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七年级英语湘教版下Unit6教案
更多精彩；英语教师网 英语教师网论坛 Unit 6 教学目标 语 言 知 识 类别 内 容 课次 要求 语音 /h/ /r/ /w/ /j/ /I/ // /eI/ /u/ /u/ // // /a/ // 词 汇 bedroom, second，floor，kitchen，living room，bathroom，garden, cousin，grandamother, grandfather, in front of，behind，door, plant，flower, use 1A 掌 握 beside，lamp，mirror，clock，wall，table, key，put away，everywhere，window，chopstick，plate, coin， bank, under，CD，model, rabbit, grass 1B beautiful，large，drawer，fork，magazine，chair，purple，keyboard，crayon 1C river 1D countryside，common，month, at noon，furniture，quiet，single，someone, should 2A neighbor, street，post office, museum，station，mail，service，center，fan，hear，line，check, right now 2B a lot of，area ,close to，far，stop，knock at/on, loud，really，at the end of 2C move，city，cost，yard，enjoy, light 2D university，bridge，hotel, middle，public，theater，south，along，turn，at the third street，left，across，information，copy room, video 3A until，miss，kilometer，change，danger，ticket，speed 3B thousands of，hurt，die，accident，safe，rule，before，cross，when,clear，blind，last, everybody，careful，side, country, mean 3C dining room, bath 1A 理 解 piggy bank, walkman 1B garage，wardrobe，bookcase，curtain 1C apartment，townhouse, farmhouse, suburb，rent，per 2A parking lot, clothing store, community，matter 2B beautifully,quiety 2C noisy，lawn 2D Peking University, Tsinghua University, Ren’ai Education Institute，nearby，straight，ahead 3A crosswalk 3B obey，bench，sidewalk，footbridge，underpass 3C 语 法 1there be 句型 There is a small garden in front of my house. There is a lamp， a mirror， a computer and some books on it. There are so many nice books on the shelf. Is there...? Yes， there is. /No， there isn’t. Are there any...? Yes， there are./No， there aren’t. How many...? There are... 2Wh- question Wh- 问题 What’s on the table? There are some keys on it. Where’s the living room? It’s on the first floor. 3表示方位的介词或副词 on，in，at，behind，under，in front of，near，across, from，next to，near 功能和话题 1. 谈论某处有某物 Is there a sofa in your study? Yes， there is./No， there isn’t. Are there any books on the desk? Yes， there are./No， there aren’t. What’s beside the window? There’s a guitar beside it. How many pairs are there? There are four pairs. 2. 借东西 Can I borrow...? Sure. Here you are. 3. Let’s 的用法 Let’s go and have a look. 4. 询问出了什么事 What’s the matter? The kitchen fan doesn’t work./There is something wrong with my kitchen fan. 5. 问路 Excuse me. How can I get to Peking University? Excuse me. Could you tell me the way to Dinghao Building? Excuse me. Which is the way to Haidian Theater? Excuse me. Where is Beitai Road? Go along Suzhou Street and turn right at the third street. Go straight ahead and you will see Peking University on your left. Change to the No.108 bus at Anzhen Bridge. Topic 1 Section A The main activities are 1a and 2a.本课重点活动是1a和2a。 Ⅰ. Teaching aims and demands教学目标 1. Learn the rooms in homes： bedroom， kitchen，dining room, living room, bathroom 2. (1)Learn the prepositions： in， on， next to， in front of， behind (2)Learn how to use the sentences of “there be”： Is there a computer in your study? Yes， there is. Are there any bedrooms on the first floor? No， there aren’t. There are so many nice books on the shelf. Ⅱ. Teaching aids教具 录音机／挂图 Ⅲ. Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习（时间：10分钟） 1.（板书向学生呈现1a挂图。） T: I like the nice house. Do you have a nice house? S1：Yes， I do. S2：No， I don’t. ... T： Where do you study? Ss：I study in the study. （板书。向学生解释 ） 2.（叫几个学生表演在不同地点的动作，如学习、睡觉、洗澡、用餐、煮饭、看电视，让 其他学生逐一猜这些动作和地点。此活动复习Unit 5的现在进行时，同时呈现出表示房 间的名词。） Example： T: What’s he／she doing? S1: He／She is watching TV. ... Sn: He／She is studying. T: You are right. T: Where’s he／she? S: He／She is in the study. T: Good. （教学生读并学习，这是本课新句型。） There’s a study in the house. （学生指着另一个正在表演动作的同学，叫其他同学猜。） Example： T: What’s he／she doing? S1: He／She is cooking. S2: He／She is reading. ... Sn: He／She is sleeping. T: Good. Where’s he／she? Sn: He／She is in the bedroom. （板书划线部分、英汉对照。） （教学生读并学习，这是本课新句型。） There are so many nice books on the shelf. （板书，操练上面的句型，引导学生做chain work，连锁操练，要求学生进行快速的.、 连珠炮似的问答操练。教师要求一个问，其他同学答，依次顺下去。） T: Where are the bedrooms? S：They’re on the second floor. （板书划线部分，英汉对照。） （教师指着图上的卧室问，指导学生答。） T：What do you do in the bedroom? S：We sleep in it. （教师指着图上的书房。） T：Where’s the study? S：It’s next to the bedroom. （过渡到下一步。） Step 2 Presentation 第二步 呈现（时间：5分钟） （设置并板书听力任务，让学生带着任务听录音。） Where’s the bedroom? Where’s the study? Can Michael borrow Harry Potter? （先让学生给出答案，教师最后订正。） bedroom―second floor―study―next to―books―shelf （将关键词写在黑板上，呈现出1a，同时讲解1a的重要知识点，为下一步学生不看课本 自由表演打下基础。） Step 3 Consolidation 第三步 巩固（时间：5分钟） 1.（老师放录音1a，示范学生跟读，用铅笔标重读与语调。） T： Follow the tape and draw “up and down” with your pencil like this. 2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调。） T: Rub them clean and now read and check your pronunciation sentence by sentence. Go! 3.（人机对话，即学生与录音机对话。） T: You are Jane. Listen to Micheal and make a dialog with him. 或You are Michael. Listen to Jane and make a dialog with her. 4.（看第二步呈现在黑板上的关键词：学生两人一组表演1a，不看书，只看黑板上关键词 对话。） T: Work in pairs. Close your book， look at the blackboard and act the dialog out. Step 4 Practice 第四步 练习（时间：15分钟） 1.（1）（让学生查课后词汇表，自学单词：dining room， living room， bathroom， garden） T: Now you can look up the new words by yourselves. （2）（让学生完成2a，主要是为了让学生练习表示地点的名词，加深印象。） T: Listen to the tape and match. 2.（让学生看1a的图，填空完成2b。） T: Look at the picture above and fill in the blanks. T: Stop! Let’s check the answers to 2b. （答案如下：） Where’s， Is there， Yes，there is. Are there， No，there aren’t. 3.（让学生讨论，表演对话。） T: Discuss with your partner and use the phrases in the boxes to make your own conversations. Example： A: Where’s your father? B: He is in the study. A: What’s he doing? B: He’s reading books. Step 5 Project 第五步 综合探究活动（时间：10分钟） 1.（呈现给学生一张表格介绍自己的教室，让学生填空。） There is a teacher a clock a blackboard ... There are students books desks ... T: Fill in the blanks， then report to the class. Example： （用陈述形式。） There is a teacher in our classroom. There are some students in our classroom. There isn’t a cat... There aren’t any... （或问答形式。） A: Is there a teacher in our classroom? B: Yes， there is. A: Are there any students in our classroom? B: Yes， there are. A: Is there a cat...? B: No， there isn’t. ... 2.（让学生完成4。） （1）（让学生画一张自己家的图片。） T: Draw a picture of your own house. （2）Tell your partner about your favorite room. Example： （用陈述形式。） My favorite room is my study. I can do my homework t七年级下英语unit6的课件
一、教学目标
(一)知识与能力
在语境中初步理解现在进行时的用法。
(二)过程与方法
利用教学图片、视频等展开课堂教学;创设具体的语境帮助学生学习现在进行时。
(三)情感态度与价值观
通过互相询问或谈论自己或对方正在做的日常活动，培养学生礼貌地向对方提出合理建议的能力。
二、教学重难点
(一)教学重点
1.理解现在进行时的语境。
2.理解现在进行时的结构。
3.就询问对方正在做什么这一话题进行对话表演。
(二)教学难点
1.理解现在进行时的语境。
2.理解现在进行时的结构。
三、教学策略
语音教学──让学生进行模仿操练;词汇教学──采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用;口语教学──采取 pairwork 问答式的口语交际活动或游戏等小组活动互相操练;听力教学──采取图文配对和对话选择的方式。
四、教学过程
Step 1：Warming up
播放动画片《白雪公主》视频。
【设计意图】
通过动画视频《白雪公主》吸引学生的注意力，帮助学生初步体验现在进行时用于正在进行的.动作的语境。
Step 2：Presentation
教师出示几张图片,引出现在进行时的结构和用法。
1)叫一位学生按照老师图片上的提示做动作，教师接着说：
T: What are they doing now?
Ss: They are having a party.
T: What are they doing now?
Ss: They are dancing.
2)然后叫一个学生问，另一个学生回答，进行问答练习。
S1: What is he doing now?
S2: He’s playing the drums. e.g. sing—singing / watch—watching / play—playing….
【设计意图】
帮助学生在交际情景中感受现在进行时的结构和用法。
Step 3 Practice
展示1a中的图片并让学生思考回答：如：What is he doing? He is ...;接下来让学生两人一组练习，并展示;最后请同学们分小组讨论并初步归纳现在进行时的结构句型。
【设计意图】
通过反复地口语练习帮助学生习得现在进行时的结构;培养学生的归纳能力，找出记忆的规律。
Step 4：Listening 1b
接下来的任务型听力要求学生对动作作出反应，教师可承接刚开始的话题，引导学生根据所学语言完成以下任务：
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.
【设计意图】
通过听力训练，再次落实现在进行时的结构。
Step 5：Pairwork
师生、生生之间问答1a图片中人们的活动，问题如下：
A: What’s he doing?
B: He’s using the computer.
A: What are they doing?
B: They’re listening to a CD.
【设计意图】
本部分要求学生掌握一些固定的词组搭配，如：write a letter, eat dinner, do homework, talk with等。
Step 6：Listen to 2a,2b
要求学生听一段对话，然后回答一些问题。检查学生的听力情况。接下来设计的任务是要求学生以小组为单位进行问答练习。
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.
【设计意图】
这样的活动既可以培养学生的合作意识，又能在情景中使用现在进行时进行交际，巩固了本节课的重点，突破了难点，促使学生在学习过程中学会细心观察。
Step 7：homework
Write a description about what people are doing on your way home.
【设计意图】
以笔头的形式，再次巩固现在进行时的用法。
教学内容
本单元的核心项目是“喜欢和不喜欢（like and dislike）”。围绕着这一中心项目，课文中设计了各种食物及水果的插图和不同形式的表格，让学生进行听、说、读、写等各种学习活动。通过本单元的教学，使学生学会询问对方与了解别人喜欢与不喜欢的食物，学业会谈论自己与他人早、中、晚餐喜爱吃的食物，为其今后能在交际中恰当地表达自己的情感、灵活运用已经学过的常用功能项目、进一步学习并掌握新的语言功能奠定了坚实的基础。
教学目标
⑴知识目标：
A、学会询问对方喜欢与不喜欢的`食物；
B、学习并激情些食物的词汇；
C、学会谈论自己与他人早、中、晚餐喜爱吃的食物；
D、学会营养配。
⑵能力目标：
A、能准备表达喜欢和不喜欢的食物；
B、能根据具体情景对话，与他人沟通信息，合作完成任务；
C、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。
⑶情感目标：
A、通过学习西文食品文化，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；
B、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；
C、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。
教学重点、难点
重点：
A动词like一般现在时的各种句式及一般疑问句的肯定、否定回答；
B关于各种食物的词汇；
C名词复数的使用。
难点：一般现在时中单数第三人称的变化形式。
课时安排
第一课时Section A la –lc
第二课时Section A 2a –4
第三课时Section B la –2c
第四课时Section B3a –4 Self-check
Period One
课前准备
教师：搜集关于食物的图片，多媒体教学课件，制作表格（见教学步骤）。
教学设计
Step One： New words.
① Present the new words.
T：Let’s play a aguessing game. Is it an apple in my bag?Touch and tell me the answer.
S1： (Touch and say)Yes, it’s an orange.
T：I like oranges. Like means”喜欢”. Read after me .L-I-K-E,like.
Ss： L-I-K-E,like.
T：Do you like oranges?
S2：Yes,I do.
T： Do you like oranges?
S3：No, I don’t.
(Teacher writes the title on the blackboard.)
T： Now today I have a lot of delicious food. First let’t look at some fruit. Look!(Show a picture of a banana.)
T：What’s this in English?It’s a banana. Read after me,B-A-N-A-N-A,banana.
Ss：B-A-N-A-N-A,banana.
T：Whtat color is it?
Ss：It’s yellow.
(Then look at some pictures and teach the other fruit words in the same way such as strawberry,apple.)
(Next go on learning the vegetables and the other food in the sme way with the pictures.)
T：Look at the pictures and fill in the chat according to the category.
Step Two：Grammar.
① Present the countable nouns and the uncountable nouns.
T：Look!What are these? (Show a picture.)
S1：They are oranges.
T：How many oranges are there?Let’s count. One,two.
S1：Two.
T：And what are these? (Show another picture.)
S2：They are apples.
T：How many apples are there? Let’s count them. One,two,three.
S2：Three.
T：What’s this?
S3：It’s broccoli.
T：Can we count it”Can we say a broccoli?
S3：Sorry, I don’t know.
T：We can’t say a broccoli because it is the uncountable noun. Nouns contain the countable nouns and the uncountable nouns. Countable nouns can be counted with number ,and we add –s or –es to make the blural. For example,we can say an apple, two apples,three eggs. Uncountable nouns can’t be counted with number,and they don’t have plurals. For example, we can say salad, broccoli,but we can’t say salads,broccolis.
T：Look at the pictures. Fill in the chart.(Show some pictures of fruits and vegetables.)
T：Check the answers.
② Present the rules of noun plural forms.
T：look at the pictures,can you say them?
S：Yes,three tomatoes,two oranges, three strawberries.
T：Look at the three rules of plural forms. Are they the same?
S：Of course not.
Step Three： Drills.
① Present the new drills “Do you like…? Yes, I do/ No, I don’t.”
T：Oh,we have lots of delicious fruit. I like apples best.
(Holding apples)
Do you like them?
S1：Yes, I do.
S2：No, I don’t. I like salad.
T：Do you like salad?
S3：Yes, I do./No, I don’t.
(Ask some more students to practice like this.)
② Practice the drill.
T：Work in pairs.Ask and answer with your pictures.
(Before class the students have drawn some pictures of the food.)
Sa：Do you like…?
Sb： …
(Then ask more pairs to practice.)
T：Let’s open your books and do 1b.Listen and number1-3.
(The students listen and then check the answers.)
Step Four： Task.
T：Let’s make a survey.You can ask eight friends what they like and dislike. Then fill in the chart.
(Then ask some students to report.)
S1：Five of the students like…, two of them like…
S2：…
Step Five ：Summary.
In this class,we’ve learnt the names of foods, fruit and vegetables and practiced asking and answering questions about likes and dislikes. Please remember the rules of noun plurals.
Homework.
Make a survey about your parent’s likes and dislikes using Do you like…?
Period Two
课前准备
教师：搜集关于食物的图片，制作表格（见教学步骤）。
学生：准备上一节课的调查表格，作好对话和调查的准备。
教学设计
Step One： Review the drill.
② Review the drill “Do you like…”?
③ The girl and the boy are talking about their likes and dislike.Let’s open your books and listen. Try to finish 2a and 2b as quickly as you can.
Ss：…
Step Two： New drills.
① Present the new drills “Does she/ he like…? Yes, she / he does./ No, she / he doesn’t”using the chart above.
T：Kate, do you like tomatoes?
S1：Yes, I do.
T：Do you like ice cream?
S1：No, I don’t.
(The teacher points at Kate and asks the class.)
T：Does Kate like tomatoes?
Ss：Yes, she does.
T：Does Kate like ice cream?
Ss：No,she doesn’t.
(The teacher goes on asking Kate using the chart.)
T：Does your best friend Sue like tomatoes?
S1：Yes, she does.(Kate looks at her chart in her hand.)
T：Who is your best friend?
(The teacher points at Jane.)
S1：Sally is.
T：Does she like tomatoes?
S1：Sally is.
(The teacher points at Tony and Maria.)
T：Do your best friends like tomatoes?
S1：Yes, they do./No, they don’t.
(The teacher asks two more students to answer his/ her questions according to the chart in their hands. Then the teacher writes down the drills “Does she/he like… ?Do they like…?” on the blackboard.)
T：Work in pairs and practice the drill “Does he/she…? Do they…?”according to the chart.
(Then the teacher asks some pairs of the students to practice one by one.)
② Practice the drills.
T：Let’s work in pairs .
(Student A looks at Page 33.Student B looks at Page 83.Try to find out what Bob and Bill and don’t like.)
Sa：Does Bill like French fries?
Sb： … Does Bob like French fries?
Sa： …
Step Three： Task.
T：Do you love your parents?
S：Yes.
T：How do you show your love to them?
S1：I’ll do as they say.
S2：I’ll buy something for them when their birthday is coming.
S3：I’ll study better and better.
S4：I’ll make a big meal for them.
T：Oh, I think it’s a good idea. Now let’s try to know what they like and dislike. First take out yesterday’s homework,exchange the information in pairs.
(The teacher have asked the students to have a survey last class.)
(Give a sample to the students)
T：Does your father like chicken?(Point to a student)
S1： No, he doesn’t.
T：Does your mother like eggs?
S1：Yes, she does.
T：Do they like bananas?
S1： Yes, they do.
T：Now work in groups and make a food survey.
(The students work in groups.)
S2：Jim’s father likes… He doesn’t like… Jim’s mother likes…very much. She doesn’t like…And they both don’t like…
(Then ask more students to report.)
Step Four：Summary.
In this class, we’ve learnt the Simple Present Tense,including of the third person singular form as subject.
Homework.
Rewrite your conversation in the form of a passage.
Period Three
课前准备
教师：搜集关于食物的图片，多媒体教学课件，制作表格（见教学步骤）。
学生：准备上一节课的家庭作业。
教学设计
Step One： Check the homework.
T：Now let’s cxchange your exercise books and help each other. Try to correct it.(Ask different students to report his/her conversation.)
Step Twp： Review the words.
T：You know we have learnt so much delicious food. Now Let’s play a game with the food. Let’s see who will say the names of the food as many as possible during a minute.
(The teacher will give the students a minute to prepare it.Then ask someone to say.)
S： Salad, apples, bananas, ice cream…
(Choose the three students who said the most and give some food as presents.)
Step Three： New words.
① Present the new words.
T：How many meals do you have every day?
Ss：Three.
T：What are they?(The students can answer them in Chinese.)
Ss：They are “早餐、中餐和晚餐 ”.
T：Oh, yes. In English “早餐”we can say “breakfast”.
(Show a picture of the breakfast)
Read after me, “breakfast”.
B-R-E-A-K-F-A-S-T,breakfast.
Ss： B-R-E-A-K-F-A-S-T,breakfast.
T：Do you have your breakfast every day?
S1：No, sometimes I get up late, I have no time to eat.
T：I think it’s not good for your health.
(Teach the other two words lunch, dinner in the same way.)
② Practice the words.
T：Which meal do you like best?(Point to a student.)
S：I like breakfast best.
T：Why?
S：Because I like drinking milk.
T：Who also likes breakfast in our class? Please put up your hands.
T：Oh, so many students.You can sit in this team.
(Ask all the students who like breakfast, lunch or dinner to come to the same team. They can talk easily.)
T：We have divided all the class into three groups. One group likes breakfast, the other two like lunch and dinner. But what do you like for your three meals?
(Show a picture of three dinners.)
T：I have three meal plates. What do you want to put on it?
Let’s talk about it. Try to find the food what your group like most and tell us the reason.
(When each group is talking about it, the teacher goes around among the students and helps them if they need. Then ask each group to report.)
S：In our group, we like breakfast best. We all like oranges, eggs, milk and an apple.Because they are good for our health, we choose them.
(When the student is saying, the teacher puts the food onto the plate for breakfast.)
(Do it for lunch and dinner in the same way.)
T：Look at 1a, and write the number in the box next to the correct food.
(Then the students finish off 1a.)
T：How many other food words can you add to the chart?
Try to write them down in the chart.
(The students write them down as soon as possible and then read them. See who will add most.)
Step Four： Practice the listening.
T： Look! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like apples? (Show the picture.)
S1： …
T： How about chicken? Do you like it ?
S1： …
T： Can you guess what food I like?
S1： Do you like…?
T： No, I don’t.
S2： Do you like…?
S3： Do you like…?
T： Yes, you are right. I think you are very lucky. But I have two friends. They are Sandra and Tom. Do you know what food they like? Now, let’s listen and find out the food you hear.
(Play the recording 2a in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.)
T： Now open your books and listen again. Fill in the chart.
(Play the recording the first time. Students listen to the conversation and write in the answers on their charts. Play the recording the second time and then the students can check their answers to be sure they are correct.)
T： Does Sandra like salad?
S： Yes, she does.
T： Work in pairs about the chart.
Step Five： Task.
Go on a picnic with a group of friends and make a list of food to buy.
① Divide the students into six groups.
② Talk about what the students in your group like and dislike and make a list.
③ The leader in each group reports to the class.
Step Six： Summary and homework.
Make a survey about “What do your parents like for three meals?” after class.
Period Four
课前准备
教师：搜集关于食物和人物图片，制作表格（见教学步骤）。
学生：准备表格。
教学设计
Step One： New words.
T： Do you like sports?
S： Yes, I do. / Of course.
T： What sport do you like best?
S1：I like playing football/ baskball /table tennis …
S2：I like 跑步.
T： Oh, Look! What is he doing?
(Show the students a picture of Liu Xiang.)
Ss： He is 跑步.
T： Yes, he is running. Now, read after me, run.
S： Run.
T： R-U-N, run.
S： R-U-N, run.
T： Do you know him?
S： Yes, he is Liu Xiang.
T： You are very clever. He is Liu Xiang. He’s a runner.
R-U-N-N-E-R,runner.
S： R-U-N-N-E-R,runner.
T： Now he is very famous in China. Maybe everyone knows him. He is a sport star. S-T-A-R,star.
S： S-T-A-R,star.
T： Liu Xiang likes sports. He runs every day. He is healthy and he doesn’t like dessert. Do you know Healthy and dessert? Healthy means “健康的”. Can you guess the meaning of unhealthy?
Ss： “不健康的”.
T： Yes, you are clever. Read after me, healthy, unhealthy.
Ss： Healthy, unhealthy.
T： Look at these pictures. (Show these pictures of dessert.)
They are all dessert. In Chinese it means “甜食”.We often eat it after the important dishes.
T： Read after me, dessert, D-E-S-S-E-R-T, dessert.
Ss： D-E-S-S-E-R-T, dessert.
Step Two： Task.
T： Now look at the pictures of these foods. (Show some food pictures.) What kind of food do you think are healthy or unhealthy? Discuss in four people and fill in the chart. (Each group will have a chart)
(Ask some groups to report.)
S： … are healthy food, … are unhealthy food.
T： So we eat more healthy food and less unhealthy food. Healthy food is good for our health, but unhealthy food is bad for our health.
Step Three： Learn to write about what somebody likes for three meals.
① Read the passage.
T： Look at Liu Xiang ! Do you know why he is very healthy?
S1： Maybe he runs every day.
S2： He takes good care of his health.
S3： Maybe he eats very well.
T： Yes, he really eats very well. Every player just eats healthy food. Three is another running star. Her name is Sandra Dlark. Let’s see what she likes eating for three meals. Open your books and read 3a in Section B. First try to fill in the chart.
(The students read the passage and fill in the chart, then check the answers.)
S： Fruits…
T： Sandra Clark has a brother, Tom. He is very clever, but a little naughty. Look at 3b and find out what Tom likes for breakfast, lunch and dinner. Complete the following passage.
(The students do 3b and check the answers.)
S： Four lunch …
② Practice.
T： I like eggs and milk for breakfast. What do you like eating for breakfast?(Point to a student.)
S： I like apples and bread.
T： What about you? (Point to another student.)
S： I like hamburgers and bananas.( Ask two more students to answer his/her questions for lunch and dinner.)
T： Who can ask and answer like this?
Sa： What do you like to eat for lunch?
Sb： I like …
Sa： What do you like to eat for dinner?
Sb： I like …
(Then ask the students to work in pairs one by one.)
Step Four： Task.
① Write a passage about you like for three meals.
T： Can you introduce yourself for three meals according to what you talked about just now? Maybe many friends want to know you. (The students write about themselves as quickly as they can. When they are ready, ask them to introduce.)
② Make a survey about your classmates for three meals.
T： Do you have any friends? (Ask a student.)
S： Yes, I do./ Of course.
T： Do you know what they like eating for each meal?
S： No/ Sorry, I don’t know.
T： OK. Let’s ask our friends and try to know what they like. Then fill in the chart.
(Then ask some students to report to the class.)
Homework.
Write a passage about your best friend for three meals.
一、教学目标
1.知识目标：new words and grammer focus
2.能力目标：talk about likes and dislikes freely.
3.情感目标：to be friendly to your friends.
4.学习策略：practising and listening for specific information.
5.文化目标：the differences between english food and chinese food.
二、教学重点
words and expressions.
三、教学难点
how to talk about likes and dislikes.
四、教学关键
let ss have more chances to practise.
五、教具与学具
实物、教学磁带、录音机、多媒体课件等。
六、教材分析
本课的主要情景是在快餐店谈论自己的喜好，面对各种各样的水果和食物，主要学习疑问句do you like bananas?以及如何应答他人的询问. yes, i do./no, i don't.会用i like…/i don't like…句型表达自己的爱好。教学重点是句型的听、说两会；教学难点是灵活运用所学句型完成各项任务。
七、教学步骤
task 1，导课可以用袋子装个汉堡包，让一个同学来猜
t：guess. what's this? you can touch or smell it. it's very delicious.
ss： it is a hamburger.
t： i have a new fast food restaurant(课件呈现快餐店图片), you can find it here. let's go and have a look.(ok?)
task 1.learn food names
1.learn the english names for these food. look at it and tell us what you can see? you can answer in english or in chinese.(展示课件，让同学看书上图，说出他们知道的食物名称)
2.let's come to the food counter.(通过课件学单词，每个图片下都有单词)画面出现一个橘子说orange，再出现多个橘子说orange.(之后呈现：banana, hamburger, pear, tomato, strawberry, french fries, broccoli, salad and ice cream)
3.a guessing game.(一共10个标号的盒子，通过课件点击图片，让同学猜测里面是那种食物)学生分成4组进行比赛。回答正确的小组可以得到一张食物图片，并贴在黑板上。
4.match the words with the things in the picture.(准备复印的纸，上面有10个单词和10幅图a-j)让同学用最短的时间完成连线，同时也给最快完成连线的小组在黑板上贴上一张食物图片作为奖励。这张纸也是下个环节的调查问卷。)
task 2, an interview.
老师拿着装着食物的袋子，让同学用手触摸，在猜出食物名称的同时，老师呈现新课。
t：do you like bananas? ss： yes, i do. t： she likes bananas.
t： do you like pears? ss： no, i don't. t： she doesn't like bananas.
1.do an interview in pairs. do you like…?(用课件提供给学生应该使用的句型并用连线的纸单，进行两个的问答)(circle the food names your good friend likes.生成一份点菜单menu)
2.t： i have two foreign friends. they are bill and bob. please help me find out what they like and don't like.(用课件呈现一张调查表，学生a和学生b的各有不同，两名同学互相提问，完成调查)
task 3.an employment.
t： i want to find some good waters for my restaurant.还是以小组为单位，抢答，得分。(教师表演为同学服务的场景，表示业务忙想招聘服务员)
test 1.listening
t： listen and fill in the blanks. please tell me what you can hear.(课件内容为p32 2b)学生答完，集体对答案.
test 2.memory.(考考你的记忆力)(课件)
t： i say one sentence to see who can say it again first.“i like apples and i don't like pears.” this time you will use 2 minutes to make up sentences like me, then say yours out and let others listen and repeat.
学生互相出题，互相提问，重复正确小组加分。
test 3. food survey.
t： make a food survey in groups.(表格见课件)4人为一组，一名组长提问，一名同学为记录员。然后以组为单位汇报调查结果，通过三关测试，让小组推举出本组表现好的同学做本组waiter。带上领结，伴着乐曲为同学提供食品。
task 4.enjoy yourselves.
(让服务员走起来，为大家提供食品，大家边吃边用刚学习的话题进行交谈，选择自己喜欢的话题编成对话，谈话喜欢的歌曲，影星，动物…)之后选择一组汇取给大家。
topic 1. who do you like?(teachers, parents, singer, film star)
topic 2. which color do you like?
topic 3. what sport do you like?
topic 4. free topic.
s1： hello!
s2： hello! who are they?
s1： they are my friends. she is rain, and he is jim.
s2： nice to meet you!
s3,s4： nice to meet you, too!
s3： do you like hamhurgers?
s1,s2： yes, we do.
s4： let's go to the restaurant, ok?
ss： ok! let's go.
t： you can go on this step after class. it's your homework.goodbye class.
ss： goodbye, teacher.
新人教版七年级英语上册unit6课件
教学内容：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。
教学目标
一、知识与技能
1. 掌握基本词汇：food、banana、hamburger、tomato、broccoli、French fries、strawberry、orange、ice cream、salad。
2. 掌握句型：Do you like bananas? Yes, I do./No, I don’t.
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。三、情感态度和价值观
认识并了解各种食物，能分清水果和蔬菜并能认识到水果和蔬菜对人体有益。通过询问对方是否喜欢某食物来引起话题。
教学重点
基本单词、词汇和句型。
教学难点
1. 认识并掌握重点词汇。
2. 能流利地与对方开展关于食物喜好的对话。教法导航
采用任务型教学途径并配以多媒体辅助教学，同时考虑学生的不同层次采取分层递进的教学方法。
学法导航
让学生在游戏的情景中感受到轻松愉悦、民主和谐的环境气氛，学生积极主动参与，从而产生了强烈的求知愿望，增强学习兴趣。
教学准备
PPT、关于食物的图片。教学过程
Step 1: Greetings. Greet the students as usual.Step 2: Revision Show the students pictures and ask:What’s this? It’s a soccer ball. Do you have a soccer ball? Yes, I do./No, I don’t. Do you like it? Yes, I do./No, I don’t.
Step 3: New words Show the students some food and ask: 2
What’s this? It’s a hamburger. Do you like it? Yes, I do./No, I don’t.
What are these? They’re bananas. Do you like bananas? Yes, I do./No, I don’t.
运用图片和对话教学单词：hamburger、banana、tomato、broccoli、French fries、strawberry、orange、ice cream、salad，并运用这些单词进行对话。
Step 4: Pair work Work in pairs and try to match the words with the pictures of 1a. Step 5: Listening 1b Listen and number the conversations. After listening, show the dialogue on the screen and get the students to practice the conversations, and then make their own conversations. Step 6: Listening Listen and circle the food you hear. First get the students to check their answers in groups and then report their answers. Step 7: Listen again Listen again and fill in the blanks.
I like hamburgers. Do you like hamburgers? Yes, I do. Do you like______? No, I don’t like ______.
Let’s have _______. Oh, no. I don’t like_________. Step 8: Group work Make a food survey in groups by asking: Do you like ...? Then fill in the blanks to complete the form. How many students like hamburgers? How many students like bananas? Step 9: Summary Let’s sum what we have learned this class.
Words:banana, hamburger, tomato, ice cream, salad, strawberry. Sentences:Do you like hamburgers? Yes, I do./No, I don’t.Step 10: Homework 1.Remember the words in this class. 2.Practise the dialogue in pairs. 课堂作业
1. 写出下列名词
(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 _________2. 根据句意完成句子
(1) A:_______ you like salad? B:No, I _______./Yes, I ______. (2) I __________(喜欢) hamburgers.
(3) _____________ (你喜欢) hamburgers? (4) ____________ (我们吃) strawberries. 参考答案：
1. (1)hamburger (2)tomato (3)salad (4)strawberry (5)pear (6)milk (7)bread (8)ice cream
2. (1)Do, don’t, do (2)like (3)Do you like (4)Let’s教学反思
这节课以学生的日常生活为话题，用丰富多彩的实物和图片激发学生的学习兴趣，学生踊跃参加课堂活动，效果很好。
英语七年级下UNIT2教案
课题名称： Unit 2 Why do you like koalas ? （第一课时）
教材选自：《新目标英语》第二册 (Go for it ! Book 2)
一、简介
本次任务型活动课的主题为：Why do you like koala bears ?
关键信息：任务型学习的教学模式(Task-based Language Learning)是《英语课程标准》倡导的教学模式。其目的是让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式实现任务，感受成功的心理体验。学生通过思考、讨论和交流，学习和使用英语，从而完成学习任务。
二、学生分析
本次活动课适合初一年级的学生（即13-14岁年龄段的）。要求具备一定的基本知识和技能，对英语学习有持续的兴趣和爱好，能用简单的英语问候、打招呼，交换有关个人、家庭、朋友等的基本信息，在图片的帮助下听懂、读懂并讲述简单的故事，根据图片或提示写出简单的句子，根据所学内容表演小对话，在课堂活动中乐于模仿、敢于开口，积极参与，主动请教。对即将学习的内容能适当地提前做好预习工作。
三、教材分析
本教材分为A、B两部分，A部分是基本的语言内容，包括本单元的重点词汇、任务型听力练习、对话练习及语法重点(Grammar Focus)；B部分是知识的扩展和综合的语言运用，包括词汇扩展、语言知识综合运用及各类阅读文章，并附有自测(Self Check)部分，用来自我检测本单元所学的知识，最后还有让学生轻松一刻的卡通幽默 (Just for fun)。
四、教学设计
核心任务：
根据学生的年龄特点和认知能力，从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践和形成自主学习能力的过程。
教学目标：
1、掌握表示动物的名词和具有动物特征的形容词，例如：koala bear (树袋熊)，tiger (老虎)，elephant (大象)，dolphin (海豚)，panda (熊猫)，lion ( 狮 )，penguin (企鹅)，giraffe (长颈鹿)；cute (逗人喜爱的)，smart (聪明的)，exciting (令人激动的)，friendly (友好的)，interesting (有趣的)，fun (供人娱乐的)，scary (可怕的)。
2、用英语谈论、描述动物(describe animals)并表达对动物各自的喜爱(express preferences)，例如：
Elephants are friendly。
Tigers are kind of scary。
Why do you like pandas?
Because they’re very cute。
Why does he like koala bears?
Because they’re kind of interesting。
语言任务：
在本次教学活动过程中，教师是组织者，是“导演”，起引导作用；学生是“主角”，是活动的主体，他们以小组为单位，两人（或三人）之间进行口语、笔头练习。教师和学生之间既是师生关系，同时也互相合作、交流，因此又是合作伙伴关系。
这次活动采用情景法(Situational Language Teaching)、交际法(The Communicative Approach)及“任务型”教学途径。在教学过程中，关注学生的情感，尊重每个学生，保护他们的自尊心和积极性，营造宽松、民主的教学氛围，建立融洽、和谐的师生交流渠道，依据本单元的教学目标，并结合教学内容设计贴近学生实际的教学活动，鼓励他们在学习中的尝试，吸引和组织他们积极参与，从而培养学生的合作精神，提高他们的口语表达与写的能力。
五、教学媒体的选用
本次教学活动需借助录音机、投影机及有关动物的教学挂图和图片的支持?br />
本教材的'特点之一就是每个单元都有任务型听力练习及多种其它听力练习，因此录音机是必不可少的；而投影机对帮助学生做笔头练习提供了极大的方便；使用教学挂图和图片对掌握本单元的表示动物的单词及谈论动物园里的动物显得更为形象和直观，学生更有兴趣，印象更深。
六、教学和活动过程
活动目的：学习和巩固表示动物和具有动物特征的单词，掌握用英语表达对动物及其它事物的喜好。
教学过程和步骤：
1、 布置任务，学生以4-6人为一个小组（要求面对面坐），以小组为单位，运用所学的内容进行对话，并根据所学知识扩展话题编对话，谈论自己的喜好。
2、 组织教学，师生互相问候。例如：Good morning! Nice to see you! How are you? What’s the weather like today? 等等。
3、 出示教学挂图和图片，向学生呈现表示动物的单词：koala bear， tiger， elephant， dolphin， panda， lion， penguin， giraffe等。 要求学生能看到图片立即说出单词。
4、 ①打开课本P。7，1a，看图将单词和图画配对。
②1b听录音，检查在1a中听到的表示动物的单词。
活动1 要求全班同学每人跟自己的同伴结对，用所学的表示动物及动物特征的单词编一组对话，并谈论各自对动物的喜好，然后请部分同学到黑板前面当众表演。
5、 ①P。8，2a，听录音，填上所听到的单词，并把表示动物的单词和表示动物特征的单词连线。
②2b听录音，用所给的词完成对话。
活动2 ①发给每个同学一张表格，学生以小组为单位，设计调查表（如图），并根据自己的喜好在表格中打√。
animals
cute
smart
exciting
friendly
interesting
scary
pandas
koala bears
lions
tigers
penguins
elephants
②每个同学就表格中填写的内容跟各自的搭档进行对话。例如：
A: What do you think of pandas?
B: I think they are cute。 What about you?
A: I also think they’re cute。 What do you think of tigers?
B: They are scary。
…
活动3 将全班分为5-6组，以小组为单位，每个小组挑选一个所学内容的话题（如animal动物、food食物、color颜色、city城市、subject科目、sport运动项目等）。例如：
What’s your favorite animal?
My favorite animal is pandas。
Why do you like pandas?
Because they’re cute。
…
最后，比比看，哪一组说得最好？
6、 语法项目小结
Why do you like pandas?
Because they’re very cute。
Why does he like koala bears?
Because they’re kind of interesting。
七、课后反思
本次活动面向全班，面向全体同学，教师是组织者、引导者；学生的任务是开放性的，学生是活动的主体，他们以小组为单位，运用所学的内容创设情境，进行对话练习，并结合听力、笔头训练，既培养了他们的口语表达能力，又培养了他们的合作精神，同时对听、写的能力也得到了提高，为学生提供实际运用英语的机会。由于全班同学的英语水平参差不齐，有的基础一般的同学进行口语对话还存在一定的困难。因此，必须采取分层递进的教学方法，对这部分同学相应地降低要求，只要他们肯开口说，就给予一定的肯定和鼓励，使他们真正树立起学习英语的信心，调动他们的积极性。
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures(教学步骤):
Step 1 Leading in(导入话题，激活背景知识)
1.Greetings and free-talk .
2.Check the Homework(家庭作业) .
Step 2 Pre-task(任务前活动)SB Page 24 , Groupwork .
1.Arrange the Ss in small groups .Ask them to look at the pictures and talk about the events .Encourage students to say how historical events affected their lives .
2.Tell the Ss to help each other with vocabulary they might need and don’t know .
Step 3 While-task(任务中活动)
1.Reading strategy :The title can be helpful for you to understand a text .It is also a good idea to read the first sentence of each paragraph before reading .
2.Read the title ,which gives an indication of the content of the reading .Think of one question they think might be answered in the reading .
3.Play the recording , Ss listen . 4.Ask Ss to read the story out to the class .
5.Ask Ss to comment on whether their questions in the previewing stage were answered .
Step 4 Post-task(任务后活动)SB Page 25 , 3a .
Read the four events and match them to the correct dates .When finished ,ask Ss to swap their book with a partner for correction .
Homework(家庭作业) :
Write about an event that you remember well .Give dates and say why you remember it ,and what you were doing at the time when you heard the news .
教学后记:
第六课时：测试课
一、单项选择。
( )1. What ____ you ____ when she came in?
A. did, do B. are, doing C. do, do D. were, doing
( )2. The girl is ill. She’s ______.
A. in hosp
.Words & phrases : keep out , loud , argue , What’s wrong ? football , either , except , themselves , include ,etc .
2.情态动词could /should 的用法。
3.Why don’t you … ?结构表建议的运用。
4.如何谈论问题及提出建议。
5.在处理问题中学会自省与人际交往。
Important and difficult points (教学重难点)
1.should /could 情态动词的用法。
2.如何提出建议。
教具： a tape recorder5 , cards .
第一课时
课前准备：
教师：录音机，所学物品的图片、教学挂图。
学生：英语点金教练及相关的学习用具
Teaching procedures(教学步骤) (教学过程)
Step 1 Leading in(导入话题，激活背景知识)
1. Greetings and free talk .
2. Check the Homework(家庭作业) .
Step 2 Pre-task(任务前活动)
T: I want to buy a new guitar but I don’t have enough money .What should I do ?
Ss think it over ,and try to give his/her advice .
Write their advice on the Bb .
1. Borrow one . 2. Buy a second-hand guitar .
3. Get a part-time job . 4. Don’t buy a guitar .
5. Wait until next year .
Practice reading the advice by the Ss .
导入: In this unit we are going to talk about problems people have and learn how to give these people advice –to tell people what we think they should do .
Step 3 While-task(任务中活动)SB Page 10 , 1a .
1. Read the instructions to the Ss . 2. Read the problems by the Ss .
3. Ask Ss to write the problems in the “Serious” or “Not serious” columns .
4.Explain . 5. Talk about the answers with the class .Practice reading .
SB Page 10 , 1b .
Make sure the Ss understand what should they do .Play the tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers .
Step 4 Post-task(任务后活动)SB Page 10 , 1c .
Look at the problems in activity 1a and make conversations .
Step 5 While-task(任务中活动)SB Page 11 , 2a .
1. Read the instructions .Make sure the Ss understand what should they do .
2. Point to the sentences below .
3. Play the tape the first time .Ss only listen .Pay attention to Peter’s friend’s advice .
4. Play the tape again .Ss circle “could” or “should” .
5. Correct the answers .
SB Page 11 , 2b .
Read the instructions .Pay attention to Peter’s answers .Play the tape again .Check the answers .
Step 7 Post-task(任务后活动)
Make conversations with peter and his friend with the help of 2a & 2b .
Step 8 Grammar Focus
Review the grammar box .Ss say the questions and the responses .Explain the differences between could/should .
Homework(家庭作业):
1. Go over the words .
2. My clothes are out of style ,what should I do ? Please give the advice .
教学后记:
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题，激活背景知识)
1. Greeting and free talk .
2. Check the Homework(家庭作业) .Collect the students’ advice .Write it down on the Bb .
Step 2 Pre-task(任务前活动)
1.Review the differences between “could /should” .
2. Learn the new words in Page 12 .
Step 3 While-task(任务中活动)SB Page 12 , 3a .
1. Read the instructions .
2. Read the conversations by Ss or listen to the tape .Then write “good idea” “okay idea” or “bad idea” .
3. Talk about the students’ answers .
4. Make sure the students understand the dialogue.Practice reading
Step 4 Post-task(任务后活动)SB Page 12 , 3b .
1. Read the instructions .Point out the example conversation and ask two students to read it to the class .
2. Use your head .Find some other ways to get money that aren’t in the book .
3. Ask Ss to work with partner as they ask for and give advice .
4.Pairwork .
5. Act out the conversations to the class .
Step 5 While-task(任务中活动)SB Page 12 , Part 4 .
1. Read the instructions .Make sure the Ss understand what they should do .
2. To students read the dialogue .
3. Practice reading .
4. Ask another pair to give their advice on another topic .
5. Pairwork .(互助活动)
Homework(家庭作业) :
将下列短语或句型译为汉语
1. keep out 2. out of style 3. What’s wrong ?
4. call sb up 5. pay for 6. ask for something
7. summer camp 8. stay at home
教学后记:
英语八年级上册unit6教案
教学目标：
知识与技能
1、能够听说读写单词again , put on, take off
2、使用句型I like toXXXX.表达个人喜好。
3、进一步复习掌握表示衣服名称的词和天气情况的单词。
过程与方法
运用实物、图片等让学生获得感知采用小组活动的方式，有合作、有竞争
情感态度与价值观
让学生了解在不同的.季节穿不同的衣服，培养学生的锻炼意识。促使学生在日常生活中使用英语交际。
教学重点：
本课的表示衣服名称的词和天气情况的单词重点单词again , put on, take off及句型I like toXXXX.。
教学难点：
运用所学知识描绘自己的行为及动作。
教具学具：
一些衣服实物、单词卡片、滑冰鞋、录音机、雪橇等。
教学过程：
一、Class Opening and Review
1、Play “Simon Says”学习“put on, take off“及所学衣服的词汇，例如：指名到教室前面，教师发指令，Put onyour scarf. Take off your mitts.
2、学生快速描述每位学生根据个人的实际情况说出自己所穿的衣服(可以用自己喜欢的方式) I am wearing XXXX. I like red.My sweater is red.
3、(Ask and answer)问答练习
(a)How many seasons are there in a year?
(b)What’s your favorite season?
(c)What do you wear in winter/spring/summer/fall?
(d)What do you like to do in spring/summer/fall/winter?
二、New concepts
a、skate, ski, learn, teach教师拿出滑冰鞋，边做动作边说：“I like to skate on the ice. Canyou skate? Do you want to learn? I can teach you.并用单词卡片学习“skate, learn,teach”
b.用同样的方法教学“ski, I like to ski on the snow.”学生模仿并结合实际说句子。
C、This is winter. Where are Jenny and Li Ming?学生听录音或放光盘，回答问题
No.1 A cold, snowy day
a) What day is today?
b) What season is this?
c) What clothes does Jenny/Li Ming wear?
d) What do they see?
e) What does Danny say?
将学生分组，根据所回答的问题变成一段话，并指明复述，也可分组比赛。
No.2.Where is Danny?听录音或放光盘，回答问题
a) What does Danny like to do in winter?
b) Does Li Ming swim? Why?
c) What do you like to do in winter?
回答后，分组讨论自己在不同的季节喜欢做的事情。
三、Class Closing
What’s your favorite season? Why? What do you like to do in the season?Talk about them and write down.
板书设计：
Lesson 14 Snow!
It’s Winter In winter I put on my XXXX.I take offXXX.
What a cold ,snowy day! I’m putting on my scarf. I’m going to take off
Language focus:
Using ‘want to’ to express intentions
e.g. I want to have a picnic.
Using ‘going to’ to describe events that will occur quite soon
e.g. I'm going to visit City Park!
Pre-task preparation
1 Ask: What do you usually do at weekends? Do you usually have a picnic? toreview: picnic, fountain and pond. Introduce: football pitch. Draw a footballpitch on the board. Ask: Where can you find a football pitch? Do you usuallyplay football there? Write: Zhongshan Park, City Park, Moon Park on the board.Ask the students to name a few more places where people usually go onholidays.
2 Play the recording: Look and read. Students listen and follow in theirbooks.
3 Play the recording again. Students listen and repeat.
While-task procedure
1 Ask the students to read the information boards in Read and choose.Students work in groups to discuss where all the characters want to go.Distribute a copy of Photocopiable page 17 to help the students make a choice.Invite the more able students to tell the reasons.
2 Distribute a copy of Photocopiable page 18 to each student. Students workin groups of five. They are required to discuss what their group are going to doon a holiday. Then each group member has to choose a place which suits most ofthe group members. Finally, the group can vote and choose the most suitableplace to go.
3 Play the recording: Read a poem. Students listen first. Then the wholeclass follow and read together.
4 Encourage the students to rewrite the verses. Distribute a copy ofPhotocopiable page 19 to each group. Ask them to replace City Park with theplace which they would like to visit. Groups take turns to read their poem. Thewhole class vote for the best reader.
Post-task activities
1 Workbook page 6
2 A poem
Write the beginning of the poem on the board: It's (a day) tomorrow. Whatdo you want to do? to elicit: I want to go to ... Continue with: What are yougoing to do? What are you going to see? Where are you going to eat?
教学目标：
知识与技能
1、能够听说读写单词 again , put on, take off
2、使用句型I like to____.表达个人喜好。
3、进一步复习掌握表示衣服名称的词和天气情况的单词。
过程与方法
运用实物、图片等让学生获得感知采用小组活动的方式，有合作、有竞争
情感态度与价值观
让学生了解在不同的季节穿不同的衣服，培养学生的锻炼意识。促使学生在日常生活中使用英语交际。
教学重点：
本课的表示衣服名称的词和天气情况的单词重点单词again , put on, take off 及句型I like to____.。
教学难点：
运用所学知识描绘自己的行为及动作。
教具学具：
一些衣服实物、单词卡片、滑冰鞋、录音机、雪橇等。
教学过程：
一、Class Opening and Review
1、Play “Simon Says”学习“put on, take off“及所学衣服的词汇，例如：指名到教室前面，教师发指令，Put on your scarf. Take off your mitts.
2、学生快速描述每位学生根据个人的实际情况说出自己所穿的衣服(可以用自己喜欢的方式) I am wearing ____. I like red .My sweater is red.
3、(Ask and answer)问答练习
(a)How many seasons are there in a year?
(b)What’s your favorite season?
(c)What do you wear in winter/spring/summer/fall?
(d)What do you like to do in spring/summer/fall/winter?
二、New concepts
a、skate, ski, learn, teach 教师拿出滑冰鞋，边做动作边说：“I like to skate on the ice. Can you skate? Do you want to learn? I can teach you.并用单词卡片学习“skate, learn, teach”
b.用同样的方法教学“ski, I like to ski on the snow.” 学生模仿并结合实际说句子。
C、This is winter. Where are Jenny and Li Ming? 学生听录音或放光盘，回答问题
No.1 A cold, snowy day
a) What day is today?
b) What season is this?
c) What clothes does Jenny/Li Ming wear?
d) What do they see?
e) What does Danny say?
将学生分组，根据所回答的问题变成一段话，并指明复述，也可分组比赛。
No.2.Where is Danny? 听录音或放光盘，回答问题
a) What does Danny like to do in winter?
b) Does Li Ming swim? Why?
c) What do you like to do in winter?
回答后，分组讨论自己在不同的季节喜欢做的事情。
三、Class Closing
What’s your favorite season? Why? What do you like to do in the season? Talk about them and write down.
板书设计：
Lesson 14 Snow!
It’s Winter In winter I put on my ____.I take off___.
What a cold ,snowy day! I’m putting on my scarf. I’m going to take off
五年级下册英语unit6教案
新版英语五年级上册Unit6教案
第六单元 单元知识目标： 知识目标： 1.能过正确听、说、读、写三会和四会单词、短语、句子。 2.能正确，熟练地演唱三个歌谣。 3.能正确了解和叙述一个故事。 能力目标： 1.能够在具体情境中了解并表达物品的所属关系。 2.能描绘出身边的同学或朋友的一些物品的主要特征，或者是根据其他人的'描述判断出该物品是谁的。 3. 能够在类似的情景中运用本单元的教学内容，有目的地做事。 4. 通过解决问题的途径学习语言，以解决问题的愉悦促进学习。 德育目标： 1. 进一步提高学生对英语的学习热情，增强用英语思维的愿望和信心。 2.能够积极主动参与课堂活动，并在情景中大胆开口，努力实践。 3.培养对身边的事物细致的观察力。 4.能够在学习和课堂活动中锻炼自控能力。 5.能够初步了解本单元所涉及的西方用餐习惯，并在情景中尊重这些习惯。 6.能够通过对本单元的学习，初步了解东、西方在用餐习惯上的一些区别。 课时：第1课时 总第58课时 课 题 Unit6 Whose T-shirt is that?Lesson31 课型 新授 教 学 目 标 知识目标 Control the content of course of this unit. 能力目标 Understand in the concrete scenario and the relation belong to expressed a product. 德育目标 Raise the students study to English enthusiasm, strengthen to use English wishes and confidence of thinking. 教学重点 Usage originally the content of course of the unit have destination to work. 教学难点 Train a student to nearby of the thing meticulous observation dint. 教具准备 Tape, Pictures and cards. 教学过程 设计意图 一． Warm-up 1.Everyday English. Review some words, and let Ss do some actions about these words. Review the sentence: Is this your …? 2.Devided the class into two. Each choose one student to perform before the class. The teacher show the cards to the student. The opposite group guess the words according to his action. 二． Presentation 1.The teacher show the cards to the Ss and ask: Is that his box? Yes, it is. 2. The teacher show the cards one by one. The class say out the sentences with the words and phrases according to the cards the teacher shows. 用已接触过的英语单词引出新授内容，让学生对英语学习充满兴趣。 Just read and speak Kate:Whose camera is that? Li Yan:Sorry, I don’t know. Kate:Is that your camera, Peter? Peter:No, it isn’t. Maybe it’s Mary’s. Lisa:It’s not hers. It’s mine. Kate: Lisa, can I see it? Lisa:Certainly. Kate:I’m going to take a picture in front of the house. Lisa:It’s really a nice house. I’ll take the picture for you. Show Ss the cards, ask and answer: Is that his box? Yes, it is. Show Ss the pictures and ask: Is that his box? Yes, it is. Game: Who is the first? Group work: finish the exercise of Let’s start. Listen and chant. 三． Consolidation and extension Read Just read and speak. Let’s find out. Copy the dialogue. Finish the exercises. 在操练的过程中，让学生将刚学习的知识形成知识迁移，培养学生灵活运用知识的能力。 板 书 设 计 Unit6 Whose T-shirt is that? Lesson31 Is that his box? Yes, it is. 作 业 必作: Recite the text. 课 小 记 本单元课文要求学生能熟诵默写。对个别学生来说，这 是困难的，我利用课上1-2分钟指导学生背诵，效果较好，这也是几年的教学经验。 时间：Ten minutes. 选作: Write the new text 时间：Ten minutes.一年级下册英语Unit6教案
教学目标：
1.认识wonderland中的单词sweets, cookies, bones, meat，能认读并熟练运用这些单词。
2.能够理解并运用句型：I can see/hear/smell…。。
3.培养学生观察生活的.能力。
重点难点：
重点：词汇sweets, cookies, bones, meat的理解和运用，句型I can see/hear/smell…。的理解和运用。
难点：meat是不可数名词的教学。
教学准备：
多媒体课件，单词卡片，小动物头饰。
教学过程：
一、pre-task: Warming up
1. Sing songs: Apple Tree, ABC song
2. Daily talk:
T: I’m hungry. Are you hungry? S: Yes, I am.
T: Look, there are many foods. There are sweets, cookies, bones and meat. Today we will learn some words about foods
二、Task:
1. Learning the new word: bones
apple, apple, what can you see? I can see spotty.
Read the chant:
One nice bone,
Two nice bones,
Three nice, four nice,
Five nice bones.
2. Learning the new word: cookies, sweets
Peach, peach, what can you see? I can see a mouse。
Mouse, mouse, what can you see? I can see sweets and cookies。
Read the chant:
One nice cookie,
Two nice cookies.
Three nice, four nice.
Five nice cookies.
3. Learning the new word: meat
Pear, pear, what can you see? I can see meat。
（some meat, 重点讲授meat为不可数名词）
4. Let' s play a game（在全班小朋友的帮助下寻找单词卡片）
5. Review words: nose, mouth, eyes, ears, head, face
（Do some actions: T: Touch your nose. S: touch my nose）
6. Exercise: I can see…
Look at video and say: I can see… （ pair work:小组练习）
7. I can see with my eyes. I can hear with my ears.
I can hear… （Listen and say）
8. I can smell…
Nicky can smell a fish.
9. Read and say the dialogue:
Tommy: What can you see?
Sandy: I can see a picture.
Tommy: What can Molly smell?
Sandy: It can smell a fish.
板书设计：
让小朋友朗读，并做替换练习，小组合作
新目标英语七年级下UNIT11教案
福州市课改课堂教学示教活动
长乐市英语学科专场
示教课教案
Go For It---Unit 11 What do you think of game shows?
Period 4---Section B (3a---4)
任教学校：长乐文岭中学
任教教师：林浦
任教班级：长乐二中初一（ 5 ）班
授课时间：.5.21上午第三节
一、教材：新目标英语Go for it!(七年级下) Unit 11
二、教具：单词卡片、录音机、实物、小黑板
三、教学方法：以任务型教学法为教学的主要途径，辅以“张法”中的两两对话，竞争机制。
四、教学目标：
根据本课功能项目，设想学生情况，我确定以下的三维目标。
1、认知目标：
a. 掌握表达自己个人对事物或人看法的动词和词组。
b. 谈论自己的喜好与憎恶。
c. 询问及回答对事物或人的看法。
如：What do you think of XX?
I love it /them.
I do,too.
What do you think of XX?
I can’t stand it/them.
I don’t ,either.
2、能力目标：
本单元的话题是谈论所喜爱的文化，通过学习让学生们发表对电视节目中的游戏以及不同方面的'观点，以此培养学生实际运用目标语言的能力。
3、情感目标：
通过学习谈论对某些事物的喜欢与不喜欢，以此来培养学生学会自我评价，成为一个有个性的人。五、教学重点： 1、掌握陈述自己观点的动词及动词短语(the key vocabulary) love, like, don’t/doesn’t mind, don’t/doesn’t like, can’t stand 2、学会表达喜憎，以及怎样赞成别人的观点。六、教学难点： (1) can’t stand 不能忍受/ don’t mind 不介意 (2) like 喜欢 / love 热爱 (3) What do you think of …?=How about …你认为…...怎么样？
五、教学步骤： Step1: Organization Step2: Assign the task Step3: Warm-up Step4: Leading in Step5: Pre-task Step6: While-task Step7: Practice Step8:Summary Step9: homework 八、教学过程： Step1 Organization Greeting with the Ss. Step2 Assign the task Boys and girls.in this period,we are going to learn to express our opinions and make a survey report.Before we start the task.Let’s do some warm-up training. Step3 Warm-up
1) One-minute dialogue:
2) Word competition:
Step4 Leading in
Write some words or phrases on the Bb. Such as love , like , don’t/doesn’t mind , don’t/doesn’t like, can’t stand .Use the faces to help Ss understand the meaning of the words and the phrases.Ask some Ss to come to the Blackboard and draw the faces next to the words or phrases like this:
Love JJ
Like J
Don’t mind
Don’t like L
Can’t stand LL
Next ask the Ss how to ask sb’s opinions.They can answer “What do you think of …?”And then use the question to make conversations with the Ss. first make conversations with the Ss,then ask them to work in pairs and make conversations with their partners.They can begin like this:
S1:Hello,XX,what do you think of XX?
S2:I love it /them./I don’t like it/them.
S1:I do,too./I don’t ,either.(Attention to the plural forms of the countable nouns.)
Step5 Pre-task
Ask Ss to open their books and look at 3a on page 69.First give them some time to read the passage.Then let them fill in the chart on the Bb and make a survey report with them .If they finish the chart ,ask some of them to read the results of the survey.And then ask them to come to the Bb and fill in the chart.(Use the cards with the persons’ names to stick on the chart)Then teach the Ss how to make a survey report.
Task 1:(reading)
Addition:Everyone loves the belt.(Below is the chart)
Things
Loves
Likes
Doesn’t
mind
Doesn’t
like
Can’t
stand
1、hair clip
Ann Rice
2、watch
Gina Taylor
Ann Rice
3、key ring
Jodie Smith
4、sunglasses
Jerry Green
5、scarf
Jordin
6、wallet
William Jones
7、belt
Everyone
Questions:
1、What does Jodie Smith think of the key ring? (likes)
2、What does Jordan think of the scarf?(can’t stand)
3、What does William Jones think of the wallet?(loves)
4、What does Gina Taylor think of the watch?(loves)
5、What does Ann Rice think of the hair clip and the watch?(likes,doesn’t mind)
6、What does Jerry Green think of the sunglasses?(likes)
7、Which thing does everyone love?( the belt)
Step6 While-task
Task 2:
Assign the task. And then ask the Ss to survey themselves.To show their opinions about these things below.
For example,I am Mr Lin.I don’t mind the hair clip ,so I can fill in my name below doesn’t mind.
Things
Loves
Likes
Doesn’t
mind
Doesn’t
like
Can’t
stand
1、hair clip
Mr Lin
2、watch
3、key ring
4、sunglasses
5、scarf
6、wallet
7、belt
On page 69,3b.Ask Ss to read the passage and fill the blank using their own real situation.And let some Ss to fill the chart on page 88.
Step 7 Practice(task 3)
Task 3: make a survey in small group ,and let some of the Ss make a report about the results of the survey in front of the class.
Step 8 Summary
In this period ,we learnt to show our opinions and survey other persons’ opinions .Then report the results of the survey.
Step 9 Homework
Recite 3a on page 69.
Make a survey in your family and make a chart.
Ready for the test of this unit.
banana /bə'nɑ:nə//bə'nænə/ n 香蕉
hamburger /'hæmbə: (r)gə(r)/ n 汉堡包
tomato /tə'mɑ:təʊ//tə'meitəʊ/ n 西红柿
ice-cream /ˌaɪs'kri:m / n 冰激凌
salad /'sæləd/ n 沙拉
strawberry /'strɔ:bəri//'strɔ:beri/ n 草莓
pear /peə(r)//per/ n 梨
milk /mɪlk/ n 牛奶
bread /bred/ n 面包
birthday /'bɜ:(r)θdeɪ/ n 生日
dinner /'dɪnə(r)/ n (中午或晚上吃的)正餐
week /wi:k/ n 周;星期
think about 思考;思索
food /fu:d/ n 食物
sure /ʃʊə(r)//ʃʊr/ adv 当然;肯定;一定
How about...? (提出建议)…怎么样?
burger /'bɜ:(r)gə(r)/ n (=hamburger)汉堡包
vegetable /'vedʒtəbl/ n 蔬菜
fruit /fru:t/ n 水果
right /raɪt/ adj 正确的;适当的
apple /'æpl/ n 苹果
then /ðen/ adv 那么
egg /eg/ n 蛋;鸡蛋
carrot /'kærət/ n 胡萝卜
rice /raɪs/ n 大米;米饭
chicken /'tʃɪkɪn/ n 鸡肉
so /səʊ/ conj (引出评论或问题)那么
breakfast /'brekfəst/ n 早餐;早饭
lunch /lʌntʃ/ n 午餐
star /stɑ:(r)/ n 明星;星星
eat /i:t/ v 吃
well /wel/ adv 好;令人满意的
habit /'hæbɪt/ n习惯
healthy /'helθi/ adj 健康的
really /'ri:əli/ adv 真正地
question /'kwestʃən/ n 问题
want /wɒnt//wɑ:nt/ v 需要;想要
be /bi://bi/ v 变成
fat /fæt/ adj 肥的;肥胖的
七年级上册unit6课件
七年级上册unit6课件
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
第2课时：Section A 3a-3c
第3课时：Section B 1a-2c
第4课时：Section B 3a-Self Check
第1课时 Section A 1a-2c
教学目标
一、知识与技能
1. 掌握基本词汇：food、banana、hamburger、tomato、broccoli、French fries、strawberry、orange、ice cream、salad。
2. 掌握句型：Do you like bananas? Yes, I do./No, I don’t.
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。
三、情感态度和价值观
认识并了解各种食物，能分清水果和蔬菜并能认识到水果和蔬菜对人体有益。通过询问对方是否喜欢某食物来引起话题。
教学重点
基本单词、词汇和句型。
教学难点
1. 认识并掌握重点词汇。
2. 能流利地与对方开展关于食物喜好的对话。
教法导航
采用任务型教学途径并配以多媒体辅助教学，同时考虑学生的不同层次采取分层递进的教学方法。
学法导航
让学生在游戏的情景中感受到轻松愉悦、民主和谐的环境气氛，学生积极主动参与，从而产生了强烈的求知愿望，增强学习兴趣。
教学准备
PPT、关于食物的图片。
教学过程
Step 1: Greetings.
Greet the students as usual.
Step 2: Revision
Show the students pictures and ask: What’s this? It’s a soccer ball. Do you have a soccer ball? Yes, I do./No, I don’t. Do you like it? Yes, I do./No, I don’t.
Step 3: New words
Show the students some food and ask:
What’s this? It’s a hamburger. Do you like it? Yes, I do./No, I don’t.
What are these? They’re bananas. Do you like bananas? Yes, I do./No, I don’t.
运用图片和对话教学单词：hamburger、banana、tomato、broccoli、French fries、strawberry、orange、ice cream、salad，并运用这些单词进行对话。
Step 4: Pair work
Work in pairs and try to match the words with the pictures of 1a.
Step 5: Listening
1b Listen and number the conversations.
After listening, show the dialogue on the screen and get the students to practice the conversations, and then make their own conversations.
Step 6: Listening
Listen and circle the food you hear.
First get the students to check their answers in groups and then report their answers.
Step 7: Listen again
Listen again and fill in the blanks.
I like hamburgers. Do you like hamburgers? Yes, I do.
Do you like______? No, I don’t like ______.
Let’s have _______. Oh, no. I don’t like_________.
Step 8: Group work
Make a food survey in groups by asking: Do you like ...?
Then fill in the blanks to complete the form.
How many students like hamburgers?
How many students like bananas?
Step 9: Summary
Let’s sum what we have learned this class.
Words: banana, hamburger, tomato, ice cream, salad, strawberry.
Sentences: Do you like hamburgers? Yes, I do./No, I don’t.
Step 10: Homework
1. Remember the words in this class.
2. Practise the dialogue in pairs.
课堂作业
1. 写出下列名词
(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 _________
2. 根据句意完成句子
(1) A: _______ you like salad?
B: No, I _______./Yes, I ______.
(2) I __________(喜欢) hamburgers.
(3) _____________ (你喜欢) hamburgers?
(4) ____________ (我们吃) strawberries.
参考答案：
1. (1)hamburger (2)tomato (3)salad (4)strawberry (5)pear (6)milk (7)bread (8)ice cream
2. (1)Do, don’t, do (2)like (3)Do you like (4)Let’s
教学反思
这节课以学生的日常生活为话题，用丰富多彩的实物和图片激发学生的学习兴趣，学生踊跃参加课堂活动，效果很好。
第2课时 Section A 3a-3c
教学目标
一、知识与技能
1. 掌握词汇：egg、apple、carrot、chicken、fruit、vegetable、breakfast、lunch、dinner。
2. 掌握句型：Does he/she like salad? Yes, he/she does./No, he/she doesn’t.
二、过程与方法
通过读、练习，小组合作学习，熟练应用所学单词，短语和句型。
三、情感态度与价值观
能正确询问他人的'喜好。了解班内同学的喜好，加深同学之间的了解和友谊。
教学重点
1. 掌握词汇：egg、apple、carrot、chicken、fruit、vegetable、breakfast、lunch、dinner。
2. 掌握句型：Does he/she like salad? Yes, he/she does./No, he/she doesn’t.
教学难点
正确询问他人的喜好。
教法导航
本课采用任务型教学法，利用图片和口语交际培养学生的学习兴趣和积极性。
学法导航
通过小组合作的方式掌握重点单词和句型。通过班内调查了解同学的喜好。
教学准备
设置对话情境；准备调查表。
教学过程
Step 1: Greetings
Greet the students as usual.
Step 2: Revision
Show some food and ask some pairs to practice the dialogue:
Do you like ...? Yes, I do./No, I don’t.
Step 3: Lead in
(Ask a boy) Do you like bananas? Yes, I do./No, I don’t.
(Ask another student) Does he like bananas? Yes, he does./No, he doesn’t.
(Ask a girl)Do you like eggs? Yes, I do./No, I don’t.
(Ask another student) Does she like bananas? Yes, she does./No, she doesn’t.
Step 4: Group work
Get the students practice the dialogue in groups of three.
Step 5: Make a survey
Work in pairs and ask each other: Does your father/mother/sister/brother ... like ...?
Then write down what your family like to eat.
My father: eggs, apples ...
My mother: chicken, oranges, carrots ...
My sister: hamburgers, ice cream ...
My brother: ...
Step 6: Guess game
Work with another student and ask him/her to guess:
What does my father like? Does he like vegetables? No, he doesn’t.
What does my sister like? Does she like ice cream? Yes, she does.
Step 7:Grammar focus
1. Do you like bananas? 你喜欢香蕉吗？
Yes, I do./No, I don’t. 是的，我喜欢。/不，我不喜欢。
Do you like…? 是一个一般疑问句，它表示询问对方是否喜欢某物。句中do是助动词，没有意义。回答时，肯定回答用do，否定回答用don’t。
如果主语是第三人称单数形式，助动词用does，其句型为：
Does he/she like ...?
Yes, he/she does./No, he/she doesn’t.
2. Do you like oranges?
orange n. 既可以是可数名词，也可以作不可数名词。当可数名词时，意思是“橘子”；当不可数名词时，意思是“橘汁”。如：
Can I have an orange juice, please? 我可以要一杯橘汁吗？
I like oranges better than tomatoes. 与西红柿比，我比较喜欢橘子。
3. I like bananas. 我喜欢香蕉。
v. like表示“喜欢”，是动词。如果主语是第三人称单数，后要加“s”。如：
一、本学期的指导思想
本人在本学期的英语教学中，坚持以下理念的应用：
1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，培养创新精神；
2、整体设计目标，体现灵活开放。
3、突出学生主体，尊重个体差异；
4、采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功；
5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。
二、教材分析
本书每个单元都列出明确的语言目标、主要的功能项目与语法结构、需要掌握的基本词汇，并分为A和B两部分。A部分是基础的语言内容，B部分是知识的扩展和综合的语言运用。对于我们学生来说，由于小学基础不好，到初中以后学起来的确有些吃力，尤其是一千多个单词的记忆和简单的语法就吓退了不少学生学习英语的兴趣。但我们必须知难而上，坚守教师职责，实实在在为英语教学成绩而努力。
三、教学目标
对英语学习表现出积极性和初步的自信心。能尝试使用适当的学习方法，克服学习中的困难。常用的训练活动有以下几项：
（1）Daily report：值日生介绍自己、家庭成员或朋友的情况，其它学生可互相提问题，询问个人职业。
（2）Play a guessing game：用问题“what does he do？”引入任务，让学生猜测多媒体课件中人物的职业，以此激发学生的学习兴趣，并训练学生的发散思维能力。
（3）Ask the way ：创设问路情景，根据实际情况 telling the way，eg. I want to go the hospital 完成对话活动。
通过训练把课内的语言学习与课外的语言活动结合起来，改变了过去老师一言堂的模式，变学生为主体，课堂主要是提供了一个学生获取知识的平台。学生在活动中主动地获取知识。
四、具体实施方案
1. 加强词汇教学。
2. 认真贯彻晨读制度：规定晨读内容，加强监督，保证晨读效果；
3. 要求学生坚持每周两篇日记记述日常生活，每单元一篇与所学内容相仿的作文，并及时批阅让学生及时发现不足加以改进；
4. 每周背诵课文中的文章或语法（尤其是重难点句型）。要求学生背诵并默写，培养语感，掌握语法知识的应用技巧；利用“组长检查及教师重点抽查”的方法及时检查，表扬并肯定学习积极的学生以学习保证效果；
5. 坚持形成性评价制度，给学生鼓励、表扬，不使用消极的语言打击学生；，
6. 对后进生进行专门辅导，制定合适的学习评价方法，让他们树立学习的自信；
7. 加强对学生学习策略的指导，找到适合自己的学习方法；
8. 要充分利用学校先进的教育技术，使用计算机和多媒体教学设施，探索新的教学模式，开发英语教学资源，拓宽学生学习渠道，提教学效果。
★ 七年级下英语范文
★ 英语七年级教案
