高中英語選修七教案
發(fā)表時間：2020-12-09七年級英語Seawaterandrainwater教案2。
Module1ThenaturalUnit3Seawaterandrainwater
一、分析（UnitAnalysis）
（一）地位（UnitPosition）
16B中已出現(xiàn)了usewatertodosth.,本單元介紹了此句型的另為一種表達方式：usewaterfordoingsth.,教師可以從use…todo..引出use…fordoing用法。教師讓學生用身邊的例子和生活經(jīng)驗，導入此句型。，鼓勵用此句型進行操練。
2本單元出現(xiàn)了if…will…的復合句，要加強操練。學生對復合句的用法不很熟練，應設計各種情景，強化此句型的操練，以達到熟練運用。
3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關鍵詞：
without,teeth,shower,wash,dish,nothing,nowhere
2功能：
熟練掌握usesth.fordoingsth./Weusewaterforshowering./Weusewaterforcooking.
If…will…復合句的掌握，結(jié)合閱讀的材料進行操練。
用what/why/where/when/who/how…?詢問對方，獲取信息。
3語法點：
⑴if引導的狀語從句主句的謂語動詞是一般將來時態(tài)，從句的謂語動詞是一般現(xiàn)在時態(tài)。
⑵usefordoingsth.Wecansavewaterbydoingsth.for,by介詞后跟動名詞。
二、教學設計（TeachingDesigns）
教學內(nèi)容：課本16-17頁
這部分講水的用途，在6B中已經(jīng)講解過此部分的內(nèi)容，在本單元中用了新的句型講水的用途，教師可以以舊帶新，可以先就水的重要性展開話題，然后閱讀課文，操練句型：if…will…,最后做ClassProject:Theuseofwater.應用句型：weusewaterfordoingsth.
把學生學習英語的成果用小報或是別的形式予以展示，可以很好的調(diào)動學生學習英語的興趣，使他們學習英語有了成就感。班級里要留出一定的空間把小組的ClassProject展示出來。1.教師可由關于水的重要性的問題引入：Wheredoeswatercomefrom?Whydoanimalsandplantsneedwater?Howlongcanwelivewithoutwater?
2.請學生談談若是缺水或是沒水的情況下會發(fā)生什么。
3.播放錄音，閱讀文章。向?qū)W生介紹句型:Ifthereisnorain,whatwillhappen?學生回答：Ifthereisnorain,therewillbenowatertodrink.If表示可能性和條件。
4.學生分成小組討論如果沒有水的情況，用句型：if…will…討論結(jié)束后，小組派代表講述小組的討論結(jié)果。
5.繼續(xù)討論水的用途，介紹新句型：weusewaterfordoingsth.學生回答：weusewaterforbrushingourteeth.Weusewaterforshowering.并操練此句型的用法。
6.小組活動。完成P17頁上的表格；然后小組討論關于水的用途的更多的信息，可分成：athome,atschool,atwork三部分進行討論;小組最后請代表匯報討論的結(jié)果。對于學生討論的結(jié)果，小組可以做成小報，在班級里予以展示。
延伸閱讀
七年級英語SeasonsandClothes教案2
一般給學生們上課之前，老師就早早地準備好了教案課件，大家在認真準備自己的教案課件了吧。只有規(guī)劃好新的教案課件工作，新的工作才會更順利！你們知道哪些教案課件的范文呢？下面是小編精心為您整理的“七年級英語SeasonsandClothes教案2”，大家不妨來參考。希望您能喜歡！
Unit8SeasonsandClothes一.教學內(nèi)容：
Unit8SeasonsandClothes
Lesson31Youaren’tmissingmuch?
二.教學目標
學習現(xiàn)在進行時的表達方法
學習一些服裝的名稱
三.重點、難點
Lesson31Youaren’tmissingmuch?
I.WordsStudy單詞學習
snowboardsleepwindsurflemonade
sunbathmomentHolidayrelax
examwonderfulsmiledifficult
II.ExpressionPatterns常用的表達方式
1.一般現(xiàn)在時
（1）定義：一般現(xiàn)在時表示現(xiàn)在的狀態(tài)，經(jīng)常的或習慣性的動作或主語具備的性格和能力等。
（2）在沒有任何助動詞的肯定句中，如果主語是第三人稱單數(shù)，那么句中的謂語動詞也要用單數(shù)形式。
請同學們認真觀察下列句子。
①Sheisastudent.她是學生。
②Helooksyoung.他看起來很年輕。
③Myfatherhasanewcar.我父親有一輛新轎車。
④MeiMeilikesEnglish.美美喜歡英語。
2.現(xiàn)在進行時
（1）構(gòu)成
現(xiàn)在進行時由助動詞be（am/is/are）+現(xiàn)在分詞（動詞-ing形式構(gòu)成。）
現(xiàn)在分詞的構(gòu)成規(guī)則如下：
（1）一般情況，在動詞的詞尾加上-ing;如：
do—doingeat—eatingplay—playing
think—thinkingread—readingdraw—drawing
（2）以不發(fā)音的e結(jié)尾的動詞，先去e，再加-ing;如：
ride—ridingmake—makinghave—having
write—writingtake—takinggive—giving
（3）以重讀閉音節(jié)結(jié)尾的動詞，末尾是一個輔音字母，它前面是單個元音字母時，即從末尾的字母向前數(shù)，是輔（音字母）+元（音字母）+輔（音字母）時，要先將詞尾的輔音字母雙寫，再加-ing
run—runningput—puttingget—gettingstop—stopping
cut—cuttingbegin—beginning
（2）用法
1表示現(xiàn)在正在發(fā)生（進行）的動作（不指狀態(tài)）。如：
Iamwritingaletter.我正在寫信。
TheyarelearningEnglishintheclassroom.他們正在教室里學英語。
Isitrainingnow?現(xiàn)在下雨嗎?
Theboyishelpinghismother.那個男孩正在給他媽媽幫忙。
Wearelookingatthepicture.我們正在看圖片。
現(xiàn)在進行時的否定形式是在助動詞be后面加not構(gòu)成，例如isnot（isnt）,arenot（arent）和amnot（沒有縮寫形式）
Sheisnt（isnot）lookingafterthechild.Sheisdoinghomework她現(xiàn)在不在照顧小孩，她在做作業(yè)。
Iamnottakingphotos.IamwatchingTVnow.我不在照像，我正在看電視
現(xiàn)在進行時的疑問式是將be放在主語前面，句尾改成問號即可?，F(xiàn)在進行時的一般疑問句用“Yes,主語+be動詞”表示肯定回答；用“No，主語+be動詞的否定形式”表示否定回答?，F(xiàn)在進行時的特殊疑問句回答不能用“Yes”或“No”。如：
Ishesleeping?他正在睡覺嗎?No,heisnt.不，不在。
Areyoumakingaplane?你正在做飛機嗎?
Yes，Iam.是的。
Whatareyoudoing?你正在干什么?
Imcleaningthewindows.我正在擦玻璃。
Whatsshedoing?她在干什么?
Sheishavingsupper.她正在吃晚飯。
2表示即將發(fā)生的動作。一般指最近按計劃或安排要進行的動作。如：
TheyaregoingtoGuanZhouonSunday.他們星期日去廣州。
Jimiscomingnextweek.吉姆下星期來。
3.常用的短語
（1）haveagreattime
haveaterribletime
（2）sitinthesun
（3）atthesametime
（4）atthemoment
七年級英語Pets教案2
Unit6Pets
Period1Welcometotheunit
Teachingaims:
Toidentifydifferentnamesofanimalsandmatchthemwithcorrectpictures.
Toknowtypicalfeatures.
Toknowwaysofdescribinganimals.Teachingprocedures:Step1Leadingin:
1)Showthempicturesofsomeanimals.Andaskthemwhethertheyknowthenamesoftheseanimalsandwhichtheylikebest.
2)Presentnamesoftheanimalsandspellingofthem.Leadthemtoreadandtrytorememberthespelling.
3)Askthem:Whatkindofanimaldoyoulikebest?Andwhy?Step2.Presentation
1)Playaguessinggame.Ipreparedescriptionsofsomeanimals.AfterIshowthem,thefewersentencestheyneed,thehighermarkstheycanget.
2)Afterguessingeachanimal,asksomequestionsaboutthisanimalandtellthemtheappearancesandcharactersofanimalsatthesametime.
3)FinishPartBonpage93.
4)Someextraexercise:providethemwithsomeidiomsaboutdogsandletthemgiveouttheChinesemeaning.
5)FinishsomeexercisesonthePPT.Step3.Comicstrip.
1)Listentothetapeandanswerthequestionsaboutdialogue.
2)Readthedialogueindifferentroles.
3)Actoutthedialogue.
4)Explainphrases:bringsb.sth.=bringsth.tosb.
bemorepolite
should+動詞原形Step4.Homework
背誦對話
完成自主學習第一課時Period2-3Reading
Teachingaims:
Tolearnaboutrhymeschemes,stressandintonationofpoetry.
Tolearnnewvocabularytotalkaboutpets.
Toreadaboutanimals’behavior.
Teachingprocedures:
Step1.Leadingin.
1)Atthebeginningoftheclass,leadthemtoreadapoemtohaveageneralunderstandingofrhythm.
2)Tellthemthattodaywearegoingtolearnthreepoemsaboutpets.Beforereading,matchthewordsontheleftwiththeirmeaningontherighttounderstandnewwordsinthepoems.Step2.Presentation
1)Readthefirstpoemaboutthedog,thenanswersomequestions.
2)Usethesamewaytofinishlearningothertwopoemsaboutgoldfishandcats.
3)Repeatreadingthethreepoemsandexplaintherhythm.
4)Haveacompetitionamonggroups.Lookatwhichgroupcanreadwithcorrectrhythms.Step3.Consolidation
1)Attheverybeginningofthesecondperiod,letthemreadanotherpoemaboutblacksheep.Letthemhavegreatfuntoread.
2)Brainstorm:afterhavingasimplyrevisionofthreepoems,encouragethemtodescribetheanimalineachpoem.Useasmanywordsastheycan,andseewhichgroupcanspeakmore.
3)ShowthemsomephrasesinChineseandletstudentsfindtheminpoemsandtranslatethemintoEnglish.
4)Completesomesentencesbyusingsomephrases.
5)Moreexerciserelatedtothetext.Step4.Homework.
完成自主學習相應課時
背誦MydogPeriod4Vocabulary
Teachingaims:
Torecognizeandidentifyarangeofanimalfeatures.
Todifferentiatebetweenfeaturesbelongingtodifferentanimals.
Touseappropriatenounsandverbswhendescribingtheappearancecharacteristicsofdifferenttypesofanimals.Teachingprocedure:
Step1Leadingin
1.Apictureaboutaparrot,andtellstudentsthatthisismyparrot.Whatisitlike?Whatdoesithave?
2.Somestudentsmaysaythatithastail,wingandfeathers.
3.Usethesamewaytoteachthemcatsandfish.Tellthemwaysofexpressingdifferentpartsoftheanimals.Step2Presentation
Task1.FinishPartAonP97.
Task2.Makedialogueswithpartnerswiththewordsaboutdifferentpartsofsomeanimals.Picturesofanimalsaregivenbelow.
Task3.Finishsentencesbyusingdifferentpartsofanimals.Step4Presentation
1.AccordingtothepicturesandfinishshortpassagesonP97Partb.
2.Asksomequestionsaboutthetwoanimals:catsandparrots.
3.Makedialoguesaboutanimals’activitiesunderthehelpofmanypictures.
4.Saysomethingaboutaparrotfromitsappearance(partsofthebody),personalityandactivities.
5.Workingroupsoffour.Eachgroupchoosesoneoftheanimalsaboveandsaysomethingaboutitfromitsappearance(partsofthebody),personalityandactivitiesStep5Homework
1.繼續(xù)背誦MYDOG
2.熟讀新單詞準備默寫Period5-6Grammar
Teachingaims:
Tousepositiveandnegativeimperativeswhengivingordersandinstructions.
Torecognizeandunderstandhowtouseimperativesappropriately.
Tousethemodals“must”and“should”totalkaboutdutiesandresponsibilities.Teachingprocedures:
Step1.Givinginstructions.
1.Buildareal-situationforthemtospeak.Beforegoingtothelibrary,yourteachermaytellyouwhatyoushoulddoandwhatyoushouldn’tdo.Whatwillshesay?
Encouragestudentstogiveinstructionsbyusingpositiveinstructionsandnegativeinstructions.
2.Letstudentsgiveinstructionsasmuchaspossibleabouthowtokeepgoldfishandcats.
3.FinishA1onP98,andgiveinstructionsabouthowtokeeppets.
4.Concludetheuseofgivinginstructions.Step2.Brainstorm.
Providethemwithsomesituationsandletstudentsgivecorrectinstructions.Step3.Consolidation
1.Rearrangethewordstomakesentencestogiveinstructions.
2.Practicetranslatingaboutgivinginstructions.Step4.Homework.
完成課課練相應練習
完成自主學習相應部分Period7Integratedskills
Teachingaims:
Toidentifyspecificcharacteristicinadescriptionofagoldfish.
Tolistenfordetailandextractspecificinformation.
Touseknowledgepresentedinwrittentexttoinfergeneralmeaningandcontext.Teachingprocedures.Step1.Leadingin
1)Askthemhowwelltheyknowaboutgoldfish.
2)Introducethemanewkindoffish:fantailgoldfish.
3)Asksomequestionsaboutfantailgoldfish:whatisitlike?Howtolookafterit?Step2Presentation
1)TheYoungPetOwnerClubtellsPetertherightwaytolookafterafantailgoldfish.Sentencesbeginswith“It’sagoodideato…”and“It’simportantto”.PleasehelpPetertomakenoteswith“youshould”and“youmust”.
2)Othersentencesbeginswith“It’snotagoodideato…”and“It’sveryimportantnotto…”.HelpPetermakenoteswith“Youshouldn’t”and“Youmustn’t”.
3)Concludethat:“It’simportantto…”and“Youmust”emphasizetheimportance.Step3Listening
1)ListentothetapeandfishA1andA3onP102andP123.
2)AfterfinishingA3,letstudentsreadthedialogueandanswersomequestionsaboutfantailgoldfish.Step4.Presentation
1)Underlinesomeusefulphrasesinthetextandexplaintheusageofthesephrases.
2)Domoreexercises.Step5.Speakup
1)Booksclosed!Listentothetape.Answerthefollowingquestions:
Whataretheytalkingabout?
WhatdoesAmylikeandwhy?
2)Listentothetapeandfollowit.Thenbooksopen.Readtheconversationagain.
3)Studentspractisetheconversationinpairs.Thenaskthemtomakenewdialoguetotalkaboutpets.Step6.Homework.
自我鞏固Grammar部分
背誦本課B2部分內(nèi)容Period8Pronunciation
Teachingaims:
Toaskandrespondtoquestionsaboutfavoritepets.
Toresponsiblebystatingopinions.
Toaskforexplanationsofopinionsandrespondappropriately.
Tointroducetheideaofsentencestress.
Toidentifyandrecognizetypicalstresspatternsinsentences.Teachingprocedures:Step1:Leadingandpresentation
1.ListentothetapeofPartA.Readafterthetape.Letstudentsthinksaboutwhatwordsarestressedinsentences.
2.sumup:weoftenstressimportantwords,e.g.,nouns,mainverbs,adjectivesandadverbs.Wedonotusuallystresslessimportantwords,e.g.,articles,prepositions,pronounsandconjunctions.Step2.Practice
PracticereadingsentencesinPartB.Payattentiontothestressinsentences.Step3.Homework.
完成自主學習下一課時Grammar部分
鞏固練習PronunciationPeriod9Maintask
Teachingaims:
Topresentfactualinformationandopinionsinwriting.
Todescribecharacteristicsandpersonalitiesofpets.
Todescribepets’lifestyles,includingfeedinghabits,homes,likesanddislikes.
Togeneratepersonalideas,planandorganizetexttoexpressone’sownopinions.
Topresentanarticleaboutafavoritepet.Teachingprocedures:
Step1.Leadinginandpresentation
1).Tellstudentsthatyourteacherasksyoutodoapresentationofyourfavoritepet.LookatAmy’swritingabouthercatfirst.
2).Askthem:HowdoesAmydescribehercat?
Itsappearance.Itscharacters.Itslifestyleandhowtolookafterit.Step2.Presentation
Showthemapictureofaparrot.Letstudentssaysomethingaboutitsappearance,itscharacter,itslifestyleandhowtolookafterit.Step3.Writing
FinishPartAonPage105.andlookatpartconPage106.Trytowriteanarticleaboutyourfavoritepetaccordingtothestructure.
Providethemwithsomeusefulphrasesaboutpets.Step3.Homework.
完成自主學習相應課時
背誦POPPYTHECATPeriod10Checkout
Teachingaims:
Toreviewkeyvocabularyandgrammaritemstaughtintheunit.
Togivestudentstheopportunitytopracticethegrammarandvocabularyitems,andtogainconfidencethroughdoingso.Reviewthemaincontextofthisunit.
七年級英語Review教案2
Unit4Review
課題Unit4ReviewLesson2授課類型Revision
能力方法目標Todevelopthestudents’fourskills:listening,speaking,readingandwriting.
知識技能目標Toimprovethestudents’readingability.
情感態(tài)度價值目標Tohelpthestudentswithcreativethinking.
教學重點Enjoy;help;many/much/alotof;late;etc.
教學難點Thegrammaronpage28.
教學方法presentation-practice-production媒體使用Tape,computer
教學流程設計
教學活動設計設計意圖
Groupwork
Thestudentsshoulddiscussanyhabitsthattheywouldliketochangeandtalkabouthowtheyplantoimprovethemselvesnextyear.
T:Doyouhaveanyhabityouwanttostop?Youaregoingtotalkaboutthathabitandhowyouwanttoimproveyourselfnextyear.
Ingroupsoffour,taketurnsaskingandansweringquestionsabouthabitsyouwouldliketochangeandhowyouplantoimproveyourselfnextyear.Usethedialogueonpage28asaguide.Anyplansyoudiscussshouldbepracticalandreal.
ModelDialogue
1:Ispendtoomuchtimeoncomputergames.Nextyear,IamgoingtoplaycomputergamesonlyfortwohoursonSaturdays.
2:Ilistentomusicwithheadphonesandthemusicistooloud.Idon’tthinkitisgoodformyears.Nextyear,Iamnotgoingtolistentomusicthatistooloud.
3:Iwakeuptoolateeverymorning.That’swhyIhavetoruntoschooleveryday.Nextyear,Iamgoingtowakeupearly.
4:Ichatonthephonetoolong.Nextyear,IamgoingtotalkonthephoneonlytosaythatIneedtosay.
Grammar
RemindthestudentsaboutthegrammarpointsfoundinUnits1to3.
T:WhatwerethegrammarpointsinUnits1,2and3?
S:InUnit1,welearnedaboutrelativepronouns;inUnit2,theverbstakinggerundsorto-infinitives;andinUnit3,auxiliaryverbstoshowthefuture.
ActivityA
Inthisactivity,studentsshouldreviewallthegrammarfactstheyhavelearned.
T:WehaveadialoguebetweenLiJunandSusan.Theyaretalkingaboute-pals.Trytounderstandwhattheyaresayingandchoosethecorrectwords.
Whydon’tyourole-playthedialoguewithyourpartner?ThepersonontherightcantakeLiJun’sroleandthepersonontheleftcantakeSusan’srole.
ActivityB
Askthestudentstocompletethepassagebyfillinginthecorrectwords.Havethestudentschecktheiranswersbyhavingavolunteerreadthepassageheorshehascompleted.
T:Thistime,thereisapassage.Choosethecorrectwordforeachblank.Youhavealistofwordsontheleft.
Let’shaveavolunteer.Whowantstosaythecompletedpassage?
Puzzle
Letthestudentswritethelettersintherightboxes.
T:Wearegoingtosolveapuzzle.
Lookatthepicturesandwritethewords.Onlyoneortwolettersineachwordarepresented.Afterfillingineachbox,youneedtocollectthelettersfromthenumberedboxes.Thesecollectedletters,ifyouputtheminorder,willmakeupanewexpressionatthebottomofthepage.
Beforeyouwritethewordsforthepictures,cananybodyguesswhatthehiddenexpressionwouldbe?Theexpressionmeansthewayinwhichyoushowyourfeelingsorthoughtstootherpeoplebymeansofthepositionormovementsofyourbody,ratherthanwithwords.Takeaguess!
S:Bodylanguage?
T:Wewillseelaterifyourguessiscorrect.
Ifpossible,haveachocolatebarorothersmallprizeonhand.Theprizecanbegiventothefirststudentwhocorrectlyfinishesthepuzzle.
T:Whenyouaredone,pleaseraiseyourhand.Ihaveaprizeforthefirstpersontofinishthepuzzlecorrectly.
RemindstudentsofthebodylanguagetheylearnedinUnit2.
T:Isthereanybodylanguageyouremembernow?
Iftimeallows,askthestudentstomakeuponeortwosentenceswiththewords.
T:Whenyouaredonewiththepuzzle,startmakingsentenceswiththewordsyouhavefiguredout.
SampleSentences
E-mail–Iamsendingane-mailtomyclassmates.
pal–Letmeintroducemyoldpalfromkindergarten.
playground–Somechildrenarehavingfunontheplayground.
Textbook–Pleaseopenyourtextbooktopage24.
mistake–Youdidn’tdoitonpurpose,soIknowitwasamistake.
shakehands–Weusuallyshakehandswhenwemeetforthefirsttime.
Canada–IwasborninCanada.
classroom–Nobodyisintheclassroomnow.
Practiceaskingandansweringthis:I____.Nextyear,I’mgoingto____.Whatareyougoingtodonextyear?
Talkabouthowtousethem:who/that;doing/do;etc.
Finishoffthepuzzle,andusethesewordstomakeupsomesentences.
問題預測
應對措施本課除了語法-定語從句，還應注意重點句型的學習。如：
1.Shegoeshikingalmosteveryday.學習gohiking/almost
2.Ican’thelpthinkingaboutthee-palIwillget.學習think的用法。
3.Butwewerelateforthemovie.注意late的使用。
作業(yè)Recitethedialogueonpage28andrevisethegrammarofthislesson.
板書設計Unit4ReviewLesson2
who/that
todo/doing
will/begoingto
教學反思
