外研版七年级下册英语全册教案完整版教学设计含教学反思

外研版七年级下册英语全册教案完整版教学设计含教学反思Module1LostandfoundUnit1Whosebagisthis?知识目标单词crayon,whose,find,glove,wallet,yours,hers,lose,mine，lostandfoundbox,becarefulwith,fromnowon句型Whosebagisthis?(2)Here’sapurplewallet!技能目标(1)能使用名词性物主代词谈论物品所属、寻找失物主人。(2)能通过不同目的地听,迅速提取有用信息。(3)能听懂,读懂,理解和复述整个对话。(4)能完成对话到语篇的信息转换,填写重要信息。情感目标通过学习培养学生助人为乐、拾金不昧的高尚品德,同时让学生们在学习过程中体验与他人合作,共同完成学习任务的乐趣。1.名词所有格2.名词性物主代词的用法1.名词所有格2.名词性物主代词的用法教学环节教师活动学生活动备课札记Step1Warmup1.Organizestudentstoenjoyandsingthesong“Whosepenisit?”2.Freetalk:Isthis...?Whose...isit?(1)Listentothesongandtrytosingwiththevideo.(2)Talkwiththeteacherandpartners.(1)利用学生感兴趣的歌曲导入,让学生在学唱歌曲的同时学会了whose句式的用法。(2)通过自由会话,反复操练whose用法。Step2Newwords1.Showsomepicturesandthingstogetthestudentstosayoutthenewwords.e.g.T:What’sthis?T:Isthisabag,too?T:Isthiswalletyours?T:Whosewalletisthis?2.Organizestudentstoaskandanswerwiththeirownthings.3.Askstudentstomatchthewordsfromtheboxwiththepictures.(Activity1)1.Seethepicturesandthingstosayoutthenewwords.S1:It’sabag.S2:No,itisn’t.It’sawallet.S3:No,itisn’tmine.(Yes,itis.)S4:It’s...2.Askandanswerwiththeirownthingsinpairs.e.g.S1:Whosearethesecrayons?S2:They’remine.S3:Isthiswatchyours?S4:No,itisn’t.S3:Whosewatchisit?S4:It’s...3.Matchthewordsfromtheboxwiththepictures.(1)在语境中呈现和导入目标语言。(2)词汇学习坚持“词不离句”的原则。(3)运用听说、视觉、图片等多种手段巩固学生对词汇的学习和巩固。教学环节教师活动学生活动备课札记Step3Listening(1)Playthetape,askstudentstolistenandanswerthequestions,thencheck.(Activity2)(2)GuidestudentstolistentotheconversationinActivity3.Listenandanswerthequestions,thenchecktheanswers.反复听,充分利用教材听力材料,训练学生听的能力。Step4Reading(1)Organizestudentstoreadtheconversationwiththevideo.(2)Askstudentstoworkingroupstoreadtheconversation.(3)Organizestudentstomatchthepeoplewiththeirthings.(4)Organizestudentstochecktheiranswersonebyone.(1)Readtheconversationwiththevideo.(2)Readtheconversationingroups.(3)Matchthepeoplewiththeirthings.(4)Checkanswersonebyone.(1)通过小组合作学习,共同完成学习任务。(2)通过“活力小组”评选活动,调动每位同学课堂参与的积极性。Step5Languagepoints(1)Organizestudentstocometotheblackboardandshowoutsomedifficultlanguagepointsthattheyfound.(2)Helpthestudentstosolvethedifficultpoints.(1)Askstudentstocometotheblackboardandshowoutsomedifficultlanguagepointsthattheyfound.(2)Helpeachothertosolvethedifficultpoints.(1)培养学生发现问题和解决问题的能力。(2)为下段的交际运用扫清知识上的障碍。Step6Speaking(1)Showsomepicturesandthingstoorganizethestudentstotalkaboutthemlikethis:A:Isthis...his/hers/ours?B:Yea/No.A:Whose...isit?B:It’s...(2)Havestudentsactouttheirnewdialogues.(3)Askstudentstodosomeexercisesandthencheck.(1)Makedialoguesingroupswiththeteacher’shelp.(2)Actoutthenewdialogues.(3)Dotheexercises5,thenchecktheanswers.(1)在突破语言障碍的基础上,采用多种形式,重点训练学生交际会话的能力。(2)通过角色表演,重现文本对话,加深对对话的理解。(3)练习5以MsLi的角色总结升华。Step7Summarize(1)Getstudentstosumupthelanguagepoints.T:Whathavewelearnedtoday?Ss:...(2)Letstudentschoosethebestgroupinthislesson.(1)Summarizethelanguagepoints.(2)Choosethebestgroup.培养学生探究、归纳总结的能力。教学环节教师活动学生活动备课札记Step8Consolidation教师设置巩固检测练习。Ⅰ.根据句意及所给图片和首字母提示补全句中所缺单词。1.MyEnglishteacher’ssonlikesusingctodrawpictures.2.Thereissomemoneyinhisw.3.Mum,it’sverycoldoutside.Wherearemyg_______?

4.Jim,putyoure_______inyourpencil-box,please.

5.Mikehasgotanicew_______,youcanaskhimthetime.

Keys:1.crayons2.wallet3.gloves4.eraser5.watch独立完成检测练习,进行自我评价。Ⅱ.根据句意从方框中选择恰当的单词填空,有的需要变换形式,每词限用一次。whose,lose,mine,my,your,yours,her,hers,careful,purple1.—Tony,isthis_______bag?

—No,it’snot_______.LetmeaskLingling,maybeit’s_______.

2.—_______penisthis?

—It’s_______pen.Iamlookingforit.

3.—WhatcolorareMary’sshoes?—_______shoesare_______.

4.—WhereisMrSmith?—Heistalkingtoaboyatthe_______andfoundoffice.

5.Isthissweater_______,Tom?Pleasebe_______withyourthings.

Keys:1.your,mine,hers2.Whose,my3.Her,purple4.lost5.yours,careful通过检测练习,便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。利用听读、练习的方式加强学生对课文的理解,培养学生细节听力的技巧,能够听取信息,训练和培养学生细节听力技巧。Module1LostandfoundUnit2Aretheyyours?知识目标单词camera,phone,leave,plane,taxi,why,airport,thousand,strange,boat,duck，mobilephone,lostandfoundoffice,inahurry,hundredsof,lookfor句型Peopleoftenlosethingswhen...(2)That’swhy...技能目标1.能够读懂有关纽约失物招领处的短文。2.熟悉名词性物主代词的用法。3.能写失物招领启事和寻物启事。情感目标通过学习培养学生助人为乐、拾金不昧的高尚品德,同时让学生们在学习过程中体验与他人合作,共同完成学习任务的乐趣。1.名词所有格2.名词性物主代词的用法1.名词所有格2.名词性物主代词的用法教学环节教师活动学生活动备课札记Step1Warmup1.LeadinPlayaguessinggameusingthefollowingsentences:“Isthe...Tom’s/hers/his?”“Whose...isthis?”2.Makedialogues.Askthestudentstomakedialogueswithpartnersusingthethingstheyhave,andtrytousethesentenceslikethese:“Isthe...yours/hers/his?”“Whose...isthis?”1.Guessthethingsandusethesentenceslikethese:“Isthe...Tom’s/hers/his?”“Whose...isthis?”2.Makedialogueswithpartnersusingthethingstheyhave,andusethefollowingsentences:“Isthe...yours/hers/his?”“Whose...isthis?”(1)利用学生感兴趣的游戏导入,让学生在游戏中学会句式的用法。(2)通过自由会话,反复操练名词性物主代词的用法。Step2Pre-readingShowstudentssomepicturesoftheLostandFoundOfficeinNewYorkcity,checkorteachthenewwords.Watchpicturestosayoutsomenewwords.运用听说、视觉、图片等多种手段巩固学生对词汇的学习和巩固。Step3While-reading1.ScanningAskstudentstoscanthepassage.T:ThereisabigLostandFoundOfficeinNewYorkCity.Therearemanythingsinit.Pleasescanthepassageandanswerthequestion:“WhatthingsarethereatthelostandfoundofficeinNewYorkCity?”1.Scanthepassageandanswerthequestion:“WhatthingsarethereatthelostandfoundofficeinNewYorkCity?”这是本节课的主要环节。(1)通过速读,掌握文章大意,简要回答问题。教学环节教师活动学生活动备课札记Step3While-reading2.SkimmingAskstudentstoskimthepassage.T:TherearemanylostthingsintheLostandFoundOffice,manypeoplecomeheretofindtheirthings.Doyouwanttolearnmoreaboutit?Now,pleaseskimthepassageandanswerthequestionsinActivity2.3.Carefulreading.(1)Paragraph1:①ChoosethebestanswersT:Pleasereadparagraph1andsay“T”or“F”tothetwosentencesingroups.②Organizesomestudentstocometotheblackboardandshowoutsomedifficultlanguagepointsthattheyfoundinthisparagraph.Thendiscusswiththem.(2)Paragraph2:①Presentsomesentencestothestudentsandaskthemtoreadparagraph2andwrite“T”or“F”ingroups,alsocorrectthewrongsentencesafterreadingparagraph2.②Organizesomestudentstocometotheblackboardandshowoutsomedifficultlanguagepointsthattheyfoundinthisparagraph.Thendiscusswiththem.(3)Paragraph3:①Letthestudentsreadparagraph3andanswerthetwoquestions.②Organizesomestudentstocometotheblackboardandshowoutsomedifficultlanguagepointsthattheyfoundinthisparagraph.Thendiscusswiththestudents.2.SkimthepassageandanswerthequestionsinActivity2.①Readparagraph1andchoose“T”or“F”tothetwosentencesingroups.a.Peopleoftenleavetheirthingsathomewhentheyaretravelling.(F)b.Therearelostandfoundofficesateveryairportandstation.(T)Somestudentscometotheblackboardandshowoutsomedifficultlanguagepointsthattheyfoundinthisparagraph.Thensolvethem.②Readparagraph2andchoosethebestanswertothesentence:ManypeoplecometotheNewYorkCityLostandFoundOfficetoBeveryday.

A.leavetheirthingsB.lookfortheirthingsC.losetheirthingsD.findtheirphonesSomestudentscometotheblackboardandshowoutsomedifficultlanguagepointsthattheyfoundinthisparagraph.③Studentsanswerthetwoquestionsaboutparagraph3afterreadingit.Thencheckingroupsa.DidanyoneleavebikesattheLostandFoundOffice?Yes.b.Arethereanysausagesthere?Yes.Somestudentscometotheblackboardandshowoutsomedifficultlanguagepointsthattheyfoundinthisparagraph.(2)通过设计多样化的题型,如回答问题、判断正误、单项选择等,以段落为单位,捕捉文章信息,正确理解文意。(3)在阅读过程中,注意学生阅读技巧的点拨和培养。教学环节教师活动学生活动备课札记Step4Post-reading1.Retell.①Letthestudentsfillintheblanksaccordingtothepassage.(Activity3)②Callbacktheanswersfromtwostudentsthenreadtheshortpassageinthewholeclass.2.Writing①Letstudentsreadthelostandfoundnotesandwritenotesfortwomorethings.②Asksomestudentstosayouttheirnotes.①fillintheblanksaccordingtothepassage.(Activity3)②Callbacktheanswersandthenreadtheshortpassage.③Readthelostandfoundnotesandwritenotesfortwomorethings.④Sayouttheirnotes.(1)通过复述课文,增强对文章的理解与运用。(2)学以致用,通过例文和提示,完成“寻物启事”和“失物招领”的写作。Step5Summarize1.Getthestudentstosumupthelanguagepoints.T:Whathavewelearnedtoday?Ss:...2.Letthestudentschoosethebestteaminthislesson.(1)Summarizethelanguagepoints.(2)Choosethebestgroup.培养学生探究、归纳总结的能力。Step6Consolidation教师设置巩固检测练习。Ⅰ.根据句意及汉语提示写出句中所缺单词。1.This_______(照相机)isnowonsalefor19dollarsonly.

2.AreyougoingtoAmericabyboatorby_______(飞机)?

3.Thistreeissaidtobeone_______(千)yearsold.

4.Theboyoftenaskshisteacherssome_______(奇怪的)questions.

5.Howlongdoesittaketogototheairportby_______(出租车)?

Keys:1.camera2.plane3.thousand4.strange5.taxiⅡ.根据句意从方框中选择恰当的词填空,有的需要变换形式,每词限用一次。mobilephone,hundredsof,inahurry,lookfor,attheairport1.MrGreen’ssonisill,hetakeshimtothehospital_______.

2.Thefarmerkeeps_______pigsonhisfarm.

3.Theman’swalletislost,he_______it.

4.Mikehasanice_______,heoftenusesittocallhispenfriend.

5.MrSmithiswaitingforhisfriends_______.

Keys:1.inahurry2.hundredsof3.islookingfor4.mobilephone5.attheairport独立完成检测练习,进行自我评价。通过检测练习,便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。课堂教学后期要适时引导学生对这节课的总结,让学生做自由发言,培养学生自主学习、自主总结的良好学习习惯。简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣,树立学习英语的信心。Module1LostandfoundUnit3Languageinuse知识目标句型1.Torevisethewordsandthekeystructures2.Togetinformationfromthereadingmaterial3.TowritesomethingabouttheLostandFound技能目标通过听说练习熟悉巩固本课重点词汇、短语和句型情感目标促进学生之间的交流和合作,了解东西方文化差异名词性物主代词的用法名词性物主代词的用法教学环节教师活动学生活动备课札记Step1Leadin1.Buildalostandfoundcorner.2.Guidestudentstoplay“Findtheowner”games.Likethis:—Isthispenyours?—No,itisn’t.Theteacher:TherearemanythingsinmyLostandFoundboxnow,comehere,getonethingandtrytofinditsowner,youonlyhavetwochances.Playgamestopractice:—Isthispenyours?/Isthisyourpen?—No,itisn’tmine;Yes,itismine,thankyou.通过游戏引导学生复现本模块重要知识点,既激发兴趣,又可以检测学生对知识的掌握情况,暴露相异构想,为接下来的巩固做好铺垫。Step2Practice1.HavestudentslookatLostandFoundboxes,usethethingsinitandpracticeingroups.2.Leadthemtocompletethesentenceswiththecorrectformofthewordsfromthebox.1.Workingroups:A:Whose...isthis?Isthisyour...?B:Yes,itismy.../No,it’snotmine.It’sC’s...C:Yes,thisishis/her.../Yes,this...ismine.2.TrytofinishActivity2.3.RetellUnit2①Whendopeopleoftenlosethings?Wheredotheyleavethings?②HowmanypeoplecometotheNewYorkCityLostandFoundOffice?③Howmanymobilephonesandcamerasdoyouusuallyhave?④ArethereanyanimalsintheLostandFoundoffice?(1)学生通过实际中运用,自己探寻出两种代词在用法上的区别,将零散的知识系统化,远远要好于老师生硬的讲解。同时,通过造句,引导学生学会观察生活。(2)在自主归纳的基础上进行巩固练习,正确、灵活地使用语言点。教学环节教师活动学生活动备课札记Step2PracticeT:Lookatyourbooks,turntopagefour.readthetextandworkingroups.Aisareporter(记者)whoasksquestionsabouttheLostandFoundOfficeinNewYorkCity,theotherstudentsareworkersoftheLostandFoundOffice.4.学生就Unit2的课文素材进行新闻播报展示。(3)以课文为素材和背景,进行新闻播报,以记者采访、主播播报等形式二次开发运用教材,既复习了课文,更让复杂的内容简单化,贴近学生实际生活。Step3Use1.小组合作:编写对话——假如你丢失了或捡到了一件物品,请编写一段发生在失物招领处的对话。T:Whenwelosesomething,orpickupsomething,whatshouldwedo?Pleasemakeadialogueinpairs,youcandolikethis:...2.阅读Aroundtheworld,判断四个相关问题的正误:T:Lookatyourbooks,turntoPage7,readthe“Aroundtheworld”,andfindtrueorfalse1.两人一组,选择一两件你们熟悉的物品填写在省略号处,进行下面的对话A:Excuseme,Ilostmy...,canyouhelpmefindit?B:What’syour...like?/Whatcolourisit?/A:Itis...B:Wheredidyouloseit?A:Ilostit...B:Ifounda...Isityours?A:Yes,it’smine./No,it’snotmine.B:Hereyouare./OK.A:Thankyou./Thankyouallthesame.B:You’rewelcome.2.OpentheirbooksandturntoPage7.Thenread“Aroundtheworld”.Findtrueorfalse.(T)①Therearealotoflostandfoundwebsitesonline.(F)②Youcanbuydogsandcatsatwwwlostandfoundcom(T)③Maybeyoucanfindyourfavouritethingsatwwwfoundbincom.(T)④TheInternetlostandfoundwebsitescanhelpyoufindyourlostthings.(1)设置真实的情景,引导学生运用本模块话题以及所学内容完成对话,其中要用到本课所学的语言结构,可以考查学生本课学习效果,使枯燥的知识生活化。(2)通过阅读Aroundtheworld,了解网上失物招领这一新兴事物,开阔视野,增长见识。教学环节教师活动学生活动备课札记Step4SummarizeGetthestudentstosumupthelanguagepoints.T:Whathavewelearnedtoday?Ss:...Summarizethelanguagepoints.培养学生探究、归纳总结的能力。Step5Consolidation教师设置巩固检测练习。Ⅰ.根据句意用恰当的代词填空。1.—Isthatcamerayours?—Yes,it’s_______.

2.Lookat_______.Sheisverywell.

3.—Puton_______gloves,Tom.

—I’mgoingtoputthemon.4.—Whatare_______jobs?

—Theyarestudents.5.Ihaveabeautifulcat._______nameisMimi.

6.Thatisn’thermobilephone._______ispurple.

7.TimandTonyaretwins._______comefromEngland._______parentsareinShenzhennow.

8.Thatboyismygoodfriend._______nameisDavid.Look!Thesecrayonsare_______.

Keys:1.mine2.her3.your4.their5.Its6.Hers7.They;Their8.His;hisⅡ.选择填空。1.Thereis_______eraseronthedesk.It’sMary’s.

A.aB.anC.theD./2.—Isthis_______camera?

—No,itisn’t_______.

A.theirs;theirB.hers;hisC.your;mine D.your;my3.—Hi,Jim.IsthisyourbikeorMary’s?—It’smine,not_______.

A.herB.himC.hisD.hers4.MrZhangteaches_______English.Welike_______classverymuch.

A.us;his B.me;herC.us;ours D.us;herKeys:1.B2.C3.D4.A独立完成检测练习,进行自我评价。通过检测练习,便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。让学生在充分的联系中巩固所学知识;语法课尽可能采用多种手段,掌握课堂节奏,调动学生参与的积极性。。Module2Whatcanyoudo?Unit1Icanplaythepiano. 知识目标单词play,tennis,piano,ride,term,club,boardthat’sall,wouldlike,worryabout句型Ican...(2)Canyou...?Yes,Ican./No,Ican’t.(3)Ican’t...技能目标(1)学生能够听懂关于参加学校社团等的对话。(2)能够交流各自会干什么与不会干什么。情感目标培养学生认识自我和肯定自我的能力,增强自信心以及助人为乐的精神。情态动词can的用法(肯定句、否定句、疑问句的形式)。情态动词can的用法(肯定句、否定句、疑问句的形式)。教学环节教师活动学生活动备课札记Step1Warmup1.GreetstudentsT:Goodmorning,everybody!Nicetoseeyou!S:Nicetoseeyou,too.T:OK,mydearclass,youknow,wehavesomeclubsthisterm.Whatthingscanyoudo?Canyoutellme?S:Dance,sing...2.Askstudentstotaketurnstosaywhattheycando,writedownthewordstheysaidontheblackboard.Askthemtoreadaftertheteacher.1.Greetings.2.Taketurnstosaywhattheycando,writedownthewordstheysaidontheblackboard.Likethesebelow:1.Canyou...?2.Whatcanyoudo?(1)根据学生的实际提出问题,学生有话可说。(2)通过自由会话,引出本单元所用到的一些词汇,预热词汇。Step2Listening1.Listenandcheck(√)thethingsinActivity1whichTony’sdadcando.2.Playtherecordingagain,thentheycanchecktheiranswerwithapartner.3.Listenagainandcompletetheconversation.1.Listenandchecktheanswers.2.Completetheconversation.(1)充分利用“小听力”材料。(2)活用“小听力”材料,反复听,反复练,最大限度获取其中信息。Step3PairworkShowsomepicturesandtalkaboutyourabilities.Talkaboutabilitiesaccordingtosomepictures.通过图片展示,组织对话,谈论能力,巩固知识。Step4Listeningandreading1.Askstudentstolistentothetapecarefully.2.Playtherecordingagainandaskstudentstolistenandreadtheconversation.3.Askthemtoreadtheconversation.4.Encouragethemtoactitoutingroups.5.Askstudentstocheck(√)theclubstheywanttojoin.6.Askstudentstocheckwithapartner.7.Playtherecordingagain.Checktheanswers.8.CompletethepassagewiththecorrectformofthewordsfromtheboxinActivity4andchecktheanswers.1.Listentothetapecarefully.2.Listenandreadtheconversation.3.Readtheconversation.4.Actitoutingroups.5.Check(√)theclubstheywanttojoin.6.Checkwithapartner.7.Checktheanswers.8.CompletethepassagewiththecorrectformofthewordsfromtheboxinActivity4andchecktheanswers.(1)通过小组合作学习,共同完成学习任务。(2)通过“角色”扮演,深化对文本的理解和运用。教学环节教师活动学生活动备课札记Step5Languagepoints(1)Organizestudentstocometotheblackboardandshowoutsomedifficultlanguagepointsthattheyfound.(2)Helpthestudentstosolvethedifficultpoints.Listenandremember.(1)培养学生发现问题和解决问题的能力。(2)为下段的交际运用扫清知识上的障碍。Step6AskingandansweringLookattheinformationandtalkaboutabilitiesaccordingtotheblanks.CanDaming...?Yes,hecan./No,hecan’t.Workinpairsandaskandanswer.采用两者对话,第三者转述的方式进行操练。除了表格内信息可以利用外,可以在小组内相互对话问答。Step7Summarize(1)Getstudentstosumupthelanguagepoints.T:Whathavewelearnedtoday?Ss:...(2)Letthestudentschoosethebestgroupinthislesson.(1)Summarizethelanguagepoints.(2)Choosethebestgroup.培养学生探究、归纳总结的能力。Step8Consolidation教师设置巩固检测练习。根据汉语提示完成句子。1.你会打乒乓球吗?Canyou________________?

2.那个男孩每天弹一个小时钢琴。Theboyspendsanhour__________________________everyday.

3.我只会讲一点英语。I________________________alittle.

4.我不会骑自行车。I________________abike.

5.她真的跳得很棒。Shecan_______really_______.

6.我们可以教Tom中文。We___________TomChinese.

Keys:1.playtabletennis2.playingthepiano3.canspeakEnglish4.can’tride5.dance;well6.canteach独立完成检测练习,进行自我评价。通过检测练习,便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。Makeapassagelikethis:MynameisTony.Icanrideabike,butIcan’tdriveacar.Icanplayfootball,butIcan’tplaythepiano...以学生的实际为话题,通过听说训练,训练can有关的用法。Module2Whatcanyoudo?Unit2Icanrunreallyfast. 知识目标单词monitor,start,ready,promise,fast,fit,just,ball,game,team,best,score,tidy,sure,everybody,beautiful，getonwellwith,(be)readytodosth.,justlike,promisetodosth.,helpsb.(to)dosth.句型Igetonwellwitheveryone,classmatesandteachers.Choosemeandwecanmakeourclassroombeautiful.技能目标1.能在阅读短文后,把握文章大意和答题要点,并有效地完成相关练习。2.在写作方面,能够运用所学的词汇及语法知识来书面介绍某人的能力。情感目标认识并肯定自己的能力,增强自信心,培养竞争意识和为班级服务的意识。1.准确、熟练地运用本单元所学的词汇等进行听说读写的训练。2.准确地运用情态动词can进行组句练习。1.准确、熟练地运用本单元所学的词汇等进行听说读写的训练。2.准确地运用情态动词can进行组句练习。教学环节教师活动学生活动备课札记Step1Warmup1.Getstudentstotalkaboutwhattheycando.2.Pair-workabout“Whichmonitorwouldyouliketobeforyourclass?Andwhy?”1.Talkaboutwhattheycandoinpairs.e.g.S1:Icancook.Canyoucook?S2:No,Ican’t.ButIcan...2.Haveadiscussion:Iwouldliketobetheclass/PE/cleaningmonitorformyclass.BecauseIcan...通过这个环节既能活跃课堂气氛,又能为以下教学内容做好铺垫。Step2Pre-readingNewwordslearning:ShowsomepicturestostudentsandhaveafreetalkbetweenT&Ss,teachthenewwordsandexpressions.1.Learnnewwordsandphrases.2.Freetalk.引导学生直观谈论图片,训练学生的口头表达能力,在描述和谈论图片的同时学习新单词和句型。Step3While-reading1.ScanningAskstudentstoscanthepassageandanswer:Howmanyparagraphsarethere?2.SkimmingAskstudentstoskimthepassageandmatch.3.Carefulreading(1)Paragraph1:①Choosethebestanswersofthetwoquestions.1.Scanthepassageandfindoutandanswer:Howmanyparagraphsarethere?2.SkimthepassageandmatchwhatDaming,TonyandLinglingwouldliketobe.3.Carefulreading(1)Paragraph1:①ReadParagraph1andchoosethebestanswersofthetwoquestions.教学环节教师活动学生活动备课札记Step3While-reading②LettheSsreadParagraph1ingroupsoffourandthenfindoutthedifficulties.③Solvethedifficulties.(2)Paragraph2:①PresentSssomestatementsandaskthemtowrite“T”or“F”,alsocorrectthewrongsentencesafterreadingParagraph2.②Askastudenttobe“alittleteacher”tochecktheanswers.③Letoneteamstudentsreadparagraph2andtheotherstudentslistencarefullytopointouttheimportanceanddifficulties.④Solvethedifficulties.(3)Paragraph3:①LetstudentsfillintheblanksafterreadingParagraph3.②AskagroupsofsixstudentstoreadParagraph3andlettheotherstudentslistencarefullytopointouttheimportanceanddifficulties.③Solvethedifficulties.④Askthewholeclasstoreadoutthewholepassage,makesurethattheyunderstanditbetter.a.LinglingisA.A.kindB.activeb.SheisCreadytohelpothers.

A.neverB.sometimesC.always②ReadParagraph1ingroupsoffourandthenfindoutthedifficulties.③Solvethedifficultiestogether.(2)Paragraph2:①Gothroughthestatementsandwrite“T”or“F”,alsocorrectthewrongsentencesafterreadingParagraph2.a.TheboywantstobethePEmonitor.(T)b.Hecanrunreallyfast.(T)c.Heusuallygetsthebestscoreinsomematches.(T)②Astudenttobe“alittleteacher”tochecktheanswers.③OneteamstudentsreadParagraph2andtheotherstudentslistencarefullytopointouttheimportanceanddifficulties.④Solvethedifficulties.(3)Paragraph3:①SsfillintheblanksafterreadingParagraph3.Agoodcleaningmonitorisatcleaning.Andtheyoftenhelptheirmothersdocleaningathome.Andtheyalsowouldlikeacleanclassroom,justlikehome.

②AskagroupofsixstudentstoreadParagraph3,andtheotherstudentslistencarefullytopointouttheimportanceanddifficulties.③Solvethedifficultiestogether.④Readoutthewholepassage,makesurethattheycanunderstanditbetter.让学生带着任务(问题)去阅读课文、去找答案,有助于学生更加准确地获取信息,提高阅读效果和阅读技巧。而分层阅读文章更能把知识点和对课文内容的理解得以突破;小组活动能通过学生间的自主、合作学习,让学生充分地实践运用语言,并激发学生创造性思维的发展。教学环节教师活动学生活动备课札记Step4Post-reading1.Retell①Letstudentsfillintheblanksaccordingtothepassage.②Callbacktheanswersfromtwostudentsthenthewholeclassreadtheshortpassagetogether.2.SpeakingHavestudentschoosethebestclass/PE/cleaningmonitorintheclass,andtellwhy.1.RetellthepassageandfinishActivity3.2.SpeakingChoosethebestclass/PE/cleaningmonitorintheclass,andtellwhy?适量地进行口头训练,让学生加深对课文内容的理解,巩固语言知识点。Step5Summarize1.Getstudentstosumupthelanguagepoints.T:Whathavewelearnedtoday?Ss:...2.Letstudentschoosethebestgroupinthislesson.1.Sumupthelanguagepoints.2.Tochoosethebestgroup.此环节能培养学生自主总结的良好学习习惯;小组评价更能激发学生的学习兴趣,树立学习英语的信心。Step6Consolidation教师设置巩固检测练习。完成句子1.我想当班长。I____________________bethe_________.

2.他擅长踢足球。He_________________football.

3.我的卧室很整洁。Mybedroomis_______and_______.

4.我想成为一名医生,就像你一样。Iwanttobeadoctor,______________you.

5.保持我们的教室干净、漂亮,人人有责。It’sourdutytokeepourclassroom_______and_______.

Keys:1.wouldliketo;classmonitor2.isgoodatplaying3.clean;tidy4.justlike5.clean;beautiful独立完成检测练习,进行自我评价。通过检测练习,便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。Havethestudentswriteapassagetochoosethebestclass/PE/cleaningmonitorintheirclass,andwritedownthereason.“角色扮演”会加深学生对所学知识的巩固和理解;创设情境,身临其境,让学生学以致用。Module2Whatcanyoudo?Unit3Languageinuse知识目标1.MasterthekeywordsandexpressionsinModule2.2.Revisetheuseof“can”aswellaschoosingthebestpeopletobethemonitors.技能目标Cultivatetheirabilityofcreation.情感目标Improveyourabilitiesandbelieveinyourself.1.KeywordsandexpressionsinModule2.2.Revisetheuseof“can”aswellaschoosingthebestpeopletobethemonitors.1.KeywordsandexpressionsinModule2.2.Revisetheuseof“can”aswellaschoosingthebestpeopletobethemonitors.教学环节教师活动学生活动备课札记Step1Leadin1.Showthepicturesandaskstudentstomakedialoguesaboutwhattheycan/can’tdo.2.Giveinstructionsofguessinggame.1.Actoutthedialoguesinpairsaboutwhattheycan/can’tdowiththepictures.2.Playaguessinggameandasktheirpartnerssomequestionsinordertoguesswhichmonitortheywouldliketobe?eg:Areyoureadytohelpothers?(1)Reviewandconsolidatecan/can’tdo(2)Choosethebestmonitors.Step2While-task1.LetstudentsdoActivity3&4andthenchecktheanswers.2.AskthemtodoActivity1,andaddtheactivitiestothelistasmanyastheycan.3.AskthemtowritequestionsforActivity1.1.DoActivities3&4,thenchecktheanswerswiththepartners.2.Makesuretoaddtheactivitiestothelistasmanyastheycan.3.Trytohaveamatchforwritingontheblackboard.(Seewhichgroupcanwritethemostcorrectphrasesofthefourgroups.)4.Twostudentswillcollectthephrasesontheblackboard.Andseewhichgroupwilldothebest.5.Writequestionsandgetreadytoaskandanswerinpairs.(1)Reviewandconsolidatethevocabularyjustlearnedinthefirsttwounits.(2)Consolidatephrases&expressionsthatthey’velearnedinthismodule.(3)Topracticetheuseof“can”anditsanswers.Step3Post-task1.Organization2.Askstudentstowriteabouttheiridealnewschoolclubandwhattheycandofortheclub.3.Organization.1.Askandanswerinpairsaboutwhattheirpartnercan/can’tdo.Haveainterviewingroups.2.Giveareportofthequestionsandanswerstotherestoftheclass.eg:Fourstudentscanflyakite...3.Writeabouttheiridealnewschoolclubandwhattheycandofortheclub.4.Somestudentssharetheirworkswiththeclass.Seewhoisthebest.(1)Topracticetheskillofspeaking.(2)Enablestudentstotalkaboutthethingstheycan/can’tdo.(3)Topracticetheskillofwriting.Step4SummarizeAskstudentstoconcludethelanguagepointsinthismodule.Concludethelanguagepointsinthismodule.Letthestudentsinternalizethegrammarthey’velearnedinthismodule.Step5Consolidation天才音乐俱乐部招聘两名音乐教师,请你为俱乐部写一份招聘海报。提示:1.会唱歌、跳舞、弹吉他、弹钢琴或其他乐器(instruments);2.热爱教学工作,喜欢和孩子们在一起;3.联系人:李女士;电话:88257963MusicTeachersWantedWewanttwomusicteachersforTiancaiMusicClub.Canyousing?Canyoudance?Canyouplaytheguitar,thepianoorotherinstruments?Doyouliketeachingandworkingwithchildren?Thenyoucancometojoinourclubandenjoythemusicfestivaleveryday.Ifyou’dlikemoreinformation,pleasecallMsLiat88257963.Usewhatyouhavelearnedtowriteanarticle.Makeaposterofyournewschoolclub,showittothewholeclassandtalkaboutit.运用是语言学习的最佳方法;联系实际是语言学习的兴趣所在。Module3MakingplansUnit1Whatareyougoingtodoattheweekend? 知识目标单词picnic,housework,on,else,nobody,at,nothing,silly,fantastic，goover,seeamovie,haveapianolesson,haveapicnic句型①I’mgoingtocheckmyemailanddomyhomework.②Whoelseisgoingtobethere?③Whatareyourplansfortheweekend?④It’sgoingtobeafantasticweekend!技能目标(1)能够听懂关于周末计划的对话。(2)能够谈论周末计划。情感目标培养学生自我管理的能力,学会做事的计划性。Theusageof“begoingto”.Theusageof“begoingto”.教学环节教师活动学生活动备课札记Step1WarmupTellastorycalled“Mrgoing-to-do”.Showsomepicturesabout“Mrgoing-to-do”andatthesametimeshowthesentence:Iamgoingto_______tomorrow.

Thenasktwoquestionsaboutthestructureof“begoingtodo”.Thenshowstructureofthefuturetense.Enjoythestoryandlearnthestructureof“begoingtodo”.课前热身,一是活跃气氛,把学生快速带入英语课堂;二是导入本课要学的重点语法“begoingtodo”。Step2Pre-listening1.ShowpicturesinActivity2andteachthestudentstheverbphrases.2.Havestudentsreadthephrasestogether,thenasksomestudentstoreadthemindividually.Thenaskstudentstomakesentenceswith“begoingtodo”,thepicturesandthephraseshelpthem.3.Showaconversationbetwee