Unit1_SectionA(Grammar_Focus—3c)优质课教案
人教版英语七年级上册Unit1-SectionA(Grammar-Focus-3c)教学设计
Unit1 SectionA〔Grammar Focus-3c〕教学设计【教材版本与册数】新目标人教版七年级上册【单元名称】Unit 1 My name’s Gina.【课时】Section A Grammar Focus-3c〔第3课时〕【课型】Grammar〔语法课〕教学评价1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。
2.语法练习中的活动设计遵循语言规律，由易到难逐层递进，充分表达语言输入到语言输出的完整过程。
3.语法练习的活动设计表达对文本内容的深度挖掘和文本再构，表达了对学生思维品格的训练与培养。
〔附教学设计〕步骤过程措施目的持续性评价1预备与激活先期知识Step 1Revision &Lead inI. Finish 3c，Practice introducing yourself and othersin a group. How many names can you remember?。
II. Ask and answer: Do you know them?Watch a video.1.通过教室场景和学生刚入学很多人还彼此不认识，营造与学生生活密切相关的语言学习气氛，由询问学生姓名复习句子，激起学生兴趣。
2.通过问答what’s her/his name引出Zootopia的视频, 设置故事悬念：完成5个任务，帮忙找到信息碎片，找到失踪的Mr. Mole。
通过介绍同学，检查学生是否能用已经学过的目标词汇和句型进展问答Mr. Mole is lost(失踪了), you need to finish following tasks to get a piece of message to help Judy.2获取新知Step 2GrammarFocus（Presentation）Task 1Look at the form in Grammar Focus（观察GrammarFocus表格）Find what questions and Yes/No questions inGrammar Focus and tell the differences(区别)QuestionsBeginwith___Answerwith___Innotationris e↗or fall↘whatYes/NoTask 2 Look at the form in Grammar Focus, tell thedifference between myand I.1.能初步理解区分一般疑问句和特殊疑问句。
Unit1 SectionA(GrammarFocus—3c)教案人教版英语七年级下册
Unit 1 Can you play the guitar?
Section A (Grammar Focus—3c)
一、教学目标
1. 能够熟练掌握本课重点词汇和短语：write, show, or, talk, talk to...
2. 能够熟练掌握本课重点句型：
(1) — What can you do?
— I can sing.
(2) — Can you swim?
— No, I can’t./ Yes, I can.
3. 能够正确使用含有can的肯定句、否定句以及一般疑问句并作简略回答。
4. 能够正确使用what引导的特殊疑问句询问某人的能力。
5. 能够运用所学，勇敢地表达自己的特长，积极参加学校活动。
二、教学重点及难点
重点：
1. 能够正确使用含有can的肯定句、否定句以及一般疑问句并作简略回答。
2. 能够正确使用what引导的特殊疑问句询问某人的能力。
难点：
能够运用所学，勇敢地表达自己的特长，积极参加学校活动。
三、教学过程
四、板书设计
Unit 1 Can you play the guitar?
第2课时Section A (Grammar Focus—3c)
1. Key words and phrases: write, show, or, talk, talk to...
2. Key sentences:
(1) — What can you do?
— I can sing.
(2) — Can you swim?
— No, I can’t./ Yes, I can.。
《Unit 1 Section A Grammar Focus-3c》教案人教版英语八年级上册
教学基本信息
学科
English
学段
初中
年级
八年级
单元
Unit 1
课题
Where did you go on vacation?
总课时数
6
课时
Section A
(Grammar Focus-3c)
课型
语法课
授课时间
教学目标及教学重点、难点
教学目标：
At the end of the class, the students will be able to:
1.AskSsto summarize the simple past tense and the compound indefinite pronoun.
2.Review the grammar of this class.
请学生总结一般过去时的句型转换、动词过去式变化规则以及复合不定代词的用法。通过学生的总结，培养他们的概括能力。
2.Make studentspayattention to the conversationand have themcomplete it individually.
3. Checkthe answers.
4.LeadSs to read this conversationandwork in pairstorole－play the conversation.
2. Key sentences:
a. I bought something for my father.
b. Why didn't you buy anything for yourself?
教学难点：
The usage ofthecompoundindefinitepronoun.
初中英语人教版七年级下册Unit 1 Section A (Grammar Focus~3c) 教案 教学设计
Unit 1 Can you play the guitar?Section A (Grammar Focus~3c)教学目标【知识与技能】1.掌握句型：—Can you swim? —Yes, I can./ No, I can't.—What can you do? —I can dance./I can't sing.—What club do you want to join? —We want to join the chess club.2. 掌握本课单词和短语：write, show, or, talk, talk to,kung fu【过程与方法】通过例子“—Can you swim? —Yes, I can./ No, I can't.”继续复习情态动词can的用法，大面积操练，学生之间相互提出问题、解决问题，提高学生学习的主动性。
【情感、态度与价值观】该部分学习询问或谈论自己或对方在某一方面的能力和特长，可以培养学生的群体意识，促进同学们对自身的认识，为将来的自我发展奠定基础。
教学重难点【教学重点】1. 让学生重点总结、发现情态动词can的用法;2. 通过一些与学生们实际生活相贴近的教学活动，来达到熟练运用的目的。
【教学难点】1. 情态动词can的用法；2. 在实际交际活动中运用can来询问与表达自己或他人的能力。
教学过程Step 1 Warming- up and revision1. Ask some Ss about their abilities.T: Hi, S1! What can you do?S1: I can sing and dance.T: Can you play the guitar?S1: Sorry, I can't. But I can play chess.T: What club do you want to join?S1: I want to join the chess club.2. Role-play.Let some pairs role play the conversation in 2c.Step 2 Grammar Focus.1. 阅读指导：2. 学生阅读Grammar Focus中的句子，然后做填空练习。
Unit1 SectionA Grammar Focus-3c教案 人教版八年级英语上册
课时教学设计首页主备：初二备课组授课时间：年月日Step1. Revision1. Show the rules to Ss一般过去时动词过去式的构成：1)一般在词尾+ ed以不发音的字母e结尾的+d重读闭音节词词尾只有一个辅音字母时，先双写辅音字母再+ed以辅音字母+y结尾的单词，变y 为i+edStep2 Grammar1.Read the sentences in the chartand find out the structure ofWh-questions and Yes or Noquestions.Wh-+did+S+v.+…Wh-+was/were+S+…Did sb V.+…Was/Were+S+…Pay attention to the forms of verbs in each sentence.1.Read the sentences and underlinethe indefinite pronoun in eachsentence.2.Expain the usage of indefinitepronoun.3.Finish the exercises.4.Check the answers.Step3 Practice1.Work on 3a.Fill in the blanks in the conversation.Check the answers.2.Work on 3bHave you ever been to thecountryside and visited the farm?What did you do there?Was it boring at night?Fill in the blanks in 3b.Check the answers.。
人教版英语七年级上册精品教案Unit 1Section A (Grammar Focus–3c)
Unit 1 My name’s Gina.Period 2Section A (Grammar Focus–3c)【教学目标】●知识目标Consolidate the target language learned in the last period.●能力目标1. Be able to do self-introduction and introduce others using the target language.2. Develop students’ listening skills and communicative competence.●情感目标Try to improve students’ communicative ability.【教学重难点】●重点1. Consolidate the target language learned in the last period.—What’s your/ his/ her name?—My/ His/ Her name’s .../I’m /He’s/ She’s...2. Be able to do self-introduction and introduce others using the target language.●难点1. Improve students’ listening and speaking skills.2. The usage of target language.【教学准备】A projector, handouts.【教学方法】任务型教学法、情景交际法、自主学习与合作学习相结合【课时安排】One period【教学过程】Step 1: GreetingsT: Good morning/ afternoon, boys and girls.Ss: Good morning/ afternoon, teacher.T: My name is ×××, I’m your English teacher. What’s your name?(point to a student) S: My name is ...T: Nice to meet you!S: Nice to meet you, too!...Step 2: Lead-inReview how to ask other students' name.T: What’s your name?S1: I’m Xu Dong./My name is… Nice to meet you.T: Nice to meet you, too. And what’s his/her name?S1: His/Her name is…T: Are you…?S2: Yes, I am. / No, I'm not.T: Is she/he…?S2: Yes, he/she is./ No, he/she isn't.Step 3: Presentation1. Teach Grammar FocusT:What did you learn in the last class? Who can volunteer to tell us?S1:Me. We’ve learned how to introduce ourselves.S2:We’ve learned the use of verb be.S3:We’ve learned the possessive pronounces.T:Great! Today we’ll consolidate what we’ve learned in the last class.(1) Ask students to open their book, and turn to Page 3. Read through the sentences in the box.(2) Ask students to write down their answers to the questions, and substitute the names of the names of students in the box.(3) Leave students several minutes to do the task.(4) Collect their answers. Correct mistakes if there is any.(5) Ask students to read the short forms in the box. Pay attention to the pronunciation.2. Teach activity 3a(1) Look at 3a. Tell Ss to put the words in order to make conversations. Pay attention to theright sentence structure. Ss work with their partners. Try to make conversations with the given words.(2) Check the answers. Encourage some pairs to act out the dialogue. See if their dialogues are right.(3) Ss read the dialogue aloud after the teacher. Then try to practice the dialogues with their partners.(4) Let some pairs to act out the dialogue in front of the class.Step 4: Practice1. Teach activities 3b(1) Look at 3b. Tell Ss to complete conversation. Pay attention to the right sentence structure.Ss work with their partners. Try to make conversation.(2) Check the answers. Encourage some pairs to act out the conversations. See if their answers are right.(3) Ss read the conversations aloud after the teacher. Then try to practice the conversations with their partners.(4) Let some pairs to act out the conversations in front of the class.2. Teach activity 3c(1) Now, each of you has an English name. So we have learnt many names about boys and girls. Do you know how many foreign names? Let's do a "Name game".Competition: list names as many as possible, see which group gets the most names.(2) Divide the Ss into groups of six or more. Each group has four or six students.(3) Tell Ss how to play the game. Make a model for the Ss.S1: My name is Jenny.S2: Her name is Jenny. My name is Tony.S3: Her name is Jenny. His name is Tony…My name is June.S4: …(4) Ss play the game in their groups first. Then have a competition. See which group is the best.Step 5: ConsolidationSum up the possessive pronouns “my, your, his, her...”.Do exercises:1. What’s (你的) name?2. (我的) name is Jenny.= Jenny.3. What’s (他的) name?4. (他的) name is Tony.5. What’s (她的) name?6. (她的) name is Gina.Invite volunteers to present the answers.Answers:1.your 2. My; I’m 3.his 4.His 5.her 6.Her【课堂小结】In this period, we’ve consolidated what we’ve learned in the last period through some practice and games.【课后作业】1. Read the sentences in Grammar Focus.2. Make some conversations by yourself.。
人教版英语七年级上册教案：Unit1 SectionA(Grammar Focus-3c)
3. Ss read theconversationsaloud after the teacher. Then try to practice theconversationswith their partners.
你叫海伦吗？______ ______ Helen?
是的||。/不是||。___||，___ ____. /No||，____ _____.
他叫杰克吗？______ _______ Jack?
不是||。他叫迈克||。No||，____ _____. _____ Mike.
1.阅读指导：老师总结已学过认识新朋友的两类句型||。
总结归纳法||，情景教学法
教学流程
（详见活动设计）
教学评价
1.本课时的目标设计清晰可操作||，活动的设计紧扣目标要求并与目标达成一致||。
2.语法练习的活动设计遵循语言规律||，由易到难逐层递进||，充分体现语言输入到语言输出的完整过程||。
3.语法练习的活动设计体现对文本内容的深度挖掘和文本再构||，体现了对学生思维品格的训练与培养||。
S4: …
4. Ss play the game in their groups first. Then have a competition. See which group is the best.
评价：让学生们对自己的表现及语言表达能力进行自我评价||，在小组内评价||，然后进行评出最优秀的小组||。并鼓励学生们下一次争取做最优秀的小组及个人||。
人教版七年级英语下册Unit1SectionAGrammarfocus~3c教学设计
"Watch an English video and pay attention to the usage of the future tense. Try to imitate the expressions used in the video."
"Please complete the exercises in your workbook that focus on the future tense. Pay attention to the usage and structure of the tense."
2.结合自己的生活实际，运用一般将来时态写一篇关于未来周末计划的短文，要求至少包含5个句子，涵盖不同的活动。
"Have an English conversation with your parents about your learning goals for the next semester or a family trip plan. Use the future tense to describe your plans."
3.学生分享完毕后，教师总结并板书一般将来时态的标志性结构（will+动词原形），为接下来的新课学习做好铺垫。
（二）讲授新知，500字
1.教师通过PPT展示一般将来时态的结构、用法和例句，帮助学生理解和掌握该时态。
“Now, let's look at the structure of the future tense. We use 'will' followed by the base form of the verb to talk about future actions or predictions.”
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Unit1 SectionA（Grammar Focus-3c）优质课教案
一、课标要求
课标指出英语教学不可过于强调死记硬背，机械操练的的教学倾向，而应营造启动学生思维的教学环境，帮助学生多渠道获取知识，加速知识的内化过程，使他们能够在听、说、读、写等语言交际实践中灵活运用知识，变语言知识为语言交际的工具。
对语法的表意功能的理解，不是靠老师讲解，而是学生在运用和实践中亲自体验领悟出来的。
因此语法的学习是要让学生通过大量接触去理解意义和用法，通过实践运用体会表意功能。
二、教材分析
本节课是本单元的第二课时，在第一课时习得和初步运用所学知识的基础上对语言知识进行归纳总结和深层次的运用，并在不同的情境下继续灵活运用语言功能项目，培养学生理解和运用语言，达到学以致用的目的。
三、教学目标
1. 学会使用不定代词
2. 通过大量语言练习，学生能够能理解不定代词的用法，并能在特定语境中使用目标语言。
3. 通过自主学习，交流与展示活动，采用pairwork和groupwork 的方式开展语言实战训练学生能够熟练谈论假期活动。
4. 通过学习，培养学生的逻辑表述能力和归纳总结能力。
四、教学重难点
1. 教学重点：
1) 用所学的功能语言交流假期去了什么旅行。
2) 掌握本课时出现的不定代词。
2. 教学难点：
1) 复合不定代词someone, anyone, something, anything等的用法。
五、教学过程
Ⅰ. Lead-in with a song
Ⅱ. Pair – work for revision
1. Show some pictures on the big screen. Let Ss read the expressions.
2. Focus attention on the pictures .and make conversations in pairs.
Ask: What can you see?
Say: Each picture shows something a person did in the past. Name each activity and ask students
to repeat:
1. Point out the sample conversation. Ask two Ss to read the conversation to the class.
2. Now work with a partner. Make your own conversation about the people in the picture.
3. Ask some pairs to show out their dialogues in class.
III. Play a game for consolidation
1. Play a game to consolidate the phrases.
2. Ss work in pairs. As they talk, move around the classroom and give any help the y need.
3. Ask some pairs to act out their conversations.
V. Presentation
1. Present the use of indefinite pronoun
2. Do the exercises to consolidate the target language points
3. Check the answers and emphasize the important points or difficult ones.
VI. Make a summary and Let Ss take notes about the language points .
VII. Group –work for improvement
1. Let Ss read the questions with indefinite pronoun on the screen, and then translate.
2. Play a challenge game
Rules: Work in groups. Ask students to translate and answer the questions one by one. If the answer is the same as the teacher’s this group can go on, if not, the group fail.
VII. Ending
1. 教师寄语Nothing is impossible if you put your heart in to it.
Homework:
1. Do the exercises on the exercise book
2. Copy the paragraphs of 3a and 3b, then read them fluently.
3. 教学反思：
通过对上节课的巩固练习以及本节课的不定代词的学习和语言实践，学生基本上掌握了本节课的重点，并突破了难点。
最终能够熟练运用功能语言交流假期旅行或活动。
待改进之处就是对于带有不定代词的句式的语义理解，还需进一步加强练习。