Unit 7 Would you mind turning down the
music？
Section A 1a-Grammar Focus
A.教学过程设计
教师行为学生学习活动设计意图一、创设情境、导入新课
Step 1 Warming up(3minutes)
Let’s say the chart “No, not at all”. Teacher says and have Ss do.
Say and do
the chart :
“No, not
at all”.
“Stand up,
stand up, would
you mind
standing up?
Sit down,
sit down, would
you mind
sitting down?
Clap your
hands,
clap your
hands,
Would you
mind clapping
在轻松活泼的氛围中，向
学生渗透“向别人提请
求”这种表达方式，极大
的调动学生学习的热情。
Step 2 Lead in(3minutes)
1.Say, I think it is a little bit
hot in our classroom and I want
to ask someone to open the
window. What can I say?
Have Ss give some answers.
2.Write them on the board: Could
you please…? …? Would you mind
opening the window? Explain
that the last example is a very
polite way of making a request. your hands?
Touch your
nose, touch
your nose,
Would you
mind touching
your nose?”
“No, not at
all”.
Answer the
teacher’s
questions.
Understand the
new sentences:
“Could you
please…? …?
Would you mind
opening the
window?”
通过情景导入，在复习以
前学过的表达礼貌的请
求方式的过程中，自然过
渡到本课时新的内容。
二、引导探究，学习新知
Step 3 Presentation(9minutes)
1.Have Ss look at the picture and ask a pair of students to read the dialogue in the picture.
2.Then show some other pictures. 1.Look at the picture and read the dialogue in the picture.
—Would you mind sweeping the floor?
—No ,not at all. I’ll do it
Have Ss look and say them using
“would you mind …?”like
above.
i.
ii.
3.Look at the picture and ask a
pair of students to read the
dialogue in the picture
i.
4.Then show some other pictures.
Have Ss look and say them using
“would you mind not …?” like
above. right away.
2.Look at some
other pictures
and say them
using “would
you
mind …?”like
above.
3.Look at the
picture and
read the
dialogue in the
picture.
A: Would you
mind not
smoking?
B: No, not at
all. I’ll stop
right now.
4.Look at some
other pictures
and say them
using “would
you mind
not …?” like
above.
通过口头反复练习，以
及讲解训练，使学生理解
“would you mind (not)
doing…?”这一句型结
构。
三、感悟新知，综合练习Step 4 1a(5minutes)
i.Point to the four requests in
the box. Read each phrase to the class and get students to
repeat it. Ask students to
explain what each one means.
They can use actions and simple 1.Repeat each
phrase in the
box. Then
explain what
each one means.
They can use 呈现Would you mind+动
explanations.
ii.Then get students to write the letter of each request in
the correct place in the
picture to match the
requests with the people.
Point out the blank boxes in
the picture. Ask students to
finish the task on their own. iii.Correct the answers.
Step 5 Listening 1b(5minutes)
1.Ask different students to look at the list of requests in Activity 1a and read each one to the class.
2.Then say, Please listen to the recording and number the requests(1~4) above in the order you hear on the recording. Play the recording and have Ss write the numbers 1 through 4 on the lines after the requests.
3.Correct the answers.
4.Listen again and fill in the blanks. actions and
simple
explanations.
2.Write the
letter of each
request in the
correct place
in the picture
to match the
requests with
the people.
3.Correct the
answers.
1.Look at the
list of
requests in
Activity 1a and
read each one.
2.Listen to
the recording
and number the
requests(1~4)
above in the
order you hear
on the
recording. Then
write the
numbers 1
through 4 on the
lines after the
requests.
3.Correct the
answers.
4.Listen
名词表达“请求”。
通过听力训练，呈现
Would you mind+动名词
表达“请求”。
Step 6Listening2a and 2b(5minutes)
1.2a. Listen and number the
pictures in the order you hear
them.
2.2b.Listen again. Match the
requests in activity 2a with the
responses below.
3.Correct the answers.
Step 7 Pairwork(5minutes)
1.Have Ss Look at the pictures of
1a and 2a; let a pair of students
to read the words in the sample
dialogue.
2.Then say, Make conversations
like this about the information
above.
Give students a few minutes to work in pairs. When they
work, walk around the room again and fill
in the blanks.
1.Listen and
number the
pictures in the
order you hear
them in 2a.
2.Listen
again to finish
2b. Match the
requests in
activity 2a
with the
responses
below.
3.Correct the
answers.
1.Look at the
pictures of 1a
and 2a; and read
the words in the
sample
dialogue:
A: Would you
mind moving
your bike?
B: Sorry.
I’ll do it
right away.
A: Would you
mind not
wearing those
old jeans? They
再次通过听力训练，进一
步熟悉本课的目标语言，
训练学生的听力能力
让学生在活动中，进一步
理解巩固所学语言知识，
并且培养与他人交流合
作的沟通能力。
checking the progress.
3.At the end ask several pairs of
students to say their
conversations to the class.
Step 8 Grammar Focus(3minutes)
Review the grammar box first. Divide the class into two groups. One group read the statements and the other read the responses. look terrible.
B: Ok. I’ll
put on another
pair.
2.Make
conversations
like this about
the information
above.
3.Say the
conversations
to the class.
4.Read the
grammar box in
groups.
总结本课所学知识。
四、拓展思维，发展创新
1.Would you mind being a polite
student? Please pairwork and
write down conversations.
2.Find out other polite ways to
make requests（礼貌的请求方式）
in English. Try their best
to finish well.
通过练习,把知识运用落
实到学生的日常生活当
中，达到学以致用的目
的。
五、课外延伸、布置作业
用“would you mind, could you please, please do…”为学校和班级设计文明公约倡议书。Discuss 让学生们知道遵守校纪
校规的重要性，同时也让
他们把目标语言用于真
实的生活中
Period 1 Unit 7 It’s raining !(Section A 1a-1c) Teaching aims 1. Words : weather, sunny, windy, cloudy, rainy, snowy 2. Can use the structures: --How is the weather in...? ---It's ... Ability Objects： 1.Train students’listening and speaking skills. 2. Train studets’ability of understanding. Teaching Key Points： 1.Key phrase. 2.Target language. Teaching Difficulties： Master the key sentence structure Teaching Procedures： Step 1. Warming-up and Lead-in 1. Let Ss listen to a song “Rhythm of the rain” 2. T: Do you like this song? T: Do you know the song? Ss: 雨中旋律 T: Yes. What kind of sound do you hear in this song? Ss: 打雷，下雨 3. T: Yes. It’s raining in this song. Today we’ll learn Unit 7. It’s raining. Step 2. Presentation 1. Show some pictures T: What’s this in English? （It’s the sun.） 2. Then show some other pictures. T: How’s the weather in the picture? Ss: It’s sunny. (In the same way, finish teaching the words “sun, cloud, wind, rain, snow”“windy, cloudy, raining, snowing”) Step 3 Play a song Let Ss try to find the answers to the two questions. How many kinds of weather are there in the song? What are they? Step 4 work on 1a 1. Show some signs of the weather to the students and get them to know the signs. 2. teacher ask and students answer “How’s the weather? It’s...” (Show more pictures about the weather in different places) T: Look, how’s the weather in..? Ss: It’s raining in ....
Unit 7 Health教学设计 课程名称Health/ Smoking Is Not Allowed Here 授课班级 13幼师1班
Unit 7 Health第一课时教学设计 1 Analysis of the Teaching Material: The theme of this unit is the about smoking. It aims at enabling the students to understand the useful expressions and the whole text .After learning, they should know the harmfulness of smoking,and how to persuade smokers to give up smoking. What’s more, they should be aware of the importance of living a healthy life. 2.Analysis of the students: They are major in Pre-school education. Most of them are girls. They are unskillful in language use and lack of vocabulary. But they are interested in this topic. 3. Teaching Aims and Demands: a.Knowledge aims: Students should understand the passage and be familiar with the new words and the useful expressions. b.Ability aims: ①To improve students' listening, speaking, reading and writing abilities. ②To train students ability of cooperative learning in groups c. Moral aims : ① Be aware of the harmfulness of smoking.
Unit 7 Teenagers should be allowed to choose their own clothes. 第一课时 Section A(1a ～2d) 教学设计 知 识 目 标
课堂环节 §自主学习案 翻译下列词组。 1．穿耳孔get__one's__ears__pierced 2．驾驶证the__driver's__license 3．充足严肃、谨慎serious__enough 4．担心他们的安全be__worried__about__their__safety 5．做兼职工作have__part-time__jobs 6．停止做某事stop__doing__sth. 7．理发cut__one's__hair 8．使用闪光灯use__a__flash 9．保护这些画作protect__the__paintings §课堂导学案 Step 1 准备与热身(Preparation) 每个青少年在生活中都会碰到允许或者不允许做的事，例如在商场购物时，我们应该允许选择自己的衣服，而作为父母却不允许我们选择自己的衣服，你们有这样的经历吗？你们是赞同还是不赞同呢，请大家说出自己的观点。 Teacher：Could you tell me what students should be allowed to do or shouldn't be allowed to do? Students：________________________________________________________________________ ①Students should be allowed to have part-time jobs. ②Students shouldn't be allowed to get their ears pierced. …
山东省枣庄市峄城区吴林街道中学七年级英语下册 Unit 2《What time do you go to school》（第二课时）教案（新版）人教新目标 版 Learning goals: Learn to talk about routines. Ss learn to use “get dressed、get up、take a shower、do one’s homework……etc”By learning to ask and say times, Ss learn to use “What time do you usually take a shower?-----I usually take a shower at six forty.”Pre-listening Activities Step1. Preview 预习检测 Read the book and put the Chinese into English orally, then write them down without looking at your books. 1.起床 2.去上学 3.穿上衣服 4.刷牙 5.吃早饭 6.洗澡 7.你通常什么时间起床？ 8.我总是在5：50起床。 9.我从来不起这么早。 10.你的节目是什么时间？ 11.那个时间吃早饭真有意思。 12.里克什么时间吃早饭？ 13.他在七点吃早饭。 14.斯科特什么时间去工作？ 15.他们通常在周末去锻炼。 设计说明：本部分词组和句子为学生的预习作业，词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，给每一个学生提供一个展示的平台，极大地激发学生的学习兴趣和自信心。） Step2. Warming up and leading in热身导入
Unit 7 What’s the highest mountain in the world? 教学目标： 1语言目标：掌握本单元重点词汇及能用比较级和最高级谈论各之最。 2 技能目标：能听懂和谈论有关地理和自然的话题。 3 情感目标：培养学生热爱大自然，保护环境的意识。 教学重点： 短语: in size, in the world, 2 meters tall/long/wide, the biggest population, one of the biggest, the most popular question, talk about, the ancient emperors, the main reason, as far as I know, no man-made objects, mountain climbing, the southwestern part of China, thick clouds, cover the top, risk one’s life, challenge oneself, achieve one’s dream，the forest of nature, try to do sth., the spirit of the climbers, many times more than ,live up to, prepare …for.., be awake, be special to sb., spend some time doing sth., in the remaining forest, endangered animals, in the future…句子: What’s the highest mountain in the w orld? Qomolangma. How long is Qomolangma? It’s 8, meters high. It’s higher than any other mountain. Which is the deepest salt lake in the world? The Caspian Sea is the deepest of all the salt lake. Did you know that China is one of the oldest countries in the world? Yes, I did. It’s much older than the US. 教学难点：形容词和副词的比较级和最高级变化规则和用法。 物体之间的对比。
Ｕnｉｔ7Teenagersｓhoulｄer ｂｅaｌｌowed to cｈｏｏｓe their ow ｎclothes The thiｒｄｐeｒiod3a Mom Ｋnows Best 一、教材依据 本节课是２013年人教版英语《Gｏfｏr it》教材九年级第7单元（Tｅeｎagｅｒｓsｈouｌder ｂｅallowｅd to ｃhｏｏｓe thｅir own ｃlothes)第三课时,rｅading部分的教学内容。 二、设计思路 指导思想:巩固基础知识、拓展基本技能、展示学习过程、分享学习成果、体验学习乐趣。 设计理念：充分发挥学生自主、合作，探究学习的潜能,体现“学生主体、教师主导”的教学理念。 教材分析：本单元将话题聚集在规则上,围绕着一首诗歌Mom ＫnoｗｓBest展开。再现了本单元要求学习和掌握的句型，更重要的是它通过描述孩子和母亲之间发生的一些小事来引发孩子对母爱,父爱的思考和理解。这节课是本单元的第三课时,在第一课时,学生主要学习了本单元的单词为本节课的听说活动打下了基础。 学情分析：本单元，学生谈论母爱，应该很容易引发学生在情感上的共鸣。通过听读,学生们很容易理解这首诗。相信学生们，在本节课的活动中能够充分展示自我。轻松、愉快的完成读的技能的训练。 三、教学目标 知识与技能: 学习目标 知识目标 1）单词:tiny, cry, hug, liｆt，ｆielｄ,reｇret, awful, ｐoｅm 2)短语: talｋbａck, ｇiｖe sb. a ｈug, lｉｆt sb.ｕp, ｍaｋe surｅ， regret doinｇｓｔh, ｋｅｅp…ｆrom…, 3) 句子结构：sｈould be／not bｅａlloｗeｄｔo do sth. 能力目标 1）Ｔｏdｅvelop the students’ｒeading skiｌlｓsuch as sｋimｍing and ｓcannｉnｇ. 2)To enabｌeｔhｅstudentｓto apprｅｃiａｔｅan Enｇliｓh pｏｅm. 情感目标 １）让学生理解父母对子女的关爱和教导 2)让学生对感恩父母 学习难点：１．掌握短语：talk baｃk,ｇiｖe sｂ.ａhug，lift sb.up，, ｒｅgrｅt doiｎg sｔh，kｅep…from…, ｒｅgreｔｄoinｇsｔh 2.对诗歌的理解 过程与方法：通过小组合作学习，自我展示、自评、互评、鼓励性评价等措施,提高学生的综合语言技能,激发学生学习英语的热情。 情感、态度、价值观: 通过本课学习,让学生理解父母对子女的关爱和教导 使学生在合作学习中学会尊重和理解别人,体验学习过程,分享学习成果。
Unit 7 A busy day 参考教学（二） 一教学内容 《义务教育课程标准实验教科书·牛津小学英语》5B 第七单元第二教时Read and say ( p.52) 二教学目标 1 能正确理解对话内容，并熟读、表演对话。 2 能正确地听、说、读、写ready, take及能正确地听、说、读单词yet, brush ,tooth ,teeth, quick ,with 3 能正确、流畅地运用日常交际用语和词组。 1）Are you ready for…? Yes. / Not yet. 2) There’s no time for… 三教学重点 能正确理解课文，熟读表演对话。 四教学难点 熟练掌握Are you ready for…? 和There’s no time for …句型，并能在具体情景中以口头或书面的形式进行交流。 五课前准备 1 教具准备 a 本课内容的单词卡 b Read and say第59页内容的投影片，多媒体课件及教具钟两个。 c 录音机和磁带 d 食物：面包 2 板书准备： Unit 7 A busy day 六教学过程 A Warm up （约2分钟） （学生听音做动作） get up, do morning exercises, wash your face, do homework , go to bed B Presentation 1 教授词汇和句型：（约8分钟） 1) 通过游戏形式What am I doing? 让学生猜。引出brush，tooth, teeth，brush teeth，教师通过动作让学生理解其意。教师边作以上介绍边板上述单词领读单词，学生跟读。再用When do you brush your teeth? 进一步操练，引导学生用“from…to…从什么时间到什么时间”这一句型来回答。 2) 通过动作再连问的形式Ready? Are you ready？Are you ready for games? 引 出其肯定和否定回答Yes./Not yet.先领读yet再领读Not yet.显示单词卡ready红色拼注让学生了解ready是由read变来的，但读音不同。最后引出be ready for... (为……而准备) 句型。领读句型，学生跟读。利用一
Unit 7 Teenagers should be allowed to choose their own clothes. Section A 1 (1a-2d) 教学目标 知识与技能：理解并正确运用本课时的重点词汇 过程与方法：了解中外审美观的差异，形成自己的审美观，展示个性。 情感态度价值观：通过了解和反思自己的言行举止是否符合中学生日常行为准则、规范自己的言行，养成自觉遵守规则的良好习惯和优良品德。 教学重难点 1、教学重点：掌握本课时重点词汇和句型。 2、教学难点：含情态动词should的被动语态结构“should be allowed to” 教学准备：准备本课时PPT 教学过程 Step 1 Presentation Ask students: Do your parents allow you to watch TV? Yes, they do. Present the sentence: You are allowed to watch TV. Teach “allow sb to do sth “ “be (not) allowed to do sth” “should (not)be allowed to do sth” Present more sentence. Do your parents allow you to exercise? Yes, they do. You are allowed to exercise. Do your parents allow you to smoke? No, they don’t. You are not allowed to smoke. Do your parents allow you to drive? No, they don’t. You are not allowed to drive. Do your parents allow you to choose your own clothes? No, they don’t. You should be allowed to choose your own clothes. Do your parents allow you to get your ear pierced? No, they don’t.
五上Unit7 At weekends (第 1 课时) 教案 【教材分析】 本单元谈论的话题是周末活动，教师可以结合学生用书四年级下册Unit2 After school和五年级上册unit4 Hobbies的内容，综合呈现语言知识。教师可以和学生一起复习有关课外活动和业余爱好的词汇，作为导入或巩固活动。涉及的周末活动有上网和远方家人聊天、放风筝、看电影、野餐等，教师可以在教学中利用挂图、照片或多媒体呈现一些孩子周末活动的情景，也可以要求学生课前准备一张家庭周末活动的照片。 【学情分析】 关于周末活动，学生可以结合四年级下册Unit2 After school和五年级上册unit4 Hobbies的内容讨论自己的周末，可结合已有词汇学习新 【教学目标】 1.知识目标 1. 能听懂、会读、会说: at weekends, grandparent, chat, Internet, go to the cinema, always, usually, often, sometimes 2. 能听懂、会读、会说句型:What do you do at weekends? I always/usually/ o ften/ sometimes… 2.能力目标 能运用本课所学的词汇和句型谈论周末活动。 3.情感目标 ①引导学生观察比较，大胆开口说英语的能力。 ②安排好学习，享受周末。 【学情分析】【教学重点】 ①能听懂、会读、会说: grandparent, chat, Internet, go to the cinema, visit, always, usually, often, sometimes ②What do you do at weekends? I always/usually/ often/ s ometimes… ③能运用本单元所学的词汇和句型谈论周末。 【教学难点】 ①always, usually, often, sometimes的区分及正确用法 ②能运用本单元所学的词汇和句型谈论周末活动并能自己尝试用第三者角度描述他人周末活动。 【课前准备】 1.常规预习 ①听磁带3遍，大声朗读第三单元课文，根据书后单词表标注课文重难点单词和词组。 ②仔细读课文，用？标注课文不理解的内容。 2.预习导学 （1）重点词组： _______________________________________________________________________________________________________ Plan your study well, enjoy your weekends as well! ——安排好学习，享受好周末！
宕昌县理川中学 2018 - 2019 学年第 2 学期教案 第周八年级英语备课组教案 教师授课时间课时5-1 课题Unit 7 Section A (1a-2d)课型新授 教具 准备 教学目标一、知识与技能： 1.掌握重点单词和短语： (1) square meter deep desert population Asia feel free tour tourist wall amazing ancient protect wide. (2) the population of as far as feel free to do …as …as 2.掌握重点句式： (1) The Qomolangma is 8844.43meters high.(5 meters long/20 feet wide) (2) The Sahara is about 9,600,000 square kilometers in size. (3) It’s a lot bigger than the population of the United States.(much, far, a little, much, even) (4) China has the biggest population in the world. (5) China is one of the oldest countries in the world. 二、过程与方法：通过听、说、读、写等任务型活动，熟练应用词汇和句型。 三、情感态度与价值观：引导学生学会用比较级、最高级来比较描述事物感受大自然的美。 重点 1. 学会使用比较级、最高级； 2. 正确使用有关原级、比较级、最高级； 难点 1. 不规则形容词、副词的比较级、最高级形式，尤其是多音节形容词及副词； 2. 灵活运用比较级、最高级谈论自然景观。 教学环节问题分层设置旁注 教复习旧 课(新 课预 习、作 业的检 查) Listen and sing the song
Unit 7 Weather 单元分析教学设计Teaching design of unit 7 weather unit analysi s
Unit 7 Weather 单元分析教学设计 前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校 选择英语作为其主要或唯一的外语必修课。英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。本教案根据 英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定 合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。便于学习和使用，本 文下载后内容可随意修改调整及打印。 unit 7 weatherxxx学院朱 xxx小学施玮 菁【单元分析（unit analysis）】一、教材地位（unit position）1.从本单元的中心“天气”主线来看，教材内容主要 是围绕着“冬季”来展开的，通过谈论冬天的穿着和天气情况， 认识冬天以及了解冬天可以从事的一些活动。 2.词汇方面，主要是围绕冬天的穿着展开的，学习单词hats, gloves, scarfs, winter, cold, wind, snow.同时，结合字母ll 的教学，学习单词light, 了解字母ll在单词中的发音。 3.句型方面，本文呈现了do you like…? yes, i do./ no, i don’t的应答句来表达对事物的喜好。 4.儿歌学习是本课的特色，通过儿歌的学习，不仅使语言丰 富多彩，同时也感受英语语言的韵律美，增强儿童学习英语的兴趣。 5.字母方面，掌握字母ll大小写的正确书写形式，并了解 字母ll在单词中的发音。二、学习目标（learning objectives）
重点短语： 1. turn on / turn off / turn up / turn down 打开 / 关掉 / 把… 开大 / 把… 调低 2 .mind doing 介意干某事 3. clean the yard 打扫院子 4. not at all 根本不 5. right away / at once / in a minute 立刻，马上 6. wash / do the dishes 洗盘子 7.wear those old jeans 穿那些就牛仔裤 8.get out of the bathroom 从浴室里出来 9.put on another pair 穿另一条 / 双 10.get up 起床 11.look terrible 看起来糟糕 12.be at a meeting / have a meeting 开会 13.go to a movie 看电影 14.help me make dinner 帮我做饭 15.help me with my homework 帮我做家庭作业 16.babysit your little cousin 照顾你的小堂弟 17.make posters 制作广告 18.the wrong size 不合适的尺寸 19.school open day 学校开放日 20.no problem 没问题 21.a terrible haircut 糟糕的发型 https://www.doczj.com/doc/7318660999.html,plain about 抱怨… 23.wait in line 排队等候第一课件网 24.a long telephone conversation 在电话里长谈 25.follow me around 到处跟着我
人教版英语七年级上册 1 Unit7 How much are these socks? 2 Section A (1a-2e) 3 湛江市霞山职业高级中学蔡景茜 4 5 一、教材分析 6 本节课是新目标英语七年级上册unit 7 How much are these socks?第7 8 一课时，以Shopping为主线，通过对本课的学习，让学生学会用英语谈论服装9 的颜色、尺寸和价格，学生运用所学语言，模拟在商场售货和购物。教学内容简单且富有生活情趣，有利于激发学生的参与意识和好奇心理。 10 11 二、教学目标 12 1.知识目标： 13 词汇：掌握有关服装、尺寸和颜色的单词 14 句型：（1）--How much is …? --It’s…. 15 (2) --How much are …? --They’re…. 2.能力目标：学会询问价格及使用购物用语 16 17 3.情感目标：树立节约用钱合理消费的正确消费观念 18 学习重点：学会使用询问价格的句型，并能正确回答 学习难点: 区分服装的单复数 19 20 三、学情分析 21 抓住七年级学生活泼、好动、好胜心强的特点，引进小组竞争机制，倡导22 其参与活动。在教学中努力营造宽松、民主、和谐的教学氛围，鼓励他们大胆23 尝试，保护他们的自尊心和积极性。 24
四、教法分析 25 26 1.情景引入法:利用多媒体创设情景，引入新知识，吸引学生注意力，使他们27 对即将学习的新知识产生好奇。 28 2.听说法：对目标语言进行反复操练，以达到灵活运用的目的。 29 3.任务型教学法：设计一系列的任务活动，让学生在完成任务的过程中掌握30 目标语言。 五、学法分析 31 32 1.分组合作学习。 33 2.“为用而学，用中学，学了就用”：本课时的目标语言是询问物品的价格，34 与学生实际生活联系紧密，所以应该充分利用创造的情景和实物给与学生练习英语口语的机会。 35 36 六、教学过程 37 Step1 Warming up Show a picture 38 39 T: I’m very happy these days because Nov 11 online shopping carnival 40 is coming soon. I want to buy a lot of clothes. Can you help me put them into the shopping cart? 41 42 【设计意图】通过双十一购物狂欢节引入新课，使学生在欢快自然的气氛中不43 知不觉进入教学，激发他们的兴趣和热情，活跃课堂气氛，并为本课任务的开44 展做热身准备。 45 Step 2 Presentation 46 1.Present the new words about clothes. 47 Show the picture of a sweater 48 T: Look! What’s this? 49 Ss: It’s a sweater.
第四课时Section B(2a－2e) 课时目标
自主学习 一、用括号内所给词的适当形式填空。 1．A panda eats about 10 kilos of bamboo(bamboo)a day. 2．The keeper(keep)spent two hours taking care of the sick panda. 3．That young girl died of illness(ill)． 4．Everyone is in a state of great excitement (excite)． 5．Parents should provide protection (protect)for their kids. 二、写出下列画线短语的汉语意思。 1．...they run over to them with excitement and some of the young pandas even walk into their friends and fall over！兴奋地; 朝……跑去；撞上；跌倒 2．The babies often die from illnesses and do not live very long.死于 教学过程 环节1新课导入 复习上一节课所讲述的关于熊猫的知识。 T：Can you tell us something about pandas? S1：... S2：... T：That’s great! Do you want to learn more? Today we will learn an article about pandas. 设计意图：通过师生之间问答的方式，复习上节课所学内容，并自然地引入新课的学习。 环节2学习2a－2e 1．让学生朗读2a方框中的词汇，并理解其意思。然后让学生小组合作，练习利用方框中的词汇谈论熊猫。 2．教师讲解2b方框中的阅读技巧—略读，让学生掌握略读的方法。
Unit 7 How much are these socks? 一、单元教材分析 本单元以谈论服装为主题，通过介绍服装，学习一些常用的服装名词；能掌握“询问价格和颜色”的句型：How much is this T-shirt? It’s seve n dollar．How much are these socks? They are two dollars．What color is it? It is red．What color are they? They are green．；掌握一些购买衣服时。常用的语言表达方式；能阅读一些简单的服装广告信息，并能写出一些简单的广告。通过本本单元一系列听、说、读、写的训练，让学生们会使用How much引导的问句以及回答；掌握一些表示颜色、形状、大小的形容词；学习数词10-3l；复习名词单、复数的使用和指示代词this, that，these，those的用法。 二、单元学情分析 本单元的主题是谈论服装，通过学习how much和what color等引导的问句以及回答，教授学生如何询问价格和颜色；学会谈论对服装的喜好和如何购物等。借助计算机辅助教学，将平面的语言文字内容直观化、具体化、形象化，训练学生形象思维和抽象思维能力，培养学生形象思维，深入理解语言。积累生活的经验，提高学生的语言表达能力。同时引导学生采用Repeating和Cooperating的学习策略，学习一些新词汇，掌握一些重点句型，在小组合作学习的过程中，培养他们团队合作精神并学会感谢人。 三、单元教学建议 本单元可采用自主学习、小组合作学习、Repeating和Cooperation的学习策略，利用教学图片和制作多媒体课件来展开课堂Pairwork问答式的口语交际活动，谈论服装的价格和各自对服装的喜好。本单元的教学法建议：语音教学可采用模仿操练的方法；词汇教学可采用演示讲解、情景操练、反复使用的方法；口语教学可采用互相操练、对话练习、交际活动的方法；阅读教学可采用补充对话和填写价格标签的方法；听力教学可采用图文配对和听写的方法；写作教学可采用看图填空、模仿写作的方法；语法教学可采用总结规律、模仿操练的方法。 四、单元课时分配 本单元可用4课时完成教学任务： Section A (1a-2e) 用1课时 Section A (Grammar Focus-3c) 用1课时 Section B (1a-2c) 用1课时
新目标英语八年级（下）Unit7 Would you mind turning down the music?教学设计 一、教学内容及分析 本单元是八年级英语下册的第七单元（Unit 7 Would you mind turning down the music?），主题是如何更礼貌的提建议，主要功能项目是“Make requests”和“Apologize”，本单元的语法要点是“Would you mind …?”和“Could you please…”等句型的运用，知识重难点为：“would you mind +动名词”和“Could you please +动词原形”等句型的正确运用，以及能够正确运用其否定形式。整个单元教材内容如下： Section A是语言的基本输入和呈现部分，是本单元的语言基本内容。1a、1b、1c分别是看、听、说的任务环节，均围绕1a的卡通画而展开。可先创设情景引入，呈现Would you mind +动名词向别人提出请求的语言功能项目。再呈现Would you mind not+动名词，让学生充分利用1a的卡通画内容来练习。2a、2b是任务型听力，学生独立完成。2a是排序，2b是配对。2a是通过听力，展示Would you mind …?和Would you mind not…?在交际中的运用，2b 是呈现如何向别人道歉。2c要求以2a、2b的听力材料来进行交际练习，体会向别人提出请求和向别人道歉的语言功能项目。在3a的教学中，要求学生看图，补全图片中的“请求”，3b的结对对话，要求学生用Would you, Could you, have to编对话，至于第4部分的groupwork，先可让学生制定“工作任务”，再进行对话。 Section B是综合的语言运用和知识的扩展部分。1a、2a、2b都围绕的卡通画展开，2c是2a、2b听力材料的操练对话，3a和3b是阅读和写作的训练，通过完成3a、3b的任务，加深学生对“提出请求，表达歉意”的理解和运用。Self check让学生通过活动对自己遣词造句能力及语言综合能力进行了自我评价，应由学生独立完成，但第2部分教师可组织学生看图讨论，然后再完成第2部分的任务。课后所选的阅读材料依然紧扣本单元的语言目标，学习掌握基本的阅读策略,即通过寻找主题句来快速获取文章大意，以获取更多信息的能力，从而帮助学生了解不同国家及文化背景下的礼仪，更好地遵守社会公德。 我将灵活运用这些活动内容，完成听，说，读，写的训练任务，并将其中的一些活动进行变化或整合，以提高课堂效益。因此在教学中采用创设情景、交际表达的思路，以活动为目的和方式促进语言的输出和运用。充分利用教材中的卡通画，来对话交流，让学生在运用中体验本单元的语言功能项目。第一课时主要学习如何更礼貌的提建议，以及如何做出合适的回答以听说训练为主。第二课时主要是通过听说读写训练，进一步学习“如何提出要求和表示歉意
人教版英语七年级上册 Unit7 How much are these socks? Section A (1a-2e) 湛江市霞山职业高级中学蔡景茜 一、教材分析 本节课是新目标英语七年级上册unit 7 How much are these socks?第一课时，以Shopping为主线，通过对本课的学习，让学生学会用英语谈论服装的颜色、尺寸和价格，学生运用所学语言，模拟在商场售货和购物。教学内容简单且富有生活情趣，有利于激发学生的参与意识和好奇心理。 二、教学目标 1.知识目标： 词汇：掌握有关服装、尺寸和颜色的单词 句型：（1）--How much is …? --It’s…. (2) --How much are …? --They’re…. 2.能力目标：学会询问价格及使用购物用语 3.情感目标：树立节约用钱合理消费的正确消费观念 学习重点：学会使用询问价格的句型，并能正确回答 学习难点: 区分服装的单复数 三、学情分析 抓住七年级学生活泼、好动、好胜心强的特点，引进小组竞争机制，倡导其参与活动。在教学中努力营造宽松、民主、和谐的教学氛围，鼓励他们大胆尝试，保护他们的自尊心和积极性。
四、教法分析 1.情景引入法:利用多媒体创设情景，引入新知识，吸引学生注意力，使他们对即将学习的新知识产生好奇。 2.听说法：对目标语言进行反复操练，以达到灵活运用的目的。 3.任务型教学法：设计一系列的任务活动，让学生在完成任务的过程中掌握目标语言。 五、学法分析 1.分组合作学习。 2.?为用而学，用中学，学了就用?：本课时的目标语言是询问物品的价格，与学生实际生活联系紧密，所以应该充分利用创造的情景和实物给与学生练习英语口语的机会。 六、教学过程 Step1 Warming up Show a picture T: I’m very happy these days because Nov 11 online shopping carnival is coming soon. I want to buy a lot of clothes. Can you help me put them into the shopping cart? 【设计意图】通过双十一购物狂欢节引入新课，使学生在欢快自然的气氛中不知不觉进入教学，激发他们的兴趣和热情，活跃课堂气氛，并为本课任务的开展做热身准备。 Step 2 Presentation 1.Present the new words about clothes. Show the picture of a sweater T: Look! What’s this?
Unit7 Section B (3a-3b) 1. Teaching Aims 1.1Ability Objects: To let students can organize information and learn how to write animals. 1.2Moral Objects: To let students love animals and protect them. 1.3Knowledge objects: Key words and phrases: huge, whale, oil, because, protect, be in great danger. 2. Teaching key points Huge, whale, oil, because, protect... be in great danger. 3. Teaching Difficult Points How to let students write one paragraph about animals? 4. Teaching Methods Group work; Pair work 5. Teaching Aids: PPT. 6. Teaching procedures Step1 Lead in (About 3 minutes) Free talk (T: What’s this? S tudents...T: Do you like whales? S tudents...T: Do you know whales? S tudents :......) .