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篇1：lesson57 教案教学设计(冀教版英语七年级)
Lesson 57 Summer Is Here!导学案
老师寄语：Everything comes to him who waits.
功夫不负有心人。
学习目标： 1.掌握本课生词及短语。
2．理解对话大意，并加强英语阅读能力。
3．能用英语谈论夏季的一些活动。
4．掌握本课重点知识点。
一 自主学习
1．在课前，借助音标或同学帮助，大声朗读单词，并识记。（小组互查）
2．从课文中找出以下词组，借助单词表或上下文，将其译成英语。（组内成
互查，或小组间互相抽查）
（1）enjoy oneself （2）play soccer
（3）go swimming （4）look scared
（5）the swimming pool （6） Don’t worry!
（7）have fun （8）like to do sth
3.朗读课文，把握主旨，回答下列问题。
(1) Will Li Ming go home this summer?
(2) What does Danny like to do in summer?
(3) Does Li Ming want to go swimming?
(4) What is Jenny doing in the swimming pool?
(5) Is the water in the pool cold or warm?
(6) Who will teach Danny to swim?
4.回答完上面问题，你一定对课文的大意有所了解，那么再试着将下列句子补充完整。
篇2：Lesson1 Hello! 教案教学设计(冀教版英语七年级)
一、教材分析：
本单元主要围绕“学校和朋友”展开话题，教材为学生提供了发生在学校操场、教室等的日常对话，帮助学生练习并掌握在新环境中如何用英语进行自我介绍，如何礼貌地询问他人的情况，如何向他人表示感谢。为进一步的沟通和对话打下基础。
1.教学目标
语言技能：能用新句型打招呼和介绍自己：hello, hi
What’s your name? My name is …
I’m from ….
How are you ? I’m fine, thanks.
情感态度:
⑴ 激发学生学英语、说英语的兴趣
⑵ 帮助学生树立自信心，让他们乐于模仿，敢于开口，积极参与到用英语与人交流的活动中。
2.教学重点，难点：
掌握以下句型： What’s your name? I’m from …
How are you? I am fine. And you?
二、教学准备：
磁带，录音机
三、教学步骤：
Step I Class opening
1. Greeting
Ts: How are you? How are you? How are you today?
Ss: I am fine, thanks. I am fine, thanks. Have a lovely day.
Ts: How are you? How are you? How are you today?
Ss: I am fine, thanks. I am fine, thanks. Have a lovely day.
(设计思路：通过歌曲以轻松愉快的方式进入英语学习，教师要带动学生，通过身体和表情号召学生加入到以歌曲打招呼的活动中来)
Step II New concepts
1. Hello! Hi! My name is ….
教师拉起一位学生，“Hi”打招呼，边和学生握手，边指自己说My name is … . What is your name? 让学生模仿并介绍自己，并以游戏方式传递进行。教会学生用英语礼貌地打招呼，介绍名字。注意表情，面带微笑。
2. How are you? I’m fine, thanks.
听录音，要求学生跟读。然后要求学生两两进行对话练习，直到能够熟练进行对话，并结合上一个对话，反复练习。
（设计思路：新课标明确指出，语言学习尽在模仿。通过录音机听标准的语音是最佳模仿方式，要让孩子养成听录音学说英语的习惯）
3. Write the sentences on the blackboard，ask the students to write down the sentences on the exercise book. Check their handwriting and praise some students。
注意书写规范, 四线三格。
(设计思路：纠正学生的书写错误，清楚地告知英文的书写规范，如首字母大写，专有名词大写，及标点符号的正确书写，使学生尽早培养良好的书写习惯)
Step III. Consolidation S
1.Role play
S1: Hello! My name is… What is your name?
S2: Hello! My name is … What is your name?
合作进行，比一比，看看哪一组声音洪亮，表现自然。可适当
进行内容的扩充。本活动要在全班范围进行，教师鼓励孩子给自己起一个好听的英文名字，如Mary, Jack等，注意性别的区分。
（疯狂英语的朗读方法非常有助于孩子提升自信，敢于大胆地开口说英语。 让学生有一个英文名字，是向别人重新介绍自己的好方法。）
2.Sing a song
Follow the tape to sing the song “What is your name?” together.
(设计思路：寓教于乐，尽可能以歌曲等喜闻乐见的方式让孩子轻轻松松学英语，同时也巩固了所学的知识。)
四、教学反思：
本课取得了很好的教学效果，课堂气氛活跃，受到了学生的一致好评。经过反思，我认为本课具有如下特点：
1.寓教于乐，利用游戏、唱歌等方式培养孩子学习英语的兴趣，
激发他们的表现欲，并适时地进行语言鼓励和表扬。这对于新生入学的第一堂课是至关重要的。
2.播放录音，告诉孩子们：听说以及大胆的模仿是学好英语的关键，需要他们有鹦鹉学舌的精神反复练习。同时教授孩子书写的规范，如四线三格的使用、首单词首字母大写等等，让他们摆脱不良书写习惯，进入规范化的学习。
3.充分利用师友互助、小组合作的模式，让每一个学生都加入到课堂活动中来，成为课堂活动的主体，充分调动每个学生学习英语的积极性，不让一个学生掉队。
但在活动中看到一些学生羞于开口，或声音过低，这需要老师不断地鼓励，当然更离不开学友的帮助，今后还要将更多的机会给这样的学生，使他们摆脱内向和自卑，大胆快乐地学习英语。
五、板书设计：
Lesson 1 Hello！
What is your name? My name is …（Jack , Li Ming）
I’m from China/Canada.
How are you? I’m fine. Thank you.
篇3：冀教版七年级unit4 L27-L32教案(冀教版七年级英语上册教案教学设计)
Lesson 25: Let’s Do an Experiment
Teaching Content:
Mastery words and expressions: science, experiment, fill, prove
Oral words and expressions: theory, jar, upside, observe, right, side up, upside down
Teaching Aims:
1. Use the Simple Present Tense.
2. Express certainty and uncertainty
Teaching Important Points:
1. Learn to express sequence;
2. How to express an experiment.
Teaching Difficult Points:
Express certainty and uncertainty
Teaching Preparation: jar, cardboard, water
Teaching Aids: audiotape, flashcards, jar, cardboard, water
Type of lesson: new lesson
Teaching Procedure:
Step1. Teacher brings the jar, cardboard and water to the class. Show them to the students and ask what experiments we can do with them. Let the students show them and explain the reasons to the students.
Let the students work in groups and discuss the experiments. When one group is doing the experiments, the others can ask the questions. The teacher can ask questions, too.
Step2. Now let the students open their books and guess what the experiment is. Ask the students to say it in English.
Step3. Read the text silently and answers the following questions.
1. What’s a theory?
2. What’s an experiment for?
3. Did Danny read about the experiment? What is it about?
4. Do you think the cardboard can hold the water in the jar? Why?
Step4. Read the text carefully and check the answers. Explain some words and expressions to the class.
Step5. Listen to the tape and repeat after it line by line. Can the students’ listening good enough to hear clearly?
Step6. Come to “Let’s Do It.”
Divide the class into two groups. One group thinks the floor will get wet. The others think it won’t. Let them discuss in class. Pay attention to telling the reasons.
Step7. Homework
1. Review the next lesson.
2. Finish off the activity book.
Summary:
The experiment is the main part of the text. If we have time, do it in the class. Then ask them to describe what they see. Give a report to the class. If the time in class isn’t enough, let the students do the experiment after class. Then report the result to the class. The teacher can do the experiment for the students, too.
Lesson 26: One Wet Danny?
Teaching Content:
Mastery words and expressions: force
Oral words and expressions: swimsuit, observation, turn…over
Teaching Aims:
1. Use the Simple Future Tense to describe the thing that will happen.
2. Grasp the knowledge by doing the experiment. Enjoy the experiment and finish it by students themselves.
Teaching Important Points:
1. Grasp the Simple Future Tense.
2. Talk about the experiment process.
Teaching Difficult Points:
Some words and expressions, such as: talk about, talk to, tell sb., ask sb. to do sth.
Teaching Preparation: jar, cardboard, water, pictures
Teaching Aids: audiotape, flashcards, pictures, jar, cardboard, water
Teaching Procedure:
Step1. Review Lesson 25.
Let some students talk about the main idea of Lesson 25.
The teacher and the students can ask:
1. What do we use in the experiment?
2. How do you turn the jar full of water upside down?
3. What do you cover on the jar?
4. What’s your theory?
Step2. Do a survey:
1. How many students have done the experiment?
2. What’s the result?
3. How many students think Danny is going to get wet?
Report it to the class.
Step3. Listen to the tape and let some students ask the following questions:
1. What are they talking about?
2. Who will do the experiment?
3. What will happen to the water in the experiment?
4. What will keep the water in the jar?
5. What will they do after the experiment?
Step4. Read the text silently and check the answers. Read it in roles in class in individuals or in groups.
Step5. Let some students act the dialogue out in front of the class.
Step6. Come to “LET’S DO IT.”
Do the experiment in groups. Let the students observe the experiment carefully. Then give a report to the class about what it is like. Do anyone get wet in the experiment? Why?
Step7. Homework
1. Finish off the activity book.
2. Go on the next reading in the student book.
Summary:
This passage is about the two opinions to the experiment. Why do you think so is the main explanations. Let the students have a brainstorm. The teacher walks around and helps them if it necessary
Lesson 27: Danny the “Dry-o-saur”!
Teaching Content:
Mastery words and expressions: surprised, examine, discover, explain, enough, liquid, solid, spoon, add, mix, pour
Oral words and expressions: weird, mud, cornstarch, spoonful, dissolve, press
Teaching Aims:
1. Ask the students to observe and report it to the class.
2. Increase students’ interest in English.
Teaching Important Points:
1. Describe an experiment in English.
2. Improve the students’ spoken English.
Teaching Difficult Points:
Some words and expressions that used in the experiment.
Teaching Preparation: a bowl, a spoon, cornstarch, water
Teaching Aids: audiotape, flashcards, a bowl, a spoon, cornstarch, water
Type of lesson: new lesson
Teaching Procedure:
Step1. Ask the students what we can do with the things that we brought to the class. If they can do something interesting, let them demonstrate them in class. Then ask them to explain the reasons.
Step2. Listen to the tape and answer the following questions:
1. Why is Danny wearing his swimsuit?
2. Is Danny wet when Brain takes his hand off?
3. Why is Danny still dry after the experiment?
Step3. Now read the text silently and check the answers. Then read it loudly in class.
Step4. Read the text loudly in roles in class. Let some students act it out in front of the class.
Step5. Ask the students to describe the dialogue in English. Encourage them to use English as much as possible.
Step6. Have the class rewrite the text in the past tense. Divide the class into twelve groups. Assign one paragraph to each group. Each group should discuss and representative from each group read aloud what has been praise rewritten. Comment on their work and remember to give praise for good efforts!
Step7. Homework
1. Finish off the activity book.
2. Go on the next reading in the student book.
Summary:
The experiment is interesting, but how to describe it in English is difficult. Remember to cultivate the students’ spoken English in class. Give them more chance to practice. when the students are doing experiments, they must explain clearly step by step.
Lesson 28: Fill My Plate
Teaching Content:
Mastery words and expressions: plate, taste, empty, full
Oral words and expressions: taste good
Teaching Aims:
1. Know about the foreign culture.
2. Learn to sing foreign songs.
Teaching Important Points:
1. Learn to sing the song.
2. According to the pictures, make up dialogues.
Teaching Difficult Points:
Make up a dialogue about having a meal in your home or in a restaurant.
Teaching Preparation: a plate, pictures
Teaching Aids: audiotape, flashcards, a plate, pictures
Type of lesson: new lesson
Teaching Procedure:
Step1. Listen to the tape and grasp the rhythm. Listen to the tape and sing with it.
Step2. Let the students read the text line by line. Have the class read the lyrics as a poem. You may divide the class into two groups. Each group will read one line at a time. Make sure students can read rhythmically with a good sense of the rhymes!
Step3. Listen to the tape. Let the students sing after it.
Step4. Play the tape for several times until the students can sing well.
Step5. Let some volunteers come to the front and sing individually.
Sep6. Homework
1. Finish off the activity book.
2. Review the next lesson.
Summary:
Introduce more knowledge about the foreign countries to the students, which will stimulate the students’ interest of learning English. Learning to sing English songs is another way of increasing students’ learning interests. So give them chance to sing in front of the class.
Lesson 29: An Eastern Egg Hunt
Teaching Content:
Mastery words and expressions: basket, hide, everywhere
Oral words and expressions: hunt, be gone, Easter
Teaching Aims:
1. Learn more about the foreign festivals in western countries.
2. Find the differences between the Chinese festivals and the western festivals.
Teaching Important Points:
1. Introduce more knowledge about Easter.
2. The Simple Present Tense.
The Difficult Points:
1. Know about the activities that we do during Easter.
2. How do people in western countries celebrate it?
Teaching Preparation: pictures, baskets, eggs
Teaching Aids: audiotape, flashcards, pictures, basketballs, eggs
Type of lesson: new lesson
Teaching Procedure:
Step1. Listen to the song “Fill My Plate” again. Let several volunteers to sing in front of the class.
Step2. A Guessing Game
Work with a partner. One student hides something of the other’s, the other looks for it. If they can’t find the thing, they can ask questions:
Is it on the desk?
Is it on the floor?
Where can I find it?
Step3. Listen to the tape. Can they find the answers to the following questions?
1. What is Danny doing in the park?
2. Who brought a lot of chocolate eggs?
3. Where do they hide the eggs?
4. Can Debbie make eggs? Why?
Step4. Read the text silently and check the answers. Ask them to find more questions. Now report their questions to the class. Let’s discuss the questions and find the answers together.
Step5. Play the tape again. Let the students read after it until they can read it correctly and fluently.
Step6. Ask some students come to the front and act the dialogue out.
Step7. Come to “LET’S DO IT!”
Let’s play the game together. Remember to speak English. The teacher walks around the classroom and reminds them.
Step8. Homework
1. Finish off the activity book.
2. Go on the next reading in the student book.
Summary:
Activities are important parts in English classes. Put the main ideas of today’s knowledge in the activities. So how to arrange the activities is of great use. When we are playing the games, we must speak English as much as possible
Lesson 30: Keep the Candle Burning!
Teaching Content:
Mastery words and expressions: match, light, burn, use up
Oral words and expressions: shallow, candleholder, oxygen
Teaching Aims:
1. Cultivate the spirit of loving science.
2. How do you express the sequence?
Teaching Important Points:
1. Write an experiment report.
2. Describe and explain the experiment in English.
Teaching Preparation: a candle, a candleholder, a big glass jar, a shallow dish with water matches
Teaching Aids: audiotape, flashcards, a candle, a candleholder, a big glass jar, a shallow dish with water matches
Type of lesson: new lesson
Teaching Procedure:
Step1. Bring the teaching aids to the class. The teacher asks the students: What experiments can they do with the aids?
Let them do in front of the class. When they do it, describe it in English.
Do the others agree with their views? Why?
Step2. Read the text and let the students know about the experiment.
Step3. Close the books and write what the text is about. Write the main process and they can have a change if they think it is necessary. Then after they finish it, open their books and compare what they write with the text. Let’s see whose is the best.
Step4. Listen to the tape for several times until they can read it correctly and fluently.
Step5. Ask the students to find questions. Let’s have a discussion in class. Such as:
1. What is the match used for?
2. How much water do we fill in the jar?
3. How long does the candle burn?
4. What does the candle use to burn?
5. Can you explain the experiment in English? What’s your reason?
Step6. Come to “PROJECT”
Divide the class into groups of four or five. Let one group chooses an experiment to practice. Explain it in English as they are doing the experiment. Encourage them to use English as much as possible. The teacher helps them if they are in trouble.
If we can’t finish the experiment in this lesson, we can continue in next lesson. Remind the students to bring the things that they need. If they want to do more experiments that we learned or we don’t learn, they can bring everything they need to the class. The teacher should praise the group that does more experiments.
Step7. Homework
1. Finish off the activity book.
2. Review the next lesson.
Summary:
Do the experiment and let the students report to the class. This can increase the students learning interests. As the students doing the experiments, let them explain them in English as much as possible. The teacher can help them if it necessary
Lesson 31: Surprise Your Friends!
Teaching Content:
Oral words and expressions: take off
Teaching Aims:
1. Learn to express sequence.
2. Teach the students’ science spirits.
Teaching Important Points:
1. Describe the experiments in English.
2. Express the experiment phenomenon in English.
Teaching Difficult Points:
Describe the experiments in English and explain the reason.
Teaching Preparation: pictures
Teaching Aids: audiotape, flashcards, pictures
Type of lesson: new lesson
Teaching Procedure:
Step1. Check the homework of Lesson 30.
1. Read the words and expressions in Lesson 30.
2. Make sentences with the words and expressions in Lesson 30.
Step2. Read the text and discuss the main idea about the text.
1. What’s the main idea of the text?
2. What’s the experiment about?
3. Did you do the experiment at home? What did you do? Is it the same as the experiment that we learn in the text?
4. How do you explain the experiment to the class?
Step3. Listen to the tape and read after it until they can read it fluently.
Step4. Let the students work in groups. Describe the experiment in Lesson 30. Then report it to the class. Choose whose report is the best. Why is it good?
Step5. Describe the same experiment that is explained in Lesson 30 in English. Work in groups. When they can’t go on their description, they can look at the book.
Let the students report to the class about their description.
Step6. Come to “LET’S DO IT”.
Step7. Homework
1. Finish off the activity book.
2. Do the exercises in Lesson 32.
Summary:
Experiments are the main parts of the unit. How do students grasp this part well? I think doing the experiments really is very important. Ask the students to choose the one that they think interesting to do in front of the class. Explain it in English as they are doing the experiments
Lesson 32: Unit Review
Teaching Content:
Review the mastery words and expressions from Lesson 25 to Lesson 31.
Review the oral words and expressions from Lesson 25 to Lesson 31.
Teaching Aims:
1. Learn to love science and cultivate the spirit of discovering things.
2. Know more about the foreign festivals.
Teaching Important Points:
1. Teach the students to take care of science and to do experiments by themselves.
2. Easter is an important festival in foreign countries, so we must know about it.
Teaching Difficult Points:
Express the sequence, uncertainty and uncertainty
Teaching Preparation: water, jar, cardboard
Teaching Aids: audiotape, flashcards, water, jar, cardboard
Type of lesson: review lesson
Teaching Procedure:
Step1. Ask the students to do the experiments that they like in front of the class. As they are doing the experiments, explain them in English.
The students stand beside them. Help them if it necessary. Ask the students to observe carefully. What experiments are they doing?
Are the experiments that they are doing the same as yours?
What can we learn from the others?
What do we learn from the experiments?
Step2. Play a Game
This game is about the foreign countries. The most important festival in western countries is Christmas, then Easter. Discuss what we do on the festivals.
Discuss the other festivals in western countries, such as Mother’s Day, Father’s Day, and Thanksgiving.
Step3. Do with the exercises in Lesson 32.
Discuss the difficulties in class in groups. If it is too difficult, we can explain it to the class.
Step4. Practice the spoken language in pairs.
Step5. Come to the last part in Lesson 32.
Review the main points in this part. How do you express certainty and uncertainty, sequence and the grammar “The Present Future Tense”.
Step6. Homework
1. Finish off the activity book.
2. Review the words and expressions in this unit.
Summary:
Sometimes something is simple for you to do, but can you express it in English? It’s good for the teacher to arrange the students to the interesting that they learn in this unit or before. Remember to say it in English. The best way to learn a foreign language is to use it.
篇4：冀教版unit3教案L17--23(冀教版七年级英语下册教案教学设计)
Teaching content: 1. mastery words: driver, drive, quickly, slowly
2. the usage of adj. and adv.
3. a dialogue about how to take a taxi
Teaching goals: 1: remember the mastery words
2. learn the difference of slow and slowly; quick and quickly
3. understand the meaning of the text
Key points: the usage of slow and slowly; quick and quickly
Difficult points: the usage of adj. and adv.
Teaching aids: word cards, audiotape, flashcard, slide projector
Type: dialogue
Teaching procedure
1. Class opening
1) Greet the students in everyday English. Make sure they can response correctly.
2) Duty report: They can say anything they like to say.
3) Check the homework of last lesson. Explain if necessary.
2. New lesson
Step 1 Lead in
Discuss the questions in “THINK ABOUT IT”
Do you like to take taxi? Why or why not?
Have you ever stayed in a hotel? When? Where?
Maybe they have many different answers. Gather them and then say “Today, Li Ming and his friends get to Beijing. They want to go to a hotel by taxi. Danny has a dialogue with the driver. Let’s look at what does he say to the driver.”
Step 2 Listen to tape with the following questions:
Why is Danny scared?
Can Danny speak Chinese?
Can the driver speak English?
Step 3 After listening to the text, discuss the questions with the students. Go through the dialogue at the same time. Deal with the language points. You can use the blackboard or the slide projector. Pay attention to the different usage of slow and slowly, quick and quickly.
Step 4 Listen to the audiotape again and let the students read after it.
Step 5 Practice
Have them read the text for a few minutes and then have them act out the dialogue in roles. Correct their pronunciation if any.
Step 6 Demonstrate quickly and slowly by performing an action quickly and slowly as you say the words. Point out the difference between “ I am quick/slow.” and “I am ___ing quickly/slowly.”
Ask for volunteers to perform actions quickly and slowly. Describe the volunteers’ actions to the class. Then ask the class to describe the actions.
Divide the class into small groups. Ask each group to make a dialogue about taking a walk on a busy street in Beijing. Let them use slow and slowly, quick and quickly.
Step 7 Deal with “LET’S DO IT”
Work in a small group. Imagine you are a tour guide. Your group members are on a trip to Beijing. Where do they want to go? Where do you take them?
Step 8 A test
词形转换
1) They eat many _____ . (noodle)
2) Look! They are ________ over there. (help)
3) Be ________ , or we will be late.(quickly)
4) The train is _________ tonight. (come)
5) Thank you for _______ me. (help)
6) They found that lost sheep ________. (quickly)
7) The bike is going _________ . (fast)
8) That old man is walking ________ . (slow)
9) That car is _______ (slowly), but this bus is _______ . (fast)
10) _________ , I can’t go down. (help)
3. Homework
1) understand the meaning of the text
2) remember the mastery words
3) finish the exercise of the workbook
the next reading in the student book
Lesson 18 Tian’anmen Square
Teaching content : 1. mastery words: laugh, fly, hard, quietly, worry, put
2. learn a dialogue about flying a kite
3. some word such as quiet and quietly, loud and loudly
Teaching goals: 1. understand the meaning of the text
2. remember the mastery words
3. learn some words of adj. and adv.
Key points: 1. there be…
2. the usage of adj. and adv.
3. some useful words and phrases
Difficult points: the usage of adj. and adv.
Teaching aids: audiotape, word cards, slide projector, a picture of Tian’anmen Square, a kite
Type: text
Teaching procedure
1. Opening class
1) Greet the students in everyday English. Make sure they can response in correct way.
2) Duty report.
3) Check the homework.
2. New lesson
Step 1 Lead in
Ask the students some questions :
Have you ever visited Tian’anmen Square? If yes, when? If no, why not?
Do you want to visit Tian’anmen Square? Why or why not?
You may give them some words to help them.
Step 2 Listen to the tape with the following questions:
What happens to Danny？
Can Jenny fly a kite?
Can Danny fly a kite?
Answer the questions together with the students and then discuss the text again. If they have any question, explain to them. Deal with the language points at the same time. Pay attention to the usage of loud and loudly, quiet and quietly.
Step 3 Listen to the audiotape again and let the students read after it. Give them a few minutes to practice the text. Correct the pronunciation when necessary. Then have them act out the text in roles.
Step 4 Practice
Divide the class into small groups. Ask each group to make up a dialogue about walking in Tian’anmen Square. Encourage the students to use as much vocabulary as possible from this unit (easy, hard, loudly, quietly, many, men, women, children, people). Encourage the students to be active and praise them for talking risks with English! The more they experiment, the more they learn.
Step 5 Deal with “LET’S DO IT”
Work with a parter. Draw a map of Tian’anmen Square. Describe your maps to each other. What are the people doing? Try to use loudly, quietly, slowly and quickly.
Step 6 A test
1.英汉互译
1) 放风筝 _____________ 2) 玩得痛快 __________ 3) 天安门 __________
4) 看见某人放风筝 _________ 4) hurt one’s arm _________
5) Let’s do sth. ___________ 6) laugh at _________
2. 词形转换
1）We often see boys ________ football. (play)
2) Tom is a ____ boy, he often doesn’t talk with others. (quietly)
3) The street is so busy, but the people like to walk ______ (happy)
4) I can’t hear your words, will you speak ________ (loud)?
5) Let’s _______ the basket on the table. (puts)
Step 7 If there is enough time, do the exercises in activity book.
Step 8 Summary
Today we learn a text about Li Ming and his friends. They are flying kites. There are so many people on the Tian’anmen Square. Some people are loud and some are quiet. After class you should understand the meaning of the text and try to use loud, loudly, quiet, quietly correctly.
3. Homework
1) understand the meaning of the text
2) remember the mastery words
3) finish the activity book in lesson 18
the next reading
Lesson 19 The Palace Museum
Teaching content: 1. mastery words: sky, film, camera, picture, smile, break, tail
2. a dialogue about taking pictures
3. some useful words
Teaching goals: 1. understand the meaning of the text
2. remember the mastery words
3.master the usage of some words and phrases
Key points: 1. express taking a picture
2. ask permission to do sth.: May I …?
Difficult points: 1. express what you see
2. express taking a picture
Preparations: a picture of the Palace Museum, a camera
Teaching aids: audiotape, pictures, a camera, flashcards and slide projector
Type: dialogue
Teaching procedure
1. Opening class
1) Greet the students in everyday English and make sure they can response correctly.
2) Everyday report in English.
3) Check the homework and explain if necessary.
2. New lesson
Step 1 Lead in
Discuss the questions in “THINK ABOUT IT”
Have you ever been to the Palace Museum? If yes, when?
What do you know about the Palace Museum?
Do you want to live there? Why or why not?
Today Li Ming and his friends go to the Palace Museum. The weather is fine. The palace is red and yellow. It’s beautiful. They take some pictures there. Now let’s join them.
Step 2 Listen to the tape of the text with the following questions:
What happens to Jenny?
What’s wrong with Danny’s nose?
What do they do for Danny’s nose?
What’s wrong with Danny’s tail?
After listening, discuss the questions with the students. Make sure they understand the whole text. Deal with any language point at the same time. Pay attention to the usage of the following words: sunny, help sb. (to) do sth., careful, fall, break
Step 3 Listen to the audiotape again and let them read after it.
Step 4. Have them read the text for a few minutes and then ask some students to act out the dialogue in roles. Pay attention to their pronunciation.
Step 5 Practice
Divide the class into small groups. Ask them to make up a dialogue about visiting the Palace Museum. Encourage the students to use much new vocabulary as they can.
Divide the class into small groups. Ask each group to make up a dialogue about taking pictures. Encourage the students to use as much vocabulary from this unit as possible (camera, picture, easy, hard, help, hurt, loudly, quietly, many, everyone, men, women, children, people, quickly, slowly)
As the students work on this dialogue, take real pictures of each group with your camera. Later make a poster of these photos to put up in class. Do this as a class project! Help the students write English sentences under each photograph to describe the action.
Step 6 Deal with “LET’S DO IT”
In a small group, write a dialogue about taking pictures. Where are you taking pictures? What funny things happen?
Step 7 A test
根据首字母完成下列单词
1） Can you sing? Yes, it’s e_______ .(容易)
2） Working out the problem is h______ . (难)
3） He b_______ that glass , look! He is crying. (打坏)
4） Don’t w________ , the classmates all help you. (着急)
5） Bad luck! He f________ off his bike. (掉下来)
6） Now Tom is putting the f______ in his c________ . (装胶卷)
Step 8 exercise
If time permits, do some exercises in activity book.
3. Homework
1) understand the meaning of the text
2) remember the mastery words
3) finish the activity book of lesson 19
read the next reading in lesson 20
Lesson 20 Let’s Write Home
Teaching content: 1. mastery words: letter, dear, dad, soon, bottom, address, stamp
2. a text about writing a letter
3. some useful expressions
Teaching goals: 1. understand the meaning of the text
2. remember the mastery words
3. find and use the list of mastery vocabulary in lesson 24
Key points: learn how to write a postcard
Learn how to write an envelope
Difficult points: write a letter
Preparations: postcards, letters, envelopes
Teaching aids: audiotape, postcards, envelopes, letters
Type: text
Teaching procedure
1. Opening class
1) greet the students in English and make sure they can response correctly.
2) Everyday report in English
3) Check the homework and explain something when necessary.
2. New lesson
Step 1 Lead in
Ask the following questions: Have you ever write a letter in Chinese?
Do you know how to write a letter in English?
Where do you put the address?
Where do you put the stamp?
Today we will learn how write a English letter.
Step 2 Listen to the tape of a letter. Then look through the text together with the students. Show the students some letters and envelopes and let them know how to write a letter. Learn the words: top, bottom, left and right. Show a letter to the students when explaining.
Step 4. Use objects in the classroom-such as the blackboard, a door or a window-to demonstrate top, left, right, bottom and corner. Ask for volunteers to show you the top, left, right and corner of objects in the classroom.
Step 5 practice
Divide the class into small groups. Ask each group to make up a dialogue about buying postcards. Why are they buying postcards? Who do they buy them for？What pictures do the postcards have？
Step 6 Play a game
Play “Opposites” with the new vocabulary and other vocabulary.
Step 7 Deal with “LET’S DO IT”
Make a postcard. Draw a picture on it. Include a place for writing a note, for the address and for the stamp. Write to a classmate. Do you know his or her address? Ask！
Step 8 If time permits, do some exercises in the activity book.
3. Homework
1) the remaining activities in the activity book
the next reading in the student book
Lesson 21Sending an E-mail
Teaching content: 1. mastery words: send, e-mail, show, welcome
2. a dialogue about sending an e-mail
3. an English song
Teaching goals: 1. understand the meaning of the text
2. remember the mastery words
3. some useful words and phrases
Key points: how to ask for help and how to send an e-mail
Difficult points: learn how to send an e-mail
Preparations : a postcard, a letter
Teaching aids: audiotape, slide projector, a postcard, a letter
Type: dialogue and song
Teaching procedure
1. Opening class
1) Greet the students in everyday English and make sure they can response correctly.
2) Duty report
3) Check the homework and explain something if necessary.
2. New lesson
Step 1 Lead in
Ask the following questions: Do you have a computer?
Where can you buy one?
Do you use e-mail?
Who do you like to send e-mail to?
Today we will learn a short dialogue about sending an e-mail.
Step 2 Listen to the tape with the following questions:
When will Danny go home?
Who does Danny send an e-mail to?
Where does Danny send his e-mail?
Answer the questions and discuss the dialogue with the students. Deal with the language points at the same time. You can use a computer and show the students how to send an e-mail. If they have any question you can help them.
Step 3 Listen to the audiotape again and let them read after it.
Step 4 Give them a few minutes to read the text. Then have them act out the dialogue in roles.
Step 5 Practice
Divide the class into small groups. Ask each group to make up a dialogue about writing and sending an e-mail. Encourage them to use as many different words as they can.
Step 6 Let’s sing a song
Play the tape for the students to listen.
Read through the songs together. Make sure the students understand the meaning of the song. Deal with any language point at the same time.
Step 7 Listen to the audiotape for a few times again and let them sing after it. Make sure they can sing the song themselves.
Step 8 Do some exercises in the activity book.
3. Homework
1) understand the meaning of the dialogue
2) learn to sing the song
3) finish the remaining exercises in activity book
the next reading
Lesson 22 The Great Wall
Teaching content: 1. mastery words: today, turn, traffic, light
2. a dialogue about visiting the Great Wall
3. some useful expressions
Teaching goals: 1. understand the meaning of the dialogue
2. remember the mastery words
3. learn to use some useful expressions
Key points: 1. follow the direction
2. some phrases: in an hour, arrive in, stop doing
Difficult points: some phrases
Teaching aids: a picture of the Great Wall, audiotape, slide projector
Type : dialogue
Teaching procedure
1. Opening class
1) Greet the students in English and make sure they can response correctly.
2) Duty report: they can say whatever they like to say
3) Sing the song learnt last lesson
4) Check the homework
2. New lesson
Step 1 lead in
Discuss the questions in “THINK ABOUT IT”
Have you ever climbed a mountain or walked a long way? Where?
What do you know about the Great Wall? How long is it? How old is it?
Encourage them to discuss the questions and give some words to help them if necessary.
Step 2 Listen to the tape with the following questions:
Why is Jenny unhappy with Danny?
Which bus do they take to the Great Wall?
How long does it take them to get to the Great Wall?
After listening, answer the questions together with the students. Learn the text and make sure they understand the meaning of the text. Deal with the language points at the same time. Pay attention to find and look for; in an hour, stop doing sth.
Step 3 listen to the audiotape again and let them read after it.
Step 4 Give them a few minutes to read the text and then have them act out the dialogue in roles.
Step 5 A test
选择填空
1) Look! Who ______ in the pool?
A. swims B. swimming C. is swimming
2) The cup of coffee is _______ you.
A. for B. of C. with
3) The little girl _____ a new bike.
A. is B. has C. have
4) Does he ______ a computer?
A. have B. has C. there is
Step 6 Deal with “LET’S DO IT”
Work in a small group. Write a song or a poem about the Great Wall. Make a poster for it with the words and some pictures. Practice your song or poem and teach it to your classmates.
Step 7 Activity book
In Number 1, the students can review the direction words.
In Number 2, the students match the correct words and pictures.
Number 3 is a listening exercise on the audiotape as follows:
Listen. Fill in the blanks.
a. Danny: This is a computer. You can send your friend an e-mail.
b. Jenny: This is a piece of paper. You can send your friend a letter.
Step 8 Summary
Today we know Li Ming and his friends go to the Great Wall. They take a no.919 bus to go there. When they get there they talk about sth. about the Great Wall. After class read the text fluently and remember the useful words.
3. Homework
1) understand the meaning of the text
2) remember the mastery words
3) finish the activity book
the next reading in student book
Lesson 23 Shopping in Beijing
Teaching content: 1. mastery words: gift, chopsticks
2. a dialogue about shopping in Beijing
3. some useful phrases
Teaching goals: 1. understand the meaning of the text
2. remember the mastery words
3. learn to ask about time
Key points：some sentences about shopping
ask about time
Do things slowly or quickly.
Difficult points: the usage of slowly and quickly
How to ask about time?
Teaching aids: some real things as gifts, some pictures, audiotape, slide projector
Type：dialogue
Teaching procedure
1. Class opening
1) Greet the students in everyday English and make sure they can response correctly.
2) Duty report: They can talk about weather, friends, family, classmates and so on.
3) Check the homework. Explain if necessary.
2. New lesson
Step 1 lead in
Talk about the questions in “THINK ABOUT IT”
Do you like to shop quickly or slowly? Why?
Where do you like to go shopping? Why?
Today Li Ming and his friends go to shop at Wangfujing. They buy many things as gift. What do they buy? Let’s go look?
Step 2 Listen to the tape with the following questions:
In the story, who shops quickly and who shops slowly? What do they buy/
Who will go to the hotel with the panda?
After listening, answer the questions and deal with the language points at the same time. Pay attention to the usage of go doing, with, gift and so on.
Step 3 listen to the audiotape again and let the students follow it.
Step 4 Give them a few minutes to practice the dialogue and then have them act out it in roles.
Step 5 Deal with “LET’S DO IT”
Write a paragraph. You go on a trip to Beijing and buy some gifts for your friends. For whom do you buy gifts? What do you buy? Read your paragraph to your classmates.
Step 6 A test
选词组句
1） They have a _____ meal. They eat their meal ______ . (quick, quickly)
2） The old man walks _____ . He is a ______ man. (slow, slowly)
3） The family are watching TV _____ . They are all very _____ .( quiet, quietly)
4） The students make a _______ noise. They are talking ______ .(loud, loudly)
5） It’s an ______ question . I can answer it _____ . (easy, easily)
6） Lucy is a _____ girl. She does everything _____ . (careful, carefully)
Step 7 If time permits, do some exercises in activity book.
3. Homework
1) understand the meaning of the text
2) remember the mastery words
3) finish the remaining exercises in activity book
read the next reading of student book
篇5：冀教版7年级unit2 lesson14(冀教版七年级英语上册教案教学设计)
Teaching content:
1. mastery words: sleep, loudly, listen, tired
2. What is he/she doing?
He /She is …..
3. some useful word: tired, loud
Teaching goals:
1. understand the meaning of the text
2. remember the mastery words
3. use the Present Continuous Tense
Key points: 1. the usage of tired, sleep, listen and loud
1. What is he/she doing？
Difficult points: the usage of the Present Continuous Tense
Teaching aids: pictures or some real objects, audiotape, flash cards, slide projector
Type: text
Teaching procedure
1. Class opening
1) greetings in everyday English
2) duty report
3) mainly revision of last lesson
2. New lesson
Step 1 Lead in
Discuss some questions in “THINK ABOUT IT”
Is it expensive to buy things on the train ? Why or why not?
Do you like to buy things from salesman on the train? Why or why not?
Answer them together with the students.
Step 2 Listen to the tape of the text with the following questions:
Why is the baby crying? What is the mother doing?
What is Danny doing?
Does Wu Li buy some socks on the train?
Answer the questions and discuss the whole text to make sure the students understand the meaning of the text. Deal with the language points at the same time.
Step 3 Listen to the audiotape again and let the students read after it.
Step 4 Have them read the text for a few minutes and correct their pronunciation if necessary. Then let them act out the dialogue in roles.
Step 5 Practice
Divide the class into small groups. Ask each group to make up a dialogue about doing something and then doing something else. Ask each group to use the word now and any other vocabulary they like. Encourage your students to experiment and be creative! English is fun and easy! Please read about making up dialogue in “Teaching Techniques.”
Step 6 Discuss “LET’S DO IT”
Work in a small group. Write a role play and practice it. One of you is a salesman. The other are customers. What is the salesman selling? Present your role play to your classmates.
Step 7 A test
句型转换
1） Look！ They are eating dumplings. (对划线部分提问)
___________________________________
2） She is playing with the toy. (对划线部分提问)
______________________________________
3) He is talking to his aunt. (对划线部分提问)
______________________________
1. We would like to eat oranges. (对划线部分提问)
Step 8 Exercise
Do activity book lesson 14 Number 2. The students listen to four sentences and draw four pictures correspondingly. The audiotape goes like:
Listen and draw the pictures.
a. The woman is crying.
b. The man is laughing.
c. The baby is crying.
d. You are laughing.
3. Homework
1） understand the meaning of the whole text
2） remember the mastery words
3） finish off the activity book in lesson 14
4） the next reading in student book
篇6：冀教版7年级unit2 lesson11教案(冀教版七年级英语上册教案教学设计)
Teaching content:
1. mastery words: farm, hear, meet, course, of course, lot, lot of, enjoy
2. A dialogue between Danny and his new friend
3. The usage of some phrases
Teaching goals: At the end of the lesson, the students will be able to:
1. Understand the meaning of the text
2. Remember the mastery words
3. Find and use the list of mastery vocabulary in lesson 16
Teaching key points: 1.introduce where you are from
2. some useful expressions
Difficult points: how to introduce yourself
Teaching aids: word cards, audiotape, flashcards, and slide projector
Type: dialogue
Teaching procedure
1. Class opening
1) Greet the students in everyday English.
2) Duty report.
3) Main revision of last lesson. Explain when necessary.
2. New lesson
Step1 Lead in
Ask the students some questions:
Do you like to make new friends? Why or why not?
Who is your newest friend? How do you meet?
Discuss them with the class and you gather many different answers.
Step2 Listen to the tape and answer the following questions:
What does Danny want to buy in Beijing?
Who is Danny’s new friend?
Where does Wu Li come from?
After listening to the tape, answer the questions and discuss the whole text. Make sure the students understand the meaning of the text. Deal with the language points in this period. Write the key points on the blackboard or use the slide projector.
Step3 Listen to the audiotape again and let the students read after it.
Step4 Practice
Have them read the text aloud for a few minutes and correct their pronunciation when necessary. Then have them act out the dialogue in roles.
Step5 Deal with “LET’S DO IT”
You meet a new friend on the train or bus. What should one say to a new friend? What can one do to enjoy time with a new friend? With a partner, write and practice a dialogue. Present your dialogue to your classmates.
In this part the teacher should guide the students to discuss the questions.
You may give them some words to help them.
Step6 A test
句型转换
1） The woman behind me is singing. (一般疑问句)
______________________________________?
2) She is talking to the man. (对划线部分提问)
___________________________________?
3) The baby is sleeping. (否定句)
____________________________.
1) Walk to the station. (否定句)
_________________________.
2) Ben is noisy in class. ( 同义句)
___________________________.
Step7 Summary
Today we learn a dialogue about Li Ming and his friends. They meet a new friend on the train. Then they feel hungry and they discuss what to eat. What did they say? After class, read the text fluently.
3. Homework
1） understand the meaning of the text
2） finish the exercises in the activity book
3） read the dialogue in the next lesson.
篇7：冀教版初一unit1单元测试(冀教版七年级英语上册教案教学设计)
第一单元测试
第一部分 听力
I. 听下面5个单词。从题中所给的A、B、C三个选项中选出你所听到的选项，并标在试卷的相应位置。听完每个单词后，你都有10秒钟的时间来作答有关小题和阅读下一小题。每个单词仅读一遍。
1. A. bank B. tank C. thank
2. A. may B. day C. pay
3. A. near B. dear C. pear
4. A. thirty B. dirty C. forty
5. A. call B. hall C. doll
II.
听下面5个句子。从题中所给的A、B、C三个选项中选出你所听到的选项，并标在试卷的相应位置。听完每个句子后，你都有10秒钟的时间来作答有关小题和阅读下一小题。每个句子仅读一遍。
6. A. This is a park. B. This is a bank.
C. This is a book.
7. A. Turn left. B. Turn right. C. Turn back.
8. A. The house is old. B. The horse is old.
C. The mouse is old.
9. A. Can I take a taxi? B. Can I take a train?
C. Can I take a plane?
10. A. Where is the bench? B. Where is the beach?
C. Where is the coach?
听下面5个句子。从题中所给的A、B、C三个选项中选出最佳应答，并标在试卷的相应位置。 听每个句子前，你将有5秒钟的时间阅读该小题；听完后，每小题将给出5秒钟的作答时间。 每个句子读两遍。
11. A. In the classroom. B. Next to the post-office.
C. In the reading-room.
12. A. Yes, there is. B. Yes, there are. C. No, there aren't.
13. A. Yes, he is. B. Yes, they are. C. Yes, it is.
14. A. No, he doesn't. B. Yes, she does. C. Yes, I do.
15. A. Our school is. B. The bridge doe C. The zoo has.
IV. 听下面这段独白。独白后有5个小题。从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听独白前，你将有时间阅读各个小题，每个小题5秒钟，听完后，每小题将给出5秒钟的作答时间，独白读两遍。现在你有25秒钟的时间阅读这5个小题。
16.A. For shopping. B. For fishing. C. For Walking.
17. A. He goes to the post-office. B. He goes to work.
C. He goes to the library.
18. A. Yes, he does. B. No, he doesn't. C.I don't know.
19. A. At about eight o'clock. B. At about nine o'clock.
C. At about ten o'clock.
20. A. No, he doesn't. B. Yes, I think he does. C. Yes he has.
第二部分 笔试
Ⅰ. 选出与划线部分意思相同或相近的选项。
( ) 1. Mom, may I go on a trip to Shanghai?
A. go B. have a trip C. trip D. visit
( ) 2. My brother is too young to go to school.
A. old enough B. nice C. strong D. not old enough
( ) 3. Shenzhen is far from Shijiazhuang.
A. away B. near C. not near to D. big
( ) 4. Let’s go shopping on Sunday.
A. do some shopping B. to do some shopping
C. make shopping D. have shopping
( ) 5. He arrives in Beijing at 2:00 in the afternoon.
A. reaches B. gets C. reaches to D. gets in
Ⅱ. 用所给词的适当形式填空
1. Linda is too young _______ (carry) the heavy box.
2. Tom is a good student. He works ____ (hard) in school.
3. I must go home. Mom wants me_____ (get) home early.
4. Next Sunday, my parents and I ____ (go) on a trip to Dalian.
5. Jenny is only seven years old, but she can ____ (speak) a little English.
6. A train is ____ (fast) than a bus.
7. ---What are you doing, Mr. Green?
---I ______ (pack) my suitcase with my clothes.
8. How many ______ (pair) of socks do you have?
9. Boys, _______ (not run) in the street.
10. Jenny is ______ (excite) when she see Danny.
Ⅲ. 单项填空
( ) 1. Let’s go _____ a trip to Mountain Huangshan. It’s beautiful.
A. on B. to C. with D. for
( ) 2. Beijing is _____ Hong Kong.
A. far away B. far from C. far to D. far with
( ) 3. ---May I go to Tian’anmen Square?
---_______.
A. Yes, you can. B. No, you mayn’t
C. Yes, you may D. No, I mayn’t
( ) 4. They want me ____ a song at the party.
A. sing B. to sing C. sings D. singing
( ) 5. Can Mr. Smith ______ to Beijing with his son?
A. come B. comes C. to come D. coming
( ) 6. How far ______ it from Changchun to Shijiazhuang?
A. be B. are C. is D. to be
( ) 7. ______ students like football in China.
A. Hundred B. Hundreds C. Hundreds of D. Hundred of
( ) 8. Our school has _____ teachers.
A. two hundreds B. two hundred
C. two hundred of D. two hundreds of
( ) 9. Let’s go to Paris _____ .
A. by plane B. by a plane C. a plane D. by the plane
( ) 10. Uncle Wang is going to Beijing. He is packing his suitcase _____ clothes.
A. on B. with C. of D. in
( ) 11. ---How many ____ do you have?
---Only one.
A. shirt B. a shirt C. some shirts D. shirts
( ) 12. ---Can I help you?
---I want _____ ,please.
A. two socks B. two pair of socks
C. two pairs of socks D. two pairs of sock
( ) 13. My pen is broken. I need ____ a new one.
A. buy B. to buy C. buys D. to buys
( ) 14. ---Have a good trip.
---________ .
A. Good B. Bye-bye C. Thank you D. Have a good trip
( ) 15. _____ . The baby is sleeping.
A. Not talk B. Not talking C. Don’t talk D. Don’t talking
Ⅳ. 完型填空
It’s a fine __1___. Ann and her father are __2__ a big bus. There’re ___3__ people on it. Some of them __4__ from Canada. They _5___ friends. They want to go to the Great Wall.
There’re two __6__ on the bus. One is a woman. She’s driving the bus. __7__ is a young man. He knows much English. The other people are listening __8__ him. They __9_ the Great Wall. They want to __10___ it very much.
( ) 1. A. Monday Morning B. monday morning
C. Monday morning D. monday Morning
( ) 2. A. in B. at C. near D. on
( ) 3. A. three B. many C. much D. any
( ) 4. A. is B. comes C. are D. go
( ) 5. A. all are B. all C. are all D. think
( ) 6. A. Chinese B. Chineses C. China D. Chinesemen
( ) 7. A. The others B. The one C. Other one D. The other
( ) 8. A. to B. about C. at D. on
( ) 9. A. want B. see C. like D. hear
( ) 10. A. see B. take C. carry D. look
Ⅴ. 阅读理解
A
Alice is a Canadian. She is 13. She is in Beijing with her parents. She doesn’t know much Chinese. She can’t speak Chinese well. Sometimes her friends don’t understand (理解)her.
It’s a Sunday morning. She’s going to the zoo to see the pandas(熊猫). She is waiting at the bus stop. At the bus stop, she asks a boy how to go to the zoo. But the boy can’t understand her. Then she takes out(拿出)a pen and some paper. She draws a panda on it and shows(出示)the picture to the boy. The boy smiles and then shows the way to the zoo.
( ) 1. Alice is in Beijing with her _____ .
A. brother B. sister C. uncle D. father and mother
( ) 2. Alice can speak _____ Chinese.
A. much B. little C. few D. many
( ) 3. Alice goes to the zoo ____ .
A. on her bike B. on a bus C. in a car D. on a train
( ) 4. Alice is going to the zoo to see ______.
A. her friends B. the tigers C. the monkeys D. the pandas
( ) 5. The boy _____ .
A. shows her the way B. doesn’t know the way
C. goes to the zoo with her D. gives a map to her
B
This is a Chinese boy. His name is Ling Feng. He is thirteen. He is in No.5 Middle School. He is in Class One, Grade Two. Ling Feng is in Row Four. He is Number 20. Miss Zhang is his English teacher. They love her very much.
( ) 6. Ling Feng is a ____ boy.
A. English B. American C. Chinese D. China
( ) 7. He is in _______．
A. row Four B. row 4 C. Four Row D. Row Four
( ) 8. _____ is his English teacher.
A. Miss Zhang B. Mr. Zhang
C. Mrs. Zhan D. Teacher Zhang
( ) 9. He is in ______ .
A. Class 1, Grade 2 B. class 1, grade 1
C. Class 2, Grade 1 D. Class 2, Grade 2
( ) 10. How old is he?
A. 30 B. 12 C. 13 D. 11
Ⅵ．书面表达。下面是Tom 的家庭成员情况，假定你是Tom，请根据这些信息写一篇50词左右的短文来介绍你的家庭情况。
Father: Bill Green, worker
Mother: Mary Green, teacher
Brother: Jim, driver
Sister: Lucy, student.
My name is Tom. This is my family. _____________________________
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Keys
听力部分
1-10 ACBBA ACABA 11-20 BACCA ABACB
笔试部分
Ⅰ.1-B 2-D 3-C 4-A 5-A
Ⅱ.1. to carry 2.hard 3. to get 4. are going 5. speak
6.faster 7. am packing 8. pairs 9. don’t run 10. excited
Ⅲ.1-5 ABCBA 6-10 CCBAB 11-15 DCBCC
Ⅳ. 1-5 CDBCC 6-10 ADACA
Ⅴ. 1-5 DBBDA 6-10. CDAAC
Ⅵ. My name is Tom. This is my family. We are the Green family. There are five people in my family: my father, mother, brother, sister and I. My father’s name is Bill Green. He is a worker. My mother is Marry Green. She is a teacher. My brother is a driver. His name is Jim. My sister is a student. Her name is Lucy. I’m a student, too. I love my family.
录音文稿
I. 1.bank
2.pay
3.dear
4.dirty
5.call
II. 6.This is a park.
7.Turn back.
8.The house is old.
9.Can I take a train?
10.Where is the bench?
III. 11.Where is the pay phone?
12.Is there a teacher in the classroom?
13.Is your house on a busy street?
14.Did you have a good trip?
15.What's next to the hotel?
IV. On Saturday morning, mother goes out for shopping. Dad goes to the office to work. In the morning Tony stays at home. He does his homework. Then he watches TV. At about ten o'clock, he goes out to play football with his friends. He has a very good time. You know Tony likes playing football very much.
Q:
16.Why does Tony's mother go out?
17.Where does Tony's father go?
18.Does Tony do his homework at home?
19.What time does Tony go out to play football?
20.Does Tony have a very good time?
篇8：冀教版7年级unit2 lesson13(冀教版七年级英语上册教案教学设计)
Teaching content：
1． Mastery words: quiet, word, newspaper, baby
2． A dialogue about what they are doing
3． Present Continuous Tense
Teaching goals:
1. understand the meaning of the text
2. remember the mastery words
3. use the Present Continuous Tense
Key points: 1. What are you doing?
I am……
2. some useful words
Difficult points: the Present Continuous Tense
Teaching aids: audiotape, flashcards, slide projector, word cards
Type: text
Teaching procedure
1. Class opening
1） Greet the students in everyday English and make sure they can response correctly.
2） Duty report: they can say anything they like to say
3） Check the homework in lesson 12 and explain when necessary.
2. New lesson
Step 1 Lead in
Discuss the questions in “THINK ABOUT IT”
What is your favourite game? Why?
Do you like babies? Why or why not?
Today we are going to learn a dialogue. It happens on the train. Li Ming and his friends are doing different things. Let’s look at what they are doing.
Step 2 Listen to audiotape and answer the following questions:
What is the baby doing?
What are Wu Li and Jenny doing?
What is Danny doing?
Answer them with the students and discuss the text again. Deal with some important points at the same time. Make sure the students understand the meaning of the dialogue. When explaining the language points the teacher can use some pictures, write on the blackboard or on the slide projector.
Step 3 Listen to audiotape again and let the students read after it.
Step 4 Have them read the text aloud and correct their pronunciations when necessary. Then have them act out the dialogue in roles.
Step 5 Practice
Divide the class into small groups. Ask each group to make up a dialogue about offering and eating foods. When the students “eat,” some are quick and some are slow. The students need to be creative about situations where this would happen!
Step 6 Deal with “LET’S DO IT”
Play a word game in a small group. Cut some pieces of paper into 2cm squares. Try to make about 100 squares. On each piece of paper, write a letter of the alphabet. Then use the squares to make English words. Join the words together like a crossword.
Step 7 A test
根据首字母完成句子
Welcome to Beijing! You want to know something about Chinese f____. Let me tell you. We eat r____, v_____, f______ and m_____ every day. We also have d_______ or n_______ .
You can find your f________ food. At 12:00 we eat l_______ . (food, rice, vegetables, fruit, meat, dumplings, noodles, favourite)
Step 8 Summary
Today we learn a dialogue between Li Ming and his friends. They are on the train to Beijing. They are doing different things. Jenny and Wu Li are playing a word game. Danny is playing with a baby. So we must remember how to express what sb. is doing. After class you should practice the Present Continuous Tense.
3. Homework
1) understand the meaning of the text
2) remember the mastery words in this lesson
3) finish the activity book of lesson 13
4）read the next reading in lesson 14
篇9：冀教版7年级unit2 lesson12(冀教版七年级英语上册教案教学设计)
Teaching content:
1. mastery words: wait, drink, fruit, grape, thirsty, bottle
2. a dialogue about having lunch on the train
3. What would you like?
I would like …..
4. Plural Forms of Nouns
Teaching goals: At the end of this lesson, the students will be able to:
1. Understand the meaning of the text
2. Remember the mastery words in this lesson
3. find and use the list mastery vocabulary in lesson 16
Key points: 1. express your favourite
2. Some useful expressions
3. Plural Forms of Nouns
Difficult points: how to express your favourite
How to express some liquid things
Teaching aids: word cards of different food, flash cards, audiotape, and slide projector
Type: text
Teaching procedure
1. Warming up
1) Greetings in everyday English.
2) Duty report (about weather, your classmates, your teacher and so on)
3) Mainly revision of last lesson
2. New lesson
Step1 Lead in
Discuss the questions in “THINK ABOUT IT”
Do you like to eat lunch on the train or bus?
What do you like to eat when you travel?
Let the students learn to express themselves freely.
We are going to learn a text today. Let’s look at what Li Ming and his friends want to eat on the train?
Step2 Listen to the tape with the following questions.
What do Danny, Jenny and Li Ming want to eat?
What did Wu Li buy on the train?
What is a snack?
Answer the questions with the students and discuss the whole text to make sure they understand the meaning of the text. Deal with the language points at the same time. The teacher can use blackboard or the slid projector to help the teaching.
Step 3. Listen to the audiotape again and let the students read after it and pay attention to the pronunciation.
Step 4. Have them read the text for a few minutes and then ask them to act out the dialogue in roles.
Step 5. Practice: LET’S DO IT
In a small group, make a menu for the train. What foods can you buy on the train? How much do they cost? Write the menu on a piece of paper. Practice using the menu with your classmates.
Divide the class into pairs. Each pair makes up a dialogue about being thirsty and wanting something to drink. The students can use their flashcards to represent drinks.
Step 6 A test
词汇
1）一杯茶 _______ 2) 一杯水______ 3) 一箱子鸡蛋________
4) 一瓶汽水________ 5) 五瓶热水 _______ 6) 十位女教师 _______
7) 九位男医生_______ 8) 三张票 _________ 9) 两个儿童 ________
Step 7 Exercise
If time permits, do Number 2 in activity book.
3. Homework
1) understand the meaning of the text of lesson 12
2) finish the activity book in lesson 12
3) the next reading
篇10：冀教版7年级unit2 lesson10教案(冀教版七年级英语上册教案教学设计)
Teaching content:
1. Mastery words: find, their, woman, point
2. a dialogue about what they see through the train window
3. There is/are…
Teaching goals: At the end of this lesson, students will be able to:
1. understand the meaning of the text
2. remember the mastery words
3. find and use the list of mastery vocabulary in lesson 16
Teaching key points: 1. There is/are….
2. Difference of some words: see, look, watch, find
Difficult points: the usage of some words
Teaching aids: tape recorder, slide projector, word cards
Type: dialogue
Teaching procedure
1. Class opening
1) greetings in English
2) duty report (say anything he/she likes to say)
3) check the homework of last lesson
2. New lesson
Step 1 Lead in
Discuss the questions in “THINK ABOUT IT” with the students:
Look out of the window of your classroom. What can you see?
What can you see out of your bedroom window?
In this part they will have many things to say. Their answers may be different. Gather their answers.
Step 2 Play the audiotape with the following questions:
What do Danny and Jenny see outside?
Can they see a village?
Is there a school outside the train?
Answer the questions and discuss the whole text with the students. Make sure they understand the meaning of the text. Deal with the language points at the same time. The teacher can write the important points on the blackboard or use the slide projector.
Step 3 Listen to the audiotape again and let them read after it.
Step 4 Have them read the text aloud for a few minutes and then let them act out the text in roles.
Step 5 Practice
Divide the class into small groups. Ask them to make up a dialogue that uses loud and quiet. Please read about making up dialogues in “Teaching Techniques.” To make up a dialogue, the students need to think and be creative! Encourage them to use the dialogue in the student book as an example, not as something to memorize.
Step 6 Deal with “LET’S DO IT”
Work with two partners. Write and practice a dialogue. What else do you think Jenny, Danny and Li Ming see? Present your dialogue to your classmates.
Step 7 A test
词形转换
1）quiet （反义词）__________ 2) read (现在分词) _______
3) bottle (复数) _____________ 4) drawing (原形) __________
5) sing (现在分词) ___________ 6) tree (复数) _________
7) photo (近义词) ___________ 8) woman (复数)________
9) baby (复数) _____________ 10) be (第三人称单数) ________
Step 8 Activity book
If time permits, do exercise 1
3. Homework
1) understand the meaning of the text in lesson 10
2) finish the exercises in activity book
3) next reading in student book
篇11：冀教版7年级unit2 lesson15(冀教版七年级英语上册教案教学设计)
Teaching content:
1. mastery words: station, child, room, taxi
2. a dialogue about what they see at the Beijing Station
3. Present Continuous Tense
Teaching goals:
1. understand the meaning of the text
2. remember the mastery words
3. find and use the list of mastery vocabulary in lesson 16
Key points: 1. some expressions： take care of; be scared
2. the Present Continuous Tense
Difficult points: the Present Continuous Tense
Teaching aids: pictures, audiotape, flashcards, slide projector
Type: dialogue
Teaching procedure
1. Opening class
1) greetings in everyday English
2) duty report: they can talk about whatever they like to say.
3) mainly revision about last lesson
2. New lesson
Step 1 Lead in
Discuss the questions in “THINK ABOUT IT”
Have you ever been to a very crowded place? Where?
How much does it cost to stay in a hotel in your city?
Help them answer the questions and you can give them some words to guide them to answer.
Step 2 Listen to the tape of the text and answer the following questions:
How does Danny feel at the train station?
How many people are there at the station?
What are the people doing at the station?
Why is the child crying?
Answer the questions and discuss the whole text to make sure they understand the meaning. Deal with any question they have and explain the language points at the same time.
Step 3 Listen to the tape again and let them read after it.
Step 4 Have them read the text for a few minutes. Then let them act out the dialogue in roles.
Step 5 Deal with the “LRT’S DO IT”
Work with a partner. Write a dialogue. One of you is arriving in a city. You need a hotel room. The other person is selling hotel rooms. Practice your dialogue and present it to your classmates.
Step 6 A test
用适当的单词填空，首字母已给出
1） There are so many p_______ on the street.
2） Be quiet! The baby is s_________.
3） We can buy train tickets at the train s________.
4） I’m t__________. I’d like something to drink.
5） Father likes reading n_________ after washing the dishes.
Keys: 1) people 2) sleeping 3） station 4) thirsty 5) newspaper
Step 7 Summary
Today we learn a text about Li Ming and his friends. They arrives in Beijing at last. They see many people at the station. They are doing different things. It’s crowded there. They want to find a hotel. After class you must remember the mastery words of this lesson and you should practice using the Present Continuous Tense.
3. Homework
1) understand the meaning of the text
2) remember the mastery words
3) finish the activity book in lesson 15
4) the reading in next lesson
篇12：冀教版七年级unit1课程辅导(冀教版七年级英语上册教案教学设计)
Lesson 1
1． May I go on a trip to Beijing？我可以去北京旅行吗？
1） 句中may是情态动词。表示允许或征询对方的许可，其否定形式可以是may not ，也可以是must not /mustn’t；但表示禁止时常用must not/mustn’t。例如：
May I help you？要我帮忙吗？
May I come in，please ？请问， 我可以进来吗？
---May I go to the cinema？我可以去看电影吗？
---Yes，you may。/Not，you mustn’t. 是的，你可以去。/不，你不可以去。
注意：表示客气请求或征询意见时，也可用Can I/Could I /Could you…?句型来表达。例如：
Can I help you？要我帮忙吗？
Could you help me，please? 你能帮我一下吗？
2）句中trip是名词，意为“旅行”。a trip to Shanghai 上海之行，go on a trip to …到… 的旅行。例如：
May we go on a trip to Canada？我们可以去加拿大旅行吗？
My father will go on a trip to Wuhan. 我爸爸要去武汉旅行。
I wish you a good trip. 祝你旅行愉快。
2．But it’s the capital city of our country. 但是它是我国的首都。
1）句中but 是连词，意为“但是”。它是个表示转折意义的并列连词。例如：
I like apples but my mother doesn’t. 我爱吃苹果，但我妈妈不爱吃。
The box is large but light. 这个盒子大，但很轻。
Playing basketball is difficult but interesting. 打篮球很难，但很有趣。
2）句中city是名词，意思是“城市”。“the city of+表示地点的名词”相当于“表示地点的名词+city”。例如：
Beijing city=the city of Beijing 北京市
Tianjin city=the city of Tianjin 天津市
3． 1）You’re too young to go.你太小还不能去。
句中too是副词，意思是“太”。too…to…表示否定的含义，意为“太…而不能…”,其中too之后接形容词或副词，to 之后接动词原形，构成不定式短语。例如：
It’s too hot today. 今天太热了。
This shirt is too small for me. 这件衬衫我穿太小了。
The boy is too young to go to school. 这个男孩太小还不能去上学。
Ann speaks too fast to understand. 安讲得太快，（别人）听不懂。
2）You can go，too. 你也去。
着句话中的too也是副词，意思是“也”。用于肯定句，置于句尾。例如：
I’m fine，too. 我也很好。
You can go on a trip to Beijing，too. 你也可以去北京旅行。
4． But Beijing is far from our city. 但是北京离我们市太远了。
句中far from 意为“离…远“。例如：
The school is far from here.学校离这儿很远。
5． It’s only two hundred seventy-eight kilometers from Shijiazhuang to Beijing.从石家庄到北京只有二百七十八公里。
1） 句中only 是副词，意为“仅；只”。only 在句中的位置不同，它所修饰的成分就不同，句意也就不同。例如：
Only I go to school with Tom on Monday. 星期一，只有我和汤姆一起去上学。（没有别人和汤姆一起）
I only go to school with Tom on Monday. 星期一，我只是和汤姆一起去上学。(“我们”没有一起做其他的事)
I go to school with Tom only on Monday. 我只有星期一和汤姆一起去上学。（其他时候“我”不和汤姆一起去上学）
2）句中from…to…意为“从…到…”, 既可以加表示时间概念的词，又可以加表示空间概念的词。例如：
from ten to eleven 从十点到十一点
This letter is from Jenny to her teacher.这封信是詹妮寄给她的老师的。
It’s very far from Shijiazhuang to Shenzhen. 从石家庄到深圳很远。
6．go shopping 去购物。同意短语：do some/the shopping 或buy sth in a shop。例如：
go shopping everyday 每天去店铺买东西。
I often go shopping on Sunday. 我经常在周日去购物。
拓展：go+v.-ing 意为“去做某事”例如；go swimming 去游泳，go skating 去滑冰，go boating 去划船，go fishing 去钓鱼。
7． You are a good boy，and you work hard in school.你是个好孩子，并且你在学校学习很用功。
句中hard 是副词，意为“努力地”。另外hard 也可以作形容词意为“硬的， 坚固的”、“困难的，费力的”、“辛苦的，艰难的”。例如：
work hard 努力工作
hard work 很累人的工作
The ice is not hard enough to skate on. 这块冰不够结实，不能在上面划。
These questions are too hard. 这些问题太难了。
Thank you for your hard work. 感谢诸位的辛苦工作。
8． Great！太好了！great 是形容词（用于口语）好极了；非常愉快的。表示赞同、赞扬或兴奋的感情。例如：
That’s great！太好了！
great 还有“巨大的；伟大的”之意。例如：a great man 伟人；the Great Wall 长城
9． May I eat in restaurant？ 我可以在饭店吃饭吗？
eat 是动词“吃”。可作及物动词，表示具体吃某东西。例如：
eat bread 吃面包
They eat much chicken. 他们吃很多鸡肉。
篇13：冀教7下 Unit 6 L41-48 教案(冀教版七年级英语下册教案教学设计)
Lesson 41 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words for making travel plans
3. write something about planning a trip
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES'I
Introduce the topic for Unit 6. See “Teaching Techniques” at the back of this teacher's guide for information about introducing units.
STUDENT BOOK (15 MINUTES)
There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
enjoy yourself, have a good time, suitcase, travel
0ral Vocabulary
baggage, journey, luggage, pack (v.)
There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Also see “teaching Techniques” at the back of this teacher's guide for more general information about teaching readings.
Step 1: Check to see if the students have previewed the text as required. You may ask them what places Brian, Danny and Jenny intend to visit.
(The oceans, the mountains and cities like Toronto, Montreal and Vancouver.)
Step 2: Play the audiotape. Have the class listen to the audiotape while looking at the textbook.
Step 3: Ask three volunteers to play the roles of Jenny, Brian and Danny and act out the reading.
Step 4: Divide the class into small groups. Ask each group to discuss and plan a trip around China. Instruct groups to make up a dialogue about their planned trip. Encourage the students to use words, expressions and sentence patterns from the text.
Step 5: If you have time, have one or two groups perform their dialogues for the rest of the class.
CLASS ACTIVITY: PACKING! (15 MINUTES)
In this activity, the students talk about what they would pack for a long trip. This exercise reviews vocabulary about trips, and getting ready for them from previous levels. Here are some step-by-step instructions for this activity.
Divide the class into small groups.
Each group discusses what one person should take on a long trip. They must pretend that they only have one suitcase. Draw a box on the blackboard to show how big the suitcase is (You can make it any size you want. A bigger suitcase may make students work hard to “fill” it. A smaller suitcase will provoke discussion about what a person really needs to take. )
Each group makes a list of things to take and writes it down.
With another group, each group talks about its list. The groups may question each other about their decisions. Did they forget anything important? They may add those items to their lists.
If you have time, generate a list on the blackboard with suggestions from each group, one by one, until no one has any more suggestions. Will it all fit in the suitcase? If there is too much, ask the students to help you choose items to cross off.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
Jim and the Dog
Jim was walking along the street. He saw a big dog. The dog saw Jim. Jim stopped walking.
A woman was standing near the dog. “Excuse me,” Jim said. “Does your dog bite?”
“No,” the woman said, “my dog doesn’t bite.”
Jim walked on. Then, the dog jumped up and bit him.
“Hey!” Jim said to the woman. “You said your dog doesn’t bite!”
“It doesn’t,” the woman said. “That’s not my dog.”
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the first reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 42 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words for describing travels
3. write something about making a trip
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING（5 MINUTES）
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher's guide.
STUDENT BOOK（15 MINUTES）
There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
Good-bye! (Bye-bye! Bye! )
Have a nice/good trip
Oral Vocabulary
There is no new oral vocabulary in this lesson.
There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson.
Step l: Check to see if the class has previewed the text as required. In either case, ask the students to read the text silently now, since it contains many new words and idiomatic expressions about traveling to scenic spots. Select one or two sentences containing key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meanings. Remember to give lots of praise for a good try, even if it's wrong.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text.
Step 3: Divide the class into small groups. Ask the class,“If Jenny, Brian and Danny visited all the places and enjoyed everything as advertised, what did they do?” In answer to this question, each group will make a chart of all Jenny's, Brian's and Danny's activities, based upon the reading.
Step 4: If time allows, have one or two groups share what they have written with the rest of the class.
CTIVCLASS ITY: WHERE ARE YOU GOING? 15 MIUTES)
In this activity, the students work in groups to generate clues to a mystery location, and then solve each other's puzzles. Here are some step-by-step instructions:
Explain to the class that Niagara Falls (described in the student book for this lesson) is a famous place to visit in Canada. If you gave a list of clues about this destination to a Canadian, he or she would know it right away!
Divide the class into small groups. Ask each group to choose a famous destination for a trip in China. Each group then generates a list of clues about this destination－in －English!－for another group to guess.
Tell the students that the list of clues should include:
--What people enjoy doing there. --How people travel there (plane, train, car).
--Where the place is, in a general way (in the north, south, east or west of China).
--Any other clues the students can put into English.
The students exchange clues with another group and find the answer to the other group's clues.
If you have time, the groups can exchange clues with more than one group.
CTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
Mary
Mary works at a bank. She begins her work at eight o'clock in the morning. She stops working at five o'clock in the afternoon.
At five o'clock, the bank closes. All the people who work in the bank leave. Some people drive to their houses. Some people take the bus. Some people take the train.
Mary walks to her house. She likes to walk. She walks and walks. She lives eight kilometers from the bank. She walks for three hours.
At eight o'clock in the evening, Mary is at her house. She eats supper. At ten o'clock she goes to bed. Mary is tired. She is eighty years old.
CLASS CLOSING (5 MINI ITES)
Below is the suggested homework for this lesson.
Aim to give students about thirty minutes of homework. Use your discretion ill deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the second reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 43 教学设计
LESSON ORJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words for describing camping
3. write something about camping
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher's guide
STUDENT BOOK (15 MINUTES)
There are two readings for this lesson. Teach the first reading. The second reading is for students to use independently.
The readings present new vocabulary and review vocabulary the students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
fish (v.), stay
Oral Vocabulary
camping, outdoors, sleeping bag, tent
Before you begin the reading, introduce the unit project. See “Teaching Techniques” at the back of this teacher's guide for general information about introducing unit projects. Also see the Unit 6 introductory page in this teacher's guide. Instructions for unit project 1 are in the student book.
There are many ways to teach immersion reading.
Here are some step-by-step instructions for one way to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions. Encourage other students to try to answer the questions.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text.
Step 3: Divide the class into small groups. Ask each group to write an e-mail message for Jenny to Li Ming explaining why Jenny, Brian and Danny finally decided to go on a camping trip. Use the reasons provided by the text.
Step 4: If time allows, have some groups share what they have written with the rest of the class.
UNIT PROJECT: WRITE ABOUT A TRIP（CONTUBUED）(15 MINUTES)
Begin unit project. This project covers three lessons. Students write about a real or imaginary trip and present to other students.
In this lesson, begin by having students write about a trip they have taken or would like to take. They should illustrate their story. Students may either draw pictures or bring photographs to the next class.
There will be time in the next lesson to continue working on the stories.
ACTIVITY BOOK (5 MINUTES_)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
An Animal in the Car! Part One
A woman was driving her car on a Saturday morning. She saw a little animal near the road. She stopped her car and looked at it. “You don't look happy here,” she said. She picked it up. She put it in her car and drove away.
Later, a man stopped the woman. The man said, “You can't have an animal in your car. Take it to the zoo.”
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the third reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 44 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the song
2. memorize and sing the song well
3. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher's guide.
STUDENT BOOK (15 MINUTES)
The reading for this lesson is a song. The audiotape presents the song; the words to the song are in the student book. The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
hurry (n.),hurry (v.),miss (v.),on time
Oral Vocabulary
There is no new oral vocabulary in this lesson.
See “Teaching Techniques” at the back of this teacher's guide for suggestions on teaching songs. Here are some step-by-step instructions for one way to teach the song in this lesson.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions.
Step 2: Ask the students to read the speech bubbles themselves. Then have one or two groups of students perform the dialogue.
Stop 3: Play the audiotape. Have the class follow the audiotape while reading the lyrics.
Step 5: Play the audiotape again. This time have the class sing along with the audiotape.
Step 6: Practice singing the song until the students can sing the song well. Can they sing it without looking at their the books?
UNIT PROJECT: WRITE ABOUT A TRIP (CONTINUED) (15 MINUTES)
Continue unit project. Have students continue to work on their stories and illustrations, Advise them to finish their projects in this lesson.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
An Animal in the Car! Part Two
That Saturday afternoon, the man saw the same woman. The little animal was still in that woman's car. The man stopped her and asked, “Why didn't you take the animal to the zoo?”
The woman in the car said, “I did take it to the zoo. We had a very good time there. Now we are going to the beach.”
CLASS CLOSING (5 MINUTES)
There is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind.
Suggested homework for this lesson includes:
the remaining exercises in the activity book
the next lesson in the student book
Lesson 45 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words for describing a picnic
3. write something about picnicking
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher's guide. You may wish to have the class sing “Hurry!”
STUDENT BOOK (15 MINUTES)
There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
by the side of, hurry up
I think it's time for us to leave now.
Please hurry. Oral Vocabulary
ham, picnic, sandwich
There are many ways to teach immersion reading.
Here are some step-by-step instructions for one way to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the reading. Encourage other students to try to answer the questions. You may also ask the students if they have ever gone on a picnic.
Step 2: Play the audiotape. Have the class follow the audiotape. Use your own discretion to decide whether to discuss any of the new vocabulary with the students.
Step 3: Divide the class into small groups. Ask the students to discuss the reading in English around the following topic:
What are the main things that happen to Danny, Brian and Jenny in this lesson?
Instruct the students to try to tell what happened as a story. Encourage them to use the words first, then and finally.
UNIT PROJECT: WRITE ABOUT A TRIP(CONTINUED) (15 MINUTES)
Conclude unit project. Divide the class into small groups. Within their groups, students present their projects to each other. Encourage the students who are watching the presentation to ask questions. The student who is presenting will try to answer the questions.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
It's Mr. White!
Mr. Smith was walking down the street. He saw another man. “Mr. White!”said Mr. Smith. ”You've changed! You were fat, and now you are thin. You had black hair, and now you have white hair. You wore glasses, and now you don't.“
”I'm not Mr. White, “said the man. “ I'm Mr. Jones.” “Oh, my! ”said Mr. Smith. “You've changed your name, too!”
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson.
Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the fourth reading in the reader
the remaining activity book exercises
the next lesson in the students book
Lesson 46 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words for describing camping experiences
3. write something about camping
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher's guide. You may wish to have the class sing “Hurry!”
STUDENT BOOK (15 MINUTES)
There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
brush (n. ), pillow
Oral Vocabulary
There is no new oral vocabulary in this lesson.
There are many ways to teach immersion reading.
Here are some step-by-step instructions for one way to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the reading as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. You may ask if they have any camping experiences. If any of them do, ask them to share the experiences with the class.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text.
Step 3: Divide the class into groups of four. Each group member will take on one of the four roles (Jenny, Brian, Danny and Mr. Smith). Have the groups act out the reading in any way they choose.
Tell the students that their performance should include most of the events in the reading.
Step 4: if time allows, ask one or two groups to perform for the rest of the class. You may want to comment on their performance. Remember to give lots of praise for good effort!
CLASS ACTIVITY: ADVERTISEMENT FOR A TRIP (15 MINUTES)
In this activity, students create an advertisement for a trip. Instruct students to write the ad about the trip they described in unit project 1. A advice students to refer to the students book and reader for ideas.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
The Gift
A rich woman is thinking about her mother. It's her mother's birthday. She wants to send her mother a birthday gift.
The woman goes to a store that has pets. She sees a colorful bird. The bird can talk. It can speak seven languages. The woman buys the bird. She posts it to her mother.
The next day, the woman calls her mother on the phone. “Mum, ”says the woman, “do you like the bird?”
“I'm eating it right now. It's good!”
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the fifth reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 47 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. enjoy the fun of a fishing trip
3. memorize what is reviewed in this lesson
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher's guide. You may wish to have the class sing “Hurry!”
STUDENT BOOK (1 fi MINI ITES)
There is one reading for this lesson. It reviews the vocabulary for this unit. There is no new vocabulary in this lesson.
There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Also see “Teaching Techniques” at the back of this teacher's guide for more general information about teaching readings.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Does any student have any fishing experience? Ask him or her to share the experience with the rest of the class.
Step 2: Play the audiotape. Have the class follow the audiotape while reading the text. AS there is no new vocabulary for this lesson, you may wish to review words and phrases that are useful for describing outdoor activities. Ask students for suggestions and make a list on the blackboard.
Step 3: If time allows, divide the class into small groups. Have each group discuss and retell what has happened in the text.
GRAMMAR AND VERBS (20 MINUTES)
Grammar
The grammar for this lesson is adjectives and adverbs. Adjectives describe things and people. They answer questions such as: Which? What kind of? How many? Whose? Adverbs describe their actions. They answer questions such as: How? When? Where? How much?
Here are some examples of adjectives. Write these sentences on the blackboard. Ask students to identify the adjectives.
I have a red apple.
The apple is red.
I like loud music.
The music is loud.
I like hot soup.
The soup is hot.
I built a tall house.
The house was tall.
What pattern do the students see in the sentence structure? Note that the adjective usually comes before the noun, except in the “subject + to be + predicate” structure.
The apple is red.
In this structure, the last word is always an adjective. Remember, your objective is to teach the structure, not specific parts of speech.
TEACHING TIP
Games are good learning tools.
If there is time, play “Cold Green Noodle” to review adjectives. Play “Whisper” to review adverbs ( see below). Use phrases such as:
walk quickly
read slowly
talk loudly
sing quietly
See “Games” at the back of this teacher's guide for an alphabetical list of games with instructions on how to play.
Here are some examples of adverbs. Write these sentences on the blackboard. Ask students to identify the adverbs.
He walks quickly to the office.
She rides slowly on her bike. I sing loudly.
Can students see a pattern in these sentence structures? Note that these adverbs end in “ly” and they come after the verb. Most adverbs end in ”ly.“
Now look at these examples of adverbs:
I drive fast.
You work hard.
These adverbs don't end in ”ly, “but they still come after the verb: Adverbs usually come after a verb.
Verbs
Review the verbs for this unit: fish, miss, stay, travel, leave. Note that ”leave“ is irregular (see the table below). See ”Teaching Techniques“ at the back of this teacher's guide for recommended methods of teaching verbs.
Present Tense Past Tense
fish fished
miss missed
stay stayed
travel travelled
leave left
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
The Boy and the Braises, Part One
It is summer. A little boy is at the beach with his mother and father. He is four years old.
The boy is playing in the water. He walks into the water. His mother and father aren't watching him.
The water is suddenly over the boy's head! A woman sees the boy. The woman's name is Mrs. Braise. Mrs. Braise picks the boy up. She takes him to his mother and father. ”Thank you!”the boy's mother says.
CLASS CLOSING (5 MINUTES)
There is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind.
Suggested homework for this lesson includes:
the remaining activity book exercises
Lesson 48 教学设计
LESSON OBJECTIVES
Since this is a lesson of review, by the end of the class, students should be able to
1. understand and remember what is reviewed in this lesson
2. have a clear idea of what has been covered in this unit, including the theme(s), experiments, vocabulary, phrases and expressions, grammar, listening and phonetics
3. use what has been learned in this unit in their free talks and writings about doing experiments
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher's guide. You may wish to have the class sing the “Hurry!”
QUIZ (15 MINUTES)_
Play the audiotape for the quiz. The quiz reviews phrases and vocabulary that students have learned in this unit.
Do not use the list of vocabulary in this lesson to drill students! The purpose of the list is to help students learn mastery vocabulary as they read.
Watch your students closely during the quiz. The quiz is a chance for you to identify students who may be having particular problems. It is also a chance for you to assess the general progress of your class. Are the students generally able to follow the audiotape?
If you find students have trouble with parts of the quiz, discuss the points, and then, if time allows, play the quiz again.
The audiotape presents both the questions and answers for the quiz:
1.1 am going on a trip. My father is going to drive me to the airport. I'm ready to go. It's getting late! What do I say to my father? Please put up your hand for the right answer.
(Let's stay home.)
(I think it's time for us to leave now.)
(Time for class! Let's go! )
2. Now, we are in the car. My plane leaves in twenty minutes, but my father is going so slowly! What can I say to him? Look at the sentences below. Let's say the right answers together.
(Please hurry!)
(Hurry up, Dad! We're going to be late! )
(We're in a hurry, Dad. Please drive faster. )
(Please slow down!)
3. Oh, good! Here's the airport! Am I late? Am I early? No. What am I? When you hear the right answer, please repeat it loudly!
(I am sad.)
(I am in a hurry.)
(I am on time.)
4. Now we are at the airport. It's time for me to go! What can I say to my father? Please stand for the right answers. Please sit for the wrong answers.
(Good-bye! I'll miss you! )
(Bye-bye!)
(Hello! Nice to see you! )
(Bye, Dad!)
5. What can my father say to me? I'm going to say three answers. One of them is wrong. When you hear the wrong answer, please say ”no.“
(Have a nice time!)
(Have a good time!)
(Please hurry up!)
(Have a nice trip!)
6. Two days later, I return home. My mother asks me a question. Here is my answer: ”Yes, thanks! I did! I had a great trip. “What did she ask me? Please stand when you hear the right answer.
(Where did you stay?)
(What did you eat on the airplane?)
(Did you enjoy yourself?)
7. Here's a hard question. Think! [ am walking by the side of the road. What else can I say? When you hear the right answer, please stand by the side of your desk!
(I am walking on the road.)
(I am walking above the road.)
(I am walking beside the road.)
(I am walking under the road.)
8. Listen. What am I talking about? When you know the answer, say it loudly!
(It means ”luggage“ or ”baggage.”You take it on trips. You put clothes in it. You carry it. It starts with the letter “s”. )
CLASS REVIEW ACTIVITY (15 MINUTES)
Have the class play games as a review activity. See “Games” at the back of this teacher's guide for an alphabetical list of games with instructions on how to play.
Here are some recommended games for this lesson's review.
“What's my Line?” for review of phrases in this unit. Here are some phrases and solutions you can try:
Student A: No, I think we are late.
Student B: Are we on time? Are we early?
Student A: No, we haven't missed it. The train is still here.
Student B: Have we missed the train? Are we late for the train?
Student A: Thanks! Bye-bye!
Student B: Have a nice time. Have a good trip. Enjoy yourself!
Student A: I'm trying! I know we're late!
Student B: Please hurry. Hurry up!
Student A: Yes, let’s go.
Student B: i think it's time for us to leave now.
Student A: In a hotel, I think. I don't like tents.
Student B: Where are we staying? Where will we stay?
Student A: No, this isn't a good place for a picnic. There are too many cars.
Student B: Let's stop by the side of the road.
Play “Charades” for review of vocabulary.
Without saying anything, a student acts out a word. Other students try to guess what the word is by watching the student's actions. Use phrases such as:
in a hurry/hurrying
fishing
packing a suitcase
a brush
picnicking
putting up a tent
ACTIVITY BOOK（5 MINUTES）
Have students begin working on the exercises in the activity book. These exercises in the activity book. These exercises review the vocabulary for this unit.
CLASS CLOSING (5MINUTES)
There is no homework to assign as the unit ends with this lesson.
Remember to ask students to preview the next unit, especially the first lesson in the student book.
篇14：Lesson 34：Jenny’s Family 教案教学设计(冀教版英语七年级)
Ⅰ.Teaching aims:
------The students can read and learn the words.
------Use these words and expressions to introduce their family.
------Recite part 1 and read part 2 correctly and fluntly.
Ⅱ.Teaching methods:
------Show the pictures to teach the new words.
------Task-based teaching method.
Ⅲ.Emotions,attitudes and values:
------We should love our family.
------Speak English loudly in class.
Ⅳ.Teaching points:
1. The words:bus,drive,worker,police,officer
2. the Smith family
What is your mother?=What does your mother?
She is a bus driver.
Ⅴ.Teaching aids:
Acctiotape,student BookI,pictures
Ⅵ.Teaching procedures:
Step1: Warming up
1. Show the picture about Lesson 33 and retell part 1.
2. Show some pictures and teach the new words.
设计意图：出示33课图片，让学生复述第一部分，这不但是复习上节课内容，同时也是继续新授课的内容，两课是相互关联的。用图片教授新单词更直观，学生记忆会更加深刻。
Step2:Listen and fill
Listen to the tape and fill in blanks.
This is family. Jenny is my friend . She in Canada. Mr. Smith is Jenny’s father. Mrs. Smith is mother. She a brother, Bob and a , Lynn.
Then check the answer.
设计意图：本环节主要练习学生的听力，让学生养成边听边记录的听力习惯。
Step3:Reading
Read the text after the teacher twice.Then let the students read it by themselves. Ask two students to read it. Then let the students redite it for three minutes.
设计意图：朗读对于初一的学生来说是基本的技能之一，而且可以培养学生的语感，帮助学生更加的理解课文和用英语表达。
Step4:Read and answer
Read part2 and answer these questions.
1.Where do the Smith family live ?
2.What is Jenny’s mother?
3.What does Jenny’s father do?
4.Is Bob a doctor?
Check the answer.
Learn : What is your mother? = What does your mother?
She is a bus driver.
设计意图：朗读并回答问题让学生学会阅读，知道阅读时是要寻找相关信息的，而不是盲目阅读，应该了解自己读的是什么。
Step5:Read and practice
Read the text after the teacher twice. Let the students read it.Then let the students read by themselves.Ask two lines to read the text.
Step6:Practice
Do some exercises in class.
1.Those are blue (公共汽车 ).
2.( 她的 )brother is a (工人).
3.I want to be a (警察).
4.Wei Hua(live) in Beijing.
5.I love (I) family.
6.happy,are,family,we,a (. )(连词成句）
.
7.We live in China .(对划线部分提问)
you live?
8.He is a drive. (对划线部分提问)
is he?
does he ?
Step7:Writing a passage
Let the students write a passage about “My family”
提示：
1.Where do you live?
2.What is your father/mother/brother/sister?
( worker, doctor, nurse, teacher, businessman , officer)
3.How old are you?
Let one or two students read their passages.
设计意图：六、七环节均为练习环节，环节六为词汇、句型练习，有单词、词组、句型转换于连词成句，针对性较强，学生能够根据本课所学重点完成这些练习。第七个环节是更深一层的练习，即写作练习，需要对本课理解，重点词、句都掌握较好后，运用到自己的写作中，也就是本课学完要学会灵活运用这些重点词和句，这也是英语课是否成功的重要标准。
Homework :
1.Finish off the passage after class.
2.Preview Lesson 35.
设计意图：课上的文章毕竟学生展示的数量有限，让学生课下认真完成，教师批改并讲评才能达到最终掌握和运用的目标。
篇15：冀教版7年级下 unit4 Lesson25--31 教案(冀教版七年级英语下册教案教学设计)
Lesson 25 Good-bye, Beijing
Teaching content: 1. mastery words: begin, never, every
2. a dialogue about leaving Beijing
3.It’s time for sb. to do sth.
4. What about…?
Teaching goals: 1. understand the meaning of the text
2. remember the mastery words
3. learn the usage of some phrases
Key points: 1. how to say good-bye to sb.
2. the usage of useful patterns
Important points: 1. It’s time for sb. to do sth.
2. Thank you for doing sth.
3. What about…?
Teaching aids: a picture of airport, a picture of Beijing, audiotape, flash cards, slide projector
Type: dialogue
Teaching procedure
1. Opening class
1) Greet the students in English and make sure they can response correctly.
2) Do the duty report: a student on duty can say whatever he/she likes to say.
3) Mainly revision about last unit.
2. New lesson
Step 1 Lead in
The teacher can ask some questions as following:
Have you ever said good-bye to a good friend? Where? When ?
How did you feel?
Today we will learn a dialogue about saying good-bye. Li Ming and his friends had a good time in Beijing and they will go home today. So they have to say good-bye to each other at the airport.
Step 2 Listen to the dialogue with the following questions:
What makes Danny sad?
What makes him happy?
What can you say if you want to say good-bye to a friend?
After listening answer the questions together. Discuss the dialogue again and make sure they can understand the meaning of the text. Deal with the language points at the same time. Pay attention to the usage of the following phrases: It’s time for sb. to do sth./Thank sb. for doing sth./ What about doing sth../
You can use the slide projector during this period.
Step 3 Listen to audiotape again. Have them repeat the dialogue after it.
Step 4 Give them some time to read the text themselves. Then let them act out the dialogue in groups. Correct their pronunciation when necessary.
Step 5 Practice
Review the story so far. Li Ming, his mother, Danny and Jenny are in Beijing. Look at the pictures. What did they do in Beijing these days? Where did they do? What did they buy? How will they go home?
Divide the class into small groups. Ask each group to review the story. Then ask some students to retell the story in class.
Step 6 Let’s do it!
In a small group, make up a dialogue. You are at the train station or airport. One friend is leaving. The others are saying good-bye.
Step 7 A test
用所给单词适当形式填空
1) Jenny ______ (want) to visit her friends.
2) Did you _____ (go) there by train or by airplane?
3) She has to _____( walk) to the park.
4) Thank you for ______(help) me.
5) The boys ran out of the classroom_______(quick).
6) My mother _____(buy) some vegetables from the shop.
7) What did you ______(have) for breakfast?
8) What about _______(eat) donuts every day at home?
9) It’s time for us_____(meet) our teacher.
10) Do you often go _______(shop) on weekends?
Step 7 Do some exercises in activity book.
3. Homework
1) the remaining activities in the activity book.
2) Understand the meaning of the text
3) Remember the words
The next reading in the student book.
Lesson 26 Li Ming Comes Home
Teaching content: 1: mastery words: store, T-shirt
2. a dialogue between Li Ming and his father
The usage of the Past Indefinite
Teaching goals: 1. understand the meaning of the text
2. remember the mastery words
3. learn the usage of the Past Indefinite
Key points: 1. express the past experience
2. Did you have fun in Beijing?
Important points: the Past Indefinite
Teaching aids: two T-shirts or a picture of T-shirts, a picture of Wangfujing in Beijing
Teaching procedure
1. Class opening
1) greet the students in everyday English and make sure they can response correctly
2) duty report
3) review last lesson
2. New lesson
Step 1 Talk about the questions in “THINK ABOUT IN”
When you do on a trip, who misses you?
When you go home, who do you bring gifts for?
They must have different answers. Gather them and discuss them with the class.
Today Li Ming comes back home. He bought a gift for his father. Let’s look at what it is.
Step 2 Listen to the tape with the following questions:
What did Li Ming buy for his father? Why?
Did Li Ming have a good time in Beijing?
Discuss the questions with the class. Deal with the language points at the same time. Make sure they understand the meaning of the text.
Step 3 Listen to audiotape again and let them repeat the text after it.
Step 4 Have the students read the text for a few minutes and then have them act out the dialogue in roles.
Step 5 Practice
Divide the class into small groups. Ask each group to make up a dialogue about something that happened yesterday. Ask each group to use the phrase “What happened?” in their dialogues.
Step 6 Activity book
In Number 1, the students circle the correct match to review the past-tense verbs.
In Number 2, the students may practice the structure: “What happened?” “I…”
Step 7 A test
句型转换
1. They went to Beijjing by plane. (用usually改写)
________________________________
2. Jim walks to school every day. (用yesterday作时间状语)
__________________________________.
3. She often looks at the map. (用last week替换often)
____________________________________________.
Step 8 Summary
Today we learn a dialogue between Li Ming and his father. Li Ming went to Beijing for a few days. He came back from Beijing and bought some gift for his father and his friends. We learned the Past Indefinite in this lesson. So after class you must use some words to express your past experience.
3.Homework
1) understand the meaning of the text
2) remember the mastery words
4) finish your activity book
Lesson 27 Jenny Comes Home
Teaching content: 1. mastery words: second, third, homework
2. a dialogue between Jenny and her mother
3. Ordinal Numerals
4. see sb do sth. and see sb. doing sth.
Teaching goals: 1. understand the meaning of the text
2. master the mastery words
3. the ordinal numerals
Key points: 1. the ordinal numerals
2. the Past Indefinite Tense
3. the usage of every
Important points: the Ordinal Numerals
Teaching aids: chopsticks, audiotape, flash cards, slide projector
Type : dialogue
Teaching procedure
1. Opening class
1) Greet the students in English
2) Duty report
3) Review last lesson and deal with some exercises in activity book.
2. New lesson
Step 1 Talk about the questions in “THINK ABOUT IT”
What things do you do every day?
What did you do last week?
What things would you like to do differently?
Step 2 Listen to the tape of the text with the following questions:
Why did Jenny like Beijing?
What did Jenny buy for her mother?
Deal with any language points at the same time. Make sure they understand the meaning of the text. Pay attention to the word: every, first, second, third
Step 3 Listen to the audiotape again and let the students repeat the text after it.
Step 4 Give them some time to read the dialogue themselves. Then have them act out the dialogue in roles.
Step 5 Deal with the second part of lesson 27. Pay attention to the difference of the Present Indefinite and the Past Indefinite. Master the usage of every and last. You can make some other sentences using the word last. For example, last month, last year and so on.
Step 6 Practice
Divide the class into small groups. Ask each group to make up a dialogue about coming home from a trip. Encourage the students to talk about what they did on the trio.
Step 7 Deal with “LET’S DO IT”
Work with a partner and write a dialogue. Talk about what you do every day and what you did last week. Was last week the same or different?
3. Class closing
1) understand the meaning of the text
2) remember the mastery words
3) finish the activity book of lesson 27
the next reading of student book
Lesson 28 Danny Comes Home
Teaching content:
1. mastery words: happen
2. a dialogue between Danny and Mr Wood
3. the Past Indefinite
4. the usage of fun and fall
Teaching goals
1. understand the meaning of the text
2. remember the mastery words
3. master past forms of some verbs
Key points
1. some past forms of verbs
2. the usage of word happen and fun
Difficult points: 1.the past forms of some verbs
2. I was taking a picture with Jenny’s camera.
Type : dialogue
Teaching aids: some photos, audiotape
Teaching procedure
1. Opening class
1) Greet the students in everyday English and make sure they can response correctly.
2) Duty report
3) Review lesson 27
2. New lesson
Step 1 lead in
Discuss the following questions: Do you have a favourite teacher?
Why is he or she your favourite?
Did you ever hurt yourself? How?
Gather different answers from the students.
Step 2 Listen to the tape of the text with the following questions:
Did Danny like his trip to China?
What happened to Danny’s nose?
Deal with the language points at the same time. Pay attention to the word happen and have fun. Make some sentences to make the students understand the words.
Step 3 Listen to audiotape again and let the students read after it.
Step 4 Have them read the text for a few minutes. Then let them act out the dialogue in roles.
Step 5 Practice : Ask the students to pretend they have just visited a restaurant. Ask them to write some sentences about where they went, what they ate and what they saw. Ask for volunteers to read their sentences to the class.
Step 6 a test
用所给单词的适当形式填空。
1. Danny fell off the bike and ______ (break ) his arm yesterday.
2. Mary was sorry. What ______(happen) to her?
3. Jenny ______(take) a picture when I saw her.
4. The boys planned _______(fly) kites in the park.
5. Did you have _____(funny) in Dalian?
Step 7 Deal with “LET’S DO IT”
Work in a small group. Talk about funny stories from your life. What happened to you? Choose the best story and tell it to the whole class.
3. Class closing
1) understand the meaning of the text
2) remember the mastery words
3) finish the activity book of lesson 28
the next reading of student book
Lesson 29 Pictures and Gifts
Teaching content:
1. a dialogue about what they did in Beijing
2. the Past Indefinite
3. some past forms of verb
Teaching goals:
1. understand the meaning of the whole text
2. master some words: near, fly, buy, welcome, put on
3. learn the Past Indefinite Tense
Key points: 1. some past forms of some verbs
2. the usage of some phrases
Difficult points: some past forms
Teaching aids: some pictures, a hat, a kite, audiotape
Type: dialogue
Teaching procedure
1. Class opening
1) Greet the students in everyday English
2) Do the everyday duty report
3) Review lesson 28 and deal with some questions they have.
2. New lesson
Step 1 lead in
Talk about the following questions:
Are cameras easy or hard to use? Why?
Have you ever taken a picture? Where ? When?
Gather their different answers.
Today we will look at some pictures taken by Danny and Jenny.
Step 2 Listen to the audiotape with the following questions:
What’s wrong with Kim’s hat?
Where did they take their pictures?
What’s their gift for Steven?
Answer the questions together and discuss the dialogue again. Make sure they understand the meaning of the text. Deal with any language points at the same time.
Step 3 Listen to the audiotape again and have them repeat the text after it.
Step 4 Give them some time to read the text. Walk around and correct their pronunciation when necessary. Then let them act out the dialogue in roles.
Step 5 Deal with “LET’S DO IT”
Imagine you want to study overseas. Write a letter to your partners to ask for their permission. Think about why they might say no. try convince them.
Step 6 Review regular and irregular past-tense verbs in these lessons with a chart you write on the blackboard, as below. Ask for volunteers to draw lines to match the verbs.
today Yesterday
eat saw
see worked
go helped
play pointed
work went
jump ate
point jumped
help played
want hurt
buy did
hurt wanted
do bought
Step 7 If time permits, do the activity book.
3. Homework
1) understand the meaning of the text
2) remember some past forms of verbs
3) finish the activity book of lesson 29
the next reading in student book
Lesson 30 Li Ming Asks for Permission
Teaching content:
1. mastery words: permission, receive, invite, month
2. a dialogue about asking for permission
3. the usage of ask for
Teaching goals:
1. understand the meaning of the text
2. remember the mastery words
3. learn how to ask for permission
Key points: 1. ask for permission
2. the pattern “How long…?
Difficult points: how to ask for permission
Type : dialogue
Teaching procedure
1. Opening class
1) Greet the students in everyday English.
2) Duty report
3) Review lesson 29
2. New lesson
Step 1 lead in
Talk about the questions in “THINK ABOUT IT”
Do you know someone who has lived overseas?
Do you want to study overseas? Why or why not?
Encourage them to express themselves. Gather the different answers.
Step 2 Listen to tape with the following questions:
What are Li Ming’s parents worried about?
Do Li Ming’s parents agree Li Ming to go to Canada?
How long will Li Ming stay in Canada?
Answer the questions together and discuss the whole text again and make sure they understand the meaning. Deal with the language points at the same time.
Step 3 Listen to the audiotape again and have them repeat after it.
Step 4 Give the students some time to read the dialogue and then let them act out the dialogue in roles.
Step 5 Practice
Divide the class into small groups. Ask each group to make a dialogue about asking for permission. Give them some guide if necessary. And then let each group act out their dialogue in the class.
Step 6 Deal with “LET’S DO IT”
Imagine you want to study overseas. Write a letter to your parents to ask for their permission. Think about why they might say no. Try to convince them.
Step 7 A test
下列句中各有一处错误，请找出并改正。
1. What happened with your arm?
2. Our classroom is very big than theirs.
3. You walk so slow. Be quick.
4. My mother let me opened the window.
5. Jimmy breaked the glass yesterday afternoon.
6. Thank you for show the picture to me.
7. The children wanted went swimming tomorrow.
8. When I passed by, I saw Jack do his homework.
Step 8 Homework
1) understand the meaning of the text
2) remember the mastery words
3) finish the activity book
the next reading in student book
Lesson 31 An E-mail from Li Ming
Teaching content:
1. mastery words: way, bedroom, yours, next
2. a dialogue about an e-mail from Li Ming
3. as soon as, send, soon
4. like doing and like
Teaching goals:
1. understand the meaning of the text
2. remember the mastery words
3. master the phrase: as soon as, like doing
Key points: how to send an e-mail
Some phrases above
Difficult points: master some phrases
Type : an e-mail
Teaching aids: a letter, slide projector, audiotape
Teaching procedure
1. Opening class
1) Greetings in English
2) Everyday duty report
3) Review lesson 30
2. New lesson
Step 1 discuss some questions:
Would you like to live with your best friend? Why or why not?
Where would you live: at his/her home or yours? Why?
Encourage them to answer the questions.
Step 2 Listen to tape with the following questions:
Why is Danny excited?
Where will Li Ming love when he comes to Canada?
Answer the questions together and discuss the whole dialogue again. Make sure they understand the meaning of the text. Deal with any language points.
Step 3 Listen to audiotape again and have them repeat it.
Step 4 Give them some time to read the dialogue and then let them act it out in roles.
Step 5 Practice
Ask each student to pretend to be Danny or Jenny, and to write an e-mailto Li Ming, answering the questions in his e-mail in the student book. The students may make up any details they like. They should include “pictures” (pretend photographs that they draw) and explain the pictures in their letters.
Step 6 Deal with “LET’S DO IT”
Imagine you are Li Ming. Write a reply to Jenny’s e-mail. Tell her when you will arrive in Canada. Tell her how you feel about your trip to Canada. Tell her what you want to do there.
Step 7 Activity book lesson 31
Step 8 A test
汉译英
1． 一…就…___________ 2. 顺便说___________ 3. 过得愉快_________
4.熊猫的照片__________ 5. 北京之旅_________ 6. 你忠实的_________
7. 在卧室里___________ 8. 好消息_______-
Step 9 Summary
Today we learn an e-mail from Li Ming to Danny and Jenny. Li Ming says he will go to Canada. He talks about something about their pictures. After class you should learn to write an e-mail to your friend.
3.Homework
1) understand the meaning of the text
2)remember the mastery words
3) finish the activity book in lesson 31
篇16：This Is Good for You教学设计 (冀教版英语七年级)
教学内容：
以教材对话内容为教学主线设计大量活动，围绕“健康饮食”这一中心话题组织学生开展活动。
教学目标：
1.语言目标
词汇：body strong healthy health often once twice cabbage porridge meal onion
句型：This is good for you.
It's good for you.
How often do you…?
…times a day.
2.能力目标：
①能用英语准确表达频度。
②培养学生逻辑思维能力、推断能力和归纳能力。
3.学习策略目标
①能联系实际，运用所学知识；
②在任务中，能积极运用所学英语进行表达和交际，学会积极与他人合作，共同完成学习任务。
4.情感态度目标：
加强学生对健康饮食的认识，感悟合理饮食的必要性。
5.教学重点：
用英语正确表达频度。
6.教学难点：
学会制定表达频度的表格。
教学准备：课件、导学案
教学过程：
Step1: Warming-up.
1. Playing a game: Help the words find their home.
cake bread porridge apple pear rice noodles coke tea water banana dumplings egg milk juice carrot tomato potato peach strawberry
Food
Drink
Fruits
Vegetables
2. Teacher: I eat breakfast every day. It's good for us.
Do you eat breakfast?
What did you have for breakfast this morning?
Student 1: I had… for breakfast.
Student2:I had…
Student3:…
Teacher: Look at the pictures (One picture shows vegetables, fruits, milk and bread; The other picture shows meat, ice cream and coke.) What would you like for breakfast? What is good for you? (Write on the blackboard: Lesson 53 This Is Good For You)
Step2. Presentation
Demonstrate body, strong, healthy, cabbage, onions and peas with pictures.
Teacher: What are these?
They're cabbages, onions and peas. They're vegetables.
I eat cabbages on Monday. I eat cabbages once a week. They're good for me.
I eat onions on Tuesday and Wednesday. I eat onions twice a week. They are good for me.
I eat peas on Wednesday, Thursday and Friday. I eat peas three times a week.
Teacher repeats once /twice/ three times a week, then asks some individual students: How often do you eat cabbages, onions and peas?
Step3. Practice
1. Drill.
Teacher: How often do you eat vegetables?
Students: How often do you eat vegetables?
Teacher: Peas.
Students: How often do you eat peas?
Teacher: Onions.
Students: How often do you eat onions?
Teacher: I eat cabbage once a week.
Students: I eat cabbage once a week.
Teacher: Twice a week.
Students: I eat cabbages twice a week.
Teacher: Three times a month.
…
2. Action chains:
A: How often do you eat rice?
B: I eat rice five times a week. How often do you watch TV?
C: I watch TV every day. How often do you have a PE class?
D: I have a PE class twice a week. How often are you late for school?
E: I am never late for school. How often do you…?
3. Listen to the tape, try to fill in the blanks:
How often does Danny…
day week month year
eat donuts
eat cabbage
eat peas
eat onions
4. Practice the dialogue in pairs.
5. Present. Ask volunteers to act the dialogue.
6. Make up a new dialogue.
7. Work in pairs. Interview your partner and ask this question: How often do you…? Then make a chart and try to report in front of the class.
8. Discuss in groups: What should we eat to keep healthy? Then each group chooses a student to talk about their ideas.
9. Sum up.
10. Homework:
(1).Finish off the activity book.
(2).Write a composition: How do we eat to keep healthy?
篇17：冀教版七年级英语下册教案
难点讲评
1.What time do you get up?
What time +助动词do/does +主语+动词原形，询问某人做某事的具体时间。
what time do you begin class in the morning?
注：What’s the time=What time is it?也是用来询问时间，意为“几点了”。用it作答。
What’s the time? It’s 7:30.
2.I usually get up at five o’clock.
1)句中usually与often 一样都是频度副词，常用于动词be 之后，行为动词之前。always 意思是“总是”、“永远”，表示动作重复，状态继续，中间没有间断。
We always get up before six o'clock.
He is always thinking of others.
always>usually>often>sometimes>seldom>never
2)介词 at 常用于具体时刻之前，意义为 在…… ，如：at 5：00 在5：00钟。
介词at 除了指时间以外，还可指
(1)人物的所在之处，如：at my uncle’s home 在我姑姑家, at the station 在火车站.
(2)朝向，如：look at me!看我!
(3)指速度或价格.如：she buys the book at a good price 她以优惠的价格买了这本书。
on，at，in这三个常用介词都可以表示时间和地点，但具体用法不同.
①on用在日期、星期几、节日前，也表示在具体某一天及具体某一天的上午、下午和晚上。
on November 1st on Monday on Children’s Day on Tuesday evening
②in用于月份、季节、年份前，当early，late用于句首修饰介词短语时，尽管表示具体某一天的上午、下午、晚上，都要用in，泛指一般的上、下午，晚上也用in 。
Early in the morning of National Day，I got up to catch the first bus to the zoo.
③将来时态表“过一段时间后” 及“在...期间” 和“在某个季节，某年、某月” 都用in。
Xiao Ming was born in December of .
3. What a funny time to eat breakfast!
(1)What a/an +形容词+单数名词+主语+谓语!
what a good girl she is!
(2)What+形容词+可数名词复数+主语+谓语!
What good girls they are!
(3)What +形容词+不可为名词+主语+谓语!
What terrible weather it is!
4、He works at a radio station.
work:人们日常工作和生活中从事的体力和脑力劳动，各类工作。不可数名词
job:指具体的职业或工作。可数名词
5、take a walk
take a walk=have a work=go for a walk 散步
6、either...or...
“要么、、、要么、、、”，连接句子中两个并列的成分，表示两者之一。
当连接两个主语时，谓语动词应该与最近的一个主语在人称和数上保持一致，即就近原则。
7.People love to listen to him.
love to do sth.=like to do sth.very much.喜欢做某事，强调具体活动。
而love doing sth.=like doing sth. very much则强调习惯。
Do you come out to play with me?你喜欢出来和我玩吗?
I like watching TV.我喜欢看电视。
8.hear与listen to
hear 意为“听见”，表示听的结果，而listen to则表示“听”，强调的是“听”的动作。
Let’s listen to the music.
We listen but don’t hear.
9. He gets home at 7：00，and he watches morning news on TV.
1)句中get 意为 “到达 ”，后接地点名词时，要加介词to，后接副词时，不能加to.
She gets to school at six o’clock.
注： home 是一个副词，所以其前不能加介词to，但home也可作名词，这时其前有物主代词时，可以加to，
She gets to her home at eight o’clock .
a piece of news 一条新闻 ，two pieces of news 两条新闻 。
Watch……On TV 表示 通过电视看……节目
We often watch football game on TV.
10、lots of=a lot of 既可以修饰可数名词复数形式，也可以修饰不可数名词。
11.What time is it?-几点了?-It’s eight thirty. 八点三十分。
本句是就具体时刻进行提问的，what time 意为“几点”，这是特殊问句，它的同义句为：
What’s the time? /What time is it by your watch? 在回答这个句子时,要用It’s +钟点。
注：英语时刻的表达法：顺读法和逆读法。
顺读法：钟点数+分钟数。
4：25→four twenty-five，6：58→six fifty-eight，7：→seven o clock
说明：这种表达不论分钟数是多少，均可使用。
逆读法：分钟为+介词to/past+钟点数，可分两种情况：
1)分钟为不超过半小时，用分钟数+past(/pa：st/过)+钟点数。
4：23→twenty-three past four，5：19→nineteen past five.
2)分钟数超过了半小时，用(所差的)分钟的+to+(下一个)钟点为。
7：31→twenty-nine to eight，10：58→two to eleven
在逆读法中分钟数逢 “五”逢 “十”可省略minute(s)。否则应加上。当然，英语习惯上把十五分钟(fifteen)称作一刻a quarter，三十分钟(thirty)称为half/half，因此10：30，可以用两种表达方式，half past ten，ten thirty。
12.Thanks for your letter.
Thanks for your help.
Thanks for telling me the good news.
13. Do you want to know about my morning?
1)该句中 want to do…句型。表示“想要做某事”，该短语中want为及物动词，后面的to do
是不定式
I want to play the drum.
I want to see my old teacher next week.
3)know about 知道有关…，了解有关…，句中about 意为“关于，有关”的意思。
17.Please write and tell me about your morning.请写信告诉我你的早晨。
释：1)tell sb. about sth.告诉某人有关某事的情况。
My father often tells me about China.
2)write sb. a letter=write a letter to sb.给某人写信。
She often writes me a letter=She often writes a letter to me.
三.重点短语
1.what time 几点
2.go to school 去上学
3.get up 起床
4.take a shower 洗淋浴
5.brush tooth 刷牙
6.get to 到达
7.do homework 做家庭作业
8.go to work 去上班
9.go home 回家
10.eat breakfast 吃早餐
11.get dressed 穿上衣服
12.get home 到家
13.either...or... 要么、、、要么
14.go to bed 上床睡觉
15.in the morning/afternoon/evening 在上午/下午/晚上
16.take a walk 散步
17.lots of 许多
18.radio station 广播电视
19.at night 在晚上
20.be late for 迟到
四.语法知识点
1. what time与when
what time翻译为“几点”问的是具体的时间，一般回答要具体到小时。
What time do you go to school?
I go to school at half past seven o’clock.
回答具体到点钟，且注意在几点前边的介词用at。
when也是对时间的提问，但与what time的区别是：用when提问，回答既可以是具体的时间，也可以是不具体的时间，如：in the morning，last year，in 等范围大的时间。www.Xkb1.coM
向对方询问具体时间时，即几点几分，只能用what time，不能用when。
询问年份、月份、日期时，只能用when，不能用what time。
2. 英语时间的表达
(1)整点时间可表示为“钟点数+o’clock”或直接读钟点数，省去o’clock。如：
It’s ten o’clock a. m. 现在是上午十点整。
(2)非整点时间可直接采取读数法。如：
It’s eight-thirty. 是八点三十分。
注意时间的表达方式：用数词。点与分钟之间用连字如：
eleven-thirty 十一点三十分
nine-twenty-five 九点二十五分
6:10 →six-ten 8:50→eight-fifty
9:30→nine-thirty 10:15→ten-fifteen
7:45→seven forty-five 11:05→eleven-five
(3)非整点时间的分钟数不超过30分钟，也可用介词“past”。如：
6:10→ten past six
11:05→five past eleven
10:15→ a quarter past ten或fifteen past ten
8:15→a quarter past eight或fifteen past eight
9:30→half past nine或thirty past nine
(4)非整点时间的分钟数超过30分钟，用介词to。如：
11:50→ten to twelve
7:31→twenty-nine to eight
9:45→a quarter to ten或fifteen to ten
12:59→one to thirteen
此句话还有几种表达方式。如：
What is the time? 几点了?
What time is it by your watch? 你的手表几点了?
( )1.--What's the time? --______one-thirty.
A. Its B.It's C.This is D.They're
( )2.I usually _______ at nine-thirty at night.
A. get to school B.get up C.go to bedD.go home
( )3.He likes ______ the radio. wwW.x kB 1.c Om
A.listens B.to listen to C. listens to D.to listen
( )4.I _______ at seven.
A. go to the school B.go to a school C.go to school D.go school
( )5.We only have _______ shower.
A. some B.an C.the D.one
( )6.My sister _______ home at 5:00 every day.
A. gets B.gets toC.get D.get to
( )7.We can watch Beijing Opera _____ TV.
A. in B.at C.on D.from
( )8.Let's ________.
A. take a shower B.have a shower C.take the shower D.A and B
( )9.My brother ____ the morning TV every day.
A. watches B.watch C.watches D.see
( )10.--______ do you usually go to bed?
--At six.
A. What time B.How time C.When D.A and C
( )11. Zhang Min usually gets up _______.
A. at six thirty B.at thirty six C.on six thirty D.on thirty six
( )12.Rick often does ______ homework at 6:00.
A.her B.his C.my D.your
( )13.--______ do people have dinner?
--At home. A.What B.When C.WhereD.B and C
( )14.In our school, school _____ at 7:30.
A.is B.start C.starts D.does
One day , an old man was selling a big elephant . A young man came up to the elephant and began to look at it slowly . The old man went up to him and said in his ear . “Don’t say anything about the elephant before I sell it . Then I will give you some meat .” “All right .”said the young man . After the old man sold the elephant , he gave the young man some met and said : “Now, can you tell me how you see the bad ears of the elephant ?” “I didn’t find the bad ears .”said the young man . “Then why do you look at it slowly ?”asked the old man . The young man said : “I never see an elephant before, and I want to know what it looks like.”
( )1________ the elephant.
A. The young man bought B. The old man sold
C. The two men sold D. The young man sold
( )2. The young man looked at the elephant . He wanted to find _____.
A. its bad ears B. some meat C. a good elephant D. what it looks like
( )3. The young man ________.
A.knew the elephant wasn’t good B. found the bad ears but didn’t tell it .
C. looked after the elephant D. got some meat
( )4.We know that ________.
A. the two men were not honest B. the young man wasn't a bad man
C. the old man was a good man D. the elephant was a very good one
( )5. The young man looked at the elephant slowly because he _______.
A. liked elephant B. wanted to buy it
C. didn’t see any elephant before D. wanted to help the old man
篇18：冀教版七年级英语下册教案
一、重点词汇
1. one hundred and five
表示具体的“几百”时，用“基数词+hundred”表示，注意此时hundred不能加s.
hundreds of表示“数百;成百上千的”，这是hundred后面有s,而且hundreds后面要有介词of,并且不能与数词连用。
与hundred 用法类似的还有单词：thousand，million，billion.
Our school is so famous that_____ people come and visit it every term.
A. hundred B. hundreds C. hundred of D. hundreds of
2. I ride it to school every day.
ride “骑”，后可接bike, horse, motorbike等。
还可以用做可数名词，“旅程”。 an hour’s ride 乘车一个小时的路程
every “每个;每一”，其后接单数可数名词。every day “每天”
every day 表示某事发生的频率，“每天，天天”。
I go to school every day.
everyday 形容词，“日常的，普通的”。
I study everyday English every day.
3. live
live 不及物动词，“居住，生活”，其后若跟名词则必须在名词前加上适当的介词。
I like to live in the country.
live on sth. “以某物为食”
Sheep live on grass.
live a ...life “过、、、生活”
The old man lives a happy life.
4. bus stop
bus stop与bus station 都是指“公共汽车站”。
bus stop 指城镇内外的停车点，bus station指能停、转车辆的汽车站点。
stop 做动词，意为“停止”，常用结构：
stop to do sth. “停下来去做某事”
stop doing sth. “停止做某事”(停止正在做的)
Let’s stop to have a rest.
Stop talking, please.
5. 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”。
6. For many students,it is easy to get to school.
It is +adj.+to do sth. “做某事是.......”
7. 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”。
8. 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.
9. Many of the students and villagers never leave the village.
leave主要用法归纳如下:
1. 离开; 脱离
The train will leave at six tomorrow morning.
2. 把……留在; 留下
Leave the child at home. 把小孩留在家里。
3. 遗忘; 丢下
I left my notebook in the dormitory. 我把笔记本落在宿舍里了。
4. 使……处于(某种状态),后面常接宾语补足语
Leave the door open.
5. leave for+地点，“动身去某地”
He left for the station a few minutes ago.
10.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.
11. 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
二、短语归纳
1.get to school 到校 2.take the subway 乘地铁
3.take the train 坐火车 4.leave for 到……地方去，离开去某地
5.take…to…把……带到…… 6. most students 大多数学生
7. depend on 依赖，决定于 8.from…to…从……到……
9.think of 想到，想起 10.ride bikes 骑自行车
11.in other parts of the world 在世界的其他地方 12. how far 多远
13.take the train to school 乘火车去上学 14.in places 在一些地方
15.go to school by boat乘船去上学 1 6.on the school bus乘坐校车
17.be different from和……不同 18.worry about 担忧，焦虑，担心
三、语法专项
how 引导的特殊疑问句
1.how 引导的特殊疑问句提问交通方式，其答语分三种情况：
a. take a/an/the+交通工具(单数)
take +a/an/the+表示交通工具的名词，乘……去某地。
He takes the train.
b. by+交通工具(单数)
c. on/in+限定词+交通工具
by+表示交通工具的单数名词或on/in+ a/an/the/one’s+表示交通工具的单数名词，是介词短语作方式状语。
I get to school by bike. = I get to school on my bike.
3.walk/ride/drive/fly+to+地点名词，步行/骑自行车/开车/坐飞机去某地
表示乘交通工具方式可以互换表达相同的意义:
Take the bus to school=go to school by bus=go to school on a bus
Drive a car to work=go to work by car=go to work in a car
Fly to shanghai=go to shanghai by plane/air=take the/a plane to shanghai=go to shanghai on a/an/the plane.
2. how far 用来提问距离，多远，其答语分为两种：
(1)用长度单位表示：It is five kilometers.
(2)用时间表示：It’s twenty minutes’ walk.
3.how long 用来提问时间，意为多久回答常用“for+段时”。
----How long have you learnt English?
----For 3 years.
4.how soon 用来提问做完某事还需要多长时间， 常用于将来时态时， 常用“in+时间段”来回答。
――How soon will you arrive in Beijing?
----In 3 hours.
(二)宾语从句
1.在句子中起宾语作用的句子叫宾语从句。宾语从句用陈述语序。
2.宾语从句的连接词：
(1)从属连词有that, if, whether。
Nobody knew whether she could pass the exam.
I know that she is from America.
(2)连接代词有who, whom, whose, what 等
Do you know whose book it is?
Could you tell me what your father looks like?
(3)连接副词有when, where, why, how等
He didn’t tell me when we could meet again.
I don’t know how I can get there. wwW.x kB 1.c Om
I’m always very busy (忙的) every day. I usually 1 up early at 6:30 in the morning. But 2 . I’m still sleepy (睡着的) . I put on my clothes, I wash my hands 3 face…Do this! Do that. 4 I have my 5 . I go go school. I usually leave home at 7:00. At school we all study 6 . We study English. Chinese, maths and so on (等等). 7 noon (中午) I get home and have lunch. At 1:30 I go to school again. Sometimes we play 8 football in the afternoon. I go home at 4:30. In the evening I do 9 homework. I go to bed at 10:00 and I go to sleep (入睡) very 10 .
( )1. A. get B. gets C. getting D. getting
( )2. A. often B. usually C. sometimes D. always
( )3. A. and B. or C. but D. so
( )4. A. Before B. After C. When D. If
( )5. A. lunch B. supper C. breakfast D. meal
( )6. A. easy B. different C. difficult D. hard
( )7. A. on B. On C. at D. At
( )8. A. the B. × C. a D. an
( )9. A. many B. a lot of C. any D. a lot
( )10. A. next B. soon C. first D. last
选词填空。请从方框内选择适当的词语完成这封信。
Writing, talking, sitting , playing, swimming , flying, sunny, studying, drawing, having
Dear Bob,
My name is Rich .I’m fourteen years old .I’m(1)__________ in a middle school .My school is nice and clean. There are 30 students in my class .It’s(2) _______ today . My classmates and I are(3) ________ a good time on the beach .It’s a nice place .The water is blue and clear . Many birds are(4) ________ over the sea .Many people are (5)_________ . Some boys are(6) _________ football . Some people are (7)________ on the beach . A girl is(8) _________ pictures on a chair .Another girl is (9)________ photos .I’m (10)_________to you ! What are you doing ? I hope you can write to me soon .
Best wishes! Rich
篇19：冀教版七年级英语下册教学工作计划
冀教版七年级英语下册教学工作计划
冀教版七年级英语下册教学工作计划本学期的教学重点是围绕教学大纲，努力调动学生的学习积极性，引导他们热爱学习，表现为他们自觉学习的行为，认真完成教学工作。现将本学期担任的初一英语课教学工作计划如下：
一、指导思想：
在本学期的英语教学中，坚持以下理念的应用：
1、要面向全体学生，关注每个学生的情感，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,培养创新精神；
2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础；
3、突出学生主体，尊重个体差异；
4、采用活动途径，倡导体验参与，即采用任务型的教学模式，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；
5、注重过程评价，促进学生发展，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。
总之，让学生在使用英语中学习英语，让学生成为Good User而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。
二、学生基本情况分析：
本届七年级新生和以往初一学生相比在英语基础方面很薄弱，由于在小学英语课并未受到足够的重视，他们在写的'技能方面基本上没有得到过训练，连音标和字母的拼读都没有掌握好。经过上学期努力，年段学生的基础知识得到了加强，学习态度也有所好转。但是学生整体的惰性还是很强，自觉性很差。
另外，学生在情感态度,学习策略方面还存在诸多需要进一步解决的问题。例如：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；大多数同学没有养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性；不善于发现和总结语言规律，不注意知识的巩固和积累。
三、奋斗目标：
钻研新课标，提高教学水平，真正做到教学相长，努力达到学校规定的教学指标。
四、具体措施：
1、抓好英语的常规教学，加强基础知识训练：①归纳学过的词组，方便学生记忆；②用词组造句和中译英训练；③组织学生结对子，一有空就你问我答，营造学习氛围，同时加强笔头的练习，使学生能熟能生巧；④把课文分段，按学习组为单位，进行朗读比赛，对学过的课文尽量做到人人会背，有些课文还要求学生会默写。
2、抓好语法学习：①掌握形容词、副词的比较级和最高级的构成和用法。区分单音节词和多音节词的构成，规则和不规则变化。②学习一般过去时态，重点突破不规则动词。③学习过去进行时与现在进行时的区别。④学习联系词的用法。
3、培养学生综合运用知识的能力：每个单元围绕着知识点反复训练，层层渗透。每个单元结束都进行测验，找出存在问题，及时补漏补缺。
4、抓好阅读能力培养：每周规定学生阅读三篇短文，带着问题阅读，阅读之后要回答问题。
5、培养学生写作能力：逐步创作一些简笔画要学生写出他们的动作编成故事，逐步培养他们看图写话的能力。
6、努力做好后进生转化工作，促进全体学生共同进步。多关心后进生的思想和学习，平时要检查和督促他们的作业及时给予他们帮助
7、关注学生的情感，营造宽松、民主、和谐的教学氛围。
8、实施“任务型”的教学途径，培养学生综合语言运用能力
9、在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。
10、加强对学生学习策略的指导，为他们终身学习奠定基础。
五、教学进度：
第一周：准备周(开学思想教育)
第二周-第三周：Unit 1A Trip to Beijing
第四周-第五周：Unit 2On the Train
第六周-第七周：Unit 1-Unit 2阶段检测
Unit 3Having Fun in Beijing
第八周-第九周：Unit 4Did You Have aNice Trip?
期中复习考试(Unit 1-Unit 4)
第十一周-第十二周：Unit 5Li Ming Goes to Canada
第十三周-第十四周：Unit 6Winter in Canada
第十五周-第十六周：Unit 5-Unit 6阶段检测
Unit 7Sports and Good Health
第十七周-第十八周：Unit 8Li Ming Goes Home
第十九周-第二十周：期末复习、考试
2011-3-7 MSN（中国大学网）
★Lesson 47:Summer Plans 导学案(冀教版英语七年级)
★冀教7下Unit7教案Lesson 54 教学设计 (中学英语教学论文)
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