最新新目标初中英语七年级下册全套全册表格式优秀教案教学设计DOC名师优秀教案

新目标初中英语七年级下册全套全册表格式优秀教案教学
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随堂记
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Unit 1 Where’s your pen pal from?
学习目标:
重点词汇:Canada, France, Japan, the
United States, Australia, Singapore, the United Kingdom, Sydney, New York, 认知目标 Paris, Toronto, Toyo, French, Japanese, pen pal
Wher e…from? She‘s from…
Where…live? 语言目标
Language structure What language does she speak?
She speaks ….
Talk about countries, nationalities, and
language. 能力目标
Ask and tell where people live.
通过学习本单元的内容，使学生学会用交际目标各种方式与世界各国朋友交流。

了解世界，了解不同地区的人文风俗;
素养目标学会理解盒尊重异国文化。

教学准备:
1. 制作课堂教学所需要的课件。

2. 制作课堂任务表格，在课前准备或上课时发放给学生。

3. 设计、准备每一项调查所需要的语言项目。

学生课前预习:
了解世界各国的名称，首都及著名城市(完成下列表格)。

Name‘s of country capital Famouse city
教学时间:4课时
教学过程:
随堂记录教案正文
Period One
Section A
Step I Presentation
The teacher s how many pictures about some countries‘ map, building, flag.
Let the student say the Names of the countries, cities to learn the words. 1a
Canada, France, Japan, the United States, Australia, Singapore, the United Kingdom.
Pen pal
Step II Practice pair work. 1c
Step III 2a
Step IV Listen 1b, 2b ,2c
Step V Pair work 2d
Step VI Homework
(1) 1&3
(2) Fill in chart .
Q:What kind of pen pals do you want to have?
language country city
Period Two Section A
Step I. Revision
Ask the ss the following questions to revision the countries and cities.
1. Where is you pen pal from?
2. Where does she/he live?
Step II Prentation
1.I can speak Chinese and English. What language do you speak?
---- Help the student to answer: I can speak ….
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2.Show pictures of different countries and ask the students ―What language do they speak?‖ Help the students to complete the chart. Canana
The United States
Australia
French
The United Kingdom
Japan
Singapore
3.3a
Step III Group work
1. 3b
e the chart to make a survey.. Use the following language structures: --Where is your pen pal from?
--Where does she/he live?
--What language does she/he speak? Chart 2.
Name country city language
3.Report: I want to have a pen pal from France. He lives in Paris. He
can speak French….
Step IV Homework
1. Exercise book(2)P 1,2
2. Make an information card.
Name:_____________________
First Name:________________
Last Name:___________________
Age:_________ From :_____________
Language:___________
Favorite Sport:___________
Favorite Subject:____________
Family:_______________
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Period Three Section B
Step I. Revision
1.Group contest:
Group1: ―Where is _______(city)?‖
Other group: It‘s in________ (country). 2.1Match the country with the language. Step II Reading 3a
1. let the students read the letter fast and answer the questions.
2. Let the students ask more questions about the letter as possible
as the can.
Step III Writing 3b.
Step IV. Pairwork 2c
Step V Listening 2a, 2b
Step V. Homework
Exercises book(1) P3
Exercises book (2) P 3
Period Four Step I . Dictate the words and sentences in Unit1. Step II. Self-check
Step III. Check the answers for Exercises book in the unit. Step IV. Home work
Revise unit 1 and preparation for unit 2.
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Unit 2 Where‘s the post office?
教学目标:
1、掌握表示地点的词汇;
2、掌握where 引导的特殊疑问句;
3、能够简单地描述地点方位;
4、能够画出简单的示意图。

教学向导:
语言目标学习策略与思维重点词汇
技巧
Post office; library; 表示地点的词汇个体、群体思维;
hotel… where 引导的特殊疑问看图作答;
句交换信息; Between; on; next to;
across from… 语言结构语言功能跨学科学习 There be 句型询问路线通
过绘画激发学生学习Where句型的问答指出方位兴趣教学时间:4课时。

教学过程:
Period One Language functions:
Is there a bank near here?
Yes, there is. It‘s on Center Street.
Where is the supermarket?
It‘s next to the libra ry.
It‘s between the restaurant and the supermarket.
Vocabulary: post office, park, bank, supermarket, pay phone, street , mail, across from ,between, in front of ,behind, there, avenue,
bridge Important point:
Is there a supermarket ?
Yes, there is ./No, there is not
Difficult point:
Is there a supermarket ? Yes, there is ./No, there is not
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where is ……? It is in front of ……Learn to ask for and give
directions in conversations.
Ability target:
Train students‘ listening, speaking, re ading and Emotion target: All the buildings make our city beautiful. Thank the designers and the workers. Thanks for their hard work.
Teaching procedure:
Step1 Revision
Review the preposition that the students have learned Show a picture of Lily‘s room
T: I have a little friend, her name is Lily. She is a nice girl, but she
always forgets things. She can‘t find her shoes, She can‘t find her bag.
Can you help her ?
S: Yes.
T: Where‘re her school clothes ?
:S: They‘re under the bed.
T: Where‘s her English book?
Can you find it on the desk ?
S: No, It‘s in her school bag.
T: Maybe. Thank you .Lily can find her things now, and she can go to school .
Step2 Presentation
Show a map with many buildings in it T: Look at this picture .What place is it ? S: It is a bank.
T: Spell it .
Ss: B-A-N-K.
Repeat with other new words
post office, park, bank, supermarket, pay phone,
streetStep3.Consolidation and drill
Show a map and let them practice in pairs Is there ……..
Yes, there is . / No, there is not.
Step4 Consolidation
1.Tell us the route to Lily‘s school
T:Where are they ?
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2. Teach the prepositions
(Memory challenge)
What are the differences between the two picturesnext to,
across from, near, between, in front of behind Step 5. Task 1
Shangtang is developing now, If you are a designer，how to design the
town of Shangtang,
?Please draw a simple sketch map in groups of 4 to 6. Step 6.Pratice Step8 Homework
1.Pair works，two students draw the map, one acts as a policeman,
the
other acts as a a person who is ask the way.
2.Finish 2a 2b
3.Draw a sketch map of your home to school or the way to your
partner.
Period Two
一.Teaching aims
1.Vocabulary: dirty, old, market, soda, pine.
2. Ability target:
Train students‘ listening and speaking skills.
Train students‘ communicative competence.
3.Moral Object
Everyone in school take the responsibility to keep our environment Clean and tidy.
二.Key Points
Key Vocabulary.
Target language
三.Teaching difficulties
Practice the adjectives using the target language
Step1.Revision
Ask two rows of three students to stand face –to –face
in the front of in the classroom.
SA SB SC SD SE SF
Point to the student in front. Ask and answer questions yourself. T: Where is SA ? She‘s next to SB.
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T: Where is SB? He‘s across from SE
T: Where is SE ? He‘s between SD and SF
Teach how to give directions with the map
turn left on the left turn right on the right go straight go
down
T:Let‘s look at the picture.
We know Lily‘s hou se is here.
How can she get to Yongjia Middle School ?
S: Go straight and turn left, it‘s next to the bank.
Step 2 Consolidation
Show a map
Asking the way for directions.
Excuse me. Where is the …..?
Practice the dialogues
Get students to read the dialogues between boys and girls or pair work 1.A: Excuse me. Is there a hospital near here?
B: Yes, there is. Walk along this road, and take the first turning on
the right. It‘s about twenty meters along on the left.
A: Thank you a lot.
B: It‘s a plea sure.
2.A: Excuse me. Is there a hotel near here?
B: Yes, there is. Walk along this road, and take the second turning on the right. It‘s about fifty meters along on the left.
A: Thanks a lot.
B: That‘s all right.
3.A: Excuse me. Is there a bookshop near here?
B: Yes, there is. Walk along this road, and take the third turning
on
the left. It‘s about ninety meters along on the right.
A: Thanks a lot.
B: That‘s all right.4.A: Excuse me. Is there a park near here? B: No, there isn‘t. The nearest is about six kilometers away. You‘d
better catch a bus.
A: Which bus do I need?
B: I think you need a number 38 bus. The bus stop is along that road, on the left.
5.A: Excuse me. Is there a theatre near here?
B: No, there isn‘t. The nearest is about seven kilometers away.
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A: Which bus do I need?
B: I think you need a number 103 bus. The bus stop is along that
road,
on the right.
6.A: Excuse me. Is there a museum near here?
B: No, there isn‘t. The nearest is about eight kilometers away.
Yo u‘d
better catch a bus.
A: Which bus do I need?
B: I think you need a number 111 bus. The bus stop is along that road,
on the left.
Step3.Activity.
Goal: This activity provides an oral review of where a place is.
Procedures: Invite a student to come to the front of the classroom. And then describe a place which the student are familiar with.
For example, he or she may say, it is on Center Street. It‘s next to the
supermarket. While he or she is describing the rest take turn asking .Is
it a school ? Is it a pay phone? Etc.
The game goes on until they can guess it.
Step4 Listening
Listen and circle the places you hear in 1a.
Listen again .Draw a map of Machael‘s neighborhood.
Period Three
一(Teaching Aims and Demands
1.Knowledge objects
Review all the key words presented in this unit.
Read an e-mail and draw a route.
2.Ability Object
Train Ss‘ Reading and writing skill.
3 Moral objects
On weekends or holidays, invite your friends to your house to have a good time.
4.Teaching Key points: Review the key words in this unit read
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an e-mail and draw a route.
Step1. 3a 1.Read carefully and draw a route according to the material. 2.Ss ask and answer the questions by themselves. Like this: Where is the park ? (It‘s …..)
Is it a new hotel? (No ,it is not)
3.Get Ss to read aloud. Step2.Writing.
1.Finish 3b.Look at the picture and fill in the blanks for this tour guide.
2.Write a tour guide .
Show some pictures of places, get Ss to choose one ,and write a tour guide.
Asking the way :
Is there … ?
Where is …?
Which is the way to …?
How can I get to …?
Can you tell me the way to …?
1.Excuse me.Where‘s the theatre?
2.Is there a theatre near here?
3.Can you tell me the way to the theatre?
4.Which is the way to the theatre?
5.How can I get to the theatre?
6.Can you help me fine the theatre?
Period Four
Step1.revision
1.Read the e-mail and the route.
2.Ask the way and give directionsExercises in class Fill in the blanks
1. There‘s a cinema next ____ the shop.
2. ____ the left side of the room, there‘s a desk.
3. Please come to the front and stand ____________ the class. Complete the dialogue A: ________ _______, where is the nearest police station, please? B: I‘m _______, I don‘t know. Please ________ that man.
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A: Thank you _______ ________ _______. Excuse me, where is the
police station, please?
C: _______ over there, next ________ the post office.
A: Thank you ________ _______.
C: Not ________ _______.
Asking for directions1.请问，去车站怎么走,Excuse me. Could/ Can you tell me the way to the station?
2.请问，去警察局怎么走,
Excuse me. Which is the way to the police station?3.请问，去动物园我该走哪条路, Excuse me. Which way shall I take to the zoo? 4.劳驾，最近的邮局在哪儿,
Excuse me, where is the nearest post office?
5.请问，你能帮我找到那家水果店吗,
Excuse me. Could/Can you help me find the fruit shop? 7.劳驾，附近有医院吗, Excuse me. Is there a hospital near here8.劳驾，去书店怎么走Step3 Go through self-check
Step 4 Have a quiz
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随堂记录教案正文
Unit3 why do you like koalas? I.语言知识目标
1.掌握下列有关动物的名词:tiger elephant koala dolphin panda lion penguin
giraffe
2.有关品质的形容词:cute smart shy ugly clever beautiful friendly quiet lazy
3.有关国家的名词:Africa Japan Australia
4.其他词类:grass leaf meat sleep relax kind of
5.掌握下列句型
使学生熟练谈论自己喜爱的动物并给出理由。

使学生学谈论自己喜爱的其他东西并给出理由。

使学生了解动物的生存情况。

II.语言能力目标
1. 使学生熟练谈论自己喜爱的动物并给出理由。

2.使学生学谈论自己喜爱的其他东西并给出理由。

3.使学生了解动物的生存情况。

情感目标
1.通过学习要培养学生自觉保护动物的意识。

2.通过学习可以使学生更加
热爱生活。

热爱父母、热爱朋友，热爱自然。

能在小组活动中积极与他人合作，相互帮助。

IV.教学重点难点
1.重点
掌握动物单词的表达法，及谈论自己最喜欢的动物的表达法。

掌握动物特点的形容词，并能谈论喜欢某一种动物的原因。

掌握介绍来历的表达法。

2.难点
表达动物的的意义和读音。

Kind of 用法。

如何用所学句型进行综合运用。

V.任务特点
1、学生学会如何谈论自己所喜欢的动物及原因，具有实际交际能力，
符合中学生交往的原则，
2、由喜欢动物到喜欢各种各样的东西，学生能激发内心的爱心，更加
热爱生活，保护自然。

3、了解父母朋友同学的各种爱好，更能激发学生的友谊、亲情，更多
的每一个人。

VI.教学步骤
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Period I
1.TopicWhy do you like …
2.StructionWhy do you like koalas?Because they are very /kind
of cute.
3.TaskTalk about your favorite animal.
4.CultureKnow something about the animals in the world.
5.Vocabularyanimal, koala, elephant, dolphin, lion, tiger,
panda, dog, penguin, very, kind of, cute. 6.Grammar
Why do you like koalas?
Because they are very/kind of cute.
能力目标:通过学习句型，学生能谈论，询问所喜欢的动物和原因。

情感目标:谈论动物，了解动物，热爱动物，热爱生活。

教学重点:掌握有关动物的名词和用来表品质的形容词。

教学难点:名词的读音及复数形式的运用，kind of 的用法。

step 1 Let’s chant
What fruit do you like?
What fruit do you like ?
Do you like apples?
Yes, I do . Yes, I do.
Do you like bananas?
Yes, I do . Yes, I do
Do you like bananas?
No, I don’t. No, I don’t.What animal do you like (best)? I
like …Why do you like…Because they‘re … 1a Match the words with the animals in the picture. 1b Listen and check the animals you hear Ask about your partner‘s favorite animals.
A: Do you want to see lions?
随堂记录教案正文
B: Yes ,I do .
A: Why ?
B: Because they‘re cute.
Name animal why
Step2 Listening
2a Listen .
Write the animals you hear.
Draw a line from the animals to the description words 2b.Listen and complete the conversation with the words in the
box .
Step3 Home work
Period II Step 1 memory game
My favorite color is
My favorite food is
My favorite fruit is
My favorite player is
My favorite singer is
My favorite sports is
My favorite number is
My favorite movie is
My favorite animal is
Step2
Section B
1 Match the description words with the animals. Step3 pair work
Talk about the animals you know. A:What animals do you like,
B: I like elephants. They are cute. A: What other animals do you like? B: I like dogs,too.
A: Why? B: Because they‘re friendly and cleverStep4.
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2a Listen and circle the description words you here in activiy1. 2b Listen again. Fill in the chart.Discuss about the rare animals in the word and where they live.
Put the animals in the map
Use the animals and countries in 3aWhere are lions from ?
Lions are from South Africa.
Survey and report:
How well do you know your classmates?
What‘s your favorite color/sports/movie/subject/number/
food/fruit/animal?
Who is your favorite teacher/ping pong player/basketball
player/singer/movie star?
Where is she /he /it from?Where are they from?
Period III
Talkabout
movies/subjects/sports/players/actors/days/months.
What …do you like?
What other … do you like?
Why?
Step2.Make a survey:
Name
animals
Subjects
Movies
Actors
Step3
3a Read the descriptions and match them with the animals below.
3b Look the lion in 3a. Then complete the description with the words in the box.
随堂记录教案正文
Step4.Task :
Tell us your favourite animal.
___________________________
Step5.Groupwork:
Exchange the description with other students. Can you guess the animal?
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随堂记录教案正文
Unit 4 I want to be an actor. 【教学目标】
1. 知识目标
(1) 本单元要求学生掌握以下词汇:
(a)职业名词: actor,shop assistant, doctor, report,
policeman,waiter,bank clerk,policewoman,nurse,coach.
(b)地点名词:hospital,TV station,police station.
(c)其它词汇:略
(2) 语言结构: 通过各人物工作地点及职业标志物,掌握下列日常交
际用语:
(a)—What do you/they do ? I‘m an actor /We are / They are actors .
--What do you / they want to be ?I / They / We want to be a waiter .
(b)—What does he/she do ? He /she is an actor
--What does he/she want to be?He/She wants to be doctors.
(c) ---Where does he/she work?He/She works at a bank. 2. 能力目标
(1) 能运用一般现在时各种形式,询问人物身份和职业梦想,还能陈
述从事这一职业的原因.
(2) 能在日常生活中,适当运用此句型
3. 学习策略
通过本单元的学习,能根椐人物衣着、工作地点,确认人物职业 4. 情感态度通过本单元任务型活动,加深同学间互相了解,促进同学间友好相处,同时激发他们对学习英语的兴趣和热情,树立远大的职业理想,从现在开始,抓紧每一天.No matter what you want to do in the future,you must do the job you are doing now well.
5. 文化意识
了解西方人择业观念:只选对的,不选薪水高的,先就业再择业.从而改变我国大学生―一次择业定终身‖观念,缓解目前择业难状况.
【教学方法】
1. 教法分析
(1) 创建真实(半真实)的语言环境,引导学生在情景中学语言,在
学习新的语言知识后,创造性地运用语言。

(2) 开展多种类型的任务活动,提供给学生合作交流的空间和时
间,促使学生为完成任务和同学进行合作,为完成任务进行探
究性学习。

2. 学法分析
根据初一学生对新职业的好奇心理,提供各种职业环境,让他们在
半真实的环境中, 运用合作交流,互相探究,竟猜游戏等多种学习方
法,促进同学间互相了解,为学生创建展示舞台,注重赏识教育和激
励措施。

Period One (pp19-20)
随堂记录教案正文
知识与能力
1. Match the vocabulary: sales assistant. Doctor. Actor. Reporter.
Police. Officer. Waiter. Bank clerk. student
2. Master and use: What do you do? What does he do? Does he
work in hospital?
教学重、难点及教学突破
重点:
1. The vocabulary
2. language: What does she do? She is a doctor.
难点:
Use the language to ask for the job
教学步骤:
Step1 Organization
Organize students to prepare for the class
Step2 Ree talk
Talk about the weather and weeks.
Step3 Presentation
1. Ask students to look at the picture and remember what they can
see
2. Find four groups to say the words that they remember. (教师板
书，学生说出)
3. Talk about the picture then make a dialogue.
Such as: What is this? It‘s a store. What can you see? I can see a sweater. What color is t? It‘s green. How much is it? It‘s 50 dollars
4. Ask students: What is your father? He is a worker. (Tell them
another way of saying:
What does your father do?板书)出示一张人物以及职业的图片，问
学生:
Is he a worker? No, he isn‘t. What is he? He is a doctor. 或问:
What does he do?
然后以同桌之间一问一答的形式来练习:
Such as: A: What does he do?
B: He is a reporter.
5. Listen to the tape: 1b. 2a. ab.
Listen and number the people (1-3) in the picture above. Listen
carefully three times. Point out the picture in activity 2a. Ask who each person is, say, Now work with your partner. Ask and answer
questions about the pictures.
随堂记录教案正文
Step4 Practice
Now, practice the things we have learned.
They can talk about the jobs. Such as: What do you do?
I am a student.
What does your father do?
He is a farmer. (给学生们一定的时间，让他们充分练习。

学生小组讨论和
练习。

让大部分的同学都能有机会来表演。

)
Step5 Summary
Words and phrases of this class.
Language: What does he do? What does he want to be? He is a worker. He wants to be a sales assistant. (以提问的形式来进行复习
总结，在让学生有一个巩固的机会。

)
Step6 text
Self check(让学生作后再讲解答案。

)
Step7 Consolidation
In this class, we have learned the sentence:
What do you do? What does he do?
What does he want to be?
Talk about the jobs. Pay attention to the usage of ―want‖ or
―wants‖.
Step8 Homework
Practice The dialogue according to the picture on Page 1. (让学生
写出五个询问对方职业的句子。

)
Period Two (p21)
Step1 Organization
Organize students to prepare for the class
Step2 Free talk
Talk about the family and the jobs, Such as; My father is a worker, And He works in a hospital.
Step3 Presentation
1. Ask students to make some sentences with these words; waiter. Bank clerk. Reporter. Nurse. Police officer. (叫学生口头造句，用一
些有关职业的句子。

争取大部分的同学都有回答的机会，多次重复加大
练习。

)
2. Look at the picture and match the jobs with the people in the
pictures. Such as; I see a lot of money every day. But it‘s
not mine. I count it for other people match the bank clerk. (教师边让学生读句子边解释这些句子的思。

)
随堂记录教案正文
3. Let the students practice more and more. (教师边让学生读句子，做
到熟练掌握。

)
4. They make a conversation to proc-tise the drills.
For example: What do you do?I help doctors and patients. Some
people call us ―angels in white‖, Can you guess what I do? (采用游戏的形式，让尽可能多同学参与。

)
5. Pairwork: Practise the conversation on the right. Use the jobs and places in activity 3a.
Where does your sister work? She works at a hospital. What does your sister work? She works at a hospital. What does she do? She‘s a doctor. (5(继续练习这个句式。

能让学生自己造句。

)
6. Game: Guess the game!
Draw a picture of someone at work.
Can your classmates guess the job?
Just like: Is he a police officer?
No, he isn‘t? Is he a waiter?
Yes, he is
Step4 Practice
Now, practice the things we have learned.
They can talk about the jobs. Such as: What do you do? Where does he work?
He is a doctor. He works in a hospital.
Is he a police officer? Yes, he is.
No, he isn‘t (给学生一定的时间，让他们充分练习。

学生小组讨论和练习。

让大部分的同学都能有机会来表演。

)
Step5 Summary
Words and phrases of this class
Language: What does he do? What does he want to be? He is a
worker.
He wants to be a sales assistant.
Where does he work?
He words in a hospital.
Is she a nurse? Yes, she is. (以提问的形式来进行总结，在让学生有一个巩固的机会。

)
Step6 Test
Self check.(让学生作后在讲解答案。

)
Step7 Consolidation
随堂记录教案正文
In this class, we have learned the sentence:
Where does he work? He works in a factory.
A bank clerk: I see a lot of money every day. But it‘s not mine. I
count it for other people.
Talk about the jobs. Pay attention to the usage of ―want‖
or ―wants‖
Step8 Homework
Pratice the dialogue according to the picture on Page 25. (让学生写出五个句子，分别询问职业和工作地点。

)
Period Three (pp22-23)
Step1 Oranization
Organize students to prepare for the class.
Step2 Free talk
Oral practice: Games, words that describe jobs, such as exciting, dangerous, boring.
Step3 Presentation
1. Let students look at the picture and guess the jobs. The teacher describes the jobs and let students guess what. Ask job does the person have? Where does the person work? (1(叫学生口头造句用一
些有关职业的句子。

争取大部分的同学都有回答的机会，多次重复加大
练习。

)
2. Then use explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving.
A police officer has an exciting job.(2. 教师边让学生读句子边解释
这些句子的意思。

)
3. Let students practice. Such as: He is a police officer. It‘s an exciting job. (3. 叫学生口头练习一些有关这方面的句子。

)
4. Listen to the conversation. What jobs do Betty, Jenny, and Sam want? Then write the jobs below. (4. 听录音，让学生填写表格，然后再纠正答案。

)
5. Listen again. Why are Betty, Jenny, and Sam interested in these jobs? Complete the chart above. (5. 分组练习，让学生大面积的练习。

)
6. Listen to the tape: Listen and number the picture(1-3)
below.Then practise the dialogue. (6. 让学生朗读Gammar Focus.)
7. Grammar focus:
随堂记录教案正文
Step4 Practice
7. Read the newspaper want ads. And fill in the blanks with the
correct jobs.
One: Wanted: Do you like to work late? Do you like to work hard?
Do you like to meet people? If your answer is ―Yes‖, then we have
a jo
b for you as a ……(给学生一定的时间，让他们充分练习。

学生小
组讨论和练习。

让大部分的同学都有机会来表演。

)
Step5 Summary
Words and phrases of this class Language:
本节课主要是听录音来完成各种对话，充分让学生学会职业的文法以
及地点的表达法。

(以提问的形式来进行复习总结，在让学生有一个巩
固的机会。

)
Step6 test
Self check(让学生做后再讲解答案。

)
Step7 Consolidation
在这节课例我们主要听录音然后回答问题，让学生充分练习听力，达
到会听、会说然后在自己编对话来练习。

Step8 Homework
Read the newspaper more and more. (让学生朗读3A部分的内容。

)
Period Four (P24)
Step1 Organization
Organize students to prepare for the class.
Step2 Free talk
Oral composition: My parents.
Such as: I have a very happy family.
My father is a worker. He works in a factory. My mother is a
nurse. She works in a hospital. (学生口头作文，让他们把学到的知识系统地用到自己的作文中来。

练习关于职业以及工作地点的表达。

) Step3 Presentation
1. Let the students hurry to read the words they can‘t remember.
(1. 学生自测，看看他们急得如何。

)
2. Then the teacher guid the students to go over the words. See
how the students have grasped. (2. 在让学生写五个生词填在单词表
上。

)
3. Ask students to write five new words in their Vocab-builder.(3.
找工作:以小组为单位讨论。

个人介绍推销自己。

)
随堂记录教案正文
4. Practise: I magine you want one of the jobs at BFS. Write and
explain why your are good person for the job.
They don‘t have to use real information about themselves-they can imagine that they have the skills needed to do one of the jobs.
Remind them that they have to show why they are good for the
job. (4(总复习时，领着学生复习全部单词，争取让每一个学生都能来掌握。

)
5. Go over the whole unit, first the words and useful expressions. Then go over the frills: What do you do? What does he do? Where does he work? He works in a factory.
Step4 Practice
Now, practice the things we have learned.
They can talk about the jobs. Such as: What do you do? Where does he work?
He is a doctor. He works in a hospital.
Is he a police officer? Yes, he is.
No, he isn‘t(给学生一定的时间，让他们充分练习。

学生小组讨论和练习。

让大部分的同学都有机会来表演。

)
Step5 Summary
Game: How to find a good job? Discuss and make a dialogue. (以提问的
形式来进行复习总结，在让学生有一个巩固的机会。

)
Step6 Test4
Self check(见后面)
In this class, we have learned self-
Step7 Consolidation
Check, then go over the whole unit. I think most of the students
have grasped them very well. (让学生写一篇作文。

)
Step8 Homework
Especially the jobs and the places.
Compostion: How to find a good job?
教
学
后
记
随堂记录教案正文
Unit 5 I’m watching TV
一、教材分析:
本单元是Go for it ( 下 ) Unit 5。

主要围绕―What are you doing?‖这一主题展开各种教学活动，并以这一主题引出现在进行时的一般疑问句，否定句以及特殊疑问句等语言功能。

本单元旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用这些知识的能力。

并让学生能在―做中
学‖(learning by doing)，通过有限的课堂实践活动，注意观察别人的行动，能
准确地用英语来表达。

二、教材的地位和作用:
―Go for it”教材有一个比较明显的编排特点，那就是每单元由Section A , Section B 和 Self Check 三大版快组成，同时每个版快又由a, b , c 三小
部分构成，内容循序渐进，符合学生的认知规律，教材又图文并茂，既能吸引学生的注意力，又能激发学生的学习兴趣，每一小部分中的,部分又是pairwork,培养
了学生的合作意识，每一小部分又有听力训练，培养了学生的听说能力。

Section B 中的,a, 3b 又能培养学生的读写能力，本单元的综合语言知识能力的运用，又
能在此体现出来。

Section B中的3c是任务性教学，体现了语言的交际性和实用性。

1.语言知识:
本单元要求学生掌握以下词汇(phone, mall, movies, sound, show, boring, library, soccer. watch TV, do homework, eating dinner, talking on
the phone) 2.语言功能:
学会读、写一篇有关人们正在运动的短文。

3.语言结构(日常交际用语):
What are you / they doing ?
I'm / We're/ They're watching TV.
Is he/ she watching TV?
Yes, he/ she is. / No, he/ she isn't.
2.语言技能:
(1)能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。

(2)能掌握现在进行时态及一些表示具体动作的词组搭配，如:watch TV,
read books, play soccer, talk with/ to , be boring, go to the movies, want
to do sth.等。

(3)能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯
用语。

3、学习策略:
通过本单元的教学，我要求学生能通过上下文内在的逻辑联系，
随堂记录教案正文
和活动时能用现在进行时来准确地表达所发生或进行的动作。

4、情感态度:
通过对本单元的任务性活动，我的目的是能培养同学间的友好相处，规范自己的行为，同时能提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。

5、文化意识:
了解西方人是如何表达或描述正在进行的动作。

三、教学的重、难点:
基于上述对教材的分析，我确定本单元的教学重点为词汇、词组搭配和现在进行时的用法。

教学难点为现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行时来描述或表达正在进行的动作。

四、教学方法
1、教法分析:
(1)现在进行时是学生刚刚接触的一种新的语法项目，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，创设生活化的真实情境(或半真实情境)引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言(为用而学，在用中学,学了就用)。

(2)开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。

2、学情分析: 我们教学的对象是初一学生(以中等生为主)，他们学习英语既感到好奇又担忧，希望能得到他人的肯定。

因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。

同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。

五、教学过程设计
Period One
Step 1 Warming up
(―良好的开端是成功的一半‖，因此，我认为能以一种新颖的问候方式或复习方式进入一节课，就能唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，那么可为这节课的成功打下基础，同时也能给自己适当的减压。

)
T:We are having an English class now. What are we doing now?
(Help the students to answer: We're having an English class now.) 随堂记录教案正文
接下来教师要求几个学生做一些动作，让其他学生用英语来猜测。

(目的是为本节课的现在进行时作好铺垫)
(Section A 1a. 1b ,1c,2c) Step 2 Presentation
教师出示几张图片,引出现在进行时的结构和用法。

(1)叫一位学生按照老师图片上的提示做动作，教师接着说:
T: He/ She is singing now.
They are playing football now.
T: What is he/ she doing ?
He/ She's playing football now
2)然后叫一个学生做动作，另一个学生问，进行问答练习。

S1: What are you doing now?
S2: I'm watching TV. (ect.)
sing----singing / watch----watching / play---playing /ect.
这样设计的目的是让学生在交际情景中感受出现在进行时的结构和用法。

Step 3 Practice。