初一英语Go for it 七年级下册教案
Goforit!BookIUnit10教案（新目标版七年级英语下册教案教学设计）
Goforit!BookIUnit10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-1c)Teaching aims（教学目标）1．学会谈论过去发生的事件（继续学习一般过去时）2．学会谈论已经历的节假日活动Language points（语言点）1．要求掌握以下句式：（1）- Where did sb. go (on vacation)?- Sb. went to … (on vacation).（2）- What did sb. do (on vacation)?- Sb. verb + ed … (on vacation).2．要求掌握以下词汇：（1）动词及它的过去式：stay(ed), visit(ed), go(went), do(did), is/am(was)（2）名词：summer camp（3）形容词：not bad, pretty good, awful, relaxing (relax, relaxed), fantastic（上述形容词本应在第二课时中出现，但可以在warming-up中第一次非正式出现。
这些形容词也可在老师的评价语中适时出现，以加深学生对词汇的印象。
）Difficulties（难点）：本课难点是动词过去式要加“ed”，而学生在描述过去时时容易遗忘动词的“ed”，在运用不规则动词过去式时容易直接加“ed”.Teaching steps（教学步骤）1. Warming-up and revision（课堂热身和复习）（1）Daily greetings to the students（日常问候）T: How are you today? 1S: I am (fine / great / OK / very good). How about you?T: I am (not bad / pretty good / awful / terrible).T: How is the weather today? 1S: It is (nice / great / fine / good / beautiful / not bad / pretty good / fantastic/ bad / terrible / awful / hot / cool / cold/ windy / rainy …).T: How was the weather yesterday?S: It WAS2 … yesterday.（2）Revision（复习）T: How was your weekend?3S: It was …T: What did you / your father / your mother / your best friend do last weekend? 4S: I / My father / My mother / My best friend …T: That WAS fun / great / fantastic / relaxing / not bad / pretty good / terrible / awful… (老师根据学生回答给出多种评价。
人教版go for it七年级英语下教学设计
人教版go for it七年级英语下教学设计人教版Go for it七年级英语下教学设计一、教学目标1. 知识目标：掌握本单元的重点词汇和句型，如“playground”，“library”，“dining hall”等地点名称，以及“Where is the...?”，“It’s on/in/behind/next to...”等基本方位表达。
2. 能力目标：能够运用所学知识进行简单的方位描述，进行有关位置的对话交流，并能够读懂地图并描述物体的位置。
3. 情感目标：通过学习，让学生认识到学校各个场所的位置关系，增强对校园环境的了解和熟悉，提高对英语学习的兴趣。
二、教学内容1. 重点词汇：playground，library，dining hall等学校常见场所的名称。
2. 重点句型：“Where is the...?”，“It’s on/in/behind/next to...”等基本方位表达。
3. 课文内容：阅读短文，理解并描述学校各个场所的位置关系。
三、教学难点与重点1. 难点：方位介词的准确使用，如“on”，“in”，“behind”，“next to”等。
2. 重点：熟练运用方位词描述物体的位置，进行简单的方位对话。
四、教具和多媒体资源1. 投影仪及PPT课件2. 教学卡片3. 学校平面图模型五、教学方法1. 激活学生的前知：通过提问学生校园内的场所名称，激活学生的前知。
2. 教学策略：采用讲解、示范、小组讨论、情境模拟等多种教学方法，帮助学生理解并掌握知识点。
3. 学生活动：组织学生进行角色扮演、地图标注等活动，提高学生的学习参与度和实践能力。
六、教学过程1. 导入（5分钟）通过提问学生校园内的场所名称，激活学生的前知。
然后展示学校平面图模型，让学生对学校各个场所的位置关系有初步了解。
2. 讲授新课（15分钟）通过PPT展示本单元的重点词汇和句型，进行讲解和示范。
然后介绍课文内容，引导学生理解并描述学校各个场所的位置关系。
初一英语 Go for it 七年级下册教案 精品
《新目标英语》Go for it 七年级下册
Unit 7What does he look like?Section 1
课后小结
A 鼓励学生大胆的使用英语，对他们学习过程中的失误和错误采取宽容的态
度。
B创关的形式设计较成功，创造条件让学生能够研究他们自己感兴趣的问题，为自己的小组争关，培养他们的集体荣誉感。
C 课堂设计较合理，给学生创设自主学习和交流的机会。
D 学生通过体验、实践、讨论、合作等方式发展了听说读写的综合语言技能。
E 通过课堂评价让学生明白自己的优、缺点。
弥补自己的不足。
课后反思：
本课的核心话题是谈论人的外表形象（look），‘talking about sb’s look 是教学重点，同时也是教学难点。
本课的设计以李咏主持的“非常6+1”闯关的形式。
以获胜组有机会“砸蛋”定分数来使学生从游戏中轻松学会了如何谈论外貌,同时还学会了识别不同人物外貌特征，设计的五关.丰富了学生课堂形式,同时也是一种真实的体验.增加学生的语言实践，促进他们在整个教学活动中主动参与。
同时对学生进行情感教育，要求他们多发现别人的优点，学会友好地描述别人的形象。
让他们明白每个人都很特别！每个人都很重要！不要以貌取人！在这节课中我也特意安排了“最佳小组”的评比让学生明白怎么样才是在课堂中表现教好的，同时鼓励他们下次做得更好，并记载在档案袋中。
七年级英语下册(人教新目标Goforit!)Unit2第3课时(SectionB1a1e)教学设计
五、作业布置
为了巩固本节课所学知识，提高学生的综合语言运用能力，特布置以下作业：
1.口语作业：学生需准备一段关于自己或他人成功经历的口语表达，要求运用本节课所学的一般现在时和一般过去时，以及核心词汇和短语。在下一节课上进行分享，以提高学生的口语交流能力。
4.提高学生的听力理解能力，能够听懂并获取课文中的关键信息。
5.提高学生的阅读理解能力，通过阅读课文，了解成功人士的经历和品质。
（二）过程与方法
1.通过小组合作、讨论、分享等形式，培养学生合作学习、自主探究的能力。
2.利用多媒体教学手段，如图片、视频等，激发学生的学习兴趣，提高课堂教学效果。
3.通过听力训练、口语表达、阅读理解等教学活动，帮助学生巩固所学知识，提高综合语言运用能力。
四、教学内容与过程
（一）导入新课
1.教师通过展示一幅描绘成功人士的图片，引导学生观察并思考：“What does this person do? How do you think she achieved success?”，从而自然引入本节课的主题。
2.教师邀请学生分享他们所了解的成功人士及其成就，激发学生对成功、努力、梦想等话题的兴趣。
4.鼓励学生积极参与课堂活动，培养他们的自信心和表达能力。
5.教师引导学生进行总结和反思，帮助他们发现自身的学习方法和策略。
（三）情感态度与价值观
1.培养学生树立正确的价值观，认识到成功需要付出努力，勇往直前，不怕失败。
2.培养学生积极向上的心态，敢于追求梦想，为实现目标而努力拼搏。
3.培养学生关爱他人，学会倾听他人的经历和故事，尊重他人的选择和努力。
2.写作作业：请学生结合本节课所学的成功、努力、梦想等主题，写一篇不少于80词的短文。要求运用一般现在时和一般过去时进行描述，内容可以包括自己的梦想、为梦想付出的努力以及未来的计划。
Goforit七年级下册教学案
Go for it七年级下册Unit6 It’s raining.Section A 教案陆房中学辛翠霞Unit6 It’s rainingSection A教学目标知识目标：词汇：weather sunny rain rainy snow snowy windy cloudy cook study句型: --- How’s the weather? --- What's the weather like?--- It’s sunny./…---What’s he/she doing? ---She/he is…能力目标：学会如何询问天气情况;能够描述不同天气情况下，人们正在做的事情。
情感目标：Always have spring mood Happy life, happy learning 教学重难点: 熟练运用how and what questions 询问天气情况，描述不同天气情况下正在做的事情。
教学方法：任务型教学，多媒体教学，创设情境教学教学过程：Step1. Warming-up1. Greetings.2. Daily talks with students.3.Leading in: Ask students to enjoy a song.Step2. PresentationTask 1 观天气Show the pictures to learn the words and sentences:weather sunny rain rainy snow snowy windy cloudy--- How’s the weather? --- What's the weather like?--- It’s sunny./…Quick eyes (比眼力)What does the weather signs mean?Task 2 谈天气Ask and answer in pairs about the different weatherListening to the weather in different cities: Beijing, Shanghai, Moscow, Toronto, Boston, Then ask and answer in pairs.Task 3 挑战主持人Ask students to report the weather according to the mapWork in pairs : Talk about the weather and the activities in pairs Task 4 Listen and finish 2a, 2bTask 5 Work in groupsSuppose(假设）the students in a group are in different cities ,do a survey then have a report.Step3.SummaryWhat do we learn today? (Show the important phrases and sentences) Step4. HomeworkListen to the weather report and write down more than four cities’ weather and then introduce to the whole class.教学反思：。
Go_for_it七年级下册Unit10教案
Unit 11 What time do you go to school ?Programmes for the Unit1.Status and FunctionThe topic of this unit is about daily routines, Such topic is closely related to students’ daily life. It is easy to raise the learning interest of students. So students are very interested in learning the content of this unit.2. Teaching Aims and DemandsKnowledge ObjectIn this unit students learn to talk about daily routines and say clock time. objects Train students’listening, speaking, reading and writing. Train students’integrating skills.Moral objectsTell students to form a good habit. Let students know the importance of having a reasonable time arrangement. Teaching Key Points3. Learn the key vocabulary and the target language of this unit.4. Teaching Difficult pointsHow to use the key vocabulary and the target language by reading and writing.5.Teaching Methods Teach students how to use reflect quickly. Teach students how to improve their ability of communication.Teaching Guidancenguage Function Talk about daily routines. Ask about and say times.2.Target language What time do you usually get up? I get up at six o’clock. Whendoes Alicia take a shower? She takes a shower at five o’clock. What time is it? It’s eleven o’clock.3.Structures When questions. What time is it? Adverbs of frequency.4.V ocabulary get up, run, eat, breakfast, dimmer, go, school, bed, o’clock, shower,morning, afternoon, evening, pen, pal, homework5.Learning strategies Role playing. Reflecting.Teaching timeSix periods.The first periodTeaching aims and demands1.Knowledge objectsgo to school, get up, eat breakfast, take a showerWhat time do you usually get up, Rick?I usually get up at five o’clock.2.Ability objectsListening skill,Watching skillCommunicative competence.3.Moral object Form a good habit.Teaching Key pointsGo to school, get up，run, eat breakfast, take a showerTeaching difficult pointsWhat time do you usually get up, Rick?I usually get up at five o’clockTeaching methodsListening and talking methods.Watching method.Communicative approach.Teaching AidsA tape recorder.Teaching clock with movable hands.Teaching proceduresSection AStep1Greet the class as usual and check the homework.Step2Write the new words on the blackboard and lead students to read for several times. Step3 1aUse a teaching clock to teach students to say clock time. For example: one o’clock, two o’clock, twelve o’clock…Now let students look at the picture in Activity 1a Name each action and ask students to repeat.Then ask students to match the words and the pictures, Point out the sample answer. Answers: 1. a 2.d 3.b 4.e 5.cStep4 1bLook at the picture in Activity 1a and say the clock time after me, one o’clock—twelve o’clock. Now we’ll listen to a conversation and draw a line from the clock line to the correct picture.Play the recording twice, students draw the linesStep5 1c pair workLet’s do an exercise. One student is Rick. The other is the interviewer. Students canask and answer At6 last ask pairs to present one set of questions and answers to the class.Step6 SummaryThis class we’ve learnt these key wordsStep7 HomeworkAfter class have more practice.Step8 Blackboard designUnit11 What time do you go to school?The first periodGo to schoolGet upRunEat breakfastTake a showerWhat time do you usually get up, Rick?I usually get up at five o’clock.The second periodTeaching aims and demands1.Knowledge objectsalways, busy, morning, so, make, schedule, why, because, oldest, linger, o’clock When does Alicia take a shower?She takes a shower at 5:002.Ability objects Listening and writing skillsCommunicative competence3.Moral objectsMake a schedule.Teaching key pointsBe busy in the morning make a scheduleWhen does Alicia take a shower?She takes a shower at 5:00.Teaching difficult pointsWhat time do you get up?I get up at six o’clock.What time does he eat breakfast?He eats breakfast at seven o’clock.What time does she go to school?She goes to school at eight o’clock.Teaching MethodsListening and speaking methods.Listening and writing methods.Communicative approach.Pairwork.Teaching AidA tape recorder.Teaching proceduresStep1Greet the class as usual and check the homework. Ask pairs of students to act out the conversation I Activity 1bStep2Teach the new words always busy morning so make schedule why because oldest longer o’clockStep3Now open your books at Page66 Look at Activity 2a There is a picture Can you guess who they ate? Please listen to conversation and fill in the blanks with the words in the box.Answers: 1.two 2.two 3. oneStep4 2bT: Rick has two brothers and two sisters. But his family has only one shower. So Tick made a shower schedule. Listen to the conversation again and fill in the time when each family member takes a shower, clearly?S: Yes.T: All right. Let’s begin.Play the recording for the first time. Then for a second time. Check the answers with the whole class.Answers:Time Name5:00 Bob6:00 Mary7:00 Jerry8:00 AliciaStep5 2c Pair workLead students to read the sample conversation. Tell them to ask and answer questions about the shower times in Activity2bAfter students have had a chance to practice, ask pairs to present one set of questions and answers to the class.Step6 Grammar focusReview the grammar box. Ask students to say the questions and statements.Step7 SummaryThis class we’ve learnt some new words and some key structures. In order to arrange your time reasonably, you’ll learn to make a schedule.Step8 homeworkWrite down key structures in their notebooks.Step9 Black board designUnit11 What time do you go to school?The second periodWhen does Bob take a shower?He takes a shower at 5:00The third periodTeaching aims and demands1.Knowledge objectswork hour practice put on go to work get to listen to go to bed happy hotelWhat time is it?It’s eight-thirty.When do you usually go to bed?I usually go to bed at eight o’clock.I usually go to bed at eleven-thirty.2.Ability objectsReading skill.Communicative competence.3.Moral objectstell students to arrange time reasonably.Teaching key pointsGo to work put on get to listen to go to bedTeaching difficult pointsWhat time is it?It’s eight-thirty.When do you usually go to bed?I usually go to bed at eight o’clock.Teaching methods]Teaching method.Reading method.Pair work.Teaching clockTeaching proceduresStep1Greet the class as usual.Step2Teach new words.Step3Write the times on the blackboard, then use a teaching clock to teach students to ask times.Ask students to name clock times using full hours, half hours and quarter hours individually.Make sure every student can say the clock times correctly. Students match the pictures to the clock faces, OK?Answers: 2 1 4 3Step4 3b Pair workLet students look at the clocks in Activity3a. Have students ask and answer questions about the time e.g.What time is it?It’s eight-thirty.Ask pairs of students to ask and answer one or two questions each before the class. Step5 SummaryThis class we’ve learn some new words and how to say clock times.You must learn to make a schedule and arrange your time reasonably.Step6 HomeworkWrite the Key structures in your notebooks.Step7 Blackboard designUnit11 What time do you go to school?The Third PeriodWhat time is it?It’s nineteen.What time is it?What time is it?It’s seventeen.The fourth periodTeaching aims and demands1.Knowledge objectsIn the morning in the afternoon in the evening do homework eat dinner eat breakfast go to bed go to bed go to school go homeWhen do people usually eat dimmer?People usually eat dimmer in the evening.2.Ability objectsListening and writing skillCommunicative competence.3.Moral objectBuild a strong body.Teaching key pointsIn the morning in the afternoon in the evening do homework eat dimmer eat breakfast go to bed go home eat lunchTeaching difficult pointsWhen do people usually eat dinner?People usually eat dimmer in the evening.Teaching methodsListening methodWriting method.Pair work.Teaching aidA tape recorder]Teaching proceduresSection BStep1Greet the class as usual and check the homework.Step2Teach new wordsAfternoon evening homework do homework go homeStep3 1aStudents open their books at Page68. There are some pictures in Activity1a. Read after me first. Then ask when do people do these things. In the morning, in the afternoon or in the evening. Then let them match time of day with each of the activities. Ask students to do it individually. Then check the answersAnswers: In the morning 3In the evening 2 4In the afternoon 1Step4 1b Pair worklet students read the conversation in Activity b. Ask your partner questions about when people do these things. Use questions and answer like the ones in the picture. After students have practiced for a few minutes, ask the pairs of students to work with another pair of students to see if they agree.Step5 2aLook at the picture in Activity 2a.Ask students what is happening to Rick. He is being interviewed by a reporter.Then read the words in the box. Tell students we’ll listen to a conversation.Play the recording twice. Students circle the activities mentioned on the tape. Then check the answers.Step6 2bFirst ask students to read the activities listed in Activity 2b then tell students to write the times next to the actions. For example Rick gets up at 5:00.Play the recording twice students to write in the clock times they hear on the recording.Check the answersStep7 Pair workFirst read the conversation in Activity 2c Then ask a class member to finish the incomplete statement using information from Activity 2bAsk students to work in pairs and take turns doing the exercise.Step8 SummaryThis class we’ve learnt some key words and structures: Rick gets up at 5:00and runs at 6:00. When do you get up? Do you do morning expect everyone has a strong body. Step9HomeworkLearn the key words by heart. And do more practice using the target language.Step10 Blackboard DesignUnit 11 What time do you go to school?The fourth periodIn the morningIn the afternoon]In the eveningWhen does Rick usually get up?He Usually gets up at 5:00.The fifth periodTeaching aims and demands1.Knowledge objectsletter around start wish Saturday exercise She gets up at 6:15She eats breakfast at 7:30.She goes to school at 8:002.Ability objectsWriting skill.Communicative competence.3.Moral objectsMake a pen al and you can improve your written English.Teaching key pointsletter around start wish Saturday exerciseTeaching difficult pointsShe gets up at 6:15She eats Breakfast at 7:30.She goes to school at 8:00.Teaching method.Scene method.Pairwork.Teaching proceduresStep1Greet the class as usual and check the homework.Step2Learn some new words. Show them on the screen. Lead students to read for several times.Step3 3aThere is a letter in Activity 3a. Now I’ll read it for you. Do you have any questions about this letter?Look at the clock times. Ask students to read it. Point out the sample answer.Ask students to read the letter again. Let them write down the name of each activity on the blank line after the items listed at the top.Ask students to complete the activity individually.Check the answers.Step4 A gamePlay a game in which students act out various everyday activities along with the time they do each one. Divide the class down the middle into two teams. The first person on Team1 stands up and acts out an activity. When his or her team members guess the activity, the person acts our a clock time. A students might point to his or her wrist to indicate “time” and use fingers to show 8:00. Each team has 30 seconds to guess the activity and the time. If they guess correctly in that amount of time. they get one point. If they fail to guess, they get no points. Then it’s the other team’s turn.Step5 3bThis is a letter from Tick to his pen pal, Jiang Min. He is telling Jiang Min about hismorning.Please fill in the blank lines, using information from activity 2b, Use Jennifer’s letter as a model.Ask students to work with a partner or individually.Check the answers by having several students read their letters to the rest of the class. Answers:1.get up2.5:003.6:004.run5.eat breakfast6.7:007.go to school8.8:00Step6 4 PairworkFirst write the timetable on the board and tell students to imagine you are a famous movie star,Then ask students to write their weekend activities and the times in the chart.Role play a conversation with a student. Imagine the student is a movie star. Ask, what time do you exercise on Saturday morning? What time do you...?Divide the students into pairs and have them continue the role plays.Step7 Summary and homeworkThis class we’ve learnt how to write something about your morning. Do you have a pen pal? Please write something about your Morning to your pen pal. OK?Step8 Blackboard designUnit11 What time do you go to school?The fifth periodSaturday Sunday8:00 a.m. runThe sixth periodTeaching aims and demands1.Knowledge objectsKey words and structures in Unit112.Ability objectsWriting skill. Practice skill.3.Moral objectLearn to make a chart for the activity survey.Teaching key pointsTime morning breakfast get up go to bed clock afternoon lunch run Watch TV dimmer eat usually o’clock thirty take a shower fifteen to school evening homeworkDo you sleep late?Teaching difficult pointsWeekend survey.Do you sleep late?Teaching methodsCheck method.Practice method.Teaching aidA chart for the weekend survey.Teaching procedureSelf checkStep1Greet the class as usual and check the homework.Step2Teach two words in this page.Survey lateStep3 1Ask students to look at key words check. If they don’t know any of them, they can ask classmates, ask teachers or use a dictionary.Step4 2Ask students to write five new words in their vocab-builder on Page97. After that ask some students to report their lists to the class.Step5 3Tell students this is a chart for the weekend survey.Have students work individually to write their questions.Step6 4Have students walk around the class and ask their classmates the questions.Instruct them to write the answers on their survey charts.Step7 Just for funAsk students to look at the pictures. The two people are in different parts of the world. They are in different time areas. One person woke up the other person very early in the morning with a telephone call.Have two students read the conversation in the three frames.Step8 An ActivityFirst ask students to make a chart.Let students ask their friends about his/her family member’s daily life.e.g. What time does your father get up?What time does he go to work?Step9 SummaryThis class we’ve reviewed key vocabulary and learnt how to design all activity survey.Step10 HomeworkReview the words phrases and target language in this unit.Step11 Blackboard designUnit11 What time do you go to school?The sixth periodActivities TimeGet upDo morning exerciseEat breakfastGo to workEat lunchGet homeMake dinnerWatch TVGo to bedUnit12 My favorite subject is science.Programmes for the unit1.Status and function The topic of this unit is about school subjects. Such topic isclosely related to the students’ daily life, so it is helpful to raise learning interest of students and it will be also helpful to improve their spoken English.2.Teaching aims and demands Knowledge object in this unit students learn to talkabout preferences and give reasons. Ability objects Train students’listening, speaking, reading and writing skills. Train students’integrating skills. Moral objects well. Take part in all kinds of activities in spare time.3.Teaching key points Learn the key vocabulary and the target language in thisunit.4.Teaching difficult points Know how to use the key vocabulary and the targetlanguage by reading and writing.5.Teaching methods Teach students how to practice their studying time. Teaching guidance1. Language function Talk about references. Give reasons.2. Target languageWhat’s your favorite subject?My favorite subject is P.E.?Because it’s fun.Who is your math teacher?Mrs O’Sullivan.3Structures Shat questions. Why questions. Who questions Adjectives of quality.4.V ocabulary math science history physical education favorite teacherdays of week5.Learning strategies Repeating practicing, sequencing6.The course extension Thinking Literature.Teaching timeSix periods.。
初中英语新目标(go for it)版 七年级下学期全册教案-23.doc
Unit 6 It's raining!单元分析内容提示本单元的中心话题是谈论天气.整个单元的内容围绕天气展开听、说、读、写的活动。
通过本单元的学习使学生掌握描述天气的基本词汇及对天气的提问，学会准确地表达自己对某种天气的喜好并说明原因，学会做天气预报，学生叙述在不同的天气背景下做什么。
通过以上活动，使学生能够在实践中体会到学习英语的乐趣，更积极地运用目标语言，培养学生在实际生活中综合运用所学语言能力。
教学目标知识目标A 学习重点词汇：raining, sunny, cloudy, snowing, windy, hot, cool, warm, humid 和部分现在分词。
B 掌握描绘天气状态的形容词及现在分词，并学会其特殊疑问句、一般疑问句的用法及回答。
C 学生描述人们在各种天气里的感受。
能力目标A 学会谈论自己对不同天气的喜好及原因。
B 学会叙述在不同天气里所做的事情。
C 学会通过询问天气展开话题，提高与人交流的能力。
情感目标通过实践让学生体验在生活中运用英语的乐趣，并通过小组活动谈论彼此的观点。
通过展示个人的特长，培养学生互相合作、互相学习的团队精神。
教学重点难点重点A 学习并掌握记汇：raining, sunny, cloudy, snowing, windy, hot, cool, warm, humidB 熟练掌握现在进行时的用法。
C 学会表达对不同天气的不同态度及原因。
难点学会描述人们在不同的天气里所做的各种活动。
学情分析本单元以It’s raining为话题,共设计了三个部分的内容：一、Section A该部分有4个模块：1．第一模块围绕the weather这一话题展开思维（1a）、听力（1b）、口语（1c）训练；2．第二模块围绕activities进行听力（2a-2b）、口语（2c）训练；3．第三模块围绕和How’s it going这一话题展开训练，训练形式为图形配对（3a）和角色表演（3b）；4．第四模块就Find the differences以Game的形式进行讨论，展开口语训练(4)。
Goforit!七年级下Unit12Donx27teatinclass教学设计
Go for it! 七年级下 Unit 12 Don’ t eat in class教课.设计The first period Section A 1a-1c学情剖析：学生已学过神态动词can 表示能力的有关句型，但对can 表示“同意、许可”的意思还比较陌生。
别的，学生在前几个单元的学习中已经接触了”Please write to me, soon. Let’s play basketball.”等祈使句。
本节课经过议论能否能在教室里听音乐，引出神态动词can, 进一步学习运用祈使句与神态动词can 和 can’t 讨论校规，并学写校规。
话题切近学生生活实质，简单让学生在说与做中提高规则意识，反省自己的行为表现，并拓展他们学习和运用英语的渠道，促使他们的英语学习。
Objectives:1.Most students will be able to listen to and talk about school rules.Learning and Teaching content:a) New words: Ms, hallway, classroom, flight, rule.b) Expressions: arrive/be late for class, run in the hallways, eat in the classroom, listen tomusic.c)Patterns: What are the rules?We can’tarrive late for class.Don’tlisten to music in the classrooms or the hallways.Can you wear hats in the school? Yes, we can. / No, we can’t.We can eat in the dining hall, but we can’teat in the classrooms.2. The students will be able to know Australian/ British/ American students’school rules.Method instruction:1. Listening2. Talking3.Pairwork4.GroupworkAnticipated difficulties:1.How to listen to and talk about school rules.2.Imperative sentence patterns: Don’tlisten to music in the classrooms or thehallways. Please run in the playground.Teaching Aids:A recorder, some pictures.Learning and Teaching ArrangementSteps Ss’activities Teacher’s activities1. Listen to a pop song 1. Play a pop song.sung by Han Hong. Encourage Ss to singBetter sing along along with it.with the music. 2. Ask Ss to tell whatthey think of the song/1 the singer/if they likeMethodology1.让学生听一首他们熟习的有名歌唱家韩红的歌，而后请他们对这首歌发布自己的见解，一方面复习上一单元的语法；另一方面，经过讨2. Answer the teacher ’ s listening to music in 论能否能在教室里听音questions. the classroom. 乐引出神态动词 can 和3. Praise the student who can’t 的句型及 don’t 引answers and add the 导的祈使句。
七年级英语下册(人教新目标Goforit!)Unit2第1课时(SectionA1a2d)教学设计
2.通过阅读、分析文本，提高学生的阅读理解能力。
3.运用多媒体资源，创设真实语境，让学生在实际情境中运用目标语言。
4.鼓励学生积极参与课堂活动，培养他们的自主学习能力和合作精神。
5.教师通过问题引导、反馈等方法，帮助学生及时巩固所学知识，提高学习效果。
3.教师带领学生学习本节课的重点词汇和短语，如：poster, concert, sale, yard sale等，通过图片、例句等形式，让学生在语境中学习并记忆。
4.教师播放Section A 1a的听力材料，让学生听懂并跟读，同时引导学生关注听力材料中的关键词和一般将来时态的运用。
（三）学生小组讨论
（一）导入新课
1.教师以生动有趣的方式向学生介绍本节课的主题：“未来的计划”。通过展示一幅描绘各种活动的图片，如音乐会、Yard Sale等，引导学生关注图片中的活动，激发他们的学习兴趣。
2.教师提出问题：“What are they doing? Do you want to know what they will do this afternoon or this evening?”，让学生进行头脑风暴，预测图片中人物的未来计划。
2.学生在听说能力方面，能够听懂并参与简单的英语对话，但在表达自己观点时，语言表达能力有待提高。因此，本章节将通过丰富的课堂活动，提高学生的听说水平。
3.学生在阅读理解方面，对文本的整体理解能力较强，但细节把握和词汇运用方面存在一定问题。教师应引导学生关注文本细节，提高阅读理解能力。
4.学生在情感态度方面，对英语学习保持较高的热情，但部分学生缺乏自信，害怕在课堂上犯错。教师应关注这部分学生的心理需求，营造轻松愉快的学习氛围，帮助他们克服心理障碍。
初中英语新目标(go for it)版 七年级下学期全册教案-13.doc
Unit 11 What do you think of game shows单元分析内容提示以学生为主体，以任务为主线，重视学生的体验和参与，通过各种活动使学生在轻松、和谐的气氛中学会如何用英语表达自己对某个电视节目、人以及事物的态度和看法，倾听并转述他人对人、事的态度和看法，且能运用已有的语言知识简单阐明理由；培养学生的主动思维能力，让学生真正实现语言学习的最终目标——学了就用。
教学目标1、语言目标◆掌握部分有关电视节目以及表示装饰的词汇，如：soap opera, sitcom, sports show, host, super, agree, hair clip, key ring, belt, wallet etc.◆ What do you think of…?句式在不同人称中的使用及其几种不同的答语方式，并能简单陈述理由。
◆掌握运用love, like, don’t like, don’t mind, can’t stand恰当表达对有关事物的观点和态度。
2、能力目标◆学会陈述自己的看法和意见。
◆学会谈论自己的喜好。
◆谈谈流行文化，了解各类电影和电视节目的名称。
◆了解一些日常生活用品，描述对其喜好程度。
3、策略目标利用不同媒体获取相关的学习资源，通过合作、探究的方式学习；学会正确评价自己的学习行为和学习效果。
4、情感目标◆学会客观地评价事物。
◆正确表达自己的意见。
◆正确认识流行文化。
◆了解中西文化在表达自己的观点时存在很大差异——我们比较委婉，而西方人则更直接一些。
教学重点、难点1、重点学习及掌握陈述自己的看法，意见及喜好的词汇和基本句型。
2、难点正确运用What do you/does he/she think of…?及I love/like/don’t like/don’t mind/can’t stand ... He/She loves/likes/doesn’t like/doesn’t mind/can’t stand ...等句型结构来表达对客观事物的评价。
初中英语新目标(go for it)版 七年级下学期全册教案-5.doc
Unit 8 I'd like some noodles.单元分析内容提示世界各地的人对于食品的口味与习惯都各不相同，本单元围绕food介绍了中国食品的特色及相关知识。
围绕What would you like?等问题，学习“想要什么”的表达。
教学目标知识目标：1）学习并掌握would, I’d, noodle, beef, mutton, cabbage, potato, special, juice, dumpling, porridge, tea, green tea, rice, soup, onion, fish等单词。
2）能听懂会说What would you like? What kind of noodles would you like? 并能在实际情景中运用。
能力目标：能用本单元的句型创造性的自编对话，培养学生自学能力、阅读能力，提高学生听的能力，锻炼学生交际能力以及与他人合作的能力情感目标：培养学生英语学习的乐趣和热情，做到在“在用中学，在学中用”。
教学重难点重点：1.掌握有关食品的词汇。
2.掌握句型What kind of noodles would you like? I’d like---noodles.难点：如何引导学生将所学知识应用于实际。
教材分析本单元以I’d like some noodles为话题,共设计了三个部分的内容：一、Section A该部分有4个模块：1．第一模块围绕the noodles这一话题展开思维（1a）、听力（1b）、口语（1c）训练；2．第二模块围绕noodles进行听力（2a-2b）、口语（2c）训练；3．第三模块就Can I help you这一话题展开训练，训练形式为阅读配对（3a）和角色表演（3b）；4．第四模块仍就What kind of noodles would you like以Pairwork的形式进行讨论，展开口语训练(4)。
初中英语新目标(go for it)版 七年级下学期全册教案-6.doc
Unit 2 Where's the post office单元分析内容提示生活中常有问路和指路的情况，本单元通过真实场景的创设使学生学会询问及应答场所的方位以及一些场所，并培养学生懂礼貌和助人为乐的精神。
教学目标1．掌握表示地点的词汇和短语：hotel, bank, park, supermarket, street, avenue, new, clean, quiet, big, small, dirty, old, busy, left, right, near, paypost office, video arcade, next to, pay phone, across from, between…and, turn left / right, go straight, take a walk, excuse me, go through, take a taxi, arrive at2．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；5. There be句型以及where句型的问答。
教学重点和难点1. 重点：问路和指路。
句型：Is there a … near hear/ in the neighborhood?Go straight and turn left/right.It’s down …on the left/right.2. 难点：要使学生能在看地图给他人指路时，把自己设身处地地放到地图当中去，不然很难搞清楚何为左何为右。
同时要熟练掌握指路时的几个重点句子，能举一反三。
教材分析本单元以Where is the post office 为话题,共设计了三个部分的内容：一、Section A该部分有4个模块：1．第一模块围绕Pictures and places这一话题展开思维（1a）、听力（1b）、口语（1c）训练；2．第二模块继续围绕places进行听力（2a-2b）、口语（2c）训练；3．第三模块就the conversation between Paul and Nancy这一话题展开训练，训练形式为阅读配对（3a）和角色表演（3b）；4．第四模块就Ask me a question以Game的形式进行讨论，展开口语训练(4)。
初中英语新目标(go for it)版 七年级下学期全册教案-7.doc
Unit 5 I'm watching TV单元分析内容提示本单元的中心话题是everyday activities，主要语言功能项目是谈论或询问人们正在做什么，语法结构是Present progressive tense, Yes / No questions and short answers，语言目标是掌握 What are you doing? Do you want to go swimming? When do you want to go? 等句式及其回答。
教学重点和难点1、重点：词汇——学习日常行为的动词和一些场所名词。
语言结构——What am I doing?What are you doing?What is he / she doing?What are they doing?及其回答，并注意动词现在分词的变化规则。
2、难点：初次接触现在进行时，需掌握它的结构。
现在进行时与一般现在时的综合运用。
3、难点突破：主要单词及动词的现在分词的变化在三课时中完成；采用多种练习，综合运用听、说、读、写等手段掌握并运用语言，让学生在大量的听说中习得，在阅读中巩固，在书写中升华。
学生学情分析1、知识基础：总体来说，学生掌握的词汇、语句还相当少，缺少丰富的语言基础，表达的句子也较单一，对任务的完成还会有一定的难度。
2、思维能力：该年段的学生有较强的记忆力和模仿能力，有待培养知识的扩展运用能力。
3、认知心理：有较强的求知欲和表现欲。
教学目标1、语言技能：能就发生的事做现场报道。
2、情感态度：通过情景的设置和活动的开展，引导学生在体验、实践、参与、合作和交流中，积极主动地学习语言，体会在做事中学习英语的喜悦。
3、学习策略：自觉完成课前任务，主动参与课堂活动，积极与人合作共处。
教材分析本单元以I am watching TV 为话题,共设计了三个部分的内容：一、Section A该部分有4个模块：1．第一模块围绕What are you doing这一话题展开思维（1a）、听力（1b）、口语（1c）训练；2．第二模块围绕上一话题进行听力（2a-2b）、口语（2c）训练；3．第三模块继续就pictures and conversation这一话题展开训练，训练形式为阅读配对（3a）和角色表演（3b）；4．第四模块仍就What’s happening in the picture以Pairwork的形式进行讨论，展开口语训练(4)。
初中英语新目标(go for it)版 七年级下学期全册教案-1.doc
Unit 9 How was your weekend?单元分析内容提示本单元的语言训练重点是互相询问如何度过周末，并对已过上一周的周末进行评论。
Section A 主要是听读说和基础语言运用，为目标句型提供分步示例和指导性练习；Section B知识扩展；新旧知识的运用；循序渐进的写作练习；运用所学的语言完成各种任务使学生能够对已经学过的目标句型运用自如；Self Check自我评价，词汇知识的评价，语言应用能力的评价.教学目标１.认知目标:·能熟知课文主要内容，掌握相应的语言知识（单词、习惯用语、语法和功能用语）。
·能结合所给任务，综合运用新、旧知识完成任务。
2.技能目标·能培养良好的听、说、读、写的能力，能正确使用动词过去式进行准确的描述。
·通过观察、想象、模仿和表演等熟练、生动、有创造性地从图片或文字材料中获取有效信息，拓宽视野，围绕“上一周周末活动”进行交际。
·能在日常生活中恰当理解这单元话题范围内的单词和习惯用语，在真实的语言环境中体会语言，运用语言，感受语言的真实价值，品味语言的实际意义，从而获得运用语言的实际能力，运用所学知识进行创造性地发挥应用和积极主动地用英语进行交流。
3.情感目标·合理安排自己周末的学习、运动、休息、娱乐等活动形式，过有意义的周末。
保持愉快的心情，以积极的姿态，精神饱满地面对生活与学习。
·保护和引导学生对英语的好奇与探求心理。
克服学习过程中的畏难情绪，勇于追求对学习的自我完善和自我奖赏。
·激发成就感，强化竞争意识。
·献爱心，见行动。
加入the Heartwarming Project，服务社会，关注社会。
树立正确的人生观和价值观。
教学重点和难点单词：beach, pool, visit, stay, cute, test, cook, spend, mountain, practice 以及不规则变化行为动词is, do, go, have, read, see, write，sit的过去式形式was, did, went ,had, read, saw, wrote, sat短语：go to(a place),go shopping, go for a walk with……,visit (a person)，watch sb do sth，It is time to do sth，read a book about(history),see an interesting talk show，study for the(math)test。
人教新目标goforit七年级下册英语全册教案
人教新目标goforit七年级下册英语全册教案七年级英语下册全册教案Unit 1 Can you play the guitar?Section A (1a-2d)1.板书课题：Unit 1 Can you play the guitar?Section A (1a-2d)教学过程1、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。
）（1）、出示学习指导1) 能掌握以下单词：（能做到四会）guitar, sing, swim, dance, chess, play chess, draw, speak, speak Engl ish, join, club…（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学生根据字母组合、发音要领寻找规律，进行记忆。
有必要时教师写在黑板上让学生记住并积累字母组合的发音。
（4）、当堂训练1）、单词默写训练、开火车拼读单词训练。
2）、S s look at the picture in 1a. Then read the words and phrases. Let Ss match the activities with the people. Then Check the answers with the class together.3）、. Presentation出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：He／She can dance／swim／sing／"··But I can’t dance／swim／sing／...等，学习表达活动的动词短语。
4）、Game (What can I do?)T: Tell your partners what you can do. For example:I can play the guitar. I can sing and dance.Ss work in groups. The let some Ss talk to their classmates in front of the class.2、第二次“先学后教”：（听录音，理解课文大意）（！）、出示自学指导。
初中英语新目标(go for it)版 七年级下学期全册教案
七年级下学期Unit 1 Where's your pen pal from单元分析内容提示本单元的中心话题是谈论国籍,围绕询问国籍引出各个国家的国名，练习使用国家和语言的名词，从而引出个人资料的询问方式，学习Where is your pen pal from? Where does she live? What language does she speak? 问句。
以任务型教学为主线，着重培养学生获得英语基础知识和运用语言进行交际的能力。
通过询问增进了解，学会理解和掌握异国文化，学会谈论人们的国籍、居住城市及所说语言，学会询问并回答人们的住处，学会给自己的笔友写信或征集笔友。
教学目标1．知识与技能：本单元侧重学习谈论国籍、民族及其语言，学习词汇Canada, Japan, the United States, Brazil, South Korea, the United Kingdom, Mexico, China, Australia等词汇，掌握 Where……from? Where……live? What引导的特殊疑问句。
2．过程与方法：首先，通过完成任务活动来复习巩固所学的知识，然后通过上下文推断句意、补全短文，最后联系实际、灵活运用所学知识。
3．情感态度与价值观：本单元围绕“谈论国籍”这一话题提供了学习的技巧方法，在学习过程中要通过熟记一些语言结构来和别人交流，从此来了解世界、了解不同地区的人文风俗，并且学会尊重和理解异国文化。
教学重点学习各国的国名；掌握用 Where……from? Where……live? What引导的特殊疑问句来询问对方的个人资料；学会给自己的笔友写信或征集笔友。
教学难点询问个人资料的方法；国籍的询问方法及各国的语言；给自己的笔友写信或征集笔友。
学情分析本单元的主题是谈论国籍，围绕询问国籍引出各个国家的国名及语言，同时引导学生采用Using what you know, Deducing和personalizing的学习策略，学习国家及语言名称，掌握Where……from? Where……live? What引导的特殊疑问句，运用所学词汇和目标语言，联系实际，找出自己笔友的照片，并为笔友制作卡片，通过介绍, 培养他们的交际能力，合作学习能力以及写作和观察能力。
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《新目标英语》Go for it 七年级下册
Unit 7What does he look like?Section 1
课后小结
A 鼓励学生大胆的使用英语，对他们学习过程中的失误和错误采取宽容的态
度。
B创关的形式设计较成功，创造条件让学生能够研究他们自己感兴趣的问题，为自己的小组争关，培养他们的集体荣誉感。
C 课堂设计较合理，给学生创设自主学习和交流的机会。
D 学生通过体验、实践、讨论、合作等方式发展了听说读写的综合语言技能。
E 通过课堂评价让学生明白自己的优、缺点。
弥补自己的不足。
课后反思：
本课的核心话题是谈论人的外表形象（look），‘talking about sb’s look 是教学重点，同时也是教学难点。
本课的设计以李咏主持的“非常6+1”闯关的形式。
以获胜组有机会“砸蛋”定分数来使学生从游戏中轻松学会了如何谈论外貌,同时还学会了识别不同人物外貌特征，设计的五关.丰富了学生课堂形式,同时也是一种真实的体验.增加学生的语言实践，促进他们在整个教学活动中主动参与。
同时对学生进行情感教育，要求他们多发现别人的优点，学会友好地描述别人的形象。
让他们明白每个人都很特别！每个人都很重要！不要以貌取人！在这节课中我也特意安排了“最佳小组”的评比让学生明白怎么样才是在课堂中表现教好的，同时鼓励他们下次做得更好，并记载在档案袋中。