Unit 6 Do you like bananas?
1.教学重点:
(1)学习并积累一些表示食物的词汇。
(2)正确使用表示食物名称的可数名词和不可数名词。
(3)动词like的一般现在时的各种句式及一般疑问句的肯定、否定回答。
2.教学难点:
(1)行为动词like的一般现在时的用法;
(2)使用do和does引导的一般疑问句的构成和使用。
从学生们的日常饮食入手,选取最贴近生活的素材,让学生流利地说出自己和他人喜欢什么,不喜欢什么。能够较为熟练地掌握like的用法,了解健康的饮食习惯。
教学突破:运用调查问卷的方式,让学生们调查自己的同学或父母,增强他们的合作能力。创设语境,突出听力和口语表达,通过自制表格增强他们的动手能力。为学生呈现写作框架,以此来帮助他们提高写作能力,突破写作的瓶颈。听力练习可适当加强,可以增加听力的时间。
注重方法与价值观的培养:本单元中主要是引导学生们养成良好的饮食习惯,树立健康的饮食观念。教师可以出示一张健康生活者的图片和一张不健康生活者的图片,让学生们进行比较,从而改善自己的饮食习惯。
第一课时:Section A 1a-1c 第二课时:Section A 2a-3c 第三课时:Section B 1a-2c 第四课时:Section B
3a-Self Check
欧美饮食习惯
相对于注重口味的中国饮食,西方饮食观念更为理性。西方人喜欢小而精。对于烹饪食物,营养性和美味性就是他们的出发点。他们全力开发和研究食物在不同状态下的营养差异。而在中国的饮食文化中,对于“口味”的追求往往大于对“营养”的追求,从餐桌上各式各样的菜色中就不难看出。这种价值观念的差别形成了中餐注重饭菜色、香、味的特点,而西方人则自始至终坚持从营养角度出发,轻视饭菜的其他功能。
在西方,人们有早餐breakfast,午餐lunch,晚餐或正餐dinner,宵夜点心或睡觉之前吃的简便晚餐supper 。早餐和午餐比较简单,时间也不长。正餐较正式,尤其是农村的正餐最丰盛,因为西方人的时间观念比较强,而且工作地点离住的地方比较远,因此晚上才是一家人真正相聚的时候,大家都非常珍惜,有时一顿正餐吃几个小时都不稀奇,正餐后还会有甜点dessert 。在有些国家,如澳大利亚,有上午茶morning tea,吃些甜点、快餐、咖啡、茶等,时间大概在十点左右。而在英美,有下午茶,大概在14:00
左右,吃的东西差不多。西方人的上午茶或下午茶都是非常重要的,对于他们来说一般是雷打不动的。
因为工作地点离住的地方比较远,而且中午一般休息的时间很短(一般是半个小时),因此西方人一般都会在离办公室比较近的餐馆吃午餐。即使到餐馆就餐也要讲究礼仪:如果与别人同桌,须征得先到客人的同意后方可入座,否则会被视为粗鲁。在美国的餐馆,若用餐巾擦拭刀叉、盘子,服务员会马上换一套餐具,在服务员看来,顾客擦拭餐具是认为餐具不干净。
第一课时 Section A 1a —2c
1.记忆单词:banana, hamburger, tomato, ice-cream, salad, strawberry, pear, milk, bread。
2.掌握和运用询问你喜欢某物的交际用语以及简略回答:
—Do you like…?
—Yes, I do./No, I don’t.
3.通过听力训练,以两人一组合作角色扮演的方式,在情景交际中练习语言点,提高英语听说能力。
4.能根据对话编出新的对话。
1.学会运用like的一般疑问句及简略回答:
—Do you like…?
—Yes, I do./No, I don’t.
2.能运用I like….句型谈论自己的真实情况。
1.含有like的一般疑问句句型及简略回答。
2.部分食物名称的记忆。
3.能根据所学内容自己编对话。
本课是上一个单元的延伸,首先出示一些食物,问学生们喜欢什么食物,自然引出like,
然后讲解like的各种句式,水到渠成,让学生们不感到唐突。教师通过展示食物或图片帮助学生巩固,为听力打下基础,轻松过渡到听力环节。然后让学生根据听力内容编排自己的对话,使学生的口语能力得到提升。接下来与同桌交流自己的情况,说说自己喜欢什么食物,不喜欢什么食物,促进学生之间的友情。整节课都围绕着听力和口语进行,使每一位学生都能得到充分的锻炼。
设计教学PPT,录音机,多媒体,相应的插图,卡片。
StepⅠ.Lead in
Leading in 【情景1】
Warming up by reviewing the words:
T:Good morning/afternoon, boys and girls.
Ss:Good morning, Mr./Ms.××.
Ask some Ss questions:
T:Do you have volleyball?
S1:Yes, I do.
T:Do you like volleyball?
S2:Yes, I do.
T:We have learned about sports equipment.Now let’s have a revision about sports equipment.
S3:Basketball, soccer ball, tennis ball, baseball …
T:After playing sports, we usually may be very hungry.This class we’ll first have a free talk about food.Every day we have to eat food and we can find a lot of food around us, for example, in the fridge, the supermar ket, the KFC and McDonald’s, etc.What food do you like to eat?(Show some pictures of the food.) Do you like them?
[设计意图]本单元是上一个单元的延伸,所以导入时可以先从上一个单元Do you have…入手,使学生感到不突兀,还可以起到复习的作用,然后在此基础上提出问题What food do you like to eat after sports?自然过渡到本单元like的教学内容。
Leading in 【情景2】
T:(Greet the class.) Hello, everyone! Good morning/afternoon!
Ss:Good morning/afternoon,Mr./Ms.××.
Show some objects and ask like this:
T:What’s this?
Ss:It’s a basketball.
T:Do you have a basketball?
S:Yes, I do./No, I don’t.
T:Do you like it?
Ss:Yes, I do./No, I don’t.
Then teacher takes out an apple.And says, “I have an apple.” And the teacher tastes the apple, showing the emotions and says, “I like apples.Do you like apples?”Help students to answer, “Yes, I do./No, I don’t.”
[设计意图]通过先复习上单元的知识,然后老师拿出实物苹果,很享受地咬上一口,说出I like apples.。学生们很少见到老师在课堂上吃苹果,印象尤其深刻,因此对于本节课也会显得格外感兴趣,自然过渡到新知识的教学。
StepⅡ.Match work(1a-1b)
1.T:Boys and girls,I can see that you know many English names of food on the cards.Do you know some of the food with letters in the picture on Page 31? Can you tell the English names for them?
S:Yes, e is orange; b is banana; j is pear.
T:Very good! Then do you know some of the food with the numbers on the left? Can you find them out in the picture? First, I’d like you to practice readi ng the words on the left, talk with your partner about the picture and then tell me what you see in it.
After three minutes.Hold up the picture and point to the food in the picture on Page 31.Ask students to say the things.
2.Then ask students to match the words and pictures.
T:We can see hamburgers in the picture with the letter d.So what about tomatoes?
S:g.
T:Good.Please write “g” on the line next to the word “tomatoes”, clear?
3.Ask the students to finish the activity and then read the conversations in the picture and then ask students to read and listen to the conversations, and then number them in order.Point out the boxes where the students will write a number for the conversations they hear and play the recording.Then check the answers and finally ask the students to repeat after the recording.
T:In the picture, we can see many people.They are talking about their likes and dislikes about food.Now please work in pairs and read the conversations.Then listen to the three short conversations and finish activity 1b.
【Keys】 2, 1, 3
[设计意图]运用课本插图,由于在听之前就先读了课文图中的对话,所以学生们听起来还是很轻松的。
Step Ⅲ.Pair work (1c)
1.Listen and repeat the conversations in 1b.
2.Then ask the students to practice the conversations above in pairs and then make their own conversations using the target language.
T:We know in the listening material A and B talk about some food like bananas, salad and oranges.Now, can you think of the names of some other food and practice talking about them in pairs?
Move around the classroom to help the students and then ask two pairs of students to say the conversation in class.
Sample dialogue:
S1:Do you like pears?
S2:Yes, I do./No, I don’t.
[设计意图]让学生根据1b的模板编造新的对话,尽可能多地运用其他的食物名词进行替换。扩展了学生的知识面,起到举一反三的作用。
3.Practice
T:Now, I show you the things or the picture of things, please ask and answer in two halves, boys and girls.When I nod my head, say “yes”, when I move my head from side to side, say “no”.Now boys ask.
Boys:Do you like salad? (Node.)
Girls:Yes, I do.
Boys:Do you like milk? (Shake head.)
Girls:No,I don’t.
Step Ⅳ Exercise
Ⅰ.翻译单词
1.汉堡
2.西红柿
3.沙拉
4.草莓
5.梨
6.牛奶
7.面包
8.冰激凌
Ⅱ.根据句意填空
1. A: you like salad?
B:No, I ./Yes, I .
2. I (喜欢) hamburgers.
3. (你喜欢) hamburgers?
4.I (不) like strawberries.
【Keys】Ⅰ.1.hamburger 2.tomato 3.salad 4.strawberry 5.pear https://www.doczj.com/doc/2518950191.html,k 7.bread 8.ice-cream
Ⅱ.1.Do, don’t, do 2.like 3.Do you like 4.don’t
[设计意图]以学评教、强化落实。当堂检测主要是由本节内容组成的形成性评价。Step Ⅴ.Homework
1.Practice dialogues with your group members after class.
2.Copy and learn the new words.
[设计意图]口头练习和单词记忆相结合,同时注重语言知识的操练。
banana(s), strawberry(ies) Do you like bananas?
hamburger(s), pear(s) Yes, I do./No, I don’t.
tomato(es)
ice-cream, milk, bread
salad
【基础训练】
Ⅰ.单词匹配
1.banana A.西红柿
2.hamburger B.沙拉
3.tomato C.草莓
4.ice-cream D.香蕉
5.salad E.汉堡包
6.strawberry F.面包
7.pear G.牛奶
https://www.doczj.com/doc/2518950191.html,k H.冰激凌
9.bread I.梨
10.food J.苹果
11.vegetable K.水果
12.fruit L.食物
13.apple M.蔬菜
Ⅱ.翻译短语
14.have strawberries
15.think about the food
16.how about
17.next week
18.my birthday dinner
【综合运用】
Ⅰ.单项填空
1. his parents apples?
A.Do,like
B.Does,like
C.Do,likes
D.Does,likes
2. My friend like hamburgers.
A.don’t
B.doesn’t
C.does
D.isn’t
3. Let’s salad.
A.have
B.has
C.eats
D.doesn’t eat
4.Does he like for dinner?
A.salad
B.banana
C.chickens
https://www.doczj.com/doc/2518950191.html,ks
5. are my favorite(最喜爱的).
A.Tomato
B.Tomatoes
C.Tomatos
D.Strawberry
Ⅱ.按要求完成句子
6.I like salad.(改为一般疑问句)
you salad?
7.My cousin likes chicken.(改为否定句)
My cousin chicken.
8.My little brother has two eggs every day.(对画线部分提问)
your little brother every day?
9.Do your friends often have milk(牛奶)? (作否定回答)
, .
10.He likes tomatoes and bananas.(改为否定句)
He tomatoes or bananas.
Ⅲ.补全对话
A: Hey, next Sunday(星期日) is my friend John’s birthday.11
B:Sure.How about some hamburgers, fruit, vegetables and salad?
C: 12 John likes burgers.
A:Oh, I don’t like salad.
B: 13 And it’s his birthday.
C:Yes, you’re right.14
A:I think John likes strawberries and oranges.
B&C:OK. 15
Ⅳ.根据汉语意思完成句子
16.我喜欢汉堡包和草莓。
I like and .
17.他喜欢水果吗?是的,他喜欢。
he fruit? Yes, he .
18.咱们吃香蕉吧。
Let’s.
19.约翰不喜欢吃西红柿。他喜欢梨。
John tomatoes.He pears.
20.你说得对。
.
【参考答案】
【基础训练】
Ⅰ.1.D 2.E 3.A 4.H 5.B 6.C 7.I 8.G 9.F 10.L 11.M 12.K 13.J
Ⅱ.14.吃草莓15.考虑食物16.……怎么样17.下周18.我的生日宴会
【综合运用】
Ⅰ.1.A 2.B 3.A 4.A 5.B
Ⅱ.6.Do, like 7.doesn’t like8.How many eggs does, have 9.No, they don’t 10.doesn’t like
Ⅲ.11.D 12.A 13.F 14.B 15.C
Ⅳ.16.hamburgers, strawberries 17.Does, like, does 18.have bananas 19.doesn’t like, likes
20.You’re right
第二课时Section A 2a—3c
1.记忆单词:birthday, dinner, week, food, sure, burger, vegetable, fruit, right, apple, then, egg, carrot, rice, chicken, so;短语:birthday dinner, think about, how about, I think。
2.掌握和运用like的肯定句、否定句、疑问句以及如何简略回答:
—Do you/they like…?
—Yes, I/they do./No, I/they don’t.
—Does she/he like…?
—Yes, she/he does./No, she/he doesn’t.
—I/We/He like/likes…I/We/He don’t/doesn’t like…
3.掌握部分可数名词、不可数名词和既可以作可数又可作不可数的名词。
4.通过听力训练、分角色扮演等方式提高学生对like的灵活运用。
1.分角色扮演2d的内容,让学生自由发挥,尽可能多地运用所学的内容进行对话活动。
2.学习like的肯定句、否定句、疑问句以及如何简略回答。
3.能运用含有like的语句调查同学喜欢什么和不喜欢什么。
1.教学重点:
(1)总结动词like一般现在时的肯定句式、否定句式及一般疑问句的肯定、否定回答。
(2)理解英语可数名词与不可数名词的概念,并对所学过的部分词汇按此分类进行归纳总结。
2.教学难点:
理解英语可数名词与不可数名词的概念,并对所学过的部分词汇按此分类进行归纳总结。
本课时的教学内容是人教版七年级英语第六单元的第二课时,重点在于引导学生总结动词like一般现在时的肯定句式、否定句式及一般疑问句的肯定、否定回答。首先让学生进行分角色表演,熟悉对话内容。然后重点总结like的各种句式,让学生们在比较中找出规律。通过可数名词和不可数名词的变化,让学生明白汉语和英语的不同。最后把课堂交给学生,让学生结合表格调查同学喜欢什么,不喜欢什么,让学生成为课堂的主人。
设计教学PPT,录音机,多媒体。
StepⅠ.Lead in
Leading in 【情景1】
Warming up by reviewing the new words and conversations in 1b:
T:(Show some pictures of food on the screen.) Do you like…?
Ss:Yes, I do./No, I don’t.
[设计意图]通过复习已学过的对话,用结对对话的方式复习单词。
Leading in 【情景2】
Ask them to spell some new words and make a dialogue about their likes and dislikes.
T:(Show pictures and ask.) What’s this? What are these in English?
S:Hamburgers.
T:Well, can you spell the word for us?
S:H-A-M-B-U-R-G-E-R-S.
T:Good.Do you like French fries?
S:No, I don’t.But I like ice-cream very much.
T:Thank you.Next, I’d like some pairs to practice your conversations in front of the class, any volunteers? I’ll give the best pair a prize as a reward.
Sample conversation 1:
S1:Do you like strawberries?
S2:Yes, I do.
Sample conversation 2:
S1:Do you like bananas?
S2:No, I don’t.But I like tomatoes.
[设计意图]首先复习上节课的知识,运用发奖品的办法鼓励学生们积极发言,活跃课堂气氛。
Step Ⅱ.Listening (2a-2b)
1.Before listening
Ask the students to read the words in the box and talk about the pictures like this:
S1:I like hamburgers, bananas and pears.
S2:I like oranges and ice-cream.But I don’t like salad.
T:Read aloud the words in the box.
2.While listening
Listen to the recording and finish activities 2a and 2b.
T:Now we’ll listen to three conve rsations.In the conversations, a boy and a girl are talking about their likes and dislikes about food.For the first time, please don’t look at your book.Just listen carefully.Then circle the food words.
Play the tape for the second time.Ask the students to listen to the recording again and try to finish the sentences in the picture.
T:We can see some pictures and some sentences in 2b.In the first picture we can see some hamburgers.Do you know the food in Picture 2 and 3?
Get the students to talk about the last two pictures and choose the names for the food from 2a.Then ask them to listen to the tape again and try to finish the sentences in the pictures.
Play the recording again, check the answers.
3.Post-listening activities
Ask students to listen again and repeat after the recording.
T:Now I will ask you some questions about the picture.(Show the PPT on the screen.)Does the boy like hamburgers?Does the boy like tomatoes?Does the boy like ice-cream?Does the girl like hamburgers?Does the girl like tomatoes?Does the girl like ice-cream?
Help students to answer them like this:
Yes, he/she does./No, he/she doesn’t.
Then the teacher writes “A:Does he/she like…?
B:Yes, he/she does.No, he/she doesn’t.” on the blackboard.
【Keys】 hamburgers, tomatoes, tomatoes, ice-cream, ice-cream
[设计意图]本次听力训练是上一个听力训练的扩展,增加了like的肯定句和否定句,难度有所加大,先通过观察书中的插图,谈论图片后选择食物单词填空,在听完之后的活动中,教师通过PPT向学生展示第三人称中like的句子,达到扩展的目的,也为下一节课做一个很好的铺垫。
StepⅢ Pair work (2c)
Ask students to work in pairs to practice the above conversations and give answers that are true to themselves.
T:I know every one of you has some food you like and don’t like.Now I’d like you to write down the names of food you like and don’t like.(Show the PPT.) Sample list:
Like Don’t like
fish beans
carrots rice
apples bananas
……
Sample dialogue 1:
S1:I like tomatoes.Do you like tomatoes?
S2:Yes, I do./No, I don’t.
Sample dialogue 2:
S1:Let’s have salad.
S2:Oh, no.
S1:No?
S2:I don’t like salad.I like ice-cream.
…
Then ask some pairs of students to act out their conversations for the class.
[设计意图]先通过让学生写下自己喜欢和不喜欢的食物,然后让学生模仿对话,学生也很乐意说出自己喜欢和不喜欢的食物,易于接受。运用和巩固今天所学内容。
Step Ⅳ Role play
1.Before reading
T:I know a boy.His name’s John.John’s birthday is next week.So his friends are preparing for his birthday dinner.But they don’t want John to know it.What are they going to do? Let’s listen to the conversation.
T:Please read the conversation in silence.And try to answer the question:What do they want to eat? Ask students to answer it.(Strawberries and apples.)
2.While reading
T:Very good.Now let’s read the conversation more slowly.And would you like to answer these questions?
Go for it! Starter Unit 1 Good morning! 一、说教材 Go for it! 是以任务型语言教学为基础的英语教材，它体现“以学生为中心”和“以人 为本”的教学思想，融话题、交际功能和语言结构于一体。本书每个单元都列出明确的语言 目标、主要的功能项目和语法结构、需要掌握的基本词汇，并分为Section A和Section B两部分。Section A为目标句型提供分步事例和指导性练习；Section B使学生能够对已经学过 的目标句型运用自如。每个单元还附有Self Check部分，此部分是让学生用来测试自己现阶 段的英语水平，即对本单元的语言目标的掌握程度有较为明确的认识。 Starter Unit 1是Go for it! 预备篇三个单元中的第一单元。预备篇是为了使没有英语学 习基础的学生更好地使用本套教材而编写的。它的主要内容为26个字母和最基本的英语日 常用语。 本单元的教学内容为：学习Aa---Hh 8个字母。 学习hi、hello、good、morning、afternoon、evening、fine、OK、 thanks等词汇。 学习不同时间见面时的问候语及其回答。 二、教学设计思路 在Go for it! 的教材上，每个单元只有一个总体的教学内容安排，既没有具体的课时数 安排，也没有分课时的教学内容安排。所以，对教师来说，这是一个灵活运用教材的机会， 任何教学内容的调整和取舍，都是合理的。但这也是挑战，教师必须从所教学生的实际水平 和语言能力出发，合理安排本单元的课时数，设计好每课时的教学内容。 所以，教师在教学设计时，首先因根据自己学生的实际水平和语言能力，排出整个单元的总课时数，然后安排好每个分课时的教学内容，设计好相应的教学步骤，以及运用相应的教学策略。 Starter Unit 1的教学重点：Aa----Hh的字母教学 相互问候：Good morning/afternoon/evening, Alice! Hello, Frank!
Teaching Plan 学校：云南师范大学 学院：外国语学院 专业：英语教育 姓名：单坤妍&曹慧仙 学号：114050282&114050281 2013年10月19日星期六
Teaching Plan Name : Shan Kunyan & Cao Huixian No: 114050282& 114050281 Teaching Materials:Go for It (Unit 6 : Do you like bananas ?) ( period: 1 ) Students’ level : Junior 1 1:Teaching content :SectionA(1a-1c) (1)Vocabulary: food, hamburger, tomato, ice-scream, salad, strawberry, pear, milk, bread, ,apple, banana (2)Structure : Yes/No questions and short answers Affirmative and negative statement Examples : Do you like bananas? Yes , I do ./No , I don’t. Do you like salad ? Yes , I do ./No , I don’t. 2:Teaching aim : (1) To learn to use words about some foods . (2) To enable students to ask and answer easy questions about likes and dislikes . 3: Function : Talk about likes and dislikes about foods . 4: Teaching methods : 3P model 5: Teaching aids: pictures , real objects , stick figures 6: Teaching Time: 45 minutes
Unit 6 Do you like bananas? 话题Topic 谈论食物Talk about food
观
的发散思维 , 采用丰富的句式进行书写。 1.教学重点: (1)学习并积累一些表示食物的词汇。 (2)正确使用表示食物名称的可数名词和不可数名词。 (3)动词like的一般现在时的各种句式及一般疑问句的肯定、否定回答。 2.教学难点: (1)行为动词like的一般现在时的用法; (2)使用do和does引导的一般疑问句的构成和使用。 从学生们的日常饮食入手,选取最贴近生活的素材,让学生流利地说出自己和他人喜欢什么,不喜欢什么。能够较为熟练地掌握like的用法,了解健康的饮食习惯。 教学突破:运用调查问卷的方式,让学生们调查自己的同学或父母,增强他们的合作能力。创设语境,突出听力和口语表达,通过自制表格增强他们的动手能力。为学生呈现写作框架,以此来帮助他们提高写作能力, 突破写作的瓶颈。听力练习可适当加强,可以增加听力的时间。 注重方法与价值观的培养:本单元中主要是引导学生们养成良好的饮食习惯,树立健康的饮食观念。教师可以出示一张健康生活者的图片和一张不健康生活者的图片,让学生们进行比较,从而改善自己的饮食习惯。 第一课时:Section A 1a-1c 第二课时:Section A 2a-3c 第三课时:Section B 1a-2c 第四课时:Section B 3a-Self Check 名词:banana, hamburger, tomato, ice-cream, salad,strawberry, pear, milk, bread, 语法二、可数名词与不可数名词。
新目标英语七年级下册全英文教案（全册）Unit1 Where is your pen pal from? Topic: Countries, nationalities, and languages Functions: Talk about countries, nationalities and languages Ask and tell about where people live Structure: Where's/Where're ...from? Where does/do ...from? What questions----What language does/do ...speak? Target language: Where is she from? She is from.... Where does she live? She lives in.... What language does she speak? She speaks.... Vocabulary: words about countries, languages Teaching design: The whole unit needs 5 periods, 4 for new lessons and 1 for test Period 1 ( 1a----Grammar Focus ) Key points:
Where is your/John's pen pal from? He/She is from... Where does he/she live? He/She lives in.... (Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak. T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them) The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English Teaching Steps: Key points: Where is your/John's pen pal from? He/She is from... Where does he/she live? He/She lives in.... (Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)
Unit 1 Hello! What's your name? 一、教学目标与要求 通过本单元教学，使学生初步学会“打招呼（Greetings)时所使用的一些简单用语，并要求学生尽可能在交际场合中使用。学生要初步掌握英语字母表中A～N的读音（包括升降两种语调）、书写格式（包括大、小写），并准确认读这些字母。 二、教学重点与难点 1、打招呼用语（Greetings)：1)Good morning! 2)Hello!3)How are you?Fine,thank you ,And you? 2、句型：1）What's your name? 2)My name is … 3、英语字母A～N。 三、课时安排 本单元共4课时，每课1课时。 第一课Lesson One 一、教学内容 1、字母A～G。 2、句型：初步理解以下句型：1）What's your name?2)My name is … 3、日常交际用语：打招呼用语（Greetings)：1)Hello!2)Good morning. 二、教具 录音机；姓名卡片一张（上写教师自己姓名的汉语拼音）；字母卡片A～G（含大、小写）；划有四线的小黑板（为教字母的书写准备）。 三、课堂教学设计 从第一节课起，教师应尽量为学生创造一个听英语、讲英语的小环境：在起始阶段，就使用一些简单的课堂用语；教师还可借助一些手势、表情、演示等，协助学生听懂；所使用的课堂英语，应循序渐进，宁少勿滥；要多次重复，使学生逐渐熟悉起来，不但能理解教师的课堂英语，也熟悉教师的手势、表情、演示等。 1、教师用英语说：Now class begins.然后借助手势让学生起立，用英语向学生问好。T：Good morning,class!（如果是下午上英语课，可用：Good afternoon,class!) 然后用英语说：Sit down,please.并同时做出请学生坐下的手势。 教师向学生解释Good morning（或Good afternoon。）的意思。并告诉全班要用相同的语句来应答。在开始阶段，能够让学生称老师为teacher(见交际用语）。由此产生以下问答：T：Good morning,class! Ss：Good morning,teacher! T：Good afternoon,class! Ss：Good afternoon,teacher! 这样反复训练几次，直到学生练熟为止。这期间，最好请学生（们）都起立与教师练习，教师也能够反复重复：Stand up. 及Sit down,please.等用语，让学生们做出相对应的动作，直到确信学生已经能听懂为止。 2、教师告诉全班：We're going to learn Lesson One today.(今天我们学习第1课），让学生听懂即可。(可板书Lesson One)教师拿出事先准备好的写有自己姓名的汉语拼音卡片，指着自己，对学生说： My name is XXX(Name in full).
Module 1 School Life Unit 1 There are fifty students in the class. Preparation 在黑板上写出单词Festival,要求学生回忆并说出已学过的节日名称，如：New Year, Christmas Day等，并板书。 组织两人小组活动，内容是在节日时的对话。如下例： Happy New Year... Happy New Year... Do you...? Yes/No. We... 两人小组活动后，请几对学生上台演示，然后要求大家评价。对演示认真又基本无语言错误的学生给予奖励。 介绍短语Spring Festival, 带读后转入第1小节的学习 1．Look and listen. Then repeat. 1）先不打开书，问学生:春节后,一些同学又见面了，他们很高兴地在一起交谈，他们谈了些什么呢（What are they talking about ?）？ 2）要求学生听一遍录音后，回答上面的问题，然后将答案School Life 写在黑板正上方。3）写出以下问题，要求学生听第二遍录音后回答： How many students are there in the class? How long are the lessons? How does Feifei go to school? How long does the bus take to get to school ? 学生回答上述问题后翻开书，跟录音读一遍对话。 组织四人小组操练本段对话，然后要求他们演示和评价。 第2、3、4小节的教学可参考“教师用书”的建议进行。 Unit 2 What’s your favourite lesson? Preparation 1）教师先简单用英语介绍本班的一些情况，然后要求学生分两人小组就School life话题进行对话,也可以给出以下问题要求学生对话： Do you like your school? How many lessons do you have each day? How do you get to school? 两人小组活动后，叫几对学生上台演示，然后要求大家评价。对演示认真又基本无语言错误的学生给予奖励。 2）教师说:下面有几位同学，他们也就School life 进行了交谈。他们谈了什么呢？
Unit 1 Where did you go on vacation? Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself 能掌握以下句型： ①—Where did you go on vacation? —I went to the mountains. ②—Where did Tina to on vacation? —She went to the beach. ③—Did you go with anyone? —Yes, I did./No, I didn’t. 2) 能了解以下语法： —复合不定代词someone, anyone, something, anything等的用法。 —yourself, myself等反身代词的用法。 3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。 2. 情感态度价值观目标： 学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 二、教学重难点 1. 教学重点： 1) 用所学的功能语言交流假期去了什么旅行。 2) 掌握本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等的用法。 2) yourself, myself等反身代词的用法。 三、教学过程 Ⅰ. Lead-in 1. 看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论过去发生的事情。 Ⅱ. Presentation 1. Show some pictures on the big screen. Let Ss read the expressions. 2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows something a person did in the past. Name each activity and ask students to repeat: Stayed at home, Went to mountains, went to New York City 6. Went to the beach, visited my uncle, visited museums, went to summer camp 3. Now, please match each phrase with one of the pictures next to the name of the activity，point to the sample answer. 4. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d III. Listening 1. Point to the picture on the screen. Say: Look at the picture A. Where did Tina go on vacation? She went to mountains. Ask: What did the person do in each picture? 2. Play the recording the first time. 3. Play the recording a second time. Say: There are three conversations. The people talk about what did on vacation. Listen to the recording and write numbers of the names in the right boxes of the picture. 4. Check the answers. IV．Pair work 1. Point out the sample conversation. Ask two Ss to read the conversation to the class.
初一人教版英语教案
初一人教版英语教案 【篇一：新目标初一英语上册教案】 unit one my name is gina. 教材分析 1．话题： making new friends 2．功能目标： 1）使学生学会用英语介绍自己。 3．文化目标： 1）让学生初步体会用英语和别人交流的感受，培养学生学习英语的兴趣。 2）通过对英文名字的介绍，对比中西方表达名字的不同，了解中西方文化的差异。 3）通过对西方一些成功人士英文名字的介绍，使学生了解成功是由不懈的努力和艰苦的奋斗得来的。 4．认知目标： 1）词汇： clock, hello, hi, and, question, answer, look, first name, last name 2) 语法项目：一般现在时be的用法 特殊疑问词what开头的问句 形容词性物主代词my, your, his, her
what’s=what is i’m=i am my name’s=my name is 3) 语言目标： what’s your name? my name is gina. i’m gina. nice to meet you. period one language topic: what’s your name? my name is gina. language strategies: talk about the names main vocabulary: name is, meet, his, first name, last name, answer, boy , girl. ii.语言结构: present tense to be, what questions, possessive adj. my, your, his, her. 。iii.语言功能:询问姓名及怎样回答. iv.活动设计：采访调查what’s your first name? v. teaching steps: step 1:greetings. step 2: words: learn the new words a: first, listen to the recorder, the students read after the recorder. b: read the new words after the teacher. step 3: 1a write english words for the things in the picture. how many things do you know? step 4: 1b listen and number the conversations . three times.
初一英语下册unit6教学设计 一、教学目标 1．知识目标： 1）词汇:make soup、read a newspaper、wash、use、eat out、g o to a movies. Watching TV、reading、doing homework、talkin g on the phone . 2）语法——现在进行时(Present progressive tense) 3）句子What are you doing? I’m watching TV. What’s he doing? He’s doing his homework. What are they doing? They’re cleaning the room. 2. 能力目标： （1）To Help the students freely talk about or learn about w hat they are doing. （2)Improve the students’self-research ability and the abili ty of discussing in group. 3. 情感目标：激发他们学习英语的兴趣和热情，在接近生活常态的交际中乐于模仿，敢于开口，积极参与。 (1)Enable students to cooperate among the team member s and competition. (2)Enable students to solute their learning difficulties. 二、教学重点和难点： Important points（重点） (1)Let the students master how to describe what people ar e doing. (2)Master the phrases: talking on the phone、watching TV、do
Unit one My name is Gina. 教材分析 1．话题： Making new friends 2．功能目标： 1）使学生学会用英语介绍自己。 2）使学生学会用英语和别人打招呼。 3．文化目标： 1）让学生初步体会用英语和别人交流的感受，培养学生学习英语的兴趣。 2）通过对英文名字的介绍，对比中西方表达名字的不同，了解中西方文化的差异。 3）通过对西方一些成功人士英文名字的介绍，使学生了解成功是由不懈的 1
努力和艰苦的奋斗得来的。 4）通过介绍英文名字的由来，使学生产生对西方文化的好奇及兴趣。4．认知目标： 1）词汇： clock, hello, hi, and, question, answer, look, first name, last name 2) 语法项目：一般现在时be的用法 以特殊疑问词what开头的问句 形容词性物主代词my, your, his, her What’s=What is I’m=I am My name’s=My name is 3) 语言目标： What’s your name? My name is Gina. I’m Gina. Nice to meet you. 2
Period one I.教材分析：这是课本的第一部分，题目是My mane is Gina. 有很多学生第一次学习接触英语，为了调动他们的积极性，不产畏难情绪，尽量简单的处理教材。 Language topic: What’s your name? My name is Gina. Language strategies: Talk about the names Main vocabulary: name is, meet, his, first name, last name, answer, boy , girl. II.语言结构: present tense to be, what questions, Possessive adj. my, your, his, her. 。 III.语言功能:询问姓名及怎样回答. IV.活动设计：采访调查What’s your first name? V. Teaching steps: 3
人教版（新目标）初中七上Starter Unit 1 Good morning!教案 教学目标： 1. 学会打招呼的用语:Hello! / Good morning! / Good afternoon! / Good evening! 2. 识别和掌握八个人名: Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 教学重点、难点： 1.词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 2.句型：Hello! Good morning! 教学过程： Step 1. Warming-up 1. 课前—上课铃响教师就播放Good morning歌曲。 2. 师生初次见面，教师通过自我介绍和问候学生，让学生放轻松，消除与教师间的陌生感，开始亲近教师。教师自我介绍并用Hello! / Good morning! 问候学生。帮助学生用Hello! / Good morning! 作回应。 Step 2. Play a game. 绝大多数学生都会背诵26个字母表，因此学生参与这个游戏会相当积极。通过这个游戏首先可以锻炼他们迅速反应的能力；以英语名字作为奖励(老师提前准备好很多的英文名字)，也使学生较有新鲜感，让他们自己选择自己的名字，使他们会更容易记住自己的名字。Play the game like this: Teacher says a letter, for example C, then let the Students tell the letters which is before and after C. The one who says B, D first is the winner. The winner can get a chance to choose an English name first. Step 3. Presentation 1.用预先制作的图片或挂图介绍八个人物和姓名。 2.出示Bob的图片，帮学生说Hello, Bob! 或Good morning, Bob! 然后利用其他图片介绍其他七位人物的名字。 Step 4. Game 在幻灯片上通过闪现头像来测试学生对这八个人物的特征和名字的记忆，然后出示7位人物的头像，让同学们看看少了哪一位人物的头像，有助于锻炼他们的反应力和注意力。获胜者也以英语名字作为奖励。 Step 5. Presentation.
人教版义务教育教科书◎英语七年级上册 Unit 6 Do you like bananas? 教材解读 本单元主要讨论各种食物以及喜欢或不喜欢某种食物；询问某人是否喜欢某种食物 及回答；会描述一日三餐，会合理搭配一日三餐。 like的一般现在时、一般疑问句及肯、否定回答；肯定句和否定句。 通过本单元的学习，认识到在平日饮食中要做到不挑食、不偏食、合理饮食。 单元目标 一、知识与技能 1. 词汇：hamburger、tomatoe、broccoli、French fries、orange、ice cream、salad、banana、egg、strawberry、carrot、apple、chicken、breakfast、lunch、dinner、fruit、vegetable。 2.语言目标：Do you like hamburgers? Yes, I do./No, I don’t. I like French fries. I don’t like tomatoes. 3. 能力目标：能准确表达喜欢和不喜欢的食物；能根据具体情景对话，与他人沟通信息，合作完成任务；通过听说读写四项技能的训练，促进学生语言运用能力的提高。 二、过程与方法 通过听说读写等任务型活动，熟练应用所学单词和动词词组，掌握描述过程。 三、情感态度与价值观 通过学习西方食品文化，促使学生了解西方生活方式与文化，培养跨文化交际的意 识；通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神；通过任务型 活动，使学生学会在实际生活中均衡饮食，合理配餐。 教法导航 采用情景法，交际法及任务型教学途径并配以多媒体辅助教学。通过设疑、提问、 启发、诱导等方法，唤醒全体学生的主体意识，从而调动学生的积极性，让学生处于积 极思维状态之中，全方位、多角度培养学生运用语言的能力。 学法导航 进行听说读写操练，使整个教学从知识的内化到外显呈现出一种动态的、和谐的发 展过程。 课时支配 第1课时：Section A 1a-2c 1
新目标人教版英语七下 全册教案 Unit 1 Where’s your pen pal from? Language goals: ●In this unit students learn to talk about countries, nationalities and languages. ●Ask and tell where people live. New languages: ●Where’s he / she from? ●He / She is from Australia / England / China / France / Singapore / Australia. ●Where does he / she live? He / She lives in Sydney. ●What language do you speak? I speak English. ●What’s your / his / her favorite subj ect? ●My / His / Her favorite subject is English. ●Does he / she have any brothers and sisters? Yes, he/ she does. / No, he / she doesn’t. Difficult points: 1. Listening for the information about countries, nationalities and languages. Write an e-mail about oneself. Describe the new students in class. 2. Where questions with from Where questions with live What questions Teaching aids: ● A tape recorder Teaching periods: ●Period 1:Section A中1a, 1b, 1c ●Period 2:Section A中2a, 2b, 2c，2d ●Period 3:Section A中3a, 3b, 4
Unit 2 Nice to meet you! 一、教学目标与要求 通过本单元教学，使学生初步学会日常交际中表示“介绍”（Introduction)"的一些简单用语，并要求学生尽可能在交际场合中使用。继续学习打招呼的常用语句。学习英语字母O~Z的读音与书写形式。学会字母歌。能背诵、默写字母表（含大小写）。 二、教学重点与难点 1、日常介绍用语（ 2、英语字母O~Z。 三、课时安排 本单元共4课时，每课1课时。 第五课Lesson Five 一、教学内容 1、字母O~T。 2、句型：1）I'm…2)Are you…?（及肯定、否定回答） 3、语法：am的缩写形式（只要求学生能听懂，能说出即可）。 二、教具 录音机；字母卡片，写有Kate Green和Jim Green的姓名卡片；小黑板。 三、课堂教学设计 1、复习已经学过的日常用语。教师与学生练习以下对话： T:Good morning(afternoon). S:Good morning(afternoon). T:My name is XXX.What's your name? S:My name is XXX. T:How are you,XXX? S:I'm fine, thank you .And you? T:I'm fine,too.Thank you. 放歌曲录音。学生齐唱Good morning to you ! 2、复习数词“1~4”的说法，教数词“5”和读音，学生能听懂即可。 叫起几个学生，要求逐个进行自我介绍： S1:Hello! My name is XXX. S2:Hello! My name is XXX. 也可以用前面操练过的连锁式方式，叫起一组学生，由前到后： S1:Hello! My name is XXX.(to S1) What's your name? S2:My name is XXX.(to S1) Hello!What's your name?… 拿出事先准备发的Jim Green和Kate Green的姓名卡片，教学生读这两个名字。然后请两个同学（一男一女）到前面来，分别扮演Jim Green和Kate Green，用英语向大家自我介绍： S1:Hello! My name is Jim Green. S2:Hello! My name is Kate Green. 教师这时向学生介绍另外一种方法：I'm…，写在黑板上，并做简单解释。带读几遍后，再请这两个同学用I'm演示一下：
Unit 1 Can you play the guitar？ 重点难点 I．复习词汇：can，play，want 2.词汇：guitar, dance, swim，sing, chess, speak, drum，trumpet，violin，play the guitar 3．句型：Can you/he/she/you dance? Yes，I/he/she/we can．／No，I/he/she/we can’t． Can Bill play the guitar? Yes，he can，but he can’t sing．语法重点：情态动词can的肯定句、否定句、一般疑问句及肯定与否定回答、特殊疑问句的构成 Section A 教学内容 Section A(教材P59～61) 教学目标 知识与能力 Section A的主要内容是运用情态动词can “询问和谈论能力”；通过谈论自己在某一方面所具备的才能，学习情态动词Can的基本用法。 过程与方法 采用Classifying和Role—playing的学习策略，利用教学图片、幻灯片、实物(各种乐器)或制作课件(演奏各种乐器)等来展开课堂教学、Pairwork问答式的口语交际活动或小组活动，进行“询问和谈论能力”的课堂教学和练习、 情感态度价值观 Section A的学习内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。 教学重、难点及教学突破 重点 学习询问和谈论彼此的能力和特长； 语法难点 情态动词can的构成和使用。 教学突破 Section A重在通过使用情态动词can来询问和谈论能力，因此如何使用情态动词can就成了关键。教师可通过模仿、操练使学生掌握can的肯定句、否定句和疑问句的构成，再进行谈论能力的训练就容易多了。 教学准备 教学步骤 一、第一教学环节：情景创设，导入新课 教师活动学生活动 Section A的主要内容是运用情态动词Can“询问和谈论能力”。在导入新课时，可采取演绎导人法和视听导入法。1．出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：He／She can dance／swim／sing／"?But I can’t dance／swim／sing／...等，学习表达活动的动词短语。 2.教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器，一边说．I can play the guitar．…等；再指着图片说：He／She can play the violin．But I can’t play it．等；然后询问学生：Can you play the guitar?…．并引导学生进行简单的回答。 3.出示1a部分的图片或幻灯片或播放该内容的课件，引导学生将活动与人物进行搭配，完成la部分的教学任务。
初一英语人教版教案 【篇一：初一英语上册教案】 人教版七年级英语（上册）辅导材料 第一块国际音标 国际音标是一种工具，其作用是标记英语字母和单词的读音。 1、20个元音 单元音： ／i／ it ／?／about ／u／ book ／／ us ／／ off ／e／ at 双元音： ／／ ii ／／ out／／ear ／／ aa，／／ oo／／air ／／ boy ／／sure 2、28辅音： 成对的清浊辅音： ／／ fish／／ watch ／tr ／ tree ／ts／ its ／／ usually／／ orange ／dr／ dress ／dz／ beds 其他辅音：／m／ am ／n／ and ／／ english ／l／ like ／h／ hello／r／ red ／w／ what／j／ yes 3、国际音标拼读规则： 辅见元，碰一碰。／l／在前，发本音；音节后面卷下舌。
／p／、／t／、／k／、／tr ／清辅音，／s／后读成浊辅音。 本块词汇: speak说讲start开始 school学校 strict严格的 out外面 club 俱乐部 usually通常 dress化妆 about关于大约 us我们 her她的ear耳朵 english英语 sure当然可以 air空气 or或者any一些boy男孩 orange橙子,桔子 map地图 tree树math数学off离开watch观看手表do做 like喜欢 beds床 what什么 hello喂是的red红色的 yes是的 book书 its它的 zoo动物园fish鱼 dad爸爸 big大的have有 this这it它 第二块三个预备单元 一、文化常识 1、英语文化区域，熟人之间见面，常要互相问好。早上用语good morning ! 下午用语good afternoon ! 晚上用语good evening ! 例如： (1)bob: good morning , helen ! helen : good morning , bob ! (2)bob :good afternoon , helen ! helen : good afternoon , bob ! ( 注意句子标点) (3)bob :good evening , helen ! helen : good evening , bob ! 2、在轻松场合中，人们常用hello 或者hi 打招呼，但是两人用语要一致， 不能一个人用hello，另一个人用hi 。例如：
2018年新人教七年级英语下册全英文教案（全册全英文）Unit 1 Can you play the guitar? 一. Knowledge and abilities goals: 1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar 2. How to use Model verb” can”. 3. Listening and speaking skills and communicative competence. 二. Teaching method: Listening and speaking methods. Pair works. 三. Moral goals: Encourage students to express their abilities. Content of courses: In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to join…club ?Can you …? 四. Importance and difficulty: can Teaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class. 五. Teaching Time: 4 periods Period 1 (Section A: 1a-2d) 授课人:______ 授课班级: _____ 授课时间：2018年___月___日____午第____节 1.Knowledge Objects: Learn to talk about abilities. Know something about the culture of clubs. Can you/he..?What can you do? What club do you want to join?can, can’t, draw, dance, swim, speak, walk. 2.Teaching key point: can 3. Teaching Difficult point: can 4.Teaching Procedures: Step 1. Lead-in Enjoy a song I’m a musician T: Do you want to be a musician? S: T: Can you play the piano? S… T: What can you do? S: I can… T: What about you? S: T: OK, now please show your talent and tell us what you can do.