第一篇：初三英语教学设计
＜＜英语新标准＞＞初中三年级上册
Moudle 2 Great books
Unit 1 Confucius’works are read by many people
一 教材分析
本单元所处的地位
Unit1 是本模块的第一课时，听说课．根据新标准英语教材的安排，每模块的每一单元为听说课训练，以培养学生的听说 能力为主，兼顾读写包括词汇，语法语音学习活动，了解信息，丰富知识获得乐趣，培养和发展听说技能．
本单元的主要教学内容以谈论中外伟人和他们的著作为话题，要求学生听懂 读懂有关评价名著的对话 同时正确掌握被动的结构，以及一般现在时的被动语态！
二，教学目标
（1）语言知识目标
a.能正确掌握以下单词workinfluencerespect wise literature monthlyas far asnot any moremillions ofbe known as /for等．
Shakespear’s works are seen by millions of people every year.b 句型
M arkTwain was an important writer ,but he isn’t known as a great thinker like Confucius.Confucius works are read by people today and we’restill infuencud by his thoughts．
C 一般现在时被动语态．
（2）语言技能的训练，听，通过听进行单词和图片的配对．
说：谈论最喜爱的书，戏剧，作家，思想家．
（３）情感目标的培养学生阅读习惯，提高知识文化素养
（4）文化意识目标
了解中文著名的作家，思想家 诗人他们的作品．
三 学情分析
初三学生已经掌握了一定的词汇和语法具有一定的听说能力理解能力和表达 能力他们对黄斑教学中各种活动形式比较适应，习惯参加课堂活动但在课堂活动中可能出现消极依赖的情绪，因此，师生，生生之间的交流需要进一步的加强，再者，谈论书，作家思想家是学生感兴趣的话题，本模块学习正是通过这个话题的讨论，学习瓶掌握一般现在时被 动语态的肯定句，否定句，一般 疑问句和特殊疑问句．
四 设计理念
初中英语课堂提倡的是学生主动参与乐与探究爱动手，培养学生搜集和处理信息的能力，获取新知识的能力分析和解决问题的能力以及交流和合作的能力 在课堂教学中以培养学生的创新的精神实践能力为重点，以提高学生的整体素质，着重培养学生学生语言运用的能力为目的，获得自主学习的能力，使他们的听说技能得到均衡的发民最终形成能力学会学习． 五，教学策略
合作学习的策略
师生合作：老师引导学生，学生跟随老师去听说并总结知识结构．
生生合作：学生自由组队，自主讨论，分工合作
六 教学过程
第二篇：初三英语教学设计
Unit 1 How can we become good learners?
Section A 1(1a-2d)2017-2018学上学期
一．Teaching aims: Language goals 1.Talk about how to study.2.Find out your suitable learning methods.Ability goals 1.Words and phrases： aloud pronunciation work with friends ask the teacher for help, read aloud , look up , practice pronunciation 2.Sentence patterns How do you study English? I learn by working with a group.Do you learn English by reading aloud? Yes, I do.It helps my pronunciation.How can I read faster? You can read faster by reading word groups.二．Emotion and attidute: Developing students’ ability of learning English 三．Key points and difficulties 1.Key words and phrases 2.Questions intrduced by “how”and the sentence pattern: “by +doing ”
四．Teaching procedures: Step 1 Warming up T: How do you study English? Do you study English by the following ways?(Show some pictures and present the important phrases.)T: How do you study English? S: I study English by ______.by working with friends.by making word cards.by asking the teacher for help.by reading the textbook.by working with a group.by listening tapes.Step 2 1a Check the ways you study English.Then add other ways you sometimes study.___ a.by working with friends.___ b.by making word card.___ c.by reading the textbook.___ d.by listening to tapes ___ e.by asking the teacher for help.…
Step 3 Listening 1)Listen.How do these students study for a test? Write letters from 1a above.2)Check the answers: b(Meiping);e(Peter);d(Tony)Step 4 Guess Show some pictures.Guess: How does he/she study English? He/She studies English by…
How do they study English? They study English by… Step 5 Pairwork 1c Make conversations about how you study for a test.A: How do you study for a test? B: I study by working with a group.A: How do you study for a test? B: I study by… Step 6 Listening 2a Listen and check the questions you hear.1 ____ Does anyone learn English by watching videos? 2 ____ Do you have conversations with friends in English? 3 ____ What about listening to tapes? 4 ____ What about reading aloud to practice pronunciation? 5 ____ Have you ever studied with a group? Answers: 1, 2, 4, 5 2b Listen again.Match each answer below with a question above.a.Yes, I have.I’ve learned a lot that way.b.Oh, yes.It really improves my speaking skills.c.I do that sometimes.I think it helps.d.No.It’s too hard to understand spoken English.Answers: d, b, c, a Step 7 Pairwork 1.2c Make conversations using the information in 2a and 2b A: Have you ever studied with a group? B: Yes, I have.I’ve learned a lot that way.Show some pictures.1)A: Do you learn English by watching movies? B: Yes, it’s a very interesting way.C: No, it’s too hard to understand spoken English.2)A: What about writing letters to a pen pal in America? B: Yes, it helps to improve my writing skills and know a lot about
America.3)A: Do you have conversations with friends in English? B: Of course, we can talk about plenty of things like school, pets, movies, and our parents.Step 8 Summary How do you study English? 1.by working with friends 2.by watching English movies.3.by making word cards.4.by reading the textbook.5.by listening to tapes.6.by asking the teacher for help.7.by reading aloud.Step9 Homework How do you study English? What about physics and Chinese? Make a list.岫岩县红旗中学
于永超 2018-1-8
第三篇：初三英语教学设计
初三英语教学设计
褚立艳
一、教材分析
1、本单元及本课在教材中的地位与作用。上一单元的核心教学内容是“认物”，本单元则是“认人”，这一交际项目涉及到的具体内容包括：
A．姓 名 What's his/her/its name?
B．身 份 Who's he/she/it/this/that?
C．年 龄 How old is he/she/it?
D．所在处所 Where is he/she?
二、教学目标的确立
1、知识目标
本单元选取了学生比较熟悉的“认人”场景或情景，进行具体的训练。而本课着重体现和要掌握的是室外场景；识别人物，这些场景都是日常生活中容易涉及到“认人”，这一话题的，即说话人相互交换或了解人物的有关信息。在这一单元中有意回避了谈话双方直接询问年龄的情景。这样安排既是为了突出语法教学关于he/she/it的内容，也是为了适应英美人的文化礼仪习惯。
2、能力目标：培养学生听、说、写的能力，以说为主。
3、德育目标：通过“认人”贯输礼貌教育。
4、情感目标：培养合作、友好的情感。
三、教学法分析
1、口语训练
本单元的口语训练与前一单元有相似之处。为了加强课堂教学的交际性，教师应当充分利用教材所提供的典型情景，务必使学生熟悉这些情景，进而使他们学会在日常交际中作出恰当得体的反应。在运用情景进行“认人”方面的口语训练时，要特别重视引入情景的技巧，情景引入必须有助于刺激学生的交际动机，也就是说见到某种情景时应当产生询问的欲望。我采用简笔画，与实物相结合的方法。
2、笔头训练
在英语教学的起始阶段，口语训练多于笔头训练是合理的，但每课时都应有适量的笔头活动。为此我采用让学生画小人，或拿照片的方式一面认人，（口语）一面在画面上添加必要的文字，以引起学生的注意。这样既练了口语又练了笔头功夫。
3、语法教学
本单元语法教学是介绍人称代词，he,she,it。其着重点在于运用。没必要特意安排关于人称代词的语法讲解及引入相关的概念。重要的是把这三个代词用好。为此我采用的如下教学措施：
（1）用现场人物显示代词的特点；
（2）用句型显示语法功能（作主语）主语用淡蓝色，is用红色，表语用淡黄色。
四、教学手段
本节课我采用了简笔画，实物和多媒体展示不同环境下的人物介绍，为求使学生全面掌握不同交际情况下英语交际的方式与特点。
采用五步教学法。
五、教学过程
Note:
1.Make sure students pronounce girl and bird correctly.The/ u/
sound in don't,know and old may also cause problems.2.Special attention should be paid to the difference between he
and she,and its and it's.Step 1 Revision
1.Revise the new vocabulary in Unit 4.2.Revise:What's your name? Can you spell it,please?
How old are you?
3.Revise the numbers 0-20.Teach 21.Step 2 Presentation
Draw a boy,a girl and a bird on the Bb,or use wall pictures.Point
to the boy and ask Who's this? This is David Smith.Write David Smith under the drawing.Then point to the drawing of the girl and ask Who's this?
This is Joy smith.Write Joy Smith under the drawing.Ask How old is he? He's twelve.How old is she? She's seven.Draw Polly on the Bb,and say:
This is a bird.Its name is Polly.(Write a bird on the Bb.)
Ask How old is it? I don't know.I think it's six.(Teach I don't
Know and I think by gesture if possible.If not,translate.)Pay
Particular attention to the / u/sound.Write I don't know
on the Bb and explain that n't is short for not.Also,explain
that the k in know is silent.It is NOT pronounced.Step 3 Drill
Note:Explain to the class that in English people,especially
young people,are often referred to by their first names only.Joy Smith and David Smith would usually be called Joy
And David.Get the class to ask and answer as follows:
Teacher: Joy Smith-Group 1
Group 1: How old is Joy? Teacher: Group 3.Group 3: She's seven.Teacher: David Smith-Group 4!Group 4: How old is David? Etc.David:Hello!My name is David Smith.I'm twelve.This is my Sister,Joy.She's seven.Joy:Hi!I'm Joy.The answer are 1)twelve 2)No,she's a girl 3)Joy is seven.Do Ex.2 orally in class.Now ask the same question about boys and girls in the class，And get students to do the same.Step 4 Read,ask and answer
SB Page 21,Part 1.Read Part 1 with the class.Get them to answer the questions.Say:
Look at Picture 1.Who is this?(This is Joy Smith.)How old is she?(She's seven.)Now look at Picture 2.Who's this?(He's David Smith.)How old is he?(He's twelve.)Now look at Picture 3.What's this?(It's Polly.)Yes,it's Polly.Note:Polly has a female name.It is not incorrect to refer to Polly as she but animals are usually referred to as it.For example,She's six years old would be acceptable but not likely She's Polly.As well,the question Who's that/this? Is often answered with It's…
even when the subject is a person if the sex is not relevant.This is not true,however,for any other question.For example How old is she?would never be worded How old is it?and is always answered,She's…,NEVER It's…
Step 5 Ask and answer SB Page 21,Part 2,Picture 4,Speech Cassette Lesson 17.Play the tape once.Then play it again and get the class to repeat,using the pause button.Half the class can be A and the other half B.Then change them around.Step 6 Pair practice Get the students to read the dialogues in pairs.They can continue Practicing using pictures of people they know or pointing to Their classmates.Step 7 Workbook SB Page 105,Wb Lesson 17,Exx.1-3.Ex.1 is listening comprehension.See Foreword Pages 7-8 Of the TB for advice on how to deal with listening practice.Listening text
Ex.3 can be started in class and finished after class.Homework
Revise the new words.Finish off Ex.3 in the workbook.
第四篇：初三英语教学设计
初三英语教学设计
中考英语阅读专题复习
（二）－理解细节信息
分院附属学校周瑞雪 2010-3
课题：细节信息理解类阅读题专题复习
（一）教学目标：1 通过分析07，08, 09年中考英语细节信息理解类的试题，学生能够归纳出细节信息理解类阅读题的特点、考查形式和层次；
通过完成、分析07, 08中考题, 09年模拟试题并结合对试题特点、考查形式和层次的理解，学生能够归纳出细节信息理解类阅读题的解题思路和技巧；
通过对试题解题思路的分析，学生能够明白词汇量、阅读策略和日常阅读量对于解题的重要性，从而重视扩充识词量，养成每日主动复习词汇和做阅读的习惯，并增强做细节信息理解类试题的信心。
教学内容：1 复习话题常规词汇30个。有关细节信息理解—单句句意理解和多句句意理解的中考阅读试题。教学重点：1 结合中考试题分析细节信息理解类题的考查点。学生通过完成并分析细节信息理解类阅读题，归纳出解题思路和技巧。教学难点：句意归纳及句子间逻辑关系分析。教学手段：黑板、多媒体、粉笔、试卷等。教学步骤： 一常规认读单词 根据PPT，学生逐一朗读单词并说出单词的中文意思。2 全班齐读单词一遍。二导入
1、学生通过复习上节课---获取细节信息类阅读题的做题方法以及做同义句match练习，阅读试卷进入本课的学习。
Q 1：上节我们复习了中考阅读考查的第一个层次---直接获取细节信息，这类题有什么解题技巧呢？（Ss: 在文中找原句）
Q 2：现在我们再做一个练习，请大家把第Ⅰ栏和第Ⅱ栏的中意义相同的句子连起来。你们是找到的原句吗？为什么这么连线呢？（Ss:）三归纳单句句意理解类阅读题的解题思路和技巧
（一）理解单句句意类阅读题的解题思路和技巧
Step 1 学生在3分钟内阅读材料(一)并完成后面的问题。
T：刚才同学们是通过理解句意找到答案的，这就是我们今天要复习的阅读考查的第二个层次----理解细节信息。教师板书课题---理解细节信息
那么我们怎样较好地完成这类题呢？请大家在3分钟内阅读材料并完成52题。Step 2 学生用手指示意答案。
Step 3 学生讨论该题的解题思路和技巧。
Q1：这类题是我们前面做过的直接从文中找原句的题吗？ Q 2：你们是怎么找到答案的？
Step 4 学生在教师的引导下重新梳理试题解题思路。What shall we do if a firework doesn’t seem to work?
If a firework doesn't seem to work, don't try to light it again.Stand back for a while and throw water over it.A.Wait and throw water over it.Stand back for a while = wait Step 5 学生运用排除法进一步确保答案正确。
阅读步骤: 题干中寻找关键词, 关注问题题干锁定文中信息句理解单句含义,到选项中找意思相近的相同的词确定选项
（二）归纳单句句意理解类阅读题的解题思路和技巧 Step 1 学生阅读材料二，并完成后面的第一个问题
（二）。T: 现在请同学们在3分钟内完成阅读材料二中的1题。Step 2 学生用手指示意答案。Step 3 学生讨论该题的做题方法。
Step 4学生在教师引导下对试题进行分析。
分析：本段的主题句是你遇到麻烦时，如何处理，本问题前边都在谈感受，后面谈解决的办法。tell your friends how you feel同义.talk to them，listen to their explanation(解释)同义try to find out why 本题为同义词的解释。
tell your friends how you feel，listen to their explanation
talk to them
try to find out why
Step 5 学生通过对所完成练习的分析，归纳单句句意理解类阅读题的解题思路和技巧。四归纳多句句意理解类阅读题的解题思路和技巧
（一）理解多句句意类阅读题的解题思路和技巧
Step 1 学生在规定的时间（3分钟）内阅读材料二并完成后面的问题
（三）T：现在请大家继续阅读三，看和上一题的做题方法有何异同。Step 2 学生用手指示意答案。
Step 3 学生讨论并说出该题的解题思路和技巧。
Q1：上一题，我们通过问题题干，可以从文中找到相对应的一句话，那么这次你也是通过 一句话进行判断的吗？（Ss：是几句话）Q2：那么你们是怎么选出答案的呢？
Step 4学生在教师的引导下进行试题分析。
T：你是如何从这几句话中推出答案的呢？（Ss：help）Step 5学生运用排除法进一步确保答案正确。
关注问题题干锁定文中信息句理解单句句意确定选项
（二）归纳多句句意类阅读题的解题思路和技巧
Step 1 学生在规定的时间（4分钟）内阅读材料三并完成后面的问题
（四）T：现在请大家继续阅读第四篇材料，完成第55题。Step 2 学生用手指示意答案。
Step 3 学生讨论并说出这道题的解题思路和技巧。
Q1：上一题，我们通过对文中几句话的理解得出了答案，那么这次呢？（Ss：是几句话或一段话）
Q2：那么你们是怎么选出答案的呢？
Step 4学生在教师的引导下进行试题分析。T：你是如何从这几句话中推出答案的呢？
分析： She says that the way you think is causing some of your illness.你想的方式导致疾病，study the human mind and try to explain why people behave in the way that they do,研究人类思想解释人的行为。Think 的名词thoughts，behave的名词 behaviour.小节：关注问题题干锁定文中信息句理解单句同意词及义确定选项。五过关测试
Step 1 学生在规定的时间（10分钟）内完成过关测试题一（见附件三）。
Step 2学生分析订正答案。六总结阅读能力提高策略。
积累同义，词汇是关键。珍惜时间，见到就背。
潜心阅读，耐心寻找。排除节选，方法得当。抓住认的，合理猜测。七布置作业
1、背记中考三级词汇动词30个。
2、完成所发细节信息理解阅读料模拟题划出的。附材料
细节理解信息题(二)----理解句义判断 1.连线Ⅰ、Ⅱ栏中相同的表达
1、He is looking after his younger sister..A.She always helps others.2、Mike often goes to school by bike
B.He is taking care of his younger sister.3、She is a kind-hearted girl.C.Mike often rides a bicycle to school.2.阅读下列材料，完成后面问题。
（一）If you live in the city that allows fireworks and you're planning a do-it-yourself celebration, follow the safety advice to protect yourself and the people watching: Make sure an adult（成人）is to be with you at all times.Don't allow little kids to play with fireworks.Always use fireworks outside with water nearby.Keep fireworks away from dry leaves and other things that can easily catch fire.Light one firework at a time.Keep the firework you're lighting well away from unlit（未点燃的）fireworks.Point fireworks away from people.If you're lighting a firework, wear eye protection and put the firework pointing up.If a firework doesn't seem to work, don't try to light（点燃）it again.Stand back for a while and throw water over it.Put all fireworks into the water before throwing them away.Keep fireworks in a cool, dry place.If someone is hurt in the eye by fireworks, don’t rub the eye.Call 999 or go to the nearest hospital.（2007年北京中考大纲卷阅读B篇242词）52.What shall we do if a firework doesn’t seem to work? A.Wait and throw water over it.B.Light another firework.C.Try to light it again quickly.D.Call 999 for help at once.（二）
When you’re in trouble, don’t give away your power to decide how you feel about yourself.Choose how you want to think and act(行动).Other people can’t make you unhappy or angry.They only act in their own way and then it’s up to you to decide how you will respond(回应).For example, your friends go out to lunch without you.You feel angry.How are you going to act? You may blame your friends„“They’re not kind.Who needs them anyway?” or56 you may tell your friends how you feel, listen to their explanation(解释), and let them know you’d like to be invited next time.56.If the writer’s friends have a dinner without him, he may ________.理解细节整合文段
A.forget it and be still friendly with them B.talk to them and try to find out why
C.do the same thing to them in return
D.ask somebody else to talk to them
（三）Before he started his journey, Jeff spent 2 years practicing running and took part in many boat races.He had also traveled in the Arctic for 28 years.All of these were good for him.But trouble still happened.Jeff was seven days into his journey in the Arctic.It was dark and terribly cold(-35 ℃).In face of this terribly low temperature, he had made good progress across the ice.Suddenly, the ice broke and one of his sledges fell into the sea.Jeff needed to get it back, so he had to put his hand into the ice-covered water.50.Jeff ____ for his journey.A.bought enough food
B.practiced running
C.had a medical check
D.took a long walk
（四）It′s 2009.You feel sick, so you go to the doctor.She checks your fever, looks at your throat, and asks what you′ve been thinking about lately.When you leave, she gives you some medicine, but also a list of thinking skills that you are supposed to practice daily.55 She says that the way you think is causing some of your illness.2 Doctors and other scientists who study the human mind and try to explain why people behave in the way that they do, called psychologists, are starting to believe it.You know that your brain is connected to every part of your body through your nervous system(神经系统).Now scientists have proved that how you think and feel can have an influence on the health of your body.55.A psychologist is a person who may help you with your_____.A.illness and abilities
B.thoughts and behaviour C.mind and nervous system
D.physical activity and daily exercise 3.过关检测
（一）A bully is a person who enjoys hurting other people.A bully can hurt people with words or by hitting them.85% of children in the UK have been bullied(欺侮)at least once.How can I tell if a person is a bully? He or she will…
try to find your weak point — perhaps you are shy, nervous or easily made worried.make fun of(取笑)you in front of your friends.borrow money then won’t pay you back.What can I do if a bully bothers(骚扰)me? Tell the bully to leave you alone.Do not be afraid to ask other people to help you, even though the bully tells you not to.Do not feel ashamed(羞愧)because you have been bullied.You have done nothing wrong!The bully should feel ashamed.Do not believe the bad things a bully says about you.What should I do if I see a bully bothering someone? Help people who are being bullied, even though you don’t know them.Be a friend to people who are bullied.Tell a teacher if you see bullying.Tell bullies to stop.Sometimes bullies are afraid, too.Why do some people become bullies? Some bullies…
have never learnt to think about other people’s feelings.don’t like themselves, so they are sad.They think they will be happy if they make another person sad.have been bullied themselves by other bullies.Can bullies change? Yes!Bullies can change when they learn to think about other people’s feelings.Sometimes bullies must be punished(惩罚)before they understand.Sometimes, bullies just need friends.（2006年北京中考阅读B篇280词）
54.What should you do if you see a bully bothering your friends?
A.Leave your friends alone.B.Help your friends prevent the bullying.C.Make your friends feel ashamed.D.Tell your friends they are wrong.（二）
Old friends.They finish your sentences, they remember the cat that ran away when you were twelve, and they tell you the truth when you’ve had a bad haircut.But mostly, they are always there for you, whether it’s in person or by way of the late night phone calls, through good times and bad.But as the years pass, it becomes more and more difficult to see each other, to make new memories.Luckily, my high school girlfriends and I decided long ago not to let this happen.We decided to have reunions(重聚).A few months ago, we met up for a three-day weekend in the American Southwest.We grew up together in Maine and have said for years that we should have an annual event, yet it’s often postponed or canceled due to schedule conflicts(日程安排冲突).Not this year.Four of us—two from San Francisco, one from Boston and one from Seattle-got on planes for New Mexico, where one of the gang lives and works for an art gallery.We had long talks by the pool, wonderful meals and a hike that brought the whole group to tears over the sheer(完全的)wonderment that we can be this close—twelve years after graduation—with such physical distance(距离)between us.It’s heartbreaking that we can’t spend our days together in the same neighborhood, walking the same streets, reading the same newspaper at the same coffee shop.But that’s life.Grown-up life.Life today, however, is full of doubt, full of fear.Yet it reminds(提醒)me—now, more than ever—how important it is that we stay in close touch.We may have questions about our future, but we have true faith in our past, and though this reunion of friends has come to a close, we are already drawing up plans for the next one.（2008年北京丰台补 充统练一C篇325词）52.Your old friends do the following things except _________.A.knowing what you are going to say.B.caring about little things about you.C.praising you even though you have had a bad haircut.D.staying with you through good times and bad times.
第五篇：初三英语教学设计 Microsoft Word 文档
外研版初三
Module 7 Unit 1 I`m looking for the photos that you took in
Austrialia.教学设计
课题：
外研版初三Module 7 Unit 1 I`m looking for the photos that you took in Austrialia.教学设计
计划学时：
1课时
课标分析：
《英语课程标准》要求初三学生达到五级目标：“明确自己的学习需要和目标”、“能听懂有关熟悉话题的谈话，并能从中提取信息和观点，能就简单的话题提供信息，表达简单的观点和意见，参与讨论，能读懂常见体裁的阅读材料，能根据所给图示或表格写出简单的段落或操作说明”、“能对自己的学习进行评价，总结学习方法。能利用多种教育资源进行学习”、“能从书面材料中提取信息，解决简单的问题并描述结果”、“能与他人合作，解决问题并报告结果，共同完成学习任务。”
教学内容分析：
本节课是外语教学与研究出版社出版的义务教育课程标准初中英语初三Module 7 Unit 1《 I`m looking for the photos that you took in Austrialia》第一板块：Listening and Vocabulary的内容。内容围绕一篇儿子和父亲谈论澳大利亚所拍的照片进行的讨论，并展开听、说、读、写训练。本单元作为整个模块的基础环节，重点是在听、说、读、写训练中对新单词、新短语、新语法的学习掌握上，为后续的英语学习作好准备。
学生分析：
初三学生已经积蓄了一定的英语知识与能力，因此，我利用本单元内容开展适当的听、说、读、写训练活动，以运用知识提高能力；初三学生已具备了一定的自学能力，课上我尽可能多地把时间留给学生自学，我少讲，以培养学生自主探究学习的能力。
初三的学生对英语的厌学情绪更严重了，因此，我在课件制作和活动设置上，努力做到生动、形象、充满趣味。学生的英语综合语言运用能力参差不齐，需通过学生的合作学习来互相帮助提高。
教学目标：
①语言知识目标：掌握本单元的词汇、句型和that引导的定语从句的用法。②语言技能目标：能对关于澳大利亚的材料进行听说、读、写的训练，以提高听、说读、写的能力。
③学习策略：能进行自主学习和合作学习。
④文化意识和情感态度目标：通过对澳大利亚风土人情的介绍，激发学生热爱生活、热爱自然的热情，并增加学生学习英语的兴趣。教学重点、难点及解决措施：
教学重点：英语新课程标准说，英语教学的任务是培养学生听、说、读、写的综合语言运用能力，因此，本单元教学重点是利用本单元内容进行听、说、读、写的训练，以提高学生的综合语言运用能力。
教学难点：本单元难点是：that引导的定语从句的用法。
难点的解决措施是，先把本单元关于that定语从句的句子找出并集中话一起，让学生自己思考其用法，并展示各自对其用法的理解总结，然后再出示that从句的用法，做到“不愤不启，不悱不发”，让学生运用that定语从句，举例造句，以掌握其用法。
教学手段：
学生在教师的引导下进行学习活动，以听、读获取课文信息，教师以口头和课件展示给学生以指令，让学生的说、写的方式回答问题，教师用课件展示正确答案，让学生核对。
教学方法：
1、讲授法：讲授法是教学中不可缺少的教法，这时学生要认真倾听、思考，但我会恰当少量使用，不能用成满堂灌。
2、学生自主学习法：这种方法让学生自己去探究学习，主要突出了学生的主体地位，这是教学的主要方法。
3、任务型教学法：让学生运用语言来完成各种各样的交际活动，在完成任务的过程中提高综合语言运用能力。
4、小组合作学习法：这种方法是现在教学方法中最流行的方法，让学生在合作交流互助中，提高合作能力和语言运用能力。
5、电教辅助教学法：利用生动形象有趣的多媒体课件，让学生在听、看中感知语言，既提高了学习效率，又增强了学生的学习兴趣。
6、实践法：既让学生进行充分的听、说、读、写的活动。
教学设计思路和时间分配
本课的设计内容主要分为七大部分：
1、导入：（1分钟）通过询问学生曾去何地旅游，并介绍旅游地引入本课。
2、出示目标：（1分钟）让学生清楚明了本课的目标任务，以让学生有的放矢地进行本课学生活动。
3、看图说话：（4分钟）用课件出示课本图片，学生看图片回答问题，让各小组争抢回答问题，激发学生竞争意识，培养学生学习积极性。
4、听力热身：（2分钟）让学生听录音，核对学生刚才回答的问题，并练习听力。
5、听力阅读：（7分钟）
①学生合上课本，观看课件上动画，听对话，然后根据听看所理解内容填写表格，小组争抢回答问题。②再听，核对答案。
6、讲读课文：（11分钟）
①教师播放录音(无动画)，学生打开课本，看对话，听读课文。②学生两人一组分角色朗读对话，同时找出文中知识点和难点。③教师鼓励学生自己讲解找到的重点，老师点评、补充。④学生回答活动五问题，进一步加深对教材的理解。
7、难点突破：（12分钟）①学生说出本课难点。
②出示含定语从句的句子，学生自己探究其意义、用法。学生说出自己的理解。
③教师举例讲解定语从句。
④学生用刚学的定语从句完成活动6。
8、达标测试：（4分钟）检测，并由学生讲解检测题，老师补充；统计学生达标情况。
9、作业：（1分钟）完成本单元基础训练，巩固所学。
机动时间：（2分钟）
教学用具：
多媒体课件
组织形式：
班级授课制
教学步骤：
一、教学目标：
①语言知识目标：掌握本单元的词汇、句型和that引导的定语从句的用法。②语言技能目标：能对关于澳大利亚的材料进行听说、读、写的训练，以提高听、说读、写的能力。
③学习策略：能进行自主学习和合作学习。
④文化意识和情感态度目标：通过对澳大利亚风土人情的介绍，激发学生热爱生活、热爱自然的热情，并增加学生学习英语的兴趣。
二、教学重点、难点及解决措施：
教学重点：英语新课程标准说，英语教学的任务是培养学生听、说、读、写的综合语言运用能力，因此，本单元教学重点是利用本单元内容进行听、说、读、写的训练，以提高学生的综合语言运用能力。
教学难点：本单元难点是：that引导的定语从句的用法。
三、教学用具：
多媒体课件
四、教学过程
Stepl：导入：
通过询问学生曾去何地旅游，并介绍旅游地引入本课。
1、class begins!Stand up!Good morning ,everyone.Good morning , Mr Feng.How are you? I’m fine , and you?I’m fine ,too.Sit down ,please.Thank you.2、T:Do you like traveling? Ss:Yes.T:Where have you been? Ss: T:Can you say anything about the city you have travelled? S1: S2: T:OK,very good!Today we are going to travel to a beautiful place ,Australia.We will learn Module 7 Unit 1 I`m looking for the photos that you took in Austrialia.（师生间以一种愉快的气氛谈论曾经旅游过的地方，教师鼓励学生积极发言，并进行总结，从而自然导入有关澳大利亚的主题。）
Step2:出示目标：
让学生清楚明了本课的目标任务，以让学生有的放矢地进行本课学习活动。First ,let`s look at the learning aims.Who can read them loudly.OK please.Thank you,go back,please.Are you clear? OK,you are very clever!Step3:看图说话：
教师通过呈现有关澳大利亚的图片，请学生以小组为单位尝试描述这些幅图片，并用所给动词回答活动1的问题。
Now please look at the photos.Do you know Where are they? Ss answer: They are in Austrialia.S answer what are they.Work in pairs.Please describe the pictures you see and discuss the questions in Activity 1 Which group can ask and answer them? Well done!（激发学生竞争意识，培养学生学习积极性。练习学生口头和书面表达能力）Step4: 听力热身：
1、教师放录音，学生听完一遍后，让学生说出他们所听到的词句。Let`s listen to the tape about the questions.Who can say what you listened? Ss answer Excellent!
2、再听一遍，学生深入理解文意，核对活动——问题答案。Now Listen again and check your answers to the questions.Let`s look at the answers.Right or wrong? OK, Wonderful!（核对学生刚才回答的问题答案，并练习听力）Step5:听力阅读：
1、学生合上课本，观看课件上动画，听活动3对话。教师鼓励学生踊跃发言主，说出他们所理解的内容。
Now close your books.Please look at here and listen to understand more.What are they talking about?
2、再看动画，听对话，深入理解对话，完成活动4表格。Good ,Now let`s listen again and try to do Activity 4.Please do it.Which group can answer them? OK!Now Listen again and check your answers to Activity 4.Right or wrong? You are exerllent.Step6:讲读课文：
1、教师播放录音(无动画)，学生打开课本，看对话，听读课文。
Now open your books.Let`s look at the dialogue and listen to the tape for pronuciation.2、学生两人一组分角色朗读对话，同时找出文中知识点和难点。
Please read the dialogue loudly in pairs and find out the key points and difficult points.3、教师鼓励学生自己讲解找到的重点，老师点评、补充。Which group want to show your key points? Ss show their key points Do you understand?
OK, now please remember them ,then I`ll asd someone to repeat them.Ask someone to repeat.4、学生回答活动五问题，进一步加深对教材的理解。Now please do Activity 5.OK? Which group can ask and answer them? Ss answer Let`s look at the answers.Right or wrong? I`m proud of you.Step7: 难点突破：
1、学生说出本课难点。What `s your difficut points? Ss answer “that引导的定语从句”
2、出示含定语从句的句子，学生自己探究其意义、用法。学生说出自己的理解。Please study the sentences then show your ideas.Who can show your ideas? Ss answer
3、教师举例讲解定语从句。
Let`s learn the attributive clause.Please look at here Let`s look at the example ,please answer them.What`s the antecedent? What`s the relative pronoun? What`s the attributive clause? Ss listen and answer.Who can give an example?
4、学生用刚学的定语从句完成活动6。Let`s do Activity6.Who can answer them? Ss answer Let`s look at the answers.Right or wrong? Good job.Step8:达标测试：
检测，并由学生讲解检测题，老师补充；统计学生达标情况。Let`s have a test.Who can answer and explain them? Ss answer and explain them one by one.Please check your answers.If your answers are all right ,hands up,please.OK,hands down please.Well done.I`m glad you studied well！!I hope you`ll per sist in your efforts.Step9:作业：（1分钟）
Let`s look at our homework:Finish workbook
教学反思：
1、本节课取得了良好的教学效果，完成了教学目标，培养了学生的综合语言运用能力。
①教学的导入环节、动画听力练习提高了同学们对英语的学习兴趣。②听录音环节、动画听力练习了学生听英语的能力，③读课文答问题环节训练了学生读、写、说的能力、合作学习的能力。④教材精学环节培养了学生自学的能力。
2、本节课也有不足之处，本节课对于英语基础差的同学来说较难，因此在以后教学中我要注意照顾英语后进生，为各个层次的学生都设计出适合于他们的教学环节，以促进全体学生的进步。
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