英语上册unit8复习教学设计
英语上册unit8复习教学设计
七年级英语上册unit8复习设计
一、复习内容及分析
本单元通过谈论出生日期“When is your birthday？my birthday is …… ”以及询问父母亲的生日When is your mother’s birthday? My mother’s birthday is January 9th,When is your father’s birthday？It is…… 以口（笔）头谈论出生日期，询问了解父母、同学的生日以及了解中国的重要节日（Niationary Day. Children’s Day ,Women’s day 等）为本单元的目标，问答、谈话讨论等训练形式完成目标语言输入。以谈论When is your birthday ? When is teacher’s day？ When is your School Day/English party/Art festival?
本单元内容符合学生的需要，贴近学生的实际生活，从而达到培养学生的综合运用语言能力、实践能力、合作精神和创新意识、达到提高学习兴趣的教学总目标。
二、单元整体目标分析
知识与能力：
1.词汇：
A.理解并识记十二个月份的名称、序数词1到31的表达法、单词date happy age old birthday party trip art festival Chinese music year，
B.掌握speech contest how old basketball game volleyball game school day year old
2.句型：
(1)When is your birthday？My birthday is...
(2)When is Vera’s birthday? Vera’birthday is January 21st.
(3)How old are you？I’m thirteen.
(4) When is his/her birthday? His/Her birthday is… .
3. 掌握序数词的构成和日期 ( 年、月、日 ) 的表达法
4. 正确使用 when 引导的特殊疑问句询问日期，运用所学语言进行口语交际。
5. 能够将所学语言用于写作。
过程与方法
采用任务型复习、合作交流等复习方法，以学生为主体，强调学生的自主复习，鼓励学生大胆运用语言，并在语言使用过程中掌握巩固新知。通过pairwork, free talk反复练习使用，达到熟练使用新句型的目的。
情感态度与价值观：
通过复习本单元的内容，通过两人对话、小组活动、查询一些名人的生日等一系列活动，使学生能在小组活动中积极与他人合作交流，相互帮助，共同完成学习任务；培养学生的交际能力和学习主动性。通过谈论父母的生日对学生进行感恩教育，孝敬父母，
三、重点难点
月份、日期的表达，询问和回答生日和年龄。
四、教法、学法指导
任务型复习教学法、交际法、练习法等。自主复习与小组合作相结合，听说与读写相结合，知识学习与技能培养相结合。
教学内容Unit8 When is your birthday？(Revision)
课时1课时教学对象七年级学生执教者王小丽
一、教材内容分析
复习谈论出生日期“When is your birthday？my birthday is …… ”以及询问父母亲的生日When is your mother’s birthday? My mother’s birthday is January 9th,When is your father’s birthday？It is…… 以口（笔）头谈论出生日期，询问了解父母、同学的生日以及了解中国的重要节日（Niationary Day. Children’s Day ,Women’s day 等）为本单元的复习目标，问答、谈话讨论等训练形式完成目标语言输入。以谈论When is your birthday ? When is teacher’s day？ When is your School Day/English party/Art festival?
本节课重点是复习和巩固本单元的词汇和目标语言，能熟练正确的运用于语言实践中
二、复习目标（知识，能力，情感态度与价值观）
1.知识与能力：
1) 掌握词汇 birthday ， date ， month ， January ， February ， March ， April ， May ， June ， July ， August ， September ， October ， November ， December ， date ， birth ， age ， old ， speech ． contest ． trip ， party ， event ， an ， festival ， pop ， concert ， chorus ， lecture ， music ；
2) 掌握序数词的构成和日期 ( 年、月、日 ) 的表达法,运用询问和谈论日期的目标语言并运用所学知识安排活动。
3) 正确使用 when 引导的特殊疑问句询问日期，运用所学语言进行口语交际, 能够将所学语言用于写作。
2.过程与方法：
运用 Summary 和 Pairwork, free talk 的学习策略。在复习教学中，运用问答、对话演练与练习，促使学生不断地使用所学内容，从而提高他们灵活运用知识的能力。
3、情感态度与价值观：
本部分主要是复习、巩固 “ 询问和谈论日期 ” 的目标语言。通过互相询问课内外活动的安排日程，可以使学生学会合理地安排自己的作息时问，并增进同学之间的了解和友情。
三、重点、难点
重点：
A.掌握词汇 birthday ， date ， month ， January ， February ， March ， April ， May ， June ， July ， August 。 September ， October ， November ， December ， speech ,contest, trip ， party ， event, an ， festival ， pop ， concert ， chores ， lecture ， music ；
B.运用询问和谈论日期的目标语言
难点：使用 when 引导的特殊疑问句询问日期，能够将所学知识运用写作之中
四、教法选择、学法指导
教法:
问答法 归纳总结法
学法:
听说法、读写法、合作交流
五、资源准备
课件、多媒体
六、教学过程
教学任务教师活动学生活动设计意图
Step 1Show revision contests
Look and read让学生明确复习内容，形成知识框架
Step 2
1.Show the new words about months:
Art festival Music festival English party
Chinese Contest
2.Explain the phrases
1.Guess the new words and then read them loudly,
spell them.
2.Speak and practice
3. Pairwork,
复习词汇，检查学生词汇识记情况
Step 3
Pairwork
Ask Ss work in pairs to ask and answer:
eg:
①-When is your birthday?
-My birthday is March 2nd.
②-When is her birthday?
-Her birthday is March 18th.
③ What things can you do at school?
A: Do you have a School Day?
B: Yes, we do.
A: When is it?
B: It’s April 19th.
A: Do you have an Art Festival.
B: No, we don’t.
1.Work in pairs and complete the conversations in pairs.
2. Free talk
通过合作交流自由谈，对知识进行拓展延伸
Step 4
Practice
Ask Ss to practice
Practice
练习巩固，掌握语言目标
Step5
Summary
Guide Ss to summarize the language points we review in this class
Summarize the language points we review in this unit.
通过小结，进行归纳和整理
Step 6
Homework
(Writing)
Show homework
Practice writing为学生拓展运用所学知识提供了展示平台，培养写作能力。
七、板书设计
Unit8 When is your birthday? (Revision)
1．Words: birthday ， date ， months ( January ，February ，….)
Art festival Music festival English party Chinese Contest
2. Sentences:
(1) When is your birthday？My birthday is...
(2) When is his/her birthday? His/Her birthday is… .
(3) How old are you？I’m thirteen.
(4) Do you have….?Yes, we do. /No, we don’t.
Unit 9 My favorite subject is science
Unit 9 y favorite subject is science.
一、单元教材分析
本单元围绕“谈论自己所喜欢的学科”这一话题，展开形式多样的听、说、读、写学习活动。主要学习一周中星期一到星期天的表达方式；掌握学科的表达；学习用because和表示品质的形容词表示理由；学习what，why，who引导的特殊疑问句。通过本单元的学习使学生学会谈论自己喜好的学科或自己喜好的其它事情并给出理由；学会说出一周的七天；学会合理地安排自己的作息时间。
二、单元学情分析
本单元的主题是“谈论自己所喜欢的学科”，主要是学习学科的表达、表示品质的形容词、一周中星期一到星期天的表达方式；学习用because表示理由。在询问“对方所喜欢的学科和人物”、“星期几”时，要使用以前所学过的What、Who疑问句，再学习“询问理由”所用的Why疑问句。教师可引导学生通过比较、对照的方法掌握所学疑问句的结构和使用以及回答。
三、单元建议
本单元采用自主学习、小组合作探究、Imitating and repeating，Practicing，Comparing和Role playing的学习策略，利用图片、幻灯片或制作多媒体展开堂Pairwork问答式的口语交际活动或调查活动，谈论各自所喜欢的学科或其它的事情并给出理由。本单元的教学法建议：语音教学：模仿操练；词汇教学：演示讲解、情景操练、反复使用；口语教学：互相操练、对话练习、交际活动；阅读教学：回答问题和填空练习；听力教学：听音选词、写词和整理、完成对话；写作教学：补全对话、模仿写作；语法教学：总结规律、比较异同、模仿操练。
四、单元时分配
本单元可用4时完成教学任务：
Section A (1a-2d) 用1时
Section A (Grammar Focus-3c) 用1时
Section B (1a-2c) 用1时
Section B (3a-Self Check) 用1时
Section A (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌下列词汇：favorite, subject, P.E. science, music, math, Chinese, geography, history, why, because, onday, Friday, Saturday
2) 能掌握以下句型：
① —What's your favorite subject? —y favorite subject is science.
② —What's your favorite day? —It's onday.
③ —Why do you like P.E.? —Because it's fun.
④ —How's your day? —It's O.
3) 能就所喜欢的科目这一话题进行问答交流，正确表达自己的情感。
4）能听懂有关所喜欢的科目相关话题的"听力材料，并获得相关信息。
2. 情感态度价值观目标：
此部分的学习内容贴近学生的学习生活，谈论的话题是喜欢的学科。通过互相询问和谈论彼此所喜欢的学科，可以增进同学之间的了解和友情并培养学生热爱学习、热爱科学的思想和良好的学习、生活习惯。
二、教学重难点
1. 教学重点：
1) 掌握学校科目的相关词汇及部分周几的表达方式。
2) 学习询问和谈论别人或自己喜好的学科并给出理由。
3）What，Who和Why引导的特殊疑问句的构成和使用。
2. 教学难点：
1) 学习询问和谈论别人或自己喜好的学科并给出理由。
2）What，Who和Why引导的特殊疑问句的构成和使用。
三、教学过程
Ⅰ. Warming-up and revision
1. Greeting the Ss. Check the homework.
2. Let's review the months we learned.
(Ss recite the months together. January, February, arch, April…December)
T: What month do you like?
S1: February. S2: arch…
3. Let's review the school activities we learned.
S1: basketball game, volleyball game, soccer game, tennis game, school trip, art festival…
S2: School Day, Sports Day, English Day, book sale, English test, party…
T: What activities do you like?
S1: I like basketball game, volleyball game, soccer game and English Day.
S2: I like tennis game, school trip, art festival and English Day.
Ⅱ. Presentation
1. T: O. S1 and S2 both like English Day. I think they must like English very much. Do you like English?
Ss: Yes, I do. / No, I don't.
T: What subject do you like best? Or we can say "What's your favorite subject?".
(Write the two sentences on the Bb.)
—What's your favorite subject?
—y favorite subject is English.
Ss read after the teacher and try to remember the conversation.
2. What other subjects do you like? Now let's learn other subjects.
(Show the picture of Chinese book)
Teach Ss "Chinese", then teach Ss other subjects by showing pictures on the screen.
(P.E., art, science, math, geography, history…)
3. Ss read all the subjects and try to remember them.
4. Work on 1a. Look at the picture in 1a, match the words with the pictures. Then check the answers.
Ⅲ. Listening
1. Two students are talking about their favorite subjects. Listen to the recording and circle the subjects you hear in 1a.
(Play the tape for the first time, Ss only listen. Play the recording again, Ss listen and circle the words in 1a.)
2. Ss listen and circle the words in 1a. Then check the answers.
Ⅳ. Pair work
1. T: Let's practice the conversation with your partner. (Ss practice the conversation.)
S1: What's your favorite subject?
S2: y favorite subject is science.
2: Now make your conversations with the subjects in 1a.
S1: What's your favorite subject?
S2: y favorite subject is…
(Exchange roles. S2 ask S1 about the favorite subjects)
Ⅴ. Presentation
1. Present the sentence structure:
—Why do you like… —Because…
T: What's your favorite subject, S1?
S1: y favorite subject is P.E.
T: Why do you like P.E.?
S1: (Help S1 answer) Because it's fun.
Write the sentence structure: " —Why do you like… —Because…" on the blackboard.
2. Let Ss read after the teacher, and try to remember them.
3. Ask and answer with your partner about the reasons they like ball games. e.g.
S1: Why do you like soccer?
S2: Because it's boring. Why do you like basketball?
S1: Because it's interesting. Why do you like volleyball?
S2: Because it's fun.
Ⅵ. Listening
1. T: Look at the picture in 2a. Two students are talking about their favorite subjects. First, read the sentences by yourself. Then listen and put the conversation in order.
Ss read the four sentences, then listen to the recording and put them in order.
2. Check the answers with the class.
3. We're learned some adjectives in Unit 5. Such as interesting, boring, fun, difficult, relaxing…
Do you still remember? Let's review the words together. (List all the adjectives: interesting, boring, fun, difficult, relaxing) Then have a conversation with the Ss.
T: Let's play basketball!
Ss: That sounds interesting.
T: Let's play baseball.
Ss: That sounds difficult.
T: Let's listen to music.
Ss: That sounds relaxing.
T: Let's watch TV!
Ss: That sounds boring.
T: Let's play a game.
Ss: That sounds fun.
4. Now listen to the recording again. atch the subjects you hear with the descriptions. Ss listen and match. Then play the recording for the Ss to check the answers.
Ⅶ. Pair work
1. T: What do you think of the subjects above? ake your own conversations using the words (fun, interesting, relaxing, difficult…) in 2b. For example:
S1: What's your favorite subject?
S2: Science.
S1: Why do you like science?
S2: Because it's interesting.
2. Ss make their own conversations with his or her partner. Then let some pairs act out their conversations.
Ⅷ. Role-play
1. Present the neords: onday, Friday and Saturday by show some calendars on screen. Let Ss read the neords after teacher.
2. Let Ss read the conversation and fill in the chart.
NameFavorite Day Favorite subjectWhy
Frank
BobBecause the next day is Saturday.
3. Ss read the conversation and complete the chart. Then check the answers with the Ss.
4. Let Ss practice the conversation in pairs. Then try to act out the conversation in front of the class.
5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）
Homework:
1. Review the neords and expressions in this period.
2. ake a survey of the favorite subjects your classmate and the reasons.
板书设计：
Section A (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
1) 继续学习学校的学习科目，并能就最喜欢的科目进行询问和回答。
2) 总结what, who, why引导的特殊疑问句的构成方式及回答。
3) 通过不同的形式的训练熟练掌握运用what, who, why引导的特殊疑问句提问问题并能正确回答。
2. 情感态度价值观目标：
此部分的学习内容贴近学生的学习生活，谈论的话题是喜欢的学科及原因、自己的各学科老师是谁。通过互相询问和谈论，可以增进学生们与老师之间的了解，增进同学们之间的友情，并能形成学生们尊敬老师、团结同学的良好品质，培养学生们热爱学习、热爱科学的思想和良好的学习、生活习惯。
二、教学重难点
1. 教学重点：
1）总结what, who, why引导的特殊疑问句的构成方式及回答。
2）通过不同的形式的训练熟练掌握运用what, who, why引导的特殊疑问句提问问题并能正确回答。
2. 教学难点：
通过不同的形式的训练熟练掌握运用what, who, why引导的特殊疑问句提问问题并能正确回答。
三、教学过程
Ⅰ. Warming- up and revision
1. Greet the Ss as usual. Check the homework.
2. Review the subjects and the days we learned. Review the descriptions.
T: Who can say all the days we learned?
S1: onday, Friday and Saturday.
T: Who can say all the subjects we learned?
S2: Chinese, math, English, geography, history, science, art, music, P.E.
T: Very good! Who can say the descriptions？
S3: fun, interesting, boring, difficult, relaxing
T: Now tell your partner what you think of the subjects. You can say them like this:
I think Chinese is interesting. I think math is…
(Ss say something about all the subjects.)
3. Ask and answer with your partner about the favorite subjects and the reasons. e.g.
S1: What's your favorite subject, Xiao ing?
S2: y favorite subject is music.
S1: Why do you like music?
S2: Because it's relaxing.
(Ss ask and answer with his or partner.)
Ⅱ. Grammar Focus.
1. 阅读指导：
定义：是以特殊疑问词开头，提出疑问的句子，也称wh-问句。
句型结构：特殊疑问词+一般疑问句? 注意：若疑问词作主语，特殊疑问句的语序则用陈述句语序。
疑问词含义例句
what“什么”用询问事物What’s his favorite sports?
他最喜欢的运动是什么?
who“谁”用询问某人的身份—Who is your math teacher?
谁是你的数学老师?
—y English teacher is s. Sun.
我的英语老师是孙老师。
where“哪里”用提问地点—Where is your pencil box? 你的铅笔盒在哪里?
—It’s on the desk. 在书桌上。
why“为什么”用询问原因—Why do you like playing ping-pong?
你为什么喜欢打乒乓球?
—Because it’s fun. 因为有趣。
when“何时”用询问时间—When is your mother’s birthday?
你妈妈的生日是什么时候?
—It’s on September 17th. 9月17日。
how“怎么”对某人/某情况提问—How are you? 你好吗？
—I’m fine, thanks. 我很好，谢谢。
how old “多大”，用询问年龄—How old is your brother? 你弟弟多大了？
—He’s eight. 他八岁了。
how much “多少钱；多少”用询问价格或不可数名词的数量—How much are the shorts? 这条短裤多少钱?
—They’re thirteen yuan. 13元钱。
How much milk is there in the cup?
杯子里有多少牛奶?
2. 根据汉语提示完成下列句子。
① 你最喜欢的科目是什么？______ your_______ subject?
② 我最喜欢的科目是科学。 y _______ _________ is _________.
③ 他最喜欢的科目是什么？ What’s _______ ______ _________?
④ 他最喜欢的科目是语。 His _______ _________ is __________.
⑤ 她最喜欢的科目是什么？ ______ _____ favorite ________?
⑥ 她最喜欢的科目是美术。 ______ _______ subject is _______.
⑦ 为什么鲍勃喜欢历史？ _______ ______ Bob like ________?
⑧ 因为很有趣。 _______ it’s _________.
⑨ 为什么鲍勃和弗兰克喜欢体育？ ____ _____ Frank and Bob _____ P.E.?
⑩ 因为很有乐趣。________ it’s ______.
○11 你的音乐老师是谁？ _____ is your _______ ________?
○12 我的音乐老师是谢女士。y ________ ________ is ______ Xie.
○13 你的地理是在什么时候？ _______ is your ___________ class?
○14 它是在周一和周五。 It’s _____ ________ and ________.
Ⅲ. Practice
1. T: Let's do some exercises to practice the sentence structures. Now come to 3a. Fill in the blanks with what, who, or why.
指导：要确定空格处是何特殊疑问词，只能是根据答语确定。看答语是表示原因、人物还是表示科目（事物），从而确定用特殊疑问词why, who, what。
2. Ss read the conversations and fill in the blanks.
3. Let some pairs read out their conversations to check their answers.
4. Ss practice the conversations with their partners.
Ⅴ. Practice
1. T: Let's do more exercises to practice the sentence structures. Let's work on 3b. Write questions for the answers.
指导：要确定空格处是何特殊疑问词，仍只能是根据答语的意思确定。
首先，看答语是表示原因、人物还是表示科目（事物），从而确定用特殊疑问词why, who, what构成的特殊疑问句。
其次，注意特殊疑问句的构成，Who/what/Why + 一般疑问句。
2. Ss read the conversations and write their questions.
3. Let some pairs read out their questions to check their answers.
4. Ss practice the conversations with their partners.
Ⅵ. Survey
1. Next, let's do a survey about your classmates about his or her favorite subject, reasons and teachers. Let me tell you how to do it.
First, interview three classmates about his or her favorite subject, reasons and teachers.
Second, fill in the chart belo
At last, make a report about your classmates.
2. Let's make a model. Which group would like to have a try?
S1: What's your favorite subject, Jingjing?
S2: usic.
S1: Why do you like music?
S2: Because it's fun.
S1: Who's your music teacher?
S2: s. Xie.
(The S1 interview S2, S3, S4)
Fill in the chart.
NameFavorite subjectReasonTeacher
JingjingmusicIt's funs. Xie
Xiao eiartIt's interestings. Wu
Da weiP.E. It's relaxingr. Hu
ake a report:
y classmate Jining's favorite subject is music. She likes it because it's fun. Her music teacher is s. Xie. Xiao ei's favorite subject is art. She likes it because it's interesting. Her art teacher is s. Wu. Da Wei's favorite subject is P.E. He likes it because it's relaxing. His P.E. teacher is r. Hu.
3. Ss work in groups and make the survey.
4. Let some Ss report the result of their survey.
Homework
1. Review the sentence structure of what, who, why, when…
2. ake a survey about other friends about their favorite subjects, reason and teachers.
板书设计
Section B 1a-2c
一、教学目标：
1. 语言知识目标：
1） 掌握下列词汇： free, cool, Tuesday, Wednesday, A.., P.., useful, from…to, rs. finish, lesson, hour, have art lesson…
2） 学习表示星期的名词，并理解星期与日期的区别。
3) 继续复习“谈论偏爱”和“询问喜欢的学科并给出理由”的语言结构；
4） 谈论一周的程安排，学会合理地安排自己的作息时间。
5） 阅读有关程安排的短，并能获得相关信息。
2. 情感态度价值观目标：
本时的学习内容贴近学生的学习生活，谈论的话题是喜欢的学科和一周的程安排。通过互相询问和谈论彼此所喜欢的学科以及彼此理想的程安排，可以增进同学之间的了解和友情，培养学生热爱学习和良好的学习、生活习惯。
二、教学重难点
1. 教学重点：
1） 学习表示星期的名词，并理解星期与日期的区别。
2） 能谈论他人所喜欢的科目，及原因，询问程的时间安排。
3）谈论一周的程安排，学会合理地安排自己的作息时间。
4）阅读有关程安排的短，并能获得相关信息。
2. 教学难点：
1） 谈论一周的程安排，学会合理地安排自己的作息时间。
2） 阅读有关程安排的短，并能获得相关信息。
三、教学过程
Ⅰ. Warming- up and revision
1. Greet the Ss as usual. Check the homework.
2. Review the sentence structures learned yesterday. T asks a student as a model. Then let Ss work in pairs to make their own conversations.
T: What's your favorite subject, S1?
S1: y favorite subject is music?
T: Why do you like music?
S1: Because it's interesting.
T: Who is your music teacher?
S1: s. Hu.
3. Ss work in pairs to make their own conversations. Let some pairs act out their conversations.
Ⅱ. Presentation
1. Present other days in a week. Show some pictures of calendar. Teach Ss Tuesday, Wednesday, Thursday and Sunday.
Ss read after the teacher and remember the days in a week.
(onday, Tuesday, Wednesday, Thursday Friday and Sunday)
2. Present the using of "on + 星期几",
T: When is your art class?
Ss: It's on onday.
T: When is your music class?
Ss: It's on Thursday.
3. Present some new adjectives, free, cool
Show a picture of someone who is busy doing sth. Write the word "busy" on blackboard. Then show a picture of someone who is lying on the beach to rest. Write the word "free" on the blackboard. Then show a very cool boy with nice clothes. Write the word "cool" on the blackboard.
Let Ss read the words free, busy, cool loudly. Then review the words: boring, difficult, easy, interesting, fun
4. Work on 1a. atch the words on the left with their opposites on the right. Then check the answers. Ss read the words after teacher, then, try to remember the words.
Ⅲ. Listening
1. T: David is talking about his classes and schedule. Listen to the recording and check (√) the words you hear in 1a.
(Play the recording for the first time, Ss only listen. Play the recording again, Ss listen and check (√)the words in 1a. )
2. Check the answers with the class.
Ⅳ. Listening
1. Read through the schedule.
T: Look at the schedule belo This is David's schedule. December 25th is onday, December 26th is Tuesday…
T: What classes does David have on onday?
S1: He has science, English, Chinese, P.E., geography and art.
T: Then what activity does David have on Saturday?
S1: He has a soccer game.
T: What activity does David have on Sunday?
S1: It's Bill's birthday party.
T: O. Read through the schedule and find out what classes David have from onday to Friday.
2. Now listen to the tape and circle the classes David talks about on this schedule.
(Play the recording for the Ss to listen and circle the classes David talks about. Then play the recording again for the Ss to check the answers.)
Ⅴ. Pair work
1. Look at the schedule above and complete the conversation in 1d.
Ss work in pairs to complete the conversation. Then let some read out the conversation to check the answers.
2. Ss practice the conversation with his or her partner.
3. Talk about your classmates' favorite subject using the conversation in 1d.
S1: What's Li Tao's favorite subject?
S2: His favorite subject is P.E.
S1: Why does he like P.E.?
S2: Because it's easy and relaxing.
S1: When is the class?
S2: It's on Wednesday.
4. Ss work in pairs to make their conversations.
Ⅵ. Writing
1. T: What do you think of these subjects? Write a description for each one. First, let's review all the descriptions we kno Who can say the words you know?
S1: boring, difficult, easy, interesting, fun
S2: (add some more words) free, busy, cool …
2. Then, tell your partner what you think of these subjects. Your partner should write your descriptions down and report it to you. Then exchange roles. Your partner tells you about his or her description. You have to report to your partner. e.g.
You: I think music is relaxing. Art is easy. P.E. is fun. English is interesting. Chinese is fun. ath is difficult. …
Your partner: In Xiao Fang's opinion, music is relaxing. Art is easy. P.E. is fun. English is interesting. Chinese is fun. ath is difficult. …
Ⅶ. Reading
1. Jenny is Yu ei's pen friend from the U.S.A. Yu ei writes a letter to Jenny to tell her about her classes on Friday. Now read the letter quickly and find the answer to this question:
What's Yu ei's favorite subject?
2. Ss read the letter quickly and find the answer to the question.
3. Check the answers.
4. Read the letter again. Underline the subjects that Yu ei likes. Circle the subjects she doesn't like.
指导：找到于梅周所上的学科较为简单。而确定此学科于梅是喜欢还是不喜欢，则应根据她对本学科的评价所用形容词。比如是interesting, fun, relaxing等词，应表明她喜欢此学科。而如果是boring, difficult等词则表明她不喜欢此学科。
5. Ss read the letter and underline the subjects that Yu ei likes. Circle the subjects she doesn't like.
6. Check the answers.
Ⅷ. Reading
1. T: Read the letter again and complete Yu ei's schedule with the information in 2b.
2. 指导：短按时间顺序介绍了于梅周五这天繁忙的程活动。扑捉学科名称及上时间是填写此表格的关键。寻找短中“At …, I have ….或I have …at ….”之类的关键句，便可写出。注意该句“Lunch is from 12:00 to 1:00, and after that we have Chinese.”中午12点是于梅吃午饭(have lunch)的时间，1点是她上语的时间。
3. Ss read the letter again and complete the chart. Then check the answers.
Homework
1. Review the neords and expressions.
2. Try to retell Yu ei's schedule on Friday.
板书设计：
Section B 3a-Self Check
一、教学目标：
1. 语言知识目标：
1） 复习巩固所学的学校程的词汇、对事物进行评价的词汇、星期几的词汇。
2） 引导学生复习、巩固“询问喜欢的学科并给出理由”的目标语言并运用所学知识安排活动。
3）运用所学的目标语言，练习写作信或e-mail表达自己某一天的日程安排。
2. 情感态度价值观目标：
学习内容贴近学生的学习生活，谈论的话题是喜欢的学科和一周的程安排，通过互相询问和谈论彼此所喜欢的学科以及理想的程安排，可以增进同学之间的了解和友情并培养学生热爱学习和良好的学习、生活习惯。
二、教学重难点
1. 教学重点：
1） 复习词汇：Chinese, math, English, history, geography, science, music, P.E. art；interesting, fun, difficult, easy, boring, useful；onday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
2）运用所学的目标语言，练习写作信或e-mail表达自己某一天的日程安排。
2. 教学难点：
运用所学的目标语言，练习写作信或e-mail表达自己某一天的日程安排。
三、教学过程
Ⅰ. Warming- up and revision
1. Greet the Ss as usual. Then check the homework.
2. What do you think of your school subjects? Tell your classmates about them.
You can say it like this: In my opinion, Chinese is interesting. ath is useful. English is difficult but useful. P.E. is fun. usic is relaxing…
Ss report their opinions in the group. Then let some Ss talk about it to the class.
3. Review some phrases or sentences:
① 在星期五 _________ ② 在九点钟 _________ ③上科学 _________
④ 上历史___________ ⑤ 从……到 ___________ ⑥ 在那之后 ________
⑦上一节美术__________________________ ⑧ 两个小时长 _________
⑨ 我的在3:30结束。____________________ ⑩ 老师说数学很有用。______________________
Check the answers with the class.
4. Retell Yu ei's letter.
Show Yu ei's schedule on the screen. Let Ss try to retell the letter.
Friday
TimeSubject/ActivitiesTimeSubjects/Activities
8:00 to 8:50math12:00 to 1:00have lunch
9:00 to 9:50science1:00 to 1:50Chinese
10:00 to 10:50history2:00 to 2:50art
11:00 to 11:50P.E.
Ss try to retell the letter. T gives them some help if they need.
Ⅱ. Reading
1. T: Dale can't meet ei Ling on Friday afternoon. He's really busy. So he writes an e-mail to ei Ling to tell her about it. Number these parts of an e-mail message [1-3].
指导：应根据邮的内容及格式确定顺序，可知开头为有Hi, ei Ling的片段；结尾为有Dale署名的片段。
2. Ss read the parts of the e-mail message and number them.
3. Let some Ss read the right message to check the answer.
4. Ss read the e-mail message aloud and try to remember the e-mail message.
Ⅲ. Writing
1. T: Look at the chart in 3b. Fill in the schedule below for your classes on Friday. Write the time on the left and the subjects on the right. Then read out your schedule to your partner. Let your partner check your schedule.
2. Ss fill in the schedule by themselves and read them to his or partner.
Ⅳ. Writing
1. T: Linda is your new friend. She wants to meet you on Friday. But you are really busy on Friday. Write an e-mail to tell her about your Friday. If you don't have any idea, you may review the e-mail in 3a or the letter in 2b.
指导：写作时应注意电子邮的格式，应有开头的称呼，及结尾的署名。写作时可能用到的句型有：
① Thanks for your e-mail. 谢谢你的邮。
② It’s Friday today. I’m really busy./I’m really busy on Friday 今天是星期五。我很忙。
③ I have …classes in the morning and … in the afternoon. 上午我有……节，下午……节。
④ At …, I have …. Then at …, I have …. Next, … 在……点，我上……。然后在……点。接下……。
⑤ ….class is from …to …. ……从……到……。
⑥ After that, I have …for … 之后，我上…………时间。
⑦ … is my favorite subject. ……是我最喜欢的科目
⑧ I like/don’t like it because it’s …. 我喜欢/不喜欢它，因为它是……。
⑨ I think it’s … 我想它是……的。
2. Ss read the e-mail in 3a and the letter in 2b. Then try to write the e-mail to Linda about his or her Friday. (T goes around the class to offer some help. )
3. Ss read their e-mail to their partners. Then check each other's e-mail.
4. Let some Ss read their e-mail to the class to give a possible version.
Ⅴ. Self Check 1
1. T: Let's review all the school subjects we learned. Who wants to have a try?
S1: Chinese, math, English, history, geography, science, music, P.E. art
T: Very good! Who want to have a try again?
(S2:… S3：… S4: …)
2. T： Next let's review the descriptions we learned. Who wants to have a try?
S5: interesting, fun, difficult, easy, boring, useful…
T: Very good! Who want to have a try again?
(S6:… S7：… S8: …)
3. T： Then let's review the days in a week. Who wants to have a try?
S9: onday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
T: Very good! Who want to have a try again?
(S10:… S11：… S12: …)
4. Now look at the chart in Self Check 1. Add more words in each box.
(Ss write more words in each box.)
5. Let some Ss read out their answers.
Ⅵ. Self Check 2
1. (Ask a student some questions as a model for the Self Check 2)
T: What is your favorite subject?
S1: English.
T: Why do you like English?
S1: Because it's interesting.
T: Who is your English teacher?
S1: r. Wu.
T: When is your English class?
S1: They're on onday, Thursday and Friday.
2. Now, please read the questions in Self Check 2 and complete the questions with what, when, who, or why. (指导：应从句意、句子结构，特别是句子的主语等方面综合考虑该用哪一个特殊疑问词。比如，第一句中，主语your favorite subject是事物，因此应用特殊疑问词what。其他思考方法相同。)
3. Ss complete the questions by themselves.
4. Let some pairs ask and answer about the conversations to check the answers.
5. Ss work in pairs and ask and answer the questions.
Ⅶ. Exercises
If there's some more time left, show some exercises on the screen and finish them.
Homework
1. Review the whole unit.
2. Write a letter to your pen friend to tell him or her your busy onday (Tuesday…) day.
板书设计：
Unit 3 Language in use学案
Unit 3 Language in use学案
1、知识目标：
（1）会读、会写本课的新词汇和短语；能理解并流利朗读本课的对话。
（2）总结并巩固一般现在时态的动词形式和用法。
2、能力目标：
（1）了解一些有关中国的动物的情况。
（2）能够和同学合作，制作出有关介绍动物的宣传画。
3、情感目标：
热爱动物，关爱动物。
4、学习策略：
积极与他人合作，共同完成学习任务；
能充分利用图书馆或网络上的学习资源。
5、文化意识：
了解常见动物在英语国家中得文化含义。
Preview（预习?导学）：
1. Books closed and try to translate the following phrases.
一次去欧洲的旅行____________来自澳大利亚______________
许多更多的_______________欢迎来到合肥动物园___________
生活在沙漠里______________在森林里吃树叶______________
在草原上奔跑______________一只欧洲的狼_____________
一头非洲的骆驼 _____________在丛林里旅行____________
2. Read the passage in the part of Around the world by yourself, try to translate the following phrases, and then write them down.
in the wild________________ 12 hours a day______________
6 kilos of meat________________stay healthy_______________
3. Write the names of animals.
1) People call me the king of the animals. I like eating meat. I'm a_________.
2) I come from Australia, I can't climb. I can jump very high. I am a_________.
3) I come from Africa. I live in the desert. I don't often drink. I'm an _________.
4) I come from China. I like eating bamboo. People all love me very much. I'm a_________.
Step 1 Feedback on the preview
1. Check the preview.
2. Review the words, phrases and useful patterns in Module9.
Step 2 Speaking --- Work in pairs and do Activity 1
1. Read through the dialogue between Daming and Tony and the information about the animals.
2. Ask and answer about the animals after Daming and Tony’s dialogue with partners.
3. Act out the dialogues in front of the class.
Step 3 Around the world.
1.Underline the new words and phrases，and try to get their meanings.
2. Read it after the teacher, and be sure to understand it.
3. Read aloud the passage individually.
4. Pair Ss to read it out in class, and each reads one paragraph.
Step 4 Writing drills
1. Activity 5: Work in pairs and talk about your favourite animal.
2. According to the information from Activity 6, make sentences of your favourite animal.
3. Write down a short passage according to your sentences.
Step 5 Exercises
1、根据单词提示，完成下列句子
1) The snake __________(come) from America.
2) Snakes _________(live)in Asia, Africa, America, Australia and Europe.
3) The monkey _________ (eat )fruit.
4) Monkeys _________(come)from South America.
5) The wolf _________(live) in the European forests.
2、根据首字母，写出单词，使句子意思完整、通顺
1) I want to stay h___________, so I do sports every day.
2) China is a country in A___________.
3) W_________ like eating meat. They live in the forest.
4) The l_____________ on this tree are yellow.
5) Dogs and cats are my favourite a____________.
6) Camels live in the d____________.
7) Look! The park is so beautiful. The flowers are red and the g_________ is green.
8) He has four apples. I have five. I have m________ apples than he.
9) He comes from Sydney. He is A____________.
10) How many animals are there in the w____________?
3、根据句意，用括号中词的适当形式填空
1) ________the panda ________ (come) from China?
2) _______ (be) the kangaroo Australian?
3) Monkeys ________ (live) in South America.
4) The wolf lives in the ________ (Europe) forest.
5) They usually eat 15_________ ( kilo) of bamboo.
6) Tiger will stay_________ (health).
7) The monkey likes_________ (climb) trees.
8) They live in North_________ (American).
9) My favourite activity is _________ (watch) animals in the zoo.
10) He_________ _________ (not take) children to the zoo every week.
11) When do you finish_________ (make) the plan?
12) ________your mother_________ (do) sports every day?
13) What about __________ (visit) the museum?
14) What __________Jim__________ (do) now?
15) Lucy _________ (want) to play tennis with you.
16) I__________ (not do) my homework at home.
17) We __________ (not like) documentaries. Let him____ (help) you.
18) Who__________ (have) an eraser?
19) _________ (your) mother and father often _ (watch) TV?
20) European __________ (wolf) live in the forest.
4、选择填空：
( ) 1) My sister is a secretary. She _______________ in this hotel.
A. workB. worksC. working
( ) 2) Where are the _______________, do you know?
A. monkeyB. monkiesC. monkeys
( ) 3) Is the elephant ________________?
A. ChinaB. AfricanC. Europe
( ) 4) This is _______________ European wolf.
A. aB. anC. /
( ) 5) ___________ the camel eat grass?
A. DoesB. IsC. Are
( ) 6) Please give me __________________.
A. a kilo appleB. a kilo of appleC. a kilo of apples
( ) 7) These pandas eat about fifteen ________________ a day.
A. kilo bambooB. kilo of bamboos C. kilos of bamboo
( ) 8) This giraffe _______________ from Africa.
A. isB. comeC. is come
( ) 9) The panda is ________________ favourite animal. What about you?
A. theyB. themC. their
( ) 10) We study _______________ about six hours a day.
A. forB. atC. in
5、按要求完成句子
1) Linda comes from London. (改为一般疑问句)
_________ Linda _________from London?
2) Lucy's father watches TV every day.（改为否定句）
Lucy's father _________ _______TV every day .
3) There are about 1600 pandas in the wild in China. (就划线部分提问)
_________ _________pandas_________ _________in the wild in China?
4) They usually need 6 kilos of meat. (就划线部分提问)
__________ _________meat _________they usually need ?
5) The animal often drinks. (改为否定句)
The animal ___________ __________.
1、To revise the key phrases and structures in this module.
2、To do the exercises of Module 9 Unit 2 in基础训练.
（本节课不懂之处）
Unit 6 Fashion教学案
7A Unit6
题7A Unit6 Fashion Comic strip&Welcome to the Unit
学习目标知识目标掌握四会单词，词组和句型
能力目标1）学会7种服饰与鞋子名称
2）学习谈论服装的简单用语
3）通过学习有关服装的用语，了解并预热本单元中心话题
情感目标通过小组间的有效活动激发学生学习英语的兴趣
学习重点1）学会7种服饰与鞋子名称
2）学习谈论服装的简单用语
学习难点 通过学习有关服装的用语，了解并预热本单元中心话题
前自学
一、朗读Eddie和Hobo的对话，了解他们谈论的话题。
1. What does Eddie want to spend 10 more mintutes doing?
2. What are Eddie’s favourite activities?
3. What does Hobo think of Eddie?
二、听录音，不看书复述他们的对话。
三、背诵对话。
四、背默单词，翻译下列短语。
1、再花十分钟_________________________________
2、一双白靴子______________________________
3、帮助贫困地区的儿童___________________________
4、 如此懒惰 ___________________
5、一场时装秀 _____ _____________
五、预习Welcome to the Unit Part A，把自己以前学过的关于衣服鞋帽的词汇列举出 e.g: coat, socks, hat---
六、设想一下你参加不同的活动或出席不同的场合，你将穿什么衣服。
堂交流展示
一、听录音，回答Comic strips问题。
1. What does Eddie want to spend 10 more mintutes doing?
2. What are Eddie’s favourite activities?
3. What does Hobo think of Eddie?
二、朗读对话，并且小组内分工合作表演对话。
三、朗读Welcome to the unit A 部分单词，鼓励学生列举出更多有关衣服、鞋帽名称的词汇。
四、收集重点词组，学生口头或上黑板展示前自学四的短语。
what to wear wear clothes 10 more minutes so lazy ---
五、结合B 部分内容，谈论自己的穿着，展示预习检测六。
e.g: A: What are you going to wear for Tom’s party? B. I’d like to wear my new dress.
六、家庭作业。
1．备默单词和短语
2．完成预习作业
堂达标检测
一、将下列词组译成英语
1. 一条黑色的裤子 ______________________________
2. 再花十分钟呆在床上 _______________________________
3. 这么懒 _______________________________
4. 一双白色的长筒靴 _______________________________
5. 一条黄色的短裙 _______________________________
6. 一粉红色的（女）衬衫________________________________
二、根据首字母或汉语提示完成句子
1. Eddie always gets up late. He is too l____________.
2. We give a f____________ show every year.
3.The woman in a red d_____________ is my aunt.
4. Sandy’s father is wearing a new___(衬衫).
5. Both the____ (裤子) and the shoes are old.
三、用所给单词的适当形式填空
1. I don’t knohat ____(wear).
2. I can spend ten more___ (minute) in bed.
3. illie______(give) an interesting talk on “The life of a Trainer” tomorro
4. I have two____(pair) of new boots.
5. I don’t like the white sweater. The __________(colour) one fits me well.
6. I usually eat vegetables, so I look strong. Do you often eat __________(health) food?
7. She has no time _____________(talk) to you. She is having a meeting.
8. The boy _________(call) Jack is wearing a red shirt today.
9. I think he was born in the ________(1970).
四、根据汉语提示完成句子
1. 我不知道今天去哪儿。
I __________ ___________ ____________ ___________ _________ today.
2. 每天我可以在床上睡九个小时。
I can __________ nine hours ___________ ___________ every day.
3. A: 你要什么？ B: 我要一双黑色的皮鞋。
A: 你要几码的？ B: 八码。
A: Can I _________ _________?
B: I’d like __________ __________ ________ __________ __________.
A: __________ __________ are your __________?
B: I’m a __________ __________.
题7A Unit6 Fashion Reading（1）
学习目标知识目标a. 熟记词汇和短语
b. 掌握重点句型
能力目标a. 理解大意并能进行综合性的回答。
b. 通过阅读，理解内容，玩成相关练习。
c. 学会并能运用描述服装搭配的用语。
情感目标热爱穿着，热爱生活。
学习重点1. 整体理解。
2. 根据上下推理判断，培养逻辑思维和比较分析能力。
学习难点 学会并能运用描述服装搭配的用语。
前自学
一、通读，了解主要内容。尝试着判断下面的几句话是否正确( T or F)
1. The Class 1, Grade7 students have a fashion show every week.___________
2. Sandy comes after Simon. _______________
3. Simon wears clothes from the 1980s. ________________
4. Amy wears a red blouse and a pair of blue jeans. _______________
5. Young people like to wear jeans and trainers. ________________
二、找出中的生词并认读。
三、词组翻译。
1. 时装展览____________________2. 看上去很漂亮___________________
3. 穿一紫色的裙子_________________4. 募捐钱_____________________
5. 希望工程______________________6. 不同的时代____________________
7. 在20世纪_____________________8. 一双__________________________
9. 棉帽子________________________10. 丝绸领带_____________________
堂交流展示
一、学生认读新词，老师纠正发音。
二、快速浏览，完成预习一的判断题。
三、小组合作，回答下列问题。
1. A re the clothes all from the 1980s?
2. What time are Simon’s clothes from?
3. Who is wearing a yellow and red tie?
4. Is Amy’s blouse cotton or silk?
5. Is Sandy wearing her hair in a modern style?
6. What do young people all like to wear?
四、完成前预习三的内容，朗读这些短语。
五、拓展展示。
根据填空
A Fashion Show
SimonLook colourful, white trousers, purple shirt,
yellow and red tie
Amy……
Sandy……
Daniel……
六、完成B2、B3。
堂达标检测
一、根据，完成下列句子
1. We _________ _________ raise money _________ Project Hope.
2. Some students ___________ clothes __________ the 1960s.
3. Young people like ______________ trainers.
4. Her hair __________ was _______________ in the 1990s.
5. Amy _________ cool! She is wearing a yellow cotton _________ and a pair of __________ __________.
6. illie is going to talk about ____________ ___________ for poor students.
7. What do you __________ _________ our show?
二、根据所给中或首字母提示完成单词
1. Does Simon like the____(颜色)of these ties?
2. Usually we call sports shoes ___ (运动鞋).
3. Sandy usually goes to ___ (衣服) shops with her mother.
4. Shanghai is a m __ city. We can see tall buildings everywhere.
5. In China, there are many f shows every year .
6. I like my s __ blouse very much. It’s cool in summer .
7. We r __ money to help the children in poor areas.
8. I think trainers are very c________________.
9. She is wearing long red l____________ boots.
10. How b_____________ Sandy is!
11. We h__________ you enjoy it.
三、选用下面的词组或短语的正确形式填空
look smart and modern; have fun; give a fashion show; wear clothes from the 1980s;
from different times
1. Every one of us _________ in Disneyland last Sunday.
2. Look at that man! He’s _______________. How funny he is!
3. These books are __________. We can read many old stories in them.
4. Last night Class One students ___________ at the New Year’s party.
5. How beautiful your cap and your T-shirt are! You _____________ today!
七年级英语It’s raining教案
七年级英语It’s raining教案
It’s raining
Teaching aims:
Students learn to talk about the weather and talk about what people are doing.
New language:
How’s the weather? It’s raining.
What are you doing?I’m watching TV.
What’s he doing?He’s playing basketball.
What’s she doing?She’s cooking.
What are they doing?They’re studying.
Teaching aids:
Computer, pictures, cards, tape, radio, blackboard , etc.
Teaching procedures:
Step I. Listening to the beautiful music and greetings
Step II. Student’s report
Says something about himself and asks some daily questions to the whole class.
Step III. Presentation (weather)
I. Show the target sentences of this class.
iI. Let the students see some pictures about all kinds of weather with sounds. Have them say together how is the weather.
iiI. Working on Section A activity 1a. First show the pictures and ask the students to match the words with the pictures. Then ask them weather questions during the checking to their answers.
iv.Working on activity 1b. Listening to the tape carefully and write city names in the boxes in students’ books. Then ask the questions about the weather in these cities.
Step IV.Pair work
Give them a map of China with all kinds of weather marks. Ask students to work in pairs. The teacher moves around the room to help students if they needed. Ask some pairs to show their dialogues. Give stars for encouragement.
Step V.Presentation ( What are you doing?)
I. Show some pictures and ask “ what are they doing? ”
iI. Play a game ( get stars for groups). Tell what they are doing there in the picture. Put up their hands as quickly as they can.
iiI. Play a game. Choose the letter as you like . A letter points to a question.Student who can answer then can get a star for his group.
Step VI. Exercises (listening and speaking).
Step VII. Pair work
What’s he doing there?
He’s playing the guitar.
Step VIII. Look at4 movies then answer questions and play the games.
Step IX. Listening and writing exercises.
Step X. Guessing game
Guess what these people are doing now.
Step XI. Homework
Unit 12 Don’t eat in class.
Unit 12 Don’t eat in class.
Language goal
In this unit students learn to talk about rules.
New language
Can we eat in school?
We can eat in the cafeteria, but we can't eat in the classrooms.
Can students wear hats in school?
Yes, they can./ No, they can't.
Section A
Additional materials to bring to class:
a candy bar, a small radio
Place a candy bar and a small radio on a table and ask and answer questions about each one. As you give yes answers, nod your head yes. As you give no answers, shake your head no. Say, holding up a candy bar, Can we eat in class? No, we can't. Can we eat in the cafeteria? Yes, we can. Repeat. Yes, we can. Say, holding up a radio, Can we listen to music in class? No, we can't. Repeat. Can we listen to music at a friend's house? Yes, we can. Repeat. Yes,we can.
If you wish, you can bring in other items and practice more questions and answers. For example, you can hold up items and ask: Can we use a calculator in math class?Can we use a dictionary in English class? Can we wear shoes in gym class?
la This activity introduces the key vocabulary.
Focus attention on the five rules written under "School Rules". Read the list to the class. Then read the list again, using simple explanations or acting out some rules to make clear the meaning of each one. For example,point to your watch: Class starts at 9:00. Don't arrive late for class. 9:05 is late. 9:10 is late. If you come to class at 9:10, you are breaking the rules. 9:00 is not late. Don't
arrive late for class. Repeat. Don't arrive late for class.
Point out the students in the picture and the boxes next to them. Say, Each of these students is breaking one of these rules. Write the number of the rule each student is breaking in the box next to him or her. Point out the sample answer.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the five rules in activity la. Ask a different tudent to read each rule to the class.
Point to the picture. Ask different students to say the ules that the students are breaking in the picture.
Say, This conversation tells about three students. The students are breaking rules. Point out the direction line and the space after each name. Say, Write the number of the rule next to the name of the student who is breaking that rule.
Play the recording the first time. Students only listen.
Play the recording a second time. As they listen to the recording this time, students fill in the number of the rule after each name.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Point out the example conversation. Ask two students to read the dialogue to the class.
Say, Noork with a partner. Student A is from another country. He or she doesn't know the rules of this school. Student B tells him or her the rules from activity la.
As the pairs talk, move around the room monitoring their work. Offer language or pronunciation support as needed.
Ask several pairs to present one or more of their conversations to the class.
Say, Now let's talk about the rules of our school.Student B is from another country. Student A tells him or her about the rules of our school.
Again, move around the room monitoring progress and offering help as needed.
2a This activity gives students practice in understanding the target language in spoken conversation.
Point to the picture in activity 2a. Ask students to tell what they are doing. (They're talking.)
Say, Listen to their conversation. They're talking about school rules.
Play the recording the first time. Students only listen.
Say, Now listen again. This time, put a checkmark next to the activities they're talking about. Point out the sample answer.
Play the recording a second time. Students put checkmarks next to the activities they hear.
Correct the answers.
2b This activity provides further listening practice using the target language
Point out the list of can and can't in the chart in activity 2a.
Say, Now listen to the recording again. This time,circle can or can't to shohich things Alex and Christina can and can't do at their school. Point out the sample answer for number 1.
Play the recording and have students circle the answers.
Correct the answers.
2c This activity provides guided oral practice using the
target language.
Point out the sample conversation and have a pairo students read it to the class.
Say, Noork with a partner. Student A is Alex am student B is Christina. Alex tells Christina about the rules at your school Change roles so that both of you practice both parts.
As students work in pairs, move around the room monitoring progress and offering assistance, if needed.
Ask some pairs to present their conversations to tha class.
3a This activity introduces more key vocabulary.
Call attention to the three pictures. Read the sentences in the speech bubbles, saying blank each time you come to a blank line.
Then point to the three words. Say the words and ask students to repeat each one.
After that, ask students to fill in the blank in each picture with one of the words from the box. As students work, move around the room answering questions as needed.
Check the answers.
3b This activity provides oral practice using the target
language.
Point out the conversation in the speech bubbles and ask two students to read it to the class. Ask students to explain what have to means. (It means something is necessary. It must be done. You have no choice about it.)
Ask several pairs of students to read the conversation to the class.
Say, Now please change some of the words and make your own conversations. Ask and answer questions about the rules of this school. Give true answers.
Ask pairs of students to make up their own conversations. ove around the room offering language support as needed.
Ask some pairs to present their conversations to the class.
4 This game provides oral practice using the target language.
Say, You will write down six rules. What rules can you think of? Remember to use can and have to.Write some responses on the board.
Then say. Work on your own. Write a list of six rules. You can use the ones on the board or other ones we have talked about.
When students have finished writing their lists, have them put their papers in a bag. Without looking, they take another paper from the bag.
Say, Now go around the room. Ask if people can do the things on your list. Find the person who has the list of rules that you wrote. Allow ten minutes for students to find who have their lists.
Ask some students to read their lists to the class.Answer any questions other students have about the lists.You may wish to write some new items on the board so students can learn neords.
Alternatively, if you would prefer not to have your students more around the room, you can ask them to do this activity in groups of four.
Section B
New language
more action words: arrive, bang out, go out, clean,be home
1 This activity introduces more key vocabulary.
Focus attention on the four pictures. Ask students to ell what they see in each picture, using whatever words hey can. If necessary, supply the words or sentences and sk the class to repeat. Say a sentence or two about each icture. What's he doing? He's doing homework.Repeat. He's doing homework. The class repeats.
Point out the list of rules. Say each rule and ask students to repeat. .
Then ask students to match each rule with one of the pictures. Say, Write the letter of each picture on the blank line in front of one of the rules. Point out the sample answer.
Check the answers.
2b This activity provides listening and writing practice using the target language.
Say, This time, please put a checkmark under Emily or Dave after each rule that Dave has at his house 'and each rule that Emily has at her house. Point out ,the sample answer.
Play the tape again and have students make check- J marks. You may wish to play the tape more than once at this point.
Correct the answers.
2a This activity provides listening and reading practice using the target language.
Say, Now listen to a conversation between Dave and Emily. Listen carefully to their questions and answers.
Play the tape. Students only listen.
Say, Now number the rules in the order Dave and Emily talk about them. The first rule Emily talks about is Don't go out on school nights. The number 1 is in the blank in front of that rule to show that it is the first rule that Dave and Emily talk about
Play the tape again. This time students write in the numbers 1-4 as Dave and Emily talk about each rule.
Check the answers.
2c This activity provides guided listening and speaking practice using the target language.
Say, Now talk about the rules in your house. What ,can and can't you do? What do you have to do? Word with a partner.
As students talk, move around the room, monitoring conversations and offering language support as needed.
Have some pairs of students present their conversations to the class.
3a This activity provides reading practice using the target language.
Call attention to the letter and point out the opening, Dear Dr no Explain that this is a letter to a newspaper writer. Zhao Pei is writing to get some advice.
Read the letter to the class or ask a student to do this.Answer any questions students may have.
Ask students to work alone. Have students read the letter and write the numbers 1 through 8 in front of the senF fences that talk about rules.
Then ask students to write the rules on the blank Hnes next to the letter.
Correct the answers.
3b This activity provides guided writing practice using the target language.
Call students' attention to the pictures. Ask different .students to explain what the pictures mean.
Point out the sample answer. Say, Now you have to write rules to match the rest of the pictures.
Students do the activity individually. As they work,move around the classroom monitoring progress and offer help as necessary.
Check the answers.
3c This activity provides personalized writing practice using the target language.
Say, Norite a letter to Dr no Tell Dr now about the rules in your house. Remind students that they talked about these rules in activity 2c.
Ask several students to read their letters to the class.
4 This activity provides listening, speaking, reading and writing practice using the target language.
Ask students to make a list of the rules in their houses.Have the students use Zhao Pel's list of rules as a model.
Have some students read their lists to the class.ake language corrections as needed.
Point out the sample question and answer in the speech bubbles. Ask two students to read it to the class.
Ask students to move around the room and ask each other questions. Their job is to find other students who have the same rules.
When student A finds another student with the same rule, student A writes the other student's name next to that rule on his or her list.
You may wish to do a quick check to see which rules are most common.
Alternative: If you would prefer not to have your students move around the room, you can ask them to do this activity in groups of four. They survey the other members of their group to find who has the same rules as they do.
Whose clothes are these教案
Lesson 53（探究式教案）
[教材分析]
一.教学内容分析
本单元的核心教学项目是寻找物主,与该项目相结合的内容是衣着.本单元是功能,话题和语法项目的典型结合.教师应当抓住着一结合的有利条件开展教学活动.本课既是复习课,又是新课,通过复习颜色,家庭成员,引出本课的新单词,也是本单元的重点单词.
二.教学重点
1.衣着类单词的单复数形式和用法.
2.常用词汇和短语:
三.教学难点
1.创设情景,让学生在活动中感知新的语言材料,变枯燥的单词教学为生动的语言学习.
2.任务设计新颖且贴近学生的认知水平和生活经验.
[教学目标]
一.知识技能:
1.复习巩固颜色及其相关句型.
2.学习和掌握衣帽类单词的拼写与读音.
二.情感态度:
1.激发学生的学习热情,培养他们的观察能力.
2.用不同的服装及色彩感染学生情趣，培养审美能力。
3.在小组活动中积极与他人合作，互相帮助，共同完成学习任务。
三．学习策略：
1．认真做好预习工作，勤于思考，相互学习，取长补短。
2．发挥想象力，认真参与设计工作，提高用英语解决问题的能力。
3．引导学生在学习过程中进行自我评价，并根据需要不断调整自己的学习目标和策略。
四．文化意识：
初步了解世界文化，了解不同国家人们着装的异同，促进学生对世界文化和生活的热爱。
[教学准备]
1.多媒体或图片.
2.配套录音.
[学情分析]
1．通过前一个单元的学习，已掌握如何描述事物的颜色，为本课的学习提供了方便。
2．随着人们生活水平的提高，服装已是人们生活中谈论较多的一部分。学生对这一主题会比较感兴趣。
[教学原则]
1．应用任务型教学途径，培养学生用英语解决实际问题的能力。
2．设计探究式的学习活动，促进学生实践能力和创新能力的发展。
3．利用多媒体教学手段，提高课堂效率和效果。
[评价方式]
评价是教学活动的有机组成部分。通过评价使学生学会分析自己的成绩和不足，明确努力方向。良好的评价体系能使学生在英语学习过程中不断体验进步和成功，认识自我，建立自信，调整学习策略，促进学生英语综合运用能力的全面发展。本课反为两中评价方式：形成性评价和终结性评价。
一．形成性评价：
对学生的学习态度、课堂表现、学习策略进行自评与互评。本课以建立学习档案的形式进行评价。以文件夹的形式保存每个学生具有代表性的作品、学生的当日评价表、教师的评语和学生的自我小结。
二、终结性评价：
本单元是复习单元，结束后采用单元测试形式，通过口试和笔试的形式考查学生语言知识和综合应用能力。
[教学步骤]
Lesson 53
一、中心任务：
给不同的人物进行着装设计。
二、课前任务：
小组思考并讨论生活中所见的不同服装，查出各类服装的英文名称，并自己做一些手工小纸衣。
三、课中任务：
1．Warming up.(讨论、交流课前准备的学习信息，共同学习各小组提供的服装名称。以小组汇报的形式学习有关单词。)
2．Show some paper clothes made by the Ss before class.Ask and answer between teacher and Ss like this:
T:What’s this in English?
Ss:It’s a…
T:What colour is it?
Ss:It’s…
T:Is this your…?
Ss:No,I think it’s…(借此达到巩固单词的效果)
3.Show a picture of the Green family and introduce their family members.Show Mrs Green’s clothes line with different clothes on it and let the Ss guess: Whose clothes are they?what colour are they?
4.Show colour page 1:
Find the Smith family, the King family and the Read family.Encourage Ss to practice in pairs,using the following sentences:
Who’s that?
What colour is his dress?
What colour is her trousers?
5.Play a guessing game .One student describes a student by talking about his/her clothes(names and colours of the clothes he/she wears),and get the others to guess who he/she is.Then do it in fours.
6.Task
学生四人一组给不同的任务进行着装设计，编成小画册。
要求：
1．同学们自由选择人物，可以是身边的同学，也可以是其他人物。
2．人物衣着漂亮得体，符合年龄、身份。
3．学生提供设计后的图片以及文字说明。如：
图（略）
Name:
Sex:
Job:
Age:
Clothes and colours:
4．完成后各组派代表对本组的画册进行介绍说明。并在墙上张贴图片，课后进行小组评比。
[教学评价]
本课主题教贴近学生生活，所以活动设计容易让学生进入状态，也能激发他们的兴趣。
评价内容学生自评
（5，4，3，2分）小组同学间互评
（5，4，3，2分）
课前准备工作
课堂的参与热情
与他人的合作精神
语言流畅程度
语音标准，举止得体
颜色和衣帽类单词的掌握程度