初中英语七年级上册第四单元教案
2021年七年级英语上册 Unit 4 Food(第一课时)优课展评教案及反思 人教新目标版
2021年七年级英语上册 Unit 4 Food（第一课时）优课展评教案及反思人教新目标版一、设计的基本理念构建以人为本，以学生的学、练、测为主线的优化课堂教学模式，通过实施任务型、活动性教学，夯实学生语言基础，提高语言运用能力，培养学生参与、合作、探究的创新精神。
二、教学内容：ic strip & Wele to the Unit三、教学目标：1、知识目标词汇：本课时的9个单词I love/like /dislike/ hate…句型：What food do you like?话题功能：谈论喜欢与不喜欢的食品。
2、能力目标：培养学生就食品选择话题的口、笔头表达能力。
3、策略目标：（1）词汇直观记忆法（2）合作探究法四、教学重、难点1、词汇、识记运用与重点句型运用。
2、如何在不同的语言环境下正确运用所学句型。
五、教学流程(Teaching steps & ways)Step 1: Learn new words through pictures, real objects .( picture → read → say ) (T-S S-S)Step 2: Learn ic strip by listening, reading & acting out .( cl wk → indivi wk → pairwk)Step3: Learn and practice on the following sentence patterns .( cl wk → indivi wk → pair wk )3. What food do you like?I likeStep 4: TBL activities1. Topic: Food shopping2. Pre-task activities1）内容 2）要求 3）方法3. While-task activities指导学生选择恰当的词汇、句型进行表达。
初中英语七年级上册Lesson 4 What Is It教案
Listening and speaking,explaining,pairwork.
教学资源
Electronic whiteboard,Multimediacourseware
教学步骤
教师活动
学生活动
调整与思考
教
学
过
程
设
计
教
学
过
程
设
计
Step 1.Warming up.
Review the last lesson and the words,dictate to the whole class. To make the Ss have more words.
5. on the wall在墙上
Then explain the guessing game for using new words.Lead students to play the game.
Make the Ss practice the dialogue in pairs.
No. 3Dig in(拓展).
3. Do the practice after the lesson.
教学重点
Learn new wordsabout the classroom objects.
Learn sentence pattern--Is it .....?
教学难点
Play the Gห้องสมุดไป่ตู้essing Game in groups.
Look at the things in your classroom.Do you know the English words for these things? If you don't know the words,try to find them.
2024-2024年学年秋季学期人教版pep初中七年级英语上册教案全册
2024-2024年学年秋季学期人教版pep初中七年级英语上册教案全册一、教学目标1.让学生掌握基本的英语语音、词汇和语法知识。
2.培养学生的英语听说读写能力。
3.激发学生对英语学习的兴趣，提高学生的综合素质。
二、教学内容1.语音：字母、音标、语音规则2.词汇：基本词汇、常用短语3.语法：一般现在时、一般过去时、一般将来时4.课文：Unit1-Unit85.听力：与课文相关的听力材料6.口语：日常交流、情景对话7.阅读：课文阅读、课外阅读8.写作：句子、段落、小作文三、教学重点与难点1.教学重点：基本语音、词汇、语法知识的掌握听说读写能力的培养课文的熟练阅读和背诵2.教学难点：音标发音的准确性语法规则的灵活运用课外阅读的理解与分析四、教学进度安排1.第一周：Unit11.1Greetingsandintroductions 1.2Numbersandages1.3Colors2.第二周：Unit22.1Schoolsubjects2.2Classroomobjects2.3Dlyroutines3.第三周：Unit33.1Foodanddrink3.2Describingfood3.3Makingrequests4.第四周：Unit44.1Familymembers4.2Describingpeople4.3Talkingaboutfamily5.第五周：Unit55.1Time5.2Daysoftheweek5.3Activities6.第六周：Unit66.1Weather6.2Clothing6.3Describingtheweather7.第七周：Unit77.1Inthelibrary7.2Intheclassroom7.3Inthesupermarket8.第八周：Unit88.1Sports8.2Describingsports8.3Talkingaboutsports五、教学方法1.采用任务型教学法，让学生在实际语境中学习英语。
人教版七年级英语上册教案(完整版)
人教版（新目标）初中七上Starter Unit 1 Good morning!教案教学目标：1. 学会打招呼的用语:Hello! / Good morning! / Good afternoon! / Good evening!2. 识别和掌握八个人名: Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen教学重点、难点：1.词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen2.句型：Hello! Good morning!教学过程：Step 1. Warming-up1. 课前—上课铃响教师就播放Good morning歌曲。
2. 师生初次见面，教师通过自我介绍和问候学生，让学生放轻松，消除与教师间的陌生感，开始亲近教师。
教师自我介绍并用Hello! / Good morning! 问候学生。
帮助学生用Hello! / Good morning! 作回应。
Step 2. Play a game.绝大多数学生都会背诵26个字母表，因此学生参与这个游戏会相当积极。
通过这个游戏首先可以锻炼他们迅速反应的能力；以英语名字作为奖励(老师提前准备好很多的英文名字)，也使学生较有新鲜感，让他们自己选择自己的名字，使他们会更容易记住自己的名字。
Play the game like this: Teacher says a letter, for example C, then let the Students tell the letters whichis before and after C. The one who says B, D first is the winner. The winner can get a chance to choose an English name first.Step 3. Presentation1.用预先制作的图片或挂图介绍八个人物和姓名。
2024年秋季新外研版七年级英语上册Unit 1 A new start Lesson 4教案
There are so many tasks.
Solutions/Advice
Here’s the first piece of the advice...
Do the most important things first.
...
作业布置
书面表达,完成一小段对话，话题为problems and solutions at junior high.
Unit1 A new start
Lesson 4 Understanding ideas
课型
Listen and speaking
课时
1课时
知识
目标
重点词汇：problem，advice，project，task，solutions
重点句型:It's hard to...
There are so many tasks.
If you have these problems,what should you do ?This unit will help you!
Step3:Look at the picture and talk about it.
What are the students wearing?
Who are the students?
Here’s the first piece of the advice...
Do the most important things first.
Break the work into small tasks and you can work on
them little by little.
能力
unit 4《having fun》全单元教案(仁爱湘教版七年级上) --初中英语
新湘教版七年级上Unit 4 Having fun单元教案In this unit students learn to express their activities outside the school, for example, going shopping, having a picnic , and going to the zoo. Let’s discuss the three activities separately.Let’s go shoppingIn this part students learn to ask for and state prices, talk about clothing, making suggestions.Target languageCan I help you? Yes, please. What can I do for you? How much is it ?I t’s 70 yuan.Grammar focusCan/How much questions /uncountable nouns/ coutable nouns/Demonstratives: this, that, these, thoseThe teacher asks the students if they like going shopping. Says “Today I’ll take you to go shopping.”Section ATeaching objectives: Students know how to ask and state prices.Step1. Organizing the class.1.Greetings between the teacher and students.2.Duty report.Step 2. Listen, read and sayThis activity provides guided oral practice using the target language.1.Call attention to the picture. Ask who are the people and where they are.. “A mother takes her daughter to go shopping. They are talking with a salesman in a store.”2.Point out the conversation and read it with a student. Explain the meaning of “look for”if necessary.3.The teacher takes out a piece of paper with a tall building in it. Says “This is the first floor, this is the second floor, and this is the fourth floor.” Read “fourth” for several times. And there are different sections on the fourth floor. Say “This is the clothes section, this is the trousers section, and that is books section.” Then, the teacher ask the students to read “fourth”and “section” for several times.4.Ask the whole class to read the dialogue together, paying attention to “What can I do for you?”Step3. Pair workAsk pairs of students to practice together. Later ask several pairs to present their conversations to the class.Step4. look, listen and sayThis activity provides several numbers for the students to learn.1.The teacher helps the students to review the numbers 1—10, Ask “Do you want to know more numbers in English?” Then the teacher makes use of the video to present the numbers 20, 30, 40,… and so forth. Say “There are twenty books. Twenty, twenty. ”“There are thirty trees. Thirty, thirty.” So that the students can learn these words in a context.2.Focus attention on the numbers and ask them to read together.3.Play a gameAsk the students to read these numbers one by one according to their seats. All the groups can have a match and see which group can get full marks. The best group can get a prize.Step5.Listen and sayThis activity asks the students to distinguish the difference between “-teen” and “-ty”.1. First listen to the tape, asking the students to pay attention to the differences of each two words.2. Listen to the tape again and read after it word by word.3. Write some numbers on the Bb, and see if the students can master them well.Step6. Listen and circleThis activity provides listening practice using the target language.(1) listen and circle the numbers they hear in the sentences.(2)From this part, the students can get more attention to the difference between “-teen”and “-ty”.Step7. Read and sayThis activity gives the students practice in recognizing the target language in spoken conversation.1. Say, “Please look at the picture. The mother is buying a dress for her daughter. She is talking with the salesgirl now. Listen carefully to the recording of the conversation. Then tell me how much the yellow dress is.”2. Play the recording the first time. Students only listen. Then ask them to find out the answer to the question” How much is the yellow dress.”3. Play the tape a second time. This time students read after the tape sentence by sentence. While they’re reading, they should circle some difficulties they don’t know.4. Make a brief explanation of the difficulties, such as “try on”, “off”, “on sale” and so on.5. Ask the whole class to read this dialogue together.Step8. Pair workAsk the students to practice the conversation with their partners. Later ask several pairs topresent their conversations to the class.Section BStep1. Organizing the class.1.Greetings between the teacher and students.2.Duty report.. This activity provides students practice in recognizing the target language in this section.1.Say, “When wo go into a shop, we can see many kinds of things. Now, please tell me what you can see in a shop or a supermarket?” Students may give different answers.2.“Please look at the screen, what are these?” Students can give their answers in Chinese. Say “You’re right. Let’s recognize them in English.”3. While students are looking at the picture , the teacher plays the broadcasting of each word so that the students can follow the pronunciations of the words.Step2.Listen and sayThis activity provides listening practice using the target language.1. Play the recording. Students listen and number the words they hear.2. While they’re listening , move around the classroom checking on their progress.3. Check out their listening answers. Point out some difficulties some students have.Step3. Read and practice1. Call attention to the picture A. Ask a student to read it to the class. Ask the whole class to read it together. Explain “What can I do for you?”“Can I help you ?”We often used by salesclerks. Guide the students to provide different answers to the questions.2. Call attention to the picture B. Ask two students to read it aloud. After reading, ask them to focus on what the saleslady says.3. Have students work in pairs. Ask they work together, move around the room checking progress and answering questions as needed.4. The teacher takes out a pair of pants. Ask several pairs to come to the Bb to act their conversations out to the class.Step4. ReadThis activity provides a comprehensive reading of an ad for sale.1. Say “Usually when we go to a supermarket, we can find some things are on sale. That’s to say, you can buy these things with less money than before. Now we are going to read an ad for sale for a food shop. Please read the ad yourselves and fill in the price tags.”2. While they’re reading, the teacher moves around the classroom, providing help when necessary.3. Ask students to find out the meanings of any words they don’t know. They can do this by reviewing the lesson, and found out their own weak points.4. Ask students to finish the true or false exercise for one minute. Then check out their answers.5. The whole class read the ad together to get more attention to write an ad for sale.This activity provides a writing practice using the target language.1 .Suppose you a shopkeeper of a clothing shop. Write an ad by yourself.2. Ask students to think about it for a thile. Ask what they can acquire from the ad above, such as “Come and have a look.”“There’s more.”“Come and have a lood for yourself.”3. Ask students to do this job at home. The teacher will check it the next day.Section CStep1. Organizing the class.1. Greetings between the teacher and students.2. Duty report..Step2. Look, read and sayThis activity provides guided oral practice using the target lamguage.1. Say “Dad is buying something in a store. Now please look at the picture,Dad is talking with the salesman Ben. What are they talking about?”2 Call attention to the conversation on the right. Ask two students to read it to the class.3. Have the students fill in the shopping lists according to the conversation.4. Ask the whole class to read the conversation after the teacher, paying attention to the pronunciation and intonation.5. Ask students to work in pairs. Have each student take a turn asking and answering the question.6. Ask several pairs of students to act out the conversation. The teacher can provide the real things for the students to perform, like salt, eggs and milk.Step3.Match. 1. Ask students to match word halves.2. While students are matching, the teacher moves around the classroom and provides help when necessary.3. Ask some students to speak out the answers.4.The teacher says Chinese words , and asks the students to speak English and spell each word. This activity can be done one by one.Step4. Look, listen and sayThis activity provides guided oral practice using the target language of “How much”?1. Say “Boys and girls, when you are buying something, will you cut the price down?”“I like bargaining very much. Sometimes when I cut the price down, I feel very proud.”“Next we are going to learn how to bargain.”2. Ask the students to listen to the recording of the conversation. Have them find out the answer to the question, “How much is the watch at last?”3. Play the recording again and ask students to listen carefully and repeat it sentence by sentence.4. Ask the students to practice with their partners. Then choose several pairs to act out the5. Say “Sometimes when we are choosing something, maybe we don’t buy it if the pric is not fit for us. Then what shall I say?”6. Play the tape and guide students to answer “Thanks anyway we’re just looking.”7. Ask students to practice with their partners. As they talk to each other, move around the room checking on their progress.Step5.Listen and sayThis activity provides listening and speaking practice by using the alphabets “h” and “w”1. Play the recording. Students listen carefully and repeat it one by one.2. Divide the class into four groups. Each group read two words, and see which group can do the best job.3. Play a game. Choose several students to come to the Bb. When the other students read those English words, they have to act out each word by using their body language.Section DStep1. Organizing the class.1. Greetings between the teacher and students.2. Duty report.Step2. Listen read and say. This activity provides listening and oral practice by using the target language.1. Say “Do you know Mickey Mouse? Do you like it? Today, I’m going to tell you something about Mickey Mouse. Mickey Mouse opens a new shop, which sells a lot of food. He sells vegetables to the earthworm, and he sells com and wheat to the ant. He is so kind that he helps the ant carry the food home. Then, a cat comes. He is not friendly. Do you want to know that happens next? Please listen to the recording, fill in the blanks and find out the answer.”2. Play the recording. Students listen carefully and fill in the blanks.4. Check their answers and ask several students to read the conversation out.5. Ask students to look through the conversation an find out the questions they don’t know. Teacher moves around the classroom and provides help when necessary.Step3.Pair work1. Ask students to act out the short play with their partners.2. Ask several groups to come to the Bb to perform.Step4.Grammar focus1. Review the grammar focus. Ask students to say the questions and answers.2. Point out that the sentence pattern “How much is /are.. “is to ask the price. And the words “is” and “are” are used according to the singular or plural forms of the things.3. Pay attention to the pronunciation of “$20” and so on.4. Take out some pictures, with shoes, computers, eggs, coats, water and something else inthem.5.Ask students to guess what are countable nouns and what are uncountable nouns.Call attention to those nouns in the textbook. Ask students to repeat each word.eful expressions1. Point out that these expressions are very useful when going shopping.2. Ask students to repeat them one by one3. Divide the students into two groups. Have them read these expressions separately. See which group can be better.Step6. WriteThis activity provides writing practice by using target language.1. After a short guidance, let students complete the conversations with the correct words.2. Check students’ answer. Ask two pairs of students to read the conversations.3. Have the .whole class practice the two conversations. And each pair much take turns to do this job.Let’s have a picnicSection ATeaching objectives: Ask students to master how to make telephone calls about invitaions and suggestions.Language focus: what’s up?Would you like to? / Let’s……Teaching Procedures:Step 1 : Organizing the class. Organizing the class.1.Greetings between the teacher and students.2.Duty report..Step 2 : RevisionGet students to talk about “How much……?” questions by showing them some pictureswith the objects and prices in them.Step 3 : PresentationSay “Please look at the picture. There are two children in it. They are Jane and Kangkang. What are they doing? What are they talking about? Please listen to the recording. After a while, I’ll ask you to tell me the answers.”Step 4 : Listen, read and say1.Ask students to listen to the recording for the first time. Then answer the questions.2.Listen to the recording again. While listening, ask students to follow it sentence busentence.3.Ask the whole class to read the conversation together.Step 5 : Work alone1. Say “After reading, let’s see when Jane is going to discuss the picnic and visit a friend, and what Jane is going to do on Sunday. Now, please look at the table. Fill in the blanks according to the conversation.”2.While students are writing, the teacher moves around the classroom, providing help when necessary.3.After finishing the exercise, the teacher checks their answers.Step 6 : Pair work1. Divide the whole class into two groups to read the conversation.2. Ask them to practice this conversation with their partners. They should change their roles.Step 7 : Work aloneAsk students to read Kangkang’s plan and give him suggestions on the picnic. The teacher can five some advice. For example, don’t forget the food and so on.Step 8 : Pair work1.Ask students to number the sentences to make a telephone conversation. Before doing, the teacher points out how to make a telephone call and how to make suggestions.2.Whole the students are doing exercise, the teacher moves around the classroom to provide help when necessary.3.Ask students to practice the conversation with their partners.Step 9 : PracticeSay “Tom wants to go swimming on Saturday, and Mary has no plan on that day. Suppose you are Tom, and your partner is Mary. You want to invite Mary to go swimming with you. Please make a telephone call according to these information.” The teacher moves around the classroom and provide help when necessary.Step 10 : Homework1. Practice the conversations in this lesson with your partners.2. You ask your friends to have a picnic next Saturday. Please write down a shortconversation about it.Section BTeaching Objectives : Go on to learn about making telephone calls and making suggestions. Language Focus : May I speak to ……, please?Can I give her a message?All right.Teaching Procedures:Step 1 : Organizing the class.1. Greetings between the teacher and students.2. Duty report.Step 2 : PresentationSay “Sometimes when you call your friends, but he or she is not in, and someone else receives the call. Then what will you say to her / him? Now, I’d like you to listen to the conversation between Jane and Maria’s mother. After that, you can find out the answer.”Step 3 : Listen, read and say1. Play the recording for the first time, and ask the students to find out the answer.2. Play the recording again, and ask the students to follow it.3. Ask the whole class to read the dialogue.4. Let the students practice with their partners.Step 4 : Listen and writeThis activity provides listening and writing practice by using the target language.1. Say “ Please look at the table. There are six sentences for you to choose. You have to fill in the blanks by listening to the recording.”2. Have two students to read the conversation and check if they are right or wrong.3. Ask the whole class to read it together.Step 5 : Pair workThis activity asks students to practice with their partners. As they talk to each other, the teacher moves around the room checking their progress.Step 6 : Listen and followThis activity is to train students’ pronunciation.1. Ask the students to listen to the recording first, and find out some characteristics of these sentences.2. Play the recording again, and ask students to repeat.3. Ask some students to read, and check if they can make some progress.Step 7 : Listen, read and say1. Say “If you dial the wrong number, what will you do? Now, please listen to the recording. You can get the answer.”2. Play the recording for the first time, ask students to find out something they don’t know. Then help them to solve.3. Play the recording again and ask students to repeat.Step 8 : Work aloneThis activity provides oral practice by using target language.1. Say “There is a message for you, and you have to make a dialogue according to this information. Please practice with your partners.”2. While students are practicing, the teacher moves around the classroom, providing help when necessary.3. Ask some pairs to act it out.Step 9 : Homework1. Practice the conversations in this lesson with your partners.2. If you call your friend Tom, but he isn’t in, and his brother receives your call. Please write down a conversation between you and Tom’s brother.Section CTeaching Objective: Lead students to master present continuous tense.Language focus : What are they doing?They’re having a picnic.What’s she doing?She is ……Teaching procedures:Step 1: Organizing the class.Greetings between the teacher and students.Step 2: PresentationSay “When we have a picnic, what shall we do? Please look at the picture. The children are having a picnic. They are doing a lot of things here, for example, carrying water, collecting firewood and so on. Now, please listen to the recording and tick the words you hear.Step 3 : listeningPlay the recording and ask students to tick the words they hear.Step 4 : Pair work1. Ask two students to read the two samples.2. Then tell the students who is Maria, Jane and Michael.3. Ask students to do this exercise with their partners. One asks, and the other answers. For example, one student points to a girl, asks “What’s Maria doing?” The other students answer “She is washing the dishes.”Step 5 : look, ask and answer1. Say “There are eight pictures here, and what are they doing? Please look at the first picture, what is she doing?”2. Ask one student to answer the question. Say “Now, you can ask and answer like us according to these pictures.”3. Ask the students to practice with their partners. While they are practicing, the teacher moves around the classroom and provides help when necessary.4. Ask several pairs to act it out.Step 6 : listen, read and understand1. First ask students to look at the picture and listen to the recording.2. Ask the whole class to repeat it after the recording.3. Do some understanding problems about this passage,4. Ask several students to repeat it.Section DTeaching objectives: Students can master how to practice present continuous tense.Language focus:What are they doing?What is she doing?What is he doing?May I speak to…?Can I give her a message?Teaching procedures:Step 1: Organizing the class1. Greetings between the teacher and students.2. Duty report .Step 2: PresentationSay “There is an old Mcdonald living in the forest. He is very lonely. He’d like to have a picnic with his friends .Will his friends come to have a picnic with him? Please read these pictures and then tell me your answer . ”Step 3: Look, read , and say1. Ask students to look at these pictures and read the sentences . Then let them speak out the answer.2. Ask several students to read the story to the whole class .3. Have students do the role-play .4. Ask students to look at the last picture. Asks “What are they doing now ?”Step 4: Group work1. Ask students to discuss these questions. While they are discussing, the teacher moves around the classroom and provides help when necessary .2. Ask some pairs to act it out .Step 5: Grammar focus1. Ask students to read these sentences.2. Present some pictures on the blackboard . Ask “What are they doing ? What is shedoing ?” Let students practice themselves .Step 6: Useful expressions1. Say “These are very useful expressions about making telephone calls. First, I’d like you to read them together .”2. Ask students to make a telephone call to their friends according to these useful expressions .Step 7: Pair work1. Ask students to look at these pictures. Ask “What are they doing ?”2. Ask students to discuss with their partners and fill in the blanks.3. Let students do pair work with their partners. While they are practicing , the teacher moves around the classroom and provides help when necessary .Step 8: Pair work1. Ask students to number the sentences to make a conversation individually.2. The teacher checks their answers. Ask the whole class to read the conversation out.3. Ask students to practice with their partners about the conversation.Step 9: Homework1. Ask students to listen and read the conversation at home.2. Preview next lesson.Let’s go to the zoo.Section ATeaching Objects: Learn some new words about animal names. Students can talk about their favorite animals.Language Focus : What animals do you like best?What’s your favorite animal ?Teaching Procedures:Step 1. Organizing the class1. Greetings between the teacher and students.2. Duty report .Step 2. PresentationSay “Please look at the picture . There are four children here. They are going to the zoo on Saturday . They are talking about their favorite animals. Please listen to the recording, then answer my questions .Step 3. Listen, read and say1. Play the recording for the first time. Ask students to find out the answer to thequestion “What are the children’s favorite animals?”2. Play the recording for the second time .Ask students to repeat it sentence bysentence.3. Ask students to practice this dialogue with their partners.4. Ask some pairs to act it out .Step 4. Work alone1.Ask students to complete the chart themselves, according to the conversation.2.Ask some of the students to read their answers out.Step 5. Pair work1.Says “What animals do you like in the zoo ? Please talk with your about yourfavorite animals.”2.While students are practicing, the teacher moves around the classroom andprovides help when necessary.3.Ask some pairs to act out their conversations.Step 6. Look, listen and read1.Says “Look at the four children. Where are they ? What are they talking about ?Do you want to know where they are going ? Please listen to the recording, andthen answer the questions .”2.Play the recording for the first time, ask students to answer the questions above.3.Pointing to the picture, says “Now they are in the zoo. They are asking somethingfrom a guide .Listen to the recording, then tell me what they are talking about .”4.Play the recording for the second time. Ask students to repeat it.Step 7. Look, listen and circle1.Ask some students to read these animal names.2.Play the recording, ask students to circle the animals’ names they hear.3.Check their answers.Step 8. Homework1.Ask students to write down a dialogue about their and their friends’favoriteanimals.2.Finish the exercise in the exercise books.3.Ask students to recite the dialogues in the lesson.Section BTeaching objectives: Train the students’ comprehensive ability of four skills.Language focus: Let me help you.Teaching procedures:Step 1: Organizing the class1. Greetings between the teacher and students.2. Duty report .Step 2: Work alone:1.Say “Please look at these pictures. These pictures are about a story. Look at thefirst picture. There is a baby monkey crying. Why is he crying? Who helps him atlast? Please read the story alone. Then I’ll ask you to answer these questions.”2.Ask students to read the story and finish the true or false exercise.3.Check their answers.Step 3: Pair work1.Say “It’s a very interesting story. I’d like you to act it out with your partners.”2.Ask students to practice the story with their partners. While they are practicing,the teacher moves around the classroom and provides help when necessary.Step 4: Listening1.Ask some students to read the animals’ names.2.Play the recording. Ask students to number the words they hear.3.Check their answers.Step 5: Listening1.Ask students to listen the conversation. Then fill in the blanks.2.Check their answers.Step 6: Class activities.1.Say “Look at the picture. There are four children here. What are they doing?They are chanting. Would you like to chant like them? Let’s do it.”2.Ask students to read the chant after the teacher.3.Ask the whole class to read it together.4.Divide the class into several groups. Have a competition among them.Step 7: Homework1.Finish the exercise in their exercise books.2.preview the next lesson.Section CTeaching Objectives: Let students master how to ask the time.Language Focus:What time is it?What is the time?It’s one o’clock.Teaching Procedures:Step 1: Organizing the class1. Greetings between the teacher and students.2. Duty report .Step 2: PresentationDraw some clocks on the blackboard. The time is different. Says “What time is it? It’s twelve o’clock. What’s the time? It’s six o’clock. Please look at the picture in your text books. It’s time for the children to go home.Step 3: Look, listen and say1.Play the recording for the first time. The students just listen.2.Play the recording again. Students repeat it.3.Ask students to read the dialogues with their partners.4.Ask several pairs to act it out.Step 4: Look, listen and learn1. Say “Do you know how to recognize the time in English?”There are sixpictures in your books. Each picture stands for one time. Now, Let’s go to learn them.”2. Ask students to look through the six pictures to be familiar with them.3. Play the recording for the second time. The students just listen.4. Play the recording for the second time. The students repeat it.5. Point to “past ” and “to”, explaining the difference between them.6. Ask the whole class to read the time again.Step 5: Pair work1.Ask students to look at each picture and read the time out.2.Ask one student read the activities out. Let every one knows what each picturestands for.3.Ask two students to read the model. Point out the sentence pattern “It’s time todo something”4.Have the students to make conversations about each picture with their partners.5.Ask some groups to act the conversations out.Step 6: Listen, read and say1.First ask students to recognize their animals.2.Play the recording and ask students to find out the ways of asking time.3.Play the recording again. Have students repeat it.4.Ask students to practice the two dialogues with their partners. While they arepracticing, the teacher moves around the classroom and provides help whennecessary.5.Ask some pairs to act out the conversations.Step 7: Homework1.Write down two conversations about the time according to part3.2.Practice these conversations after class.3.Preview next lesson.。
starterModule4Unit1教案-外研版七年级英语上册
Starter Module4教学设计教材及年级名称外研版七年级(上) 模块名称Starter Module4 My everydaylife教材分析本单元要求学生能够使用简单的对话，询问和回答有关星期几的问题。
本单元的功能话题是运用句型What day is it today?谈论星期几。
共学习7个有关星期几的词汇，小学已经学过，故词汇学习障碍不大，教学重点应放在句型操练和真实任务活动上。
本模块的语法项目是what 引导的特殊疑问句。
在教学中教师可以通过动画、视频等让学生感受疑问词what 的用法。
视频和动画提供了语言应用的场景，学生可以在具体而真实的场景中灵活地学习、理解疑问词what的用法和功能。
学情分析学生在小学阶段已经学习了简单介绍星期几的对话，本单元的设置是为了衔接小学较为简单的对话内容与初中的较为复杂的对话内容，起到了呈上启下的作用。
如：由What day is it today？延伸为W hat day is it tomorrow？及What day is your favourite day？模块教学目标1.通过听力练习能够听懂询问星期几、天气状况和最喜欢的运动的对话。
2.通过对话练习能谈论一周七天、天气和运动。
3.能运用所学句型描述自己的日常生活。
教学重点及难点能运用所学句型描述自己的日常生活；掌握时间介词in，on 与at 的用法；what 引导的特殊疑问句教学辅助多媒体教学，点读机教学方法Communicative/PWP approach教学过程第一课时教学设计教材分析本单元是一节听说课，是本模块的第一课时，话题是关于Miss Zhou和同学们有关询问星期几的事情。
语法是what 引导的特殊疑问句。
课时教学目标1．通过听力练习，能准确的听懂关于星期几的问答。
2．通过对话练习，学生能够熟练地说出星期的名称，能介绍自己喜欢星期几，并询问对方。
3．能够读懂其他同学介绍自己和问候别人的小对话。
初中英语_人教版新目标七年级上册Unit4 SectionB阅读课教学设计学情分析教材分析课后反思
Unit 4 Where’s my schoolbag?Section B 阅读课Language goals:1. Help the students to acquire the new words model plane, everywhere, tidy, always, tape player and so on.2. Help the students know how to describe things in their rooms and try to write a short passage about their rooms.3. Make the students know that they should keep their rooms tidy and clean. Having a good habit is very important in their lives.Teaching steps:Pre-readingStep I Greet and warm up1. Greet with the students.2. Show the students a schoolbag and ask the students to have a look at things in the bag.Show the students a model plane, a tape, a clock and some keys. Then put these things in different places such as on the desk, in the tape player or under the schoolbag. Ask the students to talk about the positions of the things.The teacher: What’s this?The students: It is a model plane.The teacher: Where is the model plane?The students: It is on the schoolbag.…3. Ask the students to look at the teacher’s desk and ask if it is tidy or untidy. Then help them understand the new word everywhere.(设计意图: 通过使用直观的物品帮助学生熟悉的句型回顾和练习Where的疑问句以及方位介词in, on, under的用法，温故知新)Step II RevisionShow the students some pictures and ask them to complete the sentences by using in,on, under, next to.(设计意图：通过直观的图片检测学生对于in, on, under, next to的理解和掌握，为阅读的开展做好铺垫。
译林版初中七年级英语上册教学课件 第四单元reading
first 首先 chat 聊天，闲谈 each other 彼此，
相互
Tuesday 星期二 Thursday 星期四 Friday 星期五 Saturday 星期六
practise 练习； Wednesday 星期三
have a good time 过得愉快，玩得高兴 wish 希望，祝愿 Sunday 星期日 Monday 星期一
They are all nice.
Read Paragraph 4 and complete the following text.
Millie goes to the school l_i_b_ra_r_y_____ every day. She goes to the Reading C__lu_b______ every T__u_e_s_d_a_y_____ and T__h_u_r_s_d_a_y___. She also likes playing v_o__ll_e_y_b_a_ll______. Millie is a m__e_m_b_e_r_______ of the school volleyball team. She p_ra_c_t_is_e_s_______ after school on Wednesday afternoon,
Read Paragraph 3 and answer the questions.
1. What do they often do after class?
They often chat with each other or play in the playground.
2. How’re all her friends?
Skill 2:Scanning(索读）
新目标英语七年级上册Unit4教案设计
《新目标英语》Go for it ! 七年级上册教案设计Unit 4 Where’s my backpack? ( Section A )一、教材分析本课是《新目标英语》七年级第四单元，本单元围绕室内物品开展多种教学活动。
本课主要内容 1.学习有关物品的新单词 2.学习询问物品在哪以及回答其所在地点的句型Where’s the …? It’s … 3.掌握介词on, in, under 的用法。
二、教学目标（Teaching aims and demands ）1.知识目标（Knowledge objects ）Key vocabulary: table , bed, dresser, bookcase, sofa, chair, drawer, plant, where, on, in, underTarget language: Where’s the backpack? It’s under the table.Prepositions: in, on, under2.能力目标（Ability objects ）Train students’ listening, speaking, reading and writing skills.Train students’communicative competence using the key vocabulary and the target language3.德育目标（Moral objects ）Students should take good care of their things. Enable students to know that it’s a good habit to keep a room clean and tidy.三、教学重点（Teaching key points ）The names of furniture itemsHow to ask where things are and how to answer.四、教学难点（Teaching difficult points ）Learn the usage of prepositions of place.Train students’ listening, speaking, reading and writing skills.五、教学方法和途径（Teaching methods ）Task-based Language TeachingGuessing games, pair work, group work, team work, role play.六、教学对象分析初一学生大胆、活泼、好动、喜欢交流，用多媒体课件画面让学生感受身边的事物，选取与学生生活贴近的情景，采取“头脑风暴”、快速反应以及竞赛等课堂教学活动激发学生学习英语的兴趣，让学生主动参与到教学活动中来，同时通过一系列的师生互动、生生互动、小组合作等活动，进一步提高学生的听、说、读、写的综合能力。
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4.观察与思考
Step 5Role-play the conversation.
Take turns torole-play.
----Where’s the XX?----It’s in \ on \ under the XX.
2)Ask students to talk about more aboutwhere things areandmake a conversion.
3)What are they?（拿着一些糖块）They are candies.
在导入每个句子后，分别利用学生身边的物品，询问：Where’s your XX? It’s in \on \under the XX.
Step2Practicing
1.1)Present the sentence patternson the blackboard.
---What’s this?----It’s a XX.
(2)Key structures:—Where is my schoolbag?—It’s under the table.
--- Where are the books? ---- They’re on the sofa.
(3)Listening practice
2. Ability aims:a.Can understand the sentences that talk about where things are.
Ask Ss: (利用准备好的糖果)
.What’s this?（拿着一个糖块）
It’s a candy.
Where’s the candy?
It’s in the box.
再变换糖果的位置：
---Where’s the candy?---Where’s the candy?
---It’s on the box.---It’s under the box.
---They arein \on \under the XX.
3.Share their conversations to the class.
Step5.Listening and practicing
1.Read the instructionin 2a andanswer:It’s XX.Then listen andnumber.
2.Read the instructionin 2b and playagain.Then check the answers.
Step4.Practing
1.Read the dialoguesin 1c and 1afluently.
2.Pairwork.Look at the picture in 1a.Work in pairs to make predictions according to thesample.
3.Ask several pairs to share their conversations to theclass.
Step3.Listening
Listen.Then look at 1a and do“ask and answer”.
Step4.Practing
1.Read the dialoguesin 1c and 1afluently.
2.Pairwork. Look at the picture in 1a. Work in pairs to make predictions according to the sample.
Step1.Lead in
Greet and have a free talk.
Have a main idea on thewords “on \in \under”.
It’s in the XX.
It’s on the XX.
It’s under the XX.
Step2Practicing
1.1)Practice thesentence patternsby asking the location of the things around them.
3.Look at the tape scripts on P59ofWBand listen to the tape. Thenfill andread them.
4.观察与思考
Step 5Role-play the conversation.
Take turns torole-play.
作业设计：
2.Understand and use the sentences that talk about where things are.
教学过程
教师活动
学生活动
二次备课建议：
Step1.Greeting and Lead in
Greet the class and check the homework.(课前准备一些糖果给完成作业较好的学生)
1.Recite 2d. 2.《同步学习》知识巩固3.预习下一课时
教学反思：
板书设计：Blackboard Design
Unit 4 Where’s my schoolbag?
---Where’s the XX?
---It’s in \ on \\herXXs?
They arein \on \under the XX.
4)Ask students to talk about more aboutwhere things are andmake a conversion.(复数)
Step3.Listening
Read the instructionin 1bto Ssandlisten.Then look at 1a and do“ask and answer”.
2. Show their conversations.
---What’s this?----It’s a XX.
--Where’s the XX?---It’s in \ on \ under the XX.
Whereareyour XXs?
They arein \on \under the XX.
Where are the candies?They arein the box.
再变换糖果的位置：
Where are the candies?--Where are the candies?
They are on the box.---They are under the box.
在导入每个句子后，分别利用学生身边的物品，询问：Whereareyour XXs?
姚村镇中学七年级英语集体备课
(2012-2013学年度第一学期)
课题
Unit 4 Where’s my schoolbag?
课时
Period 1 Section A (1a—2d)
主备
教师
备课成员
学习目标
1.Knowledge aims:
(1)Key vocabulary:where, table, bed, chair, under, come, sofa, desk, their, hat, head, on, ect.
b. Cantalk about where things arewith the words “on \in \under”.
3. Emotion aims:Cultivate Ss’ emotion of helping others.
重点：
难点：
1.Key vocabulary. Key structures. Listening practice.
Step5.Listening andpracticing
1.Read the instructionin 2a and ask : What’s this?.Play the tape for the first timeand number.
2.Read the instructionin 2b and playagain.Then check the answers.