Unit 6 教学案例(仁爱版英语七年级)

下面是小编为大家收集的Unit 6 教学案例(仁爱版英语七年级)，本文共13篇，仅供参考，欢迎大家阅读，一起分享。

篇1：Unit 6 教学案例(仁爱版英语七年级)

The main activities are 1a and 2a. 本课重点活动是1a和2a。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases about hotel:

bathtub, reservation, air conditioning, standard room

2. Learn other new words:

books, railway, cinema, refrigerator, condition, comfortable

3. Go on learning the usage of infinitive:

I’d like to book some tickets to Mount Tai on Friday morning.

I want to make a hotel reservation.

4. Learn how to make reservations.

Ⅱ. Teaching aids 教具

录音机/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 5分钟)

1. (复习交通工具。)

T: We know Maria’s class want to go on a two-day visit to Mount Tai. There are several vehicles for them to choose. Let’s review the means of transportation. One student speaks out one way. Let’s do it one by one quickly.

S1: By bike/bicycle.

S2: By train.

S3: By airplane.

S4: By ship.

S5: By bus.

…

T: Which is the best way for Maria’s class to travel?

Ss: By train.

2. (快速提问如下问题，让学生利用Section A学过的句型抢答，复习上节重要的内容。)

T: Why didn’t they go there by bike?

S1: Because it’s too far for cycling.

T: Why didn’t they decide to go there by airplane?

S2: Because it costs too much to go there by air.

T: How much does it cost by train?

S3: It costs 120 to go by train.

T: How long does it take by train?

S4: It takes 6 hours to reach there.

Step 2 Presentation 第二步 呈现(时间: 15分钟)

1. (让学生听1a录音。)

T: Maria’s class want to visit Mount Tai and they decide to go there by train. They ask Kangkang to book the tickets. Now, let’s listen to 1a and find out how Kangkang books the tickets.

(放1a录音, 板书关键内容，让学生注意语音语调。)

(板书)

Kangkang phoned Beijing Railway Station. 北京火车站

I’d like to book some tickets to Mount Tai on Friday morning. 订票

What about the price?

hard sleeper硬卧 / soft sleeper软卧

telephone number

(再放1a录音,让学生跟读，注意对话提供的重要信息。)

T: Please listen to 1a again and follow it.

T: Read the dialog in pairs and answer the questions.

(在小黑板上板书。)

(1) Are there any tickets to Mount Tai on Friday morning?

(2) When does the train leave Beijing?

(3) When does the train arrive at Taishan Railway Station?

(4) What is the price for the hard sleeper?

(5) What is the price for the soft sleeper?

(6) How many tickets does Kangkang book?

(7) What is Kangkang’s telephone number?

(学生读完对话后，让学生抢答上面的问题。通过回答上面的问题加深印象。)

2. (让2名学生读出他们的答案，全班学生核对，完成1b。)

Answers:

Name: Li Weikang Tel: 82502448

From: Beijing To: Mount Tai

Kind of tickets: hard sleeper Number of tickets: 20

Starting time: 9:20 a.m. Arriving time: 3:20 p.m.

Price (per person): ￥120 Total price: ￥2400

3. (给学生一些时间去完成1c, 然后叫两组学生到讲台前表演。)

T: Very good. Now, let’s do 1c. Suppose you worked in a cinema, your deskmate wanted

to book the tickets.

(教新单词 cinema 的读音及意思。)

T: Make a dialog in pairs. Begin!

Step 3 Consolidation 第三步 巩固(时间: 10分钟)

1. (四人小组活动。)

T: Kangkang booked the tickets and they decided to go to Mount Tai. What would they do

before they start out? Please discuss in groups of four, then give me your answers.

(学生讨论了一会儿。)

T: Now, please stop and give me your answers.

S1: They should take enough clothes, …

S2: They should take enough money, …

S3: …

…

(学生们的答案是多样的，但大部分是有关旅游的。)

T: Good. When you go out for traveling, where do you live?

S1: My aunt’s house.

S2: My good friends’ houses.

S3: …

…

(学生的回答是多样的。)

T: You know there are twenty people. Do you think where is the best place for them to live in? It’s hotel. H-O-T-E-L.

(板书并解释。)

hotel (旅馆) reservation (预定) bathtub (浴盆) refrigerator (冰箱) air conditioning (空调) comfortable (舒适的) standard room (标准间) single bed (单人床)

(给学生解释相关的新单词。并设置情景让学生不断地熟悉新单词。)

T: I have lived in a hotel. You can ask me about the things in the room.

S1: Is there a bathtub in it?

T: Yes, there is one.

S2: Is there an air conditioning in it?

T: No, there isn’t.

S3: Is it a standard room?

T: Yes, it is.

S4: How many beds are there in the room?

T: Two. And they are two single beds.

2. (让学生听2a录音，听完后回答问题。)

T: Now listen to 2a, then answer the questions.

(呈现已经准备好的板书。)

How many rooms with two single beds does she want?

How many rooms with one single bed does she want?

When will they want them?

How long will they stay?

How much is the total cost?

(放两遍录音，然后让学生回答问题。)

Step 4 Practice 第四步 练习(时间: 8分钟)

1. (完成2b。)

T: Very good. Now read 2a again and finish 2b in pairs.

(板书答案。)

Answers: standard, single, costs, conditions, to stay

2. (放3录音，让学生独立完成3。)

T: Please look at 3. Pay attention to the picture. Listen and fill in the blanks.

(看学生填写的情况，可以放两遍录音。)

T: Let’s check the answers together.

Answers: book, standard, forty(40), without, two, one, bathtubs

T: Act it out in pairs.

(教师及时给予鼓励，评价。)

(板书3中的重点句型，引起学生的注意。)

I’d like one room for two people and one room for one person.

It’s very cold these days, so we would like the rooms with bathtubs and air conditioning.

Step 5 Project 第五步 综合探究活动(时间: 7分钟)

1. (设置一个全家周末要进行一次为期两天的旅游的场景。他们要了解相关旅馆的信息，然后自己订房间，让学生在学完这个话题后会利用。)

T: This weekend your family will go on a two-day trip. You want to book rooms for your family. First you want to know the information about a hotel. You should do:

(1) Make a form like 1b.

(2) Make a similar dialog as 2a.

T: Act out your dialogs, please.

2. Homework:

(1) (复习不定式。)

(2) (编一个关于订购火车票的对话。)

(3) (编一个关于预定旅店的对话。)

篇2：仁爱英语七年级下册 Unit 5 教学案例设计(仁爱版七年级英语下册教学案例)

前言

《教学案例设计》一书是在仔细研究《Project English》学生用书、教师用书、《英语课程标准》的基础上编写的。以学生，教师和教学的实际为出发点，解读教学目标，创设教学情境，提供教学素材，节省老师备课时间，易于操作。其活动设计注重交际，符合学生认知规律。案例的课堂资源丰富多彩，形式多样，可以满足不同地区的实际需要。

● 整体特色

本书严格按照《Project English》学生用书的流程编写，一课一例。每节课设计为45分钟，可根据实际适当调整。我们以行之有效的五指教学方案为编写模式。其中台词用英语；场景、活动说明、补充材料、文化意识、注意事项等放在括号内用汉语表达。五指教学方案分为五步，标注时间建议。

Step 1 Review 第一步 复习（时间：-分钟）

导入本课新词句。可以用课本上的图片、教具、chant、歌曲、游戏、直观表演等复习导入本课新词句，既活跃课堂气氛，引起学生兴趣，又体现建构主义理论，学生的经验是学习的重要基础。激活学生先前的知识和经验，为进一步探究找好最近发展区打基础，引出本课新词句。

Step 2 Presentation 第二步 呈现 （时间：-分钟）

呈现对话或短文等本section重点活动的情景。找出关键词句，目标语言，为交际积累材料。理顺思路，为下一步在用中学打基础。下面步骤中的交际不只是死记硬背，而是灵活运用，在用中学。

Step 3 Consolidation第三步 巩固 （时间：-分钟）

语音、语调练习。看第二步中找出的关键词，不看课本，模仿原文对话。所有学生分组互相检查。

Step 4 Practice 第四步 练习（时间：-分钟）

呈现书上其他活动，在不同情景中练习目标语言，展开任务型活动。在用中巩固和学会使用目标语言。

Step 5 Project 第五步 综合探究活动 （时间：-分钟）

让学生用本课所学词句展开活动，锻炼学生语言综合运用能力和探究能力，体现学了就用的原则。有活动产品。对学生提出的要求非常具体。

● 编写特点

本书各单元列出了教学目标。各案例以section为编写单位。每个section包含如下内容：

首先指出了各section的重点活动，即本课呈现的重点内容。然后是

一、教学目标：用英语分类呈现本section教学目标。

二、教具：考虑不同地区实际情况，可以有多种选择。

三、五指教学方案

另外， 我们在编写的过程中，为了操作方便，统一了格式，现说明如下：

S-Student,

Ss-Students

T -Teacher

S1-Student 1

S2-Student 2

最后，我们诚挚地感谢长期以来大力支持我们的广大师生们。本书是设计者和撰稿人的精心奉献，意在给您提供一份建议。希望能够抛砖引玉，激发您的灵感。但是由于水平有限，加之时间仓促，疏漏与错误也是在所难免的。我们期待着您的关心，也期待着您的批评和指正。

北京市仁爱教育研究所

Unit 5

教学目标

语

言

知

识 类别 内 容 课次 要求

语音 // // /t/ /d/ /ts/ /dz/ /tr/ /dr/ /l/ /m/ /n/ //

词

汇 wake，early, first，day, term，must, still, by，on foot, the same to, usually, always，Ms., boat，ship，sea，train，by plane/air/airplane 1A 掌

握

weekday，around，bird，catch，walk，never，sometimes，ride，park, game, late, weekend 1B

guest，life，almost，bicycle，break, finish，spare，basketball，football，read,story，clean, dance，piano，library, once，twice, week, listen，music, write，supermarket 1C

pleasure，volleyball，while 1D

playground，lab，room，gym，classroom，building，pool，thing, card，motorcycle，road， physics 2A

most, better, minute, shelf, great, dear, borrow, course, keep, return, post, newspaper, purse, money，anything，else, nothing, meal, umbrella 2B

plan, next to, near, upstairs, news, attention, between, movie, show, hall, program, gone, wind, activity, stamp, world 2C

traffic, child, exercise，Japanese，the Great wall, wonderful 2D

Wednesday，end, period，Monday，Tuesday，Thursday，Friday，history, art, math, noon, geography, P.E, meeting, how many, lesson, subject, draw, learn 3A

question，Australia，easy，interesting，difficult，boring 3B

answer, joke，funny，interest，everyday,science，useful，hard,wish 3C

wash, restaurant 3D

subway 1A 理

解

worm 1B

reporter，Net Bar, roller skating 1C

measure 1D

dining hall，dormitory 2A

bookstore，workbook，project, certainly, lost and found 2B

poster, collection 2C

partner, happily 2D

timetable, biology, politics, outdoor 3A

editor, column, writer 3C

novel 3D

语

言

知

识 类别 内 容

语

法 1. 一般现在时（Simple present）

2. 频度副词（Adverbs of frequency）

never，seldom，sometimes，often，usually，always，once，twice

3. 现在进行时（Present continuous）

I’m looking for a book.

Are you doing your homework? Yes， I am./No， I’m not.

Is he/she...? Yes， he/she is./No， he/she isn’t.

What are you doing now? I’m playing computer games.

What is he/she doing? He/She is...

功能和话题 1. 论交通方式（Talking about means of transport）

How do you usually go to school? I usually go to school by bike.

2. 采访（Interviews）

Our guest today is Michael from Class 2， Grade 1.

3. 谈论日常生活（Talking about routines）

4. 学校建筑（School buildings）

swimming pool， playground， library， dormitory， lab， canteen， gym

5. 谈论兴趣喜好（Talking about interests， likes and dislikes）

I like the swimming pool best. Why do you like English? Because it’s interesting and

easy.

6. 借物（Borrowing things）

How long can I keep it? Two weeks.

7. 新闻（News）、海报（Poster）

Attention， please! Here is the news.

8. 谈论学校活动、科目和时间表（Talking about school activities， subjects and timetable）

9. 谈论学校生活（Talking about school life）

Topic 1

Section A

The main activities are 1 and 3a. 本课重点活动是1 and 3a。

Ⅰ.Teaching aims and demands 教学目标

1. （1）Talk about means of transport:

on foot， by bus， by car， by bike， by plane/air/airplane, by train， by subway， by boat/ship/sea

（2）Learn adverbs of frequency:

usually， always

2. Learn the simple present tense:

How do you usually go to school?

I usually go to school by bike.

3.Talk about how to go to school:

Do you often come to school by bike?

Yes, I do.

How do you usually come to school?

I usually come to school by subway.

I always come to school by bus.

Ⅱ.Teaching aids 教具

关于交通工具的玩具/教学图片/简笔画/课件（任老师挑选）

Ⅲ.Five瞗inger Teaching Plan 五指教学方案

Step 1 Review第一步 复习（时间：10分钟）

1.（师生互动复习旧问候语。）

T： Good morning， class.

Ss：Good morning， Miss...／Mr. ...

T： Welcome back to school， boys and girls. I’m very glad to see you again.

Ss：Me， too.

（找一学生协助呈现新问候语“新年好”的答语。）

T： Happy New Year! 新年好！

S： The same to you! 新年好！

（板书如下：）

Happy New Year! 新年好！

The same to you! 新年好！

（全班分两大组，先按左右分组，然后男女分组互相用上面的对话打招呼。）

T： Boys and girls. Happy New Year!

Ss： The same to you!

Group A: Happy New Year!

Group B: The Same to you!

Boys： Happy New Year， girls!

Girls： The same to you!

（重新分两大组。）

Group A： Happy New Year!

Group B： The same to you!

2.（复习上学期的时间表达法，导入本课重点:交通工具的使用。）

T： What time is it? What’s the time?

Oh， it’s seven o’clock. It’s time to go to school.

I usually go to school by bike／bus／subway...

（板书所有的交通工具的名词，把玩具拿出来或把教学图片挂在黑板上，或用简笔画画出几种交通工具来。）

by bus by car on foot

by bike by boat by plane/air/airplane

其它的：by train／subway／underground／ship

I usually go to school by bike／bus／car.

（从而引出本课重点句型，并板书在黑板上。）

A：How do you usually go to school?

B：I usually go to school on foot.

（过渡到下一步。）

Step 2 Presentation第二步 呈现（时间：5分钟）

1. (教师指导两人一组表演，复习原来对话，从而引出对话1。)

A: What time do you wake up?

B: I wake up at six.

A: How do you usually go to school?

B: By bike.

T: Do you know what time Kangkang gets up? Let’s learn 1.

2.（设置并板书听力任务，让学生带着任务听录音。）

What’s the time?

Is it time to get up?

Who wakes Kangkang up?

How does Kangkang go to school today?

（听录音，回答问题。）

T：Listen to the tape and answer the questions.

wake up--6∶50--get up--early--first day--by bike

（将关键词写在黑板上，呈现出1。）

Step 3 Consolidation第三步 巩固（时间：5分钟）

1.（老师放录音1，示范让学生跟读，用铅笔标重读与语调。）

T：Follow the tape and draw “up and down” with your pencil like this.

2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调。）

T：Rub them clean and read and check your pronunciation sentence by sentence.Go!

3.（人机对话，即学生和录音机对话。）

T: You are mother， listen to Kangkang and make a dialog with him.

4.（看第二步呈现在黑板上的关键词，学生两人一组表演，不能看书，只能看关键词对话。）

T: Work in pairs. Close your book， look at the blackboard and act the dialog out.

Step 4 Practice第四步 练习（时间：15分钟）

1.（用图片或多媒体课件教交通工具，学生学习2。）

(方案a。)

T: Look at the pictures. Say the phrases.

（老师指导学生说。）

S: on foot/by bus/by car/by bike/by plane...

T: What time is it? It’s six o’clock. It’s time to wake up.

（然后两人一组练习下表方框内容和巩固新句型：一人做使用交通工具的动作，另一人猜并看黑板造句。然后交换角色。这样做可以鼓励学生进行合作学习，人人课堂机会均等，提高课堂效率。完成2。）

by bike by bus by plane on foot

Kangkang

Maria

Michael

Jane

A：Today is the first day of the new term.

B：Kangkang usually goes to school by bike.

A：Today is...

B：Maria...

(方案b。)

（利用多媒体课件，让学生听声音，猜交通工具。）

T: Listen to the sounds， please guess.

Ss: ...

T: OK! Look at the pictures in 2， read and match.

2.（让学生完成3a。）

T: Jane meets Kangkang and Sally. Listen and answer， how do Kangkang and Sally come to

school?

（让学生回答问题并看关键词分角色对话。板书如下。）

Kangkang-by bike Sally-by subway Jane-by bus

3.（让学生听，做4。）

T: Listen to the tape and match.

4.（两人一组表演对话。）

T: Work in pairs. Talk about how to go to school with your partner.

Step 5 Project第五步 综合探究活动（时间：10分钟）

1.（老师再次引用多媒体课件，这次只放flash动画，让学生自己展开想像的翅膀，任意造

句子，要用上交通工具的名词。）

T: Let’s look at the pictures. Are you interested in these lovely pictures? Yes， I know you do.

Please make some sentences as you like， and don’t forget to use these means of transport.

Are you ready? Go!

2.（做5。首先，让学生分四人组做一个调查报告How do you usually go to school?完成5。

然后全班集体调查，让几人问How many friends come to school on foot?／...每人问一种交通工具，每个学生按人数从多到少列成表格，最后随便抽向大家汇报。）

T: Please report your answer to your classmates.

S1: In our class， fifteen students go to school by bike.

S2: In our class， twenty students go to school by bus.

S3: ...

3.（弹性课堂，让学生互相猜测对方上学所使用的交通工具。）

T: Let’s guess. How does your partner go to school? Write it down and then report your answer

to your classmates. Who wants to say first?

S1: Li Ming usually goes to school by bike. I am right.

S2: I am wrong. Liu Li usually goes to school by bike. I guess she goes to school on foot.

4. Homework：

(1)（到社会上做调查，看有多少人使用何种交通工具，从多到少一一列表出来。）

(2) Write a passage: My Morning (不少于5个句子。)

(3) Preview Section B. Write down adverbs of frequency.

Section B

The main activities are 1,2 and 3a.本课重点活动是1,2和3a。

Ⅰ.Teaching aims and demands教学目标

1. Learn how to use adverbs of frequency:

never， sometimes

2. Learn the simple present tense:

I always get up at around six o’clock.

I often go to school by bike.

3. Talk about frequency:

（1）How does Maria go home?

She sometimes goes home by subway.

（2）I seldom walk to school.

I never go to school on foot.

Ⅱ. Teaching aids 教具

录音机/挂图/单词卡片／调查表

Ⅲ. Five瞗inger Teaching Plan 五指教学方案

Step 1 Review第一步 复习（时间：10分钟）

1. Words competition.

（1）A require answer.(必答题。)

T: Boys and girls. Let’s have words competition as usual. First require answer. Each student

two words. I’ll give you Chinese meaning， please say them in English. Row 1， begin!

boat， ship， sea， train， plane， air， usually， always， first，

term， early， wake， on foot， by plane， the same to， by subway

（2）A quick response.(抢答题。)

T：Good! Go on our quick response. If you know, you can stand up quickly. OK? Begin!

sometimes， never， seldom， weekday， around， bird， catch， walk， ride， park

（3）T：Well done， please read them together.

2.（利用头脑风暴法，在1分钟内，每组每位同学依次说出一种乘坐的交通工具，看哪组

同学说的最多，就获胜。）

T: Now I ‘ll give you one minute. Each of you says one kind of transportation. The group that

has the most will win.

3.（利用链条式发问即每竖排同学一个问，一个回答，接着转身问后面的同学，给每组2

分钟，看哪组在规定的时间说的最多，就获胜，问题是：How do you usually go to school?）

Example:

S1: How do you usually go to school?

S2: I usually go to school by bike. How do you usually go to school?

S3: I usually go to school by bus. How do you usually go to school?

S4: ...

4.（老师根据第3个环节的实际情况，导出1部分的语言功能目标，为下一步过渡做铺垫。）

T: Yeah. Now I know some of you go to school by bike, some of you go to school by bus. But

you know I always get up at around six o’clock. I often go to school on foot. But

sometimes I go to school by bike. I never go to school by bus.

Step 2 Presentation第二步 呈现（时间：5分钟）

（设置听力任务，让学生带着任务听录音，可以降低难度。）

T: Listen to the tape of 1 and find out some key words.

（再听一遍，找出关键词，为下一步的巩固做铺垫。）

around， weekday， bird， catch， worm， seldom， walk， never

（板书并英汉对照。）

Step 3 Consolidation第三步 巩固（时间：10分钟）

1.（1）（老师放录音1，示范让学生跟读，用铅笔标重读与语调。）

T: Follow the tape and draw “up or down” with your pencil like this.

（2）（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调，

这样做可以使学生集中注意力，效率更高。）

T: Rub them clean and now read and check your pronunciation sentence by sentence. Go!

（3）（人机对话，即学生和录音机对话。这样能提高学生兴趣。）

T: You are Michael. Listen to Kangkang and make a dialog with Kangkang.

（4）（看第二步，呈现黑板上的关键词，学生两人一问一答，只看黑板上关键词对话。）

T: Work in pairs， close your book. Look at the blackboard and act the dialog out.

（5）（利用关键词进行造句。）

Example:

Seldom: I seldom go to school on foot.

...

2.（呈现2的图片，要求学生根据图片的意思，给每个频度副词造句。）

T: Look at the table， please make sentences by using these adverbs of frequency.

Step 4 Practice第四步 练习（时间：10分钟）

1.（呈现3a的图片，通过师生互动，进一步让学生了解和巩固语言知识。）

（1）T: Look at the first picture. What does Maria do?

S: Maria goes home by subway.

（通过谈论第2、3、4幅图，可以得到以下几个句子。）

Example:

Li Xiang goes to school by bike.

We go to the park on foot.

They go to the zoo by bus.

（2）（听录音，要求学生写句子。）

T: Listen to the tape and write down on the notebook.

Example:

Maria sometimes goes home by subway.

Li Xiang often goes to school by bike.

We usually go to the park on foot.

They always go to the zoo by bus.

（3）（核对答案。）

T: Now let’s check the answers together.

（4）（根据以上句子，进行回答。）

T: Then please ask and answer. You can do it like this:

A: How does Maria go home?

B: Maria sometimes goes home by subway. Are you clear? Begin!

（5）（呈现句子的同义替换，加深对乘坐交通工具方法的灵活运用。）

T: Look at this sentence again. Maria sometimes goes home by subway.

We also say: Maria sometimes takes the subway home.

But what about...

Ask students to do exercises and check the answers.

Keys to answers:

Li Xiang often rides a bike to school.

We usually walk to the park.

They always take the bus to the zoo.

（6）（总结归纳乘坐交通工具的用法。）

Example:

by bike:ride a bike by plane:fly to...

by bus:take a bus on foot:walk to...

by car: take a car by subway:take the subway

Step 5 Project第五步 综合探究活动（时间：10分钟）

1. Finish 4.

T:Make a survey of your partners and fill in the chart. Then report it to your class.

get up walk to school watch TV in

the evening do your

homework play computer

game shelp your

parents

always

usually

often

sometimes

seldom

never

A: Do you often watch TV in the evening?

B: No，I don’t. I sometimes watch TV. Sometimes I read books.

2.（呈现调查表，根据表格内容，写一段话，然后汇报。）

go shopping watch TV walk after supper get up early

I

Grandma

Grandpa

Father

Mother

T: Look at the table， please make a survey. You can fill in the blanks with the adverbs of

frequency. For example: seldom， always， sometimes， often...

3.（弹性课堂，要求学生背一句谚语。板书。）

Proverb.

Where there is will， there is a way.

4. Let’s chant 5.

T: At last let’s relax. Let’s chant together.

（在轻松活泼融洽的气氛中结束这节课。）

You go to work by bike.

He walks to school with Mike.

She comes here by plane.

They go there by train.

We are busy on weekdays.

Let’s be early as always.

5. Homework:

(1)（让学生写一篇有关自己的小短文，用上Section A和 Section B中学过的重点句型。

五句话左右。有兴趣，学生们可以课外收集中外古谚语，名人名言。培养他们的自主学习能力和自我构建能力。）

（2）（让学生收集有关中美学生学习生活的资料，看他们之间有什么不同，预习1a on page

5。）

SectionC

The main activities are 1a， 2 and 3.本课重点活动是1a， 2和3。

Ⅰ.Teaching aims and demands教学目标

1.（1）Learn adverbs of frequency:

once， twice

（2）Learn other useful words and expressions:

guest， life， almost, bicycle, break, finish， spare， basketball， football，read, story，

clean， dance， piano， library, week, listen， music, write, supermarket

2.（1）Learn the simple present tense:

I usually play computer games.

He usually reads story books.

Do you often read books in the library?

（2）-How often do you go to the library?

-Once/Twice/Three times a week/Very often/Every day/Seldom...

3. Talk about the school activities:

play computer games， read story books， clean the house， play soccer， go dancing， play

basketball， play the piano， sing songs

Ⅱ.Teaching aids教具

话筒/图片/录音机

Ⅲ. Five-finger Teaching Plan五指教学方案

Step 1 Review第一步 复习（时间：10分钟）

1.（复习Section B 5 Let’s chant，活跃课堂气氛。）

T: The whole class， let’s chant again.

（全班同学边唱边用双手打节拍。）

2.（复习上节课的交通工具。）

T: How do you usually go to school?

S1: I usually go to school on foot.

T: How do you usually go to school?

S2: I usually go to school by bike.

T: ...

3.（学生在小组里进行链式对话，继续复习交通工具。）

S1: How do you often go to school?

S2: I often go to school on foot. What about you?

S3: I often go to school by bike. How do you usually go to school?

S4: ...

4. (教师引导学生复习频度副词seldom, often, always,从而引出本节课的新词组how often和另几个频度副词once, twice...)

T: I always go to library after school.

Mr. Zhang doesn’t go to library every day, he goes there once a week.

(板书划线部分，学习新词once,用同样的方法讲解twice。)

T：How often do you go to library?(学习how often)

S：...

(板书划线部分，重点讲解how often的用法。)

T: Now, let’s use them to make dialogs.(指着黑板上的新词。)

5.（邀请一位同学扮演贵宾，老师扮演采访者进行采访，尽可能帮助学生。）

T: Now， I am an interviewer. Good morning， everyone! Our guest today is

Kangkang from Class 5， Grade 1. Hello， Kangkang!

Kangkang: Hello.

T: We want to know something about your school life. How do you usually get to

school?

Kangkang: I usually walk to school. But sometimes I go to school by bike.

T: Where do you have lunch?

Kangkang: I usually have lunch at school.

T: Do you sometimes eat out in school days?

Kangkang: No， I don’t.

T: Do you have a short break after lunch?

Kangkang: Yes， I do./No， I don’t.

T: What time do the classes finish in the afternoon?

Kangkang: At about half past four.

T: What do you often do in your spare time?

Kangkang: I often play basketball.

（老师板书新单词、短语。）

interviewer， guest， school life， eat out， have a short sleep, finish, in your spare time,

basketball

6.（让学生扮演采访者，向Kangkang提问题。）

T: Now， the other students. Do you have any other questions? You can ask Kangkang.

S1: What time do you usually get to school?

Kangkang: I usually get to school at about seven o’clock.

S2: What time do the classes begin in the morning?

Kangkang: At about twenty to eight.

S3: How many lessons do you have every day?

Kangkang: I have 7 lessons every day.

S4: ...

7.（采访结束。）

T: OK. The interview is over. Thank you, Kangkang. Now， do you want to know about the

school life of American students? Listen to the tape carefully.

Step 2 Presentation第二步 呈现（时间：5分钟）

（设置并板书听力任务。）

T: Listen to the tape and answer the following questions.

How do American students usually get to school?

Where do they eat lunch?

Do they have a short break after lunch?

What time do the classes finish in the afternoon?

What do they often do in their spare time?

（听录音，回答问题。）

walk or take a yellow school bus...eat out...have a short break...finish

classes...in their spare time

（将关键词写在黑板上，呈现1a，向学生讲解中、美学生学校生活的异同。）

Step 3 Consolidation第三步 巩固（时间：5分钟）

1.（老师放录音1a，示范让学生跟读，用铅笔标重读与语调。）

T: Follow the tape and draw “up or down” with your pencil like this.

2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读。）

T: Rub them clean and now read and check your pronunciation sentence by sentence.Go!

3.（人机对话，即学生和录音机对话。）

T: You are Michael. Listen to interviewer and make a dialog with her.

4.（看第二步呈现黑板上的关键词，学生两人一组表演1a。）

T: Work in pairs. Close your book， look at the blackboard and act the dialog out.

Step 4 Practice第四步 练习（时间：15分钟）

1.（学生做1b Pair work。）

T: Practice the dialogs in 1b in pairs.

2.（学生两人之间互相采访。）

T: Work in pairs. Suppose one of you is an interviewer. Do an interview between you and your partner.

3.（老师出示一张Wang Junfeng打游戏机的图片。）

T: I usually play soccer after school. What does you usually do after school， S1?

S1: I usually read books.

T: Look at this picture. What does Wang Junfeng usually do after school?

S1: He usually plays computer games.

T: Do you often play computer games?

S1: No， I don’t.

T: How often do you go to the Net Bar?

S1: Seldom.

T: That’s very good.

T: Do you often play computer games， S2?

S2: Yes， I do.

T: How often do you go to the Net Bar?

S2: Very often.

T: That’s too bad! Work must come first!

（板书）

play soccer踢足球play computer games打电脑游戏

Work must come first!工作第一！

4.（老师出示一张Yu Jing在看图书的图片。）

T: What do you usually do after school， S3?

S3:I usually play basketball.

T: Now， look at this picture. What does Yu Jing usually do after school?

S3:He usually reads story books.

T: Do you often read books in the library?

S3:Yes， I do./No， I don’t.

T: How often do you go to the library?

（老师引出并教学once/twice/three times a week，然后让学生回答。）

S3:Once a week.

T: That’s good. We must study hard.

（老师板书关键词。）

read story books看故事书once/twice/three times a week一周一次/两次/三次

（用同样方法教学clean， dance， roller skating板书）

clean the house打扫房子go dancing去跳舞go roller skating去滑旱冰

5.（让学生练习2 Pair work。）

T: Look at the pictures. Work in pairs. One asks and the other answers. Then change the roles.

6.（学生做3 Listen, ask and answer，进行链式对话。）

T: Now，let’s use the phrases in the box of 3 to do a chain work like this.

S1:Do you often...?

S2:Yes， I do./No， I don’t.

S1:How often do you...?

S2:Once/Twice/Three times a week./Very often./Every day./Seldom... Do you often...?

S3:...

Step 5 Project第五步 综合探究活动（时间：10分钟）

1.（学生做调查报告，并向全班汇报。）

T: Make a survey of your classmates and fill in the chart. Then report it to your class.

A: How often do you watch TV?

B: Once a week…

watch TV

in the evening Walk to school play computer games help your parents play basketball

Li Ming Once a week

Report: Li Ming watches TV in the evening once a week...

2.（让学生就中外学生学校生活的异同做比较。）

（把全班学生分成四组，每小组在一起讨论关于中美学生不同学习生活的资料，由一人

进行归纳总结。然后每组推荐出一个小记者，向全班同学汇报，所有同学要求记录下来。

需用纸制话筒，椅子等。）

T: The whole class talk about something about the different school lives between American

students and Chinese students. Then write them down.

Example:

In America， students walk or take a yellow school bus. In China， students...

3. Homework:

(1)Write a passage about what you usually do or seldom do in a week.

Example:

I usually go to school on foot. I seldom...

(2)回家通过多种渠道收集有关中西方国家的文化差异的信息。

(3)归纳所有的频度副词。

Section D

The main activities are 1，2 and 5. 本课重点活动是1，2和5。

Ⅰ. Teaching aids and demands 教学目标

1. Learn the phonetics:

｜溃，｜茫，｜t溃，｜d茫

2. Talk about daily grammars:

（1）Talk about adverbs of frequency:

seldom， never， sometimes， often， usually， always

（2）Talk about the simple present tense:

①How do you usually go to school?

I usually go to school on foot.

②How does Michael often go to school?

He often walks to school.

③How often do you go to the library?

Three times a week.

3. Talk about daily routines.

Ⅱ. Teaching aids 教具

音标卡片/录音机/人体钟/课件

Ⅲ. Five-finger Teaching Plan五指教学方案

Step 1 Review第一步 复习（时间：10分钟）

1.（用“Happy New Year!”来导入复习并做4b。活跃课堂气氛，引起学生兴趣。）

T: Let’s sing the song “Happy New Year!” together.

2.（呈现“The early bird catches the worm.”，并译成汉语，勉励学生勤奋学习。板书如下：）

The early bird catches the worm.

笨鸟先飞/早起的鸟儿有虫吃。

3.（检查上节课到社会上做调查表的作业，找几位同学读出自己调查的结果，公布于全班

同学。培养学生的成就感，社会责任感。）

T: Take out your surveys. I’ll ask some students to report your answers to the class.

4.（听录音，做3。第一遍，学生只听，第二遍，边听边写下答案，第三遍，边听边连线。）

T: First， just listen.

Second， listen and write.

Third， listen and match.

5.（听完录音，核对答案。叫学生把句子写在黑板上，也许在学生重抄句子的过程中能发

现自己的错误。培养自我发现、自我总结能力。）

T: Please come to the front to write your answers on the blackboard. If your answers are wrong,

correct them. Now， check your answers.

Step 2 Presentation第二步 呈现（时间：5分钟）

1.（全班学生人手各执一卡片，卡片上只有教学目标中列出的4个音标，做1。老师读其中

的一个音标，所有执那个音标卡片的学生全站起来，依次类推，做完4个音标的训练。

全班动员，人人参与。）

T: Everyone has a card. If I read ｜｜， raise your card ｜｜. If I read ｜t｜，

please raise your card ｜t｜. Do you understand?

2.（一学生读卡片上的音标，其所在小组其它成员均举起他/她读的音标卡片。）

T: Practice in groups. One reads the phonetics, others raise your cards.

3.（接龙游戏。第一个学生读一个音标，全班其余的有这个音标卡片的同学都边举卡片边

读。）

T: Let’s have a new game. Example: S1 reads ｜｜， if you have the card ｜｜， please

raise your card and read it out.

4.（预习2，划出交通工具的名词和一般现在时的句子。）

Step 3 Consolidation第三步 巩固（时间：10分钟）

1.（听录音1，模仿原文语音语调。）

T: Listen to 1， read after the tape. Pay attention to your pronunciation.

2.（检查学生们是否已划出2中全文的一般现在时及交通工具。）

T: Look at 2. Where are the simple present tense?

Who wants to say: please!

Well done. Clap your hands for him/her!

Who wants to talk about the means of transport?

Wonderful! Today I’m very glad. Why? Do you know?

3.（两人一组，全班合作，接龙游戏，做2。找学生读一句英语，他的下一位同学要翻译此句，依次类推。）

T: Would you love to play a game again?

Ss: ...

T: These are rules.

Example:

S1: Read the first sentence in English.

S2: Say the same sentence in Chinese.

S3: Read the second sentence in English.

S4: Say the same sentence in Chinese.

S5: Read the third sentence in English.

S6: Say the same sentence in Chinese.

Work in pairs and do 2. Can you catch me now?

OK， begin!

4.（分组活动，全班分三大组，一组读译一段课文。）

T: Now，work in groups. We have three groups. One group read the first part in both English

and Chinese， the other group read the second part in both English and Chinese，the last

group read the third part in both English and Chinese. Go!

5.（男女生互相监督。男生用英语读全文，女生翻译出全文，其余的男、女生监督他俩是

否有错误。若有错误老师及时给予纠正。）

Step 4 Practice第四步 练习（时间：10分钟）

1.（不看课文填表。培养锻炼学生的记忆能力。）

T: Don’t look at your books and fill in the chart on page 8.

2.（人体钟游戏。某学生用肢体当时钟，其余同学复述2中的内容。）

T: Do you want to play a new game? A body clock. One student is a clock like this，all the rest retell the story on page 7. Example:

（让一同学用手臂表示时针和分针。游戏方法：主持人发令：Ready. Go!作“钟”的同

学摆出姿势，摆出page 7短文中出现的时间，其他同学根据姿势猜时刻后，再复述出这个时间点里Jane所做的事情及活动。）

3.（制作表格，介绍自己一天的活动。）

T: Make a new chart about your daily activities.

4.（利用课件，全班学生一起做1。）

5.（利用课件，简单归纳一般现在时，设计如下：）

（1）A: What time is it?

B: It’s seven o’clock.

（2）We want to know about the school life of American students.

（3）A: Do they have a short break after lunch?

B: No， they don’t.

（4）A: How do you usually go to school?

B: I usually go to school on foot.

（5）A: How does Michael often go to school?

B: He often walks to school.

（6）A: How often do you go to the library?

B: Three times a week.

Step 5 Project 第五步 综合探究活动（时间：10分钟）

1.（分组活动。做1。一组负责一个音标，总结所有学过单词中发这个音的单词。）

T: Do 1 on Page 7 in groups. First we’re divided into 4 groups. You’ll collect the words which pronounces the same phonetic in your brain.

2.（四人活动，使用音标图片一起学习这4个音标的正确发音。）

T: Let’s practice the four phonetics in groups.

Every group has four members.

3.（找几位学生把总结出来的所有单词向大家汇报。）

T: Have you finished your collection? I’ll ask some students to report your answers to the class.

4.（独立学习，做1和 2。）

T: Work alone 1 and 2.

5.（制表格做5，复习这一个话题学过的句型及重难点。）

T: Make a survey， just do 5 on page 8.

Use the sentences and pay attention to the key words.

6.（分组讨论，做2，为下步布置作业作准备。）

T: Talk about 2 on page 7 in groups.

7. Homework:

Write a passage about your daily activities.

Topic 2

Section A

The main activities are 1，2a and 3.本课重点活动是1，2a和3。

Ⅰ. Teaching aims and demands教学目标

1. Learn the names of school buildings:

playground， lab， room， gym， classroom， road， building， pool

2. Learn the names of other things: thing, card

3. Learn the present continuous tense:

What are you doing?

I am reading in the library.

What is he doing?

He is watching TV in the bedroom.

4. Learn likes and dislikes:

Do you like our school?

Yes，I do./No， I don’t.

I like the computer room best.

I don’t like the library.

Ⅱ. Teaching aids教具

录音机

Ⅲ. Five-finger Teaching Plan五指教学方案

Step 1 Review 第一步 复习（时间：10分钟）

1.（做一个调查，调查学生是否喜欢校园生活，在课余经常做什么活动，为校园场所名称

的学习埋下伏笔，也为现在进行时的学习提供动词词组。）

S1: =Yuan Hong

T: Today I want to make a survey. Yuan Hong， please answer my questions. Do you like

our school life?

S1: Yes， I like our school life.

T: What do you usually do in your spare time?

S1: I usually play basketball.

T: Thank you. ××，what do you usually do in your spare time?

S2: I often read books.

T: What about you， ××?

S3: I often go swimming.

...

2.（询问学生通常在哪里做上述活动，呈现校园场所名称。）

T: I know you can have happy school life. Yuan Hong usually plays basketball.××（S2）

often reads books.××（S3）often goes swimming...Please answer my questions now.

Where do we play basketball?

S1: Playground.

T: Where do we read story books?

S2: Library.

T: Where do we swim?

S3: Swimming pool.

...

（让学生根据预习，说出校园内场所的名称。）

T: Can you name the school buildings?

S1: Library，dining hall...

S2: Gym，lab...

...

3.（让学生跟读1的录音，并把词与图正确搭配。）

T: Please listen to the tape and repeat. Then write the letters in the right place on the picture.

4.（引导学生观察1的图画，呈现现在进行时态。）

T: Look at the picture. We can see a student in the library. What’s he doing? He’s reading a

book.

（板书句型。）

What’s he doing?

He’s reading a book.

（让学生听图中的对话，并板书。）

T: Listen to the tape and repeat.

What’re you doing?

I’m reading Harry Potter.

（让学生试着判断上面两个句型是用来表述什么时间下的动作。）

T：（用汉语）黑板上两个句型中的动作是发生在什么时间的？

Ss：现在正在进行的动作。

T: That’s right. When we express something is happening， we use the present continuous tense.

(让学生跟读句子，总结现在进行时的结构特点。)

T: Please read after me. And find the rules of the present continuous tense. He’s reading a book.

Ss: He’s reading a book.

T: I’m reading Harry Potter.

Ss: I’m reading Harry Potter.

T: Do you find the rules?

Ss: Yes. be + doing.

be+doing

be动词+动词ing形式

Step 2 Presentation第二步 呈现（时间：5分钟）

（让学生听、读2a对话，完成2b表格。）

T：Please listen to the tape， then read it again. Fill in the chart in 2b.

Name Kangkang Maria Wang Wei

Favorite place

Things he/she is doing

Step 3 Consolidation第三步 巩固（时间：5分钟）

1.（让学生跟读对话。）

T：Listen to the tape and repeat.

2.（让学生分角色朗读。）

T：Please work in pairs， read the dialog.

3.（让学生根据对话内容，回答问题。）

T: Please answer my questions. Which place does Michael like best?

S1: Computer room.

T: Which place does Jane like best?

S2: She likes the swimming pool best.

T: Which place does Kangkang like best?

S3: ...

...

4.（让学生合上书本，根据对话内容说出Michael等5位同学分别喜欢的地点。）

T: They like different places. Please tell me which place they like best.

S1: Michael likes computer room best. Jane likes...

S2: ..

Step 4 Practice 第四步 练习（时间：12分钟）

1.（问学生Kangkang等人正在做什么。）

T: Look at the pictures in 2a. Answer my questions.

What’s Kangkang doing?

S1: Kang is playing soccer.

T: What’s Maria doing?

S2: She is reading a story book.

T: What’s Wang Wei doing?

S3: He is sleeping.

2.（让学生跟读3中的对话。）

T: Please listen to the tape and repeat.

（根据对话内容提问，让学生回答，呈现现在进行时的一般疑问句形式。）

T: Is Jane doing her homework?

Ss: No， she isn’t.

T: Is Jane watching TV?

Ss: Yes， she is.

T: Is Michael playing basketball?

Ss: No， he isn’t.

T: What’s he doing?

Ss: He’s making cards.

3.（让学生根据4的图画进行两人对话。）

T: Please look at the pictures in 4. Ask and answer in pairs.

S1: Where is she?

S2: She is in the gym.

S1: Is she singing?

S2: No， she isn’t.

S1: What’s she doing?

S2: She’s dancing.

Step 5 Project 第五步 综合探究活动（时间：13分钟）

1.（让学生调查班级的同学喜欢校园的哪里及原因。）

T: Please make a survey. And fill in the chart.

Name Favorite place Why

Wei Wei playground likes playing soccer

（让学生根据调查内容做报告。）

T: Please report what you surveyed.

S1: Wei Wei likes playground. He likes playing soccer.

...

2.（让学生根据chant的内容做动作。）

T: I’ll chant. Please perform the action when I chant.

What’re you doing now?

I am swimming now.

（学生做游泳动作。）

What’re you doing now?

I am running now.

（学生做跑步动作。）

...

3.（请一个学生到台上做动作，其它同学用现在进行时态进行问答。）

T: Li Juan， come here.（出示一个dance的动词卡片给她看。）Please perform the action.

（学生表演跳舞动作。）

T: What is she doing?

S: She’s dancing.

...

4.（作业，要求学生调查班级同学课余最喜欢做什么，最喜欢校园的什么场所。）

T: Please make a survey. What does your friend often do in spare time? Which place does

he/she like best and why? And write a short passage.

SectionB

The main activities are 1a， 2 and 3a.本课重点活动是1a， 2和3a。

Ⅰ. Teaching aids and demands教学目标

1. learn other useful words and expressions:

most, better, minute， shelf， great, dear， borrow, of course, keep， return， post, newspaper, purse， money， anything， else, nothing, meal, umbrella

2. Talk about the present continuous tense:

What are you doing?

I’m looking for my purse.

Are you playing basketball?

No， I’m not.

3. Talk about how to buy and borrow things.

4. Talk about Lost and Found.

Ⅱ.Teaching aids教具

录音机/图片/报纸/书/课件

Ⅲ. Five-finger Teaching Plan五指教学方案

Step 1 Review第一步 复习（时间：10分钟）

1.（检查上次作业。）

T: Now， let’s check homework. S1， S2， S3 and S4， please report your answers to the class. S1， you， first. Go!

2.（两人对话。复习现在进行时。）

T: Work in pairs. Look at Page 10， 4， and make dialogs like these sentences. Attention!

Present continuous. I’ll give you two minutes to prepare. Then I’ll ask two students to act

out your dialogs.

3.（三人搭档活动。一位学生手拿任意一张图片或在黑板上画简笔画，另两位学生一问一

答，继续复习现在进行时的句子或一般现在时的句子。）

T: Work in groups. This time I’ll ask three students to act the picture out. How to do it?

（老师随即叫出三位学生，吩咐他们各自要做的任务。）

4.（老师与学生两人一起表演在书店买书的过程。导入1a。老师参与表演，学生会更加积

极地参与课堂教学活动。）

T: Let’s play a game.

（老师手拿一本仁爱版的英语教辅书。）

T: Boys and girls. I want to buy a book like this. Who is the boss of a bookstore? Who loves to act with me?

Step 2 Presentation第二步 呈现（时间：5分钟）

1.（利用课件或图片呈现1a。若用图片，老师课前应该已要求学生将有关书店买书活动的

新单词制成卡片，卡片上尽量显示图画和单词两部分。老师现在手拿一张书店的图片，

图片的下面写着“bookstore”。）

T: Look at the picture， where is it?

Ss: “书店”。

T: What is this in English? Read after me， please.

（老师拿着一张一学生正在买书的图片）

T: What is he doing now? S1， do you know?

S1: I think he is buying books.

2. (老师假设一种情景：假如你买不到想要的图书，那该怎么办吗？对，应该很有礼貌地向别人借一下。)

T: Let’s learn 1b. Learn how to borrow books from others.

T: Excuse me, may I borrow this book?

S1: Sure! Here you are!

T: How long can I keep it?

S2: Two weeks.

(同时把重、难点板书在黑板上。)

May I borrow...?

Sure!/Certainly!/Of course.

You must .../Thank you anyway.

You’re welcome.

Step 3 Consolidation第三步 巩固（时间：5分钟）

1.（听录音，做1a。）

T: Look at 1a. Just listen， please.

2.（表演竞赛。教室前面一书架上摆满仁爱版和其他版本图书，然后找三组学生表演1a，

最后学生们自己评出哪组表演的最优秀。老师对胜出者给予仁爱版图书以奖励。）

T: Work in groups. Three groups will come to the front of the classroom to act. Do you love

Ren’ai books? If you win， I will give two Ren’ai books to the winners. Which group will

win? Ready， please. (Two minutes later.) Let’s begin to act the dialogs out.

3.（双人对话。找两位学生表演1b，一学生买不到书，然后找好朋友借。）

T: Don’t look at your books. Now， I will ask two students to act 1b out. S1 and S2， you，

please.

Step 4 Practice第四步 练习（时间：15分钟）

1.（老师又拿出一学生像在路上寻找东西的图片。）

T: Well done. S2， look at the picture.Guess， what is he doing?

S2: I think he is looking for something.

T: You are right. He lost something.

（板书上句中划线单词lost，导入3a。板书如下：）

Lost: Found:

I lost a book. A book.

（一人正在寻找东西的图片。） Please call:

Please call: 8856309 8821437

寻物启示 失物招领

（老师解释板书的内容，叫学生预习3a一分钟。）

2.（让学生人手三张卡片，分别写上数字号码1、2、3，以备胜出者用。）

T: Are you ready? The first group， please.

（第一组表演结束后。）

T: Well done! Let’s clap for them. The second group， are you ready? Please.

（三组都表演结束后。）

T: Now， let’s choose the best group. which group is the best? Raise the number card. Go!

3.（听录音，做2和3a。）

T: Be quiet， please. Let’s listen to the tape. Don’t look at your books. Just listen， please.

（放完录音后。）

T: Now， look at your books， 2 and 3a on Page 12. Read after the tape.

（老师开始重放2的录音。）

4.（双人对话，做1b。）

T: Work in pairs. Do 1b on the Page 11. Pay attention to the key words and phrases.

（老师强调重、难点。）

May I borrow...?

Sure!/Certainly!/Of course.

You must do...

Thank you./Thank you anyway.

You’re welcome.

5.（分组表演。做2，全班分四组表演，每一组中每次抽出三人分别扮演Michael， Maria

和Girl。）

T: Work in groups and do 2. Now we have four groups. Every group sends three members to

be as Michael， Maria and Girl.

6.（表演竞赛。用表演1a的竞赛规则或方式来做2。）

T: Would you love to be winners? Do you want to get the red flag? Let’s do 2. How to do it?...

Step 5 Project第五步 综合探究活动（时间：10分钟）

1.（听录音，复述或复习1a， 2和3a的内容。）

（1）（先找一学生回忆1a的内容，然后听录音1a，再让其复述1a的内容。）

T: Boys and girls. Have you remebered the story of 1a? S1, you want to try? Retell the story,

please. Let’s clap for him/her!

（2）（鼓励更多的学生来参与复述2课文内容。）

T: S2， do you want to try? Try to retell the story of 2. Who else? Raise your hand. Wow， so many!

（3）（分组表演竞赛，做3a。表演即复习3a的内容。）

2. Homework:

（1）写一篇有关买书过程的小短文，大约10句话。

（2）写一则失物招领启示，不少于两个句子。

（3）预习13页的1a。

（4）如有兴趣，画一张本校的建筑物分布图。

Section C

The main activities are 1a and 2a.本课重点活动是1a和2a。

Ⅰ. Teaching aims and demands教学目标

1. Learn other useful words and expressions:

plan, next to,near， upstairs， news， attention， between, movie, show, hall, program, gone,

wind, activity,stamp， world

2. Talk about news and poster.

Ⅱ.Teaching aids教具

录音机／图片／挂图／单词卡片

Ⅲ. Five-finger Teaching Plan五指教学方案

Step 1 Review第一步 复习（时间：15分钟）

1.（对话表演，全班分为四组，每组各表演一个对话，其他学生认真听，找错误。对话时

间以一分钟为限，老师数句子，称为一分钟对话。第一组学生借东西，可以在教室内走

动。第二组东西丢了，去失物招领处找回来。第三组去书店买书。第四组请一个学生表

演动作，另两个学生用现在进行时对话。通过这个活动来热身，吸引学生的注意力，复

习现在进行时并复习前面的对话。）

T: Group 1， please!

S1: ...

S2: ...

T: Very good! 20 sentences! Can you find any mistakes in the dialog?...Yeah， you’re right.

Let’s go on， Group 2， please!

...

2.（贴一张本校的图片在黑板上，先把左边的学校场所名称用纸张遮起来。）

CLASSROOM BUILDING（教学楼。）

（1、2、3、4、5、6、7、8八间教室，9、10老师办公室，11、12、13、14、15、16学生宿舍。）

T: Look at the picture， answer my questions:

（指着电脑室。）

T: What are they doing?

Ss： They are playing on the computer.

T: What’s the name of the room? Can you guess?

Ss: Yes, computer room.

T： Where’s the computer room?

S1: It’s in the classroom building.

S2：It’s next to the lab.

T： Good. We can also say，“It’s upstairs.”它在楼上。

（板书划线部分，英汉对照，导入新词upstairs。）

T：Which room is upstairs next to the computer room?

S3： I think it’s a lab. Is it right?

T: Right.

（指着图书馆。）

T: What are they doing?

S4: They are reading books.

T: hat’s the name of the room?

S5: Library. Is it a library?

T: You are right. Where is the library?

S6: It’s next to the room. I think it’s next to the gym. It’s a gym near(在……附近)the library.Because many students are dancing in the room. So I guess it’s a gym.

T: Well done! What’s the meaning of “near”? You know， yes， 在……附近。Who can

tell me, where is the dormitory building?

S7： It’s near the classroom building.它在教学楼附近。

（板书划线部分。通过以上活动，不仅导入新词near， upstairs，而且复习了学校场所

名称和现在进行时。）

Step 2 Presentation 第二步 呈现（时间：5分钟）

1.（设置并板书听力任务。）

T: Listen to the tape and answer the questions:

（1）Where is my classroom?

（2）What do you do after school?

（3）What are near my classroom?

（4）Where is the computer room?

（听录音，回答问题。）

next to-near-upstairs-play soccer

（将关键词写在黑板上，呈现出1。）

2.（在平面图上填写学校场所。）

T: Read the passage and complete the places of the school.

Step 3 Consolidation 第三步 巩固（时间：5分钟）

1.（老师放录音1a。学生跟读。）

T: Follow the tape and repeat loudly.

2.（看图和黑板上的关键词复述短文。）

3.（完成1b和1c）

Step 4 Practice 第四步 练习（时间：15分钟）

1.（听2a的录音，回答问题。板书问题。）

（1）When does the game begin?

（2）Where is the game?

（3）When does the movie Gone with the Wind begin?

（4）When does the movie The sound of Music begin?

（5）Where can we watch the movies?

2.（学生跟读2a。）

3.（学生听做2b。）

4.（做3。）

T: Read Poster 1 and then fill in the blanks of Poster 2.

5.（用单词卡片再现本课新词，并造句。）

Examples：

T: What’s this in English， please?

Ss： Attention， please.

（出示“新闻”卡片。）

T: What’s this in English， please?

Ss: News. It’s a piece of news.它是一则新闻。

（出示“在……之间”卡片。）

Ss: Between， he sits between you and me.

（出示“邮票”卡片。）

T: How to say“邮票，邮展”in English?

S1: Stamp， stamp collection show.

（出示“世界”卡片。）

T: What’s this in English? How to say “在世界上”in English?

S2: World. In the world.

（出示“礼堂”卡片。）

S3: Hall. Come and see the stamp collection show in the school hall.

T: Wonderful， you are good boys and girls.

Step 5 Project 第五步 综合探究活动（时间：5分钟）

1.（描述理想的学校，把它画下来，每组请一个学生到黑板上画。）

2. (假设星期六晚上学校要在礼堂举行一个歌舞晚会，请一起制作一个海报。)

3. Homework：

（1）(复习本单元单词，以便下节课单词竞赛。)

（2）(准备一分钟对话。)

Section D

The main activities are 1，3a and 5.本课重点活动是1，3a和5。

Ⅰ. Teaching aims and demands教学目标

1. Learn the phonetics：

||, ||, ||, ||

2. Learn other useful words and expressions：

traffic, child, exercise, Japanese, the Great Wall, wonderful

3. Review the present continuous tense:

I’m looking for a book.

He isn’t cleaning the dormitory.

Are you doing your homework?

Yes， I am.／No， I’m not.

Is he／she...?

Yes， he／she is.／No， he／she isn’t.

What is he／she doing?

He／She is...

4. Talk about news.

Ⅱ. Teaching aids教具

录音机／单词卡片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习（时间：15分钟）

1.（单词竞赛，老师抽查三排学生，被抽到的排，从左到右往下轮，每个学生读并拼出一

个单词，造一个句子。用上现在进行时态，单词一分，句子两分。全班同学一起找错误，

找到一个错误加两分。）

Example：

T： Please read the names of the school building， and make a sentence. One by one.

S1：Library. In the library. I’m reading in the library.

S2：Playground. On the playground. I’m running on the playground.

S3：Pool. The swimming pool. He’s swimming in the swimming pool.

（复习前面三课的单词，板书如下：）

library， playground， lab， room， gym， building， pool， motorcycle， road，

shelf， physics， keep， return， borrow

（通过竞赛，吸引学生注意力，活跃课堂气氛，调动学习积极性。）

2.（一分钟对话，复习现在进行时的肯定句，否定句，一般疑问句，特殊疑问句及其回答。）

(比赛规则：老师抽一排，全班4组8对学生，编一个对话进行比赛，时间为一分钟。请

一个同学计时，老师数句子。一句一分，全班同学找错误，找到一个错误加两分，鼓励

学生，并能提高听力能力。)

3.（老师拿出一张照片，上面是一个日本女孩在健身房跳健美操。）

T： She is my pen pal， do you like her?

Ss： Yes, she is a beautiful girl， I like her a lot.

T： Is she running?

Ss： No， she isn’t.

T： What’s she doing?

Ss： She is dancing.

T： Yeah, right. She is taking exercise in the gym. 她在健身房做锻炼。Do you like taking

exercise?

Ss： Yes, we do.

T： Where is she from? Do you know?

Ss： She is from Japanese.

T： No， you are wrong. She is from Japan. She is Japanese. She is a Japanese girl.她是日本人，她是一个日本女孩。

（板书划线部分，英汉对照。导入exercise， Japanese。）

S1： I know， Kamiko is from Japan， she is Japanese.

S2： Xiaodingdang is from Japan， Kangfu is a Japanese boy.

S3： Yingtaoxiaowangzi is a Japanese girl， too.

T：You are all clever， you love cartoons. Who likes taking exercise in the cartoons? Can you

tell me?

S4： Daxiong likes taking exercise， so he is very strong.

S5： Kangfu doesn’t like taking exercise， so he is short and weak.

T：Good， you are wonderful.

Step 2 Presentation 第二步 呈现（时间：10分钟）

1.（呈现含/ts/、/dz/、/tr/、/dr/的单词卡片，让学生熟悉这些发音，为下面的操练做准

备。）

T: What’s this?

S: It’s “boats”.

T: What’s that?

S: It’s “shirts”.

（板书boats， shirts，要求学生找规律。）

T： Look at these two words. What can you find out?

S1： ...

S2： ...

T： Good! Shirts “ts” makes /ts/，boats “ts” ， too.

You are clever! Read after me...

（再举个/dz/的例子，步骤同上；然后呈现/tr/音标，运用头脑风暴法要求学生尽可能多

地说出发这个音的单词，再进行归纳，讲授/dr/的方法同｜tr｜。并给出答案，谁能说出

1个单词就加1分。）

Example：

playgrounds/dz/, roads/dz/ ， Australia /tr/，interest /tr/， restaurant /tr/， draw /dr/， drink

/dr/， hundred /dr/

T: Look at /tr/. What words have the sound /tr/ in them?

S: ...

T: Clever! I think “interest， Australia” have the sound /tr/.

Let’s go on another phonetics /dr/. Who knows...?

2.（听录音，跟读1。）

T: Read after the tape， please.

3.（全班大声齐读，巩固所学单标。）

4.（看3a图，听录音，判断正误。）

T: Look and listen carefully， fill in the blanks.

（板书。）

（1）He is ________ ________ in the gym in Picture 1.

（2）In picture 2， he is swimming in the ________ ________ .

（3）In picture 3， he is talking to ________ ________ ________ on the Great Wall.

Step 3 Consolidation 第三步 巩固（时间：5分钟）

1.（再放一遍录音，并给学生两分钟时间准备，看图问答。每组请一对同学，一句加两分。）

T: Ask and answer in pairs according to the pictures as possible as you can.

Example：

A: Where is Wen Wei in Picture 1／...?

B: He is...

A: What is he doing?

B: He is...

Step 4 Practice 第四步 练习（时间：10分钟）

1.（听录音，跟读4a， 4b。让学生再复习一遍本话题的重难点。）

2.（学生做2。）

T: Listen carefully and match.

3.（连线后，再让学生把这些句子变成否定句、一般疑问句、特殊疑问句并回答。）

Example：

S1: Which place does Jane like best?

S2: I think she likes her bedroom best.

S3: Is Maria singing a song in the classroom?

S4: Yes， she is.

S5: Kangkang is playing soccer in the gym. Is it right or wrong?

S6: It’s wrong. He is playing soccer on the playground.

S7: What are their teachers doing?

S8: They are working in the office.

...

（通过双人活动，学生充分地掌握了本话题的4a和4b。）

Step 5 Project 第五步 综合探究活动（时间：5分钟）

1.（布置学生每人写一篇海报。）

2.（展示学生的海报并在班上读出来。）

Example:

Found: A yellow purse is in the Lost and Found Room. Please come to get it at 3∶00 p.m.

today.

(假设海报贴出来后，有几个同学前来认领钱包。写海报的同学当即采访他们。)

Questions：

（1）What color is the purse?

（2）What’s in the purse?

（3）Where’s the purse?

（4）What time can I get the purse?

Topic 3

Section A

The main activities are 1 and 2a.本课重点活动是1和2a。

Ⅰ. Teaching aims and demands教学目标

1.（1）Learn days of the week：

Monday， Tuesday， Wednesday， Thursday， Friday

（2）Learn subjects：

history， math， art， geography， P.E.

2. Review present continuous Wh-questions:

-What class are they having?

-They’re having a music class.

3. Talk about subjects and timetable:

-What time does the class begin?

-At ten o’clock.

-What time does it finish?

-At twenty to eleven.

Ⅱ. Teaching aids教具

录音机／图片／小黑板

Ⅲ. Five-finger Teaching Plan五指教学方案

Step 1 Review 第一步 复习（时间：15分钟）

1.（师生共同说唱，复习现在进行时。）

T: Let’s chant “What are you doing?”

What are you doing now?

I’m singing now.

What are you doing now?

I’m dancing now.

What are you doing now?

I’m walking now.

What are you doing now?

I’m playing now.

（老师一边唱，一边做动作，全班同学跟着唱，一起做动作，活跃课堂，激发学生兴趣。）

2.（通过复习，导入科目。）

T: What are you doing now?

Ss: We are singing a song.

T： What are we doing now? We can also say “We are having a class now.” What class are

we having? We are having an English class.

(我们正在上什么课？我们正在上英语课。)

（板书划线部分，英汉对照，导出新的词组have an English class。）

T: Do you have an English class every day?

Ss: Yes， we do.

T: What time does the class begin?

Ss: At ten to eight.

T: What time does the class finish?

Ss: At twenty-five to nine.

（板书划线部分，引出生词begin， finish。）

（挂出小黑板，开始呈现科目，练习问科目，上、下课时间单词。）

Subject Time

（begin-finish） What day

English 7∶50-8∶35 every day

Math 8∶45-9∶30 every day

Geography 9∶50-10∶35 Monday

History 10∶45-11∶30 Tuesday

Biology 14∶00-14∶45 Wednesday

Art 14∶55-15∶40 Thursday

P.E. 15∶50-16∶35 Friday

T: Look at the blackboard， answer my questions. Do you have a math class every day?

Ss: Yes， we do.

T: What time does the class begin?

Ss: At...

T: What time does the class finish?

Ss: At...

T: Now I give you two minutes to practice these sentences. You work in pairs.

（给学生两分钟时间练习，同桌对话。一个同学问，一个同学答，然后交换角色。）

3.（引出表示星期的单词。）

T: Do you have a Chinese class today?

Ss: Yes， we do.

T: What day is it today?

Ss: It is Monday.

（板书呈现生词Monday，学习询问今天星期几及其回答。）

T: What class do we have on Tuesday? 在星期二，我们上什么课？

Ss: History.历史课。

（帮助学生回答，并再给学生两分钟时间，练习星期的表达法。）

Step 2 Presentation 第二步 呈现（时间：5分钟）

（设置并板书听力任务。让学生带着任务听录音，可以降低难度。）

What day is it today?

What class are they having?

What time does the class begin?

What time does it finish?

（听录音，回答问题。）

Wednesday-have a music class-begin-finish

（将关键词写在黑板上，呈现出1，为下一步学生不看课本自由表演打下基础。）

Step 3 Consolidation 第三步 巩固（时间：5分钟）

1.（老师放录音1，示范让学生跟读，用铅笔标重读与语调。）

T: Follow the tape and draw “up or down” with your pencil like this.

2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调。

这样做可以集中学生注意力，提高效率。）

T: Rub them clean and now read and check your pronunciation sentence by sentence. Go!

3.（人机对话，提高学生兴趣。）

T: You are Jane. Listen to Helen and make a dialog with her.

4.（学生两人一组表演1。）

T: Work in pairs. Look at the blackboard and act the dialog out.

Step 4 Practice第四步 练习（时间：10分钟）

1.（老师把一张漂亮的图片贴在黑板上，上面是一张英语课程表，下面是六个问题。）

T: Look at the timetable and answer the questions.

（1）How many lessons do you have every day?

（2）How many English lessons do you have every week?

（3）What time do morning classes begin?

（4）What time is school over?

（5）What is your favorite subject?

（6）How often do you do outdoor activities?

2.（使用动作复习有关科目和星期的单词。）

T: Now， look at me and guess， what am I doing? Which class am I in?

（老师做出唱歌跳舞的动作。）

Ss: You are singing and dancing in music class.

T: What day do you have a music class?

Ss: On Wednesday.

（让一个同学做动作，另外两个同学一问一答。）

Example：

S1: 做画画动作。

S2: What is he doing? And which class is he in?

S3: He is drawing pictures in art class.

（小组活动进行替换操练，完成2b。）

3.（呈现P183的两幅图片，双人活动，进行对话练习。）

T: Let’s read 3 and work in pairs like this：

Examples：

A: What day is it today?

B: It’s...

A: What class are they having?

B: They’re...

A: What time does the class begin?

B: At...

A: What time does the class finish?

B: At...

4.（让学生做4。）

T: Listen and fill in the chart.

Step 5 Project 第五步 综合探究活动（时间：10分钟）

1.（做一个调查，采访班上的同学，了解他们一周中每一天喜欢的科目及原因。）

T: Please design your favorite timetable for a week and fill in the chart.

Time Favorite subject Like／Dislike Reasons What day

8∶00-9∶00 Art Like very much Like drawing pictures Monday

Tuesday

Wednesday

Thursday

Friday

2.（学生完成调查表格后，把调查结果汇报给全班同学。）

T: You can report it to your class like this：

On Monday， my favorite subject is art. It begins at eight and finishes at nine. I like it very

much. Because I like drawing pictures.

3. Homework：

(做英语课程表。)

Section B

The main activities are 1a and 2.本课重点活动是1a和2。

Ⅰ. Teaching aims and demands教学目标

1. Learn some useful words and expressions：

question， Australia， easy， interesting， difficult， boring

2. Talk about likes and dislikes：

Why do／don’t you like English?

Because it’s easy and interesting.／Because it’s difficult and boring.

Ⅱ. Teaching aids教具

录音机／小黑板／卡片／图片／照片／投影仪

Ⅲ. Five瞗inger Teaching Plan 五指教学方案

Step 1 Review第一步 复习（时间：15分钟）

1.（师生互动复习旧问候语。）

T: Good morning， class.

Ss: Good morning， Miss...／Mr....

T: What day is it today?

Ss: It is...

T: What class are we having?

Ss: We’re having an English class.

（提问全班男生。）

T: What time does the class begin?

Boys: At...

（提问全班女生。）

T: What time does it finish？

Girls: At...

2.（分组讨论问题，复习有关科目、星期的特殊疑问句。）

T: OK， very good! Now take out your schedule， look at it and ask and answer in groups.

取出一个小黑板，呈现以下问题：

Questions：

（1）How many lessons do you have every day?

（2）How many English／Chinese...lessons do you have every week?

（3）What time is school over?

（4）What is your favorite subject?

（5）How often do you do outdoor activities?

3.（请一组同学到讲台上进行连锁问答，第一个人问，第二个人答，第二个人接着问，第

三个人答。）

4. ①（使用单词卡片教学生词question， Australia， easy, difficult， interesting,boring。）

②（把生词先变成词组，再变成句子，进行扩充操练。）

（出示question的单词卡。）

Example：

T: Do you have any questions? Yes or no?

Ss: No， we have no questions.

（出示Australia单词卡。）

T: Australia. I come from Australia.

（出示first单词卡，指着第一排的第一个同学。）

T: You are the first in row one. May I ask you the first question? What do you think of our

school life?

S1: I like the school life.

（出示last单词卡，指着这一排的最后一个同学。）

T: Well done， you are the last one. May I ask you the last question? Do you like the school life?

S2: Yes， I like it， too.

（出示easy和difficult的单词卡。）

T: Do you like math? Is it easy or difficult?

S3: Yes， I do. It’s easy.

S4: No， I don’t think so. I think it’s difficult.

（出示interesting和boring的单词卡。）

T: Do you like playing games? Why?

S5: Yes， I do. Because it’s interesting.

T: Wonderful， then do you like learning about the past?

S6: No， I don’t. It’s boring.

③（用情景对话来复习巩固本课的生词。假设班上来了一个教师Mr.White，请一个同学扮演这个角色，大家来采访他，一个同学问一个问题，尽量用上新词。）

Example：

S1: Where do you come from?

Mr.White: I come from Australia.

S2: Are you a teacher?

Mr.White: Yes， I am.

S3: Do you like English?

Mr.White: Yes， I do.

S4: Why do you like English?

Mr.White: Because it’s easy and interesting.

S5: Do you like Chinese?

Mr.White: No， I don’t.

S6: Why don’t you like it?

Mr.White: Because it’s difficult and boring.

Step 2 Presentation第二步 呈现（时间：10分钟）

1.（设置并板书听力任务，让学生带着任务听录音。）

T: Listen to the tape， make True（T）or False（F） for these sentences and correct them.

（1）Ms. Jones comes from America.

（2）She teaches English.

（3）She teaches Grade 2.

（4）She has twelve lessons every week.

（5）She likes the school life.

Step 3 Consolidation 第三步 巩固（时间：10分钟）

1.（老师放录音1a，示范让学生跟读，用铅笔标重读与语调。）

T: Follow the tape and draw “up or down” with your pencil like this.

2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调。）

T: Rub them clean and read and check your pronunciation sentence by sentence. Let’s begin.

3.（全班分成两组操练分别扮演新闻记?

篇3：Unit 5 Feeling Happy 教学案例(仁爱版英语七年级)

Topic 1 Why all the smiling faces?

Section A

Section A needs 1 period. Section A需用1课时。

The main activities are 1 and 3a. 本课重点活动是1和3a。

Ⅰ. Aims and demands 目标要求

1. (1)Review and learn some adjectives expressing feelings:

unhappy, sad, worried, disappointed, excited, afraid, angry

(2)Learn other new words and phrases:

invite, say thanks to, smile, none, taste, unpopular, silly, cruel, landlord

2. Master the structure of “linking verb+adj.”:

You look excited.

That’s very exciting.

I feel disappointed.

It tastes so delicious.

3. Happiness:

That’s great! I’m so happy.

How nice!

4. Regret:

What a shame!

Ⅱ. Teaching aids 教具

录音机/简笔画/小黑板/卓别林影片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 5分钟)

复习表达情感的形容词并处理新词句。

(方案一)(寒假过后，师生见面，相互问候，然后教师以简笔画的形式表达出自己在寒假中的感受并让学生试着来表达，引出部分表示情感的形容词。)

T: Did you have a good time in your winter holiday?

Ss: Yes, we did.

T: S1, did you ask your friends to your home for dinner?

S1: Certainly.

T: Oh, I know you invited your friends to your home. Were you ?

S1: Yes, we were very happy.

T: Great. I know all of you had a good winter holiday. Now let’s use stick figures to express your feelings in the holiday.

sad excited angry worried

(板书并要求学生掌握invite和none；理解worried；了解disappointed。)

invite, none, disappointed, worried

(方案二)(同学们寒假过得愉快吗？在新年里你最喜欢做什么？)

T: Did you enjoy yourselves in your winter holiday? What do you like doing best during the

Spring Festival?

(老师引导学生回答，找一名男同学用哑剧的形式表达出放鞭炮时的情境，但注意运用不

同表情，由此引出形容词进行系表结构的教学。)

T: Let’s ask a boy to make some actions without making any sound, and then we watch how he fires firecracker and find some adjectives to express his feelings.

(方案三)(放一段卓别林的影片, 其中含有不同表情。由此引出表达情感的一系列形容词，进行系表结构的学习。)

T: Let’s see a movie, and then find some adjectives to express feelings.

Step 2 Presentation 第二步 呈现(时间: 7分钟)

呈现并处理1和3a的对话。

1. (教师总结并导入1。)

T: We had a good time in the winter holiday. So we are all happy today. What about Kangkang? Let’s listen to 1 and find it.

(板书)

How does he feel?

(核对答案。)

2. (让学生跟读1并画出文中重点词、句，然后教师板书。学生掌握say thanks to。)

How are you doing?-excited-invite-say thanks to

3. (导入3a。掌握生词smile。)

T: Kangkang, Michael, Maria and Jane are happy. What about their teacher, Mr. Lee? Now listen to 3a and answer my questions.

(用小黑板呈现听力问题。)

a. Why all the smiling faces?

b. How does Mr. Lee feel?

(核对答案。)

4. (再听录音，让学生画出本对话生词及疑难点，教师板书并给予适当讲解。)

T: Listen again, underline the new words and difficulties.

(板书)

movie theater, exciting, The Sound of Music, lucky,

none, disappointed, How nice! What a shame!

Step 3 Consolidation 第三步 巩固(时间: 10分钟)

巩固1和3a的知识点。

1. (让学生再读1，然后进行角色扮演。)

T: Read 1 again, and then act it out in roles.

2. (让学生朗读3a，并根据黑板上的关键词复述3a。)

T: Read 3a again and retell it in your own words according to the key words on the blackboard.

3. (让学生在1和3a中圈出系表结构的句型，核对并朗读。)

T: Circle the sentences with “linking verb + adj” and read these sentences.

Step 4 Practice 第四步 练习(时间: 15分钟)

引出并练习系表结构。

1. (通过师生问答，呈现并讲解系表结构。)

Kangkang/excited Mr. Lee/disappointed

T: Kangkang looks excited. What about Mr. Lee?

S1: He feels disappointed.

主 系 表

(让学生总结学过的系动词，教师板书，学习生词taste。)

be, look, feel, sound, taste

2. (给学生3~5分钟时间，完成2与3b的练习。)

T: You have 3~5 minutes to finish 2 and 3b.

(教师板书答案。)

2. (1) The woman is/looks/feels very worried and the boy is/looks/feels sad.

(2) Michael is/looks so active/happy.

(3) The teacher is/looks/feels angry and the student is/looks/feels afraid.

(4) The girl is/looks/feels sad.

(5) The man is/looks funny.

3b. How do the children look? They look happy.

How does the music sound? It sounds wonderful.

How do the people feel? They feel excited.

Step 5 Project 第五步 综合探究活动(时间: 8分钟)

合作探究本课重点词句。

1. (让学生自我测试，通过反义词学习生词。)

T: We have learned many adjectives. Let’s have a test. Say out the opposite words as quickly as you can.

T: happy

Ss: …

T: …

(板书)

popular-unpopular

smart-silly

kind-cruel

T: Read the words in the box and learn the new words according to their opposite words.

(给学生4分钟时间, 让学生根据4中的图片和单词分组合作，一组讨论济公，另一组讨论财主，注意系表结构。要求学生了解生词landlord。)

T: Now, You have 4 minutes to work in two groups. Group One discuss Ji Gong, and Group Two discuss the rich landlord according to the pictures and words given in 4. Pay attention to“linking verb+adj.”

(板书)

landlord

(四分钟之后各小组派代表汇报。教师点评。)

T: Now, please tell your stories to the class.

G1: ...

G2: ...

T: Great / Wonderful!

2. Homework:

T: Make a survey about how your friend feels when she/he is in the following situations.

Situation Feeling

Pass the exam.

Be late for class.

Your pet dog is dead.

Listen to wonderful music.

Your mother is ill.

Make faces.

Your bike is lost.

Do sports.

…

Ⅳ. 疑点探究

Why all the smiling faces?

(此句为省略句。全句应为Why do all of you have the smiling faces?)

篇4：Unit 6 Topic 3 Section A 导学案 (仁爱版英语七年级)

学习内容：

words and phrases: bridge, go along, turn right\left go across, across form, the first crossing, on the corner of

sentences: Is there a bank near here? Which ia the way to the bank?

学习目标：1.熟练掌握方位介词短语

2.掌握问路和指路句型。

3.会看地图并利用地图给别人指路

自主预习

Write down the names of the buildings:

医院 _________ 邮局 ___________ 书店 _______图书馆 _________

博物馆 ________ 餐馆 ________________银行 ________

Translate the phrases:

沿着…走 _______________ 你的左、右边 _____________________

到达 ____________________ 向左拐 ________________________

在第一个十字路口 _____________走过 ________________________

在…的拐角处 __________________在对面 ____________________

在…与…之间 _________________________

Translate the following sentences:

1.Is there a bank here? ______________________________________ 2. How can I get to the book store? ______________________________

3.Which is the way to the post office? _______________________

4.Go up this street to the end. ___________________________________

5.Go along this street and turn left at the first crossing._______________

6. Go across the bridge. _______________________________________

合作交流

（一）两人一组讨论并填空。（2a）

(二)两人一组，根据地图，练习1a句型

(三)、四人一组，根据地图找出到达北京大学的路线有几种。

三．班级展示

1.展示合作交流（一）

2.展示合作交流（二）

3.展示合作交流（三）

4.做1b，并把教室当成小区，演示路线

反馈检测

填入所缺的单词：

1. ---Excuse me, is ______ a post office near here?

---Yes, go ____ the street _____ the end and you’ll find it _____ your left.

2.---- Excuse me, _____ can I ____ to the park?

----Go ____ the road and _____ right _____ the second crossing. Go _____ the bridge and you’ll See it _____ your right.

3.---- Excuse me, _____ is the way to the hospital, please?

---- Walk _____ Zhongshan street. It’s about 100 meters _____.Then you’ll see it ____ the corner of Zhongshan Street and Xinhua Street.

根据句意填入所缺单词。

1.There is an old _____ over the river. Every day many people go across it.

2.You need to _____ from the No.1 bus to the No.2 bus.

3.If you drive too fast, you may have an _____.

课后反思

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Unit 6 Topic 3 Section B

学习目标：

1.熟悉一些交通标志和交通设施

2.在Section A的基础上学会运用另外两种句型问路

3. 在Section A的基础上学会利用交通标志和交通设施指路。

学习内容：

词组：Go along…until… side walk public phone traffic lights crosswalk

句型：Could you tell me the way to …? Where is …?

It’s about 15 kilometers away from here. You should change to the No.108 bus.

自主预习

1.翻译下列短语：

go along…until______ walk on________ 15 kilometers away______

change to__________ take a bus_____________public phone_____________

traffic lights_________ go straight__________ turn left_________

sidewalk and crosswalk_______ how far__________

2.理解下列句子：

1. Go along the road until you get to the end.

2. It’s about 15 kilometers away from here.

3. First, you need to take Bus No.718. Then you should change to the No. 108 bus.

合作交流

1.两人一组合作交流完成PART 3

2.根据地图，两人一组根据地图和Mr. lost 的要求，帮他找到去Dinghao Building的路。

3.听听力，两人一组画出Mr. lost 去Anli Road 的路线图。

4.四人一组，表演该对话

班级展示

1.展示合作交流一2.展示合作交流二

3.展示合作交流三4.展示合作交流四

5.听听力，完成1b，并表演该对话

质疑探究

①Go along the road ______(直到) you reach the end.

②Then you should ______ _____ (换乘)the No.108 bus.

③It’s about 15 kilometers away from here.(变特殊疑问句)

______ _____ is it from here?

④need to do sth 需要做某事 It’s cold(冷). They need to put on a coat.

测评反馈

1. Could you tell me ____the bus station?

A. way to B. the ways C. the way to D. the ways to

2. She ____take the No.1 bus to the library.

A. need to B. needs C. needs to D. need

3. Go straight and turn ____. You’ll find the hotel.

A. to right B. right C. the right D. on the right

4. _____, is there a library near here? _____, I don’t know.

A. Excuse me; I’m sorry B. I’m sorry; Excuse me

C. Excuse me; Excuse meD. Sorry; sorry

5. The park is 200 kilometers ____here.

A. far B. (away )from C. far away D. away

6. When we see____, we can’t park our cars here

课后反思:________________________________________________________________

Unit 6 Topic 3 Section C

学习内容：

词组：. get hurt, lose one’s life(lives),traffic accidents, obey the traffic rules, before we cross the road , look both ways, be careful, a ticket for speeding, drink- driving, park in the wrong place, make a wrong turn, wait for, be late for, keep quiet

句型：How to keep safe on the street？

Many people get hurt or lose their lives in traffic accidents.

学习目标：1.熟记词组 2.熟记交通规则 3.能复述1a

自主预习

Turn the following into Chinese:

keep safe ____________ keep quiet _____________get hurt ______________

lose one’s life(lives)_________traffic accidents______obey the traffic rules___________ before we cross the road _________ look both ways__________ be careful ___________ a ticket for speeding______drink- driving ______ park in the wrong place ____________ make a wrong turn_________ wait for _______________ be late for_________________

It’s good to help old people cross the road.________________________

Be careful.________________________________________________

Don’t be late for school.______________________________________

Do your homework after school.________________________________

学生预习后提出问题：

合作交流

1.读1a，两人一组合作完成1b

2．再读1a，四人一个小组，讨论并列举交通规则都有哪些

3.四人一组讨论，在我们学校都有哪些规则

Keep quiet in class.. Don’t be late for school.

Don’t eat in the classroom. Do your homework after school.

4.根据图片，四人一组谈论并表演，如何处理违反交通规则的行为

班级展示

1.展示合作交流一2.展示合作交流二

3.展示合作交流三4.展示合作交流四

问题检测

单选。

1. Don’t be late _______ class. A. on B. for C. in

2.We must be careful when we go _____ the road. A. cross B. across C. in

3.Here is a ticket ______ parking in the wrong place. A. for B. in C. on

4.Every year many people lose their ______ in traffic accidents.

A. life B. lifes C. lives

5.Wait ____ your turn when the light is red. A. in B. on C. for

变否定句

1.He does his homework at school.

He _____ _____ his homework at school.

2.Come upstairs. ______ come upstairs.

3.Put them away. ______ _____ them away.

根据句意，用括号内所给单词的适当形式填空。

46.Don’t read in the sun. It may _____ (hurt) your eyes.

47.Xiao Wang drives too fast, so he gets a ticket for _____ (speed).

48.He is in _____ (dangerous). Let’s save him.

49.The station is about 15_____ (kilometer) away from here.

50.It’s good to help children _____ (cross) the road.

课后反思

___________________________________________________________________________________________________________________________________________________________________

Unit 6 Topic 3 Section D

学习内容：

1.学习字母组合ow，oy，oi，ur的读音，

2.词组：Go down

学习目标：

1. Go over imperative sentences.

2. Go over sentences of talking about traffic rules, asking ways and giving directions.

自主预习

1.写出下列句子和短语：

1当心点____________________ 2上学不迟到_______________

3上课保持安静______________ 4到你家怎么走？___________

5沿着这条街走_______________6在红绿灯处向左拐____________ 7在公园对面有许多公寓楼__________________________________

8多远_____________9在…与…之间______________

10在…与…的交汇处_____________________________

合作交流

教师创设情景，呈现问题。

1. When the traffic light is green for people, we can …

. When the red light is on, we should ….

When the yellow light is on, we must …

2. Be careful. Stop talking. Turn right. Walk along this road.

Don’t play on the street. Don’t talk in class.

Don’t be late for school.

3.把下列句子变为否定句：

①Stop. ②Turn right. ③Play on the road. ④Tell me about it.

班级展示

1.Draw a map to show the way from your home to your school and write

a passage about how to get to your school. You may begin like this:

This is my home. When I go to school, first …

2.Complete the conversation

A: Excuse ____. Could you tell me____ ____ ____ the park?

B: ______ along this street, ______ right_____ the first_______.

Walk ____ and you _____see it_____ your left. It's ______ _____ the bank, you can't_______ it.

A: Thanks__ ___.

B: _______ ________.

测评反馈

翻译：

1.到邮局的路怎么走？_________________ 2.在第一个路口向左拐________________

3.我怎样才能到达…？___________________4.过桥 __________________

5.在学校对面__________________ 6.在…的拐角处 ____________________

7. 15公里远___________________________8.改乘108路公交车____________________

9.多远 _____________________________ 10 对直走 __________________________

11.斑马线____________________________12.受伤____________________________

13.失去生命 __________________________14.遵守交规________________________

15.左右看____________________________ 16.当心___________________________

17.超速罚单___________________________ 18.别迟到 __________________________

19. 保持安静 _________________________ 20 醉驾____________________________

课后反思

___________________________________________________________________________________________________________________________________________________

Unit 6 Topic 3

第一部分 听力(20分)

Ⅰ. 听句子，选择正确图片。每个句子读一遍。（5分）

( )1.

A B C

( )2.

A B C

( )3.

A B C

( )4.

A B C

( )5.

A B C

Ⅱ. 听句子，选择正确答语。每个句子读一遍。（5分）

( )6. A. Ren’ai School is big.

B. I know the school.

C. Go along Beijing Road to the end. It’s on your left.

( )7. A. It’s next to the library.

B. You’re welcome!

C. Thank you all the same!

( )8. A. Oh, we can’t go across the street.

B. Oh, we have to stop.

C. Oh, we can drive now.

( )9. A. You can walk there.

B. It’s about 3 kilometers away from here.

C. You can get there at 11:00.

( )10. A. OK. I will.

B. Good idea.

C. Sorry, I’m new here.

Ⅲ. 听对话，选择正确答案。每段对话读两遍。（5分）

( )11. Where does the woman want to go?

A. Hotel. B. Hospital. C. Bookstore.

( )12. Where is Tom’s home?

A. Behind the post office.

B. In front of the post office.

C. Between the school and the shop.

( )13. Where are they talking?

A. At home. B. In the classroom. C. In the library.

( )14. What are they talking about?

A. People. B. Cars. C. Traffic accidents.

( )15. Does the man know the way to the supermarket?

A. Yes, he does. B. No, he doesn’t. C. We don’t know.

Ⅳ. 听短文，把句子补充完整。短文读两遍。（5分）

16. Jerry’s home is _____ _____ from his school.

17. He usually goes to school at ______.

18. Jerry’s home is _____ kilometers away from the school.

19. He usually goes to school _____ _____ and _____ _____.

20. He takes the Number _____ bus to the school.

第二部分 英语知识运用 (55分)

Ⅰ. 单项选择。（10分）

( )1.-Excuse me, how _____ Ren’ai English School?

-Go along the street and you will see it.

A. I can get toB. can I get

C. can I get to D. I can get

( )2. The supermarket is across _____ the park.

A. to B. in C. from D. for

( )3. _____ right and go down Qiuzhi Street.

A. Turn B. Turns C. To turn D. Turning

( )4.-What do your parents do?

-They _____ farmers.

A. are all B. are both C. all are D. both are

( )5.-Excuse me, where is the bus stop?

-Go along this street and you will see it _____ your left.

A. at B. on C. in D. for

( )6. You can only turn left when you see the sign _____.

A. B. C. D.

( )7. On weekends, Li Gang always plays computer games _____ it is very late at night.

A. after B. before C. until D. when

( )8.-_____ is the hospital from here?

-About 10 kilometers.

A. How long B. How far C. How often D. How many

( )9. It’s good _____ old people to cross the road.

A. help B. helps C. to help D. helping

( )10.-Do I need _____ a bus?

-Yes, No. 3 bus will take you there.

A. taking B. to take C. takes D. take

Ⅱ. 情景交际。(5分)

根据对话的情景，从方框中选择适当的句子补全对话。其中有两项是多余的。

A: Excuse me. Could you tell me the way to the bus stop, please?

B: 11 You can ask that cleaner over there.

A: 12

B: You are welcome!

A: Excuse me. 13

C: Yes. Walk along this road, and turn left at the first crossing. 14

A: Thanks a lot.

C: 15

A. Thank you all the same!

B. That’s OK.

C. Is there a bus stop near here?

D. Where is the bus stop?

E. Thank you very much.

F. I’m sorry. I don’t know.

G. It’s about 100 meters along on the left.

11. 12. 13. 14. 15.

Ⅲ. 完形填空。（10分）

Mrs. Green lives in the country, and she doesn’t know London very well. One day, she goes to London, but she can’t find her 16 . Just then, she 17 a man near the bus stop. “ I can ask him the way， ” she 18 . Then she goes over to the man and asks，“ Excuse me, will you please

19 me the way to King Street?” 20 the man doesn’t say anything. He is 21 Cuba. He doesn’t speak 22 . He comes to London for a 23 . He takes out a 24 and writes something on it. Then he 25 it to Mrs. Green,“Sorry, I can’t speak English.”

( )16. A. street B. way C. room D. house

( )17. A. looks at B. watches C. sees D. looks

( )18. A. thinks B. to think C. is thinking D. think

( )19. A. speak B. say C. talk D. tell

( )20. A. And B. So C. But D. Because

( )21. A. on B. from C. in D. at

( )22. A. English B. Japanese C. Chinese D. French

( )23. A. walk B. swim C. visit D. look

( )24. A. pencil B. wallet C. book D. glass

( )25. A. shows B. gives C. gets D. takes

Ⅳ. 阅读理解。（30分）

(A)

In England, traffic keeps on the left. Cars, buses and bikes all move on the left side of the road. But the traffic keeps on the right in China. So when you are in England, you must be very careful in the street. Before you cross a street you must stop and look both ways. Look right and look left and look right again. If the traffic lights are red, the traffic must stop. Then the people on foot can cross the road. If the traffic lights are green, the traffic can go. People on foot mustn’t cross.

In the morning and in the evening, when people go to or come back from work, the streets are very busy. Traffic is very dangerous (危险的).

When you go by bus in England, you have to be careful, too. Always remember（记住）the traffic moves on the left. If you don’t have a look first, you will go the wrong way.

In many English cities, there are big buses with two floors. You can sit on the second floor. From there you can see the city very well. It’s very interesting.

根据短文内容，选择正确答案。

( )26. When you are in England you must remember that _____.

A. you’d better go by bus B. the traffic goes on the left

C. the streets are very busy D. there are many cars and buses on the road

( )27. When the traffic lights are _____, the traffic must stop.

A. red B. yellow C. green D. we don’t know

( )28. When you go by bus in England, you must be careful because _____.

A. you may go the wrong way B. there are too many buses

C. there are big buses with two floors D. there are not any traffic lights

( )29. Some people like sitting on the second floor of a big bus because ______.

A. it is not dangerous B. it can make roads safe

C. they can have a good look at the city D. there are no other people

( )30. The best title (标题) for this passage (短文) is _____.

A. Buses in England B. Traffic in England

C. Driving in England D. Traffic lights in England

(B)

根据图示，选择正确答案。

( )31. At the post office station, people can take _____.

A. Subway Line One B. Subway Line Two

C. Subway Line Three D. A and C

( )32. Mr. Wang is at Apartment. How many stations are there on the way to Airport？

A. 4 B. 5 C. 7 D. 8

( )33. Jane is at No. 2 High School. Now she is going to the Bus Station. Which station is not on her way?

A. Supermarket. B. Gym. C. Park. D. Post office.

( )34. Li Lei is at No. 1 High School. He wants to see his friend Han Mei at Children’s Hospital. First he takes subway Line 2, and he should change to Line 3 at _____.

A. Railway Station B. Bus Station

C. Police Station D. Library

( )35. If you want to go from Park to No. 2 High School, you should take _______.

A. Subway Line Two→Subway Line One

B. Subway Line Three→Subway Line One

C. Subway Line Two→Subway Line Three→Subway Line One

D. Subway Line Two→Subway Line One→Subway Line Three

(C)

There are so many bikes, cars and buses on the roads, so we must obey the traffic rules all the time.

Children under 12 cannot ride bikes on the street. When we ride bikes, we should keep both hands on the handlebars(把手).①We should ride bikes on the right of the road in our country.

②Like drivers of cars or buses, we must follow(遵循) all traffic signs. All of us know we must not turn left or go across the street at a red traffic light. Usually we can turn right, but we shouldn’t ride too fast. If we want to turn or stop, we must give a sign to others.

根据短文内容，完成任务。

任务一：判断正（T）误（F）。

( )36. Mike, eleven years old, can ride a bike on the street.

( )37. We can turn left when the traffic lights are green.

任务二：回答问题。

38. What must we do when we want to turn or stop?

____________________________________________________

任务三：翻译画线句子①和②。

39. ____________________________________________________

40. ____________________________________________________

第三部分 写作（25分）

Ⅰ. 词汇部分。（10分）

(A)根据句意及首字母提示，在空白处填入适当的单词。

41. There are a few p_____ telephones on the street. We can call the police from them.

42. You need to c_____ from the No. 1 bus to the No. 2 bus.

43. If you drive too fast, you may be in d_____.

44. The Great Wall is a beautiful p____. Lots of people come to visit it every year.

45. We should watch the traffic lights and look both ways b_____ we go across the street.

(B)根据句意，用括号内所给单词的适当形式填空。

46. Don’t read in the sun. It may _____ (hurt) your eyes.

47. Xiao Wang drives too fast, so he gets a ticket for _____ (speed).

48. Mr. Green lives on the _______（three）floor.

49. The station is about 15_____ (kilometer) away from here.

50. It’s good to help children _____ (cross) the road.

Ⅱ. 综合填空。(5分)

根据图示，完成对话。

A: Excuse me. Can you tell me the way to the bank near here?

B: It’s easy. Go 51 Bridge Street and turn 52 . Then walk along 53 Street until you see the post office. And turn 54 . Walk on and you’ll find the bank on the left. It’s next to the post office and 55 from the park.

51. _____ 52. _____ 53. _____ 54. _____ 55. _____

Ⅲ. 书面表达。(10分)

你的远方朋友Kathy想从北京到你所在的海滨城市玩几天。根据示意图给她写一封信，告诉她怎样到你家。60个词左右。

提示词：Number 9 bus, not far from, sea(大海)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

篇5：初一下册英语Unit 6 教学案例(人教版英语七年级)

一、教学目标

1．知识目标：

1）词汇:make soup、read a newspaper、wash、use、eat out、go to a movies. Watching TV、reading、doing homework、talking on the phone .

2）语法 --现在进行时(Present progressive tense)

3）句子 What are you doing? I’m watching TV.

What’s he doing? He’s doing his homework.

What are they doing? They’re cleaning the room.

2. 能力目标：

（1）To Help the students freely talk about or learn about what they are doing.

（2)Improve the students’ self-research ability and the ability of discussing in group.

3. 情感目标：激发他们学习英语的兴趣和热情，在接近生活常态的交际中乐于模仿，敢于开口，积极参与。

(1)Enable students to cooperate among the team members and competition.

(2)Enable students to solute their learning difficulties.

二、教学重点和难点 ：

Important points（重点）

(1)Let the students master how to describe what people are doing.

(2)Master the phrases: talking on the phone、watching TV、doing homework、eating dinner、cleaning、reading.

Difficult points（难点）

Grasp and make use of simple communication patterns in English:

--What are you doing? --I am watching TV.

-- What is he doing?-- He is doing homework.

--Is she reading? --No, she isn’t.

三、教学过程设计

The First Period(Section A 1a. 1b ,1c,2c)

Step 1. Warming up

1、Greeting

2、Play an English song called“Are you sleeping?”

【设计说明：利用歌曲让学生在轻松的氛围中逐渐进入最佳学习状态】

Step2. Leading-in

After listening to a song, lead in by asking“Are you sleeping? What are we doing now?”(Help the students to answer：We’re having an English class now.)

【设计说明：通过以上导入，让学生积极参与教学，激发学生求知欲和学习兴趣，为下面教学形成一种期盼，从而提高教学效果】

Step 3. Presentation

（1）教师说出: It’s 8:20 now.

We are having an English class now.

I’m teaching Engl It’s 8:20 now.

What are we doing?ish.

You’re learning English.

(引出现在进行时态，并指出该时态的谓语结构是“be + doing”. 把此结构比喻为一条活生生的鱼，be为鱼头，ing为鱼尾，用该时态时别忘了在动词的前后加上鱼头和鱼尾)

(2) 教师在多媒体屏幕上一张一张出示图片,带着同学们一起问与答，让同学们熟悉现在进行时的结构和用法。

For example: T: What is she doing?

S:She is listening to music

T:What is he doing?

S:He is playing basketball.

(3)叫一位学生到同学们前面做一些简单的动作，比如;run、jump、walk、sing、dance、read books etc. 再让另一位同学大声地问：

S1: What are you doing now?

S2: I'm dancing/singing/walking.

老师再问：T:What is he doing?

S:He is playing basketball.

[设计说明：让学生在交际情景中掌握运用现在进行时的结构和用法 ]

Step4. Practice（多媒体屏幕上展示出各种图片）。

1. Show some pictures on the screen and let the students ask and answer in pairs.

e.g A:What is he/she doing?

B:He/She is V-ing…

A:What are they doing?

B:They are V-ing…

【设计说明：通过多媒体展示生动有趣的图片，让学生在真实情景中学习短语和感受现在进行时的结构和用法。】

A:What is he/she doing?

B:He/She is V-ing…

A:What are they doing?

B:They are V-ing…

Step 5. Role play （假设你正在做事时，你的同伴打来电话和他一起把你们的对话表演出来，多媒体的图片中显示不同的活动。）

A: Hello, ...

B: Hi, ...

A: What are you …ing, …?

B: I’m …. What about you?

A: I’m …, but it’s ….

B: … Do you want to…?

A: That sounds ….

Show some pictures on the screen and ask the students to match the words with the activities.

【设计说明：使用教科书1a 部分训练学生识记单词】

Step6. （Summary）

Ask the students to sum up the present progressive tense.

（1）定义：现在进行时表示现在或当前一段时间正在进行的动作。

（2）标志词：listen、look、right now、while、now 、these days、at the moment etc.

（3）结构：am / is / are + 现在分词(即be+doing)

【设计说明：培养学生归纳能力，找出记忆的规律】

Step7. 板书设计Unit 6 I’m watching TV (The First Period)

-What are you doing? -I’m watching T

-What’s he / she doing? -He’s / She’s reading.

-What are they doing? -They’re watching T

reading a newspaperwashing clothes

using the computer going to the movies

making soup watching Tv

Step8.Homework

1.It’s 7:30 now. She _______________(读报).

2. Listen! He ______________(唱歌) in his room happily.

3. Be quiet! The baby _____________(睡觉).

4. ---Where’s Bob?

--- He’s ____________(听光盘) in his room.

5. ---I’m hungry, Mom!

---Oh, dear! I________________(做晚饭). Please wait a moment.

6.Look,the girls ______________(用电脑) over there.

7.The students ______________(打扫教室) at the moment.

8.It is 8;00 now. My mother _____________(洗碗) in the kitchen .

篇6：Unit 1 Topic 1 Section A 教学案例(仁爱版英语九年级)

Step 1 Review 第一步 复习(时间:7分钟)

通过教师询问学生的暑期活动，导入话题，呈现部分生词。

T: Listen! The bell is ringing. Let’s begin our class! (教师解释The bell is ringing等于There goes the bell，板书bell，要求学生掌握。)

bell

T: Nice to see you again. Did you enjoy your summer holiday?

Ss: Yes.

T: Hi, S1, where did you go during your summer holiday?

S1: I went to …

T: S2, did you go to your grandpa’s home?

S2: Yes.

(板书grandpa，要求学生掌握。)

Grandpa

T: S3, where did you go?

S3: I went to the West Lake with my father.

T: Wow! The West Lake is a beautiful place. What did you do there?

S3: I enjoyed the beautiful scenery, took photos and bought many beautiful postcards.

T: S4, what about you?

S4: I had to stay at home to help my mother with the housework.

T: Oh, I feel glad for what you did, and I think you’re a good girl. You’re helpful. S5, did you go to summer classes?

S5: Yes, I did. I went to an English training school to improve my English. I think the English training school is a nice place for me to improve my English.

T: Yes. The English training school is a proper place to improve your English.

(板书生词，请学生猜汉语意思并领读，要求学生掌握。)

proper

T: OK, you all had a good summer holiday. What about Kangkang and his friends? Let’s come to the new unit now.

Step 2 Presentation 第二步 呈现(时间:15分钟)

创设语言情境，呈现have/has been to和have/has gone to及部分生词。

1. (创设对话情境。Mr. Smith星期六组织Class 2去野营，大家在校门口集合时发现Jim没来。师生对话，呈现have/has gone to…)

Mr. Smith: Hello, everyone! Jim isn’t here. Where is he?

S1: Maybe he is at home.

S2: Maybe he is ill.

…

Mr. Smith: No. He has gone to Beijing to be a volunteer.

(板书并让学生了解volunteer，教师适当讲解have/has gone to的用法，并让学生初步掌握。)

have/has gone to, volunteer

(假设星期一Jim返回学校，Mr. Smith和Jim展开对话，呈现have/has been to。)

Jim: Good morning, Mr. Smith.

Mr. Smith: Good morning, Jim. You have just come back from Beijing. How was your trip?

Jim: Cool!

Mr. Smith: I think you have been to many places of interest.

(板书并适当讲解，要求学生初步掌握。)

have/has been to

(教师可用简笔画呈现have/has been to和have/has gone to，讲解它们的区别并要求学生掌握。)

2. (师生对话，简单操练have/has been to和have/has gone to的用法。)

(教师特意让S3去办公室取作业。)

T: Did you have a good summer holiday, S4?

S4: Yes.

T: Where have you been?

S4: I have been to …

T: By the way, where is S3?

S4: He has gone to the teacher’s office.

(板书by the way，要求学生掌握。)

by the way

3. (播放1a录音，回答小黑板上呈现的问题。以听力的形式呈现1a的主要内容。)

T: Now, listen to 1a. Kangkang and his friends are talking about their different experiences during the holiday. Answer the following questions on the small blackboard:

(出示小黑板。)

(1) Who has just come back from India, Sally or Rita?

(2) Where has Jane been?

(3) Where has Kangkang been?

(4) Who isn’t at school?

T: From 1a, we know someone has just come back from India. Who is she, Sally or Rita?

(教师加重语气读has just come back。)

S5:Rita.

T: Yes. You have the right answer. Rita has been to her hometown in India in her summer holiday. But now she is in China. We can say she has been to India. Where has Jane been?

S6: Mount Huang.

(教师引导学生用现在完成时表达。)

T: Yes. She has been to Mount Huang. Where has Kangkang been?

S7: He has been to an English summer school.

4. (重放1a录音，总结重点句型并板书。)

T: Listen to the tape again. And then talk about what they have done.

Rita has just come back from India. She has been to …

Jane has been to … Kangkang has been to …

Maria isn’t at school. She has gone to …

Step 3 Consolidation 第三步 巩固(时间:10分钟)

巩固1a，完成1b，并引导学生区别一般过去时与现在完成时。

1. (让学生分角色读对话，教师巡视并纠正学生发音。)

T: Read 1a in roles. Pay attention to your pronunciation.

2. (学生独立完成1b的表格。师生共同核对答案，巩固现在完成时have / has been/gone to这一基本句型。)

T: Now, please fill in the table in 1b according to 1a.

3. (由1a对话引导学生谈论暑期生活，继续巩固现在完成时。)

T: Kangkang has been to an English summer school to improve his English. Rita has been to India. What about you? Where have you been? And what did you do? Please work in groups of three to talk about your summer holidays.

(学生三人一组进行问答。)

T: Who will try to act it out in front of the class?

(挑几组学生进行表演，并对学生进行适时指导和鼓励。)

Example:

S1: Where did you go last Summer holiday?

S2: I went to the West Lake.

S1: (指S2问S3)Where has he been?

S2: He has been to the West Lake.

S1: I went boating on the lake.

S2: (指S1问S3) What did he/she do there?

S3: He/She went boating there.

(教师引导学生区别一般过去时与现在完成时。)

Step 4 Practice 第四步 练习(时间:8分钟)

完成1c和2，强化练习现在完成时及部分重要词汇。

1. (教师让学生两人一组，每人拿出提前准备好的旅游照片或图片，操练现在完成时。注意区别一般过去时、一般将来时和现在完成时，完成1c。)

S1: Hi, S2. Where have you been?

S2: I have been to Shanghai.

S1: When did you go there?

S2: I went there this summer holiday.

…

S3: Hi, S4. Where has Lucy gone?

S4: She has gone to Mount Tai.

S3: When will she come back?

S4: She will come back in two days.

…

2. (根据呈现的have/has been to和have/has gone to，完成2。然后核对答案。在处理2时，板书并讲解，要求学生掌握chairwoman和grandson。)

chairwoman

grandson

3. (缤纷小赛场。出示幻灯片或小黑板。)

(1)My teacher gave us the p answer after the discussion.(根据首字母填空)

(2)My father often took me to my hometown to see my g , a kind-hearted old man.(根据首字母填空)

(3)These (chairwoman) can’t agree with each other.(适当形式填空)

(4)-Where’s Lucy, Tom?

-Sheher hometown to see her grandparents.(单项选择)

A. return to B. has gone to C. has been to D. have gone to

Step 5 Project 第五步 综合探究活动(时间:5分钟)

让学生完成暑期调查表格，并写出调查报告，进一步熟练运用现在完成时。

1. (教师制作关于暑假活动的表格，让学生通过对话完成表格。)

Name Where has he/she been? What did he/she do?

…

…

2. Homework:

Write a survey report about the students’ summer holidays, using the simple past tense and the present perfect tense. The report includes: (1) Where have you been? (2) What did you do?

板书设计：

Our country has developed rapidly.

Section A

by the way -Where have you been, Jane?

There goes the bell. -I have been to …

Proper chairwoman Maria isn’t at school. Where’s she?

-She has gone to …

篇7：Unit 6 Topic 3 Section B 学案设计(仁爱版英语七年级)

Teaching aims;

1 继续学习问路和指路的句型

2 谈论交通标志和设施。

Teaching procedure

Step 1 Review

1出示地图，练习句型

I’m new here, I want to buy some books, How can I get to the bookstore., Who can help me ? (先集体，后个人)

2 假设一新来学生，请另一学生帮忙介绍怎样走。（You’re A）

3 都已经熟悉的情况下，猜地方练习。

Step 2 Presentation

1 Listen to 1 twice, and finds the answers

① How does the man ask the way? (答案写在导学案上)

② Does he get to the place?

③ How does he get there ?（记录在练习本上）

2 大声朗读，记下不认识的单词和短语，（记录在练习本上）

猜导学案P22短语意思（小组讨论）

3 找出与前面问路和指路不同的句型结构（板书）

① until

② It’s….away from

③ need to do

④ change to

⑤ should

4 分角色表演对话（先个人，在男女）

Step 3 Consolidation

1 先填1b (写下能写的答案)

2 听2遍，写出答案。

3 组内检查，再汇报答案 。

4 分角色朗读，（组内）

5拿出自制地图，表演对话。

Step 4 Presentation

1 注意交通标志和设施（things sings）

2 Look at these things ,What can you do ? (教新单词)

3 Look at these sings, find its home.

4 说出该作的和不该做的，

5讲no 的用法。

Step 5 Consolidation

1 总结（好的与不好的）

写在导学案上（小组讨论）

2 学唱歌曲。

3 练习（见导学案）

篇8：仁爱版七年级英语知识点

1.There is +单数可数名词/不可数名词+ 地点状语.

There are +复数名词+地点状语.

谓语动词要与跟它最近的那个名词一致(就近原则)。

There be句型的否定式在be后加上not或no即可。

注意not和no的不同：not是副词，no为形容词，not a/an/any + n. 相当于no+ n.

There be句型的一般疑问句变化是把be动词调整到句首

There be表示“某处存在某物或某人”;have表示“某人拥有某物/某人”

2.问路：

①Is/ Are there ……near here/ around here/ in the neighborhood?

②Where is/ are……?

③How can I get to……?

④Could/Can you tell me the way to……

⑤Which is the way to……

3.Across，cross，through，over

Across是介词，“横过，在对面”表示从物体表面穿过

Cross是动词，相当于go/ walk across

Through是介词，表示从物体中间或里面穿过 go through the door

Over是介词，“横过，越过”表示从物体上空越过，跨过 fly over

4.ask for help/ advice

5.in/ on the street

6.在某条大街上习惯用介词on on Bridge Street

7.across from，next to，between…and…，behind

8.in front of在…(外部的)前面→behind在…后面 in the front of在…(内部的)前面

9.be in town→be out of town

10.be far from

篇9：仁爱版七年级英语知识点

重点词组

1、Welcome back to+地点名词 欢迎回到...

2、here is/are...这有..

3、Thank you 的几种回答：You are welcome. 不用谢

That's all right./That's OK. /Not at all. /It's my pleasure! /My pleasure.

4、look at 看(强调动作) look at the blackboard 看黑板

see 看见 see sb. do sth.看到某人做过某事

see sb. doing sth.看到某人正在做某事

watch 观看，仔细地看(比赛、电视等) read 看、阅读(书、报纸、杂志等)

5、be careful with 注意.../小心(对待)...

6、from now on从现在开始 from then on从那时开始

7、talk to sb 和某人说话(侧重主动说)talk with sb 和某人说话(侧重两人都说)

talk about sth 谈论某事

8、look for 寻找(强调过程，不一定找到) find 找到 (强调结果)

9、get on the bus 上公交车 getoff the bus 下公交车

10、in a hurry 匆匆忙忙 hurry up=come on 快点儿，赶紧

11、hundreds of 成百的,数以百记的(大约数加s，加of)

hundred、thousand、million、billion的用法：

(1).前面有具体数词时，不变复数： two thousand mobilephones

(2).后面加of时，本身变复数： hundreds of people

12、every day 每天 时间状语 everyday 每天的,日常的(形容词，后面接名词)

13、at the moment=at this moment=now 此时此刻，现在

atthat moment=then 在那时

七年级上期末英语复习资料

1, 谢谢你的全家福Thanks for the photo of your family.

你的全家福 photo of your family = your family photo

2 谢谢你帮了我 Thanks for helping me =Thanks for your help

2 here be 句型和there be 句型一样 ，临近原则 Here is a cup of tea and two apples .

语法: 初中英语语法基础知识，也是初中英语考试的复习重点，河南中招英语考试。

1)单数名词加s: students, apples, bags, trees, books, brothers.?

2)以s、x、sh、ch结尾的名词加es: glasses, boxes, brushes, matches.?

3)以辅音字母加y结尾的名词，变y为i加es: cities, babies, enemies.?4)以f或fe结尾的名词，多数变f为v加es: wives, knives.但有些词只加s: roofs, proof s, chiefs.?

5)以o结尾的名词，有生命的加es: Negroes, heroes, tomatoes, potatoes.无生命的加s: radio s, zoos, pianos, photos.?

6)不规则名词：foot→feet, goose→geese, tooth→teeth, child→children, man→me n, woman→women, sheep→sheep, deer→deer, mouse→mice

7)集体名词，以单数形式出现，但实为复数。例如： people police cattle 等本身就是复数，不能说 a people，a police，a cattle，但可以说a person，a policeman

篇10：仁爱版英语七年级教学计划

一、本学期的指导思想：

在本学期的英语教学中，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；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；突出学生主体，尊重个体差异；采用活动途径，倡导参与，采用任务型的教学模式，让学生在老师的指导下参与和合作等方式，实现目标；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。

二、学生情况分析及对策：

在本学期中，我担任七年级两个班的英语教学工作，虽然有部分学生在小学已接触过英语，他们已经认识了部分字母和单词，掌握了英语学习的一些基本方法，但多数同学只是会说部分单词和句子。基本上都学习基础薄弱，部分学生没有明确的学习目的，缺少学习的热情和主动性，自觉性较差，相应的学习习惯也差。学生学习英语的新鲜感已经丧失，学习英语有为难情绪。针对种种情况，在本期的英语教学中，一方面应加强基础知识的讲解和基本技能的训练，让学生掌握词汇、语法、句型等基础知识和听、说、读、写等基本技能，为进一步学习英语打下坚实的基础；另一方面，又要采取多种措施，注意培养学生对英语的兴趣；让学生掌握记忆语音、单词、阅读和写作等英语学习技巧，培养良好的学习习惯和自主探索，合作探究能力。充分调动学生的学习积极性和主动性。教学上采取任务型教学，运用灵活多变的方法，实现学生语言运用能力的迁移和拓展。尊重理解学生，与学生一起分享学习中的苦与乐。使每一位学生都能在学习中取得很大成绩，有所进步。

三、教学目标：

培养学生对英语的学习兴趣，形成有效的学习策略，有效提高学习效率，发展双基能力，培养听、说、读、写的能力，使学生初步获得运用英语的能力，达到语言运用能力的迁移和拓展。1、钻研新课标，努力提高自己教学水平。

2、帮助学生能开口用英语进行简单的交流。

3、抓好词汇关，帮助学生掌握好重点单词，掌握适当的拓展单词。

4、掌握好关键句型，特别是每个单元的标题。

四、教材分析：

本套初一教材以修订后的义教课标为依据作了修订，共分十二个单元，三个预备篇，九个正式篇，分Section A和Section B以及SectionC三部分。

（一）、修订后的教材具有以下特点：

1、更加全面体现社会主义核心价值体系，明确规定了英语课程的目标是通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。

2、进一步强调素质教育思想，明确提出英语课程的双重属性,工具性与人文性。

3、进一步强调以“能力”为主线，重视学习过程、思维能力以及交流与合作的能力。

4、反映时代精神，合理吸收社会发展和科技进步的新成果。

5、合理设计教学内容，科学控制课程容量，减轻学生学习负担。

（二）、修订内容

1、调整教材的容量

2、调整话题，更加贴近学生生活并更富有时代感

3、精心设计阅读板块，加强阅读能力培养

4、增强写作的过程性和指导性

5、合理编排语法项目、丰富语法学习活动

6、改进自我检测板块，培养学生的总结和归纳能力

（三）、在教材编排方面的变化

1、适当减少教学内容，使教学内容难度推进更加合理

在起始阶段，适当降低难度，让学生较好的完成从小学到初中阶段的平稳过渡。减少七年级上册单元数量。将原七年级上册15个单元（包括预备篇）减少到12个单元。考虑到话题和语言学习内容的衔接，将原教材第九单元删除，将第十、十一单元移至七年级下册

2、调整部分单元顺序，合理安排各册教学容量

修订后的教材将原七年级上册第二单元（Unit 3 This is my sister.）和第三单元（Unit 2 Is this your pencil）顺序对调。让学生先学This is...的肯定句，再学一般疑问句Is this...一方面符合语言学习的规律，另一方面可使前后单元的话题衔接起来，即先介绍自己、再介绍家人，然后询问学习物品的所属关系，为下个单元学习询问这些物品的位置打下基础

（四）各部分内容

Section A:1a呈现本单元的重点单词，语法结构与功能；1b呈现任务型听力练习；1c结对练习核心对话；2a,2b是多种听力练习；2c呈现不同的任务。2d让学生进行实际操练，Grammar Focus呈现语法功能重点；3a-3c提供多种课堂活动。

Section B:1a学会扩展；1b新旧知识综合运用，同时在原有基础上有所扩展；1c-1b或2a-2b为听力练习；1e,2c巩固重点句型，3a-3b提供各类练习形式，随着所学内容的加深，逐步扩展成阅读和写作练习。

“自我检测”部分（Self Check），通过一些更有针对性的练习，帮助学生复习单元重点词汇、目标结构等，同时引导学生进行回顾和反思，帮助学生对所学内容进行自我归纳、总结和检测

五、本册语法重、难点内容：

1、含有be动词和do动词的一般现在时

2、人称代词、形容词性物主代词、名词性物主词、指示代词

3、名词的复数、可数名词、不可数名词

4、名词所有格

5、介词in,on,under等

6、连词but和and

7、描述性形容词

8、肯定句和否定句

9、一般疑问句

10、特殊疑问句：what,who,where,how much,when,why.

六、教学措施:

初一年级是英语学习的基础阶段,也是关键时期。基础打不好，直接影响学生整个初中阶段，乃至高中、大学的英语学习。所以做好初一英语的教学工作至关重要。对此我制定了以下措施：

1、每天背诵课文中的对话。目的：要求学生背诵并默写，培养语感。

2、每天记6个生词，2个常用句子或习语。实施：利用“互测及教师抽查”及时检查，保证效果并坚持下去。

3、认真贯彻晨读制度：规定晨读内容，加强监督，保证晨读效果。

4.对英语学习实行量化制度，每日、每周、每月都要给学生检验自己努力成果的机会，让进步的同学体会到成就感，让落后的同学找出差距，感受压力。由此在班里形成浓厚的学习氛围，培养学生健康向上的人格和竞争意识。

5、对后进生进行专门辅导，布置单独的作业，让他们在小进步、小转变中体味学习的快乐，树立学习的自信，尽快成长起来。

6、关注学生的情感，营造宽松、民主、和谐的教学氛围。

7、实施“任务型”的教学途径，培养学生综合语言运用能力

8、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。

9、加强对学生学习策略的指导，为他们终身学习奠定基础。

10、充分利用现代教育技术，利用计算机和多媒体教学软件，探索新的教学模式，开发英语教学资源，拓宽学生学习渠道，改进学生学习方式，提高教学效果。

七、质量检测：

每一单元一次小测验，每四单元一次综合测试。坚持日测、周测、月测的形成性评价制度：对英语学习实行量化制度，每日、每周、每月都要给学生检验自己努力成果的机会，让进步的同学体会到成就感，让落后的同学找出差距，感受压力。由此在班里形成浓厚的学习氛围，培养学生健康向上的人格和竞争意识

八、课程安排及教学进度：

本学期每周5课时，预计十七个教学周。安排如下：

第一周：教学准备及进行字母英标教学（5课时）

第二周：Starter Unit1 Good morning!（5课时）

第三周：Starter Unit2 Whats this in English?（5课时）

第四周：Starter Unit3 What color is it?(5课时)

第五周:“国庆节”放假。

第六周:Unit1 My names Gina.(5课时)

第七周:Unit2 This is my sister.(5课时)

第八周:Unit3 Is this your pencil?(5课时)

第九周:Unit4 Wheres my schoolbag?(5课时)

第十周:Unit5 Do you have a soccer ball?

第十一周:Review and mid-tests(5课时)

第十二周:Unit6 Do you like bananas?(5课时)

第十三周：Review and tests of Unit5--Unit6(5课时)

第十四周：Unit7 How much are these socks?(5课时)

第十五周：Unit8 When is your birthday?(5课时)

第十六周：Review and tests of Unit7--Unit8(5课时)

第十七周：Unit9 My favorite subject is science（5课时）

第十八周--第十九周：Review of Units1--9（10课时）

第二十周:Final exam.

篇11：仁爱版七年级英语课件

仁爱版七年级英语课件

一、说教材

(一)教材的地位和作用： 我今天要说的是初中牛津英语7A第一单元(This is me)中的第四课时的语法这一部分。该单元通过学习，让学生学会介绍自己和别人，从而培养学生学习英语的兴趣。本教材《牛津初中英语》以任务性教学为主导，十分重视语法教学。语法部分是整个单元六个板块中的第四板块，主要是梳理本单元出现的重点语言现象，对前面出现的语言现象进行的归纳和总结，帮助我们更好地掌握语法规则。同时也为本单元后面几个板块中新词汇的运用，尤其是后面的Task写作课奠定基础。本课时的教学内容安排：首先，用图表的形式呈现了本课学习内容，be动词与各种主语人称的搭配用法以及be动词在一般现在时态中的肯定句，否定句以及一般疑问句形式。其次，设置be动词运用的真实语境。 第三，综合运用，循序渐进的使学生对be动词的使用规律有更深入的认识。这种安排方法虽然符合学生学习的.一般规律，但是直接把语法内容不经修饰呈现出来难免使学生觉得枯燥。

(二)教学目标的确立和依据

be动词学生在小学已经学过，相对来说比较简单。部分学生掌握的比较好，还有部分学生you’re和第三人称单、复数分不清。而本课正好起到一个巩固和扩展延伸的作用。结合教材和本班学生的实际情况，我确定如下教学目标：

1、知识目标：

1).能正确听说读写本课四会单词和短语。如：classroom和overthere

2).能理解be动词一般现在时态中的用法.

3).掌握be动词一般现在时的肯定句、否定句、疑问句的构成和一般用法。

2、能力目标：学生会正确完成本科时的相关练习和能流利地用be动词以及所学句型结合本单元话题进行情景会话。

3、情感目标：本节课学生在学习语法知识的同时还能通过讨论发现交流的乐趣，培养合作的精神。 通过创设真实的情景激发学生学习英语的兴趣。

(三)重点和难点

重点：学生理解和掌握be动词的相关内容和用法，能够正确使用be动词的三种句型，能较好完成be动词的相关练习题目。

难点：运用be动词结合本单元话题进行简单的情景对话。由于本课内容比较枯燥，如果直接展示语法规则，我通过多媒体教学，创设学生熟悉的情境、师生共同讨论、小组合作等方式，以及不断鼓励的方法突破重难点。

二、说教法

《新课标》强调培养学生的语言综合运用能力，针对本课的内容比较枯燥，对于学生现有的认知水平，采用启发式、情景教学式、导入式和归纳法进行探究性学习。这一教学方法的具体运用分别体现为图片演示以及小组对话两种形式。而“归纳法”主要通过学生的亲身实践归纳总结出来的语法会加深他们对语法的理解，更易于记忆，又使学生在逐步掌握英语知识和技能的同时，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力。我选用了一些图片并运用计算机辅助教学。

三、说学法通过新旧知识比较法、小组合作学习法和任务型操练法，从而增加学习内容的趣味性，调动学生的学习兴趣，使全员参与，达到寓教于乐的效果。

四、教学过程 1. Lead in

通过复习Reading部分与be动词有关的重点句子导入本节课的教学内容be动词。并通过语言描述向学生呈现一般现在时和本课的学习目标。

2、Presentation 利用多媒体上的例句和图片创设情境，向学生呈现一般现在时中be动词的各种形式和用法。尤其是指导学生掌握各种人称代词和be动词的正确搭配，缩写形式，以及与名词的正确使用。接下来我安排学生小组合作讨论，归纳总结出be动词的用法。借助多媒体这一教学工具，利用出示图片或英文解释的方式直观教学，学生一目了然，尤其是小口诀的使用能帮助学生很快的记住规则。接下来我做了投影练习以及一个游戏，其目的是想再次帮助学生巩固了be动词的用法。

3、Presentation

利用图片，创设情境向学生呈现be动词的否定句，启发学生根据例句归纳总结改写be动词否定句的变化规则。紧接着我用练习巩固。利用相同的方法，向学生教授了be动词的一般疑问句的变化规则。这种例句感知、讨论归纳总结、实践操练地教学结构符合学生的认知规律，学习效果良好。

4. Practice

再次点出本课学习中的重点和难点，加深学生的印象 。并完成书本P12的相关练习巩固本节课的知识。

5. consolidation

1). 指导学生完成表格内容，简单介绍一下别人。

2). 通过课课练本课时的练习查漏补缺、及时巩固

6. Homework

五、教学创新

1、注重教学内容呈现的多样性。通过多媒体教学和图片的展示，可以使学生的听觉、视觉等多种器官参与英语活动，能更容易地引起并保持学生的学习兴趣，最大限度地调动学生的学习积极性。

2、注重课堂互动与以学生为主体

整节课我始终坚持先让学生例句感知、归纳讨论总结规律、再加以练习实践操练地教学模式，符合学生认知规律，以学生为主体，有利于培养学生合作意识和自主学习的能力。

篇12：浅谈七年级英语阅读教学 (仁爱版英语七年级)

云场坪镇初级中学 刘桂玲

【摘 要】阅读教学在英语教学中有着非常重要的地位,是中学英语教学过程中不可忽视的重要一环。本文作者阐述了七年级英语阅读教学的现状及有效的实施策略。

【关键词】 七年级 英语阅读 现状 策略

随着新课程改革的进一步深化，阅读教学在英语教学中的比重也越来越大。从多年中高考试题可以看出，阅读题的比例达到30﹪以上，这就要求我们平时的教学过程中要特别留意培养学生的阅读能力，虽然阅读能力不是一朝一夕就能培养的，但只要师生间把握、完成好各阶段不同的教学任务，学生的阅读能力一定会逐步提高。

一 、七年级英语阅读能力培养的重要性

《全日制义务教育普通初级中学英语课程标准》规定，七年级英语阅读：1.能读懂简单故事和短文并抓住大意；2.除教材外，英语阅读量达四万词以上。国家课程标准虽然对七年级英语阅读要求不高，但是在英语教学过程中英语阅读起着主导作用，它往往决定着听、说、写三种技能的发展和提高。好的开始就等于成功的一半，英语阅读对于七年级学生来说是一个全新的开始，英语阅读不但涉及词汇、语法等各方面的知识，而且本身还有很多技巧性问题。学生唯有在七年级之初攻克词汇这座堡垒，形成良好的阅读习惯，掌握一定的阅读技巧才能为今后阅读能力的提高打下坚实的基础。

二 、七年级英语阅读现状

七年级英语阅读始于Unit 1 Topic 3 Section D部分，随后每个单元的每个话题中出现一到两篇短文，篇幅较短，句型简单，偶有从句出现，内容较为简单，紧扣话题内容，主要针对本话题内容做进一步的总结和概括。但因为诸多因素导致七年级英语阅读教学效果不理想。主要表现在：

1. 阅读意识不强

学生的学习很大程度上会受到之前学习的影响，小学阶段虽然开设英语这门课程，但是没有受到足够的重视，特比在广大农村地区。升入初中的新生不但没有具备应有的知识体系，反而对英语形成一种偏见，认为英语不好学，故而不学。日常教学过程中发现学生对对话部分比较感兴趣，课堂师生间互动较好。但是，阅读课就会冷场，几乎每次老师是主角，学生不愿意主动的阅读，原因主要表现为：学生不知从中获取什么信息、带着何种目的进行阅读；受学习能力的影响，学生不能理解文章大意。

2. 词汇量少

现阶段我国初中英语教材的编写基于小学英语之上。我国大部分地区从小学三年级开始开设英语这门课程。故，相比较而言，新课改后的中学英语无论是从词汇量还是内容难度都大幅度提高。七年级英语词汇板块在复习小学内容的同时还增加了很多新的单词，根据有关要求，小学毕业生的英语词汇量在500-700之间。但是，进入初中阶段，许多学生连正确的拼读都很困难，就更谈不上正确的运用了，加之每课出现大量的新词汇，词汇量不足是学生学习英语最大的障碍，尤其是英语阅读，阅读的基石就是词汇啊。

3. 阅读习惯不好

虽然英语与汉语在句子结构上大体相同，都是主谓宾顺序，但是受到母语的影响，学生阅读过程中喜欢逐字逐句将英语翻译为汉语；阅读过程中学生遇见新单词不会猜其意思，而是逐一到单词表查找其意；学生对于默读概念模糊，阅读时不是发出声来读就是在心里默念；阅读时学生不是以一个意群为单位，而是着眼于单个单词，这些问题不但影响了学生的阅读速度，而且不利于阅读能力的培养。

4. 知识面窄

自上世纪以来，国家教育部就将英语学习纳入初高中必修科目之一，其一目的在于通过学习他国语言了解西方国家的风土人情、风俗习惯及其科技、军事等各领域各方面的内容，并且对两种不同语言造就的不同文化做一对比。但是，由于条件的限制，学生课外阅读量有限，特别是广大农村地区的学生，所以，学生语文的知识都非常的窄，英语方面的知识就更不用谈，这样对于理解用英语表达出来文章的难度就更大了。

三、有效提高七年级英语阅读能力培养的策略

1. 激发阅读兴趣

人们常讲：有兴趣了，就等于学会了一半。平时在讲授课本知识的时候，老师首先要做的就是激发学生的兴趣，让学生带着兴趣阅读。首先，要构建和谐的师生关系，和谐的师生关系是正常教学能否顺利进行的首要因素。然后，精心设计阅读课的导入环节，七年级阅读教学中常用的且受学生喜爱的导入方法：直观导入法-----利用图片、幻灯片、简笔画、实物、多媒体等直接导入与课文相关的词汇和句子；故事导入法------七年级学生好奇心强，他们渴望了解自己的老师和同学，老师可以把自己的经历或学生中的一些事情编成故事再配上一些相应的图片来导入课文，能激起学生很大的兴趣；自由交谈或讨论导入法------教师用简练的语言引出情境，把学生从无意注意引向有意注意，加深对新课的印象。除此外老师还可以把课文的有关内容、时代背景等编成对话；用头脑风暴的形式展开课堂教学等，不同方法的实施需要老师根据不同内容做不同安排和总结，例如：讲授Customs in different countries此课时，课前导入老师可以到学生面前做一些我国常见的礼貌和不礼貌行为举止，让学生判断是非，然后过渡到他国不同的风俗习惯。这样不但提示了学生日常生活中要养成良好的习惯，而且还了解了其他国家的不同习俗，扩充了知识面。

2. 掌握猜词释义的技能

猜词释义是一项很重要的阅读技能，如能掌握，将会使学生的阅读达到事半功倍的效果。

猜测词义的方法有很多，如利用上下文的同义关系；利用上下文的反义关系：根据整个句子的意义；利用语法知识，构词法等，这要根据具体的情况采用不同的方法。

3. 培养学生良好的阅读习惯

对于初学者来说养成良好的阅读习惯至关重要，然而好的阅读习惯并非一下子就能养成，只有在正确的指导下，在阅读实践过程中逐步培养。因此，阅读文章时，老师应该要求学生：(1) 阅读时要默读，不要出声； (2) 要以意群或句子为单位，不要逐字逐词地读；（3）在不影响理解全文的地方，要舍得放过难点；(4) 不要掺入太多自己的主观看法，尤其是一些故事性的阅读材料，要尽量从作者的观点出发来考虑全文。

4. 拓宽阅读范围

将课堂阅读延伸到课外阅读。学生在具备了一定的词汇、语法知识，把握了一些基本的阅读方法之后，阅读由课内转向课外就成为必然。但是对课外阅读材料的选择，需要教师把握好。大纲要求在教师有计划地指导下让学生进行课外阅读（即泛读）。在给学生选择材料时可以掌握以下原则：（1）思想性强，内容健康；（2）材料难易适合学生实际水平；（3）题材涉及面广，趣味性强；（4）文章体裁多样化；（5）语言地道、规范。通过广泛的阅读，不仅有利于学生扩大词汇量、丰富语言知识、开阔视野、开拓思路，还有利于学生了解英、美等国的文化背景、生活习俗、思维习惯及英语特有的语言表达方式，从而提高阅读理解能力和英语运用能力。

5. 引导学生做好自我评价

积极的阅读体验和自我评价是阅读主体不断进行阅读活动，并获得更多阅读实践的心理基础，也是阅读主体不断调整和完善自己阅读行为的动力源。在教学过程中，教师不仅要客观地看待学生阅读的进步和不足，研究学生在阅读中体现出的某方面阅读优势，善于发现学生思维过程中的亮点,还应引导学生进行自我评价和相互评价，让学生在评价中不断地反思，并取得学习上的进步。在学生完成一篇阅读后，教师还可以引导学生进行成败归因。在学生自己设定阅读目标之后,教师要引导学生把复杂的学习目标分解成具体的、简单的学习目标, 通过一步步地完成任务，学生从中可以体验到自己的学习进步，获得满意感，最终把复杂的任务完成，增强了自信心，进而激发自主学习的愿望。

6. 务实基础

词汇是阅读的基础，学生只有必备充足的词汇量才能阅读，才能将各种技巧投入实践。老师在教授各种阅读技能技巧同时必须严把学生的词汇关，对于课本中出现的基本单词要求每个同学能读而且还要通其意，针对成绩较好的同学可以适当补充一些常用词汇。回答问题是检查学生阅读最常用的手段，日常教学过程中发现许多学生能理解文章大意，但是因为知识范围的限制，学生不能理解某些问题的具体含义，这样也就无从答题，如：“According to the passage, which saying of the following is rightwrong? ” according to “根据，依照”，following “如下”，这两个均为初三的知识点，对于刚进入初中的七年级学生理解难度就很大。这就要求教师在日常教学中不但要教授阅读技能技巧，而且还要给学生归纳常见的提问方式。

总之，要想让学生在七年级之初就养成良好的阅读习惯，老师在日常教学过程中要做一个有心人，要善于发现学生在阅读过程中存在的问题，想方设法调动学生的兴趣，督促学生养成良好的阅读习惯，帮助学生掌握一定的阅读技巧，一步一步的坚持不懈地对学生进行有目的的阅读训练，并注意适时适当的调整方法，一定会受到预期的效果。

参考文献：

[1] 张必隐. 阅读心理学[M].北京：北京师范大学出版社，1992.

[2] 罗佩元. 英语阅读教学的几个步骤[J].湖南教育，(9)

[3] 叶红君. 谈七年级英语阅读教学

[4] 欧锦嫦. 新目标七年级英语教学思路

篇13：七年级英语教学计划 (仁爱版英语七年级)

七年级英语教学计划

------张艳

一、学生分析

对于我们纳雍县姑开中学的大部分学生来说，他们对英语的学习有着浓厚的兴趣和热情。此阶段的学生有着强烈的好奇心、自尊心、表现欲和求知欲。因此，此阶段的学生最希望得到老师和同学的认可和赞扬。虽然有的小学也开了英语课，但是并没有收到老师和同学的一致重视，他们的英语基础并不是那么扎实。而今，传统的英语教师角色已不再适应学生的求知发展的身心特点，要真正做到让学生快乐的学习英语也不是一件容易的事。因此，要让学生带着兴趣学习。

二、教材分析

本教材的设计是根据中小学生的心理发展的特点而设计的，此书除了日常的交际用语外，还穿插了大量的情景动画，让学生在自己熟悉的环境中学习熟悉的知识。因此，本教材可以说是整个中学英语教学的重点，起着承上启下的作用。一方面，可以给予那些稚气未脱的中学生学习英语的安全感，可以借助多谋体声像俱佳的效果进行教学，让他们感觉到学习英语也并不是那么困难。另一方面，也为学生们将来有一个好的英语成绩打下了扎实的基础，让他们会用一些日常的交际用语。

三、教学目标

1、培养学生听、说、读、写的能力

2、培养他们团结合作和竞争的意识

3、使他们掌握学习的基本方法和技巧，让他们学会学习，掌握学习的主动权

四、教学的具体方法

小学生刚迈进中学的大门，是一块等待雕塑的宝玉；他们也是千里马，正在等待伯乐的出现。因此，教师在新的学期里应当扮演好新的角色，去开启未知的世界。为了让学生更好的学好英语，我立定了如下方法：

1. 字母过关。对于新生来说，他们有的或多或少的接触过英语，但是有大部分的学生还是没有直接的语言交流，有的甚至连26个字母都还不认识。因此，在这里必须下苦工，督促每一个学生会写会读，力求100%过关。

2. 教学技巧过硬。七年级的学生英语基础都不好，传统的死记硬背已不再适应他们的学习习惯，因此，教师除了要激发学生学习的兴趣外，还应该深究课本，熟悉课本，上好每一节英语课，不浪费学生每一分钟。

3. 单词过关。要求学生把每天所学习的新的单词会写、会读、会用。能够用所教过的词汇来表达自己的想法。真正做到100%的同学的单词能过关。

4. 重视差生和后进生，在学习上给予他们更多的帮助和关怀，不让他们感受到老师的冷落。对待学生一视同仁，让学生感受到公证无无私的爱，这将会在某种程度上呵护和保护了差生和后进生的自尊心。

五、听其他老师上课。学习他们的教学经验和处事技巧，学习他们的教学方法，不断的自我提高，自我改进，不断的吸取经验教训，不断的反思自己，虚心接受批评和勇于做自我批评，让自己每一天都在提高，每一天都在进步。

六、教学进度

九月份：26个字母和48个语音因素

Unit 1 My name is Gina. Make students can use “hello” to greeting each other

Unit 2 Is this your pencil? Make students can ask and answer questions

十月份：学会一般疑问句的表达

Unit 3 this is my sister

Unit 4 where is my backpack?

Unit 5 do you have a soccer ball?

Unit 6 do you like bananas?

十一月份： 复习1-6单元的语法、词汇，在原有的基础上继续学习一般疑问句

Unit 7 how much are these pants?

Unit 8 when is your birthday？

Unit 9 do you want to go to a movie?

十二月份： 进一步学习疑问句和学习表达自己的爱好

Unit 10 can you play the guitar?

Unit 11 what time do you go to school?

Unit 12 my favorite subject is science

复习7-12 单元的句型结构，语法知识

一月份：进行期末复习和考试

★七年级仁爱英语教学计划

★仁爱英语七年级上册课件

★仁爱英语七年级下册单词表

★七年级下册英语仁爱版知识点

★Unit6教学反思

★七年级语文教学案例

★七年级上册仁爱版的英语教学计划

★仁爱英语八年级上教学参考

★《行道树》教学过程(七年级教学案例)

★仁爱版七年级英语上册U3T2SA导学案 (仁爱版英语七年级)

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