Unit 8 Where is John like?(新目标版七年级英语教案教学设计)

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篇1：Unit 8 Where is John like?(新目标版七年级英语教案教学设计)

教学目标

1）学会描述人物性格特征。

2）学会表达对人物外貌，爱好，个性等方面的综合评价。

3）培养学生发表自己的看法和意见的能力。

教学向导

语言目标

和结构 用what, who引导的一般现在时一般疑问句

Who’s that?

What’s he like?

2. 词汇：描述人物性格的单词

学习策略与

思维技巧 1. 个体操练 2. 群体思维 3. 查找信息解决问题

语言功能 谈论人物特征

表达对人物的简单评价

多元智能 人际交往能力

逻辑表达能力

概括智能

主题思维图及任务型活动

教学过程：

Teaching procedures

Teacher’s activities Students’ activities

Step1 Lead-

in Show some different photos to them and ask them, “Can you tell me who they are”

“What do they do?” Practice “He is …”

Step 2 Let students look at the photos and ask them: “What is the famous Chinese film star Gong Li like?” learn the new words

Step 3 Look at the picture on page 47 and ask the students to practice the dialogue in pairs.

“What is Billy like?” “He is …” Practice the dialogue.

Make up their own dialogues

Step 4 Give each student a piece of paper, and let them fill in the form.(表一). 对家人或朋友外貌，性格，职业，爱好进行调查 Fill in the form

Step 5 Ask students to do listening practice on page 48, 2a. Listen and draw the lines to match the words.

Step 6 .Write a book or see a movie. Then fill in the form.（表二）收看一部电影或读一本小说，记录其中主要人物的性格和外貌等。

Step 7 Interview

针对所填表格，运用所学句型进行口头练习。

Step 8 Writing:

写出十年后你理想中的着装，外貌，性格。

附:

Chart 1

..Names. ... relationship job appearance personality hobbies

(father)

Chart 2

personality appearance Why do you like/dislike him/her?

教案点评及反思：

本课是一节任务型教学研究课，着重以不同的方式向学生传授目标语言。用直观的形式，如照片等来教授新课。

1．导入：用名人照片导入容易引起学生共鸣。由于所选的人物有代表性，比较直接，鲜明的把学生引入到新课之中。加深学生对目标语言的理解。

2． 运用调查身边熟人的方法使目标语言具有很强的实用性。通过表格把新旧知识联系起来，达到温故知新的效果。

3． 阅读这个任务既锻炼了学生们的阅读能力又锻炼了他们分析问题的能力。当然这个任务需要一个充足的准备过程。

评价：本课设计合理，层次清晰；形式多样，课件运用恰当；达到了学生掌握并灵活运用目标语言的教学目的。在任务的设计和衔接上精炼流畅，最后一个任务难度大，老师的可预见性低，在操作时给老师提出了挑战。为了能够完成任务，收到良好的效果，老师和学生都应在课前充分准备。本节课改变了过去那种教师讲解和学生记笔记的学习语言的方式，培养了学生创造性运用语言的能力，并给学生创造能力的发展留出了充足的空间。

建议：可以根据学生情况，把step 6改为group work.即每组读一本书。这样做有助于培养学生团结互助，尊重他人，取长补短的能力。最后一步“写出十年后你理想中的着装，外貌，性格”可以根据情况留做家庭作业。要求学生不光要以文字的形式表达出来，同时要配上简单的图画，并通过板报的形式进行交流。

篇2：新目标 初一下册 Unit 8: What is John like?

Language goal

In this unit students learn to talk about what people are like.

New language

Who's that? That's Mike.

What's he like? He's shy.

What's she like? She's unfriendly.

Section A

Additional materials to bring to class:

pictures from newspapers and magazines for Follow-up activity 1 .

Ask a student to stand in front of the class. Ask students questions about this student using language they already know. For example, What's his/her name? Where is be/she from? What's his/her address? What's his/her favorite kind of music?

Then say, In this unit we're going to learn to say more about people. Write the six new words from page 47 on the board and use one or two of the words to describe the student standing in front of the class. For example,He's/She's friendly. He's/She's smart. Use gestures, facial expressions and/or translation to clarify the meaning of each statement. Point to each word on the board as you

use it to describe the student.

1 a This activity introduces the key vocabulary.

Focus attention on the picture. Ask students to tell what the people look like. They may mention that some one is tall, has blond hair, etc. Then point to a person in the picture, name the kind of personality he or she represents (smart, funny, serious, friendly, shy, or unfriendly) and ask students to repeat each word. Say a sentence or two about each kind of personality. She's smart. She studies a lot. She getsA's in all her classes.

Point out the numbered list of words. Say each one and ask students to repeat these words. , -

Then ask students to match each word with one of the people. Say, Write the letter of each person next to one of the words. Point out the sample answer.

Check the answers.

1 b This activity gives students practice in understanding the target language in spoken conversation.

Point to the picture. Ask students to identify the person ality type of each person. For example: She's smart.He's funny.

Play the recording the first time. Students only listen.

Play the recording a second time. This time, point to the six people. Ask students to write the number 1 next to Billy, the number 3 next to Jane and the number 2 next to Angela. You may wish to write these names and numbers on the board for students to look at as they work.

Correct the answers.

1 c This activity provides guided oral practice using the target language.

Point to the example in the speech bubbles in activity la. Ask two students to read it.

Say, Now work with a partner. Make your own conversations about Billy and Jane. Student A talks about Billy. Student B talks about Jane.

Have students work in pairs making conversations about Billy and Jane. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.

Ask some pairs to present their conversations to the class.

2a This activity provides guided listening practice using the target language.

Point out the chart. Read the column headings to the class. Then have one student read the list of names to the class, another student read the list of relationships to the class, and a third student read the list of personality words to the class.

Say, You will hear a recording of four conversations.In the chart, circle all of the words that you hear.

Play the tape the first time. Students only listen.

Play the tape a second time. Say, Circle all the words you hear in these three columns.

You may want to play the tape several times so students can finish and check their answers.

Correct the answers.

2b This activity provides listening practice using the target language.

Call attention again to the chart. Point out the lines that are drawn between “Mike”, “Peter's brother”, and “shy”!

Say, I will play the tape again. This time, draw lines to match the words that are about each person in the chart. Mike is Peter's brother and he is shy, so lines are drawn to connect all those words. Please do this for the other three people.

Play the tape. Students draw lines connecting the related words.

Check the answers.

2c This activity provides guided oral practice using the target language.

Point to the example in the speech bubbles. Ask two students to read the dialogue. Show students how this dialogue connects with the chart in activity 2a.

Say, Now work with a partner. Make your own conversations about the chart. You can use sentences like the ones in activity 2c.

As students work in pairs, move around the room monitoring their work. Offer language or pronunciatiol support as needed.

3a This activity provides guided oral practice using the target language.

Point out the four sentences next to the picture.Ask different students to say one of the sentences each.

Say, Now number the sentences so that they make a conversation. The first one is done for you. The first line of the conversation is “Who's the tall, thin boy with curly hair?” Please work in pairs.As students work, move around the room monitoring progress.

After students have finished numbering the sentences, check the answer. Then say. Now please practice the conversation. Take turns asking about Jack.

Ask several pairs of students to read the dialogue to the class.

3b This activity provides oral practice using the target language.

Call attention to the example in the chart. Ask one student to introduce “Anne” to the class (Anne's smart and interesting. She likes monies and Kung Fu).

Explain that students have to write words that describe their riends' personalities and hobbies. Ask,Are they friendly or nfriendly? erious or funny? Smart or shy? What sports do they like? What do they like to do in their leisure time? What clothes do they like to wear?What else can you say about them?

Have students complete the chart individually. As they work, move around the classroom monitoring progress.

When they have completed the chart, ask students to introduce their friends to their partners.

Ask several students to introduce one of their friends to the rest of the class.

4 This game provides guided listening, speaking, and writing practice using the target language.

Point out the questions and answers in the speech bubbles. Ask two students to perform the dialogue.

Reintroduce the question, What are you like? by asking one or two students the question and prompting a reasonable answer, such as, I'm serious or I'm friendly.

Read the instructions to the class or have a student do this.

Point out the list of six personality types and the sample answer, Dave. Say, Now talk to your class mates. Ask the question, “What are you like?” Get as many answers as you can in ten minutes.

Answer any questions students have about how to play the game. Remind students that you will stop the game in ten minutes.

When the game is over, ask. Who has ten names on your chart? Who has twelve names? Continue until you find the student with the most names. That student is the winner of the game.

Ask the winner to read his/her list of personality types and names to the class.

Alternative: If you do not want students to get up and walk round the class, then you can ask them to do ?the activity sitting down. They an ask students sitting near them, “What are you like?” The student who finds the largest number of different personal ity types is the winner.

Section B

New language

more words to describe people's personalities: generous,outgoing, easygoing, moody

1 This activity introduces more key vocabulary.

Focus attention on the four pictures. Ask students to tell what they see in each picture. Guide students to understand the meaning of each word through facial gestures and/or translation.

Then review the four words again, adding a sentence or two describing each personality type. For example you might say, She's generous. She gives people things.She doesn't keep everything/or herself She's a generous person.

Point out the numbered list of words. Say each one and ask students to repeat.

Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.

Check the answers.

2a This activity provides listening practice using the target language.

Say, You are going to hear a conversation. Mary is talking with a friend. Listen to the conversation and flu in the blanks in the chart under “Personality”.These words tell what the people are like.

Play the recording the first time. Students only listen.

Play the recording a second time. This time ask students to fill in the words under “Personality” that describe the people's personalities.

Check the answers.

2b This activity provides more guided listening practice using the target language.

Say, Now you are going to hear the conversation again. This time listen to the conversation and/ill in the blanks under “Appearance.” These words tell what the people look like.

Play the recording the first time. Students only listen.

Play the recording a second time. This time ask student to fill in the words under “Appearance” that describe what people look like.

Check the answers.

2c This activity provides guided listening and speaking practice using the target language.

Point to the example in the speech bubbles. Ask two students to read it to the class.

Ask students to work in pairs. Say, Use the chart in activity 2 a to ask and answer questions about the people in the picture.

As students work, move around the room monitorin progress.

Ask some pairs to present their conversations to the class.

3a This activity provides reading and writing practice using the target language.

Call attention to the letter and ask students to read one sentence each to the class. Ask some comprehension questions to be sure students understand the main ideas in the letter. For example, What is the girl's name?Where does she want to go? How old is she?

Point out the application form. Point to and read the five headings to the class. Say, Now use the information in the letter to fill in the application form. Ask students to work individually.

Correct the answers.

3b This activity provides more reading and writing practice using the target language.

Call attention to the application form. Point out that it looks just like the one they just filled in.

Say, Now read the information on this form and write a letter like the letter in activity 3a. You can look back at that letter/or ideas.

Ask students to work independently. As they work,move around the room monitoring progress and offering assistance where eeded.

Ask a student to read his or her letter to the class.

3c This activity provides writing practice using the target

language.

On the board, make a five-part chart similar to the ones in activities 3a and 3b. Include 1. Name, 2. Age,3. Nationality,4. Likes, 5. Personality.

Say, Copy this chart on separate paper and fill in the information about yourself before you start writing the letter. Offer spelling and pronunciation help with any new likes or personality types students wish to use in their letters. Write each new word on the board and have the class repeat it.

Ask students to work Independently. As they work,move around the room monitoring progress and offering assistance where needed. .

Ask several students to read their letters to the class.

4 This activity provides listening and speaking practice using the target language.

Read the directions to the class.

Say, What do we ask to find out someone's name?Guide students to answer. What's your name? Write this on the board. Elicit more topics to ask about.

Afterward, point to each of the questions on the board. Ask students to repeat each one after you. Compare the What do you like? and What are you like? questions and point out different answers to each.

Ask students to work with their partners to ask and answer questions. Suggest that they each take the student and the teacher role once.

Ask several pairs to present their conversations to the class.

篇3：Unit 7 What does he look like？(新目标版七年级英语教案教学设计)

任务型活动建议：

课程标准解读

学生参与决定教学内容。Brainstorm(头脑风暴)即学生在学习之前根据课题搜集、整理与课题相关人物外表信息。（身高、身材、头发颜色，长度及发型、脸部特征、着装、性格表达等）这样学生课前自己准备学习材料，教师利用学生带入教室的各种信息组织语言教学活动，并对学生进行经常性的需求分析，随时调整教学内容。

力图使学生自己输入成为主要教学内容资源，并成为整个学习过程的中心。教师针对本班学生特点，对教材进行整合、取舍并及时扩充必要材料充实课堂教学内容。

教学中挖掘利用学生自身的知识与经验，使学习内容更切合实际，学生更容易深切感知。主张学生自主、自导学习，合作学习，强调不是个人学习，而是群体学习中的学生自主性。

总体教学思路：

本节课设计思路是两条主线,一条是知识线；另一条是任务链。：

知识：知识的呈现是按照词、句、文，即，从易到难的顺序呈现的。从上节课的作业入手，然后分别复习人物外表如：身高、身材、头发颜色，长度及发型、脸部特征、着装、性格的词语介绍；讨论外表所需的询问和应答的句式，到知识综合运用和提高，最后是巩固和开放性作业。

任务：本节课任务设计以人物外貌为主线，上课以优秀小侦探导入新任务--识别罪犯， 描述罪犯特征，然后，画出罪犯肖像，给马虎探长写回信。

教学目标：

1．学会描述人物外貌。

2．学习根据描述人物外貌的文章画出人物,并能就图片写出人物间外貌不同特征及区别。

教学重点和难点：

描述人物外貌特征。

读文画图，看图写文。

课前准备：

1．搜集有关人物外表的词汇如：身高、身材、年龄、头发颜色，长度及发型、脸部特征、着装、性格的词语(至少15个)，分小组写出描述同一器官的不同词语。

2．分小组准备长相不同的人物图片，分男女。每组准备一篇描述人物的文章，画两个或多个外貌不同的人物图。（带软盘或样图）

教学设计：

本课按照两条主线进行设计，一是知识支撑，二是任务设计：

本节课流程图

教学板块设计

导入（Lead in）设计:

目的：通过不同外貌描述，为导入教学做好知识铺垫。以做一次侦探，引出本节课的大任务：争做最佳侦探。吸引学生，激发其学习兴趣，提高学生作为学习主体（主人）课堂参与意识。

大量人物图片以及描述外貌词语，将其注意力吸引到课堂中，此时老师恰到好处地让学生汇报导入任务切入主题。

Task 1: 辨认罪犯: 通过学生阅读描述罪犯外貌材料，观察画像，找出罪犯，以激活学生已经掌握的有关外貌词汇。这个活动Focus on reading.

Task 2: 阅读马虎探长所丢失的材料，为罪犯画像。Focus on reading and drawing.

Task 3: 让学生设计画出自己想象的罪犯外貌、着装，并对罪犯进行描述。激活学生已经掌握的描述外貌的句子。本活动Focus on writing。

教学过程设计：

Tasks process Teacher’s activities Students’ activities

Task1 Brainstorm 外貌词语 复习描述外貌所学词语 学生看、听、想、答。

Task2争做小侦探 外貌词句 给出两幅相似的罪犯画像，请学生分辨其不同之处 观察、说出不同点。

Task3谁是罪犯 巩固有关外貌词句 给出部分罪犯资料，包括图、文。

2 巡视, 指导.

3 反馈、点评。 小组合作阅读资料找出与图对应的罪犯

Task4最佳侦探 使用表达外貌词句。 1请各组学生分别设计想象中的罪犯画像，并写出相关文章

2询问活动结果。

3 评出最佳侦探。（ 奖励） 学生分别说出自己想象的罪犯特征，画像，写出相关文章

由一位学生汇报结果.

Task6 I learn more than you can see. conclusion 开放性小结本课内容 1．用比赛结果导入本单元重点句。

2.请学生写出自己今日所学或使用的其他句型（越多越好） 记下重点句。

写出自己会的句子。

小组交流

记下新句子

Homework 1 画一组人物像

2.写出人物外貌特征以及不同点。 自己画像写相关文章。

板书设计：

课后小结

收获：

A 鼓励学生大胆的使用英语，对他们学习过程中的失误和错误采取宽容的态度。

B任务链设计较成功，创造条件让学生能够研究他们自己感兴趣的问题。

C 课堂设计较合理，给学生创设自主学习和交流的机会。

D 学生通过体验、实践、讨论、合作等方式发展了听说读写的综合语言技能。

探索：

继续探索在任务、与合作型教学中如何调动全体学生的积极性，

课后反思：

本课的设计使学生确实从学习中学会了如何谈论外貌,同时还学会了识别不同人物外貌特征，设计简单通缉令.丰富了学生生活,同时也是一种真实的体验.增加学生的语言实践，促进他们在整个教学活动中主动参与。

教案点评：

本节课任务设计以人物外貌为主线，上课以优秀小侦探导入新任务--识别罪犯， 描述罪犯特征，然后，画出罪犯肖像，给马虎探长写回信。

篇4：Unit 9 It’s raining!(新目标版七年级英语教案教学设计)

Unit 9 It’s raining!

（一）

教学目标

*复习地名

*掌握表示天气情况的词语

*能够谈论天气，表达自己的情感

教学向导

目标语言 语言结构 语言功能

How is the weather?

It’s raining/windy/ cloudy/sunny/ snowing/ cold/hot. 现在进行时

What are you doing? I’m watching TV.

What is he/she doing?

He/She is playing basketball.

What are they doing?

They’re studying. 谈论天气

重点词汇 学习策略与技巧 跨学科知识

Windy cloudy rain snow sunny cold cool warm humid winter weather Pair work

Group work 其他国家、城市名称

地理方位

教学过程设计：

Steps Teacher’s activity Students’ activity Preparation

Brainstorm Show some pictures and guess the places Look at the pictures and give the answers Pictures or ppt.

Task I pair work: talk about the places and the weather

Aim Familiar with the new words

1 Look at the pictures and know the name of the places Read Ppt.

2 Read the new words in 1a and explain the meaning Read and remember

3 Use the sentence ‘how is the weather in Beijing?’ Answer the questions and learn

4 Make a sample: question and answer; let Ss do it Prepare their conversations

5 Move around the room and give support as needed Talk to each other

6 Ask some pairs to show their conversations Give their works or more expressions More sentence structures

Task II: listening comprehensions: what are they doing?

Aim Familiar with the new structure

1 Look at the pictures in 2a and know their activities Look

2 Listen to the tape for two times and fill in the blanks Listen and give the answers Tape

3 Move around the room and give some support Write the answers

4 Check the answer and point out the focus Check

5 Pair works to practice: what’s he doing? And answer it Make the pair work

Task III: group work：Is he playing soccer?

Aim Familiar with the sentences

1 Guess: what is he doing?

Is he …..?

How’s the weather? Listen to the rules of this game

2 Give some time and let them prepare to act Talk about how to act

3 Move around the room and give support Talk in groups

4 Ask one to act, other group guess, the winner group gets 1 point; Act and guess

5 Evaluate the best group in the class Choose the best group and the best actor

Homework Call your friend and ask him/her what his family members are doing, write a diary.

教学反思：本单元主要谈论天气，可以结合地理方位，国家名称来扩大学生的知识范围。在活动的选取方面，注重结合目标语言的机械操练及任务型的情景练习，使学生多方位的理解现在进行时的用法。让学生使用所学过的句型，可以巩固以前的知识。老师在任务中的指导地位是很重要的，要仔细设计好任务的各个环节，还要更加充分的备课、准备资料。

教案点评：

本单元主要谈论天气，可以结合地理方位，国家名称来扩大学生的知识范围。在活动的选取方面，注重结合目标语言的机械操练及任务型的情景练习，使学生多方位的理解现在进行时的用法。

（二）

教学目标

*熟练运用现在进行时的用法

*能够描述自己看到的情景，人的动作行为。

*能够对天气、对事情表达自己的情感

教学向导

目标语言 语言结构 语言功能

What are you doing?

I am playing basketball. 现在进行时一般疑问句

Are you watching TV?

Yes, I am. No, I am not.

Is she playing computer games?

Yes, she/he is. No, she/he isn’t. 谈论人的动作

谈论天气

重点词汇 学习策略与技巧 跨学科知识

Hot, cool, humid, cold, warm;

Riding, walking, taking; Playing basketball, Eating/ drinking, Visiting my grandmother, Watching TV, Playing the guitar 小组活动

调查图表 互相交流不同国家的文化

教学过程设计：

Steps Teacher’s activity Students’ activity Preparation

Brainstorm Ask students to describe photos of them Describe the photos, use ‘my father is watching TV.’ Photos

Task I: pair work: what is he doing?

Aim Familiar with the new words; review the sentences

1 Look at the words and the pictures and match them P601a Finish the work

2 Check the answers Check

3 Make conversations with the pictures: what and how Use: The weather is… he is reading;

4 Move around the room and give the suggestions Talk about the conversations

5 Ask some pairs and point out the mistakes Show their works

Task II: reading comprehension

1 Say something about the background knowledge of Egypt and then look at the picture Give their information of Egypt Ppt.

2 Ask students to explain the report for the class Act as a reporter.

3 Choose the words of weather and the activities Give the answer

4 Check the answer and point out the focus Finish the work

5 Look at the pictures and describe Paris Read and fill in the blank

6 Check the answer and point our the verb phrases Check the answer

Task III: group work: your ideal place

Aim Use different sentences

1 Each group choose one place to describe and what you are doing in it Choose one place, and describe what they are doing

2 Move around the room and give suggestions Talk about it and write it down

3 Ask one to show their works and act it Choose one of each group to make a report

4 Evaluate the best group and the best reporter Choose the best one

Homework Ask your friends their ideal place and write about it

教学反思：新课程标准中强调学生在课堂中的主体地位，在综合课中他们的主体地位就更加突出。在各个活动中给不同程度的学生不同层次的任务，让各层面的学生都有表现发挥的机会，从而产生对英语的兴趣。使用照片图片多媒体来辅助教学，效果更好。同时让了解其他国家风景，风俗的同学介绍ideal place，增加学生的背景知知识，实现跨学科交流的目的。

教案点评：

采用任务型教学模式，在各个活动中给不同程度的学生不同层次的任务，让各层面的学生都有表现发挥的机会，从而产生对英语的兴趣。使用照片图片多媒体来辅助教学，效果更好。让了解其他国家风景，风俗的同学介绍ideal place，增加学生的背景知知识，实现跨学科交流的目的。

篇5：新目标英语九年级全套教案 新目标 Unit 8 (新目标版九年级英语教案教学设计)

Unit 8 Where would you like to visit?

Part 1: Teaching design (第一部分：教学设计)

Structures: Phrasal verbs

Target language: I’d like to work outside. I’ll help clean up the city parks. You could give out food at a food bank.

Vocabulary: put off, hand out, call up give away, run out of, clean up, set up, take after, fix up, cheer up, give out, hunger, sign, repair

Learning strategies: Taking notes, Personalizing

SECTION A

Goals

●To learn to use phrasal verbs

●To read about being a volunteer

●To listen and talk about clean up the city parks

Procedures

Warming up by learning about grammar focus

Hello, class. This week we shall go and help clean up the city parks. But first what is the meaning of “clean up”? What verb is it?

Turn to page 61 and look at the chart to learn about “phrasal verb”

What is a phrasal verb?

▲It is an English verb followed by one or more particles where the combination behaves as a syntactic and semantic unit; “turn out” is a phrasal verb in the question “how many turned out to vote?”

▲In the English language, a phrasal verb is a verb combined with a preposition, an adverb, or an adverbial particle, all three of which are uninflected.

1a Looking and reading

Look at the bulletin board on page 60 and read about ways by which you could help people. Then list other ways you could help people.

Work outside, clean up the city parks, help stop hunger, visit sick children call people back, find out about the flood, take part in planting trees, help provide money for the poor students, be volunteers at the Olympics

1b Listening and completing

You are going to listen to several conversations.

Tapescript

Conversation 1

Boy1: I’d like to work outside.

Girl1: You could help clean up the city parks.

Conversation 2

Boy2: I’d like to help homeless people.

Girl1: You could give out food at the food bank.

Conversation 3

Girl2: I’d like to cheer up sick kids.

Girl1: You could visit them in the hospital.

Conversation 4

Girl1: I’d like to help kids with their schoolwork.

Girl2: You could volunteer in an after-school study program.

While listening, pay attention to information to complete the sentences on page 60 in the box.

1. I’d like to work outside. You could help clean up the city parks.

2. I’d like to help homeless people. You could give out food at the food bank.

3. I’d like to cheer up sick kids. You could visit them in the hospital.

4. I’d like to help kids with their schoolwork. You could volunteer in an after-school study program.

1c Doing pairwork

In pairs you are to practice the conversations in the picture on page 60. Then make similar conversations using the information in activity 1b.

▲I’d like to work outside.

▲You could help clean up the city parks.

▲I could visit sick children in the hospital.

We could help stop hunger by giving out food at the food bank. ●I’d like to work cleaning up the school playground.

●I’d like to help homeless people in my hometown.

●I’d like to cheer up sick kids.

●I could visit them in the hospital.

●I’d like to help kids with their English.

●We could volunteer in an after-school cleaning up program.

2a Listening and checking

Some students talking about planning a City Parks Clean-up Day. Listen to their talk and check√the things they are going to do.

Tapescript

Boy1; OK. Now we need to come up with a plan to tell people about the city park clean-up.

Girl1: Yeah, but I’m hungry, Bob. Let’s have lunch first.

Girl2: No, we can’t put off making a plan. Clean-up Day is only two weeks from now.

Boy2: You’re right, Sally. While we talk, I’ll write down all our ideas. Then we can decide which ideas are best.

Girl1: Um… well… we could put up signs.√

Boy2: That’s a good idea!

Girl2: I’ll hand out advertisements after school.√

Boy1; OK. Great! And we could each call up ten people and ask them to come.√

Boy2: Hey, we’re coming up with a lot of good ideas, aren’t we?

2b Listening and filling in blanks

I’ shall play the tape again and you are to listen and fill in the blanks in the box on 61.

1.We need to come up with a plan.

2.We can’t put off making a plan. Clean-up Day is only two weeks from now.

3. I’ll write down all our ideas.

4. We could put up signs.

5. I’ll hand out advertisements after school.

6. We could each call up ten people and ask them to come.

2c Doing pairwork

Let’s go on to role play the conversation in activity 2b.

A: We need to come up with a plan.

B: Let’s have lunch first.

A: No, we can’t put off making a plan. Clean-up Day is only two weeks from now.

B: I’ll write down all our ideas that we come out with.

A: We could put up signs after school.

B: We’ll hand out advertisements at weekends.

A: At home we could each call up ten people and ask them to come.

B: We could get online to make our plan known to all.

3a Reading, underlining and circling

On page 62 is an article about volunteers. Read it and underline the kinds of work they do. You have to circle the reasons why they like their work.

Being a volunteer is great！

Number 77 High School is home to three very special young people: Li Huiping, Lan Pei, and Zhu Ming. These three students all volunteer their time to help other people. This volunteer work takes each of them several hours a week, so it is a major commitment. Huiping loves to read, and she puts this love to good use by working in the after-school care center at her local elementary school. Here, she helps young children to read. Pei loves animals, and plans to study to be a veterinarian when he leaves school. He spends every Saturday morning working in an animal hospital. Ming wants to be a professional singer. He sings for groups of people at the city hospital to cheer them up.

“Volunteering is great！” says Huiping. “Not only do I feel good about helping other people, but I get to spend time doing what I love to do.” Pei says he has learned more about animals. Ming says he has met some wonderful people at the hospital. The three students plan to set up a student volunteer project at their school. “Don’t put it off,” says Huiping. “Become a volunteer today！”

Read the article again to darken the phrasal verbs found in it.

3b Filling in the table

On page 62 is a table showing the kinds of volunteer work the four students could do. Read the table and fill in it.

Name Loves Could

Hui Football Teach the pupils to play football

Xiao Tang Writing stories Turn the city people’s life into stories

Joy Movies Show free movies to the villagers

Wei Music Play music to cheer people up

3c Doing pair

Next take turns role playing being one of the people in 3b by asking and giving advice.

A: I’d like to join the school volunteer project, but I’m not sure what I should do.

B: What do you like doing?

A: I love playing football.

B: Well, you could help coach a football team for little kids.

A: I’d like to join the class volunteer project, but I’m not sure what I should do.

B: What do you like doing?

A: I love writing stories.

B: Well, you could help write stories forcitizens.

A: I’d like to join the town volunteer project, but I’m not sure what I should do.

B: What do you like doing?

A: I love seeing movies.

B: Well, you could help introduce good movies to the farmers.

A: I’d like to join the city volunteer project, but I’m not sure what I should do.

B: What do you like doing?

A: I love playing music.

B: Well, you could help organize a music band for the factory workers.

4 Doing pairwork

In the table on bottom of page 62 write down three things you like to do and then ask your partner for advice about the kinds of volunteer work you could do.

Things I like to do Volunteer work I could do

1. reading in English Help teach English to those poor in English

2. surfing online Help getting useful information online for the farmers

3. collecting ancient coins Help give a speech on ancient Chinese culture

A: I like to reading in English. What kind of volunteer work do you think I could do?

B: You could help teach English to those poor in English.

A: I like to surfing online. What kind of volunteer work do you think I could do?

B: You could help get useful information online for the farmers teach English to those poor in English.

A: I like to collect ancient coins. What kind of volunteer work do you think I could do?

B: You could help give a speech on ancient Chinese culture.

Closing down by reading an English poem

Falling Asleep in Class

I fell asleep in class today,

as I was awfully bored.

I laid my head upon my desk

and closed my eyes and snored.

I woke to find a piece of paper

sticking to my face.

I'd slobbered on my textbooks

and my hair was a disgrace.

My clothes were badly rumpled

and my eyes were glazed and red.

My binder left a three-ring

indentation in my head.

I slept through class, and probably

I would have slept some more,

except my students woke me

as they headed out the door.

Kenn Nesbitt

篇6：Unit 2 Why do you like koala bears?(新目标版七年级英语教案教学设计)

一．教学目标：

谈论自己的喜好；

询问他人的喜好；

能够谈论喜爱某种动物的理由；

做出自己的行动计划。

二．教学向导

语言目标 学习策略与思维技巧 重点词汇

使用like的一般现在时句型

使用like的一般现在时的疑问句，并做出肯定和否定的回答。

使用what 和like的特殊疑问句

名词的单复数的使用 通过讨论，做出推理与判断，培养综合分析能力 tiger, elephant, koala bear, dolphin, panda, lion, penguin, giraffe,

smart, cute, ugly, intelligent, friendly, beautiful, shy, kind of, very, Africa, China

语言结构 语言功能 跨学科学习

Present tense to like

Yes/No questions and short answers

And/but

Adjectives of quality

Why do you like koala bears? 讨论喜好

陈述理由 文学：鼓励学生创作，根据自己调查的资料和感受写出对保护动物的理解

三．重点句型

Why do you want to see the pandas?

Because they’re cute.

Why does he like the koala bears?

Because they are kind of interesting.

What animals do you like?

I like penguins. They are cute.

What other animals do you like?

I like dogs, too.

Where are lions from?

They are from Africa.

四．教学步骤：

Step 1: Lead-in

Show parts of animal’s bodies by slide show, let students guess what animals they are.

Then students show the pictures of all kinds of animals they found before class, and do a brief introduction of the pictures.

Step 2: Task one: make a survey: what animals do your group mates want to see?

Listen to the tape and finish Section A, 2a and 2b;

Ask group mates what animals they want to see in a zoo, fill in the chart as below:

Name Favorite animals Why

Lucy Pandas, monkeys cute and friendly; smart and naughty

Presentation: show their pair work

report: Lucy wants to see pandas. She thinks pandas are very cute and friendly…

Step 3: Task two: make decision what animals your group wants to see in a zoo.

1. choose the most popular three animals in one’s group;

2. listen to the tape, finish Section B, 2a and 2b;

3. make a plan when you go to a zoo with your group mates.

Give a dialogue sample:

Boy: Where do you want to go now?

Girl: Let’s see the elephants.

B: The elephants? Why do you like elephants?

G: Oh, they’re interesting. And they are really intelligent.

B: Yes, but they are ugly, too.

G: Oh, Tony! So, where do you want to go?

B: Let’s see the pandas. They are kind of cute.

G: Oh, yeah. I love pandas. They’re beautiful. But they are also kind of shy. Where are they?

B: They’re over there on the left, just across from the koala bears.

Step 4: Task three: We are going to the Beijing zoo for Autumn Outing, draw the order your group see animals at the zoo and state your reasons.

Group work:

1. draw a map of the zoo like the picture on P7; (according to the map of Beijing zoo)

2. mark the order your group see animals;

3. state the reasons like: Lucy, Mary and I like pandas best because they are lovely and beautiful, so we go to see pandas first. Then…

Step 5: Homework: Task:

If you have a wild animal zoo, what animals do you want to put in your zoo?

Draw a map of your zoo and state why you have these wild animals.

教学点评及反思：

一．环节设计思路：

本课以游戏形式的猜动物名称引入，首先让学生通过游戏中的练习，尽快熟悉各种动物的英文名称。然后导入到三个链状承接的任务上。第一个任务通过听力引入本课的第一组重点句型，即询问喜欢何种动物及其原因。然后在同学中做一个调查，看看大家都喜欢些什么动物以及喜欢的原因，为第二个任务积累资料。任务二是真实任务前的模拟，让学生从大家喜欢的动物中挑选两至三种安排小组去动物园的参观路线。真实任务是来源于对秋游的设想，打算组织学生去北京动物园，分小组活动，要求各小组有自己的参观计划，必须明确列出参观各种动物的顺序以及原因，并根据地图说出大致的方位。课堂完成任务后，课后任务对课堂的延伸和巩固，因此选择了学生较感兴趣的野生动物问题，同时兼有美术和生物学科的学习，一举多得。

二．课后反思：

本课设计上思路非常明晰，由潜入深，教师带领着学生一步一个脚印，渐渐进入任务，让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，有趣又实用，学生的参与非常热烈。教师对课堂的把握非常到位，收放自如。不足之处在于野生动物的话题过于广泛，教师可给与适当的指导，提供方向性的资料利于学生课下任务的完成。

教案点评：

本课以游戏形式的猜动物名称引入，让学生熟悉各种动物的英文名称。然后导入到三个链状承接的任务上。课堂完成任务后，选择了学生较感兴趣的野生动物问题，对课堂进行延伸和巩固，同时兼有美术和生物学科的学习，一举多得。本课设计上思路非常明晰，由潜入深，让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，有趣又实用。

篇7：Unit 12 Don’t eat in class(新目标版七年级英语教案教学设计)

教学目标：

1. 谈论规则

2. 祈使语气

3. 表示允许

4. 能够用口头或书面描述规则

教学重点和难点：

重点掌握祈使语气的用法，包括表示允许的Can及其当情态动词用的 have to do；以及各种可以用在表述规章制度的动词和句型。难点在于情态动词的用法，以及祈使句与它的应答。

教学设计：

学习内容

学生活动

教师活动

1. 表示规则的句型：

* --- Don’t run in the hallways.

--- Sorry, Ms Mendoza.

* Don’t watch TV after school.

* Don’t go out on school nights.

1. 思考、谈论规则。

* Don’t talk loudly.

* Do your homework after school!

* Practice your guitar every day.

引导、启发、教授需学内容。

2. Can for permission, such as: We can do….

We can’t do….

Can we do…?

* --- What are the rules?

--- Well, we can’t arrive

late for class.

* --- Can we listen to

music, Alex?

--- We can’t listen to

music in the hallways,

but we can listen to it

outside.

2. 听录音，回答问题。

* --- Can we eat in the classroom?

--- No, we can’t.

* --- Can students wear hats in school?

--- Yes, they can.

放录音；启发、提示问题及答语。

3. 阅读→迁移（读、写、文化差异）。

阅读/认图标；阅读信件→根据其信息找出规则→写出规则。

3. 引导、提示图标含义；提示文化差异。

4. 用口头或书面形式描述规则。

4. 利用本单元所学祈使语气的用法，包括表示允许的Can及其当情态动词用的 have to do，根据常识或观察, 为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。

4. 检查学生讨论制定规章制度或使用规则情况--句型、短语、动词形式是否正确；指导并落实学生写作情况。

教学过程设计：

Task One:

Talk about school rules to “feel” Imperatives

Goal：Get to know about the structure to express rules

Step 1: Talk about the school rules they know / remember

Step 2: Look at the picture and read the rules in Section A – 1a, telling the difference between yours

Step 3: Add more rules to your school, which you think necessary

Task Two:

Listen and find out what Ss can do and what they cannot

Goal: Try to understand the rules by listening

Step 1: Listen to conversations about the activities and find out what students can do and what they cannot do

Step 2: Listen to conversations about the activities and find out what Alex and Christina can do and what they cannot do→Section A (2a / b)

Step 3: Listen to conversations about the activities and find out what rules students break

→Section A (1b)

Step 4: Listen to the different rules that different people have to follow→Section B (2a / b)

Task Three:

Learn to read the signs for rules

Goal: Learn about the rules by reading the signs

Step 1: Learn about the rules by reading the pictures→Section B1

Step 2: Learn about the rules by reading the signs→Section B (3 b)

Step 3: Talk about the similarities or the differences about the signs between China and abroad

Task Four:

Write rules for libraries, labs, computer-rooms, and swimming pools etc.

Goal: Learn to take care of public things

Step 1:

Read the letter →Section B (3 a)

Find the rules in the letter

Write them down

Step 2:

Talk in pairs about the rules for public places, such as libraries, labs, computer-rooms, swimming pools, etc.

Discuss in groups about the rules for these public places

Write down what have been talked about / discussed

教学点评与反思：

设计思路：

任务型课程的设计要自始至终体现任务的要求与特点，尤其要确保任务的设计与完成是从简单重复逐步过渡到真实或接近真实。基于这一要求与特点，本课的四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，以及如何表达规则；然后听（通过听那些能做、哪些不能做的事儿，体会情态动词can和can’t的用法）、认（通过认图标，说出规则，并把说出的规则写下来），最后根据常识或观察, 为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。这样，通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育：通过对公共场所制定规章制度, 培养学生遵守公德、爱护公物的美德。同时，学生还可以学会发散思维，以扩展知识；口头及书面表达能力也可随之提高。

二、课后反思：

不足之处：图标展示得不够；还可通过图标渗透中外文化差异。

可取之处：全方位的训练了学生的听、说、读、写的能力。

教案点评：

本设计采用任务型教学模式，设置四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，及如何表达规则；然后通过听，体会情态动词can和can’t的用法，通过认图标，说出规则，最后为图书馆、实验室等公共场所制定规章制度或使用规则。通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育。

篇8：初一英语新目标教案unit1(新目标版七年级英语教案教学设计)

Language functions:

Introduce themselves, greet people, ask for and give telephone.

Goals:

Use Hello, Hi. Introduce themselves. The number0-9.

Structures:

Present tense to be. What question. Possessive adjectives my, your, his, her.

Vocabulary:

Personal names, numbers 0-9. phone number, first name, last name, Hi, Hello

Target language:

What’s your name? My name is… I’m Gina. Nice to meet you. What’s your phone number? It’s…

Learning strategies:

Practicing. Listening for specific information.

Four periods

Period 1

Step 1 Revision

Revise the words and the sentences: What’s this in English?”

Do P1-1a

Teach new words and then let them read.

Step 2 Pairwork

Greet people and introduce yourself

Step 3. Presentation

1. Look at the picture P1-1a, listen to the conversations.

2. Do P1-1b.

3. Listen and repeat the conversations.

4. Pairwork. Do P1-1c.

Practise the conversations.

Report: self-introduction

Use: My name is…

I am…

I want to be your good friend

Step 4 Listening

1. Look at the picture p2-2a. listen to the conversations.

2. Do p2-2a

3. Teach the class to read the names.

4. Do p2-2b.

Step 5 Presentation

1. Using gestures and models, help the class to understand the sentences:

My name is…= I am

Her name is…

His name is…

2. Pairwork Do p2-2c

3. Groupwork. Do p3-4

Step 6 Grammar focus

1.Let the students read and ask any questions.

2. Teach them how to write the sentences.

Homework

Do p2-2c

Period 2

Step 1. Revision

1.Revise the words p1-p2.

2.Groupwork: Play the name game,p3-4

3.teach the new words p3, p5

step 2. Presentation

I. show a photo of Cheng long.

T: Who is this? S: It’s Chenglong

What’s his name? His name is chenglong.

What’s his English name? His English name is Jacky Cheng.

2. Name First name(Given name) Last name (Family name)

Cheng long Long Cheng

Jacky Cheng Jacky Cheng

4. Cheng long. His first name is Long. His last name is Cheng.

Jacky Cheng. His first name is Jacky. His last name is Cheng.

II. Show a photo of mine.

Who is this? My first name is… My last name is…

III. Groupwork

What’s your/his/her name?

What’s your/his/her first/last name?

Iv. Report: Self-introduction

My name is… My first name is…and my last name is…

I want to be your good friend.

Step3. book

1. Do p3-3a, 3b

2. Give yourself and English name the report

My English name is… My first name is…and my last name is…

3. Do p5-3a

Step 4 Homework

Make a ID card.

Period 3

Step 1. Revision

1. Pairwork

what’s your first/last name?

2. Report

Tell us your personal information

Step 2 words

Do p4-1a

Groupwork: Read the numbers.

Say your favourvite number.

Step 3 Presentation

1. This is my mobile phone. My telephone number is…This is Miss Zhang. Her telephone number is… What’s her telephone number? It’s…

What’s your telephone number?

It’s…

2.Pairwork

What’s your telephone number?

It’s…

3. Groupwork

What’s your/his/her telephone number?

It’s…

Do p4-2c p5-4

Step 4 book

1. Listening Do P4-1b, 2a, 2b

2. show their ID cards

3. Do P5-3b, 3c

4. Check their ID cards.

Step 5 Homework

Make a school ID card

Period 4

Step 1 Revision

Revise the words and the sentences that they learned in this unit.

Revise the numbers

Step 2 Exercises

1. Do 1. Ask them to check all the words they know. Find out the meanings of any words they don’t know.

2.Write five new words in their Vocab-builder on p108.Share their lists with other students.

3 Complete the questions and answers individually for the other three situations.

4 Read just for fun. Discuss where the humor comes from. Invite pairs of students to present this dialogue to the rest of the class.

Step 3. Game

1. Play the name game. P3-4

2. Find the owner. P5-4

Step4 Homework

Remember the words and the sentences.

篇9：初一英语新目标教案unit2(新目标版七年级英语教案教学设计)

Language functions:

Identify ownership

Goals:

Talk about the things.

Structures:

Demonstratives this, that. What questions. Yes/No questions and short answers

Vocabulary:

The letters, pencil, pen, book, eraser, ruler, pencil case, backpack. ID card, baseball, watch, key, computer game, notebook, ring, dictionary.

Target language:

Is this your pencil? Yes, it is. No, it isn’t. What’s this in English? It’s a pencil. How do you spell pencil?

Learning strategies:

Use context, guessing.

Four periods

Period 1

Step1 Revision

Revise introduce themselves. My name is… My phone number is…

Step 2 Presentation

1. Locate actual items in the classroom. Hold up each one and say its name. Ask them to repeat. Include: pencil, pen, book. Eraser, ruler, pencil case, backpack, pencil sharpener, dictionary.

2. Match the words and the objects. Do 1a

3. Listen. Do 1b.

Step 3 Pairwork

1. Say the sample conversations. Have them repeat.

2. Ask them to practice the conversations in pairs.

Step 3 Task

Gather some things on the desk and invite students to take turns coming to the front and find the owners? Let’s see who can find all the owners first and write the owners’ names in the chart? Ask Is this your…?

Period 2

Step 1. Revision

Revise is this your …? Is that your…?

Step2. Listening

1. Point to the objects in the illustration and ask students to name each one.

2. Play the recording. Do 2a

3. Do 2b. point to the words in the box and ask them to read them aloud. Listen. Write one of the words form the box on each blank line. Check their answers.

Step 3 Pairwork

Practice the conversation in the picture with a student.

Practice the conversation in the picture with a partner.

Step 4 Grammar focus

1. Ask students to say the questions and answers

2. Point out that the word that shows ownership comes before the item we are talking about.

Step 5 Listen

1. Do 3a.

2. Do 3b. Ask pairs of them to practice the example conversation. Ask them to say the name of each picture.

3. Ask them to work in pairs again. Have them practice the conversation again, substituting the words shown in the pictures.

Step 6 Task

Put some things in a paper bag- your pen, pencil or some thing else. Another student will take sth out of the bag. He or she will ask questions to find out who it belongs to.

Do 4a.4b. Point to the conversation in the picture, ask them to repeat.

Period 3.

Step 1 Revision

Revise is this your…?

Ask students to repeat the words: baseball, watch. Computer game, ID card, key, notebook, ring and pen. Match the words and objects in the picture. Do 1a

Step 2 Practice

1. 1b. Say the conversation with a student. Ask pairs of students to say the example conversation. Ask some to perform one of their conversations for the class.

2. They draw a picture of one of the objects in the picture and write out the conversation they had about that object.

Step 3 Listening

1. Read the words in 1a

2. Listen. Do 2a.

3. Listen. Do 2b.

Step 4. Task

1. Student A will look at p94. Student B will look at P98. Each student has only part of the information needed to complete the activity.

2.Give an example of the first question and answer.

3. A: is this her key?

B. No, it’s his key.

4. Divide the class into pairs.

5. Do 2c. check their answers.

Step 5. Practice

1. Look back at p10. Have them read the list of words.

2. Read the notices and circle the words that were used in 1a.Do 3a

3. Check the answers.

4. Do 3b.

Step 6 Task

Tell them that they will each write a message like one of these. Do a sample in together in class.

Ask them to write their bulletin board messages and write their messages on the board.

Step 7 Task

Most of people have pecked up others’ things. Do you know how to give it back it back to the owners? Do you know how to write Lost & Found?

Period 4

Step 1 Revision

Revise what they learned in this unit

Step 1 Self check

1. Do 1. Ask them to check all the words they know. Find out the meanings of any words they don’t know.

2.Write five new words in their Vocab-builder on p108. share their lists with other students.

3 Complete the questions and answers individually for the other three situations.

4 Read just for fun. Discuss where the humor comes from. Invite pairs of students to present this dialogue to the rest of the class.

Step 3 play the game

Ask them to write their first name, last names and telephone numbers in random order on the board. Next have some other students draw on the board pictures of things they own among the names and numbers. Ask students to use only things whose names they have studied in class. Then ask them to take turns pointing to an item on the board and asking questions such as: Is this your last name?… The student then calls on another student to answer the question with Yes or No.

Step 4 Task

Have you ever lost anything? How could you find it? Do you know how to write Lost & Found?

My English is …

My name is…

Please call 928-682

篇10：Unit 6 Where are the jazz CDs?(新目标版七年级英语上册教案教学设计)

清华附中 周喆

教学目标

学会问路及给他人指路（建筑物内）

学会区分及描述不同种类的音乐

表述自己喜欢的乐队及歌手

教学向导

目标语言 学习策略与思维技巧 重点词汇

Where are the rock CDs?

Go upstairs and take a left…

They’re behind the jazz CDs.

They’re next to the heavy metal CDs.

What’s your favorite kind of music?

My favorite kind of music is… 分类表述

听取特定信息 pop, classical, jazz, country, dance

amazing, terrible, awful, not bad, cool, fantastic, OK

upstairs, straight

语言结构 语言功能 多元智能

Where, What问句

祈使句：take a left, go upstairs, turn right

表示方位的介词: next to, between, behind 询问方位

表述方位 方位识别与表述

音乐欣赏

逻辑分类与表述

重点句型

Where’s the classical music?

Go upstairs and turn right. It’s next to the dance music.

What’s your favorite kind of music?

My favorite kind of music is pop music.

Who’s his favorite group?

It’s Green Express. They are fantastic.

主题词表

主题思维图

教学过程

Steps Teacher’s Activity Students’ Activity Preparation

Revision Play several music clips Listen and guess what kind of music they are. CAI / CDs

Check the answers with Ss Get familiar with the words OHP / CDs

Task 1 Draw Maps

Aim Draw simple maps of inner buildings by listening to others’ description.

1 Read a music store directions twice as an example. Listen, draw and label a map of the music store. Handout

2 Show a student’s map Check the answer

3 Show the map on the screen Check the answer PowerPoint

4 Show the script on the screen as an example. Take out their homework. (A music store map they drew) PowerPoint

5 Ask Ss to introduce their maps to others and draw. Draw maps and check. A4 paper

Task 2 My Favorite CDs

Aim Get to know others’ favorite music, and find out our favorite music type.

1 Ask Ss to guess the 4 persons favorite music / singer. Predict and discuss P34 2a

2 Show the four names of the singers on the screen Get familiar with the names PowerPoint

3 Play the recorder for the first time. Listen and finish 2a Tape recorder

4 Check the answers Pair work. Discuss

5 Play the recorder again Listen and finish 2a

6 Play the tape the 3rd time Listen and finish 2b. Check. PowerPoint

7 Ask Ss to introduce their favorite music to each other. Take out their favorite CDs and present it to their partner. CDs

8 Move around the give some support. Pair work Handout

9 Ask Ss to change partners. Pair work. Change partners

10 Ask some groups to give reports. Ss give reports

11 Ask 12 group leaders to tell the class their favorite music. Do a survey. Find out what is their favorite kind of music. OHP

Task 3 Buy CDs

Aim Real-life based task. Ss go to the CD store and buy their favorite CDs.

1 Arrange a real CD store by using a S’s map in Task 1. A group of Ss (4) buy CDs by following the map. A map

2 Ask Ss to listen & take notes Others listen and take notes.

3 Ask Ss to ask and answer question about the real task. Pair work.

4 Ask several pairs of Ss to check their listening. Check the answer.

End Play their favorite kind of music. CD

任务型活动设计

Task One: Draw maps.

教学目的：通过教师示范画出的音像店路线图，让学生相互配合绘图，从而掌握有关方位的语言知识。

出现的句型：

Where’s the pop music section?

Pop music fans, follow these directions please.

Go straight. Turn left at the classical music. Then go upstairs.

Pop music is between jazz CDs and dance CDs.

You can find classical music right behind the country music section.

Step 1: 学生拿出教师分发的音像店平面图，仔细观察后，听教师描述路线两遍后，将路线图画好。(Tape scripts): Go straight. Turn left at the classical music. Go upstairs. Go straight, and turn right at the jazz music. Pop music is between jazz and dance. The dance CDs are behind the country music section.

Step 2: 学生分别展示自己的路线图，检查是否与教师提供的答案相符。

Step 3: 学生两人一组将前一天完成的作业：一份自己绘制的音像店路线图拿出，并拿出一张白纸。相互将自己绘制的路线图读给同桌听（不许将图给同学看），让对方将图画出。完成后对比。

Step 4: 请几组同学上台做示范。

Task Two: My Favorite CDs.

教学目的：听录音示范，相互询问了解同学最喜欢的音乐类型以及歌手，找出全班最喜欢的音乐类型。

出现的句型：What’s your favorite kind of music?

My favorite kind of music is pop music.

Who’s his favorite group?

It’s Green Express. They are fantastic.

Step 1: 听力训练前，预测一下34页2a听力训练中四个人所喜欢的音乐类型分别是什么。然后做Section B 2a, 2b的听力练习，进行语言输入。听三遍检查。

Step 2: 让学生拿出从家中带来的自己最喜欢的CD或录音带。学生两人一组，调查对方最喜欢的音乐类型及其原因，并在所发的表格中做记录。

Step 3: 在四人小组中找寻新的同伴，调查对方的情况；并调查对方方才小组成员的情况并做记录。

Step 4: 总结四人小组的情况，向全班汇报调查结果，找出全班最喜欢的音乐类型。

Task Three: Buy CDs.

教学目的：复现真实生活场景，在角色扮演活动中综合运用所学知识，提高实践能力。

出现的句型：

Where’s the pop music section?

It’s between the country CDs and dance CDs.

What’s your favorite kind of music?

It’s classical music. I like Mozart best.

Who’s your favorite group?

Oh, I love “West life”!

How much are there CDs？

They are 30 yuan.

Step 1: 陈述任务情景：你家附近新开了一家音像店，一天你和你的好友一起去逛这家音像店，由于是第一次来购物，不熟悉店里的布局，在导购员的帮助下，你们找到了想要买的CD。相互讨论后各自买到了称心如意的CD。

Step 2: 将全班分成若干个四人小组。分别扮演导购员、你、朋友和收银员。分小组上台进行角色扮演。

Step 3: 其他在台下的同学仔细倾听台上同学所选购的商品种类、价格、数量以及他们分别喜欢什么类型的音乐。并将听到的这些信息一一记录在表格中。

Step 4: 小组角色扮演完成后，请台下的同学验证记录的结果。

Students’ Handout

Task 1 Draw maps.

Second Floor

Task 2 My Favorite CDs

You Partner 1 Partner 2 Partner 3

Name

Favorite kind

of music

Favorite group

or singer

Description

words

Our favorite

kind of music

Task 3 Buy CDs

Student A Student B

Favorite kind of music

Favorite group / singer

The CDs they buy

Money they spend ￥ ￥

教学点评及反思：

一．课堂任务设计思路：

本课是一节任务型听力课。由三个任务组成，由潜入深，逐层递进，形成完整的任务链教学结构：

第一个任务是谈论音像店路线图。此任务既是对以前所学内容的复习，也是一个任务活动。学生将听到的路线指示在图中标出，并且在此基础上向同学描绘自己所熟知的路线图，让同学根据自己的描述，将路线图绘出。此任务不仅训练了有关指路问路的听说能力，还涉及到跨学科学习的绘图能力训练。

第二个任务听录音示范，相互询问了解同学最喜欢的音乐类型以及歌手，找出全班最喜欢的音乐类型。在完成任务前，先要完成一个听力训练，即语言输入的过程。学生先通过反复向他人询问和表述喜欢的音乐及歌手的方法，在此基础上掌握相关语言结构，为语言输出，即任务的顺利完成打下基础。接下来的任务通过三步完成：首先学生决定自己最喜欢的音乐类型和歌手及喜好原因并将其填入表中。然后询问同伴最喜欢的音乐、歌手及原因并填表。第三步四人一组活动，询问新的同伴的喜好以及通过他来了解他刚才的同伴（即第三方）的信息。最后进行小组汇报。第三步尤为重要，因为在此突出体现了由信息差造成的交流活动的必要性。

第三个任务是一个接近真实任务，即在真实生活中会发生的事情。你家附近新开了一家音像店，一天你和你的好友一起去逛这家音像店，由于是第一次来购物，不熟悉店里的布局，在导购员的帮助下，你们找到了想要买的CD。相互讨论后各自买到了称心如意的CD。同学四人一组，分别在虚拟环境的音像店中扮演导购员、你、朋友和收银员的角色。台下观察的同学要仔细倾听台上同学所选购的商品种类、价格、数量以及他们分别喜欢什么类型的音乐。并将听到的这些信息一一记录在表格中。在此活动中所涉及到的最基本的句型结构是关于问路指路和陈述最喜欢的音乐及其原因的综合运用，但是由于它是接近真实的听力任务，学生参与性很强。任务的完成会大大超出最初的设想，因为它最大限度的调动了学生的积极性，他们会在完成任务的同时自觉的运用他们在第一和第二个任务中所用到的知识，以及一些超出本课教学内容的语言知识。这对学生自觉学习能力的提高是有很大好处的。

在下课前，根据第二个任务完成后所选出的全班最喜欢的音乐类型，播放了一首此音乐类型中典型的喜闻乐见的歌曲让大家欣赏，从而结束了本课的教学。

二．课后自评：

对于任务型课程的设计要自始至终体现任务的要求与特点，尤其是如何使得任务从简单重复性的起始任务逐层递进到真实的或接近真实的任务。使得课堂呈现阶梯递进，由简单到复杂的教学结构。

本课在设计上就是从这一点出发，在课堂呈现了三个环环相扣的听力任务，形成了一个完整的任务链。最终达到完成最后一个复杂的真实任务的目的。在众多老教师的指导下，我在如何设计任务型听力训练以及如何让这三个听力任务形成一个自然过渡、环环相扣的任务链上下了一番功夫。最终顺利的完成了所有的任务活动。尤其在最后一个任务完成时出现了许多让老师们惊奇的结果。学生的创造力和想象力被充分调动，纷纷说出、做出许多佳作。这也体现了任务完成过程中的不可预知性。

本课出现的问题是：第一，任务设计较多，致使第三个任务参与表演的小组受到限制，课堂时间没有把握好。致使拖后了几分钟下课。第二，教师的激情有待改进，在充分调动学生的积极性上仍有待提高。

教案点评：

本课是一节任务型听力课。由三个任务组成，由潜入深，逐层递进，形成完整的任务链教学结构：第一个任务是谈论音像店路线图。第二个任务相互询问了解同学最喜欢的音乐类型以及歌手，找出全班最喜欢的音乐类型。第三个任务是一个接近真实任务，音像店的导购员帮助你找到想要买的CD。

篇11：Unit 9 When was it invented?教学设计(新目标版九年级英语教案教学设计)

Part 1: Teaching design (第一部分：教学设计)

Structures: Passive voice (questions and statements)

Target language: When was the telephone invented?

I think it was invented in 1876.

Vocabulary: salty, sweet, sour, crispy, pleasant, potato chips, slipper, leaf, fire, scoop, light bulb, telescope, microwave oven, abacus, camera, beverage, be invented by, be used for, by mistake, by accident

Learning strategies: Brainstorming, Role playing

SECTION A

Goals

●To learn to use Passive voice (questions and statements)

●To listen, talk and read about invention

Procedures

Warming up by learn about Passive voice (questions and statements)

Passive Verb Formation

Tense Subject Auxiliary Past

Participle

Singular Plural

Present The car/cars is are designed.

Present perfect The car/cars has been have been designed.

Past The car/cars was were designed.

Past perfect The car/cars had been had been designed.

Future The car/cars will be will be designed.

Future perfect The car/cars will have been will have been designed.

Present progressive The car/cars is being are being designed.

Past progressive The car/cars was being were being designed

Pay attention to the passive voice of “give”.

Active Professor Villa gave Jorge an A.

Passive An A was given to Jorge by Professor Villa.

Passive Jorge was given an A.

1a Doing group work

Look at the things on page 68. Number them in the order of their invention.

A: I think the telephone was invented before the car.

B: Well, I think the telephone was invented after the car.

Televisor 1925 John L. Baird Scottish

A: I think the televisor was invented before the computer.

B: Well, I think the televisor was invented after the computer.

Telephone 1876 A.G. Bell American

A: I think the calculator was invented before the plane.

B: Well, I think the calculator was invented after the planer.

1b Listening and matching

Listen to the recording and match the inventions with the dates.

Tapescript

Girl: Life must have been difficult when you were a kid.

Woman: Oh, not really. Why do you say that?

Girl: Well, you didn’t have many modern inventions. Like, you probably didn’t have a telephone, right?

Woman: Of course we did! How old do you think I am? The telephone was invented in 1876.

Girl: How about cars? I bet cars weren’t invented yet.

Woman: Sure they were. Cars were invented in 1885. My family had a car. I think you need to take a history class, Alice.

Girl: Ha, ha! Well, did you have a TV?

Woman: No, we didn’t. The TV was invented around 1927, I think. Some friends of mine had one. But in those days, TVs were really expensive, and we couldn’t afford one.

Girl: And I bet you didn’t have calculators and computers and stuff. That’s something I do know. We learned in school that hand-held calculator were invented in 1971 and personal computers were invented in 1976.

Woman: You’re right. I didn’t have those things when I was young. But I do now!

The things in the pictures were invented in the following order.

The telephone was invented in 1876.

Cars were invented in 1885.

The TV was invented around 1927.

The hand-held calculator were invented in 1971.

The personal computers were invented in 1976.

Now you are going to read the listening tapescript. Blacken the passive voice, circle all the linking words and underline all the useful expressions.

1c Doing pairwork

In pairs, one covers the dates and the other asks him when the things in the pictures on page 68 were invented. Then change roles and practice again.

A: When was the telephone invented?

B: I think it was invented in 1876.

A: When was the car invented?

B: I think it was invented in 1885.

A: When was the TV invented?

B: I think it was invented around 1927.

A: When was the hand-held calculator invented?

B: I think it was invented in 1971.

2a Listening and numbering

Next you are going to listen to a tapescript and number the inventions in the order that you hear them.

Tapescript

Boy: What are those?

Girl: They’re battery-operated slippers.

Boy: What are they used for?

Girl: They’re used for seeing in the dark.

Boy: Oh, that’s cool! Who were they invented by?

Girl: Julie Thompson. And look at this heated ice cream scoop.

Boy: I know what it’s for! It’s used for scooping out really cold ice cream.

Girl: Right. It was invented by Chelsea Lanmon.

Boy: My favorite are those shoes with adjustable heels. You know-you can move the heels up and down. They were invented by Jayce Coziar and Jamie Ellsworth.

Girl: And what are they used for?

Boy: Well, you can change the style of your shoes. You can make the shoes go from casual to dressy.

The inventions are heard in the following order.

battery-operated slippers→heated ice cream scoop→shoes with adjustable heels

2b Listening and matching

You shall listen to the recording again and match the items in the chart on page 69 in columns A, B, and C.

A: Invention B: Who was it/ were they invented by? C: What is it/ are they used for?

Shoes with adjustable heels Chelsea Lanmon Scooping really cold ice cream

Battery-operated sneakers Jayce Coziar and Jamie Ellsworth Seeing in the dark

Heated ice cream scoop Julie Thompson Changing the style of the shoes

2c Doing pairwork

Role play the conversations using the information in the chart in the middle of page 69. Pay attention to the formation of passive voice.

A: What are the shoes with adjustable heels used for?

B: They are used for changing the style of the shoes.

A: What are the battery-operated sneakers used for?

B: They are used for seeing in the dark.

A: What is the heated ice cream scoop used for?

B: It is used for scooping really cold ice cream.

3a Doing pairwork

There are two kinds of inventions. One is helpful invention, and the other is annoying invention. Now in pairs make a list of five helpful inventions and five annoying inventions.

Helpful inventions Annoying inventions

Example: telephone Example: alarm clock

1. plane 1. atomic bomb

2. computer 2. missile

3. bike 3. rifle

4. car 4. chemical weapon

5. train 5. alarm clock

3b Doing pairwork

In pairs discuss your opinions in 3a with your partner.

A: What do you think is the most helpful invention?

B: I think the most helpful invention is the light bulb.

A: Why is that?

B: Well, it gives people more time to work and play every day.

A: What do you think is the most annoying invention?

B: I think the most helpful invention is the atomic bomb.

A: Why is that?

B: Well, it gives people more power to kill others.

A: What do you think is the less helpful invention?

B: I think the less helpful invention is the car.

A: Why is that?

B: Well, it makes it possible for people to move to distant places faster.

4 Doing groupwork

Imagine you are left alone on a small island in the sea. If you are allowed to take five inventions along with you, what would you take?

I like to take the followings with me.

knife flashlight handphone telescope gun

篇12：新目标英语七年级英语下册Unit 7教学设计 (新目标版英语七年级)

Unit 7 What does he look like？

任务型教学设计：

1.话题: What does he look like?

2.目标:

1）认知目标：掌握新单词短语及句型，学会描述人的外貌,并能根据描述画出人像。

目标语言：

What does your friend look like?

She has a medium build, and she has long hair.

(Or: She is thin, and she is tall/medium height.)

2)能力目标：

①学会谈论身高,体重,发型,面部特征及着装特点。

②能积极思维，运用所学单词，短语及句型，结合实际生活进行灵活运用。

③能和合作伙伴互相交流，充分交换信息。

3)情感目标：学会简单地表达自己的观点或好恶,学会为人善良的美德。

任务设计：

笔者在本课时设计了5个不同的任务活动形式，紧紧抓住了初一学生求知欲强，好动，好自我表现的年龄特点，较为成功地完成了本课时的教学任务。

活动一：猜一猜，学一学

在本课时的第一步，新教学内容学习过程中，笔者采用了3幅学生熟悉的可爱的卡通图画，请学生们从身高，发型，体型三个方面依次用抢答的形式说出已学过的表达：He is tall/ short/medium height……

对新知识的学习，笔者采取了让学生从老师的体态语言中，从实际的图片及身边的同学长相，适时再配以音标，让学生自己猜义，拼读，然后再由老师，学生分别教读，领读。在说说，猜猜，学学的过程中，学生自然就进入了本课时的学习内容与氛围中。

活动二：动一动。

初一学生毕竟年龄小，好动是他们的天性。针对这一特征，笔者设计了在学习完身高，发型，体型三个方面的词汇后，让全班学生齐起立，跟着老师一起用形象的body movement复习巩固了刚学会的新内容。

活动三：唱一唱，编一编。

笔者用一个节奏简单明了的chant,把所学的知识用另一种形式得到体现与升华。学生先由老师带领熟悉chant 节奏与内容，再让学生模仿老师的chant，为他们所喜欢的人物（如贝克汉姆，周杰伦，居里夫人等）编写新的chant,最后再为身边的老师，同学进行现场编写chant,气氛达到了前所未有的高潮。学生的能力也从简单的模仿训练上升为带有一定创造性的训练活动,不但有利于他们的思维培养,还能极大地提高学习兴趣.

（附chant: What does she look like?? She is short,short,short,short.

What does she look like ?????? She is thin,thin,thin,thin.

What does she look like?????? She has curly hair,curly curly hair.

活动四：听一听，画一画，猜一猜。

为加强学生的听力能力，结合初一学生喜好动手的特点，笔者设计了让学生们先听两遍录音，再结合所听内容，为所听到的任务画像。再通过实物投影机，请画画的同学对所画的人物描述一翻，可以让学生为自己的同学画像并描述，让其余的同学猜他（她）画的是谁。

活动五：写一写，找一找。

笔者设计了一个结合生活实际的开放性任务：让学生自己假设一个情景，有可能是逛街时和妈妈走散，有可能是小孩走失，有可能是寻找多年不见的亲人等等，结合下列表格写出一份寻人启示。此任务不仅培养了学生的写作水平，同时也培养学生体会出助人为快乐之本.最后再升华了本节课思想: 心灵美比外表美更重要。这也突破了本节课的情感目标.

教学体会：

(1) 任务型语言学习有利于发挥学生的主体作用

在任务型教学中，教师教学活动的设计以学生为主体，教师的作用是组织、引导、帮助和监控，教学活动以学生用英语完成各项“任务”为主，从而培养学生应用英语的能力，这极大地发挥了学生的主体作用，充分体现了以学生为中心的教育理念。如在学生为自己喜欢和敬佩的人设计chant时，那种参与创造的氛围非常热烈，学生的情绪和能力体现都得到了很好的升华。

（2）任务设计的真实性有利于激发学生的学习兴趣：

由于有意义的任务活动贴近学生的生活、学习经历，能引起学生的共鸣，并能激发学生积极参与的欲望，使学生有话可说，使不同程度的学生都学有所得，体验成功的喜悦。

（3）小组活动的任务设计有利于培养学生合作学习：

在任务型教学中，教师围绕特定的交际目的和语言项目，设计出由易到难阶梯式、任务化的教学活动，教学活动中让学生用英语完成各项真实的任务，这些任务可以是独立完成的，可以是小组协作完成的。在完成任务的过程中，学生们针对自己对话题信息或语言知识的掌握程度，分工合作，为共同完成学习任务发挥各自的优势，并及时交流、合成信息，完成学习任务。小组活动的任务设计，使不同程度的学生都参与到活动中，发挥自己的优势，互相协作，共同提高。

篇13：u14.doc(新目标版九年级英语教案教学设计)

Unit 14 Have you packed yet?

Part 1: Teaching design (第一部分：教学设计)

Structures: Present perfect with already and yet

Target language: Have you watered the plants yet? Yes, I have already watered them?

Vocabulary: watered, travel guidebook, suitcase, beach towel, bathing suit, refrigerator, member, cleaned out, turned off

Learning strategies: Brainstorming, Role playing

Section A

Goals

●To learn to use Present perfect with already and yet

●To listen and talk about having a vacation

Procedures

Warming up by studying grammar

Grammar is so important that it should always be learned and made use of in class.

Today we shall learn to use “ Present perfect with already and yet”

Look at the two sentences:

Have you watered the plants yet? Yes, I have already watered them?

Do you understand the structure of the two sentences?

We shall make more sentences like those.

Have you finished your homework yet? Yes, I have already finished it?

Have you found your bike yet? Yes, I have already found it?

To use the “ Present perfect with already and yet” more in communication, let’s go on to page 110.

1a Thinking and writing

Have you been on a beach vacation yet? If you go on a beach vacation, what three things would you pack?

Think and write your ideas in the chart on page 110.

A beach vacation Sightseeing in a city

1. bathing suit 1. camera

2. umbrella 2. mobile phone

3. drinking water 3. bike

1b Listening and checking

A family are packing things for a beach vacation. Now listen to their talk, paying attention to the “ Present perfect with already and yet”.

Tapescript

Woman: Have you packed the beach towels yet?

Boy: No, I haven’t. Can’t Judy pack them?

Woman: No, she’s busy. Could you please water the plants?

Boy: I’ve already watered them.

Woman: Oh, thanks.

Man: What about the travel guidebook and the street map?

Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet.

Man: That’s OK. I’ll get it. Have you packed the camera?

Boy: Yup. I’ve already put it in my suitcase.

Woman: Well, I guess that’s everything.

Boy: Almost everything. We haven’t locked the windows yet.

And now check√ the chores listed below the family have already done.

√Packed the camera √Watered the plants

× Locked the window √Bought a travel guidebook

× Bought a street map × Packed the beach towels

1c Doing pairwork

Imagine that you are going to the beach for the vacation. Ask your family members if they have already made a good preparation. Paying attention to the “ Present perfect with already and yet” structure.

A: Have you watered the plants yet?

B: Yes, I have already watered them.

A: Have you packed the camera yet?

B: Yes, I have already packed the camera.

A: Have you bought a street map yet?

B: Yes, I have already bought a street map.

A: Have you locked the window yet?

B: Yes, I have already locked the window.

A: Have you packed the beach towels yet?

B: Yes, I have already packed the beach towels.

A: Have you bought a travel guidebook yet?

B: Yes, I have already bought a travel guidebook.

2a Listening and writing

Next is another recording of a conversation about chores done or to be done. Listen to the conversation for what Mark did and what Tina did. While listening also pay attention to the “ Present perfect with already and yet” structure.

Tapescript

Boy: Mom and Dad said they want to leave in ten minutes. Are you ready, Tina?

Girl: No. I haven’t cleaned out the refrigerator yet. I have to do that right now.

Boy: Tina! You’re unbelievable. What about your bike?

Girl:I’ve already put it in the garage. But I haven’t locked the

garage yet. That’s your job, Mark.

Boy: I know. I’ve already done most of my jobs. I’ve taken out the trash.

Girl: Have you fed the cat yet?

Boy: Not yet. I’ll do it in a minute. Have you turned off your radio?

Girl: Yes, I have. I think we’re almost ready.

Now on page 111write before the 6 sentences M for Mark or T for Tina.

1.No. I haven’t cleaned out the refrigerator yet.

2.I’ve already put it in the garage.

3.But I haven’t locked the garage yet.

4.I’ve already done most of my jobs.

5.Not yet. I’ll do it in a minute.

6.Yes, I have. I think we’re almost ready.

2b Listening and matching

To match the questions below with the answers above in 2a, you shall listen to the tape again.

Have you fed the cat yet? →5

What about your bike? →2

Are you ready, Tina? → 1

Have you turned off your radio? →6

2c Doing pairwork

To practice spoken English you are to role play a conversation using the information from 2a and 2b.

A: Are you ready, Tina?

B: No, I haven’t cleaned out the refrigerator.

B: No, I haven’t put the food in the garage yet.

B: No, I haven’t locked the garage yet.

B: No, I haven’t done my jobs yet.

B: No, I haven’t taken out the trash.

B: No, I haven’t fed the cat yet?

B: No, I haven’t turned off my radio yet.

3a Reading and underlining

Here on page 112 is an e-mail message from Crystal. Now read it and underline all the different chores mentioned in it.

Subject: So busy！ From: Crystal

Hi Jake,

Sorry I couldn’t get back to you sooner. I have so many chores to do today. I have to do my homework, of course. I started about an hour ago, but I haven’t finished. Then I have to take the dog for a walk, water my mom’s plants, and do some shopping. I haven’t done any of those things yet because my grandfather came to chat to me. He loves talking, and I love listening to him. He started telling me about all of the chores he had to do when he was a kid. He had to get up at 5 am and chop wood and light the fire for breakfast. Then he had to collect water from the village well. Then he had to feed the animals-he and his family lived on the farm.

Anyway, I have to run now.

Take care,

Crystal

Now read the message again to blacken the expressions and circle the “Present perfect with already and yet” structure.

3b Doing groupwork

On page 112 in the middle is a chart with hours and chores done.

9:00 am Do my homework Water the plants Buy a newspaper

10:00 am Buy a newspaper Feed the dog Do my homework

11:00 am Feed the dog Do my homework Clean the room

12:00 noon

1:00 pm Water the plants Clean the room Water the plants

2:00 pm Clean the room Buy a newspaper Feed the dog

Now in groups of four, ask your partner what he or she has done, using “Present perfect with already and yet” structure.

A: Have you bought a newspaper?

B: Yes, I’ve already bought a newspaper.

A: Have you done your homework?

B: Yes, I’ve already done your homework.

A: Have you feed the dog?

B: Yes, I’ve already feed the dog.

A: Have you watered the plants?

B: Yes, I’ve already watered the plants.

A: Have you cleaned the room?

B: Yes, I’ve already cleaned the room.

4 Doing groupwork

What are you going to do this week? Now you are supposed to make a list of the things done and things to be done. You have to ask two of your classmates for their things done and to be done.

You Xu Lanfang Li Baoli

Things I have done Write a research paper Write a news report Go abroad

Things I haven’t done yet Visit my mother Find a friend Read a novel

Closing down by singing a song

Happy Birthday

Happyh birthday to you. Happy birthday to you.

Happy birthday, dear. Happy birthday to you.

Happyh birthday to you. Happy birthday to you.

Happy birthday, dear. Happy birthday to you.

篇14：新教材Unit 8 sports(新课标版高一英语教案教学设计)

Teaching Goals

1． Talk about sports

2． Talk about interests and hobbies

3． Talk about the Olympics

3. Write a sports star’s profile

Period Arrangements six periods

Students intermediate level

【Teaching Aims】

A. Abilities

1. Be able to use the following sentences

Which do you like…or …?

What’s your favorite sport?

Which sport do you like best?

Which do you prefer…or…?

What about…?

Are you interested in…?

2. Be able to say something about sports.

B. Knowledge

1. vocabulary continent well-known athlete gold medal torch badminton tie final dive shooting Greece competitor motto further rank gymnastics prepare preparation effect flame compete flag weight position superstar point skill weigh title gesture facial stand for because of speed skating track and field take part in preparation for

2. grammar

Passive Voice in the future tense

【Studying method】

Preview-to get the students form the good habit of study first by themselves. To improve their study ability.

【Teaching Methods】

1. Talking method to enable the students to express themselves freely.

2. Listening method to improve the students’ listening ability.

【Teaching Aids】

1. a recorder 2. a computer and some slides

【Teaching procedures】

Teaching Procedures of Period 1:

【Teaching Goals】

1. Improve the students listening ability by listening to some materials.

2. Master the useful expressions by using them in the dialogue, meanwhile educate the students to love sports so that they can be healthier and stronger.

【Teaching Methods】

1. Talking methods to enable the students to express themselves freely.

2. Listening method to improve the students’ listening ability.

【Teaching Aids】

1. a recorder 2. a computer

Step1.Warming up

Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):

Q: What do you know about sports?

During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a good chance to present new words. If necessary, make some complements. At the same time, present them as many pictures about sports as possible.

Possible response:

school sports meet

Sports meet the National Games

the Asian Games

the Olympic Games

the World Cup

etc

ball games: volleyball, basket ball, football, table tennis,

tennis ,golf, badminton, bowling, baseball, American

football, ice hockey etc

Events of sports

track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc

gymnastic: rings, double bars, high and low bars, horse , free exercise

swimming/shooting/skiing/ ice sports/diving/aquatic sports etc

Sport stars : Beckham, Mike Owen, Michael Jordan etc

Purpose: This activity is designed to encourage students to think about sports and activate relevant vocabulary.

Step 2. Speaking

Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)

Task2(pair work): A survey about physical fitness (See postscript 1)

Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.

1). Do you think your group is doing well or not? Why ?

2). How can you become fitter?

Purpose: The students will use the information from the above step to

talk about their interests and hobbies and to practise giving reasons for their

opinions.

Step 3. Listening

Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)

Purpose: to work as a guide of listening part

Task 2: Listen to three sports reports and fill in the missing information

Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.

Step 4. Homework Assignment

Task: Find out some background information about the Olympics. Teacher will offer them some websites as well:

www.olympic.org www.specialolympics.org/

www.athens.olympics.org/ www.beijing-.org

Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.

Teaching procedures of period 2

【Teaching aims】

1. Improve the students’ reading ability by fast-reading and reading.

2. Enable the students to master the new words and expressions, as well as the language points.

3. Train the students to love and take an active part in the sports.

【Teaching method】

1. Discussion method to make the students understand what they’ve learned better.

2. Pair work or group work to get every students to take an active part in teaching-and-learning activities.

【Teaching Aids】 1. a recorder 2. a computer

【Teaching procedure】

Step1. Lead-in

Task 1. Collect the information Ss have found, and this is a good chance to present new words. If necessary, warming up Ex can work as a guide. At the same time T will display some relevant pictures.

Five rings Aisa Europe Africa America Oceania

Colour Red Yellow Green Blue

IOC International Olympic committee

Headquater Lausanne Switzerland

Motto swifter higher stronger

Present President Jac ques Rogge

Official language English French Spanish Russian German

Host city of Olympics Sydney Australia

Host city of Olympics Athens Greece

Host city of 2008 Olympics Beijing China

Host city of the first Olympics Athens Greece

kinds Winter Olympics Summer Olympics

Purpose: to help Ss get as much background knowledge about the Olympics as possible

Task 2.Group work to discuss any of following questions:

1).Why do so many athletes want to take part in the Olympic Games?

2).Are the Olympic Games important to our society? Why or why not?

Purpose: the activity is designed to get Ss to think about the Olympics as a preliminary activity related to the reading material.

Step2. Reading

Task1.Skimming to find out what is the reading material going to talk about.

Possible answer: the Olympics

Task2. Scanning to find the topic words

Possible answer: the Winter Olympics , the Summer Olympics, the ancient Olympics, the modern Olympics, the Olympic motto, the 2008 Olympics

Purpose: to train Ss to glance through the passage quickly to get a general idea.

Task3. Careful reading to find out the main idea of each paragraph.

Purpose: to train Ss how to find out the main idea of a paragraph.

Step3.Consolidation

Task1. Play the passage through once and ask Ss to underline some words and phrases they think useful.

Task2.Match the new words and their meanings(See WB Ex)

Task3.Fill in a form about the passage

Olympics Year place China’s gold medals competitors

old Greece no female competitors

1st in modern times

23rd

2000

2008 ? ?

Purpose: to have a better understanding of the passage and note some useful words and phrases.

Step4.Discussion

Task1: Group work (group of 4) to discuss the following topics and they can choose whichever they are interested in talking about.

Topic1. What is the spirit of the Olympic Games? What can you learn from it?

Topic2. Do you agree that” faster, higher, stronger” is a good motto not only for sports but also for life in general? Why?

Topic3.Is it important to win in a sports match? Why or why not?

Topic4.Discuss the causes and effects of some serious problems of the Olympics and think of the possible solutions.

Task2: Debate

Hosting the Olympic games is a great honour and a great responsibility. Since china has won the bidding

of hosting the 2008 Olympics, what will the Olympics bring to China, good effects or bad effects.

good effects bad effects

promote the economy costing a large amount of money

make china better known to the world cause disorder to our society

Purpose: to have a further understanding about the Olympics.

Step5.Homework assignment

Write a report based on the debate carried out in class about the good effects and bad effects of the Olympics. And encourage Ss to express their own idea in the report.

Purpose: to cultivate them how to write discussed topics

Teaching procedures of period 3

【Teaching aims】

1. Review the Future Passive Voice.

2.. Enable the students to be able to use the structures in real situations

【Teaching method】

1. Reading method to improve the students reading ability.

2. Doing-drills to get the students to master what they should master.

3. Pair work and group work may enable them to form the habit of cooperation with others .

【Teaching Aids】 a computer

【Teaching procedure】

Step1. Extensive reading (WB)

Task 1. Read the passage and have a discussion about some related questions.

1).What are some problems that unknown athletes have to deal with?

2).Why are the Olympic Games so important to many athletes?

3).Why do stars like Michael Jordan make more money than other athletes?

Task 2.Pair work Compare the sports listed. Are they popular in china? Why or why not?

Sports Popular /not very popular Reasons

Tennis

Soccer

Table tennis

Badminton

Purpose: to know more about sports and the Olympics.

Step2.Speaking

Task 1. China is going to host the 2008 Olympic Games. To make it the most wonderful and successful one, what will be done ? If necessary, T can display two pictures for contrast.

Task 2. As for Ss, being Chinese, what will they do for the 2008 Olympics?

Purpose: to make Ss note the use of Future Passive Voice and Future Active Voice.

Step3. Language focus

Task1. Group work to get a conclusion of the Future Passive Voice and give T more examples.

Structure: Subject+ will be done

Task2. Show Ss a passage about the Olympics, and ask them to change it into passive

voice.(See postscript 2)

Task3. Pair work to ask questions about the passage with what , when, where, how etc.

Task4. T has left a note to you ,asking you to write a notice for the students in Future Passive Voice. Work with their partners and write down the notice. Then report it to class orally.

Next week we are going to clear the school as follows:

Monday--- Classroom Building No.1

Tuesday--- Classroom Building No.2

Wednesday--- the computer center and language lab

Thursday--- the science labs

Friday--- the library

Purpose: to consolidate their understanding about the Future Passive Voice

Step4.Homework assignment

Task1. Finish some consolidation Ex of the Future Passive Voice

Task2. Find out as much information as possible about their favourite sports stars Purpose: to encourage Ss to do what they are interested in

Teaching procedures of period 4

【Teaching aims】

1. Review some useful words in the text.

2. Train the students’ writing ability by writing a profile

3. Improve the students’ listening ability.

【Teaching methods】

1. listening to improve the students listening ability

2. Demonstration method to show the students how to write.

3. Discussion method to make every students have a clear idea.

【Teaching Aids】1. a recorder 2. a computer

【Teaching procedure】

Step1.Listening

Ss will hear something about some sports stars and make their own decision according to what they have heard.

Step2.Speaking

Guessing Game. Check what Ss have got about their favourite sports star.. Ask some Ss to come up to the front to tell what they have found while others guess the names of the sports stars.

Purpose: to work as a preliminary step of writing

Step3.Writing

Task 1.Brainstorming. Ask Ss to think out information about Yao ming as much as possible.

Task 2. Read the profile about Yao ming and find out what are the useful information for writing a profile.

Purpose: This activity is to let Ss find out how to write a profile by themselves.

Task 3. Write similar profiles about their favourite sports stars and check some typical ones in class.

Step4.Homework assigment

Suppose the Chinese Olympic Committee is inviting applications for volunteer jobs for the 2008 Olympic Games and Ss want to apply for the job. Try to write a profile to introduce themselves.

Teaching procedures of period 5

【Teaching Aims】

1. Enable the students to master the useful expressions by making sentences with them

2. Improve the students listening ability

【Teaching methods】

1. Dictation to improve the students listening ability and consolidate the use of some of the phrases they have learnt.

2. Writing to improve their writing ability and encourage them to use their imagination to think about in the future.

【Teaching Aids】 1. a recorder 2. a computer

【Teaching precedure】

Step1.listening

Give students a dictation about the words , phrases and several important sentences

Purpose: to make Ss get used to listening and consolidate what they have learnt in this unit.

Step2.Speaking

Imagine the world in the year 5,000. What will our life be like then? Make a list of the things that you think will be done differently. Try to use the Passive Voice as much as possible.

Example sentences:

Eating food I think all food will be turned into juice and chopsticks won’t be used.

Drinking water

Wearing clothes

Building houses

Driving cars

Reading books

…Purpose: to revise the language focus in this unit.

Step3.Reading

Read a complementary reading material about sports and finish the relevant Ex.(See postscript 4) Purpose: to offer Ss further information about sports so that they will have better understanding.

Step4.Writing

Task 1: Group work to talk about the sports as the sample. One member of the group write down what they have got during their discussion and another report what they have written down.

Sport: Soccer Objective: Shoot the ball into the other Team’s goalNumber of players: Two teams of eleven players:ten outfielders and a goalkeepersSports field: Grass playing fieldEquipment: Football,two goalsBasic rules:1. Players are not allowed to use their hands.2. … Sport: Table tennisObjective:Number of players:Sports field:Equipment:Basic rules: Sport:Objective: Number of players:Sports field:Equipment:Basic rules: Sport:Objective:Number of players: Sports field:Equipment:Basic rules:

Task 2: Write a short essay in which you compare two sports

Step5.Homework Assignment

Task1: Since Ss have learned the whole unit, they must know more about sports. After class, ask Ss to find some scenes which have make them moved and tell us the reasons.

Purpose: This activity is designed to check what Ss have learned from this unit

Task2: Assessment

Purpose: to help Ss to reflect on how and what they have learned from this unit

Through the whole unit a good many different kinds of assessment have been presented in the form of listening, speaking, reading and writing. But as a whole unit, I design such two forms to let Ss clearly know their own performances.

Form 1: (total score 5)

listening speaking reading writing

Self assessment

Peer assessment

Teacher assessment

Form 2: set improvement goal

Your name Date

a. What were your goals for this unit?

b. Did you reach your goal?

c. What different ways of learning did you use?

d. Which did you like best?

e. What your goals for the next unit?

f. How do you plan to reach them?

g. Will you ask some of your classmates for ideas and try new ways of learning?

The Olympic Games

Our country will

篇15：新目标 Unit 8 When is your birthday?(新目标版七年级英语上册教案教学设计)

一、教材分析

整个单元以谈论“生日”为主线，将12个月份的名称、序数词的学习融入到一系列的小任务中，学生通过询问对方的生日来完成一个最终的目标，即学会应用日期的表达方法。其中Section A 主要以When is your birthday?为线索，重点呈现日期的表达，包括12个月份的名称及序数词的学习。第二部分扩展到When is Nick's birthday? 继续学习与巩固日期的表达法，最后以“The Birthday Game”结束。所以A部分的教学设计以循序渐进的教学方法，兼顾了听、说、读、写各种能力的培养，但重点放在听和说上。Section B是在已有的基础上拓展和延伸。如：When is the school trip? 同时从听说训练转向读写能力的培养上。Self check是课后的自我检测，首先是对本单元所学字汇的检测，其次是文化知识的拓展，了解一些国内外名人的生日等。

二、教学目标

1、语言知识目标

a、掌握十二个月份的名称、序数词1到31的表达法、单词date, happy, age, old, birthday, party, trip, art, festival, Chinese, music, year，了解speech, contest, how, old, basketball, game, volleyball, game, school day, year old及八个人名。

b、熟练掌握并应用下列句型：

When is your birthday? My birthday is … / It’s …

When is Vera’s birthday? Vera’s birthday is … / It’s …

及扩展句型 How old are you? I am thirteen.

2、能力目标

能用所学到的语言知识与实际生活结合起来，使学习过程生活化。

3、情感目标

培养学生积极主动的学习心理状态，调动学习内驱力，通过两人对话、小组活动、查询一些名人的生日等一系列活动，培养学生的交际能力和学习主动性。

三、教学思路

1． 以问句When is your birthday?为线索引出单词12个月份、序数词（first ~thirty-first）的学习。

2． 通过pairwork、groupwork、writing等形式使学生熟练运用关于“日期”的问答。

3、时间安排：本单元分四课时，具体如下：

Period 1:Section A: 1a, 2a, 1b, 1c

Period 2: Section A: 2b, 2c, 2d; Self Check 3

Period 3: Section A: 3a, 3b; Section B: 1, 2a, 2b

Period 4: Section B: 3a, 3b, 4; Self Check 1.2

Period One

一、教学目标（SectionA:1a、2a 、1b 、1c）

1、Sub Topic: Talk about the dates

2、Language focus: When is your birthday?

3、Vocabulary: January February March April May June July August September October November December first second third ~ thirty-first when birthday month year

4、Structures:

When is your birthday? My birthday is ….

二、教学用具

1、录音机 2、日历 3、磁带 4、生日歌带 5、一张12个月的图片或幻灯片 6、一张序数词的first到thirty-first的幻灯片

三、教学步骤

Step 1: Warming up

1. Listen to the birthday song.

2. Sing together

3. Ask when is my birthday?

Step 2: Presentation

T: When is my birthday? My birthday is March 12th. And when is your birthday? You may answer it in Chinese.（引出12个月的单词的教学，可用12个月的图片或幻灯片进行教学。）

T: There are 12 months in a year. They are January, February, March, April, May, June, July, August, September, October, November and December.（逐个教学后，然后听、跟读 ,直到学生能流利地朗读。）

生日除了讲月外，还要有具体的几号，我们已经学过基数词one, two, three 到thirty-one。那么我们是否就用这些基数词呢？No.我们还有把这些数词稍微改变一下。然后引出序数词的学习，教学日期的表达法。

a 复习from one to thirty-one。

b 教学序数词，再教学生几句基数词变序数词的几句口诀，以便学生记忆。

基变序，有规律，

第一、二、三单独记。

-th 从四加起，

八去t来九去e。

遇到ve, f替，

-ty变为tie,

后跟-th莫迟疑。

若想表示几十几，

只变个位就可以。

c Listen and repeat 2a（Section A）

d Do some practice about the date

e Practice（每组派一个同学到黑板上写出四个你喜欢的日期，然后让另外小组的成员用英语说出你写的日期，每个同学说一个，如果错了，就让同一组的同学纠正，看看哪一组同学能一次就说正确，那么就是获胜者。）

f Ask and answer

When is your birthday? My birthday is….

Step 3: Practice

a Listen and repeat 1a 2b 1c

b Pairwork

Student A: When is your birthday?

Student B: My birthday is …

c Ask some pairs to act（目的是看看学生对日期的表达有没有问题）

Step 4: Interview

One may go out of your seat to interview anyone you like, Then do a report.（做这个task课堂看上去会有些乱，但学生们喜欢这种活动，会激起他们说的欲望。）

Step 5: Task after class

1 了解家人出生的具体日期

2 了解一下明天班里有人过生日吗

3 查寻Self check 3里人物的出生日期

（课后反思：1、这节课的词汇容量比较大，12个月份的单词也比较难记，对于基础较薄弱的学生来说全部掌握有一定困难，但是假如他们记住了自己出身的月份，家人出身的月份及好朋友出身的月份，那么对于他们来说目的也就达到了。2、我把1-31序数词的学习也放在这节课里，因为基数词1-31刚在前一个单元学过，所以对学生来说困难不会很大。3、对学生来说在一节课内要把月、日流利的说正确可能回有一定的困难，主要是学生会经常把“日”的表达用基数词。）

Period Two

一、教学目标（Section A: 2b, 2c, 2d, Self Check 3）

1、Sub Topic: Talk about the dates

2、Language focus: When is your mother’s birthday? Her birthday is ….

3、Vocabulary: some names: Vera Jeff Leila Robert

4、Structure

When is Nick’s birthday? His birthday is ….

二、教学用具

1、录音机 2、日历 3、磁带 4、一张12个月的图片或幻灯片 5、一张序数词的first到thirty-first的幻灯片

三、教学步骤

Step 1: Warming up

假如有人今天正好过生日，我们大家为他/她唱生日歌并送他/她一样礼物，但课前要准备好。

Step 2: Revision

1 Listen and repeat 1a,2a （Section A）

2 2b Listen and circle the numbers you hear in 2a（Section A）

3 Practice

写出下列日期的英文表达法，每组做3个。其中每组派一个代表到黑板上做。（目的是看一看学生在会说的基础上，笔头能力怎样，反过来，写正确了也会促进说的能力。）

写出下列日期的英文表达法

1. 3 月12日 2. 8月8 日 3. 1月5日 4. 7月20 日

5. 12月1日 6. 9月9日 7. 4月3日 8. 11月2日

9. 2月14日 10. 5月30 日 11. 6月23日 12. 10月21日

4 Pairwork

T: When is your birthday?

Student A: My birthday is ….

T: What about you, …?

Student B: My birthday is ….

T: And what about you, …?

Step 3 Presentation

1 Do you know when Leila’s birthday is? Now let’s listen and match the names, months and dates in 2c

2 Practice in pairs according to2c（Section A）

When is Leila’s birthday?（板书）

Nick’s

Robert’s

Jane’s

Her /His birthday is ….

（让学生猜-’s 在这里是什么意思，然后引出名词所有格，老师简单讲一下名词所有格的有关内容，并且适当举例说明。如 Mick’s cat Tom’s bag Jane’s desk Robert’s CD your father’s car your mother’s name等。）

Step 3、Pairwork

Ask and answer in pairs; write down the answers on your book in 2d.（查找家人的生日，上一节课的作业已布置过。）

Step 4、Self check 3

Look at the photos of these famous people. Talk about their birthdays in groups.

（另外老师再准备一些学生喜欢的明星的照片，当然最好用课件展示来讨论明星们的生日，）如：赵微、周杰伦、刘翔、杨臣刚、Twins等等，因为现在的学生对明星都非常熟悉，而且能引起他们交流的欲望，能培养学生对英语学习的兴趣。

基本资料：

姓名：刘翔（Liu Xiang）

性别：男

籍贯：上海

生日：1983.7.13

身高：1.88米

体重：74公斤

Step 5 Task after class

1、背诵12个月份的名称

2、能熟练说出并写出序数词1-12

3、用英文写出家人的生日（写在作业本上）

4、预习3a 和3b

（课后反思：1、在这节课里，着重是通过听说来巩固上一节课所学的内容，同学之间相互了解对方及家人等的生日，了解明星们的出身日期，进一步激发学生们的兴趣。2、Self check

3,通过查找名人的生日，锻炼了学生的能力，扩大了学生的知识面，但正确地用英语写出日期对学生来说可能还有些困难。3、学生可能会在说生日时加入年份。）

Period Three

一、教学目标（Section A: 3a、3b、Section B：1、2a、2b）

Sub Topic: Talk about the dates and ages

Language focus and structure: When is your birthday? My birthday is ….

How old are you? I am fifteen.

Vocabulary: date age how old speech contest party trip

二、教学用具

1、录音机 2、一张12个月的图片或幻灯片 3、一张序数词的first到thirty-first的幻灯片 4、ID

三、教学步骤

Step 1: Warming up

1、Chatting Chat with the students about their birthdays

2、Play a guessing game Guess some classmates’ birthday（信息让学生提供到月份）

Step 2: Presentation

1、When is your birthday? My birthday is ….

How old are you? I am fifteen.（板书，目的是教新词how old, date, age）

2、Practice in pairs

3、Choose an ID card and make a conversation in 3a（Section A）

4、Groupwork 3b and 4（Section A）

a Ask and answer about your name ,your birthday and your age.

b Practice again, using your own name, age and date of birth. Then ask some pairs to act.（Four students a group）Rank your partners from the youngest to the oldest. Report about your name, your birthday and your age one by one from the youngest to the oldest.

eg. My name is ….

I’m fifteen.

My birthday is….

Step 3: Match the pictures with the events.（Section B 1）

Write the correct letter next to the word.

a Let the students match the pictures（对学生来说party, basketball以前已出现过，所以应该没问题。）

b Have them guess the meaning

c Then teach the new words.

Step 4: Listening

2a Listen and check the events above that you hear .Then listen again and fill in Joe’s calendar in 2b （Section B）

Step 5: Pairwork

Ask and answer about 2b（Section B）

Step 6: Task after class

1、Make an ID card including sex, your name, your birthday, your age, your hobbies and your telephone number.

2、Read and copy the new words.

（课后反思：这节课仍旧继续前两节课的主题，但扩充了句型：How old are you? I am fifteen. 这个句型对学生来说很容易，因为他们在小学时就很熟练。2、Section B的2b，填写乔的日历，因为有些词汇是新的，一下子从学、听到写，对一些接受能力慢的学生来说可能有一定困难，可以让学生用标号的办法来做，以降低难度。）

Period Four

一、教学目标（SectionB:3a、3b、Selfcheck1、2）

Sub Topic: Talk about the dates and ages

Language focus and structure: When is the school trip? It’s ….

Vocabulary: Volleyball game school day art festival Chinese music

二、教学用具

1、一张12个月的图片或幻灯片 2、一张序数词的first到thirty-first的幻灯片 3、I D 卡片

三、教学步骤

Step 1: Warming up

Chatting. Chat with partners about their own ID cards prepared the previous day.

Step 2: Pairwork 3a （Section B）

Student A read the schedule below. Student B read the schedule on page84. Then ask and answer questions to complete the schedule.

Step 3: 3b Imagine you are a school headmaster.

a、Which of these events will you have at your school? Complete the chart below. Ask questions about your partner’s school.

Model:

A: Do you have a School Day at your school?

B: Yes, we do.

A: When is it?

B: It’s April 19th.

A: Do you have an Art Festival?

B: No, we don’t.

b、假设你是一位校长，你会在你的学校设立哪些活动？为什么？（这个活动可以采取小组形式进行讨论，但必须每个组员都要说，组长把每个组员的想法记录下来，以利于老师了解学生的情况。）

Step 4: Groupwork 4（Section B）

Write five things about yourself on a piece of paper. Another student will read it to the class .Can your classmates guess who the student is?

Step 5: Self check 1

老师可以有针对性的让不同层次的学生用不同的方法做这道题。具体做法如：1、让基础好的学生做这道题目时先读，再说出含义，还可以让他们造一词组或句型。2、让基础薄弱的学生只要读出单词，说出含义就可以了。

Step 6: Have a dictation （要求四会的单词）

1、我的生日是几月几号（写出自己的出身日期）2、三月八号3、九月十号4、十月一号5、生日快乐6、美术和音乐7、英语晚会8、中国人

Step 7: Task after class

1. Write something about yourself and your family in your composition book

（包括你的年龄、生日、爱好，你的家庭人员的情况等）

2. Prepare for Unit 9

（1、预习Unit9的新单词。2、Unit9是关于电影，让学生了解关于电影有那些种

类。3、你最喜欢什么电影。）

（课后反思：1、这是这个单元的最后一课时，从前面所学的When is your birthday? 到这堂课要问到的When is the school trip ? 对学生来说接受起来是不难的。 2、至于3b里的这个对话Do you have …? Yes, I do. No, I don’t. 在Unit5已经学过，但有些学生会不是很熟练，通过对话也可以得到一次复习。3、课后写一写自己或家人的一些情况 ，目的是把学的东西落实到笔头，应用到实际生活，估计学生在书写中还会出现一些书写上的错误，如日期的书写等。）

篇16：Unit 4 Where’s my backpack?(新目标版七年级英语上册教案教学设计)

秀洲区王店镇中学 张丽娟

一． 教学内容

本单元的主要内容是谈论物品所在的位置。通过这一话题，训练学生的听、说、读、写四项基本技能，让学生通过询问物品的位置，学习一些有关家居物品和学习用品的单词，以及方位介词in, on, under, behind 等的用法；学习并掌握Where问句的问答，一般疑问句提问并用方位介词来回答；学习名词单复数及人称代词they 的用法，同时培养学生养成干净、整洁、合理摆放物品的好习惯。

二． 教学目标

1．知识目标：A. 掌握有关物品的新单词：table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, alarm clock, CD, video, video cassette, hat, etc；

B. 熟练运用in, on, under, behind, in front of, near等介词；

C. 熟练运用Where问句和一般疑问句及其回答；

D. 掌握名词单复数及人称代词they的用法。

2．能力目标：A.学会用英语准确描述物品所在的位置；

B. 学会用英语询问自己的或他人物品的具体位置；

C. 能够合理地描述和设计房间。

3．情感目标：A. 培养学生整齐地摆放自己物品的生活习惯；

B．通过小组对话、讨论、调查和设计等一系列的课堂活动，培养学生的合作精神。

4．学习策略：A. 交际策略: 学会与他人合作交流,并能把语言材料用到真实的生活中去；

B．资源策略：学会利用一切可利用的学习资源，如词典，音像资料，网络等来获取更多的学习信息；

C．认知能力：积极思考，及时反馈；

D．调控策略：在反思，顿悟和自醒中不断调整自己的学习策略。

三． 教学重点、难点

1． 重点：A. 方位介词: in, on, under, behind, in front of, near 等的用法；

B．Where 的特殊疑问句和一般疑问句：Is the… in/on/under the …?的肯定、否定回答；

C． 新单词：bed, dresser, table, bookcase, backpack……

2． 难点：A. 能够准确运用方位介词描述物品所在的位置；

B．能够运用Where问句找到物品的位置。

四． 教学方法

采用任务型语言教学，实施情景教学法、交际法、情感激励法等教学方法。

五．课时安排

第一课时：Section A 1a, 1b, 1c

第二课时：Section A 2a, 2b, 2c, 3a, 3b, 3c, 4

第三课时：Section B 1a, 1b, 1c, 2a, 2b

第四课时：Section B 3a, 3b, 3c, 4, Self-check

Period One

课前准备

教师：制作多媒体课件，准备部分学习用品的实物。

学生：预习新单词：听录音机，模仿跟读新单词；准备与本课有关的学习用品实物。

Period One

Sub Topic Talk about the room

Functions Talk about where the things are.

Vocabulary: where, table, bed, dresser, bookcase, sofa, chair, drawer, plant, in, on, under, they, they’re=they are

Structures

Where’s …? It’s in/on/under…

Where’re…? They’re in/on/under…

Tasks Listing

Make a survey

Step One Warming up

Play an English song before class.

Revise some school things by asking questions.

e.g.: What’s this? Is this a …? How do you spell it? etc.

Learn the new words in, on, under, behind … by helping the teacher find the lost things.

e.g.: T: Where’s my English book?

S1: It’s here. / I think it’s …

T: Oh, it’s on the desk.

…

T: Where’re my color pencils?

S2: …

Teach the new word “where” and the use of “they”.

Consolidate the prepositions by looking at the screen and answer the questions:

Where’s … ? Where’re…?

设计意图：通过设置让学生帮助老师找东西这样一个真实的场景来导入新课，能够立刻调动学生的参与性，激发学生思维，启动学习的发生。

Step Two Game: Hide and look for things

Students hide and look for the school things in pairs. One student hide one school thing and ask: Where’s…? Where’re…? The other student guess and answer: It’s in your desk. They are in your pencil case. etc. Ask some pairs to share their performance.

设计意图：通过学生之间相互猜测的游戏，能使他们刚被激发的兴奋点持续下去。

Step Three New words learning

Show the students a picture of a room, tell them this is a bedroom, let the students list the things in it first. Then show them the whole picture, teach the new words, ask where the things are, let the students answer, using the prepositions.

Repeat with a sitting room and a study, teach the new words and practice in the same way.

设计意图：由于课前引导学生通过自主学习初步接触本课要学的新单词，所以在新单词的教学过程中，一些有能力的学生可以将自己已有的认识水平与实际运用结合起来，使他们能体会到通过自主学习带来成功的满足感。通过这样的方法呈现新单词，效果远比教师单纯地用图片来传授新单词要大。

任务运用：Listing

Step Four Make up dialogues

Section A, 1a: Match the words with the things in the picture. Students do it individually first, then check the answers.

Section A, 1c: Make up dialogues in pairs, using the things in the picture.

Step Five Listen and say

Listen and imitate the dialogues in Section A, 1b.

Step Six Summary: A memory test

Show a picture of a room, give the students one minute to look at it, then ask them what kind of things they saw and where the things are. Have a competition among groups. See which group can remember all the things and places.

设计意图：通过这种活动调动学生的视觉、感觉和记忆力来参与语言活动，并且使本课的主要语言知识得到重现，加深印象；同时，小组之间的竞赛体现了协作和团队精神。

任务运用：Listing

Homework:

Copy the new words and try to remember them.

Make a survey: Interview one of your friends or teachers. Fill in the form below.

Name Things Places

Ms. Zhang/

Liu Hai sofa near the wall

设计意图：语言知识学习与实际生活相结合，培养使用英语的思维。

任务运用：Making a survey

Period Two

课前准备

教师: 准备表格、一些学习用品和多媒体课件。

学生: 学习用品

Period Two

Sub Topic Talk about the room

Functions Talk about where the things are

Recycled language Where is…? It’s on/in/under…

Where are…? They’re in/on/under…?

Structure Is the book / Are the books on the desk? Yes,… / No,…

I don’t know.

Tasks Listing

Comparing

Step One Warming up

Chatting. Chat with the students about the things around the room by showing them pictures. Ask the students to spell the new words.

设计意图：根据学生的年龄特征，他们非常喜欢这种情景猜测活动。这可以调动他们各方面的情绪来参与语言活动，激活他们已有的知识水平。

任务运用：Listing

Step Two Listen and imitate

Section A, 2a. Revise what the things are. Play the tape for students and let them number them.

Section A, 2b. Play the tape again, students number the things [1-6] in the picture. Imitate the dialogues.

Step Three A guessing game

A guessing game. Show the students a picture of a room with a few things in it. Have them guess the places of the other things.

e.g.: T: There is a bookcase in it. Is the bookcase near the bed?

Ss: Yes, it is. / No, it isn’t.

Write the general question and the answers on the blackboard.

Step Four Pairwork

Section A, 2c. Look at the picture in 2b again. Students use general questions to ask and answer about the things in it.

Step Five Game: Find the difference

Section A, 4. Student A looks at Picture 1 ( Textbook P21. 4), Student B looks at Picture 2 ( Textbook P19, 1a). Ask and answer in pairs and fill in the form.

e.g.: SA: Where is the backpack? Is it under the table?

SB: No, it isn’t. It’s on the table.

Things Picture 1 Picture 2

backpack under the table on the table

pencil case

books

keys

dog

Ask some students to report their answer like this: In Picture 1, the pencil case is … In Picture 2, the pencil case is…; In Picture 1, the books are … In Picture 2, the books are …

设计意图：设置任务，通过对比的方式让学生理解方位介词。利用表格直观体现出两幅图的不同点， 再将它的不同点复述出来，其目的在于培养学生的语言组织能力。

作用运用：Listing & comparing

Step Six Practice the drill “Where is / are…?”

Present short dialogues, using pictures or objects to help.

Dialogue 1:

A: Where’s my bag?

B: I don’t know. Is it on the sofa?

A: No, it isn’t.

Dialogue 2:

A: Where’re my books?

B: I don’t know. Are they on the bed?

A: Yes, they are.

Teach “don’t =do not”, “ know”.

Check the homework in Period One. Make reports to share the information they got from the friends or teachers, and give their simply assessment.

设计意图：话题由课本知识向实际生活延伸，体现语言的语用原则。

Let the students make similar dialogues according to the pictures in Section A, 3a&3c.

Put the dialogue in the right order.( Section A, 3a.)

设计意图：通过对这个句型的大量操练，使学生掌握该句型的用法，避免单调枯燥的语法讲解。

Homework:

Finish off the exercises in the exercise book.

Act out the dialogues. (Section A, 2a & 2b.)

设计意图：由课堂活动向课外延伸。

任务运用：Action

Period Three

课前准备

教师: 准备表格、与本课有关的实物和多媒体课件。

学生: 学习用品

Period Three

Sub Topic Talk about the room

Functions Talk about where the things are

Recycled language Alarm clock; video cassette; CD; math book; computer game

Where’s …? It’s in / on / under …

Where’re…? They’re in / on / under…

Structure The math book is on the dresser.

The CDs are on the bookcase.

……

Tasks Listing & sharing

Step One Warming up

Ask some pairs to act out the dialogues in Section A, 2a & 2b.

Step Two New words learning

Show the students a picture of a room. Let the students say like this:

The ID card is on the table.

The books are on the chair.

Let some able students list some new words. Practice reading them.

Match the new words with the things in the picture. (Section B, 2a.)

Pairwork. Talk about the picture. ( Section B, 1b&1c.)

设计意图：培养学生语句组织能力，通过直观图片学习第二部分新单词，并在小组活动中加以操练。

任务运用：Listing & sharing

Step Three Listen, circle and write

Play the tape twice for students to listen and circle the things Tommy wants from his room. Check the answers. ( Section B, 2a. )

Listen again. Write down the sentence about where Tommy’s things are. Check the answers. ( Section B, 2b.)

Step Four Group work: Decorate the room for Emma.

Show the students a picture of Emma’s untidy room.

Group work. Decorate the room for Emma.

Make a report.

设计意图：延续自我评价活动，把个人的生活经验与实际结合起来，完成自我观点的sharing，同时为最后的Project打基础。

任务运用：sharing

Step Five Self-assessment

Group work

Things Places Yes No Score

backpack on the chair 10

pen in the pencil case 10

notebook on the bookcase/in the backpack/on the desk 10

keys In the drawer/bag 10

dictionary on the bookcase/in the backpack/on the desk 10

alarm clock on the bed/desk 10

socks in the drawer 10

pictures on the wall 10

shoes under the bed 10

CDs on the desk/bookcase 10

Total:

Your finally score:

70～100: You keep your room very tidy.

40～60: You keep your room a little tidy.

0～30: You keep your room untidy.

设计意图：培养学生养成整洁、干净、合理摆放物品的好习惯。

Homework:

Finish off the exercises in the exercise book.

Write at least 8 sentences to describe your bedroom to your friends.

设计意图：培养学生的写的能力。由口头训练转向笔头训练，单句的练习为下一步的篇章书写打下基础。

Period Four

课前准备

教师: 多媒体课件；单词卡片；

学生: 学习用品

Period Four

Sub Topic Ask for help

Language focus take…to; bring…to; can, need

Recycled language thing, room, desk, TV, floor, some

The book is on the table.

The pens are in the pencil case.

Structure I need … for…

Can you bring some things to school?

Please take these things to … .

Tasks Comparing

Problem solving & sharing

Step One New words learning

Present the new words by making conversations with students. Show some pictures and words on the screen to help.

e.g.: T: What’s this?

S1: It’s a room.

T: Do you have a room like this?

S1: Yes, I do. / No, I don’t.

(Repeat with the other words: TV, desk, …)

(Show a card with a word and ask)

T: Can you spell this word?

S2: Yes, I can. / No, I can’t.

(Let them know the meaning of “can”.)

T: Can you spell your name?

S3: Yes, I can.

T: Can you write your name?

S4: Sorry, I can’t. I have no pen.

T: You need a pen. ( Give him a pen.)

( Let the students know the meaning of “need”.)

T: I bring a red pen to the class every time. Now it is on the teachers’ desk. After class, I’ll take it to my office.

( Teach “bring”and “take”.)

设计意图：利用图片和已学过的句型导入新课；利用直观形体语言、动作、语境教等单词，激发学生思维，帮助学生理解和记忆生词。

Step Two Find the differences

Show a picture of a room with a few things in it, give the students a short note about the things around the room to read, let the students try to find out the differences between the reading material and the picture. Circle the mistakes in the reading material. Make an orally report by looking at the picture again.

设计意图：感官材料与阅读材料中内容的差异对学生的记忆力无疑是一个巨大的挑战。任务具有挑战性和趣味性。

任务运用：sharing

Step Three Read the note

The students read the note silently and draw the missing things in the picture. ( Section B, 3a.) (为了节省时间，教师可以让学生在图中标出数字来替代画图。) Practice reading the note loudly.

Look at the picture and fill in the blanks. ( Section B, 3b.) Students do it individually first, then check the answers.

Step Three Creative work

Make a telephone conversation to your family in pairs, tell him or her to bring you four things that you need for the sports meeting from your room, and where the things are.

Write down the note.( Section B, 3c.)

设计意图：话题继续延伸，进一步鼓励学生发挥自己的想象力和主观能动性，并与实际相结合，提出自己的新观点，新思路和新方法。同时又使学生在写作方面得到训练。

任务运用：Problem solving

Step Four Self-check

Revise the key words in different ways. Ask the students to spell them.

Let the students do Self-check 3 individually.

Homework:

Draw and write. Draw your ideal room, then write a short passage to describe to your classmates. ( Section B, 4.)

设计意图：结合课本知识与实际生活，学以致用，训练学生写作技巧。

Finish off the exercises in the exercise book.

Revise the language items in this unit.

篇17：新目标 Unit 6 Do you like bananas?(新目标版七年级英语上册教案教学设计)

一、教学背景分析

（一）教学内容分析

本单元的中心话题是Food，主要语言功能项目是Talk about likes and dislikes，语法结构为Present tense to like, Yes / No questions and short answers, Affirmative and negative statements。本单元Section A所呈现的是与谈论喜好与厌恶相关的基本语言知识及其初步运用。这部分内容从呈现食物词汇开始，通过视、听等方式输入信息，并引出本单元主要句型：Do you like…? 及其回答Yes,I do / No, I don’t.接着设计了一个听力练习，要求圈出所听到的食物以及补全对话，强化记忆所学词汇和初学句型。然后教材设计了一个结对活动，以此操练主语是第三人称单数时句型的变化以及回答。并借此突出本单元的语法重点。最后教材设计的Food Survey起到了引导学生初步综合运用所学语言的作用，以调查的形式使学生在富有挑战性的活动中主动运用所学语言，落实新知。Section B是在Section A基础上的知识的扩展和延伸。本单元中，Section B首先以听、说、写的形式展开了食物与名称配对以及对食物进行分类。接着设计了听力填写Sandra和Tom喜欢与不喜欢的食物；自然引到了谈论一日三餐的话题的结对活动，实现了新旧知识的综合运用；一日三餐合理健康膳食引出同步阅读；之后的写一段话谈谈Tom 的一日三餐到写一段关于自己一日三餐喜欢吃的食物，直到最后的小组活动列出购物清单，使学生从完成半真实的任务转向了完成真实的任务，从而达到了创造性活用所学语言的目的。Self check部分的主要内容是对本单元主要词汇及语言运用能力的自我评价。

综上所述，本单元以食物为主线，围绕着谈论喜欢与不喜欢以及一日三餐等语言功能项目展开了一系列任务活动。教材内容从基本语言知识到语言综合运用层层递进，听说读写依次展开，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的地学习语言。

（二）教学重点和难点

教学重点：1、掌握关于食物的词汇。

2、熟练运用所学功能项目谈论喜好和厌恶。

3、能准确地用英语描述一日三餐的食谱。

教学难点：1、交际用语Do you like bananas? Yes, I do. /No, I don’t.

2、描述一日三餐的方法。

3、一般现在时，主语是三单时，助动词与动词的变化。

4、可数名词和不可数名词的区别。

（三）教学目标

《新课程标准》之基础教育阶段英语课程的总体目标是培养学生综合语言运用能力，而这种综合语言运用能力的形成是建立在语言知识、语言技能、情感态度、学习策略和文化意识的整体发展基础上的，根据本课教学内容和学生知识结构及认知特点，本单元的教学目标确定为：

1、语言知识目标：立足语言实践活动，在完成任务的过程中掌握谈论喜好和厌恶以及表述一日三餐的词汇和语言结构。

2、语言技能目标：

（1） 开展多种任务型的听力活动，获得理解、识别和处理与谈论喜好、厌恶相关的信息。

（2） 展开各种任务活动，使学生具备较熟练地运用所学语言谈论喜好与厌恶，描述一日三餐的合理搭配的能力。

（3） 引导同步阅读，使学生理解与主题相关的语言材料，并增强学生运用语言获取更多信息的能力。

（4） 进行写作练习，使学生具备初步的综合运用语言的能力。

3、情感态度目标：

（1）通过情景的设置和活动的开展，引导学生在体验、实践、参与、合作和交流中，积极主动地学习语言，体会在做事中学习英语的喜悦。

（2）讨论美食，享受生活美味，提倡健康合理膳食。

4、学习策略目标：

（1）Disscussion. 通过小组讨论、开展调查等研究，明确在用中学、交流中学习的想法。

（2）Classifying. 通过分类法，可简化学习过程，利于记忆。

（3）Guessing. 通过猜测，并大胆发言，以学习新知。

5、文化意识目标：了解中西方膳食的不同习惯以及表示喜好与厌恶的一些常用表达法。

二、教学方法和学习策略

1、教法

（1）本单元话题源自生活，立足这一点，充分利用学生已有的知识和经验，创设生活化的真实（或半真实情景）引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了用）。

（2）开展多种类型任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。

2、学习策略：

（1）通过Disscussing, Classifying and Guessing等形式多样的活动，促使学生运用认知策略进行有效地学习。

（2）在与同学合作完成任务的活动中主动探究和学习语言；并运用知识内在规律帮助记忆、巩固知识。

三、课时结构

为了能较好地 实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。

Period 1 Section A 1a /1b /1c /2a /2b.

Period 2 Section A 2c /3 /4 .

Period 3 Section B 1a /1b /2a /2b /2c /3a /3b /3c /4a/4b.

Period 4 Summing up SectionsAand Band the grammar.

四、教学过程设计

Period One

一、教学目标

1.知识目标：

1）单词：do, don’t, does, doesn’t, strawberries, like, have, bamburgers, orange, tomatoes, icecream, broccoli, salad, French fries, bananas.

2）句型：Do you like bananas?

Yes, I do. / No, I don’t.

2.能力目标：通过学习本课，学生能够用英语互相讨论喜欢与不喜欢的食品。

3.情感目标：讨论美食，享受生活美味，提倡健康合理膳食。

二、教学重点：掌握关于食物的词汇。

三、教学难点：学会使用交际用语Do you like bananas?

Yes, I do./No, Idon’t.

四、教学设计：

Step1. 通过让学生猜冰箱里有哪些食物的形式，导出新的单词。同时让全体学生拼读每个单词、让个别学生将单词写到黑板上。

本环节课堂节录如下：

T: Today we are going to learn Unit 6. Look, what’s this?

Ss: It’s a fridge.

T: Right! There are many kinds of delicious food in it. Can you guess?

S1: Apple.

T: Yes, there are some apples in it. Are there any oranges in it?

S2: Yes.

T: OK, Maybe you are right. Now let’s open the fridge and check them out. Look, what are they?

Ss: They are bananas.

T: How do you spell it?

Ss: B-A-N-A-N-A, banana.

T: Anything else?

S: French fries.

T: Maybe you are right. Let’s see. Look! What are they?

Ss: They are French fries.

T: Can you spell it, please?

Ss: F-R-E-N-C-H, French, F-R-I-E-S, fries.

T: Yes, very good! Who can write it on the blackboard?

S: Me.

T: You please.

Step2. 布置一项任务:老师手持一个盒子，让同学猜猜老师最喜欢的食物。规则为学生只能问老师问题而老师只用 “Yes” 或 “No” 回答。

本环节课堂节录如下：

T: You see, there are so many things in the fridge. I know each of you has your favourite food. Right? I have my favourite food, too. Now I want you to guess it. You can ask me questions to find it out. Think over, what question can you ask?

S: What’s your favourite food ?

T: Yes, you can ask me in this way, but I want you to guess it. I can only answer “ Yes” or “ No”. How can you ask me?

S: Do you like bananas?

T: Yes, I do. Yes, good question! So all of you can ask me like this, clear?

Ss: Yes!

S: Do you like hamburgers?

T: No, I don’t. I don’t like hamburgers.

S: Do you like oranges?

T: Yes, I do. They’re sweet.

S: Do you like ice cream?

T: Yes, I do. It’s my favourite food in summer. OK, I think one of you has got the right answer. Now my favourite food is in this box!

Ss: Chocolate!

T: No, I don’t like chocolate. let’s open and see! Look! What’s this?

Ss: Orange!

T: Who got the right answer?

S: Me!

T: OK, congratulations! And this orange is for you!

完成Section A, 1a, 1b.

Step 3. 布置拓展性任务：要求同桌学生合作编一个小型对话，主题为询问别人喜欢或不喜欢的食物。要求使用刚学过的食物类单词以及句型，同时也可以适当地加入课外单词（老师请一程度较好的学生先进行示范）。

本环节课堂节录：

T: Now let’s do the pair work. Make a dialogue with your partners. Ask your partners like this to find out their favourite food. I will ask some pairs to act it out. Two minutes.

( Two minutes later )

T: OK, stop here. Who’d like to be the first pair? You two, please!

A: Hello.

B: Hi.

A: Let’s go to eat breakfast. Look, do you like hamburgers?

B: Yes, I do.

A: Oh, I like it, too. Do you like French fries?

B: No, I don’t. They aren’t healthy food.

A: OK, let’s eat hamburgers.

B: Great! Thank you.

Step 4. 完成课文32页Section A听力练习activity 2a, 2b。

Setp5. 当堂听写：听写单词与句型，进一步巩固本课学习内容，并将本课应掌握的单词和句型落实到“写”上，使学生不但会说同时会写。

Homework

1. Copy the new words and try to learn them by heart.

2. Make up a new dialogue about likes and dislikes then write it down in your exercise book.

五、课后反思：本单元的主题为食物，贴近学生生活，因此学生很喜欢该主题，上课气氛比较热烈。课堂布置的任务使学生在完成的过程中不知不觉地掌握了单词与句型，从而达到教学目标。

Period Two

一、教学目标

1． 知识目标：

1）能将所学单词进行归类。

2）熟练地掌握主语为第三人称单数和非第三人称的否定句、一般疑问句及其回答。

如：Do you /they like salad? Yes, I /they do. No, I /they don’t

Does he like French fries? Yes, he does. No, he doesn’t.

I (They) like oranges. I (They) don’t like bananas.

She likes bananas. She doesn’t like ice cream.

2.能力目标：能用英语熟练地交流喜欢与不喜欢的食品，并在班上提问同学展开调查。

3.情感目标：通过谈论美食，进一步引导学生享受美味生活，同时培养学生的合作学习精神。

二、教学重点：掌握主语为三单和非三单时的陈述句、否定句、一般疑问句及其回答的形式。

三、教学难点：主语是第三人称单数时的否定句和疑问句中的动词变化形式。

四、教学设计:

Step 1. 复习前课所学单词与句型：通过看图片说单词的方式复习单词，并通过询问学生“Do you like bananas/ oranges…?”的形式，复习前一课的句型。

本环节课堂节录如下：

T: Yesterday, we learned many words about food, right? Do you still remember? Now please look at the screen.

T: What’s this?

Ss: Apple.

T: Do you like apples?

Ss: Yes, I do.

T: And what’s this?

Ss: Banana.

T: Yes, What about this one?

Ss: Broccoli.

T: Do you like broccoli?

Ss: No, I don’t.

…

T: Yes, good job! You have good memory!

Step 2. 导入新课：分别请一男孩和女孩回答老师的问题，说出他们喜欢与不喜欢的食物，然后就这两位学生的情况向全班提问，以此介绍主语为三单和非三单时的各种句型。

本环节课堂节录如下：

T: Now I’ll ask a boy and a girl to answer my questions. First I’d like to ask a boy.

( To a boy ) Do you like pears?

B: Yes, I do.

T: Do you like French fries?

B: No, I don’t.

T: (To the class) Class, does he like pears?

Ss: Yes, he does.

T: Does he like French fries?

Ss: No, he doesn’t.

(Then ask a girl to answer the teacher’s question.)

T: (To a girl) Do you like pears?

G: Yes, I do.

T: Do you like French fries?

G: No, I don’t.

T: (To the class) Now class, does she like pears?

Ss: Yes, she does.

T: Does she like French fries?

Ss: No, she doesn’t.

T: (Pointing to the boy and the girl) Class, do they like pears?

Ss: Yes, they do.

T: Right. They like pears. Do they like French fries?

Ss: No, they don’t.

T: Yeah, they don’t like French fries. Good job!

(边说边板书重点句型.)

Step 3 布置任务：四人小组活动。其中两位互相询问对方喜欢与不喜欢的食物，另两位转述他们所说的情况。

eg. A: I like chicken. Do you like chicken?

B: Yes, I do. / No, I don’t

C: He /She likes chicken. Does she /he like chicken?

D: Yes, he /she does. /No, He /she doesn’t.

Step 4 完成课本33页Part 3中的Pairwork. Find out what Bob and Bill like and don’t like.Then draw in the chart.

Step 5 简单总结一下语法。然后布置拓展性的任务：假如明天是你的生日，你打算邀请一些同学来你家做客，你事先已了解他们所喜欢的食物。你和妈妈讨论准备去买一些他们喜欢吃的东西。要求和同伴合作编对话，然后上台表演。(教师事先与一学生做示范.)

eg. A: Mum, tomorrow is my birthday. Jim, Kate, Lucy and Lily are coming to my party.

B: Good. Let’s give them something nice to eat. Does Jim like oranges?

A: Yes, he likes them very much.

B: Does Kate like oranges, too?

A: No, she doesn’t. She likes pears.

B: What about Lucy and Lily? Do they like ice cream?

A: Yes, they like it very much.

B: OK. Let’s go and get some oranges, pears, ice cream and some other things.

A: OK. Let’s go.

T: Good job! Next Sunday I want to invite some students to my house, please help me to make a survey in our class and tell me what they like and don’t like.

Step 6 接着完成课本33页 Part 4中的Food survey。要求学生就表格中的食物向同伴提问：Do you like…?找出他们喜欢与不喜欢的食物，填好表格，然后向全班汇报。

eg. Liu Li likes tomatoes, but Zhao Jun doesn’t like tomatoes. He likes potatoes. Liu Mei and Chen Yan like bananas, but Li Lei and Bill don’t like bananas. They like oranges. …

Homework

1. Write a report about your food survey in your class.

2. Finish off the exercises in the exercise book.

Period Three

一、教学目标

1.知识目标：

1） 单词：have, has, eat, eats, like, likes, oh, for, carrot, runner, lots of, dessert, egg, apple, chichen, fruit, vegetable, breakfast, lunch, dinner, eat, run, star, healthy, food, list

2）句型：What do you have for breakfast/ lunch/ dinner?

For breakfast, I have…

What does he/ she have for breakfast/ lunch/ dinner?

For breakfast, he/ she has….

2.能力目标：学完本课，学生能够用英语描述一日三餐的食谱。

3.情感目标：懂得一日三餐应合理搭配饮食，才会健康，快乐。

二、教学重点：掌握本课新单词。

三、教学难点：掌握描述一日三餐的方法。

四、教学设计：

Step1. Memory challenge

Show some words about the food in groups of two, four or six on the screen quickly, let the students say out the words as many as they can to revise the words.

完成Section B, 2a, 2b, 2c.

Step2. 导入新课：在大屏幕上出现三个盘子，分别代表一日三餐，并将刚复习的食物放入盘中，引导学生表述三餐的食谱。

本节课堂实录如下：

T: How many meals do we have every day?

Ss: Three.

T: Yes, and what are they?

T: Right. So I have three plates for you. The first one is for breakfast, the second one is for lunch and the third one is for dinner. Now I put the food into each plate. According to it. What do you have for breakfast?

S: For breakfast, I have hamburgers, tomatoes and salad.

T: Yes, great! Then what about lunch? What do you have for lunch?

S: For lunch, I have eggs, broccoli and carrots.

T: Right! How about dinner? What do you have for dinner?

S: For dinner, I have chicken, salad and ice cream.

T: OK. Well done!

Step3. 布置任务：要求同桌学生合作编对话，主题为询问别人一日三餐喜欢吃的食物。学生上台展示时，可使用电脑将自己选择的食物直观地放入每餐的盘中。

本节课堂实录如下：

T: Do you like the food I chose for you?

Ss: Yes/ No.

T: It’s your turn now! choose food for yourself and make a dialogue with your partners. Ask your partners what they have for three meals. Two minutes, and I will ask some pairs to come here to act it out and you can put the food into the plate by yourself. Two minutes, start!

( Two minutes later )

T: Time is up. Who’d like to be the first one?

Ss: Me/ Let me have a try.

T: OK, you two first. Let’s welcome!

A: Good morning.

B: Goodmorning.

A: What do you like for breakfast?

B: I like hamburgers and bananas.

A: What do you eat for lunch?

B: For lunch, I eat chicken, broccoli and ice cream. What do you have for dinner?

A: For dinner, I have rice, fish, vegetable soup and cucumbers.

B: I think your dinner is very delicious.

A: Thank you. Let’s go to KFC.

B: Really/ OK. Let’s go!

A: Not bad!

与学生讨论哪些是健康食品,哪些是不健康食品。

T: You have eaten healthy food. Let’s look at Sandra. What kind of food does she eat? Now let me tell you. Listen carefully and answer my questions.

Step 4. 完成34页Section B的听力练习activity 2a, 2b以及Pairwork 2c.

Step 5. 巩固描述一日三餐食谱的方法：同步阅读“ Runner eats well!” 然后完成SectionB activity 3b.

Step 6. 完成Section B Activity 3c: Write about what you like for breakfast, lunch and dinner.

Step 7. Groupwork: You are going for a picnic with a group of friends.

1. Make a list of food to buy.

2. Read your list of food to the class.

Homework

1. Eating healthily is very important.It can make you healthy and happy. Please write about what you like for breakfast, lunch and dinner.

五、课后反思：学生在前一课的基础上进一步学会了如何表达一日三餐的食谱，也明白了合理搭配饮食，才会健康，快乐。

Period Four

一、教学目标：

1．知识目标

1) 将本单元所学内容编成一个对话。

2）巩固单元语言知识点，即可教名词与不可数名词。

2． 能力目标：学会综合运用英语交谈喜欢与不喜欢的事物以及一日三餐的食谱。

3． 情感目标：懂得饮食合理、健康。

二、教学重点：复习单词、句型以及一日三餐表达方法。

三、教学难点：可数名词、不可数名词以及有时可数名词有时不可数名词的分类。

四、教学设计：

Setp1. 复习本单元内容：要求学生编一个关于讨论喜欢的食物以及一日三餐食谱的对话。

本环节课堂实录如下：

T: Look at the screen.Who are they?

Ss: 蜡笔小新和樱桃小丸子.

T: Yes, they meet each other on Sunday. What do they talk about?

Ss: Hamburgers, French fries…

(Show the conversation.)

T: OK. Let’s read it together.

Boys: Good afternoon.

Girls: Good afternoon.

Boys: Let’s go to the KFC together.

Girls: great! I’d like to go.

Boys: What do you have for lunch?

Girls: I have hamburgers and salad. What about you?

Boys: I have rice, fish and broccoli.

Girls: What do you like for dinner in KFC?

Boys: I like hamburgers, chicken and ice cream. And you?

Girls: Me, too.

Boys: OK.Let’s go!

T: Now please make a conversation like this with your partners. Two minutes.

(Two minutes later.)

T: Now, I’d like to ask some pairs to act it out. You please.

A: Nice to meet you.

B: Nice to meet you.

A: Oh, it’s seven o’clock now. Let’s go to school.

B: OK.

A: Do you like apples?

B: Yes, I do.

A: Do you like strawberries?

B: No, I don’t. It’s too sour. Do you like French fries?

A: No, I don’t.It’s isn’t healthy food.

B: What do you have for breakfast?

A: For breakfast, I have hamburgers, eggs and orange juice. What about you?

B: I have hamburgers, French fries and coca cola.

A: Let’s have lunch together, OK?

B: OK. Bye-bye.

A: Bye.(A is a girl,B is a boy.)

Step2. 归纳本单元语言点：可数与不可数名词。（注：由于初一学生对于语法讲解不太熟悉，为便于学生们理解及掌握，本环节以中文讲解为主。）

本环节课堂实录：

T: Next let’s review the grammar together. Please take out your notebooks.

T: 英语名词可以大致分为两类，是哪两类？

Ss: 可数名词和不可数名词。

T: 对，可数名词又可以分为两类：单数和复数名词。

1．可数名词。举例：apple, orange, desk, chair, book等。

2．不可数名词。比如：water, milk, bread, news等。不可数名词一般没有复数形式。表示其数量时要用计量名词。比如a glass of water，一杯水，a piece of news一则新闻。

3．有时既可当可数名词又可当不可数名词。如：ice cream, salad, chicken.

T: 好的，接下来我们来看可数名词的复数形式。

可数名词由单数变为复数有五种情况：

1． 词尾加s，如apples,oranges.

2．以s, x, ch, sh, o结尾的加es, 如bus--buses, box--boxes, watch--watches, brush--brushes, tomato--tomatoes. 但有些例外。如：radios, photos, zoos.

3．以y结尾的，去y加ies. 如story--stories.

4．以f或fe结尾的，去f或fe加ves. 如knife--knives.

5．不规则变化：如child--children, man--men, tooth--teeth.

T: 关于名词的复数形式，清楚了吗？ Ss: 清楚。

T: 好，接着我们再看看动词变化。

1． 陈述句中，主语如果是第三人称单数，谓语动词加S

如：He likes hamburgers.

He has chicken for dinner. (have-has)

2． 否定句中，主语如果是第三人称单数，用doesn’t.主语如果是非第三人称单数，用don’t. doesn’t和don’t后面动词变原形。

如：I don’t like hamburgers

He dosen’t like ice cream.

3． 一般疑问句中，主语如果是第三人称单数，用doesn’t开头提问，主语如果是非第三人称单数，用don’t开头提问，后面动词变原形。

如：Does he like pears?

Do they like Salad?

T: OK.These are the main grammar points of unit six.Do you have any questions?

Ss: No.

Finish off Self-Check.

Do a short test about the grammer above.

Homework

1. Make a survey and write a report.(抽样调查现在中学生的早餐状况并提出合理化的建议)

篇18：新目标英语七年级8单元教案(新目标版七年级英语下册教案教学设计)

一．教学目标：本单元主要学习日期的表达方式。通过围绕生日进行互相问答式的讨论，掌握英语表达年、月、日的单词和句型，能够熟练地谈论各种有关日期的话题，询问表达年龄的句型。可以询问节日的表达法。

二．语言目标：掌握以下句型

1．When is your birthday ? My birthday is November 11th .

2．How old are you ? I’m thirteen years old .

3．What events do you have at your school ?

We have an Art Festival each year .

4.Do you have a pop concert ?Sorry ,I don’t know .

5.When is the school trip ? It’s in April .

6.When were you born ? I was born in ….

三．学习策略：

角色扮演

自我评价

四．课时安排：

课时1： p47-p48 2c

课时2: p482d-p49

课时3: p50 Section B-p51 3b

课时4: p51 (4) groupwork-p52 selfcheck

五．教学步骤：

Period One

1. Showing the students a large calendar.

Teaching the words : when , January , February , March , April , May , June , July , August , September ,October , November , December.. birthday.

2. T: When is your birthday ?

S1: My birthday is -----

T: When is his /her birthday ?

S2: His /Her birthday is ----

Teaching : first , second , third , fourth , fifth , sixth , seventh , eighth , ninth , tenth , … , twentieth , thirtieth,twenty-first -----

3. Training the ordinal numbers together .

4. Listening to the tape recorder of 1a . The students try to remember the words of the months .

5. Listening to 2b conversations and number them 1-3.

6. Pairwork : Practise the conversations “When is your/his /her birthday ?” “…”

7. 2a. Listen to the recorder several times and repeat them.

8. Ss try to find the rule of the ordinal numbers and the teacher writes them on the Bb.

9. 2b,2c : Listen and match the names , months , days.

10. Homework: Workbook , Copy new words and setences.

Period Two

1. Duty report,

Review words of the months and the ordinal numbers .

2. T: When is your birthday ?---When were you born ?

S: My birthday is …. ---I was born in /on …

3. Help the students to learn the festivals of the year .

The students discuss them while the teacher write some of them on the Bb .

4. Pairs work : Practise “ When is your birthday ? / When were you born ? ’ How old are you ?…

5. 3a : Point out the conversations and read with students , practise“How old are you ?”

Point to the three ID cards ask questions about them .

6. 3b: Pairwork

First students make their own ID cards . Then pairs ask and answer.

7. Dictate the sentences .

8. Homework : Workbook , 评价手册 ,让学生制作家人生日卡。

9. If there is time , the whole class play games about birthday , age , name one by one.

Period Three

1. Let the students say out their family members’ names, birthdays , ages ,

2. Section B

Match the pictures and the events :

1. speech contest d

2. party c

3. school trip b

4. basketball game a

Teaching new words : speech , contest , party , school trip , basketball games , event, art , festival , pop , concert , chorus , lecture , music .

3. Listen and check the events above 1.

4. 2b : Listen again , fill in Joe’s calendar

Write 2b conversation on the Bb . Point to the calendar and show the September and October dates . Students listen to the recorder several times

And fill in Joe’s calendar

5. 2c : Ask two students to read the conversation to the class .

Students pairs do .

6. 3a Pair work

Ask students to do in pairs . Look at p51 3a and p97 , complete the schedule .

7. 3b : Practise the dialogue like the model : School Days , Art Festivals , Chorus Competition , Lecture , English Party .

Yes No I don’t

Know Month Do you like it?

School Day

Art Festival

Chorus

Competition

Lecture

Music Festival

English Party

8. Ask the students in small groups .

9. Ask the students to read the lists to the class .

10. Let the students copy these in their notebook .

11. Homework .

Period Four

1. P51 4 Group work : Write five things about yourself on a piece of paper . Another student will read to the class .

2. Have the students guess who the student is .

3. Self check

1.) Students remember the words

2.) Dictate the words

4. Write the words in the vocabulary builder by the students themselves .

5. Show the pictures of the famous people . Help the students to find their names and their birthdays

6. Home work : Students writing something about themselves including their names , ages , birthdays , the school events etc. .

篇19：新目标英语九年级全套教案 新目标 Unit 12 (新目标版九年级英语教案教学设计)

Unit 12 You’re supposed to shake hands.

Part 1: Teaching design (第一部分：教学设计)

Structures: Supposed to ＋ infinitive

Target language: How was the dinner at Paul’s house last night?

Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.

Vocabulary: kiss, bow, table manners, chopstick, fork, spoon, napkin, greet, rude, wipe, point, stick, shake hands, be supposed to, drop by, pick up, You should…

Learning strategies: Comparing, Listening for key words

Section A

Goals

●To learn to use the structure Supposed to ＋ infinitive

●To listen and talk about what people are supposed to do

Procedures

Warming up by learning about the structure Supposed to ＋ infinitive

Turn to page 95 first. Look at the sentences. Do you see how the structure Supposed to ＋ infinitive is used?

What are you supposed to do when you meet someone?

You’re supposed to kiss.

You’re not supposed to shake hands.

When were you supposed to arrive? I was supposed to arrive at 7:00.

You should have asked what you were supposed to wear.

1a Looking, listening and matching

Hello, class. What are we supposed to do next? Yes, you are right. We are going to look, listen and match. Now turn to page 94. Look at the picture and listen to the recording for what people do when they meet for the first time.

Tapescript

Boy1: What are people supposed to do when they meet in your country, Celia?

Girl1: Well, do you mean when friends meet for the first time?

Boy1: Yeah.

Girl1: Well, in Brazil, friends kiss.

Boy1: What about in Mexico, Rodriguez?

Boy2: In Mexico we shake hands.

Boy3: We bow.

Girl2: And in Korea we also bow.

Boy1: Well, I guess in most Western countries we shake hands.

1b Listening and checking

You are supposed to listen for a second time to check your answers in 1a.

Countries Customs

1. c Brazil a. bow

b. shake hands

c. kiss

2. b the United States

3. a Japan

4. b Mexico

5. a Korea

Now you can turn to page 135 to read the tapescript. While

reading

circle the connectives and underline the expressions.

1c Doing pairwork

What do people do when they meet for the first time? Now in

pairs tell

each other what you know about meeting for the first time. You are sopposed to use the Supposed to ＋ infinitive structure, OK?

A: What are people in Korea supposed to do when they meet for the first time?

B: They’re supposed to bow.

A: What are people in the United States supposed to do when they meet for the first time?

B: They’re supposed to shake hands.

A: What are people in China supposed to do when they meet for the first time?

B: They’re supposed to shake hands.

A: What are people in Mexico supposed to do when they meet for the first time?

B: They’re supposed to shake hands.

A: What are people in Brazil supposed to do when they meet for the first time?

B: They’re supposed to kiss.

A: What are people in your city supposed to do when they meet for the first time?

B: They’re supposed to wave their hands.

2a Listening and checking

Maria, an exchange student from India, went to her American

Friend Dan’s place and had dinner there. Now listen to the tape

for the mistakes Maria made there.

Tapescript

Boy: Hi, Maria. How was Paul’s party?

Girl: Oh, Dan, it was a disaster.

Boy: It was?

Girl: Uh-huh.

Boy: What happened?

Girl: Well, I was supposed to arrive at 7:00 but I arrived at 8:00.

Boy: Oh, so you were late.

Girl: Yeah, but in my country it’s different. When you’re invited for 7:00, you’re supposed to come later!

Boy: I see.

Girl: Then when I met Paul’s mom, I kissed her.

Boy: And you were supposed to shake hands instead.

Girl: That’s right. AND I wore a fancy dress.

Boy: What’s wrong with that?

Girl: Well, it was a barbecue, Dan. Everyone else was wearing a T-shirt and jeans.

Boy: I guess you should have asked what you were supposed to wear.

Now you may check√the mistakes by Maria on page 95.

Maria’s mistakes

√Arrive late; ate the wrong food; √greeted Paul’s mother the wrong way; √wore the wrong clothes

2b Listening and filling

To fill in the blanks on page 95 you are supposed to listen to the

tape one more time.

Tapescript

MariA: I was supposed to arrive at 7:00 but I arrived at 8:00.

MariA: In my country it’s different. When you’re invited for 7:00, you’re supposed to come later.

Dan: Boy: And you were supposed to shake hands instead.

MariA: That’s right. And I wore a fancy dress.

Dan: I guess you should have asked what you were supposed to wear.

Next you are supposed to make a conversation based on 2b. You are supposed to say anything you like.

Li Hong: I was supposed to get up at 7:00 but I got up at 8:00.

Li Hong: In my home it’s different. When you’re asked to get

up at 7:00, you’re supposed to get up later.

Wang Bin: And you were supposed to do the morning exercise

instead.

Li Hong: That’s right. And I took my school backpack.

Wang Bin: I guess you should have asked what you were supposed to take.

2c Doing pairwork

You are supposed to role play the conversation between Maria

and Dan. And you are supposed to use the information from

activities 2a and 2b.

A: How was the dinner at Paul’s house last night?

B: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.

A: Why was that? Why didn’t you arrive earlier?

B: But in my country it’s different.

A: What is the difference?

B: When you’re invited for 7:00, you’re supposed to come later!

A: So you didn’t arrive at 7:00..

B: When I met Paul’s mom, I kissed her.

A: But you were supposed to shake hands instead. We don’t kiss each

other when we are only friends.

B: But I didn’t know that then.

A: What did you wear?

B: I wore a fancy dress.

A: What’s wrong with that?

B: It was a barbecue, you know. Everyone else was wearing a T-shirt

and jeans.

A: Oh, you made another mistake. I think you should have asked when you were supposed to arrive and what you were supposed to wear.

3a Reading and filling

On page 96 are two exchange students, one from Colombia, the other from Switzerland, talking about their own home culture. Now read their speech, blacken the connectives and underline the expressions.

Teresa Lopez

From Cali, Colombia Marc LeBlanc

From Lausanne, Swizerland

Where I’m from, we’re pretty relaxed about time. If you tell a friend you’re going to their house for dinner, it’s okay if you arrive a bit late. Spending time with family and friends is very important to us. We often just drop by our friends’ homes. We don’t usually have to make plans to meet our friends. Often we just walk around the town center, seeing as many of our friends as we can！

In Switzerland, it’s very important to be on time. We’re the land of watches, after all！If someone invites you to meet them at 4:00, you have to be there at 4:00. If you are even fifteen minutes late, your friend may get angry. Also, we never visit a friend’s house without calling first. We usually make plans to see friends. We usually plan to do something interesting, or go somewhere together.

And now you are supposed to fill in the chart.

Attitude about… Colombia Switzerland

Being on time Pretty relaxed about time very important to be on time

Visiting a friend’s house Often just drop by friends’ house never visit a friend’s house without calling first

Making plans with friends

Don’t usually have to make plans to meet friends usually plan to do something interesting, or go somewhere together

3b Doing pairwork

Next you are supposed to role play a conversation between Teresa and Marc, telling about the different attitudes of life in their home countries.

A: What kinds of rules do they have in Colombia?

B: Well, they have pretty relaxed rules.

A: Like what?

B: Well, it’s ok if you’re not on time.

A: Could you give me an example?

B: Sure. If they tell a friend they’re going to his or her house for dinner, it’s okay if they arrive a bit late.

A: Do they often visit friends’ house?

B: Yes, they do. It is very important to them. They often just drop by their friends’ homes.

A: Do they have to make plans to do that?

B: They don’t usually have to make plans to meet their friends. Often they just walk around the town center, seeing as many of our friends as we they！

B: What kinds of rules do they have in Switzerland?

A: It’s very important for them to be on time.

B: Because they’re the land of watches?

A: Maybe. If someone invites you to meet them at 4:00, you have to be there at 4:00.

B: If you are even fifteen minutes late, may your friend get angry?

A: Yes, they do.

B: Do they often visit a friend’s house?

A: Sometimes. But they never go without calling first. They usually make plans to see friends. They usually plan to do something interesting, or go somewhere together.

4 Doing pairwork

An exchange student from England is coming to your school for

classes. You are supposed to fill in the chart below on page 96

with things he is supposed to do inside and outside the

classroom.

Items You are supposed to …

Greeting teachers Say, “Good morning” in the morning

Doing homework At home or in school after class

Phoning someone Say, “Ni Hao, I’m …”

Visiting someone’s place Call first, and knock at the door

Making plans with friends Discuss the plan, call to make changes

Being on time Always on time or little earlier

Giving gifts Festival gifts being necessary

… …

Now you are supposed to role play a conversation based on the

chart you just filled in.

A conversation between you and an exchange student from Britain

A: How do you do?

B: How do you do? Are you a new exchange student?

A: Yes, I am from Britain. Could tell me the things I am supposed to do inside and outside the classroom?

B: Sure. To greet the teachers you say, “Good morning” in the morning, “Good afternoon” in the afternoon.

A: And “Good evening” in the evening. That’s the same as we do in Britain.

B: For homework you may do it at home or in school, but always after class.

A: Can I do it at class?

B: No, you can’t, because you have lots to do then.

A: What do I have to do at class?

B: You will have to sit straight, to listen attentively, to take notes, to answer questions, to do pairwork, to do groupwork, to do the test papers,

and to read Learning English!

A: Learning English? Am I have to learn English here?

B: Yes, you have to learn English, too. If you don’t, you will fail the English exams.

A: But I am a native speaker of English!

B: But you are poor at English grammar! There are lots of grammar items in the English exam.

A: But I can listen, speak, read and write in English. Is that not enough?

B: I don’t know. But you have to take the 4th, the 6th and the 8th level English exams.

A: All right. I agree to take all those exams in English, and on grammar.

B: And to phone someone you say say, “Ni Hao, I’m …”

A: “Ni Hao, I’m …”

B: Right. You are learning fast. You are smart.

A: What about visiting someone’s place?

B: Call first, and knock at the door.

A: What should I do to make plans with friends?

B: Discuss the plan with them. Call to make changes before it is too late.

A: Do I have to be on time?

B: It depends. You have to be on time for school. And you don’t have to be on time for meals by yourselves.

A: That’s also the same as we do back at Britain.

A: And giving gifts? I hear that you give many gifts on many occasions.

B: Yes, we do. But you can’t give gifts to the teachers in order

to pass the exams, and the English grammar exams!

Closing down by competing

To end this English class you are supposed to take a

competition. You are supposed to say as many sentences with

the Structure: Supposed to ＋ infinitive as possible. Now go ahead in pairs. The winner will be given a big, wonderful gift.

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《Unit 8 Where is John like?(新目标版七年级英语教案教学设计)（精选19篇）.doc》

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