高中英語選修七教案
發(fā)表時間：2020-12-04七年級英語Review教案1。
Unit4Review課題Unit4ReviewLesson1授課類型Revision
能力方法目標Todevelopthestudents’fourskills:listening,speaking,readingandwriting.
知識技能目標Tomakethestudentsexpresstheiropinionsindifferentways.
情感態(tài)度價值目標Tohelpthestudentswithcreativethinking.
教學重點Worry/worried;seem;etc.
教學難點Theobjectclause;etc.
教學方法presentation-practice-production媒體使用Tape,computer
教學流程設(shè)計
教學活動設(shè)計設(shè)計意圖
Revision
Teachthenewwordsinthislesson.
Asksomequestions.Forexample,Doyouwantane-pal?Whatdoyouwanttotellane-pal?Howdoyousay“Look!”usingbodylanguage?Whatdoyouwanttodoafterschool?Whatwillyouneedtodoit?etc.
Pronunciation
Writedownallthesoundsymbolsfromthepreviousthreeunitsontheboardandaskifthestudentscanpronounceeachsound.
T:Today,wewillstartwithpronunciation.ThefocusedsoundswehavelearnedthroughUnit1to3areasfollows.Readeverysound.
Tellthestudentstomatchthephoneticsymboltothewordwiththesoundandwriteonemorewordforeachsound.
T:First,matchthesoundtothewordpresented,thenwritemorewordsthathaveeachsound.
Goovereachsound.Toaddinterest,developthispartasawordgame.Thestudentscanworkinpairsorgroups.Thegroupwiththemostwordswinsthegame.
T:Great!Andletmeremindyouthatyouneedtoknowhowtopronounceeachword.YoumaynothaveperfectpronunciationlikesomeoneborninanEnglish-speakingcountry,butitisimportanttoacquireclearandcomprehensiblepronunciationifyouwanttocommunicatewell.
Stress
Listenandcirclethestressedsyllable.
T:Markthestressedsyllablesofthewordsinboldfirst.Afterthat,wewilllistentothesentences.Youprobablyknowhowtosaythewordsproperly.Ibelieveitwon’tbetoohardforyoutomarkthestressedsyllablesevenbeforelisteningtothetape.
Compareyourmarkswithyourpartner’s.Doyouagreeoneveryword?
S:Yes/No.
T:Good.Let’scheckthecorrectanswersnowbylistening.
Now,tellme,wheredoesthestressfallonwallet?
S:Itfallsonthefirstsyllable.T:Yes,thatiscorrect.
Aftergoingoveralltheanswerswiththeclass,letthemrepeatafterthetape,sentencebysentence.Iftimeallows,playthetapeagainandletthestudentscirclethestressedsyllablesoneachword.
Pairwork
Havethestudentspracticethedialoguewiththeirpartner.
T:Lookatthepicturesandcompletethedialoguesfirst.Iwantyoutopracticethedialoguewithyourpartner.
Havethestudentschooseoneofthesituationsandcreatetheirowndialogues.
1.T:Thegirlistalkingaboutwhattodotomorrow?
PossibleAnswers
A:Hello,Sally.Istomorrowyourtestday?
B:Yes,itis.I’mworriednow.
A:Youare?Why?
B:Well,Idon’tknowwhatIneedtobringwithme.
A:Oh,well,mymotherisateacher.Iwillaskhertoday.
B:Great!Thanks!
2.T:Theboyistalkingabouthisnewclassmate.
PossibleAnswers
A:Hi,Mike.Didyouseethenewstudentwhocametoourclass?
B:Yes,heseemsnice.
A:Really?Doyouknowhisname?
B:No,I’llaskhimtoday.
3.T:Thegirlistalkingaboutsomethingsheisgoingtodonextweek.
PossibleAnswers
A:Hey!Didyouhear?Wearegoingonaschooltripnextweek.
B:Really?Great,we’llhavefun!
A:Yeah,butIdon’tknowwhatIneedtobringwithme.
B:I’llaskSusantoday.Shewillknow.
A:Goodidea.
ModelDialogue
A:Pete,didyouhearthatourclassisgoingonapicnicnextweek?
B:Really?Itwillbefun.
A:Ithinkso,too.ButIdon’tknowwheretomeettheclass.
B:Theteacherwilltellusaboutittomorrow.
Revisethewordsthatwehavelearnt.
Practicereadingthesoundscorrectly.
dcirclethestressedsyllablecorrectly.
Practiceactingoutthepassageonpage27.
問題預測
應對措施對話部分學生發(fā)揮不容易掌握，可以給出模仿事例，如：
A:Hello,Laura.Istomorrowyourbirthday?
B:Yes,itis.ButIamworriednow.
A:Why?
B:Idon’tknowwhatIneedtopreparefortheparty.
A:I’llhelpyoupreparetheparty.Let’smakealistofwhatweneed.
B:Oh,thankyou.
作業(yè)Readandactthedialoguesonpage27.
板書設(shè)計Unit4Review
Lesson1
Somewords,suchas:cheaper,leave,heat,seat,keep
middle,America,middle,six
turn,hamburger,birthday,fur
教學反思
擴展閱讀
七年級下冊英語Review（人教課標版）
TheFirstPeriod1.TeachingAimsandDemands
1.Aimsofbasicknowledge
1.Keyvocabulary:Thekeywordsandexpressionsinthisunit.
2.Keystructures:Thekeystructuresinthisunit.
2.Aimsofabilities
1.Beabletousethekeywordsandexpressionsorally.
2.Beabletousethekeywordsandexpressionsinwriting.
3.Aimsofemotion
Lovepeoplearoundus
4.Teachingmethods
1.Guidedlisteningandspeaking.
2.Task–basedapproach
3.Communicativeapproach.
5.Keypointsanddifficulties
Talkaboutpeoplearoundyou.
2.TeachingProcedures
Step1.Warmingup
Theteacherandthestudentsgreeteachother.
T:Hello,boysandgirls.
S:Hello,MissYi.
Nowlet’stalkaboutpeoplearoundyou.
Step2.Presentation
1)Askandanswer
Introduceyourself.
T:What’syouname?/MayIknowyourname?
S:MynameisLily./IamLily.
Talkaboutsuperstars.
T:What’shisname?
S:HisnameisYaoMing.
T:What’shername?
S:HernameisGuoJingjing.
2)Pair-work.
Askstudentstotalkwithpartnertopracticethesesentences,andthenmakeapresentation.
A:What’syourname?
B:MynameisLinda.
A:What’shisname?
B:HisnameisTom.
A:What’shername?
B:HernameisCindy.
3)Role-play
Asktwostudentstoactoutthedialogue.
—Goodafternoon!Myname’sLinda.
AreyouHelen?
—Yes,Iam.Nicetomeetyou,Linda.
—Nicetomeetyou,too.What’shername?
—She’sJane.
—IsheJack?
—No,heisn’t.Hisname’sMike.
Step3.Consolidation
Ⅰ.Choosetherightanswer.
1.What’s____name?(A)
A.herB.heC.you
2.Nice____meetyou.(C)
A.forB.atC.to
3.______nameisTony.(A)
A.MyB.IC.Me
ⅡChoosetherightwordstofilltheblanks.
name’s,isn’t,yes,I’m,what’s,she,his,are
1.—Goodmorning!_____Dale.
—Hello,Dale.My_____Jenny.
2.—_____youMr.Green?
—____,Iam.
3.—________hisname?
—____name’sTony.
4.—Is____Ms.Brown?
—No,she______.She’sMs.Miller.
Step4Summary
Learnhowtotalkaboutpeoplearoundyou.
Step5Homework
Youhavethreenewfriendsinyouclass,writedownthedialoguesbetweenyouandthem.
You:Hello.I’m…What’syourname?
J:_____________
You:_____________
J:_____________
You:_____________
J:_____________
TheSecondPeriod1.TeachingAimsandDemandsAimsofbasicknowledge
1:Keyvocabulary:free,cool,Tuesday,Wednesday,A.M.,P.M.,useful,from…to,Mrs.finish,lesson,hour,haveartlesson…
2:Keystructures:Whatsyourfavoritesubject?
WhydoyoulikeP.E?/Becauseitsinteresting.
Aimsofabilities:
1:Learntotalkaboutpreferences
2:Beabletotalkwhatthefavoritesubjectsare?
3.learntowritealetterabouttheirschoollife.
TeachingMethods
1:Taskbasedteachingapproach
2:Communicativeapproach
Teachingdifficulties:
Enablethemtotalkaboutthescheduleoftheirschoollife.
2.TeachingProceduresStep1:Greetingandrevision
1.GreettheSsasusual.
2.Reviewthesentencestructureslearnedyesterday.Tasksastudentasamodel.ThenletSsworkinpairstomaketheirownconversations.
T:Whatsyourfavoritesubject,S1?
S1:Myfavoritesubjectismusic?
T:Whydoyoulikemusic?
S1:Becauseitsinteresting.
T:Whoisyourmusicteacher?
S1:Ms.Hu.
3.Ssworkinpairstomaketheirownconversations.Letsomepairsactouttheirconversations.
Step2:Presentation
1:Brainstorm
Accordingtothetopic,thinkupthebasiccontentsaboutthetopic-----schoolsubjects.
2:showhowtotalkabouttheschoolsubjectssuchas“what”,“who”,“where”,“when”,and“why”.
3:explaineachaspects
4.Pairworks
First,askstudentstomakeupaconversationaccordingtowhattheylearn.
Pairwork:makeconversations.
Step3.Reading
1.JennyisYuMeispenfriendfromtheU.S.A.YuMeiwritesalettertoJennytotellheraboutherclassesonFriday.Nowreadtheletterquicklyandfindtheanswertothisquestion:
WhatsYuMeisfavoritesubject?
2.Ssreadtheletterquicklyandfindtheanswertothequestion.
3.Checktheanswers.
4.Readtheletteragain.UnderlinethesubjectsthatYuMeilikes.Circlethesubjectsshedoesntlike.
5.SsreadtheletterandunderlinethesubjectsthatYuMeilikes.Circlethesubjectsshedoesntlike.
6.Checktheanswers.
Step4.Reading
1.T:ReadtheletteragainandcompleteYuMeisschedulewiththeinformationin2b.
2.指導：短文按時間順序介紹了于梅周五這天繁忙的課程活動。撲捉學科名稱及上課時間是填寫此表格的關(guān)鍵。尋找短文中“At…,Ihave….或Ihave…at….”之類的關(guān)鍵句，便可寫出。注意該句“Lunchisfrom12:00to1:00,andafterthatwehaveChinese.”中午12點是于梅吃午飯(havelunch)的時間，1點是她上語文課的時間。
3.Ssreadtheletteragainandcompletethechart.Thenchecktheanswers.
4.Grammarexplanation：fun,finish,for+一段時間
5.Accordingatimetable,letSsretelltheletter.
Step5.Writing
WritebacktoYuMeiandtellherabouttheclassesonMondayandwhatsubjectsyoulike.（假如你是Jenny，寫一封回信給YuMei)
T:Whatsubjectsdoyoulike?WritealetterforYuMei.Howtowritealetter?
DearYuMei,
Thankyouforyourletter!
``````````````````````````````
Yourfriends,
Jenny
Timetable:
Monday
Time
Subjects
7:25to7:45
morningreading
7:45to8:30
Chinese
9:00to9:45
Chinese
9:55to10:40
English
10:50to11:35
math
11:40to2:00
lunch
2:00to2:45
biology
2:55to3:40
E.P.
3:50to4:35
politics
Accordingtothetimetable,andusethewords:inthemorning,intheafternoon,atnoon,firstly,then,afterthat,finally,from…to…
Step6:Exercises
一．單項選擇
1.Ican’tplaywithyou______I’mverybusynow.
A.butB.becauseC.and
2.Sandra’sfavorite______areSaturdayandSunday.
A.daysB.subjectsC.sports
3.WehaveP.E.andart______Fridayafternoon.
A.atB.onC.in
4.Ericusuallyplayssoccer_____threehoursatschoolinafternoon.
A.forB.inC.at
5.Janedoesn’tlikeEnglishbecauseit’s_____.
A.relaxingB.interestingC.difficult
Step7:Summary
Step8:Homework
Design(設(shè)計)yourideal(理想)schoolday,thentelluswhy.Writeareport.
TheThirdPeriod1.TeachingAimsandDemandsAimsofbasicknowledge
1.Keyvocabulary:Thekeywordsandexpressionsinthisunit.
2.Keystructures:Thekeystructuresinthisunit.
Aimsofabilities
1.Beabletousethekeywordsandexpressionsorally.
2.Beabletousethekeywordsandexpressionsinwriting.
Aimsofemotion
Tobeabraveperson
Teachingmethods
1.Guidedlisteningandspeaking.
2.Task–basedapproach
3.Communicativeapproach.
Keypointsanddifficulties
Talkaboutthedifferentactivities.2.TeachingProceduresStep1.Warmingup
Theteacherandthestudentsgreeteachother.
T:Hello,boysandgirls.
S:Hello,MissZhang.
Nowlet’stalkaboutdifferentactivities
2.Presentation
Askandanswer
Introducedifferentactivities
T:Canyouplaytheguitar?/Canyousing?
S:Yes,Ican/No,Ican’t
Talkaboutsuperstars.
T:What’shisname?
S:HisnameisYaoMing.
T:Canhepaybasketball?
S:Yes,hecan
1)Pair-work.
Askstudentstotalkwithpartnertopracticethesesentences,andthenmakeapresentation.
A:Canyouswim?
B:Yes,Ican./No,Ican’t.
A:Canyouplaytheguitar?
B:Yes,Ican./No,Ican’t.
2)Role-play
A:Whatclubdoyouwanttojoin?
B:Iwanttojointhebasketballclub.
A:Canyouplaybasketball?
B:Yes,Ican.
/No,Ican’t.
Step3.Consolidation
A:Hi,____Ihelpyou?
B:Yes,please.I____tojointhemusicclub.
A:Good.CanIknowyour____?
B:Cindy.
A:Howoldareyou?
B:Twelve.
A:Canyou____?
B:Yes,alittle.Iwanttolearnaboutmusic.
A:Ok,Iknow.Thankyou.
Step4Summary
Learnhowtotalkaboutdifferentactivities.
Step5Homework
寫一篇不少于60字的短文,介紹你的學校生活。
Step6Aimsofemotion
Tobeabrave（勇敢的）personandyoucanmakerapid（飛速的）progress.SayYes,Icaneveryday!TheFourthPeriod1.TeachingAimsandDemandsAimsofbasicknowledge
1.Keyvocabulary:Thekeywordsandexpressionsofthistopic.
2.Keystructures:Thekeysentencestructuresfortalkingaboutjob.
Aimsofabilities
1.Beabletousethekeywordsandexpressionsorally.
2.Beabletousethekeywordsandexpressionsinwriting.
Aimsofemotion
Workhardtogainthedreamjobs.
Teachingmethods
1.Task–basedapproach
2.Communicativeapproach.
Keypointsanddifficulties
Writeareporttointroducepartners’dreamjobs.
2.TeachingProcedures:Step1Warmingup
1.TheteacherplaythesongDarinPeerlessandencourageSstosayoutthejobnamestheyheardinthesong.
2.TencouragestheSstolistoutallkindsofjobnamestheyknow.
Step2.Presentation
T:Weknowsomanyjobnameshere,butwhenwewanttoknowmyfriendsjob,whatIwillsay?
(TshowsthePPT)
T:What’syourjob?Iamateacher.
T:What’syourjob?
Ss:Iamastudent.
T:OrwecansayWhatdoyoudo?
T:Iamateacher.Howaboutyou?Whatdoyoudo?
Ss:Iamastudent
Tpresentsthebelowsentencestructures.
Whatdoyoudo?
Iama…
Wheredoyouwork?
Iworkin…
Whatdoyouwanttobe?
Iwanttobe…
Step3PairWork
TshowssomepicturesonthescreenandencouragesSstotalkwiththeirpartners.Theymayusethesentencestructureslistedoutonthescreen.
Step4Presentation
TshowsthebelowsentencestructurestotheSs.
Whatdoesshe/hedo?
She/Heisa….
Wheredoesshe/hework?
She/Heworksinthe…
Whatdoesshe/hewanttobe?
She/Hewantstobe…
Step5Pairwork
TshowssomepicturesonthescreenandencouragesSstotalkwiththeirpartners.Theymayusethesentencestructureslistedoutonthescreen.
Step6Guessinggames
TleadsSstoplaytheguessinggames.TencouragestheSstousethetargetlanguagepointsduringthegames.
Step7SurveyReport
TleadsSstotalkabouttheirdreamjobsinthefuturebyusingthebelowstructures.
A:Whatdoyouwanttobewhenyougrowup?
B:Iwanttobe…
A:Why?
B:BecauseIthink…
LettheSstotalkwiththeirpartnersaboutthefuturejobsandmakeareportofthat.
Step8Exerciseandsummary
TleadtheSstodosomeexercisesandmakeasummerytogetherwiththeSs.
Step9Homework
1PleasefinishtheStudents’ExerciseBookSectionA.
2Writeacompositiontointroducejobsofyourfamilymembers.
七年級英語Signsandrules教案1
Module2Myneibourhood
Unit4Signsandrules
應掌握的詞匯
1.turnv.轉(zhuǎn)向
2.instructionn.說明
3.mustn’t（mustnot）禁止
4.warningn.警告
5.exitn.出口
認知詞匯
dictionaryn.字典aboveprep.在…上Decidev.決定
aroundprep.在…周圍Restaurantn.飯店touchv.觸摸
roller-skatingn.滑旱冰wetadj.濕的paintn.油漆
parkingn.停車
應掌握的短語
turnleft向左轉(zhuǎn)walkforonehour變走一小時
washinginstruction洗滌說明washsth.byhand用手洗
incoolwater用涼水ontheunderground在地鐵上
haveabarbecue燒烤lookup查字典
inyourdictionary在字典里coffeeshop咖啡店
haveapicnic進行一次野餐Nofishing禁止釣魚
Don’teatanddrink禁止吃喝Don’ttouch禁止觸摸
Don’tflyyourkite禁止放風箏Nosmoking禁止吸煙
SafetyPrecaution安全警報Noroller-skating禁止滑旱冰
Wetpaint油漆未干informationboard咨詢板
Parking（lot）停車場
應掌握的句型
Whatdoesthissignmean?Itmeans這個標志是什么意思？
Wherecanweseethissign?我們在哪可以看到這個標志？
Whatdoesthissigntellus?這個標志告訴我們什么？
Ittellsusdirections/instructions/warnings/information.它告訴我們方向/說明/警告/信息。
Teachingprocedures
Pre-taskprocedure
Usethepicturesof“Nodogs/bicycles/ballgames.”“Don’tpicktheflowers./Don’teat./Don’trun./Don’tleaverubbish./Don’twalkonthegrass.”torevisethesignsinSB7A.
While-taskprocedures
1.Presentthenewlanguageitemsbyusingthesignof“Don’trun.”MakedialogueswithSs
T:Whatdoesthissignmean?
S:Itmeans:Youmustn’trun.
T:Wherecanyouseeit?
S:Inabuilding.
T:Whereelsecanyouseeit?
S:Inanoffice.
T:Whatdoesthissigntellus?
S:Ittellsusdirections.
2.Practice.InordertolettheSsbefamiliarwiththesentencepattern,theymustpracticereadingseveraltimesmore.
3.TheSslookatthesignsonpage43,makethemcommunicatewitheachotheraccordingtothedialoguesbelow.Theyshouldknowwhatkindsofsignsaredirections（howandwheretogo）/instructions（howtodo）/warnings（whatweshouldnotdo）/information.（whatwewanttodo）
Helpthemwhentheyneed.
4.SBP42Part1Lookandread
Sspracticereadingthispartloudly.
5.Explainthenewknowledge.
Turnleft,washinginstruction,washbyhands,ontheground,haveabarbecue
Post-taskactivities
1.Sscancommunicatewitheachotherfreelywhentheyseethesigns.
2.asktheSStothinkofanyothersigns.
3.Ex.P165,P219,220,221,222.
七年級英語Seawaterandrainwater教案1
Module1Thenatural
Unit3Seawaterandrainwater
一、分析（UnitAnalysis）
（一）地位（UnitPosition）
Haveyoueverseen…?的句型在6A，6B中都已出現(xiàn)，但作為知識難點，教師在學習過程中還要再復現(xiàn)與強調(diào)。
作為情感態(tài)度發(fā)展的目標，教師要對學生進行節(jié)約能源的教育。
（二）重點（UnitPoints）
1關(guān)鍵詞：
關(guān)于海洋生物的介紹：acoralreef,seaweed,dolphin,shark,intelligent.
2功能：
用what/why/where/when/who/how…?詢問對方，獲取信息。
3語法點：
usefordoingsth.Wecansavewaterbydoingsth.for,by介詞后跟動名詞。二、教學設(shè)計（TeachingDesigns）
教學內(nèi)容：課本（14-15)
這兩頁主要是介紹海洋的知識，教師可以先搜集一些關(guān)于海洋生物的圖片，也可以讓學生上網(wǎng)收集圖片和照片。本課沒有新的語言點，教材上安排了教學活動，主要是引起學生的興趣，如班級里海洋知識的競賽，教師也可以多收集一些類似的題目。另外要注意閱讀技巧的培養(yǎng)。
說明：任務(wù)型教學活動多，學生有了更多的學習的自主空間，教師如何收放自如是關(guān)鍵，另外還要對學困生進行指導。競賽是學生喜歡的學習方式，每班的競賽方式可以根據(jù)教師平時教學組織的習慣來安排本節(jié)課的競賽內(nèi)容。
1從雜志，網(wǎng)絡(luò)上收集海洋生物的照片。問學生海洋生物的名字，可以用brain-storm
的形式。并用適當方式鞏固海洋生物名稱。
2播放錄音，讓學生閱讀文章。也可以在鞏固海洋生物的基礎(chǔ)上把p14-p15的閱讀語
篇作為聽力練習,讓學生對文章內(nèi)容先有個整體理解。
3教師就文章內(nèi)容設(shè)計提出一些問題，或是復述課文等活動，鞏固復習閱讀內(nèi)容。
Wheredowefindwater?Whatcanwefindintheocean?Howcanwegetdrinkingwaterfromseawater?
4小組競賽，可以提高學生學習英語的興趣，問題見：P15。也可以收集其他多個問題與材料，進行全班檢測與反饋。
