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Unit 9 It’s raining!(新目标版七年级英语教案教学设计)

时间：2022-08-21 07:57:58 英语教学设计收藏本文下载本文

Unit 9 It’s raining!(新目标版七年级英语教案教学设计)（精选12篇）由网友“王缓缓”投稿提供，下面小编给大家整理后的Unit 9 It’s raining!(新目标版七年级英语教案教学设计)，欢迎阅读与借鉴!

篇1：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!

（一）

教学目标

*复习地名

*掌握表示天气情况的词语

*能够谈论天气，表达自己的情感

教学向导

目标语言语言结构语言功能

How is the weather?

It’s raining/windy/ cloudy/sunny/ snowing/ cold/hot. 现在进行时

What are you doing? I’m watching TV.

What is he/she doing?

He/She is playing basketball.

What are they doing?

They’re studying. 谈论天气

重点词汇学习策略与技巧跨学科知识

Windy cloudy rain snow sunny cold cool warm humid winter weather Pair work

Group work 其他国家、城市名称

地理方位

教学过程设计：

Steps Teacher’s activity Students’ activity Preparation

Brainstorm Show some pictures and guess the places Look at the pictures and give the answers Pictures or ppt.

Task I pair work: talk about the places and the weather

Aim Familiar with the new words

1 Look at the pictures and know the name of the places Read Ppt.

2 Read the new words in 1a and explain the meaning Read and remember

3 Use the sentence ‘how is the weather in Beijing?’ Answer the questions and learn

4 Make a sample: question and answer; let Ss do it Prepare their conversations

5 Move around the room and give support as needed Talk to each other

6 Ask some pairs to show their conversations Give their works or more expressions More sentence structures

Task II: listening comprehensions: what are they doing?

Aim Familiar with the new structure

1 Look at the pictures in 2a and know their activities Look

2 Listen to the tape for two times and fill in the blanks Listen and give the answers Tape

3 Move around the room and give some support Write the answers

4 Check the answer and point out the focus Check

5 Pair works to practice: what’s he doing? And answer it Make the pair work

Task III: group work：Is he playing soccer?

Aim Familiar with the sentences

1 Guess: what is he doing?

Is he …..?

How’s the weather? Listen to the rules of this game

2 Give some time and let them prepare to act Talk about how to act

3 Move around the room and give support Talk in groups

4 Ask one to act, other group guess, the winner group gets 1 point; Act and guess

5 Evaluate the best group in the class Choose the best group and the best actor

Homework Call your friend and ask him/her what his family members are doing, write a diary.

教学反思：本单元主要谈论天气，可以结合地理方位，国家名称来扩大学生的知识范围。在活动的选取方面，注重结合目标语言的机械操练及任务型的情景练习，使学生多方位的理解现在进行时的用法。让学生使用所学过的句型，可以巩固以前的知识。老师在任务中的指导地位是很重要的，要仔细设计好任务的各个环节，还要更加充分的备课、准备资料。

教案点评：

本单元主要谈论天气，可以结合地理方位，国家名称来扩大学生的知识范围。在活动的选取方面，注重结合目标语言的机械操练及任务型的情景练习，使学生多方位的理解现在进行时的用法。

（二）

教学目标

*熟练运用现在进行时的用法

*能够描述自己看到的情景，人的动作行为。

*能够对天气、对事情表达自己的情感

教学向导

目标语言语言结构语言功能

What are you doing?

I am playing basketball. 现在进行时一般疑问句

Are you watching TV?

Yes, I am. No, I am not.

Is she playing computer games?

Yes, she/he is. No, she/he isn’t. 谈论人的动作

谈论天气

重点词汇学习策略与技巧跨学科知识

Hot, cool, humid, cold, warm;

Riding, walking, taking; Playing basketball, Eating/ drinking, Visiting my grandmother, Watching TV, Playing the guitar 小组活动

调查图表互相交流不同国家的文化

教学过程设计：

Steps Teacher’s activity Students’ activity Preparation

Brainstorm Ask students to describe photos of them Describe the photos, use ‘my father is watching TV.’ Photos

Task I: pair work: what is he doing?

Aim Familiar with the new words; review the sentences

1 Look at the words and the pictures and match them P601a Finish the work

2 Check the answers Check

3 Make conversations with the pictures: what and how Use: The weather is… he is reading;

4 Move around the room and give the suggestions Talk about the conversations

5 Ask some pairs and point out the mistakes Show their works

Task II: reading comprehension

1 Say something about the background knowledge of Egypt and then look at the picture Give their information of Egypt Ppt.

2 Ask students to explain the report for the class Act as a reporter.

3 Choose the words of weather and the activities Give the answer

4 Check the answer and point out the focus Finish the work

5 Look at the pictures and describe Paris Read and fill in the blank

6 Check the answer and point our the verb phrases Check the answer

Task III: group work: your ideal place

Aim Use different sentences

1 Each group choose one place to describe and what you are doing in it Choose one place, and describe what they are doing

2 Move around the room and give suggestions Talk about it and write it down

3 Ask one to show their works and act it Choose one of each group to make a report

4 Evaluate the best group and the best reporter Choose the best one

Homework Ask your friends their ideal place and write about it

教学反思：新课程标准中强调学生在课堂中的主体地位，在综合课中他们的主体地位就更加突出。在各个活动中给不同程度的学生不同层次的任务，让各层面的学生都有表现发挥的机会，从而产生对英语的兴趣。使用照片图片多媒体来辅助教学，效果更好。同时让了解其他国家风景，风俗的同学介绍ideal place，增加学生的背景知知识，实现跨学科交流的目的。

教案点评：

采用任务型教学模式，在各个活动中给不同程度的学生不同层次的任务，让各层面的学生都有表现发挥的机会，从而产生对英语的兴趣。使用照片图片多媒体来辅助教学，效果更好。让了解其他国家风景，风俗的同学介绍ideal place，增加学生的背景知知识，实现跨学科交流的目的。

篇2：新目标初一下册Unit 9: It's raining!

Unit 9: It's raining!

Language goals

In this unit students learn to talk about the weather and talk about what people are doing.

New language

What are you doing? I'm watching TV

What's he doing? He's playing basketball.

What's she doing? She's cooking.

What are they doing? They're studying.

How's the weather? It's raining.

Section A

Write the question. What are you doing? on the board.Read the question and ask the class to repeat it. Then act out an activity students are already familiar with, point to the question and have students repeat it. Answer the question using the target language.

For example, you might pretend to be reading a book,playing soccer, playing the guitar or writing your name.When the class asks, What are you doing?, you answer,I'm reading a book, and so forth.

1 a This activity introduces the key vocabulary.

Focus attention on the cities in the picture. Ask, What s the weather like here? If they can't answer, supply theword and ask the class to repeat it. Say a sentence or two about each kind of weather. For example, It's raining.Is it raining here today?

Point out the numbered list of words. Say each one and ask students to repeat the words again.

Then ask students to match each word with one of the cities in the picture. Say, Write the letter of each city next to one of the ivords. Point out the sample answer.

Check the answers.

1 b This activity gives students practice in understanding the target language in spoken conversation.

Play the recording the first time. Students only listen.Say, You will hear four different conversations. Each one is about the weather in a different city. Point to each city in the picture as it comes up on the tape.

Play the recording a second time. Ask students to write the name of the city in the picture of its weather. Say, The first one has been done for you. Beijing is written in the picture of sunny weather. It is sunny in Beijing.

Correct the answers.

1 c This activity provides guided oral practice using the target language.

Point out the example conversation. Ask two students to read the dialogue to the class.

Say, Now work with a partner. Make your own conversations about the weather in these five places.

As the pairs talk, move around the room monitoring their work. Offer language or pronunciation support as needed.

Ask several pairs to present their conversations to the class.

2a This activity gives students practice in understanding the target language in spoken conversation.

Point to the four pictures. Ask students to tell what each person is doing in each picture. For example, This boy is talking on the phone. This man is playing basketball. Supply vocabulary words as needed.

Play the recording the first time. Students only listen.

Play the recording a second time. This time, ask students to listen to the recording and number the pictures 1 through 4 to show what each person is doing.

Correct the answers.

2b This activity provides listening practice using the target language.

Point out the list of names and the list of activities.Ask a different student to read each list to the class.

Say, Now I will play the recording again. This time,please match each name with an activity. Write the letter of an activity in front of each name. Point out the sample answer for number 1.

Play the recording and have students fill in the rest of the answers. ,

Correct the answers.

2c This activity provides guided oral practice using the target language.

Call attention to the four people in the picture in activity 2a. Ask students to say something about each person. Guide students to use the words and phrases playing basketball, cooking, ivatching TV, and playing computer games.

Point out the sample conversation in the speech bubbles and have a pair of students read it to the class.

Say, Now please work with a partner. Make conversations like this one. Talk about the people in the I pictures. As students work in pairs, move around the room monitoring progress and offering assistance, if needed.

Ask some pairs to present their conversations to the class.

3a This activity introduces more key vocabulary.

Call attention to the faces. Ask students to point to and describe each face using whatever vocabulary they can.Help students to identify how each person is feeling. For example, ask a student. Look at this face. Is it happy? Is it unhappy?

Then point to the four words. Say the words and ask students to repeat each one. Use your tone of voice and facial expressions to reinforce the meaning of each. Add your own simple explanations of what each one means.For example: Not bad. This means something is not very good, but it's also not very bad. It's in the middle.

After that, ask students to match each numbered phrase with a face by writing the letter of each face in the blank in front of the correct phrase.As students work, move around the room answering

questions as needed.

Check the answers.

3b This activity provides oral practice using the target language.

Point out the conversation in the large picture and ask two students to read it to the class. Ask students to explain what How's it going? means. (It is similar to How are you? or How is everything?)

Ask students to practice the conversation in pairs.Move around the room monitoring their progress.

Then call attention to the example in the small speech bubbles. Have two students read it to the class.

Say, Now we'll change some of the words and make our own conversations. We can use our own names. We can give true answers or we can make up answers.

Ask pairs of students to make up their own conversations. Move around the room offering language support as needed.

Ask some pairs to present their conversations to the class.

4. This game provides oral practice using the target language.

Say,Now let's work in pairs again. One student looks at the picture on page 85 and the other looks at the picture on page 87. Please don't look at your part ner's picture.

Say, Each picture has the same people in it, but they are doing different things. Take turns talking about what the people are doing in your picture. If I am student A, I will say. In my picture it is sunny. Guide one of the students Bs to respond. In my picture it is raining.

As students work, move around the room, monitoring progress and offering assistance as needed.

Section B

New language

More words used to describe weather:cold, hot, cool, warm, humid

Additional materials to bring to class:

weather map from an English language newspaper

1 a This activity introduces more key vocabulary.

Focus attention on the five pictures. Ask students to tell what the weather is like in each place, if they can. If not, supply the word and ask the class to repeat it. Say a sentence or two about each kind of weather. It's cold in this picture. Is it cold here today?

Point out the numbered list of words. Say each one and ask students to repeat the words again.

Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.

Check the answers.

1 b This activity provides oral practice using the target language.

Call attention to the example in the speech bubbles.Read the conversation with a student.

Ask students to work in pairs. Have students ask and answer questions about the weather in the pictures in activity la.

2a This activity provides listening and writing practice using the target language.

Read the headings on the chart to the class. Point out the answer blanks.

Say, Listen to this conversation between Sam and Maria. Listen carefully to their questions and answers.

Play the tape the first time. Students only listen. Play the tape again and have students write their answers.

Play the tape again and have students write their answers. Say, This time, please write the answers Maria and Sam give to the question “How's it going?”You may wish to play the tape more than once at this point.

Correct the answers.

2b This activity provides more listening and writing practice using the target language.

Point to and read the second two headings on the chart: What are you doing? How's the weather?

Ask students to listen to the recording again and write the answers to these two questions in the blanks in the chart.

Play the recording. Students fill in the blanks.

Correct the answers.

2c This activity provides guided listening and speaking I practice using the target language.

Point out the example in the speech bubbles. Ask two students to read it to the class.

Point out the three questions in 2a. Ask individual students each question and repeat their answers. Accept any reasonable answers.

Say, Now work with a partner. Make your own conversations. Student A is Maria. Student B is Sam. Athey talk, move around the room monitoring their work.Offer language support as needed.

3a This activity provides reading practice using the target language.

Call attention to the speech bubble and the picture.Ask students to say where the reporter is. Ask them to tell what they know about Egypt.

Read the speech bubble to the class, or ask a student to do so. Answer any questions students may have. Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.

Ask students to work alone. Say, Underline the words in the speech bubble that say what people are doing. Then circle the words that describe the weather. Two examples are done for you.

3b This activity provides reading and writing practice using the target language.

Draw attention to the pictures of France and the description below. Read the description to the class or ask a student to do so. Say the word blank each time you come to a blank line.

Answer any questions students may have about the new words. Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.

Ask students to work alone. Have students fill in the blanks. Point out the sample answer and read that sentence.

Correct the answers.

3c This activity provides writing practice using the target

language.

Ask one or two students to describe the weather in their home town, and to say what outdoor activities people there like to do (e.g. playing football, flying kites, fishing).

Ask students to work alone. As they work, move around the class monitoring progress and offering help as necessary. Provide the students with any new vocabulary theyneed (e.g. for describing activities), or encourage them to use a dictionary.

Ask several students to read their reports to the class.

4 This survey provides listening, speaking, and writing practice using the target language.

Call attention to the dialogue in the speech bubbles.Ask two students to read it to the class. Ask other students,What do you do when it's raining?

Substitute another type of weather for “raining” and ask other students what they do. Accept all reasonable answers and write each one on the board.

Introduce the use of present tense in both halves of answers such as, When it's sunny, I go to the beach.(See grammar note.)

Now ask students to interview their classmates. Ask each student to choose one type of weather and ask as many classmates as possible what they do in that kind of weather. Remind students to write down the answers.

Ask several students to read their questions and answers to the class. Write any new vocabulary items on the board and discuss these words. Students may wish to copy some of the words onto their notebooks.

Alternative: If you do not want students to get up and walk around the classroom, then ask them to do this activity in groups of four.

篇3：Unit 9 When was it invented?教学设计(新目标版九年级英语教案教学设计)

Part 1: Teaching design (第一部分：教学设计)

Structures: Passive voice (questions and statements)

Target language: When was the telephone invented?

I think it was invented in 1876.

Vocabulary: salty, sweet, sour, crispy, pleasant, potato chips, slipper, leaf, fire, scoop, light bulb, telescope, microwave oven, abacus, camera, beverage, be invented by, be used for, by mistake, by accident

Learning strategies: Brainstorming, Role playing

SECTION A

Goals

●To learn to use Passive voice (questions and statements)

●To listen, talk and read about invention

Procedures

Warming up by learn about Passive voice (questions and statements)

Passive Verb Formation

Tense Subject Auxiliary Past

Participle

Singular Plural

Present The car/cars is are designed.

Present perfect The car/cars has been have been designed.

Past The car/cars was were designed.

Past perfect The car/cars had been had been designed.

Future The car/cars will be will be designed.

Future perfect The car/cars will have been will have been designed.

Present progressive The car/cars is being are being designed.

Past progressive The car/cars was being were being designed

Pay attention to the passive voice of “give”.

Active Professor Villa gave Jorge an A.

Passive An A was given to Jorge by Professor Villa.

Passive Jorge was given an A.

1a Doing group work

Look at the things on page 68. Number them in the order of their invention.

A: I think the telephone was invented before the car.

B: Well, I think the telephone was invented after the car.

Televisor 1925 John L. Baird Scottish

A: I think the televisor was invented before the computer.

B: Well, I think the televisor was invented after the computer.

Telephone 1876 A.G. Bell American

A: I think the calculator was invented before the plane.

B: Well, I think the calculator was invented after the planer.

1b Listening and matching

Listen to the recording and match the inventions with the dates.

Tapescript

Girl: Life must have been difficult when you were a kid.

Woman: Oh, not really. Why do you say that?

Girl: Well, you didn’t have many modern inventions. Like, you probably didn’t have a telephone, right?

Woman: Of course we did! How old do you think I am? The telephone was invented in 1876.

Girl: How about cars? I bet cars weren’t invented yet.

Woman: Sure they were. Cars were invented in 1885. My family had a car. I think you need to take a history class, Alice.

Girl: Ha, ha! Well, did you have a TV?

Woman: No, we didn’t. The TV was invented around 1927, I think. Some friends of mine had one. But in those days, TVs were really expensive, and we couldn’t afford one.

Girl: And I bet you didn’t have calculators and computers and stuff. That’s something I do know. We learned in school that hand-held calculator were invented in 1971 and personal computers were invented in 1976.

Woman: You’re right. I didn’t have those things when I was young. But I do now!

The things in the pictures were invented in the following order.

The telephone was invented in 1876.

Cars were invented in 1885.

The TV was invented around 1927.

The hand-held calculator were invented in 1971.

The personal computers were invented in 1976.

Now you are going to read the listening tapescript. Blacken the passive voice, circle all the linking words and underline all the useful expressions.

1c Doing pairwork

In pairs, one covers the dates and the other asks him when the things in the pictures on page 68 were invented. Then change roles and practice again.

A: When was the telephone invented?

B: I think it was invented in 1876.

A: When was the car invented?

B: I think it was invented in 1885.

A: When was the TV invented?

B: I think it was invented around 1927.

A: When was the hand-held calculator invented?

B: I think it was invented in 1971.

2a Listening and numbering

Next you are going to listen to a tapescript and number the inventions in the order that you hear them.

Tapescript

Boy: What are those?

Girl: They’re battery-operated slippers.

Boy: What are they used for?

Girl: They’re used for seeing in the dark.

Boy: Oh, that’s cool! Who were they invented by?

Girl: Julie Thompson. And look at this heated ice cream scoop.

Boy: I know what it’s for! It’s used for scooping out really cold ice cream.

Girl: Right. It was invented by Chelsea Lanmon.

Boy: My favorite are those shoes with adjustable heels. You know-you can move the heels up and down. They were invented by Jayce Coziar and Jamie Ellsworth.

Girl: And what are they used for?

Boy: Well, you can change the style of your shoes. You can make the shoes go from casual to dressy.

The inventions are heard in the following order.

battery-operated slippers→heated ice cream scoop→shoes with adjustable heels

2b Listening and matching

You shall listen to the recording again and match the items in the chart on page 69 in columns A, B, and C.

A: Invention B: Who was it/ were they invented by? C: What is it/ are they used for?

Shoes with adjustable heels Chelsea Lanmon Scooping really cold ice cream

Battery-operated sneakers Jayce Coziar and Jamie Ellsworth Seeing in the dark

Heated ice cream scoop Julie Thompson Changing the style of the shoes

2c Doing pairwork

Role play the conversations using the information in the chart in the middle of page 69. Pay attention to the formation of passive voice.

A: What are the shoes with adjustable heels used for?

B: They are used for changing the style of the shoes.

A: What are the battery-operated sneakers used for?

B: They are used for seeing in the dark.

A: What is the heated ice cream scoop used for?

B: It is used for scooping really cold ice cream.

3a Doing pairwork

There are two kinds of inventions. One is helpful invention, and the other is annoying invention. Now in pairs make a list of five helpful inventions and five annoying inventions.

Helpful inventions Annoying inventions

Example: telephone Example: alarm clock

1. plane 1. atomic bomb

2. computer 2. missile

3. bike 3. rifle

4. car 4. chemical weapon

5. train 5. alarm clock

3b Doing pairwork

In pairs discuss your opinions in 3a with your partner.

A: What do you think is the most helpful invention?

B: I think the most helpful invention is the light bulb.

A: Why is that?

B: Well, it gives people more time to work and play every day.

A: What do you think is the most annoying invention?

B: I think the most helpful invention is the atomic bomb.

A: Why is that?

B: Well, it gives people more power to kill others.

A: What do you think is the less helpful invention?

B: I think the less helpful invention is the car.

A: Why is that?

B: Well, it makes it possible for people to move to distant places faster.

4 Doing groupwork

Imagine you are left alone on a small island in the sea. If you are allowed to take five inventions along with you, what would you take?

I like to take the followings with me.

knife flashlight handphone telescope gun

篇4：七年级下英语Unit 7 It’s raining教学片断Section A (1a---1c) 教案教学设计(新目标版英语七年级)

思考的问题：如何让学生积极主动地参与教学？提高课堂效率？

案例片断描述：

我在教学Go for it !七年级下Unit 7 It’s raining Section A，因为之前学了一般现在时态和现在进行时态，所以我就通过复习这两个时态来导入新课。

导入新课：

T: What do you usually do after school?

S1: I often play basketball.

S2: I usually do my homework.

S3: I often play computer games(这时同学们都哄堂大笑，为了不让这位同学难堪。我只能说他是一个诚实的好孩子，敢做就敢当。只要以后注意学和玩的主次就OK了。）

T: What do we do in the afternoon these days ?

Ss: we usually play basketball.

(这时我出示几张正在打篮球的真实图片}

T: What are they doing ?

Ss: They are playing basketball.(很好，同学们回答得很对。那么同学们看一下，天气怎么样啊？与此同时来教学如何询问天气）

T: How’s the weather in Picture 1?

Ss: It’s sunny (帮助学生回答,并通过图片进行操练描述天气---下雨、晴朗、阴天、刮风、下雪等词汇，并在单词旁边紧附音标，这样学生就会看着音标读单词了，而不是老师反复的领读。）

T: How’s the weather in Picture2?

Ss；It’s cloudy(我用不同的颜色来呈现单词，主要是为了让学生明白描述天气的形容词是由名词+y或者双写辅音字母+y构成，同时在每个新单词的旁边附有音标，以便于学生认读单词。而不是老师机械地领读。另外新单词都是在句型中进行学习，这样既练习了单词，又操练了句型。）

T: What’s the weather like in Picture 3?

Ss: It’s rain(动词）+ing/ rain（名词）+y .（对于第三幅图，我运用了How ‘s the weather? 的同义句What’s the weather like ?进行来问，主要是引起同学们的注意。问天气还可以用另外的表达方式-----What’s the weather like ?另外在描述“正在下雨”---It’s raining（现在进行时态）或“下雨的”It’s rainy“正在下雪”It’s snowing（现在进行时态）或“下雪的”It’s snowy

Pair work:

1、Teacher----Students：（有助于提高基础差一些的同学的口语训练，因为如果一开始就让同学之间操练的话，那么基础不好的同学就无法开口。）

2、Teacher----Student：（先让好一点的同学参与练习，这样又给差一点的同学提供了一次复习。然后又通过与成绩差的同学交流，如果他们都能进行对话，就说明这个内容达到了教学目的。反之，就需要进一步的操练)

3、Student（s)----Student(s)(可以是同桌之间，也可以是partners，学生自由搭配,最终要达到所有学生都会用自己的话来表达所学知识）

教学反思：

教学是一门遗憾的艺术，我们有时会发现自己没能很好地、及时的消除不良生成，例如该堂课上那位学生突然回答“I often play computer games after school.”课前我没有预设到这样情况，幸好我是通过表扬他诚实来缓解这种紧张气氛。因此我们以后要学预设理课堂教学中会发生的情况，但整个教学本身就是一个不断完善的过程。课堂上的遗憾只要经过课后的及时反思和建立在新情境上的设计和把握，良好的生成才得以重现和再建。亡羊补牢，未为晚矣。语言教学在很大程度上依赖于学生与教师之间的团结、合作、相互支持的人际关系，而这种关系时刻都受到彼此情感的影响，有时课堂上互动太被动，很多学生害怕在课堂上交流，即使他们会表达也不愿意说出来。所以从七年级开始，我就非常注重课堂互动。哪怕是站起来不答也会给他一点儿鼓励。而且在第一课时都会花一定的时间来操练，因为他会说了，做起题来就会容易一些。恰当合理地使用语言，有助于沟通情感，增进师生友谊和相互尊重，同时还可以创建一种和谐的语言活动氛围。在课上，教师要善于调控学生的情感态度，建立融洽、民主、团结；相互尊重的氛围，创造有利于学生学习的心理状态，形成积极的学习态度，让学生学得主动，学得愉快。

篇5：Unit 8 Where is John like?(新目标版七年级英语教案教学设计)

教学目标

1）学会描述人物性格特征。

2）学会表达对人物外貌，爱好，个性等方面的综合评价。

3）培养学生发表自己的看法和意见的能力。

教学向导

语言目标

和结构用what, who引导的一般现在时一般疑问句

Who’s that?

What’s he like?

2. 词汇：描述人物性格的单词

学习策略与

思维技巧 1. 个体操练 2. 群体思维 3. 查找信息解决问题

语言功能谈论人物特征

表达对人物的简单评价

多元智能人际交往能力

逻辑表达能力

概括智能

主题思维图及任务型活动

教学过程：

Teaching procedures

Teacher’s activities Students’ activities

Step1 Lead-

in Show some different photos to them and ask them, “Can you tell me who they are”

“What do they do?” Practice “He is …”

Step 2 Let students look at the photos and ask them: “What is the famous Chinese film star Gong Li like?” learn the new words

Step 3 Look at the picture on page 47 and ask the students to practice the dialogue in pairs.

“What is Billy like?” “He is …” Practice the dialogue.

Make up their own dialogues

Step 4 Give each student a piece of paper, and let them fill in the form.(表一). 对家人或朋友外貌，性格，职业，爱好进行调查 Fill in the form

Step 5 Ask students to do listening practice on page 48, 2a. Listen and draw the lines to match the words.

Step 6 .Write a book or see a movie. Then fill in the form.（表二）收看一部电影或读一本小说，记录其中主要人物的性格和外貌等。

Step 7 Interview

针对所填表格，运用所学句型进行口头练习。

Step 8 Writing:

写出十年后你理想中的着装，外貌，性格。

附:

Chart 1

..Names. ... relationship job appearance personality hobbies

(father)

Chart 2

personality appearance Why do you like/dislike him/her?

教案点评及反思：

本课是一节任务型教学研究课，着重以不同的方式向学生传授目标语言。用直观的形式，如照片等来教授新课。

1．导入：用名人照片导入容易引起学生共鸣。由于所选的人物有代表性，比较直接，鲜明的把学生引入到新课之中。加深学生对目标语言的理解。

2．运用调查身边熟人的方法使目标语言具有很强的实用性。通过表格把新旧知识联系起来，达到温故知新的效果。

3．阅读这个任务既锻炼了学生们的阅读能力又锻炼了他们分析问题的能力。当然这个任务需要一个充足的准备过程。

评价：本课设计合理，层次清晰；形式多样，课件运用恰当；达到了学生掌握并灵活运用目标语言的教学目的。在任务的设计和衔接上精炼流畅，最后一个任务难度大，老师的可预见性低，在操作时给老师提出了挑战。为了能够完成任务，收到良好的效果，老师和学生都应在课前充分准备。本节课改变了过去那种教师讲解和学生记笔记的学习语言的方式，培养了学生创造性运用语言的能力，并给学生创造能力的发展留出了充足的空间。

建议：可以根据学生情况，把step 6改为group work.即每组读一本书。这样做有助于培养学生团结互助，尊重他人，取长补短的能力。最后一步“写出十年后你理想中的着装，外貌，性格”可以根据情况留做家庭作业。要求学生不光要以文字的形式表达出来，同时要配上简单的图画，并通过板报的形式进行交流。

篇6：Unit 12 Don’t eat in class(新目标版七年级英语教案教学设计)

教学目标：

1. 谈论规则

2. 祈使语气

3. 表示允许

4. 能够用口头或书面描述规则

教学重点和难点：

重点掌握祈使语气的用法，包括表示允许的Can及其当情态动词用的 have to do；以及各种可以用在表述规章制度的动词和句型。难点在于情态动词的用法，以及祈使句与它的应答。

教学设计：

学习内容

学生活动

教师活动

1. 表示规则的句型：

* --- Don’t run in the hallways.

--- Sorry, Ms Mendoza.

* Don’t watch TV after school.

* Don’t go out on school nights.

1. 思考、谈论规则。

* Don’t talk loudly.

* Do your homework after school!

* Practice your guitar every day.

引导、启发、教授需学内容。

2. Can for permission, such as: We can do….

We can’t do….

Can we do…?

* --- What are the rules?

--- Well, we can’t arrive

late for class.

* --- Can we listen to

music, Alex?

--- We can’t listen to

music in the hallways,

but we can listen to it

outside.

2. 听录音，回答问题。

* --- Can we eat in the classroom?

--- No, we can’t.

* --- Can students wear hats in school?

--- Yes, they can.

放录音；启发、提示问题及答语。

3. 阅读→迁移（读、写、文化差异）。

阅读/认图标；阅读信件→根据其信息找出规则→写出规则。

3. 引导、提示图标含义；提示文化差异。

4. 用口头或书面形式描述规则。

4. 利用本单元所学祈使语气的用法，包括表示允许的Can及其当情态动词用的 have to do，根据常识或观察, 为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。

4. 检查学生讨论制定规章制度或使用规则情况--句型、短语、动词形式是否正确；指导并落实学生写作情况。

教学过程设计：

Task One:

Talk about school rules to “feel” Imperatives

Goal：Get to know about the structure to express rules

Step 1: Talk about the school rules they know / remember

Step 2: Look at the picture and read the rules in Section A – 1a, telling the difference between yours

Step 3: Add more rules to your school, which you think necessary

Task Two:

Listen and find out what Ss can do and what they cannot

Goal: Try to understand the rules by listening

Step 1: Listen to conversations about the activities and find out what students can do and what they cannot do

Step 2: Listen to conversations about the activities and find out what Alex and Christina can do and what they cannot do→Section A (2a / b)

Step 3: Listen to conversations about the activities and find out what rules students break

→Section A (1b)

Step 4: Listen to the different rules that different people have to follow→Section B (2a / b)

Task Three:

Learn to read the signs for rules

Goal: Learn about the rules by reading the signs

Step 1: Learn about the rules by reading the pictures→Section B1

Step 2: Learn about the rules by reading the signs→Section B (3 b)

Step 3: Talk about the similarities or the differences about the signs between China and abroad

Task Four:

Write rules for libraries, labs, computer-rooms, and swimming pools etc.

Goal: Learn to take care of public things

Step 1:

Read the letter →Section B (3 a)

Find the rules in the letter

Write them down

Step 2:

Talk in pairs about the rules for public places, such as libraries, labs, computer-rooms, swimming pools, etc.

Discuss in groups about the rules for these public places

Write down what have been talked about / discussed

教学点评与反思：

设计思路：

任务型课程的设计要自始至终体现任务的要求与特点，尤其要确保任务的设计与完成是从简单重复逐步过渡到真实或接近真实。基于这一要求与特点，本课的四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，以及如何表达规则；然后听（通过听那些能做、哪些不能做的事儿，体会情态动词can和can’t的用法）、认（通过认图标，说出规则，并把说出的规则写下来），最后根据常识或观察, 为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。这样，通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育：通过对公共场所制定规章制度, 培养学生遵守公德、爱护公物的美德。同时，学生还可以学会发散思维，以扩展知识；口头及书面表达能力也可随之提高。

二、课后反思：

不足之处：图标展示得不够；还可通过图标渗透中外文化差异。

可取之处：全方位的训练了学生的听、说、读、写的能力。

教案点评：

本设计采用任务型教学模式，设置四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，及如何表达规则；然后通过听，体会情态动词can和can’t的用法，通过认图标，说出规则，最后为图书馆、实验室等公共场所制定规章制度或使用规则。通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育。

篇7：初一英语新目标教案unit1(新目标版七年级英语教案教学设计)

Language functions:

Introduce themselves, greet people, ask for and give telephone.

Goals:

Use Hello, Hi. Introduce themselves. The number0-9.

Structures:

Present tense to be. What question. Possessive adjectives my, your, his, her.

Vocabulary:

Personal names, numbers 0-9. phone number, first name, last name, Hi, Hello

Target language:

What’s your name? My name is… I’m Gina. Nice to meet you. What’s your phone number? It’s…

Learning strategies:

Practicing. Listening for specific information.

Four periods

Period 1

Step 1 Revision

Revise the words and the sentences: What’s this in English?”

Do P1-1a

Teach new words and then let them read.

Step 2 Pairwork

Greet people and introduce yourself

Step 3. Presentation

1. Look at the picture P1-1a, listen to the conversations.

2. Do P1-1b.

3. Listen and repeat the conversations.

4. Pairwork. Do P1-1c.

Practise the conversations.

Report: self-introduction

Use: My name is…

I am…

I want to be your good friend

Step 4 Listening

1. Look at the picture p2-2a. listen to the conversations.

2. Do p2-2a

3. Teach the class to read the names.

4. Do p2-2b.

Step 5 Presentation

1. Using gestures and models, help the class to understand the sentences:

My name is…= I am

Her name is…

His name is…

2. Pairwork Do p2-2c

3. Groupwork. Do p3-4

Step 6 Grammar focus

1.Let the students read and ask any questions.

2. Teach them how to write the sentences.

Homework

Do p2-2c

Period 2

Step 1. Revision

1.Revise the words p1-p2.

2.Groupwork: Play the name game,p3-4

3.teach the new words p3, p5

step 2. Presentation

I. show a photo of Cheng long.

T: Who is this? S: It’s Chenglong

What’s his name? His name is chenglong.

What’s his English name? His English name is Jacky Cheng.

2. Name First name(Given name) Last name (Family name)

Cheng long Long Cheng

Jacky Cheng Jacky Cheng

4. Cheng long. His first name is Long. His last name is Cheng.

Jacky Cheng. His first name is Jacky. His last name is Cheng.

II. Show a photo of mine.

Who is this? My first name is… My last name is…

III. Groupwork

What’s your/his/her name?

What’s your/his/her first/last name?

Iv. Report: Self-introduction

My name is… My first name is…and my last name is…

I want to be your good friend.

Step3. book

1. Do p3-3a, 3b

2. Give yourself and English name the report

My English name is… My first name is…and my last name is…

3. Do p5-3a

Step 4 Homework

Make a ID card.

Period 3

Step 1. Revision

1. Pairwork

what’s your first/last name?

2. Report

Tell us your personal information

Step 2 words

Do p4-1a

Groupwork: Read the numbers.

Say your favourvite number.

Step 3 Presentation

1. This is my mobile phone. My telephone number is…This is Miss Zhang. Her telephone number is… What’s her telephone number? It’s…

What’s your telephone number?

It’s…

2.Pairwork

What’s your telephone number?

It’s…

3. Groupwork

What’s your/his/her telephone number?

It’s…

Do p4-2c p5-4

Step 4 book

1. Listening Do P4-1b, 2a, 2b

2. show their ID cards

3. Do P5-3b, 3c

4. Check their ID cards.

Step 5 Homework

Make a school ID card

Period 4

Step 1 Revision

Revise the words and the sentences that they learned in this unit.

Revise the numbers

Step 2 Exercises

1. Do 1. Ask them to check all the words they know. Find out the meanings of any words they don’t know.

2.Write five new words in their Vocab-builder on p108.Share their lists with other students.

3 Complete the questions and answers individually for the other three situations.

4 Read just for fun. Discuss where the humor comes from. Invite pairs of students to present this dialogue to the rest of the class.

Step 3. Game

1. Play the name game. P3-4

2. Find the owner. P5-4

Step4 Homework

Remember the words and the sentences.

篇8：初一英语新目标教案unit2(新目标版七年级英语教案教学设计)

Language functions:

Identify ownership

Goals:

Talk about the things.

Structures:

Demonstratives this, that. What questions. Yes/No questions and short answers

Vocabulary:

The letters, pencil, pen, book, eraser, ruler, pencil case, backpack. ID card, baseball, watch, key, computer game, notebook, ring, dictionary.

Target language:

Is this your pencil? Yes, it is. No, it isn’t. What’s this in English? It’s a pencil. How do you spell pencil?

Learning strategies:

Use context, guessing.

Four periods

Period 1

Step1 Revision

Revise introduce themselves. My name is… My phone number is…

Step 2 Presentation

1. Locate actual items in the classroom. Hold up each one and say its name. Ask them to repeat. Include: pencil, pen, book. Eraser, ruler, pencil case, backpack, pencil sharpener, dictionary.

2. Match the words and the objects. Do 1a

3. Listen. Do 1b.

Step 3 Pairwork

1. Say the sample conversations. Have them repeat.

2. Ask them to practice the conversations in pairs.

Step 3 Task

Gather some things on the desk and invite students to take turns coming to the front and find the owners? Let’s see who can find all the owners first and write the owners’ names in the chart? Ask Is this your…?

Period 2

Step 1. Revision

Revise is this your …? Is that your…?

Step2. Listening

1. Point to the objects in the illustration and ask students to name each one.

2. Play the recording. Do 2a

3. Do 2b. point to the words in the box and ask them to read them aloud. Listen. Write one of the words form the box on each blank line. Check their answers.

Step 3 Pairwork

Practice the conversation in the picture with a student.

Practice the conversation in the picture with a partner.

Step 4 Grammar focus

1. Ask students to say the questions and answers

2. Point out that the word that shows ownership comes before the item we are talking about.

Step 5 Listen

1. Do 3a.

2. Do 3b. Ask pairs of them to practice the example conversation. Ask them to say the name of each picture.

3. Ask them to work in pairs again. Have them practice the conversation again, substituting the words shown in the pictures.

Step 6 Task

Put some things in a paper bag- your pen, pencil or some thing else. Another student will take sth out of the bag. He or she will ask questions to find out who it belongs to.

Do 4a.4b. Point to the conversation in the picture, ask them to repeat.

Period 3.

Step 1 Revision

Revise is this your…?

Ask students to repeat the words: baseball, watch. Computer game, ID card, key, notebook, ring and pen. Match the words and objects in the picture. Do 1a

Step 2 Practice

1. 1b. Say the conversation with a student. Ask pairs of students to say the example conversation. Ask some to perform one of their conversations for the class.

2. They draw a picture of one of the objects in the picture and write out the conversation they had about that object.

Step 3 Listening

1. Read the words in 1a

2. Listen. Do 2a.

3. Listen. Do 2b.

Step 4. Task

1. Student A will look at p94. Student B will look at P98. Each student has only part of the information needed to complete the activity.

2.Give an example of the first question and answer.

3. A: is this her key?

B. No, it’s his key.

4. Divide the class into pairs.

5. Do 2c. check their answers.

Step 5. Practice

1. Look back at p10. Have them read the list of words.

2. Read the notices and circle the words that were used in 1a.Do 3a

3. Check the answers.

4. Do 3b.

Step 6 Task

Tell them that they will each write a message like one of these. Do a sample in together in class.

Ask them to write their bulletin board messages and write their messages on the board.

Step 7 Task

Most of people have pecked up others’ things. Do you know how to give it back it back to the owners? Do you know how to write Lost & Found?

Period 4

Step 1 Revision

Revise what they learned in this unit

Step 1 Self check

1. Do 1. Ask them to check all the words they know. Find out the meanings of any words they don’t know.

2.Write five new words in their Vocab-builder on p108. share their lists with other students.

3 Complete the questions and answers individually for the other three situations.

4 Read just for fun. Discuss where the humor comes from. Invite pairs of students to present this dialogue to the rest of the class.

Step 3 play the game

Ask them to write their first name, last names and telephone numbers in random order on the board. Next have some other students draw on the board pictures of things they own among the names and numbers. Ask students to use only things whose names they have studied in class. Then ask them to take turns pointing to an item on the board and asking questions such as: Is this your last name?… The student then calls on another student to answer the question with Yes or No.

Step 4 Task

Have you ever lost anything? How could you find it? Do you know how to write Lost & Found?

My English is …

My name is…

Please call 928-682

篇9：新目标英语七年级英语下册Unit 7教学设计 (新目标版英语七年级)

Unit 7 What does he look like？

任务型教学设计：

1.话题: What does he look like?

2.目标:

1）认知目标：掌握新单词短语及句型，学会描述人的外貌,并能根据描述画出人像。

目标语言：

What does your friend look like?

She has a medium build, and she has long hair.

(Or: She is thin, and she is tall/medium height.)

2)能力目标：

①学会谈论身高,体重,发型,面部特征及着装特点。

②能积极思维，运用所学单词，短语及句型，结合实际生活进行灵活运用。

③能和合作伙伴互相交流，充分交换信息。

3)情感目标：学会简单地表达自己的观点或好恶,学会为人善良的美德。

任务设计：

笔者在本课时设计了5个不同的任务活动形式，紧紧抓住了初一学生求知欲强，好动，好自我表现的年龄特点，较为成功地完成了本课时的教学任务。

活动一：猜一猜，学一学

在本课时的第一步，新教学内容学习过程中，笔者采用了3幅学生熟悉的可爱的卡通图画，请学生们从身高，发型，体型三个方面依次用抢答的形式说出已学过的表达：He is tall/ short/medium height……

对新知识的学习，笔者采取了让学生从老师的体态语言中，从实际的图片及身边的同学长相，适时再配以音标，让学生自己猜义，拼读，然后再由老师，学生分别教读，领读。在说说，猜猜，学学的过程中，学生自然就进入了本课时的学习内容与氛围中。

活动二：动一动。

初一学生毕竟年龄小，好动是他们的天性。针对这一特征，笔者设计了在学习完身高，发型，体型三个方面的词汇后，让全班学生齐起立，跟着老师一起用形象的body movement复习巩固了刚学会的新内容。

活动三：唱一唱，编一编。

笔者用一个节奏简单明了的chant,把所学的知识用另一种形式得到体现与升华。学生先由老师带领熟悉chant 节奏与内容，再让学生模仿老师的chant，为他们所喜欢的人物（如贝克汉姆，周杰伦，居里夫人等）编写新的chant,最后再为身边的老师，同学进行现场编写chant,气氛达到了前所未有的高潮。学生的能力也从简单的模仿训练上升为带有一定创造性的训练活动,不但有利于他们的思维培养,还能极大地提高学习兴趣.

（附chant: What does she look like?? She is short,short,short,short.

What does she look like ?????? She is thin,thin,thin,thin.

What does she look like?????? She has curly hair,curly curly hair.

活动四：听一听，画一画，猜一猜。

为加强学生的听力能力，结合初一学生喜好动手的特点，笔者设计了让学生们先听两遍录音，再结合所听内容，为所听到的任务画像。再通过实物投影机，请画画的同学对所画的人物描述一翻，可以让学生为自己的同学画像并描述，让其余的同学猜他（她）画的是谁。

活动五：写一写，找一找。

笔者设计了一个结合生活实际的开放性任务：让学生自己假设一个情景，有可能是逛街时和妈妈走散，有可能是小孩走失，有可能是寻找多年不见的亲人等等，结合下列表格写出一份寻人启示。此任务不仅培养了学生的写作水平，同时也培养学生体会出助人为快乐之本.最后再升华了本节课思想: 心灵美比外表美更重要。这也突破了本节课的情感目标.

教学体会：

(1) 任务型语言学习有利于发挥学生的主体作用

在任务型教学中，教师教学活动的设计以学生为主体，教师的作用是组织、引导、帮助和监控，教学活动以学生用英语完成各项“任务”为主，从而培养学生应用英语的能力，这极大地发挥了学生的主体作用，充分体现了以学生为中心的教育理念。如在学生为自己喜欢和敬佩的人设计chant时，那种参与创造的氛围非常热烈，学生的情绪和能力体现都得到了很好的升华。

（2）任务设计的真实性有利于激发学生的学习兴趣：

由于有意义的任务活动贴近学生的生活、学习经历，能引起学生的共鸣，并能激发学生积极参与的欲望，使学生有话可说，使不同程度的学生都学有所得，体验成功的喜悦。

（3）小组活动的任务设计有利于培养学生合作学习：

在任务型教学中，教师围绕特定的交际目的和语言项目，设计出由易到难阶梯式、任务化的教学活动，教学活动中让学生用英语完成各项真实的任务，这些任务可以是独立完成的，可以是小组协作完成的。在完成任务的过程中，学生们针对自己对话题信息或语言知识的掌握程度，分工合作，为共同完成学习任务发挥各自的优势，并及时交流、合成信息，完成学习任务。小组活动的任务设计，使不同程度的学生都参与到活动中，发挥自己的优势，互相协作，共同提高。

篇10：u14.doc(新目标版九年级英语教案教学设计)

Unit 14 Have you packed yet?

Part 1: Teaching design (第一部分：教学设计)

Structures: Present perfect with already and yet

Target language: Have you watered the plants yet? Yes, I have already watered them?

Vocabulary: watered, travel guidebook, suitcase, beach towel, bathing suit, refrigerator, member, cleaned out, turned off

Learning strategies: Brainstorming, Role playing

Section A

Goals

●To learn to use Present perfect with already and yet

●To listen and talk about having a vacation

Procedures

Warming up by studying grammar

Grammar is so important that it should always be learned and made use of in class.

Today we shall learn to use “ Present perfect with already and yet”

Look at the two sentences:

Have you watered the plants yet? Yes, I have already watered them?

Do you understand the structure of the two sentences?

We shall make more sentences like those.

Have you finished your homework yet? Yes, I have already finished it?

Have you found your bike yet? Yes, I have already found it?

To use the “ Present perfect with already and yet” more in communication, let’s go on to page 110.

1a Thinking and writing

Have you been on a beach vacation yet? If you go on a beach vacation, what three things would you pack?

Think and write your ideas in the chart on page 110.

A beach vacation Sightseeing in a city

1. bathing suit 1. camera

2. umbrella 2. mobile phone

3. drinking water 3. bike

1b Listening and checking

A family are packing things for a beach vacation. Now listen to their talk, paying attention to the “ Present perfect with already and yet”.

Tapescript

Woman: Have you packed the beach towels yet?

Boy: No, I haven’t. Can’t Judy pack them?

Woman: No, she’s busy. Could you please water the plants?

Boy: I’ve already watered them.

Woman: Oh, thanks.

Man: What about the travel guidebook and the street map?

Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet.

Man: That’s OK. I’ll get it. Have you packed the camera?

Boy: Yup. I’ve already put it in my suitcase.

Woman: Well, I guess that’s everything.

Boy: Almost everything. We haven’t locked the windows yet.

And now check√ the chores listed below the family have already done.

√Packed the camera √Watered the plants

× Locked the window √Bought a travel guidebook

× Bought a street map × Packed the beach towels

1c Doing pairwork

Imagine that you are going to the beach for the vacation. Ask your family members if they have already made a good preparation. Paying attention to the “ Present perfect with already and yet” structure.

A: Have you watered the plants yet?

B: Yes, I have already watered them.

A: Have you packed the camera yet?

B: Yes, I have already packed the camera.

A: Have you bought a street map yet?

B: Yes, I have already bought a street map.

A: Have you locked the window yet?

B: Yes, I have already locked the window.

A: Have you packed the beach towels yet?

B: Yes, I have already packed the beach towels.

A: Have you bought a travel guidebook yet?

B: Yes, I have already bought a travel guidebook.

2a Listening and writing

Next is another recording of a conversation about chores done or to be done. Listen to the conversation for what Mark did and what Tina did. While listening also pay attention to the “ Present perfect with already and yet” structure.

Tapescript

Boy: Mom and Dad said they want to leave in ten minutes. Are you ready, Tina?

Girl: No. I haven’t cleaned out the refrigerator yet. I have to do that right now.

Boy: Tina! You’re unbelievable. What about your bike?

Girl:I’ve already put it in the garage. But I haven’t locked the

garage yet. That’s your job, Mark.

Boy: I know. I’ve already done most of my jobs. I’ve taken out the trash.

Girl: Have you fed the cat yet?

Boy: Not yet. I’ll do it in a minute. Have you turned off your radio?

Girl: Yes, I have. I think we’re almost ready.

Now on page 111write before the 6 sentences M for Mark or T for Tina.

1.No. I haven’t cleaned out the refrigerator yet.

2.I’ve already put it in the garage.

3.But I haven’t locked the garage yet.

4.I’ve already done most of my jobs.

5.Not yet. I’ll do it in a minute.

6.Yes, I have. I think we’re almost ready.

2b Listening and matching

To match the questions below with the answers above in 2a, you shall listen to the tape again.

Have you fed the cat yet? →5

What about your bike? →2

Are you ready, Tina? → 1

Have you turned off your radio? →6

2c Doing pairwork

To practice spoken English you are to role play a conversation using the information from 2a and 2b.

A: Are you ready, Tina?

B: No, I haven’t cleaned out the refrigerator.

B: No, I haven’t put the food in the garage yet.

B: No, I haven’t locked the garage yet.

B: No, I haven’t done my jobs yet.

B: No, I haven’t taken out the trash.

B: No, I haven’t fed the cat yet?

B: No, I haven’t turned off my radio yet.

3a Reading and underlining

Here on page 112 is an e-mail message from Crystal. Now read it and underline all the different chores mentioned in it.

Subject: So busy！ From: Crystal

Hi Jake,

Sorry I couldn’t get back to you sooner. I have so many chores to do today. I have to do my homework, of course. I started about an hour ago, but I haven’t finished. Then I have to take the dog for a walk, water my mom’s plants, and do some shopping. I haven’t done any of those things yet because my grandfather came to chat to me. He loves talking, and I love listening to him. He started telling me about all of the chores he had to do when he was a kid. He had to get up at 5 am and chop wood and light the fire for breakfast. Then he had to collect water from the village well. Then he had to feed the animals-he and his family lived on the farm.

Anyway, I have to run now.

Take care,

Crystal

Now read the message again to blacken the expressions and circle the “Present perfect with already and yet” structure.

3b Doing groupwork

On page 112 in the middle is a chart with hours and chores done.

9:00 am Do my homework Water the plants Buy a newspaper

10:00 am Buy a newspaper Feed the dog Do my homework

11:00 am Feed the dog Do my homework Clean the room

12:00 noon

1:00 pm Water the plants Clean the room Water the plants

2:00 pm Clean the room Buy a newspaper Feed the dog

Now in groups of four, ask your partner what he or she has done, using “Present perfect with already and yet” structure.

A: Have you bought a newspaper?

B: Yes, I’ve already bought a newspaper.

A: Have you done your homework?

B: Yes, I’ve already done your homework.

A: Have you feed the dog?

B: Yes, I’ve already feed the dog.

A: Have you watered the plants?

B: Yes, I’ve already watered the plants.

A: Have you cleaned the room?

B: Yes, I’ve already cleaned the room.

4 Doing groupwork

What are you going to do this week? Now you are supposed to make a list of the things done and things to be done. You have to ask two of your classmates for their things done and to be done.

You Xu Lanfang Li Baoli

Things I have done Write a research paper Write a news report Go abroad

Things I haven’t done yet Visit my mother Find a friend Read a novel

Closing down by singing a song

Happy Birthday

Happyh birthday to you. Happy birthday to you.

Happy birthday, dear. Happy birthday to you.

Happyh birthday to you. Happy birthday to you.

Happy birthday, dear. Happy birthday to you.

篇11：Go for it! Book I Unit 9 教案(新目标版七年级英语下册教案教学设计)

(The 1st period Section A 1a-2c)

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。

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

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。

如时间不允许，可作为家庭作业。

篇12：Unit 7 What does he look like？(新目标版七年级英语教案教学设计)

任务型活动建议：

课程标准解读

学生参与决定教学内容。Brainstorm(头脑风暴)即学生在学习之前根据课题搜集、整理与课题相关人物外表信息。（身高、身材、头发颜色，长度及发型、脸部特征、着装、性格表达等）这样学生课前自己准备学习材料，教师利用学生带入教室的各种信息组织语言教学活动，并对学生进行经常性的需求分析，随时调整教学内容。

力图使学生自己输入成为主要教学内容资源，并成为整个学习过程的中心。教师针对本班学生特点，对教材进行整合、取舍并及时扩充必要材料充实课堂教学内容。

教学中挖掘利用学生自身的知识与经验，使学习内容更切合实际，学生更容易深切感知。主张学生自主、自导学习，合作学习，强调不是个人学习，而是群体学习中的学生自主性。

总体教学思路：

本节课设计思路是两条主线,一条是知识线；另一条是任务链。：

知识：知识的呈现是按照词、句、文，即，从易到难的顺序呈现的。从上节课的作业入手，然后分别复习人物外表如：身高、身材、头发颜色，长度及发型、脸部特征、着装、性格的词语介绍；讨论外表所需的询问和应答的句式，到知识综合运用和提高，最后是巩固和开放性作业。

任务：本节课任务设计以人物外貌为主线，上课以优秀小侦探导入新任务--识别罪犯，描述罪犯特征，然后，画出罪犯肖像，给马虎探长写回信。

教学目标：

1．学会描述人物外貌。

2．学习根据描述人物外貌的文章画出人物,并能就图片写出人物间外貌不同特征及区别。

教学重点和难点：

描述人物外貌特征。

读文画图，看图写文。