Starter Unit 3 What color is it 教学设计 七年级英语

第一篇：Starter Unit 3 What color is it 教学设计 七年级英语

Starter Unit 3 What color is it?

Starter Unit 3 What color is it? 教学设计

课程目标

一、知识和能力目标

通过本单元教学，使学生能运用所学英语，正确地描述物体的颜色；同时进一步学习分辨人物的用语，并加以运用。

二、过程和方法目标

本单元口语训练应当自始至终在一种鲜明的色彩背景下进行，旨在营造那种为学生所喜爱的欢快气氛，教师应当在十种颜色上大做文章；在使用实物时要使颜色醒目；在组合图画时，要尽量用大色块；在使用投影时要使颜色突出来。教师可以从教室环境上入手营造色彩气氛，如：选取十种颜色的硬色板，剪成各个大写字母；或者将色板剪成各种卡通动物形象，悬挂在教室当中或在墙上，注明各种颜色的英语字块。

三、情感态度和价值观目标

用各种可以调动学生积极性的活动来提高学生的活跃性，激发他们参与讨论的热情。同时可以对学生进行美育教育，从小培养他们对美的正确认识。学情分析

“What color"学生在学习的过程中很容易把它错写成或错读成“What’s color”，因此在练习中要反复强调。教学准备

A tape-recorder, 一张白纸和各种颜色的彩笔 课时参考 四课时 Period 1

Step l：Introduction(1)Do duty report．Ask students to take turns to do duty report(get students to tell a short story)one by one．

(2)Hang the white paper on the blackboard，write the capital letter “A” with a red pen, then ask the students：

T：What’s this in English? Ss：It’s an A．

T：What color is it? The teacher answers herself：It’s red．

(3)The teacher teaches the other colors with the color pens，repeat these words until students grasp them．

Step 2：Lead—in Do the same steps of the letters list on l a as the teacher did in the introduction．Make sure students know an these letters and words．

Step 3：Practice Get students to work in pairs，practice the dialogue appear in the picture of 1a． Allow students use the other things instead of the letters while they are asking the colors．

step 4：Listening Do 1b，2a，2b and 2c in turn．(Do entering famous school)Period 2

Step 1：Lead—in Take turns to do the duty report．

Review the lesson learned by asking the students to say out the twenty—six letters in right orders．Do 2a，2b，2c and 2d with the whole class．

Step 2：Pairwork Do the guess game．Ask students to work in pairs to practise like the following：

T：Excuse me，what’s this in your bag? S：Is it a pen? T：Yes，you’re right．What color is it? S：It’s white．

T：No，you’re wrong． S：Is it red? Step 3：Grammar Go through the grammar focus and make sure all the students know what means．If possible，the teacher can use Chinese to explain them．

Step 4：Practice Do the co1or changes game，use two small cups of water，color each cup of water yellow and blue．Ask：What color is it? It’s yellow．

What color is it? It’s blue．

After asking，pour the cup of yellow water into the other cup，when the water turns green.Ask students：What color is it now? Do the color changes with the other colors．Yellow + red =orange，yellow + red + black =brown, yellow +red +blue +black，etc．

A1so the teacher can let students discuss what color the objects are around us such as the color of the traffic lights，letter—box，bananas and so on…(Do entering famous school)Period 3 Step l：Lead—in Do the duty report in turn．

Practise the dialogue in la of section A Ask students to finish 1a and 1b of section B individual．the teacher walks around the class，give a hand to the students．

Step 2：Pairwork First 1et the students check the answers of la by asking like the following：

A：What’s this? B：Is it a “pen”?

A：Yes。it is．Can you spell it? B：Yes．P-E-N，PEN．

A：You are right．

Then the teacher checks the answers of l a with the whole class．

Step 3：Listen and repeat List out the letter A 0n the blackboard and encourage the students to say out what other words also make the same pronunciation．Present the other letters the same as the letter．

Step 4：Groupwork Get students pay attention to all the abbreviations appear around us，copy them down, try to find what they mean．Then tell your partners．Encourage students t0 search online or finish this homework in other ways． Step 5: Classwork(Do entering famous school)Period 4

Step 1：Go through all the contents list on this part，make sure all the students understand them．If they don’t．you may use Chinese to explain it． Step 2: Classwork(Do entering famous school)单元教学测评

一、将26个字母按发音分类(写出与所给字母含有相同音素的其他字母)Aa ____________________________________________________________________ Ee ____________________________________________________________________ Ii _____________________________________________________________________ Oo ___________________________________________________________________ Uu ____________________________________________________________________ Ff ____________________________________________________________________ Rr ____________________________________________________________________

二、从A、B、C、D中选出含有相同音素的选项号中的要求写出以下单词的适当形式()1．A．a f B．b p C．d j D．i r()2．A．b i B．d r C．g p D．j p()3．A．h l B．e u C．h m D．n x()4．A．m w B．s r C．c f D．z l()5．A．h z B．s v C．v h D．f s

三、按括号内所给要求写出适当形式

1．White ____________(反义词)2.color(n.)_________(动词)3．boy ____________(反义词)4．Mr ___________(对应词)5．father __________(对应词)

四、单项选择

()1．It’s ___________ black．It’s ________ black ruler． A./;/ B．a；／ C．／；a D．a；a()2.---________ is that quilt? —It’s black．

A.Which color B．How color C．What color D．What’s color()3．一Who is that girl? 一The ______ in the blue jacket? 一Yes．--It’s Zhang Lei．

A．one B．an C．a D．／()4．What’s that _____ English?

A．at B．to C．in D．on()5．一What color is her jacket? 一It’s _______.A．an orange B．orange C．the orange D．a orange

五、句子配对

A B 1．What’s this in English? A．The one in blue.2．Is this a book? B．He’s my father．

3．Who’s that man? C．It’s orange．

4．What color is that orange? D．Yes．it is． 5．How are you? E．It’s a map．

6．Which boy is your brother? F．No, it’s yellow.7．What is this? G．It’s an orange．

8．Is that jacket black? H．Fine，thank you．

六、改错(下列各句均有一处错误，找出并改正)1．What color is that ruler? It's a red.A B C D 2．This is her blue color bike.A B C D 3．M r.Green is in the China now.A B C D 4．Can you spell a pen, please? A B C D 5．What’s color is this? A B C D

七、阅读短文，判断正误：正确的写“T”错误的写“F”

Jane White is an American girl．She is a student．She is fifteen．Her father is Mr．White．Her mother is Mrs．White．Bob is her brother．He is a student．t∞．He is in a black jacket．Jane is in a red jacket．She is a nice girl．()1．Jane White is English．()2．She is a student．()3．Mr.White is her mother．()4．Jane is fourteen．

()5．Jane is Mrs.White’s daughter．()6．Bob is Jane’s brother．()7.Jane is Bob’s brother.()8.Bob is a teacher.()9.Jane is in red and Bob is in black.()10.Jane is a nice girl.参考答案

一、AHJK EBCDGPVZ IY O UW FLMNSXZ R

二、1-5 BCDDD

三、1.black 2.color 3.girl 4.Mrs 5.mother /mom /mum

四、1-5 CCACB

五、1-8 GDBCHAEF

六、1.D red 2.D 去掉 3.C China 4.C pen 5.A What

七、1-5 FTFFT 6-10 TFFTT

第二篇：新目标英语七年级教学设计

新目标英语七年级(下册)教学设计

课题：Unit5：I'm watching TV.Section A(1a—1c)

三河中学：高霞

一、教材分析： 本单元是Go for it(下)Unit 5,主要围绕“everyday activities ”这一主题展开听、说、读、写等多种教学活动，其教学核心内容是：“运用现在进行时态谈论人们正在做的事”。让学生能在“做中学”（learning by doing），通过实践活动，能准确地用英语来表达。而本课是本单元的第一课时,通过词汇、短语、听力训练以及对话练习的操练来学习和掌握“现在进行时态”和提高学生听、说、读、写的能力，旨在创造一个轻松、愉快的学习、交流环境，培养学生综合运用知识的能力。

二、教学目标

1.语言知识：

本课要求学生掌握以下

词汇：(doing homework, watching TV, cleaning, eating dinner, reading, talking on the phone „

句型: What are you / they doing ? I'm / We're/ They're watching TV.What is she/he doing? She/he is reading.2.语言技能：

（1）能用现在进行时的各种形式进行准确的描述和表达人们正在做的事情.（3）能在日常生活中恰当理解和运用本课的话题范围内的单词和习惯用语。3.情感目标：

教育学生要善于观察周围的事物,发现生活中的美,热爱生活，同时能提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。

三、教学的重、难点：

本课的教学重点为现在分词的变化规则,现在进行时的基本句式以及学会用现在进行时描述人们正在做什么.教学难点为现在进行时与一般现在时的区别.四、教学方法:

1、教法分析：

（1）现在进行时是学生刚刚接触的一种新的语法知识点，而本课的话题源 自生活，立足这一点，我充分利用学生已有的知识和生活经验，创设生活化的真实情境（或半真实情境）引导学生在 运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（学以致用）。

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

我教学的对象是乡镇中学初一学生（以中等生为主），他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。

五、教学过程设计

Step 1 organization(组织教学)

Greeting : morning report.Step 2 Warming up（课前热身）

(“兴趣是成功的催化剂”，因此，我认为能以一种新颖的问候方式或复习方式进入一节课，唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，那么可为这节课的成功打下基础，同时也能给自己适当的减压。)T：We are having an English class now.What are we doing now?(Help the students to answer: We're having an English class now.)

接下来要求几个学生做一些动作，让其他学生用英语来猜测。（目的是为本节课的现在进行时作好铺垫）Step 3 Presentation(讲授新课)

(1)利用图片呈现本课的主要词汇,用图片教学生词,直观形象,便于记忆.T: Look at these pictures.Who can name the activities in them? S: Watch TV , do homework eat dinner„(2)通过图片,引出现在进行时的结构和用法。1)叫一位学生按照图片上的提示做动作，接着说： T: He/ She is singing now.They are playing soccer now.T: What is he/ she doing ? He/ She's playing soccer now 2）然后叫一个学生做动作，另一个学生问，进行问答练习。

S1: What are you doing now?

S2: I'm watching TV.(ect.)

sing----singing / watch----watching / play---playing /ect.这样设计的目的是让学生在交际情景中感受出现在进行时的结构和用法。(3)现在进行时的句子结构与现在分词的变化规则:

主语+be(am,is,are)+v.-ing.Step 4 Practice(巩固练习)1.Show some pictures and let the students ask and answer in pairs.e.g What are you doing ?

I am eating.What is he doing ?

He is eating.What are they doing?

They're eating..2.Practice Section A(1a)3.然后叫学生归纳出现在进行时的结构句型。

主语 + am/ is / are+ 动词的现在分词（培养学生归纳能力，找出记忆的规律。）Step 5 Listening(听力训练)

接下来的任务型听力要求学生对动作作出反应，承接刚开始的话题，引导学生根据所学语言完成以下任务： 1.What are the people doing? 2.Write numbers from 1a below.3.Check the answers in pairs like this: A: What is Jenny doing?

B: He is watching TV.A: What are Dave and Mary doing? B: They are eating dinner.A: What is John doing?

B: He is doing homework.(通过听力训练，现在进行时的结构得以很好的落实 Step 6 Pairwork(操练对话)Step 7 Group work(小组活动)

接下来我设计的任务是要求三个学生为一小组，进行问答练习。如：What are you doing ?

I am talking.What is he/ she doing ?

He/ She's talking.Is he/ she talking?

Yes, he/ she is./ No, he/ she isn't.(这样的活动既可以培养学生的合作意识，又能在情景中用现在进行时交际，巩固了本节课的重点，从而突破了难点，促使学生在学习过程中学会细心观察。)Step 8 Homework(布置作业)1.熟记本课的单词、词组和句型。

2.观察周围的人们正在做的事情并用英语来表达。

板书

1a: 1.doing homework, 2 watching TV, 3 cleaning, 4 eating dinner, 5 reading, 6 talking on the phone 3a:

What are you / they doing ? I'm / We're/ They're watching TV.What is she/he doing? She/he is reading.《Unit5：I'm watching TV.Section A(1a—1c)》

——教学设计

高

霞

三

河

中

学

2011年9月17日

第三篇：七年级英语上册教学设计

七年级英语上册 Unit4 Where is my schoolbag?

SectionA

教学设计 白依拉嘎乡中学 包艳辉

一、知识目标：

掌握重点单词，如where、table、bed、bookcase、sofa、chair等。学会谈论物品的位置以及有关方位的介词in、on、under等的用法。

二、能力目标：

学生能正确使用句型：Where’s/Where’re……？It’s/They’re on/in/under……和方位词on、in、under；并能结合语境，谈论物品的位置。

三、情感态度、价值观：

通过谈论物品的位置，激发学生不要乱丢乱放物品，养成整洁的良好习惯。

四、教学重点：

掌握句型Where is……? It is……;Where are……? They are……。

五、教学难点：

Where is＋单数（可数）名词或不可数名词？ Where are＋ 复数名词?

六、教法：

根据教材需要，采取多种教法交叉使用，如情景教学法、对话法、练习法。由浅入深，由已知到未知，循序渐进地深化教学内容，展开以教师引导为主，以学生多练多说为主的师生双边活动，主要以直观教学，交际性教学和任务型教学等贯彻整个教学过程。

七、教学流程： Step1：pre-task

Task1: 用课件展示不同物品，同时利用之前学过的句型、知识对学生进行复习和预习物品单词。

如：A：What is this in English? B：It is a key.A：Spell it ,please.B：K－E－Y ,key.A: What color is it?

B: It’s yellow.通过类似的句型问答对本课将会用到的物品单词一个一个地复习和预习，为之后的对话练习扫清障碍。Step2:while-task

Task1:用实物（纸盒和铅笔、书等）展示纸盒与铅笔、书之间的位置关系，学习三个方位介词 in、on、under

Task2：准备道具（钢笔、铅笔、包、英语书），师生进行问答练习。T：Where is my bag?

S: It is under the desk.T:Where is my pen? S: It is in your bag.T:Where is my English book? S: It is on the desk.T：Where are my pens? S: They are in your bag.T：Where are my pencils?

S: They are on the desk.同时将这些句型、介词in、on、under和表地点的介词短语板书在黑板上（教师提问：Where is...?和where are...? 有什么样的区别？该如何和去回答？通过黑板上的对话问答总结出：Where is...?是问单数物品的位置。答：It is...；where are...? 是问复数物品的位置。答：They are...。同时指出表地点的介词短语的结构并板书。）

Task3:让学生看到1a的图片，指出图中所认识的物品的英语，并用英语说出各物品所在的位置。

Task4: 听力训练1b

Listen and number the things(1—4)in the picture, then check the answers.Then play the recorder again, ask students to listen to the tape again and repeat the conversations.Step3: pairwork Task1: 小组活动

把学生分成两个小组，一组问一组答，朗读1a图片中的三个对话。Task2:双人活动：根据课文图片中物品的位置，进行对话练习，再交换角色进行对话练习。

Task3: 双人活动：利用身边实物进行对话练习。S1:Where is my backpack?

S2:It is under the desk.让同桌的两个学生自主就物品的不同位置进行问答，接着请几组学生上台表演。

Step4:Summary and homework

一、summary

1、Ask students to sum up.2、Teacher sums up

二、homework

1、向同桌的同学问图中的五个物品的位置；

2、用三个表示位置关系的介词in、on、under各造三个句子；

3、完成练习册上的相关练习。IX、板书设计 单 词 table bed bookcase sofa chair backpack books baseball desk

X、反思：

本课设计遵循讲、练结合的原则，细化教学内容并将其目标化、具体化，课堂教学多结合实物情景，同时，充分考虑了学生的知识水平，尽可能使所有学生能够积极参与各项教学活动，尽可能使每一个学生都能用所学的知识去表达自己的思想。多操练、多实践，重视知识传授与能力培养相结合，思维训练与操作训练相结合，复习与教授新内容相结合，循序渐进，由浅入深。尽量做到“以教师为主导，以学生为主体；以会学为主旨，以训练为主径”的“四主”要求，符合新课标的要求。

句 型

Where is my bag? It is under the desk.Where is my pen? It is in your bag.Where is my English book?

It is on the desk.Where are my pens? They are in your bag.Where are my pencils? They are on the desk.They are on the desk.介词和介词短语 In“在…里”

on“在…上” under “在…下” in your bag on the desk under the desk

第四篇：七年级英语优秀教学设计

篇一：初中英语七年级教案

Unit3.Why do yu like koalas?

The first period

Ⅰ.Teaching Aims and Demands

1.Knowledge Objects.1)Key vocabulary

koala tiger elephent.dolphin panda lion penguin giraffe zoo

cute map smart

2)Target language

Let’s see the pandas.Why do you like see the tigers?

Because they are cute.2.Ability Objects:

1)Train students’abilities of listening and speakng.2)Enable and help the students to learn how to listen to and talk about animals.3.Moral Object:

It is very important for everyone to love the nature and protect animals.The earth is our home and animals are our friends..It is our duty to love the nature and protect enviroment.Ⅱ Teaching Key and Difficult Points

1)Describe the animals using the words and the target language.2)Get students to learn “Why questions”, “Because answers” and the adjectives of quality.Ⅲ.Teaching methods

1)Watching and describing methods

2)Oral practicing method.Ⅳ.Teaching Aids:

1)objects and some pictures.2)A recorder and computer

Ⅴ.Teaching procedures

Step1.Warming up

1)Play the tape,get the students to listen to music of animals

2)Play a guessing game.T: Listening to the voices of animals.What kinds of animals are they?

3)Show some pictures about animals after guessing and talk about animals.T: Look,there is a big zoo in our city There are many animals in

it.Do you want to see the animals in the zoo?Let’s go into the

zoo.What kind of animals can you see?

Step2.Present the new words

1)T: Look.What is this in Chinese?

Ss:“考拉”

T: What is this in English?Do you know?

Ss: No

T: It is a koala.Read after me K-O-A-L A, koala.2)Show some new words in the pictures.and teach students to learn them.:

koala tiger elephent.dolphin panda lion penguin giraffe

zoo cute map smart

Step3.Practice the new words(1a)

1)Get students to read the words in 1a

2)Match the words with the animals in the oictures.3)After that check the answers.Step4.Task

1)Look at the pictures of animals and describe the animals like this.T: Let’s see the pandas.Do you like them?

S1: Yes.I like them very much.T: Why do you like them?

S1: Because they are cute.Let’s see the lions.T: Why do you want to see the lions.?

S1: Because they are smart.T: Do they live on the land or in the water?

S1: They live on the land.(At the same time,Teach the students the words,smart,cute)

2)Get students to come up wth more new adjectives of quality to describe the animals.cute, smart, fun, interesting, scary, shy, lazy.(At this time,we can also let the students have a competition.This method can make the students active in class and it can help them develop their quick response and wide thinking)

3)Get students to ask and answer in pairs to descibe the animals.4)Get students to performin in front of the class.Step5.Listening

1)Play the tape,get students to listen and check.the animals in

12)Play the tape again.Ask students to work in pairs.Students listen and repeat after the recording

3)Check the answer.Step6.Pairwork

1)Ask the students to make conversations in pairs.Show the followng.A:Let’s see the elephant.B:Why do you want to see the elephant?

A:Because they are very smart.(T:Now please make conversations in pairs ,using the animals in Activity 1c.You can have a competition and let’s see which pair of students is the best?)

2)Get a few pairs to show their conversations.Step7 Summary

Today we have learnt lots of new words of animals,and the target language.We can describe the animals and other things using the target language.Now,We should remember the earth is our home and animals are our friends.It is our duty to protect animals and love the nature.Step8 Homework.1)Make a survey:What animals do you like?why?

2)Write them down and make a conversation

VI Blackboard design

篇二：2013年新人教版七年级英语下册教案

Unit 1 Can you play the guitar?

Section A(1a-2d)

一、教学目标：

1.语言知识目标：

1)能掌握以下单词：

guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club

能掌握以下句型：

① —Can you play the guitar? —Yes, I can./ No, I can't.② —What can you do? —I can dance.③ —What club do you want to join? —I want to join the chess club.2)能了解以下语法：情态动词can的用法

want to do sth.的用法

2.情感态度价值观目标：

该部分内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。

二、教学重难点

1.教学重点：

1)学习询问和谈论彼此的能力和特长；

2)掌握一些弹奏乐器的表达方式。

2.教学难点：

情态动词can的构成和使用。

三、教学过程

Ⅰ.Lead in

1.教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器，一

边说: I can play the guitar．…等；再指着图片说：He／She can play the violin．But I can’t play it．等；然后询问学生：Can you play the guitar?…．并引导学生进行简单的回答。

2.Ss 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.Ⅱ.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。

Ⅲ.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.Ⅳ.Listening

1.T: Now let’s listen to the tape, find out the right conversation, and number them 1-3.（播放lb部分的录音让学生听，引导学生根据所听到的内容，选出对话的顺序，完成1b部分的教学任务。）

2.Check the answers:(3, 2, 1)

Ⅴ.Pair work

1.Ask the Ss to practice the conversations in 1b with a partner.Then make their own conversations.(引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用can询问和表达能力。)

Ⅵ.Listening

1.Work on 2a;

T: Now, look at the pictures on P2, listen to the four conversations.Just listen.(Play the recording for the first time, students only listen carefully.)

Then, listen to the recording again, and circle the clubs you hear.Check the answers with the class.2.Work on 2b;

引导学生根据对话内容用正确的单词填空，补全对话，再播放听力材料一遍。让学生进行校对，练习听力和写作能力，完成2b部分的教学任务。

Check the answers with the Ss.Ⅶ.Pair work

1.Look at 2b and talk about what the people can do and the clubs they want to join.老师可以和一名优秀的学生做一个对话的例子，让学生们明白如何去问答，例如： T: What club does Lisa want to join?

S1: She wants to join the chess club.T: Can she play chess？

S1: No, she can't.2.Ss work in pairs to practice asking and answer about Lisa, Bob and Mary.3.Ask some pairs to act out their conversations.Ⅷ.Role-play

1.Ask Ss to look at the picture in 2d.Then Ss read the dialogue by themselves and try to

find out the answers to these questions.① What club does Bob join?

② What club does Jane join?

Ss read the conversation by themselves and find the answers to the questions.Then check the answers:

① Bob joins the soccer club.② Jane joins the English and art club.2.Explain something that Ss can't understand.3.Let Ss read after the teacher or play the recording and let Ss read after the recording.4.Ss work in pairs to act out the conversation.5.Ask some pairs come to the front of the classroom.They try to act out the conversation.See which group is the best.Homework:

1.Remember the new words and expressions after class.2.Recite the conversation after class.3.Write English names as many as possible in the exercises book.Section A(Grammar Focus-3c)

一、教学目标：

1.语言知识目标：

1)继续练习运用情态动词can。学会询问和谈论彼此的能力和特长。能掌握以下句型：

① —Can you play the guitar? —Yes, I can./ No, I can't.② —What can you do?—I can dance.③ —What club do you want to join? —I want to join the chess club.2.情感态度价值观目标：

该部分学习询问或谈论自己或对方在某一方面的能力和特长，可以培养学生的一种群体意识，促进同学们对自身的认识，为将来的自我发展奠定基础。

二、教学重难点

1.教学重点：

1)让学生重点总结、发现情态动词can的用法。

2)通过一些与学生们实际生活相贴近的教学活动，来达到熟练运用的目的。

2.教学难点：

1)情态动词can的用法；

2)在实际交际活动中运用can来询问与表达自己或他人的能力。

三、教学过程

Ⅰ.Warming-up and revision

1.Ask some Ss about their abilities.T: Hi, S1!What can you do?

S1: I can sing and dance?

T: Can you play the guitar?

S1: Sorry, I can't.But I can play chess.T: What club do you want to join?

S1: I want to join the chess club.2.Role-play.Let some pairs role play the conversation in 2c.Ⅱ.Grammar Focus.1.阅读指导：

2.学生阅读Grammar Focus中的句子，然后做填空练习。

① 你会游泳吗？

______ you ______?

② 是的，我会。/ 不，我不会。

Yes, ____ _______./ No, I _______.…(其余试题见课件部分)

3.学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。Ⅲ.Try to Find

老师将情态动词的can的用法，以学案的方式呈现在大屏幕上，让学生自主学习，并发现其用法。

1.可以看出，在Can…？句型中，情态动词can没有________和_______ 的变化。

2.用情态动词can来询问他人的能力可以归纳为以下句型：

Can + _______+ _________ + 其他?

肯定回答：_________________

否定回答： _________________

What + can + _______ + ________ ?

学生们合作学习讨论上面学案的答案，总结情态动词can的用法。

老师找部分学生对上述问题作答，并一起讨论总结情态动词can的用法。

Ⅳ.Practice

1.Look at 3a.告诉学生们用所给的词汇来造句子。首先，用情态动词can及所给的第一个动词词组来造一个一般疑问句，并作出一个否定的回答。然后，用转折连词but及第二个词组造一个肯定句。

Teacher makes the first one as a model:

Can Wu Jun speak English? No, he can't, but he can speak Chinese.Ss try to make sentences using the phrases in 2~5.They can discuss with their partners.Then let some Ss tell their answers to the class.Check the answers with the class.2.Look at 3b.Tell Ss that your school is going to have a School Show next week.What can you do? You can show your talent in it.In order to let all the students know about it.We have to write a poster.Now, read the poster below and try to complete the poster with the

words in the box.方法指导：应通读全文，掌握短文大意；然后，仔细阅读每个句子，根据空格前后的词语进行推敲。比如，第三空格后有guitar一词，可知些空格应填play一词。其他类似。

学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。

最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。

Ⅴ.Group work

1.What can your group do in the school show? Make a list, then report to your classmates.2.First, work in group ask and answer about what you can do? e.g.S1: What can you do, S2?

S2: I can do kong fu.S1: Great!What about you S3?

S3: I can sing very well.…

3.Then make a list together.4.Everyone in your group must write a report.Then select one student to report what your group can do.e.g.In my group, Li Ming can do kong fu.Zhang Li can sing very well.Ma Shuang can dance well…

(最后，可以经学生们评议来推举最有能力的小组）

Ⅵ.Exercises

1.If time is enough, do some more exercises on big screen.Homework

1.Read the sentences in Grammar Focus.2.Write a report about what your family members can do.

第五篇：七年级英语下册Unit5教学设计

七年级英语下册Unit5教学设计 课标分析：

在九级目标体系中，一至五级为义务教育阶段的目标要求，其中，二级为小学6年级结束时应达到的基本要求，五级为9年级结束时应达到的要求。而对于我们七年级，应达到的目标为三级。

总体上来说，七年级的学生应该对英语学习表现出积极性和初步的自信心。能听懂有关熟悉话题的语段和简短的故事。能与教师或同学就熟悉的话题（如学校、家庭生活）交换信息。能读懂小故事及其他文体的简单书面材料。能用短语或句子描述系列图片，编写简单的故事。能根据提示简要描述一件事情，参与简单的角色表演等活动。能尝试使用适当的学习方法，克服学习中遇到的困难。能意识到语言交际中存在的文化差异。

一、教材分析

本单元是Go for it(下)Unit 5。主要围绕“What are you doing?”这一主题展开各种教学活动,并以这一主题引出现在进行时的一般疑问句,否定句以及特殊疑问句等语言功能。本单元旨在创造一个轻松、愉快的学习、交流环境,通过听、说、读、写来培养学生综合运用这些知识的能力。并让学生能在“做中学”(learning by doing),通过有限的课堂实践活动,注意观察别人的行动,能准确地用英语来表达。

SectionA 1a--1c部分是本单元的第一课时,这一课时通过常见的一些动词短语引出现在进行时的教学,学好本课对以后的SectionB部分的学习起了很好的铺垫作用。

二、教学目标 1.语言目标

1)短语和单词doing homework, watching TV, cleaning, eating dinner, reading a book, talking on the phone, apartment 2)句型结构

What are you doing?I'm watching TV.What's he/she doing? He/She's reading.What are they doing ? They're watching TV.3)语法The structure of the Present Progressive Tense The present participle 2.语言技能

1)能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。2)能掌握现在进行时态及一些表示具体动作的词组搭配,如:doing homework, watching TV, eating dinner„ 等。

3、学习策略

通过本节课的教学,我要求学生能通过观察别人的行为和活动时能用现在进行时来准确地表达所发生或进行的动作。

4、情感态度

通过对本单元的任务性活动,我的目的是能培养培养学生学习英语的强烈兴趣,乐于参加各种活动的积极情感,乐于合作,培养学生团结合作的精神。

5、文化意识

了解西方人是如何表达或描述正在进行的动作。

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

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

四、学情分析

我所教学的对象是初一学生(以中等生为主),对英语普遍感兴趣,但有很大的不稳定性,好奇心强,求知欲旺盛,他们学习英语既感到好奇又担忧,希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来,有更多的机会来说英语,减少他们的恐惧感,通过学生间的合作学习,降低他们的学习难度,使他们体验到成功的喜悦。提高他们综合运用语言的能力,使各层次的学生都有所收获。

五、教学过程设计 Step 1 Greeting Step2 Revision What do you(does he/she)do? What do you(does he/she)want to be?Why?(通过复习一般现在时的句型结构为下面的现在进行时的学习起一个比较的作用。)Step3 Presentation 1.Listen to a song(听一首活泼愉快的歌曲,既能激发学生的学习兴趣,又能顺利地过渡到现在进行时的学习)2.Lead out the new phrases and target languages.(Show some pictures on the screen and ask some students to perform the actions.)eg.T: What are you doing ? S: I am doing homework.(Help him/her to answer)T:What is he /she doing ? Ss: He /she is doing homework.Teach : watching TV,cleaning reading a book, eating dinner, talking on the phone...as the same way.(通过多媒体课件显示和学生的亲自表演,目的是让学生在真实情景中学习短语和感受出现在进行时的结构和用法。)Step 4 Practice 1.Ask and answer in pairs: What is he/ she doing? He/She’s...2.Groupwork A:What are you doing ? B: I am doing homework.A:What is he/ she doing ? C:He/ She's doing homework.(我设计的任务是要求三个学生为一小组, 进行问答练习。这样的活动既可以培养学生的合作意识,又能在情景中用现在进行时交际,巩固了本节课的重点,从而突破了难点,促使学生在学习过程中学会细心观察。)3.The structure of present progressive tense and the present participle.(让学生观察句子和现在分词形式分别总结出现在进行时的结构和怎么给动词加ing,培养学生的观察能力和归纳能力。)Step 5 Practice 1a and 1c 1.Match the words with the people in the pictures in Section A(1a)2.Pairwork, ask and answer questions about the pictures.Ask some pairs to act out their conversations.(1c)Step 6 Listening 1b 接下来的任务型听力要求学生对动作作出反应,教师可承接刚开始的话题,引导学生根据所学语言完成以下任务: 1.What are the people doing? 2.Write numbers from 1a below.3.Check the answers in pairs like this: A: What is Jenny doing? B: He is watching TV.A: What are Dave and Mary doing? B: They are eating dinner.A: What is John doing? B: He is doing homework.(通过听力训练,现在进行时的结构得以很好的落实)Step 7 Guessing game(在大组之间进行竞赛性的游戏活动,能促进学生的竞争意识和学习英语的积极性。)Step 8 Make a survey Step9 Make a report Hello!Everyone!I am a reporter from„(通过做调查和做报告的形式,考查学生对语言知识的运用和口头表达能力。运用奖励的机制,给表现好的同学发小礼物。)Step 10 Make a song(利用所学的目标语编歌曲,实现跨学科之间的知识整合,激发学生学习英语的兴趣,并且奖励优秀歌手。)Step 11 Exercises(笔头及时考查学生掌握知识的情况。)Step 12 Summary and Homework 1.Blackboard design 2.Recite and copy the new words and target languages.3.Draw a picture of A.your school B.a park C.a club D.a zoo then talk about “What are they doing

板书设计

Unit 5 I’m watching TV.(Section A 1a-1c)doing homework What are you doing ? watching TV I am watching TV.cleaning What is he/she doing? eating dinner He/She is reading.talking on the phone 现在进行时结构: 主语 + am/ is / are+ 动词的现在分词

六、课后反思

本课时学生参与面广, 不同层次的学生均有所获。基础较差学生能运用所学句型进行简单的交际练习。英语能力较强的学生则进行了大量的游戏、做报告、编歌曲等口头练习,语言能力拓展达到一定深度和广度。

通过本节课的教学实践,我认识到教学成功与否,学生掌握程度如何,关建在于教师如何创造性地设计课堂教学。任务的设计要体现多样化和层次感;面对不同的学生群体,任务的难度系数(深度)是可以调控的;而面对同一群体里的不同程度的学生,教师可以在任务设置时注意不同角色的设定,做到有针对性,使每一层面的学生皆有所得。教师要有意识地积极引导学生以教材上的简单东西为媒介向他们熟悉的生活发散开去,大胆地用英语去了解生活中的各类简单事物,解决生活中的各种简单事情。教师要善于活化教材,对其精加工, 在给定的语言材料基础上进行适度挖掘和拓展,使其更好服务于教学目的。