Grade 7 Module 6 unit2课堂实录
外研社版初一英语上册module7unit2教案(精)
Module7Unit2 Lessons Start At Nine O’ clock Teaching background: Students: Junior high school students, Grade7.Lesson duration: 45minsTeaching objectives:After this lesson, students will be able to:1. get information from a description of a school day.2. put pictures in order according to the reading material.3. write about one’ s school day.4. learn to join sentences with “ and ” .5. grasp reading skills.Important points:1. key words: get up, have, house, break, or, go, home, dinner.2. key structures: this is my school day.I get up at…Lessons start at…We have a break and talk to our friends. 3. Join sentences with “ and ” . Difficult points:1. Write about one’ s school day.2. Join sentences with “ and ” .Teaching methods: Interactive approachTeaching aids: Tape recorder and PPTTeaching procedures:Step1. warm upGuessing game: ask students to guess what time it is according to the pictures and sentences:1 It ’ s in the morning. It’ s between 6:00 and 7:00. (6:302 It ’ s at noon. It’ s t he time you have lunch. (12:003 It ’ s in the afternoon. It’ s the time you have English. (4:304 It ’ s in the afternoon. It’ s the time you have a break. (6:005 It ’ s in the evening. It’ s the time you go to bed. (9:30Step2. Readinga Ask students to read through the passage and put the pictures in order, then check the answers with a partner.b Call back the answers from the whole class.c Play the tape section by section and ask students to read after the tape and answer the following questions:1 When does Alex get up?2 When does Alex go to school?3 When do they have a break?4 When do they have lunch?5 When do the lessons start?6 When does Alex go to bed?d Ask students to read the passage again and match the times with the phrases.Step3. Vocabulary teachingList the key vocabularies and ask students to read and translate them: get up, have breakfast/lunch/dinner, go to school, have a break, go home, go to bed.Step4. Join sentences with “ and ” .a Read through the examples with the students a nd explain the use of “ and ” .b Ask students to join the sentences in activity6 with “ and ” .c Ask the whole class to call out their answers.Step5. Writing and speaking.a Ask students to make a time table according to the verb phrases:do morning exercisehave breakfastlessons starthave lunchhave a breaklessons starthave dinnergo to bedb Ask students to talk about their school day according to their time table with their partner.c Ask 3 students to talk about their school day to the class.Homework: Write a short passage at about 40words to talk about your school day.。
小学英语《Module6 Unit2 She visited the Tianchi Lake》优质教案、教学设计
Module 6 Unit 2 She visited the Tianchi Lake.
教学设计
一.Warming up. 上课伊始, 通过唱
1.Greeting.
2.Sing a song《.
二. Lead in.
歌的方式活跃课堂Where did you go 》.师生边唱边做动作。
气氛，而且运用过
通过出示中国地图，分别指出北京，上海，海南，新疆的位置，复习west and south 等词汇；
句型：it’s in the … of China.
三.Learn the new text.
Part I
Lingling and Amy are playing game. What do they do ? Let’s have a look.
Read and show.
Part II
1）听录音，感知全文。
2）带着问题看课文视频。
We know Lingling went to Xinjiang last July. What did she do? Let’s watch the video
3）在回答问题的过程中学习she rode a horse.学习ride a horse,然后做动作ride a horse，由此过渡到去时态的旅游歌曲引出本文玲玲的旅游故事。
用前一单元学过的内容和学生交谈，既复习了旧知识，又为本节课知识的拓展埋下了伏笔。
通过west 引出east, rest , best 的读音，进而学习have a rest. 由south 推出。
外研版七年级英语上册教案 Module6 Unit2 (2)
七年级英语教学设计课题Module 6 Unit 2 The tigers live in Asia. 课型读写课序号第二课时学科素养文化意识，语言能力，学习能力，思维品质课标分析根据课标要求，七年级结束学生应该完成课程分级目标中的三级目标。
语言技能方面，要求听1、能识别不同句式的语调，如陈述句、疑问句等。
2、能根据语调变化，体会句子意义的变化。
3、能听懂学习活动中连续的指令和问题，并做出适当的反应。
4、能听懂有关熟悉话题的语段。
说1、能在课堂活动中用简短的英语进行交际。
2、能就熟悉的话题进行简单的交流。
3、能在教师的指导下进行简单的角色表演。
4、能利用所给提示（如图片、幻灯片、实物、文字等）简单描述一件事情。
5、能提供有关个人情况和个人经历的信息。
6.能做到语音、语调基本正确。
读1、能正确地朗读课文。
2、能理解并执行有关学习活动的简短书面指令。
写，能根据提示简单介绍自己的学校生活和课程。
语言知识方面1、在日常生活会话中做到语音、语调基本正确、自然、流畅。
2、根据读音规则和音标拼读单词。
词汇方面1、了解英语词汇包括单词、短语、习惯用语和固定搭配等形式。
2、运用词汇描述事物、行为和特征，说明概念等。
语法方面、理解并运用人称代词、一般疑问句及其肯定否定回答、一般现在时态。
话题和功能，能运用恰当的语言谈论饮食生活。
情感态度方面，要求有明确的学习目的，能认识到学习英语的目的在于交流。
学习策略方面，要求认知策略、调控策略、交际策略、资源策略。
文化意识方面，要求关注中外文化的异同，了解英语国家的历史、饮食生活等。
教材分析单元单词和短语，并能够辨别单词意义，正确拼写单词；2.10%的学生能够在同学的帮助下根据音标读出单词和短语，并能辨别70%的单词的词义4. 学生看音标默写单词（以上次默写错误较多的为重点），规范书写。
2.学生看音标默写单词。
3.教师巡视查看书写情况，做出评价与指导。
拼读；补救措施：采取小组互助的形式或者询问老师的方式，使遇到难读的词汇的学生消除生词障碍，最后可以熟练地读出单词；2．复习旧知：90%的同学能够根据表格提示准确复述课文。
外研版初中英语八年级上册课堂实录：Module_6_Unit_2
Module 6 Animals in danger一、教学内容：Unit 2 The WWF is working hard to save them all.二、课型：Reading and Writing三、教学目标：1、能够正确使用下列单词和词组：research, baby, scientist, produce, southwest, in orderto , government, set up, nature, feed, symbol2、能正确使用动词不定式。
3、能够读懂有关濒危动物现状的文章，明白文章的主旨大意和谋篇布局。
4、能够模仿课文的写作形式，写一篇介绍某一濒危动物现状的短文。
四、教学重难点：1、能够读懂有关濒危动物现状的文章，明白文章的主旨大意和谋篇布局。
（重点）2、能够模仿课文的写作形式，写一篇介绍某一濒危动物现状的短文。
（难点）五、教学准备：课堂整体运用任务型教学模式，培养学生独立自主的学习能力。
本课指导学生通过听说获取信息，培养学生的听说技能。
在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。
因此，本节课需准备：PPT课件、挂图、课堂练习表格、奖品六、教学过程：七、板书设计：Module 6 Animals in danger.Unit 2 The WWF is working hard to save them all.in the wild have many babiesin order to…set up = buildnature park feed the pandasdo a lot of research in order to…set up = build nature parkfeed the pandas达标训练题一．完成下列句子：1、为了保护大熊猫，政府正在建立自然公园。
In order to protect the pandas, the government is ________ ________ the nature parks.2、熊猫濒临灭绝。
教案例 Module 6Unit 2 I’ve got a stamp from China.
Module 6Unit 2 I’ve got a stamp from China. Teaching contentNSE(三年级起点Grade 6 第7册Module 6 Unit 2) Teaching aims1.Be able to master words：knife fork chopsticks Japanese2.Learn to use：—Have you got … or …?—I’ve got … and …. .I’ve got … , but I haven’t got … . Teaching Key pointTalk about somebody’s got.Teaching methodsThe first post- teaching , get training in class.Teaching aidsThe multi-media, radio, picturesTeaching processStep I Warming-up & Lead-in1. Greetings.2.Sing a song. ( I have a table in my little badroom…)3 .Show Self-learning tips.Step II Presentation1. Show a stamp from China to the students.T : What’s it ?Ss : It’s a stamp.T : a stamp…( point to the Chinese words “中国” )Ss : a stamp from China.T : Look, a stamp from China.So I can say: I’ve got a stamp from China.( Boarding )Read after the teacher, then read in groups.2. Show a stamp from Canada to the students.Learn the sentence: “ Have you got … or …? ”T : Listen carefully,“ Have you got a stamp from China or a stamp from Canada ? ”( Boarding )3. Learn the two sentences based on the check marks.I’ve got … and …. .I’ve got … , but I haven’t got … .( Boarding )4. learn new wordsSelf-learn the new words in groups.a knife and fork chopsticks a Japanese kite5. Play a game.Practice the key senences by playing this gussing game.6. Let’s chant.7. Learn the dialogue.(1) Watch the video, then answer the questions .(2) Read the dialogue after the video.(3) Read after the teacher.Step III Practice1. Read the dialogue in pairs.1.Show time. ( Work in pairs and act the dialogue out. )Step IV Consolidation1. Talk about your things or the things in the classroom in groups.2. Come to the platform and show your dialogue with your partners. Step V Homework1. Read the dialogue after class.2. Practise the dialogue in pairs.Step VI Boarding designUnit 2 I’ve got a stamp from China.—Have you got a or ?—I’ve got … and …. .I’ve got … , but I haven’t got … .。
外研版英语八年级上册《Module6 Unit2》说课课件
dangeranddevelopstudents’logicalthinkingability.
Step 3:while-reading activity 3:read and answer
Pandas don't have many babies, and baby pandas often die.
Unit 5 Secton B
Grade: Grade 7
People's Education Press
Strength
Weakness
SWOT
Threats
thinking quality
imdJovo \uoiJ eweJonoss o} dJo\oo\in6 enimeIs‘ so \uo( oen eo\ivoI( deJ\ioide\o in sooieIeo\ivi\ios‘ uevo \uo sdiJi\ o} \oemwoJ入.
Foreign Language
Teaching and
Research Press
reading
involves the “spontaneous,aut omatic t ransfer o fwith little need for r e f l e c t i v e t h i n k i n g ” (Salomon & Perkins, 1989, p. 118).
The panda is its s_ _m_bol____/ˈ_s.ɪmbl/• Why did the WWF choose the panda to be its symbol?Pandas in the wild were in dangerThe situation was serious. The government set up nature parks for them.
七年级英语第六单元课堂教学实录
英语教学实录赵本中学王庆学七年级英语第六单元课堂教学实录一、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’tDoes 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。
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 w hat’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。
七年级英语下册 Unit 6 It’s raining!Period 2 精品教学示范课 视频实录+
Unit6 It’s raining!Period TwoTeaching proceduresStep1. Revision.What’s the weather like?Ss: It’s sunny.T: What’s the weather like?Ss: It’s cloudy.T: What’s the weather like?Ss: It’s windy.T: What’s the weather like?Ss: It’s raining.T: What’s the weather like?Ss: It’s snowing.T: What’s the weather like?Ss: It’s foggy.课堂实录：通过不同天气的图片，给学生复习了上节课要学的重要话题和重点句型，而且使学生在真实的情景中感受天气的不同，巩固了学生学习的知识。
Step２. Practice.Sample conversations:1) T: How’s the weather?S1: It’s sunny.T: what is the little girl doing?S1: She is reading a book.2) S1: How’s the weather?S2: It’s sn owy.S1: What is the little boy doing?S2: He is skating.3) S1: What’ s the weather like?S2: It’s rainy.S1: What is the girl doing?S2: She is walking.4) S1: What’s the weather like?S2: It’s cloudy.S1: What is the girl doing?S2: She is riding a bike.5) S1: What’s the weather like?S2: It’s snowing.S1: What are the people doing?S2: They are playing.The whole class describe the pictures like this:In picture 1, it’s sunny. A little girl is reading a book pleasantly.In picture 2, it’s snowy. Lin Junjie is listening to music.In picture 3, it’s raining. A little girl is sleeping.In picture 4, it’s cloudy. Some football players are playing soccer.In picture 5, it’s snowing heavily. People are walking in a hurry.课堂实录：（此步骤借助图片，让学生根据图片内容进行对话，操练本单元的重点句型，即在某种特定气候环境下，人们正在进行的活动。
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Grade 7 Module 6 unit 2
Let’s go to the cinema. 教学实录
营丘镇河头中学滕立苹Step 1:
T: Class begins.
M: Stand up.
T: Good morning, class.
S: Good morning, teacher.
T: Nice to meet you.
S: Nice to meet you, too.
T: How are you?
S: Fine, thank you. And you?
T: I’m fine, too. Thank you .Sit down please.
T: First let me introduce myself to you .My name is Teng Liping, I’m from Yingqiu Zhen Hetou Middle School. Look at the picture, It’s my favourite movie, do you like it? Let’s go to the cinema. I don’t like Taijiquan ,Would you like to have a Taijiquan class?.....(Show the pictures.)
S1: Yes ,I’d like to.
T: Ok , let’s go to the cinema, but at first let me check your new words.
S1: Write out the new words.
T: Well done! Then please read the passage and check out the right sentenses.
S2: Read and check.
T: (Check the answers) Great! Now please listen and match the sentences.
S2: Listen and match.
T: Ok, now let’s listen and repeat.
S : Listen and repeat.
T: Class, I’ll give you 2 minutes to read the passage, please read it and find out the difficulties.
S: Read and find.
T: Ok, stop here. Do you have any questions?
S: No.
T: Then I have some questions for you.
T: Well done!
T: Now let’s talk about the pictures.. Work in pairs. Talk about them.
For example:
------- When is the football match?
-------It’s on Saturday morning.
S: Ask and answer in pairs.
(In pairs they say out their conversations and won more stars) T: Ok, stop here. Let’s have the next one: Please read and fill in the blanks.
S: Fill in them.( each student will won a star.)
T: now it’s groupwork time :Please work in groups and write your own invitations.
S: Write and show.
T: Stop here, let’s think what we have learned in this class. (Together with the students have a summary )
T: Now, your homework...
T: Then let’s check which group is the best. Yes Group Seven is the best, congratulations! And I think Group Two need to work harder, OK?
S: OK.
T: Thank you for your listening! Class is over. Good-bye class. S: Bye-bye.。