外研七下Iwasborninasmallvillage。

教案课件是老师需要精心准备的，大家应该开始写教案课件了。只有写好教案课件计划，可以更好完成工作任务！你们会写教案课件的范文吗？下面是小编帮大家编辑的《外研七下Iwasborninasmallvillage》，欢迎阅读，希望您能阅读并收藏。

Module8Mypastlife

Unit1Iwasborninasmallvillage.

课型：Listeningandspeaking

教学目标：

1.能掌握be动词的一般过去时的陈述句,一般疑问句及肯定和否定的回答..

2.能用be动词的过去式来表述个人过去的生活,并能询问别人的过去的经历.

3.能听懂包含be动词的过去式的对话.

教学重点：

1.让学生掌握be动词的过去式.

2.记牢本单元的新词汇.

3.练习含有be动词过去式的句型.

教学主要内容：

1.本单元要求掌握的词汇:past,was,were,beborn,founder,scientist,professor,strict,nice,friendly,naughty,primaryschool,well-behaved,hey,province.

2.本单元要求掌握的句型:

1)Wherewereyouborn?Iwasborninasmallvillage.

2)Whatwashelike?Hewasnaughty.

3)Whatwasthenameof…….?

4)WereyouborninShanghai?Yes,Iwas.No,Iwasn’t.

教学过程：

Step1:Warmup

Introducemyselfandmyson:I’m34yearsoldthisyear.Iwasbornin1973.IwasborninJinhua.Mysonis8yearsold.Hewasbornin2000.HewasborninJiaxing.Whataboutyou?

WereyouborninJiaxing?Wherewereyouborn?

Wereyoubornin..?Whenwereyouborn?

Step2:Presentation(Act.1)

1.Herearesomefamouspeople.Whoarethey?Howmuchdoyouknowaboutthem?

2.Matchthephotoswiththesentences.

Step3.Practice

Canyouaskandansweraboutthesefamouspeople?

MaoZedongwasthefounderofNewChina.

Wherewasheborn?Whenwasheborn?

Step4Presentation(Act.3)

Learnnewwordsandstructures:naughtywell-behavedfriendlynicestrictprimaryschool

Whatwasthenameofyourfirstfriend/teacher?

Whatwashe/shelike?

Whatwasthenameofyourfirstschool?

Step5Listenandmatch(Act.2)

Listenagainandchecktheanswers.

Step6Listenandread(Act.4-5)

1.Listenandanswerthequestionswithbooksclosed

1.)WherewasTonyborn?

2.)WasTonywell-behavedatschool?

2.Listenagainandchoosethecorrectanswers.

Step7Listenandspeak(Acy.7-8)

1.Listenandsaythesesentencesaloud.

2.SpeakingAskandanswerthequestionsinAct.2

Step8Exercise(Consolidation)

Fillintheblankswiththenewwords.

Step9Homework

Unit2IwasborninQuincy.

课型：Readingandwriting

教学目标：

1、能读懂介绍个人过去的短文，掌握一些阅读技巧；

2、能询问别人的过去的经历，并描写个人过去的生活。

3、能用WITH连接句子。

4、了解英式英语和美式英语在拼写上的一些不同

教学重点：

1.读懂课文，掌握阅读技巧.

2.记牢本单元的新词汇.

3.能完成描述个人过去的短文。

Step1Revision

Askandanswer:Wherewasheborn?Whenwasheborn?

Whatwashelikeasachild?

Step2Presentation

1.Learnnewwords:bedroombathroomlivingroomkitchenpond

2.Matchthewordswiththeirmeaning.

Step3Reading

1.Readingthepassageandanswerthequestions.

2.Listenandrepeat

3.Choosetherightanswers

Step4Writing

1.Jointhesesentenceswithwith

2.Fillintheblanks

3.Askandansweraboutyourpartner’spastlife

Step5Homework

1.Readthepassageandrememberthewords.

2.Writeadescriptionofyourpastlife.

3．GetinformationaboutthepastlifeofyourfavouritepersonfromtheInternet.

Unit3Languageinuse

Step1Revision

1.RevisetheSimplePastTense

be:am/is---wasare---were

2.Finishtheexercises

3.ReviseUnit2withsometranslation

Step2Makeasurvey

Workinpairsaboutothers’pastlife,fillintheformandreporttotheclass.

Step3Makeaninterview

Makeaninterview,oneisthereporter,theotheristhefamousperson,otherstudentslistentotheirinterviewandtakenotes,thenanswerquestionsaboutthefamousperson.

Step4Labelthepictures

1.Labelthepictures

2.Describethehouse/townwithTherewas/were…

Step5Aroundtheworld

ReaditandanswersomequestionsaboutNelsonMandela.

Step6Moduletask

1.Workinpairs.Talkaboutyourpastlifewithyourpartner.

2.Writeaboutyourpartner’spastlife.

Step7Homework

FinishofftheexercisesinWb.

题目

Mypastlife

教学内容

本模块以过去的生活为话题，要求学生掌握含有be(was/were)的一般过去的句子，并能谈论自己、他人过去的生活

教材分析

本模块学习的语法主要是一般过去时的陈述句,一般疑问句及肯定和否定的回答.学好本模块能为以后学习其它过去时打下良好的基础。

教学目标

语言

知识

目标

功能

描述家乡与童年。

语法

动词be的过去式（was/were），一般过去时的陈述句,一般疑问句及肯定和否定的回答.

词汇

past,waswere,beborn,scientist,professor,friendly,naughty,nice,strict,well-behaved,primaryschool,province,president,bedroom,bathroom,garden,kitchen,livingroom,pond,tree,favorite,movietheater,store,poster,goback,somewhereunfriendly,second,character,partner,etc.

语音

含有动词be(was/were)的一般过去时的陈述句、一般疑问句及其肯定和否定回答形式。

语言

技能

目标

听

能听懂包含动词be的过去式be(was/were)的对话。

说

能用动词be的过去式be(was/were)表述自己过去的经历，并能询问对方过去的经历。

读

能读懂描述过去生活的短文，并能回答文中的问题。

写

能用动词be的过去式be(was/were)表述个人过去的生活

演示与表达

能向他人介绍自己过去的生活。

过程方法

1.根据实际情况或表格和文字，谈论出生和时间、地点，询问过去的经历。

2.运用观察、发现、归纳和实践等方法学习语言知识。

3.依据课本进行模仿操练，然后脱离课本进行口语交流。

情感、态度与价值观

热爱自己的故乡，热爱自己的祖国。向那些为国家、为社会作出了贡献的人学习，努力做一位“四有”新人。

学习策略

自学

策略

能够运用观察、发现、归纳和实践等方法学习语言知识、感悟语言功能。

文化意识

了解英式英语和美式英语在某些拼写上的不同之处。

任务

能够运用动词be的过去式be(was/were)介绍自己或他人过去的生活。

延伸阅读

MODULE2SpringFestival（外研七下）

教案课件是老师需要精心准备的，大家在仔细设想教案课件了。只有写好教案课件计划，这对我们接下来发展有着重要的意义！你们会写一段优秀的教案课件吗？下面是小编为大家整理的“MODULE2SpringFestival（外研七下）”，供大家参考，希望能帮助到有需要的朋友。

MODULE2SpringFestival

一、教材分析

1、主题

SpringFestival

2、题材内容

本模块话题是“节日”。要求学生掌握描述节日的表达方式，同时加强学生对中外节日的理解与认识。通过使用现在进行时，对该话题展开听、说、读、写的语言实践活动。使学生加深能够谈论或写出对该节日的介绍，并了解英语国家中重要的节假日及其主要庆祝方式。有助于学生了解世界，提高学习效率，形成自主学习的能力，为学生的终身学习奠定基础。教学中教师应随时随地以课本为出发点，灵活利用各种素材组织教学过程和内容。

3、任务：

介绍春节或其他中外重要节日。

4、教学重点和难点

重点：掌握描述节假日的基本词汇；

读懂含有现在进行时的句子；

掌握现在进行时的结构和用法。

难点：现在进行时和一般现在时的结构和用法的比较。

5、课时安排

根据学生学习英语的特点和规律，我们把本模块划分为4课时：

Period1:Vocabulary,ListeningandPronunciation

Period2:ReadingandVocabulary

Period3:Speaking,Writing,AroundtheworldModuleTask

Period4:Languageinuse

注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。二、教学目标

1、语言知识：

语音

/l/,/w/,/j/；动词ing形式的发音

词汇

Festival,ready,cook,meal,learn,dragon,lantern,sweep,floor,happen,help,tradition,bad,luck,paint,mean,decorate,decoration,everyone,haircut,give,dumpling,sweet,pudding,fireworks,few,want,week,round,bring,colour,something,cut,Christmas,long

词组

SpringFestival,getreadyfor,dragondance,LanternFestival,sweepaway,atwork,papercut,NewYear,NewYear’sEve,sweetpudding,afew,alltheyearround.

语法

现在进行时的问与答；一般现在时。

功能

节日的表达与询问；描述准备的过程。

话题

以“节日”为话题。

2、语言技能：

听

能听懂有关为“节日”做准备的句子；能听辩动词词组。

说

能就正在做或正在发生的事情进行简单的问答练习。流利的说出含有本模块生词的短语。

读

能读懂有关节日描述的短文，并且能将段落与图片，段落与问题搭配。

写

学会写要点，句子以及段落；用and连接句子。

演示与表达

能向人们介绍春节或其他中外节日。

3、情感态度：

乐于接触并了解世界不同地方人们的节假日，乐于参加相关英语实践活动，提高对英语的学习兴趣，培养对异国文化，生活习俗的兴趣，提高对本国文化的认识。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。

4、文化意识：

中外对比

了解英语国家重要节假日及其主要庆祝方式，鼓励学生了解世界，加强交流。

三、教法和学法

1、教学方法

基于课程改革的理念及“第二语言习得论”，培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。

2、教材处理

核心任务：能够运用所学句型结构描述人物和地点及活动。三个环节如下：

pre-task：学生联系生活实际，激活背景知识，。

task–cycle：通过整个模块的听说读写的训练，强化“描述人物和活动。”的表达能力，为完

成任务做好铺垫

post-task：达成任务，展示成果，反馈学习情况

3、学习策略

学会自主学习，形成有效交际、信息处理、英语思维的能力。

认知

联系，归纳，推测等技能。观察并归纳动词形式的变化规则，提高自学能力。

调控

从同伴处得到反馈，对自己在叙述及作文中的错误进行修改

交际

学习运用恰当词语简单描述节日。

资源

通过其他资源获取更多有关“节日”的简单英语。

自学

培养在词语与相应事物之间建立联想的习惯，形成话题联想的习惯。

留心日常生活中使用的有关信的简单英语

合作学习

互相学习，取长补短，把学习英语和信的基本应用结合起来

四、教学设计

Module2SpringFestival

Period1:Vocabulary,ListeningandPronunciation

1、TeachingContent:Vocabulary,ListeningandPronunciation

2、TeachingAimsandDemands:

1)LanguageKnowledge

Keywordsandphrases:SpringFestival,ready,cook,meal,dragon,floor,happen,help,getreadyfor,dragondance,lantern,festival,sweepaway,atwork

Keystructure:be+v.-ing

Whatishedoing?

Isheworking?Yes,heis.No,heisn’t.

2)Listeningskill:TounderstandconversationsabouttheSpringFestival.

3)Affectionandattitudes:Weshouldbeinterestedinthefestivalsintheworld.

3、Learningstrategies:

Bottom-upapproachandlisteningtothetapeanddosomeexercises.

4、TeachingAids:Multi-Media(Taperecorder,video,handout,etc)

5、TeachingProcedures:

Activity1:Revision

Task:Recallwhatwehavelearnedinlastlesson.

Step1

Labelthepictureswiththewords.

(1).ReadthroughthewordsintheboxandhavetheSs.Repeatthemafteryou.

(2).Askthemtolabeltheminthepicturesonthescreen.

(3).Makesomesentenceswiththewords.Askstudentstospeakoutasmanyastheycan.

Step2

Talkaboutthepicturesthattheteacherbringsintotheclassroom.

Sheisstanding./walking/buying/talking…

Iamnotwalkingtoschoolnow.

Youarenotwalkingtoschoolnow.

Heisnotwalkingtoschoolnow.

Areyouwalkingtoschoolnow?

Ishewalkingtoschoolnow?

Activity2:Leadin

Task1:Brainstormofthewords“festival”.

Step1

DrawaFestivaltree.

Festival

︴

ChineseFestivalsWesternFestivals

SpringFestivalLanternFestivalMid-AutumnFestivalQingmingFestivalDragonBoatFestival…S

ChristmasEasterIndependenceDayHalloweenThanksgivingDayValentine’sDay…

︱︱

Step2

Talkaboutthefestivals.

Doyoulikefestivals?

Why?

Whatkindoffestivalsdoyoulike,Chineseorwestern?

Whatdopeopledoonfestivals?

Whatfestivalsdoyoulikebest?Etc.

Task2:matchthewordswiththepicturesinactivity1onpage8.

Step1

Ask:WhatisthebiggestfestivalinChina?

WhatdoyouthinkpeopleusuallydotogetreadyfortheSpringFestival?

Readthroughthewordsinactivity1onpage8andhavetheSs.repeatthemafteryouchorallyandindividually.

Step2

Askthestudentstodoactivity1onpage8.PlaytherecordingandasktheSs.tolisten

Step3

Playtherecordingagainandhavethemcheckthewordsindividually.

Checktheiranswerswithapartner.

Step4

Callbacktheanswersinawhole-classsetting

Step5

Talkaboutthepictures

Activity3:Listening

Task1:.TounderstandconversationsaboutgettingreadyfortheSpringFestival.

Step1

GivetheSs2questions:

WhatareLinglingandhermotherdoing?

WhereisLingling’sfather?

MakesuretheSsunderstandthe2questions:

Step2

Playtherecordingandhavethemlisten.

Step3

Playtherecordingagainandhavethemwritetheanswersindividually.

Step4

Playtherecordingandhavethemchecktheiranswerswithapartner

Step5

Callbacktheanswersfromthewholeclass.

Task2:activity3onpage9.

Step1

ChoosethebestanswersinActivity3.

Step2

Callbacktheanswerinawhole-classsetting.

Task3:Listenandread:

Step1

PlaytherecordingandasktheSs.tolistenandreadtheconversation.

Step2

Playtherecordingagainandpauseaftereachphrase,askingtheSs.torepeatchorallyandindividually.

Step3

PuttheSs.intogroupsof3topractisethedialogue.

Step4

Theyshouldrepeatitseveraltimes,changingtheroleseachtime.

Task4:activity4onpage9

Step1

Explainbysaying“Thisactivityisdesignedtocheckifyouhavegraspedthemainstructure.

Explainthatthestudentshavetoanswerthequestionsinfullsentences.

Step2

PuttheSs.intogroupstoaskandanswerthequestions.

Step3

Callbacktheanswerinawhole-classsetting.

Step4

Askdifferentstudentstopracticetheminfrontoftheclass.

Activity4:Pronunciation

Task:Grasp3phonemes/l

Step1

PlaytherecordingandasktheSs.tolistenandreadthephonemes/l.

Step2

PlaytherecordingagainandasktheSs.torepeatchorallyandindividually.

Step3

PuttheSs.inpairstopracticethem.

Activity5:Atest

ListentothetapeandtranslatesomeofthesentencesintoChinese.

Activity6:Homework

Recitetheshortpassageasfluentlyaspossible.

Period2ReadingandVocabulary

1、TeachingContent:ReadingandVocabulary

2、TeachingAimsandDemands:

1)Languageknowledge:

Newwords:tradition,bad,luck,paint,mean,decorate,decoration,everyone,haircut,dumpling,fireworks,few,week,round,bring

Keyphrases:papercut,NewYear,NewYear’sEve,sweetpudding,afew,alltheyearround.

2)Readingskill:Tounderstandthetext.(重点)

3)Affectionandattitudes:Weshouldbeinterestedinfestivalsintheworld.

3、Learningstrategies:Communicativeapproach.

4、TeachingAids:Multi-Media(Taperecorder,video,handout)

5、TeachingProcedures:

Activity1:Revision

HelpstudentstorevisewhatislearntinPeriodoneofthismodule.

Showthemsomepicturesaboutthenewwordsinlastperiod.HavetheSs.spellthemchorallyandindividually.

Revisebe+v.-ingofthepresentcontinuoustense

Iamnotwalkingtoschoolnow.Youarenotwalkingtoschoolnow.Heisnotwalkingtoschoolnow.

Areyouwalkingtoschoolnow?Ishewalkingtoschoolnow?

Activity2:Preparation

Task1:Learnthenewwords.

Directions:Labelthepictureswiththewords.

(1).ReadthroughthewordsintheboxandhavetheSs.Repeatthemafteryou.

(2).Askthemtolabeltheminthepicturesonthescreen.

(3).Makesomesentenceswiththewords.Askstudentstospeakoutasmanyastheycan.

Task2:Talkaboutthepictures

Directions:LettheSs.askandanswer.eg.

-What’sthecolourofthedoorsandwindowsintheroom?

-Red.

-Whydopeoplepaintthemred?

-Thecolourmeansgoodluck….

Activity3:ScanningandSkimming

Task1:Readthepassageandmatchthephotosandtheparagraphs.

Step1

TheteacherlettheSsreadthepassageandmatchthephotosandtheparagraphs.

Step2

Sscansharetheiranswerswithapartner.

Step3

Callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswers

Task2:Readthepassageandmatchthequestionsandtheparagraphs.

Step1

Ssreadthepassageandmatchthequestionsandtheparagraphsinactivity3onpage10individuallyandcheckwithapartner.

Step2

Callbacktheanswersfromthewholeclass,havingindividualsreadouttheanswers

Activity4:Dealingwithexpressions:

１．Wehavelotsoftraditions.我们有很多传统。

lotsof＝alotof许多，既可跟可数名词，又可跟不可数名词

Thereislotsof/alotofwaterinthebottle.瓶子里有很多水。

many许多,可跟可数名词;much许多,可跟不可数名词

Therearemanybooksonthedesk.

Thereismuchwaterinthebottle.瓶子里有很多水

2…wepaintthedoorsandwindowsred.我们把门和窗子漆成红色的。

colour/paintsth.+red把…涂上…颜色

Wecolouritblack.我们把它漆上黑色。

3．Weusuallydecoratethedoorsandwindowswithpapercuts.我们一般用剪纸装饰门和窗。

decorate…with…用…装修，装饰

Weusuallydecoratetheroomwithflowers.我们一般用花装饰房间。

decorationn.装饰

IneedsomeChristmasdecorations我需要一些圣诞节装饰。

Heisgoodatcakedecoration.他擅长蛋糕装饰。

4.TheNewYearFestivalfinishesattheLanternFestivalafter2weeks.

新年在2周之后元霄节之时结束。

theNewYearFestival指整个过年期间。

Theyareroundandsotheybringusgoodlickalltheyearround.

alltheyearround:duringthewholeyear一年四季；一年到头

Theyworkhardalltheyearround.他们一年到头工作都很努力。

Tradeisgoodalltheyearroundbutitisalittlelessbusyinthewinter.贸易一年到头都很好，只有冬天不是很忙。

Activity5:Languageuse

Step1

activity4onpage11.

Step2

Exercise1onpage92.intheWB.

Direction:Ssdoitbythemselves.Let’sseewhocanfinishitassoonaspossible.

Step3

(Givethestudentssometimetorecallwhatthey’velearnedinthisclass)

Firstthinkbythemselves.Thendiscussinpairsandfinallysharetheiranswerswiththeclass.

Activity6:Homework:Exercise3onpage92.intheWB.

Activity7:Atest:

WriteashortpassagedescribingwhatyouusuallydofortheSpringFestival.

Period3:Speaking,Writing,AroundtheworldModuleTask

1、TeachingContent:SpeakingandWritingAroundtheworldModuleTask

2、TeachingAimsandDemands:

1)Speakingskill:Tobeabletosaywhatpeoplearedoing.

Improvethestudents’speakingability.(重点)

2)Writingskill:Writesentencesandparagraphssayingwhatpeoplearedoingoraren’tdoing.Improvethestudents’writingability(难点).

3)Tosummarizeandconsolidatethelanguagecoveredinthismodule.

4)Affectionandattitudes:Weshouldbeinterestedinfestivalsintheworld.

3、Learningstrategies

Top-downandInteractiveapproachanddosomeexercises.

4、TeachingAids:Multi-Media(Taperecorder,video,OHP,handout)

5、TeachingProcedures:

Activity1:Revision

Task:Helpstudentstorevisewhatislearntinlastmodule.

Step1

Revisethewordsandphrases.

Step2

PuttheSs.inpairstopracticethedialogueandthetext..

Activity2:Speaking

Task:AskandanswerthequestionsusingthePresentContinuousTense.

Improvethestudents’speakingability.

Step1

PairtheSs.todoactivity6.

Step2

HavetheSs.topracticeandwritequestionsusingthePresentContinuousTense.

Step3

Circulateandmonitorpronunciation.

Step4

Callbackafewexamplesfromsomepairsinawhole-classsetting.PayParticularattentiontothestructureofbe+v.-ing

Activity3:Writing

Task1:Matchthenoteswiththeheadings.

Step1

RunthroughtheexampleswiththeSs.andmakesurethattheyunderstandthem.

Step2

Askthemtodoactivity5onpage11individuallyandchecktheiranswerswithafriend.

Step3

Callbacktheanswersfromthewholeclass,andwritethemontheboard.

Step4

Summarise

Task2:Join2notesandwriteonesentenceswithand.

Step1

LettheSs.readtheexampleinactivity6.

Step2

Askthemtodoactivity6onpage11individuallyandchecktheiranswerswithafriend.

Step3

Theycanthenexchangebooksforpeercorrectionoffactsandlanguage.

Step4

Callbacktheanswersfromthewholeclass.

Task4:Write5paragraphsdescribingChristmasinBritain.

Step1

Readtheexampleinactivity7.Askthemtodotheactivityindividuallyandchecktheiranswerswithafriend.

Step2

Callbacktheanswersfromthewholeclass.

Step3

Summarise

Activity4:Aroundtheworld

Task:LearnsomethingaboutChristmasandFatherChristmas

Step1

AsktheSs.tolookatthedifferentpicturesaboutChristmasandFatherChristmas

.TelltheSs.someknowledgeaboutthem.

Step2

Introducesomeotherfestivalsinwesterncountries.

Activity5:ModuleTask

Writingapostcard

Step1

Activity5andactivity6onpage13AsktheSs.towritenotesindividually.Circulateandmonitortheirproduction.

Step2

Writealettertoapenfriend.

Chooseafewofthebestlettersofyourstudents`workandplacetheminthejournal.

Note:LettheSslookatitwhentheyhaveasparemoment.Theymayusecomputersifpossible.

Activity6:Recalling

Recallwhatwelearntoday.

Activity7:Atest

DoEx.9onpage90.andhandinimmediately.

Activity8:Homework:DoEx.12onpage95.Period4.Languageinuse

1、TeachingContent:Languageinuse

2、TeachingAimsandDemands:

Keystructures:be+v.-ing(重点)

1)Tosummariseandconsolidategrammarfocus.

2)Tosummariseandconsolidateexpressionsandvocabulary.

3)Affectionandattitudes:Weshouldbeinterestedinfestivalsintheworld.

3、Learningstrategies:Formalinstructionandtask-basedapproachandinteractivepractice.

4、TeachingAids:Multi-Media(video,OHP,handout)

5、TeachingProcedures:

Activity1:Revision

Helpstudentstorevisewhatislearntin3periodsofthismodule.

Activity2:Languagepractice

Task1:Tosummarizeandconsolidatetheusageofthepresentcontinuousquestionsandshortanswers.

Step1

RunthroughtheexampleswiththeSs.andmakesurethattheyarefamiliarwiththeuseof

thepresentcontinuoustense

Step2

AsktheSs.Torepeatthesentencesinthebox.

Step3

Ask“Canyoumakeothersimilarexamples?”

Step4

Doactivity1and2onpage12.Grasptheuseofthepresentcontinuoustense.

Task2:Toconsolidatepresentsimple

Step1

Doactivity3onpage12.

Step2

AsktheSs.tocallouttheanswersfromthewholeclass.

Step3

AsktheSs.toreadthecompletesentences.

Activity3:Revisethewordsthatwelearnedinthismodule:

Task:Writethewordsundertheseheadingsinactivity4.

Lookattheexampleinactivity4andensurethattheSs.Knowwhattodo

Callbacktheanswersfromthewholeclass,andmakelistsontheboard.

LettheSslearntorememberthewordswithwordmaps.eg.

meatfish

beef

…theSpringFestival

tomato

foodvegetablespotato

…fireworkslanternwatchTV

Fruitbananajiaoziluckymoneyvisitingfriendsandrelatipns…

apple

…

computer

kyboardprintermousescreenprocessormonitor…

doingcalculationsdoinghomeworkplayinggamesusingtheinternetwritingemails…

Activity4:Atest

DoEx3onpage92ntheWB.Let’sseewhocanfinishitassoonaspossible.

Activity5:Homework:

DotheSelf-assessmentonPage95intheworkbook.

FinishalltheexercisesintheWB.

Module6TheOlympicadventure　（外研七下）

教案课件是每个老师工作中上课需要准备的东西，大家正在计划自己的教案课件了。教案课件工作计划写好了之后，这样接下来工作才会更上一层楼！你们清楚教案课件的范文有哪些呢？以下是小编收集整理的“Module6TheOlympicadventure　（外研七下）”，希望能为您提供更多的参考。

Module6TheOlympicadventure

海宁市湖塘初中陈旭炯查晓英

一、教材内容分析

本模块话题是“体育运动”。内容为学生所熟悉，结合学校体育活动的开展及中国2008年奥运会的准备，便于开展课堂活动。要求学生了解奥运，了解不同国家和地区的体育运动，并且根据自己的知识与喜好做一张与体育有关的招贴画，掌握用形容词和副词来表达观点及形容词的比较级和副词的用法。

二、学情分析

通过初一上学期和本学期前五个模块，尤其是本学期Module5的学习，学生已基本储备运用形容词、副词的原级及形容词比较级来进行口、笔头表述的知识。而且本模块的话题既符合学生的认知水平，又与学生的生活、兴趣等相一致，因此，教学中教师应随时随地以学生已有知识和课本为出发点，灵活利用各种素材组织教学内容和过程，充分调动学生的积极性。

三、教学目标

1、语言知识目标

语音

单词在句子中的重读

词汇

Olympic,adventure,more,dangerous,gymnastic,ski,popular,exciting,tiring,unpopular,boring,relax,relaxing,safe,neighbourhood,committee,arrive,late,back,however,slowly,loudly,clearly,visitor,need,quickly,well,badly,carelessly,better,hard,cassette,player,vocabulary,carefully,quietly,continue,until

词组

begoodat,takearound,more…than…

语法

形容词的比较级和副词的用法。

功能

观点表达，尤其是形容词和副词的表述。

话题

以“体育运动”为话题。2、语言技能目标

听

能辨别表示运动的词语以及表达观点的形容词和副词；能听懂用所学的形容词比较级和副词所做的口头表述，询问及其回应的听力材料。

说

能运用比较级形式比较不同的体育项目。流利地说出本模块的生词和短语。

读

能读懂介绍体育活动的短文，并且将描述与图表相匹配，理解阅读材料中所学的形容词比较级和副词所表达的语义。进行简单的阅读技能训练。

写

能用too或also将句子连接起来，使句子更加连贯。

演示与表达

能向同伴介绍自己最喜欢的奥运项目、个人或小组设计的体育招贴画和奥运新项目等。

3、学习策略目标

自主学习、有效交际、信息处理、英语思维能力。

认知

联系、归纳、推测等技能。观察并归纳形容词的比较级的变化和部分副词的构成规则，提高自学能力。

调控

从同伴处得到反馈，对自己在叙述及作文中的错误进行修改。

交际

学习运用恰当词语简单描述体育运动。

资源

通过其他资源获取更多有关“体育运动”的简单英语。

自学

策略

培养在词语与相应事物之间建立联想的习惯，形成话题联想的习惯。能自己检索有关体育活动项目或奥运会的资料并进行阅读。

合作

学习

策略

互相学习，取长补短，注意学习策略共享，将自己所搜集的信息与其他同学共享。

4、文化意识目标

中外

对比

各民族都有自己民族特色的体育活动，各国都有自己的优势项目。体育运动是民族团结的纽带。

5、情感态度目标通过学习描述体育运动，提高对体育和英语的学习兴趣，养成爱好体育运动的习惯。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。

6、任务

能够制作招贴画和设计奥运新项目等，介绍体育招贴画、奥运新项目的内容以及自己选择这些体育项目、这样设计的理由。

四、教学重点和难点

重点：

掌握描述体育运动的基本词汇，读懂含有形容词的比较级和副词的句子，掌握形容词比较级的结构和副词的用法。

难点：

掌握形容词比较级的结构和副词的用法。

五、教学方法

基于课程改革的理念及“第二语言习得论”，培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则，初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。

六、教材处理

核心任务：

能够运用所学句型结构描述体育运动。三个环节如下：pre-task：学生联系生活实际，激活背景知识。task–cycle：通过整个模块的听说读写的训练，强化对“体育运动”的表达能力，为完成任务做好铺垫。post-task：达成任务，展示成果，反馈学习情况。

课时安排：

根据学生学习英语的特点和规律，我们把本模块划分为4课时：

Period1:VocabularyandListeningandPronunciation

Period2:ReadingandVocabularyandWriting4

Period3:SpeakingandWriting5andAroundtheworldandModuleTask

Period4:Languagepractice

注意：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。

七、教学设计

Period1:VocabularyandListeningandPronunciation

TeachingAimsandDemands:

1.LanguageKnowledge:

Keyvocabularyandphrases:Olympic,adventure,more,dangerous,gymnastic,basketball,cycling,tabletennis,ski,popular,exciting,tiring,unpopular,boring,relax,relaxing,safe,begoodat

Keystructure:begoodat,more…than…(重点)

2.Listeningskill:Tounderstandconversationsaboutsports.(难点)

3.Affectionandattitudes:Weshouldlovesports.

Learningstrategies:

Bottom–upapproach;listeningtothetape;watchavideo;dosomeexercises.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handouts)

TeachingProcedures:

Step1Warming-up

1.Askthestudents:WhatistheOlympicflag?Whatdothefiveringsmean?WhatisthemottooftheOlympicGames?

2.Showaprogram—theexcitingmoment,andthenasksomequestions.

Step2Learning

1.Showthepicturestoteachtheadjectives.

(1)Talkaboutthesongandsomepictures.Whatdoyouthinkof…?

(2)GivetheSsthewordsandletthemcircletheadjectives.

happyswimticketinOlympicfastsportworldeasystrongrunandAmericaexpensivejumpbadmintonbadbasketballplanstadium

(3)Matchtheoppositeswitheachother:dangerous-safe,difficult-easy,exciting-boring,

(un)popular,relaxing-tiring.

(4)LettheSstrytofindsomemoreopposites.tall-short…

2.Reviseandlearnthenamesofsomesports.

(1)Guessing:Whatkindofsportsisit?

(2)Lookatthesignsandwritedownthesports.

(3)Designasignandwritedownthenameofthesport.

(4)Listenandnumberthesportsasyouhearthem.

3.LearntodescribetheseOlympicsportsusingtheadjectivesandtheiropposites.

(1)Showsomepicturesandthenaskthestudents:Whichsportisdifficult/easy/dangerous/safe/exciting/boring?

(2)Matchthesentenceswiththepictures.

(3)ListenandrepeatthesentencesinActivities23.

(4)Showthestudentssomemorepicturesandletthemtrytoanswerthequestion:Whichoneismore…?usingthestructure“…ismore…than…”.

(5)Helpthestudentstosummarize:Aismoreadj.(多音节词)thanB.

Step3Listeningandreading

1.LetthestudentslistentothetapeofActivity4andcheckthesentencesTrueorFalse.

●Chinesepeoplearegoodatgymnastics.

●Tabletennisismorepopularthangymnastics.

●Runningismoreinterestingthanbasketball.

●Cyclingismoredangerousthanskiing.

●Daminglikesbothrunningandbasketball.

2.LetthestudentslistenagainandtickforBettyandDaming.

Betty

Daming

gymnastics

tabletennis

basketball

running

cycling

skiing

3.Letthestudentsreadandtrytofinishtheconversation.

Betty:Chinesepeopleareverygoodatgymnastics.Doyoulikegymnastics,Daming?

Daming:Yes,Ido.ButChinesepeoplearegoodattabletennis,too,andtabletennisis____________thangymnastics.

Betty:Ilovegymnastics.Ithinkit’s____________thantabletennis.WhatOlympicsportsdoyoulike?

Daming:Basketballismyfavouritesport,butIalsolikerunning.

Betty:Ohno,runningis_____boring_____basketball.Ialsolikecycling.Cyclingis_____relaxing_____running.

Daming:No,itisn’t.Ithinkcyclingis_____tiring_____running.Anddoyoulikeskiing?

Betty:Yes,Ido.Butit’s_____dangerous_____runningandcycling.

Step4Speaking

AskthestudentstochooseanOlympicsporthe/shewantstojoininbestandtelluswhyifhe/shewantstobeavolunteerin2008OlympicGames.

Iwanttojoinin________.ItismyfavouriteOlympicsport.Becauseitis_______than______,andit’s_________________.

Step5Homework

1.Readtheconversationasfluentlyaspossible.

2.Writeashortcomposition:“MyfavouriteOlympicsport”.Whydoyoulikeit?About50words.Period2:VocabularyandReadingandWriting4

TeachingAimsandDemands:

1.LanguageKnowledge:

Newwordsandphrases:neighbourhood,committee,arrive,late,back,however,slowly,loudly,clearly,visitor,need,quickly,well,badly,carelessly,better,hard,takearound,cassette,player,vocabulary,carefully,quietly,continue,until

Comparativeformstheusageofadverbs

Keystructures:Itisdifficulttodo…,take…around,more…than…(重点)

2.Readingskill:TounderstandstoriesabouttheOlympicGames.

3.Affectionandattitudes:Weshouldlovesportsandwishthe2008BeijingOlympicGamessuccessful.

Learningstrategies:

Communicativeapproach.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handouts)

TeachingProcedures:

Step1Leadingin

1.Askthestudents:Whichcountrywillholdthe2008OlympicGames?What’sthe2008OlympicMascot?

2.TalkabouttheOlympicMascotsfor2008andsomeofthelatestOlympicGamesespeciallyMoscow1980,Seoul1988Beijing2008toleadinthetopicofthislesson“EnglishfortheOlympicGames”.

Step2IntroductionandDiscussion

1.Tellthestudentsthebackground:OnJuly13th,2001,Beijingsucceededinbiddingforthe2008OlympicGames.ItwasexcitingnewsforChinesepeople.AsapersoninBeijing—thecitytoholdsuchagreatgame,everyonewasexcited.Sofromthenon,therushtolearnEnglishwasaroused.Today,moreandmorepeople,youngorold,begintolearnEnglish.Dongsi—thelocationofBeijingOlympicCommitteehasbecomeahotplacetolearnEnglish.

2.Letthestudentstodiscuss:

(1)WhathasbeendoneandwhatisbeingdonetopreparetheBeijingOlympicGames?

(2)Whatwouldyouliketodofor2008BeijingOlympicGames?

Step3SkimmingandScanning

1.AsktheSstolookatthe2picturesandtellmewhattheycansee.

2.TheSsreadthepassageasquicklyastheycanandchooseaphotoforit.

3.AsktheSstoreadthepassagetofindoutthepeoplewhoarelearningEnglishandhowtheyarelearning.

4.TheSsreadafterthetapeandchoosethebetteranswerstothesevenquestions.

5.Readingroupsandfillintheblanks.

Step4Learning

1.Findoutthepairadverbswithoppositemeaningsandreadtheadverbs.

2.LearnsomelanguagepointsandwritetheanswerstothequestionsinActivity2.

Step5Retelling

TheSstrytoretellthereadingpassagelookingatthreepicturesandsomeinformation.

Step6Sayingandreporting

1.AsktheSstotrytosaysomethingaboutthemselvesusingtheadverbstheylearned.

◇Igettoschool…

◇Theteacherspeakstous…

◇WeneedtolearnEnglish…

◇WeneedtospeakEnglish…

◇Iwork…

◇Icheckmyvocabularyathome…

◇Ilistentomylessons…

2.Workingroupsoffourtodiscuss:HowshouldwelearnEnglishfor2008?Asksomegroupstotalkabouttheirreports.

Step7Homework

1.Readthepassageafterclass.

2.Writeashortcompositionbeginningwith“IfwewanttobevolunteersinBeijing2008OlympicGames.Fromnowonweshould…”Period3:SpeakingWriting5AroundtheworldModuleTask

TeachingAimsandDemands:

1.Speakingskill:Talkaboutthesportsonelikesusingcomparativeforms.

2.Writingskill:Tocombinesentencesusing“too”or“also”.Improvethestudents’writingabilities.

3.Tosummarizeandconsolidate“more…than…”andthenewvocabulary.

4.Affectionandattitudes:Weshouldlovesports.

Learningstrategies:

Top-downandInteractiveapproachanddosomeexercises.

TeachingAids:Multi-Media(Taperecorder,video,OHP,handouts)

TeachingProcedures:

Step1Revision

1.HelptheSsreviseknowsomenamesoftheOlympicsports.

2.AsktheSstocomparetheOlympicsportsusingthestructure“…ismore…than…”lookingatsomepictures.

Step2Speaking

1.Guessthesportstheteacherlikes.

2.TheSsasktheirpartnersandthenmakereports.

○Whatsportsdoyoulike?Whatdoyouthinkofit?

○Whatsportsdon’tyoulike?Whatdoyouthinkofit?

Yourpartner

()

likes

doesn’tlike

Sports

Why

Mypartner________likes________.Itis________.

He/shedoesn’tlike________.Itis________.

Step3Writing

1.LettheSschooseforthemselves.

popularexcitingdifficulttiringcheapdangerous

Ilike______(running/skiing).______ismore______than______.

Ilike______(basketball/cycling).______ismore______than______.

Ilike______(tabletennis/gymnastics).______ismore______than______.

2.LettheSstrytowriteforthemselvesandtheirfriends.

Ilike______.______ismore______than______.

Myfriend______likes______.

Hethinksitis______than______.

3.GivetheSstwoexamplestomakesuretheycanjoin2sentenceswithtoooralso.

Step4Pairwork

AsktheSstousethefollowingwordstomakeasimilardialogue.

Words:basketballcyclinggymnasticrunningskiingtabletennis…popularexcitingrelaxingeasysafe…

A:Doyoulikerunningorcycling?

B:Ilikecycling.

A:Why?

B:Becausecyclingismorerelaxingthanrunning.

A:Yes,andIthinkcyclingismoreexciting,too.

Step5ModuleTask

AsktheSstomakeaposterlikethis.

Step6Groupwork

Fourstudentsareinagroup.Eachgrouphasgotahandoutaboutoneofthemascotsofthe2008BeijingOlympicGames.AsktheSstosuppose:iftheyarethemascots,howtointroducethemselvesandtheirfavouriteOlympicsportsandwhytheylikethem.GivetheSssomesentencepatterns.

◆Mynameis________.

◆I’m________.

◆Istandforthe_____Olympicring.

◆I’m____________.

◆MyfavouriteOlympicsportis________.Becauseitis_________than_______.

◆Imean______________.

Step7Homework

1.DotheSelf-assessmentonPage111.

2.MakeanOlympicsportposter.Period4:Languagepractice

Keystructures:Abe+more+adj.thanB(重点)

TeachingAimsandDemands:

1.Tosummarizeandconsolidategrammarfocus(comparativeformstheusageofadverbs).

2.Tosummarizeandconsolidateexpressionsandvocabulary.

Learningstrategies:

Formalinstructionandtask-basedapproachandinteractivepractice.

TeachingAids:Multi-Media(video,OHP,handout)

TeachingProcedures:

Step1ActingandGuessing

1.Guessinggame:Youact,Iguess.

Workinpairs.Onestudentactsthesportafterhavingalookatthepicture.Theotheronewhocan’tseethepicturetriestoguesswhatsportitisbywatchingtheactions.

2.HelptheSsmakeawordmapaboutOlympicGames.

Step2DiscussionandSummary

1.DiscussthequestionswiththeSs.

●Aresportsgoodforus?

Yes,everyoneneedstodosportsbecausetheykeepthebodystrongandhealthy.

●Whichsportisthebest?

Runningiseasy,safeandgood.Butsomepeoplethinkitisboringandtheyliketeamsports.Basketballandtabletennisarepopular.Playsportthatyoulike.

●Isthereanythingyoumustnotdo?

Don’ttrytodosomethingtooquicklyorcarelessly.Somesportscanbedangerous.Ifyouarenotstrong,gymnasticscanbebadforyou.Skiingcanbedangerous.Youneedlessonsfirst.

2.Focusthestudents’attention:

Howtocompare…

●Runningischeaperandsaferthandiving.

●Swimmingiseasierthangymnastics.

●Tabletennisismorepopularthanjudo.

Adverbsvs.Adjectives

■Don’ttrytodosomethingtooquicklyorcarelessly.

■Runningiseasy,safeandgood.

Step3Writtenpractice

ShowtheSstwogroupsofpictures.Dividethemintotwogroupsaccordingtotheirfavorstohaveacompetition.

1.DoActivity12onPage36.

2.DoEx.2onPage108intheWBandthenlettheSstofindoutthepairwordswithoppositemeanings.

Step4Oralpractice

1.DividetheSsintotwogroups(BoysandGirls)toactthedialogue(Activity4onPage33).2.LettheSslearntocomparethesportsasthefollowing.A:Whatsportsdoyoulike?

B:Ilikeswimmingandtabletennis.

A:Whydoyoulikethem?

B:Ilikethembecausetheyaremorerelaxingthanrunning.

A:Doyoulikegymnastics?

B:No,Idon’t.Idon’tlikegymnasticsorjudo.

A:Why?

B:Becausetheyaremoredangerousthantabletennis.Step5SuggestionsandDesign

1.LettheSslookatthefollowingandthengivetheirsuggestionstoHelenandMartin.Whatsportsshouldtheytake?

□Helendoesn’tlikeeating,soKate

isaverythingirl.Sheisweakand

sheoftenhasacold.□Martinloveseating.Heis

alwayseatingsomething.Buthe

istoofatnow.Heusuallyfeelstired.

2.DesignanewOlympicsportaccordingtothefollowingquestions:☆What’sitlike?☆Howdopeopleplayit?☆Doyoulikeit?☆Whydoyoulikeit?Step6Homework

1.Makeupadialogueaboutsportswithyourpartner.

2.FinishtheexercisesintheWB.

Module1Peopleandplaces（外研七下）

一．教材内容分析

本模块以旅游为话题，运用现在进行时态介绍世界各地的时差,并且让学生了解在不同的时间,不同的国家人们做些什么事情.是学生感兴趣的话题.教学中应结合学生实际情况，灵活调整教学内容（或增加，或删除，或前后调整），合理设置课时。适当进行拓展，以丰富学生知识，拓展学生视野.

二．学情分析

本单元是7下的第一单元.在经过一个学期的学习之后,学生也积累了一定的词汇量.教师在教学时尽量用游戏,图片或flash动画的多种媒体来引起学生的学习兴趣,引导学生在交际中动态生成，学生有话可说，乐于合作分享。这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的。

三．教学目标

1．语言知识目标

语音

掌握3个元音/m//n///

词汇

buycalldriveenjoydrivelieshoptaketellwaitforpostcardreallyanywaycarthingleaveworkpubrestaurantoperaballetsleepwashdressstartmiddayhotdogcoffeeseegreetingsoonlovenightstreet

词组

句型

takephotoswaitforputonlookat

Whatareyoudoing?I’mwaitingforabus.

Areyouwaitingforabus?Yes,Iam./No,I’mnot.

Whatishe/shedoing?He/Sheiswaitingforabus.

Ishe/shewaitingforabus?Yes,he/sheis.No,he/sheisn’t.

语法

1．现在进行时态的用法.

2．动词-ing形式的变化规则.

功能

运用现在进行时态正确地写一张明信片.

话题

介绍不同国家的时差,在不同的时间里不同国家的人们做些什么事情.

2．语言技能目标

听

听懂有关现在进行时态的句子，提高学生实际应用能力。

说

能利用现在进行时态句型表达正在发生的事情；流利地说出本模块的生词、短语。

读

能阅读包含现在进行时态句型的有关简单文章。进行简单的阅读技能训练。

写

1．能写包含现在进行时态的句子；

2．能正确写一张明信片.

演示与表达

能向全班表达正在发生的事情和描述一张图片.

3．学习策略目标

不断提升自主学习能力，有效交际、信息处理、英语思维能力。

认知

联系，归纳，推测等技能。

调控

从同伴处得到反馈，对自己在叙述及作文中的错误进行修改。

交际

学习运用恰当词语和句子介绍正在发生的事情.

资源

通过其他资源获取更多其他国家的信息,如时差等信息.

自学策略

能借助其他的手段了解别的国家的情况.

4．文化意识目标：

在中外对比中，了解不同国家生活情况.

5．情感态度目标

培养学生热爱自己家园的意识。参加各种英语活动，克服困难，在新环境中进一步树立正确的语言学习观。

四．重点难点

1.教学重点

[1]重点句型:现在进行时态句子的肯定，疑问与否定形式

[2]重点话题:用现在进行时态叙述正在发生的事情.

2.教学难点

[1]动词-ing形式的构成规则.

[2]掌握现在进行时态的句型和结构.

3.突破途径

以话题为核心，通过游戏、小组及班级活动等不同途径，在听、说、读、写中使单词及句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出。

五.教学设计：

Unit1we’rehavingagreattime!

TeachingAimsandDemands:

1.LanguageKnowledge

Keyvocabulary:buycalldriveenjoylieshoptakephotostellwaitforpostcardtheGreatWallreallyagoodtimealotanyway

Keystructure:Whatareyoudoing?I’mtakingphotos.

2.Listeningskill:TounderstandconversationsinvolvingthepresentContinuousTenseinlistening.Improvethestudents’listeningability.

TeachingAids:Multi-Media(orTaperecorder,OHP)

TeachingProcedures:

Step1Playaguessinggame

Showstudentssomephotosoffamouspersonsandgetthemtoguesswhotheyare.

设计意图:从学生熟悉并且感兴趣的名人着手,玩猜猜看的游戏,由美国总统布什的滑稽造型引出本单元的重点句子:Heisrunning.

Step2Leadin

ShowstudentsapictureofYaoMingandaskthem“whatishedoing?”andgetthemtoanswer“Heisplayingbasketball.”ThendothesamewithpicturesofBillGates,LiYuchunandYangLiping.

设计意图:从学生所熟悉的名人出发,用现在进行时态的句子进行问答,不必要求学生说得非常正确,只是让学生对现在进行时态的句子有一个初步的认识.

Step3Practice

Showmorepicturesandgetstudentstopracticethepattern:whatishe/shedoing?He/Sheis….Andatthesametimeteachsomenewwords.

设计意图:在这一步骤中,要尽量引导学生说正确的现在进行时态的句子,在不断的操练中熟悉句型.

Step4Listenandread

ListentothedialogueinActivity3,andbeforetheylistenaskthemtothinkabout2questions.1)WhereisBettycalling?2)Whyisshethere?Afteransweringthe2questions,getthemtoreadthedialogueinpairs.

Step5Match

Matchthepeopleandtheactions.Thengetthemtowritefullsentencesusingnames.Forexample:Bettyistalkingtohermother.

设计意图:在这一步骤中,让学生从说转移到写上,这对以后的两个单元的学习会起到很好的帮助.

Step6Playagame

把全班学生分成3大组分别写一些短语,第一组写主语,第二组写正在做什么,第三组写地点.然后每组分别叫一个同学上来,把他们的短语组合成一句句子.这样组合起来的句子肯定非常滑稽,让同学们在轻松愉快的氛围下把当天所学的知识加以巩固.在游戏中结束了第一单元的学习.

Step7Homework

1.Readthewordsandthedialoguefrequently.Trytorecitethedialogue.

2.Bringyourfavouritephotoandtalkaboutitnexttime.

Unit2They’regoingtotheopera.

TeachingAimsandDemands:

1.LanguageKnowledge

Keyvocabulary:carputonthingleaveworkathomepubrestaurantoperaballetsleepwashdressstartmiddayhotdogcoffeesee

Keystructure:Peoplearesleeping.Peoplearen’tworking.

3.Speakingskill:TosaysentenceswiththePresentContinuoustense.

TeachingAids:Multi-Media(orTaperecorder,OHP)

TeachingProcedures:

Step1Playagame

模仿中央电视台的幸运52节目,让同学两个一组上台,一个人做动作,另一个同学问,例如:Areyouswimming?

设计意图:由游戏开始上课,同学们会比较感兴趣,并且这个游戏正好可以复习上节课的内容.

Step2Revise

Use9picturestorevisethepattern.Getstudentstoaskandanswerinpairs.Forexample:Whatisshedoing?Sheisgettingup.

Step3Sumup

用中文总结一下现在进行时态的用法和现在分词的构成规则.并带领全班同学朗读单词原形和现在分词形式.

Step4Presentation

首先用一张世界地图来教时差。然后出示世界著名城市的图片，如北京、伦敦、莫斯科、纽约和洛杉矶，老师引导学生用现在进行时态来说句子。例如，It’s1:00a.m.inBeijing.Peoplearesleeping.Peoplearen’thavingdinner.在同学们自由发言的时候，老师有目的的来引出本活动中的几个重点短语：runningfortrains;havingafternoontea;goingtotheopera;watchingaballet;gettingdressed,etc.

设计意图：在这一步骤中，要让同学们积极主动的发言，并且答案可以是不统一的。老师鼓励学生大胆表达，并且给予适当的表扬，让学生感受成功，增加自信心和求知欲。

Step5Listenandcheck

ListentothepassageinActivity1onlyonceandcheckthetruesentencesinActivity3.

设计意图：只让学生听一遍磁带，然后马上判断句子正误。目的是培养学生的听力，在听力练习中抓住主要内容。

Step6Magictrip

Showstudentspicturesoffamouscities,andtellthemyoucangotooneofthemwithyourfriendsatonce.Discussingroupsoffour,andchooseoneandsaysomethingaboutthetrip.Forexample:Hello!NowI’minHangzhou.Iamshopping.MyfriendChengLongisdrinkingmilkinapub.YaoMingis

myfriend,too.Heissleepinginthehotel.

设计意图：学以致用，小组进行合作，培养学生主动学习，大胆合作的精神。

Step7Readthepostcard.

Givestudents3minutestoreadthepostcardandanswerthe6questions.Checktheanswerstogether.Thenplaythetape.Studentsreadafterthetape.

设计意图：让学生模仿课文录音，语调，感受语言的节奏

Step8Homework

1.Readthepassagefrequently.

2.Writeapassageaboutthemagictrip.

Unit3Languageinuse

TeachingAimsandDemands:

1.LanguageKnowledge

Keyvocabulary:Seeyoulater.goodnightstreet

Keystructure:Issheenjoyinghervisit?Yes,sheis./No,sheisn’t.

Aretheybuyingpostcards?Yes,theyare./No,theyaren’t.

Speakingskill:TosaysentenceswiththePresentContinuoustense.

Writingskill:TowriteapostcardusingthePresentContinuousTense.

TeachingAids:Multi-Media(orTaperecorder,OHP)

TeachingProcedures:

Step1Playagame

Showtheflashofsomepigs,butstudentscan’tseewhattheyaredoing.Getstudentstoguess.Theteachercanasklikethis:Whatishedoing?Isherunning?Ishesinging?

设计意图:本单元是一个复习单元,以游戏引出话题，活跃课堂气氛，鼓励学生大胆表达。

Step2Enjoytalking

Showstudents9pictures.Getthemtoaskandanswerquestions.Forexample:Whatishedoing?Heissinging.

Step3Findouttherules

Letstudentsseeninesentencesandaskthemtotrytofindouttherulesofv.ingforms.(句子见幻灯片)

Step4Dosomeexercises

Giveeachstudentapieceofpaperandtrytofillintheblanks.Payattentiontotheform:be+v.ing(题目见幻灯片)

Step5Aroundtheworld

Showstudentspicturesofdifferentcities.Andtellthemthereisdifferenttimeindifferentplaces.

Step6Tryimagination

Showstudentsapictureofaboy.Tellthemlikethis:ThisismyfriendTony.Completethedialogueandguesswhereheis.

T:Hi,Dad!

D:Hi,Tony.What________________(you/do)?

T:We___________(visit)theForbiddenCity.LinglingandBetty______________(write)postcards.

D:What______________(Daming/do)/

T:He_____________(take)photos.Therearelotsofpeoplehere.They____________(enjoy)thesun.Som__________(look)atthebuildingandsome_______________(listen)totheguide.

D:________________(you/have)agoodtime?

T:Yes,we_____________(have)agreattime,Dad!Seeyoulater.

D:Bye.

Step7Writeapostcard

TellthestudentstheanswerofthequestioninStep6.TonyisvisitingtheForbiddenCitywithhisfriends.Hehasmanyfriends.Tellthestudents:Supposeyouareoneofhisfriends.Nowyouwriteapostcardtohim.GetthemtopayattentiontowritingpostcardsinEnglishcorrectly.

Step8Match

MatchthewordsinBox1withthewordsinBox2tomakephrases.

Step9Homework

1.Finishtheexercisesinworkbook.

2.Finishthepostcard.