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七年级英语预备课程教案

Lesson 1 Nice to meet you!

※教学目标

i掌握问候、介绍和告别的英语表达方式。

2学会运用人称代词提问和回答。

3学会用适当的形容词描述他人。

4学会写简单描述同学的小短文。

※教学内容

词汇：classmate school new friend cousin

photo short thin tall strong

class b ig small clever kind

词组：a nice school have some photos have a look

short and thin tall and strong in our class

Lily's dog 句型:Hi/Hello, Fm Millie.

Good morning./Good afternoon.

Goodbye./Bye.

This is my classmate Jill./This is my cousin Andy.

Nice to meet you (too).

Are you Lily? Yes, I am./No, I'm not.

How are you (today)? I’m fine, thank you.

What's your name? I’m Millie.

※教学准备

i相关图片。2学生的照片。

3配套磁带或光盘。

※教学步骤

A Meeting new friends

Step I导入

1 教师先打招呼并自我介绍：Hi, boys and girls, rm your new English teacher. Nice to meet you.询问学生该怎样回答，并把Nice to meet you.和Nice to meet you too.这两句写在黑板上。

2告诉学生以后见到你可以用“Hi, Miss/Mr 来跟你打招呼。教师说：From now on, you can greet me with "Hi, Miss/Mr .…”并把该句写在黑板上。

Step II呈现

教师说：Now you're in this new school. What do you think of it?鼓励学生回答：It's a nice school.

教师说：This is a new class. Can you tell me your names?教师挥手跟任意一位学生打招呼并自我介绍：Hi, I'm Miss/Mr….鼓励学生用“Hi, I'm…?”回应。

3安排同桌的学生用“Hi, 互相介绍。教师说：Now introduce yourself to your partner, please. Don't forget to use "Hi”.

4 告诉学生：Today we're going to meet four new friends. Listen to the tape.教师播放录音，听完后问学生：Can you tell me their names?让学生集体回答。

5让学生看A1部分的图片，然后提问：

Picture 1: Who are they? (They are Millie and Jill.)

Picture 2: What are they talking about? (They are talking about their school). Picture 3: Who is introducing Jill? (Millie is introducing Jill.)

Picture 4: Who is Andy? (He is Millie's cousin.)

6播放录音，要求学生集体跟读对话，教师说：Now read the conversation after the tape.播放录音时可一句一停，以便学生跟读。7请学生看图复述对话内容。

8把学生分成三人一组进行分角色朗读，并给学生几分钟时间准备，之后请两到三个小组上台表演。让他们用自己的真实姓名表演，达到活学活用的效果：Would you please come to the front and act out the conversation for us? You may use your own names to greet each other.

Step III 练习

1把学生分成三人一组，一人介绍另外两人彼此认识。

Sample conversation

SI: This is my new friend ....

S2: Hi, .... Nice to meet you.

S3: Hi, .... Nice to meet you too.

2全班同学互相认识后，以小组为单位从前到后依次快速打招呼。使用句型“Hi, ?…”和“Are you…?”并用yes/no回答。

Step IV呈现

1呈现A1部分的学生图片，教师问：Who's the girl/boy?鼓励学生用人称代词he、she、they回答问题。2完成A2部分的练习。

3教师介绍人称代词以及be动词的完整和缩写形式，向学生解释：I'm = I am、You're = You are等，前者是后者的缩写形式。

要求每位学生用I、you、we、he、she、they、it来介绍同学和教室里的物品，内容不重复。

Step V巩固

1背诵对话。2完成书后配套练习的相关部分。

B Photos of friends

Step I导入

1教师在黑板上画一只钟，显示上午的某一个时间，问学生此时应该怎样用中文跟教师或同学打招呼：At this time of the day, how do you greet your teachers or classmates in Chinese?当学生回答“早上好”时，教师说出“Good morning!” 并把该句写在黑板上。

2假设当时是上午九点，让学生用“Good morning!”与同桌互致问候：It's nine o'clock in the morning now. How do you greet your partner?

Step II呈现

1教师和一位学生进行示范问候：Good morning!告诉学生可简略回答：Morning!

2 告诉学生如何问候认识的人：Now I know you all and you all know me. How do we greet each other when we meet again? I would say "How are you?"然后要求学生跟读：Now repeat it after me: How are you?重复多次，确保每位学生都能正确

模仿。

3当学生最后一次跟读“How are you?”时，教师回答：I'm fine, thank you.并在黑板上画一张笑脸。教师再将“I'm fine, thank you.”重复多遍让学生跟读，并把“How are you?”和“I'm fine, thank you.”都写在黑板上。然后问能力较弱的学生：How are you?启发他们回答：I'm fine, thank you.还可启发能力较强的学生进一步询问“And you?”教师回答：I'm fine too.

4同一列学生前后依次问答，练习这段对话。

呈现B1部分的学生图片，问：Who are they?讨论每张图片中的学生：Who is he/she? Is she short? Is he strong?让学生用yes/no回答。

6学生分角色朗读对话。7鼓励学生指着课本上的图片表演对话。8展示几张班上学生的照片，要求学生模仿B1部分用真实信息改编对话。

Step III 练习

1完成B2部分的表格。2完成表格填写后，教师每说一个人称代词，学生齐声说出相应的be动词形式。教师也可依次请一位学生来回答，最后帮助学生总结规律。

Step IV呈现

教师说：Now I want to know if I can remember all your names.走到学生面前问：Are you right?引导学生回答：Yes, I am./No, I'm not.也可问学生同学的姓名：Is he/she right?引导学生回答：Yes, he/she is./No, he/she isn't. 2让学生两人一组用这种一般疑问句进行对话。

3引导学生操练B3部分的对话，用一般疑问句向学生提问：Are you ...? Is she tall? Are they classmates?让学生用yes/no回答，并在其后用肯定或否定形式完整表述。

4提醒学生注意否定的缩写形式。

5教师播放B3部分的录音，要求学生集体跟读对话。教师说：Now read the conversations after the tape.播放录音时可一句一停，以便学生跟读。

6学生两人一组用同学的真实身份模仿B3部分的句型进行对话。

Sample conversation

SI: Is she thin?

S2: No, she isn't. She isn't thin.

SI: Is she ...?

S2: Yes, she is. She's ....

Step V巩固

1背诵对话。

2完成书后配套练习的相关部分。

C Greeting each other

Step I导入

1教师在黑板上画一只钟，钟面显示两点整。教师说：It's two o'clock in the afternoon. Can I say “Good morning" to you?启发他们回答：No.进一步引入“Good afternoon!”并将该句写在黑板上。

2教师假装要离开，边走向门口边对学生挥手说“Goodbye!”，鼓励学生用“Goodbye!” 回应：I'm leaving. I say goodbye to you. What do you say to me?鼓励学生说出“Goodbye!”然后把“Goodbye!”写在黑板上。告诉学生，在和熟悉的人告别时还可以简单地说“Bye”或“Bye-bye”。教师说：You can say "Bye!" or "Bye-bye, for short. Step II呈现

1走到一个学生面前说：Hello! What's your name?启发学生回答：Hello! I'm ....

告诉学生，跟“Hello” 相比，“Hi” 更口语化:"Hi" is more informal than "Hello". We usually greet our friends with "Hi”.

3与多位学生练习这个对话，直到被提问的学生都能正确回答为止。

4组织学生开展活动，让他们用“What's your name?”这一问句去主动认识那些还不熟悉的同学：Please go to those classmates that you don't know and ask them their names.

5 告诉学生Millie正在跟别人打招呼：Millie is greeting other people. Now let's say who they are. When do they meet? What does Mrs Li say to Millie?

6让学生看Tip部分，并解释Mr、Mrs、Miss、Ms加姓氏的用法：

课前准备一些不同年龄和性别的人的图片。向学生展示三张图片，分别是某中国男子、某老年中国女子和某年轻中国女子。分别在三张图片下用拼音写出他们的姓名，如：Li Ming, Wang Mei, Chen Yi。请几位学生试着跟这几个人打招呼，从而引出Mr、Mrs和Miss: Please greet these people in the pictures. You can say "Hello, Mr Li, Mrs Wang or Miss Chen”.

再给学生一些不同国籍的人物的图片和他们的全名，如：Tom Green、Lily Brown、Chen Yi,让学生用Mr、Mrs和Miss称呼他们:This man's name is Tom Green. You can greet him by saying “Hello, Mr Green".

介绍Ms的用法：We also use “Ms" before a family name. It can be used when you don't want to state whether she's married or not.教师也可以用中文补充说明。

7让学生朗读对话，并让他们看图复述对话内容。

8学生两人一组分角色准备表演，鼓励学生用真实姓名改编对话。邀请几组学生上台表演。

Step III 练习

依次让学生回应你的问候或道别，如：Hi、Good morning、Goodbye。只给每个学生几秒钟的时间考虑，如果学生在几秒钟内无法正确应答，立即跳过该学生，要求下一个学生回答。对回答得又快又准、发音正确的学生应表示赞扬：Good./Well done.

Step IV巩固

i背诵对话。

2用所学句型和同学问候及告别。

3完成书后配套练习的相关部分。

D My classmates Step I复习

1让学生用学过的各种句型互致问候：Hi./Good morning./Goodbye./How are you?/ I'm fine, thank you. And you?/rm fine too.等。

2请几对学生上台表演有关问候的小对话。可启发学生添加内容，多运用本课所学的词汇、词组和句型：I'd like to invite some pairs to the front. Each pair will act out a short conversation. Remember to use all you have learnt from this lesson.

Step II呈现

1让学生对照表格内容口头描述Lucy、Sally、Alan和Carl。教师可以用一般疑问句适当引导：Is Lucy clever? Are they kind?

2完成表格下方的短文填空。

3要求学生三人一组模仿短文描述自己的同学。教师在教室内巡视，帮助指出有代表性的错误。

Step III 巩固

1写一篇描述同学的小短文。

2完成书后配套练习的相关部分。

Answer key

2 classmates

3 cousin

4 friends

thin; short; small; strong; short; clever; kind

教学反思：

___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

Lesson 2 A happy family

教学目标

i能够就家庭成员的职业和年龄进行熟练问答。2掌握100以内基数词的表示方法。

3学会写简单描述家庭成员的小短文。

教学内容

family doctor woman long hair teacher

father mother grandfather grandmother student hospital

speak brother sister parent aunt look

uncle happy worker cook farmer nurse

driver man

词组：a photo of my family the woman with long hair 句型：Who's the man/the woman with long hair?

He/She is my father/mother/aunt/uncle/Mr Li.

How old are your grandparents?

My grandpa is seventy and my grandma is sixty-five.

My name is Bob. I am twelve years old.

I have no brothers or sisters, but I have cousins.

We are a happy family.

What's he/she?

He/She is a doctor/nurse/teacher/worker/cook/farmer/driver.

教学准备

i让学生将自己与家人的合影带到课堂上来。

2相关图片。

3配套磁带或光盘。

教学步骤

A A family photo Step I复习

与学生用学过的问候语打招呼，如：Hi、_ Good morning、Good afternoon。根据学生的回答情况，教师予以表扬或纠正。

Step II导入

i请两位学生站起来，教师指着一人问另一人：Is this…？学生回答.：Yes./No. This

2由这位回答的学生再指定一个人，让其问同桌或后座的学生：Is this...?按照座位顺序依次练习。

3留最后回答的两位学生，教师指着他/她们说:This is…and this is ....然后问全班：Are they brothers/sisters?学生回答：No. They're classmates.接着问：Are they in the same family?学生回答：No. They don't have the same parents/mother and father.

4 在黑板上写出father、mother、brother、sister,继续问：Who's your father's/ mother's father/mother?写下grandfather和grandmother。最后在单词间添加线条，完成一个简单的family tree。

Step III 呈现

1教师借用一位学生的照片说：Look, this is a family photo.随后拿着照片走到另一个学生面前问：Is this a photo of your family?学生回答：No, it isn't.利用学生带来的照片多做几个示范。

2让学生拿出自己的照片互相问答，提醒学生使用“Is this…?”和“Yes./No.” 的句型，并用grandfather、grandmother、father、mother、brother、sister、uncle、aunt和cousin等词来介绍自己的家庭成员。

指导学生带着问题听录音：Now let's listen to a conversation about a family photo. How many people are they talking about? Who are they? Does the boy's mother have short hair or long hair?

让学生阅读对话并回答问题：What's the boy's mother/father? How old is his grandma/grandpa? 5向学生解释father、mother、grandfather、grandmother的口语化表达分别为dad、mum、grandpa、grandma。

6教师再次播放录音，要求学生集体跟读对话，注意模仿语音语调：Please repeat the conversation after the tape

7要求学生看图复述对话内容。8两人一组，给学生几分钟时间根据自己的照片改编对话内容，然后请两到三个小组上台表演。

Step IV练习

1完成A2部分的练习。

2选几个学生轮流上讲台，接受下面学生对其照片的提问并做出回答，问题包含：

Is this your ???? Who's he/she? How old is he/she? What's he/she? Is he/she tal l?

3请能力较强的学生上来转述台上其他同学的照片：This is a photo of Li Hua's family. This is his father. He's a/an .... He's ... years old.

Step V巩固

i背诵对话。

2完成书后配套练习的相关部分。

B My family members Step I复习

让学生就各自带来的照片，用所学句型轮流问答：This is a photo of my family. Who's he/she? He's/She's ....或Is this your …？Yes/No, he's/she's my ....

Step II呈现

1展示B1部分的人物图片。逐张讨论：What's he? What's she? How old is he/she?

2 告诉学生：They're a family. Whose family members are they? Please read the short article.

3根据文章继续讨论图片：Who's the man/woman/boy…？让学生完成Bob's family tree。

4让学生仔细阅读文章判断对错。对了就大声说“True!”，错了就大声说“False!”。

1Bob is thirteen years old. (False!)

2Bob's mother is a teacher. (True!)

3Bob has a brother. (False!)

4Bob's aunt is his father's sister. (True!)

5Bob's mother has no brothers. (False!)

6Bob's uncle has a baby boy. (True!)

5学生大声朗读文章。

Step III 练习

1用课文填空的形式检查学生对文章的理解和记忆。

My name is Bob. I twelve years old. I am a ?

My father is a in a big hospital. He is ? My mother is a ? She can

speak . She is thirty-eight.

I have no or sisters, but I have cousins. My father has a sister. She is

Mary. She is thirty-seven. She looks young. My mother has a brother. He is

Joe. He is . He has a baby boy.

I love them and they love me too. We are a happy .

(am; student; doctor; forty-two; teacher; English; brothers; Aunt; Uncle; twenty-nine; family)

2给三分钟左右准备时间，要求能力较弱的学生按单张图片描述个人情况，能力较强的学生复述整篇文章。3两人一组模仿这篇文章互相用自己的照片简单介绍家庭成员的情况。

Step IV呈现

1 问学生：When you began to go to school, how old were you? When you finished primary school, how old were you? When you leave college and go to work, how

old are you?教师把答案分三行写在黑板上：six、twelve、twenty-two,每一行分别代表1-10、11-20、21-30的基数词，然后让几位学生在黑板上写出每一行的乘1J余数字。Now would you please help me write down the other numbers on the blackboard?教师在一旁引导学生写出正确的基数词。2教师带读基数词1-30，帮助学生总结它们的规律。

3 带领学生依次拼读基数词：Now let's spell out the numbers. One, o-n-e, one; two, t-w-o, two ....

填写，小组之间互相检查答案。6指导学生朗读B3部分的数字，提醒学生基数词可以用来表达电话号码、时刻、价格、年份等，注意其读法的不同。数字0在电话号码中一般读“oh”（/ou/)。7多给学生一些数字的例子，指导他们按照不同用法正确朗读。

Step V巩固

1背诵课文。

2完成书后配套练习的相关部分。

C People and jobs

Step I复习

请几位学生上台向全班同学介绍自己的家庭：Would you please come to the front,

show us your family photo and introduce your family members?

Step II导入

7教1j帀说：Do you remember Bob's father? What's his father? (A doctor.) What's his mother? (A teacher.)

8出示医生和护士的图片：Where does a doctor work? (In a hospital.) Who else works there? (Nurse.)

Step III 呈现

1出示一些其他职业的人的图片，如：厨师（cook)、司机（driver)和工人(worker)。问学生：What's he/she?接着问学生：Is your mother/father a doctor/teacher/worker/ cook/farmer/nurse/driver?确保每位学生都能掌握这些职业名称的读音和含义。

2 引导学生讨论若干职业：What can a cook do? A cook can make delicious food.

3自由讨论。问任意一名学生:What's your father/mother?帮助学生用英语回答自己父亲或母亲的职业。对能力较强的学生可适当补充新单词：policeman (男警察）、policewoman (女警察）、engineer (工程师）、manager (经理）。Step IV练习

1 让学生根据图片互相问答：Please ask your partner about his or her family members in the family photo. You can use "Who's he/she?", “What's this man/ woman?" and “He's/She's a/an ?…”

2 将学生分成若干四人小组，用各自的照片进一步讨论家庭成员的职业。

Step V巩固

1背诵对话。

2完成书后配套练习的相关部分。

D My friend's family Step I复习

1 让学生猜测职业名称：Who drives a bus? (Driver.) Who works in a restaurant? (Cook.) What are you? (Student.) Who teaches you? (Teacher.) Who works in a hospital? (Doctor and nurse.) Who works on a farm? (Farmer.)

2让同桌之间根据自己家庭的照片和family tree互相问答：Who's he/she? What's your father/mother? Is he/she a driver/...? How old is he/she?

Step II呈现

1呈现D部分的表格，要求学生两人一组问答：Whafs Lily's father? How old is he? What's Lily's mother? How old is she? What's Lily's uncle? How old is he? What's Lily's aunt? How old is she?

2要求学生根据表格口头描述每个人的年龄和职业，如：Lily's father is forty-one years old. He's a driver.

3让学生根据表格完成小短文。4两人一组互相检查答案。5教师让几个小组展示文章，纠正不足之处。6把学生分成四人一组，让他们互相询问家庭成员的信息，完成自己的调查表：Now please ask your group members questions and complete your questionnaire.

鼓励小组之间交流调查结果。

Sample writing

Lily is my friend. She is twelve years old.

Lily has a happy family. Her father is a driver. He is forty-one years old. Her mother is a cook. She is thirty-six. Her uncle is a worker. He is thirty-eight. Her aunt is a nurse. She is twenty-nine.

Step III 巩固

i写一篇描述同学家人的小短文。2完成书后配套练习的相关部分。

1 doctor

2 teacher

3 seventy

4 sixty-five

Lesson 3 A nice school

教学@标i学习一些课堂指示用语。2熟练掌握there be句型。3能够运用基数词描述学校。4学会写简单介绍学校的小短文。教学内容

open turn page picture close

blackboard read word exercise book classroom

window desk chair map China

computer art music toilet playground

library study

stand up sit down look at the blackboard

write down a map of China computer room

reading room art room music room

句型：It's time for class.

Open your books and turn to page 16.

Close your books and look at the blackboard.

Read (the new words) after me.

Listen to the tape again.

Write down your answers in your exercise books.

There are sixteen boys and fourteen girls in my class.

Is there a computer room/library in your school?

How many music rooms are there in your school?

教学准备

1相关图片。

2白纸和彩笔若干。3配套磁带或光盘。

教学步骤A In the class

Step I导入

1教师走进教室，不要关门，指着门问一位学生：What's this?帮助学生回答?? It's a door.然后走到另一位学生面前，边做手势边说：Close the door, please.让学生

理解并执行教师的指令。再对另一位学生说：Open the door, please.用手势帮助学生理解并执行教师的指令。2教师指着一扇开着的窗户对学生说：What's that?学生回答：It's a window.随后对一位学生说：Close the window, please.让学生按指令关窗。

3教师拿起课本说：Look, this is a book.然后对学生说：Open the book, please.让学生按指令打开课本。要求学生翻到指定的页码：Turn to page ....让学生把翻到的页码给教师看。

4教师让学生合上课本：Close the book.然后教师指着黑板对学生说：Look at the blackboard. Clean the blackboard, please.边说边檫黑板，让学生理解含义。然后指着一张较脏的课桌对一位学生说：Look at the desk. Clean the desk, please.让学生按指令檫课桌。

Step II呈现

1教师在黑板上画一只钟，钟面显示八点整。教师说：It's eight o'clock now. What's the time for? (It's time for class.) What does the monitor usually say at this time? (Stand up.) What do I say? (Good morning, class.) (Sit down, please.)把上课

的问候语再重新演练几次。

2教师把钟面上的时间改成十二点整。教师说：It's 12 o'clock now. Whafs the time for? (It's time for lunch.)教师再把钟面上的时间改成十点整。教师说：It、ten p.m. now. What's the time for? (It's time for bed.)

3 教师让学生阅读A1 部分：Now it's time for Al. Please look at the pictures in A1 and answer the following questions. Picture 1: What's the time for? (It's time for class.) Who's the teacher? (Miss Li.) Picture 2: Which page does the teacher ask the students to turn to? (Page 16.)

Picture 3: What does the teacher ask them to do? (She asks them to close their books, look at the blackboard and read the new words after her.)

Picture 4: What do the students do? (They listen to the tape again and write down their answers in their exercise books.)

Step III 练习

1教师播放录音，要求学生集体跟读对话：Now read the conversation after the tape.播放录音时可一句一停，以便学生跟读。2把学生分成两人一组进行分角色朗读。3让学生合上课本，复述对话内容。4给学生几分钟时间准备，然后请五到六个学生分别上台表演教师的角色，其他学生配合表演。鼓励学生对对话进行改编和扩充，以达到活学活用的效果：Who would like to come to the front and play the role of the teacher?

Step IV活动

1呈现A2中不同动作的图片，请学生口头回答所缺内容并填写完整。2用本课所学的指令来做游戏，看谁的反应快。教师说出不同的指令，全班学生用正确的动作回应。3邀请一位学生在讲台上背对黑板，教师在黑板上写上不同指令，让其他学生（或指定学生）一起做正确的动作，讲台上的学生根据动作猜测相应的指令，并口头表述出来。

Step V巩固

1背诵对话。2完成书后配套练习的相关部分。

B My classroom Step I复习

用学过的动词和名词组成各种指令，让学生完成。

Clean the blackboard, please.

Clean the window, please.

Open/Close your pencil case, please.

Open/Close the window, please.

Open/Close your schoolbag, please.

Open/Close your book, please.

Open/Close the door, please.

Step II呈现

1 教师问：What's on the wall? There's a blackboard on the wall. There's a map of China on the wall too.把这两句回答写在黑板上，提醒学生There's = There is。

2教师指着一台电风扇对学生说：This is a fan.再指着另一台电风扇说：That's a fan too. We have two fans. So, there are two fans in our classroom.把最后一句话

写在黑板上。

3让学生观察教室，用“There is…和“The re are ?…”句型描述自己的教室，教师说：Now look around our classroom and talk about the things you can find in our classroom?用手势启发学生多讨论些物品，如：door、window、book、pencil、pen、pencil case、desk、bag、boy、girl、teacher^^。

4让学生阅读B1部分，根据短文内容判断下列句子的正误。在基础较好的班级，教师可以让学生听该部分的录音，然后判断正误。

9Only the floor is clean. (F)

10There are thirty students in Sally's class. (T)

11There are fifteen chairs and thirty desks in Sally's classroom. (F)

12The big desk is for their teachers. (T)

5让学生合上课本，复述课文。教师在学生复述完成后进行点评，重点关注there be句型。

Step III 练习

1让学生根据B1部分的内容完成B2部分的练习。2全班集体核对B2部分的答案，并让学生集体大声朗读句子。3把学生分成四人一组，将白纸和彩笔分发给学生，让他们在纸上画出自己理想中的教室。4教师选择几组学生对他们画的理想中的教室进行讨论和描述，引导学生正确使用there be句型。

5 完成“Work out the rule!”。

1 询问学生：Is there a computer in our classroom?学生回答：Yes, there is.教师把句子写在黑板上。继续讨论其他的内容：Are there any sofas in our classroom?学生回答：No, there aren't.类似的问题多问一些，帮助学生准确回答there be句型

构成的一般疑问句。2让学生以接龙的方式练习问答，不限制所问人或物的范围。要求学生能够正确问答，反应要快。

Sample conversation

SI: Is there a pencil case on your desk?

S2: Yes, there is. Are there any books in your schoolbag?

S3: Yes, there are. Is there a TV in our classroom?

S4: No, there isn't. Are there any maps in your bedroom?

S5: No, there aren't. Is there ????

13问学生：How many classrooms are there in our school?学生回答：There are ....继续问?? Is there any other kind of room in our school?学生回答：Yes.继续问：What are they?展示学校的图片，引出computer room、reading room、art room、music room0

14继续问学生：Is there an art room in our school? What can we do there? How many art rooms are there in our school?用类似的问题充分讨论学校里其他一些专用教室。

5播放B3部分的录音，提问：

(1)Is there a computer room in Sally's school? (Yes, there is.)

(2)Is there an art room in Sally's school? (No, there isn't.)

(3)How many music rooms are there in Sally's school? (There are two.)

6 让学生跟着磁带朗读：Please read the conversation after the tape and pay attention to your pronunciation and intonation. 7学生两人一组，选择一个场景，仿照B3部分的对话进行改编练习。场景选择可以是in our classroom、in your home、in our school、in your bedroom、on your desk等。每种场景各选择两组学生做对话问答表演。学生完成问答后，教师进行点评。教师也可以根据他们改编的内容随机询问其他学生，让学生得到充分训练。Step V巩固

1背诵独白和对话。

2完成书后配套练习的相关部分。

C Visiting a school

Step I复习

用已学过的内容与学生进行交流，问学生：What's in our classroom?指着教室里某些实物，引导学生回答：There is/are…in it.

Step II呈现

1 教!J帀说：We have talked about things in our classroom. Do you know what's in our school?鼓励学生思考并启发他们回答：There are many classrooms in our school.如果学生无法作答，可在学生思考片刻后说出来。接着问学生：How many classrooms are there in our school?帮助学生回答：There are ... classrooms in our school.

2再问学生：What else is in our school?然后出示一张操场的图片问学生：Look, what's this?学生可用中文回答。然后教师说:Yes, this is a playground.再问学生：

Is there a playground in our school?如果学校里有几个操场，在学生回答完“Yes, there is.” 后可接着问：How many playgrounds are there in our school?

3 出示一张公共厕所的图片，说：What's this? Do you know? It's a toilet. Is there a toilet in our school?鼓励学生回答：Yes, there is.继续问：How many toilets are there in our school?

4出示一张图书馆的图片，问一名学生：Is this a classroom?引导学生回答：No, it isn't.然后对全班学生说：It's a library.再问另一名学生：Is there a library in our school?引导学生回答：Yes, there is.继续问下一名学生：How many libraries are there in our school?帮助学生回答：There's one?再次强调：There's only one?如果学校没有图书馆，可用reading room或其他建筑物代替。

Sample conversation

T: Look at this school. How many classrooms are there in the school?

SI: There are eighteen.

T: How many playgrounds are there in the school?

S2: There's only one.

T: Is there an art room in the school?

S3: No, there isn't.

6让学生集体朗读对话。

Step III 练习

1让学生根据课本上的校园场景图，模仿对话与同桌进行问答，然后安排几组学生上台表演。

2让学生两人一组，运用所学知识就自己学校的情况开展问答：Now please talk about our school with your partner. 3让学生两人一组，就理想中的校园进行对话：Work in pairs. Make a conversation about your dream school.教师可以先与一位学生进行示范：

Sample conversation

T: How many playgrounds are there in your dream school?

S: There are three.

T: Is there a music room in your dream school?

S: Yes, there are two music rooms in my dream school.

Step IV巩固

1背诵对话。

2完成书后配套练习的相关部分。

D My school Step I复习

用图片帮助学生复习校园里的不同场所。教师指着一张操场的图片问：What's this?学生回答：It's a playground.用类似的方式复习classroom、computer room、reading room、art room、music room、toilet、library^^0

Step II呈现

1 问学生：What school do you study at?帮助学生回答：I study at ... Middle School.

2出示一张学校的图片，问一名学生：Look! What's this?帮助学生回答：This is my/our school.

3教师出示其他相关图片，并将其粘贴在黑板上。问学生：What's in our school? 学生回答：There's a reading room in it.继续问：How many playgrounds are there in our school?学生回答：There are two playgrounds. 一边与学生问答，一边让学生在图片下方写上场所的名称。在基础较好的班级，教师可以补充swimming pool, classroom building、office等名称，并写在黑板上供学生写作时选用。

4让学生完成D部分的练习，根据实际情况填入所缺内容。

5学生两人一组讨论所填写的部分，小组之间进行交流。

6教师随机选取几位学生的文章进行展示和点评。

Sample writing

I am Kate. I study at Hope Middle School. This is my school. There is a music room in it. There is a computer room in it too. How many playgrounds are there in my school? There are three. There is also a library in my school. I often read books there. I love my school!

Step III 巩固

1写一篇描述自己学校的小短文。

2完成书后配套练习的相关部分。

Answer key

15listen; write 2 open; close 3 sit; stand B

there is; there are

教学反思：

Lesson 4 You look cool!

教学目标i能熟练运用表达颜色的词汇描述各种服装。2能正确使用所有格形容词，初步了解名词所有格。3能将描述颜色的词汇和所有格形容词结合运用于对话中。4学会使用描述颜色的词汇和所有格形容词写小短文。教学内容

box shirt colour blue orange coat

black trousers shoe white red sweater

green dress sock yellow skirt brown

shorts whose bike ball find worry

wear cap bag

in the box Sally's bike in the shop

look at

句型：What's in the box? There's a shirt.

What colour is it? It's blue.

What are these? They're Dad's trousers.

Whose ball is it?/Whose socks are they?

Can I use your bike? Sorry, it's not my bike.

What's your mum like?

She's short/tall.

She's wearing a yellow sweater and an orange skirt.

What about your dad?

教学准备

i建议教师在本课时穿纯色且容易分辨颜色的服装，便于教学。2相关实物及图片。3让学生准备好自己的照片。4配套磁带或光盘。教学步骤

A What colour is it?

Step I导入

1教师利用自己所穿服装进行导入：Boys and girls, today we're going to talk about colours. Look at me! What colour is my dress/shirt? Yes, it's white. I like white best. Do you like white? What colour do you like best?

2教师请几位学生就这个话题进行简单讨论，在此过程中可将涉及到的颜色词汇写在黑板上。

Step II呈现

教师利用A2部分的图片进行呈现。教师说：Now let's look at Picture 1. What is it? It's a shirt. What colour is it? Yes, it's blue. It's a blue shirt.以此类推，将其余三幅图

片的服装和颜色教授给学生，在此过程中将服装和颜色的词汇写在黑板上，带领学生朗读。

Step III 练习

1教师继续使用A2部分的图片进行问答练习。

Sample conversation

T: What's this?

S: It's a coat.

T: What colour is it?

S: It's orange.

以上问答可以由教师先问几位学生，然后在学生之间进行练习，以达到巩固生词的目的。

2指导学生完成A2部分的练习。

Step IV呈现

1 教师引导学生进入A1 部分：Now let's look at Picture 1. Please tell me whafs in the box.学生回答：A shirt.教师继续问：What colour is it?学生回答：It's blue. 然后请学生集体朗读这幅图片上的文字。

2继续以下的问题完成另外三幅图片的呈现：

Is it Mum's coat? (Yes, it is.)

What colour is it? (It's orange.)

Picture 3:

Are they Dad's trousers? (Yes, they are.)

Are they white? (No. They're black.)

Picture 4:

Whose white shoes are they? (They're Peter's.)

Are they new or old? (They're new.)

在学生朗读对话过程中，教师注意纠正发音。

Step V练习

1 教师说：Now l e t,s g o over t h e conversation together. What things a r e they talking

about? (A shirt, a coat, a pair of trousers and a pair of shoes.) What colour are they? (Blue, orange, black and white.)

2简单复述对话，在此过程中教师可以对服装进行简单评论以增加信息摄入量。教!/币说：The boy and his mum are talking about a shirt, a coat, a pair of trousers and a pair of shoes. The shirt is blue. We don't know who it is for, but I think a blue shirt is nice and smart. And the coat is orange. It's Mum's. I'm sure it's beautiful for a lady. The black trousers are Dad's. Black trousers are necessary for everyone, I think. And the white new shoes for the boy are so popular. Many young people like to wear shoes like these.

3教师组织学生进行分角色表演，在表演后进行适当鼓励,并提出建设性的意见。

Step VI呈现

教师引导学生再回到A部分，问学生：What are the boy and his mum wearing? And what colour are they? (The boy is wearing a shirt and his mum is wearing a T-shirt. The shirt is blue and the T-shirt is purple.)引导并帮助学生说出shirt、

T-shirt、trousers、blue、purple、pink等。通过这个环节，根据学生能力，适当拓展词汇。

Step VII 练习

1请学生以两人为小组讨论彼此所穿服装的名称和颜色，教师也可以事先准备一些实物或图片来为学生的讨论提供素材。2请几组学生进行对话表演。

Step VIII 巩固

1背诵对话。

2适当拓展有关服装和颜色的词汇。3完成书后配套练习的相关部分。

B Whose ... is it?

Step I复习

教师说：Boys and girls, we have learnt about clothes and colours. Can you tell me what clothes you are wearing and what colour they are?教师请几位学生描述自己的穿着，复习有关服装和颜色的词汇。

Step II呈现

1请学生回忆他们所知道的服装和颜色，在黑板上分类板书这些词汇。

Clothes: blouse coat dress shirt shorts

skirt socks sweater T-shirt trousers

Colours: black blue brown green pink

purple red silver white

在学生说出词汇的过程中，教师可补充学生未提及的新词汇，并对学生感到陌生的词汇做重点呈现。

2教师可以请学生在黑板上写出这些词汇的中文释义，以达到巩固记忆的目的。

Step III 练习

1教师示范两组对话，并请学生根据教师提供的对话模式任选其一进行操练，可适当替换内容。学生也可以服装和颜色为话题，发挥想像，自己编排对话内容，进行创新。

Sample conversation 1

T: I have a red skirt. Do you have one?

Sample conversation 2

T: I love white very much, so I have lots of white clothes, like white T-shirts, white blouses, white dresses and white trousers. What about you?

S: Yes, white is beautiful and clean. It's great for girls, but I think you need to wash your white clothes often. Ym lazy, so I like black. I have black sweaters, black coats and black trousers.

T: That's interesting!

2教师请几组学生到讲台前进行对话表演。

ok)ur are

聂人量。

F trousers 11 think sure it's ssary for IT Many

Og? And K T-shirt, -shirt.

Step IV呈现

1教师手指一名学生的上衣，并和他/她进行对话：What is it? What colour is it? Whose T-shirt/shirt is it?弓I 导学生说出：It's my T-shirt/shirt.

2 教师板书词汇：my、your、his、her、its、our、your、their。教师带读这些词汇，并在词汇后加上一些名词，使学生产生正确的联想，如：my coat、your skirt, his shirt。

Step V练习

1指导学生完成B2部分的练习。

2教师指导学生用同学所穿的服装或所带学习用品操练所有格形容词，每段对话中应尽量多使用到不同人称的所有格形容词。

3请几组学生到讲台前表演。

Step VI呈现

1教师引导学生进入B1部分，先讨论页面上方的六幅图片。教师说：What clothes are the boys and girls in the pictures wearing? What colour are they?学生按照图片顺序依次说出服装的名称及颜色。

2教师先指导学生确认此页面下方两位对话学生的名字。教师说：Look, Peter and Lily are talking about their friends, clothes. Let's join them. Whose clothes are they?教师给学生两分钟时间进行自由讨论。

3教师引导学生进入B3部分，向全班展示某个学生的英语书：Look at this book. Whose book is this? It's ...'s book.教师再向全班展示另一位学生的铅笔盒：Look at this pencil case. Whose pencil case is this? It's ../s pencil case.

4教师板书...'s book和../s pencil case,并告诉学生相关语言现象，教师说：We add “'s” to a singular noun to show that something belongs to someone or something.

5教师让学生两人一组朗读B3部分的对话，学生读完后教师提问：Whose bike is that? Whose ball is this?检査学生是否掌握相关信息和语法点。在基础较强的班级，教师可以让学生听录音后回答问题。

6教师播放B3部分的录音，要求学生集体跟读对话，教师说：Now read the conversations after the tape.播放时可一句一停，以便学生跟读。

Step VII 练习

请学生以对话的方式用课桌上的文具操练名词所有格，教师可提供对话范例。

Sample conversation

T: Can I use your ruler?

S: Sorry, it's not my ruler.

T: Whose ruler is this?

S: It's John's ruler. His ruler is blue.

T: Whose pencil case is that?

S: It's Mandy's pencil case. Her pencil case is red.

Step VIII 巩固

i记忆本部分新学习的有关服装和颜色的词汇。

3背诵对话。

4完成书后配套练习的相关部分。

C What's he/she like?

Step I呈现

教师用情境设置的方式呈现新词汇。教师说：Who can help me? I can't find my friend's cap.(借助图片展示你正在寻找的帽子）Look, ifs like this. It's big, white and like a rabbit. My friend wants to wear it for a party. I'm so worried now. Please help me find it in the classroom.教师在这段话的呈现过程中，把新词汇和关于帽子的信

息写在黑板上。

Step II练习

请学生互相讨论编写一小段对话来询问帽子的相关信息，以达到练习词汇的目的。

教师可提供对话范例。

Sample conversation

T: What's Miss Wu looking for?

S: She's looking for a cap.

T: What's the cap like?

S: It's big, white and like a rabbit.

T: Does Miss Wu wear a cap like that?

S: No. It's her friend's cap. Let's help her find it.

T: OK.

Step III 呈现

1教师事先将一顶帽子放到教室某个角落，然后请一位学生寻找，找到后，教师说：Thanks so much for helping me. I think everybody should take care of their things. And for parents, they should take good care of their children. Now we're going to help a little kid find her parents in a shop. A lady who works in the shop is asking the little kid some questions about her parents. Let's listen to the conversation. Then tell me something about her parents.

2教师播放录音，让学生获取相关信息。3请几位学生来描述一下孩子父母的着装。4请学生集体朗读对话。

Step IV练习

1分角色朗读。

2根据对话情境，进行两人小组对话编排和表演。

Step V巩固

1背诵对话。

2分角色表演对话，以二到四人为小组，情境可以随意设置，主题为服装及颜色。3完成书后配套练习的相关部分。

D They look cool!

Step I呈现

1 教I师说：We have learnt about colours and clothes. Now we're going to write something about them. Here's a sample writing for you. Let's read it.

2请学生朗读课文。3请学生遮掉独白部分，只看图片进行描述，并简单评论图中人物的着装。

Step II讨论

请学生拿出自己的照片，四人一组，对其进行口头描述和评论。

Step III 写作

1给学生五分钟时间对自己的照片进行笔头描述，篇幅在30词左右。然后，教师可以请几位不同层次的学生上台朗读，并做建设性的点评。如果课堂时间不够，也可以将其布置为家庭作业。

2教师还可以考虑提供其他图片让学生描述，图片中人物的服装颜色和风格可以丰富一些，以达到让学生充分练习的目的。

Here is a photo of myself. My sweater is orange. My shirt is blue. My trousers are black. My shoes are white. My schoolbag is white and brown. It looks cool!

Step IV巩固

1背诵课文。

2完成书后配套练习的相关部分。

Answer key

2 orange coat

3 black trousers

4 white shoes

Lesson 5 Wonderful things

教学目标

1学会使用have/has表达拥有。2学会区分have/has的使用范围。3学会have/has的肯定句、否定句和疑问句形式及其应答￡ 4 了解there be句型与have/has的区别。

词组：bring their schoolbags to school like drawing play football toy cars/planes/ships in his hand

句型：Every day, students bring their schoolbags to school.

Lily likes drawing. She has a box of crayons in her bag. Millie has a nice watch. It is not fast or slow.

Nick and Peter do not have any football cards.

They have some storybooks.

Do you have an umbrella? No, I don't, but Lily has one. My favourite toy is a panda/monkey.

It has a round white body/a big mouth.

It cannot jump or run, so it never feels tired!

教学准备

i相关实物及图片。2配套磁带或光盘。

教学步骤

A In the schoolbags Step I导入

教师使用事先准备好的书包和一系列文具进行导入。教师说:

教学内容

词汇

every bring schoolbag pen pencil ruler

draw crayon watch tell football card

ask rain umbrella home toy kite

hand panda eye nose ear monkey

arm leg foot run jump

in their bags a box of crayons football cards over there on its face/head

all of the students not fast or slow go home play with at home

Boys and girls, what's

this? Yes, it's a schoolbag. Every one of you has one. We need a schoolbag to put all

of our school things in it. Let's have a look at what we have in the schoolbag.

Step II呈现

17先使用实物呈现pen、pencil、ruler和crayon。教师说：We use a pen or a pencil to write, so they're very important for us. And we often use a ruler in Maths lessons. We have an Art lesson once a week, so we need to bring crayons to school once a week.

18继续用实物呈现watch、football、card和storybook。教师说:Sometimes we also bring other things to school, for example, a watch. It tells us the right time. Some students like reading. They may always bring storybooks with them. Some students are football fans. They have football cards in their schoolbags.

3教师带领学生朗读这些词汇。

Step III 练习

一起使用。

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How to write a composition ? (高三英语写作课教案) 张家港市后塍高级中学（南校区）魏燕萍教学目的：教会学生用英语准确表达表格中涉及的要点。教学重点：引导学生根据表格中的中文要点，由词成句，由句成文。最后适当使用连接词，组句成篇，实现用词准确，行文流畅。教学辅助手段：电脑（或实物投影仪）教学方法：讨论法教学步骤：一、介绍书面表达六步法(Introduction) 1.仔细审题,确立主题,明确要求. 2.围绕主题,提炼要点,编拟提纲. 3.分析要点及提纲,提炼关键单词和短语 4.恰当使用句型,连词成句 5.恰当使用连接词,组句成篇 6.规范誊写二、呈现学生得分情况(Presentation) 反映出学生得分差距，引起学生共鸣：希望在作文上获得提高。三、讨论 (Discussion) 1．写作人称为第三人称和第一人称,词数150词左右,时态一般现在时. 2．明确要点，确定核心词、词组、句型。 (要点“你的看法”：鼓励学生畅所欲言，激起课堂高潮。) 四、呈现(Presentation) 1. 高考英语写作关键：A.学会使用较高级词汇。B.学会使用较丰富的句式。C．学会使用恰当的连接词。2．呈现学生作文中出现的典型句子。要求学生用高级词汇、高级句型进行改写，加以完善。 3. 展示挖空后的范文,要求学生填入适当的关联词，并指出范文中的精彩之处。五、反馈 (Feedback) 1．学生修改作文，互查互改错误。 2. 教师总结。首先，针对文中学生未找出或改对的错误，帮助学生一起改正。其次，对文中的错误之处进行分类（如：名词复数、动词时态、介词等），引起学生的重视。六、提高书面表达建议：(Suggestions) 1．准确记忆单词 2．掌握足够的语言知识点，如构词法，语法知识等3．经常进行写作练习 4．适当背诵作文参考答案 5．大量阅读七、作业 (Assignment) 发给学生另一篇体裁相似的书面表达材料，要求学生根据本课所学思路独力完成。 Teaching plan Topic: writing a composition Teaching Aims: According to the form, teach students how to write a composition using the effective sentences. Train the students’ writing ability. Teaching Important Points: 1.Improve the students’ writing ability. 2. Teach the students how to get the key words and how to use effective sentences to complete a coherent composition. Teaching Methods: Discussion, Presentation Teaching Aids: 1.the multimedia 2.the blackboard Teaching Procedures: Step 1:Introduction of the basic elements Six steps to write a composition ①Analyzing the task ②Finding out the main points ③Thinking of key points/phrases ④Forming sentences ⑤Combining the sentences into a passage ⑥Copying normally Step 2:Showing results:

英语阅读课教学设计

英语阅读课教学设计滨海县大套中学水克祥一、教材依据本课时选择的是《牛津初中英语》七年级上Unit4 Food，主要围绕本单元中心任务“Food and lifestyles”而展开的。这篇文章主要讲述了Kitty 和Daniel过去和现在的饮食和生活习惯，通过比较，让学生明白什么是健康饮食和生活习惯。二、教学原则与理念 1 实行课堂教学任务化，任务生活化，评价方式过程化，以学生为主体，以话题为主线，以任务为中心。 2 教学设计突出学生的主体地位，尊重学生个体差异。 3 灵活使用、整合教学资源，优化教学效果。三、教学目标 1.知识目标： { （1）词汇：扩展有关食物和生活方式的词汇（2）日常交际用语：1. What is your favorite food 2. I like/dislike…… 2.能力目标（1）根据图片猜测大意（2）掌握模仿主题进行描述的技巧，练习了解文章大意，快速浏览查找细节的快速阅读技巧 3.情感目标创造机会，鼓励学生用所学的英语知识合作交流，共同完成任务，使他们体验成功，激发学习英语兴趣。 4.德育目标通过本文学习增强学生健康意识，使他们明白生活中不能挑食，要珍惜粮食，养成优良的生活方式。 — 四、教学重点

掌握文章中的词汇和理解课文内容，掌握阅读的技巧。五、教学难点明白健康饮食和优良生活习惯的重要性六、教学准备 1.教师：挂图、录音机、小黑板、实物（水果、素菜、饮料……） 2.学生：课前词汇预习；健康食物、生活习惯资料收集笔录。七、教学过程： Step 1: Warming –up（热身）（一）Free Talk: To ask the student on duty to make a speech : “What is my favourite food ” } 设计思路：每天都有值日生报告，可以锻炼学生的书写和口头表达能力，另外，在交流过程中，也互相锻炼了学生的听力水平。同时，活跃了课堂气氛。（二）1. Revise some names of food (Let the students speak freely.) 2. To show the students beautiful pictures of food during the talking .The teacher can write some of them on the blackboard, especially some new words: fruit, sweet, coke, bread, meat, juice. 3. To ask the students to ask and answer :“What is it ”,“Do you like it ” ,then discuss: “(1)What food can we eat a lot (2) Which is your favorite food Why 设计思路：（1）让学生自由回答，复习已学了的食物名称，满足学生表现的欲望，进一步活跃课堂气氛，调动学生积极性。（2）通过形象直观图片教学，激活旧知识，为学习新知识做铺垫。（3）通过有趣的话题极大地激发学生的好奇心，为进入正文教学打下基础。让他们参与初步讨论，知道哪些才是正确的饮食。Step 2: Pre-listening(听读) 、 1. First, let the students look at the photos on Page 60. 2. Second, listen to the tape and read the articles about Kitty and Daniel

江苏省滨海县第一初级中学七年级英语下学期《快乐英语》阅读教学案3(无答案) 牛津版

《快乐英语》阅读课题： The Master Maid Teaching aims: 1.To b e able to improve reading skills in different ways of reading. 2.To skim the text and key information from the article. 3.To learn some words and get the main idea of the story. 4.To be able to guess the meanings of new words from the context. Teaching important and difficult points: 1.The main idea in each article. 2.How to understand the meanings of new words from the context. Teaching period: One period Teaching procedures: While-reading Step 1 Read Chapter 1 and answer: A. Answer the following questions. 1. What was Leif like? 2. What was Leif’s father’s advice? 3. What did the troll ask Leif to do the first day? Step 2 Read Chapter 2 and answer the following questions. 1.What work did the troll give Leif the second day? 2.Did Leif tell the troll that he went to see the Master Maid? Step 3 Read Chapter 3 and answer the following questions. 1. What was Leif’s third work? 2. Did Leif fall in love with the Master Maid? 3. What did the Master Maid tell Leif to do? 4. What did Leif say first? What happened to him? Step 4 Read Chapter 4 and answer the following questions. 1. What did the troll want to do with Leif? 2. What did the Master Maid put into the pot? 3. What did she take with t hem when they escape? 4. Did Le if change at last? Did he listen to others now? 5. What happened to Leif and the Master Maid in the end? B. Decide the following questions whether they are true or false. If it is true, write “T”,

七年级英语 Unit6 写作课教学设计

课题：Do you like bananas?备课时间：2018 年8月20 日

设计说明： 1.理念：基于课程标准，追求目标—教学—评价的一致性，以评价驱动教学，有效落实国家课程、实现有效教学。 2.内涵：1）既定教学目标、课中学习目标及评估目标三者内容上的同一性2）教学目标、学习方法、评估工具三者本质上的同一性 3.基本程序与原则：以“教学效益”为纬线，“教师的教学哲学、智慧与能力”为经线，遵循教学评的一致性，处理好三个程序：制定学习目标（回答：什么最值得学习）——设计课堂评价（回答：如何证明实现了目标）——选择教学策略（回答：怎样安排教学活动帮助达标） 4.构成：包括四部分：（一）学习目标的设置（二）评价任务的设计（三）教学设计（四）作业/拓展设计。 5.操作方法：首先，确立清晰的学科目标体系。依据制定目标的三个依据:课标在哪里？——回答：学生需要学什么？文本在哪里？——回答：学什么最有价值？学生在哪里？——回答：学生学习的起点是什么？通过一系列的目标具体化技术,制定出准确、清晰、可测量的学习目标。其次，设计基于目标的评价任务。明确目标之后，教师就应该设想“我用什么样的检测工具可以检测学生目标达成的程度”，了解学生已经学习到了什么，离预设的目标还有多远，以便于自己作出基于证据的教学决策。第三，规划基于目标的教学过程。即如何在教学过程中落实上述的评价任务，以便于学生有更好的表现，同时也便于自己不断了解学生的目标达成情况。这样既体现基于课程标准的教学、以学定教、目标导向教学等思想，也体现了教学与评价二合一的思想。第四，实施规划好的教学过程。这一环节最关键的问题有三个：一是自始之终把目标当作一节课的灵魂，教学的关键行为都应指向目标的达成；二是把教的过程当作评的过程，不断了解学生学到了什么，不断作出后续基于证据的教学决策；三是处理好预设与生成的问题。第五，布置基于目标检测的有效作业。在设计、实施教学的基础上，进一步地思考作业的问题，如，布置的作业是检测什么目标的，与目标相匹配的作业是什么样的，如何反馈作业结果才能促进学生的后续学习等。第六，撰写教学反思。通过思考总结教学过程中的成功之处、不足之处、教学机智等，以写促思，以思促教，实现专业成长。

七年级英语：第四十四课 Lesson Forty-four

初中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 ) 学校：年级：任课教师：英语教案 / 初中英语 / 七年级英语教案编订：XX文讯教育机构

第四十四课 Lesson Forty-four 教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于初中七年级英语科目, 学习后学生能得到全面的发展和提高。本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。一、教学内容 1．语音：复习本课所列出的辅音音标和辅音连缀。 2．语法：小结含有be动词的一般过去时态的用法。二、教具录音机；音标卡片等。三、课堂教学设计 1．复习值日生报告。 2．教师出示音标卡片，学生认读。放课文第一部分录音，学生打开书跟读，反复三遍。 3．准备做听力训练。打开练习册，给学生两分钟时间准备。放录音三遍，学生边听边选择答案。当堂核对。 4．要求学生自己试着拼读练习册习题2的音标词。 5．指导学生自己阅读复习要点中的讲解和例句。教师小结be动词在一般过去时态中的

变化和用法。 6．布置作业 1）练习朗读本课的音标、单词；2）抄写复习要点中的例句及短语；3）完成练习册习题。四、难点讲解一般过去时态（Ⅰ）动词的一般过去时态表示过去发生的动作或存在的状态。在一般过去时态的句子中，动词要用过去式表示。本单元只学习be动词的过去式变化。 be动词有was, were两个过去式； was用于第一、第三人称单数； were用于其他人称。 be动词过去式的疑问式及否定式变化同一般现在时be动词的变化基本上是一致的。在一般过去时态的句子中，经常有表示过去的时间状语。例如：yesterday昨天，last Saturday上周六等。也表示过去经常或反复发生的动作，常和often, always等表示频度的时间状语连用。例如： Last month he was often late. 上个月他经常迟到。 XX文讯教育机构 WenXun Educational Institution

英语写作课教案

Writing: How to Make Vegetable Salad By 潘秋荣ⅠTeaching Objectives ?Skill : Use the knowledge to write an article of making vegetable salad ⅡTeaching Stress and Difficulties ?Knowledge: Learn the words and verb phrases: tomato, cucumber,onion, black pepper, cut... into pieces, cut up, add... to..., pour... into, mix up ⅢTeaching procedure: 1.Lead-in Play a game – Brainstorm: ask the students to give the names of the vegetables they know 2.Step 1 1)Read the title together and then learn the key words 书面表达（15分）你喜欢蔬菜沙拉吗？知道如何制作吗？请根据提示以“How to Make Vegetable Salad”为题，介绍制作的过程。 1.把4个西红柿和1个黄瓜切成小块，把他们放进一个大碗里。 2.把1个洋葱切碎，放进同一个大碗里。 3.加入半勺盐和一些黑胡椒。 4.放入两勺橄榄油（olive oil）和一勺醋（venigar）。 5.把他们混合，10分钟后，你就可以吃了。 tomato, cucumber,onion, black pepper, cut... into pieces, cut up, add... to..., pour... into, mix up 2)Translate all the steps into English ①Cut four tomatoes and one cucumber into small pieces, and put them in a big bowl. ②Cut up an onion, and put them in the same bowl. ③Add half a spoon of salt and some black pepper to the bowl. ④Pour two spoons of olive oil and a spoon of vinegar into it as well. ⑤Mix them up. And 10 minutes later, you can enjoy it.

七年级下册英语知识点复习(完整版)

新目标英语七年级下册知识点总结 Unit 1 Can you play the guitar？ 1，情态动词+V原can do= be able to do 2，Play+ the+ 乐器 +球类，棋类 3，join 参加社团、组织、团体 4，4个说的区别：say+内容 Speak+语言 Talk 谈论talk about sth talk with sb talk to sb Tell 告诉，讲述tell sb （not）to do sth Tell stories/ jokes 5，want= would like +（sb）to do sth 6，4个也的区别：too 肯定句末（前面加逗号） Either否定句末（前面加逗号） Also 行前be 后 As well 口语中（前面不加逗号） 7，be good at+ V-ing=do well in 擅长于 be good for 对…有益（be bad for对…有害） be good to 对…友好（good 可用friendly，nice，kind替换） be good with和…相处好=get on/ along well with 8，特殊疑问句的构成：疑问词+一般疑问句 9，How/ what about+V-ing …怎么样？（表建议） 10，感官动词（look, sound, taste, smell, feel）+adj/ like 11，选择疑问句：回答不能直接用Yes或者No，要从中选择一个回答 12，students wanted for school show（wanted表示招募，含有被动意义） 13，show sth to sb=show sb sth give sth to sb=give sb sth 14，help sb （to）do sth Help sb with sth With sb’s help= with the help of sb Help oneself to 随便享用 15，be busy doing sth/ be busy with sth 16，need to do sth 17，be free= have time 18，have friends= make friends 19，call sb at +电话号码 20，on the weekend= on weekends 21，English-speaking students 说英语的学生（带有连词符，有形容词性质） 22，do kung fu表演功夫 Unit 2 What time do you go to school？ 1，问时间用what time或者when At+钟点at 7 o’clock at noon/ at night（during/ in the day） On+ 具体某天、星期、特指的一天on April 1st on Sunday on a cold winter morning In +年、月、上午、下午、晚上 2，时间读法：顺读法逆读法：分钟≤30用past five past eight（8:05）half past eight（8:30）

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