外研版七年级英语下册教学设计Module 9 Unit 2教案
1
Module 9 Life history
Unit 2 He decided to be actor.
本模块阅读课文是传记文体，本模块以生活经历为话题，主要以英国著名剧作家莎士比
亚的生活经历为题材，通过学习，使学生了解这位一代文学巨匠。
本模块的主要语法是一般过去时，教学重点是通过对个人或他人过去经历的描述，重点
学习本模块中出现的重点词汇、短语、固定搭配和句型。
课前准备一些节日和马克•吐温以及莎士比亚的图片和资料，让学生在warming-up时讨
论和观看。
【语言知识目标】
actor, writer, play, poem, age, marry, move,join, company, become, successful, rich, snow,
短
语:the life of --, a writer of plays and poems, be born, decide to be an actor, at the age of---,at twen
tyeight, become a successful actor, in many other languages, one of the most famous writers, in t
he world
【语言技能目标】
能够用一般过去时描述自己和他人过去的经历。
【情感目标】
通过对莎士比亚的了解，培养对文学家的崇敬之情以及对文学的兴趣。
【教学重点】
一般过去时态的用法。 (特殊疑问句)
【教学难点】
一般过去时的句型转换。
1.
视频课件、学案、点读笔等
◆ 教材分析
◆ 课前准备
◆
◆ 教学过程
◆ 教学目标
◆ 教学重难点
◆
2
Step1：Study the new words and expressions.
play, poem, marry, work, on, build, fire, die, language, rich, successful and around the world.
Step2：Warming-up and Lead in
Just look at the picture, then talk about him like that:
Who is he?
He is William Shakespeare.
Was he a writer?
Yes, he was. He was a famous English writer of plays and poems.
Step3：Work in pairs. Read the passage and decide what William Shakespeare wrote.
1. Who is he?
2. Where was he from?
3. What did he do?
Step4：Put the sentences in the correct order.
a. Shakespeare went to London.
b. Shakespeare’s company built the Globe Theatre.
c. Shakespeare married.
d. Shakespeare likes plays at school.
e. Shakespeare died at the age of 52.
f. Shakespeare decided to be an actor.
Keys: a. 4 b. 5 c. 3 d. 1 e. 6 f.2
Step5：Complete the timeline for Shakespeare with the correct form of the words and
expressions from the box.
be born build die finish school go to London marry
1564—— was born
1578—— finished school
1582—— married
3
1592—— went to London
1599—— built the Globe Theatre
1616—— died
Step6：Work in pairs. Ask and answer questions about Shakespeare. Use the information in
Activity 3 to help you.
— Was Shakespeare born in 1564?
— Yes, he was.
— Did he leave school in 1582?
— No, he didn’t. He finished school in 1578.
Step7：Complete the passage with the correct form of the words the box.
Step8： Writing —— writing sentences about events in your life.
Look at the sentences.
At the age of three, he went to Shenzhen with his parents.
At the age of six, he started school.
Step9：Explain and study the important and difficult points.
1. successful ~ success ~ succeed
2. marry sb.
3. work n. (UN)
4. die ~ death ~ dead ~ dying ~ died
5. rich ~ poor
Step10：Exercises
Ⅰ. 选词填空
successful, poems, marry, rich, languages
1. Li Bai is a writer of _____.
2. John and his girlfriend Anna are going to _____ next year.
3. Jackie Chan is a _____ actor.
4. My teacher can speak several _____.
5. The old man has a lot of money, so he is very _____.
答案：1. poems 2. marry 3. successful 4. languages 5. rich
Ⅱ. 单项选择
4
1. Sima Qian wrote a lot of works, especially the historical works _____.
A. on his life B. for his life
C. in his life D. all his life
2. — When did you _____ the League (团)？
— Last year.
A. join B. join in
C. take part in D. come to
3. Steven decided _____ a teacher when he was fifteen.
A. to is B. to was C. being D. to be
4. People like sitting around the _____ in winter.
A. water B. plays C. fire D. theatre
5. There are lots of plays _____ English _____ the world.
A. with; around B. in; around
C. by; over D. use; all over
Ⅲ.按要求改写句子。
1. He started to work when he was twelve years old. (同义句)
He started to work ___________ twelve.
2. He used a computer at school. (一般疑问句)
______ use a computer at school?
3. He liked the plays when he was a boy. (对划线部分提问)
_________ he ____ the plays?
4. Tony went to London in 1985.(对划线部分提问)
_________ Tony _____ in 1985?
5. He had three children. (否定句)
He ____________ three children.
Step 11：Homework
1. Recite the text fluently.
2. Write a short passage about Bai Juyi.
略。
◆ 教学反思
外研版七年级英语下册 Module 10 Unit 2 This morning we took a walk教案(1)
Book 2 Module10 A holiday journey一、教学内容：Unit2 This morning we took a walk二、课型：Reading and writing三、教学目标：1、能够正确使用下列单词和词组：arrive , relax , sell , top , on , wonderful, light, till,world-famous, palace2、能读懂描述旅行经历的文章，明白其中所叙述的时空关系，掌握整体理解的技能。
3、能用一般过去式叙述自己或他人的旅行经历。
四、教学重难点：1、能够理解描述旅行经历的文章。
2、能用一般过去式叙述自己或他人的旅行经历。
五、教学准备：课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。
本课指导学生通过阅读获取信息，培养学生阅读技能。
在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。
因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品.六、预习要求：1、根据音标自学本课新单词；2、查找相关资料，找出你认为本课较重要的语言点和短语。
教学步骤教师活动学生活动设计意图Step One Warming-up (5’)1.Lead inLook and say :Look at some pictures aboutLingling’s holiday .What did she do on holiday?looked after her brotherCleaned the roomplayed computer gameshad a big dinner2．Work in pairsAsk the students to makedialogues with partnersaccording to the pictures .A:What did he/they do lastweekend?B: They/He…A: What did she doyesterday ?B: She...Look at some pictures aboutLingling’s holiday . Answerthe questions according to thepicture .What did she do on holida y?looked after her brotherCleaned the roomplayed computer gameshad a big dinnerMake dialogues with theirpartners according to thepictures .A:What did he/they do lastweekend?B: They/He…A: What did she do yesterday ?B: She...通过看图片回答问题，引导学生回顾上节课的内容，巩固一般过去时的用法。
外研版七年级下册英语Module 1 Unit 2《Are they yours 》读写课教学设计
外研版七年级下册英语Module 1 Unit 2《Are they yours 》读写课教学设计一. 教材分析外研版七年级下册英语Module 1 Unit 2《Are they yours》读写课的内容主要围绕日常生活用品展开，通过描述物品的归属，引导学生进行情景交际。
本课的主要语言点是运用“Are they yours?”及相关回答进行物品归属的询问和确认，同时学习一些日常用品的词汇。
本课的教学内容贴近学生的生活，有利于激发学生的学习兴趣和积极性。
二. 学情分析七年级的学生已经掌握了基本的英语语法和一定数量的词汇，具备一定的听说读写能力。
但部分学生对英语学习仍存在恐惧心理，不敢开口说英语，对一些日常用品的词汇也不熟悉。
因此，在教学过程中，教师需要关注学生的心理状况，鼓励他们大胆开口说英语，同时帮助学生熟悉并掌握相关词汇。
三. 教学目标1.知识目标：学生能够听懂、会说、会读“Are they yours?”及相关回答，掌握描述日常用品的词汇。
2.能力目标：学生能够在日常生活中运用所学知识进行情景交际，提高自己的英语表达能力。
3.情感目标：通过小组合作学习，培养学生互相帮助、团结协作的精神。
四. 教学重难点1.重点：学生能够正确运用“Are they yours?”及相关回答进行物品归属的询问和确认。
2.难点：学生能够熟练运用所学知识进行情景交际，并能正确运用一般现在时描述物品的特征。
五. 教学方法1.任务型教学法：通过设置各种真实的任务，让学生在完成任务的过程中运用所学知识，提高学生的实际运用能力。
2.情境教学法：创设各种生活情境，让学生在真实的环境中进行英语交际，增强学生的语感。
3.小组合作学习：引导学生进行小组讨论和合作，培养学生互相帮助、团结协作的精神。
六. 教学准备1.教师准备：准备好相关日常用品的图片和实物，制作PPT，设计教学活动和任务。
2.学生准备：预习本课内容，熟悉相关词汇和语法。
外研版七年级英语下册教案 Module 9 Unit 1 教学设计
外研英语七下Module 9 Life history Unit 1 He left school and began work at the age of twelve【教学目标】1.知识目标：掌握重点单词、短语用法：(1). March ，April， May ，June ，July， August ，September ，October ，November ，December，writer, real, newspaper, exact, date, become ；(2). Find out, at the age of, in th e 1860s, Women’s Day, National Day,Children’s Day, Teachers’ Day , New Year’s Day, Spring Festivel, be born in---.掌握句型：(1).H ey, we can find out about him on the Internet(2)He left school and began w ork at the age of 12.(3).Later he got work on a boat.(4).He took the name Mark Twain and became very fa mous.(5).He was born in 1835 in Missouri.2.能力目标：能听懂含有一般过去时态的句子，能运用一般过去时态询问并回答过去发生的事情和经历。
3.情感目标：通过对马克. 吐温及其作品的了解，体验到珍惜现在生活的美好，增加对学习的信心和对生活的热爱。
【教学重点】: 一般过去时态的用法。
【教学难点】: 一般过去时的句型转换。
(重点不规则动词过去式)【教学过程】[课前朗读]:朗读重点词汇，根据音标读出单词并了解汉语意思，养成学生自主学习词汇的习惯，促使学生迅速进入学习状态。
英语公开课教案--Unit_9_How_was_your_weekend教案
七年级（下）Unit 9 How was your weekend?Part 1: Teaching Design第一部分：教学设计Functions Talk about recent past eventsStructures Simple past of regular and irregular verbs;What question- What did you do last weekend?Target language —What did you do last weekend?—On Saturday morning I cleaned my room. On Saturday evening I went to the movies.Vocabulary had, went, did, was, were, learned, watched, practiced, stayed, stopped, played, visited, lived.LearningstrategiesInducing; CooperatingPeriod 1: Matching, Listening and Speaking (Page 53)(How was your weekend?)Teaching aims●Knowledge aims1. Learm some new words2. To learn to use simple past of regular and irregular verbs3. Grammar: Simple Past tense●Ability aims1. To talk about what you did last weekend?2. To learn to use What questions3. To improve their listening and spoken abilities●Emotion aims1. To rich students’ extracurricular activities by communication2. To raise their interests in learning EnglishKey points1. Simple past of four kinds of regular verbswatch---watched practice---practicedstop---stopped study---studied2. Simple past of irregular verbsis havewas hadam hasare-were do-did go-wentDifficult points1. Simple past of irregular verbs2. Sentence pattern transformationI was a student. Were you a student?We went to Chengdu with the teacher.Did you go to Chengdu with the teacher?Mary has a scarf. Did Mary have a scarf? Teaching tools: PPT, chalk, exercise paperTime of duration: 45 minutesTeaching Procedures■Warming up by making a list of verb phrasesHi, class. We play a game first. We will make a list of verb phrases. Have a try. Now let’s try to put the verb phrases in their past forms.play sport, have a look, go to a movie, go to school, take a shower, go to work, go to bed, do homework, go home, take a walk, have fun, go to school, go to work, have fun，take a walk, wait for, take a photo, have a good time, look for, talk about, do some reading, go shopping, go for a walkplayed sport, had a look, went to a movie, went to school, took a shower, went to work, went to bed, did homework, went home, took a walk, had fun, went to school, went to work, had fun，took a walk, waited for, took a photo, had a good time, looked for, talked about, did some reading, went shopping, went for a walk1a Looking and matchingPlease look at the picture on page 53. What are they doing? They are talking about their last weekend doings.do my homework did my homeworkplay soccer played soccerclean my room cleaned my roomgo to the beach went to the beachplay tennis played tennisgo to the movies went to the moviesWhen we talk about the actions in the past we should use the past forms of verbs. Just like that above. There are two kinds of verbs, regular verbs and irregular verbs. For a regular verb we should add ed at the end of it, and for an irregular verb it has a different form, its past form. For example:Regular verbs Irregular verbspresent past present pastplay played do Didclean cleaned go wentstudy studied have hadNow please match the words with the pictures.did my homework dplayed soccer bcleaned my room fwent to the beach cplayed tennis ewent to the movies a1b Listening and writingHere is a conversation. Let’s listen to the tape and write the day and “morning”, “afternoon” or “night” below each picture.Have you got the answers? The right answers are like these:Picture b: Sunday afternoonPicture c: Saturday afternoonPicture d: Sunday nightPicture e: Saturday morningPicture f: Sunday morningListen again and repeat what you hear. Try to be familiar with these phrases and sentences. Now go to page 87 to read the tape scripts. While reading underline all the expressions and copy them in your notebook. .Useful expressions from the conversationHow was…? On Saturday morning, played tennis, on Saturday afternoon, went to the beach, on Saturday night, went to the movies, cleaned my room, player soccer, did my homework1c Pairing and speakingSince you just heard the tape, let’s do a role play practice. Ask each other about her weekendlike this:A: What did you do last weekend?B: On Saturday morning, I played sport.A: What did you do last weekend?B: On Saturday morning, I went to a movie.A: What did you do last weekend?B: On Saturday morning, I went to school.A: What did you do last weekend?B: On Saturday morning, I went for a walk.A: What did you do last weekend?B: On Saturday morning, I took a shower.Period 2: Listening and Speaking (Page 54)(So, did everyone have a good weekend?)Objectives●To learn to talk about recent past events●To learn to use simple past of regular and irregular verbsProcedures■Warming up by studying the grammar focusHi, class. What did you do yesterday? What did you do last weekend? Let’s go to page 54 to find out.What did you do last weekend? 上周末你做了些什么？I played soccer. We went to the beach. 我踢足球了。
七年级英语外研版下册教案通用5篇
七年级英语外研版下册教案通用5篇七年级英语外研版下册教案通用5篇英语教师研制一份教案，是为了加强课堂教学的目的性和计划性。
下面是小编为你准备的七年级英语外研版下册教案，快来借鉴一下并自己写一篇与我们分享吧！七年级英语外研版下册教案篇1一、指导思想在本学期的英语教学中，坚持《英语课程标准》中以下教学理念，面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功；注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。
总之，让学生在使用英语中学习英语，让学生成为使用者而不仅仅是学习者。
让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。
二、教材分析这套教材采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。
与原教材相比还增加了文化背景和学习策略等部分，并增加了任务型学习成份和语篇的输入。
本书每个模块都列出明确的语言目标、主要的功能项目与语法结构、需要掌握的基本词汇，并分为三个单元。
Unit1部分是基本对话内容，Unit2部分是短文，主要是阅读训练。
Unit3是扩展和综合的语言运用。
三、学生基本情况分析我所任教的是七年级1、2班英语，只有少部分学生的英语基础较好，取得了一定的成绩，大多数学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流；没有养成良好的.学习习惯，不能做好课前预习课后复习，不善于发现和总结语言规律，不注意知识的巩固和积累。
四、具体措施1、每天背诵课文中的重点对话。
目的：要求学生背诵并默写英语句子，培养学生良好的英语语感。
2、每天听写本节课中需要用到的重点生词，常用句子或习语。
利用“互测及教师抽查”及时检查，保证效果并坚持下去。
Module9Lifehistory听说课-天津市空中课堂外研版七年级英语下册课件(共35张PPT)
2) Did Betty read Tom Sawyer? Yes, she did. 3) Was Mark Twain his real name? No, it wasn’t.
find out 表示“找出，查明，弄清” 例如：You will find out the true facts soon.
学习教材 4. Read and answer the questions.
1) Was Mark Twain English or American? He was American.
by在此处表示“由......创作”
学习教材 4. Read and answer the questions.
What festival is it?
Children’s Day
What festival is it? Teachers’ Day
What festival is it? National Day
What festival is it? Christmas
What festival is it?
November 1941.
学习教材 2. Think about these questions.
Who’s the man in the picture? What did he do? Was he English or American? Do you know the book Tom Sawyer?
2020-2021学年外研版七年级下册英语习题课件Module9
Module 9 Life history
Unit 1 He left school and began work at the age of twelve.
习题链接
先练后背 提示：点击 进入习题
1 become
6 National Day
2 real
7 Teachers' Day
借助did构成问句。
课后巩固
20. 儿童节在六月一号。 C__h_i_ld_r_e_n_'s___D__a_y__ is ____o_n___ ___J_u_n_e__ 1st.
课后巩固
五、按要求完成句子 21. Teachers' Day is on September 10th. (对画线部分提问)
__W__h__en__ ____i_s___ Teachers' Day?
先练后背
9. 他十二岁时离开学校开始工作。 He left school and began work____a_t__ ___t_h_e__ ___a_g_e__ ___o_f ___ twelve.
先练后背
10. 在19世纪60年代，他用了马克·吐温这个名字，并且 变得非常出名。 He took the name Mark Twain and became very famous ____i_n___ ____t_h_e__ ___1_8_6_0_s_.
题组专训
10. 现在是二十一世纪二十年代。 Now it's _____in___ ____t_h_e__ __2_0_2_0_s__.
课后巩固
一、单项选择
1. Our National Day is on ___C___ first day in _______
外研版英语七年级下册Module2_Unit 1 第2课时单元教案与反思
Unitl第2课时知人者智，自知者明。
《老子》原创不容易，【关注】店铺，不迷路！物以类聚，人以群分。
《易经》原创不容易，【关注】店铺，不迷路！原创不容易，为有更多动力，请【关注、关注、关注】，谢谢！古之学者必严其师，师严然后道尊。
欧阳修自主学习方案1.学生自学新词汇(见教材P104)。
2.学生自学教材(P9)，找出课文中重点词组和句子。
课堂导学方案Step1情景导入邀请几名学生用英语口头表达自己会做哪些事情或描述自己的同桌会干什么，两三句就行。
环节说明：通过学生的口头练习既复习了上节的语言目标，又引出学生学习语言目标的兴趣。
Step2完成教材3对话任务和4的任务1.大声朗读3，熟悉教材同时掌握教材中的重点单词、短语、重点句型。
2.选出他们想加入的社团，完成3对话后续任务。
3.大声朗读4方框中的单词，为完成任务4做准备。
4.用方框里的单词的适当形式填空，完成任务4，集体核对答案。
5.大声读短文4，熟记重点句子。
6.小结训练。
把下列句子变成一般疑问句,并作肯定回答和否定回答。
（1）Icanswim.→Canyouswim?→Yes,Ican./No,Ican’t.SingspeakChinese?—Yes,hecan.—CanBettyplaytabletennis?—No,shecan’t.Step4问题探究well与good（1）well作副词，意为“好地”,常用来修饰动词。
放在动词之后。
此外well还可作形容词，意为“身体好的”。
如:Shecandncewell.她的舞蹈跳得好。
Shedidn’tfeelwell.她感觉不舒服.（2）good形容词，意为“好的”，常用来修饰名词。
如:Sheisagoodcooker.她是一个好厨师。
Step5家庭作业请完成模块2Unit1第2课时的练习题。
本课时通过突发情况的假设来引入课题，训练和学习相关内容的表达，把课堂内容与实际可能碰到的情况相结合，有很好的巩固强化作用。
外研版七年级英语下册Module2 Unit 2 I can run really fast 课程教
Students have been able to talk about their abilities by “I can...”. And they have already understood the reading material about running for a monitor in unit 2 and learned phrases and patterns about abilities and advantages, such as “get on well with others, be ready to help others, get the best score, promise to do, just like, I’d like to be...” after period 1. They are interested in the topic of choosing monitors because it often appears in their school life. They haven’t expressed their advantages by using the target phrases and patterns to write a speech about running for the monitor, so they may find it hard to write down a speech. They also haven’t known the structure of a speech about running for the monitor.Module 2 Unit2 I can run really fastTeaching objectives:By the end of this session, most students will be able to write a speech about running for a monitor successfully. This will be achieved by talking about their abilities, reviewing the phrases and patterns they have learned in unit 2 and knowing the structure of a speech.Learning and teaching focus:1.Review the phrases and patterns of unit22.Learn the structure of a speech about running for a monitor.3. Write a speech to run for a monitorAnticipated difficulties:It will be difficult for students to write a speech to run for a monitor because some of them don’t know the structure of a speech and can’t express their relevant advantages properly and clearly. Solutions:1.To set up different tasks to help students review the expressions about abilities2.Help students know the structure of a speech. At the same time, through discussing how tochoose a good monitor, students will know the abilities a good monitor should have. Teaching aids: PPT, a sheetreasons. They also review the phrases they have learned last lesson.Stage II Revision and LearnT: Yesterday, we learned a passage about choosing new monitors.Do you remember how many people are there in the passage?Who are they?Let’s review one by one.1. Answer questionsA. What are her advantages (优点)?B. What will she do if she is the class monitor?She promises to help others(Ask students to answer questions to help them review the phrases “get on weill with everyone, work hard, be ready to help others, promise to do…”. The phrases they reviewed help them express the advantages.)2. Fill in the blanks(Ask students to fill in the blanks to help them review Daming’s speech. With the help of the chart, students can clearly know the different parts and the structure of the speech. For students, it’s the most difficult to express their abilities. So reviewing the phrases about abilities by writing down the words may help a lot.)3. Talk about Tony according to the chart with partner.(Ask students to talk about Tony according to the chart and key words with their partner, then ask a student to stand up to talk about Tony. It not only helps students say a few completed sentences, but also helps them get ready for the writing. It may be a little difficult for some students to retell by completing the sentences. Talking with their partners may help them remind the speech better.)4. Learn the speech’s structure(Ask students to look at the speeches to find out how many parts a speech has and what they are. It’s important for them to know the structure when writing such a speech. )Purpose: Reviewing phrases and patterns of the reading material may effectively enlarge the students’ amount of vocabulary, promote their ability in using words and arranging sentences, enrich their writing materials which may help them write the speech in the end. At the same time, lead students to learn the structures of the speech. The phrases, patterns and structure will be used in writing by studentsStage III How to choose your monitors1.Underline the correct words.( Activity3 on P11)(Ask students to underline the correct words to know how to choose a good monitor. Students will try to use or imitate the information from the article, including word usages, phrases and expressions, sentence patterns. It’s important and necessary for students to be aware that different monitors should have different advantages. It may help them to choose the best one as their music monitor in the end.)2.DicussionDiscuss with your group members:How to choose your good music monitor?A good music monitor .(Ask students to discuss how to choose a good music monitor with group members. It gives students a chance to talk about what advantages a good music monitor should have by using the phrases and patterns they have learned. Meanwhile, it helps students prepare the following writing.)Purpose: In this stage, students have a chance to use the language they learned in their real life by working with group members. It helps them prepare enough phrases and patterns for writing the speech. Through discussion, students know how to choose a good music monitor, which helps them run for a new music monitor in the following stage and broadens their mind at the same timebe good at singingplaying the piano...(can play at least an instrument)be ready to help otherswork hard...Stage ⅣWriting学校的English Singing Competition快到了，为了保证我们班取得好的成绩，现再选举一名文娱委员（music monitor)帮助老师并指导同学们的训练。
外研版英语七年级上册Module9 Unit 2 They’re waiting for buses or trains教学设计
外语教学与研究出版社《新标准》英语七年级上册Module Nine People and PlacesUnit 2 They’re waiting for buses or trains.一．教材分析本模块以日常生活和文化为话题，共分为三个课时。
本节课是这个模块的第二课时，是一节阅读课型的新授课。
作为本模块的第二课，它以第一单元的知识为基础，又为第三单元熟练运用语言提供了话题和语境，同时也为学生们后来的学习扫清语言和文化的障碍。
通过本课阅读，学生能够通过时区概念的引入，了解不同国家的人们在同一时刻做的事情，形成初步的跨文化意识。
同时，学生能够运用所学知识，描述自己的家人在所设情境下所做的事情。
二、教学目标1．语言知识目标(1) 功能：描述正在发生的事件(2) 词汇：n. moment, restaurant, study, thing, star, hot dogv. drive, get off, leave,adj/adv. most, stillconj. so,and2．技能目标(1) 说：能够使用现在进行时说出同一时刻不同国家的人们正在做的事情。
(2) 读：能阅读使用现在进行时介绍世界不同时区的人们正在做的事情的文章。
(3) 写：能写出简短的现在进行时的句子来介绍不同国家的人们正在做的事情。
(4) 运用：简短的介绍七点钟自己家庭的人们都在做什么的文章。
3．学习策略目标通过小组合作的方式，学会合作学习。
4．情感与态度目标在教学过程中，培养时区意识，通过各个国家的对比介绍，形成中西方文化差异意识。
5．教学重点和难点重点在于理解使用现在进行时表示人们正在做的事情的文章。
难点在于描述在特定语境下，自己和他人正在做的事情。
6．教具准备PPT课件、学案、点读笔等。
二．教学过程1. Expect:Step 1 V ocabulary practiceT: What’s the time now? Do you know what time is it in London?[设计意图]：联系学生生活，导入时区概念，激发学习兴趣。