Unit 9 It’s raining!(新目标版七年级英语教案教学设计)

Unit 9 It’s raining!(新目标版七年级英语教案教学设计)（精选7篇）

Unit 9 It’s raining!(新目标版七年级英语教案教学设计) 篇1

二.语言目标：掌握以下句型

1.When is your birthday ? My birthday is November 11th .

2.How old are you ? I’m thirteen years old .

3.What events do you have at your school ?

We have an Art Festival each year .

4.Do you have a pop concert ?Sorry ,I don’t know .

5.When is the school trip ? It’s in April .

6.When were you born ? I was born in ….

三.学习策略：

角色扮演

自我评价

四.课时安排：

课时1： p47-p48 2c

课时2: p482d-p49

课时3: p50 Section B-p51 3b

课时4: p51 (4) groupwork-p52 selfcheck

五.教学步骤：

Period One

1. Showing the students a large calendar.

Teaching the words : when , January , February , March , April , May , June , July , August , September ,October , November , December.. birthday.

2. T: When is your birthday ?

S1: My birthday is -----

T: When is his /her birthday ?

S2: His /Her birthday is ----

Teaching : first , second , third , fourth , fifth , sixth , seventh , eighth , ninth , tenth , … , twentieth , thirtieth,twenty-first -----

3. Training the ordinal numbers together .

4. Listening to the tape recorder of 1a . The students try to remember the words of the months .

5. Listening to 2b conversations and number them 1-3.

6. Pairwork : Practise the conversations “When is your/his /her birthday ?” “…”

7. 2a. Listen to the recorder several times and repeat them.

8. Ss try to find the rule of the ordinal numbers and the teacher writes them on the Bb.

9. 2b,2c : Listen and match the names , months , days.

10. Homework: Workbook , Copy new words and setences.

Period Two

1. Duty report,

Review words of the months and the ordinal numbers .

2. T: When is your birthday ?---When were you born ?

S: My birthday is …. ---I was born in /on …

3. Help the students to learn the festivals of the year .

The students discuss them while the teacher write some of them on the Bb .

4. Pairs work : Practise “ When is your birthday ? / When were you born ? ’ How old are you ?…

5. 3a : Point out the conversations and read with students , practise“How old are you ?”

Point to the three ID cards ask questions about them .

6. 3b: Pairwork

First students make their own ID cards . Then pairs ask and answer.

7. Dictate the sentences .

8. Homework : Workbook , 评价手册 ,让学生制作家人生日卡。

9. If there is time , the whole class play games about birthday , age , name one by one.

Period Three

1. Let the students say out their family members’ names, birthdays , ages ,

2. Section B

Match the pictures and the events :

1. speech contest d

2. party c

3. school trip b

4. basketball game a

Teaching new words : speech , contest , party , school trip , basketball games , event, art , festival , pop , concert , chorus , lecture , music .

3. Listen and check the events above 1.

4. 2b : Listen again , fill in Joe’s calendar

Write 2b conversation on the Bb . Point to the calendar and show the September and October dates . Students listen to the recorder several times

And fill in Joe’s calendar

5. 2c : Ask two students to read the conversation to the class .

Students pairs do .

6. 3a Pair work

Ask students to do in pairs . Look at p51 3a and p97 , complete the schedule .

7. 3b : Practise the dialogue like the model : School Days , Art Festivals , Chorus Competition , Lecture , English Party .

Yes No I don’t

Know Month Do you like it?

School Day

Art Festival

Chorus

Competition

Lecture

Music Festival

English Party

8. Ask the students in small groups .

9. Ask the students to read the lists to the class .

10. Let the students copy these in their notebook .

11. Homework .

Period Four

1. P51 4 Group work : Write five things about yourself on a piece of paper . Another student will read to the class .

2. Have the students guess who the student is .

3. Self check

1.) Students remember the words

2.) Dictate the words

4. Write the words in the vocabulary builder by the students themselves .

5. Show the pictures of the famous people . Help the students to find their names and their birthdays

Unit 9 It’s raining!(新目标版七年级英语教案教学设计) 篇2

所用教科书:Go For It

所教年级:九年级

所教册次、单元: 九年级第一单元

一、整体设计思路、指导依据说明

教学设计整体思路:

主要以reading的文本为载体, 通过具体教学活动来激发学生的阅读兴趣, 训练学生速读和根据所给问题寻找相关细节的能力。此外, 在教学过程中渗透学习策略, 指导学生如何利用上下文的帮助猜测新词词意和从多个词条解释中选择最恰当的词意。在这一部分阅读训练中, 针对任务型阅读这一学生的薄弱之处, 我设计了一系列题目, 希望学生通过一定量的常规练习, 感受任务型阅读, 减少畏难情绪, 更好的适应这一河北省的新题型。

对文本中的词汇和语法教学, 我把它们分成了两部分来处理。教师着重教授语法重难点“unless”一词的用法, 并带领学生进行知识的拓展, 归纳类比其它经常用于主将从现的连词:as soon as, if, when。其它文本中的短语相对简单, 主要通过学生自学和小组合作学习的方式来解决, 教师根据课堂情况做适当的点拨。作业我选择了美国女诗人Sara Teasdale的一首优美的励志小诗“Like barleybending”

供学生欣赏, 希望学生在接触到原汁原味的英美文学作品, 体会阅读之美的同时, 心灵上受到鼓舞, 乐观、勇敢的面对生活中的挫折与挑战。

整个课程设计凸显阅读课的特点, 对课本内容进行了内部整合与外部拓展, 同时也兼顾中考的要求对基本词汇和重要语法点用不同的方法加以处理。课堂活动利用学习小组, 以学生活动为主, 教师主要是倾听、引导与点拨。

教学设计指导依据说明:

依据新课程标准, 基础教育阶段英语课程不仅仅要使学生掌握一定的听、说、读、写技能, 形成一定的综合语言运用能力, 还注重激发和培养学生学习英语的兴趣, 使学生养成良好的学习习惯和形成有效的学习策略, 发展学生自主学习的能力和合作精神, 帮助学生拓展视野, 了解世界和中西方文化的差异。

课程标准对学生“读”的目标描述中, 九年级学生应能根据上下文和构词法推断、理解生词的含义, 能根据不同的阅读目的运用简单的阅读策略获取信息, 能利用字典等工具书进行学习等。

二、教学背景分析

教学内容分析:

本课时是本单元的第五课时, 前面四个课时的学习已经为本课做了一定的铺垫。学生在前面SectionA和Section B的3a阅读中也初步实践了一些阅读方法, 本课的学习, 将是前面小块阅读训练的延续与提升, 内容更为集中, 方法针对性更强, 阅读课的特色更加突出。

学生情况分析:

学生通过初一、初二两年的英语学习, 已积累一定的阅读量与阅读体验, 但是面对阅读中较难的体裁如:科普文、议论文和阅读中较难的题型如:主旨概括, 词意猜测, 根据细节进行推理判断还是感到力不从心, 因此阅读策略的渗透和阅读技能的训练就显得尤为重要。我们旨在通过对教材中Reading阅读材料的整合与延伸, 让学生通过实践, 结合教师的点拨与精讲, 提升自身的阅读能力, 形成自己的有效阅读策略。

三、教学目标分析

教学目标分析:

知识目标:

学习并能在具体上下文情境中运用下列基本 短语:deal with, worry about=beworried about, learn to do sth, be angrywith sb, go by, decide not to do sth, regard…as…, complain about…, tryone’s best to do sth= do one’s best to dosth, with the help of sb, break off

学习连词“unless”的用法, 复习“when, if, as soon as”的用法。

能力目标:

学习如何通过上下文的帮助猜测新词词意和从多个词条解释中选择最恰当的词意。

训练学生速读和根据所给问题寻找相关细节的能力。

情感目标:

通过文本的学习, 鼓励学生做个坚强、快乐的人, 积极、勇敢地直面生活中的挫折与困难。

四、教学重点、难点分析

教学重点、难点分析:

(一) 教学重点:

1. 在于具体的阅读能力的训练:培养学生借助上下文的帮助获得恰当词意的能力;训练学生速读和根据所给问题寻找相关细节的能力。

2. unless的用法;主将从现常用连词“unless, when, if, as soon as”的归纳与运用。

(二) 教学难点:

1. 如何寻找有效的上下文

2. “unless, when, if, as soon as”用 法的辨析与结合情境的具体运用。

(三) 突破方法:

能力的提升借助具体的语篇和引导性较强的题目, 于潜移默化中让学生自己体会、感悟, 教师精讲巧点拨。

语法难点通过教师讲解, 小组互助学习来解决, 并通过巩固练习, 在具体情境中辨析、运用进一步巩固。

五、教学过程设计

Step One: Leading In

1. 教师出示图片和语篇。 (见图 1、2)

Do you still remember the dancerswho performed at 2005 Spring Gala?How beautiful and charming they are!However, they can’t hear or talk, becausethey are disabled people. But they facethe challenges bravely instead of giving up.

2. 请学生猜测 disable 和 face 两词在 文中的词意。

3. 学生讨论词意, 交流方法。教师倾听, 点评, 及时鼓励。

在此过程中, 教师渗透学习策略, 点拨学生利用上下文的提示:They can’thear or talk, because they are disabledpeople. 上下文互为解释。They face thechallenges bravely. bravely副词的运用提示此处face是动词, 故应为面对之意。

设计意图:激发兴趣, 渗透策略:根据上下文猜测词意。

Step Two: Pairwork

1. 口语热身。教师出示话题及要求: Can you think of any problems you havehad recently ? Tell a partner how youdealt with them.

设计意图:阅读前的热身, 也是话题的衔接过渡:面对困难, 我们该如何做?

Step Three: Fast Reading

1. 请学生快速阅读课文并回答问题: What are the three ways of dealing withour problems?

在此过程中教师渗透学习策略:有时可以通过速读来获取信息, 速读时, 文中的副标题非常有帮助。

设计意图:训练学生的速读能力和对文章结构的整体把握。

Step Four: Detail Reading

1. 教师出示阅读任务: (1) 为判断正误, (2) 至 (4) 为回答问题, (5) 为翻译句子。

Stephen Hawking, a famous psychologist, becomes successful by regarding his problemsas unimportant. (T or F)

If we don’t deal with our problems, what will happen?

What can we learn from children tohelp deal with problems?

Why do many students often complainabout school?

Let’s not worry about our problems.Let’s face the challenges instead.

2. 请学生认真阅读课文并写出答案, 要求书写工整, 清晰。

3. 核对答案, 小组交流解决疑难, 教师巡视, 并向学生提供必要的帮助。

4. 全班范围内学生交流, 分享自己的 翻译句子, 学生自评, 选出最佳译文。

设计意图:培养学生寻找相关细节回答问题或进行判断的能力, 训练学生根据文意选择恰当词意, 培养学生小组交流、合作的精神和认真倾听, 主动评价的意识。

Step Five:Vocabularies And Expressions

1. 请学生独立大声朗读课文并找出下列短语, 若需要可向组员寻求帮助:

(1) 处理, 应对 (2) 担忧 (3) 学习做某事 (4) 生某人的气 (5) 决定不做某事

(6) 将…视为… (7) 抱怨… (8) 努力做某事 (9) 在某人的帮助下 (10) 中断

2. 小组内朗读、记忆上述短语。

3. 教师组织小测试进行检测, 以小组竞赛形式进行。测试题注重短语在具体情境中的应用。

(1) I have trouble ______ all theproblems in such a short time. 应付

(2) ______, I finished writing thisessay easily . 在她的帮助下

(3) Our teacher ______ because ofhis cheating in the exam. 生他的气

(4) He ______ to learn English and caught up with his classmates at last.努力

(5) The young mother ______ herson’s illness for quite a few days. 担忧

设计意图:培养学生自主学习的能力, 培养学生的合作精神和竞争意识。

Step Six: Grammar Study

1. 教师出示含有“unless”的例句, 学生朗读、体会、感悟。

2. 教师讲解“unless”, 带领学生辨析归纳unless, when, as soon as, if的用法。

3. 教师提供“unless, when, as soonas, if”的相关练习供学生巩固。

(1) We will go bike riding __ it rainstomorrow.

A. because B. unless

C. if D. when

(2) My brother is going to look foranother job____ the company offers himmore money.

A. after B. when

C. unless D. because

(3) Anybody can learn Englishwell____he works hard at it.

(A) if B. unless

C. when D. but

(4) Tom will call me ____ he getshome.

A. until B. unless

C. as if D. before

4. 核对答案, 小组交流解决疑难, 教师提供必要的讲解。

设计意图:关注语法重点, 提升能力的同时兼顾中考基础知识的考察。

Step Seven: Homework

1. 请学生欣赏Sara Teasdale的励志小诗“Like barley bending”并选出自己喜欢的句子。

Like barley bending

In low fi elds by the sea,

Singing in hard wind

Ceaselessly.

Like barley bending

And rising again,

So would I, unbroken,

Rise from pain;

So would I, softly,

Day long, night long,

Change my sorrow

Into song.

------ By Sara Teasdale

我们应该如何面对生活中的困难?请用三五句话写出你的想法并与同学交流。

设计意图: 开拓视野, 涉猎西方文学作品, 陶冶情操, 启迪心灵。

六、教学评价设计

教学评价设计:

评价内容:

学生的课堂发言。

学生英译汉的译文。

基本词汇知识的掌握。

unless, when, as soon as, if用法的掌握与辨析。

评价方法:

对学生的课堂发言, 教师应及时给出鼓励性的评价。

选出最佳英译汉译文的环节, 鼓励学生自评, 生生互评, 以达到美文共赏的目的。

词汇部分检测以竞赛方式进行, 引导学生自评学习效果, 并解决出现的问题。

Unit 9 It’s raining!(新目标版七年级英语教案教学设计) 篇3

【关键词】新目标 英语 八年级 情境教学

一、情景教学概述

所谓的情境教学就是教师为了让增加教学的趣味性和效果，在课堂上通过一定的辅助工具对英语的教学进行场景的构建，在进行构建的过程中较多使用的辅助形式包括音乐、语言、事物和自然环境等，从而帮助学生对课堂的知识进行理解，让学生在学习的过程中产生身临其境的感受，从而可以更好的将语言进行理解，并熟练的进行运用。英语本身是一种实用性的语言知识，在进行教学的过程中学生的积极参与可以起到积极的作用，如果让学生单纯的进行听讲，会较为枯燥，学生逐渐的产生排斥的心理。而通过情景教学可以充分的调动学生的主观能动性，提升对知识的认知效率，加深对文章的理解和语言的掌握，提升英语学习的趣味性和自主性。

二、案例分析

案例一、在新目标英语八年级下第七单元What were you doing when the UFO arrived？这篇课文的主要语法是让学生掌握过去进行时，但是在真正进行学习的过程中，学生容易将过去进行时和过去时混淆，因为这两种语法在进行使用的过程中都可以表示过去发生的事件，只是过去进行时表示过去正在发生的事件。如果让学生单纯的进行理解，就会过于抽象。因此在进行情景教学中，可以将现实的情境引入到课堂中去，例如日常生活中经常会发生的打篮球、跑步和骑车等活动，将其进行设计，并结合动态的画面，让学生主动的进行思考，提升学生在课堂上的积极性和主动性，吸引学生的注意力。在这样的时候，可以将过去进行时的时态引入到课堂中去。

案例二、在新目标英语八年级第七单元“Would you mind turning down the music”这一章节时，主要的语法是重点句型“Would you mind（not）...？”，在对句型的学习中，可以设计如下的情景：将学生引入到一场郊游活动中，当到达目的地需要下车的时候，发现有的小伙伴睡着了，因此进行以下的沟通：“T ：Look，who is sleeping in bus now？S： Lan Tong is sleeping.T： Would you mind helping me wake him up？S： OK，I will do it at once.”通过学生身边真实发生的事件的情景展示，让学生可以很直观的对知识点进行掌握，在积极、和谐的的课堂氛围中学习到一定的语法知识并进行适当的展开，对学生来讲趣味性不断的提升，学生可以真实的感受到英语在进行应用时的语言环境，熟练的进行运用，使得英语的学习不再抽象而是真实的反映在日常的生活当中，对自身的英语学习能力和实际的运用能力具有重要的促进作用。

三、案例启示

从上述的案例中可以看出，积极地利用教材的优势对情景进行设计，巧妙地将语言环境和真实的生活进行贴合，让学生可以积极地进行语言的交流与合作，将课本的知识进行还原，通过语言环境进行展示，既能够深入的了解语言环境，同时可以让学生积极的进入到角色中去，将书本的知识进行运用。在对较难的语法进行学习的过程中，因为较为抽象难懂，学生会产生排斥心理，通过设计情景可以将学生的主动性进行提升，学生可以很快的进入到新的角色当中去，不再是被动的进行学习，对新的知识的掌握能力进一步的提升，对新知识可以进行合理的运用。

新课标明确的规定教师应该重视从学生的日常出发，结合生活的实际，培养学生语言运用能力和语言沟通能力，让学生可以从学习中不断的体验生活和理解生活，将生活的实际和语言结合起来，达到学以致用。因此教师在英语的课堂设计中应该将教学的目标和学生的心理年龄进行分析，设计的情景既能够符合学生的心理年龄，同时又能够培养学生的兴趣，展现高效的课堂活动。

四、进行情景教学的建议

在进行教学目标的制定中，对情景的设置必须要接近生活，将学生需要掌握的句型和语法进行深入的分析和指导，让学生在情景中进行训练，自然的将语法进行过渡，展示出语法学习的魅力，深入的挖掘学生的学习积极性。

从学生的角度进行情景的设计，必须要符合学生的接受能力和心理年龄，选取学生感兴趣的人和事，提升积极性和好奇心，让学生在整个学习的过程中，能够最大限度的保持学习的主动性。在进行情景的设计中需要将课程的难易程度进行掌握，无论是语言知识的构建上还是内容的拓展上，都应该循序渐进的进行，给学生一个相互适应的过程，让学生自主自发的进行学习。

五、结束语

通过相关的实践教学，可以体会到情景教学是课堂教学的重要方式，能够充分的将语言的实践性和交际性进行展示，将抽象的语法和句型转化为较为有趣的情景，对学习的效率会有一定的提升。根据学生的实际特点，围绕教学的难点进行设计，将学习的舞台进行搭建，让学生积极主动地进入到学习中去，感受学习的快乐，实现高效的课堂学习目标，培养学生的兴趣和学习的积极性。

参考文献：

[1]何亚维.新目标英语八年级（下）情境教学案例举偶[J].新课程（上），2011，08：172.

Unit 9 It’s raining!(新目标版七年级英语教案教学设计) 篇4

Go for it! 是以任务型语言教学为基础的英语教材，它体现“以学生为中心”和“以人为本”的教学思想，融话题、交际功能和语言结构于一体。本书每个单元都列出明确的语言目标、主要的功能项目和语法结构、需要掌握的基本词汇，并分为Section A和Section B两部分。Section A为目标句型提供分步事例和指导性练习;Section B使学生能够对已经学过的目标句型运用自如。每个单元还附有Self Check部分，此部分是让学生用来测试自己现阶段的英语水平，即对本单元的语言目标的掌握程度有较为明确的认识。

Starter Unit 1是Go for it! 预备篇三个单元中的第一单元。预备篇是为了使没有英语学习基础的学生更好地使用本套教材而编写的。它的主要内容为26个字母和最基本的英语日常用语。

本单元的教学内容为：学习Aa---Hh 8个字母。

学习hi、hello、good、morning、afternoon、evening、fine、OK、thanks等词汇。

学习不同时间见面时的问候语及其回答。

二、教学设计思路

在Go for it! 的教材上，每个单元只有一个总体的教学内容安排，既没有具体的课时数安排，也没有分课时的教学内容安排。所以，对教师来说，这是一个灵活运用教材的机会，任何教学内容的调整和取舍，都是合理的。但这也是挑战，教师必须从所教学生的实际水平和语言能力出发，合理安排本单元的课时数，设计好每课时的教学内容。

所以，教师在教学设计时，首先因根据自己学生的实际水平和语言能力，排出整个单元的总课时数，然后安排好每个分课时的教学内容，设计好相应的教学步骤，以及运用相应的教学策略。

Starter Unit 1的教学重点：Aa----Hh的字母教学

相互问候：Good morning/afternoon/evening, Alice!

Hello, Frank!

Hi, Cindy! How are you?

I’m fine/OK, thanks.

教学难点：a) 不同时间的不同问候;

b) 人名的读法和人物与名字的配对(8个)。

整个单元的内容，我把它分配在3个课时中完成。

第一课时：完成Section A----1a,1b。

课时目标：a) 学习见面时的相互问候。

b) 认识1a中的8个人物，能正确读出他们的名字。

第二课时：完成Section A----2a,2b,2c,2d,3,4a,4b,4c。

课时目标：a) 学习字母Aa----Hh。

b) 了解一些英语缩略词的意思。

c) 巩固上一课时中所学的人名及不同时间的问候。

第三课时：完成Section B 1, 2a, 2b, 3a, 3b, 4, 5;

Self Check 1, 2, 3, 4。

课时目标：a) 学习将相同元音音素的字母和单词归类(A/ei/, //, E/i:/, /e/)。

b) 巩固本单元的字母、单词和句型。

c) 培养自我检测能力以及名字卡片的建立。

三、教学目标

A、语言知识目标

1、 词汇：Letters Aa---Hh

hi、hello、good、morning、afternoon、evening、fine、OK、thanks

2、句型： Good morning/afternoon/evening, Alice!

Hello, Frank!

Hi, Cindy! How are you?

I’m fine/OK, thanks.

B、语言技能目标

本单元要求学生掌握英文字母Aa-Hh，能认读其印刷体和手写体字母的大小写等四种形式;能看, 听，说本单元所列的日常交际用语，重点学会打招呼，并做到语音语调正确。

C、 情感目标

万事开头难，首先利用这个单元培养学生们对英语的兴趣，因为兴趣是最好的老师。

四、教学策略

1、 以任务型教学作为课堂教学理念、利用整体语言教学法、情景教学法、交际教学法等。

2、 在教学中创设切实可行的任务型教学活动、突出交际性。

3、 教师为主导、学生为主体、任务为基础，注重实用性。

4、 引趣激趣策略，创设情景调节气氛，引发激发学生兴趣。

五、学习策略

自主、探究、合作、交流。

六、教学过程

The first period

Step 1：A song

Listen to a “Good morning!” song. Then Ss learn to sing this song.(利用JEFC教材中的Good morning!歌曲导入新课.)

Step 2：Introduction

Come into the classroom and greet the class with a smile and say Good morning!

Now, introduce the words “teacher” and “class” by using gestures. Repeat this several times and have the class repeat after you. Students can answer as a whole group, as rows and as individuals. Repeat “I am your teacher and you are the class” several times.

You may want to leave the class again to introduce the usual Good morning routine. Say Good morning，class. Help students respond with Good morning. Point to yourself and say I’m Miss/Mr. … Have them repeat. Explain the terms Miss and Mr. in Chinese.

Repeat this a few times with rows and individuals.

Miss, Mr. … (Ss repeat)

Morning, Miss/Mr. … (Ss repeat)

Good morning, Miss, Mr. … (Ss repeat)

Step 3：Practice

Say Stand up, please! with gestures. (Ss stand up)

Leave the classroom, return and say Good morning, class! Help the students respond with Good morning, Miss/Mr. … Say Sit down, please. Now let’s start the lesson.

Step 4：Listen and repeat

Say Open your books, turn to page 1. There are 8 students in the picture.(按图片上的人物数)One, two, three, four, five, six, seven, eight. Their names are: Grace, Bob, Dale, Helen, Eric, Frank, Cindy and Alice.(可以通过大屏幕展示第一页上的彩图，然后再展示单张图片，并分别与名字相对应。)Ss repeat after the teacher one by one until they know everyone in the picture.

Play the tape, Ss listen and repeat.(利用时间与图表来补充：Good afternoon! Good evening! 解释运用这两个问候语时的情景。)

Step 5：Pair work

Get the Ss practice the conversation in the picture.(Between boys and girls or deskmates. Every student can choose one of the names in the picture.).

---Good morning, Helen! --- Good morning, Bob!

---Good afternoon, Eric! ---Good afternoon, Grace!

---Good evening, Helen! ---Good evening, Dale!

---Hi, Alice! ---Hi, Cindy!

---Hello, Frank! ---Hello, Dale! etc.

Ask the students to tell the class their English names. If any of them have no English names, please choose one after class. Then practice the conversation again with their own English names.

Homework

Practice greeting people.

Practice reading the names of the students on Page 1.

Choose an English name for yourself.

(名字可以从书后的生词表中挑选，第二天上报给老师，每个学生现在只需记住自己的名字，挑出后不会读课后问老师。)

The second period

Step 1: Warming up

Greeting

通过大屏幕上所出现的时间和人名(时间可以通过数字、钟表或图片来展示，图片可以利用Section A---4b和Just for fun中的)，让学生区分Good morning! Good afternoon! 和Good evening! 的运用(闪现时间逐渐加快，可以用组与组之间比赛的方法，按得分的多少来决定胜负)。

Do Section A--- 4b (Listen again. Then number the pictures[1-3].)

Step2: Listen

Do Section A--- 4a. Ss open their books. Listen to the conversations. Then circle the names they hear.

(这一步起到巩固上一课所学内容的作用。)

Step 3: Pair work

Let students work in pairs to practice the dialogues. Get them to act it out in front of the class after practicing.(可以重新展示Step 1中的课件，让学生根据画面选择要表演的对话。)

Step 5: Listen, repeat and write

Get the students to listen to the tape 2a. Then repeat after the tape one by one. Pay attention to the pronunciation of the letters Cc, Hh and Ff.

Have the students watch the teacher writing the letters on the blackboard, then ask them to follow the teacher and write down these letters on their exercise-books. Let the students know the differences between the big letters and the small letters.

Then Section A-2b, 2c, 2d.

Step 6: Look and learn

a. Section A---3

b. Teacher shows more special letters.

c. Ss try to think of other special letters.

(补充生活中常见的缩略词，如：VCD、DVD、 NBA等，引起学生的兴趣和注意，激发他们去观察生活，使知识的学习为生活服务。)

Homework

Copy the letters and the conversation.

Find more special letters like NBA and their meanings.

The third period

Step 1: Warming up

a. Greetings.

b. Letters line up

Section B---3a, 3b

c. Get the Ss to call out the letters.(可以利用JEFC--- Colour page字母页里挑出所学过字母进行操练。)

d. Self Check---1

Step 2: Listen and repeat

Section B---4

List out the letter A/ei/, // on the blackboard and encourage the students to say out what other words a1so make the same pronunciation. Give them some tips. Present the other letters the same as the 1etter A. Then E/i:/, /e/.

Self Check---4

Step 3: Listen

Section B---1. Practice the dialogue: ----How are you? ---I’m fine/OK, thanks.

Ss work in pairs.

Step 4：Group work

Do Section B---2b.

Step 5: Fun

Section B---5.

Homework

Learn the letters, words and Greetings in this unit by heart.

Self Check---2.

(说明：对于Self Check---2，今后我都打算这样处理：在本单元的生词表中找出五个自己最不熟悉的单词记下，如果没有不熟悉的，就留意老师每次上课时所补充的。)

单元教学测评

一、 写出下列字母的左邻右舍。

1. _____B______ 2. ______c______ 3. _____f______ 4. ____E_____ 5. _____g_____

二、写出下列大写字母的小写字母。

1. BEE ________ 2. BAG _______ 3. BED _______ 4. HB _______ 5. CD _______

6. ABC ________ 7. AD _______ 8. CAAC _______ 9. BEC _______ 10. FACE _______

三、比较下列每组字母或单词的读音，相同的用(S)，不同的用(D)表示。

1. b, a ( ) 2. c, e ( ) 3. a, e ( ) 4. b, d ( ) 5. a, c ( ) 6. Dale, Alice ( )

7. Frank, thanks ( ) 8. evening, Helen ( ) 9. A, H ( ) 10. E, F ( )

四、单项选择

( )1. 一Good evening, Eric. 一_________, Cindy.

A. Good morning B. Good afternoon C. Good evening

( )2. 一Good morning! 一_________

A. Thank you. B. Good morning! C. Hello!

( )3. 一Hello! 一_________

A. Hello! B. Thank you. C. I’m fine.

( )4. 一How are you? 一_________.

A. I’m fine, thanks B. My name is Li Lei C. Thank you

( )5. 早上老师进教室时，同学们应对老师说：“_________ ”

A. Hello! B. How are you?

C. Good morning，Mr/Miss…! D. Good afternoon

( )6. 当人家问你 “How are you?” 时，你应该说： “_________”

A. My name is Lin Lin. B. Yes, I am.

C. I am not. D. I’m fine, thank you.

五、连词成句

1. good, you, to, morning

2. you, hi, how, Grace, are

3. fine, you, thank, I’m

4. OK, I, thanks, am

Unit 9 It’s raining!(新目标版七年级英语教案教学设计) 篇5

一、 设计思路

Starter Unit1是Go for it! 预备篇第三个单元的第一单元，是为初学者准备的入门单元，它的主要作用是要做好一个衔接工作，根据学生的认知特点和心理特点， 通过多样化的、趣味性的学习活动，让没基础的同学克服心理的畏难情绪，感觉到英语不难又很有趣;让有基础的同学更进一步培养起对英语学习的兴趣和自信。

二、 教学内容

1. 学习Aa--Hh八个字母。

2. 学习八个人名。Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen

3. 学习打招呼的用语：

Hello! / Good morning! / Good afternoon! / Good evening!

4. 学会问候熟识的朋友和应答：

--How are you?

--I’m fine, thanks. How are you?

--I’m OK.

三、 单元课时

整个单元的内容可分配在4个课时中完成。

第一课时：完成Section A1a,1b,4a,4b,4c(学习打招呼的用语:Hello! / Good morning! / Good afternoon! / Good evening! 及学习八个人名)

第二课时：完成Section A2a,2b,2c,2d,3,SectionB3a,3b(学习Aa--Hh八个字母)

第三课时：完成SectionB1,2a,2b,5(学会问候熟识的朋友和应答：--How are you?--I’m fine, thanks. How are you?--I’m OK.)

第四课时：完成SectionB4,Self Check and Just for Fun(复习巩固及元音字母A、E的发音。)

Period One

教学目标：

1. 学会打招呼的用语:Hello! / Good morning! / Good afternoon! / Good evening!

2. 识别和掌握八个人名: Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen

教学重点、难点：八个人名的掌握。

教学过程：

Step 1. Warming-up

1. 课前-上课铃响教师就用录音机播放P5的歌曲。

2. 教师自我介绍并用Hello! / Good morning! 问候学生。帮助学生用Hello! / Good morning! 作回应。

Step 2. Presentation

1. 用预先制作的图片或挂图介绍八个人物和姓名。

2. 拿出Bob的图片，帮学生说Hello, Bob! 或 Good morning, Bob! 然后利用其他图片。

Step 3. Work on 1a,1b

1. 先听后读，并操练。

2.结对练习对话，学生可用自己的中文名字。

Step 4. Presentation

利用假设的时间，教学生用Good afternoon! / Good evening! 打招呼。

Step 5. Work on 4a,4b,4c

1. 通过4a,4b两个练习，做简单巩固。

2. 结对练习对话，学生可用自己的中文名字，最好为自己选个英文名进行练习。

Homework

1. 熟悉八个人名，与图片联系，辨别性别。

2. 用所学语言问候家人或朋友。

3. 预习Section A3。 让学生感受到英语氛围并得到放松。

为后面的学习做铺垫。

鼓励学生大胆开口。

鼓励学生用刚学的英文名，有困难可以请教老师。

Period Two

教学目标：

1. 学会正确朗读和书写Aa--Hh八个字母。

2. 了解一些常用缩略词的含义。

教学重点、难点：八个字母的规范书写。

教学过程：

Step 1. Warming-up

1. 课前-上课铃响教师就用录音机播放P5的歌曲。

2. 与学生打招呼。

Step 2. Presentation

1. 听字母歌。

2.用幻灯片或字母卡片呈现不同的字母让学生认读。先大写，后小写。

Step 3. Work on Section A2a,2b,2c,2d,SectionB3a,3b

1. 听，读，模仿八个字母的发音。

2. 八个字母的排序练习，大小写对应练习。

3. 教师在黑板上一一演示八个字母的大小写。

(黑板上预先划好四线格，并在四线格上方写上八个字母的音标，后面书写时对号入座。)

Step 4. Game

找字母游戏：教师准备一些幻灯片，每张幻灯片写上其中7个字母，看谁能最快找出少掉的那一个。(可分大小写)

Step 5.Presentation

1. 让学生说出书中几个缩略词的含义。

2. 教师介绍几个常见的。

3. 让学生想一想，说一说。

Homework

复习八个字母的读音及书写。

让学生放松并复习上节课所学内容。

激发兴趣，了解情况。

循序渐进，让学生扎实巩固地掌握这八个字母的听说读写。

培养学生的反应能力，并有利字母的掌握。

让学生学会注意身边的英语。

Period Three

教学目标：

1. 复习不同时段的打招呼用语和八个人名。

2. 复习Aa--Hh八个字母。

3. 学会问候熟识的朋友和应答：--How are you? --I’m fine, thanks. How are you? --I’m OK.

教学重点、难点：How are you?问候语和八个字母的规范书写。

教学过程：

Step 1. Revision

1. 表扬作业书写规范、漂亮的同学，同时指出作业中出现的问题，对共性问题加以强调。

2. 做字母接龙游戏。

3. 任意抽出八个字母中的一个，让学生说出这个字母的前一个和后一个字母。

4. 给出一些常用的缩略词，让学生说出含义。

Step 2. Presentation

1. 使用不同时钟，复习Good morning! / Good afternoon! / Good evening! (让学生用自己的英文名字)

2. 教师用How are you? 问候学生，并帮他们用I’m fine,(或I’m OK.) thanks.来回答。

Step 3. Work on Section B1,2b

1. 先听后读，并操练。Go for itGo for it

2. 结对练习对话。

Step 4. Sing the song.

1. 跟录音机学唱这首歌。(之前学生已听过几遍，学起来应该不难。)

2. 男女生分开唱，进行比赛。

Homework

试将八个字母按音标分类。

复习巩固八个字母的读写。

通过复习，把本单元的语言点联系在一起。

鼓励学生把所学的知识合理的运用起来。

学这首歌既是一种美的熏陶，又是复习的一种有效手段。

为下节课作铺垫。

Period Four

教学目标：

1. 复习学过的英语歌曲。

2. 巩固本单元所学字母、单词及句型。

3. 学会将相同音素字母和单词归类。

教学重点、难点：学会将相同音素字母和单词归类。

教学过程：

Step 1. Revision

1. 让学生唱所学的英语歌曲。

2. 默写Aa--Hh八个字母。

Step 2. Work on SectionB4, Self Check4

1. 检查作业，让学生先来说一说，教师然后进行总结。

2. 通过SectionB4的先听后读，让学生试读Self Check4。

3. 教师再次提醒学生并举例说明。

Step 3. Work on Selfcheck1,2,3

1. Selfcheck1，让学生自己解决不认识的单词。

2. Selfcheck2，同学间互相交流答案。

3. Selfcheck3，让学生据图片先写出人名，后排序。

Step 4. Just for fun

1. 让学生读对话。

2. 让学生讨论解释对话中的疑问。

Homework

复习整个单元并做单元自测题。

既复习又使学生进入学习状态。

培养学生的观察能力。

培养学生的自学能力。

Unit 9 It’s raining!(新目标版七年级英语教案教学设计) 篇6

1.继续学习如何做自我介绍及问候他人。

2.学会从对话中获取对方的基本信息(询问他人姓名)。.

Language points(语言点)

1.要求掌握以下句式：What’s your/his/her name?

My/His/Her name is ……

2.要求掌握下列词汇：his, and, her, question, answer, look

3.语法：了解缩略形式What is=What’s ，I am = I’m等;初步了解代词my，your，his，her的用法(此知识可在今后学习中进一步巩固)。

Difficulties:(难点):代词my，your，his，her的用法。

Teaching steps(教学步骤)

1. Warming- up and revision(课堂热身和复习)

(1)Sing ABC song1

(2)Greeting (Say hello between the teacher and the Ss)

(3) Review introduction

T: Good morning. I’m Diana.2 What’s your name?

S: I’m Xu Dong./My name is… Nice to meet you.

T: Nice to meet you ,too.

2. Presentation(呈现新知识)

T: Boys and girls,let’s play a guessing game,

“What’s his/her name?” 3 OK?

Show the students the famous persons, let

them guess the names of these persons by using:

His name /Her name is ……4

I think his/her name is…5

Is he/she……?

教学设计说明

1. 为活跃英语课堂氛围而进行的活动。

2.为了复习第一课时的句式，教师可带上面具以新面孔出现，与学生进行仿真交流。教师与多个学生进行交流，进一步熟悉同学，并且给学生多种激励性的评价。

3.从guessing game中引出What’s his/her name? His/Her name is……。让学生利用名人的图片来进行猜测，熟练新的句式。

4.板书What’s his/her name?

His/Her name is……

5.对有能力的同学，鼓励使用更多的句式来表达。Is he/she…? I think he/she is… I think his/her name is……

3. Summary (short forms)

My name’s ______. Your name’s _______.

His name’s _______. Her name’s ________. 6

4.Work on 2a(完成P2-2a)

T: Now, look .at the pictures on P2, listen to the

four conversations. Just listen.

(Play the recording for the first time, students

only listen.)

Then, listen to the recording again, and number

the pictures . Check the answers.

5.Work on 2b(完成P2-2b)

Listen again. Circle the names you hear.

The first name is done for you.

Play the recording. Students listen and circle

the names they hear. Then check the answers. 7

6.Listen and repeat(听音跟读)

T: Now let’s listen to the tape and repeat.

Please try to read like the tape. 8

7.Work on 2c(完成P2-2c)

T: Suppose you are new students in No. 1 Middle

School. You are from different countries. You

meet for the first time. Make up a dialogue in

pairs.9

8. Grammar focus(老师用中文总结这两天所学的语法点)

T:这两天学习了自我介绍、认识新朋友、问候的句型。

My name is …… I’m ……

What’s his/her name?

Nice to meet you.

回答What’s your/his/her name?

的答语用： My/His/Her name is….

注意几种缩略的表达法：What’s=What is

I’m=I am name’s=name is10

6.小结物主代词my , your, his, her 的用法。

并了解一些缩略形式及读法，为下一步的听力做准备。

7.

Conversation1:Jenny, Tony

Conversation2:Tonny, Jenny

Conversation3:Bob

Conversation4:Jim

8.将四段对话让学生跟读一遍，为下一步的同桌活动做准备。教师要特别强调语音语调的模仿。可以先全班跟读，再让学生个体跟读。

9.学生可根据P3的示范做对话，或脱离示范对话，自由发挥。教师当堂检查三、四组对话。其他同学课后到教师处表演。

10. 指导学生阅读grammar focus时，注意使学生理解question, answer, look三个词。

9. Exercise

Workbook P1 Ex.1 Find these words. Circle the words.

P2 Fill in the blanks in the conversations..11

10.Homework

Oral work: (1) Listen to1a, read and recite it.

(2) Read the sentences in Grammar Focus.

(3) Go on making up your dialogues with your partner and polish it.

Written work: (1) Finish workbook P1P2Exx

(2) Bring some photos to school. 12

11. 练习册的两个习题巩固本节课的语言重点。

Unit 9 It’s raining!(新目标版七年级英语教案教学设计) 篇7

Teaching aims (教学目标)

1、learn to talk about preference (学会谈论自己的爱好)

2、learn to ask about others’ preference (学会询问他人的爱好)

Language points（语言点）

1、要求掌握以下句式：

(1)--Do you want to go to a movie?

--Yes, I do. I want to go to an action movie.

(2)--What kind of movies do you like?

--I like action movies and comedies.

2、要求掌握以下词汇：

(1) types of movies: action movie, thriller, comedy, *documentary, *opera (Beijing Opera)

(2) romance, movie

3、Difficult points：(难点)

(1)-Do you want to go to a movie?

-Yes, I do. I want to go to an action movie.

Teaching steps(教学步骤)

1. Warming-up and revision (课堂热身和复习)

(1) T: Hi, class! How are you today?

S: Fine, thank you.

T: But what’s the weather like today?

S: Fine, too.

T: Oh, yes. It’s a fine day today. Do you like the weather?

S: Yes. I can play ball games.

T: (转向另一生) Do you want to play ball games, too?

S1: Yes, I do. (学生回答有困难，教师帮助并加点头，摇头肢体动作。)

T: What kind of ball games do you like? (用动作或图片提示)

S: I like …（回答可多种，但最终引导学生到movie这个话题上来。）

T: Do you want to go to a movie? (show a movie poster or a picture)

S: Yes, we do.（如学生回答有困难，教师帮助。）

T: OK, let’s watch it.

(2) Presentation(呈现新知识)

T: Please watch the films and then say the names out.(放录像片断，让学生根据画面说出电影名字。)

S:《卧虎藏龙》

T: Yes. Its English name is Crouching Tiger Hidden Dragon. What kind of movie is this? It’s an action movie.

以同样方式教授

Romeo and Luliet tragedy 悲剧片

Finding Neom cartoon 卡通片

Spiderman science fiction 科幻片

Titanic romance 爱情片

Mr Bean comedy 喜剧片

Massacre thriller 恐怖片

The Palace Museum documentary 纪录片

T: Here are some classic movie dialogues. Can you tell us the kinds of movies？（根据录音对白，说出该电影的类别。）

Please listen.（如《指环王》，《沉默的羔羊》等）

S: …

2. Work on 1a(完成P53 1a)(放大图片)

T: There are some posters on P54. Can you match the kinds of movies with the posters?

或S1: What kind of movie is Poster A?

S2: Action movie.

Answers:

1. action movie _a__

2. comedy __c_

3. documentary __d__

4. thriller ___b__

3. Work on 1b (完成P53 1b)

T: Now listen and circle the kinds of movies in activity 1a you hear.

T: Now let’s check the answers.

These words should be circled: action movie, comedy.

Tapescript

Boy: Do you want to go to a movie?

Girl: Yeah, I do.

Boy: Do you want to go to an action movie?

Girl: No, I don’t. I want to go to a comedy.

4. Work on 1c(完成P53 1c)

T: From this dialogue, we know this girl wants to go to a movie. She doesn’t want to go to an action movie. She wants to go to a comedy. But what about you?

T: Do you want to go to a movie?

S1: Yes, I do. I want to see …. Do you want to go to a comedy?

S2: Yes, I do. I want to see ….Do you want to see a thriller?

S3: No, I don’t. I want to see….

5. Work on 2a(完成P54 2a)

T: I know everyone likes movies. But different people have different ideas. What about my friends Ben and Sally? Now listen to their conversation. Number the kinds of movies in the order you hear them.

Answers

3 comedies 1 action movies

2 documentaries 4 thrillers

Tapescript

Ben: Do you want to go to an action movie?

Sally: No, I don’t like action movies.

Ben: What kind of movies do you like?

Sally: I like documentaries. What kind of movies do you like?

Ben: I like documentaries too, and comedies. I don’t like thrillers.

Sally: You don’t?

Ben: No. They’re scary.

6. Work on 2b(完成P54 2b)

T: Listen to this conversation again. Draw under the kinds of movies Ben and Sally like, and draw under the kinds of movies they don’t like, and draw ? for “I don’t know.”

Answers

comedies action movies documentaries thrillers

Ben ?

Sally ? ?

7. Work on 2c (完成P54 2c) SURVEY

组内做个调查，用What kind of movies do you like?问，然后做个汇报。

Names Kind of movies

Jim action movie

Lily …

Lucy

…

e.g. S: Our group has four students. Two like action movies….

8. Homework.

Oral work（口头作业）

(1) Listen (1a, 2a) and recite the dialogues.

Written work（笔头作业）

(1) Write a short essay.(根据组内调查情况，写一篇小短文。)

带*的词可以提前，为第二课时做些铺垫，另外鼓励优秀学生在预习的基础上能学会使用。

热身部分可以做些星期、日期等交流，既可以将学生引入英语世界，又可以分解以后的知识难点。以天气引入 “Do you want…?”

对话中出现Do you want to …？和What kind of … do you like?的新句型，学生回答可能有点困难。教师可帮助学生回答并加肢体动作。建议回答五、六组学生。

板书movie

没有多媒体，可以用电影广告或图片。

板书 “Crouching Tiger Hidden Dragon”, action movie. 并叫学生猜测action movie的意思。如学生有困难，可用动作、表情表示或用中文提示。

可以适当拓展电影种类名称：

cartoon, science fiction

给学生一分钟时间来完成此项任务或以同桌学生问答形式完成。

播放磁带两遍，让学生单独或对子，也可以让四人小组为单位讨论答案。

She doesn’t want to / She wants to…在这课里不作要求,目的只是让学生先熟悉一下，为以后的学习作铺垫。

在这部分里，可采用S1问S2，S2问S3，S3问S4，…或两人一组编对话。

播放录音两遍，给学生一分钟时间完成。有困难的学生，可两人一组或四人一组完成此项任务。

播放录音两遍，检查答案。有困难的同学二人一组或四人一组完成此项。

Unit 9 DO YOU WANT TO GO TO A MOVIE?

(The 2nd period Section A 3a-4)

Teaching aims(教学目标)

1、go on talking about preference (继续谈论自己的爱好)

2、go on asking about others’ preference (继续询问他人的爱好)

Language points（语言点）

1、要求掌握以下句式：

(1) I like thrillers and I like action movies.

(2) I like thrillers but I don’t like comedies.

(3) Maria likes thrillers but she doesn’t like comedies.

(4) Guo Peng likes comedies and he likes Beijing Opera.

2、要求掌握以下词汇

(1) and (2) but

3、Difficult points：(难点)

(1) 掌握and, but并列句的用法

(2) 掌握like第三人称的用法

Teaching steps(教学步骤)

1. Warming–up and revision(课堂热身和复习)

(1) T: Hello, class! What day is today?

S: Today is….

T: Oh, it’s Tuesday. What do you want to do? Do you want to go shopping?

S1: Yes, I do.

T: S1 wants to go shopping. What about you? S2, do you want to go shopping?

S2: No, I don’t.

T: Oh, you don’t want to go shopping .What do you want to do?

S2: I want to….

T: S2 wants to….(问全班) Does S1 want to go shopping?

Yes, he does. What about S2? Does S2 want to go shopping?

No, he doesn’t.（Does S1 want to…? Yes, he does./ No, he doesn’t. 是新知识点，教师可自问自答，以帮助学生理解。）

(2)T: Today I want to go to a movie. I like comedies and documentaries. S1, what kind of movies do you like?

S1: I like comedies, I don’t like documentaries.

T: You like comedies but you don’t like documentaries. Right? What about you, S2?

S2: I like action movies and thrillers.

T: Oh, I know, you like action movies and thrillers. S3, what about you?

….

T: I know you all like to go to movies, so do my friends.

But what kind of movies do they like?

What do they say?

Now let’s listen.

2. Work on 3a (完成P55 3a)

T: Robert says, “I like thrillers and I like action movies.”

What about Maria, Guo Peng and Michele?

S: Maria says, “I like thrillers but I don’t like comedies.”

Guo Peng says, “I like comedies and I like Beijing Opera.”

Michele says, “I like comedies but I don’t like documentaries.”

3. Work on 3b (完成P55 3b)

T: From these pictures, we know Robert likes thrillers and he likes action movies.

What about Maria, Guo Peng and Michele?

S: Maria likes……

4. Work on activity 4 (完成P55 activity 4) SURVEY

T: We know what kind of films Robert, Maria, Guo Peng and Michele like.

What about our classmates? Maybe someone likes comedies and thrillers, maybe someone likes action movies but doesn’t like comedies…. Please find the names out.

(允许学生自由走动调查学生，同时用英语what kind of movies do you like? Do you like…?提问)

Find someone who … Student’s name

likes comedies and thrillers.

likes action movies but doesn’t like comedies.

likes documentaries and also likes Beijing Opera.

likes thrillers and action movies.

likes comedies and Beijing Opera.

e.g. In our class,×× likes comedies and thrillers.

×× likes action movies but doesn’t like comedies.

…

5. Make a survey of your family members about what they want to do on Saturday.

T: Saturday is coming. What do you and your parents want to do? Please make a dialogue with the questions “ Do you want to…? What kind of…do you like?”

e.g. S1: Dad, Saturday is coming. What do you want to do? Do you want to play ball games?

Dad: Yes, I do.

S1: But what kind of ball games do you like?

Dad: Let me see. I like basketball and football.

S1: Oh, you like basketball and football. What about mum?

Dad: She likes TV but she doesn’t like ball games.

6. Work on Ex.2 (完成workbook P34 Ex.2)

(1) Fill in blanks with the words from the box.

and do kind but from want like

A: Do you want (1) to go to a movie?

B: Yes, I (2) .

A: What (3) of movies do you (4) ?

B: I like action movies (5) comedies. What kind of movies do you like?

A: I like comedies (6) I don’t like action movies.

Answers:

(1)want (2)do (3)kind (4)like (5)and (6)but

7. Work on Ex.3(完成work book P35 Ex.3)

Write the questions.

(1) Q: What kind of movies do you like? A: I like thrillers but I don’t like documentaries.

(2) Q: . A: No, he doesn’t want to go to a movie.

(3) Q: . A: No, she doesn’t like thrillers.

(4) Q: . A: Yes, I want to see an action movie.

(5) Q: . A: No, I don’t like comedies.

Answers: (2) Does Jim want to go to a movie?

(3) Does Lily like thrillers?

(4) Do you want to see an action movie?

(5) Do you like comedies?

8. Homework:

Oral work（口头作业）

(1) Listen (3a) and recite the dialogue.

Written work（笔头作业）

(1) Finish workbook Ex.1 (P35), Ex.6 (P36)

(2) Write a short essay. (根据课文P55 activity 4 写一篇小短文。)

问答可采用师生问答或生生问答，内容可涉及学过的知识。目的在于对Do you want to…? What do you want to do?的巩固和识记。并通过复习旧知识引出对Does S1 want to…? Yes, he does./ No, he doesn’t.的新知识点的理解和运用。

板书Does S1 want to…? Yes, he does. / No, he doesn’t.

在这部分里，可采用S1问S2，S2问S3，S3问S4，…或两人一组编对话。目的在于运用and, but.

要求学生认真读图,从中获得信息。同时要求学生circle “and 和but”。

要求学生用Maria likes… Guo Peng likes … Michele likes … 来操练句型，并且colour “likes” red and colour “doesn’t like” green.

要求学生调查后，并做一个简单的汇报。

此处活动由课内延伸到课外，目的巩固运用新知识点。此处活动可设计为家庭作业或下一堂课的课前汇报。

如时间不够，此处作业可作为家庭作业。

Unit 9 DO YOU WANT TO GO TO A MOVIE?

(The 3rd period Section B 1-2d)

Teaching aims(教学目标)

1.express the reasons about why you like this kind of movie (能够表达自己爱好某一类电影的理由)

Language points(语言点)

(1)要求掌握以下词汇：

①scary ②sad ③funny ④exciting ⑤interesting

Teaching steps (教学步骤)

1. Revision(复习)

T: I know everyone in our class likes movies. But what kind of movies do you like? And what kind of movies don’t you like? Can you tell me, S1?

S1: I like comedies but I don’t like thrillers.

T: S1 likes comedies but he doesn’t like thrillers.

….

2. Presentation(展现新知识)

(1) A Guessing game.(猜)

T: But what kind of movies does your teacher Ms /Mr… like?

What kind of movies doesn’t your teacher Ms/Mr… like? Do you know? Please guess!

S: …

T: Right. I like… because they are interesting/exciting /funny.

I don’t like… because they are sad / scary.

(2)T: As you know, I like action movies because they are exciting. But I don’t like thrillers because they are scary. S1, what about you and your friend?

S1: I like…because …./ I don’t like …because….But my friend Jim likes …because….或My friend Jim doesn’t like …because….

3. Work on activity 1(完成P56 activity 1)

T: Now look at the pictures and find out what kind of shows are scary / interesting / exciting. Please choose words from the box and write them under the pictures.

Then point to the description words. And make faces of these description words.

或say:

Thrillers are scary.

Comedies are funny.

Action movies are exciting.

Documentaries are boring.

Beijing Opera are interesting.

4. Work on 2a(完成P56 2a)

T: Listen and circle the description words in activity1

Answers:

These words are circled: funny, scary, exciting, interesting.

Tapescript

Girl: Do you want to go to a movie, Edward?

Boy: Yes, that sounds good.

Girl: What kind of movies do you like?

Boy: Well, I like comedies because they’re funny. And I think thrillers are great.

Girl: How about documentaries?

Boy: No. Documentaries are boring. How about you?

Girl: I don’t like documentaries, either. And I don’t like thrillers- they’re scary.

Boy: So what kind of movies do you like?

Girl: Well, I like action movies.

Boy: You do?

Girl: Uh-huh. They’re exciting. And I like Beijing Opera, too. It’s very interesting. My father and I like it a lot.

5. Work on 2b(完成P56 2b)

T: From this dialogue we know two people there.

Who are they? Do you know their names?

T: Yes, Edward and June.

Now listen again and write down the words Edward and June describe the movies.

Write “E” (for Edward) or “J” (for June).

Answers:

kind of movie Description

comedies funny (E)

thrillers great (E), scary (J)

documentaries boring (E.J)

action movies exciting (J)

Beijing Opera interesting (J)

6. Work on 2c (完成P56 2c)

T: Read the description of the movies June likes and then complete the following form.

June likes/reasons she likes doesn’t like/reasons she doesn’t like

T: We know about the kinds of movies June likes. But what about Edward? Please write about the movies Edward likes and then read out.

e.g. Edward really likes comedies , he thinks they are funny. He also likes thrillers, he thinks they are great. But he doesn’t like documentaries, he thinks they are boring.

7. Follow up: TALK ABOUT PICTURES

T: We know the kinds of movies June and Edward like. But what about our classmates?

e.g. My classmate Jim likes action movies. He thinks they are exciting. But he doesn’t like documentaries. He thinks they are boring…

8. Work on 2d PAIRWORK.(完成p56 2d)

T: As we know, most of us like movies, but some like Beijing Opera. Do you know the same and different points between them?

9. Work on Ex.5 (完成workbookP36 Ex. 5)

Circle the letters of the correct sentences.

Answers:

(1)c (2)b (3)d (4)d (5)c

10. Underline the correct word in each sentence.

1. (Does/Don’t) she want to go to a movie?

2. Yes, he (do/does).

3. I (wants/want) to go to an action movie.

4. (Want/What) kind of movies do you like?

5. Gordon (like/likes) documentaries.

11. Homework

Oral work（口头作业）

(1) Listen (2b) and recite it.

Written work（笔头作业）

(1) Finish workbook Ex. 4 (P35)

(2) Write a short essay about the movies Edward likes.

三人或四人一组问答，目的让学生对likes, doesn’t like,and,but再识记。

此处猜最多叫三，四组。

板书sad, scary, interesting, exciting, funny

用影片片断，肢体语言或图片帮助学生理解

要求二人一组来操练，一学生问，另一学生用I like …because…/ I don’t like … because ….或用My friend likes /doesn’t like…because…来回答。

要求学生用肢体语言表示这些修饰词并评出最佳表演者.

此项任务，学生可单独或两人一组完成。

此项任务，学生可单独或两人一组完成。

要求学生写出Edward喜爱及不喜爱某一类电影的理由。同时，教师在教室四处走动，帮助有困难的学生。

给出几组图片，包括学生的照片，电影的图片，让学生

随机组成一段话。

分组讨论，然后每组派一学生汇报。

如课内没时间，可作为家庭作业。

Unit 9 DO YOU WANT TO GO TO A MOVIE?

(The 4th period Section B 3-4)

Teaching aims(教学目标)

1、continue to express the reasons about why you like this kind of movie (继续学习能够表达自己爱好某一类电影的理由)

Language points(语言点)

(1)要求掌握以下词汇：（继续）

①scary ②sad ③funny ④exciting ⑤interesting

Teaching steps:（教学步骤)

1. Warming-up and revision. (课堂热身和复习)

(1) T: These days we talk about movies. Do you know the top ten international movies in ?

（放电影片断）

2. Work on 3a (完成P57 3a)

(1) T: These films are so amazing that they attract my friend and me.

But who is my favorite actor?

What’s the name of his new movie?

What kind of movie is it?

Who is my friend’s favorite actor?

Which film does my friend like?

What kind of movie is it?

What else does he like?

Do you know? If not, please read the article in the text and then fill in the form.

Favorite actor The name of the film The kind of movie

I

Mike

(2)T: Read the article. Underline the description words.

Answers

These words should be underlined: favorite, new, funny, successful, boring, interesting.

3. Work on 3b (完成P57 3b)

T: Hi, class! As you know, my favourite actor is not only Paul Jackson but also Jackie Chan.

But which film of his do I really like?

What kind of movie is it?

What do I think of the movie?

Please read 3b, then answer these questions.

T: I like Jackie Chan but my husband likes Rowan Atkinson.

Do you want to know something about him? Please read and fill in the blanks.(读短文，填空)

Answers

①actor

②comedy

③funny

4. GROUPWORK (要求学生谈论各自喜欢的影星和影片)

T: Everyone in our class has his or her favorite film star. Please talk about them.

….

Or T: Jackie Chan is my favourite film star. Here is his file.

5.Follow up.

T: Boys and girls, a foreign student is coming to visit us. He wants to see a movie. Can you tell him something about the newest movie? Please make a dialogue with these questions.

What kind of movies do you like?

Which actor or actress do you like best?

Then recommend him a movie.

e.g. Ge You is a great actor in China. His new movie is “Bu Jian Bu San”. It’s a comedy. It’s a good movie. It can make us laugh. If you like it, we can go to see it tomorrow.

OR Make a poster of the favourite movie. Describe the movie to the foreigner.

e.g.

6. Work on Ex.7 (完成workbook Ex.7 P37)

(1) Fill in this chart about the movies you know.

Kind of movie Great Boring

Thriller

Documentary

Action movie Batman

Comedy

(2) Write a paragraph about the kinds of movies you like and you don’t like.

e.g. Action movies are exciting. Batman is a great movie.

….

7. Homework.

Oral work（口头作业）

1.Read 3a and recite it.

Written work（笔头作业）

1.Make a poster of your favourite movie.

如没有多媒体，可用图片或海报。

读短文，回答下列问题或小组讨论填下列表格。

学生可单独或两人一组完成。

要求学生带着这些问题阅读短文，获得信息。然后回答问题。

如有条件，可播放影片片段。

可用图片或海报。

这是对课文的拓展，此部分共有两个任务，可任选。

如时间不允许，可设计为家庭作业。

Unit 9 DO YOU WANT TO GO TO A MOVIE?

(The 5th period Self check 1-3)

Teaching aims(教学目标)

1、 谈论喜好（巩固）

2、 使用want表达喜好（巩固）

3、 陈述理由（巩固）

4、制定计划（巩固）

Language points(语言点)

1、巩固以下的语言结构

(1) want在一般现在时中的用法

(2) 连词and和but

(3) 表示品质的形容词

(4) What … like 引导的特殊疑问词

2、巩固以下词汇

action movie, romance, thriller, comedy, fun, great, scary, funny, exciting, sad

Teaching steps(教学步骤)

1. Revision（复习）

(1)Brainstorming

T: These days we talk about movies. When we talk about them, what will you think ?

(Any other things? Add new words to your Vocab-Builder.)

(2) Games. Find these words in the puzzle and circle them.

action boring comedy exciting fun funny great

movies sad scary thrillers

S G A G G X N B O R I X G S E

E R S C L G T Z P J U C L F F

C E E E T N U F O H I O Z K L

N A I L A I Q N H Y E M U U I

A T V W L T O K H R H E S P W

M E O S X I X N V E E D H J Z

O C M Y B C R W B M I Y A T H

R V P N D X M H Z O S C A R Y

D O C N R E D D T E E B K K V

M B B U B X M A B N A R T L R

D T O F I Q Y O S R Q D K D D

（3）Make plans.

T: All of you did a good job. In return, you will be invited to see a movie this weekend. Please discuss with your group members and decide what kind of movie you like and then plan for weekend.

e.g.S1: What kind of movies do you like, A, B, C?

A: I like action movies and comedies. I don’t like thrillers.

B: ….

C: ….

S1: OK. We all like action movies because they are interesting and exciting. We like SPEED because we like Jack Chan. He is a great actor.

Plan for the weekend.

We will go to see an action movie because it’s interesting and funny. The newest action movie is SPEED. We will go to see it this Saturday afternoon.

2. Work on activity 3(完成P58 activity 3)

T: I see most of you like to go to movies. Maybe you’re film fans. Now look at Tom and Mike’s desks. Who is a film fan? What

kind of things do they like? Write your ideas about them.

Tom:

Mike:

3. Just for fun

The following conversation is very funny. Please read and then answer this question, why doesn’t he like movies?

4. Discussion

T: What kind of movies can attract students?

5. Work on the Test of llnit 9 (完成评价手册Unit 9)

Read the conversation and circle the correct answers.

Paul: What kind of movies do you like?

Marty: well, I like comedies. I like funny movies.

Paul: Don’t you like thrillers and action movies.

Marty: Well, I don’t like thrillers. They’re scary. And action movies are boring!

Paul: Do your brother and sister like action movies?

Marty: No, they like romances. What kind of movies do you like?

Paul: Thrillers, comedies, and action movies. Do you want to go to a movie?

Example: Paul likes thrillers ○T F

⑴Paul likes romances. T F

⑵Marty doesn’t like thrillers T F

⑶Marty’s brother and sister like romances T F

⑷Marty likes scary movies T F

⑸Marty wants to go to a movie T F

Choose the correct words from the list to complete the sentences.

Boring exciting funny green sad scary

Example: I don’t like scary movies.

⑴Do you like action movies? Yes, I do. I like movies.

⑵Mark likes comedies. He likes movies.

⑶Ana doesn’t like thrillers. She doesn’t like movies.

⑷I don’t like baseball, because it’s .

⑸ “My Fourteenth Birthday” is a romance. It’s .

Complete the sentences.

Example: I like comedies.

⑴I like movies, but I like thrillers.

⑵ your sister like documentaries?

⑶Cindy like action movies, but she likes thrillers.

⑷What kind of movies your friends like.

⑸Tom doesn’t like to go to the movies. He to watch TV.

Answer the questions in complete sentences.

⑴What kind of movies do you like?

⑵Do your parents like movies?

⑶What kind of movies does your friend like?

⑷Do you and your friends like comedies?

⑸Are action movies exciting?

6. Homework

Written work（笔头作业）

(1) Build up the Vocab-Builder of this unit.

此项活动在于开发学生的想象思维，目的增大学生词汇量及巩固已有的旧知识。

此游戏目的在于巩固单词及刺激学生学习英语的积极性。

根据整个单元的语言目标和语言功能，先小组编对话，然后用第一或第三人称说一段话。

学生可单独或两人一组完成并要求学生读所写的短文。

这里设计的活动是小组讨论，为拓展训练，目的一轻松气氛，开发学生的思维，二培养学生的合作精神和综合运用知识能力。