下面是小编给大家带来新目标英语七年级下册第十二单元第一课时教案，本文共12篇，一起来阅读吧，希望对您有所帮助。
篇1：新目标英语七年级下册第十二单元第一课时教案
新目标英语七年级下册第十二单元第一课时教案
新目标英语七年级下册第十二单元第一课时教案 教学目标 知识目标: 掌握下列单词和句子: rule, hallway, classroom, fight School Rule Don’t arrive late for class. Don’t fight. Don’t run in the hall way. Don’t eat in the classrooms. Don’t listen to music in the classrooms. What are the rules? Well, we cant arrive late for class. 能力目标: 训练学生的听力和口语能力。 情感目标:作为学生，我们必须遵守学校规则。 教学重难点 重点: 学校规则和目标语言。 难点: 学习谈论学校规则。 教学过程 一、复习 教师说: Hello! How are you? What day is it today? What’s the weather like today? What do you want to do? Do you have a pen pal? Where is your pen pal from? What animals do you like? What do you like for breakfast? What is he doing now? Do you like talking with others? Can you talk in class? Can you talk at home? Can you talk in the hallways? 说明：经常复习学生学过的知识，增加复现率，让他们学会在不断积累中，掌握英语，学习英语。同时对一些基础不是很好的'同学也一个自信。 二、导入 T: What’s your favorite subject? Do you like music? Now I’d like to enjoy a song with you. (play the tape) Do you like the song? What do you think of the song? Who is your favorite singer? Can you listen to music in the classroom? Can she/he listen to music in the hallways? Why can’t we listen to music in the classroom? S: It is our class rule. (T helps them to say it.) T: So please don’t listen to music in the classroom. (Write the sentence on the blackboard.) Read after me please. Then get Ss to read it one by one. So can we listen to music at home? 说明：从can’t中引出don’t，学习一些学习规则的表达方法。 S: Yes, we can. We can listen to music at home. T: Excuse me. What’s your favorite sport? S: My favorite sport is basketball/… T: Where do you usually play basketball/…? S: I usually play it on the playground/outside. T: Can you play basketball in the classroom/hallways? S: No, we can’t. We can’t play …in the classroom/hallways. T: So don’t play … in the classroom. Can we run in the classroom? T: Don’t run in the classroom (Write it on the blackboard.) T: Excuse me. What time do you usually come to school? What time does the class begin in the morning? T: So you are early for class. You are a good student. If you get to school at 8:10, you are 10 minutes late for school. That is a bad one. So don’t arrive late for class. T: Look at this boy. Is he good or bad? What is he doing? Do you know? Can we fight with others? Can we fight in the classroom/hallways? T: It is impolite to fight. So don’t fight. We should be good friends. T: These are all class rules. What else can’t we do in our classrooms? Please say the sentence like this: Don’t …. S1: Don’t eat in the classroom. S2: Don’t sleep in class S3: Don’ wear hats in class. S4: Don’t talk in class. S5:… 说明：给学生一个发挥的空间，运用刚学的祈使句，把以前学过的知识运用出来。 三、运用 Now please use these phrases to make up a dialogue. You can work in group of three or two. Suppose one of you is a teacher, and the others are breaking the rules. Model: A: Hi, Peter. What are you doing? B: Hi, Ms/Mr. Green. I’m eating.( Student should use their gestures.) A: Can we eat in the classrooms? B: No, we can’t. We can’t … A: Don’t eat in the classroom. B: Oh, I’m sorry. 说明：这部分主要是让学生运用Can和don’t编一个小对话。而且同时还复习了学过的进行时态。 四、教学SectionA-1a,1b,1c 1.利用课件，教学单词和句型。 2.教师说：If you want to be good students, don’t break the school rules. The rules are good for your study. But now here are some bad. students. Look! Each of these students is breaking one of these rules. Write the number of the rules next to the student. 教师播放媒体资源中动画，学生观看1a的对话，然后完成1a。 2．Check the answer. 3．Listening. Now there are three students Peter, Selina and Nick. What rules are these students breaking? Please listen to the tape and write the numbers after the names. Peter__________ Selina_________ Nick__________ 3. 叫几组学生进行对话表演。 五、教学SectionA-2a,2b 1) 教师说: Now please open your books to 72. Look! What can you see in the picture? S: … T: Yeh, the boy is Alex, and the girl is Cindy. T: What are they doing? S: They are talking. T: What are they talking about? S: … T: Now let’s listen to the tape and check the activities Alex and Cindy talk about. 2) Listen again. Can Alex and Cindy do these activities? Circle “can ” or “can’t ” above. 3) Listen and repeat. 4) Check the answer then report the list. Report: These are their rules. They can…, but they can’t… So please don’t … 六、练习 T: You know, some students are not bad students. But they also break the rules. Because they are new students. They don’t know much about the rules. So can you help them out. Now please tell them the rules of your school. You can work with your partners. Suppose one of your partner is a new student. A: What are the rules at your school? B: Well, don’t arrive late for school. A: Can we listen to music, Alex? B: No, we can’t listen to music in the classrooms, but we can listen to it outside. 说明:这一步是让学生学会如何处理表格，对表格进行汇报，这样也就讲出了听力的主要内容。 七、作业（Homework） 1.用“can,cant和dont”归纳总结学校规则。 2.记忆本课时单词。篇2：新目标英语七年级下册第十二单元第二课时教案
新目标英语七年级下册第十二单元第二课时教案
新目标英语七年级下册第十二单元第二课时教案 教学目标 1.知识目标: 单词:gym class, uniform, have to. 句型:John, you have to wear sports shoes for gym class. At school, we have to clean the classroom. 2.能力目标： 训练学生在文章中使用词语的能力。 训练学生的口语能力。 区别have to和can的用法。 教学重点 “have to”和“can”的用法。 教学难点 “have to”和“can”的用法。 教学过程 一、复习（Revision） T: Hello. What day is it today? What’s the weather like today? T: It is a good day today. Can we play pingpong outside? Can we run outside/in the hallways? Can we fight in the classrooms? Can we eat an apple in a dining hall? Do you like movies？Do you want to go to a movie? Today we are going to watch a short play about rules. It is made by our classmates. When you are watching the play, you should to remember what rules they are breaking. Use the sentence like : Don’t … S1: Don’t arrive late for school. S2: Don’t talk in class. S3: Don’t listen to music in class. S4:… 说明：让学生课前去准备一个校园小短剧，不能出现声音，只能运用一些手势，动作。然后让学生用祈使句说出那些rules. 可采用小组比赛的形式。 二、导入 T: Excuse me. What time does the school begin in the morning? S: It begins at … T: Yeh, so I have to arrive at school at ….What about you? What time do you have to arrive at school in the morning? S: I have to arrive at school at… T: As students, what do you have to do in the school? S: We have to T: What can you do at school? S: I can T: What can’t you do at school? S: We can’t T: What can you do at home? S: I can play computer/watch TV/sleep/talk/…at home. T: What can’t you do at home? T: What you don’t have to do at home? S: I don’t have to wash…/have classes/… 说明：该部分主要是让学生发挥想象，充分运用自己所学的知识。同时也是在区分can和have to的用法。 三、操练 T: Where do you like to stay, at home or at school? Now I’ll give you 2 minutes to prepare for it. S1: At school, I can…. I don’t have to …. At home, I can’t …. I have to… So I like to stay at school. S2: At home, I can… I don’t have to… At school, I can’t… I have to … So I like to stay at home. 说明：Can, can’t, have to, don’t have to的.综合运用.同时也是发表学生自己的看法。 四、教学sectiona-3a,3b 1. T: As you know, we have seven classes in a day. What can you do in an English class? S: We can speak English/learn English songs/… T: What can you do in the painting class? S: We can draw some pictures. T: What do you have to bring for the painting class? S: We have to bring our color pencils. T: What can you do in the PE class? Or we can say, what can you do in gym class? S: We can play …/run outside. T: What do you have to wear for gym class? S: We have to wear sports shoes for gym class. T: Do you have to wear a uniform for gym class? (T points at their uniforms to make sure they can understand the meaning of uniform.) S: Yes, we do. T: Do you have to wear a uniform at home? S: … T: Now, please open your books to 73. Fill in the blanks with the correct words in the box as soon as possible. 2. Design your ideal school T: As you are students, you have to obey the rules. Now if you have the chance to be a headmaster, what kind of school do you want to make? Please tell us the rules of your ideal school. You can work with your group, ask and answer like: A: Can the students….? B: Yes, they can. / No, they can’t. Report: In our school, the students can …。 They can’t …. They have to …. They don’t have to…. Do you like our school? 说明：让学生说出自己理想的学校规则,然后叫一些同学来投票,看谁心目中的学校最能吸引其它的同学。 五、教学4 关于学校规则，谈谈自己的看法，在纸条上写出六条，然后把纸条放在包里，拿出另外一张不同的照片，并找出拿着自己纸片的同学。 六、作业 1.记忆新单词。 2.设计自己理想的学校规则并写下来。篇3：新目标英语七年级下册第十二单元第四课时教案
新目标英语七年级下册第十二单元第四课时教案
新目标英语七年级下册第十二单元第四课时教案 教学目标 1.学习使用“I have to …”,“I can / can’t …”,“Dont…”描述每个地方的规则。 2.学习无论在任何地方都能成为一个懂礼貌的学生。 教学重难点 1.掌握句型“I have to…”,“I can /cant…”和 “Dont…..”。 2.祈使句肯定形式与否定形式的运用。 3.能准确流利地描述每个地方的规则。 教学过程 一、热身和复习（Warming-up and revision） 教师说T: Good morning/afternoon! How are you? Whats the date today? What day is it today? Whats the weather like today? Are you happy? Learn the song “If youre happy.” T: Im very happy today, do you know? Please guess! 说明：课前听一些简单的英文歌曲使学生快速地进入英语课堂。 二、教学Section B-3a Present the photos of Emily and Dave on Page 74(They are laughing) and ask: T: Are you happy? Why? Revise Part 1 in Section B. Then show the photo of Zhao Pei in 3a. Ask: Is she happy? Let Ss read the letter and find out the answers. After that, ask Ss make a list about her rules . T: What can you do at your house and what can’t you do in your house? (Get different answers from Ss.) 三、教学SectionB-3b，3c 1.教师说T: As you are Ss, you have to obey many rules. Now if your headmaster asks you to help him make a rule for your school library, can you help him? What kind of rules do you want to make? Please tell us the rules. Work in groups. Then make a report. 2.教师让学生认真看图，用一个句子描述每幅图的规则。 3.学生发挥自己的想象力，根据平时的生活经验，在补充一些其他的规则。 4.教师做出评价。T: You are all good Ss. I hope you can be Ss both at home and at school. Be a good student. 5.仿照上面，讲讲自己家里的'一些规则。教师叫几名学生将这些规则读出来，其他学生给出修改建议。 四、教学4 1. Make a list of the rules at your houses. T: OK! There are so many rules in your houses! Now make a list of the rules at your houses. You can use Zhao Peis list of rules as a model. Give the Ss some minutes to write. And then have some students read their lists to the class. Make language corrections as needed. 说明：由课本内容直接引入到学生自己身上，提供一些句子框架，要求学生通过对话的形式来完成对自己家中规则的描述。（这里如果用单人描述可能有一点难度，因而通过提供一些框架通过一问一答的方式来完成。） 2. Make a survey First, point out the sample question and answer in the picture in the book. Ask two students to read it to the class. Ask students to move around the classroom and ask each other questions. Their job is to find other students who have the same rules. When student A finds another student with the same rule, student A writes the other students name next to that rule on his or her list. Then do a quick check to see which rules are most common. 说明：让学生列出自己家中的规则清单，从而对祈使句的肯定形式与否定形式进行了巩固，同时也对列清单这一技能进行了操练。 (Alternative: If you would prefer not to have your students move around the room, you can ask them to do this activity in groups of four. They survey the other members of their group to find who has the same rules as they do.) 说明：班级调查活动是对本课所学知识的综合运用和巩固。让学生在教室里自由活动进行调查，对自由交流的能力进行了锻炼与提升。但可能课堂调控有点困难，场面会有点混乱。也可换成四人一组的小组活动，但调查的结果还是前者比较真实一点。 五、教学Self Check 1．Self Check 1 四人一个小组教学Self Check中1部分的单词，相互纠正发音，检查单词的拼写。利用第一部分中的单词，在班上快速轮流做句子，要求不能重复运用同一个句式，教师对于每个人的表现做出适当的评价。 2．Self Cheek 2 本单元在学习过程中，学生不可避免的运用到许多课本不曾出现的新单词，要求同学们将自己所掌握的新单词写出来。 3．Self Cheek 3 学生认真观察图片，对不同的图片进行描述，把每幅图片代表的规则表达出来。 六、作业（Homework） 背诵本单元的词汇和句型。篇4：新目标英语七年级下册第十二单元第三课时教案
新目标英语七年级下册第十二单元第三课时教案
新目标英语七年级下册第十二单元第三课时教案 教学目标 1.学习谈论学校，某个家庭以及其他一些熟悉的地方的规则。 2.学习用“I have to …”和“I can / can’t …”描述每个地方的规则。 3.学习在任何地方都能成为一名懂礼貌的学生。 教学重难点 1.掌握句型“I have to…”,“I can /can’t…”. 2.祈使句肯定形式与否定形式的运用。 3.准确流利地描述一些地方的规则。 教学过程 一、热身和复习（Warming-up and revision） 1.课前播放一些简单的英文歌曲使学生快速地进入英语课堂，例如：yesterday once more, my heart will go on。 2.教师说: Good morning/afternoon!How are you?What’s the date today?What day is it today?What’s the weather like today?Are you happy? Today I bring some exciting and interesting videos to you! Before enjoying them, I will give you some questions:(1).What are the people in the videos doing?(2).Are they good students?(3).What rules do they break? Try to find the answers to these questions when you watch the videos. Today I bring some exciting and interesting videos to you! Before enjoying them, I will give you some questions:(1).What are the people in the videos doing?(2).Are they good students?(3).What rules do they break? Try to find the answers to these questions when you watch the videos. 说明：通过观看学生平时比较感兴趣的电影片段来复习上几节课学过的内容，使学生对已学过的知识加深印象。 二、教学SectionB-1a,1b 1.教师说：Just now we talk about the rules of the school. Do you know the rules of other places?. In which places we have to obey the rules? (libraries, dining rooms, dormitaries, our houses, etc.) 说明：从谈论学校的规则中引入到其他地方的规则，激发学生了解这些地方规则的兴趣，从而使他们在各个地方都是一个遵守纪律的好学生。 T: Yes. In our houses , we also have rules. So everyone in your house have to obey the rules of your house. Now, open your books! There are some house rules. First, look at the pictures, tell me what you see in each picture, using whatever words you can.如果有需要，给学生提供可能用到的词汇和句子，并带领学生一起朗读。 说明：在做练习之前先让学生发挥想象，用自己已经学过的知识去描绘一下几幅图片，不仅复习了先前学过的知识，锻炼了口头表达能力，还对课文的内容加深了印象与理解。 2.用一两句话谈论每幅图片。例：Whats he doing? Hes doing homework.让学生们重复Hes doing homework. 3.T: Now look at the rules under the pictures. Read after me! (Point out the list of rules. Read each rule and ask students to repeat. ) 说明：跟读是考虑到一些基础差的学生，帮助他们加深对题目的理解。 T: OK! Now match each rule with one of the pictures. Write the letter of each picture on the blank line in front of one of the rules. For example, Picture a matches with the second rule.(Point out the sample answer.) Do as the sample do. (Give the Ss 1 minute to prepare)教师核对答案。 三、教学SectionB-2a T: Great! I have two friends. Their names are Emily and Dave. First, let’s know them. Look at the two photos. The girl is called Emily and the boy is called Dave. They are talking about the rules of the house. Listen to a conversation between them. I will play the tape for two times. For the first time, only listen carefully to their questions and answers. For the second time, number the rules in the order Dave and Emily talk about them. The first rule Emily talks about is Dont go out on school nights. The number 1 has already been in the blank in front of that rule. Write in the numbers 1-4 as Dave and Emily talk about each rule while you are listening. (Play the tape two times for the Ss. Then check the answer.) 说明：在做听力之前先帮学生理解好题目要求。让学生在听第一遍的时候先了解一下全文的.意思，培养学生良好的做题习惯。 四、教学SectionB-2b T: This time, please put a checkmark under Emily or Dave after each rule that Dave has at his house and each rule that Emily has at her house. (Point out the sample answer). Play the tape again and have students make checkmarks(√). You may wish to play the tape more than once at this point. Correct the answers. 说明：有些学生在做这题时可能有一些困难，根据具体情况可增加放录音的遍数。 五、教学SectionB-2c 1.T: Good job! Just now we have known the rules of my two friends Emily and Dave. Now who would like to talk about the rules of their houses? ( Give the Ss some sentence structures to help them. Like “ In Emily/Dave’s house, we have to…/ we can’t…) Give them 1 minute to prepare. Then ask some Ss to talk. 说明：在完成听力题目之后，再利用课本中的内容来进行口头练习,同时也对前面学过的句型进行了复习。 2. Pair work T: Excellent! We have talked about the rules of Emily’s and Dave’s houses. Now I want to know about the rules in your house. What can and cant you do in your house? What do you have to do? Work with your partner. Using A: Do you have family rules? B: Yes , I do. A: What do you have to do ? B: I have to… (Give them 3 minutes to prepare) As the students talk, move around the room, monitoring conversations and offering language support as needed. Have some pairs of students present their conversations to the class. 说明：由课本内容直接引入到学生自己身上，提供一些句子框架，要求学生通过对话的形式来完成对自己家中规则的描述。（这里如果用单人描述可能有一点难度，因而通过提供一些框架通过一问一答的方式来完成。） 六、作业（Homework） 写一篇短文，谈谈在学校或在家里的规则。篇5：新目标英语七年级下册第十二单元教案
新目标英语七年级下册第十二单元教案
新目标英语七年级下册第十二单元教案作者：思全英语辅导新目标英语七年级下册第十二单元教案教学目标：
1.谈论规则
2.祈使语气
3.表示允许
4.能够用口头或书面描述规则
教学重点和难点：
重点掌握祈使语气的用法，包括表示允许的Can及其当情态动词用的have to do；以及各种可以用在表述规章制度的动词和句型。难点在于情态动词的用法，以及祈使句与它的应答。
教学设计：
学习内容
学生活动
教师活动
1.表示规则的句型：
*---Don't run in the hallways.
---Sorry,Ms Mendoza.
*Don't watch TV after school.
*Don't go out on school nights.
1.思考、谈论规则。
*Don't talk loudly.
*Do your homework after school！
*Practice your guitar every day.
引导、启发、教授需学内容。
2.Can for permission,such as：We can do….
We can't do….
Can we do…?
*---What are the rules?
---Well,we can't arrive late for class.
*---Can we listen to music,Alex?
---We can't listen to music in the hallways,
but we can listen to it outside.
2.听录音，回答问题。
*---Can we eat in the classroom?
---No,we can't.
*---Can students wear hats in school?
---Yes,they can.
放录音；启发、提示问题及答语。
3.阅读→迁移(读、写、文化差异)。
阅读/认图标；阅读信件→根据其信息找出规则→写出规则。
3.引导、提示图标含义；提示文化差异。
4.用口头或书面形式描述规则。
4.利用本单元所学祈使语气的用法，包括表示允许的'Can及其当情态动词用的have to do，根据常识或观察,为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。
4.检查学生讨论制定规章制度或使用规则情况--句型、短语、动词形式是否正确；指导并落实学生写作情况。
教学过程设计：
Task One：
Talk about school rules to“feel”Imperatives Goal：Get to know about the structure to express rules Step 1：Talk about the school rules they know/remember Step 2：Look at the picture and read the rules in Section AC 1a,telling the difference between yours Step 3：Add more rules to your school,which you think necessary Task Two：
Listen and find out what Ss can do and what they cannot Goal：Try to understand the rules by listening Step 1：Listen to conversations about the activities and find out what students can do and what they cannot do Step 2：Listen to conversations about the activities and find out what Alex and Christina can do and what they cannot do→Section A(2a/b)
Step 3：Listen to conversations about the activities and find out what rules students break
→Section A(1b)
Step 4：Listen to the different rules that different people have to follow→Section B(2a/b)
Task Three：
Learn to read the signs for rules Goal：Learn about the rules by reading the signs Step 1：Learn about the rules by reading the pictures→Section B1 Step 2：Learn about the rules by reading the signs→Section B(3 b)
Step 3：Talk about the similarities or the differences about the signs between China and abroad Task Four：
Write rules for libraries,labs,computer-rooms,and swimming pools etc.
Goal：Learn to take care of public things Step 1：
Read the letter→Section B(3 a)
Find the rules in the letter Write them down Step 2：
Talk in pairs about the rules for public places,such as libraries,labs,computer-rooms,swimming pools,etc.
Discuss in groups about the rules for these public places Write down what have been talked about/discussed
教学点评与反思：
设计思路：
任务型课程的设计要自始至终体现任务的要求与特点，尤其要确保任务的设计与完成是从简单重复逐步过渡到真实或接近真实。基于这一要求与特点，本课的四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，以及如何表达规则；然后听(通过听那些能做、哪些不能做的事儿，体会情态动词can和can't的用法)、认(通过认图标，说出规则，并把说出的规则写下来)，最后根据常识或观察,为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。这样，通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育：通过对公共场所制定规章制度,培养学生遵守公德、爱护公物的美德。同时，学生还可以学会发散思维，以扩展知识；口头及书面表达能力也可随之提高。
二、课后反思：
不足之处：图标展示得不够；还可通过图标渗透中外文化差异。
可取之处：全方位的训练了学生的听、说、读、写的能力。
教案点评：
本设计采用任务型教学模式，设置四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，及如何表达规则；然后通过听，体会情态动词can和can't的用法，通过认图标，说出规则，最后为图书馆、实验室等公共场所制定规章制度或使用规则。通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育。
MSN（中国大学网）
篇6：新目标八年级英语下册第一单元第一课时 教案教学设计(人教版英语八年级)
年级 八年级 学科 英语 主备人 何晓燕 二次备课人
单元(章)
名称、课题 Unit1 What’s the matter？
课时划分 7 课时 教学课时 第 1 课时 总备课数 第1课时
教
学
目
标 知识目标：1.words: arm. eye, ear, mouth, head, headache, illness.
2.Sentence patterns: What’s the matter?
I have a cold.
能力目标：Listening skill and speaking skill
情感、态度与价值观： Exercise every day and keep healthy and strong.
教学重点 1. Learn and master the parts of the body, the names of the illness and the expressions of giving advice.
2. Learn to talk about health problems by using “What’s the matter? I have a…” and give advice by using “should”.
教学难点 1. Learn to talk about health problems by using “What’s the matter? I have a…”.
2. Learn to give appropriate advice to the certain health problems.
教法 Presentation，listening
学法 Practice , pair work
教学准备 Ppt ,text
教 学 过 程 个 性 化 设 计
Step I Greet the class as usual.
Step II Presentation1--New words.
1.Bring out a doll. Teach the words of body parts.
2.Read the words to students and ask them to repeat.
3Now open your books and turn to page 1. Please look at the picture, ask students to read the list of the names of body parts.
Step III An activity
Play the game Simon says with students. First have students line up in rows .Ask students to touch different parts of their bodies.
Step IV Presentation 2--Structures
1.Act out an illness. Then show the other new words on the blackboard.
2.Read the new words to students and ask them to repeat. Make sure every student knows the meaning and can read them.
3Teach students more words of illness. For example,
Have a coldhave a fever
Headache stomachache
Headache toothache
Have a sore back have a sore throat
Step VListening
1.Listen and finish 1b and 1c.
2. Check answers
Step VI Pair
Work in pairs. Practice the conversation.
Step VII Homework
Write down the new words in your exercise book and read them for several times
课
后
反
思
签 阅
篇7：新目标英语八年级下册第一单元第三课时 教案教学设计(人教版英语八年级)
年级 八年级 学科 英语 主备人 何晓燕 二次备课人
单元(章)
名称、课题 Unit1 What’s the matter？
课时划分 7 课时 教学课时 第 3 课时 总备课数 第3课时
教
学
目
标 知识目标： 1.New words and phrases in this period.
2Reading and writing materials.
能力目标：Reading skill.
Writing skill.
Communicative competence.
情感、态度与价值观： Give good advice when someone needs your help.
教学重点 1. Be able to understand the passage about the accident.
2. Learn to talk about health problems and accidents and give advice by using “should/ shouldn’t”.
教学难点 1. Learn to talk about health problems and accidents and give appropriate advice.
2. Learn how to get information from the passage and train students’ reading and writing skills.
Reading practice.
Oral practice.
教法 The activity teaching method, the cooperative learning method, and the task-based language teaching method.
学法 Practice , pair work
教学准备 Ppt ,text
教 学 过 程 个 性 化 设 计
Step 1 Warming-up (about 5 minutes)
T: Greet the class as usual, then point to a student and say: You look pale. What’ s the matter? Help the student answer “I have a cold.” and give him/ her some advice like “You should drink more water”.
Show some pictures about health problems and ask students to work in pairs like this:
S1: What’s the matter?
S2: I have a …
S1: You should … (Help them use “You shouldn’t …”)
Have three pairs act out their conversations in class.
Step2 .play the tape. Read the passage. Do you think it comes from a passage or a book?How do you know?
Step3 Read the text again and check the things that happened in the story.
Step4. Discuss the questions with a partner.
Step5. Difficulties.
1. see sb. doing sth. See sb. do sth.
2. on the side of 3.go along ,go down 4. shout for help 5. what happened?
6. without thinking 7.to one’s surprise 8. expect sb. to do sth. 9.think about saving a life
10.宾语从句。 11. need to do sth. 12. agree to do sth, agree that
13.get into trouble
Step 6.Summary and Homework.（PPT）
课
后
反
思
签 阅
篇8：新目标七年级下册英语第九单元教案
人教版新目标七年级下册英语第九单元教案
Unit 9 How was your weekend? No. 110 Middle School of Chongqing By Cao Yi Teaching Goal: 1. General aims: Talk about recent past events 2. Particular aims: A. Language Focus. Talk about recent past events and think of the past events. B. Language goals How was….? It was … What did …do over the weekend? C. Language structures: (1). How was your weekend? I was great. Pay attention to no form. (2). What did you do over the weekend? I played soccer. We went to the beach. D. Useful words and phrases: Words: was, did, went, beach, over, project, test, wasn’t, false, number, geography, spend, week, most, mixture, their, had, little, cook, read, saw, change, everyone, sit, sat, no, anything Phrases: did one’s homework, played soccer, cleaned my room, went to the beach, played tennis, went to the movies, on Saturday morning, over the weekend, cook … for, what about, do some reading, have a party, talk show, go shopping E. Grammar language: Present simple past tense Regular and irregular verbs F. Learning strategies: Tour and holidays G. Interdiscipinary: H. Emotion and manner: Teaching time: 5 periods Teaching procedures: Period One (pp31-32) 教学步骤、时间 教师活动 学生活动 媒体应用 Step 1 Free talk 3’ Ask some questions like: Who’s on duty today? What’s the weather like? Answer and talk about something. 让同学们回答下列问题 1. Do you like weekend? (Let some students answer) It takes them three minutes to talk about the question. 2. Why do you like weekend? (let the students answer) Most of the students like the weekend 此时教师用汉语问： “在周末期间问你干了什么？ 这句话用英语这么回答？ Let the students guess. At last the teacher give them right answer 3. What did you do over the weekend？（板书、学习） 4. What did you do over the weekend? (Let sb. answer the question) I-played basketball. 5. 出示三张照片（有各种活动） 6. Match the words with the picture 7. Let the students listen and write carefully. First listen, then listen and write the words like “morning afternoon” or “night”等 Find some students to answer. The students talk about it in pairs. Students think of the sentences. Students study and read the sentences First the students read after the teacher, the practice in pairs. 学生看图，互相问答：What did you do? The students look at the picture on page 29 and do it. Listen and write carefully. 媒体展示问题 多媒体放映图一、图二、图三（关于周末的.活动） Step 3 Practice(5’) Pairwork Role play students A ask and student B answer Then let them do it in pairs A: What did you do over the weekend, Lucy? B: I played tennis. Students do it in pairs. Step listen to 2a and 2b (5’) Listen and underline the words you hear, then listen again and write. Listen and underline Listen and write A \\ B \\ S carefully Step 5 Summary (2’) 1. Words and phrases of the class. 2. What did you do over the weekend? I played ―. Look and listen carefully Step 6 Test (5’) Selfcheck 1 and 2c Students do it 放映多媒体 Step 7 Consolidation Make a dialogue use “What did ―？”at least five questions. Divide the students into 7 groups. Step 8 拓展练习(3’) 1. What did you do over the Weekend? 2. What did you do over the weekday? Students answer did things in different times. 多媒体展示、总结 Step 9 Homework (1’). 1. Practise the dialogue. 2. Grasp the grammar Focus. 多媒体放映 Period Two (p33) 教学步骤、时间 教师活动 学生活动 媒体应用 Step 1 Free talk (2’) Ask a student “Do you like weekend”? Do you like weekday? The students answer and talk. Step2 Presention (10’) (用班里学生为例作下列练习) 1. What did you do over the weekend? 2. First let the students draw a picture of weekend然后让他们利用实物投影向我们说明 3. 用 “What did you do over the weekend?” 询问几个学生后，这着一个学生问“你的周末怎么样？” 4. Let the students change it into English. 板书 “How was your weekend?” Then let the students practice in pairs. 5. Write number (1-3) in the blanks. 1. Draw a picture of weekend 2. Tell the class about your weekend like” I played basketball in the morning. 3. The student answers. (have a try) Guess: How was your weekend? Read and study Then do it in pairs. Ex: How was your weekend? It’s great. I played basketball. Look at the picture in 3a. and write unmbers. 实物投影 媒体展示 媒体展示答案 Step 3 Game 6’ Let Ss write 3 things they did over the weekend. One is false, the others are true. 然后把学生的描述利用实物投影机投到大屏幕上。 Write 3 sentences ion their paper. Look at the screen. Let the other Ss guess which one is true/false. 实物投影 Step 4 Summary 3’ 1. words 2. Grammar: How was your weekend? I was great. / I did … Read and remember 媒体显示 Step 5 Consolidation 10’ Divide the Ss into several groups. Every group must make up a dialogue. Use “What did you do on the weekend?”/How was your weekend? And so on. Make up a dialogue in groups and act it. Step 6 拓展练习5’ 1. 让学生回忆一般过去时态。 2. 对照一般现在时和一般过去时，找出差异。 3. 总结 “be”动词的变化。 1. 回忆 2. 讨论 3. 总结 媒体显示 Step 7 Homework Practise the dialogue And answer some questions about the lesson. Period Three (pp34-35) 教学步骤、时间 教师活动 学生活动 媒体应用 Step 1 Free talk (2’) 1. Ask the Ss some question. 2. check some questions. Put up hands and answer. Step 2 Presention (10’) (问班里的学生) 1. what did you do over the weekend? 2. 昨天你做了什么？↓引出 What did you do yesterday? ---A played….(板书/学习) 3. Let the Ss look at the screen. There are four pictures on the screen. These things that Sally and Jim did yesterday, then match. 4. Give the right answers. 1b, 2b, 3a, 4c 5. look at the 1b, let the Ss draw happy faces or unhappy faces. 6. listen to the taps twice, first listen carefully, then let the Ss to listen carefully and write the right answers. Answer one by one Translate it into English Look at the screen carefully and match the words with the pictures. Listen to the tape carefully. Write the right answers. 媒体显示4幅画 媒体显示 Step 3 Practice(5’) 1. Have a conversation to tell what Sally and Jim do? 2. What did Jim do? Jim went to the movies. 3. Let the Ss ask freely 4. Ask: What did the Ss do over the weekend? ex: practice The students practice in pairs Act out in pairs or groups. Answer the teacher’s questions Ask some pairs to the front to act out. Step 4 Summary 3’ Phrases: played the guitar. Did my homework. Studied geography. Went to the library. What did Jim do yesterday? Read and remember. Step 5 Test 1 见题后组1 D o some exercises. 多媒体展示 Step 6 consolidation Divide the students into several groups And let them make dialogues using these sentences: What did you do yesterday? How was your weekend? What did you do over the weekend? Write the dialogues and practice in groups. Step 7 拓展显示 根据下列句子： 1. What did you do over the weekend? 2. How was your weekend? 考虑“昨天或周末你去了哪里？”用英语怎样表达？ 1. look at some sentences and think it over. 2. 讨论/交流 3．总结 媒体展示 Step 8 Homework Grasp the new words and expression sentences.篇9：新目标英语七年级下册11-12单元教案
新目标英语七年级下册11-12单元教案
新目标英语七年级下册Unit 11: What do you think of game shows? Language goals to this unit students learn to state their opinions and talk about likes and dislikes. New language What do you think of soap operas? I dont like soap operas. What does he think of sports shows? He loves sports shows. What does she think of Maria? She likes Maria. What do they think of Tommy? They cant stand Tommy. Section A Additional materials to bring to class: a local television listing list the names of several foods on the board.For example: pizza, broccoli, ice cream, mushrooms. Next to that list, write the sentence, What do you think of ___ ? and leave a blank at the end. Ask a student the question, substituting the word pizza: What do you think of pizza? Help him or her answer / like pizza ot I dont like pizza, Point to the other foods one by one. Ask a student the question and help him or her answer J like...or I dont like.... Then point to the sentence. What do you think of ___ ? Point to a food name on the board and choose a student to ask the question: What do you think of (mushrooms)? Then point to a student to answer. Repeat the activity several times, giving several students chances to ask and answer the question. 1 a This activity introduces the key vocabulary. Focus attention on the five TVs. Say, Each TV shows different kind of TV show. In TV picture a, there is a an playing baseball. This is called a sports show. Talk about the other kinds of shows and ask students what they see. Tell the name of each kind of show as you discuss the picture. Ask students to repeat the names of the shows. Write the word sitcom on the board. Under it write the words situation comedy. Say, The word sitcom comes from the two words situation comedy. A sitcom is a funny show. The people in sitcoms do or say things that make TV watchers laugh. Point out the numbered list of shows. Say each one again and ask students to repeat it. Then ask students to match each TV picture with one of the words. Say, Write the letter of each kind of show next to the correct word. Point out the sample answer. 1 b This activity gives students practice in understanding the target language in spoken conversation. Point to the smiley faces and the frowny faces and the words next to them. Read the words to the class or have a student do this. Say, These faces show you what the words mean. If you dont mind something, you dont either like it or dislike it. If you cant stand something, you dislike it very strongly. Your least favorite food is something you cant stand. If you love something, you like it very, very much. Your favorite food is something you love. Say, Now I will play a recording. Listen to what Mark says about the TV shows in la. Write the letter of the TV shows next to the words he uses. Play the recording the first time. Students only listen. Play the recording a second time. Point to the lettered pictures. Say, Each picture has a letter. Point out the blank spaces before the words. Say, Each word or phrase has a space in front of it. Listen to the tape and write the letter of a TV show picture in each blank. Point out the sample answer. Correct the answers. 1 c This activity provides guided oral practice using the target language. Point to the pictures of TV shows in activity la and ask students to say the name of each kind of show. Point out the example conversation. Ask two students to read it to the class. Then ask the class to point to the picture of the sitcom. Say a dialogue with a student. Have the student ask ou a question. Then answer it truthfully. Point to the ppropriate picture as you answer. Say, Now work with a partner. Ask and answer the qstions. Have students work in pairs. As they talk, move round the room monitoring their work. Offer anguage or pronunciation support as needed. 2a This activity provides listening practice using the target language. Call attention to the list of five words and expressions.Point out the blank in front of each one. Ask a student to read the list to the class. Say, The people on the recording are talking about TV shows. They use these words and phrases as they talk about the shows. You will number these words and phrases 1-5 in the order you hear them on the recording. Play the recording the first time. Students only listen. Point out the sample answer 1 in front of the word love. Say, The first word on the recording is love in the sentence I love it. So the answer in front o/love is number 1. Play the recording again. Ask students to write a number from 1 to 5 in front of each of the words and phrases. Check the answers. 2b This activity provides more listening practice using the target language. Point out the dialogue with blanks. Read it to the class saying blank each time you come to a blank. Say, Listen to the recording again. This time/ill in each blank with a word or phrase from the list in 2a. Play the recording. Students write words in the blanks. Check the answers. 2c This activity provides guided oral practice using the target language. Call attention to the dialogue students completed in activity 2b. Say, Read the dialogue with a partner. \\ Help students find partners. Have the students practice the dialogue several times. Then say, Now talk about a TV show you both know.Tell what you like and dont like about the show and the people in it. As students work together, move around the room answering questions and offering language sup- sport as needed. Ask some pairs of students to present their dialogue!to the class. 3a This activity provides pral and writing practice using the target language. Call attention to the list of TV shows and ask a student to read the names to the class. Say, In this activity you ask each other questions about TV shows. Ask students to work in pairs. Ask student A in each pair to look at the chart on page 67. Ask student B to look at the chart on page 86. Remind students not to look at their partners pages. Say the first question and answer with a student. Pretend you are student A and work with a student partner.Say What does Stuart think of Sports News? Have student B look at the answer on his or her chart on page 86.Student B answers, Stuart loves Sports News. Show students that you are writing in the word loves after Stuarts name on the chart on page 67. Then say to your partner, Ask me about Stuart Student B asks, What does Stuart think of Sports News? You answer, Stuart likes Sports News. Have the student write the word likes after Stuarts name on the chart on page 86. Ask the pairs to continue on their own. Move around the room monitoring the progress of the pairs. Go over the answers. 3b This activity provides guided reading practice using the target language. Read the dialogue with a student. Every time one of you conies to a blank, say blank. Call attention to the chart students completed in activity 3a. Say, Use the words in this chart to fill in the blanks in the dialogue in activity 3b. 4 This activity provides listening, speaking, and writing practice using the target language. Read the instructions to the class. Then ask students to name some TV shows they know about. Write the list on the board. Try to include some that students like and some they dont like. Point out the dialogue in the speech bubbles. Have two students read it to the class. Then point out the sample answer in the chart. Say,This TV show is called Tell it like it is! I love it, and Lin Peng does, too. I write I love it under What I think and I write Lin Peng under Student who agrees with me. Say, Now go around the class. Ask students about TV shows you know. Find students who agree with you. After five minutes ask students to sit down. Then ask some students to read the information from their charts to the class. Ask students to make statements such as I dont like The Crime Files. Carlos doesnt like The Crime Files, too. Alternative: If you do not want st篇10：新目标英语七年级下册1-2单元教案
新目标英语七年级下册1-2单元教案
Unit 1 Wheres the post office? Language goal This unit students leam to ask for and give directions(方向) on the street. New language Is there a bank near here? Yes, theres a bank on Center Street, Wheres the supermarket? Its next to the library.Is there a pay phone in the neighbhood?Yes, its on Bridge Street on the right. locations in the neighborhood such as post office, hotel,video arcade. Descriptive words such as new, old, dirty, clean. Descriptions of location such as across from, next to,Between Recycled language What are you doing? Do you want to ...? Section A Ask two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers. Example 1 Teacher: WheresYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng. Example 2 Teacher: Wheres Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin. Example 3 Teacher: Wheres Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai. la This activity introduces the key vocabulary. Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat. Point out the numbered list of words. Say each one and ask students to repeat. Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer f.Check the answers. 1 b This activity gives students practice listening to and understanding the target language. Point out the buildings and other locations in the picture. Say the name of each one to the class. Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape.. Play the recording the first time. Students only listen. Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture. Correct the answers. These items should be circle:video arcade, post office, supermarket. Tapescript(录音稿) Convernation 1 A: Is there a video arcade on Fifth Avenue? B: Yes, there is. Conversation 2 A: Is there a post office near here? B: Yes, there is. Theres one on Bridge Street. Conversation 3 A: Is there a supermarket on Center Street? B: No, there isnt. 1 C This activity provides guided oral practice using the target language. Point to the different locations shown in the picture.Ask different students to name each one. If necessary,say the name and ask the student to repeat. Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish. Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Demonstrate（示范） the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes,theres a post office on Bridge Street. As students work, move around the room and check progress(进展情况). Help students understand how to locate things on the map, if necessary. Ask several students to say some of their questions and answers for the class. 教学后记： 教学方法有问题？ 教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。哪怕自己多浪费点时间。有时想来，自己的教学效率实在是太低了，每天不分上课上自习，都是一个样。也就是说在不误课的情况下，我的教学时间应该是学校规定时间的两倍，然而教学的效果却很不理想。每天看着自己的队伍步履蹒跚的前行，自己不由的怀疑自己的教学方法。 与此同时，这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高，这更让我有理由怀疑自己的教学方法是不是不适合学生的实际？ 吃早饭时突发“奇想”，是不是给学生一点时间，让他们把每单元几句重点句背下来更好呢？单词需要积累，这点勿容置疑。对于我们的学生来说，典型句子同样需要积累。句子背下来，在用的时候就可以举一反三，就像语文中背范文一样。对于我们我们这些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用英语去表达的'话，说明这些典型的句子他们已经掌握。但现实的情况是，这种方法更容易适用于尖子生，或者基础较好的学生，很多学生只是充当的观众。 让学生死记硬背是不对的，但不让学生背也是不对的。 2a This activity introduces the terms across from, next to, between, and on. Focus attention on the pictures. Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat. Point out the four sentences. Say each one and ask students to rcpeat. Then ask students to match each sentence with one of the pictures. Say, Eacb sentence talks about one of the pictures. Write the number of the sentence in the box on the picture that it is talking about. Point out the sample answer 1. Check ihc answers. 2b This activity gives students practice listening to and understanding the target language. Point out the buildings and street names in la.Say each one and ask students to repeat. Call attention to the four sentences in 2b. Read them to the class saying blank each time you come to a blank line. Say. Now I will play recordings of three conversations. Listen carefully and write a word from the box on each blank line. Point out the sample answer. Play the recording the first time. Students only listen. Play the recording a second time. This time ask students to fill in the blanks by listening to the items on the tape. Correct the answers. Tapescript(录音稿) Conwaraation 1 A: Excuse me. Is there a library around here? B: Yes. Its between the video arcade and the supermarket. Conversation 2 A: Wheres the park? B: The park? Oh, its across from the bank. Conversation 3 A: Excuse me. Is there a supermarket around here? B; Yes, itson Fifth Avenue. Conversation 4 A: Wheres the pay phone? B: Its next to the post office. 2c This activity provides guided oral practice using the target language. Point to the list of buildings in la. Ask a student to read the list aloud. Point to the question and answer in the speech bubbles( 泡沫) in 2c and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish. Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Ask about the buildings in 1a. Demonstrate（示范） the activity. Point to the map and ask,Wheres the park? Then choose a student to answer.Guide the student to say, Its across from the bank. As students work, move around the room and check progress.（进度） Ask several students to say some of their questions and answers for the class. Grammar focus Review the grammar box. Ask students to say the questions and answers. Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between. Ask, Which words talk about two different buildings? (across/row, next to, and between) Ask, Which one talks about one building all alone! (on) Culture note Many visitors to the United States believe that Americans dont like to answer questions or give directions(方向) to tourists（旅行者）and other visitors. This is not necessarily true. The pace of life is fast in the United States, especially（特别） in big cities. Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going. Also, most Americans speak only one language and arent used to talking with speakers of other languages. However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood. A pleasant smile and a short, direct question will almost always get you the information you need. 3a This篇11：七年级英语新目标上Unit1第一课时教案
七年级英语新目标上Unit1第一课时教案
七年级英语新目标上Unit1教案 第一课时内容: Go for it Unit1 My name’s Gina.（第一课时SectionA1a-1c）(P1)
学习目标：
1．掌握简单的问候语，并能自我介绍，初步培养用英语进行交际的能力。2．了解英语国家文化、生活等方面的知识，提高英语语言修养。
3．热爱班集体，团结同学。
自学质疑
1、通过预习，我们能又快有准确翻译下列单词和短语吗？
我的_________ 名字_________ 时钟_________
令人愉快的_________ 遇见_________ 你；你们_________
你的；你们的_________name is(缩写)_________ what is(缩写)_________
2、预习过SectionA1a-1c之后，请快速翻译下列句子。
你叫什么名字？______________________________________?
我的名字叫Jenny。_______________________________.
我是Gina。见到你很高兴。_________________________________？
喂，Mary!我是Jim。_________________________________.
3、看1a中的图片，写出图中物品的英语单词。你能写出几个？尽可能的'多写几个。
―――― ―――― ―――― ―――― ――――
―――― ―――― ―――― ―――― ――――
4、请同学们看课本上的三个小对话，了解大意。（时间：二分钟）
5、请我们认真听录音，给下列对话编号（对话听两遍）。
6、请再一次听录音核对我们的答案。
7、Pairwork.请同桌根据1b内容，进行句型练习对话（时间：二分钟）。
8、同桌上台表演对话。
9、我们一定很有成就感。如果我们还有疑问，请把他们记下来。
10、（1）― your name, please？
― My name is .
A. What’s, Jim Green B. Who’s, Jim Green
C. What’s, Green Jim D. Who’s, Green Jim
（2）―Hello!
― !
A. Yes B. Hello C. Good D. Good morning
点拨解疑：
1． “What’s your name?” “你叫什么名字？”
“My name is Gina.” “我叫吉娜。”
两人初次见面互相询问姓名时可用这个句型。如想反问时可说：And you?或者And what’s your name?如：
A：Hello. What’s your name？
B：My name is Ann Read. And you?/And what’s your name?
A：I’m Han Mei.
2．Hello!你好！
Hello一般可作为熟人、朋友、青年人之间的招呼用语，语气较随便，译为“您好”；此外打电话或遇熟人时也可用。译为“喂”。在表示问候或唤起注意时，有时可用Hi来代替Hello，显得更为随便。如：
A：Hello/Hi，Jane！你好，简！
B：Hello/Hi，Jim！你好，吉姆！
3．区别hello与hi
(1) hello与hi可以互换，都表示“喂，你好”。但hi比hello用得更多，显得更随和亲近，它尤被美国年轻人所使用。但打电话时常用hello而少用hi。熟人、朋友见面时，彼此问候仅仅说声Hi！就可以了。用hello时，不能“Hello, hello, hello”这样反复使用。
（2）要注意hello/hi一般不用于与师长、上级、年长者以及有体面的人打招呼，以免显得对长辈不够尊重。
当堂作业：
1 、完成下列对话，每空一词。
―Hello. your name？
― name’s Jenny.
― I’m Tony.
― Nice to meet ，Tony.
2、改错。
(1). What’s you name?
(2). I name is Gina.
(3). I’s Gina.
3、完成下列句子。
(1) 我叫詹妮，你叫什么名字？
（2）见到你很高兴。
（3） I'm Jenny. (改为同义句)
____________ ____________ is Jenny.
4、根据句子意思，每空填一个英语单词。
（1）. What’s your n______? My name is Mary.
（2）. I’m Gina. Nice t______ meet you.
（3）. I a______ Bruce
（4）. Hello, I a_______ Jenny.
5、将26个字母按音素归类，大小写都要写，注意书写规范。
A /ei/ _____ _____ _____ _____
E /i:/ Bb _____ _____ _____ _____ _____ _____ _____ _____
/e/ _____ _____ _____ ______ _____ _____
I /ai/ _____ _____
O / / _____
U /ju:/ _____ _____ _____
/ :/ Rr
教（学）后记：
篇12：新目标七年级英语上册第一单元第一课时 教学设计
Starter Unit1 Good morning!
Welcome to our school!
一 、七年级才正式学英语
学习任何一门语言都要从“听、说、读、写”四个方面训练。英语也是如此。小学英语主要培养同学们的“听、′说”能力，是英语学习的启蒙阶段。从七年级开始，英语学习在“听说”的基础上又增加了“读写”的内容。七年级英语课本的单词表里单词之后出现了音标，单词必须按音标来读；在前三个预备单元里出现了四线格内的英语字母的手写体，英语书写必须按四线格内的手写体进行，不能按四线格外的印刷体来写。
二、先领学生读P.75的元音音素和辅音音素，再按本页的音标领学生读准 26个英语字母。
三、学习P.94里P.S1的单词
1、让学生学习P.78的单词重音。然后让学生翻到P.94看着单词的音标，会发现有些音标里有重音符号，还有些音标里没有重音符号。向学生补充“音标中没有重音符号的单词是单音节词，该音节是重读音节；音标中有重音符号的单词是双音节词或多音节词，重音符号之后的第一个音节是重读音节。”这一知识。
2、学习具体单词。在good的音标中没有重音符号，所以good是单音节词。在good中g发音标中的第一个音素，oo发第二个音素，d发第三个音素。引导学生注意音标中每个音素与单词中每个字母或字母组合的一一对应关系。让学生依次读出这三个音素 ，接着读出整个单词good的音来。再根据音标中每个音素与单词中每个字母或字母组合的一一对应关系拼出整个单词g-oo-d。
3.在morning的音标中有重音符号，所以morning不是单音节词，它是双音节词。在 morning中m发第一个音素，or发第二个音素，n发第三个音素,i发第三个音素，ng发最后一个音素。让学生先依次读出每个音素，然后读出整个单词morning的音来。再根据音标中每个音素与单词中每个字母或字母组合的一一对应关系拼出整个单词m-or-n-i-ng。这样经过一段时间的学习，学生就能做到“听音知形，见形知音”了。
四、学习P.S2的2c中从A到H这八个英语字母的手写体的正确写法。
文档为doc格式
