新目标英语七年级下册全部教学设计

教 案 正 文 Unit 1 Where’s your pen pal from? 学习目标： 认知目标 重点词汇：Canada, France, Japan, the United States, Australia, Singapore, the United Kingdom, Sydney, New York, Paris, Toronto, Toyo, French, Japanese, pen pal Where…from? She’s from… Where…live? What language does she speak? She speaks …. Talk about countries, nationalities, and language. Ask and tell where people live. 通过学习本单元的内容，使学生学会用各种方式与世界各国朋友交流。 了解世界，了解不同地区的人文风俗；学会理解盒尊重异国文化。 随堂记录 语言目标 Language structure 能力目标 交际目标 素养目标 教学准备: 1. 制作课堂教学所需要的课件。 2. 制作课堂任务表格，在课前准备或上课时发放给学生。 3. 设计、准备每一项调查所需要的语言项目。 学生课前预习： 了解世界各国的名称，首都及著名城市（完成下列表格）。 Name’s of country capital Famouse city 教学时间:4课时 教学过程:

教 案 正 文 随堂记录 Period One Section A Step I Presentation The teacher show many pictures about some countries’ map, building, flag. Let the student say the Names of the countries, cities to learn the words. 1a Canada, France, Japan, the United States, Australia, Singapore, the United Kingdom. Pen pal Step II Practice pair work. 1c Step III 2a Step IV Listen 1b, 2b ,2c Step V Pair work 2d Step VI Homework (1) 1&3 (2) Fill in chart . Q:What kind of pen pals do you want to have? language country city Period Two Section A Step I. Revision Ask the ss the following questions to revision the countries and cities. 1. Where is you pen pal from? 2. Where does she/he live? Step II Prentation 1.I can speak Chinese and English. What language do you speak? ---- Help the student to answer: I can speak ….

2

教 案 正 文 2.Show pictures of different countries and ask the students “What language do they speak?” Help the students to complete the chart. Canana The United States Australia French The United Kingdom Japan Singapore 3.3a Step III Group work 1. 3b 2.Use the chart to make a survey.. Use the following language structures: --Where is your pen pal from? --Where does she/he live? --What language does she/he speak? Chart 2. Name country city language 3.Report: I want to have a pen pal from France. He lives in Paris. He can speak French…. Step IV Homework 1. Exercise book(2)P1,2 2. Make an information card. Name:_____________________ First Name:________________ Last Name:___________________ Age:_________ From :_____________ Language:___________ Favorite Sport:___________ Favorite Subject:____________ Family:_______________ 随堂记录

3

教 案 正 文 Period Three Section B Step I. Revision 1.Group contest: Group1: “Where is _______(city)?” Other group: It’s in________ (country). 2.1Match the country with the language. Step II Reading 3a 1. let the students read the letter fast and answer the questions. 2. Let the students ask more questions about the letter as possible as the can. Step III Writing 3b. Step IV. Pairwork 2c Step V Listening 2a, 2b Step V. Homework Exercises book(1) P3 Exercises book (2) P3 随堂记录 Period Four Step I . Dictate the words and sentences in Unit1. Step II. Self-check Step III. Check the answers for Exercises book in the unit. Step IV. Home work Revise unit 1 and preparation for unit 2. 教 学 后 记

4

教 案 正 文 Unit 2 Where’s the post office? 教学目标： 1、掌握表示地点的词汇； 2、掌握where 引导的特殊疑问句； 3、能够简单地描述地点方位； 4、能够画出简单的示意图。 教学向导： 语言目标 学习策略与思维 重点词汇 技巧 表示地点的词汇 个体、群体思维； Post office; library; where 引导的特殊疑问看图作答； hotel… 句 交换信息； Between; on; next to；across from… 语言结构 语言功能 跨学科学习 There be 句型 询问路线 通过绘画激发学生学习Where句型的问答 指出方位 兴趣 教学时间：4课时。 教学过程： 随堂记录 Period One Language functions: Is there a bank near here? Yes, there is. It’s on Center Street. Where is the supermarket? It’s next to the library. It’s between the restaurant and the supermarket. Vocabulary: post office, park, bank, supermarket, pay phone, street , mail, across from ,between, in front of ,behind, there, avenue, bridge Important point: Is there a supermarket ? Yes, there is ./No, there is not Difficult point: Is there a supermarket ? Yes, there is ./No, there is not

5

教 案 正 文 where is ……? It is in front of ……Learn to ask for and give directions in conversations. Ability target: Train students’ listening, speaking, reading and Emotion target: All the buildings make our city beautiful. Thank the designers and the workers. Thanks for their hard work. Teaching procedure: Step1 Revision Review the preposition that the students have learned Show a picture of Lily’s room T: I have a little friend, her name is Lily. She is a nice girl, but she always forgets things. She can’t find her shoes, She can’t find her bag. Can you help her ? S: Yes. T: Where’re her school clothes ? :S: They’re under the bed. T: Where’s her English book? Can you find it on the desk ? S: No, It’s in her school bag. T: Maybe. Thank you .Lily can find her things now, and she can go to school . Step2 Presentation Show a map with many buildings in it T: Look at this picture .What place is it ? S: It is a bank. T: Spell it . Ss: B-A-N-K. Repeat with other new words post office, park, bank, supermarket, pay phone, streetStep3.Consolidation and drill Show a map and let them practice in pairs Is there …….. Yes, there is . / No, there is not. Step4 Consolidation 1.Tell us the route to Lily’s school T：Where are they ?

6

随堂记录 教 案 正 文 2. Teach the prepositions （Memory challenge） What are the differences between the two picturesnext to, across from, near, between, in front of behind Step 5. Task 1 Shangtang is developing now, If you are a designer，how to design the town of Shangtang？ ㈠Please draw a simple sketch map in groups of 4 to 6. Step 6.Pratice Step8 Homework 1.Pair works，two students draw the map, one acts as a policeman, the other acts as a a person who is ask the way. 2.Finish 2a 2b 3.Draw a sketch map of your home to school or the way to your partner. 随堂记录 Period Two 一.Teaching aims 1.Vocabulary: dirty, old, market, soda, pine. 2. Ability target: Train students’ listening and speaking skills. Train students’ communicative competence. 3.Moral Object Everyone in school take the responsibility to keep our environment Clean and tidy. 二.Key Points Key Vocabulary. Target language 三.Teaching difficulties Practice the adjectives using the target language Step1.Revision Ask two rows of three students to stand face –to –face in the front of in the classroom. SA SB SC SD SE SF Point to the student in front. Ask and answer questions yourself. T: Where is SA ? She’s next to SB.

7

教 案 正 文 T: Where is SB? He’s across from SE T: Where is SE ? He’s between SD and SF Teach how to give directions with the map turn left on the left turn right on the right go straight go down T：Let’s look at the picture. We know Lily’s house is here. How can she get to Yongjia Middle School ? S: Go straight and turn left, it’s next to the bank. Step 2 Consolidation Show a map Asking the way for directions. Excuse me. Where is the …..? Practice the dialogues Get students to read the dialogues between boys and girls or pair work 1.A: Excuse me. Is there a hospital near here? B: Yes, there is. Walk along this road, and take the first turning on the right. It’s about twenty meters along on the left. A: Thank you a lot. B: It’s a pleasure. 2.A: Excuse me. Is there a hotel near here? B: Yes, there is. Walk along this road, and take the second turning on the right. It’s about fifty meters along on the left. A: Thanks a lot. B: That’s all right. 3.A: Excuse me. Is there a bookshop near here? B: Yes, there is. Walk along this road, and take the third turning on the left. It’s about ninety meters along on the right. A: Thanks a lot. B: That’s all right.4.A: Excuse me. Is there a park near here? B: No, there isn’t. The nearest is about six kilometers away. You’d better catch a bus. A: Which bus do I need? B: I think you need a number 38 bus. The bus stop is along that road, on the left. 5.A: Excuse me. Is there a theatre near here? B: No, there isn’t. The nearest is about seven kilometers away. 随堂记录

8

教 案 正 文 A: Which bus do I need? B: I think you need a number 103 bus. The bus stop is along that road, on the right. 6.A: Excuse me. Is there a museum near here? B: No, there isn’t. The nearest is about eight kilometers away. You’d better catch a bus. A: Which bus do I need? B: I think you need a number 111 bus. The bus stop is along that road, on the left. Step3.Activity. Goal: This activity provides an oral review of where a place is. Procedures: Invite a student to come to the front of the classroom. And then describe a place which the student are familiar with. For example, he or she may say, it is on Center Street. It’s next to the supermarket. While he or she is describing the rest take turn asking .Is it a school ? Is it a pay phone? Etc. The game goes on until they can guess it. Step4 Listening Listen and circle the places you hear in 1a. Listen again .Draw a map of Machael’s neighborhood. 随堂记录 Period Three 一．Teaching Aims and Demands 1.Knowledge objects Review all the key words presented in this unit. Read an e-mail and draw a route. 2.Ability Object Train Ss’ Reading and writing skill. 3 Moral objects On weekends or holidays, invite your friends to your house to have a good time. 4.Teaching Key points: Review the key words in this unit read

9

教 案 正 文 an e-mail and draw a route. Step1. 3a 1.Read carefully and draw a route according to the material. 2.Ss ask and answer the questions by themselves. Like this: Where is the park ? (It’s …..) Is it a new hotel? (No ,it is not) 3.Get Ss to read aloud. Step2.Writing. 1.Finish 3b.Look at the picture and fill in the blanks for this tour guide. 2.Write a tour guide . Show some pictures of places, get Ss to choose one ,and write a tour guide. Asking the way : Is there … ? Where is …? Which is the way to …? How can I get to …? Can you tell me the way to …? 1.Excuse me.Where’s the theatre? 2.Is there a theatre near here? 3.Can you tell me the way to the theatre? 4.Which is the way to the theatre? 5.How can I get to the theatre? 6.Can you help me fine the theatre? 随堂记录 Period Four Step1.revision 1.Read the e-mail and the route. 2.Ask the way and give directionsExercises in class Fill in the blanks 1. There’s a cinema next ____ the shop. 2. ____ the left side of the room, there’s a desk. 3. Please come to the front and stand ____________ the class. Complete the dialogue A: ________ _______, where is the nearest police station, please? B: I’m _______, I don’t know. Please ________ that man.

10

教 案 正 文 A: Thank you _______ ________ _______. Excuse me, where is the police station, please? C: _______ over there, next ________ the post office. A: Thank you ________ _______. C: Not ________ _______. Asking for directions1.请问，去车站怎么走？Excuse me. Could/ Can you tell me the way to the station? 2.请问，去警察局怎么走？ Excuse me. Which is the way to the police station?3.请问，去动物园我该走哪条路？ Excuse me. Which way shall I take to the zoo? 4.劳驾，最近的邮局在哪儿？ Excuse me, where is the nearest post office? 5.请问，你能帮我找到那家水果店吗？ Excuse me. Could/Can you help me find the fruit shop? 7.劳驾，附近有医院吗？ Excuse me. Is there a hospital near here8.劳驾，去书店怎么走Step3 Go through self-check Step 4 Have a quiz 随堂记录 教 学 后 记

11

教 案 正 文 Unit3 why do you like koalas? I.语言知识目标 1.掌握下列有关动物的名词：tiger elephant koala dolphin panda lion penguin giraffe 2.有关品质的形容词：cute smart shy ugly clever beautiful friendly quiet lazy 3.有关国家的名词：Africa Japan Australia 4.其他词类：grass leaf meat sleep relax kind of 5.掌握下列句型 使学生熟练谈论自己喜爱的动物并给出理由。使学生学谈论自己喜爱的其他东西并给出理由。 使学生了解动物的生存情况。 II.语言能力目标 1. 使学生熟练谈论自己喜爱的动物并给出理由。2.使学生学谈论自己喜爱的其他东西并给出理由。3.使学生了解动物的生存情况。 情感目标 1.通过学习要培养学生自觉保护动物的意识。2.通过学习可以使学生更加热爱生活。热爱父母、热爱朋友，热爱自然。 能在小组活动中积极与他人合作，相互帮助。 IV.教学重点难点 1.重点 掌握动物单词的表达法，及谈论自己最喜欢的动物的表达法。 掌握动物特点的形容词，并能谈论喜欢某一种动物的原因。 掌握介绍来历的表达法。 2.难点 表达动物的的意义和读音。 Kind of 用法。 如何用所学句型进行综合运用。 V.任务特点 1、学生学会如何谈论自己所喜欢的动物及原因，具有实际交际能力，符合中学 生交往的原则， 2、由喜欢动物到喜欢各种各样的东西，学生能激发内心的爱心，更加热爱生活，保护自然。 3、了解父母朋友同学的各种爱好，更能激发学生的友谊、亲 情，更多的每一个人。 VI.教学步骤 随堂记录

12

教 案 正 文 Period I 1.TopicWhy do you like … 2.StructionWhy do you like koalas?Because they are very /kind of cute. 3.TaskTalk about your favorite animal. 4.CultureKnow something about the animals in the world. 5.Vocabularyanimal, koala, elephant, dolphin, lion, tiger, panda, dog, penguin, very, kind of, cute. 6.Grammar Why do you like koalas? Because they are very/kind of cute. 能力目标：通过学习句型，学生能谈论，询问所喜欢的动物和原因。 情感目标：谈论动物，了解动物，热爱动物，热爱生活。 教学重点：掌握有关动物的名词和用来表品质的形容词。 教学难点：名词的读音及复数形式的运用，kind of 的用法。 随堂记录 step 1 Let’s chant What fruit do you like? What fruit do you like ? Do you like apples? Yes, I do . Yes, I do. Do you like bananas? Yes, I do . Yes, I do Do you like bananas? No, I don’t. No, I don’t.What animal do you like (best)? I like …Why do you like…Because they’re … 1a Match the words with the animals in the picture. 1b Listen and check the animals you hear Ask about your partner’s favorite animals. A: Do you want to see lions?

13

教 案 正 文 B: Yes ,I do . A: Why ? B: Because they’re cute. Name animal why Step2 Listening 2a Listen . Write the animals you hear. Draw a line from the animals to the description words 2b.Listen and complete the conversation with the words in the box . Step3 Home work 随堂记录 Period II Step 1 memory game My favorite color is My favorite food is My favorite fruit is My favorite player is My favorite singer is My favorite sports is My favorite number is My favorite movie is My favorite animal is Step2 Section B 1 Match the description words with the animals. Step3 pair work Talk about the animals you know. A：What animals do you like？ B: I like elephants. They are cute. A: What other animals do you like? B: I like dogs,too. A: Why? B: Because they’re friendly and cleverStep4.

14

教 案 正 文 2a Listen and circle the description words you here in activiy1. 2b Listen again. Fill in the chart.Discuss about the rare animals in the word and where they live. Put the animals in the map Use the animals and countries in 3aWhere are lions from ? Lions are from South Africa. Survey and report: How well do you know your classmates? What’s your favorite color/sports/movie/subject/number/ food/fruit/animal? Who is your favorite teacher/ping pong player/basketball player/singer/movie star? Where is she /he /it from?Where are they from? 随堂记录 Period III Talkabout movies/subjects/sports/players/actors/days/months. What …do you like? What other … do you like? Why? Step2.Make a survey： Name animals Subjects Movies Actors Step3 3a Read the descriptions and match them with the animals below. 3b Look the lion in 3a. Then complete the description with the words in the box.

15

教 案 正 文 Step4.Task : Tell us your favourite animal. ___________________________ Step5.Groupwork: Exchange the description with other students. Can you guess the animal? 随堂记录 教 学 后 记

16

教 案 正 文 Unit 4 I want to be an actor. 【教学目标】 1. 知识目标 (1) 本单元要求学生掌握以下词汇: (a)职业名词: actor,shop assistant, doctor, report, policeman,waiter,bank clerk,policewoman,nurse,coach. (b)地点名词:hospital,TV station,police station. (c)其它词汇:略 (2) 语言结构: 通过各人物工作地点及职业标志物,掌握下列日常交际用语: (a)—What do you/they do ? I’m an actor /We are / They are actors . --What do you / they want to be ?I / They / We want to be a waiter . (b)—What does he/she do ? He /she is an actor --What does he/she want to be?He/She wants to be doctors. (c) ---Where does he/she work?He/She works at a bank. 2. 能力目标 (1) 能运用一般现在时各种形式,询问人物身份和职业梦想,还能陈述从事这一职业的原因. (2) 能在日常生活中,适当运用此句型 3. 学习策略 通过本单元的学习,能根椐人物衣着、工作地点,确认人物职业 4. 情感态度 通过本单元任务型活动,加深同学间互相了解,促进同学间友好相处,同时激发他们对学习英语的兴趣和热情,树立远大的职业理想,从现在开始,抓紧每一天.No matter what you want to do in the future,you must do the job you are doing now well. 5. 文化意识 了解西方人择业观念:只选对的,不选薪水高的,先就业再择业.从而改变我国大学生“一次择业定终身”观念,缓解目前择业难状况. 随堂记录 【教学方法】 1. 教法分析 (1) 创建真实(半真实)的语言环境,引导学生在情景中学语言,在学习新的语言知识后,创造性地运用语言。 (2) 开展多种类型的任务活动,提供给学生合作交流的空间和时间,促使学生为完成任务和同学进行合作,为完成任务进行探究性学习。 2. 学法分析 根据初一学生对新职业的好奇心理,提供各种职业环境,让他们在半真实的环境中, 运用合作交流,互相探究,竟猜游戏等多种学习方法,促进同学间互相了解,为学生创建展示舞台,注重赏识教育和激励措施。 Period One (pp19-20)

17

教 案 正 文 知识与能力 随堂记录 1. Match the vocabulary: sales assistant. Doctor. Actor. Reporter. Police. Officer. Waiter. Bank clerk. student 2. Master and use: What do you do? What does he do? Does he work in hospital? 教学重、难点及教学突破 重点: 1. The vocabulary 2. language: What does she do? She is a doctor. 难点: Use the language to ask for the job 教学步骤： Step1 Organization Organize students to prepare for the class Step2 Ree talk Talk about the weather and weeks. Step3 Presentation 1. Ask students to look at the picture and remember what they can see 2. Find four groups to say the words that they remember. (教师板书，学生说出) 3. Talk about the picture then make a dialogue. Such as: What is this? It’s a store. What can you see? I can see a sweater. What color is t? It’s green. How much is it? It’s 50 dollars 4. Ask students: What is your father? He is a worker. (Tell them another way of saying: What does your father do?板书）出示一张人物以及职业的图片，问学生： Is he a worker? No, he isn’t. What is he? He is a doctor. 或问：What does he do? 然后以同桌之间一问一答的形式来练习： Such as: A: What does he do? B: He is a reporter. 5. Listen to the tape: 1b. 2a. ab. Listen and number the people (1-3) in the picture above. Listen carefully three times. Point out the picture in activity 2a. Ask who each person is, say, Now work with your partner. Ask and answer questions about the pictures.

18

教 案 正 文 Step4 Practice Now, practice the things we have learned. They can talk about the jobs. Such as: What do you do? I am a student. What does your father do? He is a farmer. （给学生们一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都能有机会来表演。） 随堂记录 Step5 Summary Words and phrases of this class. Language: What does he do? What does he want to be? He is a worker. He wants to be a sales assistant. （以提问的形式来进行复习总结，在让学生有一个巩固的机会。） Step6 text Self check（让学生作后再讲解答案。） Step7 Consolidation In this class, we have learned the sentence: What do you do? What does he do? What does he want to be? Talk about the jobs. Pay attention to the usage of “want” or “wants”. Step8 Homework Practice The dialogue according to the picture on Page 1. （让学生写出五个询问对方职业的句子。） Period Two (p21) Step1 Organization Organize students to prepare for the class Step2 Free talk Talk about the family and the jobs, Such as; My father is a worker, And He works in a hospital. Step3 Presentation 1. Ask students to make some sentences with these words; waiter. Bank clerk. Reporter. Nurse. Police officer. (叫学生口头造句，用一些有关职业的句子。争取大部分的同学都有回答的机会，多次重复加大练习。) 2. Look at the picture and match the jobs with the people in the pictures. Such as; I see a lot of money every day. But it’s not mine. I count it for other people match the bank clerk. (教师边让学生读句子边解释这些句子的思。)

19

教 案 正 文 3. Let the students practice more and more. (教师边让学生读句子，做到熟练掌握。) 随堂记录 4. They make a conversation to proc-tise the drills. For example: What do you do?I help doctors and patients. Some people call us “angels in white”, Can you guess what I do? (采用游戏的形式，让尽可能多同学参与。) 5. Pairwork: Practise the conversation on the right. Use the jobs and places in activity 3a. Where does your sister work? She works at a hospital. What does your sister work? She works at a hospital. What does she do? She’s a doctor. (5．继续练习这个句式。能让学生自己造句。) 6. Game: Guess the game! Draw a picture of someone at work. Can your classmates guess the job? Just like: Is he a police officer? No, he isn’t? Is he a waiter? Yes, he is Step4 Practice Now, practice the things we have learned. They can talk about the jobs. Such as: What do you do? Where does he work? He is a doctor. He works in a hospital. Is he a police officer? Yes, he is. No, he isn’t （给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都能有机会来表演。） Step5 Summary Words and phrases of this class Language: What does he do? What does he want to be? He is a worker. He wants to be a sales assistant. Where does he work? He words in a hospital. Is she a nurse? Yes, she is. （以提问的形式来进行总结，在让学生有一个巩固的机会。） Step6 Test Self check.（让学生作后在讲解答案。） Step7 Consolidation

20

教 案 正 文 In this class, we have learned the sentence: Where does he work? He works in a factory. A bank clerk: I see a lot of money every day. But it’s not mine. I count it for other people. Talk about the jobs. Pay attention to the usage of “want” or “wants” Step8 Homework Pratice the dialogue according to the picture on Page 25. （让学生写出五个句子，分别询问职业和工作地点。） 随堂记录 Period Three (pp22-23) Step1 Oranization Organize students to prepare for the class. Step2 Free talk Oral practice: Games, words that describe jobs, such as exciting, dangerous, boring. Step3 Presentation 1. Let students look at the picture and guess the jobs. The teacher describes the jobs and let students guess what. Ask job does the person have? Where does the person work? (1．叫学生口头造句用一些有关职业的句子。争取大部分的同学都有回答的机会，多次重复加大练习。) 2. Then use explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job.(2. 教师边让学生读句子边解释这些句子的意思。) 3. Let students practice. Such as: He is a police officer. It’s an exciting job. (3. 叫学生口头练习一些有关这方面的句子。) 4. Listen to the conversation. What jobs do Betty, Jenny, and Sam want? Then write the jobs below. (4. 听录音，让学生填写表格，然后再纠正答案。) 5. Listen again. Why are Betty, Jenny, and Sam interested in these jobs? Complete the chart above. (5. 分组练习，让学生大面积的练习。) 6. Listen to the tape: Listen and number the picture(1-3) below.Then practise the dialogue. (6. 让学生朗读Gammar Focus.) 7. Grammar focus:

21

教 案 正 文 Step4 Practice 7. Read the newspaper want ads. And fill in the blanks with the correct jobs. One: Wanted: Do you like to work late? Do you like to work hard? Do you like to meet people? If your answer is “Yes”, then we have a job for you as a ……(给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都有机会来表演。) 随堂记录 Step5 Summary Words and phrases of this class Language: 本节课主要是听录音来完成各种对话，充分让学生学会职业的文法以及地点的表达法。(以提问的形式来进行复习总结，在让学生有一个巩固的机会。) Step6 test Self check(让学生做后再讲解答案。) Step7 Consolidation 在这节课例我们主要听录音然后回答问题，让学生充分练习听力，达到会听、会说然后在自己编对话来练习。 Step8 Homework Read the newspaper more and more. (让学生朗读3A部分的内容。) Period Four (P24) Step1 Organization Organize students to prepare for the class. Step2 Free talk Oral composition: My parents. Such as: I have a very happy family. My father is a worker. He works in a factory. My mother is a nurse. She works in a hospital. (学生口头作文，让他们把学到的知识系统地用到自己的作文中来。练习关于职业以及工作地点的表达。) Step3 Presentation 1. Let the students hurry to read the words they can’t remember. (1. 学生自测，看看他们急得如何。) 2. Then the teacher guid the students to go over the words. See how the students have grasped. (2. 在让学生写五个生词填在单词表上。) 3. Ask students to write five new words in their Vocab-builder.(3. 找工作：以小组为单位讨论。个人介绍推销自己。)

22

教 案 正 文 4. Practise: I magine you want one of the jobs at BFS. Write and explain why your are good person for the job. They don’t have to use real information about themselves-they can imagine that they have the skills needed to do one of the jobs. Remind them that they have to show why they are good for the job. (4．总复习时，领着学生复习全部单词，争取让每一个学生都能来掌握。) 5. Go over the whole unit, first the words and useful expressions. Then go over the frills: What do you do? What does he do? Where does he work? He works in a factory. Step4 Practice Now, practice the things we have learned. They can talk about the jobs. Such as: What do you do? Where does he work? He is a doctor. He works in a hospital. Is he a police officer? Yes, he is. No, he isn’t(给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都有机会来表演。) 随堂记录 Step5 Summary Game: How to find a good job? Discuss and make a dialogue. (以提问的形式来进行复习总结，在让学生有一个巩固的机会。) Step6 Test4 Self check(见后面) In this class, we have learned self- Step7 Consolidation Check, then go over the whole unit. I think most of the students have grasped them very well. (让学生写一篇作文。) Step8 Homework Especially the jobs and the places. Compostion: How to find a good job? 教 学 后 记

23

教 案 正 文 Unit 5 I’m watching TV一、教材分析： 本单元是Go for it ( 下 ) Unit 5。主要围绕“What are you doing?”这一主题展开各种教学活动，并以这一主题引出现在进行时的一般疑问句，否定句以及特殊疑问句等语言功能。本单元旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用这些知识的能力。并让学生能在“做中学”（learning by doing），通过有限的课堂实践活动，注意观察别人的行动，能准确地用英语来表达。 二、教材的地位和作用： “Go for it”教材有一个比较明显的编排特点，那就是每单元由Section A , Section B 和 Self Check 三大版快组成，同时每个版快又由a, b , c 三小部分构成，内容循序渐进，符合学生的认知规律，教材又图文并茂，既能吸引学生的注意力，又能激发学生的学习兴趣，每一小部分中的Ｃ部分又是pairwork,培养了学生的合作意识，每一小部分又有听力训练，培养了学生的听说能力。Section B 中的３a, 3b 又能培养学生的读写能力，本单元的综合语言知识能力的运用，又能在此体现出来。Section B中的3c是任务性教学，体现了语言的交际性和实用性。 1.语言知识： 本单元要求学生掌握以下词汇（phone, mall, movies, sound, show, boring, library, soccer. watch TV, do homework, eating dinner, talking on the phone) 2.语言功能： 学会读、写一篇有关人们正在运动的短文。 3.语言结构（日常交际用语）： What are you / they doing ? I'm / We're/ They're watching TV. Is he/ she watching TV? Yes, he/ she is. / No, he/ she isn't. 2.语言技能： （1）能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。 （2）能掌握现在进行时态及一些表示具体动作的词组搭配，如：watch TV, read books, play soccer, talk with/ to , be boring, go to the movies, want to do sth.等。 （3）能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。 3、学习 策略： 通过本单元的教学，我要求学生能通过上下文内在的逻辑联系， 随堂记录

24

教 案 正 文 和活动时能用现在进行时来准确地表达所发生或进行的动作。 4、情感态度： 通过对本单元的任务性活动，我的目的是能培养同学间的友好相处，规范自己的行为，同时能提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。 5、文化意识： 了解西方人是如何表达或描述正在进行的动作。 三、教学的重、难点： 基于上述对教材的分析，我确定本单元的教学重点为词汇、词组搭配和现在进行时的用法。 教学难点为现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行时来描述或表达正在进行的动作。 四、教学方法 1、教法分析： （1）现在进行时是学生刚刚接触的一种新的语法项目，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，创设生活化的真实情境（或半真实情境）引导学生在 运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学， 在用中学,学了就用）。 （2）开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。 2、学情分析： 我们教学的对象是初一学生（以中等生为主），他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。 五、教学过程设计 随堂记录 Period One Step 1 Warming up (“良好的开端是成功的一半”， 因此，我认为能以一种新颖的问候方式或复习方式进入一节课，就能唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，那么可为这节课的成功打下基础，同时也能给自己适当的减压。） T：We are having an English class now. What are we doing now? (Help the students to answer: We're having an English class now.)

25

教 案 正 文 接下来教师要求几个学生做一些动作，让其他学生用英语来猜测。（目的是为本节课的现在进行时作好铺垫） 随堂记录 (Section A 1a. 1b ,1c,2c) 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: He/ She is singing now. They are playing football now. T: What is he/ she doing ? He/ She's playing football now 2）然后叫一个学生做动作，另一个学生问，进行问答练习。 S1: What are you doing now? S2: I'm watching TV. (ect.) sing----singing / watch----watching / play---playing /ect. 这样设计的目的是让学生在交际情景中感受出现在进行时的结构和用法。 Step 3 Practice 1. Show some pictures and let the students ask and answer in pairs. e.g What are you doing ? I am eating. What is he doing ? He is eating. What are they doing? They're eating.. 2. Practice Section A (1a) 3. 然后叫学生归纳出现在进行时的结构句型。 主语 + am/ is / are+ 动词的现在分词 （培养学生归纳能力，找出记忆的规律。） Step 4 Listening 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. (通过听力训练，现在进行时的结构得以很好的落实 Step 5 Pairwork 接着教师叫一些学生背向着全班同学来做一些动作，让其他学生来猜他或她正在干什么。

26

教 案 正 文 （小组比赛，猜对的同学以一颗红星加以鼓励，比一比哪组同学的红星 最多。） 如：Is LiLei writing? No, he isn't. ect. 直到猜对为止。（在课堂活动中实行鼓励性评价，能促进学生的竞争意识和学习英语的积极性。） 然后叫学生看第26页 2C 部分的内容，让学生进行结队练习。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 Group work 接下来我设计的任务是要求三个学生为一小组， 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. (这样的活动既可以培养学生的合作意识，又能在情景中用现在进行时交际，巩固了本节课的重点，从而突破了难点，促使学生在学习过程中学会细心观察。) Homework: 1.熟记本课的单词、词组和句型。 2.完成Shelf Check 3. 3.观察今晚自己一家人做的事。 随堂记录 Period Two ( Section A / 2a , 2b , 3a, 3b) Step1 Warming up 1. 教师做几个动作，要求学生进行问答练习： What is the teacher doing? She is cleaning the classroom ect. 2、然后三人活动，一人做动作，另两人进行问答练习。 What is he / she doing? He/ She is playing soccer. Is he/ She playing football? Yes, he/ she is. / No, he/ she isn't. （通过复习，使学生巩固上一节课的主要内容，为本节课进一步学习现在进行时打下基础。） Step2 Presentation 教师要求一位学生做打电话样子，然后问： What is he/ she doing? I am talking on the phone.

27

教 案 正 文 T: Do you want to go to the movies?S: Sure./ That's sounds good. Step3 Practice 1.Ask some students to make a conversation. What are you doing? Do you want to go to the movies? 2. Turn to page 26, Section 2b. Put these questions and answers in order to make a conversation. Then listen to the tape carefully. Check the answers. (目的是让学生进一步巩固现在进行时的用法。) Step 3 Listening (2a) 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。 Step 4 Practice 1. Show some pictures and ask the students to make a conversation about them( Role play) What are you doing? I am reading. Do you want to go to the movies? Sure. When do you want to go? Let's go at 7:00. 2. Turn to books at page 27(3a) . Ask the students to write the number of the picture next to the correct conversation. (利用模拟情景，可以培养学生初步综合运用语言的能力，同时巩固本节课的重点句型，达到学以致用的目的。） Homework: 1.熟记本课的单词和重点句型。 2.根据今天所学过的重点句型，编一则对话。 随堂记录 Period Three ( Section A 4 --Section B/ 1a--2c) Step 1. Warming up 教师出示几幅图片，要求学生进行问答练习。 如：What's he/ she doing? He/ She is playing basketball. What are they doing ? They are playing football. Is he/ she swimming ? Yes, he/she is. / No, he/ she isn't. Step 2 Presentation 接着教师以前面复习的这几幅画，引入本课的现在进行时的各种特

28

教 案 正 文 殊疑问句，如： Where are they playing football? Who is he/ she talking to? ect. Step 3 Practice 教师在引入新课的前提下，接下来提供以下任务，要求学生去完成。 （1）教师出示Section B/ 1a 中的六幅图片，要求学生用现在进行时的各种疑问句进行问答。 （2）要求学生在问答的基础上，完成Section B/ 1a中的表格。 （本环节通过各种活动，目的是强化训练，加深印象， 为运用将打下最坚实的基础。） Step 4 Listening 在上面环节的基础上，教师要求学生做以下的听力练习，根据听到的内容，完成下面的表格。（Section B/ 2b） （通过本次的听力练习， 强化学生现在进行时的运用） Step 5 Pairwork 承接上部分听力内容，要求学生在模拟情景中进行交际,如: A: Hello, is Tina there ？ B: No, she isn’t. A: Where is she ？ B: She is at home. A: What’s she doing now？ B:She is watching TV. A:Does she want to go to the movies? B:Sure. Let's go there at 7:00. (通过学生在模拟情景中交际,目的是培养学生综合运用语言的能力,能在做中学,在学中用.) Homework: 1.熟记本节课的重点句型. 2.画一张或带一张家庭活动的照片. 随堂记录 Period Four ( Section B / 3a------4)Step 1 Warming up 1. 教师出示几张图片,要求学生就图片中的内容进行问答. What is he/ she doing ? Where is he / she playing football? Who is he/ she playing with? 2.然后要求学生就图片中的内容,用完整的句子进行介绍.(目的是培养学生观察能力及用英语表达的能力.)

29

教 案 正 文 Step 2 Reading 1.教师把刚才出示的图片顺序打乱,要求学生根据老师提供的具体内容,一个学生陈述,另一个学生重新排列图片的顺序. 2.要求学生读Mike 写给他笔友的信,然后重新排列图片的顺序.(Section B / 3a） （在第一步的基础上，学生会比较容易读懂这封信，对第二步的任务也比较容易完成） Step 3 Group work 要求学生出示带来的照片,进行问答练习(Tell the group about your photos.) (这样的小组活动,有利于培养学生的合作,又能让学生在实践中学习,在交流中运用语言.) Step 4 Speaking and writing 1. 在上述小组活动的基础上,再要求学生介绍自己照片的内容,目的是为下面的写作作好准备. 2.要求学生完成一篇书信(Section B/ 3b) (这是一篇同步完成的书信材料,在以上的学习过程中,学生以具备了阅读和处理相关信息的能力,因此这部分任务交给学生自己完成,以此提供学生运用语言,解决问题的空间.) 3.同步写作:写一篇自己家照片的内容的书信体. (写作是学生综合运用语言能力的体现,通过写作能强化语言的运用,同时加深对所学知识的理解,将学与用融合在一起.) Homework: 1.熟记本单元的单词,词组和重点句型. 2.注意观察同学在课间的活动,用现在进行时写一篇报道. 本单元我的教学设计理念： 1、本单元的教学活动始终遵循任务型教学的教学理念，以学生为学习的主体，以任务为中心，在运用语言完成任务的过程中来学习，体会和掌握语言。 2、自始自终贯穿了以交际为目的的原则（在做中学，在学中用）。 3、在教学过程中，关注学生的生活实际和生活体验，让其贴近实际、贴近生活、贴近时代，树立以学生为本的思想，提倡学生参与、体验、亲身实践、独立思考、合作探究，从而实现教学方式和学习方式的转变。 随堂记录 教 学 后 记

30

教 案 正 文 Unit 6 It’s raining 一.单元教材分析: 本单元的核心话题是谈论天气和人们正在干什么，因此如何问答“How’s the weather? \you/they doing? What’s he/ she doing?是教学重点。通过对本单元的学习，学生能掌握本单元出现的表示天气的形容词。问天气的句式及灵活运用现在进行时态。 单元知识结构 二.词汇： 名词：rain snow weather program desert camel winter etc 形容词：windy cloudy sunny cold cool warm humid pretty 动词：rain walk ride snow 其它：right now take photos have a good time How’s the weather? It’s raining / windy/ cloudy … = What’s the weather like? 三.句型： What are you doing? I’m watching TV． What’s he /she doing? He/she is playing basketball． How’s it going? Great. 四.语法: 1. How’s the weather？It's raining /windy. 2. The use of“The present continuous Tense.” 五.单元总体目标： 1．Master the vocabulary. 2．Master and use：How's the weather? = What’s the weather like？It’s raining/ windy… What are you doing? I’m watching TV． 六.单元教学重难点一览： 重点 1．The vocabulary 2．How’s the weather? 3. How’s it going? 4．What are you doing? I'm... 难点 1．use the language to describe the weather. 2．how to use“be＋doing\ 随堂记录 七.单元学情分析： 谈论天气与我们的日常生活有关，加以图画形象配合。学习起来会比较直观易接受。所以掌握表示天气的形容词，动词显得更为重要。学习“现在进行时“时师生可随时设置情景，贴近实际，学生在生动活泼的氛围中掌握教学内容。

31

教 案 正 文 八.单元教学建议： 引导学生注意区分一般现在时与现在进行时的不同。 九.单元课时分配： 本单元共4课时： Section A（一）1课时 Section A（二）1课时 Section B（一）1课时 Section B（二）1课时 随堂记录 Period One 教学内容 Section A 中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus. 教学目标 知识与能力 1. Match the vocabulary：rain windy cloudy sunny snow how’s=how is 2. Master and use：--How's the weather? It’s raining /windy … What are you doing? I’m watching TV. What’s she doing? She is cooking … 过程与方法 通过创设情景，让学生身临其境，自然引入What are you doing?和How's the weather?采用教师设置任务，学生提出问题，学生解决问题，借助彩图和多媒体等方式提高学生的积极性。 情感态度价值观 教育学生善于观察天气，善于描述周围的事物。 教学重、难点及教学突破 重点 1. The vocabulary： 2. language：1. How’s the weather? 2. It's raining/ windy. 3. What are you doing? 难点 Use the words to describe the weather and What are you doing? 教学突破 对于本课的单词，短语通过图画及卡片引出学习掌握language的学习，通过课件的图片及大量的练习来突破。 教学步骤 Step1 organization

32

教 案 正 文 Organize the students by greeting each other Step2 Free talk Ask the students who is on duty? Step3 Presentation 1．做画画、写字等动作： Ask：What am I doing?（帮助学生回答） I am writing/drawing.（叫几个学生做其他动作） 练习: What are you doing? What is he/she doing?（板书：be＋v-ing) 2．Ask ---How’s the weather?（板书） 帮助学生回答：It’s raining／snowing /windy /cloudy /sunny. 3．看1a的图画： 4．Ask the Ss to match the words with pictures 5．Listen and write these city names in the boxes in la. Now，We’ll hear four conversa -tions．Listen carefully，point out each city in the picture as it comes upon the tape．play the recording a second time．Ask Ss to write the name of the city in the picture of its weather． 6．Tell the Ss；If you are in one of the places in the picture above，Talk about the weather． 7．Point to the pictures in 2a． Ask Ss to tell what each person is doing in each picture． eg: This boy is talking on the phone．This man is playing baskethall． Play the recording twice．（the first time just listen，the second time，listen and number the pictures 1 through 4 to show what each person is doing.）Correct the answers． 8．Point out the list of names．Play the recording again. 本课小结 本节课学习了12个生词和“How is the weather” “be + ving”进行时态的练习运用。 通过本节课的学习，学生能熟练地用英语询问、表达天气和人们正在做的事。 练习设计 （一）Finish the following: 1．What's the weather like? _______ _______ the weather? 2．It’s _______ sun) in Chongqing. 3．Is it_________（rain) now？ 4. What ______ you ______ (do)now？ 5．The boy ________(fly) a kite.

33

随堂记录 教 案 正 文 板书设计 Unit 6 It’s raining rain –raining 1. How’s the weather? snow –snowing = What’s the weather like? wind –windy It’s raining /windy sun –sunny 2. What are you /they doing? cloud-cloudy 3. be＋v-ing 随堂记录 Period Two 教学内容 section A中3a．3b．4 教学目标 知识与能力 1. Match the vocabulary：pretty 2. Master and use：一How’s it going? Great. How’s the weather? 过程与方法 学生在上一课学过了How’s the weather?基本能灵活运用，这一节进一步强化，并在此基础上引出了新句式How's it going?过渡自然，易于接受、掌握。 情感态度价值观 教育学生关心他人。 教学重、难点及教学突破 重点 1. The vocabulary: 2. language: How’s it going? How’s the weather? 难点 Use the language to care for the others 教学突破 借助于“How’s the weather?”句式学习“How’s it going? 通过课件大量练习进行巩固。 教学步骤 Step1 Organization Organize the students by greeting each other. Step2 Him talk Talk about the weather today． Step3 Presentation 1．Draw a face on the blackboard Ask：look at this face．Is it happy? Is it unhappy？

34

教 案 正 文 2．Point to the four words in 3a. Say the words and ask Ss to repeat each one．（板书学习Pretty) 3．Explain the meaning of each word: eg: Not had means sth is not very good, but it’s also not very bad，It’s in the middle． 4. Ask Ss to match each numbered phrase with a face by writing the letter of each face in the blank in front of the correct phrases 5．Ask two Ss to read the conversation in the large picture to the Ss． Explain:“How is it going?\ 6．Have Ss read the conversation in 3b. 7. 改变对话中的一些单词，编写自己的对话． Ask some Ss to present their own conversation to the class. 8．Say：Now let’s work in pairs again．One student looks at the picture on page 93 and the other looks at the picture on page 95．Please don’t look at your partner's picture．Say：Each picture has the same people in it. but they are doing different things．Take turns talking about what the people are doing in your picture．If I am student A，I’1l say, in my picture it’s sunny． Guide one of the Ss Bs to respond，In my picture it is raining． 本课小结 本节课学习了1个生词和\句式练习。通过本节课的学习，学生能熟练掌握用英语询问他人的情况和天气状况。 练习设计 随堂练习设计 完成对话： A：______ ？ B：Pretty good． A：_________？ B：It’s cloudy． 个性练习设计 用下雨、出太阳、刮风的现在进行时描述天气状况。 板书设计 Unit 6 It's raining l. pretty 2. How’s it going = How are you? / How is everything? 随堂记录 Period Three 教学内容 Section B中la, lb, 2a, 2b, 2c

35

教 案 正 文 教学目标 知识与能力 1. Match the vocabulary：cold cool warm humid 2. Master and use：1. Do you like cold weather? No，I don’t． 2. How’s it going? 3. What are you doing? 4. How’s the weather? 过程与方法 上两节课重点学习了“how's the weather？”和“How’s it going？”句式，本节课进一步学习、强化，采用学生提出问题、学生解决问题，听录音、借助多媒体等方式来提高学生的主动性。 情感态度价值观 掌握同一句话的不同表达方法。 教学重、难点及教学突破 重点 1. The vocabulary: 2. language：Do you like cold weather? How’s it going? What are you doing? How's the weather? 难点 Use the language to care for the others 教学突破 1. 对本课的单词通过卡片或图画来引出。 2. language：借助图画和课件引出并练习 教学步骤 Step1 Organization Organize the students by greeting each other． Step2 Free talk Ask the Ss to talk about the weather today． Step3 Presentation 1．Point to a picture． Say：It’s cold in this picture． Ask：Is it cold here today? （cold板书学习）；同样方式学习：cool，warm，humid 2．Point out the numbered list of words, ask the Ss to repeat the words again．Ask Ss to match each word with one of the pictures． 3．出示一副冬天的图画： 随堂记录

36

教 案 正 文 Ask：Who likes cold weather? when a student raises his or her hand, ask the question： Do you like cold weather? 帮助回答:Yes, I do No，I don't.（出示与课本相似的五幅图画） Let Ss ask and answer questions about the five kinds of weather. 4．Listen and write what Maria and Sam answer to \Listen carefully to their questions and answers． Tape：We will listen twice The first time，just listen The second time，write out their answers 5．Listen again，Write what Maria and Sam answer to“What are you doing?\and \ 本课小结 本节课学习了4个关于天气的生词，继续练习巩固了“How's it going？/How's the weather? / What are you doing？”通过本节课的学习，学生能熟练地应用所学知识问答。 练习设计 随堂练习设计背诵本课句型。 个性练习设计 翻译下列句子： 1、情况怎么样？ 2. 她在干什么？ 3、你喜欢冷天吗？不，我不喜欢。 4. 今天的天气怎么样？ 板书设计 Unit 6 It's raining cold、warm、cool 1、Do you like cold weather? humid, hot Yes，I do. /No, I don’t. 随堂记录 Period Four 教学内容 section B中3a,3,3c、以及Selfcheck 3 教学目标 知识与能力 1. Match the vocabulary：CCTV, program，right now，Egypt，desert, walk，vacation，etc． 2. Master and use：1.What are you doing? 2.What’s the weather like？= How’s the weather? 3. What do you do when it’s raining?

37

教 案 正 文 过程与方法 通过结合课文上的图画理解短文内容，从而掌握单词，关于天气及人们正在做做的事情的描述，再通过练习写作自己家乡的天气，使所学知识进一步巩固。 情感态度价值观 对学生进行热爱家乡的教育。 教学重、难点及教学突破 重点 1. The vocabulary: 2. language：What’s the weather like? We're walking in the desert． 难点 Use the language to describe your hometown 教学突破 对本课单词短语，通过卡片、动作、实物引出学习。 language: 借助图画引出，并通过练习巩固。 教学步骤 Step1 Organization Organize the students by greeting each other. Step2 Free talk Ask the Ss to talk about the weather in a year. Step3 Presentation 1．出示一张与课文相符的图片讨论Ask：Where’s it? 帮助回答：It's Egypt.（Egypt板书学习） Ask：What are they doing? They’re walking in the desert．（板书学习：walk，desert） Ask：What’s the weather like? It’s a beautiful /sunny day. 2．Ask a student to read the report in 3a．Say：underline the words in the speech bubble that say what people are doing. Then circle the words that describe the weather.Say：Read the reporter. 3．Say; pay attention to the pictures of Paris and the description below． Ask a student to read the description to the class and say the word blank each time you come to a blank line.Have the Ss fill in the blanks． 4．出示和课本相符的图画： Ask：What do you do when it’s raining?I read a book… Ask Ss to interview their classmates： What do they do in different kinds of weather? Ask several Ss to read their questions and answers to the class 随堂记录

38

教 案 正 文 ． 提醒学生，这些句子中主句用的是一般现在时，eg：When it’s windy，I fly a kite 本课小结 本节课学习了21个词汇，继续练习巩固“How’s the weather?”及现在进行时态。通过本节课的学习，同学们达成了本单元的学习目标。 练习设计 Complete the following: 1. Thank you for________(join) CCTV’s Around the World Show. 2、________（此刻），we ________（walk）in the desert. 3、It’s________（sun) today． 4、There’re many people here _________（在度假）。 5、Some people __________(在拍埃及的照片) Unit 6 It's raining Right now，in the desert， 1. What’s the weather like? On vacation = How’s the weather? Take photos of 2、What do you do when it’s raining? Five thousand yeas of history 随堂记录 教 学 后 记

39

教 案 正 文 Unit 7 What does he look like? 单元教材分析 本单元是九年制义务课程标准实验教科书《新目标英语》七年级下册中第七单元，本单元的核心话题是谈论人的外表形象（image），因此‘talking about sb’s image’是教学重点。通过对本单元的学习，学生能掌握本单元出现的表示人外观的词组及句型。 单元知识结构 词汇： 名词：hair, height，build，captain，team，bit，joke，person，heard，grasses，mustache image，winner etc． 形容词：short，curly，straight，high，thin, heavy，etc 短语： look like, good一looking，a little bit，etc 句型： What does he/she look like? --He/She is tall． What do you look like? -- I’m thin． 语法： What does he/she look like? --He/She is tall． What do you look like? --I’m thin． 单元总体目标 1. Master the vocabulary． 2. Master and use：---What does he/she look like? ---He/She is tall． ---What do you look like? —I’m thin. 单元教学重难点一览 重点 1. The vocabulary． 2. --What does he/she loo like? He/She is tall． What do you look like? I’m thin． 难点 随堂记录 Use the language to talk about sb’s image. 单元学情分析 学生在七年级上册已经学过关于“What does he like?”这一特殊疑问句式，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。谈论人的外表形象是人们日常生活中遇到的话题。故学生喜于用英语表达此类知识。

40

本文来源：https://www.bwwdw.com/article/rh4g.html