2019-2020年七年级英语第五十四课教学设计及教学反思冀教版

合集下载

七年级英语冀教版下册全册教案

教案教案备注备注Lesson 1 May I Go To Beijing? Teaching goals 教学目标教学目标a. 掌握词汇及短语掌握词汇及短语 may go go go shopping shopping to mom on trip the city of too and please far from kilometer okay hard great eat ask leave of so but busy only square Tian’anmen Square restaurant question sorry b. 句型句型 —May I …? —Yes, you may. /No, you may not. t oo… to… Teaching important and difficult points 教学重难点教学重难点 Teach the student to learn the following expressions: —May I…? —Yes, you may. /No, you may not. too … to … / be far from / go on a trip Teaching methods 教学方法教学方法 Listening and speaking. Teaching aids 教具准备教具准备 Audiotape. Teaching procedures & ways 教学步骤与方式教学步骤与方式教学步骤与方式 Step I Greeting and lead-in Greet the students and get them to talk about their holidays. Get some other students to talk about their holidays. And then show some places of interest and continue talking with the students to make them understand the phrase go on a trip to. T: I had a nice holiday too. I went on a trip to Beijing. Look! There are some pictures about this city. T: How about the first picture? S: It’s Tian’anmen Square. T: That’s right ! The second one? ! The second one? S: It’s Gugong. (In Chinese) T: In English It is named the Palace Museum. S: The Palace Museum. T: How about the last one? S: It’s Changcheng. T: It’s the Great Wall in English. S: The Great Wall. T: There are so many beautiful places in Beijing. And Beijing is the capital city of our country. Would you like to travel to Beijing? (To one student) S: Y es. T: Would you like to go on a trip to Beijing too? Help the student to answer. Make sure the students know the meaning of go on a trip to. S: Yes. I’d like to go on a trip to Beijing. Step II Practice Get the students to learn to talk about permission by using the phrase: to go on a trip to. The teacher can show them some pictures of places of interest to help them to discuss. T: What city would you like to go on a trip to, Beijing or Guilin? S: I’d like to go on a trip to Guilin. Ask more students the same question to let them learn the phrase go on a trip to well T: Gulin is a very beautiful place. May I go on a trip with you? Help the student to answer: Yes, you may. Or No, you may not. Explain the meaning in Chinese if necessary. S: Yes, you may. T: T: (To (To (To another another another student) student) student) I I I have have have no no no money money money to to to go go go on on on a a a trip trip trip to to to Guilin. Guilin. May I borrow some money? S: No, you may not. Step III Text learning Get the students to learn the text. Listening Get the students to listen to the tape and answer a question. And then get them to repeat after the tape. T: T: Li Li Li Ming Ming Ming wants wants wants to to to go go go on on on a a a trip trip trip to to to Beijing. Beijing. Beijing. Listen Listen Listen to to to the the the tape tape carefully. Does Li Ming’s mother go on a trip to Beijing too? S: (After listening) Yes. Paraphrasing Explain the following sentences. Notes: 1. You are too young to go, Ling Ming. It means Li Ming is too young. If he goes to Beijing, he cannot take care of himself. 2. Beijing is far from our city. It means Beijing is not near Shijiazhuang. 3. You work hard in school. It means Li Ming studies hard. Practice Get the students to read and act out the dialogue in pairs. And then ask them to work in pairs and make up their own dialogues using go on a trip to, too… to…, be far from and May I…? They can talk from the following aspects: 1.Where you want to go for a trip; 2. Why you cannot / can go there; 3.Who will go with you. Walk around to give them a hand if necessary. Sample dialogue: S1: May I go on a trip to New York, mom? S2: No, you may not. Now York is too far to go. S1: Dad? S3: No, you are too young to go. You can go to a city near our home. S1: May I go on a trip to Lasa? S3: No, you may not. It’s far from our city.S1: May I go on a trip to Beijing? S2 and S3: Yes, you may. We will go to Beijing too. Step IV Homework Finish the exercises in Activity book. Practice the dialogue in pairs. Preview Lesson 2 Lesson 2 May I Invite Danny and Jenny? Teaching goals 教学目标教学目标 a. 掌握词汇掌握词汇want come hello with who when do leave for arrive. b. 认知词汇认知词汇 invite them Mrs. call oh wonderful invitation bye hooray c. 句型句型 When do you leave for …? / When do you arrive in / at …? —May I speak with / to …? —This is … (speaking). Who’s that?Teaching important and difficult points 教学重难点教学重难点Grasp the expressions of making phone calls. Teaching methods 教学方法教学方法 Listening and speaking. Teaching aids 教具准备教具准备 Audiotape and pictures. Teaching procedures & ways 教学过程与方法教学过程与方法教学过程与方法 Step I Lead-in and speaking T: Good morning, class. S: Good morning, Miss /Mr. /Ms. … T: We know that Li Ming will go on a trip to… S: Beijing! T: Do you want to go to Beijing? Why or why not? Help Help the the the students students students to to to answer answer answer these these these questions questions questions from from from the the the following following aspects: Affirmative: 1. have fun; 2. learn a lot that can not be found in the text book; 3. make other friends … Negative: 1. Beijing is too far away; 2. too young to go; 3. … T: If you can go to Beijing, who do you want to take with you? Why? S: I may go with my parents. They can take care of me, and share the happiness together. S: I may go with my friends. We have the same interest and can have a lot of fun. S: I may go with my little brother. I can learn to take care of him and learn a lot. T: Good! Wish you a good trip to Beijing. Step II Reading Fast reading Get the students to scan the dialogue to look for the expressions about making phone calls in English. T: Li Ming wants to go to Beijng, do you know who does he want to take to Beijng? Now, look through the text and show me the answer. S: Jenny and Danny. T: That ’s it! But where are Jenny and Danny? S: They live in Canada. T: So how can Li Ming invite them? S: Make a phone call. T: Good! Please read the dialogue in Lesson 2 silently and try to find out ways to make a phone call. After the students finish reading, summarize the following patterns. —Hello. May I speak with / to …?—Yes, this is…. Who’s that?—This is …T: Great! Careful reading Get the students to learn about how to invite somebody on the phone. 1. Paraphrasing Make a dialogue to help the students understand the phrases leave for and arrive at / in. T: Hello. May I speak to Mary? S: Hello. This is Mary. Who is that? T: This is … I’m going on a trip to Beijing. Would you like to go with me? S: Y es. T: Let’s meet at the school gate at 9:00 on Friday. OK? S: OK. Draw Draw the the the school school school gate gate gate and and and Beijing Beijing Beijing West West Railway Railway Station Station Station on on on the the blackboard and let the student come to the front of the classroom to act act with with with you. you. you. The The The two two two walk walk walk from from from the the the school school school gate gate gate in in in the the the picture picture picture to to Beijing Railway Station in the picture. T: We are leaving our school. We are leaving for Beijing. Now we are arriving arriving in in in Beijing, Beijing, Beijing, arriving arriving arriving at at at Beijing Beijing Beijing West West West Railway Railway Railway Station. Station. Station. W W e usually arrive at a small place; and arrive in a big place. Got it? Write Write the the the phrases phrases phrases on on on the the the blackboard, blackboard, blackboard, explain explain explain them them them and and and lead lead lead the the students to read them. 2. Reading Get the students to read the dialogue and answer the questions given. After that ask them to listen and repeat, and then act out the dialogue. Who does Li Ming want to take to Beijing? (He wants to take Danny and Jenny to Beijing.) Can Jenny come? (Yes, she can.) When do Li Ming and his mother leave for Beijing? (They leave on February 1 in the morning.) When When do do do they they they arrive arrive arrive in in in Beijing? Beijing? Beijing? (They (They (They arrive arrive arrive in in in Beijing Beijing Beijing in in in the the afternoon on February 1.) Step III Presentation Let Let the the the students students students work work work in in in pairs pairs pairs to to to make make make up up up similar similar similar dialogues dialogues dialogues to to practice the expressions of making a phone call. They can talk from the following aspects: 1. Where you want to go for a trip; 2. Who you want to invite to have a trip; 3. When you leave. Ask some pairs to act out their dialogues. Step IV Homework Finish off the exercise in Activity book. Preview Lesson 3. Lesson 3 How Far Is Beijing? Teaching goals 教学目标教学目标 a. 掌握词汇掌握词汇 me about here him there say thousand b. 认知词汇认知词汇 dinosaur think visit Edmonton laugh worry be partner practice c. 句型句型 How far is it from … to …? It It’’s about … kilometers. Teaching important and difficult points 教学重难点教学重难点 Grasp the expressions of talking about distance. How to express numbers from one hundred to ten thousand. Teaching methods 教学方法教学方法 Listening, and speaking. Teaching aids 教具准备教具准备 Audiotape and maps. Teaching procedures & ways 教学过程与方式教学过程与方式教学过程与方式 Step I Revision Greeting T: How are you doing? S: We are fine. Revision Help the students review Lessons 1 & 2 by asking questions. Why does Li Ming want to go on a trip to Beijing? Because Beijing is the capital city of our country and it’s not far from his city, Shijiazhuang. Why does Li Ming’s mother let Li Ming go on a trip to Beijing? Because Because Li Li Li Ming Ming Ming is is is not not not too too too busy, busy, Beijing Beijing is is is not not not very very very far far far from from Shijiazhuang, Li Ming is a good student and works hard in school. What can Li Ming do in Beijing? He can go shopping, eat in restaurants and go to a hotel. Step II Lead-in Show the students the map of China and the world map to help them to talk about distance. Lead the students to read the numbers in this lesson. Step III Text learning Reading Get Get the the the students students students to to to read read read the the the text text text again again again and and and answer answer answer the the the following following questions. T: Now please read the dialogue and find out the answer to the two questions: Why is Mrs. Dinosaur worried? And can Danny go? S: Because Canada is too far from China. S: Yes, he can. T: That’s right. Listening Then get the students to listen to and repeat after the tape. Later, ask them to act out the dialogue. Step IV Get the students to talk about distance. Speaking Write How far is it from … to …? / It’s about… kilometers and some numbers on the Bb to let the students practice talking about distance. Explain the usage of hundred and thousand. Notes: Notes: hundred, hundred, hundred, thousand thousand 前面有具体数字时，不要加s; 一般情况下，百位与个位之间用and （也可以不用and ）十位和个位之间可以用连字符，也可以不用。

七年级英语教案及教学反思UNIT（通用6篇）

七年级英语教案及教学反思UNIT（通用6篇）七年级及UNIT 篇1教案示例Unit 2 Why do you like koala bears?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 likeYes/No questions and short answersAnd/butAdjectives of qualityWhy 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-inShow 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:NameFavorite animalsWhyLucyPandas, monkeyscute and friendly; smart and naughtyPresentation: show their pair workreport: 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。

2019-2020年七年级英语上册 lesson 10 Clothes for a Cold Day教案 (新版)冀教版

take... all out of
It’s cold/raining/hot today.
I like/don’t like to wear…
He/She likes…
He/She doesn’t like to wear…
Don’t forget sth.
教
学
反
思
5.go well with和...很相配；协调
6.take... all out of把所有的...取出
7.It’s cold/raining/hot today.
8.I like/don’t like to wear…
9.He/She likes…
10.He/She doesn’t like to wear…
11.Don’t forget sth.别忘了...
No. 4 Role play the dialogue to practice speaking.
Step 4. Play the tape for the Ss to follow.
Step 5.Finish the exercises of Part 3 and Part 4
教学方法
Explaining,Task-based listening and reading ,groupwork.
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.
Listen and make notes.

2019-2020年新冀教版英语七年级下册《unit 5 li ming comes to canada》教案.doc

Lesson 33 教学设计Teaching content:1. new words: living room, kitchen, bathroom2. a dialogue about Li Ming’s arriving in Canada3. let sb. do sth.4. introduce sth./sb. to sb.Lesson objectivesAfter this lesson, students should be able to1. understand the meaning of the text2. remember and use the mastery vocabulary and know some important words for transportation3. write something about means of transportation4. understand and write down some missing words as heard in sentences or passages in different contextsKey points1. the usage of let2. introduce sth. to sb.Difficult points: the usage of letTeaching aids: a picture of living room/ kitchen/ bathroom, some cards, slide projectorType: dialogueTeaching procedureClass opening (5 minutes)Introduce t he topic for Unit 5. Please read about introducing units in “Teaching Techniques” at the back of this teacher’s guide.Student book (15 minutes)There are two reading for this lesson. Teach the first reading. The second reading is for students to use independently.The readings present new vocabulary and review vocabulary the students have learned in previous lessons.The new vocabulary for this lesson includes the following words and phrases: Mastery VocabularyCan, on foot, take a plane/trainCan/could I/you…?Of course.Oral VocabularyRapid, transportation, type (n.)Before you begin the reading, introduce unit project 1. See “Teaching Techniques” at the back of this teacher’s guide for general information about introducing unit projects. Also see the U nit 5 introductory page in this teacher’s guide. Instructions for unit project 1 are in the student book.There are many ways to teach immersion reading. Here are some step-by step instructions for one way to teach the reading in this lesson. Also see “Tea ching Techniques” at the back of this teacher’s guide for general information about teaching readings.Step l: Check to see if the students have previewed the text. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions.Step 2: Play the audiotape. Use your discretion to decide whether you want tospend some time on the new vocabulary. You may want to ask students to explain the meaning of some sentences containing key words. What strategies did they use to puzzle out the meanings? Remember to give lots of praise for a good try, even if it's wrong. It may be helpful to write the following phrases on a large piece of paper or on the blackboard, as a review. This will be helpful for students to refer to in the next step.(to go) on foottake a bus/taxi/carride a bike/the train(to go to someplace) in a carIf you wish, you may say something about the word type in comparison with' the word kind, which the students learned in the last unit.Step 3: Divide the class into small groups. Ask each group to talk about their usual means of transportation in moving around the city and travelling around the country. Encourage students to use the phrases that you have listed as well as to borrow phrases and sentence patterns from the text.Step 4:Ask for three volunteers to act out the text.They can choose to read aloud their lines from the reading. They can also improvise and create lines of their own.Unit project 1: History of a type of transportation (15 minutes)Begin unit project 1. This project covers three lessons. Working in groups,' students will complete a project to present to the class.Divide the class into small groups of three or four students. Each group chooses a type of transportation for the project. Instruct students to begin collecting information about that type of transportation. They will prepare a comic strip or timeline of important dates in its development.Teaching tipSet up a contest f or good group work.Here's a way to encourage good group work among your students.Tell the class that each group starts with a score of ten in each of these categories: project plan, cooperation, use of English, quietness, progress, final product. Write these across the top of the blackboard. Along the left side Of the blackboard, write a list of the groups names.Add or subtract scores according to each group's performance. For example, if a group is trying to use a lot of English, give it two points (so now it has twelve points in that category). If a group is working with too much noise, subtract a point from that group in that category.Keep track of the scores each day over the course of a project. What group has the highest score?Activity book (5 minutes)Play the audiotape. The aural exercises for this lesson are:1. Listen to the audiotape. Fill in the blanks:Write the words you hear.Dinosaur Fun ParkHi, this is Danny: I will tell you a story about my trip to Dinosaur Fun Park!Dinosaur Fun Park is a fun place for dinosaurs. There is lots of dinosaur food there. Dinosaur food is very good for dinosaurs. It is like people food, but it is bigger. Dinosaur cookies are as big as kitchen tables. There are lots of dinosaur games, too. Many dinosaurs play dinosaur ping-pong. It is like people ping-pong, but the ball is bigger. Dinosaur ping-pong uses a basketball!I loved Dinosaur Fun Park, but I am too small to live there. If I grow bigger, maybe I will visit again!Class closing (5 minutes)Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much. reading or how many exercises to assign as homework. Base your decision on students' progress.the first reading in the readerthe remaining activity book exercisesthe next lesson in the student bookLesson 34 教学设计Teaching content1．new words: refrigerator, inside, wash, juice, pass, knife, mine2． a dialogue about having breakfast3．the usage of would like4．introduce sth.Lesson objectivesAt the end of this lesson, the students should be able to1. understand the meaning of the text2. remember and use the mastery vocabulary and know something about the development of the airplane3. write something about airplanesKey points1．Time for sth. =It’s time for sth. =It is time to do sth.2．What would you like? I would like…Difficult points: would like to do sth.Teaching aids: a picture of stove/ refrigerator, sink, some real things or some pictures of food, audiotapeType: dialogueTeaching procedureClass opening (5 minutes)For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.Student book (15 minutes)There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students ha ve learned in previous lessons.The new vocabulary for this lesson includes the following words and phrases: Mastery Vocabularyairport, passenger, station, railway, flyOral VocabularyrunwayFor general suggestions about teaching immersion reading, please see “Teaching Techniques” in the back of this guide. Here are some step-by-step instructions for one way to teach the reading in this lesson.Step 1: Check to see if the students have previewed the text. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Ask if they know anything about airplanes beyond what is said in the reading.Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. You can decide whether you think it is necessary to spend some time on thenew vocabulary.Step 3: Ask the students to work individually to summarize the main ideas of the reading in five or six sentences.Stop 4: Ask for one or two volunteers to read their summaries aloud to the class. Do other students agree with what has been presented as the main ideas? Discuss as a class. Use as much English as possible.Unit project 1: History of a type of transportation (continued) (15 minutes) Continue unit project 1. Students continue to work on their projects. Advise students that they should finish the projects during this lesson. They will present their projects during the next lesson.Activity book (5 minutes)Play the audiotape. The aural exercises for this lesson are:1. Listen to the audiotape. Follow 'the instructions.a. Fill in the blanks. Write the words you hear.Hi. Do you remember me? My name is Chad! I invented the dog-waterer. Do you have one yet? Thanks to me, there are no more thirsty dogs!My family went on a trip this summer. We went on a ship. Passengers on the ship could sleep or play games. There were swimming pools and movie theatres on the ship! Our rooms were very big.My mum and dad liked the ship. They did not have to cook or clean. My dad Cried when our trip was over!Below is the suggested homework for this lesson.Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.the second reading in the readerthe remaining activity, book exercisesthe next lesson in the student bookLesson 35 教学设计Teaching content1．new words: mitten, usually, sometimes, ride, always2． a dialogue about Li Ming’s going to school in Canada3．usage of sometimes, usuallyLesson objectivesAfter this lesson, students should be able to1. understand the meaning of the text2. remember and use the mastery vocabulary and know something about the development of the bicycle3. write something about bicycles4. understand and write down some missing words as heard in sentences or passages in different contextsKey points: usage of usually and sometimesDifficult points: usually and sometimesPreparations: pictures, audiotape, slide projectorType: dialogueTeaching procedureClass opening (5 minutes)For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.Student book (15 minutes)There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.The new vocabulary for this lesson includes the following words and phrases: Mastery Vocabularyall right, get off, get on, ride, seat (n.)Oral Vocabularypedal (n.). wheelThere are many ways to teach immersion reading.Here are some step-by-step instructions for one way to teach the reading in this lesson.Step 1: Check to see if the students have previewed the text.Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Ask if they know anything about bicycles, beyond what is said in the reading.Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. You can decide whether you want to spend some time on the vocabulary listed above.Step 3: Ask the students to work individually to summarize the main ideas of the reading in five or six sentences.Step 4: ASk for one or two volunteers to read their summaries aloud to the class. Do other students agree with what has been presented as the main ideas? Discuss as a class. Use as much English as possible.Unit project 1: History of a type of transportation (Continued 15 minutes) Conclude unit project 1. Groups present their work to the class. Depending on class size and the length of presentations, you may wish to divide up the class.Groups would then present their projects to one portion of the class.Activity book (5 minutes)Play the audiotape. The aural exercises for this lesson are:1. Listen to the audiotape. Fill in the blanks.Write the words you hear.Babo's Bike, Part OneHave you heard the story of Babo? No?Then I will tell you about Babo.Babo lived a long time ago. He did not work hard. He had a big basket. Every morning,Babo filled the basket with apples. Then he walked along the street. People bought Babo's apples. Babo's basket was always empty when the evening came. But Babo was very poor.One day, Babo saw a man riding a bicycle:But it wasn't a bicycle! It had only one wheel! People were watching the man. They were singing, “Ron the Rider! Ron the Rider!” Some of them gave money to Ron.Class closing (5 minutes)Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students progress.the third reading in the readerthe remaining activity book exercisesthe next lesson in the student bookLESSON 36 教学设计Teaching content1. new words；year, same, glad, classmate2. a dialogue about Li Ming’s meeting Jenny’s class3. meet and introduce each other4. usage of speak and sameLesson objectivesAfter this lesson, students should be able to1. understand the meaning of the song and sing the ong well2. remember and use the mastery vocabulary3. understand and write down some missing words as heard in sentences or passages in different contextsKey points:1. introduce to each other[来2. speak and sameDifficult points: usage of word same[来]Teaching aids: audiotape, recorder, picturesType: dialogueTeaching procedureClass opening (5 minutes)For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.Student book (15 minutes)The reading for this lesson is a song. The audiotape presents the song; the words to the song are in the student book.The new vocabulary for this lesson includes the fo llowing words and phrases: Mastery Vocabularydrive, get inNo Parking!Yes/Certainly.You'd better not.Oral VocabularyhighwaySee “Teaching Techniques” at the back of this teacher's guide for suggestions on teaching songs.Here are some step-by-step instructions for one way to teach the song in this lesson.Step 1 Have the class read the lyrics aloud as a poem. You may divide the class into two groups. Each group will read one line at a time. Make sure students can read rhythmically with a good sens e of the rhymes!Step 2: Play the audiotape. Have the class follow in their books.Step 3: Practice singing the song repeatedly until the students can sing it well.Class activity How to get from here to there (15 minutes)In this activity, students can have fun discussing transportation. Write several false statements about transportation on the blackboard. For example:I will drive my car across the Pacific Ocean to get to Canada.At the airport, I will take the train to Beijing.I will fly my bicycle to school.Ask for volunteers to correct these statements. Then ask each student to make up three false sentences about transportation. Have students choose partners. The students exchange their sentences with their partner. Each partner works to correct the other's sentences. Then students compare their corrections. Do partners agree on how to correct the sentences?Activity book (5 minutes)Play the audiotape. The aural exercises for this lesson are:1. Listen to the audiotape. Fill in the blanks. Write the words you hear.Babo's Bike, Part TwoLater, Babo saw Ron the Rider walking along the sidewalk. He had hisone-wheeled bicycle. “Do you like riding your one-wheeled bicycle?” Babo said to Ron.“No. It is hard work,” said the man. “And I am poor. 1 work hard and I make little money.”“I make little money, too,”said Babo. “But I do not work hard. I fill this bas ket with apples. People come and buy them from me.”Ron the Rider laughed. “I will give you my one-wheeled bicycle if you give me your basket” he said.Class closing (5 minutes)There is no specific reading from the reader to assign as homework for this lesson.This is a chance for students to catch up if they are behind.Suggested homework for this lesson includes:the remaining exercises in the activity bookthe next lesson in the student bookdiary-writing and ,group verb-tense StudiesLesson 37 教学设计Teaching content1. new words: temperature, outside, cup, shape, circle, line, pizza2. a dialogue L Ming and his friends3. how to ask and answer about the temperatureLesson objectives1. After this, students should be able to understand the meaning of the text2. remember and use the mastery vocabulary and know some words that can help one imagine future transporttation3. write something about transportation in the future4. understand and write down some missing words as heard in sentences or passages in different contexts.Key points: express weatherDifficult points: how to express weatherType: dialoguePreparations: pictures of different shapes, audiotape, recorder, slide projector Class openingFor ideas and tips on beginning a class, see “Teaching Techniques” at back of this teacher’s guide. You may wish to have the class sing “Let’s Take a Drive.”Student book( fifteen minutes)There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary for this lesson includes the following words and phrases: Mastery Vocabularyround (adj)Oral Vocabularyinvent, present (v. ), presentationBefore you begin the reading, introduce unit projects 2. see “ Teaching Techniques” at the back of this teacher’s guide for general information about introductory page in this teacher’s guide, Instructions for unit project 2 are in the student book.There are many ways to teach immersion reading. Here is some step-by-step instructions for one way to teach the reading in this lesson.Step 1: Check to see if the students have previewed the reading as required. Ask if they have any questions concerning the meaning of the text.Encourage other students to try to answer the questions.Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. At this point, you may wish to ask the students to explain the meaning of some sentences containing key words or phrases. What strategies did they use to puzzle out the meanings? Remember to give lots of praise for a good try, even if it's wrong.Step3: Divide the class into small groups. Ask each group to use their imagination and talk about their ideas for new types of transportation. They should try to use what they have learned in this unit to talk about their inventions.Step 4: Have some groups volunteer to tell the rest of the class about their inventions.Step 5: If you have time, ask three volunteers to act out the reading in any way they choose.UNIT PROJECT 2: FUTURE TYPE OFTRANSPORTATION （15 MINUTES) Begin unit project 2. This project covers two lessons. Divide the class into small groups. Each group thinks up a new type of transportation for the future and begins to prepare a presentation about it for the class. They should include a drawing.ACTIVITY BOOK (5 MINUTES)Play the audiotape. The aural exercises for this lesson are:1. Listen to the audiotape. Follow the instructions.a. Listen. Fill in the blanks. Write the words you hear.Babo's Bike, Part ThreeBabo learned how to ride Ron's bicycle. It was very hard work to ride theone-wheeled bike. So Babo thought of a new way to make his money.One day, there was a rope in the air above the street. Babo was on the rope. He was on his one-wheeled bicycle! Babo rode his bike across the rope. Many people stopped to watch. They were very interested. They gave Babo lots of money! Babo was rich!CLASS CLOSING (5 MINUTES)Below is the suggested homework for this lesson.Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.the fourth reading in the readerthe remaining activity book exercisesthe next lesson in the stude nt bookLesson 38 教学设计TEACHINGCONTENT1. new words: dry, bike, bear2. a dialogue between Li Ming and his teacher3. usage of some words: always, usually, sometimes, neverKEY AND DIFFICULT POINTS: usage of some adverbs: always, usually, sometimes, neverTYPE: dialogueTEACHING AIDS: some different tapes, audiotape,recorder, slide projector LESSON OBJECTIVESAfter this lesson, students should be able to1. understand the meaning of the text2. remember and use the mastery vocabulary and know some words that can help one imagine new types of transportation3. write something about future transportation4. understand and write down some missing words as heard in sentences or passages in different contextsCLASS OPENING (5 MINUTES)For ideas and tips on beginning a class, see "Teaching Techniques" at the back of this teacher's guide .You may wish to have the class sing "Let's Take a Drive,"STUDENT BOOK (15 MINUTES)There is one reading for this lesson. The reading reviews the vocabulary students have learned in previous lessons. There is no new vocabulary for this lesson.There are many ways to teach immersion reading.Here are some step-by-step instructions for one way to teach the reading in thislesson.Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions. Encourage other students to try to answer the questions. To check how well students understand this reading, you may find it helpful to ask questions such as:Who is Sam? When and where did you meet him?What new type of transportation would Sam like to inven t'?Step 2: Play the audiotape.Step 3: Discuss the reading with students. Use as much English as possible. Ask questions to make it easier for students to participate in the discussion. Ask questions such as:What is space?What is a spaceship?Do you have an idea for a future type of transportation?Is Sam's idea for a future type of transportation the same as yours?Step 4: Divide the class into small groups. Ask each group to continue to talk about their ideas of inventions by using words, expressions and sentence patterns they have learned in this unit. Instruct the groups to write five to six sentences describing their inventions. If there is time, have some groups share what they have written with the rest of the class.UNIT PROJECT 2: FUTURE TYPE OF TRANSPORTATION (CONTINUED) (15 MINUTES)Conclude unit project 2. The groups present their future type of transportation to the class. Depending on class size and the length of presentations, you may wish to divide up the class. Groups would then present their projects to one portion of the class.ACTIVITY BOOK (5 MINUTES)Play the audiotape. The aural exercises for this lesson are:1. Listen to the audiotape. Look at these questions.Can you choose the correct answers? Please try.1. Tom says, "I like this TV show very much."2. Li Ming says, "It is October 1. It is China's National Day."3. Li Ming Says, "1 would like brown shoes, please?4. Li Ming says, "Where are you getting off?" Wang Mei says, "At the next stop. Where are you getting off?"Li Ming says, "The stop after next."CLASS CLOSING (5 MINUTES)Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.the fourth reading in the readerthe remaining activity book exercisesthe next lesson in the student bookLesson 39 教学设计TEACHING CONTENT1. mastery words; watch, toilet2. a dialogue and a short text3. the Present Continuous TenseLESSON OBJECTIVESAfter this lesson, students should be able to1. understand the meaning of the text2. memorize what is reviewed in this lesson and talk/write something about a fun project for inventions3. understand and write down some missing words as heard in sentences or passages in different contextsKEY POINTS1. the Present Continuous Tense2. look, watch and seeDIFFICULT POINTS: the Present Continuous TenseTYPE: a dialogue and a short textTEACHING AIDS: some food, some pictures of furniture, audiotape, recordeer CLASS OPENING (5 MINUTES)For ideas and tips on beginning a class, see "Teaching Techniques" at the back of this teacher's guide. You may wish to have the class sing "Let's Take a Drive."STUDENT BOOK (10 MINUTES)There is one reading for this lesson. It reviews the vocabulary for this unit. There is no new vocabulary in this lesson.There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Also see "Teaching Techniques" at the back of this teacher's guide for more general information about teaching readings.Step 1: Check to see if the students have previewed the text as required. Askif they have any questions. Encourage other students to try to answer the questions. As a quick review, ask students to name the words they know for different kinds of vehicles.Step 2: Play the audiotape.Step 3: Depending upon how much time you have you may divide the class into small groups. Ask each group to think about, discuss and then write an e-mail in response to Jenny's e-mail to Li Ming. if there is time, ask some groups to share their writings with the rest of the class.VERBS (20 MINUTES)Review the irregular verbs in this unit: drive, ride and sly. See "Teaching Techniques" at the back of this teacher's guide for recommended methods of teaching verbs.Review the verb can, which is also in this unit.This is a special verb, like might. The students learned the verb "might' in Level 1 of junior school.Do they remember what might means? Write this list on the blackboard:I go. I might go.He goes. He might go.We go. We might go.I run. I might run.He runs. He might run.We run. We might run.Now ask for volunteers to write the same phrases with the word "can."I can go.He can go.We can go.I can run.He can run.We can run.What do the phrases mean? "I (verb)" describes what you are doing now. "I might " expresses uncertainty. You might do something, but you might not. "1 can" expresses an ability. If you can do something, you are able to do it.Sometimes "can" expresses permission. For example, you might ask your parents: "Can I go to the cinema?" If they permit you to go, they might say: "Yes, you can."ACTIVITY BOOK (5 MINUTES)Play the audiotape. The aural exercises for this lesson are:1. Listen to the audiotape. Look at these questions. Can you choose the correct answers? Please try.1. Li Ming says, "It is cold, isn't it?"Wang Mei says, "Yes it is. It might get colder. It might snow."2. Mrs. Brown says, "There will be a good program on TV. It is about making movies. Don't forget to watch it. ?'3. Brian says, "I saw Tim today. He is my good friend. I haven't seen him for many weeks. He looks great. I saw him at a restaurant."4. Danny says, "I'm looking for Brian. I can't find him. Have you seen him?"Jenny says, "Yes. I saw him in the library.He was looking up some words in the dictionary."CLASS CLOSING (5 MINUTESThere is no specific reading from the reader to assign as homework for this。

2019-2020年七年级英语上册 Unit 1 Lesson 5 What’this-Lesson 6 My friend教案冀教版

2019-2020年七年级英语上册 Unit 1 Lesson 5 What’this-Lesson 6 My friend教案冀教版一、Teaching content 1. New words: pen, pencil, pencil case, marker, blackboard 2. What’s this? It’s a _____. 3. How many ____ do you have? 二、Teaching aims 1. Understand the text 2. Remember the new words 3. Ask and answer about “ How many____?” 三、Key points 1. What’s this? 2. How many___ ? 四、Difficult points: The question “How many___?” And the answers 五、Preparation 1.Prepare some pictures of school, classroom and library 2. Bring some real things such as pen, pencil, pencil case and marker 六、Teaching aids: audiotape, some pictures, books, pens, pencils and markers 七、Type of the lesson: Listening and speaking 八、Teaching procedure Step 1. Warming up. Greet the Ss and review the last lesson. Ask some pairs to act out the dialogue like this: A: What’s this? B: It’s a ____. (Using old words) Step 2. Presentation Use real objects or pictures to teach the new words. Write them on the blackboard. Play the tape for the Ss to follow. Step 3. Practice. Encourage the Ss to practice “What’s this?” “It’s a ___, (using new words). Then ask some pairs to act it out, using real things or pictures. Step 4. Presentation Hold up three pens and say “How many?” a few times. Make sure the Ss understand it. Introduce in this way: How many? →How many pencils? How many pencils do you have? Step 5. Practice Let the Ss work in pairs. Lead them to practice like this: A: Do you have any ___? B: Yes/No. A: How many ___ do you have? B: _____. Play the tape for the Ss to follow. Ask some pairs to act it out. Step 6. Summary Review the new words and the drill. Sum up them briefly. Step 7. Homework 1) Read the text and practice the dialogue. Finish the activity book. Lesson 6 My friend 一、Teaching content 1. Letters A—G 2. The ABC song 3. Introducing others: This is___. He/she is ____. 二、Teaching aims 1. Understand the text 2. Master the letters: A B C D E F G 3. Sing the song 4. Master the drills 三、Key point: 1. The letters A---G 2. This is____. She is ____. 四、Difficult point: words of the song 五、Preparation 1. Make 26 English letter cards 2. Bring some real objects such as a book, an eraser, a pen, a pencil, a pencil case, a marker etc. 3. Some pictures of fish, door, girl, boy, teacher 六、Teaching aids: audiotape, letter cards, pictures 七、Type of the lesson: listening, speaking and singing 八、Teaching procedure Step 1. Warming up. Greet the Ss by saying “Good morning/afternoon. How are you today?” Encourage the Ss to reply Step 2. Review the drill “What’ this? It’s a ____.” and “How many___?” Step 3. Presentation Tell the Ss that English words are made up of letters and that English alphabet has 26 letters. Each letter has two sizes. Generally speaking, every letter makes a sound. e.g. the letter B makes a [b] sound in the word book. Demonstrate A→apple, using s picture of an apple. Then present the rest letters in the same way. Play the tape for the Ss o follow. Step 4. Practice 1. Use the cards to practice the letters and words in this lesson. Write the letters on the Bb. The letters have arrows that show how, and in what sequences to make the strokes. On the Bb, show the Ss how to follow he arrows to write each letter. Then let the Ss practice writing them. 2. Work in pairs like this: What’s this? It’s A/B/an apple. Ask some pairs to ct it out Step 5. The “ABC song” 1. Go over the words of the song 2. Play the tape for the Ss to follow Step 6. Presentation 1. Teach the meaning of the word friend and he/she 2.Point to a boy/ girl and say, “ This is ____ (name). He /she is my friend. Repeat it a few times. Explain the meaning if necessary. Step 7. Practice 1. Play the tape for the Ss to follow 2. Work in pairs or groups. Practice the dialogue. Then ask some pairs or groups to act it out. Step 8. Summary 1. Sum up the letters and words by showing cards and pictures 2. Sum up the way of introducing someone Step 9. Homework 1. Read the text 2. Practice writing the letters 3. Sing the song 4. Act out the dialogue. Say “good-bye/see you later” when closing the class.

冀教版七年级下册英语教学反思范文五篇

冀教版七年级下册英语教学反思范文五篇英语是一门国际的通用语言，小学英语教学也就成了热门的话题。

英语教学在很多时候都要经历考试，所以很多学生都被考试压的喘可是气来，而小学教学则拥有了这个优势，从小培养了学生学习英语的兴趣。

一起来看看冀教版七年级下册英语教学反思范文五篇，欢迎查阅!教师在平时上课时，就有意先读一些词汇，或读课文，让学生先不要去看书，跟教师读这些词，然后再让学生拼写，和学生讨论如何去拼写，看这些词是由哪些字母组成的。

个性是一些规律性的东西，需要反复进行训练。

对于一些没有规律的单词构成，进行比较，以促进记忆。

教师还能够先写出单词或句子，让学生根据已有的拼读知识试着去读出这些单词或句子。

拼读训练是一个长期的过程，如前所述，教师首先要了解学生的拼读潜力，从最基础开始，循序渐进，掌握有规律的单词读音，比较无规律的单词读音，从而到达记忆词汇，培养读写潜力的目的。

这就要求教师对每个年级，每个学期课本中所出现的词汇，做到心中有数。

根据单词拼读难易程度、读音和字母组合进行归类:1、我们把词汇根据其拼读的难易程度可分为一类、二类、三类。

第一类是最容易拼读的词汇:a and ask at back bag bed bigblack box bus but by cake can car cat class dad desk这些词汇，教师就能够让学生先听，然后试着去拼写。

本文由一齐去留学修改整理。

第二类是规律性的由字母组合构成的词汇:car star all walkwhich who that this slow know play gay这些词汇就需要教师加以归类和总结，告诉学生一般发音规律，以及例外的读音状况。

如ow字母组合读/ ou/音，但在cow中读/au/音。

第三类的词汇就是一些无规律的词汇:half one uncle在这些词汇中，个别字母的读音须引起同学们的注意。

2、根据读音来分类( 如把有/ei /的单词归类): a ageaustralia away baby cake day eig ht eighteen eighty erasergame grade great hey late make name ok plane play same saystay t able take they today way weekday。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

2019-2020年七年级英语第五十四课教学设计及教学反思冀教版
I、Teaching content: Lesson54
II、Teaching aims:
1. To learn the useful words and phrases. Exercise , should, wake, minute, few,
reach, touch. Bend—bent--bent. Low; get some exercise How often….? Wake up,
twice a day it takes…to do sth.
2. Acting, reading, speaking, listening and practicing.
3. 让学生们认识到健康的重要性，并养成每天多运动，多锻炼的好习惯。
III、Teaching focus and difficulty:
It takes \took sb some time to do sth
v-ing 做主语，谓语动词用单数。
IV、Teaching proceduces:
Step 1. Lead in: Ask the students “ Do you exercise every day？ What do you do?”
Talk about these questions .Then ask “Can you sing the song《健康歌》？Now we listen
to the music together .You can do the exercise while you are listening to it. All
of you stand up . Are you ready ?
Step 2. Review the new words. Read and spell them.
Step 3. Teach the new lesson.
Step 1>. look at some pictures and say some pictures.
Exercise helps make your body healthy and strong.
ride a bike
Riding a bike is exercise.
Walking is exercise.
动名词做主语，谓语用单数。
Step 2>.do some exercise.
Step 3>.ask and answer.
How much exercise do you need?
I think we should need about twenty minute of exercise three times a week.
An hour is sixty minutes.
A is sixty seconds.
Once 一次 twice/two times 两次 three times 三次
Step 4>.do some exercise.
1. You have to __ some sports for exercise!
A. doing B. did C. done D. do
2. We usually go to the cinema __ a month.
A. third B. three time C. second D. twice
3.___ minutes are there in an hour?
A. How many B. How long
C. How often D. How much
4.__ exercise do we need a week?
A. How soon B. How much
C. How often D. How many
Step 5>.Listen to the tape and answer some questions. Then check out the answers.
1 、How does Danny go to school every day?
2、How long does it take him to go to school or go home?
3、Why does it take him longer to go home?
4、What does Mr Wood ask him to do ?
Step 6>.explain the language points.
1. wake up
2.It takes … to do.
①How long does it take you ______ (walk) home?
② It takes me ten minutes ____ (walk) home.
③It takes me 15 minutes ___ (ride) home.
④How long does it take you ____ (finish) your homework?
⑤It took Mary 3 hours ________ (go) to Beijing.
Step 7>.read the text together.
Step 8>. close the class.
Step 4. do some homework.
和你的同桌，编说一小段对话，询问各自或者是家庭成员经常所做了什么运动并且多长时
间做一次。
提示：Do/Does you / your mother/your father/your brother/sister often
exercise ?
What do you often do?
How often do you do it? Once /Twice a day.
V、Teaching reflection: