外研版七年級英語下冊教案(全冊)

第一模塊：（5課時）

Module1Lostandfound

Unit1Whosebagisthis?

I.課時1課時

II.Typeoflesson:Listeningandspeaking

III.Teachingaims:

i.Knowledgeaim:學(xué)習和掌握名詞性物主代詞

ii.Abilityaim:能聽懂有關(guān)失物招領(lǐng)的對話并表演在失物招領(lǐng)

處發(fā)生的事情

iii.Emotionaim:學(xué)會與他人交流時言行舉止大方得體，對他人

提供的幫助表示感謝

IV.Teachingimportantanddifficultpoints

i.Teachingimportantpoints:Makethestudentsunderstandanduse

thedialogue

ii.Teachingdifficultpoints:Makesurethestudentscanusethe

dialogue

V.TeachingAids:Multi-MediaTape,recorder

VI.TeachingProcedure

Step1Lead-in

Useapenthatwaslostlasttermandaskwhosepenisthis?

Purpose:Makethestudentsinterestedinthetopic

Step2Learningthedialogue

i.Learnthenewwords

Activity1Matchthewordsfromtheboxwiththepictures

同步練習：

Step3Pronunciation

Step4Sumupandexercise

Step5:Homework

VILBlackboardwriting

VIII.反思

Unit2Aretheyyours?

I.課時2課時（課文講解&練習）

II.Typeoflesson:Readingandwriting

III.Teachingaims:

iv.Knowledgeaim:學(xué)習和掌握新單詞

v.Abilityaim:能讀懂有關(guān)失物招領(lǐng)的短文，能寫出一則招領(lǐng)啟

事

vi.Emotionaim:學(xué)會與他人交流時言行舉止大方得體，對他人

提供的幫助表示感謝

IV.Teachingimportantanddifficultpoints

i.Teachingimportantpoints:Makethestudentsunderstandthe

passage

ii.Teachingdifficultpoints:Makesurethestudentscanfindsome

usefulinformationfromthepassageandwritealostandfoundnote.

V.TeachingAids:Multi-MediaTape,recorder

VI.TeachingProcedure

Step1Pre-reading

Learnthenewwordsandshowthestudentsalostandfoundnote,

leadinthepassage.

Step2While-reading

Activity1:Listenandreadthepassage.

Activity2:Readthepassageandanswerthequestions.

Activity3:Translateandexplainthelanguagepoints

Activity4:Completethepassagewiththecorrectformofthewords

andexpressionsfromthebox.(Activity3onP5)

Step3Post-reading

Writing(Activity4onP5)

Step4Sumupandexercise

Step5:Homework

VILBlackboardwriting

VIII.反思

Unit3Languageinuse

I.課時2課時(課本練習&練習冊)

II.Typeoflesson:Grammar

III.Teachingaims:

vii.Knowledgeaim:名詞性物主代詞和形容詞性物主代詞的用法

viii.Abilityaim:能利用名詞性物主代詞和形容詞性物主代詞

解決一些問題

ix.Emotionaim:學(xué)會與他人交流時言行舉止大方得體，對他人

提供的幫助表示感謝

IV.Teachingimportantanddifficultpoints

i.Teachingimportantpoints:Makethestudentssolvesome

questions

ii.Teachingdifficultpoints:Makesurethestudentsdotheexercises

V.TeachingAids:Multi-MediaTape,recorder

VI.TeachingProcedure

Step1:Activity1:Workinpairs.Askandanswerquestions.

Theteacherpreparesomeschoolthings,askeverypairtochoosea

schoolthing,showthestudentsamodel,likethis:

—Whosebagisthis?Isityours?

—No,ifsnotmine.It'shis.

Givethestudentstwominutestomakethedialogue,thenpresentin

theclass.

Activity2:Completethesentenceswiththecorrectformofthe

wordsfromthebox.

Givethestudentsthreeminutestofinishitthemselves,thencheck

theanswerstogether.

Step3:MatchthewordsfromBoxAwiththewordsfromBoxB.

Thisactivityisveryeasy,sothestudentscandoittogether.

Step4:AroundtheworldTheInternetlostandfound

Askthestudentsreadbythemselves,thentranslateonebyone,the

teacherexplainthelanguagepoints.

Step5:Activity4:Workinpairs.

Theteacherpreparessomethingssuchascamera,crayons,football,

gloves,mobilephone,wallet,watchandsoon.

StudentA:Thinkofthreeorfourthingshe/shehaslostorhe/shecan

choosefromthebox.Describethem.

StudentB:Thinkoffiveorsixthingsyouhaveinyourlostand

foundofficeoryoucanchoosefromthebox.Describethem.

Thenaskandanswerquestions.

StudentA:AskStudentBifthey'vegotthethingsyouhavelost.

Answerquestionsaboutdetails.

StudentB:AnswerquestionsaboutthethingsStudentAhaslost.

Askquestionsaboutdetails.

Givethestudentsfiveminutestoprepare,thenactoutintheclass.

Step6:Homework

VILBlackboardwriting

Unit3Languageinuse

VIII.反思

第二模塊（5課時）

Module2Whatcanyoudo?

Teachingaims:

1.Knowledgeaim:學(xué)習和掌握情態(tài)動詞"can".

2.Abilityaim:能正確使用情態(tài)動詞"can”表示能力的肯定、否

定與疑問形式。

3.Emotionaim:幫助學(xué)生認識并肯定自己的能力，增強自信心，

培養(yǎng)競爭意識和為班級體服務(wù)的意識。

Unit1Icanplaythepiano.

I.Typeoflesson:Listeningandspeaking

II.Teachingaims:

l.Tounderstandconversationsaboutjoiningschoolclubs

2.Totalkaboutone'sabilities

III.Teachingaids:Taperecorder,videos,OHP

IV.課時安排：1課時

V.Teachingprocedure

Step1.Lead-in

Inpairs,studentssaywhattheylikedoingandtheirpartnerssay

whattheycando.

Step2Learningthedialogue

l.Usepicturestoshownewvocabulary

2.Askstudentstorepeatnewwordsandexpressionschorallypaying

attentiontopronunciation.

3.Tellstudentstolookatthepicturesandmatchthemwiththe

wordsandexpressionsfromtheboxontheirown,thencheckin

pairs.

Step3.Listenandcheck(V)thethingsinActivityIwhichTony's

dadcando.

l.Tellstudentstolookatthepicturesagainandtalkaboutthemin

pairs.

2.AskthemtolistenandcheckthethingsTony'sdadcando.

3.Playtherecordingthroughwhiletheylistenandthenanswerthe

question.

4.Playitagainforthemtocheckandthenchecktheiranswerin

pairs.

Step4.Listenandread.

1.PutDarning,Betty,LinglingandTony'snameontheboard.

2.AskstudentstolookatthepicturesinActivity1andtalkabout

whattheythinkthefour

characterscandoinpairs.

3.Playtherecordingandaskstudentstolistenandread.

4.Askstudentstocovertheconversationintheirbooksandlisten

onlytowhatDarning,Betty,TonyandLinglingcandoandcheck

theclubstheywanttojoin.

5Playtherecordingagain.Thentellstudentstocheckinpairs.

Answers

MusDanTableFood

icceTennisand

Dami

Bettv

Lingli

Tony

Step5.Completethepassagewiththecorrectformofthewords

fromthebox.

1.Askstudentstoreadthewordsintheboxaloud.

2.Tellthemtocompletethepassageindividually,thencheckwith

theirpartners.

3.Checkanswerswiththewholeclass.

Step6.Workinpairs.Lookattheinformation.Askandanswer.

1.Lookattheinformationinthetable.ElicitwhatDarningcanand

can'tdo.ThenelicitaquestionaboutDarningandhaveanother

studentanswerit.

2.AskotherstudentstomakequestionsaboutBetty,Linglingand

Tonyandhaveothersanswerthem.

3.Askstudentstoaskandanswerinpairsasintheexamples.

Step7.Homework

1.RememberthenewwordsandexpressionsinUnit1.

2.Practiceactingoutthedialoguewithpartner

VIBlackboardshowing

VIISelf-reflection

Unit2Icanrunreallyfast.

I.Typeoflesson:readingandwriting

II.Teachingaims:

l.Tounderstandthereadingmaterialaboutrunningforclass

monitors

2.Tolearntowriteaspeechaboutrunningforaclassmonitor

III.Teachingaids:Taperecorder,videos,OHP

M課時安排：2課時

V.Teachingprocedure

Step1.Lead-in

l.Askstudentswhattheycandoverywellandsay,"He/Sheisgood

at..."

2.Askthestudentstomodelthequestion"Whatareyougoodat?"

Askthemtointerviewtheirpartnersandmakenotes.

Step2.Workinpairs.Askandanswerthequestions.

1.Writethethreemonitortitlesontheboard.Asktheclasswhatthey

are.

2.Putstudentsinpairstoaskeachotherbothquestions.Tellthemto

makealistofwhattheythinkeachmonitordoes

3.Askthreestudentstocomeuptotheboardandwriteonething

underoneofthetitles.Thengivethechalksor

penstosomeoneelse.

Step3.Readthepassageandcheck(4)thetruesentences.

l.TellstudentsthatLingling,DarningandTonywanttobemonitors.

Askstudentstoreadquicklytofindwhichmonitorstheywantto

be.

2.Askstudentstoreadagain.Thistimetheycanusetheirfingersto

skimthroughandunderlinethethingsLingling,Darningand

Tonyaregoodat.

3.Askstudentstocheckinpairsandelicitanswersfromthewhole

class.

4.Askstudentstoreadthesentencesonpage11,andtalkabout

theminpairsandguesstheanswers.

5.Askstudentstoreadthepassageagainanddecideifthesentences

aretrueorfalse.Iffalse,thensaywhy.

6.Askstudentstocheckwiththeirpartners.Iftheiranswersare

different,tellthemtogobacktothetext,readagainandcheck.

7.Askstudentstoreadoutthesentencesandsayiftheyaretrueornot.

Ifnot,askthemtosaywhy.

Step4Underlinethecorrectwords.

1.Askstudentstoworkinpairs.Tellthemtoreadthroughthe

passageandchoosethecorrectwords.

2.Checkanswersbyreadingthepassagealoudandpausingtoallow

thewholeclasstocompleteitwiththecorrectwords.

Step5Completethesentenceswiththecorrectformofthe

expressionsfromthebox.

1.Askstudentstolookattheexpressionsinthebox.

2.Askstudentscompletethesentencesontheirownandbecareful

withthelanguageforms.

3.Checkinpairs.Elicitanswersfromthewholeclassinfull

sentences.

Step6Workinpairs.Choosethebestpeopleinyourclasstobethe

monitorsinActivity1.

Say:whotheyareandwhatjobtheycandoandwhytheycan

doit

1.Writetitlesofthethreemonitorsacrosstheboard.

2.Asktheclassfortwovolunteersforeachmonitor.Writetheir

namesunderneath.

3.Putvolunteersinpairstotalkaboutwhattheyaregoodat,cando

wellandhowtheycanhelp.

4.Asktherestofthestudentstomakeatableasbelowwiththree

questionsabouttheirabilitiestoaskthevolunteers.Putitonthe

board.

QuestionsStudent1Student2Student3Student4

Student5Student6

Goodat?

Cando?

Canhelp?

5.Tellstudentstotalkingroupsabouttheirnotes,anddecidewho

shouldbetheirmonitorsandsaywhy.

Step7Homework

1.RememberthenewwordsandexpressionsinUnit2.

2.WriteapassageaboutoneofthemonitorsinActivity5.

VIBlackboardshowing

VIISelf-reflection.

Unit3Languageinuse

I.Typeoflesson:revisionandapplication

II.Teachingaims:

l.Tosummariseandconsolidatetheusageofcan

2.Torevisenewwordsandphrases

III.Teachingaids:Taperecorder,videos,OHP

IV.課時安排：2課時

V.Teachingprocedure

Step1Lead-in

l.Lookatthelanguageinthepracticeboxwiththestudents.

2.Askforsomevolunteerstocometothefrontoneata

time.Whisperanactivityintheirearandaskthemtoactitout.

Theclassguesswhatthevolunteercan/can'tdo

Step2Workinpairs.Addtwoorthreemoreactivitiestothelist.

l.Askstudentstoreadthelistofactivities.

Tellstudentstotalkaboutotheractivitiesinpairsandaddthemto

theirlists.

2.Askstudentstopractiseinpairsbyaskingabouttheactivitieson

theirlists.

3.Tellstudentstolookatthequestioninthelanguageboxandto

makeasimilarquestionfromthelist.

4.Tellstudentstowriteonequestionforeachactivityon.thelist.

5.Askstudentstopractiseinpairsbyaskingabouttheactivitieson

theirlists.

Step3.Completethesentenceswithcanorcan't.

1.Tellstudentstoreadthesentencesandthinkcarefullyabout

whethertouse"can"or"can't".

2.Askstudentstocompletethesentencesontheirownandthen

checkinpairs.

3.Askpairsofstudentstoreadthedialoguesaloud.

Step4.Completethepassagewiththecorrectformofthewords

fromthebox.

1.Tellstudentstoreadthepassageanddecideifthestudentistidy

oruntidy.Elicittheanswer"Tidy."

2.Thentellthemtoreadagainandtrytoguessthemissingword.

Thencompletethepassagewiththewordsintheboxindividually.

3.Checktheiranswersinpairs.

4.Askstudentstoreadouteachsentence.

Step4Aroundtheworld:Languages

1Lookatthedifferentscripts.Askstudents,"Howmanylanguages

arethere?Whatarethey?"

2Answeranyquestionsstudentsmayhave.

Step5.Workingroupsofthreeorfour.Talkaboutanewschool

club.

1Tellstudentstheyaregoingtosetupanewschoolclub.Ask

themtolookattheadvertfortheMusicClubasanexample.

2Elicitwhatinformationisgiven.Askhowtheclubisadvertised

3.Putstudentsingroupsof3-4.Tellthemtochoosethetypeofclub

theyaregoingtosetup,andwhereandwhenitisgoingtobeheld.

Theyneedtothinkofideastomaketheclubinteresting.

4Goaroundandhelpwithideasifnecessary.

Step6.Homework

Makeaposterforaclub.

VIBlackboardshowing

VIISelf-reflection.

第三模塊：5課時

Module3MakingPlans

I.Teachingaimsandrequirements:

1.Graspingthefollowingnewwordsandexpressions:

buy,enjoy,revise,take,lie,stay,picnic,email,test,party,because,

lookforwardto,dosomesightseeing,likeforeignculture.

2.MasteringtheGrammar:

Theuseof“begoingtodo”.

3.Learningthefollowingsunds:

/bl/tabletennis,/kl/clothes,/pl/plans,play.

ILTeachingmainpointsanddifficultpoints:

l.Tounderstandconversationsaboutweekendplans.

2.Toprocessinformationofweekendplansinthelisteningmaterial.

3.Totalkaboutweekendplanswithgiveninformation.

4.Togetinformationfromthereadingmaterialaboutpersonal

information.

5.Tosummariseandconsolidate“begoingto“andthenew

vocabulary.

III.Teachingwithtools.

Taperecorder,Teachingpicturesandcards,Video,OHPandsoon.

IV.Timeallocation:sixclasses.

V.Teachingsteps:

Unit1Whatareyougoingtodoattheweekend?

Listeningandvocabulary

1.ListenandmatchthewordsinBox1withthewordsinBox2.

*ReadthroughthewordsinbothboxeswhiletheSsfollow

them;thenreadthemthroughagainandhavetheSsrepeatthem.

*Checkthewordstressinthemulti-syllablewords

(revise,piano,lesson,party,picnic,homework,email).

*AsktheSstocoverthedialoguebelow,and,inpairs,todecide

whichverbsinBox1gowithwhichnounsinBox2.Theycancheck

theiranswerswithanotherpair.

*Withthedialoguestillcovered,playtherecordingthroughandask

themtojustlistenandfocusonthewordsintheboxes.

*Thenplayitagainandaskthemtochecktheirsuggestedmatching.

*Collectanswersasphrases.

*Listthephrasesontheboardasyouaregiventhem.

Checkmyemail,haveapianolesson,haveapicnic,getupearly,go

toaparty,reviseformytest,stayinbed,domyhomework,buy

someclothes.

2.WritethephrasesinActivity1underthepictures.

*AsktheSstolookatthepicturesandwritethecorrectphrases

underthemindividually.

*Thentheycancheckwithapartner.

*Collecttheanswersfromtheclass.

3.Listenandread.

*AsktheSstolistentothetextwhiletheyfollowitintheirbooks.

4.Choosethecorrectanswers.

*AsktheSstodothisactivityindividually,thencheckwitha

partner.

*Collecttheanswersasacompletequestionandanswerpairfrom

twoSs.

*HavetheSspractiseaskingandansweringthequestionsinpairs.

Pronunciationandspeaking

5.Listenandrepeat.

*PlaythroughtherecordingwhiletheSsfollow.

*Playtherecordingagain,pausingforthemtorepeat.Theyshould

dothischorallyasawholeclass,ingroupsandindividually.

*Puttheminpairstopractise.Encouragethemtobecriticaland

helpeachothergetthepronunciationright.

*Circulateandmonitortheirproduction.

6.Listenandrepeat.Payattentiontothepronunciationof/I/.

*PlaythroughtherecordingwhiletheSsfollow.

*Playtherecordingagain,pausingforthemtorepeat.Theyshould

dothischorallyasawholeclass,ingroupsandindividually.

*Puttheminpairstopractise.

7.Workinpairs.Askandanswertocompletethediary.

*ReadthroughtheexamplessothattheSsknowwhattodo.

*Pairthemtoaskandanswer,takingitinturns.

*Collecttheanswersfromthepairs,havingthemaskandanswer.

*Completethechartontheboardifyoufeelitwillhelp.

8.Homework.

l.DoexercisesinWorkbook,from1to2.

2.DoexercisesinExerciseBookUnitone.

3.GetreadyforthetestofModuletwo.

Unit2We'regoingtowalkuptheGreatWall

Readingandvocabulary

l.Readthepassagesandmatchthemwiththephotos.

*AsktheSstolookatthethreephotosfirst,andaskthemwhatthey

cansee.

*Makesuretheyunderstandthemeaningoftheverb“tolook

forwardtosth.v

*Beforetheyread,asktheSstofollowtheLearningtolearnbox

whileyoureaditout.Askthemtoapplythisprincipletotheir

reading.

*Askthemtoreadthethreepassagesindividuallyanddecidewhich

photogoeswithwhichpassage.

*Theycancheckwithapartner.

*Collecttheanswersfromtheclassasfullsentences.

2.SaywhatHelen,LiandLucyarelookingforwardto.

*AsktheSstoanswerthesewithashortsentence.

*Theyshoulddoitindividually,thencheckwithapartner.

*Checktheanswersinawhole-classsetting.

3.Matchthequestionswiththeanswers.

*AsktheSstomatchthequestionsandanswersindividually,then

checkwithapartner.

*Collecttheanswersfromtheclass,withonestudentaskingthe

questionandanotheranswering.

4.Answerthequestions.Usethewordsinthebox.

*AsktheSstodothisexerciseindividually,thencheckwitha

partner.

*Collecttheanswersfromtheclasswithonestudentaskingand

anotheranswering.

Writing

5.Writefullanswers.Usebecause.

*AsktheSstodothisexerciseindividually,thencheckwitha

partner.

Collecttheanswersfromtheclasswithonestudentaskingand

anotheranswering.

6.Workinpairsandanswerthequestions.

*AsktheSstodecideonaneventinthefuturethatwillbe

enjoyable.

*Youmightwantthemtomakesomenotesinanswertothethree

questions.

*Pairthemtoaskandanswerthequestions.

7.WriteyourpartnerJsanswerstoActivity6.

*TheSswritethisindividually.

*Theyshouldthenexchangewritingwiththeirpartnerandpeer

correctforfactualandlanguageaccuracy..

8.Homework.

l.DoexercisesinWorkbook,from3to5.

2.DoexercisesinExerciseBookUnittwo.

3.Getreadyforthenextlesson.

Unit3Languageinuse

Languagepractice

*GothroughthegrammartablewiththeSs.

*Makesurethattheyunderstandthatweuse“begoingto“future

totalkaboutplansforthefuturewhicharealreadydefinite(E.g.I

alreadyhavetheticket,soIknowthatI'mgoingtoflytoLondon

nextMonday.)orwhicharewhatyouwant/excepttodoinafuture

situation.

l.AskandanswerquestionsaboutSaturdayandSunday.

*ReadtheexampleandensurethattheSsknowwhattodo.

*Askthemtodotheexerciseinpairs.

*Collectanswersfromtheclass.

2.Completethesentenceswiththewordsinthebox.

*Readthroughtheverbsinthebox,andhavetheSssaythemafter

you.

*Ensurethatthetwotwo-syllableverbs(enjoy/revise)arestressed

coiTectly,bothwiththestressonthesecondsyllable.

*Askthemtocompletethesentencesindividually,thencheckwitha

partner.

*Collecttheanswersfromtheclassascompletesentences.

Aroundtheworld:Whataretheygoingtodo?

*AsktheSstolookatthepictureandtellyouwhattheycansee.

*ReadthetextandansweranyquestionstheSshave.

Moduletask:Sayingwhatyou,regoingtodoattheweekend.

3.Workingroupsofthree.Eachchoosesoneoftherolesbelow.

Discusswhatyou'dliketodoattheweekendandmakeplansto

dothingstogether.

*Readthroughthethreepiecesofroleinformationwiththeclass,

andensuretheyunderstandthem.

*PuttheSsintothreestotakeoneroleeach,thenaskandanswer

questionsaboutthemselvesinthatrole.

*Circulateandmonitorproductionforlaterremedailwork,as

necessary.

4.Completeyourdiaryfornextweekend.

*AsktheSstocompletethediarywithwhattheyarereallygoingto

donextweekend.Iftheydon'thaveanyplans,theycanaddthings

thattheywouldliketoandrealisticallycoulddo.Theyshouldonly

write

notes,notfullsentences.

*TheSscanworkinpairsandaskandanswertofindoutwhattheir

partnerisgoingtodo.

5.Homework.

l.DotheexercisesinWorkbook,from6to8.

2.DotheexercisesinExercisesBookUnitthree.

3.Getreadyforthenextlesson.

第四模塊：5課時

Module4LifeIntheFuture

一.教材分析

1.本模塊以未來的教室及學(xué)習為切入點，談?wù)搶砦覀兩畹?/p>

各個方面，學(xué)生較為有興趣，便于展開活動。在這個過程中學(xué)習

和掌握一般將來時WILL+動詞原形的表達方法及注意點。

2.《新標準》英語采用歸納式語法學(xué)習法:呈現(xiàn)一提問一發(fā)現(xiàn)一

總結(jié)，培養(yǎng)學(xué)生自主學(xué)習的能力。一般將來時作個本學(xué)期一個

重要的時態(tài)在上一個單元中就已涉及Begoingto+動詞原形，學(xué)

生已有一定的概念,這只需要老師很好地設(shè)計課堂教學(xué)活動作

一定的延伸就可以了。

二.學(xué)情分析

學(xué)生在前一模塊中已學(xué)習了一般將來時的肯定、否定與一般疑

問的表達方式，也掌握了如何表達自己將要做什么，沒做什么，也

學(xué)會了如何問別人將來是否要做某事。本單元則是在前面的基

礎(chǔ)上引入到談?wù)搶砩钸@個話題上，這是學(xué)生很熟悉也是較

感興趣的話題。在教師預(yù)設(shè)的任務(wù)中，引導(dǎo)學(xué)生在交際中動態(tài)

生成，學(xué)生有話可說，樂于合作分享。這樣就有利于他們更好

的運用課本知識，達到提高綜合運用語言能力的目的.

三.教學(xué)目標

1.語言知識目標

語朗讀單詞中注意重讀音節(jié)

基石出核心詞7匚：lifefuturechalkpaperrulernoone

詞

farmholidayrainweatherwindsocheapexpensive

匯

shortgetwarmspringautumnheavyrainstrong

comfortablemachinejobfreetechnologyinteresting

difficultweakdream

掌握：cablecalculatorcellsatellitefuelroughheat

dullclimatetransportsmoothuncomfortable

語一般將來時的肯定，否定及疑問句結(jié)構(gòu)和形容

法詞的用法.

話以談?wù)搶淼纳顬橹行?，說一說將來生活的各

題個方圜.

2.語言技能目標

聽：能聽懂用一般將來時表述的意義。

說：能運用一般將來時描述將來的生活。

讀：能讀懂閱讀文章，理解語篇主題和細節(jié)。

寫：能用一般將來時寫將來生活等有關(guān)的短文。

3.學(xué)習策略目標

認知聯(lián)系，歸納，推測等技能。

從同伴處得到反饋，對自己在敘述中或書寫

調(diào)控

中的錯誤進行修改。

交際學(xué)習運用恰當詞語與語法介紹和詢問。

通過其他學(xué)科或網(wǎng)絡(luò)獲取更多未來生活的信

資源

息。

自學(xué)策能借助詞匯圖掌握單詞，形成話題聯(lián)想的習

略慣。

情感策能在小組活動中積極與他人合作，互相幫助，

略共同完成學(xué)習任務(wù)。

4.文化意識目標：

了解將來生活會帶給我們的變化，讓學(xué)生有一種危機感.增加學(xué)

生的背景知識，增強學(xué)科間的交流，培養(yǎng)學(xué)生具有一定的探索未

來的科學(xué)思想，培養(yǎng)高尚的情操。

5.情感態(tài)度目標：

1）通過課文教學(xué)引導(dǎo)學(xué)生關(guān)心國家大事，了解將來生活的巨

大變化，因此要刻苦學(xué)習，長大為祖國繁榮富強做貢獻。

2）能在小組活動中積極與他人合作，互相幫助，共同完成學(xué)

習任務(wù)。

四.重點難點

1.教學(xué)重點

⑴以談?wù)搶砩顬橹行模榻B并詢問有關(guān)將來生活的信息.

⑵能運用用一般將來時及形容詞。

2.教學(xué)難點

[1]描述將來生活涉及的一些詞匯及它們在句中的正確運用。

[2]能運用一般將來時進行描述與提問。

五.突破途徑

1.利用多媒體，讓學(xué)生在歌聲中感受語言,在輕松愉快的video

欣賞中輸入語言。在合作學(xué)習、游戲、競賽等活動中鞏固語

言。

2.整合教材，對教材的內(nèi)容進行適當?shù)难a充、刪減、調(diào)序。以

話題為核心,設(shè)計多種任務(wù)活動，把知識點化難為易。將知識不

斷滾動、內(nèi)化和外延。

六.課時安排

Period1UnitlListeningandVocabulary

Period2Unit2ReadingandVocabulary

Period3Unit3Listening&Reading

Period4Unit3Grammar&ModuleTask

Period1UnitlListeningandVocabulary

Stepl.Warm-up

T:Whatareyougoingtodoatthisweekend?

S:Iamgoingtodomyhomeworkatthisweekend..

T:Areyougoingtoplaythepianothisafternoon?

S:Yes,Iam/No,Iamnot.

Ukethis,askthestudentstoworkinpairstoreviewthefuture

tense.

Step2.Presentation

T:Whatwillyoudoatthisweekend?

Helpthestudentsanswer:Iwilldomyhomeworkatthisweekend.

（用begoingto+do的操練弓I出will+do,旨在以舊帶新,使同

學(xué)們在很自然的復(fù)習語境中導(dǎo)入到新課的學(xué)習。呈現(xiàn)出will+do

這個時態(tài)，讓學(xué)生有一個初步的概念。）

Askthestudentstoworkinpairstopracticewill+do.

Step3.Newwords

(1)Presentationofthevocabularywithsentences：lifefuturein

thefuturecableTVcalculatorcellphonechalkpaperrulersatellite

TVnoone

(2)Readthroughthenewwordsandhavethestudentsfollowand

thenrepeatchorallyandindividually.

(3)Pairwork:Whatdoyouusetolearnmathandscienceand

whatdoIusetoteachEnglish?

(使用語境教單詞法，這樣不僅讓學(xué)生掌握了單詞的讀音，還

可以讓學(xué)生知道怎樣去使用?？赡鼙燃兇饨虇卧~要來得更有效

些，接著再用一個pairwork來鞏固這些單詞，避免了重復(fù)朗讀

的單調(diào)，并且這是一個開放性的對話，也活躍了同學(xué)的思路和

課堂氣氛。)

Step4.Listeningcomprehension

(l)ListentothetapeandcheckthetruesentencesforDarningand

Betty.

(2)Trytoreadafterthetape.

Step5.Reading

(1).Listentothetapeandanswerthequestion:Willtherebe

schoolsinthefuture?

(2).Readthedialogueandchoosethebestanswerstothe

questions.

(3).Readthedialogueinrolesandaskthemtrytoactitout.

Step6.Groupwork

Talkabouttheclassroomtenyearslatercomparedtothe

classroomnowingroupsandtheneachgroupgivesareport.

Step7.Homework

1、自默本單元單詞及重點詞組。

2、制作一張十年后你的教室，學(xué)?；蚣业暮蟆?/p>

Period2Unit2ReadingandVocabulary

Stepl.Work-Show

Showtheirhomework.Aposterabouttheirclassroom,homeor

schooloSharetheirsuccesswithallthestudents.

(分享他們的海報，既練習了學(xué)生的聽力，也練習了學(xué)生的口語。

讓學(xué)生體驗到了他們自身的價值，提高了參與的積極性。)

Step2.Newwords

(1)Presentationofsomeofthenewwordswithsentences

(2)Readthroughthenewwordsandhavethestudentsfollowand

thenrepeatchorallyandindividually.

(3)Pairwork:Whatcanyouseeinthepictures?

Step3.Reading

(l)Readquicklyandmatchthepicturesandheadings.

(2)Readcarefullyandfindtheadjectivesanditsopposite

meanings.

(3)Readonebyoneparagraphtofinishtherelativeexercises.

(在處理閱讀課的時候，先使用略讀，再使用跳讀，再使用精

讀，培養(yǎng)了學(xué)生閱讀的技巧。)

Step4.Groupwork

Talkaboutthequestions:Willwehaveaneasyoradifficultylife

inthefuture?why?

在大量輸入的基礎(chǔ)上，現(xiàn)在讓學(xué)生輸出就容易多了，我想學(xué)生

應(yīng)該是有話可說的，而且也能夠說得起來。有時間的話讓他們

寫一個小報告，筆頭也得到了落實，沒有時間的話這個就作為

回家作業(yè)。)

Step.Homework

1、自默本單元單詞及重點詞組。

2、把groupwork寫成一個小報告。

Period3ListeningandReading

Stepl.Presentation

Showaflashcardaboutrobots.Teachthewordsandletthe

studentstalkaboutWhattherobotscandoforus?

Step2.Aroundtheworld

(l)Learnthematerialtogether

(2)Withthehelpofrobots,whatwillyourlifebelikeinthe

future?

Step3.Listening

Listenandcheckthetruesentences.(wb.9)

Step4.Reading

Workinpairs.Readthepassageandcorrectthemistakes.(wb.10)

Step5.Survey

Surveysomeofthepartnersandgiveareport.

1Willyouhaveaninteresting/happylife?Why?

2Willyouhaveasmallandnicecar?

3Whatwillyourhomebelike?

4WillyoudomanythingsontheInternet?Whatwillyoudoon

theInternet?

5Willyouhavelotsoffreetime?Whatwillyoudoinyourfree

time?

6Willyoutakeaplanetotravelaroundtheword?Wherewillyou

go

Step6.Homework

1、自默本單元單詞及重點詞組。

2、把第五小題的報告定成一篇小文章。

Period4Unit3Grammar&ModuleTask

Stepl.Grammar

1.explainthefuturetenseindetails.

2.Exercisesaboutthefuturetense.(Unit3Activityl&wb.l)

Step2.Grammar

1.revisetheadjectives

2.Exercisesabouttheadjectives.(Unit3Activity3&wb.4)

Step3.Grammar

1.teachthestudentshowtousetheconjunctionso

2.Exerciseabouttheconjunction.(Unit2writingandwb.l1)

Step4.Moduletask

Designyourdreamschool(Unit3Activity5,6&7)

Step5.Homework

1.自默本模塊單詞及重點詞組。

2.完成第三單元及WB中剩下的練習。

教學(xué)反思：

第五模塊：5課時

Module5Shopping

一、學(xué)習目標：

A.單詞和短語：

market,supermarket,biscuit,lemon,strawberry,Mother'sDay,size,

take,may,try,tryon,certainly,waitaminute,sale,price,look,

fresh,advantage,anyone,anything,anyw