七下第一单元Lesson1教学设计
冀教版英语七下Unit 1《Lesson 1 A Trip to China》教学设计
冀教版英语七下Unit 1《Lesson 1 A Trip to China》教学设计一. 教材分析冀教版英语七下Unit 1《Lesson 1 A Trip to China》主要介绍了中国的旅游景点，包括长城、故宫、颐和园等。
本课以旅游为主题，通过介绍中国的旅游景点，让学生学习相关的词汇和句型，提高他们的听说读写能力。
教材内容丰富，插图精美，有利于激发学生的学习兴趣。
二. 学情分析七年级的学生已经掌握了一定的英语基础知识，具备一定的听说读写能力。
他们对新鲜事物充满好奇，喜欢通过图片、视频等直观的方式学习。
但部分学生可能对中国的旅游景点了解不多，因此需要在教学中补充相关背景知识。
三. 教学目标1.知识目标：学生能掌握相关词汇，如tourist, attraction, visit等；能运用所学句型介绍中国的旅游景点。
2.能力目标：学生能在图片或情景的帮助下，正确使用所学词汇和句型进行交流。
3.情感目标：激发学生对祖国旅游景点的热爱，培养他们的民族自豪感。
四. 教学重难点1.重点：学生能正确掌握相关词汇和句型，进行简单的交流。
2.难点：学生能在实际情境中灵活运用所学词汇和句型。
五. 教学方法1.情境教学法：通过设置旅游情境，让学生在实际环境中运用所学知识。
2.交际法：引导学生进行角色扮演，进行实际交流。
3.任务型教学法：通过完成具体任务，提高学生的综合语言运用能力。
六. 教学准备1.教师准备相关旅游景点的图片、视频等教学资源。
2.学生准备笔记本，用于记录所学内容。
七. 教学过程1.导入（5分钟）教师通过展示中国的旅游景点图片，引导学生谈论他们所了解的旅游景点，为新课的学习营造轻松的氛围。
2.呈现（10分钟）教师展示《Lesson 1 A Trip to China》的课文，让学生整体感知课文内容。
同时，教师讲解新词汇和句型，如tourist, attraction, visit等。
3.操练（10分钟）教师学生进行角色扮演，模拟旅游场景，让学生运用所学词汇和句型进行交流。
七年级下英语unit1优秀教案
七年级下英语unit1优秀教案全文共6篇示例，供读者参考篇1Unit 1: My Life, My WorldHey there, friends! Are you ready to dive into the exciting world of English learning? In this unit, we'll be exploring the wonderful theme of "My Life, My World." Get ready to discover new words, engage in fun activities, and learn more about ourselves and the world around us!Lesson 1: Introducing MyselfIn this lesson, we'll learn how to introduce ourselves and share interesting facts about our lives. We'll practice using simple present tense verbs and basic vocabulary related to personal information, hobbies, and interests.Activity 1: My Intro CardCreate a colorful intro card with your name, age, and a fun fact about yourself.Share your intro card with a partner and practice introducing yourselves.Activity 2: Hobby CharadesPrepare slips of paper with different hobbies written on them (dancing, reading, playing soccer, etc.).Take turns picking a slip and acting out the hobby without speaking.Classmates will guess the hobby based on your actions.Lesson 2: My Family and FriendsIn this lesson, we'll learn how to talk about our family members and friends. We'll practice using possessive adjectives (my, your, his, her, etc.) and vocabulary related to family relationships and personal descriptions.Activity 1: Family TreeDraw a family tree and label each member with their relationship to you.Share your family tree with a partner and practice describing your family members.Activity 2: Friendship BraceletsLearn how to make friendship bracelets.Exchange bracelets with a classmate and describe why you appreciate their friendship.Lesson 3: My Home and NeighborhoodIn this lesson, we'll explore the vocabulary and expressions related to our homes and neighborhoods. We'll practice using prepositions of place (in, on, under, etc.) and descriptive adjectives.Activity 1: My Dream HouseDraw a picture of your dream house and label different rooms and objects.Describe your dream house to a partner, using prepositions of place and adjectives.Activity 2: Neighborhood Scavenger HuntGo on a scavenger hunt around the school neighborhood.Find and identify different places (park, library, grocery store, etc.) using the vocabulary you've learned.Lesson 4: My Favorite ThingsIn this lesson, we'll discuss our favorite things, such as foods, toys, movies, and books. We'll practice using the verb "like" and expressing preferences with "I prefer" and "I would rather."Activity 1: Taste TestBring in samples of different snacks or foods.Taste each item and share your likes and dislikes using the expressions you've learned.Activity 2: Show and TellBring in your favorite toy, book, or movie.Present your favorite item to the class and explain why you like it so much.Lesson 5: My Daily RoutineIn this lesson, we'll learn how to describe our daily routines and activities. We'll practice using simple present tense verbs, time expressions (in the morning, at night, etc.), and sequencing words (first, next, then, etc.).Activity 1: My Day in PicturesCreate a comic strip or storyboard illustrating your daily routine.Share your comic strip with a partner and describe your daily activities using the vocabulary you've learned.Activity 2: Routine RelayDivide into teams and line up.The first person in each team will start by saying an activity they do in the morning.The next person will add an activity, and so on, creating a complete daily routine as a team.Lesson 6: Unit Review and ProjectIn this final lesson, we'll review the key concepts and vocabulary from the entire unit. We'll also work on a fun project to showcase what we've learned.Activity 1: Unit Review GamePlay a review game, such as Kahoot or Quizlet Live, to reinforce the vocabulary and concepts from the unit.Activity 2: My Life, My World PosterCreate a poster or collage representing your life and the world around you.Include drawings, photos, and descriptions of your family, friends, home, neighborhood, favorite things, and daily routine.Present your poster to the class and share what you've learned throughout the unit.That's a wrap for Unit 1! I hope you had a blast learning about yourself and the world around you. Remember, practice makes perfect, so keep using the new vocabulary and expressions you've learned. Until next time, happy learning!篇2Unit 1: Making FriendsLesson Objectives:Learn vocabulary related to making friends and introductionsPractice conversational skills like greeting, introducing yourself and othersUnderstand the importance of being a good friendWarm-up Activity: Two Truths and a LieLet's start with a fun game to get to know each other! I'll go first to show you how it's done.I have a pet dinosaur.My favorite food is pizza.I was born on a spaceship.Which one do you think is the lie? That's right, number 1 is definitely not true (or is it?!) Now it's your turn - each of you share two truths and one lie about yourself. We'll have to guess which is the fib!Vocabulary Review:• Greet/Greeting• Introduce/Introduction• Personality traits (kind, funny, loyal, etc.)• Hobbies and interestsTo learn these words, we'll play a miming game. I'll act out a word, and you have to guess what it is!Conversation Practice:Now篇3Unit 1: My LifeHi there! I'm so excited to tell you about the first unit we're doing in English class this year. It's all about our daily lives and routines. I think this unit is going to be really fun and useful!To start off, we learned some new vocabulary words related to daily activities and schedules. Words like "wake up", "get dressed", "have breakfast", "go to school", "do homework", and "go to bed". My teacher had us practice using these words by writing out our typical daily routines.Here's what I wrote about my day:"I wake up at 7am every morning. First I get dressed and brush my teeth. Then I have cereal or toast for breakfast. After that, I pack my backpack and head to school at 8:15. School starts at 8:30 and goes until 3pm. When I get home, I have a snack and start on my homework..."We also learned how to tell time and talk about the different times of day like "morning", "afternoon", "evening", and "night". And we practiced asking and answering questions like "What time do you wake up?" or "What do you do after school?". Telling time is kind of tricky but I'm getting better!Another thing we did was read a story called "A Day in the Life". It was about a kid named Sam and described all the thingshe does from morning until night. We had to answer comprehension questions about the sequence of events and details in the story. It was a good way to practice using all the new vocabulary we learned.My favorite activity so far was when we worked in small groups to create posters showing a typical daily routine. We had to illustrate the different times of day, label the activities being done, and write out descriptive sentences. My group's poster turned out really colorful and creative!We also started learning how to use phrases like "first", "next", "after that", and "finally" to sequence and describe a series of events in order. This will help us write better paragraphs about our routines and schedules. Transitions words are important for organization.In the next few lessons, we're going to start talking about school subjects, extracurricular activities, hobbies and free time too. We'll learn vocabulary forsubjects like math, science, art, etc. And words related to sports, clubs, music, reading, and more. I can't wait because I love soccer and playing video games!Overall, this unit on daily life and routines has been really engaging. We've gotten to share about our personal lives and learn more about each other's schedules. The activities havebeen fun and helped me build vocabulary and sentence structures I can actually use. I'm excited to keep learning so I can communicate better about my daily experiences in English!篇4Unit 1: Getting to Know YouOh boy, a new school year! I'm so excited to start 7th grade English. Our first unit is called "Getting to Know You" and it's all about introducing ourselves and learning about our classmates.The first lesson was on greetings and introductions. We learned how to say "hello", "hi", "nice to meet you" and other basic greetings in English. We also practiced introducing ourselves by saying our name, age, and where we're from. It was a little scary at first to speak English in front of the whole class, but Ms. Roberts was really nice and encouraged us.Next, we learned how to spell our names and say the letters of the alphabet. We played a fun game where we had to unscramble the letters to spell different words. I was pretty good at that game since I like word puzzles. We also sang the alphabet song to help us remember the letter sounds.In the third lesson, we talked about describing people's appearances. We learned adjectives like "tall", "short", "blonde", "dark-haired", etc. Then we had to look around the classroom and describe what our classmates looked like without saying their names. It was kind of hard but also really funny trying to guess who everyone was describing.My favorite lesson so far was when we learned about different countries and nationalities. We looked at a big world map and located the countries we and our families are from. I'm from Japan, but some of my classmates are篇5Unit 1: Hello Again!The first day of 7th grade English was so exciting! Mrs. Robinson seems like a really cool teacher. She started the class by welcoming us back and saying how happy she was to have us in her class this year. Then she did something funny - she pretended to forget how to speak English!"Uhh, como se dice 'hello' en ingles?" she said, pretending to be confused. We all started cracking up. Once we stopped laughing, she explained that we'd be reviewing basic Englishgreetings, introductions, and how to share simple personal information in Unit 1.First, we went over the different ways to say "hello" in English:Hello!Hi!Hey there!Mrs. Robinson had us practice greeting our neighbors using those different expressions. She also taught us some more formal ways to greet someone, like "Good morning" or "Good afternoon." We learned you use those when meeting someone new or greeting an elder or teacher.Next, we practiced introducing ourselves and stating our names. Mrs. Robinson showed us how to extend our hand for a handshake and make eye contact when meeting someone for the first time. The introduction goes like this:"Hello, my name is ____.""It's nice to meet you."She had us pair up and practice introducing ourselves over and over. I felt a little awkward about the handshake part at first, but it got easier!After that, we learned how to respond when someone introduces themselves to you:"Hello, my name is John.""It's nice to meet you too, John!"We did a mix-and-match activity where we had to walk around introducing ourselves to new partners and responding appropriately. It was a nice way to re-meet everyone in our class after summer break.Then we started learning how to share basic personal information like where we're from, how old we are, and what grade we're in. The dialogue goes:"Where are you from?""I'm from Springfield.""How old are you?""I'm 12 years old.""What grade are you in?""I'm in 7th grade."Mrs. Robinson had us write out our own personal info on a name tent to put on our desks. We quizzed each other in pairs, asking and answering the personal info questions. I mixed up "how old" and "what grade" a few times!We ended class by recapping all we had learned about greetings, introductions, and personal info. Mrs. Robinson said we'd practice those conversational basics more tomorrow while also starting to learn the alphabet and spelling. I'm really looking forward to 7th grade English this year! Even though a lot of it is review, the activities made it all feel fresh and fun.篇6Unit 1: My School LifeLesson PlanGrade Level:7th GradeUnit:Unit 1 - My School LifeLesson:Introduction to School LifeDuration:45 minutesObjectivesBy the end of this lesson, students will be able to:Introduce themselves and talk about their school life.Use simple present tense to talk about daily routines.Engage in conversations and ask questions related to school life.MaterialsWhiteboard and markersFlashcards with pictures related to school lifeHandouts with short dialogues and questions about school lifeEnglish vocabulary chartProcedureWarm-up (5 minutes)Greet the students and ask them how they are doing.Play a short game of "Simon Says" to review some actions related to school life, such as "stand up," "sit down," "raise your hand," etc.Introduction (5 minutes)Show pictures of different school activities on the flashcards.Ask students to guess what the pictures represent and encourage them to use English to describe the activities.Vocabulary (10 minutes)Write new vocabulary words on the board, such as "homework," "teacher," "classroom," "friends," etc.Pronounce each word and have the students repeat after you.Use the vocabulary words in simple sentences to provide context and help students understand their meanings.Dialogue Practice (15 minutes)Divide the students into pairs or small groups.Distribute handouts with short dialogues about school life.Instruct the students to read the dialogues with their partners and practice the conversations.Encourage the students to switch roles and practice the dialogues again.Whole-class Activity (10 minutes)Ask the students to stand up and form a circle.Start a conversation by asking a student a question related to school life, such as "What time do you wake up for school?" or "Do you have any after-school activities?"The student answers the question and then asks another student a different question.Continue the activity, allowing each student to ask and answer questions.Wrap-up (5 minutes)Review the new vocabulary words by pointing to them on the board and asking individual students to provide definitions.Summarize the key points of the lesson and ask the students if they have any questions.Assign a small task for the students to complete as homework, such as writing a short paragraph about their favorite school activity.AssessmentDuring the lesson, observe the students' participation in the dialogues, their ability to use the new vocabulary words, and their engagement in the whole-class activity. Take note of any common mistakes or areas of improvement for future lessons.Extension ActivitiesHave students create their own dialogues about school life and perform them in front of the class.Assign a project where students can create a poster or presentation about their ideal school life, using vocabulary words and phrases from the lesson.Remember, learning should be fun and interactive. Encourage students to use English as much as possible during the lesson and provide positive reinforcement for their efforts. Enjoy teaching and have a great time exploring the exciting world of English!。
新冀教版 七年级下英语UNIT1教案
2. May I ask you a question?
May I….? 表达有礼貌的请求。肯定回答：Yes, you may. 还可以
用 Sure, Certainly, Of course. 否定回答：No, you may not. 还可以
用 Sorry, you can’t. You’d better not.
明天想离开上海。
前往，离开去某地 leave for sp. E.g. He wants to leave for
Shanghai tomorrow. 他明天要去上海。(相当于 He wants to go to
Shanghai tomorrow)
注意：leave 和 forget 的区分。当表示“把某物忘在某地”时，用 leave
( )2.My friend Tom_____a new bike next week.
A. buy B. buys C. will buy D. is buying
( )3.-May we___here? -Yes, you may.
A. live in B. live C. to live D . to live in
sth sp.
E.g. He forgot his book. / He left(leave 的过去式) his book at
home.
五、短语汇总
1.见某人 meet sb. 2. 第一站 the first stop
3. 多远 how
far
4. 从…到… from…to
5. 特别的东西 something special
新冀教版 七年级下英语 UNIT1 教案
课题
Lesson 1 A Trip to China
英语七年级下：第一单元lesson1 教学设计
Lesson1 教学设计教学目标1．知识与技能（1）重点掌握词汇及短语: trip, silk, chance, news, note, road, lead, send, learn about.（2）能够熟练并正确运用本课单词与短语。
2．过程与方法（1）能够通过师生说和自主听读体验交际式英语教学的一般过程,掌握英语说听的基本方法;（2）能够通过对话练习,体验合作学习的过程和方法;（3）能够仔细倾听老师和同学的发言,有语言表达和与同学交流的愿望.3．情感态度与价值观鼓励学生用英语表达自己的想法,表现自己,培养学生学习英语的自信和勇气以及小组合作意识.4.重难点①能够正确运用trip, chance, note, lead的短语②正确运用”learn about, May I...?”（必背）进行对话。
教学活动一、Class opening Step1: Ask questionsT: Have you ever heard of the Silk Road?T: How much do you know about the Silk Road?T:Now let’s learn something about the Silk Road together.设计意图：活跃课堂气氛,让学生对本单元所学有所了解，能够回想起曾经学过的关于旅行的用词。
Step2: Introduce something about the Silk Road( Here’s the example)T:The Silk Road is well-known around the world. This road, carried numerous camels and businessmen; this road, spread the ancient oriental culture; this road, passed friendship and civilization of the East and the West. It got the name because people moved silk and other goods between Asia and Europe. Among all the goods, silk was the most expensive thing.People began to travel along the road 2,000 years ago.Step 3: Back to Lesson1.T: Jenny is learning about the Silk Road, too. And her school is planning a travel on the Silk Road. Now let’s follow in their footstepsand take a trip along the Silk Road.First, let’s learn Lesson1.设计意图：以丝绸之路为纽带，引入第一课的学习。
冀教版英语七下Unit1《Lesson1ATriptoChina》精品说课稿
冀教版英语七下Unit 1《Lesson 1 A Trip to China》精品说课稿一. 教材分析冀教版英语七下Unit 1《Lesson 1 A Trip to China》是一篇介绍中国旅游景点的阅读文章。
通过讲述一位美国学生在中国旅游的经历，让学生了解中国的自然风光和文化遗产，提高他们的英语阅读能力。
教材内容丰富，插图精美，激发学生学习兴趣。
二. 学情分析七年级学生已具备一定的英语基础，对日常生活和简单的人文知识有所了解。
但他们在阅读长篇阅读材料时，可能会遇到生词和语法难点。
因此，在教学过程中，需要关注学生的个体差异，调动他们的学习积极性，帮助他们克服学习困难。
三. 说教学目标1.知识目标：让学生掌握文章中的关键词汇和语法知识，提高阅读理解能力。
2.能力目标：培养学生的英语听说能力，使他们在日常生活中能运用所学知识进行交流。
3.情感目标：激发学生对中华文化的兴趣，增强他们的民族自豪感。
四. 说教学重难点1.重点：文章中的关键词汇和语法知识。
2.难点：理解文章内容，运用所学知识进行实际交流。
五. 说教学方法与手段1.交际法：通过小组讨论、角色扮演等形式，让学生在实际语境中运用英语。
2.情境教学法：利用图片、视频等资源，创设生动直观的学习情境。
3.任务型教学法：引导学生参与各种实践活动，提高他们的综合语言运用能力。
六. 说教学过程1.导入：展示中国旅游景点的图片，引导学生谈论自己喜欢的景点，激发学习兴趣。
2.阅读理解：让学生阅读文章，回答相关问题，检测他们对文章内容的理解。
3.词汇学习：讲解文章中的关键词汇和语法知识，让学生进行实际操作，巩固所学。
4.口语练习：分组进行角色扮演，让学生将所学知识运用到实际交流中。
5.听力训练：播放与文章相关的听力材料，提高学生的听力水平。
6.写作练习：让学生根据文章内容，写一篇关于中国旅游景点的短文。
7.总结与拓展：对本节课所学内容进行总结，引导学生进一步了解中国文化。
七年级英语下册(人教版)Unit1第1课时(SectionA1a2c)教学设计
2.学生在小组内展开讨论，互相交流意见，共同完成海报的制作。在此过程中，教师巡回指导，解答学生的疑问。
3.各小组完成海报后，进行展示。教师邀请其他同学对展示的海报进行评价，提出建议和改课相关的练习题，包括选择题、填空题和简答题，让学生独立完成。
2.针对学生的作业完成情况，教师及时给予反馈，鼓励学生持续进步。
3.教师可挑选优秀作业进行展示，激发学生的学习积极性，促进同学间的相互学习。
6.课堂互动：教师鼓励学生积极参与课堂活动，对学生的表现给予及时反馈，增强学生的学习信心。
7.作业设计：布置与本节课相关的作业，如编写一段关于自己日常作息的对话，巩固课堂所学。
8.教学评价：采用多元化的评价方式，关注学生的全面发展，包括知识掌握、技能运用、情感态度等方面。
9.教学拓展：针对学有余力的学生，提供额外的学习资源，如相关的英语歌曲、电影片段等，拓展学生的知识面。
3.教师对学生的表现给予肯定和鼓励，提醒学生课后加强练习，巩固所学知识。
4.布置课后作业，要求学生用一般现在时描述自己的一日生活，加强课堂所学与实际生活的联系。
五、作业布置
为了巩固本节课的学习内容，培养学生的自主学习能力和语言实践能力，特布置以下作业：
1.完成课本练习册中与本节课相关的练习题，包括填空、选择和简答题，要求学生在规定时间内独立完成，家长签字确认。
2.重点：提高学生的听说能力，通过听力练习和口语交流，增强学生对日常用语的熟练度。
难点：学生在听力过程中对细节信息的捕捉，以及在口语表达时对语法和词汇的准确运用。
（二）教学设想
1.创设情境：通过播放与本课话题相关的视频或图片，引出主题，让学生在真实语境中感知语言，激发学习兴趣。
人教新目标英语七年级下册Unit1教学设计
4.引导学生尊重他人，学会倾听他人的意见，善于与同学交流、分享。
5.培养学生的国际视野，使学生了解世界各地的运动文化，拓展学生的知识面。
二、学情分析
针对人教新目标英语七年级下册Unit1的教学内容，进行以下学情分析：
七年级的学生在经过上半学期的学习，已经具备了一定的英语基础，掌握了基本的词汇和语法，但在语言运用方面仍需加强。在此基础上，学生对与本单元相关的运动话题较为熟悉，具备一定的生活经验，有利于激发学生的学习兴趣。
人教新目标英语七年级下册Unit1教学设计
一、教学目标
（一）知识与技能
在本章节的教学中，学生将通过学习人教新目标英语七年级下册Unit1的内容，掌握以下知识与技能：
1.掌握本单元的新词汇和短语，如：goal, practice, team, player, match, win, lose, exciting, score, audience等，并能够熟练运用这些词汇进行简单的英语交流。
2.学会使用一般现在时态描述人物的动作和状态，如：“He plays football every day.”、“She is a good player.”等。
3.能够运用本单元所学的目标句型进行日常对话，如：“What do you like to do?”、“Do you like to play football?”等。
2.教学过程：
（1）教师通过课件展示一般现在时态的用法，并用例句解释：“He plays football every day.”、“She is a good player.”等。
（2）教师引导学生学习运动相关词汇和短语，让学生跟读、模仿，并注意发音。
七年级下册英语第一单元第一课时教学设计
Uni t1Can y o u p la y t he g u i t a r?第一课时教学设计学校：迎光乡中学教材版本：人教版教师刘莹年级七年级学生人数45授课时间2024年3月5日教学内容Uni t1Can y o u p la yt heG u i t a r?Sec t ion A(1a-2c)课时安排五课时第一课时授课类型听说课一、学情分析已有基础:本节课授课对象是七年级学生。
他们已经在初中学习了一个学期的时间了,大部分同学已经能够跟上教师的课堂指令，但是的确还存在一小部分同学基础较差，理解不了难度稍高的英语教学用语。
存在问题:小部分学生只能理解最基础的英语指令，听的能力存在明显不足，在课堂活动听力环节的正确率较低，信心收到打击，从而更加抵触听力相关的训练。
解决措施:1.加强单词音标的教学。
将音标教学穿插到听说课堂中，每次在文本中碰到新单词就要结合音标反复教学。
2.增强学生自信心，提升其学习兴趣。
在课堂教学中穿插英语歌曲，动画，电影，使课堂内容变得多样化。
二、教材分析本节教学内容为Uni t1的1a-2c部分，该部分主要的教学任务是巩固s ing,sw im,dance等基本能力和p la y che ss,p la y t he g u i t a r等新学能力并用这些重点词汇短语得述个人的能力并说明自已想要加入的对应的很乐部。
整体而言，该部分的内容是由旧及新的一节，既是调动学生小学和初一上学期旧知。
又是为接下来的深入学习做铺垫的重要一环。
但是，鉴于本教材与现如今的时代发展有一定差距，因此，拓展一些与学生学习生活繁密相关的词汇甚至句型是很有必要的，这样更有助于调动学生的学习兴趣和积极性。
Wha t:The s e a r e con v e rs a t ion s abo ut a s king o t he rs w ha t cl u b s do t he y join教材分析and w ha t t he y can do.Wh y:Le t stu den ts kno w ho w t o ho w t o a s king o t he rs w ha t cl u b s do t he y join and w ha t t he y can do and le t stu den ts kno w t he c u l tur al diffe r ence be tw een China and t he w e st e r n in t e r m s of af t e r-s chool ac t i v i t ie sHo w:The s i tu a t ion of t he con v e rs a t ion s pr o v ide s man y w o r d s of s kill s abili t ie s and cl u b s w hich can hel p stu den ts t o kno w mo r e abo ut i t.三、教学目标设计B y t he end of t hi s le ss on,stu den ts w ill be able t o:1.语言能力:ma st e r ke y v ocab u la ry and:dance,sw im,s ing,d r a w,sp eak Engli s h,p la yche ss,p la y t he g u i t a r Engli s h cl u b,a rt cl u b,m us ic cl u b.Che ss cl u b,sw imming cl u b.ma st e r s en t ence p a tt e r n s:1.-Can y o u sw im?_Ye s,I can./No,I can't.2.-Wha t cl u b do y o u w an t t o join?-We w an t t o join t he che ss cl u b.2.学习能力:ac t i v el y coo p e r a t e and comm u nica t e w i t h o t he rs t o im pr o v e li st ening,sp eaking and comm u nica t ion s kill s,ma st e r ho w t o t alk abo ut t he abili ty b y lea r ning ne w w o r d s and p a tt e r n s and im pr o v e v ie w ing abili ty b y looking a t p ic tur e s and v ideo s.3.文化意识:u nde rst and t he diffe r en t s i tu a t ion s of af t e r-s chool ac t i v i t ie s in Chine s e and fo r eign c u l tur e s,and im pr o v e o ur in t e r c u l tur al comm u nica t ion abili ty t h r o u gh lea r ning t he e xpr e ss ion s of v a r io us cl u b s4.思维品质:t hink acco r dingl y w hen w a t ching v ideo s and p ic tur e s t o im pr o v e t he abili ty of ob s e rv a t ion and di s c r imina t ion:enhance t he abili ty of inno v a t i v e b y t hinking s omec r ea t i v e de t ail s in t he p o st-li st ening ac t i v i t ie s.四、教学重点难点·教学重点Ma st e r ke y v ocab u la ry and s en t ence p a tt e r n s.·教学难点S tu den ts can ac t i v el y coo p e r a t e and comm u nica t e w i t h o t he rs t o im pr o v eli st ening,sp eaking and comm u nica t ion s kill s;ma st e r ho w t o t alk abo ut t heabili ty b y lea r ning ne w w o r d s and p a tt e r n s and im pr o v e v ie w ing abili ty b ylooking a t p ic tur e s and v ideo s.五、教学策略设计m u nica t i v e t eaching me t hod2.Ac t i v i ty-ba s ed a ppr oach t o Engli s h lea r ning六、教学过程设计教学环节1教学过程S t e p1Lead-inT:Le t's enjo y a v ideo.S s w a t ch a v ideo.T:So do y o u kno w w ha t a r e t he y doing?S s an sw e r.教师活动Teache r g r ee ts stu den ts,t hen t he t eache r in v i t e s stu den ts t o w a t cht he v ideo.Then t he t eache r a s k s a qu e st ion:Wha t a r e t he y doing？预设学生行为S tu den ts w a t ch a v ideo and t hen t hink abo ut t he qu e st ion,and t he yac t i v el y an sw e r T.设计意图Video s can a r o us e stu den ts'in t e r e st and c r ea t e an ac t i v e cla ssr ooma t mo sp he r e.教学环节2教学过程Li st eningS t e p2P r e-li st ening S t e p3While-li st ening S t e p4Po st-li st ening教师活动P r e-li st ening1.T a s k s stu den ts t o t hink abo ut t he qu e st ion:Wha t kind of cl u b doy o u kno w？Lead stu den ts t o kno w t he fi v e cl u b s and t hen a s k S s t o us e a s en t ence p a tt e r n.Le t S s t hink abo ut t he t hing s can be done in t hi s cl u b.eg:I can…in…cl u b.2.Teache r a s k s stu den ts t o fini s h1a and t each t hem eigh t w o r d s.Af t e r t ha t,t eache r w ill p la y a game called击鼓传花w i t h t he stu den ts t o str eng t hen t he w o r d s.While-li st eningTeache r p la ys t he r eco r ding fo r t he fi rst t ime t o a s k stu den ts t o g u e ss w ha t i t i s t alking abo ut.Teache rs p la y t he r eco r ding fo r t he s econd t ime t o a s k stu den ts t o r ead and try t o imi t a t e t he t one and pr on u ncia t ion.Po st-li st eningTeache r a s k s stu den ts t o make a surv e y b y us ing t he t able and qu e st ion s.Teache r a s k s stu den ts t o wr i t e surv e y r e p o rts b y us ing t he gi v en s en t ence s.预设学生行为P r e-li st ening1.S tu den ts t hink abo ut t he qu e st ion s and lea r n t he e xpr e ss ion s ofcl u b s.2.S tu den ts fini s h1a and kno w t he eigh t w o r d s，t hen stu den tsfollo w and imi t a t e t he t eache r's pr on u ncia t ion of w o r d s and try t o memo r i z e t hem.Af t e r t ha t,stu den ts p la y a game w i t h t he t eache r.While-li st eningS tu den ts li st en t o t he r eco r d tw o t ime s,g u e ss ing i t fo r t he fi rst t ime and t hen r e p ea t i t fo r t he s econd t ime.Po st-li st eningS tu den ts pr ac t ice con v e rs a t ion s in2c w i t h t hei r p a rt ne r.S tu den ts wr i t e a surv e y r e p o rt.设计意图P r e-li st ening1.Lea r ning t he e xpr e ss ion s fo r cl u b s can la y a good fo u nda t ion fo rt he follo w ing lea r ning and t he t hinking abo ut t he t hing s t ha t can be done.Hel p stu den ts pr ac t ice t hei r t hinking abili ty.2.Lead stu den ts t o kno w t he eigh t w o r d s s o t ha t t he lea r ning ofw o r d s can be mo r e s moo t h.Game s can a ttr ac t stu den ts and gi v e stu den ts kno w ledge in put.While-li st eningI t can hel p stu den ts im pr o v e t hei r abili ty of li st ening abili ty and r e p ea t ing can str eng t hen t hei r t one and pr on u ncia t ion.Po st-li st eningI t can hel p stu den ts im pr o v e t hei r abili ty of li st ening and sp eaking.S tu den ts can pr ac t ice t hei r wr i t ing abili ty.教学环节3教学过程Concl us ion.S tu den ts and t he t eache r gi v e a su mma ry of w ha t t he y ha v e lea r ned t oda y.教师活动Teache r gi v e s a mind ma p abo ut w ha t t he y ha v e lea r ned t oda y.预设学生行为S tu den ts r ecall t he kno w ledge t he y ha v e lea r ned.设计意图Mind ma p and su mma ry of t he ne w kno w ledge can hel p stu den ts f urt he r u nde rst and and r emembe r t hem.七、作业设计P r ac t ice t he con v e rs a t ion s in lb and2c w i t h y o ur de s k ma t e s.2.Co py t he ne w w o r d s of Pl and P2fo r t h r ee t ime s w i t h Chine s e meaning.Memo r i z e t he lang u age p oin ts in t hi s cla ss.八、板书设计Uni t1Can y o u p la y t he g u i t a r?Sec t ion A1a-2cWo r d s:dance,sw im,s ing,d r a w,sp eak Engli s h,p la y che ss,p la y t he g u i t a r Engli s h cl u b a rt cl u b,m us ic cl u b,che ss cl u b,sw imming cl u bSen t ence s:-Can y o u sw im?-Ye s,I can./No,I can’t.-Wha t cl u b do y o u w an t t o join?-We w an t t o join t he che ss cl u b.九、教学反思在这节课中，学生兴趣浓厚，大部分学生能够积极参与，反思整个教学过程，我认为成功的地方是:教师巧设问题，循序渐进，全体学生能够参与课堂中来，小组合作学习比较有效，在写作方面有所提高。
冀教版七年级下册英语 Lesson 1 教案(教学设计)
Unit 1 A Trip to the Silk RoadLesson 1 A Trip to China单词trip, silk, road, lead, note, chance, send,1.能够有礼貌地用英语提出请求及回答。
2.听力策略的渗透,听懂有关提出请求及旅行的对话及答语。
正确使用本单元的词和短语,分辨、会用guess what, learn about, the Silk Road, send sb sth.。
Step 1.Lead inLeading in 【情景1】Teacher will show some pictures about the Silk Road.Ask the students some questions about the Silk Road.T:Hello,boys and girls.Look at the pictures.What are they about?S:They are about the Silk Road.T:How do they travel on the Silk Road?S1:They ride camels.T:What do they carry?S2:They carry the silk, china, tea and many other things.T:Do they get anything back from the western countries?S3:Yes.They get many things back.They are music, dance, horses and many other things.T:Is the Silk Road important to China and other countries?S:Yes, it is.Leading in 【情景2】Ask the class to list some examples of when they might use “May I…?” and they should respond to those questions.S4:May I borrow your book?S5:Sure.Here you are.S6:May I go with you?S7:Yes, you may.S8:May I watch TV?S9:No, you may not.Step 2.Presentation1.Lead the students to learn new words with objects or pictures.Ask the students to make sentences with the new words.Teacher can ask them questions according to the situations.S10:Would you like to go on a trip to Beijing?S11:Yes, I’d love to.S12:Your dress is beautiful.What is it made of?S13:It’s made of silk.2.Practice the conversations in e the sentences in the text.Teacher asks the students to practice the dialogues in pairs.Step Ⅶ.TaskPair work:Let’s Do It! Exercise 4Work in groups.Read the note from Jenny’s school and take turns asking for permission to go on the trip.Example:A:Excuse me.Where is the supermarket?B:Go down this street and turn left at the library.Then go straight and you can see the supermarket on your left.Work in pairs to finish Exercise 4.After a while, ask some pairs to act their dialogues out in front of the class.1.布朗先生,我可以问你一个问题吗?Mr.Brown,ask you a question?2.在我家周围有许多树。
初中英语七年级lesson1教学设计
初中英语七年级lesson1教学设计一、教学目标1.知识目标：掌握基本单词和句型，能够进行简单的英语对话。
2.能力目标：培养学生听说读写的基本英语能力，提高学生英语交际能力。
3.情感目标：培养学生对英语的兴趣和热爱，增强学生学习英语的自信心。
二、教学内容1.单词：学习本课新单词，包括名词、动词、形容词等。
2.句型：掌握基本句型，如“What’s your name?”，“How are you?”等。
3.对话：通过角色扮演、对话等方式进行口语练习，提高学生英语交际能力。
4.阅读：阅读英语小故事或短文，提高学生阅读理解能力。
三、教学重点1.掌握本课新单词和句型。
2.能够熟练运用基本句型进行英语对话。
3.提高学生英语听说读写的能力。
四、教学难点1.纠正学生的发音问题，帮助学生掌握正确的发音方法。
2.提高学生英语口语表达能力，培养学生在实际场景中运用英语的能力。
3.帮助学生理解英语语法规则，使学生能够正确使用英语语法。
五、教学方法1.讲授法：通过教师讲解新单词和句型，帮助学生掌握基础知识。
2.互动法：通过角色扮演、对话等方式进行口语练习，增强师生之间和学生之间的互动交流。
3.游戏法：通过设计有趣的英语游戏，增强学生学习英语的兴趣和参与度。
4.演示法：通过教师示范和学生演示，帮助学生掌握正确的英语发音和口语表达能力。
5.探究法：通过引导学生自主探究，培养学生的自主学习能力和解决问题的能力。
6.小组合作法：通过小组合作的方式进行学习和交流，培养学生的合作意识和协作能力。
7.个性化指导法：针对不同学生的需求和问题，进行个性化的指导和帮助，帮助学生更好地掌握英语知识和技能。
8.教学媒体运用：利用多媒体教学工具，如PPT、音频、视频等，辅助教学进程，提高教学效果。
9.课堂评价与反馈：在教学过程中及时进行评价和反馈，帮助学生了解自己的学习情况并进行调整改进。
同时向家长反馈学生的学习情况，增强家校互动与合作。
10.课外辅导与拓展：通过课外辅导和拓展活动，如英语角、英语电影欣赏等，帮助学生巩固所学知识并拓展视野。
冀教版英语七下Unit 1《Lesson 1 A Trip to China》精品教学设计
冀教版英语七下Unit 1《Lesson 1 A Trip to China》精品教学设计一. 教材分析冀教版英语七下Unit 1《Lesson 1 A Trip to China》主要介绍了中国的旅游景点。
本课通过讲述Mike和他的家人去中国旅游的故事，让学生学习中国的著名景点和相关的文化习俗。
教材包括课文阅读、语法、写作、听力练习和综合技能训练等内容。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
他们对中国的文化和旅游景点有一定的了解，但需要通过课堂学习进一步加深认识。
此外，学生应具备一定的合作意识和探究能力，能够参与课堂讨论和小组活动。
三. 教学目标1.知识目标：学生能够掌握有关中国旅游景点的词汇和表达方式，如长城、故宫、京剧、茶文化等。
2.能力目标：学生能够听说读写关于中国旅游景点的短文，提高综合语言运用能力。
3.情感目标：通过学习，学生能够增强对祖国文化的自豪感，提高跨文化交际意识。
四. 教学重难点1.重点：掌握有关中国旅游景点的词汇和表达方式。
2.难点：运用所学知识进行口语交流和写作。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度和实践能力。
2.交际法：创设真实的交际情境，培养学生的口语表达能力和跨文化交际意识。
3.合作学习法：引导学生分组讨论和合作完成任务，培养学生的团队协作能力。
六. 教学准备1.准备相关图片、视频和音频资料，如长城、故宫、京剧等。
2.准备教学PPT，设计各种练习和任务。
3.准备课文相关词汇和短语的卡片。
七. 教学过程1.导入（5分钟）利用图片和视频介绍中国的旅游景点，如长城、故宫等，激发学生的学习兴趣。
提问：“你们知道这些景点吗？你们想去哪里旅游？”2.呈现（10分钟）呈现课文标题《A Trip to China》，引导学生预测课文内容。
然后逐段呈现课文，让学生跟读并模仿语音语调。
过程中，板书重点词汇和短语，如“Great Wall”、“Forbidden City”等。
初中英语人教版七年级下册Unit1第一课时教学设计
Can you play the guitar?一、课标要求《义务教育英语课程标准》关于询问能力的学习，要求学生学会简单的表达方式，围绕“个人能力”这一话题能够在实际运用中展开听、说、读和写的学习活动；能够掌握情态动词can 的肯定句、否定句、一般疑问句，肯定与否定回答，以及特殊疑问句的构成和用法。
通过本单元的学习，学生能够表达自己在某一方面所具备的才能；能够熟练地谈论彼此的特长与爱好；能够为自己成立的各种俱乐部制作海报；会写招聘广告。
此外，还要熟练掌握表达行为动作的词汇和短语。
二、课标解读本单元的主题是运用情态动词can谈论能力，围绕这一主题进行一系列的交际活动，使学生能够熟练表达自己在某一方面所具备的才能；通过谈论彼此的特长与爱好更深入的了解彼此建立深厚的友谊。
在以前的学习中，学生已经学习了一些行为动作的表达法，而教学“谈论能力”只是将情态动词can用于这些表达中；情态动词can在肯定、否定句和疑问句中的构成，和学生已经学过的实义动词的结构有不同的地方，教师在教学中要善于引导学生比较这两种结构的异同，找出构成规律，总结特殊变化加强记忆。
Can you play the guitar? 教学设计（Period1）一、教学目标在本节课结束时，学生将能够：正确使用表示“爱好和特长”的单词和词组；熟练运用情态动词can表示能力；学会用英语谈论自己在某一方面所具有的能力并能够用英语进行简单的采访，获得他人的能力信息。
（一）知识与能力1．学习并掌握有关“爱好和特长”的单词和词组。
2．掌握can的肯定、否定及疑问形式。
3．学会用英语谈论自己在某一方面所具有的能力以及想加入的俱乐部。
（二）过程与方法本课为听说课，采用PPP（Presentation，Practice，Production）教学法，注重语言点的操练，难度层层递进，符合学生认知规律。
在呈现和操练环节利用教学图片、幻灯片等来展开课堂教学，通过Pair work问答的方式互相询问同桌在某方面的能力和想加入的俱乐部。
人教版新目标七年级英语下册 Unit 1教案
人教版新目标七年级英语下册 Unit 1教案一. 教材分析人教版新目标七年级英语下册Unit 1主要讲述了日常生活中的一些基本交际用语，如问候、介绍、道别等。
本单元的核心词汇有关键词hello, good morning, good afternoon, good evening, how are you, my name is等。
主要句型有：- What’s your name? - My name is…, - How are you? - I’m fine, thank you, and you?二. 学情分析七年级的学生已经掌握了基本的英语发音和一些日常用语，但对新的语言知识仍需要通过反复练习来巩固。
他们对新事物充满好奇，善于模仿，但注意力容易分散，需要教师通过丰富的教学手段和方法来吸引他们的注意力。
三. 教学目标1.能听懂、会说、会读本单元的核心词汇和句型。
2.能用英语进行简单的自我介绍和日常问候。
3.培养学生的交际能力和团队协作能力。
四. 教学重难点1.重点：本单元的核心词汇和句型的正确使用。
2.难点：日常英语口语交流的技巧和实际应用。
五. 教学方法采用任务型教学法，通过情景模拟、小组讨论、角色扮演等丰富的教学活动，激发学生的学习兴趣，提高他们的参与度和积极性。
六. 教学准备1.教学PPT2.单词卡片3.角色扮演道具4.教学录音机七. 教学过程1.导入（5分钟）教师通过播放一段日常英语交流的录音，引导学生注意听懂其中的问候和介绍，激发学生的学习兴趣。
2.呈现（10分钟）教师通过PPT展示本节课的核心词汇和句型，并用简单的解释和例子让学生理解其含义。
如：展示单词卡片，教读并解释词汇hello, good morning等，然后用句型What’s your name?进行提问，引导学生回答。
3.操练（10分钟）教师学生进行小组讨论，用本节课的词汇和句型进行自我介绍，鼓励学生大胆开口说英语。
最新冀教版七年级英语下册：第一单元Lesson1教学设计
Lesson 1: A Trip to ChinaMain aim:Enable students to ask permission with May I and write a note concluding: when, who, when, why.Subsidiary aim Enable students to conclude main idea after reading a short passage Personal aim: Give clear instructionImportant points: Enable students to master words like: lead, chance, news, phrase like: learn about, structure like: May I.., grammar: simple future tenseTeachingmethod:Lead-in, presentation, practice, emotion promoting, homework Materials:PPT, blackboard, marker, video, PPTProcedure content InteractionpatternsTime Aim:Step1:Lead-in Greeting.Ask students whether they had agood time and what they didduring winter holiday.Show a video and ask studentswhat it is about.Ask students what cities in Chinaalong the Silk Road.Teacher-Thewhole class4 minTo elicitthe title andarousestudentsinterest tothe topic.Step2: Presentation ListenT: Jenny’s school is planning a tripto the Silk Road and Jenny wantsto go. But she has to ask herparents. Let’s listen to the dialogueamong Jenny and her parents andwrite T or F.1. Jenny is learning about theSilk Road this month in school. ( )2. Mr. Martin will lead the trip. ( )Check the answers.ReadT: In order to learn more, pleaseread and answer.1. What does Mrs. Smith thinkabout the trip?2. Why will Jenny send Li Mingan e-mail?3. What does Jenny give herparents?Check answersTeacher-Thewhole classindividuallyTeacher-Thewhole classindividually2 min6min3minTo getspecificinformationbylistening.To getmorespecificinformationby reading.To makeExplain phrase: learn about, news by pictures.Read the noteT: From Jenny, her parents know where the school is planning to go. What else do they know form Jenny?Ask students to read the note from school and get more information about the trip.Ask students to find new knowledge from the note.Will+doExercise:T: We learned many new things and it’s time to practice them. Jenny is _____________the Silk Road this month in school. Her school is planning a _____around China. Ms. Martin will ______the trip. Ms. Smith thinks that is a good _______for Jenny and she agrees. Jenny is very_______ and she will______ an e-mail to Li Ming and tell him the good _____.Check answersT: Jenny’s school has a plan. All of you have plans on this weekend. What do you want to do? Make a simple dialogue and practice May I…?Teacher-thewhole classTeacher-thewhole classTeacher-thewhole classPair work3min3minsure thestudentsmaster thelanguagepoints.Toconcludeall theinformationthe noteshouldcontain.Tointroduce anewgrammarTo makesure thestudentscan use thelanguagepoints.Enablethestudents touse “MayI…?Step3: Practice T: you really have a lot of hobbiesbut you can’t do these. Becauseour school is planning a trip tosomewhere.Give students two tasks andchoose one.Task 1: make a dialogue (give asample)Task 2: write a note (take Ex2 asan example)Teacher-thewhole classPair workindividually10minTo askstudent touse thelanguage.Step4: Extensive reading T: Is the Silk Road made fromsilk? Why do we call it the SilkTeacher-Thewhole class 4minTo letstudentsRoad?Give a short passage and find the answers. learn more about the Silk Road.Step 5: Emotion promoting T: In the past, we can see a greatprosperity along the Silk Road.What about now?Show another video.Although now the Silk Road hasmany problems, the new Silk Roadis building and we can make poorwestern cities become modern,beautiful cities.Tell students they should workhard now.Teacher-thewhole classindividually3min To letstudentsknow whatthe SilkRoad islike today.To givestudentshope aboutthe SilkRoad.Step5: HomeworkA1. Finish exercise of Lesson 12. Review next lesson.3.Write down your dialogue ornote.B (optional)4. Think other ideas to build NewSilk Road.T-Thewhole class1min Toconsolidatetheknowledgeafter classBoard plan:Lesson 1: A trip to Chinalearn about May I…?lead the trip Will+do where who chance notesend why when news。
北师大版七年级英语下册教学设计Unit 1 Lesson 1教案
Unit1 Daily LifeLesson 1 After SchoolThis lesson is the first lesson of unit 1, unit 1 of the textbook in the seventh grade of Beijing normal university. The topic is the extracurricular life. This unit is entitled daily life, mainly discussing the students' after-school life and the life of the fireman, so as to lay a preliminary language foundation for the final comprehensive language output of this unit.【知识与能力目标】Identify and accurately describe the new vocabulary in this lessonAccording to the information obtained, orally describe the various activities that Steve did duringhis spare time from Monday to Friday 【过程与方法目标】To summarize and refine the dialogue information,to understand the meaning of frequency adverbs in the dialogue【情感态度价值观目标】Learn to communicate with others about daily life【教学重点】1. Identify and accurately describe the new vocabulary in this lesson2. According to the information obtained, orally describe the various activities that Steve did during his spare time from Monday to Friday【教学难点】To summarize and refine the dialogue information, to understand the meaning of frequency adverbs in the dialogueTape recorder, MultimediaStepⅠLead-inUse pictures to show the state of daily lifeTalk about the pictures. Introduce the topic of this unit to stimulate students' interest in the topic. Such as brush your teeth, do exercises, do your homework, get upStepⅡWork in pairs.Tell your partner your routines. Ask the students to answer the question.In the morning, I get up, make my bed and have breakfast.In the evening, I do my homework. …StepⅢFree talkWhat do you often do in a day?Look at the pictures and discuss: What does he do after school?What are some other after-school activities?Guessing gameLanguage points:1.get upget up 意为“起床”。
七年级英语下册Unit 1第1课时教案人教新目标版
精品基础教育教学资料，请参考使用，祝你取得好成绩！Unit1—1Can you play the guitar?课题Unit1—1Can you play the guitar? 课型New lesson教学目标1、To learn the following words and phrases guitar sing swim dance draw chess ..2、Speaking and listening practice.3、体验学习英语的乐趣并勇于展示自己的才能。
教学准备Some cards and a tape.教学重点、难点、关键点Match the activities with the people . Listen number and practice speaking. Work in pairs and make new conversations.教学过程教师活动学生活动备注Step1 Revision Step22b2c 1、GreetingsWarming —up by asking somequest ions.2、Tell the students to greet eachother .3、Walk around and give help.4、To teach the words sing swimspeak join.1、To ask the students to read thewords and phrases in 1a on page1.2、To tell them to match theactivities with the people.1、Listen to the teacher a ndanswer the questions.2、Say hi to each other.3、Ask and answer in pairs.4、Learn to read and write thewords.1、To read and learn theactivities in 1a.2、To look at the picture givenand match.3、Read their answers.10’10’Step3 2d Step4 1c 1、P lay the tape for the studentsand let them number .2、Check the answers..1、To tell the students to read inpairs.2、To ask them to make new ones.1、Listen and number theconversations2、To tell the answer.1、Practice the conversationsgiven2、Make their ownconversations.10’15’板书设计Can you play the guitar?Yes, I can/ No, I can’tI want to join the .....club.What club do you want t o join ?教学后记本节课为新学期的第一节课，针对上学期学生的实际情况，减少俩极分化的现象，有意为学生创设一定情境，是他们产生兴趣，为学好本学期内容打下基础。
英语人教版七年级下册第一单元第一课时教学设计
Unit 1 Where’s your pen pal from?The first periodStep 1. Leading-in1.Greet Ss2.Duty report.S1 comes to the front to give a report. The rest of the class take notes about what he says. Then S1 gives some Qz about his own report and let some individuals answer according to the notes. 3.Show the Ss a map of the world.T: What’s this in English? Ss: It’s a map.T: Of course, it’s a map. It’s a map of the world. (Teach “world”.)T: Where is China?(Ask one to come to the Bb to find it out.)(T writes “China” on the Bb.)Step 2. Pre-task1. (1) T: Is China a city? Ss: No, it isn’t.T: It’s a …Ss(with T’s help): It’s a country.(Write “country” on the Bb, get Ss understand it. Then teach to read.)T: How many countries can you find and how many countries can you name?(Teach “countries”)(2) Let the Ss discuss the map with their partners, trying to find more countries and give the English names of the countries as many as possible.(Present the new words on the Bb: Canada, France, Japan, the United States, Australia,Singapore, the United Kingdom. Get Ss understand them. Then teach to read.)(3) Ss read together, then boys and girls. Read in groups, in lines and some individuals again. ( T should pay more attention to Ss’ pronunciation.)(4) Games: a) Ss try to tell the names of the countries that T points to as quickly as possible.b)T: Chinese Ss: English;T: English Ss: Spell out and give the Chinese2.(1) T: I’m Chinese. I’m from China. Where are you from?S1: I’m from China.T: Where is he / she from?Ss(with T’s help): He/ She is from China.(Have Ss guess and understand the meanings, then present these sentences on the Bb.)(2) T practices with more Ss. Others try to get familiar with them. Then ask Ss to work in groups of three, and act out.(3) Let more groups make conversations in the front of the classroom with the countries T points to.3.(1) Show a photo of a girl.T: She is Mary. She is also … years old. Mary is from Japan. I often write and tell her about myself, and she often writes to me about herself, too. Do you know who she is?(Let Ss guess the relationship between Mary and T.)S1: Is she your classmate? / Is she your cousin?/…T: She is my pen pal / pen friend.(Write “pen pal--- pen friend” on the Bb. Get Ss understand it. Then teach to read.)(2) T: Where is Mary from?/ Where is my pen pal from?S1(with T’s help): She/ Y our pen pal is from Japan.T: Do you have a pen pal?S1: Y es, I do.T: Where is your pen pal from?S1: He/ She/ My pen pal is from …(Have Ss understand the meanings, then present these sentences on the Bb.)(3) T practices with more Ss. Others try to get familiar with them. Then ask Ss to work in pairs.(4) Get more pairs act out in the front of the classroom. Others listen carefully.(5) After each performance, let other two talk about it. T should give a model first, like:T: Where is his/ her/ sb.’s pen pal from?S1(with T’s help): He/ She is from …His/ Her/ Sb.’s pen pal is from …Then Boys→←Girls; Groups→←Groups; Lines→←Lines talk about each performance following this example.Step 3. While-task1.Part 1a (1) Let someone try to read the title. Get the whole class understand its meaning.(2) Listen and read the countries after the tape for two times.(3) Read together from 1-8.(4) S1 reads these words, while others read after him together.(5) T points to the words on the Bb and let the Ss read correctly and quickly.2.Part 1b (1) Let someone try to read the title. Get the whole class understand its meaning.(2) Play the recording for the first time. Ss only listen.(3) Listen again. Circle the countries in 1a. S1 goes to the front to do it on the Bb. The rest of the class does it in their books.(4) Listen for the third time, and number the countries in 1a. S1 goes to the front to do it on the Bb. The rest of the class does it in their books.(5) Check the answers.(6) Listen, repeat and translate.Step 4. Post-task1. Ask the Ss to move around the classroom to make a survey if everyone has a pen pal and where his pen pal is from. Then give a report, like: Sb. has a pen pal. His/ Her pen pal is from…2. Part 1c Ask and answer questions about your own things with the sentence structures learnt. Then act out in the front of the classroom. Each pair should act out 2 conversations (singular form and plural form) like this:T: Where is your backpack from? S1: It’s from…T: Where are your shoes from? S1: They are from…3.Move around the classroom to make a survey about where their classmates’ school things and clothing are from then give a report.Step 5. Homework1.Copy the 8 new words in Part 1a and “country, countries, pen pal”.2.Make converstions to talk about pen pals and things.3.Write a passage about the survey made in class, including the informations of classmates’ pen pals, school things and clothing.。
初中冀教版英语七年级下册【教学设计】Unit 1 Lesson 1
Unit 1 A Trip to Silk RoadLesson 1 A Trip to China本节课在整个单元中有着基础性的作用，主要讲了去中国的旅游情况。
【知识与能力目标】语言知识掌握词汇：trip ，silk ，road ，lead ，note，chance ，send ，news短语及句型：guess what, learn about【过程与方法目标】积极运用所学英语进行表达和交流。
【情感态度价值观目标】培养学生有兴趣说英语，积极参与课堂活动，大胆发言，敢于用英语谈论自己的旅行经历。
【教学重点】本课掌握的词汇与句型。
【教学难点】learn about ，send ，plan （动词和名词的用法区别）多媒体、图片、英汉字典Step I Class Opening (5 minutes)1. Warm up2. ReviewAsk the class to list some examples of when they might use “May I...?” and they should respond to those questions。
Examples：May I borrow your book？May I go with you？May I watch TV？Response：Yes, you may.\ No, you may not.Step II New Concepts (40 minutes)1. Learn some new words2. Present: Tell the students that today they will learn how to ask for permission and how to use the word “will” to express something that is going to happen or something you want to in thef uture. For example: “I am standing. I will sit later.” Ask the class to give some more examples.3. Listen: Let’s Do It! No.1.(1) Play the tape for Lesson 1（Play it once and ask the students to listen.）(2) Discuss the answers to Let’s Do It!(3) Play the tape for Lesson 1 a second time and have the class read aloud along with the tape.4. Review what was learned. Ask the class to point out the “May I...?” and “will” sentences in the lesson.5.Group work：(1) Have the class read and answer the questions in Let’s Do It! No.2.(2) Discuss the answers to Let’s Do It! No.2.6. Practice and playPractice asking for permission using the new vocabulary words.7. Pair work: Ask the students to look at Let’s Do It! No.3. and find the Chinese meaning for each word in the box. (Every group of students have an English-Chinese dictionary to complete this task.8. Read the dialogue and find out language points.9. Do exercise.10. Task(1) Read Let’s Do It! No.4. Split the students in groups to complete the task.。
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Lesson 1: A Trip to ChinaMain aim:Enable students to ask permission with May I and write a note concluding: when, who, when, why.Subsidiary aim Enable students to conclude main idea after reading a short passage Personal aim: Give clear instructionImportant points: Enable students to master words like: lead, chance, news, phrase like: learn about, structure like: May I.., grammar: simple future tenseTeachingmethod:Lead-in, presentation, practice, emotion promoting, homework Materials:PPT, blackboard, marker, video, PPTProcedure content InteractionpatternsTime Aim:Step1:Lead-in Greeting.Ask students whether they had agood time and what they didduring winter holiday.Show a video and ask studentswhat it is about.Ask students what cities in Chinaalong the Silk Road.Teacher-Thewhole class4 minTo elicitthe title andarousestudentsinterest tothe topic.Step2: Presentation ListenT: Jenny’s school is planning a tripto the Silk Road and Jenny wantsto go. But she has to ask herparents. Let’s listen to the dialogueamong Jenny and her parents andwrite T or F.1. Jenny is learning about theSilk Road this month in school. ( )2. Mr. Martin will lead the trip. ( )Check the answers.ReadT: In order to learn more, pleaseread and answer.1. What does Mrs. Smith thinkabout the trip?2. Why will Jenny send Li Mingan e-mail?3. What does Jenny give herparents?Check answersExplain phrase: learn about, newsTeacher-Thewhole classindividuallyTeacher-Thewhole classindividually2 min6min3minTo getspecificinformationbylistening.To getmorespecificinformationby reading.To makesure theby pictures.Read the noteT: From Jenny, her parents know where the school is planning to go. What else do they know form Jenny?Ask students to read the note from school and get more information about the trip.Ask students to find new knowledge from the note.Will+doExercise:T: We learned many new things and it’s time to practice them. Jenny is _____________the Silk Road this month in school. Her school is planning a _____around China. Ms. Martin will ______the trip. Ms. Smith thinks that is a good _______for Jenny and she agrees. Jenny is very_______ and she will______ an e-mail to Li Ming and tell him the good _____.Check answersT: Jenny’s school has a plan. All of you have plans on this weekend. What do you want to do? Make a simple dialogue and practice May I…?Teacher-thewhole classTeacher-thewhole classTeacher-thewhole classPair work3min3minstudentsmaster thelanguagepoints.Toconcludeall theinformationthe noteshouldcontain.Tointroduce anewgrammarTo makesure thestudentscan use thelanguagepoints.Enablethestudents touse “MayI…?Step3: Practice T: you really have a lot of hobbiesbut you can’t do these. Becauseour school is planning a trip tosomewhere.Give students two tasks andchoose one.Task 1: make a dialogue (give asample)Task 2: write a note (take Ex2 asan example)Teacher-thewhole classPair workindividually10minTo askstudent touse thelanguage.Step4: Extensive reading T: Is the Silk Road made fromsilk? Why do we call it the SilkRoad?Teacher-Thewhole class 4minTo letstudentslearn moreGive a short passage and find the answers. about the Silk Road.Step 5: Emotion promoting T: In the past, we can see a greatprosperity along the Silk Road.What about now?Show another video.Although now the Silk Road hasmany problems, the new Silk Roadis building and we can make poorwestern cities become modern,beautiful cities.Tell students they should workhard now.Teacher-thewhole classindividually3min To letstudentsknow whatthe SilkRoad islike today.To givestudentshope aboutthe SilkRoad.Step5: HomeworkA1. Finish exercise of Lesson 12. Review next lesson.3.Write down your dialogue ornote.B (optional)4. Think other ideas to build NewSilk Road.T-Thewhole class1min Toconsolidatetheknowledgeafter classBoard plan:Lesson 1: A trip to Chinalearn about May I…?lead the trip Will+do where who chance notesend why when news。