英语人教版七年级下册unit9 period1 1a-2c.doc

人教新目标版20132014年度下学期七年级英语教学案授课教师_2014年2月16日Unit 1 Can you play the guitar?一. Knowledge and abilities goals: 1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar2. How to use Model verb” can”. 3. Listening and speaking skills and communicative competence.二. Teaching method: Listening and speaking methods. Pair works.三. Moral goals: Encourage students to express their abilities.Content of courses: In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to joinclub ?Can you ?四. Importance and difficulty: canTeaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class.五. Teaching Time: 4 periodsPeriod 1 (Section A: 1a-2d)授课人:_ 授课班级: _ 授课时间：2014年_月_日_午第_节1.Knowledge Objects: Learn to talk about abilities. Know something about the culture of clubs. Can you/he.?What can you do? What club do you want to join?can, cant, draw, dance, swim, speak, walk.2.Teaching key point: can3. Teaching Difficult point: can4.Teaching Procedures:Step 1. Lead-in Enjoy a song Im a musicianT: Do you want to be a musician? S: T: Can you play the piano? ST: What can you do? S: I canT: What about you? S:T: OK, now please show your talent and tell us what you can do.Ask one of the students come to the front and do the action. Ask other students to guess what he or she can do. Step 2. PresentationT: Look at the pictures. What are they doing? S: Step 3 Pair workLook at the pictures. Ask and answer like this:A: Can you play basketball?B: Yes, I can. / No, I cant. Can you?Step 4 Presentation Show some pictures of famous stars. Practice the third person “he, she, they”T: Where can you play chess? S:T: Yes, in a chess club. This term, we have a lot of clubs. What club do you want to join? ST: Sounds great. Can you?S: Yes, I can/ No, I cant If the answer is negative, guide students to say:S: No, I cant. But I can learn it from others.Step5 Pair workA: What club do you want to join?B: I want to join theA: Can you ?B: Yes, I can . No, I cant. But I can learn it from others.Step 6 Listening Listen to 1b Listen to 2a and 2b. Tell them to give special attention to listening activity (names of the clubs). Finish the tasks.Step 7 Pair work Look at 2b and talk about what the people can do the clubs they want to join.Step 7 Role-play the conversation 2dT: If you like telling stories. What club can you join?S: Story telling club.T: Right. Please read the conversation following the recording. Who wants to join the story telling club? Then role-play the conversation.Step 8 Explain some language points.Step 9 HomeworkReflection after class：_Period 2 (Section A: 3a-3c)授课人:_ 授课班级: _ 授课时间：2014年_月_日_午第_节1. Knowledge Objects: go on learning to talk about abilities.Can you play the guitar? Yes, I can./ No, I cant. What can you do? I can dance. What club do you want to join? I want to join the chess club.2. Teaching key points: Conclude the usage of can; put all new language into practice through different activities.3. Teaching Difficult points: Distinguish “say, speak, tell, talk”4.Teaching Procedures:Step1:Greeting, Warming up and duty report. Watch a flash about the content of the Just for fun.Talk something about the flash: Why is the other boy unhappy?Introduce because of the difference of time zones, the time in different places are different.Revision: show the time in six places: Beijing, Tokyo, Paris, Los Angeles, New York, and London. Elicit the sentence pattern: What time is it?ItsDraw attention to the “am” and “pm”. For instance, Beijing is seven oclock in the morning. We can say Beijing is seven am. Los Angeles is three in the afternoon. So we can say Los Angeles is three pm. (teacher helps students answer).Step2:Review the words learnt in the last period and add more. (1)T：Here are some Chinese, let us see what time do they usually get up/ take a showerget up take a shower eat breakfast go to school eat lunch run go home do homework eat dinner go to bed(2)ask students to make a survey Ask your friend 5 questions about his /her day. Then make a report.A: What time do you usually?B: I usuallyatStep3:presentation.(1)Bens day. Introduce something about Ben.Using the sentence pattern: What time does he usually get up/go to school/Pay attention to the verb form of the third person.Discuss Do you like ben;s routines.(2)Show the picture of Scott. He usually gets up at 5 pm.Ask students to predict what his job is?(3)listen to the tape,and try to answer this question. then read through the passage,and match the pictures with the times.(4)read it again and fill in the chart.(5)answer the following questions1.Where does he work?2.How does he go to work?Step4:Work on 3a.（1）Read through the passage and tell me what his job is.（2）Read it again and match the pictures. (3)Answer questions:What does he do after he get up?Does he go to work after breakfast? What does he do?How does he go to work? By bus or on foot?What does he do before he goes to bed?What does“What a funny time to eat breakfast!”mean?Step5:Follow up.T：My friend Da Bao likes Scotts work, so he gets to Sai Te Hotel . But he doesnt find him.T: There are many children in the hotel. Look, they are coming. Please ask them questions to find the real Scott.Step6:Work on part4.T：Now six people make a group, and ask the other students when they usually go to bed . The leader lines up from the earliest to the latest bedtime.T: Lets listen Group1Group2Step7:Work on part 3 of self check.T: Now I want to know something about what you do on weekends. You can go, ask your classmates and fill in the forms. Then you have a report.T: You may begin it like this Ma Li gets up at Step8:Homework.Oral work:（1）Read 3a and recite it.（2）Go on making a survey to find out what your classmates do on weekends.Reflection after class：_Period 3 (Section B: 1a-1f)授课人:_ 授课班级: _ 授课时间：2014年_月_日_午第_节1. Knowledge Objects: go on learning to talk about abilities. drum, play the drum, piano, play the piano, violin, play the violin 2. Teaching key points: Improve listening and speaking3. Teaching Difficult points: Improve listening and speaking4. Teaching Procedures:Step 1 Warming- up and revision Daily greeting. Check the homework. Let some Ss report what his/her family members can do. Step 2 Presentation Play the sound of different kinds of instruments. Let Ss guess what it is. Act and show your classmates your talent. T: Please stand in front of your classmates. Act and say what you can. S1: (sing and dance) I can sing and dance.S2: (play the drum) I can play the drum. Step 3 Listening Tell the Ss that they will listen to some sounds of the instruments. Listen and number the words 1-4 in the order of the sounds you hear in 1a. Play the recording again and check the answers. T: Now lets work on 1c. First, let one student read the words and phrases aloud.Then listen to the 1d and circle the words and phrase you hear. Check the answers: T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What cant they do? Youll listen to the recording again. Then try to fill in the blanks. Step 4 Group work Work in groups. Take turn to talk about what Bill, Cindy and Frank can and cant do. S1: Bill can play the guitar, but he cant sing. S2: Cindy can sing and play the drum, but he cant play the piano.Teacher can walk around the classroom, and give some help to the Ss. Step 5 Homework Make up a conversation between a volunteer and a person who is in charge of a sports club/old peoples home/music club.Reflection after class：_ Period 4 (Section B: 2a-self check)授课人:_ 授课班级: _ 授课时间：2014年_月_日_午第_节1. Knowledge Objects: go on learning to talk about abilities. also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician 2. Teaching key points: Also, too; be good with, help with3. Teaching Difficult points: Describe ones ability4. Teaching Procedures:Step 1 Warming-up Check the homework Ask some pairs to show their conversationsStep 2 Reading First, show some pictures of the boys and girls and some key words in 2a.T: Here are some pictures and information about Peter, Alan and Ma Huan. Can you describe them according to the pictures and key words?S1: Guide Ss to use “also, too”, and distinguish how to use these two words. Give comments on Ss descriptions.T: Now well read three ads. Whats the main idea of each ad? Whats each ads title? Now lets read the three ads and select a title for each ad. Ss read carefully and try to select a title for each ad. Check the answers with the class.Step 3 Review the usage of “tell”, Review and distinguish the usage and function of “help”T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right for him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person. Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups. Check the answers with the class. Step 4 Homework 1. Recite 2a and 2b2. Finish the exercise on p6 Reflection after class：_Unit 2 What time do you go to school?1. Teaching Aims:1) Aims of Basic Knowledge: Vocabulary: time, shower, usually, Oclock, what time, go to school, take a shower. Grammar: What time do you? What time does he / she? Function: Use the simple tense to talk about the daily life.2) Aims of Abilities: Listening skill. Speaking skill. Reading skill. Writing skill. 3) Aims of Emotion: Love life.2. Analysis of the Material:1) Brief Introduction of the teaching material:What time / When do you?” “ What time / When does he?”2) Teaching Focus: What time do you? What time does he/ she?3) Teaching Difficulties: Present tense.3. Learning Methods: Make a plan. Culture.4. Teaching Methods: Student- centered. Task-based Teaching.5. Teaching Time: 4 periodsPeriod 1(Section A: 1a-2d)授课人:_ 授课班级: _ 授课时间：2017年_月_日_午第_节一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：up, get up, dress, get dressed, brush, tooth (pl. teeth) brush teeth, shower, take a shower, usually, forty, fifty, wow, never, early, job, work, station, radio station, oclock, funny, exercise 能掌握以下句型： What time do you usually get up? I usually get up at six thirty. When do you go to work? I usually go to work at eleven oclock. He has an interesting job. He works at a radio station. 2) 用when和what time引导的特殊疑问句询问时间和时间的表达法；用所学的目标语言对生活和学习活动做计划，学会合理地安排作息时间。2. 情感态度价值观目标：本部分的话题是“日常作息时间”，学习内容贴近学生的生活，因为学生的作息时间安排是非常有规律的。通过互相询问或谈论自己或对方的作息时间安排和活动计划，可以培养学生良好的作息习惯和守时习惯。二、教学重难点1. 教学重点：1) 掌握时间的简单表达方式。2) 学习询问和谈论时间和制订作息时间表。2. 教学难点：when和what time引导的特殊疑问句和时间的表达法。三、教学过程. Warming-up and revision 1. Greet the Ss as usual. 2. Watch a short video program about daily activities. . Presentation1. 出示几幅反映日常事务(如：起床、上学、跑步等)的图画、幻灯片或播放课件，引导学生谈论这些日常事务go to school，get up，run，take a shower，eat breakfast等，学习有关的动词短语。学生们观看教师出示的反映日常事务(如： 起床、上学、跑步等)的图画、幻灯片或课件，谈论这些日常事务go to school，get up，run，take a shower，eat breakfast等，学习有关的动词短语。2. 出示la部分的图片或幻灯片或播放该内容的课件，引导学生将词语与图画进行搭配。学生们观看1a部分的图片或幻灯片或该内容的课件，将词语与图画进行搭配，完成la部分的学习任务。. Presentation1. 出示一个可以转动时分针的大钟，一边调整时间，一边询问学生时间“What time is it?”。学生们在老师的帮助下回答时间：Its six oclock. Its seven twenty. （给学生们解释在英语中时间的简单的表达方式）2. 调整时钟到某个时间，然后说：I get up at 6：00I go to school at 6：45等；再询问学生：What time do you get up? 等，引导学生回答，从而引出本部分的重点目标句型。学生们一边观看大钟，一边认真听老师的描述，然后回答老师的问题I get up at，从而学习本部分的重点目标句型。. Listening 1. 播放1b部分的录音让学生听，引导学生根据所听到的内容，将时间与活动进行搭配。2. 学生们听1b部分的录音，根据所听到的内容，将时间与活动进行搭配，完成1b部分的学习任务。3. Check the answers: . Pair work 1. 引导学生展开Pairwork活动，进行口语交际活动，学会运用what time引导的疑问句，用数词来询问和表达时间。2. 学生们展开活动，完成1c部分口语交际的学习任务，学会运用what time引导的疑问句，用数词来询问和表达时间。. Listening 1. 让学生们先阅读2a部分的句子，理解大意。然后 播放2a部分的录音让学生听，引导学生根据对话内容进行填空。 (注意提醒学生们听对话填空的技巧：先听、记住应填的内容，做简单的（符号）记录，最后，在听第二遍的时候再进行单词的书写。)2. 再播放2a部分的对话录音让学生听，引导学生写出Jim一家人的淋浴计划(时间)。3. 学生们再听2a部分的对话录音，写出Jim一家人的淋浴计划，完成2b部分的教学任务。4. Check the answers: . Pair work 引导学生展开Pairwork活动，完成2c部分口语交际的教学任务。提示学生们可以就1a部分的日常活动来进行问答。e.g.T: S1, what time do you usually get up in the morning?S1: I usually get up at six thirty. T: And what time do you eat breakfast?S1: I usually eat breakfast at seven oclock. . Role-play 1. Ask Ss to read the conversation in 2c. Then answer the questions below: Where does Scott work? What time is his radio show? What time does he usually get up? What time does he eat breakfast? What time does he usually go to work? 2. 学生们阅读对话，然后回答上述问题。老师让几位同学回答上述问题，然后和同学们一起校对一下答案。看学生们的掌握情况。应对话中学生们不明白的地方给予适当的解释。3. Play the recording for the Ss to listen and repeat. Then let Ss work in pairs to practice reading the conversation. Then try to act it out. 4. Ask some pairs to come to the front and act out the conversation. See which group does best. Homework: 1. Remember the new words and expressions. Try to understand how to express time in English. 2. Role-play the conversation with a partner after class. 3. Write three short conversations to ask about your best friends daily activities. 板书设计：Unit 2 What time do you go to school?What time do you go to school? I usually go to school at six thirty.go to school get dressed get up brush teeth eat breakfast take a shower what time Reflection after class：_Period 2 (Section A: 2b-Grammar Focus)授课人:_ 授课班级: _ 授课时间：2017年_月_日_午第_节一、教学目标： 1. 语言知识目标：1) 继续学习运用when和what time引导的特殊疑问句询问时间、运用数词表达不同的时间，通过对目标语言的学习使学生学会更合理地安排自己的学习和课活动时间。 能掌握以下句型： What time do you usually get up? I usually get up at six thirty. When do you go to work? I usually go to work at eleven oclock. Hes never late for school. When does Rick eat breakfast? He eats breakfast at seven oclock. When do your friends exercise? They usually exercise on weekends. 2. 情感态度价值观目标：通过对该部分内容的学习，让学生们学会用频率副词谈论自己日常生活及日常作息习惯；学会更合理地安排自己的学习和课外活动时间；能够运用所学知识对某一活动进行合理安排，并培养学生良好的作息习惯和守时习惯。二、教学重难点1. 教学重点：1) 总结归纳用频率副词谈论自己日常生活及日常作息习惯的句型。 2) 通过不同形式的练习方式来训练及熟练运用用频率副词谈论自己日常生活及日常作息习惯。2. 教学难点：1) 总结归纳用频率副词谈论自己日常生活及日常作息习惯的句型。2) 用频率副词来造句，表达日常作息习惯。三、教学过程. Warming- up and revision1. Greet the Ss and check the home.2. Let some pairs role-play the conversation in 2d. . Grammar Focus. 1. 下面是对用频率副词谈论自己日常生活及日常作息习惯的句型进行了总结。同学们阅读Grammar Focus中的句子，然后做填空练习。 你通常几点起床？ _ 我通常六点半起床。 _ 他们几点穿好衣服？ _ 他们总是七点半穿好。 _ 里克在几点钟吃早饭？ _ 2. Ss finish off the sentences by themselves, then check the answers by themselves. 3. Give Ss about some time to remember the sentences. 4. 语法探究： Let Ss read the sentences on the big screen. Try to find the answers to the question. And try to learn about the grammar knowledge. 可以看出，询问做某事的时间时，可以用_和_ 两个疑问词来询问。 询问某人做某事的时间可以归纳为以下句型： _ + does + _ 主语 + 动词短语? 或 _+ does + _ 主语+动词短语？ _ + do + _ 主语 + 动词短语？ 或 _ + do + _ 主语+动词短语? 在答语中always, usually, never频率词等放在主语与谓语动词之间。5. Check the answers with the Ss. . Practice 1. Look at 3a. Tell Ss to write questions or answers with always, usually, or never. 2. 指导：always, usually or never等副词在句子中的位置一般是在主语后面，行为动词前面。要根据问句的内容确定答语的内容；或者根据答语的内容来确定问句的内容，特别是注意问句或答语的人称或数。比如：第一个问句所为you，因此回答应用第一人称“I”; I usually get up at six thirty on school days. 其他与之相类似。. Writing 1. Look at 3b. Write something you always do, something you usually do and something your never do. 2. Ss work by themselves. Try to write down their own sentences. 3. Let Ss exchange their sentences with their partners. Check each others answers. 4. Let some Ss read their sentences aloud to their classmates. . Interview 1. Look at the box below. Ask a student read aloud the phrases. Now, interview three of yo