要是没有一份出色的教案，课堂就无法活跃起来，联系实际是我们在写教案的时候要注意的，同时也要认真对待，下面是写作模板网小编为您分享的人教版7单元英语教案8篇，感谢您的参阅。
人教版7单元英语教案篇1
人教pep版四年级英语下册unit 4单元教案
第一课时
教学目标
1.能听、说、认读单词:these, tomatoes, try, carrots并掌握名词复数及其对应的发音。
2.会运用句型:
what are these?
are they/these…?进行对话练习。
3.让学生养成多吃蔬菜和水果,远离垃圾食品的好习惯。
教学重点
1.掌握单词these, tomatoes, try, carrots。
2.掌握名词的复数形式和对应的复数句子。
教学难点
1.掌握tomato的复数形式tomatoes。
2.掌握单数句和复数句的相互转换。
教学准备
教师准备：与本课时相关的录音和课件,本课所学的单词卡片和动物或植物的图片或实物。
学生准备:本课所需单词卡片,动物或植物的图片或相应的实物。
教学方法
1.分角色表演教学法
教师让同学们分角色表演let's talk部分的对话,创设英语情景,让同学感受英语的语言氛围。
2.游戏教学法
学生三人一组,进行对话:
what are these?
are these apples?
are these tomatoes? yes.
在对话过程中不断增强学生的学习兴趣。
教学过程
step 1: warm-up
1.教师热情地和学生打招呼问好,做简单的free talk。
2.播放歌曲mary has a little lamb。
3.看图片拼读单词
教师展示图片(已经学过的动物名词),说:what's this in english?it's a/an… how do you spell it?让学生一个接一个地快速说出对应的单词及其拼写。
4.展示前三单元的单词,学生通过抢答的方式造句,教师对表现突出的同学奖励贴画。
5.main scene
(1)学生看书36、37 页,说一说:what can you see in the picture?where are the children?
(2)找一找下列单词的意思:horses, potatoes, carrots, sheep。
(3)根据要求完成句子。
there are seventeen sheep on the farm.(对画线部分提问)
are there on the farm?
step 2: presentation
let's talk
1.教师先将已经学过的动物、蔬菜、水果的图片展示给学生,和学生一起复习,问:what are these?are they…?教师注意指导学生使用名词的单复数形式。
2.教师出示胡萝卜的图片,问学生:what are they?学生回答:they are胡萝卜.教师接着自问自答:what are these?they are carrots.教读单词 these和carrots并板书,让学生认读。同时,学生看图片并跟读句子,理解句子的意思。
3.教师出示西红柿的图片,问学生:are these carrots?学生回答:no.教师肯定学生的回答并说:these are tomatoes.教读单词tomatoes,强调名词复数形式;板书,让学生认读。
4.教师利用实物问学生:are these carrots/tomatoes?学生根据实物回答:yes, they are./no, they aren't.
5.把图片或实物分发给学生,让他们分组提问:what are these?are these tomatoes/carrots?学生回答,教师给予指导和帮助。
6.让学生听let's talk的录音,跟读课文。
7.学生自由读课文,然后分角色朗读。
let's play
1.学生三人一组,完成对话练习:
what are these?
are they tomatoes?
yes, they are./no, they aren't.
2.教师拿出apples, tomatoes, grapes, bananas, strawberries等水果和蔬菜,学生进行对话练习:
―what are these?
―they are tomatoes.
―try some! they are good.
―thanks. yum.
step 3: practice
1.操练单词
将学生分成若干组,教师把单词的汉语写在黑板上,然后学生依次说出单词的拼写,如果有学生出错,那么这组学生从头开始(例如:西红柿tomatoes,第一名学生说t, 第二名说o,第三名说m……最后一名学生读出单词并说出汉语)。在单词字母数量一致的情况下,哪组用时最少,哪组就是获胜者。
2.同桌之间分角色利用实物表演let's talk 的对话。筛选出几组上台表演,教师及时予以鼓励性评价。
3.摸一摸(游戏)
教师把水果和蔬菜放在一个不透明的袋子里,一名学生自愿到前面来,通过摸里面的东西猜一猜是什么。下面的学生问:what's this?/what are these?这名学生闭着眼睛摸出来并回答:it's a tomato. they are tomatoes.但注意,如果他/她睁眼睛看了,即使答对了,也得不到奖励。
4.完成全品学练考―课后练33页第二题。
step 4: consolidation
1.我知道
学生以小组为单位开展游戏。前一名学生根据图片或实物问后一名学生,如:学生a问学生b:what are these?学生b回答:they are tomatoes.学生b问学生c:what are these?依次进行,要求学生的训练速度要不断加快。
2.同桌之间对话:学生根据教师提供的单词卡片,利用所学过的句型进行对话练习。
―what are these?
―they are tomatoes.
―how do you spell it?
―t-o-m-a-t-o-e-s.
…
教师在学生对话的同时,要监督和帮助学生,尤其是对名词的复数形式要多加指导。
3.全班总动员
教师利用自己的实物,问:are they tomatoes?学生回答:yes, they are./no, they aren't.they are carrots.通过师生之间及学生之间的互动,加深对新知识的理解,培养学生在生活中运用语言的能力及分析问题并解决问题的能力。
step 5: sum-up
师生一起总结本节课的学习重点:
单词: these, tomatoes, try, carrots
句型: what are these?are they/these…?
step 6: homework
1.回家给父母大声朗读let's talk的对话。
2.根据本节课所学的单词和句型向父母介绍家里的蔬菜和水果。
3.完成全品学练考―课后练33页第三题。
板书设计
unit 4 at the farm
what are these?
―they are carrots.
―try some! they are good.
―are these carrots?
―no, they aren't.they are tomatoes.
与本课相关的趣味知识及可选用的习题
吃蔬菜的4大好处
好处1 纤维质对人体有益。 蔬菜中的纤维质不能被人体的肠胃所吸收,但本身会吸收大量的水分,来增加粪便形成的软度,有益排便。多吃纤维质可以促进身体的'代谢功能,达到控制体重的目的。
好处2 维生素的最佳来源。 蔬菜含有丰富的维生素,其中以维生素c和维生素a最为重要。不过维生素c在烹煮时会大量流失,蔬菜颜色越深绿或深黄,含有的维生素a和维生素c就越多。另外,有一些蔬菜含有丰富的钾、钙、钠、铁质等碱性矿物质,不仅能平稳血液中的酸碱值,也是小朋友生长需要的营养素的重要来源。
好处3 增加饱食感。 蔬菜中的纤维质能增加咀嚼,使饱食感增加,从而减少食物的摄取量,并进而减少热量的摄取。
好处4 整肠健胃,调整体质。 蔬菜中的纤维质能有效促进肠与胃的蠕动,减少食物在肠道停留的时间,减少营养素的吸收并及早协助排出对人体无益的废物。现代人的饮食,摄取加工制品太多,因此更应该多吃蔬菜,健胃整肠,调整血液品质及身体素质。
1.连线我最棒!
(1)these a.西红柿
(2)tomatoes b.试一试
(3)carrots c.胡萝卜
(4)try d.这些
2.看图片,写单词。
教学反思
本课主要学习问答句型:what are these?are they tomatoes?为了让学生能将所学的语言知识运用好,我设计了“摸一摸”“全班总动员”等活动。在明确的任务目标的驱动下,学生主动参与,对本课的重点句型的理解不断加深,运用起来也越来越得心应手。通过这种活动,学生合作学习的能力与综合运用所学语言知识的能力都得到了提高。此外,学生经过了一段时间的学习,英语有了一定的基础,而且口语也有所提高,这是值得欣慰的地方。不足的地方是,有的学生仍然不能很好地进入学习的状态,对单词和句型掌握得不准确,在今后的教学中,对他们要特别关注。
第二课时
教学目标
1.能听、说、认读单词及短语green beans, potatoes, onions, so long, make me cry。
2.会运用句子look at these green beans.they are so long! yes, and the potatoes are big.和同伴进行对话。
3.让学生养成多吃蔬菜的好习惯。
4.能说唱let's chant的内容。
教学重点
1.掌握单词和词组green beans, potatoes, onions, so long。
2.掌握potato的复数形式potatoes,并能正确读出来。
教学难点
1.会根据图片写复数句子。
2.掌握名词的复数形式。
教学准备
教师准备：与本课时相关的单词卡片和图片或实物,与本课时相关的录音和课件及奖励用的贴画。
学生准备:本课所需单词卡片,水果、蔬菜的图片或实物。
教学方法
1.实物教学法
教师利用实物tomato, bean, potato, onion进行单词教学。
2.游戏教学法
教师和同学进行“猜一猜”“萨姆说”等游戏,一起巩固本课时的句子:what are these? are these bananas?同时提高学生的英语口语能力。
教学过程
step 1: warm-up
1.教师热情地和学生打招呼问好,做简单的free talk。
2.男女生对唱歌曲mary has a little lamb。
3.同桌根据实物表演上节课的对话。
4.全班总动员
教师手背到后面,然后迅速地伸到前面说:what's in my hand?学生问:are they tomatoes?are they carrots?教师用微笑和动作表示,学生会意并回答:yes, they are./no, they aren't.让学生在紧张而欢乐的氛围中复习上节课内容。
step 2: presentation
let's learn
1.教师拿出几个西红柿(实物),问:what are these?are these tomatoes?学生回答:yes, they are./no, they aren't.they are…
2.教师出示豆角图片并问:are they long?学生回答:yes, they are.教师板书green beans。
3.教师出示土豆:are they big?学生回答:yes, they are.教师板书potato,强调它的复数potatoes并领读。
4.教师做动作(用刀切一些东西,切一会,就辣眼睛,擦眼泪),让学生猜教师切的是什么。
问:what are they? can you guess?学生积极回答,教师给予肯定:they are onions.(拿出洋葱)板书onions,并领读。
5.猜一猜游戏
教师把东西藏在身后,让学生问:are these/they…?教师回答:yes, they are./no, they aren't.不但提高了学生的口语表达能力,而且巩固了单词和句型。
6.看图猜词
以每一纵排为一组进行竞赛,教师先出示一些单词的图片,然后收起来,再从中抽出一张放在身后,由每组的第一名学生轮流猜,可以问:are these books/green beans/tomatoes?回答:yes, they are./no, they aren't.哪个组猜对了就奖励小贴画,然后继续往下猜,最后得分最多的组为胜。做游戏时,还可以找一名学生来主持。
step 3: practice
1.我是记忆小能手
活动方式:学生分五组,每组找出一名学生,面对大家站好,教师在他们每人的后背上粘上一个名词(单数或复数)的标签(先让他们记住自己的标签),然后,这五名学生手拉手,围成一个圈圈,并且在前面蹦圈(由慢到快,时间由教师掌握),最后,这五名学生面向大家,分别提问:what are they?are they bananas?看看哪一组的学生记忆力最好,能回答他们的问题,教师要给予奖励贴画。
2.萨姆说
学生准备实物或图片,教师找一名学生到前面做指挥说:sam says these are tomatoes.然后,学生迅速把西红柿举起来,摇晃着说:tomatoes, tomatoes, i like tomatoes.其中,速度最快的那名学生到前面来做指挥。
人教版7单元英语教案篇2
教学目标
1.复习巩固单词:woman, man, student, boy, girl。
复习巩固句型:who's that man/woman/boy? he's/she's…
2.学会唱the cat is from the uk。
3.能够在find and circle活动中找出含a, e, i的单词,并大声读出来。
教学重点
本课时的句型及本课时的歌曲。
教学难点
会根据图片和句型谈论sarah's family。
教学准备
教师:与本课时相关的录音、字母、单词卡片、课件。
学生:课本。
教学方法
1.儿歌说唱教学法
教师和学生一起唱the cat is from the uk,来认识这只可爱的小猫,从而进一步巩固所学形容词。
2.合作教学法
同学两人一组,寻找单词,看谁找到的单词数量最多。以此提高学生的观察能力,不断培养学生学习英语的兴趣。
教学过程
step 1: warm-up/revision
1.教师讲解作业,对学生易出错误的地方加以强化,指导学习。
2.听音找音素
教师每说出三个单词,学生听音找出相同的音素,复习三年级上册学过的字母与音素的歌谣。如:
(1)dad, bag, panda, what is the same sound? which letter sounds //?
(2)ten, leg, pencil, what is the same sound? which letter sounds /e/?…
step 2: presentation
look and tick.
1.组织学生观察图片。
2.看图认读单词完成练习。
3.看图,完成学生课本第34页的活动。
4.两人一组看图说话:find sarah's family. who is not here?
人教版7单元英语教案篇3
unit 13 the water planet
Ⅰ.brief statements based on the unit
as we all know,the earth is an ocean planet and 99% percent of the living space on earth is in the oceans.it is water that makes the ocean such a great place to live in.this unit mainly deals with the properties of water and how the properties of water make the ocean become so important.we learn this unit to help students not only know about the properties of water,but also learn how to use water in a good way.besides,we learn this unit to let students realize the importance of protecting water.of course,it is necessary for students to master the important phrases and sentences in the unit.meanwhile we should review some important usage of modal verbs.
Ⅱ.teaching goals
1.talk about water and the ocean.
2.practise communicative skills.
3.review modal verbs.
4.write an explanation paragraph.
Ⅲ.background information
1.what lies under the blue water?
just like the houses we live in,the ocean has several “floors” or layers.different fish live on different layers and are neighbours,though not always friendly ones!
the ocean’s top layer is the sunlit zone(透光层).it goes down to around 200 meters below water.this layer is warm and bright.it is also home to most plants and fish.many fish in this layer are streamlined,so they can quickly swim from danger and catch food.
the twilight zone(弱光层) is the next layer and is from about 200 to 600 meters below water.almost no plants grow here.
many animals in this zone swim up to the surface at night to feed,and move into deeper waters during the day.they also eat each other,so many of them have sharp teeth and very big mouths.
many fish in this zone don’t have a streamlined body because they lie and wait for prey to come to them.
below the twilight layer is the midnight zone(无光层).it is from 600 meters to the bottom of the sea.
the water is cold and completely dark.no plants live here but many small animals can.
many animals in the twilight and midnight zones produce their own lights.the angler-fish(琵琶鱼) is one of them.it has a beautiful light on its head to attract prey!
maybe you have seen one of the coolest films finding nemo (《海底总动员》).do you remember marlin,nemo’s father,“borrowed” light to help dory read?
that wasn’t a flashlight,it was a fish!they also use light to frighten enemies and to “talk” with each other.
2.water
a family of six needs over 20 gallons of water a day,just for basic drinking,cooking and keeping clean;but only one in three of the world’s households has a water supply in the home.
most others get their water from rivers,lakes springs or holes in the ground,or,in town,from stand-pipes shared with hundreds of other families.
throughout the world’s poorest countries women damage their health and lose hours of every day carrying huge containers of water-up to 44 lbs in weight-often from sources several miles away.
all too frequently they bring home sickness or death,as well as water.untreated water,which may have come from a muddy hole shared with cattle,can be lethal,especially for young children.to sink a well or pipe water from a natural spring,and maintain the system afterwards,people need access to land with a water source,to capital,equipment and technical know-how.in towns they may need to lobby the local water authority to repair or extend existing systems.
water is precious,and access to it gives power-to landowners with wells on their land,or to country controlling major international rivers.the demands on the earth’s water resources are growing rapidly,partly as a result of population growth,but even more because industry now uses such huge quantities-it takes 100 000 gallons to produce a car.
Ⅳ.teaching time:five periods
the first period
teaching aims:
1.learn and master the new words and the useful expressions of this part.
words:cube,sailor,disadvantages,entertainment
phrases:come up with,happen to
useful expressions:the water is being used to/for…
we should/could…
if we…we can…
it would be better…
2.learn something about water by doing experiment.
3.do some listening.
4.improve the students’ speaking ability by talking.
teaching important points:
1.make the students be free to talk about water.
2.improve the students’ listening ability by listening.
teaching difficult points:
1.how to finish the task of speaking.
2.how to improve the students’ listening ability.
teaching methods:
1.listening-and-answering activity to help the students go through with the listening material.
2.individual,pair or group work to make every student work in class.
teaching aids:
1.the multimedia
2.the blackboard
3.an empty glass,a bottle of water and a bottle of vegetable oil
teaching procedures:
step Ⅰ greetings and lead-in
t:hello,everyone.
ss:hello,teacher.
t:attention,please.as we all know,every year during the spring festival and lantern festival in our country,people like to see the lion dance and guess the riddles.do you like to guess the riddle,then?
ss:yes.
t:ok.now i have a riddle.please guess it.
(teacher uses the multimedia to show the riddle on the screen.)
it’s very important to all the animals and plants.
it’s also important to human beings.
it’s liquid at room temperature.
every day you keep in touch with it.
you can’t live without it.
(a thing)
t:what’s it?
ss:it’s very easy.it’s water.
t:yeah,today we will talk about water.now please tell me what you know about water.
s1:water is used to drink.
s2:water can be used to water the flowers.
s3:i think water can be used to make electricity.
step Ⅱ warming up
t:thank you for your ideas.next we will make some interesting experiments.maybe you can learn more about water from the following experiments.li lei,would you like to come here to help me?
s4:i’d love to.
t:now,look at li lei and me.we will begin.you should watch the experiment carefully and try to tell me what happens and why.
(teacher puts a bottle of water,a bottle of vegetable oil and an empty glass on the desk.)
t:li lei,pour some water and some vegetable oil into the empty glass.other students,please watch carefully.
(a few seconds later.)
ss:fantastic!the liquid in the glass has become two parts.
t:try to describe it in detail.
s5:let me try.the part above is vegetable oil and the part below is water.but i don’t know why.
t:good question.who’d like to answer his question?(nobody answers his question.)
t:perhaps it is a little difficult to answer it immediately.now you can have a discussion about the reason for it,using what you have learnt in physics.
(teacher lets students discuss in groups of four.a few minutes later,teacher checks their answers.)
t:who wants to explain the phenomenon?
s6:i think water is heavier than oil,so vegetable oil is on the top of the water.
t:who has different ideas?
s7:i think we should say that the density of water is higher than the density of vegetable oil,so the result formed.
s8:what’s the meaning of “density”?
s9:“density” is “密度” in chinese.
t:do you agree with the reason for it?
ss:yes.we agree with the idea.
t:as we know,if we pour milk and water into one glass,we can’t tell where water is and where milk is.but just now we poured oil and water into one glass,it is so different now.do you know why?
ss:because oil can’t dissolve in water,but milk can.
t:very good.let’s make a summary about the experiment.if we pour vegetable oil and water into one glass,the liquid will become two parts because oil can’t dissolve in water.since the density of water is higher than vegetable oil,vegetable oil will be on top of the water.is that clear?
ss:yes.
t:would you like to watch another experiment?
ss:i’d love to.
t:ok.i’ll perform the next experiment by myself.look at me.i have a glass of water.now i’ll cover it with a piece of thick paper.attention,please.
(teacher puts one hand on the paper and turns the glass upside down.then teacher slowly takes his/her hand away from the paper.)
t:what can you see?
ss:the piece of paper doesn’t fall and the water in the glass doesn’t flow.
t:yes.you are right.now you are given a few minutes to have a discussion about the reason for it.
(teacher gives students a few minutes to discuss,and then checks their answers.)
t:who can tell us the reason why the piece of paper doesn’t fall and the water doesn’t flow?
s10:i want to have a try.when the glass of water covered with a piece of paper is turned upside down,the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper.so the paper won’t fall and the water won’t flow.
t:excellent!thank you for your explanation.i am very glad to see that you are all interested in making experiments.after class,you can carry out another two experiments on page 17.when you perform them,try to describe what happens and why.ok?
ss:ok.
t:now,let’s look at a picture.
(teacher shows a picture on the screen.)
t:what can you see?
ss:there is a river in the picture,but it’s very dirty.
t:anything else?
s11:there are some plastic bags and empty tins on the surface of the river.
t:yes.we all know water is important to human beings and all the animals and plants.unfortunately water is being polluted now.what do you think we can do to protect the water on our planet?
(teacher gives students enough time to prepare.when they prepare,teacher goes among the students to help them to express their ideas correctly.)
sample answer:
to protect the water on our planet,i think we should save every drop of water and stop throwing rubbish into water.besides,we should try our best to help the people around us realize the importance of using and protecting our water.
step Ⅲ listening
t:next,let’s do some listening.turn to page 18 and look at the listening part.you can listen to the famous poems about life on the ocean.listen carefully and write down some key words when you listen.before you listen,let’s learn two phrases first.look at the blackboard.
1.happen to
e.g.what happened to you last week?
if anything happens to the machine,please tell me.
2.come up with
e.g.i hope you can come up with a better plan than this.
(teacher writes them on the blackboard and begins to explain them.)
t:now listen,please.
(teacher plays the tape for the first time.then play it for the second time.during this time,teacher may pause for students to write down the information.play some parts of the tape one more time if necessary.finally teacher checks the answers with the whole class.)
step Ⅳ speaking
t:in our daily life,water can be used in different ways.now we’ll talk about the ways in which water can be used.look at the pictures on page 18.the six pictures mean six different ways to use water.you can choose one of the pictures to discuss the importance of using and protecting our water,and then try to use some sentences to describe the picture you choose.if you like,you can make a dialogue with your partner about the picture.when you discuss,you may use the questions on the screen to help you.
1.how is the water being used?
2.is this a good way to use water?
3.why do we use water in this way?
4.who benefits from using water in this way?
5.what are some disadvantages of using water in this way?
(teacher shows the questions on the screen by multimedia and gives students enough time to discuss and prepare.)
suggested answers:
(picture 1)we can use water to make electricity,which can give us light and make us feel warm.i think it is a good way to use water.
(picture 3) water has a lot of usages and home use is the commonest one.every day we must drink enough water.in addition,we need a lot of water,just for cooking and keeping clean.water can help us to keep healthy.but if the waste water from home use is poured into river and soil,it will be harmful for some animals and plants.so we must pay more attention to it.
(picture 4) in picture 4,water is being used in industry.water is very important to industry.it can be used to make paper,cool machine and so on.but the disadvantage is that a lot of water mixed with some poisonous things being poured into the river and the sea.it is dangerous for the living things in the water.
(picture 6)
a:do you know how the water is being used in picture 6?
b:water is being used for entertainment.
a:is it a good way to use water?
b:yes,because it can help people keep fit and enjoy nature.but if people throw rubbish into the water,it will be bad for us.
a:yes.it is the disadvantage of using water in this way.we must be careful.
step Ⅴ summary and homework
t:today,we’re mainly learned something about water by doing experiments,speaking and listening.besides,we’ve learnt some new words and phrases,such as:happen to,come up with,density,…
after class,try to remember them and preview the next part-reading part.that’s all for today.goodbye,everyone.
ss:goodbye,teacher!
step Ⅵ the design of the writing on the blackboard
unit 13 the water planet
the first period
1.happen to
e.g.what happened to you last week?
if anything happens to the machine,please tell me.
2.come up with
e.g.i hope you can come up with a better plan than this.
step Ⅶ record after teaching
人教版7单元英语教案篇4
teaching aims:
1.review some new words appearing in the last period.
2.review the use of “it”.
teaching important points:
1.review the words used as a noun or a verb appearing in the reading passage and learn to complete sentences with their correct form…
2.master the use of “it”.
teaching difficult point:
the usage of “it” used in the subject position to stand for an infinitive or a clause,especially in the following sentence structure:
it is said/believed/reported/thought/known…that…
teaching methods:
1.revision to help the students consolidate the words learnt in the last period.
2.practise to help the students review the use of “it”.
3.pair work or individual work to make every student work in class.
teaching aids:
1.the multimedia
2.the blackboard
teaching procedures:
step Ⅰ greetings
greet the whole class as usual.
step Ⅱ revision
t:in the last period,we read a passage about the king of stonehenge.have you remembered anything about it?who can retell the text briefly?
s1:let me try.on may 3,,archaeologists found a grave of a man in england.buried with him were some tools…
t:very good.thank you for your performance.
step Ⅲ word study
t:in the reading passage we’ve learnt,there are some words which mean the same as the definitions i’ll give you.now,listen to me carefully and then find the words and read them out.one student,one word.is that clear?
ss:yes.
t:ok.let’s begin.no 1:the ruler of an empire,higher than a king.
s2:emperor.
t:yes.no 2:the clothes that people wear.
s3:clothing.
t:good.no 3:a long stick with a sharp point,used as a weapon.
s4:arrow.
t:no.think it over.
s5:knife.
t:yes.let’s go on.it means a deep round bowl used for cooking.which word is it?
s6:i think the word is “pot”,isn’t it?
t:yes.no 5:a thin weapon that you shoot with a bow.
s7:arrow.
t:right.the last one:the amount of space between two places.
s8:the word should be “distance”.
t:very good.now,please look at the screen.these words can be used as a noun or a verb.can you say their meanings in chinese?(teacher shows the screen and let the students speak together.meanwhile,give answers on the screen.)
t：now,let’s do an exercise.open your books at page 77.look at ex.2 in word study.complete the sentences with their correct form and change them into chinese.i’ll give you a few minutes to prepare.after that,i’ll ask some students to do them.
t:ok.time is up.have you finished?
ss:yes.
t:well.the first one.any volunteer?
s9:the first blank should be filled in “date” used as a noun,while the second should be filled in “dates” used as a verb.its chinese meaning is:日期是5月3日，考古学家在英格兰发现了一个男人的坟墓，此墓的历史可追溯到公元前大约23。
t：very good.the second one?
s:…
suggested answers:
1.dress;dressed
她喜欢黑颜色的裙子。她总是穿着黑色的衣服。
3.found;find
去年，考古学家发现了一个男人的坟墓，最令人感到惊奇的发现物就是两只金耳环。
4.transported;transport
没有人知道这些巨大的石头是怎样经过这样的一段距离被运输过来的，有人说可能是外星人帮助了他们。
5.trade;traded
中西方国家之间的贸易有着悠久的历史。他们用珠宝和医药换取中国的茶叶和丝绸。
6.pins;pin
我正在寻找一些钉子。我想把这幅漂亮的画钉在墙上。
step Ⅳ grammar
(teacher shows some sentences on the screen.)
t:do the sentences a and b in each pair have the same meaning?
ss:yes.both of the two sentences in each pair have the same meaning.
t:are there any differences?who’d like to try the first pair?
s10:the subject of sentence a is an infinitive phrase,while that of sentence b is “it”.in sentence b,“it” is used in the subject position to stand for the infinitive phrase.the reason why the sentence is written like that is that we want to keep the balance of the sentence.am i right?
t:yes.you’re right.sentence b is more usual in everyday english.the second pair,li ping,try please.
s11:in sentence a,the subject is a that-clause,while the subject of sentence b is “it”,which is used in the subject position to stand for a clause.
t:very good.the sentence structure “it is+adj.+an infinitive/a clause”is very useful in learning english.(teacher writes the sentence structure on the blackboard.)can you make a sentence with the sentence structure?
s12:let me try.it is dangerous to go out alone at night.
t:good.wang wei,make a sentence with the structure.
s13：it is natural that a child should love its mother.
(teacher writes the two sentences the students made on the blackboard.)
t:well done.now.let’s do an exercise.turn to page 78 and look at ex.1 in grammar.rewrite the following sentences using “it”.five minutes later,i’ll check your answers.
suggested answers:
1.it is a great honour for me to be able to join in the archaeological research project.
2.thanks to modern technology,it is possible to find out more facts about the man buried in the grave.
3.it is still unknown whether the man organised the construction of stonehenge.
4.it is a mystery how early men constructed stonehenge without the use of modern technology.
t:you all did very well.now,please look at the screen.
(teacher shows the following on the screen.)
in this pair,sentence a and sentence b have the same meaning.sentence a includes a very useful sentence structure.do you know what it is?
ss:yes.it is:it be+p.p.+that-clause.
(teacher writes it on the blackboard.)
t:look at the blackboard,please.here “it”is also used in the subject position to stand for a clause,but it is different from what we reviewed just now.is that so?
ss:yes.
t:the sentence pattern “it be+p.p.+that-clause”can often be changed into the sentence structure “people+vt.+that-clause”.the past participles used like that in the sentence structure are: reported, believed, thought, proven, known, hoped, suggested, etc.
(teacher writes them on the blackboard.)
t:are you clear about that?
ss:yes.
t:ok.let’s do ex.2 at page 78.first do them by yourself,then check your answers with your partner.after a while,i’ll ask some of you to read out your sentences.
suggested answers:
1.it was said that it was an important archaeological discovery.
2.it was reported that this man had been called the king of stonehenge.
3.it is believed that the two gold earrings found on the man are the oldest gold ever found in britain.
4.it is thought that european culture and techniques were brought to britain through trade instead of war.
5.it has been proven that the copper knives came from spain and western france.
6.it is unknown to us how these huge stones were transported over a distance of 380 kilometres.
step Ⅴ consolidation
t:now,please look at the screen.translate the sentences into english using “it”.
1.据报道，数十名儿童在事故中死亡。
2.电脑有可能取代人的位置吗？
3.核对这些实验的结果是重要的。
4.处理这样的问题，对你来说是困难的。
5.独自一人去海里游泳是危险的。
6.众所周知，中国是一个文明古国。
suggested answers:
1.it was reported that dozens of children died in the accident.
2.is it possible that computers can take the place of human beings?
3.it is important that the experiment result should be checked.
4.it is difficult for you to deal with such a problem.
5.it is dangerous to go to swim in the sea alone.
6.it is well known that china is a country with an ancient civilization.
step Ⅵ summary and homework
t:in this class,we’ve reviewed some new words appearing in the last period,especially some words used as noun or verb.we’ve also reviewed the use of “it”,which is used in the subject position to stand for an infinitive or a clause.after class,you need to do more exercises to consolidate what we’ve reviewed about the use of “it”.besides,prepare for the next period.that’s all.see you tomorrow!
ss:see you tomorrow!
step Ⅶ the design of the writing on theblackboard
unit 20 archaeology
the third period
grammar:the use of “it”
Ⅰ.it is+adj.+an infinitive/a clause.
e.g.it is dangerous to go out alone at night.
it is natural that a child should love its mother.
Ⅱ.it be+玴.p.(said,reported,believed,thought,proved,known,hoped,suggested,etc.)+that-clause.
(=people say/report/believe/think…that-clause.)
step Ⅷ record after teaching
人教版7单元英语教案篇5
the third period
teaching aims:
1.review the words appearing in the last two periods.
2.review non-finite verbs(1):-ing,-ed,to do.
teaching important points:
1.help the students guess the missing word in a sentence to improve their ability to master new words.
2.help the students finish each exercise correctly to revise non-finite verbs.
teaching difficult point:
master the uses of the three kinds of non-finite verbs correctly.
teaching methods:
1.review method to consolidate the words learned in the last two periods.
2.practising to make the students master the non-finite verbs correctly.
3.individual,pair or group work to make every student work in class.
teaching aids:
1.the multimedia
2.the blackboard
teaching procedures:
兂step ⒐ greetings
greet the whole class as usual.
兂step ⒑ revision and word study
t:yesterday,we read the text about rio de janeiro and kitzbuhel.do you still remember something about them?
ss:yes.
t:well,now please look at the statements on the screen and tell whether they are true or false according to the text.if theyˇre false,correct them.
(teacher shows the following on the screen and checks the answers with the whole class.)
1.rio de janeiro is brazilˇs second largest city.
2.copacabana,perhaps the most famous of all beaches,is far away from downtown.
3.the best time to visit rio is in march,but the biggest tourism season comes around june or july.
4.cariocas are well known for their big heart and friendliness.
5.rio de janeiro is a paradise for skiers.
6.the good weather and breath-taking scenery make kitzbuhel a world-class ski resort.
7.the worldˇs best and fastest skiers gather here twice a year to try their daring in the downhill race that every skier wants to win.
suggested answers:
true:1,4,6
false:2.far△only a few bus stops
3.march△june or july;june or july△march
5.rio de janeiro△kitzbuhel
7.twice△once
t:well done.besides,weˇve learnt some useful words in the text.have you really mastered them?please open your books at page 37.look at the first part of language studyxword study.letˇs do exercise 1 first.fill in the blanks with words from the text.youˇre given three minutes to do it.then check your answers with your partner.at the end,iˇll collect the right answers from you.see what i mean.
ss:yes.
suggested answers:
1.altitude 2.avenue 3.reminds 4.feast 5.dip
t:well done.next,letˇs do exercise 2.read and understand the following passage carefully to see if there is a mistake in each line.if there is,find it and correct it.you can begin now.five minutes later,iˇll check your answers.
suggested answers:
1.bring△brought
2.construction△constructions
3.itˇs△its
4.≡
5.returns△returned
6.visit△visitors
7.much△many
8.≡
兂step ⒒ revision of grammar
t:ok.so much for word study.letˇs revise the grammarxnon-finite verbs.look at the sentences on the screen.
(teacher shows the following on the screen.)
to do
1.the first thing would be to decide where to go.
2.the most important thing would be for you to decide where to go.
-ing
1.every now and then we get the itch for travelling.
2.kitzbuhel has the most challenging and exciting downhill slopes for skiers in the world.
3.few visitors leave rio feeling disappointed.
-ed
1.amazed by the beautiful scenery at copacabana beach,he decided to come again next year.
2.known as carnival,the festival attracts visitors from all over the world.
study the sentences and tell the functions of the non-finite verbs.wang xia,try the first pair of sentences.
s1:¨to do〃 is used as predicative in both of them.
t:you are right.sit down,please.are there any other function of ¨to do〃?and what functions?
ss:yes.subject,object,object complement,attribute and adverbial.
t:quite right.yang xia,what about ¨-ing〃?
s2:in these three sentences,¨-ing〃 is separately used as object,attribute and adverbial.
t:do you agree with her?and do you know some other functions?
ss:yes.subject,predicative and object complement.
t:very good.shi hui,the last pair.
s3:¨-ed〃is used as adverbial in both sentences.besides,it can be used as predicative,object complement and attribute.
t:well done.sit down,please.
兂step ⒓ practice
t:next,letˇs do some exercises.look at the sentences on the screen and point out the function of the¨-ing〃form in each sentence.
(teacher shows the following on the screen and deals with the exercise orally with the whole class.)
point out the function of the -ing form in each sentence.
1.doing nothing is doing ill.
2.be careful!the falling stones might hit you.
3.when you hang wet clothes near a fire,you will see steam coming from them.
4.not knowing much english,i found it hard to understand them.
5.while walking along the shore,we saw that the water was very dirty.
6.playing tricks on others is something we should never do.
7.babies like tearing paper into pieces.
8.they went out of the club,talking and laughing loudly.
suggested answers:
1.subject,predicative 2.attribute 3.object complement 4.adverbial 5.adverbial 6.subject 7.object 8.adverbial
t:well done.now,please open your books at page 38 and do exercise 2.first,do it by yourself after learning the examples.then,check the answers with your partner.at the end,iˇll collect your right answers.
suggested answers:
1.being very brave,he went into the cave alone to look for his friend.
2.being quite ill,she could not visit her friend in england.
3.being an experienced traveller,he knows how to plan a trip.
4.the girls attending the sick all come from the countryside.
5.when hearing the music,he began to miss his hometown.
6.seeing the flame on top of the mountain,they knew that another war would begin soon.
7.when driving to the airport,he hit a boy on a bike.
8.having got married,he lived separately from his parents.
t:you did a good job.now,please look at the two groups of words on the blackboard.
(teacher writes the following on the blackboard:
-ed:interested,surprised,moved,tired,bored,encouraged,frightened,amazed,disappointed,worried,etc.
-ing:interesting,surprising,moving,tiring,boring,encouraging,frightening,amazing,disappointing,worrying,etc.)
t:can you tell the different usages of these two groups of words?any volunteer?
s4:yes.i can.we use the first group of words to say how we feel about something and use the second group of words to talk about the person or thing that makes us feel interested,surprised,etc.
t:you are right.sit down,please.both of the two groups are used like adjectives to refer to a state or a quality,not an action.do you agree with me?
(teacher writes two incompleted sentences on the blackboard again.
it is important______us to learn english well.
it is clever______you not to tell him the news.)
t:now,look at this pair of sentences and fill in the blanks.yao yue,you try,please.
s5:the first one is¨for〃;the second one is¨of〃.
t:can you explain why?
s6:the first sentence talks about something people do;the second sentence talks about people who do something.
t:how do you know what the sentences talk about?
s5:according to the adjectives as predictive in the sentences,such as important and clever.
t:quite right.thank you.now,please look at the screen and do the exercise on it.
(teacher shows the following on the screen and allows the students enough time to prepare.at the end,check the answers with the whole class.)
there is one mistake in each of the following sentences.point it out and correct it.
1.having travelled a lot in china this year,i am getting tiring of travelling now.
2.we had to waiting three hours to get the ticket to harbin.
3.although the unboiling water looks clean,i prefer not to drink it.
4.iˇm sorry to tell you that none of the banks i spoke to were interesting in this project.
5.it is tired to climb to the top of the mountain.
6.it is not enough to simply decide where you want to go.it is also important of you to consider when and how you want to travel.
suggested answers:
1.tiring△tired 2.waiting△wait 3.unboiling△unboiled 4.interesting△interested 5.tired△tiring 6.of△for
兂step ⒔ summary and homework
t:in this class,weˇve reviewed the new words in the text.in addition,weˇve revised non-finite verbs(1)x-ing,-ed and to do,especially,weˇve done a lot of practice to master the usages of them.after class,do more practice.the more you practise,the better you will master them.thatˇs all for today.see you next time.
ss:see you next time.
兂step ⒕ the design of the writing on the
blackboard
unit 15 destinations
the third period
-ed:interested,surprised,moved,tired,bored,encouraged,frightened,amazed,disappointed,worried,etc.
-ing:interesting,surprising,moving,tiring,boring,encouraging,frightening,amazing,disappointing,worrying,etc.
for/of:it is important for us to learn english well.
it is clever of you not to tell him the news.
兂step ⒖ record after teaching
人教版7单元英语教案篇6
Ⅰ.brief statements based on the unit
archaeological discoveries play an important part in the study of the history and culture of a country and at the same time can help us solve many mysteries.this unit mainly talks about two important archaeological discoveries:the king of stonehenge in england and the jinsha ruins and the sanxingdui ruins site in sichuan province.the discovery of the king of stonehenge makes archaeologists think people in the bronze age had trade and cultural links with other parts in europe.while the unearthed jinsha ruins again proved that it is likely that roots of chinese culture are in sichuan.they all have a historical significance on the study of the history and culture of the two countries.besides,we need to review the use of “it”,especially when it is used in the subject position to stand for an infinitive or a clause.
Ⅱ.teaching goals
1.talk about archaeological discoveries.
2.express curiosity.
3.review the use of “it”.
4.create a flow chart.
Ⅲ.background information
1. underwater archaeology
the year was 1960.the eight team members were divers and scientists.the ancient wreck（船的残骸）was buried in the sands below the warm coastal waters off turkey.underwater archaeology was about to be born.
archaeology is the study of ancient life,or how people lived thousands of years ago.the work of the archaeologist is to find and recover objects made by these ancient people and figure out how the objects were used.
the archaeologists on the team that found the ancient wreck usually worked on dry land.they knew the scientific methods used in dry-land archaeology.by adapting,or changing,these methods,the archaeologists could use them under water.after diving into the sea,the group used underwater cameras to take pictures of the wreck and its treasures.next,they drew maps on plastic tablets to show where each object was located.then,they used a tool that gently sucked the sand away from the treasures.large objects were placed in baskets,which were brought up to the surface.very heavy objects were pulled up with the aid of a balloon.
the recovered objects were put in a museum in turkey.archaeologists then brought the photos,drawings,and maps to the united states for further research.after seven years of study,the scientists learned that the wreck was 3 200 years old.
2.spanish scientists dig up a monster of a bone
spanish researchers digging in a semi-desert part of eastern spain have found a bone from an animal more than 30 metres in length and weighing 50 tons.the upper leg bone measures 1.85 metres and weighs 150 kilograms.this indicated that it came from the equivalent of a male elephant.
scientists believe the bone came from a sauropod,a lizard-like dinosaur that lived from 145 to 65 million years bc.
if these guesses are confirmed,it would be the largest dinosaur discovered in europe.
it could possibly be as big as a champion heavy weight like argentinausorus,found in south america,which from the evidence of a foot and three ribs,was probably longer than 35 metres.
the four-legged sauropods,which had tiny brains,vast stomachs and long necks and tails,are believed to have been vegetarians,eating large trees the way people crunch celery sticks.
Ⅳ.teaching time:five periods
the first period
teaching aims:
1.learn and master the following words:
archaeology archaeological archaeologist curiosity decoration unearth spear artefact
2.do some listening.
3.learn to express curiosity.
teaching important points:
1.improve the students’ listening ability.
2.train the students’ speaking ability by talking about archaeological discoveries and practising expressing curiosity.
teaching difficult points:
1.how to improve the students’ listening ability.
2.how to finish the task of speaking.
teaching methods:
1.looking at some pictures to arouse the students’ interest in archaeology.
2.listening-and-answering activity to help the students go through with the listening material.
3.individual,pair or group work to make every student work in class.
teaching aids:
1.the multimedia
2.the blackboard
teaching procedures:
step Ⅰ greetings
greet the whole class as usual.
step Ⅱ lead-in
t：as we all know,china is a country with an ancient civilization.it has a long history and brilliant culture.do you know in what ways we can learn about its history and culture?
s1:reading books.
s2:watching tv.
s3:learning from the teacher in class.
s4:surfing the internet.
…
t:anything else?
ss:no.
t:we can also go to the museum to visit the unearthed cultural relics,can’t we?
ss:yes.
t:now,please look at the two pictures on the screen and tell me what you see in the pictures.
(teacher shows the screen.)
s5:they are:terracotta warriors and horses and inscriptions on bones or tortoise shells.
t:you’re right.terracotta warriors and horses is a symbol of the powerful qin dynasty,while inscriptions on bones or tortoise shells are embryonic forms of chinese characters.the great archaeological discoveries play an important part in learning about china.
step Ⅲ warming up
t:today let’s talk about archaeology unit 20 (bb:unit 20 archaeology).before talking,please look at the new words.
(teacher deals with the new words with the whole class.)
t:ok.now open your books and turn to page 73.look at the four pictures and tell us what you can see in each picture.
s6:i can see an axe in the first picture.it is a kind of tool used by people of the stone age.
t:right.how about the second one?
s7:in the second picture is a bronze tripod,which is an ancient cooking vessel of that period.
t:good.the third picture.li ping,try please.
s8:this is a painting on silk of the han dynasty.
t:yeah.the last one?
s9:i think the last picture is a work of china made in the tang dynasty.
t:anything else about the last picture?
s10:i guess it is made of tri-colored glazed pottery of the tang dynasty.
t:well done.we know that the life of people is different during the different periods.now let’s describe the life of people during the periods mentioned above.you can describe it according to the questions on the screen.
(teacher shows the following on the screen.)
1.what did they eat?
2.where did they live?
3.what did their homes look like?
4.what kind of tools did they use?
5.what objects have we found from their age?
6.what kind of entertainment did they have?
first discuss the questions with your partner,and then complete the chart at page 73.a few minutes later,i’ll collect your answers.is that clear?
ss:yes.
t:(five minutes later.)are you ready now?(ss:yes.)now,let’s describe the life of people in the stone age together.
t and ss:the people of the stone age ate wild fruits and animals.they usually lived in caves.they used bones of animals,fur and pottery to decorate their caves.the tools they used were mainly stones,sticks and bones of animals.they used bones of animals to make necklaces and bone pins.they were able to make jades.the entertainment for them was to shout and dance with rhythm together.
t:ok.who’d like to describe the life of people in the bronze age,the han dynasty and the tang dynasty one by one like what we did just now?
ss:…
suggested answers:
stone age bronze age han dynasty tang dynasty
food wild fruits, wild animals grain,wheat,rice,bean,domestic,animals,meat,broomcorn,millet wheat,rice,wine,vegetables,sugar pancake,tea,spinach,wine
housing caves houses made of mud and straw houses made of bricks and tiles houses made of bricks and tiles palaces
home
decoration bones of animals, fur, pottery, jade bronze mirrors,bronze jade silk,stone and brick statues, wood statues,frescoes china,pottery,jade,silk
tools
stones, sticks, bones, axes made of stone knives, sickles, axes, fishhooks
iron objects,ploughs,hoes
quyuan ploughs,tools used to lift water by water-wheel
artefacts
necklaces made of bones,bone pins,pottery,jade bronze tripods and quadripods,textile,embroidery silk, paintings on silk, stone, brick and wood statues tri-colored glazed pottery of the tang dynasty,china
entertain-ment
shouting and dancing with rhythm singing,dancing,drinking wine
playing the instruments acrobatic show
having a swing,boat race,playing polo
t:we know there are many important discoveries from these different periods.please look at the following four pictures.can you tell us where they were unearthed and where we can go and see them?discuss in groups of four.after a few minutes,i’ll ask some students to talk about them.is that clear?
ss:yes.
(teacher shows the four pictures on the screen.)
1 3
2 4
t:liu qian,talk about the first picture,please.
s11:…
suggested answers:
picture 1:the picture shows the serials bells of the warring states,which was unearthed in sui county of hubei province.if you want to see it,you can go to hubei province.
picture 2:this is the famous dunhuang frescoes,which lie in dunhuang of gansu province.they were painted in the tang dynasty.we can go to dunhuang of gansu province to enjoy them.
picture 3:this is a skull of a peking ape-man,living in the stone age.archaeologists found it in zhoukou of beijing.we may go to the chinese history museum to see it.
picture 4:this is a work of coloured pottery.the persons were performing acrobatics.it was made in the han dynasty and unearthed in luoyang of henan province.luoyang is the place where you can enjoy the work of coloured pottery.
step Ⅳ listening
t:now,let’s do some listening.look at the listening part at page 74.listen to the tape carefully and try to make a drawing of the tool.
(teacher plays the tape for the students to listen for the first time.after that,give the students one or two minutes to draw it.if they have some difficulty with it,play the tape again and stop where there are important information related to the drawing.at last,check the drawing with the whole class.)
t:good.now,let’s go on with the exercises in listening.please listen to the tape again and then finish ex.2 and 3 in turn.
(teacher plays it again and gives the students enough time to write down some important information.finally check the answers with the whole class.after that,let the students discuss ex.4 in groups of four and check them.)
step Ⅴ speaking
t:ok.in our daily life,we often come across the topic that we’re interested in and we’re anxious to get some information about it.in order to get some suggestions from others,how do you express your curiosity?now, look at the screen.these are very useful expressions.you should remember them and use them freely.
(teacher shows the following on the screen.)
i wonder what/who…
i really want to know…
i’m curious to…
i’d love to know…
i wonder if/whether…
what i’d really like to find out is…
i’m curious about…
i’d like to know more about…
(teacher goes through the useful expressions with the whole class.)
t:now,let’s listen to a dialogue between student a and student b.student a talks about a topic he/she is interested in,while student b gives suggestions.
(teacher plays the tape for the students.after that,teacher says the following.)
t:well,open your books and turn to page 74.look at speaking.please underline the sentences used to express curiosity.after a while.i’ll ask one of you to read out the sentences.do you understand?
ss:yes.
t:(after a while)have you finished?(ss:yes.)any volunteer?
s12:i’d like to know more about…
i wonder what…
i’d love to know…
what i’d really like to find out is…
t:quite right.please practise the dialogue with your partner for a while.after that,i’ll ask some pairs to act out the dialogue before the class.is that clear?
ss:yes.
(several minutes later,teacher asks some pairs to act out the dialogue before the class.)
t:thank your for your excellent performances.
step Ⅵ practice
t:now,let’s do some speaking practice.work in pairs or groups and talk about archaeological finds,such as artefacts,tombs or unearthed towns.you can use the expressions we learnt just now to help you carry out the task of speaking.five minutes later,i’ll ask some pairs to perform their dialogues before the class.
one possible dialogue:
a:hi!jack.have you heard of the sanxingdui ruins site?
b:yes.it’s in guanghan of sichuan province.
a:i want to know when it was discovered?
b:in the spring of 1929.
a:can you tell me who found it?
b:yes.it’s a farmer’s son who found it.
a:i’m curious about how he found it.
b:he found it by chance.when he and his father were working in the field,he dug up a round piece of jade.then they found a hole filled with more than 400 jade objects.
a:oh,so strange!what i’d really like to know is what effects its discovery will have on the study of chinese history and culture.
b:i think it must have important effects.it is said that it has become one of the cultural relics of the world.
a:great!i’d like to know more about it.
b:you can surf the internet or go to visit it yourself.
step Ⅶ summary and homework
t:in this class,we’ve talked about archaeological discoveries and learnt about the life of people during the different periods.we’ve also done some listening practice and speaking practice.in the speaking part,we’ve mainly learnt to express curiosity using the useful expressions.these expressions are:i wonder what/who…i’m curious to…i wonder if…(teacher writes them on the blackboard.)after class,practise them more.besides,remember to prepare for the next period.ok.that’s all.class is over.
step Ⅷ the design of the writing on the blackboard
unit 20 archaeology
the first period
useful expressions:
i wonder what/who…
i really want to know…
i’m curious to…
i’d love to know…
i wonder if/whether…
what i’d really like to find out is…
i’m curious about…
i’d like to know more about…
step Ⅸ record after teaching
人教版7单元英语教案篇7
unit 3 art and architecture
i. brief statements based on the unit
in this unit, ss will read about art and architecture, learn to express preferences, learn about the past participle used as object complement, and learn to write a review of a painting. in the first period, ss will learn to express preferences by making dialogues with the help of the given expressions. also they
will do some listening practice to improve their listening ability. in the second period, ss will read a passage about modern architecture. they will learn about some famous architects and their works as well as some famous buildings in the world. in this period, ss will learn some useful words and expressions, too. in the third period of this unit, the useful words are revised first and also ss will learn to use a new sentence pattern：a is to b what c is to d. ss can master it after finishing the practice provided in this part. the grammar item is the past participle used as object complement. this is an important item. teacher should give some explanations to help ss understand it and then after ss finish the exercises they will master it better. teacher may provide more practice if necessary. in the fourth period, ss will do some reading and writing practice to improve their integrating skills. after the study of this unit, ss may know more about art and architecture and they will also make progress in their listening, speaking, reading and writing abilities.
ii .teaching goals
1. talk about art and architecture.
2. learn to express preferences.
3. learn about the past participle(2) : used as object complement.
4. write a review of a painting.
iii. teaching time: four periods
iv. background information
1. the great wall of china
in 221 b.c. the first emperor started to build a great wall right across the north of his empire. he wanted to keep the tribes of huns and tartars outside his country. there were earlier walls built in some places by different kings of china, but the first emperor, now that he ruled all china, decided to complete the wall. he decided to make it run right across from tibet to the sea, a distance of over 1 500 miles. it took seven years to build.
the great wall ran across wild, steep, mountainous country, over the mountains and down the valleys. north and west of it there were only wild mountains and deserts, and south and east there were the rich yellow river plains. it was built higher than a double-decker bus. in most places it was wide enough for eight men to march side by side along the top. it was built of stones and clay. there were huge blocks of stones on the sides, and on the top there were more stones. cars could travel along the top.
about every two hundred yards there were tall, strong towers where soldiers could keep watch for the enemy, and where they could light fires to signal to each other. there were always soldiers inside these towers, winter and summer, keeping guard against attacks from the huns. there were a few well-guarded gateways with huge wooden gates, strengthened with iron nails. these connected the main roads of china to other roads through the mountains and across the desert.
the great wall has often been rebuilt through the centuries, and much of it is still standing today. visitors can still see it running like a snake across the country and can still walk along the top. much of the traffic which passes through the ancient gateways has not changed much. but today, as well as horses and carts there are motor cars and trucks.
to build such an enormous wall across such wild and mountainous country without any modern tractors or other heavy machines was very difficult. all the emperor's builders were thousands of men, often prisoners of war. they lifted the earth in buckets and dragged the stones in teams with ropes over their shoulders. they worked in such wild and distant places that it was difficult to supply them with enough food or to make proper shelters in which they could sleep. thousands of workers died and were buried in the clay inside the wall. the people hated the emperor for his cruelty but he made them finish the wall. many people were seized and forced to work on the wall far away from their homes. many of them never came back.
superstitious people who believed in magic used to say that the emperor had ridden across the mountains on magic horses. the wall appeared under him as he went along. wherever the horse stamped its foot, a watch-tower appeared. but the wall was not made by magic. it was made by the work and lives of thousands of men.
2. the yellow crane tower
on may 20, 1985 the newly-rebuilt yellow crane tower(huanghe tower) was completed and opened to the public.
the rebuilding of the tower took four years and cost 15 million yuan.
this five-storeyed building stands on the top of the snake hill(mount she) by the changjiang river in hubei province. it is 51.4 metres high. in the halls of the first four storeys there are many pictures, portraits and wall-paintings. they are about fairy tales, chinese history and the history of the tower.
do you know when the tower was first built? and why do we call it “the yellow crane tower”?
there is a legend that long long ago an old man named wang zhian rode on the backof a yellow crane, flew away from the tower and later became an immortal being. it is also said that another man named fei wenyi returned to the tower to have a rest with the help of a yellow crane.
another story goes like this: a window by the name of xin set up a public house by the snake hill in wuchang. a taoist often came to drink here. each time he was allowed to drink without payment. once before leaving, the taoist drew a yellow crane on the wall with a piece of orange skin. the yellow crane flew down off the wall and danced happily immediately after the people clapped their hands. on hearing the news many, many people came here for a drink. mrs xin got richer and richer. so she decided to build a tower in memory of the crane. it was named the yellow crane tower.
in fact, the yellow crane tower was first built more than 1 600 years ago. that is in the early years of the three-kingdom period. it stood on the south bank of the changjiang river in wuchang.
in the beginning, the tower was only used by the armies, but after a certain period of time it was open to the public. the tower has been destroyed and rebuilt many times, and it has been a well-known historical building for centuries. many poets wrote excellent poems in praise of the tower.
however, before liberation, the yellow crane tower was not well protected. when wuhan was liberated, only a very shabby tower remained.
in october 1981, the government decided to rebuild the yellow crane tower, and now on the top of the snake hill stands a new magnificent five-storeyed yellow crane tower, overlooking the beautiful river city of wuban.
who says that the yellow crane had flown away and would never come back? with the rapid development of our socialist country, the yellow crane tower is reborn! seeing the great yellow crane tower, everychinese should certainly have a sense of national pride.
the first period
teaching aims:
1. improve the students' listening ability.
2. improve the students' speaking ability.
3. learn and master some useful words and expressions.
teaching important point:
train the students' listening and speaking abilities.
teaching difficult points:
1. how to help students to improve their listening ability.
2. how to help students to learn to express preferences.
teaching methods:
1. discussion to make the students talk about art and architecture.
2. individual or pair work to make the students practise their speaking ability.
3. listening practice to improve the students' listening ability.
teaching aids:
1. a tape recorder
2. a projector
3. the blackboard
teaching procedures:
step i greetings and warming-up
greet the whole class as usual.
t: (walk to one student)wang jing,
where do you live?
s: i live at no. 26 zhonghua street.
t: what kind of house do you live in? a traditional house or an apartment?
s: i live in an apartment.
t: do you like living in an apartment?
s: yes.
t: can you tell us why?
s: it's clean and safe, and it's easy to keep warm in winter, since it has the
heating system.
t: what's the disadvantage of living in an apartment?
s: it's not convenient for you to carry things home and it's not easy for you
to get sunlight.
t: ok. please sit down. (walk to another student.)li xiao, what kind of house
do you live in? do you live in an apartment, too?
s: no. i live in a traditional house.
t: do you like living in a traditional house?
s2: not very much. because it's not safe when there is nobody at home, and it gives you much trouble to keep warm in winter, but it has some advantages. it’s convenient for you to carry things home, and you can take exercise in the yard. if you like, you can keep some pets, such as a dog, a cat and so on. and you can grow some flowers, too.it's very interesting.
t: good. i must pay a visit to your house one day. now, look at the questions on
the screen and have a discussion in pairs.
(show the following on the screen.)
questions:
if you were free to design your own dream house, what would your house look like? what materials would you use? explain why you made certain choices about your dream house.
(after the discussion, collect their answers.)
s3: lf i were free to design my own dream house, i would like it to look modern and comfortable. i would lay a wooden floor in the rooms. i would have a glass tea table placed in the kitchen. i would like some modern steel chairs designed in special styles. i would have a set of leather sofa in the living room.
s4: i have a different opinion. i would like my dream house to look traditional. i like wooden furniture very much. i would have a wooden floor laid first.
and then i would buy some wooden furniture, such as a wooden tea table, some wooden chairs, a big wooden bed and one wooden bookcase. i would have two chinese traditional paintings put up on the wall in my living room. and i would place a pair of cloisonné vases in the living room. 1 think wooden furniture makes people feel friendly and peaceful.
s5:……
t: all your designs are wonderful. you're all good architects. this unit is about
art and architecture. what words and phrases do you think will be useful when you want to talk about them? who knows?
s6: i think“pattern, style, modern, material, traditional, be made of, be covered
by” are useful.
t: good. who can tell us more?
s7: let me try. high, low, steel, be famous for, look like, and so on.
t: very good. now, work in groups of four and find out the history of art and
architecture, names of artists and architects, famous buildings and works of art in the world.
(a moment later, teacher may ask some students to say their answers.)
step ii speaking
t: now, please open your books and turn to page 17. look at the two pictures.
what do you see?
ss: modern buildings and a traditional house.
t: just now, we talked about their advantages and disadvantages. now, please
work in pairs to make a short dialogue. tell each other which you prefer
and try to explain why you prefer one thing to the other.
(students prepare for a while.)
t: are you ready?
ss: yes.
t: which pair volunteers to act our your dialogue?
ss: let us try....
(the pair acts out their dialogue. teacher then shows the following on the screen. )
t: very good. now, please look at the screen. what beautiful chairs they are!
do you like them?
ss: yes.
t: which do you like better?
(ss may have different answers.)
t: ok. now, please turn to page 18 and look at the sample dialogue in speaking and some useful expressions on page 19. they're useful when you are making your dialogue expressing preferences. read them carefully and then make a dialogue with your partner.
(a moment later, ask some students to act out their dialogues.)
sample dialogue:
a: do you prefer classical chairs or do you like modern chairs better?
b: i'd rather have modern chairs.
a: can you tell me why?
b: in my opinion, modern chairs are lighter and more colorful. ] don't like the
hard wooden chairs which i think are uncomfortable.
a: i really prefer classical chairs. i like seeing something old and classical and
i like the different designs of the chairs.
step iii preparation for listening
t: ok. we've talked much about art and architecture. and we also designed our
own dream houses. now, imagine that you're moving into your new house, but you need to buy some furniture. what kind of furniture would you like to buy and why do you prefer them? have a short discussion in pairs, please.
(allow the students a few minutes to prepare for the dialogue and ask one or
two pairs to act out if time permits. )
step iv listening
t: well done. now, we'll do some listening practice. you'll listen to a talk
between amy and danny. they want to buy some furniture for their new house. they visit a shop and talk with the sales assistant about their taste and preferences. before we listen to the tape, let’s go through the requirements together.
(help ss to know what to do and make them guess the answers. )
t: ok. now, you've known what to do. listen carefully and finish the exercises by yourself first and then cheek your answers with your partner.
(play the tape twice for ss to listen and finish the exercises and then play
it a third time for students to check their answers. at last cheek the answers with the whole class. )
step v summary and homework
t: today we've learnt how to express preferences. who can write the useful expressions on the blackboard?
s: let me try. (write some on the blackboard. )
t: good. who has anything else to add?
s: i'll try. (write some other expressions on the blackboard. )
t: good. after class, you should try to use them more to learn them by heart. they are very useful. in the next period, we’ll read more about architecture. please remember to preview the reading passage. ok. that's all for today. see you tomorrow!
ss: see you tomorrow!
step vi the design of the writing on the blackboard
unit 3 art and architecture
the first period
useful expressions:
i'd rather…
i don't get excited about…
i'm much more interested…
if you ask me, then…
in my opinion…
i prefer something that…
i really prefer…
i like seeing something…
i wouldn't feel happy if…
what i like is…
i'm not very interested in.…
i can't stand…
step vii record after teaching
人教版7单元英语教案篇8
教学目标
1.能听、说、读、写单词和短语: bamboo, its, eating lunch, having an english class。
2.能根据图片运用句型: —what are they doing? —they are eating lunch.
—what is the little monkey doing?
—it's playing with its mother.
和同伴进行对话交流。
3.完成let's try部分的听力。
4.能和同伴分角色表演let's talk,熟练掌握动词的现在分词的构成。
5.教育学生要细心观察身边的事物,从而不断提高自己的知识水平。
教学重点
1.掌握本课时的单词和句型。
2.进一步巩固现在进行时,并在句子中学会使用进行时态。
3.分角色表演let's talk。
教学难点
1.物主代词its(它的)与it's(它是)要区分开。
2.注意动词短语play with 中with的用法。
3.熟练掌握现在分词的构成。
教学准备
教师准备:
1.与本课时相关的录音和课件。
2.本课所需的单词卡片。
学生准备:
本课所需单词卡片。
教学方法
1.分角色表演教学法
教师让同学们分角色表演let's talk小对话,创设英语情景,让同学感受英语的语言氛围。
2.问答教学法
同学两人一组根据图片进行问答练习:what are you doing? i'm eating dinner. what is he doing? he is having an english class. 在问答练习中,不断提高学生的口语表达能力和运用英语的能力。
教学过程
step 1: warm-up
1.教师热情地和学生打招呼问好,做简单的free talk。
2.播放歌曲school days,通过一起唱歌调动学生学习英语的积极性。
3.找学生到前面表演动作,其他学生和教师一起进行对话练习:what is he doing? he is…
4.main scene
(1)看课本56页,57页图片回答:what are the pandas doing? where are zoom and zip?
(2)猜work quietly的汉语意思,并找学生说一说在哪里做什么事情时我们需要用quietly。
(3)他们正在购物。(汉译英)
they ______ ______ now.
step 2: presentation
let's try
1.学生用简洁的句子描述一下这四幅图片。
what are the birds doing in the first picture? what about the tiger?
2.播放let's try部分的录音内容,让学生根据录音内容选出正确答案。
3.全班核对答案,然后学生跟读录音原文。
let's talk
1.教师展示熊猫吃竹叶的图片,说:oh, the pandas! they're cute. what are they doing? yes, they are eating. 然后,在图片上迅速贴上12点的小钟面。oh, they are eating lunch.让学生猜一猜eating lunch的意思并板书和领读。然后教师问:what do the pandas like eating? 接下来教师说:they like eating bamboo.并引导学生说出:the pandas like eating bamboo.并板书、领读。教师举起小猴子和母亲玩耍的图片问:what are they doing?引导学生和自己一起说:they are playing. 然后教师问:what is the baby monkey doing? 教师引导学生说:it's playing with its mother.并板书、领读。教师出示大象喝水的图片,示意左边的学生问:what is it doing? 右边的学生说:it's drinking water.板书、领读,并把图片贴到黑板上。
2.教师播放let's talk 的录音并画出现在进行时的'句子,然后找学生说。
3.再次播放课文录音,学生跟读。找学生说一说:where are they?
4.学生自由读课文,然后分角色朗读。
step 3: practice
1.高低声转换
游戏开始前,教师在黑板上画两个滑稽的三毛图像(注意随手画,不要太正规),一个是三毛学生,一个是教师。教师说句子:look at the pandas. what are they doing?教师大大声,学生小小声跟读;教师小小声说:they are eating lunch.they are so cute.学生大大声跟读(为了提高学生的注意力,教师可以句子的前部分大大声,后部分小小声),如果学生三次都不错, 教师就要拔掉自己一根头发,但是只要学生错一次,就要拔掉学生的一根头发,然后擦掉耳朵、眼睛、鼻子,最后是脸。游戏结束时,谁在黑板上剩的五官多,谁就胜出。
2.同桌之间分角色表演let's talk 的对话。筛选出几组上台表演,教师及时予以鼓励性评价。
3.根据let's talk的内容,教师找学生到前面分别表演三组动物:熊猫,猴子和大象。学生根据他们的表演,分组进行对话:what are they doing? what is the little monkey doing?进一步提高学生的口语表达能力和对所学过的单词和句型的熟练掌握程度。
4.完成全品学练考—课后练57页第一题。
step 4: consolidation
1.看图说句子
教师展示一组图片(上课、打扫房间、吃晚饭、读书、看电视等,注意,这些图片的主语不同),然后让学生自愿到前面来,把短语和图片配对,再找学生到前面把对应的主语和系动词be 补充完整。然后,班级学生分组大声读句子。
2.同桌之间对话
学生根据黑板上的图片,利用所学过的句型进行对话练习:
—what are you doing, monkey?
—i'm playing with my son./i'm playing with my mother. what about you, panda?
—i'm eating lunch. i like bamboo.
—oh, i see.
…
教师在学生对话的同时,要监督和帮助学生。
3.全班总动员
学生前后桌四人一组,根据自己手中的单词卡片进行对话练习:what is he doing? he's drinking water. what are they doing? they are having an english class. 通过师生之间、学生之间的互动,加深对新知识的理解,培养学生用英语去思考的能力。
step 5: sum-up
师生一起总结本节课的学习重点:
单词和短语: bamboo, its, eating lunch, having an english class
句型: —what are they doing?
—they are eating lunch.
—what is the little monkey doing?
—it's playing with its mother.
step 6: homework
1.回家给父母大声朗读let's talk部分的内容,背诵任意三个句子。
2.画一画你的妹妹、妈妈正在干什么,并用英语写上句子。
3.完成全品学练考—课后练57页第三、四题。
板书设计
unit 6 work quietly!
—what are they doing?
—they are eating lunch. they are so cute.
—what is the little monkey doing?
—it's playing with its mother.
bamboo have an english class
与本课相关的趣味知识
美国小孩
美国小孩具有很强的独立性,父母在他们很小时就让他们自己动手做事。美国小孩课余生活很丰富,他们每天下午上课到3、4点,后面的时间就可以去打篮球、踢足球、弹琴、参加俱乐部。虽然看似有点累,但是他们做着一些自己感兴趣的事。美国小孩长大后的动手能力强。小孩犯错,父母不会骂,更不会打。他们只是通过一些故事或者真实事件来给孩子讲道理,从根本上解决问题。美国(欧洲)的小孩,具有强烈的冒险精神,很多事情他们想得多,实践得多。他们喜欢捣弄瓶瓶罐罐,和动物做朋友,发现大自然的奥妙。
与本课相关的习题
一、写出下列动词的现在分词。
1.eat ________
2.do ________
3.play ________
4.drink ________
5.clean ________
6.have ________
二、汉译英。
1.上英语课 _______________
2.喜欢竹子_______________
3.吃午饭 _______________
4.和它的妈妈玩 _______________
5.非常可爱 _______________
6.打扫房间 _______________
7.读书 _______________
8.看电视 _______________
教学反思
本课主要学习句型“what are they doing?”“what is the little monkey doing?”为了让学生能将所学的语言知识运用得更好,我设计了“看图说句子”“高低声转换”等活动,让学生主动参与,对本课重点句型的理解不断加深,运用起来也越来越得心应手。通过这些活动,学生的合作学习能力与综合运用所学语言知识的能力都得到了提高。此外,学生经过了一段时间的学习,英语有了一定的基础,而且口语也有所提高,这是值得欣慰的地方。不足的地方是,有的学生会读句子,也会回答教师的问题,但落实到纸上时,有的学生就出错了,在今后的教学中,在写单词和句子上要多加训练。
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
第二课时
教学目标
1.能听、说、读、写短语:doing morning exercises, having … class, reading a book, listening to music。
2.会运用句型:
—it's … o'clock.
what is/are… doing?
—he/she/they+be+doing …
和同伴进行对话交流。
3.能够根据图片说现在进行时的句子。
4.能对所学过的知识进行简单归纳,培养学生自主学习的能力。
教学重点
1.掌握本课时的短语。
2.熟练掌握现在进行时态,并能用不同的人称代词作主语写进行时的句子。
3.能根据本课时所学的知识和同伴进行对话交流。
教学难点
现在进行时的应用。
教学准备
教师准备:
1.准备与本课时相关的单词卡片和图片。
2.准备与本课时相关的录音和课件及奖励用的贴画。
3.小时钟。
学生准备:
1.本课所需单词卡片。
2.自己的生活照片。
教学方法
1.多媒体辅助教学法
教师利用多媒体课件或图片展示let's learn 和look and say部分的内容,创设一定的情景,学生根据图片内容进行句型操练。
2.游戏教学法
通过“五问猜动作”这个游戏,学生在表演和对话中掌握本课时的句型,更好地理解现在进行时态。
教学过程
step 1: warm-up
1.教师热情地和学生打招呼问好,做简单的free talk。
2.男女生对唱歌曲school days。
3.学习谚语:it's the empty can that makes the most noise.半瓶水响叮当。
4.你能听到我吗?
班级分成两组进行比赛,看哪组听到老师的最多,多的给予奖励。游戏开始两组学生抢答,教师小小声说:they are playing football now.(但是这个声音要保证一部分学生能听得到)听到的学生抢答读出句子,这组加分,然后继续。为了增加游戏的趣味性,教师可以突然让学生听不见来调节课堂气氛,既复习了单词和句型,又提高了学生的口语。
step 2: presentation
let's learn
1.教师展示课本上陈杰的生活照片,指着图片问: what time is it? 学生回答:it's six in the morning.然后教师问:what is she doing?并且和学生一起回答:she is doing morning exercises.然后教师播放一段广播体操音乐,教授学生说: doing morning exercises。
2.师生共同学习having… class, reading a book, listening to music。
3.根据图片说句子
根据课文所给的图片,教师引导学生:it's nine a.m. and chen jie is having an english class. 然后,学生按教师所给的句型说句子。在巩固单词的同时,对句型进行了操练。最后教师让学生把句型写到黑板上。
look and say
1.教师展示图片:what is mike doing? 学生回答:he is listening to music. what are chen jie and sarah doing? they are eating breakfast. 然后教师让学生根据图片进行对话练习。强调注意be的应用。
2.一问一答
学生利用自己手里的图片,前后桌之间(前桌拿着图片问后桌,后桌再问自己的后桌)进行对话练习:what is/are… doing? she/he/they is/are doing…对话全班进行,教师要帮助和鼓励学生。
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