七年级下册英语课件(实用5篇)。
感谢您阅读工作总结之家的编辑为您整理的“七年级下册英语课件”相关内容，感谢您的阅读。上课前准备好课堂用到教案课件很重要，每个老师对于写教案课件都不陌生。 教案课件的完善工作，是新教师需要认真地去做的。
七年级下册英语课件(篇1)
教学目标
重点词汇：the past form of the verbs, beach, geography, project, test, have a party, do some reading, false, spend, change, go shopping.
语言结构(Structures)： How was your weekend? It was great! What did you do over the weekend? I played soccer. What did he do over the weekend? He went to the movies
教学重难点
1. Learm some new words 2. To learn to use simple past of regular and irregular verbs 3. Grammar: Simple Past tense
教学工具
多媒体
教学过程
Step1,Warming up by making a list of verb phrases
Hi, class. We play a game first. We will make a list of verb phrases. Have a try. Now let’s try to put the verb phrases in their past forms.
Step 2:Some new words: was, did, went, beach, over, project, test, What about….? Have a party, do some reading 对于was, did, went 这三个过去式，要和其他动词的过去式一并讲解。动词的过去式可分为三类：be 动词的过去式，规则动词的过去式，不规则动词的过去式。这节课可着重讲解规则动词和be动词的过去式。不规则动词的过去式可放在后面讲。
规则动词的过去式有以下四种构成方式： 一、一般情况下在动词词尾加ed, 如：played, called, needed, wanted 二、词尾是e的动词加d。如： 三、以一个辅音字母结尾的重读闭音节单词，应双写这个辅音字母加ed。如： 四、以辅音字母y加结尾的动词，先将y变成i，再加ed。 动词be的过去式是：am/is-- was are---were. 主语是I, he, she, it 以及相当于第三人称单数的动词，谓语动词用was;如果主语是you, they, we以及复数名词，谓语动词一律用were 。 在讲构成方式的同时讲解动词过去式的发音。
Step 3. Look at 1a. Match the words with the pictures. Let the students remember the verb phrases.
Step 4. Let’s come to 1b. Listen and write the day and “morning”, “afternoon” or “night” below each picture.
Step 5. 1c Roleplay. Practice the dialogue: “ What did you do over the weekend? On Saturday morning, I played tennis.” Let two students ask and answer with the sentences. Pay attention to the past form of the verbs.
Step 6. Let’s come to 2a. Listen and underline the words you hear. Keys: grandmother, homework, math, beach, tennis Read the sentences after the recorder several times. Then ask : “ What did you do?” Answer with the sentences.
Step7 2b Listen again Keys: 1. E 2. E 3. B 4. C 5. C
Step 8. 2c Pairwork Practice the conversation below. Use the information in the box. Read the conversation after the recorder and then let them make a new dialogue like this.
Step 9. 活动调查：用对话的形式询问同学是怎样度过周末的，比赛一下，谁的周末过的更精彩，更有意义。
Step 10. Form Exercises 一、写出下列动词的过去式 do____ play ____ clean ____ study____go____stay____ watch ____ have ____ read ____ 二、用动词be的适当形式填空 1._____ you at home last week? 2.____ they away yesterday? 3._____ Bill ill the day before yesterday? 4.Who _____ on duty last Friday, Lucy or Lily? 5.Everyone ____ here yesterday morning. 6.I _____ late for school yesterday. Step 11. Homework 调查：让学生做一个调查，统计他们的父母是怎样度过周末的，然后把它记录下来，组成小短文。思考：两代的周末为什么不一样，我们该如何对待今天的好生活。
课后小结
How was your weekend?
1, 动词的过去式 am(is)---was, are ---- were 规则动词的过去式
2.What did you do over the weekend? I played the computer games.
课后习题
找出动词的过去式 do___ play___ clean_____ go___ visit____ study_____ have___ has____ am_____ is___ are____ stay____ practice____
板书
How was your weekend?
1. 动词的过去式
am(is)---was,
are ---- were
规则动词的过去式
2,What did you do over the weekend?
I played the computer games.
频道小编推荐： |
七年级下册英语课件(篇2)
教学目标
1、语言目标
◆ 掌握部分有关电视节目以及表示装饰的词汇，如：soap opera, sitcom, sports show, host, super, agree, hair clip, key ring, belt, wallet etc.
◆ What do you think of…? 句式在不同人称中的使用及其几种不同的答语方式，并能简单陈述理由。
◆ 掌握运用love, like, don’t like, don’t mind, can’t stand恰当表达对有关事物的观点和态度。
2、能力目标
◆ 学会陈述自己的看法和意见。
◆ 学会谈论自己的喜好。
◆ 谈谈流行文化，了解各类电影和电视节目的名称。
◆ 了解一些日常生活用品，描述对其喜好程度。
3、策略目标
利用不同媒体获取相关的学习资源，通过合作、探究的方式学习;学会正确评价自己的学习行为和学习效果。
4、情感目标
◆ 学会客观地评价事物。
◆ 正确表达自己的意见。
◆ 正确认识流行文化。
◆ 了解中西文化在表达自己的观点时存在很大差异——我们比较委婉，而西方人则更直接一些。
教学重难点
1、重点
学习及掌握陈述自己的看法，意见及喜好的词汇和基本句型。
2、难点
正确运用What do you/does he/she think of…?及I love/like/don’t like/don’t mind/can’t stand ... He/She loves/likes/doesn’t like/doesn’t mind/can’t stand ...等句型结构来表达对客观事物的评价。
教学工具
课件
教学过程
Step1 Warming up : Chant
What do you think of talk shows?
I don’t mind them.
What about game shows?
I love them.
Do you like sitcoms?
Yes, I do.
Step 2 Revision: Dialogue show time
注：1. Dialogue show后要鼓励学生给予comments。可以引导学生在以下几方面评价：
What do you think of their dialogue?
Body language
pronunciation
intonation
2.如有许多Pairs想上来show，可以用一个chant确定：
1,2,3,4 Mary is at the kitchen door.
5,6,7,8 Mary is at the garden.
Step 3 Presentation
1. Listen and do 2a, 2b.
借助Dialogue show 及过渡句“Have you seen the sitcom Dumpling King引出听力
2. 做完2a,2b后，问：
What does he think of Dumpling King?
What does he think of Er Bao
Xiao Bao ?
Sitcoms
呈现新的句型。
Step 4 Information exchange
Student A looks at one paper, student B looks at the other paper.(Don’t look at his/her partner’s paper)
运用句型结构：What does Alan/Yang Lin think of these TV shows?交流信息。
Step 5 Task(1)：
Weekend Talk show
学生三人一组，分别扮演角色 host/hostress和guests，电视访谈节目的演示，谈论对不同TV shows的看法，但老师先要给予Talk show的model。
A: Welcome to 9 o’clock weekend Talk show.
We’re talking to….Welcome to the show…
B: Thank you.
A: Do you like to watch TV?
B:
A: What do you think of sports shows?
B:
A: How about…?
B:
A: OK! Thanks for joining us. Next, we’re talking to…
Step 6 Task (2)：Survey time
列举常见TV Shows的名称，调查并统计班内同学对各种节目的观点。四人小组以统计图表的形式(学生可以creative一些，设计各种统计图表)呈现结果，再给TV station写一封调查报告，并提些建议。
统计时，增加句型：I do, too.
I don’t, either.
Step7 Homework
1. Finish your diagram and stick on the board.
2. Finish writing the letter to the TV station.
课后小结
学了这节课，你有什么收获?
课后习题
完成课后练习题。
板书
Unit 11 What do you think of game shows?
七年级下册英语课件(篇3)
七年级英语下册Unit7 教案
Section A 主要活动：1,2和3a 课时建议：1～2 教学目标：
一、1.学习序数词：
first, second, third, fourth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth, thirteenth, twentieth 2.学习月份名称：
January, February, March, April, May, June, July, August, September, October, November, December
3.学习其它新单词：
birthday, celebrate, party, date, alone
二、学习1－100的基数词和序数词以及日期的表达法和读法。
三、讨论日期。--What’s the date today?--It’s May 8th.教学过程： 第一步：复习
1.学生活动,两人一组,就双方掌握的地点进行提问： Could you tell me the way to …?
2.教师课前准备一些写有交通法规和交通警示牌的纸片出示给学生,并引导学生进行讨论。如：“No parking”,让学生讨论它的意思和它所出现的场合。第二步：呈现
1.教师提出问题：Could you tell me the way to Kangkang’s home? We want to celebrate his birthday.推出新单词：celebrate 2.教师提出问题：When is Kangkang’s birthday?
学生听录音1,找出问题的答案。（May the thirteenth）3.再放一遍录音,学生听录音跟读,并找出关键词。4.两人一组练习对话1。
5.让学生由1数到100,可以找几个学生来数,也可分为几组,进行接力赛。6.学生看书,播放录音 2,学生跟读几遍。
7.引导学生找出基数词变序数词的规律,提醒学生注意first,second,third,fifth,eighth,ninth,twelfth, twentieth。
8.放3b录音,学生跟读,反复几次,确定每一个学生都会读一年的十二个月。第三步：巩固 1.快速问答：
A:What’s the first month of the year? B:It’s January.A:What’s the second month of the year? B:It’s„ 2.双人活动 A:January!B:It’s the first month of the year.A:September!B:It’s the ninth month of the year.3.学生两个人一组练习3a。
4.听录音3b,学生跟读,反复几次确定每一个学生都能熟练地读出月、日。第四步：练习
1.用所学的数字、月份,对1部分做替换练习。2.游戏数字接龙：
全班同学参加。从1到100,遇到7,7的倍数或带7的数字,说“pass”。如five,six,pass,...sixteen,pass,eighteen...说错的站起来。数数时可用基数词也可用序数词。“pass”也可用学生感兴趣的词代替。下课前或下节课让说错的同学表演节目。
第五步：综合探究活动 1.总结知识点。
2.课堂活动Let’s chant,让学生稍微放松一下。
3.布置作业：让学生自制日历或月历,标出自己和全家人的出生日期。如: Feb.4th, 2006 Saturday
Section B 主要活动：1a,2a和3a 课时建议：1 教学目标：
一、学习新单词和短语 were, be born, was, thousand
二、学习一般过去时was, were的用法。
三、继续谈论有关日期的话题。
四、掌握下列重点句型：
1.When were you born? I was born in June, 1970.2.Were you born in Hebei? Yes, I was./No, I wasn’t.3.When was your daughter born? She was born on Octorber 22nd.4.Where was he born? He was born in China.5.-Was she born in Hebei, too?-No, she wasn’t.教学过程： 第一步：复习
1.学生值日：如：I’m on duty is „ It’s my birthday.这项工作可加入以后的课堂中,让学生汇报上一节课学过的知识,谈论日期、天气等做为一个课前2分钟的free talk。
2.游戏,数字接龙：全班同学参加。从1到100,遇到8,8的倍数或带8的数字,说“pass”。如：five,six,seven,pass,...fifteen, pass, seventeen,...第二步：呈现 1.师生对话：
A:When is your birthday? B:It’s„
A:When were you born? B:I was born„ 2.推出新单词“be born”。3.听录音1a,回答下列问题：（1）When was she born?（2）When was her daughter born?（3）Where was her daughter born? 答案：（1）She was born in June,1970.（2）She was born on October 22nd,1996.（3）She was born in Henan.4.两人一组练习1a的对话。第三步：巩固
1.两人一组练习1b。
2.学生独立完成1c,教师核对答案。3.带领学生读2。第四步：练习
1.学生模拟例句独立完成3a,教师核对答案。
2.学生合上书,教师举起写有各种资料的卡片引导学生说出类似的句子。如： Maria was born on July the twelfth.3.学生两人一组完成3b。
4.听录音,学生独立完成4,教师核对。第五步：综合探究活动 1.总结知识点。
2.让学生写几句话,介绍自己的出生时间、出生地点、年龄,越详细越好。
Section C 主要活动：1,2b和3 课时建议：1 教学目标：
一、1．学习有关形状的单词
shape, square, circle 2.学习有关其他新单词和短语
present, hill, just now, ago, machine, football
二、学习谈论物品的形状、颜色、大小和用途。
三、掌握下列句型：
（1）What’s the shape of your present?
It’s round.What does it look like? It looks like a star.（2）What color is it? It’s black and white.（3）How long is it? It’s 20 centimeters long.（4）How wide is it? It’s 15 centimeters wide.教学过程： 第一步：复习
1.检查上节课的作业。
2.学生自由谈论当天的日期、自己的生日等。第二步：呈现
1.告诉学生,今天是某某的生日,老师想送她／他一件礼物,但你们要先猜一猜是什么,从而引出本课目标语言。What’s the shape of the present? What color is it? 2.推出新单词“shape”。3.听录音1,回答下列问题：
（1）What’s the shape of your present?（2）What color is it? 答案：（1）It’s round.（2）It’s black and white.4.学生再听一遍录音并跟读,找出关键词。5.学生根据关键词练习对话1。第三步:巩固
1.将所学的新词写在黑板上,如2a部分,教师领读几遍,确保每个学生都会拼读。
2.学生个人活动：观察周围,用所学的词描述周围物品的形状,如:This is my pencilbox.It is green and blue.It is a rectangle„ 3.分组练习,完成2b。
学生谈论一些物品,提醒学生注意物品的形状、大小、颜色等,在对话中回答下列问题。(1)What color is it?(2)What shape is it?(3)How long is it?(4)How wide is it? 第四步：练习
1.听录音3,学生独立完成表格,教师核对答案。
2.双人练习：学生说出一件物品,另一个学生说出它的形状、大小、颜色,可如此反复几次。
3.抽几组学生到台前表演。第五步：综合探究活动 1.课堂活动：猜谜游戏。
2.布置作业：描述你熟悉的一些物品（至少三件,包括颜色、形状、长度和宽度）。
Section D 主要活动：1,3和6 课时建议：1 教学目标： 1.学习音标
2.复习一般过去时was,were的用法。3.复习日期的表述。4.复习描述物品特征。教学过程： 第一步：复习1.教师在黑板上列出音标。耐心教会学生音标的读法,并尽可能多地列出单词,完成1。
2.给出一些单词,让学生试着去拼读,以便巩固读音和加深记忆。3.通过猜词游戏让学生学习物品的形状、大小、颜色的表达方式。4.复习日期的表达法。问： What day is it today? What’s the date? When were you born? When was he born? 5.复习描述物品。问： What shape is it? What color is it? How long is it? How wide is it? 第二步：呈现
1.学生独立完成2a,教师核对答案。2.完成2b。第三步：巩固
1.给出一些课前准备的纸片,如：Kangkang, May 1st, 1990（Beijing）,10月5日,星期日等,让学生根据图片进行问答。
2.学生自己制作各种卡片。两人一组,根据卡片内容进行问答。第四步：练习1.总结知识点。2.完成3a和3b。第五步：综合探究活动 1.用下列问题做一个调查。(1)When were you born?(2)Where were you born?(3)What’s your favorite present? 2.根据调查的信息练习对话。教学评估： 听写
1）A:When was he born? B:He was born on September 10th, 1990.A:Where was he born? B:He was born in Henan.2）A:What’s the shape of your present? B:It’s a rectangle.A:What color is it? B:It’s white.A:How long is it? B:It’s 20 centimeters long.A:How wide is it? B:It’s 10 centimeters wide.
七年级下册英语课件(篇4)
教学目标
1. 语言知识目标：
1) 能掌握以下单词：rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry
2) 能掌握以下句型：
① Don't eat in class.
② You must be on time.
③ Eat in the dining hall.
2. 学会用英语表达一些标志的含义。
3. 熟练使用目标语言谈论对某些规章制度(校规、家规等)的看法
3. 情感态度价值观目标：
能用英语表达和制定一些简单的规则，理解没有规矩不成方圆;无论是在学校时还是在家庭中以及以后走上社会都应当遵守规则，按规则办事。
教学重难点
1. 教学重点：
1) 肯定祈使句是省略掉主语的原形动词开头;
2) 否定祈使句则是在肯定祈使句前加上“don’t”。
3) 情态动词must及have to在用法上的区别。
2. 教学难点：
掌握祈使句的用法，并能听懂、会说一些简单的祈使句。
教学工具
多媒体
教学过程
Ⅰ. Warming-up and revision
教师进教室后，使用祈使句请学生们完成一系列动作：
Please stand up/ sit down. Close the door, please. Look at me and listen to me.
Don’t open your books. Don’t talk. Let’s begin our class.
学生听教师的指令完成各种动作，教师也可将指令写到黑板上，让学生从视觉上考察祈使句的特点。
Ⅱ. Presentation
教师出示书上1a 的图片，向学生提问。
指着图上奔跑的男孩提问
T：What’s the boy doing? S: He’s running.
T: Where is he running? S: He’s running in the hallways.(板书，教读)
T：Can you run in the hallways? S: No, I can’t.
T: So please don’t run in the hallways.(板书，教读)
(= You can’t run in the hallways.)
学生跟读数遍，明白祈使句和“can”的表达含意。
T：Why is he running in the hallways? S: He’s late.
T: Oh, he’s late for class.(板书，教读)
You can’t arrive late for class.(板书，教书) = Don’t arrive late for class.
…
Ⅲ. 1a
T: Now, Look at the picture on your textbook. Each of the students is breaking one of these rules.
Please finish 1a.
学生看图，完成1a的内容，检查答案并大声朗读校规。
Ⅳ. Listening
1. T: Now let’s listen! What rules are these students breaking? Write the numbers after names?
2. 学生们听录音，完成1b，选出四位学生都违反了哪条校规;听之前，学生要读会英文名。
3. Check the answers:
Ⅴ. Pair work
请两位学生朗读1c部分的句型;要求学生两人一组对话表演，SA扮演外校转来新生，SB告知本校校规。(学生可经过讨论，多说出他们想到的校规，不必只限于书上;教师应给予帮助)
Ⅵ. Listening
1. Work on 2a:
First, let's read the sentences in 2a together.
T: Now, let's listen to the recording. Check the activities Alan and Cindy talk about.
Ss listen to the recording and check the activities they hear.
Play the recording again for the Ss to check the answers.
2. Work on 2b:
Make Sure Ss know what they should do.
Listen to the recording again. Can Alan and Cindy do these activities? Circle can or can't above.
3. Check the answers:
Ⅶ. Pair work
1. Suppose you are Alan and your partner is Cindy. Talk about the rules in 2a.
2. Let some students come to the front and act out the conversations.
Ⅷ. Role-play
1. Read the conversation and find some rules in this school?
2. Ss read the conversations and find the answers to this question.
3. Check the answers:
( Don't be late for school. Don't bring music players to school. You always have to wear the school uniform. You have to be quiet in the library. )
Homework:
1. Remember the new words and expressions.
2. 完成下列句型转换试题
1)I can play computer games on weekends.(一般疑问句)
_________________________________? Yes, ____________.
2) He has to wear uniform.(变否定句)
He _____ _____ _____ wear uniform.
3) I have to wear sneakers for gym class.(一般疑问句)
_____ you ____ ____ wear sneakers for gym class? Yes, I ____.
4) They have to wash clothes.(提问) ____ do they have ____ ____?
5) You can’t go out on school nights.(换一种表达) _______ go out on school nights.
6) Don’t talk in class.(同上) No _________.
课后习题
1)I can play computer games on weekends.(一般疑问句)
_________________________________? Yes, ____________.
2) He has to wear uniform.(变否定句)
He _____ _____ _____ wear uniform.
3) I have to wear sneakers for gym class.(一般疑问句)
_____ you ____ ____ wear sneakers for gym class? Yes, I ____.
4) They have to wash clothes.(提问) ____ do they have ____ ____?
5) You can’t go out on school nights.(换一种表达) _______ go out on school nights.
6) Don’t talk in class.(同上) No _________.
板书
Section A (1a-2d)
Main sentences:
1. Don't arrive late for school. You must be on time.
2. —What are the rules?
—Well, we can't arrive late for class. We must be on time.
3. Listen to music in the music room.
4. We always have to wear the school rules.
5. We have to be quiet in the library.
七年级下册英语课件(篇5)
教学目标
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
重点
1. The vocabulary
2. language: What does she do? She is a doctor.
难点Use the language to ask for the jobs
教学工具
课件
教学过程
Step 1
Oranization1’ Organize students to prepare for the class
Step 2
Free talk 2’ Oral practice: Games, words that describe jobs, such as exciting, dangerous, boring The students talk about freely
Step 3
Presentation 8’ 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?
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.
3. Let students practice. Such as: He is a police officer. It’s an exciting job.
4. Listen to the conversation. What jobs do Betty, Jenny, and Sam want? Then write the jobs below.
5. Listen again. Why are Betty, Jenny, and Sam interested in these jobs? Complete the chart above.
6. Listen to the tape: Listen and number the picture(1-3) below.
Then practise the dialogue.
7. Grammar focus: 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. 教师边让学生读句子边解释这些句子的意思。
3. 叫学生口头练习一些有关这方面的句子。
4. 听录音，让学生填写表格，然后再纠正答案。
5. 分组练习，让学生大面积的练习。
6. 让学生朗读Gammar Focus
Step 4
Practice 6’ 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。
Step 5
Summary 2’ 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。
Step 6 test 4’ 1、Self check(见后面) 让学生做后再讲解答案
Step 7 Consolidation 4’ 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。
Step 8
Homework Read the newspaper more and more. 让学生朗读3A部分的内容。
课后小结
学了这节课，你有什么收获?
课后习题
完成课后练习题。
板书
Unit 4 I want to be an actor
M.Gz85.COm精选阅读
七年级下册英语课件范本
老师都需要为每堂课准备教案课件，每位老师都需要认真准备自己的教案课件。 精心准备的教学教案能帮助教师应对教学中的异常情况，如何写出一篇好的教案？有请你读一下以下的“七年级下册英语课件”，请注意以下重要事项！
七年级下册英语课件 篇1
一、概述
本课是义务教育课程标准实验教科书北京仁爱八年级上册Unit 2, Topic 2, Section A内容，所需课时为一课时；新单词有cause,health,tonight,sleepy,medicine,fingernail,meal,without,主要句型有Is……good or bad for your health? Doing …… is good/bad ……. 本课主要联系学生日常生活，以上一话题所学的表生病就医、描述身体不适以及表建议的一些句型等为基础，通过discussion,listening,making dialogues,picture talking等多种活动使学生复习旧知，联系新知，延伸话题内容，能使用两两对话完成一个较简单的话题，提高学生的语言交际能力，并有利于学生养成健康的生活习惯。
二、教学目标分析
从知识与技能、过程与方法、情感态度与价值观三个维度对该课题预计达到的教学目标作出一个整体描述。
1. 知识与技能
（1）认读七个新单词和两个新句型，做到发音准确、清晰；
（2）熟练运用新句型与同桌进行相互问答；
（3）能够借助key points进行看图问答或综合说话；
2．过程与方法
（1）能够通过师生说、两两说和自主听读体验交际式英语教学的一般过程，掌握英语说、听的基本方法；
（2）能够通过两两说和综合说体验合作学习的过程和方法；
（3）能够仔细倾听老师和同学的发言，有语言表达和与同学交流的愿望。
3．情感态度与价值观
（1）激发和保持学生英语学习的动机，实现“趣能”两得；
（2）在学生两两交流和小组合作交流中，培养孩子合作意识和合作精神，能够相互配合完成一段通顺流畅的说话训练
（3）通过本课的学习，有利于树立科学的健康观，养成健康的生活方式。
三、学习者特征分析
1. 学生是漳浦第三中学八年级的学生
2. 学生在上一个话题中已经掌握表述身体的种种不适、“生病”与“看病”的基本句型。
3. 学生已经学会使用should/shouldn’t/had better/had better not 表达建议和劝告的句型。
4. 八年级的学生比较活泼、乐于发言，宽松、活泼的课堂气氛有利于展开小组讨论、情景对话等。
5. 学生整体水平较低，词汇量较差，要设计易于学生开口的情景，预测学生可能使用的单词、短语并呈现出来以供参考。以师生、学生两两对话示范以带动“说”的氛围、激发学生的表达欲望。
四、教学策略选择与设计
本课旨在让学生学会表述身体不适、生病的原因以及形成健康生活的观念。
小组讨论策略：通过讨论，辨别何谓健康的生活方式、卫生习惯，熟悉相关的词汇，为下一步听、说奠定基础；
师生示范策略：让学生明白对话的内容和形式，激发学生的表现、表演欲望；
歌曲激趣策略：通过学生的chant、sing a song，有利于形成宽松活泼的课堂氛围，同时借助chant和歌曲来培养学生良好的个人卫生习惯及健康生活观念。
五、教学资源与工具设计
1．本课教材；
2．拓展资源：教师教学用书八年级上册
3．教学环境：多媒体、VCD、幻灯片、Flash动画、录音机。
六、教学过程
Step1：Warm up
1. Greetings（师生问候）；
2．Sing a song（多媒体播放Chant课件，让学生听、说、做、演进行律动，活跃气氛，营造一个良好的学习英语的氛围）Wash your hands, have a bath. Open the window, take a fresh breath …….
3. Leading-in : (T) In our daily life, there are some good living habits and bad living habits. Good living habits can make a man healthy, wealthy and wise.
Now let’s look at 3a and discuss whether it’s good or not . After discussion,
make dialogues after the example using the sentence pattern “ Is doing …… good or bad for your health?” Do 3a.
例如： A: Is going to bed early good or bad for our health?
B: It’s good..
Going to bed early is good for your health..
( 注意选择疑问句回答时不能用Yes或 No，而要作出具体回答。朗读时or前用升调，or 后面用降调，句末用问号。强调动词或动词短语不能做主语，但可以在动词后面加上ing变成动名词或动名词短语，其作主语时，谓语动词用单数。)
*请学生例举生活中还有哪些是好的或不好的个人卫生习惯。
4. 语法归纳：选择疑问句句型
【句型一】一般疑问句 + 一个供选择的对象 + or + 另一个供选择的对象？
Are you from America or Australia? 你是来自美国还是澳大利亚？
Will you give us a talk, or Jim? 是你给我们做演讲，还是吉姆？
句型二】特殊疑问句 + 一个供选择的对象 + or + 另一个供选择的对象？
Which do you prefer, tea or milk? 你喜欢喝茶还是喝牛奶？
Who teaches you English, Miss Li or Miss Wang? 谁教你们英语，是李老师还是王老师？
5. 根据图片内容两两对话。
Step 2 : Presentation
(1) 教师用多媒体播放1a图片，请学生预测对话内容：
T: What’s wrong with Kangkang?
Ss: He has a headache.
T: What caused it?
Ss: He stayed up late watching TV .
T: Is staying up late good or bad for his health?
Ss: It’s bad.
T: What should he do?
Ss: He should have a good rest.
(2) 播放1a录音，让学生跟读并模仿语音语调。
（3）鼓励学生练习并两两表演1a对话。掌握句型：
Is staying up late good or bad for his health?
Staying up late is bad for your health.
I must have a good rest tonight.
(4) 让学生再读1a，提供关键词，以短文形式复述康康困倦的原因并给出建议。如：
Kangkang feels tired today, because he watched a soccer game on TV last night and went to bed very late. Staying up late is bad for his health. He should go to bed early and have a good rest.
Step3. Consolidation:
1.教师用多媒体呈现各种表情的图片，提供关键词，让学生两人一组练习1b，完成1b.
Ex. :
A: I feel sleepy because I went to bed very late last night..
B: Oh, staying up late is bad for your health. You should……
2. 听2 录音，完成2，核对答案。学习并掌握单词medicine; 再听录音，复述Wang Junfeng应该做什么。
Now listen to the tape and find out whether Wang Junfeng’s habits are good or not. Do listening exercise. Check what Wang Junfeng did and what he should do.
Step 4 : Practice
.1.- Do you go to school by bike or ____ ?
- I go to school ________ .
2. – Would you like apples or ________ ?
- I’d like _______ .
3.- Is Jim in the classroom or ___________________? (在操场）
.4. Who _____________________________ ?(谁今天早上没来上学，汤姆还是吉姆？）
5. _____________________（打篮球）is a good sport.
6. Swimming in the river with no others ____ dangerous.
7. Eating too little or much _____________________. (对健康不好）
8. _________________________（吃一顿丰富的早餐）can keep you energetic all the morning.
9. ________________ (熬夜）makes him feel sleepy.
10. If you don’t feel well , __________________________________. (你最好去看医生）
Step 5: Homework
以How to keep healthy? 为题目，联系本课所学内容，形成一篇80个字左右的小短文。
七年级下册英语课件 篇2
教学目标
1. 语言知识目标：
1) 能掌握以下单词： rain, windy, cloudy, sunny, snow, weather, cook, bad, park, message, take a message, could, back, problem
能掌握以下句型：
① —How's the weather in Beijing?
—It's sunny.
② —Can I take a message for him?
—Yes. Could you just tell him to call me back?
—Sure, no problem.
2) 能用所学的知识描述天气情况。
3)描述正在发生的动作。
2. 情感态度价值观目标：
教育学生善于观察天气，善于调整自己的情绪;了解世界各地的天气情况，增加世界观念。知道大自然的力量是神奇而伟大的，我们应当好好学习，立志学好科学知识，为长大后探索神奇的大自然，打好基础。
教学重难点
1. 教学重点：
1) The vocabulary and useful expressions.
2) —How’s the weather?
—It's raining/ windy.
3) —What are you doing?
—I'm playing basketball.
2. 教学难点：
运用目标语言来对天气进行问答，并且会问答其他人正在进行的活动。
教学工具
多媒体
教学过程
...
板书
Section A (1a-2d)
1. —How's the weather in Beijing? —It's sunny.
2. —What's Uncle Joe doing? —He is playing basketball.
2c: —What's Uncle Joe doing? —He's playing basketball.
—What's Aunt Sally doing? —She's cooking.
—What's Mary doing? —She's watching TV.
七年级下册英语课件 篇3
Unit 3 How do you get to school? 单元大归纳
短语归纳
1.get to school 到达学校
2.take the subway乘地铁
3.ride a bike 骑自行车
4.how far 多远
5.from home to school 从家到学校
6.every day 每天
7.ride the bus 乘公共汽车
8.by bike 骑自行车
用法集萃
1.take… to …= go to … by… 乘…去…
2.How do / does …get to …? …是怎样到…的？
3.How far is it from … to …?从…到…有多远？
4.It takes sb.some time to do sth.做某事花费某人多长时间。
5.How long does it take …?… 花费多长时间？
6.It is + adj.+ to do sth.做某事是….7.Thanks for + n./ v.ing感谢你（做）某事。
典句必背
1.– How do you get to school?-I ride my bike.2.How far is it from your home to school?
3.How long does it take you to get to school?
4.For many students, it is easy to get to school.5.There is a very big river between their school and the village.话题写作
主题：上学的交通方式
写作思路：开篇点题：点出自己的出行方式；具体内容：自己选择这种交通方式的原因；结束语: 表明自己的观点。
经典范文:
The Best Way for Me to Go to School
Different students go to school in different ways in our school, but I llike to go to school on foot.First, I live near the school, so my home is not far from my school.And it takes me a few minutes to get there.Second, there is a crossing on my way to school, and sometimes the traffic is very busy.I think it is safer to go to school on foot.Third, I think walking is good for my health.It’s a kind of sport and it makes me study better.So in my opinion, the best way to go to school is on foot.What about you? 9.bus stop 公共汽车站 10.think of 认为 11.between … and … 在…和…之间 12.one 11-year-old boy 一个11岁的男孩 13.play with … 和…玩 e true 实现 15.have to 不得不
七年级下册英语课件 篇4
Unit1 Topic 2
一、知识目标
【重要短语】
get lost 走失；迷路
hate to go shopping 讨厌去购物
hear from sb.=receive/ get a letter from sb.
收到某人的来信
be abroad 在国外
at least 至少
take place = happen 发生
one-child policy 独生子女政策
be strict with sb. 对某人要求严格
the population of China 中国的人口
live longer 活得更长
medical care 医疗保健
control the population 控制人口
be known / famous as 以……而闻名
work well in doing sth.做某事方面很有功效
have a long way to go 有很长的路要走
be short of 缺乏……
one of the greatest problems 最大问题之一
be in trouble 陷入麻烦中/ 在困境中
prefer boys to girls 重男轻女
offer sb. a good education
提供某人良好的教育
a couple of 一些 ;几个
even though = even if 即使
have a lot of pressure 有许多压力
the differences between A and B
A与B之间的区别
【重点句型】
1.We got lost and couldn’t find each other. 我们走失了，互相找不到对方。
2.It seems that their living conditions were not very good. 似乎他们的生活条件不是很好。
3.It is possible that Kangkang’s father was the only child in his family.
康康的父亲有可能是他家中的独生子。
4.One answer is known as the one-child policy. 其中一项众所周知的措施是独生子女政策.
5.And even though we have made a lot of progress, we have big pollution problems in the
city. 虽然我们已经取得了很大的进步，但是仍存在严重的城市污染问题。
【重要语法】
现在完成时常与下列表不明确的状语连用
1．already 和 yet
already “已经”（多用于肯定陈述句）。
如：He has already gone home. 他已经回家了。
yet “已经; 还”（用于否定句或疑问句）。
如：Have you found him yet? 你已经找到他了吗？
I haven’t finished my homework yet. 我还没完成作业。
※ already 也可用于疑问句，表“出乎意料或惊奇”
Have you finished your homework already? 难道你已经完成作业了？
2．ever 和 never
ever “曾经”（多用于疑问句，问初次经历）。
如：I have ever been abroad. 我曾出过国。
never“从未；从来不”（多用于否定陈述句），常回答ever的句型。
如：I have never seen him before.
----Has he ever been abroad? 他曾出过国吗？
----No, never. 不，从来不。
3．just
just “刚刚”（多用于肯定句，位于谓语动词之前）。
如： I have just tried to call you. 我刚刚打电话给你。
4．before
before “之前”（一般位于句末；常与never呼应）。
如：He says he has never seen such beautiful scenery before.
他说他以前从来没看过这么美的风景。
【词形转换】
possible (反义词)--impossible
rise (过去分词)--rose
conclude (名词)--conclusion
medicine (形容词)--medical
difficult(名词)--difficulty
less (反义词)--more
excellent (近义词)--great/good
different (名词)--difference
come (过去式)-came (过去分词)-come
see (过去式)-saw (过去分词)-seen
peace (形容词)--peaceful
二、要点讲评
1.---- I really hate to go shopping. 我真讨厌去购物。
---- So do I . 我也是。
So do I .为倒装句，表示前面提到的肯定情况也同样适合另外一个主体，表“某某也一样”，结构为“so + be /情态动词/ 助动词 + 主语”。
如：Jim is a student, so is Tom. 吉姆是一名学生，汤姆也是。
Jim can swim, so can Tom. 吉姆会游泳，汤姆也会。
Jim likes sports, so does Tom. 吉姆喜欢运动，汤姆也喜欢。
如表前面不怎样，后面“也不”怎样时，其结构为“ neither/ nor + be /情态动词/ 助动词 + 主语”。
如：Jim wasn’t Chinese, neither/ nor were they. 吉姆不中国人，他们也不是。
Jim can’t speak Japanese, neither can I . 吉姆不会说日语，我也不会。
Jim didn’t go there, neither did I . 吉姆没去那儿，我也没去。
如前后两句表达的是同一个主体，则不能倒装，表“的确如此”。
如：Jim is a good student. So he is. 吉姆是一名好学生，的确如此。
Jim swims well. So he does. 吉姆游泳很好，的确如此。
2.At that time, China was the country with the largest population in the world.
那时，中国是世界上人口最多的国家。
population为不可数名词，表示人口的多少只能用 “large”或 “small”修饰，提问人口用“what”.
如：The population of Shanghai is larger than that of Beijing. 上海的人口比北京多。
What’s the population of China?= How many people are there in China?
中国的人口有多少？
3. Great changes have taken place in China. 中国发生了巨大变化。
take place 指必然性的“发生”或有计划、安排之内的“举行”。
如：The meeting will take place next Friday. 会议将在下周五举行。
happen 指偶然的、没有预料的“发生“，其结果往往给人带来不幸或麻烦。
如：The accident happened yesterday. 事故发生在昨天。
※两者都不用于被动语态。
如：The population has increased a lot. 人口增长发很多。
4.increase 可作及物动词也可作不及物动词。其含义是“增长，增加，加强”等。
increase by… 指“增加了……”; increase to…指 “增加到……”
5. and about one fifth of the people in the world live in China.
而且世界上大约五分之一的人口生活在中国。
one fifth 是分数表达法。英文分数表达法：分子为基数词，分母为序数词，先读分子后读分母。当分子大于1时，分母的序数词则变为复数，直接在词尾加“s”。
如：one fourth四分之一three fourths 四分之三one second二分之一two thirds三分之二
6.It has worked well in controlling China’s population.
它在控制人口数量方面取得了显著的功效。
work well in doing sth. 表“在……方面很有功效”, 如:
如：Doing eye exercises works well in protecting our eyesight.
做眼保健操在保护视力方面很有功效。
7. Because of our large population, we are short of energy and water.
be short of… 表 “缺乏……”
如:She is always short of money at the end of every month. 每个月底她总是缺钱。
be short for… 表“是……的缩写”.
如:TV is short for television. TV是television的缩写形式.
8. Can all Chinese families offer their children a good education?
所有的中国家庭都能给他们的的孩子提供良好的教育吗？
offer 表“（主动）给予， 提供”
offer sb. sth. “提供某人某物”.
如：I offered him a glass of wine. 我敬了他一杯酒。
offer to do sth. “（主动）提出做某事”
如：She offered to cook for her mother. 她提出帮她妈妈煮饭。
I can’t go shopping in big stores unless I travel for a couple of hours.
我得花几个小时，才能到大的商场购物。
9. unless = if not 表“除非…; 如果不”，引导条件状语从句。
如：I won’t go unless I hear from you. = I won’t go if I don’t hear from you.
如果你不通知我，我就不去。
Unless Bill studies hard, he’ll fail in the exam. 如果比尔不努力, 他不会通过考试的.
10. a couple of… 表 “几个人或几件事”.
如:a couple of years ago 几年前; a couple of students 几个学生
couple 指任何两件同类的东西
如: a couple of watches 两只手表； five couples of cats 五对猫
11.pair 指两件不可分开使用的东西,它们可指两件互不相连的东西(鞋子、袜子等)，也可指
两部分构成的一件东西（裤子、剪刀等）。
如：a pair of shoes 一双鞋子a pair of pants 一条裤子
三、典型例解
( )1.-They have been to Australia.
-So _____ I.
A. do B. have been C. did D. have
分析：D 此句为so引导的完全倒装句。其含义为“A如此，B也如此。”其结构是so+be/助动词/情态动词+主语。本句为完成时态，其助动词是have。故选D。
( )2.The population of Shanghai is larger than _____ of Shenyang.
A. that B .it C. one D. this
分析：A 此句要用相同成分即上海的人口和沈阳的人口做比较。因为population是不可数名词，所以用that代替。如果是复数名词则要用those来代替。
( )3.-_____ the population of the U.S.A. in ?
-It _____ about 296 million.
A. What is; is B. What was; was
C. How many is; was D. How many was; is
分析：B 问人口的多少用what而不用how many。本题问的是的人口， 故为过去时态。
( )4._____ of the teachers are women in our school.
A. Two third B. Two threes C. Two thirds D. Second three
分析：C分数的表达法是基数词在前表示分子，序数词在后表示分母；当分子大于1时，表示分母的序数词要加s。
( )5.He’s read this book before, _____?
A. hasn’t he B. doesn’t he C .isn’t he D. wasn’t he
分析：A 本题考查反义疑问句反问部分的时态与人称的单复数要与陈述部分一致的用法。
( )6.The _____ population may be the greatest challenge of the world today.
A. increase B. increased C. increasing D. increases
分析：C 本题考查increase的现在分词作定语的情况，表示“正在增长的”。increased是它的过去分词也可作定语，但表示的是“已增长过的”。
( )7.The little girl has _____ finished reading the book you lent her.
A .already B. yet C. still D. once
分析：A already“已经”，常用覨t now.
分析：C 上句为否定情况，应用neither/nor+助动词+主语，表示“我也未参观过造纸厂”。
四、评价作业
I. 根据句子意思及首字母提示补全单词
1. ---No one likes “Little Emperors.” ---N___________ do my parents.
2. The cars in the cities are i____________ rapidly these days, so traffic jam comes into being.
3. People couldn’t live long because of poor medical t________________.
4. In China, some people in less developed areas p__________ boys to girls.DA被动语态。根据题中changes是复数，答句用完成时态。故选B。
( )9.Students today have a lot of pressure(压力) _____ they have to learn too much knowledge at school.
A. in order to B .unless C. because D .because of
分析：C in order to和because of后面不能接从句，unless不符合题意。故选C，用because。
( )10.-I have never visited a paper factory.
-_____
A. So have I. B. So I have. C. Neither have I. D.I haven’t now.
分析：C 上句为否定情况，应用neither/nor+助动词+主语，表示“我也未参观过造纸厂”。
四、评价作业
I. 根据句子意思及首字母提示补全单词
1. ---No one likes “Little Emperors.” ---N___________ do my parents.
2. The cars in the cities are i____________ rapidly these days, so traffic jam comes into being.
3. People couldn’t live long because of poor medical t________________.
4. In China, some people in less developed areas p__________ boys to girls.
5. His mother told him that the sun r__________ in the east and sets in the west.
II. 翻译词组，补全句子
1.We must ___________ ___________ (采取措施) to control the population.
2. Doing eye exercises ____________ __________ (起明显作用) in protecting our eyesight.
3. In 1960s, we were ________ _________ (缺乏) food and money .
4. He wouldn’t leave the TV set, __________ ___________ (既使) he was going to have an important exam the next day.
5.Her daughter __________ __________ (迷路) in the shopping center yesterday.
III. 完成下列句子的汉译英（每空1分，满分30分）
1.中国人口有多少？ 中国有大约13亿人口。
_______ the _________ _______ China ? China ______ a population of ______1.3 billion.
2. 为什么中国要实施独生子女政策？ 虽然跟以前比，中国人口增长放慢了，但人口问题依然严峻。
---Why does China _________ __________ with its __________ policy ?
---___________ its population is __________ _________ slowly than before, its population problem _________ ___________ quite ___________.
3. 这所学校里老师的数量是300人，其中四分之一是女教师。
_________ ___________ of the teachers in the school __________ 300, _________ ___________ of them ___________ women teachers.
4. 上周石油的价格增长了百分之二。 的确如些。
The price of oil ___________ ___________ 2% last week.
__________ _________ _____________.
5. 你生活在哪种家庭，是大家庭，还是小家庭？
_________ _________ of family are you ________, ________ family or _______ family ?
IV. 选择题
( ) 1. Two thirds of the surface of the earth ____ covered with water.
A. is B. are C. has
( ) 2. The number of workers in this factory _____ increasing.
A. are B. is C. will
( ) 3. ---It seems to me that you are very hard-working, Maria.
---I have to. I have a lot of _____ from my family and society.
A. time B. efforts C. pressure
( ) 4. ---______ have you done with the waste ?
---I have thrown it away.
A. How B. What C. Where
( ) 5. ---Which country has a ____ population, England or Germany ?
A. smaller B. less C. few
( ) 6. About one fifth of the people in the world _____ in China.
A. live B. is living C. has lived
( ) 7. ---Excuse me, is Joan in ?
---Sorry, she isn’t here. She ___ to the airport to see her parents off half an hour ago.
A. went B. has gone C. has been
( ) 8. ---Who will go to the airport to meet Jenny ?
---I will. I _____ her several times. I can find her easily.
A. met B. have met C. will meet
( ) 9. We are tired. We have studies for ____ hours.
A. a couple B. couple C. a couple of
( ) 10. The more excellent our public transportation is, _____ our life will be.
A. the happier B. the more happy C. the more happily
( ) 11. ---What did Jeff say about the lost girl ?
---He said that he had seen her _______.
A. three days agoB. three days before C. for three days
( ) 12. ---Dad, my teacher said I had made a lot of progress recently.
---I’m glad to hear that. But I think you still _______.
A. have a long way to go B. have a rest C. live in the present
( ) 13. ---I went swimming last Sunday.
---_________. I like it very much.
A. So I do B. So I did C. So did I
( ) 14. ---We haven’t been to the Great Wall. ---_________.
A. So has she B. Nor she has C. Neither has she
( ) 15. ---Did you know _______?
---They had a quarrel about the answer to the question.
A. what did they happen B. what happened to them C. what they happened
参考答案
I. 根据句子意思及首字母提示补全单词
1. Neither 2. increasing 3. treatment 4.prefer 5. rises
II. 翻译词组，补全句子
1. take measures 2. works well 3. short of 4. even though 5. got lost
III. 完成下列句子的汉译英
1 What’s the population of, has, about / around
2. carry on, one-child, Though, growing more, still seems , serious
3. The number, is, a quarter, are
4.increased by, So it did
5. What kind/ sort / type, in, extended, nuclear
IV. 选择题
1----5 ABCBA 6----10 AABCA 11----15 BACCB
七年级下册英语课件 篇5
Unit 3 Teenagers should be allowed to choose their own clothes 教学目标（Language Goal）1.能够谈论允许和不允许做的事情
2.能够谈论应该被允许和不被允许做的事情
3.能够针对被允许和不被允许做的事情发表自己的观点（同意或者不同意）4.能够表达同意或者不同意的理由
目标语言（Target Language）
1.I think sixteen-year-olds should be allowed to drive 我认为应该允许16岁的孩子开车。
2.I disagree.I think sixteen is too young.我不同意，我认为16岁这个年纪太年轻了。
3.Do you think thirteen-year-olds should be allowed to have part-time jobs ? 你认为应该允许13岁的孩子们做兼职工作吗？
4.No , I don’t.不，我认为不应该。5.Anna is allowed to wear her own clothes.安娜可以选择自己的衣服。
6.They are not serious enough at that age.那个年龄的他们不够稳重。
7.－What rules do you have at home ? 你家有什么规定吗？
－Well , I’m not allowed to go out on school nights.噢，我在周一至周五不能外出。
词汇和短语（Vocabulary and expressions）
allow 允许 drive 架车 pierce [pi s]刺穿 license 执照 driver司机 silly愚蠢的、傻的 earring 耳环 concentrate集中 volunteer自愿、志愿者 Local地方的 perform表演 primary初级的 go out with their friends 和朋友一块出去 part-time jobs 兼职工作
driver’s license 驾驶执照 get their ears pierced 穿耳孔
choose one’s own clothes 选自己的衣服 sixteen-year-olds 十六岁的孩子
seem to 好像 at that age 在那个年龄 so do we 我们也一样 get to class late.上课迟到 fail a test 考试不及格 be strict with 对„要求严格 the other day 前几天 get to doing sth 着手做某事 look smart 看起来整洁 concentrate on 关注„ be a good way to do 是„的好方法
It’s a good idea for sb to do 是„的好主意
get noisy 变得嘈杂 at present 目前
have an opportunity to do sth.有做„的机会
be a good experience for sb.对„来说是很有意义的经历 take time to do things 花费时间做事情
old people’s home 敬老院
be sleepy 睏 after a long week of classes 上完一周课之后 have Friday afternoons off 周五放假
语法内容： 一.被动语态
1.“语态”表示主语和谓语动词之间的关系。英语中有“两态”的说法，即主动语态和被动语态，本单 元中反复出现的should be allowed 就是一个含有情态动词（should）的被动语态。
先看几个基本概念
主语是动作的发出者为主动语态
主语是动作的接受者为被动语态
只有及物动词才有被动语态。
2.被动语态的构成（1）请大家看图
The office is cleaned every day.The office was cleaned pare active and passive：
动作的接受者the office成了句子的主语，就应该用被动语态。从上面的例句我们可以总结：
一般现在时的被动语态为：主＋am / is / are（not）＋过去分词
一般过去时的被动语态为：主＋was / were ＋过去分词
如：Butter is made from milk.This house was built 100 years ago.以前我们学过的was / were born 生于，就是一个被动语态 born是个过去分词（bear）
－When were you born ? －I was born in 1989.如果要特别强调动作或行为的执行者，句子后面需接by ~，译为“被（由）„”
如：We were woken up by a loud noise.我们被嘈杂的声音吵醒。
（2）请看图
从上面例子，我们可以看出，现在进行时被动语态的构成为
主语＋is / am / are + being ＋过去分词
再如：
My car is being repaired now.Some new houses are being built near the park.公园附近在建一些房子。
（3）请看图
BEFORE NOW
从上面例子，我们可以看出现在完成时被动语态的构成为
主语＋have / has ＋been ＋过去分词
如：
My key has been stolen.My keys have been stolen.I am not going to the party , I haven’t been invited.含有情态动词的被动语态
情态动词＋be＋过去分词
A note had better be left to him.Teenagers should be allowed to wear their own clothes 这里我们列举了几个主要时态，那么其它时态呢？
一般将来时 主语＋will ＋be ＋过去分词
过去将来时 主语＋would / should + be ＋过去分词
过去进行时 主语＋was / were + being ＋过去分词
过去完成时 主语＋had + been +过去分词
被动语态的时态是由be的时态决定的，be是什么时态，全句就是什么时态，be动词后面的过去分词不 变。
归纳：
肯定句：主语＋be + 过去分词＋（by ~）
否定句：主语＋be not ＋过去分词＋（by ~）
一般疑问句：Be ＋主语＋过去分词＋（by ~）? 特殊疑问句：疑问词＋be＋主语＋过去分词＋（by ~）
3.被动语态的用法：
（1）不知道或没有必要说明动作的执行者是谁，不用by＋动作执行者短语 Such books are written for children.这些书是为儿童写的。
I haven’t been told about it.没有人告诉我这件事
（2）强调动作的承受者，这时应用by短语。The cup was broken by David.（3）作客观说明时，常采用一种被动语态句型
It’s / was said / believed / reported / + that „
It’s reported that about three hundred people were killed in this earthquake.
据报道，这次地震中大约有三百人死亡。
4.主动语态变为被动语态
把主动语态的句子变为被动语态的方法是：
（1）把原句中的宾语变为主语
（2）动词改为被动形式，即be+过去分词
（3）原来的主语，如果需要的话，放在by后面，如果没必要，可省略。
注意事项：
主动语态变成被动语态应注意事项
从主动语态到被动语态的过程中主语、谓语动词、宾语都发生变化。
注意主格与宾格的变化形式。
注意主语的人称及数的变化对be动词带来的影响。
注意be动词的时态形式取决于原主动语态的动词时态形式。
5.被动语态的几种类型
（1）有两个宾语的句子的被动语态（直接宾语，间接宾语）
常见的接双宾语的动词有
通常这种句子可以改为以“人”当主语；和以“物”当作主语的两种被动语态。
如：He gave me a book.－I was given a book by him.（以I做主语）
－A book was given to me by Tom.（以物book作主语）He teaches us English.－We are taught English by him.（以人当主语）
－English is taught us by him.（以物作主语）
（2）含有宾语补足语的句子的被动语态
keep, make 三类的动词常常有宾语补足语，在被动语态中，宾语补足语位置不变。We keep food fresh in the fridge.主 谓 宾 宾补
－Food is kept fresh in the fridge.I saw him go into the office building.－He was seen to go into the office building.英语中有“十大动词”的说法，即feel , hear , listen , have , make , let , look , watch , see , notice，这些词在主动句中，其后的动词不定式不加to，但变被动句时必须加to.（3）含有短语的主动语态变被动语态
不及物动词没有宾语，因此没有被动语态。但有的不及物动词后面加上介词及其他一些词类构成短语动
词之后，其作用相当于及物动词，可以接宾语，因而也可以变为被动语态。在变成被动语态时，不能去掉构
成短语动词的介词或副词
They take good care of my child.－My child is taken good care of 他们把我的孩子照顾得很好。I turned off the radio.
－The radio was turned off（by me）
附：动词短语的被动语态
take care of －be taken care of cut down －be cut down laugh at －be laughed at look after－be looked after 下列这些短语本身即是被动语态的形式，不需再加－by be covered with „用„覆盖着
be interested in „对„感兴趣
be surprised at „对„感到惊奇 be made of（from）用„制造的（4）由情态动词形成的被动语态
含有情态动词的句子在变为被动语态时，在情态动词后面加上be动词即可，其句型如下：
肯定句：主语＋情态动词（can , may , must）+be+ 过去分词„
否定句：主语＋情态动词＋not + be + 过去分词„
疑问句：情态动词（Can , May , Must）＋主语＋be＋过去分词＋„.如：We should allow teenagers to surf the Internet.－Teenagers should be allowed to surf the Internet.Can you use it ? 你会使用它吗？
－Can it be used ? 6.不能用于被动语态的几种情况
（1）当主动结构中的宾语是反身代词和相互代词时，不能改为被动语态。
他在镜中看见了自己的模样。We often help each other.我们常常互相帮助。
（2）当谓语是表状态的及物动词时（如have , like , take place , belong to „）
如：
I like these flowers.我喜欢这些花。I will have a meeting.不说A meeting will be had.应说A meeting will be held.二.重点、难点： 1.the other day 我们还可以说the other day , morning , week , month.不久前的一天，一个上午、一个星期、一个月等 I saw him in London the other day.我最近有一天在伦敦见过他。2.get to 着手做某事
„ and I got to talking about the rules „
He got to doing the homework after supper.
ncentrate on sth.专注于某事（做某件事而不做其他事）
He decided to concentrate on English because he just failed the exam.他决心专攻英语因为他刚刚考试不及格。
This company concentrate on the Chinese market.这家公司把重点集中在中国市场。
4.be good for 对„有好处 有益于（„that is good for studying „）This kind of food is good for me.这种食物对我身体有益
Sunshine is good for plants.阳光对植物有益。
5.It’s a good idea for sb to do sth.做„对„来说是个好主意（It’s also probably a good idea for parents to allow „）
It’s a good idea for us to travel to the south.6.get noisy 变得嘈杂（I know we got noisy sometimes , „）noise －noisy
7.learn from 向„学习，从„中学习
„ but we learn a lot from each other.We should learn from our mistakes.我们应从错误中学习。
8.at present.（At present they’re too short.）at present 此刻、现在＝at this time , now I can’t help you at present －－I’m too busy
我现在帮不了你－－实在太忙了。
9.„ have an opportunity to do sth
有做„的机会
have no opportunity to do 没机会做„
I hope to „„ have an opportunity to go to the States.I have no opportunity to have a talk with her I 注意：文中在谈论将来时，用了一些动词过去式和would + 动原的形式
这是虚拟语气。表示对将来的一种假设。
本单元其他句型结构：
1.sixteen-year-olds十六岁的青少年
它相当于一个名词 相当于sixteen-year-old kids.“一个16岁青少年的表达方式” a kid sixteen years old a kid of sixteen a kid of sixteen years old.a sixteen-year-old kid
2.stop doing
He should stop wearing that silly earrings.（Section A 2a）
停止做某事
We two stopped talking.我们俩个停止了谈话。3.主＋seem to do sth.好像
His temperature seems to be all right.他的体温好像完全正常。seem其他用法
（1）seem+形容词
The question seems quite easy.那个问题好像很容易。
（2）seem+名词
That seems a good idea.那好像是个好主意。
（3）It seems + that 从句
It seemed that nobody knew anything about the matter.看来没有人知道这件事。4.So do we（Section A 3a）
So do we 为倒装句，其结构是So + be 动词/助动词/情态动词＋主语，在时态上应和上一句保持一 致。应翻译为“我们也是这样”用英文解释是： We have a lot of rules at my house , too.5.on school nights , on Friday nights , on Saturday afternoons.我们在说某个具体的，特定的早晨、下午、晚上时应用on.6.be strict with 对„要求非常严格
She’s very strict with her children.她待子女很严。
7.old people’s home 敬老院
以前我们曾学过old folk’s home
8.take time to do things 花费时间做事情。take在这里为“花费”的意思。
类似的词组有：
It takes sb some time to do sth.it为形式主语
花„时间做某事
It took me 2 hours to finish the homework.9.be a great experience for sb.对„来说是一次很棒的经历。10.volunteer（1）n.志愿者
volunteer groups 志愿小组
volunteers to run Christmas show.自愿操办、圣诞节表演的人。
（2）v.自愿或无偿地给予或提供（帮助、建议）
Tim’s busy but I’ll come , he volunteered.蒂姆很忙，我来吧，他主动说道。11.sleepy想睡的（a.）Are you sleepy ? 你睏吗？ asleep 睡着的、熟睡的
He waits until the children are asleep.他一直等到孩子们睡着了。
词组fall asleep 入睡
He was just falling asleep when there was a loud knock at the door.他刚要入睡，就有人大声敲门。
七年级下册英语课件 篇6
学习目标：
1. 熟练掌握P10-11新单词。
2. 掌握句型：
(1)A: What’s this in English? (2)A: Is this\ that your pen?
B: It’s a watch. B: Yes , it is . No , it isn’t.
A：How do you spell it?
B: W-A-T-C-H.
学习重点：掌握句型：
学习难点：谈论寻物启事公告牌写法
一、自主学习
1. 写出并读出下列单词。
棒球________ 笔记本______ 手表______ 打电话_______ 电脑_____
失物招领_____ 电子游戏______ 一套_____ 学校_____________
2. 翻译短语。
给迈克打电话123 _________________ 在失物招领处 ___________________
一串钥匙 ___________________
二、合作交流
1)Check the answers.
2)Do1a,1b,, pair work.
3)Listen to the tape, do 2a,2b. Some students give the answers.
4)Group work. Practice the dialogs. Finish 2c.
5) Write down the dialogs .
6)Do 3a,3b,3c.
三、达标测评
(一)、根据首字母或汉意填单词。
1.What’s this ?It’s a ___(棒球)
2. How do you s___ it ? W-A-T-C-H, watch (手表).
3. Is that your ___(电脑游戏)in the ______(失物招领处)?
(二)、完成句子。
1. This is my eraser.(变为否定句)
_________________
2. That is my pencil case.(变为一般疑问句并做肯定否定回答)
_____________________________
______________________________
_______________________________
七年级下册英语课件 篇7
unit3 last weekend
第四课时 教学设计
一、教学设计思路
本课时的主要教学内容是不规则动词go的过去式以及有关环保的一些常见标志。本课时中，教师可以首先通过free talk带领学生一起巩固前几节课的动词短语过去式和句型；然后，通过教师介绍自己昨天的活动引入不规则动词read及go的过去式，went to a park, went swimming, went fishing, went hiking都是有关go的过去式，因此，教师可以只向学生介绍其中一个短语的过去式，然后让学生自己分析并举一反三；最后，通过看图讨论一些重大发明来进一步巩固过去式短语及句型。
二、教学目标
（一）知识
听、说、读、写短语：went to a park, went swimming, read a book, went fishing, went hiking。
听、说、认读句子：What did you do yesterday I went hiking.（二）能力
能够在实际情景中运用以上短语及句型。
能够理解并会唱 “At the Zoo”。
能够熟悉Good to know中的标志。
（三）情感
通过熟悉Good to know部分，增强学生的环保意识。
三、教学重点
短语went to a park, went swimming, read a book, went fishing, went hiking的听、说、读、写。
难点：掌握不规则动词的过去式形式。
四、教学媒体
1．Let’s learn部分短语图片及Good to know部分四个标志牌的图片。
2．录音机和本课时的磁带。
4．有关重大发明挂图。
3．教学课件
五、教学过程
1．导入
1）Daily Greeting
2）Free talk
T: What day is today?
A: Today is…
T: What day was yesterday?(强调 yesterday)
B: Yesterday/ It was…
T: What did you do yesterday?
C: I(did)…yesterday.(用前几课时已经学的词组)
3）教师播放歌曲本单元歌曲 “At the Zoo”，让学生欣赏。
2．呈现新课
1）Let’s learn
T: What did you do yesterday?
…
T: Who read a book yesterday?（教师做出读书的动作，帮助学生理解）…
教师分别说句子：I often read a book in the evening.I read a book yesterday.让学生去发现两个句子中read发音的不同。
教师一张张呈现go to a park, go swimming, read a book, go fishing, go hiking的图片，让学生先复习这些动词短语原形。
教师让学生看课本P31 Amy和Bai Lin的对话：
教师扮演Amy，让一名学生扮演Bai Lin，进行对话：
S: What did you do yesterday?
T: I went hiking.教师重复两边I went hiking.教师让学生发现went与go的关系。
让学生进行举一反三练习：假如以上提到有关go的动词短语是学生昨天的活动，教师进行提问
T: What did you do yesterday?
…（学生任选以上go短语进行回答）
教师根据学生对went的掌握情况调整教学。
2）Let’s play
将学生分组，4-6人一组，按照Let’s play部分自制表格，人物为该小组的成员。边对话边记录，然后做成表格再进行对话练习。
最后，教师鼓励各个小组将表格内容进行整体表述，形成一篇小短文，并进行表达。
3）Let’s sing
T: I went to the zoo yesterday.What did I see? Do you want to know?
Ss: …
T: Ok, let’s sing the song and let’s see what saw at the zoo.教师播放歌曲录音，学生听录音哼唱两边后跟录音齐唱。
然后，男女生对唱或按座位分组对唱。
4）Good to know
教师出示准备好的各种标志牌，请学生讲讲各标志的含义（本部分的四个标志牌分别表示：No fishing, No swimming, No dogs peeing, No dogs pooping），和学生一起讨论环境保护的重要性。鼓励学生课下自己设计一些标志图，下节课带来全班一起传阅。
3．趣味操练
活动：看图讨论
活动目的：练习运用一般过去时陈述过去的重大发明。
活动准备：一幅呈现着多种发明的大挂图。
活动过程：将挂图张贴在黑板上。将学生分成四组来分别讨论，并简单地用英语来陈述挂图上各种发明的时间、地点及发明人。然后向全班同汇报。看哪一组同学知道得多，陈述得准确。
4．课堂评价
完成本课时活动手册的相关练习，评价学生对不规则动词过去式形式的掌握情况。另外，教师在学生完成Let’s play任务及看图讨论中体现学生的自我评价及教师对各小组的评价。
5．课后作业
练习本课时的重点词汇，收集生活中常见的标志。
七年级下册英语课件 篇8
教学内容：Unit 1 They touch noses
课型：Listening and speaking
教学目标：
1、在不同国家初次见面时，能用身势问候语进行对话。
2、注意自己和他人在日常交际中的体态，姿势和面部表情等，学会有礼貌地表达自己的思想。 教学重难点：
1、能听懂有关在不同国家初次见面和表达问候时的身势语。
2、在不同国家初次见面时，能用身势问候语进行对话。
教学准备： 本课指导学生通过听力获取信息，培养学生听力技能。课堂上采用多媒体手段辅助教学，在轻松愉快的氛围中，在较真实的语境下，并联系学生生活实际，结合已有的知识和经验，运用所学的语言基础知识自我学习、互相学习，让学生在语言实践中相互启发、生成，体验成功。培养学生的合作精神,发展其思维和想象等能力。在教学过程中，采用多媒体手段辅助教学
Step One Warming-up (3’)
Lead in 1.Greetings Free talk: show Ss a video , have Ss talk about “What are they doing?”“How do you greet foreigners when you meet them?”
1. Greetings. 2. Talk with the teacher and partners. 让学生在视频和free talk的过程中感受新的语言项目，通过这个环节，既可以活跃课堂气氛，还。
Step Two Pre-task(5’) Task: Check the new words. some pictures and things to get the students to say out the new words. 2.Organize the students to read the new words together. 3.Ask the Ss to match the pictures with the words and expression from the box.(Activity 1) 1.See the pictures and things to say out the new words. 2. Read the new words together. 3. Match the words from the box with the pictures. 引导学生谈论图片,训练学生表达Check完词汇后及时做Activity 1进行巩固。 Step Three While-task (20’)
Task1:Listening (1). Play the tape, ask students to listen and match the pictures with the nationality. (Activity 2) (2).Guide the students to listen to the conversation in Activity 3 and choose “what do the people in China/US/ India/ New Zealand do when they meet?” (1). Listen to the tape and match the pictures with the nationality (2). Listen to the conversation in Activity 3 and answer the questions: 利用听读,练习的方式加强学生对课文的理解，培养学生细节听力的技巧能够听取信息，训练和培养学生细节听力技巧。 小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言， ①In China______ A. Shake hand, kiss or hug each other. ②In the US _____ B. Shake hands, smile or nod heads. ③In India______ C. Touch nose. ④In New Zealand_____ D. Put their hands together and nod their heads Task 2: Reading (1) Organize the students to read the conversation with the video. (2).Ask the Ss to work with their groups to read the conversation. (3). Organize the students to complete the table with the correct form of the words. (4).Organize the students to check their answers one by one. Task 3: Solve the language points (1).Organize students to come to the blackboard and show out some difficult language points that they found.
(2).Help the students to solve the difficult points.
Task4: Retell the dialogue (1)Ask two of the students to retell the dialogue. (1)Read the conversation with the video. (2) Read the conversation in groups.
(3). Read the conversation again and complete the table (4). Check the answers one by one. (1). Students come to the blackboard to show out some language points, the other students listen to them carefully and note . (2).solve the difficult points. with the teacher’s help.
(3)Two students retell the dialogue, the others listen. Step Four Post-task (9’) Task:Do some speaking (1)Show some pictures and things to organize the students to talk about them (2). Have the Ss act out their new dialogues. Ask students to do some Exercises and then check.
(1). Make dialogues in groups with the teacher’s help.
(2). Act out the new dialogues. (3)Do the exercises, then check. 通过训练学生说的能力，能使学生加深对课文内容的理解，适量的口头练习，让学生巩固本课时的语言重点。Step Five Summary(2’)1.Get the students to sum up the language points. T: What have we learned today? Ss:…… 2.Let the students to choose the best team in this lesson. 1.Sum up the language points. 2.To choose the best groups. 引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。 简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。Step Six Home- work (1’) Finish the homework. 课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。 Module11 Body language 小组评价 UnitT1 T2 T3 Russia (1)kiss three times China (2)shake hands and smile American (3)shanke hands and kiss or hug India (4)put hands together and nod heads New Zealand (5)touch noses
七年级下册英语课件 篇9
Ⅰ. Teaching aims
1（1） 学习辨认物体及询问如何拼写单词的表达法。
（2） 学习新词 eraser, desk, pen, pencil等。
2. 能够用得体的语言辨认物体。
Ⅱ. The key points and difficult points
1.Key points:（1）Words and expressions : eraser, desk, pen, pencil
（2） Sentences: What’s this/that in English?
How do you spell it?
Can you spell it, please?
2.Difficult points：
不定冠词a/an的用法。
III. Teaching procedures
Step1. Warming-up
Step2. Pre – listening
Present pictures of some objects and teach the new words.
T: What’s this in English?/What’s that in English?
Ss: It’s a map./ an eraser./ a pen./ a map/ a desk..
T: How do you spell it (point to a pen)?/ Can you spell it, please?
Ss: P-E-N, pen./ Ss: Yes, P-E-N-C-I-L, pencil.Practice in groups.
Step3. While – listening
Play the tape recorder and finish 1b. Check the answers and then practice the dialogs.
Step4 Practice
1.Make conversations with these words. The sentences in 1a may help you.
2.Listen and finish 2a..
3.Guessing game.
4.Write the sentences, paying attention to the use of capital letters and punctuation.
Step5 Test
Blackboard design
Unit 1 Making New Friends
Topic 3 How old are you?
Section B
It’s a map./ an eraser./ a pen./ a map/ a desk..
P-E-N, pen.
Yes, P-E-N-C-I-L, pencil.
a map/ pen/ pencil/ desk/ toy/ telephone
an eraser/ apple
四年级下册英语课件(实用十四篇)
资料一般指可供参考作为根据的材料。在平时的学习和工作中，我们经常会使用到资料。有了资料的协助我们的工作会变得更加顺利！那么，想必你在找可以用得到的资料吧？以下“四年级下册英语课件(实用十四篇)”由小编为大家收集整理，供您参考，并请收藏本页！
四年级下册英语课件(篇1)
一、教学目标
1．复习 Where is ?句型。方位词和人称、物主代词
2．学习重点单词 classroom,gym,library
3.在具体的语境中，理解动词-ing形式的意思。
二、教学重、难点
1．教学重点：词汇classroom,library,gym以及方位词。
2．教学难点：代词和物主代词的使用
三、教具、学具。
1．实物：钢笔、铅笔、书、纸
2．卡片：classroom,gym,library，Jenny,Danny,Steven.
四、教学过程
（一）问候
（二）复习并引入新课
1．用歌曲复习Where is ?句型以及方位词。
T:(用《两只老虎》的调唱)This is a pencil,2 Where is it?2(边唱边把铅笔放在桌子上)
S:It’s on the desk.
T:( 把钢笔放在书下面，接着唱) This is a pen.2 Where is it? 2
S:Under the book.
然后用橡皮、铅笔盒练习in the pencil case
用纸和黑板练习 on the blackboard 后边两组练习全班一起唱边问，找个学生回答。
（三）教授新概念classroom,gym,library
1．T：（叫一名同学起立，继续唱问全班）He is .2
Where is he? 2
全班：在教师里
T:Yes,(唱)，He is in the classroom(边说边把教师的卡片贴到黑板上)Say it ,please.
3.T:Where is Steven? Do you know?
(出示体育馆的图片)
T:yes,he is in the gym.Say it ,please. Gym(贴卡片)
T:The boys ask,and the girls answer.(指着图)
B:Where is steven?
G:He is in the gym.(变换卡片上的人物来练习)
4．搭配练习
在黑板上贴出卡片 book,blackboard,ball
用Where is it 的句型让学生连线
理解动词+ing的句子
T:指着book卡片说，Let’s go to the……
全班：……library
T:Yes,very good.指着 ball,Let’s go to the……
全班：……gym.
T：(指着blackboard) I want to write on the blackboard.
全班：Let’s go to the classroom.
T：（拿出伍德老师的卡片）Look!Mr Wood is in the classroom
He is writing on the blackboard.(板书 writing)
利用卡片和动作展示动词drawing,reading,playing putting并板书。
练习：1.听录音（第五课第一部分）连线
classroom Jenny drawing
Danny reading
gym kim playing
steven putting
library Mr.wood writing
2.拓展练习：（准备一张张贴画）
谈论这幅图画，可以用上的下句型和词汇。
①where is ?
②He/she/it is ing…
③fly,jump,swim,run,draw,write……
结束课堂教学：
听录音，唱歌曲（第5课第2部分）
家庭作业：活动手册第1题，第3题
四年级下册英语课件(篇2)
通过上个学期的学习,学生们对英语已经有了一定的了解,并掌握了一些日常对话用语和一定量的词汇。三班大多数的孩子对英语学习有浓厚的学习兴趣而且上学期打好了英语学习的基础。但是仍然有一部分学生对学习英语有一定的困难，需要本学期来加强学习英语的能力，同时本学期应该在课堂上加强学生的英语口头表达能力和自主学习的能力，以增强孩子们的综合语言运用能力。
Module 1Unit1 It’s the ABC song Unit2 Alphabet主要学习字母的读音以及正确的书写方式。Module2 Unit1 They are monkeys Unit2 That man is short.询问这是什么。并且学会描述物体的特点。 Module3 Unit1 I like football Unit2 I don’t like riding my bike.学会描述自己的喜好。Module4 Unit1 Do you like meat? Unit2 Does Lingling like orange? 学会询问别人的喜好。Module5 Unit1 She goes to school on Mondays.Unit2 Does your mum go to work on Saturday?学会谈论家庭成员的日常活动。Module6 Unit1 What do you do on Sunday? Unit2 What does Lingling have at school?谈论周末活动安排和学校课程。 Module7 Unit1 We fly kites in spring.Unit2 It’s warm today.谈论四季和天气。Module8 Unit1 It’s on your desk.Unit2 Daming flies a kite in the park.学会描述位置关系Module9 Unit1 I’ve got a new book.Unit2 Has Amy got
a bike? 学会谈论自己和他人拥有的物品，谈论交通工具及交通方式。Module10 Unit1 Here’s a red hat.Unit2 She’s got an orange sweater.谈论衣物。
重点：学会听，说本学期要求的单词。 在特定的日常环境中学会运用本学期学习的12组对话。
难点：语言的在实际生活中的运用。
1.继续培养学生学习兴趣和自信;
2、培养正确的书写习惯;
3、能认读所学词语;
4、能用所学语言进行语境交际;
5、培养学生积极参与、主动学习的态度。
1、字母教学
26个字母是学习英语的基础，学好26个字母对学生以后的发音、拼读和记忆单词都起着至关重要的作用。教师要针对小学生的年龄特点，尽可能采用多种生动活泼的教法，使字母教学真正摆脱听、说、读、写的枯燥训练。
1)学生认读字母卡片，掌握字母读音。
2)教师帮助学生感知辅音字母中的元音音素。
3)学生看单词卡片和图片认读单词，教师帮助学生感知字母在单词中的发音。
4)学生练习书写字母。
2、单词教学
直观教学法---使用直观的实物、图片、多媒体、简笔画、动作和表情等教学新词，有利于建立起单词与物品的联系，培养学生用英语思维的能力。如在教学big、small、tall、short、fat、thin单词时可以通过实物、趣味简笔画或反义词等形式来来帮助学生识记。
自然拼音法---将单词教学与语音教学结合起来，通过语音教学帮助学生学、记单词。加强学生的认读和拼读能力。 另外， 在老师的示范中要将单词正确书写到四线格中，然后结合板书给学生示范发音，让学生听清发音、看到口型。注意将单词的音、形、义结合，加强学生单词的认读能力。建议多利用磁带来引导学生看图反复听录音,再次从听觉上感知所学单词。
意义操练---在运用多种方式进行趣味的机械操练后，教师要将词放到情境中、句子中来理解与，进行意义操练。做到“词不离句，句不离段”。
3、课文教学
本册每单元的课文均与话题有关，依据学生年龄特点，以图画和学生易接受的语言呈现。在课文教学时可以参考以下步骤：
1)看图或光盘、听录音。教师也可以通过表演或形体语言，帮助学生理解故事大意。
2)学生听录音指图。
3)学生跟录音指读句子。
4)老师根据课文提问，学生思考后回答，提高学生的阅读能力。
5)教师帮助学生认读故事中的句子，突破重难点，帮助学生初
步朗读故事中的句子。
6)让学生听音复述句子。
7)学生自主练习课文。
8)鼓励接受能力强的学生进行角色表演。
1)单词的学习与运用相结合。学生在学习单词时，教师要渗透与话题有关的交际用语，让学生在交际中学单词，感知语言。
2)教师设计较为真实的情景，帮助学生在情景中练习使用语言。在句子教学时要与单词的学习相结合。
3)教师要本着“体验、反思、归纳、总结、计划”的原则设计活动，即先让学生在活动中感知语言，对所感知的语言进行反思后再对该语言现象进行归纳和总结，然后再设计新的活动来加深印象。在设计活动时，教师应始终围绕形式、意义和功能三个方面，并将三者有机结合起来。
1)面向全体学生，为学生提供自主学习和相互交流的机会以及充分表现和自我发展的空间，鼓励学生通过体验、实践、讨论、合作、探究等方式，发展综合语言技能。
2)关注学生的情感，努力营造民主、和谐、愉快、轻松的课堂氛围，把英语教学与情感教育有机结合起来，帮助学生体验集体荣誉感和成就感，发展合作精。 3)努力创设真实的生活情境，帮助学生在活动中感受语言，学习并运用语言。
4)在教学过程中，特别是在起始阶段，要坚持大量输入，少量输出，扩大接触面和文化视野，注意“听、做”在前，“说”在后。
5)注重学习过程的评价，使学生体验进步与成功，认识自我，建立自信。注意评价主体的多元化和评价形式的多样化。
6)正确对待学生学习过程中的错误。鼓励学生大胆使用英语，对他们学习过程中的失误和错误采取宽容的态度。
四年级下册英语课件(篇3)
四年级下册Unit 1 My school
第一课时
学习目标
1、能听懂、会说：“Where is the teachers’ office? Is this the teachers' office? The teachers' office is next to the library.”并能在实际情景中进行运用。
2、了解英美国家关于楼层的不同表达方式。学习重难点
1本课对话及其在实际情景中的运用。2认读对话。教具准备 ：
课件、单词卡片。教学过程
一、复习导入
1、教师播放本单元歌曲“Our school”，先让学生听然后鼓励学生跟唱。
2、教师慢慢出示teachers’ office等词的图卡，让学生猜出该单词。
二、新课展示
1、教师和学生进行free talk，话题是Why do you like our school? 鼓励学生用简单的句子做出回答，即使只能说出只言片语，教师也要给予表扬。
2、播放本课课件Let’s talk 部分。教师可以就对话内容提一些问题，如：How many American friends are there? What do you do in the playground? 在提问与回答的过程中，将难点各个击破。
3、进行模仿或跟读练习，注意提醒学生this和that中“th”的发音要咬舌头。
4、first和second的操练可以在排列卡片、复习单词的过程中渗透，如：T: What’s in the first/second picture? Ss: It’s a library/ a teacher’s office.也可以让学生听指令排列卡片，如：T: The first card, playground;the second card, „ 然后引导学生仔细观察挂图，正确理解和运用短语on the first floor 和on the second floor。
5、分角色朗读与表演：教师先与一些学习程度较好的学生进行示范性表
演，以降低完全由学生自己表演的难度。然后请学生小组练习和表演。
三、巩固练习
1、一学生手举起图片背对其他学生面向黑板站立，另一学生依照图的提示做出动作，其余的学生猜测图上表示的是什么课室或学校场馆，用句型“Is this...? Yes, it is./No, it isn't.”作答。
2、做本单元A Let’s talk 部分的作业本练习。
四、布置作业
1、听Let’s talk 部分的录音，读给同伴、朋友或家长听。
教学反思
第二课时
学习目标
1、能够听、说、认读本课时的主要单词。
2、听懂指示语，并按要求做出相应的动作，如：Go to the garden.Water the flowers.学习重难点
掌握有关学校设施的四个单词，并了解它们的功能单词library中辅音连缀的发音。教具准备
1、与教材内容相关的课件、声音、图片等媒体素材。
2、教师准备一幅本单元的校园分布图。
3、教师准备本课时的单词卡。教学过程
一、复习导入
1、教师播放本单元歌曲“Our school”，先让学生听然后鼓励学生跟唱。
2、播放第三册第一单元课件Let’s learn A，回顾句型：“What’s in the classroom? A board, two lights, many desks and chairs.”自然过度到学习学校各课室的名称。
二、新课展示
1、教师指着教室问学生：This is our new classroom.Do you like our
classroom? What’s in the classroom? 学生做出相应的回答。教师接着问：How many classrooms are there in our school? Do you like our school? What else can you see in the school? Look!This is a map of our school.2、播放本课的声音Let’s learn A, 教读生词。教师可引入句型“It’s on the first floor.，为下一课时进一步学习序数词做铺垫。通过教师领读和听音跟读，让学生掌握本课时五个生词的正确读音。在练习library的发音时，可复习已学过的含辅音连缀的单词，如ice-cream, brother, friend, hungry。
三、巩固练习
1、小组比赛。教师出示一张词卡，如garden，组内学生依次说出与该词有关的其它单词，如：flowers，red，colour，trees等，这样既复习了学过的单词，也为继续学习Let’s do打下基础。
2、看Let’s do的图片（没有文字），让学生仔细看动作，然后跟着声音做动作。播放声音，教师指导学生做出正确的动作。然后分组进行练习，采用组与组竞赛的方式，可以是做动作猜句子并说出单词，也可以是听声音，做动作。让其他的组的学生进行评价。评价包括动作是否准确、到位、优雅等。
四、布置作业
1、读课文第5页并背诵 Let's do。教学反思
第三课时
学习目标
1、让学生掌握含有字母组合er的单词发音和认读书写。
2、能听、说、读、写 water, tiger, sister, dinner, computer五个词语。
学习重难点
1能听、说、读、写 water, tiger, sister, dinner, computer五个词语。
2正确书写water, tiger, sister, dinner, computer五个词语 教具准备
教学光盘、单词卡片。教学过程
一、复习导入
1、师生做日常口语练习: A: Where is the teachers' office? B: It's...A: Is this...? B: Yes, it is./No, it isn't.2、请学生表演A部分Let’s talk的对话。
二、新课展示
1、播放Read, listen and chant的录音，让学生听歌谣。
2、让学生跟着动画学说歌谣，同时可用手打节奏。
3、播放Read, underline and say 的录音,让学生划出字母组合er。
4、听音后反复读五个单词，在此基础上进行描红，达到书写格式正确的目的。
三、巩固练习
1、完成Look, listen and write部分的练习。
四、布置作业
1、抄本课单词4+1模式 教学反思
第四课时
学习目标
能够识别句型“Is this the „?和Is that the„”的不同用法并在真实情景中正确使用。学习重难点
Is this„?/ Is that„?”的用法。建议教师在真实的情景中对this和that在距离上的区别进行比较以加深学生的印象。
“Is this„?/ Is that„?”的用法。建议教师在真实的情景中对this和that在距离上的区别进行比较以加深学生的印象。教具准备
教学光盘、单词卡片。教学过程
一、复习导入
1、学生表演A部分Let’s do的内容。
2、教师和学生进行主题讨论：What’s in our school? 鼓励学生用新学的单词来交谈。
二、新课展示
1、教师和学生进行free talk，话题是Why do you like our school? 鼓励学生用简单的句子做出回答，即使只能说出只言片语，教师也要给予表扬。顺着这一话题。教师说：“Yes, our school is really very a friend from America is coming to see our school.Chen Jie is showing them around school.Let’s watch.由此导入新课。
2、学生观看课件后，回答教师提出的理解性问题。在问答的过程中重点理解与操练句型：Is this the„?和Is that the „?
3、学生听录音跟读对话。
4、学生分角色朗读对话。
三、巩固练习
1、做本单元B部分作业本上Let’s talk的练习。
四、布置作业
1、听Let’s talk 部分的录音，读给同伴、朋友或家长听。教学反思
第五课时
学习目标
1、能够听、说、认读本课时的主要单词：gym , art room , computer room ,playground , music room.2、能够完成Look, ask and answer 部分中的活动。
3、能够理解Story time 中故事的大意并跟录音朗读。
学习重难点
五个生词的正确发音以及序数first, second的用法。理解Story time 中的故事大意。教具准备
教学光盘、单词卡片。教学过程
一、复习导入
1、师生齐唱本单元的Let’t chant B部分的歌谣。
2、学生起立边跳边唱歌曲《Our school》。
3、教师说一个句子，如：I can see many flowers in it.Where is it? 让学生判断是什么单词，然后做出正确的回答。
4、请学生模仿教师说句子，其他学生判断说单词，说一说校园里还有些什么设施和课室等。
二、新课展示
1、教师播放A部分Let’s do的声音，学生表演 “听听做做”活动。
2、教师提问：Where do we water the flowers? 学生回答：In the garden.教师再问：Where do we read story-books? 学生回答：In the library.然后教师继续提问：Where do we have computer classes? 引导学生说出：In the computer room。
3、教师出示本单元的图片，说，This is the computer room.教授其余五个生词。
4、听录音，跟读、模仿。
三、巩固练习
教师把贴在黑板上的五张图卡分别翻过来并打乱顺序，用手盖住单词，然后向学生提问：Where is the music room? 或者指着某张图卡问学生：Is this the music room? 让学生回答，借此铺垫新句型：Is this/ that the „?
四、布置作业
1、读课文第8页。教学反思
第六课时
学习目标
1、能让学生运用This/That is „写句子。
2、能听懂录音。
3、会唱Let’s sing 的歌曲。
4、能听懂 Story time 的 内容。学习重难点
掌握两个重点句子：“This is the library.That is the playground.”的正确书写。
在四线格中的正确书写This is the library.That is the playground.。教具准备
教学光盘、单词卡片。教学过程
一、复习导入
1、日常口语交流。
2、Review：A、B两部分的词语及对话。
二、新课展示
1、让学生练习运用This/That is„练习说句子。
2、在学生能说的基础上在让学生书写这样的句子。
三、巩固练习
1、读一读并填空。
2、听录音并排序。
3、看一看并画圈。
4、唱Let’s sing 的歌曲。
5、听录音看动画理解Story time 的内容。
四、布置作业
1、唱第10页的歌曲给家长听；
2、听录音并跟读Story time。教学反思
Unit2 What time is it?
第一课时
学习目标
1、能听懂、会说“What time is it ?It’s time for „”并能在情景中进行运用。
2、能理解并运用“Time to go home, kids”“Let's go!”两个短语的句子。
3、教育学生要严格遵守学校规章制度，按时作息。学习重难点
让学生熟练掌握问句“What time is it?”和相应的回答以及句型“It’s time for„”的用法。
对话中一些习惯表达法的理解，如：School is over.教具准备 教学课件、单词卡片。教学过程
一、复习导入
1、师生日常口语训练。
2、学生演唱第二册学生用书第64页的歌曲“One Two Three Four Five ”。
3、教师和学生一起做“听句子、拔时针”的游戏。教师说：It’s time for breakfast./ It’s time for English class.学生根据实际情况将时针拨到合理的位置。
二、新课呈现
1、教师在做“拨时针”的游戏时对学生发出指令：School is over.如果学生不理解可联系“Class is over.”来帮助学生理解。待学生将时针拨到5点或其它实际放学时间后，教师问：School is over.What do you do ? 学生回答Go home.教师说：But Wu Yifan and John don’t go home.What are they doing? Let’s Watch TV.由此导入新课。
2、看与听 学生看Let’s talk部分的课件或录像，教师可以就对话内容提一些问题。在提问与回答的过程中，借助画面帮助学生理解难点，可要求学生用句型“It’s time for„”造句。
3、模仿跟说，注意语音语调。
4、分角色朗读与表演。
建议教师扮演John的角色与部分学习程度较好的学生进行示范性表演，以降低学生表演的难度。学生可自由挑选表演伙伴。
三、巩固练习
1、Let’s play：操练句型“What time is it ?It’s „”
2、做本单元A Let’s talk部分的作业本上的配套练习。
四、布置作业
1、听Let’s talk部分的录音，读给同伴、朋友或家长听。
2、四人小组一起动手做一个英语课程表并用所学语言进行表述。
教学反思
第二课时
学习目标
1、能够听、说、认读本课时的主要单词和词组。
2、能认读句型：What time is it ?并做出相应的回答：It’s „It’s time for „
3、能够听懂指示语，并按要求做出相应的动作。
学习重难点 本课时的主要单词和词组: music class , P.E.class , English class , lunch , dinner。
对新句型“What time is it? It’s nine o’clock.It’s time for„”的理解和运用。教具准备
1、与教材内容相关的课件、声音、图片等媒体素材。
2、教师准备一个教具钟。教学过程
一、复习导入
1、教师播放第一单元Story time 的录音或者请一组学生表演Story time 中的故事。
2、教师在听录音或学生表演之后想学生提问：Where is Zoom ?学生回答：He is in the canteen.教师又问：Why ? 学生答：He is hungry.教师再问： Why in he hungry ?What time is it ? 引导学生答出：It’
s time for lunch.接下来，教师可鼓励学生说出哪些东西可以告诉我们时间，如： the sun , the moon , the tree.等等，学生如果不能用英文说，也可用中文说。
二、新课呈现
1、Let’s learn 教师先在黑板上把一天的课程安排写下来。接着出现一口钟（课前准备）。
一边表演一边引导学生表演：get up , have breakfast , have lunch , have dinner。
课程名称的教授可借助于chant.math class , math class , 1 and 1 , 1 and 1 Chinese class , Chinese class , read and write , read and write.P.E.class , P.E class , jump and run , jump and run..11, 11, 11, It’s time for lunch music class ,music class , sing and dance , sing and dance art class ,art class ,draw a picture ,draw a picture.English class, English class , read and chant ,read and chant.2、Let’s do 先听录音，再跟做。采用组与组或男女竞赛的方式。
三、巩固练习
自制一面钟并进行时间问答对话。
四、布置作业
读课文第15页并背诵 Let's do。教学反思
第三课时
学习目标
1、让学生掌握含有字母组合ir, ur的单词发音和认读书写。
2、能听、说、读、写 girl, bird, nurse, hamburger四个词语 学习重难点
能听、说、读、写 girl, bird, nurse, hamburger四个词语。
正确书写girl, bird, nurse, hamburger四个词语。教具准备 教学课件、单词卡片。教学过程
一、复习导入
1、师生做日常口语练习: A: What time is it? B: It's...2、请学生表演A部分Let’s talk的对话。
二、新课呈现
1、播放Read, listen and chant的录音，让学生听歌谣。
2、让学生跟着动画学说歌谣，同时可用手打节奏。
3、播放Read, listen and circle 的录音,让学生圈出单词。
4、听音后反复读五个单词，在此基础上进行描红，达到书写格式正确的目的。
三、巩固练习
完成Look, listen and write部分的练习。
四、布置作业
抄本课单词4+1模式 教学反思
Unit 2 What time is it?
第四课时
学习目标
1、能够听、说、认读本课时主要句型：It’s „o’clock.It’s time for „/It’s time to„;能理解Hurry!Oops , I’m ready.等单词和短句。
2、能够在教师的帮助和录音带的带读下朗读对话。学习重难点
听、说、认读本课时主要句型：It’s „o’clock.It’s time for „/It’s time to„
1、It’s time for„和It’s time to„的用法区别。
2、Breakfast is ready!和I’m ready!的发音。教具准备
教学课件、单词卡片。教学过程
一、复习导入
教师和学生谈谈他们的作息时间，如：T: What time do you get up ? S: Five forty.也可让学生猜猜教师的活动时间，如：T: What do I do at 6:30? S: You get up.以次导入课文。
二、新课呈现
1、教师拿出Mike的图片，问学生Who is he ?What time does he get up ?学生可能会给出各种答案，让他们从录像中找出正确答案。
2、看挂图或，回答理解性问题，并通过情景、动作等帮助学生理解hurry，ready和oops的意义，可适当进行造句联系加以巩固，并注意对两个句型：It’s time for„和It’s time to„加以比较。
3、听录音，然后跟读、模仿。
4、分角色朗读和分角色表演。
三、巩固练习
1、调查：设计一个调查表，然后调查五名学生或教师的作息时间，在四人小组中进行交流。鼓励学生用新句型It’s time to„.来表述。
四、布置作业
1、熟读并背诵第17页的Let’s talk。
教学反思
第五课时
学习目标
1、能够听、说、认读本课时的四个动词词组。
2、能够理解并在情景中正确使用句型：It’s time to „ 学习重难点
听、说、认读本课时的四个动词词组。
在情景中正确使用句型：It’s time to „ 教具准备 教学课件、单词卡片。教学过程
一、复习导入
1、数学游戏：教师给学生出一些数学算式，可以是加减混合运算，也可是连加连减，学生算出来后用手指头表示答案。
二、新课呈现
1、玩时钟游戏。教师用手臂做时针和分针，问：What time is it ?学生快速回答It’s „o’clock.It’s time for„„
2、教师做出4：35的手形，问：What time is it ? 引导学生说出：It’s 4:
35、school is over.教师接着问：School is over.Where do you go ? 学生回答：We go home.教师由此导入句型It’s time to go home.3、教师借助图片和听听做做活动教授其它几个动词词组，如：教师发指令：It’s time to get up.请学生做起床、穿衣服的动作；教师说It’s time to go to school。请学生做背书包、走路的动作，以次类推。要注意多让学生说句型：It’s time to„„为下一课时重点学习句型做铺垫。
4、听音跟读，注意强调语音语调。
5、教师可采用A部分Let’s do的形式操练新的句型。
三、巩固练习
1、画画说说：学生模仿B Let’s learn部分的插图画出自己的活动时间，然后在四人小组中交流，比如学生A六点起床，他就指着自己的画说：It’s 6 o’clock.It’s time to get up.2、完成Let's play。
四、布置作业
1、熟读并背诵所学内容。
2、设计学习时间表并用英语描述。板书设计
教学反思
第六课时
学习目标
1、能让学生运用What time is it? It's...写句子。
2、能听懂录音。
3、会唱Let’s sing 的歌曲。
4、能听懂 Story time 的 内容。学习重难点
掌握两个重点句子：“What time is it? It's...”的正确书写。在四线格中的正确书写T What time is it? It's...教具准备 教学课件、单词卡片。、教学过程
一、复习导入
1、日常口语交流。
2、Review：A、B两部分的词语及对话。
二、新课呈现
1、让学生练习运用What time is it? It's...练习说句子。
2、在学生能说的基础上在让学生书写这样的句子。
三、巩固练习
1、读一读并排序。
2、听录音并排序。
3、看一看并连线。
4、唱Let’s sing 的歌曲。
5、听录音看动画理解Story time 的内容。
四、布置作业
1、唱第20页的歌曲给家长听；
2、听录音并跟读Story time。
Unit 3 Weather
第一课时（A）Let's talk 教学目标
1、能听懂、会说“Can I...?”并能在适当情景中应用。
2、在对话中巩固描述天气的词cold，warm，cool，hot。
教学重点
句型：Can I wear my„? Yes，you can./No, you can’t.词汇：wear can can’t 教学难点 “Can I „?” 问答中的人称转换。教具 录音带、单词卡片 教学过程
一、复习引题
1、教师播放图像资料，引导学生根据人物服装来猜一猜天气情况，复习单词：warm、hot、cool、cold。
二、教学新课
1、教师根据当时情况说：It’s hot/warm.Can I wear my shirt(sweater, skirt, dress„)? 并引导学生回答：Yes，you can.或 No, you can’t.并进行板书。
2、学生分小组练习：A：Can I wear my„? B：Yes，you can./No, you can’t.3、播放Let’s talk部分教学录像，学生观看。
4、学生看配套动画, 模仿跟读。教师对学生的语音、语调进行必要的指导。
5、学生分角色朗读，表演对话。教师可以先与一个学生进行示范性表演，以降低本项活动的难度。
三、巩固练习
1、创新练习：根据所给情境两人一组编对话。今天你要和同学去公园，和妈妈商量：A：It’s „ Can I „? B：Yes，you can./ No, you can’t.2、学生分组汇报表演，教师进行适当评价。
四、布置作业
1、熟读并背诵第24页的Let’s talk。板书设计
Unit 3 Weather（A）Let's talk Can I wear my„? Yes，you can./No, you can’t.第二课时 Let's learn 教学目标
1、能听懂会说本课的会话。
2、能听说认读本课主要单词：warm，cool，hot，cold，weather。
3、学会运用“It's cold/hot/cool/warm in...”, 要求表达准确，语调自然。
4、初步了解我国几个城市的气候特点。
教学重点 句型：It’s warm/hot/cold/cool in„;词汇：cold、cool、hot、warm、weather 教学难点 单词weather的发音。教具 录音带、单词卡片
教学过程
一、复习引题
1、学生一起说儿歌（Let’s chant P25）。
二、教学新课、1、教师说：It’s warm today.（指指外面）So we wear shirts or T- we are going to learn about the weather.Now let’s watch a weather report.教师播放一段英文解说的天气预报实录。待学生看完后，教师说：This is a weather report.同时呈现单词卡片，领读weather report（把卡片贴到黑板上）。教师要注意提醒学生读weather时，th咬舌尖。
2、教师播放Unit 4 Let’s learn A部分的课件。学生观看。
3、教师提问：Is it a weather report? 学生回答：Yes, it’s a weather report.教师再问：Is it warm in Lhasa？点击句子It’s cool in Lhasa.引导学生答出：No.It’s cool in Lhasa.让更多的学生重复回答。
4、告诉学生拉萨位于我国西藏自治区，那里的天气很凉快，cool是形容天气凉快；而warm一词是形容天气暖和，北京的春天就是很温暖的。教师说：It’s warm in Beijing 并引导学生跟读。
4、教师将单词卡warm、cool贴黑板，请部分学生朗读单词。然后提问：
Where is cool？ Where is warm？启发学生回答：It’s cool in Lhasa.It’s warm in Beijing.5、鼓励学生用warm和cool描述我国其他城市的天气状况：It’s warm / cool in.„, 如果有不符合实际的叙述，教师可以用 It isn’t warm/cool in„„进行简单纠正，从而为学生进一步的学习留下悬念。
7、请学生观察书中插图：Which city can you find？学生答出：Harbin、Hong Kong教师说：It’s cold in Harbin.It’s hot in Hong Kong.8、用体态语言解释hot和cold的意思。领读单词（把卡片贴到黑板上）。
9、教师说：It’s cool in Lhasa.It’s warm in Beijing.What’s the weather like in Harbin?引导学生说出：It’s cold in Harbin.提问：What’s the weather like in Hong Kong? 引导学生说出：It’s hot in Hong Kong.10、教师出示中国地图，边指边说：Here is Beijing.What is the weather like in Beijing? 学生回答：It’s warm in Beijing.教师问：What’s the weather like in Harbin/Hong Kong/Lhasa? 学生分别回答：It’s cold in Harbin.It’s hot in Hong Kong.It’s cool in Lhasa.11、引导学生用What the weather like in„„?提问关于我国其他城市的天气状况。
三、巩固练习
1、两人一组，仿照课文表演一个城市天气预报。Good morning.This is a weather report.(一起说)，然后每人预报两个城市的天气。练习好以后，教师找几个组来在班里表演，教师要及时做出评价。
2、完成Let's chant。
四、布置作业
1、读课文第25页并背诵 Let's chant。板书设计
Unit 3 Weather（A）Let's learn warm，cool，hot，cold，weather It's cold/hot/cool/warm in...第三课时 Let's spell
教学目标
1、让学生掌握含有字母组合ar, al的单词发音和认读书写。
2、能听、说、读、写 arm, car, card, ball, tall, wall五个词语.教学重点 能听、说、读、写arm, car, card, ball, tall, wall五个词语。
教学难点 听音写字母Listen and write 教具 录音带、单词卡片
教学过程
一、复习引题
1、师生做日常口语练习: A: Can I go outside now? B:...A: Can I have some soup? B:...2、请学生表演A部分Let’s talk的对话。
二、教学新课
1、播放Read, listen and chant的录音，让学生听歌谣。
2、让学生跟着动画学说歌谣，同时可用手打节奏。
3、播放Read, listen and number 的录音,让学生给单词排序。
4、听音后反复读五个单词，在此基础上进行描红，达到书写格式正确的目的。
三、巩固练习
1、完成Look, listen and write部分的练习。
四、布置作业
1、抄本课单词4+2模式
第四课时 Let's learn 教学目标
1、能够听、说、认读本课的重点单词：windy，sunny，rainy，snowy、cloudy。
2、能够看懂/听懂天气预报中关于气候特点语句的报导，并会用所学知识简单 表达天气情况。
3、学会将所学句子运用到实际生活中。
教学重点 词汇：windy，sunny，rainy，snowy，cloudy。句型：It’s „ in„
教学难点 所学句子在情境中的应用；几个重要城市的名称和地理位置。教具 录音带、单词卡片 教学过程
一、复习引题
1、学生跟录音唱歌曲“Thunder”。
2、教师提问：What’s the weather like in Beijing(Harbin/ Hong Kong/ Lhasa)?学生回答：It’s warm(cold / hot / cool)
二、教学新课
1、播放第25页的Let’s chant部分的动画，学生观看完一遍后，教师将图中五个画面同时展现在屏幕上，教师播放录音，请学生选出相应的画面。学生指出图后，教师适时出示单词卡：rainy、windy、sunny、snowy、cloudy，学生认读。
2、教师出示世界地图：This is Beijing，the capital of China.This is Moscow, the capital of Russia.This is London, the capital of Britain.Here is Sydney, a city in Australia.Here is Singapore, the city is a small country.教师指图领读城市的名称：Moscow、London、Sydney、Singapore。
3、请学生打开书，教师说城市名称的单词，学生在地图上指出城市的位置。
4、一个学生说城市名称的单词，其他学生在地图上指出城市的位置。
5、同桌两个同学一组，一人说单词，一人在图中指位置。
6、教师播放Let’s learn的课件，学生观看。
7、教师提问，学生看插图回答。教师问：Is it cloudy in Sydney？Is it windy in Beijing? Is it rainy in Moscow? Is it snowy in Singapore? 8学生两人一组问答：A：Is it„ in „? B：Yes./No.It’s „ in„
9、学生用It’s „ in„报导地图上五个城市的天气情况。
三、巩固练习
1、完成Let's play部分的练习，操练句型：It’s „ in„。
2、看看谁的反应快：将全班分为若干小组，每次比赛各组出一名代表。教师说城市（In „）,学生说出相应的天气形容词(It’s „)。哪个学生先说出来可为本组赢得一分，若干轮比赛后，评出先进组，教师应进行适当奖励。
四、布置作业
1、读课文第27页。板书设计
Unit3 Weather（B）Let's learn windy，sunny，rainy，snowy、cloudy
第五课时
学习目标
1、能够听、说、认读本课的重点单词：windy，sunny，rainy，snowy、cloudy。
2、能够看懂/听懂天气预报中关于气候特点语句的报导，并会用所学知识简单 表达天气情况。
3、学会将所学句子运用到实际生活中。
学习重难点 词汇：windy，sunny，rainy，snowy，cloudy。
句型：It’s „ in„
所学句子在情境中的应用；几个重要城市的名称和地理位置。教具准备 教学课件、单词卡片、世界地图一张。教学过程
一、复习导入
1、学生跟录音唱歌曲“Thunder”。
2、教师提问：What’s the weather like in Beijing(Harbin/ Hong Kong/ Lhasa)?学生回答：It’s warm(cold / hot / cool)
二、新课呈现
1、播放第25页的Let’s chant部分的动画，学生观看完一遍后，教师将图中五个画面同时展现在屏幕上，教师播放录音，请学生选出相应的画面。学生指出图后，教师适时出示单词卡：rainy、windy、sunny、snowy、cloudy，学生认读。
2、教师出示世界地图：This is Beijing，the capital of China.This is Moscow, the capital of Russia.This is London, the capital of Britain.Here is Sydney, a city in Australia.Here is Singapore, the city is a small country.教师指图领读城市的名称：Moscow、London、Sydney、Singapore。
3、请学生打开书，教师说城市名称的单词，学生在地图上指出城市的位置。
4、一个学生说城市名称的单词，其他学生在地图上指出城市的位置。
5、同桌两个同学一组，一人说单词，一人在图中指位置。
6、教师播放Let’s learn的课件，学生观看。
7、教师提问，学生看插图回答。
教师问：Is it cloudy in Sydney？Is it windy in Beijing? Is it rainy in Moscow? Is it snowy in Singapore?
8、学生两人一组问答：A：Is it„ in „?
B：Yes./No.It’s „ in„
9、学生用It’s „ in„报导地图上五个城市的天气情况。
三、巩固练习
1、完成Let's play部分的练习，操练句型：It’s „ in„。
2、看看谁的反应快：将全班分为若干小组，每次比赛各组出一名代表。教师说城市（In „）,学生说出相应的天气形容词(It’s „)。哪个学生先说出来可为本组赢得一分，若干轮比赛后，评出先进组，教师应进行适当奖励。
四、布置作业
1、读课文第28页。
第六课时Story time
教学目标
1、能让学生运用Is it...? Yes, it is./No, it isn't.写句子。
2、能听懂录音。
2、会唱Let’s sing 的歌曲。
3、能听懂 Story time 的内容。教学重点
掌握两个重点句子：“Is it...? Yes, it is./No, it isn't.”的正确书写。
教学难点 在
四线格中的正确书写Is it...? Yes, it is./No, it isn't.教具
Word cards, wall chart, pictures ,recorder
教学过程
一、复习引题
1、日常口语交流。
2、Review：A、B两部分的词语及对话。
二、教学新课
1、让学生练习运用Is it...? Yes, it is./No, it isn't.练习说句子。
2、在学生能说的基础上在让学生书写这样的句子。
三、巩固练习
1、读短文并回答问题。（这种题型第一次出现，教师可以先让学生口头回答，再让学生动笔写。）
2、听录音并打勾。
3、看一看并连线。
4、唱Let’s sing 的歌曲。
5、听录音看动画理解Story time 的内容。
四、布置作业
1、唱第30页的歌曲给家长听；
2、听录音并跟读Story time。板书设计
Unit3 Weather（B）Story time
Recycle 1 第一课时
教学重点：
认读对话中出现的生词和新语言;熟练朗读并表演课文内容 教学难点
句型: “It looks like„.” “It’s your turn now.” 教具准备 1．Fashion show，T-shirt，vest，dress的图片及T-shirt, vest, dress纸质实物
2．报纸，鞋盒，纸的实物及单词卡片 教学过程
一、热身(Warm-up/Preview)1 师生演唱第三单元的歌曲 “My clothes.” 教师播放资源库中第四册Recycle 1的Let’s sing “What time is it?”部分这首歌的旋律大家很熟，歌词也很简单，教师不必多浪费时间与解释，让学生听、跟唱即可。在学生掌握旋律的基础上，教师可利用钟表调整时间，可以是整点，也可是60分以内的非整点时间。
二、新课呈现（Presentation）教师可参照第四册第二单元部分Let’s learn的图表，让学生做问答练习，最后引出这节课的主题 A fashion show.2 教师在黑板上写出Read and act 部分的主题: A fashion show, 然后出示教学挂图或放VCD, 让学生了解故事大意。在听，看之前，教师提出问题让学生去听。(1)What show is it?(2)What time does it begin?(3)Where? 3 教师放录音或看投影片的同时，出示本部分的生词和新句子的卡片。paper, newspaper, wonderful, fashion show, just wait and see, see you later.句子：It’s a secret！It looks like a fish.It’s your turn now.学生跟读录音，并分角色朗读。
三、趣味练习（Practise）
1．出示对话中的8幅图，打乱顺序地听对话，请同学把对话与图配对。2．请同学把8幅图按照顺序排列好。（在排图的过程中，可以展开竞赛的方式，找到第一幅图后，请本组的两个同学把这个图的内容说出来，依此类推）课后反思：
整堂课充满了活力，高潮不断。但不足的地方也有好几处（1）给予孩子展示的空间不够；（2）课堂有时太活跃有静不下来的现象。今后我要继续努力上好每一节课。
第二课时
教学重点
学生共同完成设计服装的任务并作展示 教学难点
在展示中正确使用所学语言 教具准备
1．报纸、杂志、纸板盒以及布条等废旧物 2．胶水、剪刀、彩笔等工具 教学过程
一、热身(Warm-up/Preview)1．教师播放第三单元的歌曲“My clothes.” 师学生进一步熟悉所学过的有关服装的单词，为下一步的学习做好铺垫。2．教师播放Chant and write部分的录音。第一遍整体听，问：What subject do you hear?
让学生说出所听到的课程，锻炼学生的听力能力；第二遍让学生听录音填入课程名称，教师同时在黑板上出示一张自制课程表，重点突出一周七天；第三遍后尝试提问学生：What classes do they have on„.?
二、新课呈现（Presentation）
1．教师把自己事先做好的服装展示出来。This is my T-shirt, It’s newspaper.然后教师出示其它自己制作好的服装，请同学仿照老师的例句说句子，也可自己造新句子。说得好的同学教师可把自己制作的服装送给这位同学。
2．生分成4-8人一组集体制作一件服装，在制作之前，给每组分工，每组制作1-2件服装，看看哪组制作的最好看。
注意在制作过程中对学生的指导，尽可能的使用所学过的英语来交流。如：Can I use your„? Let’s/me„..3．小组选派两名代表在班级内展示自己的服装。
This is„„
Look at my„..It’s newspaper.It’s nice/beautiful.4．其它组的同学也可适当的提出问题，如：
Is this your dress?
Whose is it?
服装做得好，问题答的对的组是最棒的。
5．以制作服装的组为单位，朗读Read and act 部分的对话并使用已经制作出来的作品进行展示。选出最好的一个组。
三、趣味练习（Practise）Let’s find out What is missing in Amy’s room?
课后反思：
在学生已基本掌握英语知识的同时，在轻松愉快的氛围中，能自由地，充分地运用英语进行交际，发展学生的综合语言运用能力，提高他们的人文素质，增强其实践能力。
第三课时
教学重点
会听、说、读、写前三单元的四会掌握单词 教学难点
运用单词灵活造句
教具准备
1．前三单元中的四会单词卡片
2．教师自制的表格及Think and write 中出现的单词图片 3．教师准备作息时间表 教学过程
一、热身(Warm-up/Preview）
1．教师播放Chant and write中的歌谣，学生拍手齐说，进一步了解一周七天的七个单词。
2．教师出示前三单元中应掌握的四会卡片
（1）可采取依次朗读的方式，看看哪组的同学最好
（2）也可采取让学生抽签的方式，看看抽到的是什么词，马上读出来。在读单词的过程中，教师也可进一步提高要求，让学生将用所读到的单词造句。
二、新课呈现（Presentation）
1．教师可先出现Think and write的表格，也可每组发一张表格和表格当中应有的图片或单词，然后播放录音，请同学根据所听到的录音，把相应的颜色、衣物、地点放到相应的栏里。2．教师给出例句，请同学仿照例句说出句子 Zoom’s red shoes are in the library.Zoom’s green sweater is in the gym.3．听录音完成Choose, write and say.4．Let’s read 部分教师先引导学生仔细看图阅读John的活动时间表，然后独立完成句子的正误判断，最后进行检查。注意检测时不要只停留在判断正误的层面上，要让学生进一步回答教师提出的一些问题：When does John go to school? Where does John read books? 等问题，以此来检查学生掌握的情况。
三、趣味练习（Practise）
1．复习四会词的游戏：教师把前三单元中应掌握的四会单词都制作成单词卡，然后请学生依次抽出单词，抽到那个单词读出哪个单词。
2．教师还可将四会单词录在磁带上，每组发一张纸条，播放录音后每组学生依次在纸条上写下听到的单词，看哪一组全部拼写正确，给与奖励。
课后反思：
在教学设计中鼓励学生大胆地使用英语，并为学生提供自主学习和互相交流的机会以及充分表现自我发展的空间。
四年级下册英语课件(篇4)
一、 教学目标：
1.知识目标：掌握本课重点概念: jeans
2.能力目标：使同学能够熟练地运用“What are you wearing? I’m wearing ……”
3.情感目标：感知英语的实用性，增强学习英语的兴趣。
二、教学重难点：
1.重要概念trip
2.同学能够熟练地运用“What are you wearing? I’m wearing ……”
三、教具、学具：
1.衣服的图片.
2.录音机和磁带
3.单词卡片
四、教学过程
1.Greeting
2. 复习
a. Ask and answer用以复习clothes:
T: What are you wearing?
S: I’m wearing ……
b.做Spell It 游戏用以复习同学已经掌握的关于clothes词汇.
3.教授重要概念:
待复习一系列关于衣服的词汇后,出示jeans的图片并教授.
T: Look! What is Jenny wearing? Let’s listen to the radio and think about this question.(part 2)
Listen to part 2 once then discuss this question.
Listen to part 2 again and students try to follow it.
4.Practiceivide the class into small groups and ask the students to take turns describing what they are wearing to each other.they can say:
This is a……
I have a ……
I’m wearing……
5.Read after the tape.
6. 完成第1题
7. 作业: a. 完成剩余局部.
b. 对话练习.
板书设计:
Lesson19: What Are You Wearing?
What are you wearing?
I’m wearing ……
jeans
四年级下册英语课件(篇5)
My classroom 看到“我的教室”你想到第一单元的知识有哪些?
单词：
有关教室物品类classroom window blackboard light picture door floor computer teacher’s desk wall fan TV near really clean help
Let’s spell:
a-e [e?] cake蛋糕 face 脸 name 名字 make制作 hate讨厌;恨 face 脸
a [?] cat猫 dad爸爸 hat帽子 cap棒球帽 map地图
句型：
询问教室物品：What’s in the classroom? One blackboard, one TV, many desks and chairs.
询问物品位置：Where is it ? It’s near the window.
We have a new classroom. Let’s go and see.
It’s so big. Let’s clean the classroom. Let me clean the windows. .
Look! This is the new classroom. The door is orange.
短语：
1.地点类：on the wall在墙上 near the window在窗户旁边 in the classroom在教室里 on the fan在风扇上 near the computer在计算机旁边
2. 动作类：clean the desks and chairs 清洁桌椅 clean the windows擦窗户 clean the fish bowl清理鱼缸
open the door开门 turn on the light开灯 sweep the floor扫地 put up the picture张帖图画
clean the classroom打扫教室 clean the teacher’s desk 清洁讲台 close the window 关窗
Turn on the light 开灯 put up the picture 挂图画 clean the blackboard 擦黑板
3.其他类：a new classroom一间新教室 excuse me 劳驾，对不起
语法点：where 引导的是特殊疑问句，“哪里”，看到where 就要想到地点方位词, 例on, in ,under, near等
语法点：let’s = let us 让我们; let me 让我
文化知识：.想问别人问题，要先说“excuse me对不起，打扰一下。”
1、------Where is it? ------It’s near the window.
2、-----What’s in the classroom? -----One blackboard, one TV, many desks and chairs.
3、-----Let’s clean the classroom! -----OK. (好。)
4、-----Let me help you. -----Thank you.
5、-----We have a new classroom. ------Really?
四年级下册英语课件(篇6)
小学四年级下册英语开心版教学教案3篇
英语老师要继续加强对教材的钻研，学习先进的教学方法，让学生取得更大进步。写一篇优秀的四年级英语教案对四年级英语老师的教学工作有着许多帮助，你会写四年级英语教案？你是否在找正准备撰写“四年级下册英语开心版教案”，下面小编收集了相关的素材，供大家写文参考！
四年级下册英语开心版教案1
一、 教学目标：
1.知识目标：掌握本课重点概念: jeans
2.能力目标：使同学能够熟练地运用“What are you wearing? I’m wearing ……”
3.情感目标：感知英语的实用性，增强学习英语的兴趣。
二、教学重难点：
1.重要概念trip
2.同学能够熟练地运用“What are you wearing? I’m wearing ……”
三、教具、学具：
1.衣服的图片.
2.录音机和磁带
3.单词卡片
四、教学过程
1.Greeting
2. 复习
a. Ask and answer用以复习clothes:
T: What are you wearing?
S: I’m wearing ……
b.做Spell It 游戏用以复习同学已经掌握的关于clothes词汇.
3.教授重要概念:
待复习一系列关于衣服的词汇后,出示jeans的图片并教授.
T: Look! What is Jenny wearing? Let’s listen to the radio and think about this question.(part 2)
Listen to part 2 once then discuss this question.
Listen to part 2 again and students try to follow it.
4.Practiceivide the class into small groups and ask the students to take turns describing what they are wearing to each other.they can say:
This is a……
I have a ……
I’m wearing……
5.Read after the tape.
6. 完成第1题
7. 作业: a. 完成剩余局部.
b. 对话练习.
板书设计:
Lesson19: What Are You Wearing?
What are you wearing?
I’m wearing ……
jeans
四年级下册英语开心版教案2
教学目标：
1. 复习序数词，以和英语中日期的表示方法。
2. 学习掌握句式When is ____ ? ______ .
3. 学习并掌握生词 yesterday , today , tomorrow
4. 了解怎样用英语表示新年、春节、国际劳动节、教师节、儿童节、国庆节等节日。
教学重点：
学习掌握句式When is ____ ? ______ . 以和生词 yesterday , today , tomorrow。
教学难点：
正确使用句式 When is _____ ? ______ .进行问答。
教学准备：
日历、单词卡片、节日图片、录音机、磁带等。
教学过程：
一、 Class Opening and Review
1.Greeting .
教师先用How are you?等用语问好，并和同学谈论一下天气，为下一课的学习做铺垫。
2.Review教师拿出日历提问：What day is it? 重点复习first , second , third, fifth , ninth , twelfth 。
二、 New Concepts
1.教授“When is _____ ? ______ .”
利用日历演示：When is it ? 指着今天的日期，引导同学进行对话。
教师：What day is it ?
同学：_______ .
教师：Today is _____ . When is ______ ? Today . When is _____ ? Say it please , class .
同学：When is ______ ?
教师：When is _____ ? Today . When is ______ ?
同学：Today .
教师：When is breakfast/lunch/supper ? In the _____ .
同学：____ morning/afternoon/evening .
同学模仿练习
2.介绍节日
教师指着6月1日向同学提问，引出儿童节 Children’s Day，然后合上日历提问同学：When is Children’s Day?引导同学回答：It is June first.然后教师拿出节日图片，用条件的话也可以放相关的影像资料，同学说出节日的汉语名称，教师向同学介绍英语表示方法。如新年 New Year’s Day ，春节 Spring Festival ，劳动节 International Worker’s Day ，儿童节 Children’s Day ，教师节 Teacher’s Day ，国庆节 National Day 。在教一些比较长的单词的时候，可采用倒推火车的方法，如val—tival—Festival。
Practice：
教师提问：When is ______ (节日名称)?
同学用英语回答出日期。
小组练习。
3.教授“yesterday , today , tomorrow”
教师利用日历，指着今天的日期问同学：What day is today? 同学回答：Today is____. 然后分别指着昨天和明天的日期问：What day was yesterday/ is tomorrow?向同学介绍重点单词yesterday , today , tomorrow ，同学跟读。
4.利用课本和录音带
同学跟录音带看书读。
5. 练习
同学分组练习，编对话。对话中要用到When is _______ ? yesterday , today ,tomorrow 等新知识，也要用到前面学过的旧知识。
6. 扮演
同学将他们编的对话当众扮演出来。
三、 Class Closing :完成手册上的练习。
和：板书
略
四年级下册英语开心版教案3
一. 教学目标：
1.复习1-100的数字。
2.掌握规范用语How many ? .
3.能在生活和学习中积极使用How many ? .
二.教学重难点：
1.教学用点： 规范用语How many ? .
2.教学难点：How many ? .句型和准确读写100以内的数词。
三.教具、学具：
1.实物：铅笔盒、铅笔、彩笔、书、橡皮等。
2.每个同学椅子下放一张实物图片，后面写有数字。
四.教学过程：
(一)开始上课和复习：
1.问候：
T：Hello! Boys and girls!(注意使用复数名词).
2.复习复数名词和数字。(结合第4课学过的方位词和Where is ?的句型)
①桌子上放着一个铅笔盒，里面有一支铅笔。
T:I can’t find my pencil-case. Where is it?
全班：On the desk.
T: Thank you .Where is my pencil?
全班：It’s in the pencil-case.
T: Oh, I have one pencil.(板书)(找一名同学)Where is your pencil?
:On the desk.
T: Give me, please. Now I have two pencils(板书)
You say it, please.
下面依次用其他同学的其它用品进行练习并板书 books, erasers, markers…… 在练习过程中，设一些小圈套，把数字和复数名词错误的进行组合，如one markers,there book等等，同学们要通过重复正确答案表示同意或纠正错误。(这样既可以集中同学的注意力，又可以练习听力，还有利于和时纠正同学错误)
②练习之后，教师说：I want more and more markers, do you want to count with me ?
做游戏Clap 注意同学的发音，尤其是十几和几十的读法。
(在1-20的时候，用1-to-1,1-to-2的节奏，20-29用twen – ty -one的节奏，然后数整十到一百，用one-to-twenty 的节奏。根据同学人数调整所数的数字，争取让每个同学都数到，可以在数到个别数字时做出不同的变化。)
③T:What else do you have? Please find out the cards under your chairs.
教师出示数字卡片，拿着相同数字卡片的同学读出数字再加上后面的图案读出来。如教师出示fifty-four时，拿者54卡片的同学站起来，读fifty-four cats.
(二)教授重要概念How many ? .
1.引入句型How many ? .
练习几组之后，问一个同学：What do you have?
S:I have 19 monkeys.
T: Can you say it, again?(尽量用表情和体态来表示)
How many monkeys?(用手指着19) =www.JXSJ六十铺中小学教育=小学优秀教案网
S:19 monkeys.
T举起三块橡皮)Look! How many erasers do I have? How many? (开始数) One, two, there. How many eraser? There erasers(板书划线局部)(举起两本书)How many books do I have?
全班：Two books.
2.练习句型How many ,总结句型特点。
T：(找一名刚才在游戏中没有被提问过的同学，拿起他的卡片)
What’s this?
全班：A chair.
T翻过来，看elephants数字) How many elephants?
:Twenty elephants.
T:(问全班) Can you ask?(换另一个同学的卡片)
全班：What’s this?
:A boy.
全班:How many boys?
:Sixty boys.
T:Ask and answer in your group.
在小组内练习，可以用卡片，也可以用实物。小组练习以后，有些同学可能出现将不可数名词放在How many 之后的现象，要给予提示，请同学总结：
How many 句型用来提问数量，How many后面的名词要加s(也就是用复数名词)。
3.巩固
1.T:How many books does Danny have:Read the book by yourself.
同学自读课文第一局部，然后男女分角色亮度第一、二幅画。
T:First,How many books does Danny have?
S;Eight books.
教师和同学分角色朗读第三、四幅图(提示同学are,there也表示“有”)
T:How many books are there on the desk?
S:sixteen books.
齐读最后一局部：
T:What happened?
Sanny falls down.
2.《活动手册》第二题。
师：现在让我们来做一个小检验吧!
(三)家庭作业：《活动手册》第五课 1，3题。
五.板书设计
Lesson 5: How many Do I have?
1 pencil—--2 pencils
1 book -----5 books
1 marker---12 markers
1 eraser----4 erasers
How many ereasers?------ereasers.
英语教案相关文章：
四年级下册英语课件(篇7)
课文文笔细腻，用词丰富、优美，本课设计重点通过朗读品味，想象画面，抓住课文中的重点词、句作细致的咀嚼、推敲，让学生走进文本，走进安静的内心世界，在课文丰富的情感世界中反复诵读，让无声的文字转化为有声的鲜活的语言，让平面的文字变成立体的画面，品味语言文字的魅力和课文的人文意蕴，让学生真正体会盲童安静对生活的热爱，感受作者对生命的关爱，感悟作者揭示的深刻道理。
1、认识7个生字，会写9个生字，正确读写“浓郁、流连、小径、穿梭、流畅、引导、悄然、竟然、灵性、经历、瞬间、扑闪、张望、概念、弧线、飞翔、权利、缤纷、花繁叶茂、磕磕绊绊、多姿多彩”等词语。
2、正确、流利、有感情地朗读课文，背诵后三个段落，摘录、积累好词佳句。
3、理解含义深刻的句子，揣摩其中蕴含的深意。
4、体会盲童对生活的热爱，感受作者对生命的关爱，懂得珍惜生命，热爱生活。
体会小女孩安静对生命的热爱和对美好生活的渴望。
师生共同搜集热爱生命的感人故事、图片及影像资料。
1、板书“春天”，谈自己眼中的春天──花红柳绿、阳光明媚、草长莺飞、遍地春光、万紫千红……
2、同学们多幸福啊，你们看到的春光如此真切，如此绚丽！我们每天都用眼睛感受着春光，感受着美丽和快乐，看不见这美丽的春天。他们眼前永远是无边无际的`黑暗，那么他们的内心世界是否也是无边无际的黑暗呢？今天我们就一起走进一位盲女孩的心灵。她有一个美丽的名字―安静，让我们看看她是怎样用她独特的方式触摸着绚丽多彩的春，感受着充满生命力的春──（板书：触摸）
（设计意图：通过叙述春天的画面，使学生感受到春天的美好，同时又被这个残疾小女孩深深地打动，很自然地进入到学习情境之中。）
1、想读这个故事吗？现在就让我们打开书，美美地读课文，读准字音，读通课文，看看盲童安静怎样触摸到了绚丽多彩的春天？
2、出示下面词语，指导学生读正确：
3、盲童安静怎样触摸到了绚丽多彩的春天？选用第一行的几个词语来给课文说一句话。（指名回答，教师相机板书）
（设计意图：扫清字词障碍，是理解文章基础。对文章感受无不渗透着对字词的理解，但又不能为了识字而识字，为了解词而解词，一定要符合学生的实际情况，这一环节的设计是让孩子在轻松地读文状态下扫清字词障碍。使学字词变得不再那么枯燥。）
1、感受奇迹：
同学们，让我们再用心的读读课文，透过这散发着墨香的文字走进盲女孩安静的内心世界，和她一起触摸春天，感受美好的春光。请选择你喜欢的读书方式通读1～4自然段，读到哪个句子，你的心里怦然一动，用笔勾出它。
① 你感受到了什么？
四年级下册英语课件(篇8)
Unit 5 My clothes
一、单元教学内容分析
1、单元教学内容：
本单元重点学习服装名称及单、复数的使用习惯。服装与颜色、大小等话题相关性很强，因此建议教师将学过的有关颜色及长短大小的形容词融合在对服饰的谈论当中。
2、单元教学重点：
认读Part A and Part B 中的单词；实际情景中灵活运用 Let’s talk 中的重要句型。
3、单元教学难点：
字母组合le在单词中的发音。
二、单元教学目标：
1、掌握A、B部分的Let's learn、Let's talk 部分的四会单词与句子。
2、认读A、B部分的 Let's learn、Let's talk 部分的单词与句子。
3、理解Let's do, Let's chant 等部分的内容 并能够听指令完成动作。
三、单元教学准备：
1、教师准备教学过程中所需要的图片、声音、课件，以及本单元的单词卡。
2、准备一些教师的照片或图片。
3、教师准备录音机及录音带。
四、单元教学措施：
1、在教学过程中，对于学习困难的学生，可通过请学生复述老师的话或是复述同学的回答，让学生对老师和同学的发言引起注意，让学生意识到要仔细听别人的说话。
2、对于学习还不错，但是不愿或害怕发言的学生，课堂中教师主动请他们表达其意见，培养他们良好的学习英语的习惯。
3、充分运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等，给予小学生语言感染的机会。还可开展各种活动，鼓励学生交际。
五、课时安排：
六课时
第一课时
教学目标：
1、能根据实际情况提问有关衣服的问题并能做出相应的回答。
2、能根据具体的情景运用所学知识进行对话，培养学生的交际能力。教学重点：
句型：Are these yours? No, they aren't.Is this John's? No, it isn't.教学难点：
指导学生正确使用名词所有格。教学过程：
一、复习引题
1、教师手持衣物的单词卡片，从中抽出一张，让学生猜一猜是哪件衣物的卡片。
2、学生听录音做动作或者听教师、同学指令做动作，复习巩固上节课所学习的内容，为后面的学习做好准备。
二、教学新课
Let’s talk：
1、学生按指令做完动作，教师顺手拿起一学生的鞋子问：Are these yours? 引出新课。
2、教师为学生播放课件，学生边看边理解，观看后请学生讲一讲，检验学生是否理解。
3、在黑板上呈现新单词，学生认读。教师放录音，学生模仿，可用一定的动作或表演来帮助理解和加深印象。
4、操练句型Is this John's? Yes, it is./ No, it’s not.进行替换练习。
5、认读后，进行分角色表演。学生自己选择角色并佩戴头饰进行表演。
Let’s play：
学生画出自己喜欢的衣服，并涂色。然后以组为单位交给教师展示，教师从各组中任
意抽取几张并问：Is this yours?/ Are these yours?，学生回答。由师生操练过渡到生生操练。
三、巩固练习
1、教师带领学生进行对话表演，准备相应的道具、头饰。
2、Ask and answer：小组比赛，A、B两组互问问题，比比哪个组答的又快又准确。奖励优胜。
3、教师设置存衣处的情景，鼓励学生分组自编对话，并进行表演。
四、布置作业
1、听第38页的Let’s talk 部分的录音，读给同伴、朋友或家长听。
第二课时
教学目标：
1、学习各种衣物名称，能够会说、认读。
2、学习衣物名词与表示颜色的形容词连用。X K b1.C o m
3、能够简单描述自己喜爱的衣物的性质，如：颜色。教学重点：
与衣物有关的五个词组。教学难点：
表示颜色的形容词与表示衣物的名词连用。教学过程：
一、复习引题
1、教师播放从前学习过的有关颜色的歌曲《Color Song》，听后学生说出听到的颜色名称。
2、教师出示颜色卡片，学生认读单词.3、学生自己找一物品向大家介绍它的颜色。
二、教学新课 Let’s learn
1、教师呈现图画，问学生：What color can you see? 学生会自然说出图中的颜色。教师顺便引出新课：What’s this? It’s a skirt.A green skirt.教师继续指图，并放录音，学生边看图边听录音，通过各种颜色初步感知衣物名称。
2、教师呈现各种衣物的图片，学生看图感知衣物名称。引导孩子们说一说记住的衣物名称。教师指图问：What color is it? What’s this? 学生回答两个问题，教师引导学生说出：A red dress.并出示其它的图片，学生试着说出其它几个词组。
3、看书中图并放录音，学生边看图边听录音感知并理解句子，用动作帮助学生理解单词with的用法所表示的意思。
4、找几个学生到前边来当模特，再请两个同学来表演刚学的两句话。Let’s do
1、教师播放录音或录像，带领学生做游戏。
2、教师发布指令，学生做动作；一学生发布指令，教师和其他学生一起做动作。
3、小组比赛，每人听一个指令做动作，接力进行，看那个小组动作做得正确。奖励优胜组。
4、两人一组互相快速发布指令并做动作，到前边进行表演。
三、巩固练习
1、让学生介绍自己的衣服颜色及名称，或者喜欢谁的衣服就介绍谁的衣服。
四、布置作业
读课文第39页并背诵 Let's do。
第三课时
教学目标：
1、让学生掌握含有字母组合le的单词发音和认读书写。
2、能听、说、读、写 apple, people, table三个单词。教学重点：
能听、说、读、写apple, people, table 三个单词。
教学难点：
正确书写apple, people, table三个单词。教学过程：
一、复习引题
1、师生做日常口语练习:
A: Are these yours?
B: Yes, they are./No, they aren't.A: Is this yours? B: Yes, it is./No, it isn't.2、请学生表演A部分Let’s talk的对话。
二、教学新课
1、播放Read, listen and chant的录音，让学生听歌谣。
2、让学生跟着动画学说歌谣，同时可用手打节奏。
3、播放Read, underline and listen的录音,让学生划出含有字母组合le的单词。
4、听音后反复读四个单词，在此基础上进行描红，达到书写格式正确的目的。
三、巩固练习
1、完成Look, listen and write部分的练习。
四、布置作业
抄本课单词4+1模式
第四课时
教学目标：
1、听说认读本课时的主要句型：Whose pants are those? They're your father's.Whose coat is this? It's mine.2、能在实际的情景中运用以上句型描述他人或自己的衣物。教学重点：
掌握本课时的主要句型：Whose pants are those? They're your father's.Whose coat is this? It's mine.教学难点：
引导孩子在情境中理解主句型。教学过程：
一、复习引题
1、Let’s do：让孩子在说的过程中，复习相关的衣服单词。
2、Guessing game：孩子们都闭上眼睛，一个孩子描述自己的衣服，大家猜猜他是谁。
二、教学新课
1、教师拿出一条长裤，让孩子猜猜是谁的，导出句型：“Whose pants are those?”然后，教师拿出自己的衣服，让孩子猜猜。导出句型：“Whose coat is this?”教师指着两组衣物，反复重复以上两个句子，让孩子对主句型有所了解。
2、教师播放课件，让孩子观看故事，理解内容。让学生边看边模仿故事中人物的语气说一说。
3、分角色给课件配音，小组练习和表演。
4、Let’s find out：两个人一小组说一说。
三、巩固练习
1、失物招领：把孩子们的一些衣物放到讲台上，让孩子描述，描述正确了就可以取回。
2、Yes or no：教师让孩子蒙上眼睛，摸一摸桌上的衣物猜一猜，These are my socks.四、布置作业
听第51页的Let’s talk 部分的录音，读给同伴、朋友或家长听。
第五课时
教学目标：
1、能够听说认读本课主要单词pants socks的复数形式。
2、理解歌谣复数名词和are的连用。
3、学会运用单词的复数形式描述衣物。教学重点：
单词pants socks的复数形式。教学难点：
在情境中应用单词的复数形式。教学过程：
一、复习引题
1、复习A部分Let’s do的歌谣：说一说，演一演
2、Talk about your clothes：孩子们走到台前，介绍一下自己的衣服的颜色，样子。
二、教学新课
1、教师出示Let’s learn部分的挂图。问孩子：What can you see?孩子说出学过的单词，教师指着图让孩子观察，导出单词的复数形式，让孩子说一说。
2、教师问：“Where are the skirts/„?”让孩子们到前面来指。当遇到孩子们陌生的词，教师出示新词的复数形式，让孩子读一读，强调结尾“s”让孩子注意。教师在黑板上贴出所有衣物的图片和单词，引导孩子体会“s”的意义。
3、孩子们两个人一小组，就课文的图问一问、指一指。
4、播放课件, 孩子看课件理解含义。
5、操练新单词。
三、巩固练习
1、Listen and point：Where is your skirt? Where are your socks?孩子边听，边指出。
2、孩子小组内互问，互指：孩子把自己的一些衣物事先藏到同学的课桌等地方，然后用学过的句子描述，让其他同学找出这样物品。
3、完成Let's find out的练习。
四、布置作业
1、读课文第52页；
2、用英语向家长介绍自己的衣物。
第六课时
教学目标：
1、能让学生运用This is...These are...写句子。
2、能听懂录音。
3、会唱Let’s sing 的歌曲。
4、能听懂 Story time 的内容。教学重点：
掌握两个重点句子：“This is...These are....”的正确书写。教学难点：
在四线格中的正确书写This is...These are...教学过程：
一、复习引题
1、日常口语交流。A: Whose...are those?
B: They are...A: Whose...is this? B: It's...2、Review：A、B两部分的词语及对话。
二、教学新课
1、让学生练习运用This is...These are...练习说句子。
2、在学生能说的基础上在让学生书写这样的句子。
三、巩固练习
1、读短文并画圈。
2、听录音并判断对错。
3、看一看并连线。
4、唱Let’s sing 的歌曲。
5、听录音看动画理解Story time 的内容。
四、布置作业
1、唱第50页的歌曲给家长听；
2、听录音并跟读Story time 8
四年级下册英语课件(篇9)
学习目标1. 能听懂、会说：what's in the classroom? one blackboard, one tv, many desks and chairs.并能在实际情景中运用。2. 能听、说、认读本课主要单词：classroom, window, door, picture, blackboard, light,3. 能听懂并能按照指令做事情。
重难点重点：学习what's in the classroom?及相关单词：classroom, window, door, picture, blackboard, light。难点： 1. window一词注意w的发音，不要与v的发音混淆，教师在教学中应及时纠正。 2. 在回答“what's in the classroom?”时，注意单词复数的读音。
课前准备1、 教材相配套的教学录音带 2、 教师自制的单词卡 3、一张画有教室的大图
议课过程 (一)热身、复习(warm-up / revision)
1. 复习pencil, ruler, bag, book, pencil-case, sharpener, eraser, crayon,pen等单词。
2. 引导学生用以上单词做问答练习，如：what's in the bag? what's in the pencil-case ?
3. 在学生回答出问题后，教师可再追问：how many pencils/pens…?使学生能用复数进行回答。如：what's in the pencil-case? a ruler, two pencils…
1. 教师把一张画有教室的大图贴到黑板上，说：this is a classroom. what's in the classroom?
2. 学生听懂后，教师可先试着让学生回答，能说出英文的学生给与表扬(desk, chair, picture都已学过)，也可让学生用中文回答。
3. 告诉学生我们要学习有关classroom的内容，教读classroom
4.情境交流。就我们身在的教室提问：
what's in the classroom?
a blackboard, two lights, many desks and chairs…
当学生只回答出 blackboard, light, desk and chairs 时，教师进一步再问：how many?引导学生说出：a blackboard 或one blackboard. two lights. 教师可以直接把many一词告诉学生。
5. 教师分别指着黑板，灯，桌子和椅子让学生说出单词。
6. 出示单词卡，让学生进行认读。教师可以告诉学生一些记忆单词的方法。如观察单词的第一个字母和最后一个字母等。(把单词卡贴到黑板上)
7. 学生跟读并模仿let's learn部分的内容。(使用教材相配套的教学录音带)
8. 教师在学生学习了对话的基础上，扩充词汇量：there are many things in the classroom. what are they?
9.让学生观看教学课件， 学习其它单词。可从已学的单词过渡到新单词。
12.看黑板上所贴的单词卡，反复读出单词。
14.学生展示练习情况，教师注意学生对名词复数的运用，及时给与指导。纠正学生错误时注意方式方法，不要打击学生学习的积极性。对于说得很好的学生应及时表扬。
四年级下册英语课件(篇10)
Unit 10My City
Lesson 60
一、教学目标与要求：
1.能够听懂录音材料，将人物和对应的活动形式正确连线。
2.能够根据自己设计的城市图与同伴进行交流。
3.能够通过自己设计活动逐步学会与他人合作，培养合作精神。
4.能够正确书写本单元词汇及交际用语，能够模仿范例写简单的句子。
二、教学重点和难点：
1.重点：
1）对学生的监测与评价。
2）通过听、说、读、写四项练习帮助学生综合运用所学语言知识。
2.难点：设计城市图。
三、教学过程：
一、Review
1.Review many famous places in Beijing. the map of china and introduce the city and province of China.3.Review the sentence.二、New lesson
1.Listen the tape part A. your city and talk with your partner.3.Act out.4.Listen the tape and read after the tape part C.5.Let’s write.6.学生完成仿写练习后，展示几名学生的计划，全班评价。
三、反思
四年级下册英语课件(篇11)
1、能看图认读本课单词。
2、能够通过自然拼读法拼读与字母组合-ig,-ill,-iss,-it相关的单词以扩大词汇量。
3、能用所学的句型和礼貌用语与人交往。
4、了解儿童节的相关情况，让学生懂得珍惜时光，努力学习。
1、本课单词的正确发音和运用。
2、掌握表达法“Where are you going ?”和“I’m/We’re going to ”以及“Would you like to？”并嫩用语日常交往。
3、与本课字母组合县官单词的拼读。
1、教学新单词。
2、单词的练习和巩固。
“Where are you going ?”和“I’m/We’re going to ”
1、教学字母组合-ig。
2、教学字母组合-ill及相关的单词。
3、出示标有字母组合-iss 的卡片，让学生根据学过的'语音来拼读，然后教师出示正确读音，学生跟读。
4、字母组合-it及相关单词的拼读教学方法相同。
5、组织学生课堂活动练习，掌握所学语音及单词。
1、提出问题。
2、听录音回答问题。
3、再听录音，找虐地对话问答，学习礼貌用语“Would you like to？”.
4、朗读对话，教师带读，留意学生的语调，确保学生发音正确。
5、分角色朗读对话。可以进行教师和学的分角色朗读，亦可学生间分角色朗读，注意朗读时情感的交流。
四年级下册英语课件(篇12)
My schoolbag看到“我的书包”你想到第二单元的知识有哪些?
单词：
书籍类：Chinese book English book maths book storybook
书包物品类：schoolbag candy notebook toy key lost so much cute
Let’s spell:
i-e [a?] like喜欢 kite 风筝 five 五 nine 九 rice米饭 fine 好 nice 好 ice冰
句型：
1. 询问物品： ------What’s in your schoolbag?
------An English book , a maths book , three storybooks and ...
2. 询问颜色：--What colour is it / (are they) ? --It’s /( They’re ) black and white.(注意单复数)
3.I have a new schoolbag . I have an English book and a Chinese book .
短语：
1. 地点类 in your schoolbag 在你的书包里 in your hand 在你的手里 in your desk 在你的课桌里
on your English book 在你的英语书上 under your schoolbag 在你的书包下面 near your pencil box 在你的铅笔盒旁边
Put your Chinese book on your desk. 把语文书放在你的课桌上
Put your pencil box on your English book. 把文具盒放在你的英语书上
Put your maths book under your schoolbag 把数学书放在你的书包下
Put your eraser near your pencil box 把橡皮放在你的文具盒旁边
其他类: have a new schoolbag 有一个新书包 black and white 黑白相间的
语法点：what colour引导的是特殊疑问句，问的是颜色，回答中肯定有例如purple, red 等表示颜色的词。
1、------What’s in your schoolbag? ------An English book and a Chinese book.
2、-------What colour is it?-------It’s blue and white.
3、------Here it is! ------Thank you so much!
4、Excuse me. I lost my schoolbag.
四年级下册英语课件(篇13)
教学目标
1、能听懂、会说本课词组get up,go to bed,并能用动作表示出来，其中get up,go to bed,和time要求会写。
2、学习另一种询问英语时刻的表达法“What time is it? ”。
3、通过自然拼读法的学习，培养学生初步拼读英语单词的能力。
4、培养学生按时作息的好习惯。
教学重难点
1、正确使用询问时间的英语表达法“
What time is it?”及答语“It’s’。
2、能将所学的表示日常行为的动词词组较自如地用于日程生活。
3、掌握符合读音规则的单词的拼写。
课时1—2课时
教学过程
一、常规问候与复习
二、Magic box单词教学
1、教学get up。
2、教学go to bed。
3、通过游戏“听听做做”巩固get up和go to bed。
4、在前面学习的`基础上，简单的讲解time,night和morning.
三、Let’s chant
小诗教学
1、与学生交流或通过练习，引出新学内容。
2、出示小诗插图，学生读小诗，将句子与图画配对。
3、学生翻开书听录音，然后双人活动练习朗读小诗。
4、检测来练习情况，然后仿编小诗并表演。
5、在前面学习的基础上，巩固time和night.
四、Let’s learn the sonuds
1、介绍-at,-ad,-am,-an和-ap的发音。
2、练习。
3、巩固所学五个发音组合的拼读，即-at,-ad,-am,-an,-ap
五、Draw and say
1、演示对话。
2、学生分组练习。
3、检测，教师做必要的点评。
六、Read and match
1、学生先自己尝试拼读。
2、同学间互相纠正。
3、教师订正。
七、完成《课堂活动评价手册》
【新路径英语四年级下册Lessen5教案范文】
四年级下册英语课件(篇14)
1、能听懂、会说本课单词，能认读、会写news。
2、通过学习，学生应了解表示“好消息”的英文表达方式“Good news”能熟练地运用“What's it?”
询问某种东西是什么，并学会用but表示转折的意思。
3、通过本课的学习，教师要了解学生的心理，引导学生用良好的.心态对待考试。
4、通过自然拼读法，培养学生初步拼读单词和听音写单词的能力。
1、本课单词news和,today,tomorrow,yesterday的发音。
2、熟练掌握询问某种东西为何物的英文表达式“What's it?”学会用but表示转折。
3、含有本课字母组合的单词的拼读。
1、教学新单词。
2、功过游戏巩固新单词。
三、Structure句型教学 “What's it?”“It's a/an”
1、教学字母组合-og。
2、教学字母组合-op及相关的单词。
3、-ot,ox 的教学方法相同。
4、组织学生课堂活动练习，掌握所学语音及单词。
1、借助试卷、对话插图等教具呈现对话。
2、回答问题。
3、师生互动操练。
4、生生互动操练。
七年级下册英语课件(热门八篇)
教案课件是老师上课做的提前准备，因此想要随便写的话老师们就要注意了。 写好教案课件有助于教学时，避免发生意外状况，怎么样的教案才算是好教案课件？在这里工作总结之家的编辑提供了一篇涉及“七年级下册英语课件”的文章供大家参考，请您仔细阅读本页内容发现更多的精彩！
七年级下册英语课件【篇1】
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
学习策略与思维技巧
重点词汇
表示地点的词汇
where 引导的特殊疑问句
个体、群体思维;
看图作答;
交换信息;
Post office; library; hotel...
Between; on; next to;across from...
语言结构
语言功能
跨学科学习
There be 句型
Where句型的问答
询问路线
指出方位
通过绘画激发学生学习兴趣
教学过程设计：
Steps
Teacher's activity
Students' activity
Preparation
Brain storm
Look at some pictures and know the words of these places
Look and read and learn
Ppt.
Task I pair work: Is there ....
Aim
Use 'there be' sentences, familiar with the new words
1
Read and match the new words in 1a
Read and finish the work
Picture
2
Show the target language:
Is there a bank near here?
Look at the sentence and the answer
3
Ask Ss to talk about the places in the picture
Pair work to talk about the places and streets
Pair work
4
Move around the room and give support as needed
Talk to each other
5
Ask pairs of students to show their works
Pairs of Ss show their works
Check out the conversations
Task II Listening comprehensions
Aim
Familiar with the prepositions in the sentences
1
Look at the picture in 2a and explain the prepositions
Look and learn
Write on the blackboard
2
Listen to the tape for two times
Fill in the blanks and know the meaning
Recorder
3
Move around the room and give support as needed
Write down the answer
4
Check the answer and point out the mistakes
Check the answers
Task III group work: our school
Aim
Use the target language and familiar with our school and places
1
Teach some more words to the Ss and read
Learn the new words
Pictures
2
Ask Ss to draw a picture of our school and to introduce it
Draw the picture
3
Move around the room and give support as needed
Discuss in groups and finish the picture
4
Ask Ss to show their works and talk about it
Introduce their works
Task IV pair work: talk about the pictures
Aim
Use 'where' question, and know how to answer it.
1
Target language: where is the bank?
Learn the sentences
2
Ask Ss to talk about the pictures
Pair work to talk about the places
Ss' pictures or the picture in 1a
3
Move around the room and give support as needed
Discuss in pairs and
4
Ask Ss to show their works and perform it
Show the conversation with the picture
Homework
Draw a picture of your neighborhood and write a short passage to introduce it
教学反思：本单元的主题是方位，所以很多地点的名词是学生单词突破的重点，与学生的生活相结合，要扩充一些词汇，如学校的教学楼、操场，社区里的饭店、医院等，让学生学到的句子能够用的灵活。介词表示的方位应该讲解清楚，这样学生才能更加明确的表述各个建筑所处的位置。这些知识不能死板的传授，一定要在任务中完成，让学生不知不觉地学习目标语言。图片的展示能给学生更立体的感受，更加明确空间位置关系。运用画图的辅助形式，激发学生的兴趣，能够达到更好的效果。
频道小编推荐： |
七年级下册英语课件【篇2】
前言
《教学案例设计》一书是在仔细研究《Project English》学生用书、教师用书、《英语课程标准》的基础上编写的。以学生，教师和教学的实际为出发点，解读教学目标，创设教学情境，提供教学素材，节省老师备课时间，易于操作。其活动设计注重交际，符合学生认知规律。案例的课堂资源丰富多彩，形式多样，可以满足不同地区的实际需要。
● 整体特色
本书严格按照《Project English》学生用书的流程编写，一课一例。每节课设计为45分钟，可根据实际适当调整。我们以行之有效的五指教学方案为编写模式。其中台词用英语；场景、活动说明、补充材料、文化意识、注意事项等放在括号内用汉语表达。五指教学方案分为五步，标注时间建议。
Step 1 Review 第一步 复习（时间：-分钟）
导入本课新词句。可以用课本上的图片、教具、chant、歌曲、游戏、直观表演等复习导入本课新词句，既活跃课堂气氛，引起学生兴趣，又体现建构主义理论，学生的经验是学习的重要基础。激活学生先前的知识和经验，为进一步探究找好最近发展区打基础，引出本课新词句。
Step 2 Presentation 第二步 呈现 （时间：-分钟）
呈现对话或短文等本section重点活动的情景。找出关键词句，目标语言，为交际积累材料。理顺思路，为下一步在用中学打基础。下面步骤中的交际不只是死记硬背，而是灵活运用，在用中学。
Step 3 Consolidation第三步 巩固 （时间：-分钟）
语音、语调练习。看第二步中找出的关键词，不看课本，模仿原文对话。所有学生分组互相检查。
Step 4 Practice 第四步 练习（时间：-分钟）
呈现书上其他活动，在不同情景中练习目标语言，展开任务型活动。在用中巩固和学会使用目标语言。
Step 5 Project 第五步 综合探究活动 （时间：-分钟）
让学生用本课所学词句展开活动，锻炼学生语言综合运用能力和探究能力，体现学了就用的原则。有活动产品。对学生提出的要求非常具体。
● 编写特点
本书各单元列出了教学目标。各案例以section为编写单位。每个section包含如下内容：
首先指出了各section的重点活动，即本课呈现的重点内容。然后是
一、教学目标：用英语分类呈现本section教学目标。
二、教具：考虑不同地区实际情况，可以有多种选择。
三、五指教学方案
另外， 我们在编写的过程中，为了操作方便，统一了格式，现说明如下：
S-Student,
Ss-Students
T -Teacher
S1-Student 1
S2-Student 2
最后，我们诚挚地感谢长期以来大力支持我们的广大师生们。本书是设计者和撰稿人的精心奉献，意在给您提供一份建议。希望能够抛砖引玉，激发您的灵感。但是由于水平有限，加之时间仓促，疏漏与错误也是在所难免的。我们期待着您的关心，也期待着您的批评和指正。
北京市仁爱教育研究所
Unit 5
教学目标
语
言
知
识 类别 内 容 课次 要求
语音 // // /t/ /d/ /ts/ /dz/ /tr/ /dr/ /l/ /m/ /n/ //
词
汇 wake，early, first，day, term，must, still, by，on foot, the same to, usually, always，Ms., boat，ship，sea，train，by plane/air/airplane 1A 掌
握
weekday，around，bird，catch，walk，never，sometimes，ride，park, game, late, weekend 1B
guest，life，almost，bicycle，break, finish，spare，basketball，football，read,story，clean, dance，piano，library, once，twice, week, listen，music, write，supermarket 1C
pleasure，volleyball，while 1D
playground，lab，room，gym，classroom，building，pool，thing, card，motorcycle，road， physics 2A
most, better, minute, shelf, great, dear, borrow, course, keep, return, post, newspaper, purse, money，anything，else, nothing, meal, umbrella 2B
plan, next to, near, upstairs, news, attention, between, movie, show, hall, program, gone, wind, activity, stamp, world 2C
traffic, child, exercise，Japanese，the Great wall, wonderful 2D
Wednesday，end, period，Monday，Tuesday，Thursday，Friday，history, art, math, noon, geography, P.E, meeting, how many, lesson, subject, draw, learn 3A
question，Australia，easy，interesting，difficult，boring 3B
answer, joke，funny，interest，everyday,science，useful，hard,wish 3C
wash, restaurant 3D
subway 1A 理
解
worm 1B
reporter，Net Bar, roller skating 1C
measure 1D
dining hall，dormitory 2A
bookstore，workbook，project, certainly, lost and found 2B
poster, collection 2C
partner, happily 2D
timetable, biology, politics, outdoor 3A
editor, column, writer 3C
novel 3D
语
言
知
识 类别 内 容
语
法 1. 一般现在时（Simple present）
2. 频度副词（Adverbs of frequency）
never，seldom，sometimes，often，usually，always，once，twice
3. 现在进行时（Present continuous）
I’m looking for a book.
Are you doing your homework? Yes， I am./No， I’m not.
Is he/she...? Yes， he/she is./No， he/she isn’t.
What are you doing now? I’m playing computer games.
What is he/she doing? He/She is...
功能和话题 1. 论交通方式（Talking about means of transport）
How do you usually go to school? I usually go to school by bike.
2. 采访（Interviews）
Our guest today is Michael from Class 2， Grade 1.
3. 谈论日常生活（Talking about routines）
4. 学校建筑（School buildings）
swimming pool， playground， library， dormitory， lab， canteen， gym
5. 谈论兴趣喜好（Talking about interests， likes and dislikes）
I like the swimming pool best. Why do you like English? Because it’s interesting and
easy.
6. 借物（Borrowing things）
How long can I keep it? Two weeks.
7. 新闻（News）、海报（Poster）
Attention， please! Here is the news.
8. 谈论学校活动、科目和时间表（Talking about school activities， subjects and timetable）
9. 谈论学校生活（Talking about school life）
Topic 1
Section A
The main activities are 1 and 3a. 本课重点活动是1 and 3a。
Ⅰ.Teaching aims and demands 教学目标
1. （1）Talk about means of transport:
on foot， by bus， by car， by bike， by plane/air/airplane, by train， by subway， by boat/ship/sea
（2）Learn adverbs of frequency:
usually， always
2. Learn the simple present tense:
How do you usually go to school?
I usually go to school by bike.
3.Talk about how to go to school:
Do you often come to school by bike?
Yes, I do.
How do you usually come to school?
I usually come to school by subway.
I always come to school by bus.
Ⅱ.Teaching aids 教具
关于交通工具的玩具/教学图片/简笔画/课件（任老师挑选）
Ⅲ.Five瞗inger Teaching Plan 五指教学方案
Step 1 Review第一步 复习（时间：10分钟）
1.（师生互动复习旧问候语。）
T： Good morning， class.
Ss：Good morning， Miss...／Mr. ...
T： Welcome back to school， boys and girls. I’m very glad to see you again.
Ss：Me， too.
（找一学生协助呈现新问候语“新年好”的答语。）
T： Happy New Year! 新年好！
S： The same to you! 新年好！
（板书如下：）
Happy New Year! 新年好！
The same to you! 新年好！
（全班分两大组，先按左右分组，然后男女分组互相用上面的对话打招呼。）
T： Boys and girls. Happy New Year!
Ss： The same to you!
Group A: Happy New Year!
Group B: The Same to you!
Boys： Happy New Year， girls!
Girls： The same to you!
（重新分两大组。）
Group A： Happy New Year!
Group B： The same to you!
2.（复习上学期的时间表达法，导入本课重点:交通工具的使用。）
T： What time is it? What’s the time?
Oh， it’s seven o’clock. It’s time to go to school.
I usually go to school by bike／bus／subway...
（板书所有的交通工具的名词，把玩具拿出来或把教学图片挂在黑板上，或用简笔画画出几种交通工具来。）
by bus by car on foot
by bike by boat by plane/air/airplane
其它的：by train／subway／underground／ship
I usually go to school by bike／bus／car.
（从而引出本课重点句型，并板书在黑板上。）
A：How do you usually go to school?
B：I usually go to school on foot.
（过渡到下一步。）
Step 2 Presentation第二步 呈现（时间：5分钟）
1. (教师指导两人一组表演，复习原来对话，从而引出对话1。)
A: What time do you wake up?
B: I wake up at six.
A: How do you usually go to school?
B: By bike.
T: Do you know what time Kangkang gets up? Let’s learn 1.
2.（设置并板书听力任务，让学生带着任务听录音。）
What’s the time?
Is it time to get up?
Who wakes Kangkang up?
How does Kangkang go to school today?
（听录音，回答问题。）
T：Listen to the tape and answer the questions.
wake up--6∶50--get up--early--first day--by bike
（将关键词写在黑板上，呈现出1。）
Step 3 Consolidation第三步 巩固（时间：5分钟）
1.（老师放录音1，示范让学生跟读，用铅笔标重读与语调。）
T：Follow the tape and draw “up and down” with your pencil like this.
2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调。）
T：Rub them clean and read and check your pronunciation sentence by sentence.Go!
3.（人机对话，即学生和录音机对话。）
T: You are mother， listen to Kangkang and make a dialog with him.
4.（看第二步呈现在黑板上的关键词，学生两人一组表演，不能看书，只能看关键词对话。）
T: Work in pairs. Close your book， look at the blackboard and act the dialog out.
Step 4 Practice第四步 练习（时间：15分钟）
1.（用图片或多媒体课件教交通工具，学生学习2。）
(方案a。)
T: Look at the pictures. Say the phrases.
（老师指导学生说。）
S: on foot/by bus/by car/by bike/by plane...
T: What time is it? It’s six o’clock. It’s time to wake up.
（然后两人一组练习下表方框内容和巩固新句型：一人做使用交通工具的动作，另一人猜并看黑板造句。然后交换角色。这样做可以鼓励学生进行合作学习，人人课堂机会均等，提高课堂效率。完成2。）
by bike by bus by plane on foot
Kangkang
Maria
Michael
Jane
A：Today is the first day of the new term.
B：Kangkang usually goes to school by bike.
A：Today is...
B：Maria...
(方案b。)
（利用多媒体课件，让学生听声音，猜交通工具。）
T: Listen to the sounds， please guess.
Ss: ...
T: OK! Look at the pictures in 2， read and match.
2.（让学生完成3a。）
T: Jane meets Kangkang and Sally. Listen and answer， how do Kangkang and Sally come to
school?
（让学生回答问题并看关键词分角色对话。板书如下。）
Kangkang-by bike Sally-by subway Jane-by bus
3.（让学生听，做4。）
T: Listen to the tape and match.
4.（两人一组表演对话。）
T: Work in pairs. Talk about how to go to school with your partner.
Step 5 Project第五步 综合探究活动（时间：10分钟）
1.（老师再次引用多媒体课件，这次只放flash动画，让学生自己展开想像的翅膀，任意造
句子，要用上交通工具的名词。）
T: Let’s look at the pictures. Are you interested in these lovely pictures? Yes， I know you do.
Please make some sentences as you like， and don’t forget to use these means of transport.
Are you ready? Go!
2.（做5。首先，让学生分四人组做一个调查报告How do you usually go to school?完成5。
然后全班集体调查，让几人问How many friends come to school on foot?／...每人问一种交通工具，每个学生按人数从多到少列成表格，最后随便抽向大家汇报。）
T: Please report your answer to your classmates.
S1: In our class， fifteen students go to school by bike.
S2: In our class， twenty students go to school by bus.
S3: ...
3.（弹性课堂，让学生互相猜测对方上学所使用的交通工具。）
T: Let’s guess. How does your partner go to school? Write it down and then report your answer
to your classmates. Who wants to say first?
S1: Li Ming usually goes to school by bike. I am right.
S2: I am wrong. Liu Li usually goes to school by bike. I guess she goes to school on foot.
4. Homework：
(1)（到社会上做调查，看有多少人使用何种交通工具，从多到少一一列表出来。）
(2) Write a passage: My Morning (不少于5个句子。)
(3) Preview Section B. Write down adverbs of frequency.
Section B
The main activities are 1,2 and 3a.本课重点活动是1,2和3a。
Ⅰ.Teaching aims and demands教学目标
1. Learn how to use adverbs of frequency:
never， sometimes
2. Learn the simple present tense:
I always get up at around six o’clock.
I often go to school by bike.
3. Talk about frequency:
（1）How does Maria go home?
She sometimes goes home by subway.
（2）I seldom walk to school.
I never go to school on foot.
Ⅱ. Teaching aids 教具
录音机/挂图/单词卡片／调查表
Ⅲ. Five瞗inger Teaching Plan 五指教学方案
Step 1 Review第一步 复习（时间：10分钟）
1. Words competition.
（1）A require answer.(必答题。)
T: Boys and girls. Let’s have words competition as usual. First require answer. Each student
two words. I’ll give you Chinese meaning， please say them in English. Row 1， begin!
boat， ship， sea， train， plane， air， usually， always， first，
term， early， wake， on foot， by plane， the same to， by subway
（2）A quick response.(抢答题。)
T：Good! Go on our quick response. If you know, you can stand up quickly. OK? Begin!
sometimes， never， seldom， weekday， around， bird， catch， walk， ride， park
（3）T：Well done， please read them together.
2.（利用头脑风暴法，在1分钟内，每组每位同学依次说出一种乘坐的交通工具，看哪组
同学说的最多，就获胜。）
T: Now I ‘ll give you one minute. Each of you says one kind of transportation. The group that
has the most will win.
3.（利用链条式发问即每竖排同学一个问，一个回答，接着转身问后面的同学，给每组2
分钟，看哪组在规定的时间说的最多，就获胜，问题是：How do you usually go to school?）
Example:
S1: How do you usually go to school?
S2: I usually go to school by bike. How do you usually go to school?
S3: I usually go to school by bus. How do you usually go to school?
S4: ...
4.（老师根据第3个环节的实际情况，导出1部分的语言功能目标，为下一步过渡做铺垫。）
T: Yeah. Now I know some of you go to school by bike, some of you go to school by bus. But
you know I always get up at around six o’clock. I often go to school on foot. But
sometimes I go to school by bike. I never go to school by bus.
Step 2 Presentation第二步 呈现（时间：5分钟）
（设置听力任务，让学生带着任务听录音，可以降低难度。）
T: Listen to the tape of 1 and find out some key words.
（再听一遍，找出关键词，为下一步的巩固做铺垫。）
around， weekday， bird， catch， worm， seldom， walk， never
（板书并英汉对照。）
Step 3 Consolidation第三步 巩固（时间：10分钟）
1.（1）（老师放录音1，示范让学生跟读，用铅笔标重读与语调。）
T: Follow the tape and draw “up or down” with your pencil like this.
（2）（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调，
这样做可以使学生集中注意力，效率更高。）
T: Rub them clean and now read and check your pronunciation sentence by sentence. Go!
（3）（人机对话，即学生和录音机对话。这样能提高学生兴趣。）
T: You are Michael. Listen to Kangkang and make a dialog with Kangkang.
（4）（看第二步，呈现黑板上的关键词，学生两人一问一答，只看黑板上关键词对话。）
T: Work in pairs， close your book. Look at the blackboard and act the dialog out.
（5）（利用关键词进行造句。）
Example:
Seldom: I seldom go to school on foot.
...
2.（呈现2的图片，要求学生根据图片的意思，给每个频度副词造句。）
T: Look at the table， please make sentences by using these adverbs of frequency.
Step 4 Practice第四步 练习（时间：10分钟）
1.（呈现3a的图片，通过师生互动，进一步让学生了解和巩固语言知识。）
（1）T: Look at the first picture. What does Maria do?
S: Maria goes home by subway.
（通过谈论第2、3、4幅图，可以得到以下几个句子。）
Example:
Li Xiang goes to school by bike.
We go to the park on foot.
They go to the zoo by bus.
（2）（听录音，要求学生写句子。）
T: Listen to the tape and write down on the notebook.
Example:
Maria sometimes goes home by subway.
Li Xiang often goes to school by bike.
We usually go to the park on foot.
They always go to the zoo by bus.
（3）（核对答案。）
T: Now let’s check the answers together.
（4）（根据以上句子，进行回答。）
T: Then please ask and answer. You can do it like this:
A: How does Maria go home?
B: Maria sometimes goes home by subway. Are you clear? Begin!
（5）（呈现句子的同义替换，加深对乘坐交通工具方法的灵活运用。）
T: Look at this sentence again. Maria sometimes goes home by subway.
We also say: Maria sometimes takes the subway home.
But what about...
Ask students to do exercises and check the answers.
Keys to answers:
Li Xiang often rides a bike to school.
We usually walk to the park.
They always take the bus to the zoo.
（6）（总结归纳乘坐交通工具的用法。）
Example:
by bike:ride a bike by plane:fly to...
by bus:take a bus on foot:walk to...
by car: take a car by subway:take the subway
Step 5 Project第五步 综合探究活动（时间：10分钟）
1. Finish 4.
T:Make a survey of your partners and fill in the chart. Then report it to your class.
get up walk to school watch TV in
the evening do your
homework play computer
game shelp your
parents
always
usually
often
sometimes
seldom
never
A: Do you often watch TV in the evening?
B: No，I don’t. I sometimes watch TV. Sometimes I read books.
2.（呈现调查表，根据表格内容，写一段话，然后汇报。）
go shopping watch TV walk after supper get up early
I
Grandma
Grandpa
Father
Mother
T: Look at the table， please make a survey. You can fill in the blanks with the adverbs of
frequency. For example: seldom， always， sometimes， often...
3.（弹性课堂，要求学生背一句谚语。板书。）
Proverb.
Where there is will， there is a way.
4. Let’s chant 5.
T: At last let’s relax. Let’s chant together.
（在轻松活泼融洽的气氛中结束这节课。）
You go to work by bike.
He walks to school with Mike.
She comes here by plane.
They go there by train.
We are busy on weekdays.
Let’s be early as always.
5. Homework:
(1)（让学生写一篇有关自己的小短文，用上Section A和 Section B中学过的重点句型。
五句话左右。有兴趣，学生们可以课外收集中外古谚语，名人名言。培养他们的自主学习能力和自我构建能力。）
（2）（让学生收集有关中美学生学习生活的资料，看他们之间有什么不同，预习1a on page
5。）
SectionC
The main activities are 1a， 2 and 3.本课重点活动是1a， 2和3。
Ⅰ.Teaching aims and demands教学目标
1.（1）Learn adverbs of frequency:
once， twice
（2）Learn other useful words and expressions:
guest， life， almost, bicycle, break, finish， spare， basketball， football，read, story，
clean， dance， piano， library, week, listen， music, write, supermarket
2.（1）Learn the simple present tense:
I usually play computer games.
He usually reads story books.
Do you often read books in the library?
（2）-How often do you go to the library?
-Once/Twice/Three times a week/Very often/Every day/Seldom...
3. Talk about the school activities:
play computer games， read story books， clean the house， play soccer， go dancing， play
basketball， play the piano， sing songs
Ⅱ.Teaching aids教具
话筒/图片/录音机
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review第一步 复习（时间：10分钟）
1.（复习Section B 5 Let’s chant，活跃课堂气氛。）
T: The whole class， let’s chant again.
（全班同学边唱边用双手打节拍。）
2.（复习上节课的交通工具。）
T: How do you usually go to school?
S1: I usually go to school on foot.
T: How do you usually go to school?
S2: I usually go to school by bike.
T: ...
3.（学生在小组里进行链式对话，继续复习交通工具。）
S1: How do you often go to school?
S2: I often go to school on foot. What about you?
S3: I often go to school by bike. How do you usually go to school?
S4: ...
4. (教师引导学生复习频度副词seldom, often, always,从而引出本节课的新词组how often和另几个频度副词once, twice...)
T: I always go to library after school.
Mr. Zhang doesn’t go to library every day, he goes there once a week.
(板书划线部分，学习新词once,用同样的方法讲解twice。)
T：How often do you go to library?(学习how often)
S：...
(板书划线部分，重点讲解how often的用法。)
T: Now, let’s use them to make dialogs.(指着黑板上的新词。)
5.（邀请一位同学扮演贵宾，老师扮演采访者进行采访，尽可能帮助学生。）
T: Now， I am an interviewer. Good morning， everyone! Our guest today is
Kangkang from Class 5， Grade 1. Hello， Kangkang!
Kangkang: Hello.
T: We want to know something about your school life. How do you usually get to
school?
Kangkang: I usually walk to school. But sometimes I go to school by bike.
T: Where do you have lunch?
Kangkang: I usually have lunch at school.
T: Do you sometimes eat out in school days?
Kangkang: No， I don’t.
T: Do you have a short break after lunch?
Kangkang: Yes， I do./No， I don’t.
T: What time do the classes finish in the afternoon?
Kangkang: At about half past four.
T: What do you often do in your spare time?
Kangkang: I often play basketball.
（老师板书新单词、短语。）
interviewer， guest， school life， eat out， have a short sleep, finish, in your spare time,
basketball
6.（让学生扮演采访者，向Kangkang提问题。）
T: Now， the other students. Do you have any other questions? You can ask Kangkang.
S1: What time do you usually get to school?
Kangkang: I usually get to school at about seven o’clock.
S2: What time do the classes begin in the morning?
Kangkang: At about twenty to eight.
S3: How many lessons do you have every day?
Kangkang: I have 7 lessons every day.
S4: ...
7.（采访结束。）
T: OK. The interview is over. Thank you, Kangkang. Now， do you want to know about the
school life of American students? Listen to the tape carefully.
Step 2 Presentation第二步 呈现（时间：5分钟）
（设置并板书听力任务。）
T: Listen to the tape and answer the following questions.
How do American students usually get to school?
Where do they eat lunch?
Do they have a short break after lunch?
What time do the classes finish in the afternoon?
What do they often do in their spare time?
（听录音，回答问题。）
walk or take a yellow school bus...eat out...have a short break...finish
classes...in their spare time
（将关键词写在黑板上，呈现1a，向学生讲解中、美学生学校生活的异同。）
Step 3 Consolidation第三步 巩固（时间：5分钟）
1.（老师放录音1a，示范让学生跟读，用铅笔标重读与语调。）
T: Follow the tape and draw “up or down” with your pencil like this.
2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读。）
T: Rub them clean and now read and check your pronunciation sentence by sentence.Go!
3.（人机对话，即学生和录音机对话。）
T: You are Michael. Listen to interviewer and make a dialog with her.
4.（看第二步呈现黑板上的关键词，学生两人一组表演1a。）
T: Work in pairs. Close your book， look at the blackboard and act the dialog out.
Step 4 Practice第四步 练习（时间：15分钟）
1.（学生做1b Pair work。）
T: Practice the dialogs in 1b in pairs.
2.（学生两人之间互相采访。）
T: Work in pairs. Suppose one of you is an interviewer. Do an interview between you and your partner.
3.（老师出示一张Wang Junfeng打游戏机的图片。）
T: I usually play soccer after school. What does you usually do after school， S1?
S1: I usually read books.
T: Look at this picture. What does Wang Junfeng usually do after school?
S1: He usually plays computer games.
T: Do you often play computer games?
S1: No， I don’t.
T: How often do you go to the Net Bar?
S1: Seldom.
T: That’s very good.
T: Do you often play computer games， S2?
S2: Yes， I do.
T: How often do you go to the Net Bar?
S2: Very often.
T: That’s too bad! Work must come first!
（板书）
play soccer踢足球play computer games打电脑游戏
Work must come first!工作第一！
4.（老师出示一张Yu Jing在看图书的图片。）
T: What do you usually do after school， S3?
S3:I usually play basketball.
T: Now， look at this picture. What does Yu Jing usually do after school?
S3:He usually reads story books.
T: Do you often read books in the library?
S3:Yes， I do./No， I don’t.
T: How often do you go to the library?
（老师引出并教学once/twice/three times a week，然后让学生回答。）
S3:Once a week.
T: That’s good. We must study hard.
（老师板书关键词。）
read story books看故事书once/twice/three times a week一周一次/两次/三次
（用同样方法教学clean， dance， roller skating板书）
clean the house打扫房子go dancing去跳舞go roller skating去滑旱冰
5.（让学生练习2 Pair work。）
T: Look at the pictures. Work in pairs. One asks and the other answers. Then change the roles.
6.（学生做3 Listen, ask and answer，进行链式对话。）
T: Now，let’s use the phrases in the box of 3 to do a chain work like this.
S1:Do you often...?
S2:Yes， I do./No， I don’t.
S1:How often do you...?
S2:Once/Twice/Three times a week./Very often./Every day./Seldom... Do you often...?
S3:...
Step 5 Project第五步 综合探究活动（时间：10分钟）
1.（学生做调查报告，并向全班汇报。）
T: Make a survey of your classmates and fill in the chart. Then report it to your class.
A: How often do you watch TV?
B: Once a week…
watch TV
in the evening Walk to school play computer games help your parents play basketball
Li Ming Once a week
Report: Li Ming watches TV in the evening once a week...
2.（让学生就中外学生学校生活的异同做比较。）
（把全班学生分成四组，每小组在一起讨论关于中美学生不同学习生活的资料，由一人
进行归纳总结。然后每组推荐出一个小记者，向全班同学汇报，所有同学要求记录下来。
需用纸制话筒，椅子等。）
T: The whole class talk about something about the different school lives between American
students and Chinese students. Then write them down.
Example:
In America， students walk or take a yellow school bus. In China， students...
3. Homework:
(1)Write a passage about what you usually do or seldom do in a week.
Example:
I usually go to school on foot. I seldom...
(2)回家通过多种渠道收集有关中西方国家的文化差异的信息。
(3)归纳所有的频度副词。
Section D
The main activities are 1，2 and 5. 本课重点活动是1，2和5。
Ⅰ. Teaching aids and demands 教学目标
1. Learn the phonetics:
｜溃，｜茫，｜t溃，｜d茫
2. Talk about daily grammars:
（1）Talk about adverbs of frequency:
seldom， never， sometimes， often， usually， always
（2）Talk about the simple present tense:
①How do you usually go to school?
I usually go to school on foot.
②How does Michael often go to school?
He often walks to school.
③How often do you go to the library?
Three times a week.
3. Talk about daily routines.
Ⅱ. Teaching aids 教具
音标卡片/录音机/人体钟/课件
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review第一步 复习（时间：10分钟）
1.（用“Happy New Year!”来导入复习并做4b。活跃课堂气氛，引起学生兴趣。）
T: Let’s sing the song “Happy New Year!” together.
2.（呈现“The early bird catches the worm.”，并译成汉语，勉励学生勤奋学习。板书如下：）
The early bird catches the worm.
笨鸟先飞/早起的鸟儿有虫吃。
3.（检查上节课到社会上做调查表的作业，找几位同学读出自己调查的结果，公布于全班
同学。培养学生的成就感，社会责任感。）
T: Take out your surveys. I’ll ask some students to report your answers to the class.
4.（听录音，做3。第一遍，学生只听，第二遍，边听边写下答案，第三遍，边听边连线。）
T: First， just listen.
Second， listen and write.
Third， listen and match.
5.（听完录音，核对答案。叫学生把句子写在黑板上，也许在学生重抄句子的过程中能发
现自己的错误。培养自我发现、自我总结能力。）
T: Please come to the front to write your answers on the blackboard. If your answers are wrong,
correct them. Now， check your answers.
Step 2 Presentation第二步 呈现（时间：5分钟）
1.（全班学生人手各执一卡片，卡片上只有教学目标中列出的4个音标，做1。老师读其中
的一个音标，所有执那个音标卡片的学生全站起来，依次类推，做完4个音标的训练。
全班动员，人人参与。）
T: Everyone has a card. If I read ｜｜， raise your card ｜｜. If I read ｜t｜，
please raise your card ｜t｜. Do you understand?
2.（一学生读卡片上的音标，其所在小组其它成员均举起他/她读的音标卡片。）
T: Practice in groups. One reads the phonetics, others raise your cards.
3.（接龙游戏。第一个学生读一个音标，全班其余的有这个音标卡片的同学都边举卡片边
读。）
T: Let’s have a new game. Example: S1 reads ｜｜， if you have the card ｜｜， please
raise your card and read it out.
4.（预习2，划出交通工具的名词和一般现在时的句子。）
Step 3 Consolidation第三步 巩固（时间：10分钟）
1.（听录音1，模仿原文语音语调。）
T: Listen to 1， read after the tape. Pay attention to your pronunciation.
2.（检查学生们是否已划出2中全文的一般现在时及交通工具。）
T: Look at 2. Where are the simple present tense?
Who wants to say: please!
Well done. Clap your hands for him/her!
Who wants to talk about the means of transport?
Wonderful! Today I’m very glad. Why? Do you know?
3.（两人一组，全班合作，接龙游戏，做2。找学生读一句英语，他的下一位同学要翻译此句，依次类推。）
T: Would you love to play a game again?
Ss: ...
T: These are rules.
Example:
S1: Read the first sentence in English.
S2: Say the same sentence in Chinese.
S3: Read the second sentence in English.
S4: Say the same sentence in Chinese.
S5: Read the third sentence in English.
S6: Say the same sentence in Chinese.
Work in pairs and do 2. Can you catch me now?
OK， begin!
4.（分组活动，全班分三大组，一组读译一段课文。）
T: Now，work in groups. We have three groups. One group read the first part in both English
and Chinese， the other group read the second part in both English and Chinese，the last
group read the third part in both English and Chinese. Go!
5.（男女生互相监督。男生用英语读全文，女生翻译出全文，其余的男、女生监督他俩是
否有错误。若有错误老师及时给予纠正。）
Step 4 Practice第四步 练习（时间：10分钟）
1.（不看课文填表。培养锻炼学生的记忆能力。）
T: Don’t look at your books and fill in the chart on page 8.
2.（人体钟游戏。某学生用肢体当时钟，其余同学复述2中的内容。）
T: Do you want to play a new game? A body clock. One student is a clock like this，all the rest retell the story on page 7. Example:
（让一同学用手臂表示时针和分针。游戏方法：主持人发令：Ready. Go!作“钟”的同
学摆出姿势，摆出page 7短文中出现的时间，其他同学根据姿势猜时刻后，再复述出这个时间点里Jane所做的事情及活动。）
3.（制作表格，介绍自己一天的活动。）
T: Make a new chart about your daily activities.
4.（利用课件，全班学生一起做1。）
5.（利用课件，简单归纳一般现在时，设计如下：）
（1）A: What time is it?
B: It’s seven o’clock.
（2）We want to know about the school life of American students.
（3）A: Do they have a short break after lunch?
B: No， they don’t.
（4）A: How do you usually go to school?
B: I usually go to school on foot.
（5）A: How does Michael often go to school?
B: He often walks to school.
（6）A: How often do you go to the library?
B: Three times a week.
Step 5 Project 第五步 综合探究活动（时间：10分钟）
1.（分组活动。做1。一组负责一个音标，总结所有学过单词中发这个音的单词。）
T: Do 1 on Page 7 in groups. First we’re divided into 4 groups. You’ll collect the words which pronounces the same phonetic in your brain.
2.（四人活动，使用音标图片一起学习这4个音标的正确发音。）
T: Let’s practice the four phonetics in groups.
Every group has four members.
3.（找几位学生把总结出来的所有单词向大家汇报。）
T: Have you finished your collection? I’ll ask some students to report your answers to the class.
4.（独立学习，做1和 2。）
T: Work alone 1 and 2.
5.（制表格做5，复习这一个话题学过的句型及重难点。）
T: Make a survey， just do 5 on page 8.
Use the sentences and pay attention to the key words.
6.（分组讨论，做2，为下步布置作业作准备。）
T: Talk about 2 on page 7 in groups.
7. Homework:
Write a passage about your daily activities.
Topic 2
Section A
The main activities are 1，2a and 3.本课重点活动是1，2a和3。
Ⅰ. Teaching aims and demands教学目标
1. Learn the names of school buildings:
playground， lab， room， gym， classroom， road， building， pool
2. Learn the names of other things: thing, card
3. Learn the present continuous tense:
What are you doing?
I am reading in the library.
What is he doing?
He is watching TV in the bedroom.
4. Learn likes and dislikes:
Do you like our school?
Yes，I do./No， I don’t.
I like the computer room best.
I don’t like the library.
Ⅱ. Teaching aids教具
录音机
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习（时间：10分钟）
1.（做一个调查，调查学生是否喜欢校园生活，在课余经常做什么活动，为校园场所名称
的学习埋下伏笔，也为现在进行时的学习提供动词词组。）
S1: =Yuan Hong
T: Today I want to make a survey. Yuan Hong， please answer my questions. Do you like
our school life?
S1: Yes， I like our school life.
T: What do you usually do in your spare time?
S1: I usually play basketball.
T: Thank you. ××，what do you usually do in your spare time?
S2: I often read books.
T: What about you， ××?
S3: I often go swimming.
...
2.（询问学生通常在哪里做上述活动，呈现校园场所名称。）
T: I know you can have happy school life. Yuan Hong usually plays basketball.××（S2）
often reads books.××（S3）often goes swimming...Please answer my questions now.
Where do we play basketball?
S1: Playground.
T: Where do we read story books?
S2: Library.
T: Where do we swim?
S3: Swimming pool.
...
（让学生根据预习，说出校园内场所的名称。）
T: Can you name the school buildings?
S1: Library，dining hall...
S2: Gym，lab...
...
3.（让学生跟读1的录音，并把词与图正确搭配。）
T: Please listen to the tape and repeat. Then write the letters in the right place on the picture.
4.（引导学生观察1的图画，呈现现在进行时态。）
T: Look at the picture. We can see a student in the library. What’s he doing? He’s reading a
book.
（板书句型。）
What’s he doing?
He’s reading a book.
（让学生听图中的对话，并板书。）
T: Listen to the tape and repeat.
What’re you doing?
I’m reading Harry Potter.
（让学生试着判断上面两个句型是用来表述什么时间下的动作。）
T：（用汉语）黑板上两个句型中的动作是发生在什么时间的？
Ss：现在正在进行的动作。
T: That’s right. When we express something is happening， we use the present continuous tense.
(让学生跟读句子，总结现在进行时的结构特点。)
T: Please read after me. And find the rules of the present continuous tense. He’s reading a book.
Ss: He’s reading a book.
T: I’m reading Harry Potter.
Ss: I’m reading Harry Potter.
T: Do you find the rules?
Ss: Yes. be + doing.
be+doing
be动词+动词ing形式
Step 2 Presentation第二步 呈现（时间：5分钟）
（让学生听、读2a对话，完成2b表格。）
T：Please listen to the tape， then read it again. Fill in the chart in 2b.
Name Kangkang Maria Wang Wei
Favorite place
Things he/she is doing
Step 3 Consolidation第三步 巩固（时间：5分钟）
1.（让学生跟读对话。）
T：Listen to the tape and repeat.
2.（让学生分角色朗读。）
T：Please work in pairs， read the dialog.
3.（让学生根据对话内容，回答问题。）
T: Please answer my questions. Which place does Michael like best?
S1: Computer room.
T: Which place does Jane like best?
S2: She likes the swimming pool best.
T: Which place does Kangkang like best?
S3: ...
...
4.（让学生合上书本，根据对话内容说出Michael等5位同学分别喜欢的地点。）
T: They like different places. Please tell me which place they like best.
S1: Michael likes computer room best. Jane likes...
S2: ..
Step 4 Practice 第四步 练习（时间：12分钟）
1.（问学生Kangkang等人正在做什么。）
T: Look at the pictures in 2a. Answer my questions.
What’s Kangkang doing?
S1: Kang is playing soccer.
T: What’s Maria doing?
S2: She is reading a story book.
T: What’s Wang Wei doing?
S3: He is sleeping.
2.（让学生跟读3中的对话。）
T: Please listen to the tape and repeat.
（根据对话内容提问，让学生回答，呈现现在进行时的一般疑问句形式。）
T: Is Jane doing her homework?
Ss: No， she isn’t.
T: Is Jane watching TV?
Ss: Yes， she is.
T: Is Michael playing basketball?
Ss: No， he isn’t.
T: What’s he doing?
Ss: He’s making cards.
3.（让学生根据4的图画进行两人对话。）
T: Please look at the pictures in 4. Ask and answer in pairs.
S1: Where is she?
S2: She is in the gym.
S1: Is she singing?
S2: No， she isn’t.
S1: What’s she doing?
S2: She’s dancing.
Step 5 Project 第五步 综合探究活动（时间：13分钟）
1.（让学生调查班级的同学喜欢校园的哪里及原因。）
T: Please make a survey. And fill in the chart.
Name Favorite place Why
Wei Wei playground likes playing soccer
（让学生根据调查内容做报告。）
T: Please report what you surveyed.
S1: Wei Wei likes playground. He likes playing soccer.
...
2.（让学生根据chant的内容做动作。）
T: I’ll chant. Please perform the action when I chant.
What’re you doing now?
I am swimming now.
（学生做游泳动作。）
What’re you doing now?
I am running now.
（学生做跑步动作。）
...
3.（请一个学生到台上做动作，其它同学用现在进行时态进行问答。）
T: Li Juan， come here.（出示一个dance的动词卡片给她看。）Please perform the action.
（学生表演跳舞动作。）
T: What is she doing?
S: She’s dancing.
...
4.（作业，要求学生调查班级同学课余最喜欢做什么，最喜欢校园的什么场所。）
T: Please make a survey. What does your friend often do in spare time? Which place does
he/she like best and why? And write a short passage.
SectionB
The main activities are 1a， 2 and 3a.本课重点活动是1a， 2和3a。
Ⅰ. Teaching aids and demands教学目标
1. learn other useful words and expressions:
most, better, minute， shelf， great, dear， borrow, of course, keep， return， post, newspaper, purse， money， anything， else, nothing, meal, umbrella
2. Talk about the present continuous tense:
What are you doing?
I’m looking for my purse.
Are you playing basketball?
No， I’m not.
3. Talk about how to buy and borrow things.
4. Talk about Lost and Found.
Ⅱ.Teaching aids教具
录音机/图片/报纸/书/课件
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review第一步 复习（时间：10分钟）
1.（检查上次作业。）
T: Now， let’s check homework. S1， S2， S3 and S4， please report your answers to the class. S1， you， first. Go!
2.（两人对话。复习现在进行时。）
T: Work in pairs. Look at Page 10， 4， and make dialogs like these sentences. Attention!
Present continuous. I’ll give you two minutes to prepare. Then I’ll ask two students to act
out your dialogs.
3.（三人搭档活动。一位学生手拿任意一张图片或在黑板上画简笔画，另两位学生一问一
答，继续复习现在进行时的句子或一般现在时的句子。）
T: Work in groups. This time I’ll ask three students to act the picture out. How to do it?
（老师随即叫出三位学生，吩咐他们各自要做的任务。）
4.（老师与学生两人一起表演在书店买书的过程。导入1a。老师参与表演，学生会更加积
极地参与课堂教学活动。）
T: Let’s play a game.
（老师手拿一本仁爱版的英语教辅书。）
T: Boys and girls. I want to buy a book like this. Who is the boss of a bookstore? Who loves to act with me?
Step 2 Presentation第二步 呈现（时间：5分钟）
1.（利用课件或图片呈现1a。若用图片，老师课前应该已要求学生将有关书店买书活动的
新单词制成卡片，卡片上尽量显示图画和单词两部分。老师现在手拿一张书店的图片，
图片的下面写着“bookstore”。）
T: Look at the picture， where is it?
Ss: “书店”。
T: What is this in English? Read after me， please.
（老师拿着一张一学生正在买书的图片）
T: What is he doing now? S1， do you know?
S1: I think he is buying books.
2. (老师假设一种情景：假如你买不到想要的图书，那该怎么办吗？对，应该很有礼貌地向别人借一下。)
T: Let’s learn 1b. Learn how to borrow books from others.
T: Excuse me, may I borrow this book?
S1: Sure! Here you are!
T: How long can I keep it?
S2: Two weeks.
(同时把重、难点板书在黑板上。)
May I borrow...?
Sure!/Certainly!/Of course.
You must .../Thank you anyway.
You’re welcome.
Step 3 Consolidation第三步 巩固（时间：5分钟）
1.（听录音，做1a。）
T: Look at 1a. Just listen， please.
2.（表演竞赛。教室前面一书架上摆满仁爱版和其他版本图书，然后找三组学生表演1a，
最后学生们自己评出哪组表演的最优秀。老师对胜出者给予仁爱版图书以奖励。）
T: Work in groups. Three groups will come to the front of the classroom to act. Do you love
Ren’ai books? If you win， I will give two Ren’ai books to the winners. Which group will
win? Ready， please. (Two minutes later.) Let’s begin to act the dialogs out.
3.（双人对话。找两位学生表演1b，一学生买不到书，然后找好朋友借。）
T: Don’t look at your books. Now， I will ask two students to act 1b out. S1 and S2， you，
please.
Step 4 Practice第四步 练习（时间：15分钟）
1.（老师又拿出一学生像在路上寻找东西的图片。）
T: Well done. S2， look at the picture.Guess， what is he doing?
S2: I think he is looking for something.
T: You are right. He lost something.
（板书上句中划线单词lost，导入3a。板书如下：）
Lost: Found:
I lost a book. A book.
（一人正在寻找东西的图片。） Please call:
Please call: 8856309 8821437
寻物启示 失物招领
（老师解释板书的内容，叫学生预习3a一分钟。）
2.（让学生人手三张卡片，分别写上数字号码1、2、3，以备胜出者用。）
T: Are you ready? The first group， please.
（第一组表演结束后。）
T: Well done! Let’s clap for them. The second group， are you ready? Please.
（三组都表演结束后。）
T: Now， let’s choose the best group. which group is the best? Raise the number card. Go!
3.（听录音，做2和3a。）
T: Be quiet， please. Let’s listen to the tape. Don’t look at your books. Just listen， please.
（放完录音后。）
T: Now， look at your books， 2 and 3a on Page 12. Read after the tape.
（老师开始重放2的录音。）
4.（双人对话，做1b。）
T: Work in pairs. Do 1b on the Page 11. Pay attention to the key words and phrases.
（老师强调重、难点。）
May I borrow...?
Sure!/Certainly!/Of course.
You must do...
Thank you./Thank you anyway.
You’re welcome.
5.（分组表演。做2，全班分四组表演，每一组中每次抽出三人分别扮演Michael， Maria
和Girl。）
T: Work in groups and do 2. Now we have four groups. Every group sends three members to
be as Michael， Maria and Girl.
6.（表演竞赛。用表演1a的竞赛规则或方式来做2。）
T: Would you love to be winners? Do you want to get the red flag? Let’s do 2. How to do it?...
Step 5 Project第五步 综合探究活动（时间：10分钟）
1.（听录音，复述或复习1a， 2和3a的内容。）
（1）（先找一学生回忆1a的内容，然后听录音1a，再让其复述1a的内容。）
T: Boys and girls. Have you remebered the story of 1a? S1, you want to try? Retell the story,
please. Let’s clap for him/her!
（2）（鼓励更多的学生来参与复述2课文内容。）
T: S2， do you want to try? Try to retell the story of 2. Who else? Raise your hand. Wow， so many!
（3）（分组表演竞赛，做3a。表演即复习3a的内容。）
2. Homework:
（1）写一篇有关买书过程的小短文，大约10句话。
（2）写一则失物招领启示，不少于两个句子。
（3）预习13页的1a。
（4）如有兴趣，画一张本校的建筑物分布图。
Section C
The main activities are 1a and 2a.本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands教学目标
1. Learn other useful words and expressions:
plan, next to,near， upstairs， news， attention， between, movie, show, hall, program, gone,
wind, activity,stamp， world
2. Talk about news and poster.
Ⅱ.Teaching aids教具
录音机／图片／挂图／单词卡片
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review第一步 复习（时间：15分钟）
1.（对话表演，全班分为四组，每组各表演一个对话，其他学生认真听，找错误。对话时
间以一分钟为限，老师数句子，称为一分钟对话。第一组学生借东西，可以在教室内走
动。第二组东西丢了，去失物招领处找回来。第三组去书店买书。第四组请一个学生表
演动作，另两个学生用现在进行时对话。通过这个活动来热身，吸引学生的注意力，复
习现在进行时并复习前面的对话。）
T: Group 1， please!
S1: ...
S2: ...
T: Very good! 20 sentences! Can you find any mistakes in the dialog?...Yeah， you’re right.
Let’s go on， Group 2， please!
...
2.（贴一张本校的图片在黑板上，先把左边的学校场所名称用纸张遮起来。）
CLASSROOM BUILDING（教学楼。）
（1、2、3、4、5、6、7、8八间教室，9、10老师办公室，11、12、13、14、15、16学生宿舍。）
T: Look at the picture， answer my questions:
（指着电脑室。）
T: What are they doing?
Ss： They are playing on the computer.
T: What’s the name of the room? Can you guess?
Ss: Yes, computer room.
T： Where’s the computer room?
S1: It’s in the classroom building.
S2：It’s next to the lab.
T： Good. We can also say，“It’s upstairs.”它在楼上。
（板书划线部分，英汉对照，导入新词upstairs。）
T：Which room is upstairs next to the computer room?
S3： I think it’s a lab. Is it right?
T: Right.
（指着图书馆。）
T: What are they doing?
S4: They are reading books.
T: hat’s the name of the room?
S5: Library. Is it a library?
T: You are right. Where is the library?
S6: It’s next to the room. I think it’s next to the gym. It’s a gym near(在……附近)the library.Because many students are dancing in the room. So I guess it’s a gym.
T: Well done! What’s the meaning of “near”? You know， yes， 在……附近。Who can
tell me, where is the dormitory building?
S7： It’s near the classroom building.它在教学楼附近。
（板书划线部分。通过以上活动，不仅导入新词near， upstairs，而且复习了学校场所
名称和现在进行时。）
Step 2 Presentation 第二步 呈现（时间：5分钟）
1.（设置并板书听力任务。）
T: Listen to the tape and answer the questions:
（1）Where is my classroom?
（2）What do you do after school?
（3）What are near my classroom?
（4）Where is the computer room?
（听录音，回答问题。）
next to-near-upstairs-play soccer
（将关键词写在黑板上，呈现出1。）
2.（在平面图上填写学校场所。）
T: Read the passage and complete the places of the school.
Step 3 Consolidation 第三步 巩固（时间：5分钟）
1.（老师放录音1a。学生跟读。）
T: Follow the tape and repeat loudly.
2.（看图和黑板上的关键词复述短文。）
3.（完成1b和1c）
Step 4 Practice 第四步 练习（时间：15分钟）
1.（听2a的录音，回答问题。板书问题。）
（1）When does the game begin?
（2）Where is the game?
（3）When does the movie Gone with the Wind begin?
（4）When does the movie The sound of Music begin?
（5）Where can we watch the movies?
2.（学生跟读2a。）
3.（学生听做2b。）
4.（做3。）
T: Read Poster 1 and then fill in the blanks of Poster 2.
5.（用单词卡片再现本课新词，并造句。）
Examples：
T: What’s this in English， please?
Ss： Attention， please.
（出示“新闻”卡片。）
T: What’s this in English， please?
Ss: News. It’s a piece of news.它是一则新闻。
（出示“在……之间”卡片。）
Ss: Between， he sits between you and me.
（出示“邮票”卡片。）
T: How to say“邮票，邮展”in English?
S1: Stamp， stamp collection show.
（出示“世界”卡片。）
T: What’s this in English? How to say “在世界上”in English?
S2: World. In the world.
（出示“礼堂”卡片。）
S3: Hall. Come and see the stamp collection show in the school hall.
T: Wonderful， you are good boys and girls.
Step 5 Project 第五步 综合探究活动（时间：5分钟）
1.（描述理想的学校，把它画下来，每组请一个学生到黑板上画。）
2. (假设星期六晚上学校要在礼堂举行一个歌舞晚会，请一起制作一个海报。)
3. Homework：
（1）(复习本单元单词，以便下节课单词竞赛。)
（2）(准备一分钟对话。)
Section D
The main activities are 1，3a and 5.本课重点活动是1，3a和5。
Ⅰ. Teaching aims and demands教学目标
1. Learn the phonetics：
||, ||, ||, ||
2. Learn other useful words and expressions：
traffic, child, exercise, Japanese, the Great Wall, wonderful
3. Review the present continuous tense:
I’m looking for a book.
He isn’t cleaning the dormitory.
Are you doing your homework?
Yes， I am.／No， I’m not.
Is he／she...?
Yes， he／she is.／No， he／she isn’t.
What is he／she doing?
He／She is...
4. Talk about news.
Ⅱ. Teaching aids教具
录音机／单词卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习（时间：15分钟）
1.（单词竞赛，老师抽查三排学生，被抽到的排，从左到右往下轮，每个学生读并拼出一
个单词，造一个句子。用上现在进行时态，单词一分，句子两分。全班同学一起找错误，
找到一个错误加两分。）
Example：
T： Please read the names of the school building， and make a sentence. One by one.
S1：Library. In the library. I’m reading in the library.
S2：Playground. On the playground. I’m running on the playground.
S3：Pool. The swimming pool. He’s swimming in the swimming pool.
（复习前面三课的单词，板书如下：）
library， playground， lab， room， gym， building， pool， motorcycle， road，
shelf， physics， keep， return， borrow
（通过竞赛，吸引学生注意力，活跃课堂气氛，调动学习积极性。）
2.（一分钟对话，复习现在进行时的肯定句，否定句，一般疑问句，特殊疑问句及其回答。）
(比赛规则：老师抽一排，全班4组8对学生，编一个对话进行比赛，时间为一分钟。请
一个同学计时，老师数句子。一句一分，全班同学找错误，找到一个错误加两分，鼓励
学生，并能提高听力能力。)
3.（老师拿出一张照片，上面是一个日本女孩在健身房跳健美操。）
T： She is my pen pal， do you like her?
Ss： Yes, she is a beautiful girl， I like her a lot.
T： Is she running?
Ss： No， she isn’t.
T： What’s she doing?
Ss： She is dancing.
T： Yeah, right. She is taking exercise in the gym. 她在健身房做锻炼。Do you like taking
exercise?
Ss： Yes, we do.
T： Where is she from? Do you know?
Ss： She is from Japanese.
T： No， you are wrong. She is from Japan. She is Japanese. She is a Japanese girl.她是日本人，她是一个日本女孩。
（板书划线部分，英汉对照。导入exercise， Japanese。）
S1： I know， Kamiko is from Japan， she is Japanese.
S2： Xiaodingdang is from Japan， Kangfu is a Japanese boy.
S3： Yingtaoxiaowangzi is a Japanese girl， too.
T：You are all clever， you love cartoons. Who likes taking exercise in the cartoons? Can you
tell me?
S4： Daxiong likes taking exercise， so he is very strong.
S5： Kangfu doesn’t like taking exercise， so he is short and weak.
T：Good， you are wonderful.
Step 2 Presentation 第二步 呈现（时间：10分钟）
1.（呈现含/ts/、/dz/、/tr/、/dr/的单词卡片，让学生熟悉这些发音，为下面的操练做准
备。）
T: What’s this?
S: It’s “boats”.
T: What’s that?
S: It’s “shirts”.
（板书boats， shirts，要求学生找规律。）
T： Look at these two words. What can you find out?
S1： ...
S2： ...
T： Good! Shirts “ts” makes /ts/，boats “ts” ， too.
You are clever! Read after me...
（再举个/dz/的例子，步骤同上；然后呈现/tr/音标，运用头脑风暴法要求学生尽可能多
地说出发这个音的单词，再进行归纳，讲授/dr/的方法同｜tr｜。并给出答案，谁能说出
1个单词就加1分。）
Example：
playgrounds/dz/, roads/dz/ ， Australia /tr/，interest /tr/， restaurant /tr/， draw /dr/， drink
/dr/， hundred /dr/
T: Look at /tr/. What words have the sound /tr/ in them?
S: ...
T: Clever! I think “interest， Australia” have the sound /tr/.
Let’s go on another phonetics /dr/. Who knows...?
2.（听录音，跟读1。）
T: Read after the tape， please.
3.（全班大声齐读，巩固所学单标。）
4.（看3a图，听录音，判断正误。）
T: Look and listen carefully， fill in the blanks.
（板书。）
（1）He is ________ ________ in the gym in Picture 1.
（2）In picture 2， he is swimming in the ________ ________ .
（3）In picture 3， he is talking to ________ ________ ________ on the Great Wall.
Step 3 Consolidation 第三步 巩固（时间：5分钟）
1.（再放一遍录音，并给学生两分钟时间准备，看图问答。每组请一对同学，一句加两分。）
T: Ask and answer in pairs according to the pictures as possible as you can.
Example：
A: Where is Wen Wei in Picture 1／...?
B: He is...
A: What is he doing?
B: He is...
Step 4 Practice 第四步 练习（时间：10分钟）
1.（听录音，跟读4a， 4b。让学生再复习一遍本话题的重难点。）
2.（学生做2。）
T: Listen carefully and match.
3.（连线后，再让学生把这些句子变成否定句、一般疑问句、特殊疑问句并回答。）
Example：
S1: Which place does Jane like best?
S2: I think she likes her bedroom best.
S3: Is Maria singing a song in the classroom?
S4: Yes， she is.
S5: Kangkang is playing soccer in the gym. Is it right or wrong?
S6: It’s wrong. He is playing soccer on the playground.
S7: What are their teachers doing?
S8: They are working in the office.
...
（通过双人活动，学生充分地掌握了本话题的4a和4b。）
Step 5 Project 第五步 综合探究活动（时间：5分钟）
1.（布置学生每人写一篇海报。）
2.（展示学生的海报并在班上读出来。）
Example:
Found: A yellow purse is in the Lost and Found Room. Please come to get it at 3∶00 p.m.
today.
(假设海报贴出来后，有几个同学前来认领钱包。写海报的同学当即采访他们。)
Questions：
（1）What color is the purse?
（2）What’s in the purse?
（3）Where’s the purse?
（4）What time can I get the purse?
Topic 3
Section A
The main activities are 1 and 2a.本课重点活动是1和2a。
Ⅰ. Teaching aims and demands教学目标
1.（1）Learn days of the week：
Monday， Tuesday， Wednesday， Thursday， Friday
（2）Learn subjects：
history， math， art， geography， P.E.
2. Review present continuous Wh-questions:
-What class are they having?
-They’re having a music class.
3. Talk about subjects and timetable:
-What time does the class begin?
-At ten o’clock.
-What time does it finish?
-At twenty to eleven.
Ⅱ. Teaching aids教具
录音机／图片／小黑板
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习（时间：15分钟）
1.（师生共同说唱，复习现在进行时。）
T: Let’s chant “What are you doing?”
What are you doing now?
I’m singing now.
What are you doing now?
I’m dancing now.
What are you doing now?
I’m walking now.
What are you doing now?
I’m playing now.
（老师一边唱，一边做动作，全班同学跟着唱，一起做动作，活跃课堂，激发学生兴趣。）
2.（通过复习，导入科目。）
T: What are you doing now?
Ss: We are singing a song.
T： What are we doing now? We can also say “We are having a class now.” What class are
we having? We are having an English class.
(我们正在上什么课？我们正在上英语课。)
（板书划线部分，英汉对照，导出新的词组have an English class。）
T: Do you have an English class every day?
Ss: Yes， we do.
T: What time does the class begin?
Ss: At ten to eight.
T: What time does the class finish?
Ss: At twenty-five to nine.
（板书划线部分，引出生词begin， finish。）
（挂出小黑板，开始呈现科目，练习问科目，上、下课时间单词。）
Subject Time
（begin-finish） What day
English 7∶50-8∶35 every day
Math 8∶45-9∶30 every day
Geography 9∶50-10∶35 Monday
History 10∶45-11∶30 Tuesday
Biology 14∶00-14∶45 Wednesday
Art 14∶55-15∶40 Thursday
P.E. 15∶50-16∶35 Friday
T: Look at the blackboard， answer my questions. Do you have a math class every day?
Ss: Yes， we do.
T: What time does the class begin?
Ss: At...
T: What time does the class finish?
Ss: At...
T: Now I give you two minutes to practice these sentences. You work in pairs.
（给学生两分钟时间练习，同桌对话。一个同学问，一个同学答，然后交换角色。）
3.（引出表示星期的单词。）
T: Do you have a Chinese class today?
Ss: Yes， we do.
T: What day is it today?
Ss: It is Monday.
（板书呈现生词Monday，学习询问今天星期几及其回答。）
T: What class do we have on Tuesday? 在星期二，我们上什么课？
Ss: History.历史课。
（帮助学生回答，并再给学生两分钟时间，练习星期的表达法。）
Step 2 Presentation 第二步 呈现（时间：5分钟）
（设置并板书听力任务。让学生带着任务听录音，可以降低难度。）
What day is it today?
What class are they having?
What time does the class begin?
What time does it finish?
（听录音，回答问题。）
Wednesday-have a music class-begin-finish
（将关键词写在黑板上，呈现出1，为下一步学生不看课本自由表演打下基础。）
Step 3 Consolidation 第三步 巩固（时间：5分钟）
1.（老师放录音1，示范让学生跟读，用铅笔标重读与语调。）
T: Follow the tape and draw “up or down” with your pencil like this.
2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调。
这样做可以集中学生注意力，提高效率。）
T: Rub them clean and now read and check your pronunciation sentence by sentence. Go!
3.（人机对话，提高学生兴趣。）
T: You are Jane. Listen to Helen and make a dialog with her.
4.（学生两人一组表演1。）
T: Work in pairs. Look at the blackboard and act the dialog out.
Step 4 Practice第四步 练习（时间：10分钟）
1.（老师把一张漂亮的图片贴在黑板上，上面是一张英语课程表，下面是六个问题。）
T: Look at the timetable and answer the questions.
（1）How many lessons do you have every day?
（2）How many English lessons do you have every week?
（3）What time do morning classes begin?
（4）What time is school over?
（5）What is your favorite subject?
（6）How often do you do outdoor activities?
2.（使用动作复习有关科目和星期的单词。）
T: Now， look at me and guess， what am I doing? Which class am I in?
（老师做出唱歌跳舞的动作。）
Ss: You are singing and dancing in music class.
T: What day do you have a music class?
Ss: On Wednesday.
（让一个同学做动作，另外两个同学一问一答。）
Example：
S1: 做画画动作。
S2: What is he doing? And which class is he in?
S3: He is drawing pictures in art class.
（小组活动进行替换操练，完成2b。）
3.（呈现P183的两幅图片，双人活动，进行对话练习。）
T: Let’s read 3 and work in pairs like this：
Examples：
A: What day is it today?
B: It’s...
A: What class are they having?
B: They’re...
A: What time does the class begin?
B: At...
A: What time does the class finish?
B: At...
4.（让学生做4。）
T: Listen and fill in the chart.
Step 5 Project 第五步 综合探究活动（时间：10分钟）
1.（做一个调查，采访班上的同学，了解他们一周中每一天喜欢的科目及原因。）
T: Please design your favorite timetable for a week and fill in the chart.
Time Favorite subject Like／Dislike Reasons What day
8∶00-9∶00 Art Like very much Like drawing pictures Monday
Tuesday
Wednesday
Thursday
Friday
2.（学生完成调查表格后，把调查结果汇报给全班同学。）
T: You can report it to your class like this：
On Monday， my favorite subject is art. It begins at eight and finishes at nine. I like it very
much. Because I like drawing pictures.
3. Homework：
(做英语课程表。)
Section B
The main activities are 1a and 2.本课重点活动是1a和2。
Ⅰ. Teaching aims and demands教学目标
1. Learn some useful words and expressions：
question， Australia， easy， interesting， difficult， boring
2. Talk about likes and dislikes：
Why do／don’t you like English?
Because it’s easy and interesting.／Because it’s difficult and boring.
Ⅱ. Teaching aids教具
录音机／小黑板／卡片／图片／照片／投影仪
Ⅲ. Five瞗inger Teaching Plan 五指教学方案
Step 1 Review第一步 复习（时间：15分钟）
1.（师生互动复习旧问候语。）
T: Good morning， class.
Ss: Good morning， Miss...／Mr....
T: What day is it today?
Ss: It is...
T: What class are we having?
Ss: We’re having an English class.
（提问全班男生。）
T: What time does the class begin?
Boys: At...
（提问全班女生。）
T: What time does it finish？
Girls: At...
2.（分组讨论问题，复习有关科目、星期的特殊疑问句。）
T: OK， very good! Now take out your schedule， look at it and ask and answer in groups.
取出一个小黑板，呈现以下问题：
Questions：
（1）How many lessons do you have every day?
（2）How many English／Chinese...lessons do you have every week?
（3）What time is school over?
（4）What is your favorite subject?
（5）How often do you do outdoor activities?
3.（请一组同学到讲台上进行连锁问答，第一个人问，第二个人答，第二个人接着问，第
三个人答。）
4. ①（使用单词卡片教学生词question， Australia， easy, difficult， interesting,boring。）
②（把生词先变成词组，再变成句子，进行扩充操练。）
（出示question的单词卡。）
Example：
T: Do you have any questions? Yes or no?
Ss: No， we have no questions.
（出示Australia单词卡。）
T: Australia. I come from Australia.
（出示first单词卡，指着第一排的第一个同学。）
T: You are the first in row one. May I ask you the first question? What do you think of our
school life?
S1: I like the school life.
（出示last单词卡，指着这一排的最后一个同学。）
T: Well done， you are the last one. May I ask you the last question? Do you like the school life?
S2: Yes， I like it， too.
（出示easy和difficult的单词卡。）
T: Do you like math? Is it easy or difficult?
S3: Yes， I do. It’s easy.
S4: No， I don’t think so. I think it’s difficult.
（出示interesting和boring的单词卡。）
T: Do you like playing games? Why?
S5: Yes， I do. Because it’s interesting.
T: Wonderful， then do you like learning about the past?
S6: No， I don’t. It’s boring.
③（用情景对话来复习巩固本课的生词。假设班上来了一个教师Mr.White，请一个同学扮演这个角色，大家来采访他，一个同学问一个问题，尽量用上新词。）
Example：
S1: Where do you come from?
Mr.White: I come from Australia.
S2: Are you a teacher?
Mr.White: Yes， I am.
S3: Do you like English?
Mr.White: Yes， I do.
S4: Why do you like English?
Mr.White: Because it’s easy and interesting.
S5: Do you like Chinese?
Mr.White: No， I don’t.
S6: Why don’t you like it?
Mr.White: Because it’s difficult and boring.
Step 2 Presentation第二步 呈现（时间：10分钟）
1.（设置并板书听力任务，让学生带着任务听录音。）
T: Listen to the tape， make True（T）or False（F） for these sentences and correct them.
（1）Ms. Jones comes from America.
（2）She teaches English.
（3）She teaches Grade 2.
（4）She has twelve lessons every week.
（5）She likes the school life.
Step 3 Consolidation 第三步 巩固（时间：10分钟）
1.（老师放录音1a，示范让学生跟读，用铅笔标重读与语调。）
T: Follow the tape and draw “up or down” with your pencil like this.
2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调。）
T: Rub them clean and read and check your pronunciation sentence by sentence. Let’s begin.
3.（全班分成两组操练分别扮演新闻记?
七年级下册英语课件【篇3】
学习目标：
1. 熟练掌握P10-11新单词。
2. 掌握句型：
(1)A: What’s this in English? (2)A: Is this\ that your pen?
B: It’s a watch. B: Yes , it is . No , it isn’t.
A：How do you spell it?
B: W-A-T-C-H.
学习重点：掌握句型：
学习难点：谈论寻物启事公告牌写法
一、自主学习
1. 写出并读出下列单词。
棒球________ 笔记本______ 手表______ 打电话_______ 电脑_____
失物招领_____ 电子游戏______ 一套_____ 学校_____________
2. 翻译短语。
给迈克打电话123 _________________ 在失物招领处 ___________________
一串钥匙 ___________________
二、合作交流
1)Check the answers.
2)Do1a,1b,, pair work.
3)Listen to the tape, do 2a,2b. Some students give the answers.
4)Group work. Practice the dialogs. Finish 2c.
5) Write down the dialogs .
6)Do 3a,3b,3c.
三、达标测评
(一)、根据首字母或汉意填单词。
1.What’s this ?It’s a ___(棒球)
2. How do you s___ it ? W-A-T-C-H, watch (手表).
3. Is that your ___(电脑游戏)in the ______(失物招领处)?
(二)、完成句子。
1. This is my eraser.(变为否定句)
_________________
2. That is my pencil case.(变为一般疑问句并做肯定否定回答)
_____________________________
______________________________
_______________________________
七年级下册英语课件【篇4】
Ⅰ. Teaching aims
1（1） 学习辨认物体及询问如何拼写单词的表达法。
（2） 学习新词 eraser, desk, pen, pencil等。
2. 能够用得体的语言辨认物体。
Ⅱ. The key points and difficult points
1.Key points:（1）Words and expressions : eraser, desk, pen, pencil
（2） Sentences: What’s this/that in English?
How do you spell it?
Can you spell it, please?
2.Difficult points：
不定冠词a/an的用法。
III. Teaching procedures
Step1. Warming-up
Step2. Pre – listening
Present pictures of some objects and teach the new words.
T: What’s this in English?/What’s that in English?
Ss: It’s a map./ an eraser./ a pen./ a map/ a desk..
T: How do you spell it (point to a pen)?/ Can you spell it, please?
Ss: P-E-N, pen./ Ss: Yes, P-E-N-C-I-L, pencil.Practice in groups.
Step3. While – listening
Play the tape recorder and finish 1b. Check the answers and then practice the dialogs.
Step4 Practice
1.Make conversations with these words. The sentences in 1a may help you.
2.Listen and finish 2a..
3.Guessing game.
4.Write the sentences, paying attention to the use of capital letters and punctuation.
Step5 Test
Blackboard design
Unit 1 Making New Friends
Topic 3 How old are you?
Section B
It’s a map./ an eraser./ a pen./ a map/ a desk..
P-E-N, pen.
Yes, P-E-N-C-I-L, pencil.
a map/ pen/ pencil/ desk/ toy/ telephone
an eraser/ apple
七年级下册英语课件【篇5】
七年级下册英语教学工作计划(一) 本学期我担任七年级年级两个班英语教学任务，为了能圆满、顺利的完成七年级英语(下)的教学任务，特拟订本学期教学计划。
一、学生情况分析：
本学期我任教的依旧是七年级两个班的学生。去年期末的成绩分析来看，学生笔头落实不足，知识的巩固不够，语感欠缺，且单词掌握不牢靠，故本学期要加强单词的强化以及学生的笔头落实。
而学生个体而言，学生已经不在有刚步入初中的新鲜感，这无疑为教学增添许多不利。在教学过程中要树立起学生学习的毅力，提升学生学习的幸福指数，养成学习的良好习惯，同时针对不足，多进行笔头落实。
二、指导思想：
本学期在坚持七上的多朗读，尽量避免开口难的情况下，加入背诵，每个模块选取一小段来进行背诵，加强学生的语音语感，课堂行业平时多使用录音，提高学生的语音语调。其次，针对上学期的不足多进行笔头落实。再次，七年级的单词关在本学期尽可能多的解决，加强学生的单词识记能力，针对单词识记能力较弱的部分学生进行帮扶，秉承着单词先行的原则，在课堂中也可以让学生学着自读自学单词，便于学生背诵单词和学会学习。最后，关注作文。在背诵和单词
双重落实的情况下，再加入适当的翻译。一定量的机械的汉译中在英语学习初级阶段还是必要的。本学期将坚持上述指导思想来看是否能为学生的成绩有所裨益。
三、教材内容分析：
本学期使用的是外研版七年级下册英语教材，共有12个教学模块和两个复习模块。每个模块都列出明确的语言目标、主要的功能项目与语法结构、需要掌握的基本词汇，并分为三个单元。Unit1部分是基本对话内容，Unit2部分是
1 / 6
短文，主要是阅读训练。Unit3是扩展和综合的语言运用。本学期要掌握的语法点有：
1、名词所有格和名词性物主代词;2、can/can’t的用法;3、一般将来时;4、一般过去时;5、祈使句和感叹句。
四、具体措施：
1、做好教材钻研工作。认真研读新课程标准，钻研新教材，根据新课程标准，扩充教材内容，认真上课，批改作业，认真辅导，认真制作测试试卷，也让学生学会认真。
2、每格模块中选择部分内容要求学生背诵。从而培养学生良好的英语语感，并且为写作提供便利。在学生朗读和背诵的过程中纠正语音语调，激发学生学习热情。
3、对文本和课堂中重点的单词和词组进行听写，听写坚持“少吃多餐”的原则，一个模块单词分几个部分，每次一个部分听写，模块结束后再总的默写一次，加强学生对单词的识记能力。同时发挥小组长的作用，对每次单词订正等情况进行检查强化。4、认真贯彻早晚读制度，充分发挥早晚读的黄金时间加强监督，保证读的效果。
5、对后进生进行专门辅导，布置单独的作业，让他们在小进步，小转变中体味学习的快乐，树立学习的自信，尽快成长起来。对一些再单词朗读记忆等方面有所欠缺的学生实行一对一帮扶，让其他成绩好的同学来帮助他们，提高学习效率。
6、分层教学，关注每个学生的成绩提升，对不同学生进行不同任务要求，力争让每个学生都走在前进的道路上。要关注学生的情感，营造宽松、民主、和谐的教学氛围。
7、加强学生策略指导，如将音标融入实际课堂单词教学中，在阅读单元或加强阅读技巧指导，或关注对文章逻辑分析，让学生写作的逻辑条理变得清晰。为学生的终身学习奠定基础。
七年级下册英语课件【篇6】
一、概述
本课是义务教育课程标准实验教科书北京仁爱八年级上册Unit 2, Topic 2, Section A内容，所需课时为一课时；新单词有cause,health,tonight,sleepy,medicine,fingernail,meal,without,主要句型有Is……good or bad for your health? Doing …… is good/bad ……. 本课主要联系学生日常生活，以上一话题所学的表生病就医、描述身体不适以及表建议的一些句型等为基础，通过discussion,listening,making dialogues,picture talking等多种活动使学生复习旧知，联系新知，延伸话题内容，能使用两两对话完成一个较简单的话题，提高学生的语言交际能力，并有利于学生养成健康的生活习惯。
二、教学目标分析
从知识与技能、过程与方法、情感态度与价值观三个维度对该课题预计达到的教学目标作出一个整体描述。
1. 知识与技能
（1）认读七个新单词和两个新句型，做到发音准确、清晰；
（2）熟练运用新句型与同桌进行相互问答；
（3）能够借助key points进行看图问答或综合说话；
2．过程与方法
（1）能够通过师生说、两两说和自主听读体验交际式英语教学的一般过程，掌握英语说、听的基本方法；
（2）能够通过两两说和综合说体验合作学习的过程和方法；
（3）能够仔细倾听老师和同学的发言，有语言表达和与同学交流的愿望。
3．情感态度与价值观
（1）激发和保持学生英语学习的动机，实现“趣能”两得；
（2）在学生两两交流和小组合作交流中，培养孩子合作意识和合作精神，能够相互配合完成一段通顺流畅的说话训练
（3）通过本课的学习，有利于树立科学的健康观，养成健康的生活方式。
三、学习者特征分析
1. 学生是漳浦第三中学八年级的学生
2. 学生在上一个话题中已经掌握表述身体的种种不适、“生病”与“看病”的基本句型。
3. 学生已经学会使用should/shouldn’t/had better/had better not 表达建议和劝告的句型。
4. 八年级的学生比较活泼、乐于发言，宽松、活泼的课堂气氛有利于展开小组讨论、情景对话等。
5. 学生整体水平较低，词汇量较差，要设计易于学生开口的情景，预测学生可能使用的单词、短语并呈现出来以供参考。以师生、学生两两对话示范以带动“说”的氛围、激发学生的表达欲望。
四、教学策略选择与设计
本课旨在让学生学会表述身体不适、生病的原因以及形成健康生活的观念。
小组讨论策略：通过讨论，辨别何谓健康的生活方式、卫生习惯，熟悉相关的词汇，为下一步听、说奠定基础；
师生示范策略：让学生明白对话的内容和形式，激发学生的表现、表演欲望；
歌曲激趣策略：通过学生的chant、sing a song，有利于形成宽松活泼的课堂氛围，同时借助chant和歌曲来培养学生良好的个人卫生习惯及健康生活观念。
五、教学资源与工具设计
1．本课教材；
2．拓展资源：教师教学用书八年级上册
3．教学环境：多媒体、VCD、幻灯片、Flash动画、录音机。
六、教学过程
Step1：Warm up
1. Greetings（师生问候）；
2．Sing a song（多媒体播放Chant课件，让学生听、说、做、演进行律动，活跃气氛，营造一个良好的学习英语的氛围）Wash your hands, have a bath. Open the window, take a fresh breath …….
3. Leading-in : (T) In our daily life, there are some good living habits and bad living habits. Good living habits can make a man healthy, wealthy and wise.
Now let’s look at 3a and discuss whether it’s good or not . After discussion,
make dialogues after the example using the sentence pattern “ Is doing …… good or bad for your health?” Do 3a.
例如： A: Is going to bed early good or bad for our health?
B: It’s good..
Going to bed early is good for your health..
( 注意选择疑问句回答时不能用Yes或 No，而要作出具体回答。朗读时or前用升调，or 后面用降调，句末用问号。强调动词或动词短语不能做主语，但可以在动词后面加上ing变成动名词或动名词短语，其作主语时，谓语动词用单数。)
*请学生例举生活中还有哪些是好的或不好的个人卫生习惯。
4. 语法归纳：选择疑问句句型
【句型一】一般疑问句 + 一个供选择的对象 + or + 另一个供选择的对象？
Are you from America or Australia? 你是来自美国还是澳大利亚？
Will you give us a talk, or Jim? 是你给我们做演讲，还是吉姆？
句型二】特殊疑问句 + 一个供选择的对象 + or + 另一个供选择的对象？
Which do you prefer, tea or milk? 你喜欢喝茶还是喝牛奶？
Who teaches you English, Miss Li or Miss Wang? 谁教你们英语，是李老师还是王老师？
5. 根据图片内容两两对话。
Step 2 : Presentation
(1) 教师用多媒体播放1a图片，请学生预测对话内容：
T: What’s wrong with Kangkang?
Ss: He has a headache.
T: What caused it?
Ss: He stayed up late watching TV .
T: Is staying up late good or bad for his health?
Ss: It’s bad.
T: What should he do?
Ss: He should have a good rest.
(2) 播放1a录音，让学生跟读并模仿语音语调。
（3）鼓励学生练习并两两表演1a对话。掌握句型：
Is staying up late good or bad for his health?
Staying up late is bad for your health.
I must have a good rest tonight.
(4) 让学生再读1a，提供关键词，以短文形式复述康康困倦的原因并给出建议。如：
Kangkang feels tired today, because he watched a soccer game on TV last night and went to bed very late. Staying up late is bad for his health. He should go to bed early and have a good rest.
Step3. Consolidation:
1.教师用多媒体呈现各种表情的图片，提供关键词，让学生两人一组练习1b，完成1b.
Ex. :
A: I feel sleepy because I went to bed very late last night..
B: Oh, staying up late is bad for your health. You should……
2. 听2 录音，完成2，核对答案。学习并掌握单词medicine; 再听录音，复述Wang Junfeng应该做什么。
Now listen to the tape and find out whether Wang Junfeng’s habits are good or not. Do listening exercise. Check what Wang Junfeng did and what he should do.
Step 4 : Practice
.1.- Do you go to school by bike or ____ ?
- I go to school ________ .
2. – Would you like apples or ________ ?
- I’d like _______ .
3.- Is Jim in the classroom or ___________________? (在操场）
.4. Who _____________________________ ?(谁今天早上没来上学，汤姆还是吉姆？）
5. _____________________（打篮球）is a good sport.
6. Swimming in the river with no others ____ dangerous.
7. Eating too little or much _____________________. (对健康不好）
8. _________________________（吃一顿丰富的早餐）can keep you energetic all the morning.
9. ________________ (熬夜）makes him feel sleepy.
10. If you don’t feel well , __________________________________. (你最好去看医生）
Step 5: Homework
以How to keep healthy? 为题目，联系本课所学内容，形成一篇80个字左右的小短文。
七年级下册英语课件【篇7】
【学习目标】
1.复习本单元重要词组和句型。
2.学习信件的写法。
3.练习写信件
【预习指导】自我预习：
rule 规则
obey rules 遵守规则 follow the rules 守规则
break rules 违反规定 don’t fight 不打架
have to 不得不;必须 arrive/be late for. . . 迟到
no talking 不许讲话 listen to 听-------
be strict with /in 对-----严格 be noisy /quiet 吵闹/安静
【 交流展示】
一、教材处理：
1，复习邮件的写法，复习情态动词的用法。
2,复习有关校规、家规的说法。
3,读本单元重要词组和句型。
【 知识反馈】
一. 单词变化
1.rule(复数)_________ 2.outside(反义词) _________ 3.wash(单三)__________ 4..get to (同义词)________ 5. late(反义词)________ 6.piano(复数) __________
二.单词填空
1.We have to wear sports shoes for g____________ class.
2.You’d better not break the r_______________.
3. ______________ (not fight ) with each other in the classroom.
4.We can eat in the d_______________ hall every day
5.Don’t run in the h__________ . It’s dangerous.
6.No _________(talk) in class!
7.Grace is wearing the school u_______________ today.
8.The girl often comes back early on s____________ nights.
9.What __________ your teacher look like? She is tall and thin.
10. ____________(read) in the sun is bad for your eyes.
三.选择填空
( )1.We can eat in the dinging hall. But we _______ eat in the classroom.
A. don’t B. didn’t C. can’t D. aren’t ( )2.When Jim goes ________ the classroom the teacher is having class.
A. to B. in C. out D. into ( )3.-_______ I take some photos in the hall? –No, you_________.
A. Can, can’t B. Must, mustn’t C. Could, won’t D. May, mustn’t ( )4.Don’t forget________ me this evening.
A. to call B. call C. calls D. calling ( )5.Don’t talk ________ in the library.
A. loud B. loudly C. low D. lowly ( )6.I have _______ rules in my home. We have _______ homework to do today.
A. too many, too much B. too much , many too
C. too many, much too D. much too, many too
( )7.-Can your brother swim? -________.
A. Yes, he can’t B. Yes, please . C. No, he can’t D. Yes, he does ( )8.It’s raining all day , so I ________ stay at home.
A. must B. have to C. must to D. can ( )9.He’s never ________ class.
A. arrive B. late for C. arrive late D. late ( )10.He has to _______ by 10:00 o’clock.
A. be in bed B. is bed C. stay bed D. lie bed
【 学后反思】
1.本节课的收获是______________________________________________
2.有待提高的是____________________________________________________
七年级下册英语课件【篇8】
一、本学期的指导思想：
在本学期的英语教学中，坚持以下理念的应用：1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神;2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础;3、突出学生主体，尊重个体差异;4、采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功;5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。总之，让学生在使用英语中学习英语，让学生成为Good User而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。
二、所教班级学生基本情况分析：
经过一学期的学习，从上期期末成绩来看，我所担任班级学生总体上对英语基础知识掌握较差。只有少数学生学习目的明确，掌握了英语学习的一些基本方法，能够积极主动认真地学习，学习成绩优秀。而大部分学生对英语感到困难，没有明确的学习目的，缺少学习的热情和主动性，自觉性较差，相应的学习习惯也差。主要原因是没有激发学生学习英语的兴趣，学生觉得英语学习是一种负担，而不是一种乐趣。一部分学生没有掌握记忆单词的方法，连基本的单词听写也不过关，导致看不懂，听不懂，学不懂。学生的听力也还有待提高，在这方面失分也较多。主要是听的时间太少，接触英语的时间
主要的功能项目与语法结构，需要掌握的基本词汇。每个单元都分为A、B两部分。A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。每个单元还有self-check部分，供学生自我检测本单元所学的语言知识之用。它采用“语言的输入——学生的消化吸收——学生的语言输出”为主线编排的。通过确定教学目标，采用听、说、读、写，自我检测等手段，有效提高学习效率，体现了以学生为主体的思想。不过这套教材是基于城市学生的状况编写的，对于我们农村学生来说，学起来的确有些吃力，光是一千多个单词就吓退了不少学
1 / 3
生学习英语的兴趣。但我们还必须知难而上，为了提高农村的英语教学成绩而努力
四、教学目标
培养学生对英语的学习兴趣，形成有效的学习策略，有效提高学习效率，发展双基能力，培养听、说、读、写的能力，使学生初步获得运用英语的能力，达到语言运用能力的迁移和拓展。使对英语学习表现出积极性和初步的自信心，能听懂有关熟悉话题的语段和简短的故事，能通过本学期教学，能基本达到如下目标：使对英语学习表现出积极性和初步的自信心，能听懂有关熟悉话题的语段和简短的故事，能与教师或同学就熟悉的话题(如学校、家庭生活)交换信息，能读懂小故事及其他文体的简单书面材料，能参照范例或借助图片写出简单的句子，能参与简单的角色扮演等活动，能尝试使用适当的学习方法，学会克服学习中的困难，意识到语言交际中存在文化差异。
五、教学重难点：
1.Modal verb can, must, have to, would like; Can for permiion 2.What time, When, Why, What, Where questions; 3.How questions: How long 六、本学期教学改革的设想和具体措施： (一)确保基础知识过关
1、单词过关：每天记5-8个生词，利用课外时间，由课代表主持，各学习小组长听写、改正。
2、词组过关：把学过的词组归纳，方便学生记忆。用词组造句和中译英训练。在各个组内进行竞赛。
3、句型过关：组织学生结对子，一有空就你问我答，营造学习氛围。典句必背，翻译句子。
4、课文范文过关：课文分段，小组朗读比赛。
5、习题过关;认真组织单元测试，批改并有效及时反馈，弄懂每一道题。
2 / 3
(二)采取科学教学法
1、Dailyreport：值日生介绍自己、家庭成员或朋友的情况，其它学生可互相提问题，询问个人职业;
2、建立良好的师生关系，协调课堂气氛，培养学生开口说英语的勇气和信心;3、教师设计，学生自学讨论。听说领先，读写跟上。抓好英语的常规教学，鼓励学生自主探索，合作探究，共同提高。
4、引导学生实现语言的迁移，加强日常生活中英语口语的运用; 第一周unit1第二周unit1-unit2 第三周unit2-unit3第四周unit3+复习1-3+第一次月考 第五__unit4第六__unit4-5 第七周：Unit5第八周unit6第九周：unit1-6复习+期中考试第十周： 第十二__unit8 第十四__; 第十六__unit11 + 第十八周unit7第十一周：Unit7-8 第十三__：unit9 unit9-unit10第十五周：Uit10-unit11 __联考第十七__：unit12 复习+期中考试
七年级下册英语课件【篇9】
教学目标
Teaching aims (教学目标)
1. 能在日常情境中熟练在餐馆里点餐。
2. 能用所学内容解决实际问题。
3. 区别可数名词与不可数名词。
教学重难点
Language points (语言点)
1. 词汇：1) 名词n. tofu, meat
2. 句型：What would you like?
What kind of noodles would you like?
I’d like beef and tomato noodles, please.
What size would you li ke?
I’d like a small/medium/large bowl.
Difficulties (教学难点)
1. 清楚地区别可数名词与不可数名词。
2. 熟练掌握点餐句型。
教学过程
Te aching steps (教学步骤)
1. Warm-up and revision (课堂热身和复习)
(1) Show Ss some pictures of food.
(2)Show pictures of different kinds of noodles and have Ss name them. Show Ss the difference between a small/medium/large bowl too.
【教学设计说明】通过谈论图片，既能复习之前单元所学内容，又可以自然过渡到下一个环节，并能帮助学生理解阅读内容。
2. Work on 2d (完成2d)
(1)The girl in the picture is Sally, and the boy is her friend, Tom. They are in a restaurant ordering food. Explain to Ss what “order” means. Role-play the conversation in 2d.
(2) Follow the example in 2d and make up a conversation to order some food.
(3) Read the conversation and answer the following questions.
Q1. Are there any tomatoes in the beef soup?
Yes, there are.
Q2. How many bowls of beef soup do they need?
One.
Q3. What else does Tom like?
He likes gongbao chicken and some mapo tofu with rice.
【教学设计说明】学生通过回答问题能理解对话的内容，通过角色扮演能在情境中学会运用，通过自编对话能更好的让学生学以致用。
3. Grammar Focus
(1) Read through the sentences.
(2) Ask Ss to focus on the countable and uncountable nouns.
【教学设计说明】本部分为本单元的内容核心，不仅概括了本单元的重点，还将基本句型一 一呈现。由于是总结性内容，故要求学生朗读。可在课后将本部分列入听写内容。此处可配合学生上一课时的课后作业，纠正学生错误，帮助学生归纳总结。
4. Work on 3a (完成3a)
(1) Complete the conversation in 3a.
(2) Check Ss’ answers.
(3) Have Ss get into pairs and role-play the conversation to familiarize t hemselves with the ordering process. Ask them to change the words used.
【教学设计说明】本部分旨在强化点餐句型，使学生关注点餐细节。
5. Work on 3b (完成3b)
Write questions and answers using the words in brackets.
【教学设计说明】巩固3a内容。
6. Work on 3c (完成3d)
Have Ss get into groups and make conversations about the picture.【教学设计说明】 本环节要求学生能够活学活用，真正达到掌握目标语言的能力。
课后习题
Homework (课后作业)
Get into groups and work on 3c . Then, make a conversation about ordering food.
频道小编推荐： |
七年级下册英语课件【篇10】
教学目标
语
言
知
识 类别 内 容 课次 要求
词
汇 weather, spring,warm,season,summer,mountain,winter, cold,rain,
ground,snow 1A 掌
握
cloudy, snowy, sunny, windy, rainy, bright, quite,wet, dry, low, temperature,from...to... 1B
holiday, remember, wear, part, sun, shine, brightly, shorts, suddenly, spend, as, the same as,travel,overcoat,if,report 1C
come back to life,busy,leaf 1D
soon, hope, together, stay, places of interest,each 2A
anytime, fantastic, expensive, camera, famous, tent, raincoat, notebook, whom, prepare 2B
enter, take off, point, touch, finger, arrive, gift money, paper, pass, person, May Day, during, had, be different from 2C
greeting, foreigner, polite, into 2D
festival, Spring Festival, Christmas, get together, potato, mark, sweet, luck, riddle, stay up, honor, family get together, Mid-autumn Festival,send,believe 3A
inside, shout, chocolate, candy, grape 3B
international, labor, race, National Day,capital,flag,hang 3C
whole, greet, lucky, burn, god 3D
go hiking 1A 理
解
foggy, degree centigrade 1B
softly 1C
hopeful, heavily, crop, ripe, harvest, strongly 1D
local, Germany, France, New Zealand, Egypt,India,Russia 2A
exciting, backpack, the Palace Museum, Mount Tai 2B
custom, Brazil, Indonesia, Muslim, Thailand, Korea, Italy, wrap, Tibet, temple,Tibetan 2C
necklace, impolite, earn 2D
dragon, Thanksgiving, roast, turkey, Lantern Festival, Lunar, eve, midnight, fool, adult, mooncake, Christian, Easter, Christ, colorful 3A
Halloween, scary, broomstick, witch, ghost, apple bobbing, pumpkin, treat, trick or treat, Jewish, honey 3B
normally, decorate, stocking, fireplace, Santa Claus,exchange 3C
event 3D
语
言
知
识 类别 内 容
语
法 1. 一般过去时的特殊疑问句
How was your trip?
It was wonderful.
How long were you there?
Only five days.
What places did you visit?
We visited some famous temples.
2. 动词过去式（不规则变化）
be→was/weredo→didhave→had
buy→boughtsend→sent
get→gottell→told
hang→hung
功能和话题 1. 季节和天气及相关的活动
What’s the weather like in summer?
How is the weather in winter?
What do you think of the weather today?
What’s the temperature,do you know?
Which season do you like best,spring, summer,fall or winter?
What’s your favorite season?
It is a good season for hiking.
It’s a good time to climb moutains.
We can make a snowman in winter.
2. 旅行计划和谈论度假
I want to go to Australia.
I plan to travel around the country and take pictures of the local people.
I would like to travel to some places of interest.
I hope to get together with then.
What’s the best time to go there?
What’s the weather like in Kunming?
Is it expensive there?
What places should I visit in Yunnan?
Where did you go on holiday?
What did you do last Sunday?
How was your trip?
3. 文化、风俗习惯
When you travel in other countries,you should know the customs of those countries.
In Japan,when you enter someone’s home,you should take off your shoes.
In Brazil,people never go out with their hair wet.
In Indonesia,you mustn’t point to anything with your foot.
Don’t touch a child on the head in Thailand.
Before the Chinese New Year,many Chinese families burn the old picture of kitchen god, Zao Shen’ to bring good luck.
4. 节日庆祝
Chinese people make dumplings and perform lion and dragon dances.
People in many countries celebrate Christmas and give each other presents.
They often wear scary clothes and knock on their neighbors’doors and shout,“Trick or treat?”
Best wishes to you.
Topic 1
Section A
The main activities are 1a and 3.本课重点活动是la和3。
Ⅰ. Teaching aims and demands教学目标
1. Learn the words of seasons and the words describing the weather and activities:
weather,spring, summer, fall, winter, warm,season,cold,rain, ground, snow, go hiking, swimming, climb mountains, make a snowman
2. Learn how to describe weather:
What’s the weather like in summer?
It’s hot. We can go swimming.
How is the weather in fall?
It is cool. It’s a good time to climb mountains.
3. Learn to use the comparative and superlative forms to express preference about seasons:
I like spring better.
Which season do you like best, spring, summer, fall or winter?
I think I like summer best.
Ⅱ. Teaching aids 教具
四张教学挂图。每张的上方分别标有春、夏、秋、冬四个英语单词。挂图背面标有暖、热、凉、冷四个英语单词,下方有hiking,swimming, climb mountains, make a snowman 短语。
挂图背面的下方为四季活动的图片。图与词应是相对应的。作为教学挂图的纸张应为纸板式,有一定硬度。
Ⅲ. Five-finger Teaching Plan五指教学方案
Step1 Review 第一步 复习（时间: 5分钟）
1.（师生互动问好导入复习呈现。）
T: Good morning, class.
Ss: Good morning, teacher.
T: What day is it today?
Ss: It’s Tuesday.
T: So we will learn a new section today. But first I would like to know the date today.
2.（找一学生协助导入复习。）
T: What’s the date today?
S2: It’s June 11th.
（找学生2。）
T: When were you born?
Ss: September 21st.
（找学生3。）
T: What’s the 11th month of the year?
S3: November.
3.（活动继续,同时老师分栏板书月份名称在黑板上。）
T: There are twelve months in a year.
But there are four seasons in a year, too.
Look at the blackboard. What are the four seasons?
Listen to 1a, find the answers and tell me.
（导入下步。）
Step 2 Presentation 第二步 呈现（时间: 10分钟）
1. T: Now, tell me the answers.
Ss: Spring, summer, fall and winter.
（学生根据录音模仿,老师板书在黑板上相应位置,同时纠正。）
T: Listen to the tape again, finish lb, try to find the words describing the weather.
2.（放录音1a第二遍,学生听,完成1b。）
T: Can you find the words describing the weather?
Ss: Yes.
T: What are they?
Ss: They are warm, hot, cool and cold.
3.（学生模仿录音机发音,老师板书,纠正。）
T: Listen to the tape for the third time. Find the sentences of doing activities.
Ss: All right.
4.（放完录音,师生商讨核对答案,然后老师板书重点句型在黑板上。）
T: What are your answers?
It is a good season for hiking.
I like swimming in the river.
It’s a good time to climb mountains.
We can make a snowman in winter.
Step 3 Consolidation 第三步 巩固（时间: 5分钟）
1.（小组活动。一边看课本Page 77的四幅图画,两人互问互答,熟练掌握句型。学生重点操练句型,除了黑板上呈现的外,还有以下。）
What’s the wether like in spring?
It’s warm.
How is the weather in fall?
It’s cool.
2.（让学生不看课本,借助黑板上的关键词,复述对话内容。）
Step 4Practice第四步练习（时间: 10分钟）
1.（完成2,听对话,填表格。）
T: Listen to 2, complete the chart.
T: Here are the answers, please check it.
Name Favorite Season Favorite Activity
Zhou Weilun summer go swimming
Maria spring fly kites
2.（学生两人对话,仿照4,表达自己对季节的喜好和原因。）
T: Work in pairs. Follow the example to make a dialog.
3.（完成3。）
T: Listen to 3, read and find Kangkang’s and Jane’s favorite season. And why?
（学生听,读,找答案。）
T: Now, tell me your answers.
（找一学生检查填写情况及的短文理解程度。）
S: Jane likes summer best. Because she likes swimming very much.Kangkang’s favorite season is winter. Because when it snows, the ground is white with snow and he can make snowmen. He likes doing that very much.
4.（四人小组活动。讨论自己最喜欢的季节及原因。并且需要对本季节的天气进行描述。）
T: Now, work in four. Discuss about your favorite season.
Describe the weather and your favorite activities.
Example:
S1: I like spring best. It is warm. I can go hiking. I like hiking very much.
S2: My favoriter season is winter. It is cold. It is not very cold. It often snows in winter. All is white. I like white. I like making snowmen with snow.
S3: I like summer better. It is hot. It is not cold. I can go swimming in the river. I like swimming very much.
S4: I like fall better. It is cool, not very hot and not very cold. I can go climbing mountains. That’s my favorite activity.
Step 5 Project 第五步 综合探究活动（时间: 15分钟）
1.（班级比赛活动。全班分成男、女两组。每组一次一人。挑出自己最喜欢的季节,取出相应的教学挂图,藏在身后,不让对方看到。然后互相猜。猜中了要描述天气和适宜的活动情况。每人有三次机会。猜不中的被淘汰,记零分。最后哪组得分最多,算赢家。）
T: Now, Let’s play a game.
Boys are the first group. Girls are the second group.
One boy and one girl work in a small group.
They must guess the other’s favorite season, then describe the weather and activities. Each can guess three times.
Let’s see which group can be the winner.
Example:
（第一小组）
A1: Is your favorite season spring?
B1: No.
A1: Is your favorite season summer?
B1: No.
A1: Is your favorite season fall, either?
B1: Yes.
A1: It is cool in fall. It’s a good time to climb mountains.
（换过来）
B1: What is your favorite season? Is it winter?
A1: No.
B1: Is it fall?
A1: No.
B1: Is it winter?
A1: Yes.
B1: It is cold. We can make a snowman in winter.
（第二小组）
A2: Which is your favorite season? Spring or fall?
B2: I don’t like spring. I don’t like fall, either.
A2: Is it summer?
B2: Yes.
A2: It is hot. It is a good season for swimming.
（换过来）
B2: I guess your favorite season is summer, too.
A2: Yes. It is right.
B2: It is hot. It is a good time to go swimming.
（第三小组）
A3: Your favorite season is summer?
B3: No.
A3: Spring?
B3: No.
A3: Winter?
B3: No.
（A3被淘汰。换过来问。）
B3: Which is your favorite season, spring, summer, fall or winter?
A3: Spring.
（B3出乎意料地运用妙计一次性猜中。）
（活动继续,直到完成。）
2.（完成Page 78 5）
T: Now, Let’s chant.
（全班同学一齐大声朗读歌谣The Seasons。教室里一片欢快的气氛。）
3.（留作业。写一篇不少于五句的短文,和天气、季节有关。）
T: This is your homework.
Write a short passage about weather. You should have five sentences or more in your passage.
（附本课板书: ）
Unit 8 The seasons and the Weather
Tpoic 1 What’s the weather like today?
Section A
March
April
May
↓
spring
↓
warm
↓
It’s a good season
For hiking June
July
August
↓
summer
↓
hot
↓
I like swimming
in the river. September
October
November
↓
fall
↓
cool
↓
It’s a good time
To climb mountains. December
January
February
↓
winter
↓
cold
↓
We can make a
Snowman in winter.
What’s the weather like in spring?
How is the weather in winter?
It is warm.
It is cold.
Section B
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands教学目标
1. Learn words of describing weather:
cloudy, snowy, foggy, sunny, windy, rainy,bright, quiet, wet, dry, low, temperature
2. Review the simple past tense and present continuous tense:
How was the weather yesterday?
It was cloudy all day.
What are they doing?
They are flying kites and a boy is riding a bike over there.
3. Learn to understand weather reports:
What’s the temperature, do you know?
The lowest temperature is 20℃ and the highest temperature is 25℃.
Ⅱ. Teaching aids教具
课前要求学生将1c各词制作成卡片。卡片上尽量显示图画和单词两部分。教师制作天气预报简图。简图上标明北京当天的天气及最高温度和最低温度。
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review第一步 复习（时间: 5分钟）
1.（男,女生各一人作英语课堂值日报告,复习上节课关于季节,天气和活动的描述。）
S1: Good morning, everyone. Today is Tuesday, June 10th.It’s summer now. I like summer best. Because it is hot. I can go swimming in the river.（面向全班同学）What’s your favorite season, everyone?
Ss: Spring／Summer／Fall／Winter.
S1: Why?
Ss: Because spring is warm. It is a good season for hiking.／Because Fall is cool. It’s a good time to climb mountains.／Because it is cold in winter. I can make a snowman in winter.
S2: Hello, everyone. I like spring better. It’s nice and warm,and I can fly kites in spring.
2.（学生作完报告举起一张画有一男孩正在放风筝的图片,同时标有fly kites的词导入下
步。）
Step 2 Presentation 第二步 呈现（时间: 10分钟）
T: What’s the weather like in spring?
（指着图片复习进行时,图片上有多云和下雨的图片,呈现另一类描述天气的词。例: rainny, snowy等,导入用一般过去时询问天气的句型。）
Ss: It’s warm.
T: What’s the boy doing?
Ss: He is flying a kite.
T: What’s the weather like in summer?
（老师指着学生3举起的图片。图片上有夏日一群孩子在湖里划船和一小孩在湖边公路上骑车的场面,图片上标有row boats, ride a bike, hot, dry词。）
Ss: It’s very hot. It is dry, too.
T: What are they doing?
Ss: They are rowing boats. A boy is riding a bike over there.
（老师手指窗外。）
T: What’s the weather like today?
Ss: It’s raining. It’s rainning heavily.
T: So it is rainy today. What a cool day! It is wet, too.
（老师让作下雨图片的学生举起,可结合实际情况变换。图片上标有rain,wet词。）
T: Today is Tuesday. What day was it yesterday?
Ss: It was Monday.
T: What was the weather like yesterday?
Ss: It was cloudy.
（老师分别让学生举起下雪,有雾,晴朗,有风,多云的图片。）
T: What was the weather like yesterday?
Ss: It was snowy.
It was foggy.
It was sunny
It was windy.
（师生互动练习。）
Step 3 Consolidation 第三步 巩固（时间: 10分钟）
1.（完成1b。）
T: Look at the picture in your textbook. Listen and match the words on the right of the box with the correct picture.
（两分钟后老师和学生核对答案。）
T: Here are the answers.／Tell me your answers.
（或者）Discuss with your partner to find the correct answers.
snowy-e foggy-b cloudy-a
sunny-d windy-f rainy-c
2.（完成1c。）
T: Practice the conversation in 1a with the words in the box with your partner.
3.（做游戏,快乐中巩固复习。）
T: Let’s play a game.
There are three sections in 1c.
If you have the card with words of section 1, please stand on the left.
If you have the card with words of section 3, please stand on the right.
If you have the card with words of section 2, please stand in the middle.
Now, there are three groups.
The first student of each group, please come to the front of class. Hold up your cards.
Then the whole class can make a sentence.
Example:
（1）It was rainy yesterday. Today is wet.
They are climbing mountains.
（2）It was windy yesterday.
Today is dry.
We are rowing boats.
（3）It was sunny yesterday.
Today is foggy.
We are flying kites.
（4）Yesterday was nice and bright.
Today is rainy.
We are making snowmen.
（5）Yesterday was wet.
Today is windy.
We are going hiking.
（有些句子可能很不符合逻辑,学生大笑,同时巩固复习句型,培养交际能力。）
Step 4 Practice 第四步 练习（时间: 10分钟）
1.（老师出示北京天气预报简图呈现关于湿度的词,句型。）
T: Now, look at the picture. Listen, read and say after the tape.
（老师板书关键词。）
city weather lowest temperature highest temperature
Beijing nice, sunny 28℃ 37℃
（模仿读三遍,纠正发音,语调。）
T: Now, look at the words in the box.
What do you think of the weather today?
Ss: It’s nice and sunny.
T: What’s the temperature,do you know?
Ss: The lowest temperature is 28℃. The highest temperature is 37℃.
2.（两人对话练习。）
T: Work in pairs. Practice 2a and discuss about the weather of other cities.
3.（完成2b。）
T: Now, look at the picture of weather report on Page 80, answer my questions.
What’s the weather like in Toronto?
Ss: It’s snowy.
T: What’s the temperature?
Ss: It is from-10℃ to -4℃.
T: What’s the highest temperature?
Ss: It is -4℃.
（完成后换成纽约市让学生提问老师答。师生互动,增强交际性培养。）
Ss: What is the weather like in New York?
T: It is sunny.
Ss: What’s the temperature?
T: It is from 3℃ to 7℃.
Ss: What’s the lowest temperature?
T: It is 3℃.
Ss: What’s the highest temperature?
T: It is 7℃.
4. Practice the conversation in 2a with the words in the box with your pantner.（活学活用。）
Harbin sunny quite cool from 5℃ to 15℃ go hiking
Xi’an windy hot,dry from 8℃~20℃ fly kites
Guangzhou rainy hot, wet from 10℃~30℃ take an umbrella
Step 5 Project 第五步 综合探究活动（时间: 10分钟）
1.（放松学习。）
T: Boys and girls, let’s do an activity with all classmates together.
Turn to Page 80. Look at 4.
Let’s read the rhyme“The Light Rain.”
（然后分组朗诵比赛。）
2. （分成七人一组。每人做一天的天气预报。扩展什么天气里注意什么等,关于注意事项的描述。弹性课堂,知识迁移。）
Survey th e weather in your area for a whole week in June,work in group of seven. Each makes a weather report of one day.
Example:
S1: Today is Monday. It’s nice and bright. The temperature is from 10℃ to 27℃. It’s a good day to work and study in school.
S2: Today is Tuesday. It’s cloudy. It’s hot. The lowest temperature is 9℃. The highest
temperature is 31℃.It will be rainy this afternoon. If you go out in the afternoon, please
take your umbrella.
S3: Today is Sunday. It’s sunny. It will be nice and warm all day. The lowest temperature is 10℃.The highest temperature is 25℃. It’s a good time to go hiking.
3.（调查两个城市近五天天气情况。分别做一份天气预报。写到作业本上,为下一节课作准备。）
T: Find two cities. Make a survey of the past two days and future two days, and today’s
weather. Make a weather report for each city。
Write your weather reports down.（学了就用。）
And that is your homework.
Get ready for next section.
Section C
The main activities are 1a, 2 and3. 本课重点活动是 1a,2和3。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some useful words amd expressions:
holiday, remember, wear, part, sun, shine, brghtly, shorts, suddenly, spend, as, travel, overcoat, if, report
2. Review how to use the highest and lowest to express temperature:
The highest temperature is 5℃.
The lowest temperature is 2℃.
3. Learn to make weather report and suggestions for travelling.
Here is the weather report on February 20th for some big cities in the word.
It is a good place to spend your holidays.
Ⅱ. Teaching aids教具
一张世界天气预报图／一个旅行包／一顶太阳帽／一幅太阳镜／一把雨伞／一条冬天用的毛围巾／一架照相机／12幅教学单词卡
Ⅲ. Five瞗inger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习（时间: 5分钟）
1.（男,女生各一人扮演天气预报员作天气预报,完成英语课堂值日报告。报告的依据是
上节课的作业。）
S1: Here is Xi’an. In the past two days,it was windy and cloudy. The temperature was from 10℃ to 23℃. But today is sunny and very hot. The highest temperature can be 35℃. For the future two days, it is the same. This afternoon, there is a little rain. It can be cool.
S2: Here is Chengdu. Today is foggy. The temperature is from 15℃ to 25℃. It was rainy in the past two days. But it is sunny for the future two days. It is a good time for traveling.
2.（老师可以根据以上报告向全班同学提问,巩固复习句型。）
T: What’s the weather like today in Chengdu?
What about Xi’an?
Ss: It’s fine and sunny in Chengdu.
In Xi’an it is sunny and hot.
T: How was the weather in the past two days in Xi’an?
How about Chengdu?
Ss: It was windy and cloudy in Xi’an.
It was rainy in Chengdu.
T: What’s the highest temperature in Xi’an?
And What’s the temperature in Chengdu?
Ss: It is 35℃ in Xi’an.
In Chengdu it is from 15℃ to 25℃.
（导入下步。）
Step 2 Presentation 第二步 呈现（时间: 10分钟）
1.（老师设问导入阅读）
T: Summer holidays are coming. If you plan to go traveling, which city do you want to go, Xi’an or Chengdu?
Ss: Chengdu.
T: Why?
Ss: It is not very hot. It is cool.
T: Right. Good idea. But there are better places to travel.
Now turn to Page 81. Read the passage in 1a.
Find your favorite place for traveling on summer holidays.
Ss: OK.
2.（学生阅读,老师挂上世界天气预报图。）
T: First, please finish 1b.
（5分钟后老师和学生共同商讨核对答案。）
T: Number 1, is the weather in England the same as that in Australia?
Ss: No.
T: Number 2, what’s the weather like in England in August?
Ss: It is hot and rains a lot.
T: Number 3, what season is it in Australia in August?
3.（老师找一学生3回答。）
S3: It is winter.
Ss: Right.
T: Number 4,does it rain a lot in China?
（老师找另一学生4回答。）
S4: No, sometimes it rains.
Ss: Right.
4.（完成1c,两人讨论暑假去哪里度过？需要注意什么问题？依据1a的短文。）
T: Talk with your partner about where you are going for your holidays and why.
5.（学生结对讨论。）
T: Now, report your favorite place to our class.
S5: My favorite place is Kunming,China. Because the weather is fine there. The wind blows
softly. It is a good place to spend holidays.
S6: My favorite place is Australia. Because it is sunny and not very cold there. It is winter now. I like winter very much.
S7: I like England best. Because it is hot. It rains a lot there. I plan to go there. I can bring my umbrella there. I like rainy days very much.
S8: My favorite place is China. It’s near. Travelling in China is not expensive.
Step 3 Consolidation 第三步 巩固（时间: 10分钟）
（全班分成四组。每组抽出来一人组成新的四人小组。对照天气预报图。第一人选择自己最佳旅游城市。第二人为其做天气预报。第三人宣布注意事项。第四人拿上正确的所带物品,做好旅游准备。老师取出所有教具。）
T: Here are the things you have to take when you travel. Please work in four.
T: The first one tells the class his／her favorite place to travel.
The second one makes a weather report for him／her.
The third one makes suggestion for him／her.
The last one, please get ready for traveling.
（学生对照世界天气预报图,随意发挥表演。全班同学观看。一边获取信息,一边核实活动情况是否真实。）
Group 1
S1: My favorite place to travel is Washington D.C.
S2: It’s sunny and hot.
S3: You should wear your sunglasses.
S4: OK.
（学生4戴上太阳镜背上旅行包准备出发。）
Group 2
S1: My favorite place to spend my summer holdays is Canada.
S2: It’s not very hot. The temperature is from 15℃ to 25℃.
S3: It is a good place for traveling.
（学生4背上旅行包出发,犹豫了一会儿拿上了照相机。因为没有得到明确指示。）
Group 3
S1: I want to go to Japan.
S2: It is rainy and wet.
S3: You should take your umbrella with you.
S4: OK.
（学生4背上旅行包,带上伞准备出发。）
Group 4
S1: My favorite place is Australia.
S2: It is very cold and sunny.
S3: You should take warm clothes with you.
S4: OK.
（学生背上旅行包戴上毛围巾开始出发。）
Group 5
S1: I want to travel in Cuba.
S2: It is sunny and hot.
S3: You should wear your cap.
S4: OK.
（学生4背上旅行包,戴上太阳帽准备出发,突然想到还应戴上太阳镜。突然听到S3发话。）
S3: But suddenly it snows.
（学生4匆忙转身拿上毛围巾,还没出发,又听S3说。）
S3: Now it rains heavily.
（学生4又匆忙转身拿上雨伞,要出发,又听S3说。）
S3: In the afternoon,it’s nice and bright. It is sunny.
（学生4干脆转身把照相机也带上。）
（活动结束。全班同学兴致昂然,意犹未尽。）
（此活动中遇到生词,老师可拿教具实物做提示。例: sunglasses）
Step 4 Practice第四步 练习（时间: 10分钟）
1.（老师取出上节课学生做的单词卡片等教具,上面有描述天气的词。）
T: Look at the card in my hand.Read the word, please.
Ss: Snow.
T: Make a sentence with it.
Ss: It snows in winter.／There is snow on the ground.
T: Now, read this one, please.
（老师取出另一张。）
Ss: Snowy.
T: Give me a sentence.
Ss: Sometimes it is snowy in winter.
T: Right. Snow is a noun. Snowy is an adjective.
T: It is the same. Now, read this one, please.
（老师取出另一张。）
Ss: Sun.
T: A sentence, please.
Ss: The sun shines brightly.
T: This one, please.
Ss: Sunny.
T: A sentence, please.
Ss: It’s sunny today.
T: Right.Sun is a noun.Sunny is an adjective.
（至此,学生心领神会。配合老师学完构词法,关于天气的词,由名词变形容词的规则。）
2.（读的过程中,老师可引导学生不断扩充句子,复习天气预报所用句型,为下一环节天气预报写作打基础。）
Example:
T: Read it, please.
Ss: Cloud. There is a lot of cloud in the air.（老师订正为in the sky。）
Cloudy. It was cloudy yesterday.
T: And the temperature?
Ss: The lowest temperature is 10℃.
The highest temperature is 20℃.
（老师可用天气预报图作提示。）
T: Next one, please.
Ss: Fog. There is a little fog today.
T: This one, please.
Ss: Foggy. It is often foggy in Chengdu.
T: What was the weather like yesterday in Beijing?
Ss: It was sunny.
T: What’s the date today?
Ss: It’s June 15th.
T: Tomorrow is June 16th. What will the weather be like in Beijing?
Ss: It will be sunny, too.
T: What day is it today?
Ss: It is Thursday.
T: It will be Friday tomorrow.
And the weather will be hot.
（由此导入用将来时询问天气的句型。）
Step 5 Project 第五步 综合探究活动（时间: 10分钟）
1. T: Turn to Page 82. Read the chart and the weather report.
Use six sentences or more to write a new weather report.
（学生写完后,小组活动,互相阅读,批改,挑出最好的,向班级汇报。）
Example:
Here is the weather report on February 21st for Sydney. It will be foggy. The highest temperature is 20℃. The lowest temperature is 15℃. It’s a good place to travel. You can take your cap and camera with you.
Here is the weather report on February 22nd for Toronto. It will be snowy. The lowest temperature is -10℃. The highest temperature is -4℃. It will be very cold. You must take your warm clothes with you. It is not a good place for traveling.
Here is the weather report on February 23rd for New York. It will be cloudy. The lowest temperature is 3℃. The highest temperature is 7℃. If you go there, please take your umbrella with you.
2.（完成3。）
T: If your friend wants to go on a trip in a big city, please try to find the information about the weather and give him／her suggestions.
3.（要求学生把建议写下,通过e瞞ail发给朋友。此项活动为本节课后用。）
Write your suggestions down. Send it to your friend by e瞞ail.
(附板书。)
Section D
The main activities are 1a and 5. 本课重点活动是1a和5。
Ⅰ. Teaching aims and demands教学目标
1. Learn some useful words and expressions:
hopeful, heavily,crop, ripe, busy,havest, leaf （p1. leaves）strongly,come back to life
2. Learn some useful sentences:
Which season do you like best, spring, summer, fall or winter?
It is a good season for hiking.
It’s a good time to climb mountains.
3. Learn to describe the differences between seasons:
It is a hopeful season.
It is the harvest season.
...many trees and flowers come back to life in March.
Winter lasts from December to February.
Ⅱ. Teaching aids教具
四幅反映四季自然界不同变化的教学挂图／几幅有天气图标的中国天气预报图
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习（时间: 10分钟）
1.（分组活动。收集描写四季不同之处的句子在黑板上。）
T: There are four words on the blackboard:
2.（全班按座位分成四组。）
T: There are four seasons in a year, but they are all different. Now, Let’s see how they are different.
Group 1, please write down the sentences describing spring.
Group 2, please write and tell us what summer is like.
Group 3, please work for fall.
Group 4, please describe how winter is different from others.
Ss: OK.
（学生开始分组活动。老师在旁边观看,指点和纠正一些必要的错误。）
（活动结果板书预计如下。）
spring summer fall winter
（1）It’s warm. （1）It’s hot. （1）It’s cool. （1）It’s cold.
（2）It’s from December to February. （2）It’s from March to May. （2）It’s from June to August. （2）It’s from September to November.
（3）It’s a good season for hiking. （3）It’s a good season for swimming. （3）It’s a good season for climbing mountains. （3）It’s a good season for making snowmen.
（4）It’s often sunny. （4）It sometimes rains. （4）It is often windy. （4）It sometimes snows.
（5）Spring is green. （5）Summer is bright. （5）Fall is yellow. （5）Winter is white.
（6）I can fly kites. （6）I can wear sunglasses and shorts. （6）
I can eat apples. （6）I can skate.
（7）When it rains,it is wet. （7）It’s dry. （7）We can go traveling. （7）We can wear warm clothes.
(8）We can wear light clothes. （8）We can have summer holidays. （8）We can begin our new term. （8）We can have winter holidays.
（9）Trees come back to life. （9）The highest temperature can be 37℃ sometimes. (9) We can eat different kinds of fruit. (9)The lowest
temperature can be -17℃ sometimes.
（10）The wind blows softly. （10）Sometimes it rains suddenly. （10）Leaves begin to fall from the trees. （10）Farmers are not busy.
（导入下步。）
Step 2 Presentation 第二步 呈现（时间: 10分钟）
1.（完成1a,1b。）
T: Turn to Page 83, read the passage in 1a and finish 1b.
（学生独自阅读。老师个别指点,辅导速度慢的同学。8分钟后核对答案。）
T: Now, let’s see what your answers are.
Spring: March, April, May/ come back to life ／warm／ a hopeful season
Summer: in June／hot／often rains,sometimes it rains heavily
Fall: after summer ／ the harvest season／fruit and crops are ripe ／ the farmers are busy harvesting ／ cool
Winter: from December to February ／cold／warm clothes／the leaves fall from the trees／sometimes it snows
2.（学生自己活动,根据自己所做的笔记,不看课本,复述短文。）
Example:
In China, spring returns and many things come back to life in March. The weather gets warm. It is a hopeful season.
Summer begins in June. It is very hot.
Fruit and crops are ripe in fall, and the farmers are busy harvesting.
Then winter comes. It lasts from December to February. We all wear warm clothes, and the leaves fall from the trees. Sometimes it snows.
Step 3 Consolidation 第三步 巩固（时间: 5分钟）
1.（完成2。）
T: Listen and fill in the blanks according to the information you hear.
（看学生做完后。）
T: Now, check your answers with your partner.
2.（完成4。）
T: Read the chart on Page 84 and complete the sentences.
Ss: All right.
Answers:
Today is June 2nd. The TV says the weather is sunny. The highest temperature is 30℃. June 1st was cloudy and sunny. The lowest temperature was 18℃ and the highest temperature was 26℃.
Step 4 Practice 第四步 练习（时间: 10分钟）
1.（两个小组活动。用比较级最高级讨论自己喜欢的和最喜欢的东西,季节和活动等。）
Example:
S1: I like T-shirts better. I like fruit best. What about you?
S2: I like football better.
I like computer games best.
S3: I like reading books better.
I like English best. And you?
S4: I like physics better.
I like maths better.
S5: I like drawing better.
I like music best. What’s your favorite season?
S6: I like fall better.
I like spring best.
S8: Hi. Which do you like better, by bus or by bike?
And which do you like best, on foot, by subway or by ship?
S9: By bus. On foot.
S10: Which do you like better, red or black?
Which do you like best, green, blue or purple?
S11: I like red better.My favorite color is purple.
S12: Which do you like better, Beijing or Kunming?
Which do you like best, New York, Toronto or Washington D.C?
S13: I like Beijing better.I plan to travel in Toronto, so that’s my favorite city.
2.（挂出天气预报图。四人一组,向天气预报员,为指定地点作天气预报,选出最佳预报员,向全班汇报。）
Example:
Today is June 3rd. The TV says the weather is rainy. The highest temperature is 20℃.
Today is June 5th. The TV says the weather will be cloudy. The highest temperature is 23℃. The lowest temperature is 15℃.
Today is June 6th. The TV says the weather will be snowy. The lowest temperature is -10℃. The highest temperature is 5℃.
Step 5 Project 第五步 综合探究活动（时间: 10分钟）
1.（复习巩固本topic要点。）
T: We have learned all the Sections of this topic.
Please go back to Section A, Section B and Section C.
Review all the words and sentences of seasons and weather.
Don’t forget the favorite activities.
Write them down in your notebook.
Then report to the class what we learned in this topic.
Ss: OK.
（学生埋头复习,巩固,总结本topic重难点,作好报告准备。）
T: Now, time is up.
Who would like to be the first to make your report to our class?
SA: We know words of seasons.
Spring, summer, fall and winter.
SB: We know words of weather.
They are warm, hot, cool and cold.
SC: We have other words of weather.
Snow, rain, fog, wind.
SD: Sunny, rainny, snowy, foggy, windy, cloudy.
SE: There are sentences:
What’s the weather like in spring?
It’s warm.
SF: How is the weather in summer?
It’s hot.
SG: How was the weather yesterday?
It was cloudy.
SH: It is a good season for hiking.
SI: It is a good time for swimming.
SJ: Look! what are they doing?
They are rowing boats and a boy is riding a bike.
SK: What is the temperature?
It is from 15℃25℃.
SL: The highest temperature is 35℃.
The lowest temperature is 5℃.
SM: What’s your favorite season?
Which do you like better?
SN: Spring returns and many things come back to life in March.
SO: This is a hopeful season.
Summer begins in June.
SP: Fall comes after summer. This is the harvest season. Fruit and crops are ripe.
SQ: It lasts from December to February.
We all wear warm clothes, and the leaves fall from the trees. Sometimes it snows.
2.（小组活动。讨论不同季节不同的服装穿戴,和各种喜欢的运动。也可把活动画出来,和同学谈论。）
3. Homework:
（把自己一年四季不同的所喜欢的衣服和活动写成一篇短文。不少于6句话。）
T: Here is your homework. Write down a passage about your favorite clothes and activities in different seasons.
七年级下册英语课件【篇11】
Unit 1 Can you play the guitar ?】
1、can+动词原形，它不随主语和数而变化。
(1)含有can的肯定句：主语+can+谓语动词的原形+其他。
(2)变一般疑问句时，把can提前：Can+主语+动词原形+其他?
肯定回答：Yes，主语+can。否定回答：No，主语+can't.
(3)含有can的否定句：主语+can't+动词的原形+其他。
(4)含有can的特殊疑问句：特殊疑问词+can+主语+动词原形+其他?
2、may+动词的原形。(may为情态动词)一般疑问句是把may提前，
肯定回答是：Yes，主语 +may。否定回答是：No，主语+mustn't。或please don't。
join+某个组织，俱乐部，party，参军，党派等 “加入”
Join sb. “参加到某人中” join in (doing)sth “加入做......，参加某个活动” Join in=take part in +活动，比赛
3、说某种语言：speak+语言 4、play+球、棋、牌;play+the+乐器。
5、擅长于(做)什么：be good at +名词/动ing
6、帮助某人做某事：help sb. (to ) do sth. help sb. with sth.
7、我能知道你名字吗?May I know your name?
8、想要做什么：want to do sth 例如：I want to learn about art.
9、What club do you want to join?
I want to join the chess club and the basketball club.
10、What club does Tom want to join? He wants to join the swimming club .
11、He can’t play the violin or the piano. Can you help kids with swimming?
12、Why do you want to join the English club? Because I want to learn English well.
七年级下册英语课件【篇12】
unit3 last weekend
第四课时 教学设计
一、教学设计思路
本课时的主要教学内容是不规则动词go的过去式以及有关环保的一些常见标志。本课时中，教师可以首先通过free talk带领学生一起巩固前几节课的动词短语过去式和句型；然后，通过教师介绍自己昨天的活动引入不规则动词read及go的过去式，went to a park, went swimming, went fishing, went hiking都是有关go的过去式，因此，教师可以只向学生介绍其中一个短语的过去式，然后让学生自己分析并举一反三；最后，通过看图讨论一些重大发明来进一步巩固过去式短语及句型。
二、教学目标
（一）知识
听、说、读、写短语：went to a park, went swimming, read a book, went fishing, went hiking。
听、说、认读句子：What did you do yesterday I went hiking.（二）能力
能够在实际情景中运用以上短语及句型。
能够理解并会唱 “At the Zoo”。
能够熟悉Good to know中的标志。
（三）情感
通过熟悉Good to know部分，增强学生的环保意识。
三、教学重点
短语went to a park, went swimming, read a book, went fishing, went hiking的听、说、读、写。
难点：掌握不规则动词的过去式形式。
四、教学媒体
1．Let’s learn部分短语图片及Good to know部分四个标志牌的图片。
2．录音机和本课时的磁带。
4．有关重大发明挂图。
3．教学课件
五、教学过程
1．导入
1）Daily Greeting
2）Free talk
T: What day is today?
A: Today is…
T: What day was yesterday?(强调 yesterday)
B: Yesterday/ It was…
T: What did you do yesterday?
C: I(did)…yesterday.(用前几课时已经学的词组)
3）教师播放歌曲本单元歌曲 “At the Zoo”，让学生欣赏。
2．呈现新课
1）Let’s learn
T: What did you do yesterday?
…
T: Who read a book yesterday?（教师做出读书的动作，帮助学生理解）…
教师分别说句子：I often read a book in the evening.I read a book yesterday.让学生去发现两个句子中read发音的不同。
教师一张张呈现go to a park, go swimming, read a book, go fishing, go hiking的图片，让学生先复习这些动词短语原形。
教师让学生看课本P31 Amy和Bai Lin的对话：
教师扮演Amy，让一名学生扮演Bai Lin，进行对话：
S: What did you do yesterday?
T: I went hiking.教师重复两边I went hiking.教师让学生发现went与go的关系。
让学生进行举一反三练习：假如以上提到有关go的动词短语是学生昨天的活动，教师进行提问
T: What did you do yesterday?
…（学生任选以上go短语进行回答）
教师根据学生对went的掌握情况调整教学。
2）Let’s play
将学生分组，4-6人一组，按照Let’s play部分自制表格，人物为该小组的成员。边对话边记录，然后做成表格再进行对话练习。
最后，教师鼓励各个小组将表格内容进行整体表述，形成一篇小短文，并进行表达。
3）Let’s sing
T: I went to the zoo yesterday.What did I see? Do you want to know?
Ss: …
T: Ok, let’s sing the song and let’s see what saw at the zoo.教师播放歌曲录音，学生听录音哼唱两边后跟录音齐唱。
然后，男女生对唱或按座位分组对唱。
4）Good to know
教师出示准备好的各种标志牌，请学生讲讲各标志的含义（本部分的四个标志牌分别表示：No fishing, No swimming, No dogs peeing, No dogs pooping），和学生一起讨论环境保护的重要性。鼓励学生课下自己设计一些标志图，下节课带来全班一起传阅。
3．趣味操练
活动：看图讨论
活动目的：练习运用一般过去时陈述过去的重大发明。
活动准备：一幅呈现着多种发明的大挂图。
活动过程：将挂图张贴在黑板上。将学生分成四组来分别讨论，并简单地用英语来陈述挂图上各种发明的时间、地点及发明人。然后向全班同汇报。看哪一组同学知道得多，陈述得准确。
4．课堂评价
完成本课时活动手册的相关练习，评价学生对不规则动词过去式形式的掌握情况。另外，教师在学生完成Let’s play任务及看图讨论中体现学生的自我评价及教师对各小组的评价。
5．课后作业
练习本课时的重点词汇，收集生活中常见的标志。