第一篇：Starter Unit 3 What color is it 教學設計 七年級英語

Starter Unit 3 What color is it?

Starter Unit 3 What color is it? 教學設計

課程目標

一、知識和能力目標

通過本單元教學，使學生能運用所學英語，正確地描述物體的顏色；同時進一步學習分辨人物的用語，并加以運用。

二、過程和方法目標

本單元口語訓練應當自始至終在一種鮮明的色彩背景下進行，旨在營造那種為學生所喜愛的歡快氣氛，教師應當在十種顏色上大做文章；在使用實物時要使顏色醒目；在組合圖畫時，要盡量用大色塊；在使用投影時要使顏色突出來。教師可以從教室環(huán)境上入手營造色彩氣氛，如：選取十種顏色的硬色板，剪成各個大寫字母；或者將色板剪成各種卡通動物形象，懸掛在教室當中或在墻上，注明各種顏色的英語字塊。

三、情感態(tài)度和價值觀目標

用各種可以調動學生積極性的活動來提高學生的活躍性，激發(fā)他們參與討論的熱情。同時可以對學生進行美育教育，從小培養(yǎng)他們對美的正確認識。學情分析

“What color"學生在學習的過程中很容易把它錯寫成或錯讀成“What’s color”，因此在練習中要反復強調。教學準備

A tape-recorder, 一張白紙和各種顏色的彩筆 課時參考 四課時 Period 1

Step l：Introduction(1)Do duty report．Ask students to take turns to do duty report(get students to tell a short story)one by one．

(2)Hang the white paper on the blackboard，write the capital letter “A” with a red pen, then ask the students：

T：What’s this in English? Ss：It’s an A．

T：What color is it? The teacher answers herself：It’s red．

(3)The teacher teaches the other colors with the color pens，repeat these words until students grasp them．

Step 2：Lead—in Do the same steps of the letters list on l a as the teacher did in the introduction．Make sure students know an these letters and words．

Step 3：Practice Get students to work in pairs，practice the dialogue appear in the picture of 1a． Allow students use the other things instead of the letters while they are asking the colors．

step 4：Listening Do 1b，2a，2b and 2c in turn．(Do entering famous school)Period 2

Step 1：Lead—in Take turns to do the duty report．

Review the lesson learned by asking the students to say out the twenty—six letters in right orders．Do 2a，2b，2c and 2d with the whole class．

Step 2：Pairwork Do the guess game．Ask students to work in pairs to practise like the following：

T：Excuse me，what’s this in your bag? S：Is it a pen? T：Yes，you’re right．What color is it? S：It’s white．

T：No，you’re wrong． S：Is it red? Step 3：Grammar Go through the grammar focus and make sure all the students know what means．If possible，the teacher can use Chinese to explain them．

Step 4：Practice Do the co1or changes game，use two small cups of water，color each cup of water yellow and blue．Ask：What color is it? It’s yellow．

What color is it? It’s blue．

After asking，pour the cup of yellow water into the other cup，when the water turns green.Ask students：What color is it now? Do the color changes with the other colors．Yellow + red =orange，yellow + red + black =brown, yellow +red +blue +black，etc．

A1so the teacher can let students discuss what color the objects are around us such as the color of the traffic lights，letter—box，bananas and so on…(Do entering famous school)Period 3 Step l：Lead—in Do the duty report in turn．

Practise the dialogue in la of section A Ask students to finish 1a and 1b of section B individual．the teacher walks around the class，give a hand to the students．

Step 2：Pairwork First 1et the students check the answers of la by asking like the following：

A：What’s this? B：Is it a “pen”?

A：Yes。it is．Can you spell it? B：Yes．P-E-N，PEN．

A：You are right．

Then the teacher checks the answers of l a with the whole class．

Step 3：Listen and repeat List out the letter A 0n the blackboard and encourage the students to say out what other words also make the same pronunciation．Present the other letters the same as the letter．

Step 4：Groupwork Get students pay attention to all the abbreviations appear around us，copy them down, try to find what they mean．Then tell your partners．Encourage students t0 search online or finish this homework in other ways． Step 5: Classwork(Do entering famous school)Period 4

Step 1：Go through all the contents list on this part，make sure all the students understand them．If they don’t．you may use Chinese to explain it． Step 2: Classwork(Do entering famous school)單元教學測評

一、將26個字母按發(fā)音分類(寫出與所給字母含有相同音素的其他字母)Aa ____________________________________________________________________ Ee ____________________________________________________________________ Ii _____________________________________________________________________ Oo ___________________________________________________________________ Uu ____________________________________________________________________ Ff ____________________________________________________________________ Rr ____________________________________________________________________

二、從A、B、C、D中選出含有相同音素的選項號中的要求寫出以下單詞的適當形式()1．A．a(chǎn) f B．b p C．d j D．i r()2．A．b i B．d r C．g p D．j p()3．A．h l B．e u C．h m D．n x()4．A．m w B．s r C．c f D．z l()5．A．h z B．s v C．v h D．f s

三、按括號內所給要求寫出適當形式

1．White ____________(反義詞)2.color(n.)_________(動詞)3．boy ____________(反義詞)4．Mr ___________(對應詞)5．father __________(對應詞)

四、單項選擇

()1．It’s ___________ black．It’s ________ black ruler． A./;/ B．a(chǎn)；／ C．／；a D．a(chǎn)；a()2.---________ is that quilt? —It’s black．

A.Which color B．How color C．What color D．What’s color()3．一Who is that girl? 一The ______ in the blue jacket? 一Yes．--It’s Zhang Lei．

A．one B．a(chǎn)n C．a(chǎn) D．／()4．What’s that _____ English?

A．a(chǎn)t B．to C．in D．on()5．一What color is her jacket? 一It’s _______.A．a(chǎn)n orange B．orange C．the orange D．a(chǎn) orange

五、句子配對

A B 1．What’s this in English? A．The one in blue.2．Is this a book? B．He’s my father．

3．Who’s that man? C．It’s orange．

4．What color is that orange? D．Yes．it is． 5．How are you? E．It’s a map．

6．Which boy is your brother? F．No, it’s yellow.7．What is this? G．It’s an orange．

8．Is that jacket black? H．Fine，thank you．

六、改錯(下列各句均有一處錯誤，找出并改正)1．What color is that ruler? It's a red.A B C D 2．This is her blue color bike.A B C D 3．M r.Green is in the China now.A B C D 4．Can you spell a pen, please? A B C D 5．What’s color is this? A B C D

七、閱讀短文，判斷正誤：正確的寫“T”錯誤的寫“F”

Jane White is an American girl．She is a student．She is fifteen．Her father is Mr．White．Her mother is Mrs．White．Bob is her brother．He is a student．t∞．He is in a black jacket．Jane is in a red jacket．She is a nice girl．()1．Jane White is English．()2．She is a student．()3．Mr.White is her mother．()4．Jane is fourteen．

()5．Jane is Mrs.White’s daughter．()6．Bob is Jane’s brother．()7.Jane is Bob’s brother.()8.Bob is a teacher.()9.Jane is in red and Bob is in black.()10.Jane is a nice girl.參考答案

一、AHJK EBCDGPVZ IY O UW FLMNSXZ R

二、1-5 BCDDD

三、1.black 2.color 3.girl 4.Mrs 5.mother /mom /mum

四、1-5 CCACB

五、1-8 GDBCHAEF

六、1.D red 2.D 去掉 3.C China 4.C pen 5.A What

七、1-5 FTFFT 6-10 TFFTT

第二篇：新目標英語七年級教學設計

新目標英語七年級(下冊)教學設計

課題：Unit5：I'm watching TV.Section A(1a—1c)

三河中學：高霞

一、教材分析： 本單元是Go for it(下)Unit 5,主要圍繞“everyday activities ”這一主題展開聽、說、讀、寫等多種教學活動，其教學核心內容是：“運用現(xiàn)在進行時態(tài)談論人們正在做的事”。讓學生能在“做中學”（learning by doing），通過實踐活動，能準確地用英語來表達。而本課是本單元的第一課時,通過詞匯、短語、聽力訓練以及對話練習的操練來學習和掌握“現(xiàn)在進行時態(tài)”和提高學生聽、說、讀、寫的能力，旨在創(chuàng)造一個輕松、愉快的學習、交流環(huán)境，培養(yǎng)學生綜合運用知識的能力。

二、教學目標

1.語言知識：

本課要求學生掌握以下

詞匯：(doing homework, watching TV, cleaning, eating dinner, reading, talking on the phone ?

句型: What are you / they doing ? I'm / We're/ They're watching TV.What is she/he doing? She/he is reading.2.語言技能：

（1）能用現(xiàn)在進行時的各種形式進行準確的描述和表達人們正在做的事情.（3）能在日常生活中恰當理解和運用本課的話題范圍內的單詞和習慣用語。3.情感目標：

教育學生要善于觀察周圍的事物,發(fā)現(xiàn)生活中的美,熱愛生活，同時能提高他們的觀察能力和判斷能力，激發(fā)他們對學習英語的興趣和熱情，在接近生活常態(tài)的交際中能樂于模仿，敢于開口，積極參與，主動請教。

三、教學的重、難點：

本課的教學重點為現(xiàn)在分詞的變化規(guī)則,現(xiàn)在進行時的基本句式以及學會用現(xiàn)在進行時描述人們正在做什么.教學難點為現(xiàn)在進行時與一般現(xiàn)在時的區(qū)別.四、教學方法:

1、教法分析：

（1）現(xiàn)在進行時是學生剛剛接觸的一種新的語法知識點，而本課的話題源 自生活，立足這一點，我充分利用學生已有的知識和生活經(jīng)驗，創(chuàng)設生活化的真實情境（或半真實情境）引導學生在 運用語言中學習語言，然后在學習新的語言知識后創(chuàng)造性地運用語言（學以致用）。

（2）開展多種類型的任務型活動，提供給學生合作交流的空間和時間，促使學生為完成任務和同學進行合作,為完成任務進行探究性學習。2.學情分析：

我教學的對象是鄉(xiāng)鎮(zhèn)中學初一學生（以中等生為主），他們學習英語既感到好奇又擔憂，希望能得到他人的肯定。因此我在教學活動中盡量讓他們參與到活動中來，有更多的機會來說英語，減少他們的恐懼感，通過學生間的合作學習，降低他們的學習難度，使他們體驗到成功的喜悅。同時在閱讀和書面表達中加以落實，提高他們綜合運用語言的能力，使各層次的學生都有所收獲。

五、教學過程設計

Step 1 organization(組織教學)

Greeting : morning report.Step 2 Warming up（課前熱身）

(“興趣是成功的催化劑”，因此，我認為能以一種新穎的問候方式或復習方式進入一節(jié)課，喚起學生的興趣，使學生保持一種積極的學習狀態(tài)，或循序漸進地導入所學的內容，那么可為這節(jié)課的成功打下基礎，同時也能給自己適當?shù)臏p壓。)T：We are having an English class now.What are we doing now?(Help the students to answer: We're having an English class now.)

接下來要求幾個學生做一些動作，讓其他學生用英語來猜測。（目的是為本節(jié)課的現(xiàn)在進行時作好鋪墊）Step 3 Presentation(講授新課)

(1)利用圖片呈現(xiàn)本課的主要詞匯,用圖片教學生詞,直觀形象,便于記憶.T: Look at these pictures.Who can name the activities in them? S: Watch TV , do homework eat dinner?(2)通過圖片,引出現(xiàn)在進行時的結構和用法。1)叫一位學生按照圖片上的提示做動作，接著說： T: He/ She is singing now.They are playing soccer now.T: What is he/ she doing ? He/ She's playing soccer now 2）然后叫一個學生做動作，另一個學生問，進行問答練習。

S1: What are you doing now?

S2: I'm watching TV.(ect.)

sing----singing / watch----watching / play---playing /ect.這樣設計的目的是讓學生在交際情景中感受出現(xiàn)在進行時的結構和用法。(3)現(xiàn)在進行時的句子結構與現(xiàn)在分詞的變化規(guī)則:

主語+be(am,is,are)+v.-ing.Step 4 Practice(鞏固練習)1.Show some pictures and let the students ask and answer in pairs.e.g What are you doing ?

I am eating.What is he doing ?

He is eating.What are they doing?

They're eating..2.Practice Section A(1a)3.然后叫學生歸納出現(xiàn)在進行時的結構句型。

主語 + am/ is / are+ 動詞的現(xiàn)在分詞（培養(yǎng)學生歸納能力，找出記憶的規(guī)律。）Step 5 Listening(聽力訓練)

接下來的任務型聽力要求學生對動作作出反應，承接剛開始的話題，引導學生根據(jù)所學語言完成以下任務： 1.What are the people doing? 2.Write numbers from 1a below.3.Check the answers in pairs like this: A: What is Jenny doing?

B: He is watching TV.A: What are Dave and Mary doing? B: They are eating dinner.A: What is John doing?

B: He is doing homework.(通過聽力訓練，現(xiàn)在進行時的結構得以很好的落實 Step 6 Pairwork(操練對話)Step 7 Group work(小組活動)

接下來我設計的任務是要求三個學生為一小組，進行問答練習。如：What are you doing ?

I am talking.What is he/ she doing ?

He/ She's talking.Is he/ she talking?

Yes, he/ she is./ No, he/ she isn't.(這樣的活動既可以培養(yǎng)學生的合作意識，又能在情景中用現(xiàn)在進行時交際，鞏固了本節(jié)課的重點，從而突破了難點，促使學生在學習過程中學會細心觀察。)Step 8 Homework(布置作業(yè))1.熟記本課的單詞、詞組和句型。

2.觀察周圍的人們正在做的事情并用英語來表達。

板書

1a: 1.doing homework, 2 watching TV, 3 cleaning, 4 eating dinner, 5 reading, 6 talking on the phone 3a:

What are you / they doing ? I'm / We're/ They're watching TV.What is she/he doing? She/he is reading.《Unit5：I'm watching TV.Section A(1a—1c)》

——教學設計

高

霞

三

河

中

學

2011年9月17日

第三篇：七年級英語上冊教學設計

七年級英語上冊 Unit4 Where is my schoolbag?

SectionA

教學設計 白依拉嘎鄉(xiāng)中學 包艷輝

一、知識目標：

掌握重點單詞，如where、table、bed、bookcase、sofa、chair等。學會談論物品的位置以及有關方位的介詞in、on、under等的用法。

二、能力目標：

學生能正確使用句型：Where’s/Where’re……？It’s/They’re on/in/under……和方位詞on、in、under；并能結合語境，談論物品的位置。

三、情感態(tài)度、價值觀：

通過談論物品的位置，激發(fā)學生不要亂丟亂放物品，養(yǎng)成整潔的良好習慣。

四、教學重點：

掌握句型Where is……? It is……;Where are……? They are……。

五、教學難點：

Where is＋單數(shù)（可數(shù)）名詞或不可數(shù)名詞？ Where are＋ 復數(shù)名詞?

六、教法：

根據(jù)教材需要，采取多種教法交叉使用，如情景教學法、對話法、練習法。由淺入深，由已知到未知，循序漸進地深化教學內容，展開以教師引導為主，以學生多練多說為主的師生雙邊活動，主要以直觀教學，交際性教學和任務型教學等貫徹整個教學過程。

七、教學流程： Step1：pre-task

Task1: 用課件展示不同物品，同時利用之前學過的句型、知識對學生進行復習和預習物品單詞。

如：A：What is this in English? B：It is a key.A：Spell it ,please.B：K－E－Y ,key.A: What color is it?

B: It’s yellow.通過類似的句型問答對本課將會用到的物品單詞一個一個地復習和預習，為之后的對話練習掃清障礙。Step2:while-task

Task1:用實物（紙盒和鉛筆、書等）展示紙盒與鉛筆、書之間的位置關系，學習三個方位介詞 in、on、under

Task2：準備道具（鋼筆、鉛筆、包、英語書），師生進行問答練習。T：Where is my bag?

S: It is under the desk.T:Where is my pen? S: It is in your bag.T:Where is my English book? S: It is on the desk.T：Where are my pens? S: They are in your bag.T：Where are my pencils?

S: They are on the desk.同時將這些句型、介詞in、on、under和表地點的介詞短語板書在黑板上（教師提問：Where is...?和where are...? 有什么樣的區(qū)別？該如何和去回答？通過黑板上的對話問答總結出：Where is...?是問單數(shù)物品的位置。答：It is...；where are...? 是問復數(shù)物品的位置。答：They are...。同時指出表地點的介詞短語的結構并板書。）

Task3:讓學生看到1a的圖片，指出圖中所認識的物品的英語，并用英語說出各物品所在的位置。

Task4: 聽力訓練1b

Listen and number the things(1—4)in the picture, then check the answers.Then play the recorder again, ask students to listen to the tape again and repeat the conversations.Step3: pairwork Task1: 小組活動

把學生分成兩個小組，一組問一組答，朗讀1a圖片中的三個對話。Task2:雙人活動：根據(jù)課文圖片中物品的位置，進行對話練習，再交換角色進行對話練習。

Task3: 雙人活動：利用身邊實物進行對話練習。S1:Where is my backpack?

S2:It is under the desk.讓同桌的兩個學生自主就物品的不同位置進行問答，接著請幾組學生上臺表演。

Step4:Summary and homework

一、summary

1、Ask students to sum up.2、Teacher sums up

二、homework

1、向同桌的同學問圖中的五個物品的位置；

2、用三個表示位置關系的介詞in、on、under各造三個句子；

3、完成練習冊上的相關練習。IX、板書設計 單 詞 table bed bookcase sofa chair backpack books baseball desk

X、反思：

本課設計遵循講、練結合的原則，細化教學內容并將其目標化、具體化，課堂教學多結合實物情景，同時，充分考慮了學生的知識水平，盡可能使所有學生能夠積極參與各項教學活動，盡可能使每一個學生都能用所學的知識去表達自己的思想。多操練、多實踐，重視知識傳授與能力培養(yǎng)相結合，思維訓練與操作訓練相結合，復習與教授新內容相結合，循序漸進，由淺入深。盡量做到“以教師為主導，以學生為主體；以會學為主旨，以訓練為主徑”的“四主”要求，符合新課標的要求。

句 型

Where is my bag? It is under the desk.Where is my pen? It is in your bag.Where is my English book?

It is on the desk.Where are my pens? They are in your bag.Where are my pencils? They are on the desk.They are on the desk.介詞和介詞短語 In“在…里”

on“在…上” under “在…下” in your bag on the desk under the desk

第四篇：七年級英語優(yōu)秀教學設計

篇一：初中英語七年級教案

Unit3.Why do yu like koalas?

The first period

Ⅰ.Teaching Aims and Demands

1.Knowledge Objects.1)Key vocabulary

koala tiger elephent.dolphin panda lion penguin giraffe zoo

cute map smart

2)Target language

Let’s see the pandas.Why do you like see the tigers?

Because they are cute.2.Ability Objects:

1)Train students’abilities of listening and speakng.2)Enable and help the students to learn how to listen to and talk about animals.3.Moral Object:

It is very important for everyone to love the nature and protect animals.The earth is our home and animals are our friends..It is our duty to love the nature and protect enviroment.Ⅱ Teaching Key and Difficult Points

1)Describe the animals using the words and the target language.2)Get students to learn “Why questions”, “Because answers” and the adjectives of quality.Ⅲ.Teaching methods

1)Watching and describing methods

2)Oral practicing method.Ⅳ.Teaching Aids:

1)objects and some pictures.2)A recorder and computer

Ⅴ.Teaching procedures

Step1.Warming up

1)Play the tape,get the students to listen to music of animals

2)Play a guessing game.T: Listening to the voices of animals.What kinds of animals are they?

3)Show some pictures about animals after guessing and talk about animals.T: Look,there is a big zoo in our city There are many animals in

it.Do you want to see the animals in the zoo?Let’s go into the

zoo.What kind of animals can you see?

Step2.Present the new words

1)T: Look.What is this in Chinese?

Ss:“考拉”

T: What is this in English?Do you know?

Ss: No

T: It is a koala.Read after me K-O-A-L A, koala.2)Show some new words in the pictures.and teach students to learn them.:

koala tiger elephent.dolphin panda lion penguin giraffe

zoo cute map smart

Step3.Practice the new words(1a)

1)Get students to read the words in 1a

2)Match the words with the animals in the oictures.3)After that check the answers.Step4.Task

1)Look at the pictures of animals and describe the animals like this.T: Let’s see the pandas.Do you like them?

S1: Yes.I like them very much.T: Why do you like them?

S1: Because they are cute.Let’s see the lions.T: Why do you want to see the lions.?

S1: Because they are smart.T: Do they live on the land or in the water?

S1: They live on the land.(At the same time,Teach the students the words,smart,cute)

2)Get students to come up wth more new adjectives of quality to describe the animals.cute, smart, fun, interesting, scary, shy, lazy.(At this time,we can also let the students have a competition.This method can make the students active in class and it can help them develop their quick response and wide thinking)

3)Get students to ask and answer in pairs to descibe the animals.4)Get students to performin in front of the class.Step5.Listening

1)Play the tape,get students to listen and check.the animals in

12)Play the tape again.Ask students to work in pairs.Students listen and repeat after the recording

3)Check the answer.Step6.Pairwork

1)Ask the students to make conversations in pairs.Show the followng.A:Let’s see the elephant.B:Why do you want to see the elephant?

A:Because they are very smart.(T:Now please make conversations in pairs ,using the animals in Activity 1c.You can have a competition and let’s see which pair of students is the best?)

2)Get a few pairs to show their conversations.Step7 Summary

Today we have learnt lots of new words of animals,and the target language.We can describe the animals and other things using the target language.Now,We should remember the earth is our home and animals are our friends.It is our duty to protect animals and love the nature.Step8 Homework.1)Make a survey:What animals do you like?why?

2)Write them down and make a conversation

VI Blackboard design

篇二：2013年新人教版七年級英語下冊教案

Unit 1 Can you play the guitar?

Section A(1a-2d)

一、教學目標：

1.語言知識目標：

1)能掌握以下單詞：

guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club

能掌握以下句型：

① —Can you play the guitar? —Yes, I can./ No, I can't.② —What can you do? —I can dance.③ —What club do you want to join? —I want to join the chess club.2)能了解以下語法：情態(tài)動詞can的用法

want to do sth.的用法

2.情感態(tài)度價值觀目標：

該部分內容貼近學生的生活，談論的話題是能力。通過互相詢問或談論自己或對方在某一方面的能力，可以培養(yǎng)學生的一種群體意識。

二、教學重難點

1.教學重點：

1)學習詢問和談論彼此的能力和特長；

2)掌握一些彈奏樂器的表達方式。

2.教學難點：

情態(tài)動詞can的構成和使用。

三、教學過程

Ⅰ.Lead in

1.教師可攜帶一些易于演奏的樂器，也可帶一些演奏樂器的圖片，一邊演示樂器，一

邊說: I can play the guitar．…等；再指著圖片說：He／She can play the violin．But I can’t play it．等；然后詢問學生：Can you play the guitar?…．并引導學生進行簡單的回答。

2.Ss look at the picture in 1a.Then read the words and phrases.Let Ss match the activities

with the people.Then Check the answers with the class together.Ⅱ.Presentation

出示一些反映各種活動的圖片、幻燈片或播放課件，引導學生談論活動：

He／She can dance／swim／sing／"··But I can’t dance／swim／sing／...等，學習表達活動的動詞短語。

Ⅲ.Game(What can I do?)

T: Tell your partners what you can do.For example:

I can play the guitar.I can sing and dance.Ss work in groups.The let some Ss talk to their classmates in front of the class.Ⅳ.Listening

1.T: Now let’s listen to the tape, find out the right conversation, and number them 1-3.（播放lb部分的錄音讓學生聽，引導學生根據(jù)所聽到的內容，選出對話的順序，完成1b部分的教學任務。）

2.Check the answers:(3, 2, 1)

Ⅴ.Pair work

1.Ask the Ss to practice the conversations in 1b with a partner.Then make their own conversations.(引導學生展開Pairwork活動，完成lc部分口語交際的教學任務，學會運用can詢問和表達能力。)

Ⅵ.Listening

1.Work on 2a;

T: Now, look at the pictures on P2, listen to the four conversations.Just listen.(Play the recording for the first time, students only listen carefully.)

Then, listen to the recording again, and circle the clubs you hear.Check the answers with the class.2.Work on 2b;

引導學生根據(jù)對話內容用正確的單詞填空，補全對話，再播放聽力材料一遍。讓學生進行校對，練習聽力和寫作能力，完成2b部分的教學任務。

Check the answers with the Ss.Ⅶ.Pair work

1.Look at 2b and talk about what the people can do and the clubs they want to join.老師可以和一名優(yōu)秀的學生做一個對話的例子，讓學生們明白如何去問答，例如： T: What club does Lisa want to join?

S1: She wants to join the chess club.T: Can she play chess？

S1: No, she can't.2.Ss work in pairs to practice asking and answer about Lisa, Bob and Mary.3.Ask some pairs to act out their conversations.Ⅷ.Role-play

1.Ask Ss to look at the picture in 2d.Then Ss read the dialogue by themselves and try to

find out the answers to these questions.① What club does Bob join?

② What club does Jane join?

Ss read the conversation by themselves and find the answers to the questions.Then check the answers:

① Bob joins the soccer club.② Jane joins the English and art club.2.Explain something that Ss can't understand.3.Let Ss read after the teacher or play the recording and let Ss read after the recording.4.Ss work in pairs to act out the conversation.5.Ask some pairs come to the front of the classroom.They try to act out the conversation.See which group is the best.Homework:

1.Remember the new words and expressions after class.2.Recite the conversation after class.3.Write English names as many as possible in the exercises book.Section A(Grammar Focus-3c)

一、教學目標：

1.語言知識目標：

1)繼續(xù)練習運用情態(tài)動詞can。學會詢問和談論彼此的能力和特長。能掌握以下句型：

① —Can you play the guitar? —Yes, I can./ No, I can't.② —What can you do?—I can dance.③ —What club do you want to join? —I want to join the chess club.2.情感態(tài)度價值觀目標：

該部分學習詢問或談論自己或對方在某一方面的能力和特長，可以培養(yǎng)學生的一種群體意識，促進同學們對自身的認識，為將來的自我發(fā)展奠定基礎。

二、教學重難點

1.教學重點：

1)讓學生重點總結、發(fā)現(xiàn)情態(tài)動詞can的用法。

2)通過一些與學生們實際生活相貼近的教學活動，來達到熟練運用的目的。

2.教學難點：

1)情態(tài)動詞can的用法；

2)在實際交際活動中運用can來詢問與表達自己或他人的能力。

三、教學過程

Ⅰ.Warming-up and revision

1.Ask some Ss about their abilities.T: Hi, S1!What can you do?

S1: I can sing and dance?

T: Can you play the guitar?

S1: Sorry, I can't.But I can play chess.T: What club do you want to join?

S1: I want to join the chess club.2.Role-play.Let some pairs role play the conversation in 2c.Ⅱ.Grammar Focus.1.閱讀指導：

2.學生閱讀Grammar Focus中的句子，然后做填空練習。

① 你會游泳嗎？

______ you ______?

② 是的，我會。/ 不，我不會。

Yes, ____ _______./ No, I _______.…(其余試題見課件部分)

3.學生們完成填空試題后，可以打開課本檢查答案，對錯誤的句子，單獨進行強化記憶。Ⅲ.Try to Find

老師將情態(tài)動詞的can的用法，以學案的方式呈現(xiàn)在大屏幕上，讓學生自主學習，并發(fā)現(xiàn)其用法。

1.可以看出，在Can…？句型中，情態(tài)動詞can沒有________和_______ 的變化。

2.用情態(tài)動詞can來詢問他人的能力可以歸納為以下句型：

Can + _______+ _________ + 其他?

肯定回答：_________________

否定回答： _________________

What + can + _______ + ________ ?

學生們合作學習討論上面學案的答案，總結情態(tài)動詞can的用法。

老師找部分學生對上述問題作答，并一起討論總結情態(tài)動詞can的用法。

Ⅳ.Practice

1.Look at 3a.告訴學生們用所給的詞匯來造句子。首先，用情態(tài)動詞can及所給的第一個動詞詞組來造一個一般疑問句，并作出一個否定的回答。然后，用轉折連詞but及第二個詞組造一個肯定句。

Teacher makes the first one as a model:

Can Wu Jun speak English? No, he can't, but he can speak Chinese.Ss try to make sentences using the phrases in 2~5.They can discuss with their partners.Then let some Ss tell their answers to the class.Check the answers with the class.2.Look at 3b.Tell Ss that your school is going to have a School Show next week.What can you do? You can show your talent in it.In order to let all the students know about it.We have to write a poster.Now, read the poster below and try to complete the poster with the

words in the box.方法指導：應通讀全文，掌握短文大意；然后，仔細閱讀每個句子，根據(jù)空格前后的詞語進行推敲。比如，第三空格后有guitar一詞，可知些空格應填play一詞。其他類似。

學生們，按老師指導的方法進行閱讀，并逐句推敲每空應填什么詞，在實際的運用提高自己的閱讀能力、分析能力及綜合運用能力。

最后，教師與同學們一起校對答案，并對學生們有疑問的地方進行解釋。

Ⅴ.Group work

1.What can your group do in the school show? Make a list, then report to your classmates.2.First, work in group ask and answer about what you can do? e.g.S1: What can you do, S2?

S2: I can do kong fu.S1: Great!What about you S3?

S3: I can sing very well.…

3.Then make a list together.4.Everyone in your group must write a report.Then select one student to report what your group can do.e.g.In my group, Li Ming can do kong fu.Zhang Li can sing very well.Ma Shuang can dance well…

(最后，可以經(jīng)學生們評議來推舉最有能力的小組）

Ⅵ.Exercises

1.If time is enough, do some more exercises on big screen.Homework

1.Read the sentences in Grammar Focus.2.Write a report about what your family members can do.

第五篇：七年級英語下冊Unit5教學設計

七年級英語下冊Unit5教學設計 課標分析：

在九級目標體系中，一至五級為義務教育階段的目標要求，其中，二級為小學6年級結束時應達到的基本要求，五級為9年級結束時應達到的要求。而對于我們七年級，應達到的目標為三級。

總體上來說，七年級的學生應該對英語學習表現(xiàn)出積極性和初步的自信心。能聽懂有關熟悉話題的語段和簡短的故事。能與教師或同學就熟悉的話題（如學校、家庭生活）交換信息。能讀懂小故事及其他文體的簡單書面材料。能用短語或句子描述系列圖片，編寫簡單的故事。能根據(jù)提示簡要描述一件事情，參與簡單的角色表演等活動。能嘗試使用適當?shù)膶W習方法，克服學習中遇到的困難。能意識到語言交際中存在的文化差異。

一、教材分析

本單元是Go for it(下)Unit 5。主要圍繞“What are you doing?”這一主題展開各種教學活動,并以這一主題引出現(xiàn)在進行時的一般疑問句,否定句以及特殊疑問句等語言功能。本單元旨在創(chuàng)造一個輕松、愉快的學習、交流環(huán)境,通過聽、說、讀、寫來培養(yǎng)學生綜合運用這些知識的能力。并讓學生能在“做中學”(learning by doing),通過有限的課堂實踐活動,注意觀察別人的行動,能準確地用英語來表達。

SectionA 1a--1c部分是本單元的第一課時,這一課時通過常見的一些動詞短語引出現(xiàn)在進行時的教學,學好本課對以后的SectionB部分的學習起了很好的鋪墊作用。

二、教學目標 1.語言目標

1)短語和單詞doing homework, watching TV, cleaning, eating dinner, reading a book, talking on the phone, apartment 2)句型結構

What are you doing?I'm watching TV.What's he/she doing? He/She's reading.What are they doing ? They're watching TV.3)語法The structure of the Present Progressive Tense The present participle 2.語言技能

1)能用現(xiàn)在進行時的各種形式進行準確的描述和表達正在發(fā)生的動作。2)能掌握現(xiàn)在進行時態(tài)及一些表示具體動作的詞組搭配,如:doing homework, watching TV, eating dinner? 等。

3、學習策略

通過本節(jié)課的教學,我要求學生能通過觀察別人的行為和活動時能用現(xiàn)在進行時來準確地表達所發(fā)生或進行的動作。

4、情感態(tài)度

通過對本單元的任務性活動,我的目的是能培養(yǎng)培養(yǎng)學生學習英語的強烈興趣,樂于參加各種活動的積極情感,樂于合作,培養(yǎng)學生團結合作的精神。

5、文化意識

了解西方人是如何表達或描述正在進行的動作。

三、教學的重、難點 基于上述對教材的分析,我確定本單元的教學重點為詞匯、詞組搭配和現(xiàn)在進行時的用法。

教學難點為現(xiàn)在進行時中現(xiàn)在分詞的結構及讀音,能在交際中準確地運用現(xiàn)在進行時來描述或表達正在進行的動作。

四、學情分析

我所教學的對象是初一學生(以中等生為主),對英語普遍感興趣,但有很大的不穩(wěn)定性,好奇心強,求知欲旺盛,他們學習英語既感到好奇又擔憂,希望能得到他人的肯定。因此我在教學活動中盡量讓他們參與到活動中來,有更多的機會來說英語,減少他們的恐懼感,通過學生間的合作學習,降低他們的學習難度,使他們體驗到成功的喜悅。提高他們綜合運用語言的能力,使各層次的學生都有所收獲。

五、教學過程設計 Step 1 Greeting Step2 Revision What do you(does he/she)do? What do you(does he/she)want to be?Why?(通過復習一般現(xiàn)在時的句型結構為下面的現(xiàn)在進行時的學習起一個比較的作用。)Step3 Presentation 1.Listen to a song(聽一首活潑愉快的歌曲,既能激發(fā)學生的學習興趣,又能順利地過渡到現(xiàn)在進行時的學習)2.Lead out the new phrases and target languages.(Show some pictures on the screen and ask some students to perform the actions.)eg.T: What are you doing ? S: I am doing homework.(Help him/her to answer)T:What is he /she doing ? Ss: He /she is doing homework.Teach : watching TV,cleaning reading a book, eating dinner, talking on the phone...as the same way.(通過多媒體課件顯示和學生的親自表演,目的是讓學生在真實情景中學習短語和感受出現(xiàn)在進行時的結構和用法。)Step 4 Practice 1.Ask and answer in pairs: What is he/ she doing? He/She’s...2.Groupwork A:What are you doing ? B: I am doing homework.A:What is he/ she doing ? C:He/ She's doing homework.(我設計的任務是要求三個學生為一小組, 進行問答練習。這樣的活動既可以培養(yǎng)學生的合作意識,又能在情景中用現(xiàn)在進行時交際,鞏固了本節(jié)課的重點,從而突破了難點,促使學生在學習過程中學會細心觀察。)3.The structure of present progressive tense and the present participle.(讓學生觀察句子和現(xiàn)在分詞形式分別總結出現(xiàn)在進行時的結構和怎么給動詞加ing,培養(yǎng)學生的觀察能力和歸納能力。)Step 5 Practice 1a and 1c 1.Match the words with the people in the pictures in Section A(1a)2.Pairwork, ask and answer questions about the pictures.Ask some pairs to act out their conversations.(1c)Step 6 Listening 1b 接下來的任務型聽力要求學生對動作作出反應,教師可承接剛開始的話題,引導學生根據(jù)所學語言完成以下任務: 1.What are the people doing? 2.Write numbers from 1a below.3.Check the answers in pairs like this: A: What is Jenny doing? B: He is watching TV.A: What are Dave and Mary doing? B: They are eating dinner.A: What is John doing? B: He is doing homework.(通過聽力訓練,現(xiàn)在進行時的結構得以很好的落實)Step 7 Guessing game(在大組之間進行競賽性的游戲活動,能促進學生的競爭意識和學習英語的積極性。)Step 8 Make a survey Step9 Make a report Hello!Everyone!I am a reporter from?(通過做調查和做報告的形式,考查學生對語言知識的運用和口頭表達能力。運用獎勵的機制,給表現(xiàn)好的同學發(fā)小禮物。)Step 10 Make a song(利用所學的目標語編歌曲,實現(xiàn)跨學科之間的知識整合,激發(fā)學生學習英語的興趣,并且獎勵優(yōu)秀歌手。)Step 11 Exercises(筆頭及時考查學生掌握知識的情況。)Step 12 Summary and Homework 1.Blackboard design 2.Recite and copy the new words and target languages.3.Draw a picture of A.your school B.a park C.a club D.a zoo then talk about “What are they doing

板書設計

Unit 5 I’m watching TV.(Section A 1a-1c)doing homework What are you doing ? watching TV I am watching TV.cleaning What is he/she doing? eating dinner He/She is reading.talking on the phone 現(xiàn)在進行時結構: 主語 + am/ is / are+ 動詞的現(xiàn)在分詞

六、課后反思

本課時學生參與面廣, 不同層次的學生均有所獲。基礎較差學生能運用所學句型進行簡單的交際練習。英語能力較強的學生則進行了大量的游戲、做報告、編歌曲等口頭練習,語言能力拓展達到一定深度和廣度。

通過本節(jié)課的教學實踐,我認識到教學成功與否,學生掌握程度如何,關建在于教師如何創(chuàng)造性地設計課堂教學。任務的設計要體現(xiàn)多樣化和層次感;面對不同的學生群體,任務的難度系數(shù)(深度)是可以調控的;而面對同一群體里的不同程度的學生,教師可以在任務設置時注意不同角色的設定,做到有針對性,使每一層面的學生皆有所得。教師要有意識地積極引導學生以教材上的簡單東西為媒介向他們熟悉的生活發(fā)散開去,大膽地用英語去了解生活中的各類簡單事物,解決生活中的各種簡單事情。教師要善于活化教材,對其精加工, 在給定的語言材料基礎上進行適度挖掘和拓展,使其更好服務于教學目的。