外研版七年级上册英语教案

外研版七年级上册英语教案

Module1Myclassmates

ModulelUnit1Nicetomeetyou.

一、教学目标：

1、掌握新单词：Chinese,from,where,year,about,Whatabout...?Ms,America,

England,American,our,grade,he,China

2、掌握语法：be的一般现在时；掌握be动词的各种句式。

3、围绕自我介绍进行对话。

4、重难点：介绍自己。（国籍，住址，名字，年龄，班级，年级）

二、教学步骤：

Step1预习词汇&课前朗读

Step2课上探究

1、新课导入

2、检查词汇预习：

3、展示新句型：创设情境导入。教师自我介绍。Hello,mynameisMsLi.

I'myourteacherandyou5remystudents.I'mChinese.TmfromWeifang.

Whafsyourname?

4、专项练习：学生进行自我介绍训练。

Hello,mynameis.I'myourclassmate（同学）.FmChinese

5、听力练习

6、学生分角色朗读。

7、学以致用：（1）学生介绍自己；（2）根据汉语完成句子；3）句型转换。

Step3作业写出自我介绍。

Module1Unit2I'mWangLinglingand1'mthirteenyearsold.

一、教学目标：

1、掌握新单词：everyone,capital,but,very,big,city,small,first,firstname,last,lasttime

2、了解汉语名字和讲英语人的名字的构成。

3、能够分析三段短文，背诵短文并且仿写，写一篇介绍自己的文章。

4、重难点：通过短文培养学生的阅读分析能力。

二、教学步骤：

Step1预习词汇&课前朗读

Step2课内探究

1、检测词汇

2、课前导入：展示李大明、王玲玲、TonySmith的图片，猜测他们的年龄，籍贯，朋

友。设置问题：（1）.HowoldisLiDamingAVangLingling/TonySmith?（2）WhereisLi

Daming/WangLingling/TonySmithfrom?

3、多层读

（一读）根据短文完成句子；（二读）判断正误；（三读）完成表格：

4、读后写：Activity5.（写出单句）；Activity6.（自己写句子）；Activity7（用and把自己

写的句子连成短文。）

5、精读足练：学生默读找出问题。解决问题。学生朗读背诵。

6、针对性练习

Step3课后作业

Module2Myfamily

Module2Unit1Isthisyourmum?

Teachinggoals教学目标

1.Languagefocus语言目标

a.Wordsandphrases生词和短语

auntbrothercousindaughterfamilyfathergrandfathergrandmother

grandparentparentmothersistersonunclephotothesetheymum

leftdadrightwhowomannexthusbanfrontthose

l.aphotoof2.ontheleft3.ontheright4.nextto5.infrontof

b.Keysentences重点句子

l.Isthisyourfamily?Yes,itis.

2.ThisisaphotoofTony*sfamily.

3.Whatabigfamily!

4.Mymum'sparentsareontheleft.

5.ThosearePauFssonanddaughter.

2.Abilitygoals能力目标

EnableSstoknowfamilymembers.

3.Learningabilitygoals学能目标

Helpstudentsaskandanswerabouttheirfamily

Teachingimportantanddifficultpoints教学重难点

Theuseof"this,that,these,those"

Teachingaids教具准备

multi-media

Teachingproceduresandways教学过程

StepI：Leadin

StepII：Lookandsay

T:NowlookatthephotoofTony*sfamily.Letsknowhisfamilymembers,OK?

Leadthestudentstosaythemembersoffamilylikethis:

Thenletthestudentsrememberthewords,andaskandanswerinpairs.

StepIII:Listenandanswer

Listenthetextandchoosethecorrectanswer.

1.Playthetapeandhavethemreadandfollow

2.Askthestudentstoreadthroughtheconversationindividually.Thenchoosethecorrect

answer.

3.Checktheanswers

StepIV:Freetalk

Askandansweraboutactivity3

StepV:Languagepoints

指示代词的用法：

This,these,that,those成为指示代词，用来指示或标示人或事物，其中，this和that

为单数，these和those为复数。另外，this和these用来指离自己较近的人或物，that

和those用来指离自己较远的人或物。例如：

Thisismybike,andthatisherbike.

Thesearemybooks,andthosearehisbooks.

当指示代词所指的事物已确定时，后面的指示代词指人时用he,she,they来代替，指物

时用it和they来代替，如：

Isthisyourbook?Yes,itis.

Aretheseyouruncles?No,theyaren,t

ontheleft在左边，ontheright在右边，是表示方位的介词短语，不仅可以用来描述人

物之间的位置关系，还可用来描述事物之间的位置关系。

例如：Mybedisontheright,andhisisontheleft.

“infrontof”,在（范围之外的）前面，“inthefrontof”在（范围之内

的）前面，例如：

Myteacherisinfrontoftheclassroom.（说明老师在教室的外面）

Myteacherisinthefrontoftheclassroom.（说明老师在教室的里面）

StepVI:Practice

StepVII:Sum-up

StepVIII：Homework

Askandanswerquestionsaboutyourfamily.

Module2Unit2Thesearemyparents

Teachinggoals教学目标

1.Languagefocus语言目标

a.Wordsandphrases生词和短语

busstationhospitalhotelpolicetheatreactordrivermanagernurse

policemanweanjobatsame

1.busstation2.policestation3.busdriver4.ataschool

b.Keysentences重点句子

1.Whatisyourfather'sjob?

2.Mymotheristhemanagerofatheatre.

2.Abilitygoals能力目标

EnableSstoknowtheoccupationnames.

3.Learningabilitygoals学能目标

Helpstudentsaskandanswerabouttheirfamily'soccupation.

Teachingimportantanddifficultpoints教学重难点

Theuseof"thepossessivecaseofnounsn

Teachingaids教具准备

multi-media

Teachingproceduresandways教学过程

StepI：Leadin

Showsomepictures.Saywhatyouknowabouttheplacesandthejobs.

Places:hospital,hotel,school,busstation,theatre

Jobs:doctor,nurse,hotelmanager,teacher,driver,actor...

StepII：Learnthenewwords

jWhenyouseeamanorawoman,

MWhatjobscanyouthinkof?

StepIIIReadandanswer

StepIV:Completethetable

StepVI:Languagepoints

1.TheseareBetty'sparents.这两位是贝蒂的父母。

Betty1意为“贝蒂的:这是一个名词所有格形式，表示人与事物的所有和所属关系.

在句中作定语。

2.Mymotherisamanagerofatheatr已我的妈妈是一位剧院的经理。

本句中of是名词的所有格形式，表示无生命的所属关系时，要用介词of所构成的短

语来表示。

thelegsofthetable桌子腿

3.Whatisyourfather*job?你父亲做什么工作？

这是询问职业的常用句式，是一个特殊疑问句，用表示职业的名词来回答。

Whatisyourbrother'sjob?Heisapoliceman.

拓展：询问职业的句型还有：

What+be+主语？

Whatdo/does+主语+do?

Whatisyourmother?

Whatdoesyourmotherdo?

Sheisanurse.

StepVII:Practice

StepVIII:Homework

Drawyourfamilytree.

Module2Unit3Languageinuse

Teachinggoals教学目标

1.Languagefocus语言目标

a.Wordsandphrases生词和短语

doctorfarmworkermanshopitstheir

l.forexample2.familytree3.farmworker4.anEnglishteacher

b.Keysentences重点句子

1.InAmerica,manypeoplehavegrandparentsfromdifferentcountries.

2.Abilitygoals能力目标

EnableSstomasterthekeypointsofthismodule.

Teachingimportantanddifficultpoints教学重难点

人称代词与物主代词的用法

Teachingaids教具准备

multi-media

Teachingproceduresandways教学过程

StepI：Leadin

StepII：Askandanswer

StepIII:Languagepractice

StepIV:Writesentences

Hisfatherisahotelmanager.(Tony)___>Tony'sfatherisahotelmanager.(Tony)

StepV:Practice

StepVI:Languagepoints

指示代词的用法：

单数复数

指近处thisthese

指远处thatthose

1.作主语、宾语、表语e.g.Thisisachair.

Ilikethesebutshelikesthose.

2.在电话中，this表示打电话者，用于介绍自己，用that询问对方。

e.g.Hello!ThisisBob.Who'sthat?

单数复数

人

代iyouhesheitweyouthey

myyourhisheritsouryourtheir

上面一行是人称代词的主格，在句中作主语。e.g.WeareChinese.

下面一行是形容词性物主代词，一般放在名词前作定语。e.g.Thatismyclassroom.

StepVII:重点知识总结

a.表示家庭成员的单词：

b.表示职业名称的单词：

c.个另U单词的复数形式：family-families;woman-women;bus-buses;man-men

d.一对反义词：same-different

e.KeyPhrases：

f.Keysentences:

StepVIII:Practice

Module3Myschool

Module3Unit1Therearethirtystudentsinmyclass.

教学目标：

知识与技能：

语音：[A][a:][9][。：]

词，匚：there,forty-six,computer,dictionary,library,picture,television,right,fifteen,sixteen,seventeen,

eighteen,nineteen,thirty,sixty,seventy,eighty,ninety

语法:Thereis(not)a/an.+单数名词…;Istherea/an...?

Thereare(not)any+复数名词…；Arethereany...?

话题：以教室为话题。

功能：用Thereis/are…及数词，介绍教室的情况。

技能：能听懂有关教室介绍的简短对话。

向全班介绍班内人员组成和教室内的设施。

能阅读包含Thereis/are的有关班级的对话。

能使用Thereis/are写出介绍教室的句子。

能利用Thereis/are介绍自己的班级。

过程与方法:1.Interactiveapproach,enablingSstounderstandandtalkabouttheirclass.

2.Tolearnbylistening,speakinganddiscussing.

情感态度价值观：培养热爱班级的意识。

教学重，点：正确运用词汇和“Therebe”句型介绍自己的教室。

教学难点：使用Thereis/are句型写出介绍自己的教室。

教学方法:Interactiveapproach

学习方法：自主学习，合作学习

模式流程：

预习导入：

StepIWarming-up

Memorytest.TheteachershowsagroupofpicturesandSstrytogetasmanyaspossible

精讲点拨；

StepIIListening

Showthreepictures,Sslistenandchoosetherightpicture.

StepIIIListenandread

1.Listentothedialogueandfillintheblanks.

2.Lookatthepictureandsaysentencesusing“Thereis/are”.

3.Readthedialoguecarefully,doactivity4.

4.Askandanswerusing"Is/Arethere...?

5.Listenandread,thendescribeBetty'sorDaming'sclass.

StepIVReadandwrite

1.Listenandrepeatthesenumbers.(Activity5)

2.Matchthewordsandthenumbers.(Activity6)

3.Listenandrepeat.(Activity7)

当堂训练：

StepVWriting

Makeasurvey.Describehis/herownclassroom.,thenactout.

总结评价：

StepVIHomework

1.Finishthepassageaboutyourclassroom.

2.Drawamapofyourschool.

Module3Unit2Thelibraryisontheleftoftheplayground.

教学目标：

知识与技能：

语音：[A][a:][o][。：]

词，匚：ninety,dininghall,gym,sciencelab,infrontof,next,behindany,one,building

语法：l.Is/Arethere…？一Yes/No,there...

Whereis/are...?一Its.../They're...

2.Prepositionsofplace.

话题：以学校为话题。

功能：用Is/Arethere…及表位置的介词，介绍学校的设施。

技能：能听懂有关学校介绍的简短对话。

向全班介绍班内人员组成和学校内的设施。

能阅读包含Thereis/are的有关学校的对话。

能使用Thereis/are写出介绍学校的句子。

能利用Thereis/are介绍自己的学校。

过程与方法:1.Interactiveapproach.

2.ToimproveSsreadingskillsandgetthemtotalkandpracticewritingbyimitating.

情感态度价值观：培养热爱学校的意识。

教学重点：1.词汇。

2.Is/Arethere...Whereis/are...?

3.Prepositionsofplace.

4.Todescribetheclassroomusingthewordsand“Therebe“structurecorrectly.

教学难，点：使用所学句型写出介绍自己学校的短文。

教学方法:1.Interactiveapproach.

2.ToimproveSsreadingskillsandgetthemtotalkandpracticewritingbyimitating.

学习方法：自主学习，合作学习

教具准备：多媒体课件，录音机等

教前设想：使学生能运用所学句型介绍自己的教室

模式流程：

预习导入：

StepIWarming-up

Freetalk.Talkaboutyourclass.

精讲点拨：

StepIILookandsay

l.Showpictures,andlearnthenewwords.

2.Matchthepictureswiththeplaces.

StepIIIReadandanswer

1.Tolearntheprepositionsaccordingtotheplacestheyaresitting.

2.ListentothesentencesinActivity2.

3.AskandansweraccordingtoPictureA.

4.AskandansweraccordingtoPictureB.

5.Actoutandtalkabouttheplaces.

当堂训练：

StepIVListenandpractise

1.Listenandwritethenamesoftheplaces.

2.Readafterthetape.

3.Describetheplacesinpairs.

StepVSpeakingandwriting

1.AskandanswerthequestionsinActivity3aboutyourschool.

2.Readthesentencesandanswerthequestions.(Activity5)

3.AnswerthequestionsinActivity5aboutyourschool.(Activity6)

4.Pairwork.Drawamapoftheschool,andtalkaboutit.

评价总结：

StepVIHomework

1.Rememberwhatwehavelearnttoday.

2.Writeaboutyourschool.

Module3Unit3Languageinuse

教学目标:

知识与技能:

语音：[A][a:][。

词汇：Toreviewandcheckthewordslearnedinthismodule.

语法：Tosumupandconsolidatethepatterns.

话题：以学校为话题。

功能：介绍学校设施。

技能；向全班介绍学校设施及其位置。

能利用Therebe及表位置的介词，介绍自己的学校。

能阅读包含Therebe的有关学校的对话。

能使用Therebe写出介绍学校的短文。

能听懂有关学校介绍的简短对话。

过程与方法：1.FormalandInteractiveapproach,task-based.

2.Practicingandconsolidating.

情感态度价值观：培养热爱学校，热爱自己家园的意识。

教学重点：1.词汇。

2.Therebe...

3.Possessiveadjectivesandpossessive

4.Todescribeyourschoolusingwordsand“Therebe“structurecorrectly.

教学难点：能使用Therebe句型写出介绍学校的短文。

教学方法：1.FormalandInteractiveapproach,task-based.

2.Practicingandconsolidating.

学习方法：自主学习，合作学习

教具准备：多媒体课件，录音机等

教前设想:使学生能运用therebe句型介绍场所。

模式流程：

预习导入：

StepIWarming-up

Answerandsay.Completethesentences.

精讲点拨：

StepIILanguagepractice

1.Chainpractice:saysentencesabouttheclassroom.

2.Fillintheblankswithpossessiveadjectivesandpossessive

当堂训练：

StepIIILookandwrite

1.Completethesentences.Usebehind,infrontofornextto.(Activity2).

StepIVLearningtolearn

1.Completethewordmap.(Activity3)

2.Saysomewordsabouttheobjectsandthepeopleintheclassroom.

StepVAroundtheworld

Readthepassageandtrytounderstand.

StepVIWriting

1.Showamapofaschool.AsktheSstofinishthepassage.

2.Readtheexampleandwriteashortpassageabouttheirschool.

总结评价

StepVIIHomework

1.Rememberwhatwehavelearnttoday.

2.Writeashortpassageofyourschool.

Module4HealthyFood全模块

Backgroundinformation

Students:Middleschoolstudentsgrade1

Lessonduration:45mins

Teachingobjection:

Bytheendofthelesson,studentsshouldbeableto:

1.identifyfoodanddrinkinEnglish

2.askaboutwhatfoodyou'vegot

3.usesingularandpluralnounsfreely

4.confidentenoughtoapplywhattheyhavelearntintopractice.

Teachingcontents:

Vocabularyoffood

singularandpluralnouns

—Haveyougotany...?

--Yes,I'vegotsame.../No,【haven'tgotany...

Teachingaids:

Tapes>blackboardschalk>pictures

Teachingprocedures:

Stepl：Warming-upandlead-in(15mins)

l.Askthestudents:Doyouknowanyfoodwords?Canyouwritethemdown?Makeaword

map.

2.Learnnewwords

a)Usepicturesanddescribingtointroducethenewwords

b)Studentslearntosaywordswiththehelpofpictures

c)Studentsreadthewords

Activity:Putstudentsintofourgroupsandplayawordguessinggame.Oneofthestudents

describesthefoodordrink,theotherguessestheword.Thegroupwhichgetsthemostwords

willbethebest.

Step2:Listening(lOmins)

1.Listenandcheckthefoodanddrinktheyhavegot.

2.Listenandread

3.Listenandunderlinethecorrectanswers.(Activity)

YesNo

Juice

Milk

Carrot

Meat

Melon

Step3：languagestructure(20mins)

a)singularandpluralnouns

b)—Haveyougotany...?

--Yes,I'vegotsame.../No,【haven'tgotany...

c)pairwork

Askstudentstopracticetheconversationandmaketheirownconversations.

T:Whatfoodordrinkhaveyougottoday?Nowworkinpairsandpracticeaskingandansweringquestions

aboutyourfavoritesubjects.Youcanmakeyourownconversations.

BlackboardDesign

厂fruit:apple>orange>melon

vegetable:carrot>onion>potato>>tomato

foodY

meat:chicken>beef>pork

7drink:water>milk>juice

Haveyougotany...?

-Yesj'vegotsome.../No,ihaven'tgotany

Homework

l.Trytorememberthenewwordsandtheimportantsentencepatterns.(checkitnextclass)

2.makeaserveyabouthealthyandunhealthyfood.

Reflection:

(tobewrittenimmediatelyafterthelesson).

Module5MyschoolDay

Module5Unit11lovehistory.

I.TeachingAims:

1.Tomasterthewords:half,past,o9clock,to,lesson,like,love,because,interesting,talk

2.Tomastertimeexpressions

3.Tounderstandconversationandidentifyschoolsubjects

II.Teachingimportantpoints:

1.wordsandexpressions

2.at,on,in

3.thesimplepresenttense

III.Teachingdifficultpoints:

1.timeexpressions

2.thesimplepresenttense

IV.Teachingprocess:

Step1.Warm-up

1.Reviewnumbers.

2.Showabigclocktothestudents.Ask"What'sthetime?”

Step2.Speaking&Listening

1.WriteontheBb:

Module5Unit1

What'sthetime?

—It，S...

3.Movethehandsoftheclockandpresentanothersayingofthetimewith"o'clock,past,half

past,to”

Playtherecording.

Playitagain.

4.Movethehandsoftheclock.

Step3.Vocabulary

l.AskuWhatlessonsdoTonyandBettyhaveonMonday?”

2.Ask“DotheyhavemathsonFriday?”Playtherecording.

Step4.Listening&Reading

Step5.Speaking

Step.6Pronunciation

Step7.Summary

Step8.Homework.

Module5Unit2Westartworkatnineo'clock.

ITeachingmodel

Readingandwriting.

IITeachingmethod

Interactiveapproach

IIlTeachingaims

1.Togetinformationfromadescriptionofaschoolday.

2.Tobeabletoputpicturesinorderaccordingtothereadingmaterial.

3.Towriteaboutone'sschoolday.

4.Tolearntojoinsimplesentenceswithand.

IVTeachingObjectives

Keyvocabulary:week,house,start,work,break,evening,watch,homework,bed,sleep

Keyphrase:gotoschool,getup,havebreakfast,havelunch,gohome,havedinner,gotobed,

gotosleep

Keystructures:Thisismyschoolday.Igetupat...

Lessonsstartat...

Wehaveabreakandtalktoourfriends.

VTeachingaids

Recorder,OHP,video

VITeachingSteps

Step1Warming-up

Step2ReadthepassageandmatchthetimeswiththepicturesinActivity1.

Step3MatchthetimeswiththepicturesinActivity1.

Step4Check(V)thetruesentences.

Step5Doexercises:

Step6Writingandspeaking.

A.Talkaboutyourschoolday.

1.Readthroughthephrasesandhavethestudentsrepeatthem.

2.Askthemtotalkabouttheirschooldays.

B.Lookatthesesentences.

Step7Languagepoints

Step9Homework

Writeapassageaboutyourwholeday,usingthesentenceswelearnt.

Igetupat...

Igohomeat...

Idohomeworkat

Module5Unit3Languageinuse

ITeachingmodel

Revisionandapplication

IITeachingmethod

Formalandinteractivepractice

IIlTeachingaims

TosummarizeandconsolidatePresentsimplewithI,you,we,theyprepositionsoftimeat,

in,onnegativeformofpresentsimpledon't.

IVTeachingObjectives

Keyvocabulary:finish,housework

Keystructures:PresentsimplewithI,you,we,theyprepositionsoftimeat,in,on

negativeformofpresentsimpledon't.

VTeachingaids

Taperecorder,OHP,handouts

VITeachingSteps

Step1Revision

ReviewthetextofUnit1andUnit2.

Step2Languagepractice

1.Readthroughtheexamplesentencesintheboxwiththewholeclass.

2.Askthestudentstorepeatthesentencesinthebox.

3.Grammar:Thepresentsimple

Step3行为动词的一般现在时

表达经常性或者习惯性的动作，就要使用一般现在时。

e.g.Idomyhomeworkintheevening.

我在晚上做作业。

如果表示的是现在的状态，也可以用一般现在时。

e.g.Iknowhimverywell.我和他很熟。

第一人称和第二人称的一般现在时其谓语动词没有形式的变化，否定形式一般是在谓语

动词前加don't。

e.g.Idon'tgotoschoolonSunday.

IgototheparkonSunday.

我周日不去学校，去公园。

一般现在时形式列表：

肯定形式否定形式

Ilivefarawayfromschool.Idonot(don't)livefarawayfromschool.

WegototheparkonSunday.Wedonot(don't)gototheparkon

Sunday.

Yousingverywell.Youdonot(don't)singverywell.

TheycometoChinaeveryyear.Theydonot(don't)cometoChinaevery

year.

1.时间的表达方式。

1）直接表示时间法：就是按照几点几分的顺序来表示时间。（这个最简单）

e.g.8:00eighto'clock

5:20fivetwenty

2)添加介词表示法：如果分钟小于或等于30,就用past来表示，结构是“分钟+past+该

点钟”；如果分钟大于30,就用to来表示，结构是“分钟+to+下一点钟”

如果分钟是15,一般用aquarter来代替fifteen;如果分钟是30,一般用half来代替

thirty。

Step4WorkinpairsAskthestudentstotalkabouttheiractivitiesinaweek.

Step5Completethepassage.

Step6Completethesentenceswithat,inoron.

1.Reviewtheusingofat,inandon.

2.Askthestudentstofillintheblankindividually,thencheckwithapartner.

3.Callbacktheanswersfromthewholeclass,checktheanswers.

Step7Completethesentenceswiththewordsfromthebox.

Step8Aroundtheworld:

Step9Moduletask:Talkingaboutyouridealschoolday.

1.Completethetablewithinformationaboutyouridealschoolday.

2.LookthroughModule5andfindexpressionstosaywhatyoudoandenjoyeveryday.

Step10Exercise

Step11Homework

Writeapassageaboutyourschoolday.IsitdifferentfromtheUK?

Module6Atriptothezoo

Module6Unit1Doesiteatmeat?

ITeachingmodel

Listeningandspeaking

IITeachingmethod

Interactiveapproach

IHTeachingaims

1.Tofindspecificinformationinthelistening.

2.Torecognizethethirdpersonsingularendings-s.

3.Toaskandanswerquestionsaboutanimals.

4.Toenablestudentstotalkaboutanimals.

IVTeachingObjectives

VTeachingaids

Taperecorder,OHP,video,aclock

VITeachingSteps

Step1Warming-up

1.Leadin

2.Showsomepicturestoaskandanswer:Whatcanyousee?

3.Callbacktheanswerfromthewholeclassandchecktheanswer.

Step2Practice

1.Showsomepicturesoftheanimals.

2.Introducethenewwords.

3.Lookatthepictures.Askandanswer:Whatcanyousee?

4.Callbacktheanswersfromthewholeclassandchecktheanswer.

5.Readthewords.

Step3Workinpairs

Step4Listenandread.

1.Askthestudentstoreadtheconversationsilently.

2.Playtherecordingandaskthestudentstolistenandreadtheconversation.

3.Readtheconversation.

4.Actitout.

Step5Underlinethecorrectwords.

1.Askthestudentstoreadthroughthepassage.

2.Underlinethecorrectwords.

3.Callbacktheanswerfromthewholeclassandchecktheanswer.

Step6Languagepoints

Step7Listenandrepeat.

Step8Listenandchoose/s/or/z/

Step9Doexercises:

Step10Workinpairs.

Step11Homework

Module6Unit2ThetigerlivesinAsia.

ITeachingmodel

Readingandwriting.

IITeachingmethod

Interactiveapproach

IHTeachingaims

1.Togetinformationaboutanimalsfromthereadingmaterial.

2.Tolearntofindspecificinformationinthereading.

3.Tolearntousecapitalletters.

IVTeachingObjectives

Keyvocabulary:Africa,Asia,Europe,little,only,kilo(=kilogram),people,African,grass,

large,usually,alone,strong,catch,even,world

Keyphrase:alittle,aswellas,begoodat

VTeachingaids

Recorder,OHP,video

VITeachingSteps

Step1Warming-up

1.ReviewthetextofUnit1.

2.Showsomepictures,askthestudentstolookatthepictures,thentalksomethingaboutthe

pictures.

3.Introducethenewwords.

4.Readthenewwords.

Step2Findtheseplacesonthemap.

1.Showamapoftheworld.

2.Findtheseplaces(Africa,America,Asia,Europe)onthemap.

3.Checkwithapartner.

4.Callbacktheanswersfromthewholeclass.

5.Showsomepictures,askthestudentstolookatthepictures,thentalksomethingaboutthe

pictures.

Step3Reading.

1.Playtherecording.

2.Askthestudentstoreadthroughthepassage.

3.ReadthepassageandcompletethetableinActivity3.

Step4Languagepoints

Step5Doexercises:

Step6Writing.

1.Readtheintroductionaboutazoo.

2.Correctthemistakes.

3.Askthestudentstonoticecapitalletters.

Module6Unit3Languageinuse

ITeachingmodel

Revisionandapplication

IITeachingmethod

Formalandinteractivepractice

IHTeachingaims

1.TosummariseandconsolidatePresentsimplequestions.

2.ToknowsomethingaboutanimalsinChina.

3.Tohaveteamworkandmakeaposterofone'sfavouriteanimal.

IVTeachingObjectives

Keystructures:Itdoesn'teatmeat.

ThetigerlivesinAsia.

Doesiteatmeat?

VTeachingaids

Taperecorder,OHP,handouts

VITeachingSteps

Step1Revision

ShowsomepicturestoreviewthetextofUnit1andUnit2.

Step2Languagepractice

Step3Workinpairs

Step4Completethesentenceswithdoesordoesn't.

Step5Completethepassagewiththecorrectformofthewordsinthebrackets.

Step6Completethewordmapwiththewordsfromthebox.

Step7Aroundtheworld:

Step8Grammar

单数第三人称行为动词一般现在时的否定形式

行为动词一般现在时的疑问式和回答

一般现在时的疑问式在句首加助动词do,主语为第三人称单数时在句首加does,其结

构是：

l.Do+主语+动词原形…？如：

2.Does+主语（第三人称单数）+动词原形…？

3.简略回答用助动词do/does和don，t/doesift代替行为动词。

Step9Exercise

Step10Moduletask:Makingaposterofyourfavouriteanimal.

Step11Homework

上网检索中国濒危动物的资料，并根据所查资料自制海报。运用所学表达方式，在海报

中对该动物进行简单描述。

Module7Computers

Module7Unit1HowdoIwritemyhomeworkonthecomputer?

课型Listeningandspeaking

教材分析本模块以电脑为主题。该单元则是以对话的形式谈论如何用电脑完成作业，让学生能

听说有关电脑方面的基本词汇，并就电脑的操作使用进行简单的问答。内容既接近生

活又能激发学生学习的兴趣。

语言知识1.Keyvocabulary:keyboard,mouse(pl.mice),screen,connect,turn,turnon,learn,

目标document,click,use,save,box,finally,print,paper

2.Keystructures:wh-questioninPresentsimpleimperativesentences.

语言技能1.Tounderstandconversationsabouthowtouseacomputer

目标2.Tolearnhowtogiveinstructions

情感态度1.Raisestudents9interesttolearnEnglishandgettoknowmoreknowledgeabout

目标computersinEnglish.

2.Promptstudentstoexplorenewknowledgeautonomously.

3.Throughexperiencing,participationandpractice,encouragestudentstobecooperative

andlearnfromeachother.

教学重点1.Namesofcomputeritems

2.Conversationsabouthowtouseacomputer

教学难点Howtogiveinstructionsofwritinghomeworkonthecomputer

教学设备Taperecorder,CAI,blackboard

与教具

Module7Computers

Unit2Whendoyouuseacomputer?

教学设计

课型Readingandwriting

Themaintopicofthisunitiscomputer.Studentscanlearnabouthowpeopleindifferent

教材分析

placesoftheworldusecomputer.

1.Aboutknowledge:tounderstandquestionsandanswers.

教学目标2.Aboutability:toimprovelistening,speaking,readingandwritingskills.

3.Aboutattitude:tobeactivetostudyandbeconfident.

1.Grammar:specialquestionsandanswers;affirmativeandnegativeformsinPresent

Simple.

2.Keyvocabularies:customer,Australia,game,share,company,often,Internet,check,

train,travel,plan,ticket,music,movie,night,search,information,email,send,

知识sometimes,visit,cinema,clothes

与能力2.Phrases:buytickets,checkemail,goontheInternet,maketravelplans,playgames,

shareacomputer,talktocustomers,searchforinformation,watchmovies,workfora

company

3.Throughreading,listening,speakingandwritingexercises,beabletoaskandanswer

questionswiththenewphrasesinthisunitandwriteareportinPresentSimple.

过程GuidetheSstofindouttheanswersbythemselves.