七年级英语教案及教学反思UNIT
【简介】感谢网友“八嘎王子”参与投稿，下面小编为大家带来七年级英语教案及教学反思UNIT（共14篇），希望大家能够受用!
篇1：七年级英语教案及教学反思UNIT2
七年级英语教案及教学反思UNIT2
教案示例
Unit 2 Why do you like koala bears?
一．教学目标：
谈论自己的喜好；
询问他人的喜好；
能够谈论喜爱某种动物的理由；
做出自己的行动计划。
二．教学向导
语言目标
学习策略与思维技巧
重点词汇
使用like的一般现在时句型
使用like的一般现在时的疑问句，并做出肯定和否定的回答。
使用what 和like的特殊疑问句
名词的单复数的使用
通过讨论，做出推理与判断，培养综合分析能力
tiger, elephant, koala bear, dolphin, panda, lion, penguin, giraffe,
smart, cute, ugly, intelligent, friendly, beautiful, shy, kind of, very, Africa, China
语言结构
语言功能
跨学科学习
Present tense to like
Yes/No questions and short answers
And/but
Adjectives of quality
Why do you like koala bears?
讨论喜好
陈述理由
文学：鼓励学生创作，根据自己调查的资料和感受写出对保护动物的理解
三．重点句型
Why do you want to see the pandas?
Because they’re cute.
Why does he like the koala bears?
Because they are kind of interesting.
What animals do you like?
I like penguins. They are cute.
What other animals do you like?
I like dogs, too.
Where are lions from?
They are from Africa.
四．教学步骤：
Step 1: Lead-in
Show parts of animal’s bodies by slide show, let students guess what animals they are.
Then students show the pictures of all kinds of animals they found before class, and do a brief introduction of the pictures.
Step 2: Task one: make a survey: what animals do your group mates want to see?
Listen to the tape and finish Section A, 2a and 2b;
Ask group mates what animals they want to see in a zoo, fill in the chart as below:
Name
Favorite animals
Why
Lucy
Pandas, monkeys
cute and friendly; smart and naughty
Presentation: show their pair work
report: Lucy wants to see pandas. She thinks pandas are very cute and friendly…
Step 3: Task two: make decision what animals your group wants to see in a zoo.
1. choose the most popular three animals in one’s group;
2. listen to the tape, finish Section B, 2a and 2b;
3. make a plan when you go to a zoo with your group mates.
Give a dialogue sample:
Boy: Where do you want to go now?
Girl: Let’s see the elephants.
B: The elephants? Why do you like elephants?
G: Oh, they’re interesting. And they are really intelligent.
B: Yes, but they are ugly, too.
G: Oh, Tony! So, where do you want to go?
B: Let’s see the pandas. They are kind of cute.
G: Oh, yeah. I love pandas. They’re beautiful. But they are also kind of shy. Where are they?
B: They’re over there on the left, just across from the koala bears.
Step 4: Task three: We are going to the Beijing zoo for Autumn Outing, draw the order your group see animals at the zoo and state your reasons.
Group work:
1. draw a map of the zoo like the picture on P7; (according to the map of Beijing zoo)
2. mark the order your group see animals;
3. state the reasons like: Lucy, Mary and I like pandas best because they are lovely and beautiful, so we go to see pandas first. Then…
Step 5: Homework: Task:
If you have a wild animal zoo, what animals do you want to put in your zoo?
Draw a map of your zoo and state why you have these wild animals.
教学点评及反思：
一．环节设计思路：
本课以游戏形式的猜动物名称引入，首先让学生通过游戏中的练习，尽快熟悉各种动物的英文名称。然后导入到三个链状承接的任务上。第一个任务通过听力引入本课的'第一组重点句型，即询问喜欢何种动物及其原因。然后在同学中做一个调查，看看大家都喜欢些什么动物以及喜欢的原因，为第二个任务积累资料。任务二是真实任务前的模拟，让学生从大家喜欢的动物中挑选两至三种安排小组去动物园的参观路线。真实任务是来源于对秋游的设想，打算组织学生去北京动物园，分小组活动，要求各小组有自己的参观计划，必须明确列出参观各种动物的顺序以及原因，并根据地图说出大致的方位。课堂完成任务后，课后任务对课堂的延伸和巩固，因此选择了学生较感兴趣的野生动物问题，同时兼有美术和生物学科的学习，一举多得。
二．课后反思：
本课设计上思路非常明晰，由潜入深，教师带领着学生一步一个脚印，渐渐进入任务，让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，有趣又实用，学生的参与非常热烈。教师对课堂的把握非常到位，收放自如。不足之处在于野生动物的话题过于广泛，教师可给与适当的指导，提供方向性的资料利于学生课下任务的完成。
教案点评：
本课以游戏形式的猜动物名称引入，让学生熟悉各种动物的英文名称。然后导入到三个链状承接的任务上。课堂完成任务后，选择了学生较感兴趣的野生动物问题，对课堂进行延伸和巩固，同时兼有美术和生物学科的学习，一举多得。本课设计上思路非常明晰，由潜入深，让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，有趣又实用。
篇2：七年级英语教案及教学反思UNIT1
特殊疑问句
个体、群体思维；
看图作答；
交换信息；
Post office; library; hotel…
Between; on; next to；across from…
语言结构
语言功能
跨学科学习
There be 句型
Where句型的问答
询问路线
指出方位
通过绘画激发学生学习兴趣
教学过程 设计：
Steps
Teacher’s activity
Students’ activity
Preparation
Brain storm
Look at some pictures and know the words of these places
Look and read and learn
Ppt.
Task I pair work: Is there ….
Aim
Use ‘there be’ sentences, familiar with the new words
1
Read and match the new words in 1a
Read and finish the work
Picture
2
Show the target language:
Is there a bank near here?
Look at the sentence and the answer
3
Ask Ss to talk about the places in the picture
Pair work to talk about the places and streets
篇3：七年级英语教案及教学反思UNIT1
七年级英语教案及教学反思UNIT1
教案示例
Unit 1 Where’s the post office? Period I
教学目标：
1、掌握表示地点的词汇；
2、掌握where 引导的特殊疑问句；
3、能够简单地描述地点方位；
4、能够画出简单的示意图。
教学向导：
语言目标
学习策略与思维技巧
重点词汇
表示地点的词汇
where 引导的特殊疑问句
个体、群体思维；
看图作答；
交换信息；
Post office; library; hotel…
Between; on; next to；across from…
语言结构
语言功能
跨学科学习
There be 句型
Where句型的问答
询问路线
指出方位
通过绘画激发学生学习兴趣
教学过程设计：
Steps
Teacher’s activity
Students’ activity
Preparation
Brain storm
Look at some pictures and know the words of these places
Look and read and learn
Ppt.
Task I pair work: Is there ….
Aim
Use ‘there be’ sentences, familiar with the new words
1
Read and match the new words in 1a
Read and finish the work
Picture
2
Show the target language:
Is there a bank near here?
Look at the sentence and the answer
3
Ask Ss to talk about the places in the picture
Pair work to talk about the places and streets
Pair work
4
Move around the room and give support as needed
Talk to each other
5
Ask pairs of students to show their works
Pairs of Ss show their works
Check out the conversations
Task II Listening comprehensions
Aim
Familiar with the prepositions in the sentences
1
Look at the picture in 2a and explain the prepositions
Look and learn
Write on the blackboard
2
Listen to the tape for two times
Fill in the blanks and know the meaning
Recorder
3
Move around the room and give support as needed
Write down the answer
4
Check the answer and point out the mistakes
Check the answers
Task III group work: our school
Aim
Use the target language and familiar with our school and places
1
Teach some more words to the Ss and read
Learn the new words
Pictures
2
Ask Ss to draw a picture of our school and to introduce it
Draw the picture
3
Move around the room and give support as needed
Discuss in groups and finish the picture
4
Ask Ss to show their works and talk about it
Introduce their works
Task IV pair work: talk about the pictures
Aim
Use ‘where’ question, and know how to answer it.
1
Target language: where is the bank?
Learn the sentences
2
Ask Ss to talk about the pictures
Pair work to talk about the places
Ss’ pictures or the picture in 1a
3
Move around the room and give support as needed
Discuss in pairs and
4
Ask Ss to show their works and perform it
Show the conversation with the picture
Homework
Draw a picture of your neighborhood and write a short passage to introduce it
教学反思：本单元的主题是方位，所以很多地点的名词是学生单词突破的重点，与学生的`生活相结合，要扩充一些词汇，如学校的教学楼、操场，社区里的饭店、医院等，让学生学到的句子能够用的灵活。介词表示的方位应该讲解清楚，这样学生才能更加明确的表述各个建筑所处的位置。这些知识不能死板的传授，一定要在任务中完成，让学生不知不觉地学习目标语言。图片的展示能给学生更立体的感受，更加明确空间位置关系。运用画图的辅助形式，激发学生的兴趣，能够达到更好的效果。
教案点评：
本单元的主题是方位，地点名词是学生单词突破的重点，与学生的生活相结合，扩充一些词汇，明确的表述各个建筑所处的位置。围绕这几点设置了四个活动，利用多媒体素材，以任务型的教学模式来完成整个教学。其中图片的展示能给学生更立体的感受，更加明确空间位置关系。运用画图的辅助形式，激发学生的兴趣，能够达到更好的效果。
篇4：英语教案教学反思
（一）
本堂课是《新标准英语》三年级起点第二册Module 9 U2 的教学内容。本课的重点就是have got/has got 的一些用法。 那么用什么方法才能激起学生学习本课的兴趣呢？ 我一直在苦思冥想， 我参考了教学参考书， 又上网搜集和参考了其它资料， 感觉还是没有找到引起学生兴趣点的内容。 明天就要上新课了， 该怎么导入新课呢？ 到放学了， 一直未果。 忽然我看见了学生背上的书包， 眼前一亮， 第二天， 我是这样导入新课的：铃声一响，我背着一下新书包神采飞扬地踏进教室，我的这种装束立即引来了学生好奇的目光，眼睛里带着迷惑和猜疑。 然后我告诉同学们“I have got a new bag. There are many things in my bag. what are they in it ? Do you want to know? Let’s guess. 然后让学生用学过的句型Have you got……？ 进行竟猜，如果同学们猜到的东西， 我就说”Yes, I have got …… ”， 如果没有， 我就说“No, I haven ’t got…… ”。 此目的是为了让学生复习巩固学过的句型“Have you got……？ ”从而也引出了本堂课要学的内容“I haven ’t got …… ” . 学生们异常兴奋，纷纷进行猜想，课堂气氛达到了高潮。这样就在玩乐中复习了学过的内容，引出了要学的新内容。
篇5：英语教案教学反思
一、兴趣是最好的老师。
当一个学生对某种学习产生兴趣时，他总是积极主动而且心情愉快地去学习，不觉得学习是一种沉重的负担，并且常常掌握得迅速而牢固。小学英语教学主要是让学生在听中学、说中学、做中学、玩中学，这样才能调动学生的学习兴趣，调动起学生学习的积极性。才能使学生想学、善学、乐学。
二、好奇心和求知欲是激发学生自主学习愿望的源泉。
学生学习的最大愿望是什么？毫无疑问，就是求知欲和好奇心，它们是培养和激发学生学习愿望的奠基石。只有把学生的求知欲和好奇心激发出来，那么他们就会主动去学习和发现问题， 强烈的求知欲会产生学习的愿望，而获取知识后的喜悦又会促进产生求知欲。 在我多年教学实践中，我认为创设问题情境是一个非常有效的方法，创设问题情境，能让学生从这些情境中引出好奇心，引起他们的疑惑、惊讶，这样最能产生求知欲和学习兴趣，产生学习的愿望。
三、创设真实的问题情境，让学生在真实的语境中感受语言。
“学源于思，思起于疑”。激疑才能引起学生的好奇心，才能引起学生的积极思维。语言的学习最好的方式是在具体的教学情境之中，让学生感知语言，并在感知的过程中自己领会到语言的真谛。尤其对小学低年级的学生而言，教师若能在具体的情境中进行教学，学生自然而然就理解了语言的本质，无需教师过多的解释。
在教学中创设问题情境，是一项重要的教学策略，它在课堂教学中是开启学生智慧之门的钥匙。而一个好的问题情境，往往能够激起学生强烈的问题意识和探究动机，引发学生积极思考，。因此，老师在新课改的教学实践中应研究学习情境创设的策略，把学生要学习的内容转化为问题情境，引发学生主动参与求知的欲望。
四、设置悬念，诱发学生主动思考。
特别是在导入新课的时候，老师可以结合具体的教学内容适当设置悬念，通过悬念的设置使学生集中注意力，激发学生学习的热情和探索的欲望，促进学生的思维活动。悬念的设置并不是固定在教学的某一时刻，随时都可能成为悬念设置的最佳时机，这需要老师灵活地把握和巧妙地运用。
五、设置幽默，为课堂增添新鲜剂。
学生都喜欢幽默的老师，老师幽默风趣，学生就特别愿意与你交流，可以使师生之间建立起一种比较融洽的关系。富有幽默的教学，不但能活跃课堂气氛，引人入胜，而且能加深学生对知识的记忆。，激发和提高学生的学习兴趣。
通过这堂课，我深深地体会到：好的开始是成功的一半。一场好戏要有个好的序幕，一堂好课，也要有个好的开头。因此教师要通过多种手段和方法，激发学生的学习兴趣，以兴趣为支点，让学生乐学、善学、会学，学而忘我，乐此不疲。
篇6：英语教案教学反思
课堂导入是上好一节课的关键，好的课堂导入，可以激发学生的学习兴趣，提高学生的课堂学习效率。导入的方法有很多，通过半年的实习，我总结如下：
1、情境导入法。即根据教学内容的需要，创设一定的情境，让学生在教师的引导下不知不觉中进入主题。这种方法的优点是直观、形象、引人入胜。
2、谈话导入法。这种方法是通过教师和学生间的问与答来实现的，其特点是直接、明确，通过师生间的互动来活跃课堂的气氛。在周五讲解SHOPPINGG一文前，可以问周末学生有何计划，当提到购物时，简单做一个角色扮演。（教师）：“What can I do for you?（学生）：“I would like to buy ----”将购物简单地做一个复习，同时直接引出本单元主题----SHOPPING，并进一步结合课文内容，进行购物方面的语言训练。这样，就在师生间的一问一答中引出了课题。
3、复习导入法。复习导入法是教师在讲授新课之前，故意让学生复习一些与所授新课内容相关的知识点，以帮助学生回忆，更好为引入新授课题服务。这个方法一般不常运用，因为新课改之后的各篇文章都能独立成篇，内在联系并不很大，只有复习内容和新授内容有较大联系的基础上才能借用。
4、预习提问导入法。教师在课前布置预习内容，特别是让学生明确几个关键点，然后再在课堂上有针对性地提问，使学生不自觉地进入学习状态。这种方法能使学生对所学内容有较充分的心理 准备，并培养学生的自学能力，养成良好的学习习惯。
5、介绍名人轶事导入法。教材中有些课文内容与政界名仕、商业巨子、历史名人等有关，教师课前可准备一些趣闻轶事讲给学生听，笔者就给学生讲述了他在大学时期的一些趣闻和后来辍学经商的故事，并告诉学生要经商也要先考进大学校门，学生大笑后，我们开始了新课程的学习。
6、音乐导入法。好的音乐、歌曲既能给人以美的享受，又能使人振奋，催人上进。所以，几分钟的音乐欣赏会使学生迅速进入角色，起到意想不到的效果。例如，在学摇滚乐来华演出的文章之前，播放着名的英国所演奏的歌曲，从学生对歌曲的感受中导入要讲的主旨和内容。
英语课堂导入要注意的几个问题：
1.要注意时间不宜过长，若导入时间延长过多，就会使导入显得冗长，从而影响整节课的进程。
2.“导”无定法，切忌生搬硬套。对于不同的教材和教学内容，应采用不同的课堂导入方式；即使同一教材、同一教学内容，课堂导入对不同的班级也要有不同的导入设计，对于同一个班级来讲，课堂导入的方法也要经常变换，这样才有利于保持学生的新鲜感。
3.如果只重视课堂导入，而忽视其它环节，那么，再精彩的课堂导入也不能达到预想的结果。
4.课堂导入时要注意针对性。首要前提是必须引起学生的注意力，明确课堂教学的目的。不能为了“导入”而“导入”，只追求形式，走过场，导入的目的是调动学生的积极性，点明课堂教学的主要内容，讲清楚课堂教学的目的，为讲授新课作好铺垫。
课堂讲授反思：
一、教师在教学的过程中首先要把握重难点。我认为这是教学中对教师最重要的要求。如果无法很好的把握重难点。则会对重点知识的讲授蜻蜓点水，导致学生也无法分清重难点。学生在学习的`过程中把大量的时间花费在零散知识上，而忽视了重之之重。教师为了更好的把握重难点就要认真的研读教材，仔细研究教学参考，并且做好教学反思，从同学们的错误中反馈自己的失误，不断地摸索和探索。
二、其次语法讲解一定要清楚，透彻。在讲解重点语法的过程中，教师要多举例子，并且要学生造句子，不能光停留在枯燥，抽象的讲解过程中。
三、应加强学生的对话强度，鼓励不开口说英语的学生开口。有些学生是对自己不自信，是因为曾经对话的过程中，出现失误却被老师尖刻的言语刺伤，所以当学生出现错误的时候应微笑着让他坐下，然后再纠正错误。有些同学的对话可能会脱离现实生活，但只要开口说英语就要鼓励。
四、在教学过程中应以学生为主体。整个课堂是学生在开口说而不是老师在干巴巴的讲授。尤其是教材的最后一部分，阅读部分。要使同学们在默读的前提下做课本上要求的练习题，也可以确定几个话题，学生用英语进行讨论，锻炼他们用英文思考的能力，运用所学语言的能力。课文3a部分教材给出了一篇文章然后学生进行阅读，并且每篇文章后面都有若干个问题，在这一部分一定要让学生在默读的前提下独立完成回答问题。锻炼他们的应试能力。
五、培养学生们的课文背诵能力。严格要求学生要背诵下来课文。这样可以培养他们的英语语感。
六、用竞赛式的激励教学，提高学习效率和课堂质量。通过上课的提问、背诵课文、即兴表演、实物展台展出作业等对四大组进行量化评比。在黑板上画苹果，下课后评出第一在班内综合评比栏中加分，给予精神奖励。英语课堂教学中的评价，及时给予学生表扬和鼓励，()增强了学生的自信心，上课学生热情高，勇于举手，勇于发言，敢于去说去练。组与组之间竞争激烈，也促使学生自主学习，提前去攻克难点。使学生在轻松愉快而又热烈紧张的状态下，很快就学习掌握了英语知识。
七、小组合作学习，提高课堂效率。在检查个小组对话的练习成果时，我没有一组一组的提问检查，而是让各组小组长去检查所负责的小组，然后将各组情况汇报给我。这样既了解到各组的练习情况和薄弱学生，又节省了时间。
师生互动反思：
在教学过程中，注重与学生沟通，让学生消除对英语学习的恐惧感，只有对英语感兴趣，才能保持英语学习的动力并取得好成绩。刻板的学习，不仅会影响英语学习的效果，适得其反让他们厌恶学习英语。因此创造宽松、和谐的学习氛围有利于英语学习。
1）尊重每个学生，积极鼓励他们大胆的尝试。
要培养学生的创造个性，仅停留在创设教学情境上是不够的。教师首先要具有创新的精神，注重创设宽松、和谐的教学氛围，尊重学生个体，注重抓住一切时机激发学生创新的欲望，注意对学生的学习行为和学习结果、反应等做出客观、公正、热情、诚恳的评价……
2）鼓励学生大声的朗读课文并背诵，使自己听的见自己的声音，渐渐做到流利，顺畅。促进学生互相学习，互相帮助，体验成就感。
3）对于底子薄的或性格内向的同学，降低他们的学习标准，当他们取得一点小小的进步，都要鼓励他们，让他们感到有成就感。
4）差生上课时注意往往不够集中，我就将教材化难为易，化多为少，精讲多练，课堂上尽量创造愉快的氛围。差生由于羞怯心理往往怕开口，我尽量将难易适度的问题去问他们。我总是面常笑容地说：“very good”，他们往往因得到这两个激动，这样差生开口的习惯慢慢的养成。一学期下来，差生的参与意识大大地加强，消除了畏惧心理。
5）建立良好的师生关系，经常和学生一起反思学习过程中的不足，并加以改正。
教和学是一对矛盾，作为矛盾双方的教师和学生如何和谐融洽师生关系，对完成教学至关紧要。如果他们对某个老师有好感，他们就对老师的这门课感兴趣并分外重视，肯下大气力学这门课。如果他们不喜欢某一位老师，由于逆反心理，他们也就不愿学或不学这位老师的课。所以，教师要深入学生，和学生打成一片，了解学生的兴趣，爱好，喜怒哀乐情绪的变化，时时处关心学生，爱护学生，尊重学生，帮助学生。这样，师生才能关系和谐，感情融洽，寓教于乐。
课堂提问反思：
由于我带的两个班的英语基础都很差，课堂气氛不活跃，学生很少主动回答问题。因此，教师的课堂提问技巧显得尤为重要。
1、学会鼓励、夸奖学生，调动学生的积极性。有的学生很爱回答问题，但就是回答得不准确。这时，我们不能打击学生的积极性，一定要多引导和鼓励，让学生树立信心，找到问题的根源。二班的女生学习很好，但就是性格很内向，不善于表达。这时，我们要根据不同学生的性格特点，有的放矢的进行教学。
2、分层次提问，照顾到大多数学生。提问的面一定要广，照顾到大多数学生，检验不同学生的学习效果。上课时我尽量提问到好学生、中等学生及后劲生。()课堂提问的主题应该是中等生，但切不可忽视后劲生。其实，他们也渴望老师的关注，只要老师给予重视，把一些简单的问题留给他们，他们往往会很好的表现。
3、精心设计问题，激发学生自主学习能力。课堂的主题应该是学生，而非老师。老师要精心设计不同难度的问题，将时间留给学生，激发他们的潜能，提高学生的自主学习能力。
课堂结果反思：
评价一节课是否为一节好课，最终还是要看教学效果如何。一节课讲下来，可能出现多种效果，有时可能完不成教学任务，有时课堂气氛不活跃，还有时学生可能听不明白等等。作为一名英语教师，我们必须不断地与学生交流，不断地反思到底是什么原因造成课的成功或失败。只有这样，我们才能在教学实践中不断地成长与进步。
篇7：七年级英语教案教学设
一、教材分析
初中英语第一册(下)主要介绍了日常生活的交际用语以及一些西方国家的文化背景和风俗习惯，教材通俗易懂，旨在使初一级学生基本能用英语进行简单的交流。这套教材采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。与原教材相比还增加了文化背景和学习策略等部分，并增加了任务型学习成份和语篇的输入。本书每个单元都列出明确的语言目标、主要的功能项目与语法结构、需要掌握的基本词汇，并分为A和B两部分。A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。这套教材是基于城市学生的状况编写的，对于我们农村学生来说，由于小学基础不好，到初中以后学起来的确有些吃力，光是一千多个单词就吓退了不少学生学习英语的兴趣。但我们还必须知难而上，为了提高农村的英语教学成绩而努力。指导学生通过活动把它们有机地联系起来，从而完成了知识迁移过程。常用的训练活动有以下几项：(1)Daily report：值日生介绍自己、家庭成员或朋友的情况，其它学生可互相提问题，询问个人职业。(2)Play a guessing game：用问题“what does he do?”引入任务，让学生猜测多媒体课件中人物的职业，以此激发学生的学习兴趣，并训练学生的发散思维能力。(3)Ask the way ：创设问路情景，根据实际情况 telling the way，eg， I want to go the hospital 完成对话活动。(4)See the doctor、go shopping等：学生可扮演角色，进行对话。(5)Have a discussion ：学生分小组讨论。 (6)What do you want to be when you grow up?通过训练把课内的语言学习与课外的语言活动结合起来，改变了过去老师一言堂的模式，变学生为主体，课堂主要是提供了一个学生获取知识的平台。学生在活动中主动地获取知识。
一、教学理念
1 遵循教学课标，认真备教材备学生，上好每一节课，向45分钟要质量。 2、要面向全体学生，关爱每个学生，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养自主学习的能力。3、设计教师的整体教学目标，目标设计以学生的学习技能，语言知识，情感态度，学习策略和文化意识的发展为基础;同时尊重个体差异，体现每个学生的主体意识，帮助学生制定小目标;4、采用任务型教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功，给每个学生带来喜悦;5、注重过程评价，促进学生能力发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。给学生充分的信心和支持，使他们在使用和学习英语的过程中，体会到轻松和成功的快乐，让学生在快乐中学习，让英语的工具功能得到充分体现;6、重视学生的思想品质教育，体现教育培养全面合格人才的方针政策。
二，学情分析
我所教的本届七年级8和9两班基础很差，学生在写的技能方面基本上没有得到过训练，连音标没讲过，甚至有一半的学生的拼读都没有掌握好。开学三周了，经过我和学生的不懈努力，并对学生思想教育，学习态度也有所好转。部分学生有了主动学习的动力，但是整体的惰性还是很强，我要积极主动的帮助他们重新建立学习兴趣。另外，学生在学习策略方面还存在很多需要进一步体会掌握的地方。很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流;有些同学在学习中缺乏小组合作意识，不愿和其他学生交流，不能共同完成学习任务;大多数同学不能做好课前预习和课后复习，学习没有计划性，完全在老师的指挥棒之下学习，没能力做到总结语言规律和知识的巩固、积累。这些都是我和学生要长期作战艰苦努力才能解决的问题。我会慢慢给学生们信心去完成这些任务的，急是没有用的。让学生们乐于接受我的教学指导，并找到自成体系的办法才是解决问题的关键。
三 具体实施方案
1.要求学生坚持每单元一篇与所学内容相仿的作文，并及时批阅让学生及时发现不足加以改进;2.每天背诵课文中的文章。要求学生背诵并默写，培养语感，掌握语法知识的应用技巧;利用“组长检查及教师重点抽查”的方法及时检查，并给与及时的表扬。3.坚持周测、月测(可用作业进行)的形成性评价制度，给学生鼓励、表扬，不使用消极的语言打击学生;4. 对后进生进行专门辅导，布置单独的作业。制定合适的学习评价方法，让他们树立学习的自信;5. 加强对学生学习策略的指导，为他们终身学习奠定基础;6. 要充分利用学校先进的教育技术，使用计算机和多媒体教学设施，探索新的教学模式，开发英语教学资源，拓宽学生学习渠道，提教学效果。
四 教学进度安排
第1周：Unit5 Topic 1 How do you usually come to school? 5 课时
第2周： Topic 2 He is running on the playground.5 课时
第3周： Topic 3 My school life is very interesting.5课时
第4周： Unit 6 Topic1 Is there a computer in your study?5课时
第5周： Topic 2 What kind of home do you live in ?5课时
第6周： Topic 3 Which is the way to the post office?5课时
第7周： Review of Unit5_6 5课时
第8周：自测Unit 5_6 5课时
第9周：期中考试
第10周： Unit7 Topic 1 When is your birthday?5课时
第11周： Topic 2 Can you dance or draw?5课时
第12周： We had a wonderful party.5课时
第13周： Unit 7 复习测试5课时
第14周： Unit 8 Topic1 What’s the weather like in spring?5课时
第15周： Topic 2 The summer holidays are coming.5课时
第16周： Topic3 Let’s celebrate! 5课时
第17周： 总复习5课时
第18周： 期末测试，写教学工作总结
篇8：unit 7英语教案
unit 7英语教案
I. Teaching Goals:
A. Language study:
1.Words & expressions: bring…back to life, give in (to sb.), in ruins, in pieces
2. Word formation: prefix re + verb.
3. Sentence patter: Where there is a river, there is a city.
B. Speaking:
1. Talk about cultural relics.
2. Talk about ways to protect cultural relics.
3. Give advice and make suggestions.
C. Grammar:
1. Use the Present Perfect Passive Voice.
D. Writing:
1. Write a letter to the editors.
E. Emotion task:
1. Cultivate the students’ love for cultural relics.
II. Teaching time: four periods
Period 1: 1) Talk about cultural relics and the ways to protect cultural relics
2) Give advice and make suggestions.
Period 2: 1) Read the passage “ A City of Heroes”.
2) Learn how to give a proper title for a passage.
Period 3: Enable the students to use the Present Perfect Passive Voice
Period 4: Learn how write a letter.
Period 5: Learn the important language points in this unit
III. Teaching Aids:
1. a tape recorder 2. a projector
The Second Period
I. Teaching Aims:
1. Understand the main meaning of the passage.
2. Learn how to find the topic sentence of each paragraph.
3. Learn how to give a proper title for a passage.
II. Teaching Important Points:
1. How to give a proper title for a passage.
III. Teaching Difficult Points:
1. How to grasp the main idea of a passage
2. How to find the topic sentence.
IV. Teaching Methods:
1. Use the Discussion method to make the students understand what they have learnt in class.
2. Use pair work and group work to get every student to take part in the class activities.
V. Teaching Aids:
1. a projector
VI. Teaching Procedures:
Step 1 Greetings and Revision
Greet the whole class as usual.
T: In the last period, we learned about some cultural relics in the world. Perhaps we all know that many cities have their own cultural relics. Some cultural relics have become the symbols(象征) of the cities. Now I’ll show you some pictures. Please look at them and try to give the names of the cities.
(Show the following slides and ask the students to give the names of the cities.)
1. Eifel Tower — Paris
2. The Temple of Heaven— Beijing
Huai’an
(Huaiyin)
Paris
3. Zhou Enlai Memorial — Huai’an
Beijing
(1) (2) (3)
Step 2 Pre-reading
T: Several years ago, we changed the name of our city from Huaiyin to Huai’an. Could you tell me why we did so? Yes, because Huai’an is Zhou Enlai’s hometown and Zhou Enlai is a world famous great man. Huai’an can become more famous for this great man.
Of course, in the world there are many other cities that are famous for some great men or heroes.
Today we are going to learn a passage about “ A City of Heroes”. Now, Who can tell me the name of the city? ( St Petersburg) (Show the following slide)
A City of Heroes
— St Petersburg
Step 3. Showing the Aims
T: In this passage we should … ( Show the following slide)
Step 4 Brief introduction
T: Now I’d like to talk about the passage briefly. ( Show the following slide)
Brief Introduction
1703
St Petersburg
1914
Petrograd
1924
Leningrad
1991
St Petersburg
the second largest city in Russia
the largest port in Russia
“the Northern Venice”
Step 5. Fast Reading (Discussing)
T: Now, please read the passage quickly and then try to discuss the question on the screen (Show the following slide)
Fast Reading
Question:
Who are the heroes of St Petersburg?
A. Peter the Great — built the city of St Petersburg
B. The people of St Petersburg — fought against the enemy and rebuilt the city of St Petersburg
Step 6. Careful Reading
A. Read the passage carefully and choose the best answers: (Show the slide)
Careful Reading (1)
Choose the best answer:
1. What is always true according to the passage?
A. Where there is a river, there is a city.
B. St Petersburg in Russia is on the Neva River.
C. St Petersburg seems to be something out of a fairytale.
D. St Petersburg is the capital of Russia.
2. When did the city come back to life?
A. Three hundred years ago.
B. After the Russian Revolution of 1917.
C. Nine hundred days after the Germans attack.
D. Years after the Germans had gone.
( Key: 1. B 2. D )
B. Now please read the passage carefully once more and try to tell the following statements true (T) or false (F) (Show the following slide)
Careful Reading(2)
B. Tell the statements true (T) or false (F)
1. The city of St Petersburg was rebuilt by Peter the Great. ( )
2. The Germans attacked St Petersburg a hundred years ago. ( )
3. A portrait of Peter the Great was destroyed by the Germans. ( )
4. It was difficult for people to rebuild the old palaces. ( )
5. St Petersburg will never be as beautiful as it was before. ( )
( Key: 1.F 2.F 3.T 4.T 5.F )
Step 7. Post-reading
T: Now let’s discuss the following question in groups of four. (Show the following slide)
Post-reading
What does the passage want to tell us?
(Five minutes later the following slide is shown and the students are asked to choose the best answer)
Post-reading
What does the passage want to tell us ?
A. How beautiful the city is.
B. How great the Russian Czars were.
C. How great the people of the city are.
D. How old the city is.
( Key: C )
Step 8. Structure
T: Now please read the passage again and try to find the topic sentence of each paragraph (Show thefollowing slide)
Structure
Try to find the topic sentence of each paragraph:
Paragraph 1: The Russian Czar Peter the Great built St Petersburg.
Paragraph 2: St Petersburg has been the center of many important events in history.
Paragraph 3: The people of St Petersburg rebuilt the city.
Paragraph 4: The people of St Petersburg are the modern heroes of Russia.
(Three minutes later, check the answers. The answers are shown on the screen above
篇9：七年级英语教案
【学习目标】
1、熟练掌握动词be的过去式的用法，并完成相应练习。
2、熟练运用本模块所学的单词、短语和固定搭配。
【教学重点】
be动词的一般过去时（am/ is ? was; are ? were）。
预习指导与检测
1、翻译下列词组或短语：
（1）在中国_________ （2）南非__________ （3）在七月十八日_________
（4）从……到……__ _________ （5）……地区__________
2、复习be动词一般过去时的形式：
---No, I ________. --- Yes, I ________.
课堂学习过程
1、检查预习部分的答案。
2、就课本Activity1的表格进行问答练习。
3、再根据表格内容调查自己小组内的一位组员。
4、完成课本Activity3的练习。
5、完成课本Activity4的练习。
6、根据Activity1的调查结果写一段话，用be动词的
过去时描述同学过去的生活。
He/ She was born……
当堂检测
Task1. 单项选择：
( ) 1. She was born _______ Tianjin.
A. at B. in C. on
( ) 2. ---______ were you born? ---On 2nd November, 1990.
A. What B. Where C. When
( ) 3. It takes us ten minutes by bike _______ my house
______ school.
A. to, to B. to, from C. from, to
( ) 4. I was born _______ a winter morning.
A. in B. at C. on
( ) 5. Who _______ your first friends?
A. was B. were C. are
( ) 6. I remember Mr. Wang was my ______ English teacher.
A. one B. first C. the first
( ) 7. This is a story book _____some colourful pictures in it.
A. have B. has C. with
Task2. 根据首字母或汉语意思提示写单词：
1. We can take a shower (沐浴) in a b_________.
2. There is a p_______ with some fish in it.
3. Nelson Mandela wasn’t he hero of South A_______.
4. John Adams was the p_________ of the USA.
1. Betty was b______ in Quincy, USA.
2. My maths teacher was very s_______ with me.
3. What was your p_______ life like?
4. Tony is f_________ to everyone, we like him very much.
6. We have a big g_________ (花园)with lots of flowers in it.
8. He was born in a small __________ (村子) in Shandong Province.
9. My house is small, but it’s very ______________ (舒适的).
10. There were two _________ __________ (影剧院) in the small town. Task3. 连词成句：
1. were , born , you , where
______________________________________________?
2. first , school , what , primary , your , what’s
______________________________________________?
3. born , small , was , village , a , I , in
______________________________________________.
4. wasn’t , in , born , Tony , China
______________________________________________.
5. President , Africa , of , he , South , was , the
______________________________________________.
篇10：七年级英语教案
教学目标
在本节课结束时，学生将能够了解教室环境中物品的`名称并在口语中正确使用My name is… Nice to meet you.等句型简单介绍自己，了解他人的姓名信息，进一步了解新同学；学生将能够了解单元任务的具体要求，并完成自己和小组内成员的姓名部分。
知识与能力：
1. 学生将能够准确读出教室日常用品的名称并根据图片提示正确拼写。
2. 学生将能够在口语中使用Good morning，hello, hi，nice to meet you 向他人打招呼，正确使用句型My name is Gina. What’s your name? 简单介绍自己的姓名并询问同学的姓名.
3. 学生将能够初步了解形容词性物主代词my your, his, her的用法。
4. 学生将能够制作班级同学中英文名字记录表中的一部分。
过程与方法：
采用自主学习、小组合作探究学习策略，利用教学图片、幻灯片等来展开课堂教学、Pair work 问答式的口语交际活动，进行 “打招呼和简单自我介绍” 的课堂教学和练习。本单元的教学法建议：词汇教学――采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学――采取 pair work 问答式的口语交际活动或游戏等小组活动互相操练；听力教学――采取图文配对和对话选择的方式。
情感态度与价值观：
通过学生之间的互相认识，培养学生广交朋友及友好相处的品质。
教学重点：
1. 能够介绍自己的姓名：My name is …I’m…
2. 能够简单问候初识的朋友：Hello!/Hi! Good morning! Nice to meet you!
3. 能够正确使用形容词性物主代词my your, his, her
教学策略
词汇教学――采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学――采取 pair work 问答式的口语交际活动或游戏等小组活动互相操练；听力教学――采取图文配对和role-play的方式；
篇11：七年级英语教案
教学目标：
1．语音和句子的重读。
2．了解有关超市的知识。
3．初步认识美元。
4。 初步学习美英人士购物时所用的度量衡。
5．学会谈谈自家附近的超市。
教学用具：
录音机，实物投影仪，图片或实物等。 如有条件搞一份麦当劳或肯德基的菜单。
教学步骤：
Step 1 Revision
听录音并跟读第116课第一部分和第二部分。让几个同学在全班示范，看谁模仿的最好。可给一些生词让学生试着读一读，看看他们本课语音掌握的如何。
值日生Duty Report。
让值日生事先准备一有关超市的短文，在Duty时在全班讲，为新课做好铺垫。
Step 2 Presentation
引出今日新单词：all day The shopkeepers in this shop work hard all day。
a lot of The supermarket has a lot of things。
This shop sells a lot of things。
open: not close
This supermarket is open from 9 a。m。 to 9 p。m。
This shop is open at 9 a。m。 and is closed at 9 p。m。
market On Saturdays and Sundays the markets are full of
people。
教单词过程当中，尽量把课文中的句子重复几遍。为下一步听课文做好铺垫。
Step 3 Read and answer
1。 老师可先复述课文，让学生们了解main ideas，然后让学生们听录音，提醒他们不看书。
2．也可让学生们先看书一分钟，然后听录音。
3．听完第一遍时，可让学生先做几道判断题，一下几题供参考。
如：
( ) 1。 A big supermarket is near my home。
A。 Yes B。 No C。 The text doesn’t tell us
( ) 2。 It has no name。
A。 Yes B。 No C。 The text doesn’t tell us
( ) 3。 It sells a lot of things， almost everything。
A。 Yes B。 No C。 The text doesn’t tell us
( ) 4。 If you want to buy “house”， does the supermarket sell?
A。 Yes B。 No C。 The text doesn’t tell us
( ) 5。 All things in the supermarket are not expensive。
A。 Yes B。 No C。 The text doesn’t tell us
( ) 6。 The supermarket is open 12 hours a day。
A。 Yes B。 No C。 The text doesn’t tell us
( ) 7。 All the shopkeepers are friendly。
A。 Yes B。 No C。 The text doesn’t tell us
用投影仪打出，供学生们练习。
4．听第二遍，回答书上的问题。
5．听第三遍，复述，可把书上问题的答案连起来，成为一篇复述的短文。
6．编对话。
给出一情景：同学A，B去逛超市，想买些小礼品送给美国的笔友。
7．读课文。
8．谈谈自家附近的超市或农贸市场（Free Market），并写成书面的文字。
老师可根据班上同学的水平，酌情增减内容。
Step 4 Read and write
1．学习116第四部分。
2．新单词：dollar one dollar is equal about 8。3 yuan。
cent
pound 镑，（重量单位）
如有条件，可那一张真的美元或英镑让学生可看一看。
步骤同Step 3。
3．把对话写成书面文字。
Step 5 Practice
用麦当劳肯德基的菜单或Workbook P147 Menu编一对话。
你只有15元如何吃一顿物美价廉的午餐。
Blackboard Handwriting
Unit 29 Shopping
Lesson 116 参考词
New Words: all day a lot of open market dollar
Useful expressions cent
It has a lot of things。 This supermarket is open from 9 a。m。 to 9 p。m。 pound
探究活动
任 务：《跳蚤市场》或叫《垃圾市场》
语言技能：listening，talking and writing
所用材料:人民币、家中闲置的物品、购物单等
活动形式：可全或半班
提示词语及句型：
basketball volleyball medicine box English book corner
Do you have a pen / a pencil-sharpener / a ruler / doll / English book / story book?
Yes， I do。 / No， I don’t。
How much is it? / are they? It’s / They are…yuan。
Here you are。
Here is the money。 Thank you。
I want to buy…
操作过程：
1。 老师布置任务：同学们把集中闲置的物品如：学习用品、生活用品、玩具、和书籍等带到学校。
2．老师把课堂虚拟成一跳蚤市场，把同学们带到学校的物品都表上价格，大件2元，小件1元。
3．同学们可购买自己喜欢的或需要的物品，整个买卖过程用英语完成，现金交易。
4．所得款项，可归个人也各用作班费。
任 务： 班费的使用
语言技能：listening，talking and writing
所用材料:dictionary、学过的句型和单词
活动形式：以四人小组为单位
提示词语及句型：
How much is our class fees?
What do we buy with this money?
We can buy something that we all like。
What about buying a basketball?
I don’t agree to buy … because it’s no use。
I think we should buy a …， because it is very useful to everyone。
操作过程：
1．小组讨论班费的用法。共有班费208元。小组每位成员谈谈对班费用法的看法。（每位组员应事先作一番调查，看看班上同学都想买什么东西，并准备好发言）
2。 每位成员必须发言，阐明自己的观点，并说明理由。
3．每组找一位同学代表发言，看那一组买的东西物美价廉，符合同学们的心意。
4．把本组的讨论结果写成一书面材料交给老师，并；评出《班费最佳利用方案》。
任 务：购物：老外买饺子
目 的：练习做生意
语言技能：listening，talking and writing
所用材料:字典和所学句型
活动形式：两人小组
提示词语及句型：
traditional（传统） food in Spring Festival
What’s in it?
There is meat and all kinds of vegetables。
操作过程：
可用以课外活动时间，并实现准备好一些画片，正面画画，背面写单词。
1。 老师布置任务:一“老外”要买中国的传统食品“饺子”，但又不知怎么说，根据这一情景编一对话。
2．小组复习总结购物用语。
3．模拟一主食厨房，用以大纸盒里面放些画片。编对话。对话应10组AB以上。内容包括：老外描述“饺子”的外形、味道和售货员向老外介绍“饺子”特点、食用的方法等。
4．对话编好后，请几组同学在全班展示，看那一组最精彩。
5．老师可随意在找一组同学，抽一画片，即兴编对话。
任 务：介绍一种食品
语言技能：listening，talking and writing
所用材料:字典和所学句型
活动形式：三人或四人小组
提示词语及句型：
mineral，（矿物质） nutrition，（营养） vitamin，（维生素） crisp and tasty (又香又脆)， tasty refreshing (爽滑可口)，health food (保健食品) promote sales（促销）
操作过程：
1。 一顾客想买一保健食品，你向他介绍了最近新研制的一种方便面。
2．小组讨论如何向顾客介绍这种面。介绍内容有：这种面含有多种营养，生吃又香又脆，煮着吃爽滑可口，而且久煮不烂，只比普通同的方便面贵一点点，每袋只售5元。现在正在促销。
3．每组都派一位代表推销自己的产品。
4。 听了的介绍，看那一组卖出的面最多。
任 务： 看生病的同学，买礼物
目 的:学会计划花钱
语言技能：listening，talking and writing
所用材料:字典和所学句型
活动形式：四人小组
提示词语及句型：
What about …?
1。 班上一同学生病住院，老师想派几位同学去看望，打算从班费总抽出50元买些礼品。让同学们讨论一下，这50元钱买些什么。
2．四人小组中讨论50元钱买什么，每人阐明自己的观点，说明理由。
3．每组推选一代表，宣讲本组的观点，竞争“上岗”争取老师派你们组去。
4．老师根据每组的演讲，看那一组买的东西物美价廉，就派这一组去看生病的同学。
篇12：七年级英语教案
一、Teaching aims教学目标
1. 能用所学知识阅读文章。
2. 能理解文章内容，回答问题。
3. 能够理解文章细节内容。
4. 能够运用所学内容介绍自己的上学路线。
二、Language points语言点
1. 词汇：1) 名词n. river, village, bridge, boat, ropeway, year, villager, dream
2) 形容词 adj. afraid, true, many
3) 动词 v. cross, leave
4）短语 between … and …, come true
2. 句型：It’s not easy to cross the river on a ropeway.
There is no bridge.
You want to know how …
三、情感态度价值观目标：
了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安全, 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。了解交通的发展，培养创新精神。
四、教学过程：
（一）Lead-in
T：Boys and girls,could you tell me how do you get to school every day?
Ss：Yes.
S1：I ride my bike to school .
S2： I get to school by bus.
….
T：There are so many types of transportation!
Do you think it is easy to get to school?
Ss：Yes.
T：But it’s very difficult for some students to get to school.Do you want to know something about that?
Ss：Yes.
T：Let’s come to 2a.
2a Look at the picture and title below.Guess what the passage is about.
（结合图片并展示答案：It’s about how students go to school.）
（二）Presentation
Present some key words ,phrases and sentences of the passage to help students understand the main idea of the passage better：river, boat, go on a rope way.
T： How do people usually cross a river?
How does the boy Liangliang go cross the river to school?
It is his dream to have a bridge, Can his dream come true?
Now let’s read the passage of 2b.
（三）Reading
Fast reading： How does Liangliang go to school every day?
Careful reading： Read the passage and answer the questions.
How do the students in the village go to school?
Why do they go to school like this?
Does the boy like his school? Why?
What is the villagers dream? Do you think their dream can come true? Why or why not?(多媒体呈现答案)
（四）Language points
1. Crossing the River to School
cross是动词，“穿越，越过”，主要指“横穿”。
还可以作名词，意为“十字形，叉形符号”。
across既可以作介词，也可以作副词。
crossing 是名词，“渡口，交叉点”。
2. For many students,it is easy to get to school.
It is +adj.+to do sth. “做某事是.......”
3. There is a very big river between their school and the village.
between ...and... “在....和...之间”，连接两个并列的成分。
between/among
(1) between 用于两者之间。
(2) among 用于三个或三个以上的人或物的“中间”。
4. But he is not afraid.
afraid： “害怕的，畏惧的”。
(1)be afraid of sth. 害怕某事/某物
(2)be afraid to do sth. 害怕做某事
(3)be afraid of doing sth. 唯恐做某事，指担心或担忧做某事会引起某种后果。
(4)be afraid + that从句，恐怕....
(5)为某件已经发生或可能发生的事表示歉意或者作出否定判断，相当于sorry.
5. Many of the students and villagers never leave the village.
leave主要用法归纳如下：
a. 离开; 脱离
The train will leave at six tomorrow morning.
b. 把……留在; 留下
Leave the child at home. 把小孩留在家里。
c. 遗忘; 丢下
I left my notebook in the dormitory. 我把笔记本落在宿舍里了。
d. 使……处于(某种状态),后面常接宾语补足语
Leave the door open.
6. leave for+地点，“动身去某地”
He left for the station a few minutes ago.
7. must /have to
must多表示主观需要或责任感的驱使有必要或有义务去做某事，多译为“必须”，
have to多表示客观存在的环境所限,即客观要求(无奈)而为之，多译为“不得不干某事”。
I must clean the room because there are too dirty.
I have to do my homework now.
8. It takes sb some money/time to do sth.花费某人多少时间/钱做某事
Sb pay some money for sth 某人为某物花费多少钱
Sb spend some time/money on sth 某人在做某事或某物上花费时间/钱
Sb spend some time/ money (in) doing sth
Sth cost sb some money 某物花费某人多少钱
（五）Complete the following passage without looking at 2b.
Crossing the River to School
How do you_____to school? do you walk or ____a bike ?Do you go_____bus or by train ?For many students, it is_____to get to school. But for students in one small village in China, it is____. There is a very big river _____their school and village .There is no bridge and the river______too quickly for boats. So these students go on a ropeway to _____the river to school.
One 11-year-old boy, Liangliang, _____the river every school day. But he is not _____. “I love to____with my classmates, And I _____my teacher .He’s----a father to me.”
Many of the students and village never ______the village. It is their______to have a bridge. Can their dream______true?
（六）Fill in the blanks
2c Read the passage again .complete the sentences with words from the passage.
For the students in the village ,it is_________to get to school.
They have to cross a very ___river between their school and the village.
They cannot go by boat because the river runs too___.
It is not easy to cross the river on a ropeway ,but the boy is not__.
The students and villagers want to have a bridge .Can their dream come_______?
（七）3a
Read the e-mail from your pen pal Tom is the US. Fill in the blanks with the word in the box.
Kilometers get to takes walk boring leave
Hi there,
How are you? Thanks for your last e-mail.
You want to know how I_______school, right? Well, I usually _____my home at about 8：00 and______to the bus stop .The school bus usually comes at about8：15.My school is about 20_______from my home. It ___about40minutes to get there by bus .The bus ride is never _______because I always talk to my classmates.
What about you? How do you get to school?
（八）3b
Write an e-mail to Tom and tell him how you get to school .These questions may help you.
1. When do you leave home?
2. How do you get to school?
3. How far is it from your home to school?
4. Do you like your trip to school?
5. How long does it take you to get to school?
Dear Tom,
How are you? Thank you for your last e-mail. I know how you get to school. Now let me tell you how I get to school. I usually leave home at half past seven. First, I walk to bus station. Then I take bus to school. My school is about ten kilometers from my home. It usually takes me about half an hour to get to school. I usually meets many friends. So my trip is interesting, too.
Peter
（九）Homework
Look at the chart below. Write at least five questions. Then answer the questions with the information in the following.
T： This class, we have read a passage about how the students in a village get to school. What do you learn from the students?
Ss： They’re hard-working. It’s difficult to get to school. They are not afraid because they love their school and teachers. We should learn from them to study harder.
T： I’m glad to hear that .Do you want to say something to them?
Ss： Yes. I hope we can raise money to help the villagers build a bridge. I believe more and more people will help them and their dream will come true soon.
T： I think so. Everything will be good if we help each other!
篇13：七年级英语教案
七年级英语教案
【课堂学习目标】
知识目标：
(1)复习Wh-questions。
(2)学生收集朋友的有关信息特别是人物的外貌描写。
(3)学生能用不同的句型来介绍个人信息，如：My…’snameis…;His/Her favourite hobbyis…;He/She is…years old,…centimetershigh.He/She lives in…etc。
技能目标：(1)听说――学生能从听力中抓住描述人物的信息。(2)写――学生能把听到的信息正确地填入表格。
情感、态度与价值观:培养学生的`听力能力和善于捕捉信息的能力
【课堂学习过程】
I Sing a song.
II.Duty report(Ask the students some Wh-questions about the duty reporter)
III.Listening
1.Get ready for the listening.
Pay attention to the words:length n.长度,height n.高度,birth n.出生,blond adj.金色的.
2.Explain how to do the two parts of the listening.
A.Fill in the blanks in the table for the first time to listen.
B.Write the numbers 1-4 under the correct photos for the second time to listen.
3.Read the dialogues after finishing the listening.Pay attention to the Wh-questions.
IV.Practice in pairs.
1.Practice the dialogues in pairs.
You:…
Your deskmate:…
You:What colour is your hair?
Your deskmate:It’s_________(brown).
You:How long is your hair?
Yourdeskmate:It’s_________(very long).
You:What colour are your eyes?
Yourdeskmate:_____________(Brown).
You:How tall are you?
Yourdeskmate:I’m___________(155)cmtall.
You:Where are you from?
Yourdeskmate:I am from_________(theUK).
You:What’s your favourite sport?
Yourdeskmate:_____________(Tennis).
You:What’s your best subject?
Yourdeskmate:…
You:…
Yourdeskmate:…
2.Then fill in the information in the table.
Name Age
Appearance
Hobby
Best subject
Dream job
3.Introduce your deskmate to the class
My deskmate is______________.He/She is____________.
He/She has________________hairand___________eyes.
His/Her favourite hobby is____________
His/Her best subject is_____________.
And he/she wants to be_____________.
【Homework】
Describe one of your favorite teachers in our school!
My favourite teacher
_____________________________________________________________________________________________________
篇14：英语教案－《英语》七年级·上 Unit 4教案
Unit 4 Having Fun outside the school
In this unit students learn to express their activities outside the school, for example, going shopping, having a picnic , and going to the zoo. Lets discuss the three activities separately.
Lets go shopping
In this part students learn to ask for and state prices, talk about clothing, making suggestions.
Target language
Can I help you? Yes, please. What can I do for you? How much is it ?Its 70 yuan.
Grammar focus
Can/How much questions /uncountable nouns/ coutable nouns/Demonstratives: this, that, these, those
The teacher asks the students if they like going shopping. Says “Today Ill take you to go shopping.”
Section A
Teaching objectives: Students know how to ask and state prices.
Step1. Organizing the class.
1. Greetings between the teacher and students.
2. Duty report.
Step 2. Listen, read and say
This activity provides guided oral practice using the target language.
1.Call attention to the picture. Ask who are the people and where they are.. “A mother takes her daughter to go shopping. They are talking with a salesman in a store.”
2.Point out the conversation and read it with a student. Explain the meaning of “look for” if necessary.
3.The teacher takes out a piece of paper with a tall building in it. Says “This is the first floor, this is the second floor, and this is the fourth floor.” Read “fourth” for several times. And there are different sections on the fourth floor. Say “This is the clothes section, this is the trousers section, and that is books section.” Then, the teacher ask the students to read “fourth” and “section” for several times.
4.Ask the whole class to read the dialogue together, paying attention to “What can I do for you?”
Step3. Pair work
Ask pairs of students to practice together. Later ask several pairs to present their conversations to the class.
Step4. look, listen and say
This activity provides several numbers for the students to learn.
1.The teacher helps the students to review the numbers 1-10, Ask “Do you want to know more numbers in English?” Then the teacher makes use of the video to present the numbers 20, 30, 40,… and so forth. Say “There are twenty books. Twenty, twenty. ” “There are thirty trees. Thirty, thirty.” So that the students can learn these words in a context.
2.Focus attention on the numbers and ask them to read together.
3.Play a game
Ask the students to read these numbers one by one according to their seats. All the groups can have a match and see which group can get full marks. The best group can get a prize.
Step5.Listen and say
This activity asks the students to distinguish the difference between “-teen” and “-ty”.
1. First listen to the tape, asking the students to pay attention to the differences of each two words.
2. Listen to the tape again and read after it word by word.
3. Write some numbers on the Bb, and see if the students can master them well.
Step6. Listen and circle
This activity provides listening practice using the target language.
(1) listen and circle the numbers they hear in the sentences.
(2)From this part, the students can get more attention to the difference between “-teen” and “-ty”.
Step7. Read and say
This activity gives the students practice in recognizing the target language in spoken conversation.
1. Say, “Please look at the picture. The mother is buying a dress for her daughter. She is talking with the salesgirl now. Listen carefully to the recording of the conversation. Then tell me how much the yellow dress is.”
2. Play the recording the first time. Students only listen. Then ask them to find out the answer to the question“ How much is the yellow dress.”
3. Play the tape a second time. This time students read after the tape sentence by sentence. While theyre reading, they should circle some difficulties they dont know.
4. Make a brief explanation of the difficulties, such as “try on”, “off”, “on sale” and so on.
5. Ask the whole class to read this dialogue together.
Step8. Pair work
Ask the students to practice the conversation with their partners. Later ask several pairs to present their conversations to the class.
Section B
Step1. Organizing the class.
1. Greetings between the teacher and students.
2. Duty report.
. This activity provides students practice in recognizing the target language in this section.
1.Say, “When wo go into a shop, we can see many kinds of things. Now, please tell me what you can see in a shop or a supermarket?” Students may give different answers.
2.“Please look at the screen, what are these?” Students can give their answers in Chinese. Say “Youre right. Lets recognize them in English.”
3. While students are looking at the picture , the teacher plays the broadcasting of each word so that the students can follow the pronunciations of the words.
Step2.Listen and say
This activity provides listening practice using the target language.
1. Play the recording. Students listen and number the words they hear.
2. While theyre listening , move around the classroom checking on their progress.
3. Check out their listening answers. Point out some difficulties some students have.
Step3. Read and practice
1. Call attention to the picture A. Ask a student to read it to the class. Ask the whole class to read it together. Explain “What can I do for you?” “Can I help you ?” We often used by salesclerks. Guide the students to provide different answers to the questions.
2. Call attention to the picture B. Ask two students to read it aloud. After reading, ask them to focus on what the saleslady says.
3. Have students work in pairs. Ask they work together, move around the room checking progress and answering questions as needed.
4. The teacher takes out a pair of pants. Ask several pairs to come to the Bb to act their conversations out to the class.
Step4. Read
This activity provides a comprehensive reading of an ad for sale.
1. Say “Usually when we go to a supermarket, we can find some things are on sale. Thats to say, you can buy these things with less money than before. Now we are going to read an ad for sale for a food shop. Please read the ad yourselves and fill in the price tags.”
2. While theyre reading, the teacher moves around the classroom, providing help when necessary.
3. Ask students to find out the meanings of any words they dont know. They can do this by reviewing the lesson, and found out their own weak points.
4. Ask students to finish the true or false exercise for one minute. Then check out their answers.
5. The whole class read the ad together to get more attention to write an ad for sale.
Step5. Write
This activity provides a writing practice using the target language.
1 .Suppose you a shopkeeper of a clothing shop. Write an ad by yourself.
2. Ask students to think about it for a thile. Ask what they can acquire from the ad above, such as “Come and have a look.” “Theres more.” “Come and have a lood for yourself.”
3. Ask students to do this job at home. The teacher will check it the next day.
Section C
Step1. Organizing the class.
1. Greetings between the teacher and students.
2. Duty report.
.Step2. Look, read and say
This activity provides guided oral practice using the target lamguage.
1. Say “Dad is buying something in a store. Now please look at the picture,Dad is talking with the salesman Ben. What are they talking about?”
2 Call attention to the conversation on the right. Ask two students to read it to the class.
3. Have the students fill in the shopping lists according to the conversation.
4. Ask the whole class to read the conversation after the teacher, paying attention to the pronunciation and intonation.
5. Ask students to work in pairs. Have each student take a turn asking and answering the question.
6. Ask several pairs of students to act out the conversation. The teacher can provide the real things for the students to perform, like salt, eggs and milk.
Step3.Match
. 1. Ask students to match word halves.
2. While students are matching, the teacher moves around the classroom and provides help when necessary.
3. Ask some students to speak out the answers.
4.The teacher says Chinese words , and asks the students to speak English and spell each word. This activity can be done one by one.
Step4. Look, listen and say
This activity provides guided oral practice using the target language of “How much”?
1. Say “Boys and girls, when you are buying something, will you cut the price down?” “I like bargaining very much. Sometimes when I cut the price down, I feel very proud.”
“Next we are going to learn how to bargain.”
2. Ask the students to listen to the recording of the conversation. Have them find out the answer to the question, “How much is the watch at last?”
3. Play the recording again and ask students to listen carefully and repeat it sentence by sentence.
4. Ask the students to practice with their partners. Then choose several pairs to act out the conversation.
5. Say “Sometimes when we are choosing something, maybe we dont buy it if the pric is not fit for us. Then what shall I say?”
6. Play the tape and guide students to answer “Thanks anyway were just looking.”
7. Ask students to practice with their partners. As they talk to each other, move around the room checking on their progress.
Step5.Listen and say
This activity provides listening and speaking practice by using the alphabets “h” and “w”
1. Play the recording. Students listen carefully and repeat it one by one.
2. Divide the class into four groups. Each group read two words, and see which group can do the best job.
3. Play a game. Choose several students to come to the Bb. When the other students read those English words, they have to act out each word by using their body language.
Section D
Step1. Organizing the class.
1. Greetings between the teacher and students.
2. Duty report.
Step2. Listen read and say
. This activity provides listening and oral practice by using the target language.
1. Say “Do you know Mickey Mouse? Do you like it? Today, Im going to tell you something about Mickey Mouse. Mickey Mouse opens a new shop, which sells a lot of food. He sells vegetables to the earthworm, and he sells com and wheat to the ant. He is so kind that he helps the ant carry the food home. Then, a cat comes. He is not friendly. Do you want to know that happens next? Please listen to the recording, fill in the blanks and find out the answer.”
2. Play the recording. Students listen carefully and fill in the blanks.
4. Check their answers and ask several students to read the conversation out.
5. Ask students to look through the conversation an find out the questions they dont know. Teacher moves around the classroom and provides help when necessary.
Step3.Pair work
1. Ask students to act out the short play with their partners.
2. Ask several groups to come to the Bb to perform.
Step4.Grammar focus
1. Review the grammar focus. Ask students to say the questions and answers.
2. Point out that the sentence pattern “How much is /are.. ”is to ask the price. And the words “is” and “are” are used according to the singular or plural forms of the things.
3. Pay attention to the pronunciation of “$20” and so on.
4. Take out some pictures, with shoes, computers, eggs, coats, water and something else in them.
5.Ask students to guess what are countable nouns and what are uncountable nouns.
Call attention to those nouns in the textbook. Ask students to repeat each word.
Step5.Useful expressions
1. Point out that these expressions are very useful when going shopping.
2. Ask students to repeat them one by one
3. Divide the students into two groups. Have them read these expressions separately. See which group can be better.
Step6. Write
This activity provides writing practice by using target language.
1. After a short guidance, let students complete the conversations with the correct words.
2. Check students answer. Ask two pairs of students to read the conversations.
3. Have the .whole class practice the two conversations. And each pair much take turns to do this job.
Lets have a picnic
Section A
Teaching objectives: Ask students to master how to make telephone calls about invitaions and suggestions.
Language focus: whats up?
Would you like to? / Lets……
Teaching Procedures:
Step 1 : Organizing the class. Organizing the class.
1.Greetings between the teacher and students.
2.Duty report.
.
Step 2 : Revision
Get students to talk about “How much……?” questions by showing them some pictures with the objects and prices in them.
Step 3 : Presentation
Say “Please look at the picture. There are two children in it. They are Jane and Kangkang. What are they doing? What are they talking about? Please listen to the recording. After a while, Ill ask you to tell me the answers.”
Step 4 : Listen, read and say
1.Ask students to listen to the recording for the first time. Then answer the questions.
2.Listen to the recording again. While listening, ask students to follow it sentence bu sentence.
3.Ask the whole class to read the conversation together.
Step 5 : Work alone
1. Say “After reading, lets see when Jane is going to discuss the picnic and visit a friend, and what Jane is going to do on Sunday. Now, please look at the table. Fill in the blanks according to the conversation.”
2.While students are writing, the teacher moves around the classroom, providing help when necessary.
3.After finishing the exercise, the teacher checks their answers.
Step 6 : Pair work
1. Divide the whole class into two groups to read the conversation.
2. Ask them to practice this conversation with their partners. They should change their roles.
Step 7 : Work alone
Ask students to read Kangkangs plan and give him suggestions on the picnic. The teacher can five some advice. For example, dont forget the food and so on.
Step 8 : Pair work
1.Ask students to number the sentences to make a telephone conversation. Before doing, the teacher points out how to make a telephone call and how to make suggestions.
2.Whole the students are doing exercise, the teacher moves around the classroom to provide help when necessary.
3.Ask students to practice the conversation with their partners.
Step 9 : Practice
Say “Tom wants to go swimming on Saturday, and Mary has no plan on that day. Suppose you are Tom, and your partner is Mary. You want to invite Mary to go swimming with you. Please make a telephone call according to these information.” The teacher moves around the classroom and provide help when necessary.
Step 10 : Homework
1. Practice the conversations in this lesson with your partners.
2. You ask your friends to have a picnic next Saturday. Please write down a short conversation about it.
Section B
Teaching Objectives : Go on to learn about making telephone calls and making suggestions.
Language Focus : May I speak to ……, please?
Can I give her a message?
All right.
Teaching Procedures:
Step 1 : Organizing the class.
1. Greetings between the teacher and students.
2. Duty report.
Step 2 : Presentation
Say “Sometimes when you call your friends, but he or she is not in, and someone else receives the call. Then what will you say to her / him? Now, Id like you to listen to the conversation between Jane and Marias mother. After that, you can find out the answer.”
Step 3 : Listen, read and say
1. Play the recording for the first time, and ask the students to find out the answer.
2. Play the recording again, and ask the students to follow it.
3. Ask the whole class to read the dialogue.
4. Let the students practice with their partners.
Step 4 : Listen and write
This activity provides listening and writing practice by using the target language.
1. Say “ Please look at the table. There are six sentences for you to choose. You have to fill in the blanks by listening to the recording.”
2. Have two students to read the conversation and check if they are right or wrong.
3. Ask the whole class to read it together.
Step 5 : Pair work
This activity asks students to practice with their partners. As they talk to each other, the teacher moves around the room checking their progress.
Step 6 : Listen and follow
This activity is to train students pronunciation.
1. Ask the students to listen to the recording first, and find out some characteristics of these sentences.
2. Play the recording again, and ask students to repeat.
3. Ask some students to read, and check if they can make some progress.
Step 7 : Listen, read and say
1. Say “If you dial the wrong number, what will you do? Now, please listen to the recording. You can get the answer.”
2. Play the recording for the first time, ask students to find out something they dont know. Then help them to solve.
3. Play the recording again and ask students to repeat.
Step 8 : Work alone
This activity provides oral practice by using target language.
1. Say “There is a message for you, and you have to make a dialogue according to this information. Please practice with your partners.”
2. While students are practicing, the teacher moves around the classroom, providing help when necessary.
3. Ask some pairs to act it out.
Step 9 : Homework
1. Practice the conversations in this lesson with your partners.
2. If you call your friend Tom, but he isnt in, and his brother receives your call. Please write down a conversation between you and Toms brother.
Section C
Teaching Objective: Lead students to master present continuous tense.
Language focus : What are they doing?
Theyre having a picnic.
Whats she doing?
She is ……
Teaching procedures:
Step 1: Organizing the class.
Greetings between the teacher and students.
Step 2: Presentation
Say “When we have a picnic, what shall we do? Please look at the picture. The children are having a picnic. They are doing a lot of things here, for example, carrying water, collecting firewood and so on. Now, please listen to the recording and tick the words you hear.
Step 3 : listening
Play the recording and ask students to tick the words they hear.
Step 4 : Pair work
1. Ask two students to read the two samples.
2. Then tell the students who is Maria, Jane and Michael.
3. Ask students to do this exercise with their partners. One asks, and the other answers. For example, one student points to a girl, asks ”Whats Maria doing?“ The other students answer ”She is washing the dishes.“
Step 5 : look, ask and answer
1. Say ”There are eight pictures here, and what are they doing? Please look at the first picture, what is she doing?“
2. Ask one student to answer the question. Say ”Now, you can ask and answer like us according to these pictures.“
3. Ask the students to practice with their partners. While they are practicing, the teacher moves around the classroom and provides help when necessary.
4. Ask several pairs to act it out.
Step 6 : listen, read and understand
1. First ask students to look at the picture and listen to the recording.
2. Ask the whole class to repeat it after the recording.
3. Do some understanding problems about this passage,
4. Ask several students to repeat it.
Section D
Teaching objectives: Students can master how to practice present continuous tense.
Language focus: What are they doing?
What is she doing?
What is he doing?
May I speak to…?
Can I give her a message?
Teaching procedures:
Step 1: Organizing the class
1. Greetings between the teacher and students.
2. Duty report .
Step 2: Presentation
Say ”There is an old Mcdonald living in the forest. He is very lonely. Hed like to have a picnic with his friends .Will his friends come to have a picnic with him? Please read these pictures and then tell me your answer . “
Step 3: Look, read , and say
1. Ask students to look at these pictures and read the sentences . Then let them speak out the answer.
2. Ask several students to read the story to the whole class .
3. Have students do the role-play .
4. Ask students to look at the last picture. Asks ”What are they doing now ?“
Step 4: Group work
1. Ask students to discuss these questions. While they are discussing, the teacher moves around the classroom and provides help when necessary .
2. Ask some pairs to act it out .
Step 5: Grammar focus
1. Ask students to read these sentences.
2. Present some pictures on the blackboard . Ask ”What are they doing ? What is she doing ?“ Let students practice themselves .
Step 6: Useful expressions
1. Say ”These are very useful expressions about making telephone calls. First, Id like you to read them together .“
2. Ask students to make a telephone call to their friends according to these useful expressions .
Step 7: Pair work
1. Ask students to look at these pictures. Ask ”What are they doing ?“
2. Ask students to discuss with their partners and fill in the blanks.
3. Let students do pair work with their partners. While they are practicing , the teacher moves around the classroom and provides help when necessary .
Step 8: Pair work
1. Ask students to number the sentences to make a conversation individually.
2. The teacher checks their answers. Ask the whole class to read the conversation out.
3. Ask students to practice with their partners about the conversation.
Step 9: Homework
1. Ask students to listen and read the conversation at home.
2. Preview next lesson.
Lets go to the zoo.
Section A
Teaching Objects: Learn some new words about animal names. Students can talk about their favorite animals.
Language Focus : What animals do you like best?
Whats your favorite animal ?
Teaching Procedures:
Step 1. Organizing the class
1. Greetings between the teacher and students.
2. Duty report .
Step 2. Presentation
Say ”Please look at the picture . There are four children here. They are going to the zoo on Saturday . They are talking about their favorite animals. Please listen to the recording, then answer my questions .
Step 3. Listen, read and say
1. Play the recording for the first time. Ask students to find out the answer to the question “What are the childrens favorite animals?”
2. Play the recording for the second time .Ask students to repeat it sentence by sentence.
3. Ask students to practice this dialogue with their partners.
4. Ask some pairs to act it out .
Step 4. Work alone
1. Ask students to complete the chart themselves, according to the conversation.
2. Ask some of the students to read their answers out.
Step 5. Pair work
1. Says “What animals do you like in the zoo ? Please talk with your about your favorite animals.”
2. While students are practicing, the teacher moves around the classroom and provides help when necessary.
3. Ask some pairs to act out their conversations.
Step 6. Look, listen and read
1. Says “Look at the four children. Where are they ? What are they talking about ? Do you want to know where they are going ? Please listen to the recording, and then answer the questions .”
2. Play the recording for the first time, ask students to answer the questions above.
3. Pointing to the picture, says “Now they are in the zoo. They are asking something from a guide .Listen to the recording, then tell me what they are talking about .”
4. Play the recording for the second time. Ask students to repeat it.
Step 7. Look, listen and circle
1. Ask some students to read these animal names.
2. Play the recording, ask students to circle the animals names they hear.
3. Check their answers.
Step 8. Homework
1. Ask students to write down a dialogue about their and their friends favorite animals.
2. Finish the exercise in the exercise books.
3. Ask students to recite the dialogues in the lesson.
Section B
Teaching objectives: Train the students comprehensive ability of four skills.
Language focus: Let me help you.
Teaching procedures:
Step 1: Organizing the class
1. Greetings between the teacher and students.
2. Duty report .
Step 2: Work alone:
1. Say “Please look at these pictures. These pictures are about a story. Look at the first picture. There is a baby monkey crying. Why is he crying? Who helps him at last? Please read the story alone. Then Ill ask you to answer these questions.”
2. Ask students to read the story and finish the true or false exercise.
3. Check their answers.
Step 3: Pair work
1. Say “Its a very interesting story. Id like you to act it out with your partners.”
2. Ask students to practice the story with their partners. While they are practicing, the teacher moves around the classroom and provides help when necessary.
Step 4: Listening
1. Ask some students to read the animals names.
2. Play the recording. Ask students to number the words they hear.
3. Check their answers.
Step 5: Listening
1. Ask students to listen the conversation. Then fill in the blanks.
2. Check their answers.
Step 6: Class activities.
1. Say “Look at the picture. There are four children here. What are they doing? They are chanting. Would you like to chant like them? Lets do it.”
2. Ask students to read the chant after the teacher.
3. Ask the whole class to read it together.
4. Divide the class into several groups. Have a competition among them.
Step 7: Homework
1. Finish the exercise in their exercise books.
2. preview the next lesson.
Section C
Teaching Objectives: Let students master how to ask the time.
Language Focus: What time is it?
What is the time?
Its one oclock.
Teaching Procedures:
Step 1: Organizing the class
1. Greetings between the teacher and students.
2. Duty report .
Step 2: Presentation
Draw some clocks on the blackboard. The time is different. Says “What time is it?
Its twelve oclock. Whats the time? Its six oclock. Please look at the picture in your text books. Its time for the children to go home.
Step 3: Look, listen and say
1. Play the recording for the first time. The students just listen.
2. Play the recording again. Students repeat it.
3. Ask students to read the dialogues with their partners.
4. Ask several pairs to act it out.
Step 4: Look, listen and learn
1. Say ”Do you know how to recognize the time in English?“ There are six pictures in your books. Each picture stands for one time. Now, Lets go to learn them.”
2. Ask students to look through the six pictures to be familiar with them.
3. Play the recording for the second time. The students just listen.
4. Play the recording for the second time. The students repeat it.
5. Point to “past ” and “to”, explaining the difference between them.
6. Ask the whole class to read the time again.
Step 5: Pair work
1. Ask students to look at each picture and read the time out.
2. Ask one student read the activities out. Let every one knows what each picture stands for.
3. Ask two students to read the model. Point out the sentence pattern “Its time to do something”
4. Have the students to make conversations about each picture with their partners.
5. Ask some groups to act the conversations out.
Step 6: Listen, read and say
1. First ask students to recognize their animals.
2. Play the recording and ask students to find out the ways of asking time.
3. Play the recording again. Have students repeat it.
4. Ask students to practice the two dialogues with their partners. While they are practicing, the teacher moves around the classroom and provides help when necessary.
5. Ask some pairs to act out the conversations.
Step 7: Homework
1. Write down two conversations about the time according to part3.
2. Practice these conversations after class.
3. Preview next lesson.
Section D:
Teaching objectives:
1. Review the present continuous to consolidate what students have learned.
2. Master the pronunciations of “m, n, igh”.
3. Master the ways of expressing time.
Language Focus: What time is it?
Whats the time?
Teaching procedures:
Step1: Organizing the class
1. Greetings between the teacher and students.
2. Duty report.
Step2 : Listen.
1. Asks “What are they doing? What are they doing like?”
2. Play the recording for the first time, and students just listen.
3. Play the recording again and ask students to match the pictures with actions.
4. Check their answers.
Step3: Pair work
1. The teacher acts drinking water without any words, and asks students what she is doing.
2. Ask students to make actions, and let their partners guess what they are doing.
3. Ask some pairs to perform to the whole class
Step 4.listen and follow
1. Play the recording and ask students to repeat.
2. Ask the whole class to read these words.
3. Point out some errors they may make.
4. Point out how “igh” is pronounced .
Step 5.Grammar focus
1. Ask two students to read these sentences.
2. Write down some time on the blackboard ,and ask students to make conversation .
3. Ask some pairs to act the conversations out.
Step 6.Useful expressions.
1. Says“These are the useful expressions of this Unit .You must know how to use the them First ,please read them”.
2. Provide some expression about some sentences .For example ,point out “could you tell me the time ?” is a polite way of asking the time .
Step7.Look and answer .
1. Say “There are six picture here ,Each picture stands for one time ,Now please make some conversations according to these pictures,”
2. Ask students to practice with their partners .
3. Ask some pairs to act out ..
Step 8.sing the song
1. Play the recording ,and ask students to listen.
2. Play the recording again and ask the students to follow.
Step 9. Homework
1. Practice these dialogues with Partners after class .
2. Write down a conversation about asking the time ,with “past” and “to” being used .
3. Review the whole unit .
Unit 4 Having fun outside the School Lets have a picnic
The First Period
Ⅰ.Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary.
Target language.
Oral practice.
2. Ability Objects
Listening skill.
Communicative competence.
Making telephone calls.
Making suggestions.
Ⅱ. Teaching Key Points
Key vocabulary: have a picnic, make plans, right away, be free, have to, visit, tell…about, must, first, forget, swim, Saturday, Sunday
Ⅲ. Teaching Difficulties
Target language
Whats up?
Are you free this Saturday?
Would you like to go out for a picnic?
How about…?
Lets….
Dont forget…
Ⅳ. Teaching Procedures
Step 1. Section A 1a Listen, read and say
1. Show a telephone (or draw a picture of one) to the students and say: “My telephone number is 4366783. What is your telephone number?”
2. Imitate the sound of the telephone ringing and show two pictures, saying: “This is Kangkang and this Jane. They are making a telephone call. Please listen to the tape.”
Play the tape for the students. Play it again and ask the students to repeat.
Step 2. Section A 1b Work alone.
Show the table and tell the students: This is Janes plan. Please finish it according to the conversation.
Ask two students to write down their answer on the blackboard and check the answer.
Answers:
Time Activity
Tomorrow afternoon discuss the picnic
Saturday visit a friend
Sunday go out for a picnic
Step 3 Section A 1c Pair work
Give the students a few minutes to practice the conversation and ask two pairs to act it out.
Step 4 Section A 1d Work alone
Ask the students to find out the following sentences from the conversation in 1a:
1. Would you like to go out for a picnic?
2. Then how about this Sunday?
3. Lets discuss it in our classroom…
Tell the students when we make suggestions we can use the sentences and we can also use “Dont forget…”
Get the students to read Kangkangs plan and give him suggestions on the picnic.
Possible answers:
Dont forget your lighter.
Dont forget two pails.
Dont forget to have a discussion at 4: 30.
Dont forget to do shopping at 5:00.
Ask a group of students to read their answers one by one.
Step 5 Section A 2 ,A 3 Pair work
1. A 2 Pair work
Ask the students to number the sentences to make a telephone conversation.
Answers: 2,5,6,8,3,4,1,7,9
Check the answers with the students and let the students practice the conversation with their partner.
2. A 3 Pair work
Show Toms schedule and Marys schedule to the students and say: Suppose you are Tom and your partner is Mary. You want to invite Mary to go swimming with you. Make a telephone call.
Step 6 Summary and Homework
1. Review some key words and target language
have a picnic, make plans, right away, be free, have to, visit, tell…about, must, first, forget, swim, Saturday, Sunday
Whats up?
Are you free this Saturday?
Would you like to go out for a picnic?
How about…?
Lets….
Dont forget…
2. Homework: Write down the conversation in Step 6 on your exercise book.
Unit 4 Having outside the School Lets have a picnic
The Second Period
Ⅰ.Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary.
Target language.
Oral practice.
2. Ability Objects
Listening skill.
Communicative competence.
Making telephone calls.
Ⅱ. Teaching Key Points
Key vocabulary: wrong, be not in, give her a message, call me back, tell …about,
Im sorry to bother you. This is Kangkang.
Ⅲ. Teaching Difficulties
Making telephone calls. Take a message.
Ⅳ. Teaching Procedures
Step 1 Revision
1. Greet the students as usual and check the homework.
2. Suppose your partner is Jim. You want to invite Jim to go shopping with you. Make a telephone call. Ask two pair of the students to make a telephone call to revise Section A.
Step 2 Section B 1 Listen, read and say
1. Ask the students: “If Jim is not in and his father answers the telephone, what will you say to his father?”
Collect the following phrases:
call me back, give …a message, tell him the number, speak to etc.
Ask the students to read the new phrases.
2. Say: Jane makes a telephone call, please listen to tape and answer the questions:
Who does she want to speak to?
Who answers the telephone call?
3. Play the tape and get the students to find out the answers to the questions. Play the tape and and let the students to repeat the conversation.
3. Ask the students to read the conversation in pairs.
Step 3 Section B 2a and 2b Work alone and Pair work
1. Tell the students: You are going to listen to a telephone call but there are some sentences are missing, please listen to the tape and choose the correct sentences to fill in the blanks. Then check the answers.
2. Pair work.
Listen again and check your answers. Then practice with your partner.
Answers:
A: 2. Hello?
B: 3. May I speak to Li Ming, please?
A: Sorry, Li Ming is not here now. 4. Can I give him a message?
B: Thanks. This is A. 1. Could you ask him to give me a call?
A: Sure. 5. Does he have your number?
B: No, he doesnt. My phone number is 5563677.
A: 5563677. OK. 6. Ill give him the message.
B: Thank you.
Step 4 Section B 4 Listen read and say
1. Ask a student to make a dialogue with the teacher.
Sample:
S1: Hello. May I speak to Kate?
T: I beg your pardon?
S1: May I speak to Kate?
T: Kate? Theres no Kate here.
Ask: “Whats the matter?” Get the students to answer: S1 dials the wrong number.
2. Play the tape for the students to listen and repeat the conversation.
3. Ask the students to read the conversation in pairs and then act it out.
Step 5 Section B 5 Work alone
Show the following message on the screen and then ask the students to finish the telephone call.
First tell the students: Mary makes a telephone call to Lisa, but Lisa isnt in. Lucy answers the telephone call and she writes the message. Please finish the telephone call.
To: LisaTime: This morningMessage: Please call Mary at 58773677 Lucy
Sample:
Lucy: Hello.
Mary: Good morning! This is Mary. Is that Lisa?
Lucy: Sorry, she isnt in. Can I give a message to her.
Mary: Thanks. This is Mary. Could you ask her to give me a call?
Lucy: Sure. Whats your phone call?
Mary: My phone number is 58773677.
Lucy: 58773677. OK. Ill give her the message.
Mary: Thank you.
Step 4 Section B 3 Listen and follow
Play the tape for the students to listen and imitate and ask them to pay attention to their pronunciation and intonation.
1. Whats up? 2. Can I give him a message?
3. Thank you. 4. This is Kangkang.
4. I have to visit a friend.
Step 4 Consolidation
Revise the following sentences:
Sorry, she is not here now.
Can I give her a message?
Ill give her the message.
Could you ask him to give me a call?
Homework: Write down a telephone call and act it out with your partner.
Unit 4 Having fun outside the School Lets have a picnic
The Third Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
Key vocabulary.
Present continuous
Oral practice.
2. Ability Objects
Listening skill.
Communicative competence.
Ⅱ. Teaching Key Points
Key vocabulary: carry water, collect firewood, look at, wash the dishes, sing songs,
Target language: What are they doing? They are having a picnic.
Ⅲ. Teaching Difficulties
Present continuous
Target language: What are they doing? They are having a picnic.
Ⅳ. Teaching Procedures
Step 1 Revision
Check the homework. Ask two pairs to act out their telephone call.
Step 2 Section C 1a
1. Show the picture to the students and get the students to talk about the picture.
2. Play the recording for the students and tick the words they hear.
3. Check the answers.
Step 3 Section C 1b
1. Imitate the sound of the telephone ringing and show two pictures of Kangkang and Jane and present the following conversation:
A: What are they doing?
B: They are making a telephone call.
Ask the students to repeat the conversation and understand the meaning.
2. Ask the students to ask and answer according to the picture.
What is Maria doing? She is preparing food.
What is Jane doing? She is washing the dishes.
What is Michael doing? He is carrying water.
What is Marias dog doing? It is looking at the food.
Step 4 Section C 2 Look, ask and answer
1. Show the pictures and ask one student to present the dialogue as an example with the teacher.
What is she doing?
She is eating an apple.
2. Ask the students to ask and answer according to the pictures in pairs first.
3. Ask the students to ask and answer about the pictures one by one.
Step 5 Section C 3
1. Let the students look at the picture and talk about it and encourage them to use some words and phrases theyve learnt.
2. Play the recording for the students to repeat the sentences.
3. Give the students a few minutes to read the sentences and ask them to pay attention to the following words: playing, singing, flying, running, collecting.
Step 6 Section C 4
Tell the students that they are going to listen to some actions about Tom. Ask the students to listen and number the actions from 1-6.
Step 7 Summary
Revise some key words and target language:
1. carry water, collect firewood, look at, wash the dishes, sing songs,
2. What is Maria doing? She is preparing food.
What is Jane doing? She is washing the dishes.
What is Michael doing? He is carrying water.
What is Marias dog doing? It is looking at the food.
4. playing, singing, flying, running, collecting.
Step 8 Section C 5
Let the students to chant.
Step 9 Homework
Read the sentences in Section C 3.
Unit 4 Having fun outside the School Lets have a picnic
The Fourth Period
Ⅰ.Teaching Aims and Demands
1. Knowledge Objects
Review some target language in Section A-D.
Oral practice.
Present continuous.
2. Ability Objects
Communicative competence.
Ⅱ. Teaching Key Points
Key vocabulary: lonely, next, basket, listen, have a meeting, at home
Review some target language in Section A-D
Hello? This is Maria. May I speak to Jane?
Can I give her a message?
All right. Ill give her the message.
Sorry, she is not here\\ in\\ at home.
Could you ask her to call me back this afternoon?
What are they doing? What is he\\she doing?
They are having a picnic. He\\she is washing dishes.
Ⅲ. Teaching Difficulties
Present continuous
Oral practice.
Ⅳ. Teaching procedures
Step 1 Revision
1. Show some pictures to the students and get them to ask and answer according to the pictures.
What is he\\she doing?
He\\She is running.
2. Ask a few students to act and the others ask and answer according to his or her action.
Step 2 Section D 1a
1. Draw a picture and say: Look at the man. He is at home, but he is lonely and he would like to have a picnic with his friends and then have a meeting. Repeat the sentences and teach the new words and phrases:
at home, lonely, have a meeting
2. Section D 1a. Ask the students to look at the pictures and say: old Mcdonald is lonely too. He would like to have a picnic with his friends. What food can you find in the picture?
Answers: hamburgers and cakes, fish and chicken, French fries and bread
3. Play the tape and get the students to repeat. Ask the students to read the sentences.
4. Ask two group of students to act out the short story.
Step 3 Section D 1b
1. Collect some words of food and drinks that the students have learnt and ask the students to spell the words out.
fish, meat, chicken, hamburger, bread, French fries, rice, dumpling, noodle, porridge,
tea, coffee, Coke, milk, juice,
2. Divide the students into several groups and let the students discuss the questions:
Whats your favorite food?
Do you want to have a picnic with your friends?
If you do, what food do you want to bring?
Step 4 Section D 2a, 3
1. Show the sentences to the students and explain something about Present continuous.
2. Have a competition. Ask the students to make a sentence with Present continuous.
3. Section D 2a, 3 Ask the students to fill in the blanks and get four students to write down their answer on the blackboard. Check the answers.
Answers:
He is reading.
She is listening.
She is running.
They are eating.
Ask the students to pay attention to the words with -ing.
Step 5 Section D 2b, 4
1. Review the sentences. Ask the students to read the sentences and then let the students practice the sentences with their partner.
2. Section D 4 Get the students to number the sentences to make a conversation.
Answers: 4 Yes, this is Lucy. Please ask him to go to school and have a meeting tomorrow morning.
2 Hello! May I speak to Mr Li?
3 Im sorry. He is not at home. Can I give him a message?
6 Thank you!
1 Hello?
7 You are welcome.
5 Ok. Ill give him the message.
Step 6 Homework
Review some words and some target language in Section A-D.
Unit 7 Lets go to the zoo
Section A
Teaching aims:
1 read and understand the dialogue as a whole
2 In this section, students learn to talk about preferences and show the reasons .
Important points in teaching
1 names of animals,
2 language points
3 improve students ability of listening and speaking
Difficult points in teaching: what questions and answer.
Teaching aids: some animal cards , a tape recorder
Teaching methods: communicative method
Teaching procedures:
Step 1 Greet and review what they learned last period.
Step 2 Lead-in
Activity 1 Say to the students, “ Today we will go to the zoo to pay a visit ”and ask “what animals do you know , you should tell me in English.?” Then write the names of the animals on the right of the blackboard.
Step 3 Presentation
Activity 1 Hold up the lion card and ask:
T: Whats this?
S : Its a lion.
T: Yes, its a lion, I like lions. They are strong. And the lion is the king of the beasts.
Then show them some other animal cards to consolidate the names of the animals.
Activity 2 After that, ask students to read the words after you
Activity 3 Ask three students the question “What animal do you like best?” respectively : and then write the following on the left of the blackboard
T : “ What animal do you like best?”
S1 I like .
T What animal do you like best?“
S2 I like .
T What is your favorite animal?
S3 My favorite animal is .
Step 4 Practice
Activity 1 Say to the students:
”These are very useful structures. Now every one please find a partner and use them to make a simple dialogue “ .At the same time , you can also make a dialogue with another student to check how well he masters.
Activity 2 ask several pairs to act their dialogue out. And you should remember to try your best to praise and encourage their performance
Purpose :improve students courage and ability of speaking.
Step 5 Ask students to read the dialogue on page 93 themselves. then read together. And do the exercise of page 93.
Step 6 Explanation of the Language points.(write the following in the center of the blackboard)
1 be free :闲的，空闲的， 自由的。如：Im free today.
2 What animal do you like best?=Whats your favorite animal? 这是用来询问别人喜好的句型，还可将animal 换成food, sport 等类型的词。如：
---Whats your favorite sport?
---My favorite sport is basketball.
Step 7 Ask students to look at the two pictures of page 94.and ask students to guess ”where are the students now?“ ”Who is the lady?“ then let them listen to the passage ,following the questions
1 ”When do they go to the zoo?“
2 ”How long do elephants live, fifty or sixty years?“
After the listening comprehension, ask students to read the passage by themselves and then make following sentences to lead to the language points of this passage.
1 我们谈论了许多关于大象的事。
2 一会儿之后，我们就到达了学校。
3 你每天睡多少小时？
Language points.(write the following after above language points)
1 talk about :谈论关于……如：we talk about the people we see .
2 after a while 片刻之后，一会儿之后。如：After a while, we see the panda.
3 arrive at 到达，抵达。相当于get to 如：I arrive at my home at six oclock.
4 how many +可数名词复数：多少…如：…How many apples does he eat?
Then ask students to read the passage loudly by themselves .and try their best to recite it.
Step 8 Consolidation
1 Ask some students to do some actions imitating a monkey , a horse ,a lion a tiger and a panda respectively and let others to guess what this animal is. If the student cant act out, he can also say some characteristics of this animal ,then let others to guess. In this way we review the names of the animals.
2 practice the structures in the dialogue by themselves.
Step 9 Sum up and blackboard design
---What animal do you like best? Be free: 闲的，自由的，空 king zoo---I like ... …如： Im free today.. elephant animal--- Whats your favorite animal? What animal do you like best ? beast lion---My favorite animal is … ==whats your favorite animal favorite tiger
Section B
Teaching aims:
1 read and understand the dialogue as a whole.
2.improve students ability of reading comprehension
3 improve students ability of communication
Important points in teaching :
1 To get the students to have a good understanding of the dialogue.
2 To get the students to learn to use some useful patterns.
Difficult points in teaching:
To get the students learn hoe to use the useful patterns in real situation.
Teaching aids: a tape-recorder, some pictures.
Teaching procedures:
Step 1 Greeting and Revision
Use the projector to go over the names of animals. In this activity, students compete to see who can remember the most and who can speak out the names most quickly.
Step 2 Lead-in
T: If one day, a baby monkey is lost, what will you do ? will you help him?
S : ……
T: How do you help him.?
S …
T: Very good, all of us are good students. And we are all very clever. Yes, we should help each other. Today, we will read s story t. we will see , how does Kangkang , a little boy, do ?
Purpose: lead in the topic ” Let me help you“.
Step 3 Presentation
Activity 1 :Ask students to open the book on page95. and read the story in the zoo. by themselves
Activity 2 : Discuss the exercise on page96 in pairs.
Purpose: improve students ability of reading
Activity 3 : Check the answer together
Step 4 Analyze the dialogue
Give explanation to the following structures and expressions
.1. Whats wrong with…? …… 怎么啦？…… 出了什么毛病？
如：Whats wrong with your head?
Whats wrong with her pen?
2. over there: 在那儿。
如：---Where is my bag?
.---Its over there.
3 . Here we are : 我们到了。
4. Its very kind of sb. to do sth: 某人做 ……事真是太好了。
Its very kind of him to buy me a dog.
Step 5 Practice
Activity 1 Ask students to make sentences using above patterns by themselves.
Activity 2 Ask students to read the story as fluently as possible.
Purpose: to improve students ability of speaking.
Activity 3 Ask students to act out the story with his partner. Then choose one or two to act out in the front of the class. Try your best to encourage and praise your students.
Purpose : improve students ability of acting and courage
Step 6 Listening comprehension
Activity 1 Let students listen to part2 and part3 on page96. then finish the exercise . if necessary, play the cassettes one or two more times until they can get a good marks.
Activity 2 Dont forget to check the answer.
If they didnt do well, try to encourage them not to lose heart.
T: how many do you
Step 7 Consolidation
Use the expressions and patterns in real situation.
Situation : One day , Mary sees her friend, LiMing is crying in the class. so she asks him why, and he tells her the reason, according to this situation, ask your students to make a simple dialogue between Mary and her friend, LiMing .
Sample
Mary: Hello, LiMing.
LiMing: Hello, Mary.
M : Whats wrong with you, LiMing?
L: My pen is lost.
M: Dont cry . Let me help you.
(after a while)
M: Is this your pen, LiMing?
L: No, it isnt. My pen is yellow.
M: Here it is. This is your pen.
L: Oh, yes, thank you . It is very kind of you to help me.
You can use other situations. for example, ones bag, ones book, or other things is lost. Then ask them to make dialogue
Step 8 Class activity
Chant with the students together first. then let the students chant themselves.
Section c
Teaching aims:
1) students learn to ask about and say times.
2)some useful structures and expressions :thank you all the same ; excuse me , could you tell me ... go to bed have sports have lunch
Important points in teaching:
Ability of speaking and listening
Ways of saying times
Difficult points in teaching: To get the students to learn hoe to say times
Teaching aids: a tape recorder , a projector, some cards which are drawn clocks ,a teaching clock with movable hands
Teaching procedures:
Step 1 Greeting and revision
(1)Using projector to review what they learned by asking questions.
i )Whats your favorite color?
ii)I like blue, how about you?
(2)Translate following English into Chinese, and Chinese into English .
i. How many books do you have ?
ii. How long do you watch TV every day ?
iii. 一个星期六的上午，我们去了动物园。
iv. 这个主意听起来很好。
Step2 lead-in
Use a projector to show the pictures one by one . These pictures are copied from the students book on page97and ask ”What is the time ?“ after that , teach them the new words and the ways of saying times.(write the following on the right of the blackboard)
1.采用顺读法，如：
1:45 : one forty -five
3:18 : three eighteen
2 采用逆读法， 如：
1) 当分钟<30时，先读分钟+past+时钟
1:25 twenty five past one
8:19 nineteen past eight
2),当分钟=30时，
2:30 half past two
3).当分钟>30 时，先读分钟距整点差得分钟数+to+（时钟+1）如：
1:49 eleven to two
1:58 two to two
Optional activity
If students need extra practice with clock time, make a teaching clock with large, movable hands. Display the clock, placing the hands at various times from 1:00 to 12:00 and calling for students to say the clock time shown .
Purpose : consolidate the ways of saying times and make sure students can say the time as quickly as possible
Step 3 Dialogue presentation:
Activity 1 Listen with the question: Whats the time?(six oclock)
Activity 2 Ask students to read the dialogue in pairs.
Activity 3 Ask students to find out the sentence: 是该回家的时候了。（Its time to go home.）
Its time to do sth
Its time for sth .
如：Its time to go to bed.
Step 4 Dialogue practice
1 ask students to practice the dialogue
2 do part 3 pair work (imitating the model)
Step 5, Come to part 4
Activity1 Ask students to read the dialogue by themselves first .and guess the meaning of followings.
a. Excuse me, whats the time ,please?
Excuse me, could you tell me the time, please?(有礼貌的询问别人的.时间的用语)
b. Thank you all the same (当别人无法帮上你忙时,你的回答用语)
Activity 2 Ask them to read the dialogue in pairs
Activity 3 Ask them to read the dialogue in groups or between boys and girls.
Activity 4 Competition in reciting the dialogue
Activity 5 Recite the dialogue together.
Step 6 Consolidation
Use the useful expressions and structures to make dialogues. Teachers had better give some situations.
Step 7 Sum up and blackboard design
1．采用顺读法，如：1：45 one forty five next time
2．采用逆读法，如：1）当分钟<30时， oclock
2）当分钟=30时， past
Section D
Teaching aims:
1). improve students ability of listening.
2). improve students ability of other skills such as acting.
3). go over what they learned in this unit
Important points in teaching:
1). To get students to have a better listening comprehension
2). Go over the ways of saying times.
Teaching aids: some pictures, a tape-recorder, a projector
Teaching procedures:
Step 1 Greet with each other
Step 2 Revision
Activity 1.Review the ways of saying times
Activity 2 Do the exercise of page100 part 4
Activity.3 Some exercises are shown on the projector for students to check how well they have grasped in this unit .
A) 1). Are you free Saturday?
A at B in C on D of
2).--- My favorite animal is tiger, about you?
---I like monkey best.
A where B how many C how long D how
3) How can we say ”2:52“in English ?
A eight to two B eight to three
C. eight past two D eight past three
4). Elephants sleep only four hours night.
A at B in C on D with
5) Whats wrong your pen ?
A with B on C at D in
6) is very kind you to help me?
A It, for B It, of C This, of D That, of
B) Translate following sentence into English
1) --- 现在什么时候了?
--- 现在八点半了.
2) 是该上床睡觉的时候了.
3) ---对不起, 请告诉我时间好吗?
---对不起, 我没表, 我不知道.
---同样谢谢你.
Step 3 Lead- in
Activity 1 Ask students :
T: Do you want to be a teacher or an actor?
S:
(If students say they want to be an actor, you can continue your topic )
T:” OK, Ill see how you can act. First, listen to me, then please act out what I say. \"(Use a projector to show following , and then ask students to act out )
1 He is acting like a monkey
2
