家庭和睦，促进学生彼此之间的了解，增进友谊。

单元教学重难点一览

重点 难点

1. 复习词汇father mother boy girl brother this that you’re his her friend

2. 学习词汇parents grandfather grandmother grandparents sister these

Those he she they son daughter cousin aunt uncle great photo love soon very much

3. 句型Is this /that /he /she …? Are they/these/those …? 可数名词的单、复数。

单元学情分析

本单元的主题是不学习“介绍人物、识别人物”，运用Personalizing 和Memorizing的学习策略，使学生能够以写信、谈论照片、画“Family tree”的方式来了解家庭成员，增进家庭和睦，又能促进学生彼此之间的了解，增进友谊。

单元教学建议

采用Personalizing Memorizing和Role playing的学习策略，利用教学图片和制作多媒体课件展开课堂pair work, group work口语交际活动，引导学生学习“介绍人物、识别人物”，进一步体会一般疑问句有用法，学会运用指示代词、人称代词。

单元课时分配

本单元用3课时教学

Section A用1课时

Section B部分用1课时

Self check及阅读部分用1课时

Section A

教学内容

Section A (教材P13-15)

教学目标

知识与能力

Section A主要通过谈论“家庭”的话题，使学生学会“介绍人物、识别人物”的基本句型“Is this/that your/her/his sister? Yes, it is. No, it isn’t.”，进一步体会疑问句的用法；学会运用指示代词“This/That is my/your/her/his friend. These/Those are my/your/her/his friends.”介绍人物，学会运用人称代词询问人物。培养识别、判断能力。

过程与方法

采用personalizing和Memorizing的学习策略, 利用教学图片和制作多媒体课件来展开课堂Pair work, Group work口语交际活动, 引导学生学习“介绍人物、识别人物”，进一步体会一般疑问句的用法，学会运用指示代词、人称代饲。

情感态度价值观

通过谈论“家庭”的话题，使学生了解自己与他人的家庭、家人的一些信息，理解家人；能在英语交流中注意他人的情感；乐于接触并了解异国文化，激发学习的主动性和学习兴趣。

教学重、难点及教学突破

重点

通过谈论“家庭”的话题，使学生学会“介绍人物、识别人物”的基本句型，进一步体会一般疑问句的用法，学会运用指示代词介绍人物，学会运用人称代词询问人物。培养识别、判断能力。

教学突破

使学生学会Personalizing和Memorizing的学习策略，展开课堂Pair work, Group work口语交际活动，谈论照片中的家人。

教学准备

教师准备

制作la部分的插图和人物对话的课件，或自己准备一幅全家福照片（最好是三代同堂），人物以动画片的形式呈现，将听力部分的内容插人，使学生学会“介绍人物、识别人物”的基本句型；同时复习单词father mother boy girl brother this that your his her friend, 学习词汇parents grandfather grandmother grandparents sister these those he she they son daughter

学生准备

复习单词father mother boy girl brother this that your his her friend, 学会“介绍人物、识别人物”的基本句型及personalizing和memorizing的学习策略。

教学步骤

(1课时）

一、第一教学环节：情境导入

教师活动 学生活动

1. 利用插图或实物卡片让学生将单词与图中人物相连复习一些单词、学一些生词。然后教师引导学习“介绍人物、识别人物”的基本句型 “This/That is my /your/her/ his friend. These/Those are my /your/ her/his friends.”

2. 让学生听录音，圈出录音中提到的人物。

3.按顺序讨论图中的家庭成员。 1. 将单词与图中人物相连复习一些单词、学一些生词。学习“介绍人物、识别人物”的基本句型“This/That is my/your/her/his friend. These/Those are my/your/her/his friends.”

2. 听录音，圈出录音中提到的人物。

3. 按顺序讨论图中的家庭成员。

二、第二教学环节：师生互动

教师活动 学生活动

1. 播放2a部分的录音让学生听，引导学生通过听录音熟悉家庭成员的称呼grandfather grandmother grandparent sister brother及姓名，完成2a, 2b部分的教学任务。

2. 引导学生谈论图中人物完成2c部分的教学任务（Is this Jeff? Yes, it is. No, it isn’t. It’s Dave.）。

3概括语法点。 1. 听2a部分的录音熟悉家庭成员的称呼grandfather grandmother grandparents sister brother及姓名，完成2a、2b部分的教学任务

2. 谈论图中人物，完成2c部分的教学任务（Is this Jeff? Yes, it is. No, it isn’t. It’s Dave.）。

3熟悉语法点。

三、第三教学环节：操练、巩固

教师活动 学生活动

引导学生填3a中的空, 然后练习3b中的

对话操练句型“Is he/she/ your sister /brother? Yes, he/she is. No, he/she isn’t.”。 填3a中的空；然后练习3b中的对话, 操练句型“Is he/she/ your sister /brother? Yes, he/she is. No, he/she isn’t.”。

四、第四教学环节：Group work

教师活动 学生活动

通过谈论从家中带来的照片，使学生学会“介绍人物、识别人物”的基本句型，体会一般疑问句的用法。培养识别、判断的能力。 通过谈论从家中带来的照片，学会“介绍人物、识别人物”的基本句型，体会一般疑问句的用法。培养识别、判断的能力。

本课总结

Section A的主要内容是：学习家庭人员的称呼名词:mother father parent sister brother grandfather grandmother grandparents friend；指示代词this that these those的用法；主格人称代词I he she they的用法；名词复数形式的构成和用法；复习Yes/No问句及其简单回答。

板书设计

Unit 3 This is my sister.

Section A

Words: parents grandfather grandmother grandparents sister these those he she they son daughter

Drills: Is this/that your/her/his sister? Yes, it is. No, it isn’t.

This/That is my/your/her/his friend. These/Those are my/your/her/his friends.

Grammar: Is this/that …? Yes, it is. No, it isn’t.

This is…. That is ….

These are …. Those are ….

问题探究与拓展活动

介绍自己的家庭（向同学或朋友）：到同学或朋友家里去拜访，和同学或朋友一起欣赏影集。在介绍自己家庭的时候，便会运用所学的句型：This/That is my… He/She is my … These/Those are my … They’re my …；教师也可让学生把照片带到课堂上进行介绍，然后让其他同学进行转述，又可练习所学过的句型：This/That is his/her … He/She is his/her … These /Those are his/her … They are his/her …。

练习设计

随堂练习设计

写出下列句子的复数形式。

1. This is my friend.__________________________

2. That is his parent. __________________________

3. Is she your sister?_____________________

4. Is this a photo? ________________________

5. No, she isn’t. ___________________________

Keys:1. These are my friends. 2. Those are his parents. 3. Are they your sisters 4. Are these photos 5. No, they aren’t.

个性练习设计

学会用英文称呼家庭成员：这一活动可设计为一个小组活动，通过此项活动不仅帮助学生学会爸爸、妈妈、爷爷、奶奶等家庭成员的英语表达方式，而且帮助学生学会更多的家家庭成员的名称。教师可先让学生在家里学着用英语叫爸爸、妈妈、爷爷、奶奶，然后想一想家庭成员还有谁，用英语怎样说？再让学生带一张自己的全家福照片或自己画的一幅照片，向全班同学介绍自己的家庭，学习和巩固家庭成员的称呼表达法；教师可准备一幅成员比较多的全家福照片，让学生进行介绍，学习所有的家庭成员称呼表达法

Section B

教学内容

Section B (教材P16~17)

教学目标

知识与能力

通过对家谱的了解使学生掌握家庭成员的称呼，并学习如何写介绍家人的短信。这一任务是前面所学的介绍家人的任务的升华，是将口语转化为书面语。先填写家庭树，复习有关的单词；再通过照片（自己的或同学、朋友的）让学生谈论，介绍照片上的人物；最后让他们将介绍的文字记录下来，便形成了短信。

过程与方法

采用Personalizing Memorizing和Role playing的学习策略，先是复习介绍家庭成员的名词；然后谈论照片，复习“介绍家人”的有关句型；再是阅读有关介绍家人的短信，掌握写信的基本格式和方法；最后是让学生自己根据照片学写短信。

情感态度价值观

通过写作练习，为自己或同学的全家福照片写一个介绍，运用所学知识；然后互相交流，取长补短。

教学重、难点及教学突破

重点

复习词汇father mother boy girl brother this that you’re his her friend

学习词汇parents grandfather grandmother grandparents sister brother these those he she they son daughter cousin aunt uncle great photo love soon very much

教学突破

先填写家庭树，复习有关的单词，再通过照片〔自己的或同学、朋友的）让学生谈论，介绍照片上的人物；最后让他们将介绍的文字记录下来，便形成了短文。

教学准备

教师准备

设计家庭树，让学生填写并复习有关的单词，然后谈论照片，复习“介绍家人”的有关句型，最后是让学生自己根据照片学写短信。

学生准备

通过对家谱的了解，掌握家庭成员的称呼并学习如何写介绍家人的短信及设计自己的Family Tree.

教学步骤

(2课时)

一、第一教学环节：情景创设，导入新课

教师活动 学生活动

1.引导学生了解家庭成员之间的关系

2.引导学生先填写家庭树，复习有关的

单词“grandfather grandmother sister brother son daughter cousin aunt uncle” 完成1部分的学习要求 1.了解家庭成员之间的关系。

2.先填写家庭树．复习有关的单词

“ grandfather grandmother sister brother son daughter cousin aunt uncle” 完成1

部分的学习要求

二、第二教学环节：师生互动，学习探究

教师活动 学生活动

1. 播放2a部分的录音，引导学生一边听录音，一边勾出所听到的形容词，完成2a部分的教学任务

2. 再播放2a部分的录青，引导学生根据所听到的内容判断录音内容谈

论的是哪幅画完成2b部分的教学

任务心

3. 引导学生进行Pair work活动．根据示例谈论2a部分所提到的活动，正确实用家庭成员的称呼，完成2c部分的教学任务

4. 引导学生阅读3a部分的信，要求学生画出信中的人物，熟悉家庭成员的称呼并理解其含义，完成3a部分的教学任务。

5. 引导学生先看全家福，再介绍照片中的人物，完成3b部分的教学任务。要求学生正确使用家庭成员的称呼。

6. 引导学生写出自己全家人的称呼，要求学生正确使用家庭成员的称呼，完成3c部分的教学任务。 1．听2a部分的录音，，边听录音，一边勾出所听到的形容词完成2a部分的教学任务。

2. 再听一遍2a部分的录音，根据所听到的内容，判断录音内容谈论的是哪幅画，完成2b部分的教学任务。

3. 迸行Pair Work活动, 根据示例谈论2a部分所提到的活动, 正确使用家庭成员的称呼，完成2c部分的教学任务

4. 阅读3a部分的信，画出信中的人物, 熟悉家庭成员的称呼并理解其含义，完成3a部分的教学任务。

5. 先看全家福，再介绍照片中的人物，完成3b部分的教学任务。要求正确便用家庭成员的称呼。

6. 写出自己全家人的称呼，要求正确

使用家庭成员的称呼．完成3c部分的教学任务。

本课总结

复习指示代词：this, that, these, those的用法；复习主格物主代词；I, he, she. They的用法；复习Yes/No文具极其简单回答；复习和巩固名词复数形式的构成和用法；学习书写英文信件并能用书信介绍自己的家庭。

板书设计

Unit 3 This is my sister

Section B

Words: parents grandfather grandmother grandparents sister these those he she they son daughter cousin aunt uncle great photo love soon very much

Drills: Thanks for …. This is…. That is…. These are ….

Grammar: this, that, these, those, I, he, she, they

问题探究与拓展活动．

如何书写英文书信：英文书信是一种使用十分广泛的应用文，是学生必须要掌握的知识和技能。本部分初步涉及英文书信的写法。教师可先介绍传统的英文书信的格式和写法，然后再联系到目前一种比较流行的书信形式，也就是e-mail (电子信件），学生比较感兴趣，教学的效果应十分明显。

练习设计．

个性练习设计

给一位笔友写信，介绍自己的家庭：给自己的朋友写信应该是中学生必须具备

的一种能力．同时练习写信也可巩固和运用所学的知识。这项活动可设计为小组活动．通过这项活动使学牛华会以正确的英文格式给朋友或家人写信。教师可先准备一封寻找必友的来信，让学生根据来信写一封回信，介绍自己的家人并贴上相片，也可画画；再让学生在小组中交换信件、读信，大家一起改错，互相学习。

Self Check

教学内容

Self Check（教材P18)

教学目标

知识与能力

复习词汇father mother boy girl brother this that you’re his her friend parents grandfather grandmother grandparents sister brother these those he she they son daughter cousin aunt uncle great photo love soon very much

巩固一般疑问句．指示代词．人称代词的用法，培养口语交际的目标。

过程与方法

运用personalizing Memorizing和Role playing的学习策略。在复习教学中，运用听写、提问、对话演练与俭测，促使学生不断地使用所学内容，从而提高他们灵活运用知识的能力。

情感态度价值观

增进家庭和睦，促进学生彼此之间的了解，增进友谊。

重难点

复习词汇father mother boy girl brother this that you’re his her friend patents grandfather grandmother grandparents sister brother these those he she they son daughter cousin aunt uncle great photo love soon very much

教学突破

通过各种复习手段的检测促使学生掌握所学知识，并能使用所学知进行交际活动。

教学准备

教师准备

制作能显示本单元重点词汇和句型的单词图片；设计课后巩固练习的幻灯片。

学生准备

复习所学词汇、句型和语法内容，并进行适当的总结、归类。

教学步骤

(3课时)

一、第一教学环节：情景创设，导入新课

教师活动 学生活动

引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成l部分的教学内容。 进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成1部分的学习要求。

二、第二教学环节：师生互动，学习探究

教师活动 学生活动

1．引导学生在筑词表上进行筑词活动，引导学生采用各种有效途径记忆单词，为以后的进一步学习提供保障，完成2部分的学习要求。

2．引导学生根据图画内容完成对话，并复习所学的目标语言，完成3部分的教学内容。 1．在筑词表上进行筑词活动，学会采用各种有效途径记忆单词，为以后的进一步学习提供保障，完成2部分的学习要求。

2．根据图画内容完成对话，并复习所学的目标语言，完成3部分的学习要求。

三、第三教学环节：合作交流，巩固提高

教师活动 学生活动

引导学生进行Just for fun!游戏活动，复习、巩固所学的Is this／that your／her／his sister? Yes，it is．No，it isn’t．等句型和语法知识。 进行Just for fun!游戏活动，复习、巩固所学的Is this／that your／her／his sister? Yes，it is．N0，it isn’t．等句型和语法知识。

本课总结

通过单词检测．对话练习和游戏等一系列复习手段对所学知识进行系统而全面的复习和巩固，不仅使学生掌握所学知识，更重要的是灵活运用的能力；同时教授学生personalizing Memorizing的学习策略。

板书设计

Unit 3 This is my sister

Self check

Words: father mother parents grandfather grandmother grandparents boy girl brother sister friend son daughter cousin aunt uncle this that these those you’re his her she they

Drills: Is this/that-？Yes/No-

练习设计

随堂练习设计

阅读理解。

根据短文内容判断正误，正确的写T，错误的写F。

My name is Helen. I am twelve. I'm a schoolgirl. I study Chinese. I like Chinese very much.. My family lives in Chicago (芝加哥) . We have four rooms. My family is not his. We are five- grandfather, father, mother, sister and I. My little sister, Jane is only six years old. She doesn’t go to school. My mother is very beautiful and my father is cool. My parents work in Chicago. My grandfather is old and he doesn’t work. I love my family very much.

( )1. Helen is a school girl of twelve.

( )2. There are four people in her family.

( )3. Her sister is also a school girl and she is six.

( )4. Her parents work in New York.

( )5. Helen’s mother is beautiful.

( )6. Helen’s grandfather is old but he still works.

( )7. Helen loves her family.

( )8. Helen studies Chinese in to China.

Keys: 1-5 TFFFT 6-8 FTF

个性练习设计

活动内容 采访：了解同伴的家庭和朋友。以一名记者的身份采访你的一个同伴，了解他／她的家庭和朋友。在班主汇报采访过程和结果。

根据汇报的效果评选出“优秀记者”。

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