仁爱版七年级英语教案Unit

2024-11-08

仁爱版七年级英语教案Unit（共11篇）

1.仁爱版七年级英语教案Unit 篇一

新时代英语培训中心Grade7 Unit 7小结Name：May 27th

语法点：一般过去时

一般过去时表示过去某个时间发生的动作或存在的状态，常与 a minute ago, yesterday, last year, in those days, just now, in 1990等表示过去的时间状语连用；一般过去时也表示过去经常或反复发生的动作。

I _____________(get up)at 6:30 yesterday.He always _________(go)to work by bus last year.1.Be动词在一般过去时中的变化：am 和is变为was, are变为were

2.动词过去式变化规则：

1)．一般在动词末尾加-ed，如：pullcooked2)．结尾是e加d，如：tasteplanned

4)．以“辅音字母+y”结尾的，变y为i，再加-ed，如：studypulled, cooktasted

3)．末尾只有一个元音字母和一个辅音字母的重读闭音节，应双写末尾的辅音字母，再加-ed，如：planstudied

5)．不规则动词过去式：

am/is-wasare-weredo-didsee-sawsay-saidgive-gaveget-gotgo-wentput-puthave-hadeat-atetake-tookrun-ransing-sangmake-maderead-readwrite-wrotedraw-drewdrink-drankfly-flewcome-cameride-rodeswim-swamsit-satspeak-spokesweep-swept

一）用行为动词的适当形式填空

1.He _________(live)in Zhejiang two years ago.2.The cat ________(eat)a bird last night.3.We _______(have)a party last Halloween.4.Nancy ________(pick)up oranges on the farm last week.5.I ________(make)a model ship yesterday.6.They ________(play)chess in the classroom last PE lesson.7.She _______(cook)a nice food just now.8.The girls ________(sing)and _______(dance)at the party.二）用be动词的适当形式填空

1.I _______ at school just now.2.He ________ at the camp last week.3.We ________ students two years ago.4.The mobile phone ______ on the sofa yesterday.5.Yang Ling ________ eleven years old last year.6.There ________ an apple on the plate yesterday.7.There _______ some milk in the fridge on Sunday.8.They ________ on the farm a moment ago.

2.仁爱版七年级英语教案Unit 篇二

新课程改革要求教师在实践新课程理念的基础上, 力争突破传统教学的栅栏, 探索出适合学生不断变化的人生观、价值观的教学模式, 让课堂教学与时俱进, 绽放出新光芒。尽管课改已经进行了很长时间, 相应也出现了很多有效的教学方法, 但由于多种原因, 农村英语课堂仍然侧重“教师讲学生听”、“教师为主体”, 大多数课堂只注重教师的教, 而忽视学生的学, 教师是课堂的主宰, 学生被动接受知识。这种教学模式下的学生缺乏主动探究精神, 不善变通、思维僵化。为了顺应新课改的需要, 提高课堂效率, 促进学生发展, 我在日常教学活动中尝试使用“学教做互动”教学模式, 力求探索出更为有效的教学方式。下面我就对“学教做互动”教学模式在一节课例中的探索与应用做一个具体的陈述。这节课的教学内容为仁爱版八年级Unit 6 Topic 3 Section A“Bicycle riding is goodexercise”这一课。

二、“学教做互动”模式在教学过程中的应用

现代教学理论要求课堂要“以学生为主体, 以教师为主导”, 树立“以学生的发展为本”的思想。我采用“学教做互动”的课堂教学模式, 希望能真正体现课堂教学的有效性, 真正把新课程倡导的“自主、合作、探究”学习方式落到实处。所谓“学教做互动”, 指的是学生的自主学习活动与教师主导的教学活动之间的互相作用。“学教做互动”教学模式是学生先学, 教师后教, 体现学中做、做中学、做中教, 学教互动, 突出了学生的主体地位, 凸显了教师的主导地位, 学生在实践活动中获取了相关知识, 提高了综合能力。

我所设定的“学教做互动”模式的具体流程为“课前导学、自主学习—合作探究、交流展示—突破疑难、精讲点拨—科学操练、迁移应用—链接生活、拓展提升”。其中“课前导学、自主学习”属于“学生先学”的部分, “合作探究、交流展示”环节既属于“学生先学”的部分, 也充分体现在具体课堂教学过程的“学教做互动”中;“突破疑难、精讲点拨”属于“教师后教”的部分;“科学操练、迁移应用”及“链接生活、拓展提升”突出了“学中做, 做中学”。“学教做”三者环环相扣、有机融合、不可分割, 三者间没有明显的界限。

本课例所在整个话题是关于自行车的风行以及交通法规的话题。本节课教学内容为整个话题的第一部分, 属于第一课时。主要内容为:“1a”通过听力对话材料以及图片呈现该部分的话题、核心词汇、句型、语法等, 为学生的听说训练提供语言上的准备, 如acci-dent, cycling, That's terrible, I think so, I agree等。“1b”通过听音、判断正误的活动, 帮助学生理解对话大意, 发展学生听力技能。“1c”通过阅读“1a”材料, 写下对话中关于骑自行车的三大优点, 发展学生提取文本中核心观点的阅读技能。“1d”通过小组讨论骑自行车的优缺点的活动, 发展学生就该话题进行口语交际的能力。

1.课前导学、自主学习———学生先学, 学中做。学生先学, 不仅仅是指简单的课前预习, 它也包括学生课前搜集资料和发现问题, 并带着问题到课堂中进行进一步的探究学习。根据本节课确立的知识与技能目标, 我在导学环节采用学案导学, 让学生事先了解本课学习的目标和大体内容。学案里呈现的预习内容及自学指导部分让学生对本节课所要求的课外合作学习内容更为明确。利用学案进行导学, 学生在课前对本节课的学习目标有了系统的预知, 这样学生的学习就有了明确的针对性、目标性和计划性, 之后的课堂教学工作就能完成得更好, 课堂的高效性也就更能得到体现, 也实践了课改关于“以学生的发展为本”新理念。

2.合作探究、交流展示?———学中做, 做中学。 (1) 学案中“自学指导”部分要求的“互相提问单词及短语”、“搜集整理有关自行车骑行的优缺点”两项都属于合作探究项目, 需要学生通过课外合作学习来完成。课外合作学习是指发生在课堂教学之外的“小组学习”、“团队学习”或“分享学习”, 是学生实现自主学习的一种有效学习方式, 是“学教做互动”教学模式中“学”的重要体现。 (2) 在课堂教学中, 我设计了多个“合作探究、交流展示”的课堂活动。我们知道, 学生学习英语的过程就是完成各种活动的过程。英语教学中的课堂活动就是教师为了实现某一特定教学目标而设计的任务。根据活动目的, 课堂活动分为呈现型活动、练习型活动、理解型活动以及应用型活动。而应用型活动需要学生创造性地应用所学的知识和技能, 并在新的情境中综合地应用。我在指导学生合作探究、交流展示环节设计采用的活动就是属于应用型活动。下面我就以其中一个活动为例谈谈“合作探究、交流展示?”在课堂的具体体现。这个活动是要求学生把课外合作学习的成果———搜集整理有关自行车骑行的优缺点通过活动交流并展示出来。活动设计方案如下:1全班分成A、B两大组, 各组选派代表抽签决定陈述骑自行车的优点或缺点。2规定时间内小组合作探究交流讨论本组论点, 实现生生互动。允许把讨论结果记录在纸上。3限定时间内, A、B两组学生抢夺机会陈述观点, 在此过程中教师即时做出评价, 实现师生互动。4抢述观点过程中, 由事先由教师选派的学生在黑板上用磁扣给A、B两组做观点成果记录, 说成一个观点粘贴一个磁扣, 活动结束时全班一起查看结果, 裁决胜负。这个活动是要求学生在对本课对话、知识点有了相应的掌握后, 再结合课前收集整理的有关自行车骑行的优缺点, 把之前输入的语言知识在活动中进行有效输出。而这个活动既是属于“合作探究、交流展示”又是属于“科学操练、迁移应用”。可以说“学教做互动”教学模式流程里“课前导学、自主学习—合作探究、交流展示—突破疑难、精讲点拨—科学操练、迁移应用—链接生活、拓展提升”几个环节既是循序渐进的关系, 又环环相扣, 不可分割。

3.突破疑难、精讲点拨—做中教, 做中学。精讲, 是指教师在学生探究学习的基础上, 选择教学内容中的重点知识和学生难以理解的共性问题, 追根求源, 透彻剖析。高效课堂要求教师做到精讲, 师生在“教中学、学中教”的教学过程中提高互动、交流的能力, 使教学活动实现真正的有效性。这节课是一堂听说课, 我在整节课上的“讲”, 即传统意义上的“教”几乎只是体现在课堂的组织与过渡衔接以及评价上, 课堂大部分的时间都留给了学生进行合作探究。比如通过听力对话材料以及图片呈现中心话题、核心词汇、句型、语法等;比如通过听音, 判断正误的活动;比如通过阅读1a材料, 写下对话中关于骑自行车的三大优点;比如通过小组讨论骑自行车的优缺点的活动, 生生互动、师生互动贯穿始终, 有效地实现了学中做, 做中学, 做中教, 最大程度上体现了高效课堂的“学生主体, 教师主导”的特性。

4.科学操练, 迁移应用。英语教学必须“强调语言学习过程, 重视语言学习的实践性和运用性, 尽可能多地为学生创造在真实语境中运用语言的机会。鼓励学生在教师的指导下, 通过体验、实践、参与、探究与合作等方式, 发现语言规律, 逐步掌握语言知识和技能, 不断调整情感态度, 形成有效的学习策略, 发展自主学习能力。”“学教做互动”教学模式在本节课中的应用促使学生在接受性、输入性的听、读、活动之后, 继而进行了输出性的说与写的活动。从课本呈现的对话的听读到之后的有关骑自行车优缺点的竞答活动, 到最后的“I like riding bicycles”的写作活动, 各个环节环环相扣, 循序渐进, 都是通过实践、参与、合作、探究等方式, 体现“学教做互动”教学模式的。

5.链接生活、拓展提升。 (1) 巧妙设计, 链接生活, 使课堂教学生活化。知识源于生活, 语言也是如此。英语来自生活, 并为生活所用。因此很多高效课堂的英语教师都注重创设真实情境, 让课堂教学生活化, 让学生在生活化的课堂里习得语言, 运用语言。我在这节听说课里就是力求课堂生活化, 包括教学内容的生活化, 教学方式的生活化, 以及学习任务的生活化, 使得整节课自然链接生活, 并最终得到拓展提升。 (2) 挖掘教材, 链接生活, 实施德育。新课标指出, 教育教学过程中应该达到的三个目标维度, 即:知识与能力 (Knowledge & skills) ;过程与方法 (Process & steps) ;情感态度和价值观 (emotional attitude & values) 。教育学家赫尔巴特说“教学最高最后的目的包含在这一概念之中———德行”。这个“德行”指的就是教学过程中需要达到的三维目标之一情感态度和价值观, 也就是“德育教育”。《基础教育课程改革纲要 (试行) 》指出:“课程的功能绝不仅仅是传授知识, 更应当引导学生学会如何求知, 如何做人。”因此, 教师在教育教学过程中要充分挖掘教材中的德育因素, 链接实际生活, 渗透情感教育。本节课的相关话题是关于自行车的骑行以及交通法规, 我根据教材, 结合“学教做互动”模式中的“链接生活、拓展提升”环节的需要, 在歌曲导入部分使用了一曲有关交通规则的童谣:

Red light, stop, stop;Yellow light, wait, wait;

Green light, go, go, go;Red light, stop, stop;

Yellow light, wait, wait;Green light, go, go, go。

这个导入歌谣生动直观地告诉学生这节课所要达成的情感态度和价值观, 即遵守交通法规。之后继续链接学生平日生活, 呈现了几张事先拍摄的学生日常骑自行车上学的图片, 提出Most of us come to schoolby bike. Bicycles are important and useful in our dailylife. And cycling has many advantages.在后来听读对话引出自行车骑行的三大好处后, 恰当引导, 适时渗透, PPT中呈现几张自行车车祸现场的图片, 教育学生注意交通安全, 珍惜生命, 远离危险。 (3) 联系生活, 拓展提升, 渗透德育。在学生完成了听读说的任务后, 我安排了一个写的环节, 要求学生完成I like riding bicycles的写作。绝大多数的学生经过前面几个“学教做”环节, 已经有了输入性的语言知识, 此时的写作对于学生来说只是一个自然简单的拓展提升, 学生们在文章中不仅写到了骑自行车的好处, 还写到了相关的骑车安全注意事项。到这里, 这节课的德育渗透自然而然水到渠成了。在课的最后, 我根据初二学生的好动、好玩、好胜的心理特点, 为学生设计了有趣的课外棋谱游戏:

这个游戏既丰富了学生的课余生活, 同时又使得本节课的三维目标尤其是情感态度和价值观的达成延伸到了学生的课余生活里, 达到了联系生活、拓展提升、渗透德育的目的。

三、结语

教无定法, 能提高教学质量和效益、符合课改新理念的教学方式都是值得探索使用的。“学教做互动”课堂教学模式旨在充分调动学生自主学习新知, 教师作适时的引导、点拨, 促进学生对知识的理解和掌握, 做到学教互动, 教学相长, 从而实现课堂教学时间有效运用, 高效运用, 提高课堂教学的质量和效益。实际上, “学教做互动”教学模式具体流程里的各个环节并非孤立存在、毫无牵连的, 它们之间的关系是各自为阵却又紧密关联, 它们环环相扣而又循序渐进。这也正是体现了“学教做互动”的“学中做”、“做中学”、“做中教”鲜明特点, 是符合新课改的“学生为主体、教师为主导的”教学新理念的。

参考文献

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[2]郭宝仙.英语课堂活动研究[J].中小学英语教学与研究 (中学篇) , 2015, (1) :2-8.

[4]庞献红.精讲精练提高课堂效率[J].河南教育 (基础版) , 2006, (7-8) :46.

[5]中华人民共和国教育部.ISBN 9787303133246英语课程标准 (初中) [S].

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[7]中华人民共和国教育部.基础教育课程改革纲要 (试行) [N].中国教育报, 2001-07-27 (2) .

3.仁爱版七年级下册英语教案设计篇三

英语教案是对将要进行的英语教学过程的一个预设,能够更好地帮助教师完成教学内容,提供有力的教学保障,从而达到提高教师教学能力和提高教学质量的有效途径。

Unit 5 Our School Life

Topic 1 I usually come to school by subwsay

SectionD

Ⅰ.Aims and demands 目标要求

1.Learn the vowels: /(/, /(/

2.Learn some new words and phrases:

begin, have classes, while, go to bed

3.Sum up the useful expressions in this topic.(1)Happy New year!The same to you!

(2)The early bird catches the worm.(3)Nice talking to you.(4)Work must come first!

(5)She goes to bed at about a quarter to ten.4.Review and sum up the grammars.(1)Review words and phrases of frequency.never, seldom, sometimes, often, usually, always, once/twice/three times a week

(2)Sum up the present simple tense.①Do you often come to school by bike? Yes, I do./ No, I don’t.②I usually come to school by subway.③I seldom walk to school.④I never go to school by subway.⑤They always take a bus to the zoo.⑥How does Maria go home? She sometimes takes the subway home.⑦How often do they have ball games? Four times a year.⑧He usually plays soccer, but he doesn’t play basketball.Ⅱ.Teaching aids 教具

录音机/音标卡片

Ⅲ.Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:7分钟)

复习节日问候语、谚语，复习Section C，完成4b和5。

1.(用生日歌的旋律唱Happy New Year导入本课, 可以活跃课堂气氛, 又为下一步进行4b做准备。)

T: Let’s sing the song Happy New Year together.T & Ss: Happy New Year to you!

Happy New Year to you!

Happy New Year!The same to you!

Happy New Year to you!

2.(学习4b, 归纳本话题中有用的表达方式。)

(1)(通过上面的歌曲, 巩固下面的表达方式。)

（(2)(呈现The early bird catches the worm.和Work must come first!并翻译成汉语, 勉励学生勤奋学习。)

T: In this topic, we have learnt two useful expressions.They tell us we must work hard and can’t waste our time.Do you still remember them?

Ss: Yes.One is “The early bird catches the worm.” and the other is “Work must come first!”

T: So you must study hard every day.（3.(让学生听4b录音，并大声跟读。)

T: Well, let’s listen to 4b.Follow it loudly.4.(检查家庭作业，完成5。)

T: Boys and girls, have you finished your homework?

Ss:

T: Good!In the last lesson, we learnt about the school life of American students.Today let’s survey your classmates about the school life.Fill out the form in 5 with

your survey results.Then compare the school life of American students with yours and write a passage.You may begin like this:

The school life of American students is different from ours OK, let’s begin!Step 2 Presentation 第二步呈现(时间:5分钟)

呈现2

1.(复习一般现在时，引出2。)

(让学生看图片，完成书中的表格。)

T: Boys and girls.Look at the pictures in the passage.What does Jane usually do at 6:20 ?

Ss: She usually gets up at 6:20

T: What does she do at half past seven?

Ss: She goes to school.(教师边问边引导学生完成部分表格。)

2.(让学生听录音完成剩余表格。)

T: Good!Let’s listen to 2 and fill in the rest blanks.Ready?

Ss: Yes.T: OK, let’s begin.(播放2的录音。)

3.(核对答案)

T: Now, let’s check the answers.Who wants to share the answers with us? S1: Let me try

T: Very good.Next one?

S2:

4.(让学生仔细阅读2，找到新单词并猜测其词义。)

板书

begin, have classes, while, go

to bed

T: Wonderful!Now let’s read this passage carefully and guess the meaning of the words.(点评并纠正学生在理解上的错误。)

5.(让学生依据2中的表格复述短文。)

T: Now, let’s look at the table and retell this passage.Any volunteers?

S3: Let me try

T: Great!Anyone else?

Step 3 Consolidation 第三步巩固(时间:16分钟)

4.仁爱版七年级英语教案Unit 篇四

1. 掌握p60-61页单词： cheer up , clean up, homeless, hunger, give out, put off, set up

2. 学会用英语提供帮助

学习流程

task1: 小组自学单词并背诵

平行训练

根据句意和首字母完成单词

1. the kind man always helps the h_______ children.

2. we often see the s_________ of “no smoking” in public places.

3. the city library was e________ three months ago.

4. around fifty people die of h_______ every day in the camp.

5. if you wait to sell your old sofa, why not put an a_______ in the local paper?

task2: 小组讨论用什么方法帮助别人

task3: 听录音，完成课本1b, 2a, 2b 听力任务

task4: 大声朗科听力材料

task5: 学生分角色表演3b.

平行训练

1. will you help ___________ (clean) up the classroom?

2. tom could put off ______ (make) that plan.

3. clean-up _________ (day) is only two weeks from now.

4. we need ___________ (come) up with some ________ (idea).

5. they plan ___________ (buy) a big house.

6. _________(sing)aloud so that everyone can hear clearly.

达标测评

一. 单项选择

1.the class room is so dirty, i decided ____________.

a.clean it up b. to clean it up c. clean up it

2. you should visit the sick kids to __________.

a. cheer up them b. laugh at them c. cheer them up d. take after them

3. we have to _______ our sports meeting till next week because of the heavy rain.

a. put up b. put off c. put up d. put down

4. we have to put off ______ plans for the vacation.

a. make b. to make c. making d. made

5. the teacher is giving ______ the new books to the student.

a. to b. out c. in d. off

unit 8 i’ll help clean up the city parks.

第2课时编写: 郝玉平时间：

学习目标

1. 掌握p62-63 单词： major , coach, take after, similar, fix up, repair, think up

2. 讨论作为一名志愿者应该做什么

流程学习

task1: 小组自学单词

平行训练

1. the students plan _____ (buy) some flowers for miss wang.

2. the old man is an expert. he can r________ kinds of machines.

3. my clothes seem s_______ to bob’s because we like the same design.

4. the radio should be f________.

task2: 1.快速阅读3a掌握大意

2. 朗读短文，小组讨论遇到的问题

3.认真阅读短文，把志愿者做的工作及喜欢做的原因用不同的标记标出来

task3: 合作探究

分析下列句子

5.仁爱版七年级英语教案Unit 篇五

二、教材分析

本单元的三个话题紧紧围绕情感这个主题展开。第一部分通过Kangkang, Maria, Jane和 Michael四个同学谈论《音乐之声》以及与 Mr.Lee的谈话自然地引出了高兴和快乐、失望和遗憾的情感。第二部分由Beth的哭泣引出伤心的情感，进而由老师的出现引出安慰及建议等用语。第三部分围绕Michael的病情巩固各种情感，并引出事物对情感的影响。本单元主要以活动的形式，联系生活实际，把英语教学和情感教育有机地结合起来。

Topic 1

这个话题通过Mr.Lee和同学们对话，呈现了孩子们的高兴和李老师因没有票而感到失望和遗憾，进而引出各种情感，集中体现了有关情感的形容词及一些短语。在这个话题中，你将学会如何表达自己的情感，如何描述自己或他人的情感，还可以了解一些戏剧和电影等方面的相关知识。主要句型有：

You look/feel/sound...They are very lucky.Did Michael’s mother sound worried? How does Mr.Lee feel? He feels disappointed.Why is he disappointed?

Because he can’t get the ticket to The Sound of Music.三、教学建议

Topic 1 Section A

Section A需用1~2课时。

重点活动是1，2和3。

教学目标：

1.能听懂谈论个人情感的比较熟悉的话题，获取主要信息。

2.掌握be+adj.的用法。

教学过程：

第一步：复习

师生问候。谈谈寒假生活及过春节的感受。

如：Teacher: How are you? / How are you doing? Student1: Fine,thanks!

Teacher: You look so happy, why?

Student1: I come back to school again, so I’m glad to see my classmates.Teacher: Did you have a good winter holiday? Student2:Yes,I did.Teacher: How about your Spring Festival? Student2:I had a wonderful Spring Festival.I got...Teacher: Why all the smiling faces?

Students: Because today is the first day of this term...第二步：呈现

1.在师生对话之后，老师板书呈现课题。

Unit 5 Topic 1（内容）2.之后老师总结：

We are all happy today.老师提问：

What about Kangkang and Michael?

放录音1，请同学们听录音并从所听对话中找到答案：

Kangkang looks excited.Michael is happy.3.打开课本，请同学们跟读1的对话，师生共同检查答案，教师同时在黑板上写出关键词、句：

How are you doing? —excited—tickets—want—The Sound of Music—spend—

happy—say thanks to

4.学生看着关键词，分组进行对话，让学生试着表演对话。

第三步：巩固

学生做2，先小组讨论，然后检查答案。

教学生词： surprised,worried 第四步：练习

1.老师说：

Kangkang,Michael,Maria and Jane are happy.问：①Why all the smiling faces? ②How does Mr.Lee feel? 2.放录音3，请同学们听录音并从所听对话中找到答案：

①Because they are going to spend the evening at Kangkang’s house.②He feels disappointed.3.教学生词，讲解重难点：

smile Beijing Opera lucky disappointed What a shame!

4.学生跟读录音，然后人机对话，即学生和录音机对话，再进行角色表演。

5.让学生用自己的话复述1、3内容，成为一则小故事。

第五步：综合探究活动

1.双人活动，讨论4内容，向全班汇报结果。

2.根据图片教学：

rich unhappy stupid silly cruel

3.四人一小组完成5内容，学会be+adj.的用法。例如：

让学生根据下面表格写一篇小短文，然后四人一小组，讨论修改，推出最佳作品，由小组选举一名报告员向全班汇报自己小组的成果。

A poor man A rich man happy unhappy not lonely lonely kind cruel popular unpopular stupid/silly smart

Section B

Section B 需用1~2课时。

重点活动是1, 2和3。

教学目标： 1.能利用恰当的句子表达自己的情感。

2.能就个人情感的话题，进行简单的交流。

3.掌握原因状语从句。

4.能简单地谈论关于电影的话题。

教学过程：

第一步：复习

1.请学生朗读自己完成的上一节课的作品。

2.教师提问：

Is the poor man kind or cruel? Is the rich man popular or unpopular? Is the poor man happy or unhappy? How does the rich man feel? 第二步：呈现

1.教师提问：

①How does Mr.Lee feel? ②Why is he disappointed?

③Does Kangkang like Peking Opera？

④What does Kangkang like best?

2.放录音1，请同学们听录音，并从所听对话中找到答案：

①He feels disappointed.②Because he can’t get a tickets to The Sound of Music.③No, he doesn’t.He doesn’t like it at all.④He likes Love Me Once More, Mom.3.打开课本，请同学们跟读课本1的对话，核对自己的答案。教师同时在黑板上写出关键词： disappointed—favorite—Peking Opera—moving

4.学生看着关键词，四人一小组进行角色对话，让学生试着表演对话。

第三步：巩固

1.练习询问及回答原因的句型：

Why...?Because...2.用图片或实物教学生词：proud, ID card, passport, monitor 3.完成2。

第四步：练习

1.教师说：

Michael isn

’

t able to come to Kangkangs house, because he has a temperature.I hope everything goes well.So who may use Michaels parents’ tickets? Let’s listen to the tape.2.放录音3，请同学们听录音并从所听的对话中找到答案：

Mr.Lee may use their tickets.3.教学生词、短语，讲解难点。

①set the table 摆好餐桌（准备开饭）

②have a temperature,同义词组为have a fever ③be able to,同义词为can ④I hope everything goes well.⑤ring up sb.=ring sb.up意为打电话给某人，当宾语是代词时，必须用ring+代词+up形式。如： ’’

Please ring him up.请给他打个电话。

同义词组为：give sb.a call /give sb.a ring/call sb./telephone sb.4.学生跟读录音，然后双人活动进行角色对话。

5.学生用自己的语言复述1，3a的内容。

第五步：综合探究活动

1.让学生完成3b，根据3b完成下列表格。

Name Feelings Reason

Kangkang disappointed His best friend is not able to come.Michael’s mother Mr.Lee Michael

2.根据以上表格，学生双人活动进行对话。

如：—Why is Kangkang disappointed? 康康为什么失望？

—Because his best friend is not able to come.因为他最好的朋友不能来。

3.四人一小组互相观察面部表情（小组中每个人的表情必须不一样），写成一段话后，小组选举一位报告员，向全班同学展示。

Section C

Section C需用1课时。

重点活动是1和2。

教学目标：

1.能根据上下文猜测生词的意思。

2.能从本节图文中找出有关信息，理解大意。

3.提高阅读理解能力。

教学过程：

第一步：复习

1.请学生继续展示上节课自己完成的小短文。

2.教师提问几名学生（根据小短文问答）：

Is sb.worried/disappointed/surprised/angry/sad/happy...? 第二步：呈现

1.isten to the tape.2.放录音1，请同学们听录音并从所听短文中找到答案。

3.自读1的内容，根据上下文猜测生词意思并划出表达情感的词。

4.教学生词，再读课文，掌握大意，回答文后问题。

5.让学生说出表情感的单词，教师同时板书关键词，之后老师用红笔画出表情感的单词：popular—Maria—care for—Austria—sad and tired—lonely—angry—cheer up—lively—funny—at first—mad—pleased—happy 第三步：巩固

让学生根据以上关键词试着复述课文。

第四步：练习教

师

导

入

：This class we’ ll learn a well-known film, The Sound of Music.Was the father in the film happy or sad? Let’ s l1.让学生着重学习表情感的单词，教学生词：nervous, Titanic, America, fall into（fell into）, frightened, end, in the end, actor, actress 2.阅读并完成2。

第五步：综合探究活动

1.四人一小组谈论自己所喜爱的电影，尽量多地用上表情感的单词。完成3。

2.参考2，写自己最喜爱的电影。

Section D

Section D需用1课时。

重点活动是1a、1b和1c。

教学目标：

1.能从所读文章中找出有关信息，理解大意。

2.能从所听语言材料中获取所需信息补充短文。

3.能初步建立起学生对中国京剧的认识。

4.归纳总结Topic 1所学句型及交际用语。

教学过程：

第一步：复习

1.让学生读一读上节课完成的电影简介。

2.教师点评，用上How moving!How exciting!How interesting!等感叹句。

3.教师问：

Which do you like better, movies or Peking Opera? Do you like Peking Opera?

Do you know anything about Peking Opera? 第二步：呈现

1.教

师

导

入

：Peking Opera has a history of 200 years.There are four main roles in it.They are Sheng, Dan, Jing, Chou.Would you like to know them? Let’s look at 1a.2.阅读1a，根据上下文猜测出生词，判断正误。

（）1.Peking Opera has a history of 100 years.（）2.Its music and singing come from Xipi and Erhuang.（）3.It expresses Chinese culture.（）4.Few people like Peking Opera.3.讲解生词，重难点：

① express ② culture ③ facial ④ gesture ⑤ fighting ⑥ be full of 第三步：巩固

1.学生根据短文完成1b。

2.师生共同检查答案。

第四步：练习 1.教师说：As we know, good people will eventually be rewarded.So do the roles in Peking Opera.Let’s read 1c.让学生打开课文1c，浏览1c，掌握大意。

2.让学生听录音1c，完成短文。

3.师生共同检查答案。

4.教学生词：disagreement, peace, laughter 第五步：综合探究活动

1.四人一组，进行自主学习，每人负责归纳整理一个section的重点句型与词组，最后四人将总结的结果合并在一起，向全班同学汇报，与全班共享Topic 1的重点句型与词组，并与2a、2b进行对照。

2.学唱Do Re Mi.3.如有条件让学生欣赏或穿上各种角色的戏服，来一段各种角色都有的京剧，比一比看谁演得好。

教学评估：

听写

6.仁爱版七年级英语教案Unit 篇六

包彩英

一、教案背景

1、面向学生：中学

2、学科：英语

3、课时：1

4、版本：仁爱英语湘教版八年级下

5、学生课前准备：

①、预习仁爱英语八年级下Unit 6 Topic 2 section B 中的单词，弄清单词的读音和拼写。

②、自学课文，完成课后的练习。③、让学生提出自学中遇到的问题。

二、教学课题：

How about exploring the Ming Tombs?

三、教材分析

本节教材选自仁爱英语湘教版八年级下Unit 6 Topic 2 Section B 1a。本节内容主要通过谈论旅游的话题，使学生掌握情景交际的语言材料，进一步学习动词不定式的用法。本节内容从旅游入手，贴近生活，有利于激发学生的学习兴趣，便于他们进一步了解我国的历史，从而激发他们的爱国热情和学习积极性，为后面的教学打下了基础。教学目标：

1．知识目标：A.通过学习，学生能听懂有关旅游的短文或对话，能从中获取信息。

B.学生能掌握本课的单词和语言点的用法，80%的学生能熟练运用。

2.技能目标：培养学生通过看视频和动画熟练运用交际用语的能力，能够运用所学知识自己创设情境表达自己的意愿。同时通过对话的学习，培养学生的听、说、读、写能力，从而实现用英语进行交际的目的。

3.情感目标：通过学习，使学生进一步了解我国的历史，培养学生的爱国主义情操，激发他们热爱大自然、热爱祖国的大好河山，勇于探索大自然奥秘的热情。

教学重难点：课文中语言点的用法：

They surveyed the area to make sure their tombs faced south and had mountains behind them.Could you tell me something about the Ming Tombs?

at the foot of、in the northwest of Beijing

spread out、on both sides of It’s about two and a half hours by bike.教学之前用百度在网上搜索明十三陵的相关教学材料，找了很多教案和材料作参考，了解到教学的重点和难点，确定课堂教学形式和方法。然后根据课堂教学需要，利用百度搜索明十三陵的相关视频，给学生视觉上的直观感受, 播放Section B 1a对话的录音，课堂上放给同学们听，给学生听觉上的直观感受。

四、教学方法

讲解法、情境教学法、小组合作学习法、表演对话法等。

五、教学过程

Step 1 Review 1.Let the students work in pairs to review the expressions of invitation and suggestions in Section A, 1a.Give an example to the students.Then ask some students to act out in the front.T: Would you like to come to China for a trip? Ss: Yes, of course.…

S1: Would you help me to make a plan to explore Beijing? S2: Yes, of course.What about exploring the Ming Tombs? S1: Sounds great.That would be very interesting.2.北京旅游景点简介

3.T：Have you ever been to Beijing? There are many places of interest in Beijing.Which place do you want to go best? 3.Review and guide to the new lesson.T: Michael, Kangkang and Darren will explore the Ming Tombs.(Show some pictures of the Ming Tombs.)

Do you know anything about it? Today we will learn something about it.Step 2 Presentation 1.Show the new words in Section B, teach the students to read them first, then give them 5 minutes to remember the new words.2.Let the students listen to 1a and answer the following questions: ① Where are the Ming Tombs? ② What’s on each side of the Sacred Way? ③ When did the emperors started to build their tombs? ④ What kind of place did the emperors choose for their tombs? 3.Let the students watch the flash in Section B 1a.Let the students watch the videos of the Sacred Way.4.Let the students read 1a together.5.Explain the following useful expressions and let the students think them over and learn the usages of the useful expressions.They surveyed the area to make sure their tombs faced south and had mountains behind them.Could you tell me something about the Ming Tombs? at the foot of

in the northwest of Beijing spread out on both sides of It’s about two and a half hours by bike.Step 3 Practice 1.Let the students read 1a again and again all by themselves.2.Ask the students fill in the blanks according to 1a, then check the answers.(Show the passage on the screen)

Ming Tombs are ________ ________ ________ ________ the Tianshou Mountain._______ _______ _______ of Beijing.The Tombs spread over an area of 40km2.The stone Arch ________ the beginning of the Sacred Way to the Tombs.On both sides of the Way, there are some stone animals and stone _______.The emperors surveyed the area to _______ _______ their tombs _______ south and had mountains behind them.3.Let the students read 1a in roles.4.Let the students act out 1a in pairs in the front.Step 4 Homework

1、Remember the new words and useful expressions.2、Recite 1a.六、教学反思

仁爱英语湘教版八年级下Unit 6 Topic 2 Section B 1a 是一篇对话, 通过观看明十三陵的相关视频, 使学生能够用英语与他人谈论有关旅游的话题，并掌握本课中重要的语言点的用法。本节内容从明十三陵入手，贴近生活，激发了学生的学习兴趣，使他们进一步了解了我国的历史，对祖国的大好河山产生了浓厚的兴趣，从而激发了他们的爱国热情和学习积极性。

7.仁爱版七年级英语教案Unit 篇七

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…

8.仁爱版七年级英语教案Unit 篇八

1. Learn the usage of “have/has”.

2. Learn the adjectives:

big, small, long, short, round, wide, right

3. Learn to describe people’s appearances:

head, hair, face, eye, nose, mouth, ear, neck

Main activities: 1a, 2a and 3a.

Teaching tools: a recorder, multimedia, a doll, flashcards, teaching pictures, pieces of color chalk, etc.

Teaching periods: 1

Teaching procedure:

Step 1------Review

Review the functional items in Unit 1 by using the following sentences and teaching pictures (e.g some pictures of the famous men).

What’s your name?

Where are you from?

How old are you?

What class are you in?

Who is he/she?

Then change the personal pronouns in each sentence.

Step 2------Presentation

1). Use real objects to lead into the new lesson. Show the school things to the class and say,

I have a/an …

Write down the structures on the blackboard and teach them,

I/We/You/They have …

Use the same way to teach “has”,

He/She/It has …

2). Use a stick figure and multimedia to teach the parts of one’s body.

Add the right adjectives in front of these words, e.g a round face, a wide mouth, a long neck, two big eyes, two small ears, long/short hair

3). Ask a girl student to stand up and help her answer,

T: Do you have a round face?

S: Yes, I do.

T: Do you have short hair?

S: No, I don’t. I have long hair.

Ask different students the above questions and learn the sentences:

Do you have … ?

Yes, I do./No, I don’t. I have …

Do pay attention to the structures:

He/She/It has …

4). Using flashcards and multimedia to teach the new words and write them on the blackboard,

boy, girl, guess, know, You’re right.

Help two students ask and answer:

A: I know the girl, but I don’t know that boy. Who is he?

B: Please guess. He has short hair. He has a round face and a wide mouth. He is on my right.

A: Oh, I guess he is Li Tao.

B: Yes, you’re right.

5). Listen to 1a and answer the questions:

a. Is the boy Michael?

b. What does Kangkang look like?(康康的相貌怎样？)

Practice in pairs. Finish 1a and 1b.

Step 3------Practice

1). Showing a doll to the class and point to one part of its body. Ask and answer like this,

T: Excuse me, what’s this/that in English?

Ss:It’s a mouth.

T: Do you have a wide mouth?

Ss:Yes, I/we do.

T: How do you spell the word “mouth”?

Ss:M-O-U-T-H, mouth.

T: Yes, you’re right.

2). Listen to 2a and point out the relevant parts of your body.

3). Touching games---Listen to your partner and touch the parts of your body he/she says. Finish 2b.

Step 4------Consolidation

1). Ask students to read 3a by themselves and summarize the usage of “have/has”. Then teacher explain it.

I/We/You/They have …

Do you/they have … ?

Yes, I/we/they do. // No, I/we/they don’t.

He/She/It has …

2). Listen to 3a and follow it.Imitate the pronunciation and intonation.

3). Work alone. Finish 3b,then check the answers.

Step 5------Project

Read 4A and draw the picture. Look at the picture in 4B and fill in the blanks. Finish 4.

Step 6------Homework

Write a passage of 40 words to describe yourself. You may begin like this:

Guess! Who am I? Oh, I …

Writing Planning(板书设计)：

Topic 1 I have a small nose

Section A

head hair face ear eye nose mouth neck

big

small long

short round

long big

small big

small wide

small long

short

have has boy girl know guess You’re right.

I/We/You/They have …

Do you/they have … ?

Yes, I/we/they do. // No, I/we/they don’t.

He/She/It has …

Notes after teaching(教后记)：

我惊奇于本节课的教学效果！由此我思考，多种形式的课堂教学组织活动，尤其是现代多媒体教学手段的介入，加之教师之间积极的创造性协作教研备课，配以围绕新课程标准编撰的教科书，是刺激学生长期保持学习兴趣，进而全面贯彻落实新课改精神，取得满意教学效果，为学生一生生命质量负责的科学之路。本节课正是着眼于“强调语言运用，注重能力培养，突出兴趣激发，重视双向交流和灵活扩展，实现各种教学手段的立体交叉实施”，把该学科对学生要求达到的情感态度价值观，以润物细无声的方式影响于学习的主体！这是成功的方面。不足之处：在有限的45分钟内，内容安排稍多，个别后进生的词语听写未能达标，生生互动评价后，教师评价略显匆忙，使得完美之中稍留缺憾。

9.仁爱版七年级英语教案Unit 篇九

第周星期年月日

课题 Unit 1 Where is your pen pal from? (Section A)

教学

目的 1． Talk about where people are from

2． Talk about nationality, nation and language

3． Talk about where people live

重点

难点 (1). Where … from?

(2). Where … live?

(3). What language…speak?

教具 Tape-recorder, some pictures , slides

教学

方法 Task-based, conversation

教

学

过

程

教

学

过

程 Pre-task：Ask students to bring some thing that represents some country.

Step I. Task One

1. Match the cities and the map. (4 students a group)

2. Learn the new words with the pictures.

3. Listen and repeat. (1a)

4. Listen and circle. (1b)

Step II. Task Two - Guessing Game 1

1. Students watch the videos and then tell what countries they saw.

2. Ask students to show the things they brought, the other students will guess where they are from. If the students forgot to bring things to class, ask the students to do group work. They should say a sentence or a short paragraph and ask the other students to guess who she/he is. The

students can ask more questions.

For example:

Student A says: He can play basketball very well.

The others can ask: Where is she/he from? Where is he now?

Student A answers: He is from China. He is in the United States.

The others will guess: He is Yao Ming.

Get each group say one, the other groups ask and guess.

Step III. Listening

1. Finish 2a.

2. Listen and circle. (2b)

3. Listen and complete the chart. (2c)

Step IV. Task Three - Choosing a pen pal

Group work: 4 students a group

Get students to choose their favorite pen pals from other countries according to the cards given by teacher. The following card in only an example.

Name: Maria

Gender/Sex: Female

Be from: Canada

Born: On 29th July, 1990

Live: Toronto

Like: Dancing , basketball, English, thrillers,

Language needed：

My pen pal is Maria. She is from Canada. She lives in Toronto. She likes dancing, basketball, English and thrillers.

Step V. Task Four - looking for friends

Pair work:

After choosing their pen pals, get the students to look for friends and find out whose pen pals come from the same country and live in the same city.

Language needed：

1. -Where is your pen pal from?

-She/He is from….

2. -Where does she/he live?

-She/He lives in….

Step VI. Homework

1. Please write a letter to your pen pal and tell her/him something about you.

2. Make a card for your favorite movie star or sport star.

Step VII. Grammar Focus

1. Canada, South Korea, New Zealand, Japan, the United States,

Australia, Mexico, Brazil, Argentina, the United Kingdom, China

2. Soul, New York, Mexico City, Tokyo, Rio de Janeiro

3. -Where is your pen pal from?

-She/He is from …

4. -Where does she/he live?

-She /He lives in…

板

书

设

计 Unit 1 Where is your pen pal from? (Section A)

1. -Where is your pen pal from?

-She/He is from….

2. -Where does she/he live?

-She/He lives in….

教

学

后

10.仁爱版七年级英语教案Unit 篇十

1. mastery words: station, child, room, taxi

2. a dialogue about what they see at the Beijing Station

3. Present Continuous Tense

Teaching goals:

1. understand the meaning of the text

2. remember the mastery words

3. find and use the list of mastery vocabulary in lesson 16

Key points: 1. some expressions： take care of; be scared

2. the Present Continuous Tense

Difficult points: the Present Continuous Tense

Teaching aids: pictures, audiotape, flashcards, slide projector

Type: dialogue

Teaching procedure

1. Opening class

1) greetings in everyday English

2) duty report: they can talk about whatever they like to say.

3) mainly revision about last lesson

2. New lesson

Step 1 Lead in

Discuss the questions in “THINK ABOUT IT”

Have you ever been to a very crowded place? Where?

How much does it cost to stay in a hotel in your city?

Help them answer the questions and you can give them some words to guide them to answer.

Step 2 Listen to the tape of the text and answer the following questions:

How does Danny feel at the train station?

How many people are there at the station?

What are the people doing at the station?

Why is the child crying?

Answer the questions and discuss the whole text to make sure they understand the meaning. Deal with any question they have and explain the language points at the same time.

Step 3 Listen to the tape again and let them read after it.

Step 4 Have them read the text for a few minutes. Then let them act out the dialogue in roles.

Step 5 Deal with the “LRT’S DO IT”

Work with a partner. Write a dialogue. One of you is arriving in a city. You need a hotel room. The other person is selling hotel rooms. Practice your dialogue and present it to your classmates.

Step 6 A test

用适当的单词填空，首字母已给出

1） There are so many p_______ on the street.

2） Be quiet! The baby is s_________.

3） We can buy train tickets at the train s________.

4） I’m t__________. I’d like something to drink.

5） Father likes reading n_________ after washing the dishes.

Keys: 1) people 2) sleeping 3） station 4) thirsty 5) newspaper

Step 7 Summary

Today we learn a text about Li Ming and his friends. They arrives in Beijing at last. They see many people at the station. They are doing different things. It’s crowded there. They want to find a hotel. After class you must remember the mastery words of this lesson and you should practice using the Present Continuous Tense.

3. Homework

1) understand the meaning of the text

2) remember the mastery words

3) finish the activity book in lesson 15

11.仁爱版七年级英语教案Unit 篇十一

D教案(仁爱版)本资料为woRD文档，请点击下载地址下载全文下载地址SectionD

Themainactivitiesare1aand4.本课重点活动是1a和4。

Ⅰ.Teachingaimsanddemands教学目标

.mastersomenewwordsandphrases:

hurry,hurryup,head,inthefuture,awake,anyminutenow

2.Expressfarewells:

wehaveonlyalittletimelefttosaygood-bye.I’msadtobeherewatchingyouallheadbackhome.whichflightwillyoutake?

I’msorrywehavetogonow.Ihopeyouwillhaveagreatfuture.Ilookforwardtoreadingaboutitinyoure-mails.we’llmissyou!

keepintouch!

Haveasafeflight!

Ⅱ.Teachingaids教具

录音机/图片

Ⅲ.Five-fingerTeachingPlan五指教学方案

Step1

Review第一步

复习

.T:S1，礼轻情意重。

S1:It’sthethoughtthatcounts.T:有志者事竟成。

S2:wherethereisawill,thereisaway.T:凡人皆有得意日。

S3:Everydoghasitsday.T:Nopains,nogains.Ss:不劳无获。

T:Afriendinneedisafriendindeed.Ss:患难朋友才是真朋友。

T:Anearlybirdcatchesworms.Ss:勤能补拙。

T:wastenot,wantnot.Ss:塞翁失马，焉知非福。

T:AllroadsleadtoRome.Ss:条条大路通罗马。

T:whenin

Rome,doasRomansdo.Ss:入乡随俗。

2.T:whatdoesagraduationceremonymark?

Ss:Itmarkstheendofaperiodinone’sschoollife.T:Itmeanssomethingelse.whatdoesitmean?

S4:Itmeanswemustleavethisschool.S5:Itmeanswecan’tbetogetheranylonger.S6:Itmeanswehavegrownup.S7:Itmeanswecanseeeachotheronlyinourdreams.S8:Itmeanswemaynotseeeachotheragain.T:Everythinghasanend.youllleaveourschoolverysoon.Howdoyoufeelaboutit?

S9:I’mhappy.T:why?

S9:BecauseIcanfindnewfriendsinanotherschool.S10:…

S11:…

T:whatdoIfeel?Doyouknow?

Ss:wedon’tknow.whatdoyoufeel?

’T:Ifeelhappybecauseyouhavegrownup.ButIfeeldisappointedtoo.BecauseIalwaysdreamofyouthesedays.whenIawake,Ican

’tseeyou,thenIwillfeelanxiousandhurrybacktoschool.Iwanttogettoschoolearlierandstaywithyouforalongertime.awake,hurry

T:“Awake”means“wakeup”.Example:

Ialwaysawakeat6:00,thenIgetupatonce.T:“Hurry”meansdosomethingmorequicklythanusual.Example:kangkanggotupandhurriedtoschool.T:whenwewantsomebodytodosomethingquickly,wecansay.Hurry!orHurryup!

Andwecanuseitasanoun.Example:

kangkanggotuplateandhewenttoschoolinahurry.awake=wakeup

Ialwayswakeat6:00.ThenIgetupatonce.hurry=dosomethingmorequicklythanusual

kangkanggotuplateandhehurriedtoschool/wenttoschoolinahurry.Hurry!=Hurryup!

There’slittletimeleft.Hurryup!

T:whereismariafrom?

Ss:Sheisfromcuba.T:whereismichaelfrom?

Ss:HeisfromtheU.S.A.T:

whereisjanefrom?

Ss:Sheisfromcanada.T:NowtheyhavegraduatedfromRen

’aiInternationalSchool.Theyhavetogobackhome.Howcantheygoback?

Ss:Theycangobyair/byplane.T:Theyareleavingfortheirhomes,theyareheadingbacktotheirhomes.Thatmeanstheyarestartingtogobackhome.headback=starttoleavefor

T:whereshouldkangkangseethemoff?

Ss:Atairport.T:yes,kangkangwillseethemoff

atBeijingAirport.Step2

Presentation第二步

呈现

Step3

consolidation第三步

巩固

.whyisitasadfarewell?

Howdotheyplantokeepintouch?

Doesmichaelliketowrite?

whatdoesmichaellike?

Theanswersare:

Becausetheymaynotseeeachotheragain.Theyplantokeepintouchbysendinge-mails.No,hedoesn’t.Helikesskating.wehaveonlyalittletimelefttosaygoodbye.Iwillmissyouall.I’msadtobeherewatchingyouallheadbackhome.whichflightwillyoutake?

I’msorryIhavetogonow.Ihopeyouwillhaveagreatfuture.Ilookforwardtoreadingaboutitinyoure-mails.we’llmissyou!

keepintouch!

Haveasafeflight.2.T:Let’stakerolestopracticethedialog.Step4

Practice第四步

练习

.T:yourgraduationwillcomeverysoon.Doyouneedtoseeyourfriendsoff?Let

’ssupposeyouareseeingyourfriendsoffattheairportoratthestation.makeasimilardialoginpairsoringroups.youcanusethesentencesontheblackboardtohelpyou.2.Theanswersare:arrived,love,weredancing,topaint,dreamed/dreamt,awoke,missed,sent,meet,don’tforget

T:“Alive”means“continue

toexist”or“keepexisting”,继续存在。wecansay“keepadreamalive”,使梦想不破灭，“keepahopealive”，使希望永不破灭。

①wheredidmariaarrive?

②wheredoessheoftengoforawalk?

③whydidshefeelsad?

Theanswersare:

①She

safelyarrivedatherhometowninHavana,cuba.②Sheoftengoesforawalkontheseaside.③Becauseshemissedherfriends.3.T:youaregoingtoleaveschool,whatareyougoingtodoaftergraduation?whatdoyouwanttobeinthefuture?Howcanyouachieveyourdream?Pleaseworkingroupsoffour.Thenaskthestudentstoreportforyou.Name

wanttobe

howtodo

Steve

arist

gotoanartschool

Example:

Stevelikespaintingverymuch.Hewantstobeanartistvery

much,sohewillgotoanartschool

toachievehisdream.Step5

Project第五步

综合探究活动

.collectfamoussayings,thenchooseoneasyourmotto.2.makeanaddressbook.Name