七年级语文教学案例（精选6篇）
篇1：七年级语文教学案例
Unit 6 Do you like bananas? 内容分析：本单元的核心教学项目是“喜好与厌恶”，围绕这一中心项目，课文中设计了各种食物和水果的插图，让学生通过听、说、读、写等方式来活动。旨在通过任务型教学活动能够表达自己喜欢与不喜欢什么，他人喜欢与不喜欢什么，早、中、晚餐喜欢吃什么，学会营养配餐，为其今后能在交际中恰当的表达自己的情感、灵活运用已经学过常用语法项目打下坚实的基础
话题: 谈论对食品的喜好和厌恶 教学目标: 1.知识目标: A.学会询问对方喜欢与不喜欢的食物 B.学习并掌握一些食物的词汇 C.学了会解他人喜欢与不喜欢的食物
D.能够谈论自己与他人早、中、晚餐喜欢吃的食物 E.学会营养配餐
2.能力目标: A.能准确表达喜欢与不喜欢的食物
B.能根据具体情景对话, 与他人的沟通信息, 合作完成任务
C.通过听、说、读、写四项基本技能的训练，促进学生语言运用能力的提高
3.情感目标: A.通过学习西方食品文化, 促使学生了解西方生活方式与文化,培养跨文化交际的意识
B.通过开展小组活动, 指导学生积极参加与他人合作, 培养他们的合作精神C.通过任务型活动, 使学生学会在实际生活中均衡饮食,合理配餐 教学重点、难点：
重点：A.动词like一般现在时的各种句式及一般现在时的肯定、否定回答 B.关于各种食物的词汇 C.名词复数的使用
难点： 一般现在时中单数第三人称的变化形式 课时安排： 第一课时 Section A 1a-1c 第二课时 Section A 2a-Grammer Focus 第三课时 Section A 3a-4 第四课时 Section B 1a-2c 第五课时 Section B 3a-4b 第六课时 Self-check 第一课时 Section A 1a-1c（听说课）教材分析：
这一课时的知识主线主要是用Do you like …? 这一句型谈论你喜欢与不喜欢的食物, 学会应用I like ….I don’t like….句型来表达自己的喜好, 教学重点是教学的听说两会, 教学难点是灵活运用所学句型来完成各项任务 教学目标: 1.知识目标: A.掌握食物名称的词, 如: banana, hamburger, tomato, broccoli, French fries, orange, ice, cream, salad, strawberry, pear B.学会用Do you like …? 句型询问对方喜欢与不喜欢的食物 2.能力目标: Do you like …？进行会话
3.情感目标: A.通过开展小组活动, 指导学生积极参加与他人合作, 培养他们的合作精神
B.通过任务型活动, 使学生学会在实际生活中均衡饮食,合理配餐 教学重点:、难点：
教学重点： 词汇 banana, hamburger, tomato, broccoli, French fries, orange, ice, cream, salad, strawberry, pear 句式 Do you like …? Yes, I do./ No, I don’t.教学难点: 会用Do you like …? 句型询问对方的喜好与厌恶 教学方法: 在任务的驱动下进行自主学习教学步骤: I.Warm up First tell Ss the learning goals of the lesson.Then play a guessing game.(教师准备一个盒子, 里面放好一些食品, 让学生猜。通过这一活动复习他们在课前所学的单词)II.Presentation and practice Task 1 Check the words A.Read the words and check their pronounciation in groups.B.Have a dictation.(让他们把所听到的单词分类填入下列表格)fruit food vegetable Task 2 Talk about food A.Teacher makes a model: Is this an apple? Do you like apples?(Help the students to answer : Yes, I do./ No, I don’t.B.Students talk about food using “Do you like…？” in groups.C.Talk about themselves using “I like ….I don’t like…” Task 3 Learn countable nouns and uncountable nouns.A.Look at the food words and discuss in groups if they are countable nouns or uncountable nouns.B.Fill in the chart.Countable nouns Uncountable nouns C.Discuss the rules of noun plural forms.III.Practice Task 1 Finish Part 1a A.Read the words by themselves.B.Discuss and match the words and pictures.C.Show their answers in groups and check them.Task 2 Listening and pair work pair work A.Listen to the tape for the first times(only listen).Then listen again and number the conversations.For the third time, check the answers.B.Practice the conversations in 1b and make their own conversations.IV.Production Make a survey.Ask eight friends what they like and dislike.Then fill in the chart.Tom Kate Li Lei … apples bananas …
Then ask some of them to report: S1: Five of the students like ….Two of them like ….S2: …
第二课时 Section A 2a-Grammer Focus（听说课）教材分析：
这一课时的知识主线主要是用Do you like …? Does heshe like…？Do they like …?句型谈论人们喜欢与不喜欢的食物, 学会应用I like ….I don’t like….He likes….He doesn’t likes ….They like ….They don’t like ….句型来表达人们的喜好, 教学重点是教学的听说两会, 教学难点是灵活运用所学句型来完成各项任务 教学目标: 1.知识目标: A.掌握生词, 如: have, countable noun, uncountable noun B.学会用Do you like …? Does she/he like …? Do they like …?句型询问人们喜欢与不喜欢的食物
2.能力目标: A.Do you like …？Does she/he like …? Do they like …?进行会话 B.能准确地听懂和读出基本词汇, 掌握听力技巧
3.情感目标: A.通过开展小组活动, 指导学生积极参加与他人合作, 培养他们的合作精神
B.通过任务型活动, 使学生学会在实际生活中均衡饮食, 合理配餐 教学重点:、难点：
教学重点： 句式 Do you like …? Yes, I do./ No, I don’t.Does she/he like …? Yes, she/he does./ No, she/he doesn’t.Do they like …? Yes, they do./ No, they don’t.教学难点: 教学难点是灵活运用句型Do you like …？Does she/he like …? Do they like … 来完成各项任务
教学方法: 在任务的驱动下进行自主学习教学步骤: I.Warm up 1.Play a guessing game.(让一至两名同学到前面来, 其他同学用Do you like …？猜猜他/她喜欢的食物, 以便于复习上一节课的内容)2.Fill in the chart.Ask two pairs of the students to give free talks using the drill “Do you like …？” according to the chart on the blackboard.Then ask another student to fill in the chart.Name French fries tomatoes hamburgers … …
II.Presentation and practice Task 1 Talk about food A.Talk about the chart on the blackboard using “Does she/he like …?” Yes, she/he does.No, she/he doesn’t.”(Help the students to answer: “ Yes, she/he does.No, she/he doesn’t.”)B.Talk about what their best friend/friends like and dislike using “Does your best friend like …?” “Do your friends …?” Task 2.Make a survey and fill in the chart.Let the students to interview her/his partner what their parents like and dislike.And fill the information in the chart like dislike father mother Then give a report: Jim’s father likes….He doesn’t like….… III.Practice Task 1 Listening(2a)A.Read the words loudly.B.Listen to the tape for the first time.(Only listen)Then listen again and circle the words.For the third time, check the answers.Task 2 Listening(2b)A.Read the words in the box loudly.B.Listen to the tape for the first time(Only listen).Then listen again and fill in the missing words.For the third time, check the answers.C.Practice the conversations in 2b.D.Talk about the boy and the girl using “Does the boy/girl …?” IV.Production Write a passage about what their family members’ like or dislike.篇二 : 初中英语教学案例(go for it 七年级上)Unit 6 Do you like bananas? 内容分析：本单元的核心教学项目是“喜好与厌恶”，围绕这一中心项目，课文中设计了各种食物和水果的插图，让学生通过听、说、读、写等方式来活动。旨在通过任务型教学活动能够表达自己喜欢与不喜欢什么，他人喜欢与不喜欢什么，早、中、晚餐喜欢吃什么，学会营养配餐，为其今后能在交际中恰当的表达自己的情感、灵活运用已经学过常用语法项目打下坚实的基础
话题: 谈论对食品的喜好和厌恶 教学目标: 1.知识目标: A.学会询问对方喜欢与不喜欢的食物 B.学习并掌握一些食物的词汇 C.学了会解他人喜欢与不喜欢的食物
D.能够谈论自己与他人早、中、晚餐喜欢吃的食物 E.学会营养配餐
2.能力目标: A.能准确表达喜欢与不喜欢的食物
B.能根据具体情景对话, 与他人的沟通信息, 合作完成任务
C.通过听、说、读、写四项基本技能的训练，促进学生语言运用能力的提高
3.情感目标: A.通过学习西方食品文化, 促使学生了解西方生活方式与文化,培养跨文化交际的意识
B.通过开展小组活动, 指导学生积极参加与他人合作, 培养他们的合作精神C.通过任务型活动, 使学生学会在实际生活中均衡饮食,合理配餐 教学重点、难点：
重点：A.动词like一般现在时的各种句式及一般现在时的肯定、否定回答 B.关于各种食物的词汇 C.名词复数的使用
难点： 一般现在时中单数第三人称的变化形式 课时安排： 第一课时 Section A 1a-1c 第二课时 Section A 2a-Grammer Focus 第三课时 Section A 3a-4 第四课时 Section B 1a-2c 第五课时 Section B 3a-4b 第六课时 Self-check 第一课时 Section A 1a-1c（听说课）教材分析：
这一课时的知识主线主要是用Do you like …? 这一句型谈论你喜欢与不喜欢的食物, 学会应用I like ….I don’t like….句型来表达自己的喜好, 教学重点是教学的听说两会, 教学难点是灵活运用所学句型来完成各项任务 教学目标: 1.知识目标: A.掌握食物名称的词, 如: banana, hamburger, tomato, broccoli, French fries, orange, ice, cream, salad, strawberry, pear B.学会用Do you like …? 句型询问对方喜欢与不喜欢的食物 2.能力目标: Do you like …？进行会话
3.情感目标: A.通过开展小组活动, 指导学生积极参加与他人合作, 培养他们的合作精神
B.通过任务型活动, 使学生学会在实际生活中均衡饮食,合理配餐 教学重点:、难点：
教学重点： 词汇 banana, hamburger, tomato, broccoli, French fries, orange, ice, cream, salad, strawberry, pear 句式 Do you like …? Yes, I do./ No, I don’t.教学难点: 会用Do you like …? 句型询问对方的喜好与厌恶 教学方法: 在任务的驱动下进行自主学习教学步骤: I.Warm up First tell Ss the learning goals of the lesson.Then play a guessing game.(教师准备一个盒子, 里面放好一些食品, 让学生猜。通过这一活动复习他们在课前所学的单词)II.Presentation and practice Task 1 Check the words A.Read the words and check their pronounciation in groups.B.Have a dictation.(让他们把所听到的单词分类填入下列表格)fruit food vegetable Task 2 Talk about food A.Teacher makes a model: Is this an apple? Do you like apples?(Help the students to answer : Yes, I do./ No, I don’t.B.Students talk about food using “Do you like…？” in groups.C.Talk about themselves using “I like ….I don’t like…” Task 3 Learn countable nouns and uncountable nouns.A.Look at the food words and discuss in groups if they are countable nouns or uncountable nouns.B.Fill in the chart.Countable nouns Uncountable nouns C.Discuss the rules of noun plural forms.III.Practice Task 1 Finish Part 1a A.Read the words by themselves.B.Discuss and match the words and pictures.C.Show their answers in groups and check them.Task 2 Listening and pair work pair work A.Listen to the tape for the first times(only listen).Then listen again and number the conversations.For the third time, check the answers.B.Practice the conversations in 1b and make their own conversations.IV.Production Make a survey.Ask eight friends what they like and dislike.Then fill in the chart.Tom Kate Li Lei … apples bananas …
Then ask some of them to report: S1: Five of the students like ….Two of them like ….S2: … 第二课时 Section A 2a-Grammer Focus（听说课）教材分析：
这一课时的知识主线主要是用Do you like …? Does heshe like…？Do they like …?句型谈论人们喜欢与不喜欢的食物, 学会应用I like ….I don’t like….He likes….He doesn’t likes ….They like ….They don’t like ….句型来表达人们的喜好, 教学重点是教学的听说两会, 教学难点是灵活运用所学句型来完成各项任务 教学目标: 1.知识目标: A.掌握生词, 如: have, countable noun, uncountable noun B.学会用Do you like …? Does she/he like …? Do they like …?句型询问人们喜欢与不喜欢的食物
2.能力目标: A.Do you like …？Does she/he like …? Do they like …?进行会话 B.能准确地听懂和读出基本词汇, 掌握听力技巧
3.情感目标: A.通过开展小组活动, 指导学生积极参加与他人合作, 培养他们的合作精神
B.通过任务型活动, 使学生学会在实际生活中均衡饮食, 合理配餐 教学重点:、难点：
教学重点： 句式 Do you like …? Yes, I do./ No, I don’t.Does she/he like …? Yes, she/he does./ No, she/he doesn’t.Do they like …? Yes, they do./ No, they don’t.教学难点: 教学难点是灵活运用句型Do you like …？Does she/he like …? Do they like … 来完成各项任务
教学方法: 在任务的驱动下进行自主学习教学步骤: I.Warm up 1.Play a guessing game.(让一至两名同学到前面来, 其他同学用Do you like …？猜猜他/她喜欢的食物, 以便于复习上一节课的内容)2.Fill in the chart.Ask two pairs of the students to give free talks using the drill “Do you like …？” according to the chart on the blackboard.Then ask another student to fill in the chart.Name French fries tomatoes hamburgers … …
II.Presentation and practice Task 1 Talk about food A.Talk about the chart on the blackboard using “Does she/he like …?” Yes, she/he does.No, she/he doesn’t.”(Help the students to answer: “ Yes, she/he does.No, she/he doesn’t.”)B.Talk about what their best friend/friends like and dislike using “Does your best friend like …?” “Do your friends …?” Task 2.Make a survey and fill in the chart.Let the students to interview her/his partner what their parents like and dislike.And fill the information in the chart like dislike father mother Then give a report: Jim’s father likes….He doesn’t like….… III.Practice Task 1 Listening(2a)A.Read the words loudly.B.Listen to the tape for the first time.(Only listen)Then listen again and circle the words.For the third time, check the answers.Task 2 Listening(2b)A.Read the words in the box loudly.B.Listen to the tape for the first time(Only listen).Then listen again and fill in the missing words.For the third time, check the answers.C.Practice the conversations in 2b.D.Talk about the boy and the girl using “Does the boy/girl …?” IV.Production Write a passage about what their family members’ like or dislike.
篇2：七年级语文教学案例
我们学过两类：基数词和序数词。基数用于表示数量多少，而基数词用于表示次序，常在日期中出现。区别：基数词前面没有“the”；序数词前一定要有“the”。
1． 最基本的基数词如下表所示：
1~10 1 one 2 two 3 three 4 four 5 five 6 six 7 seven 8 eight 9 nine 10 ten
11~19 11 eleven 12 twelve 13 thirteen 14 fourteen 15 fifteen 16 sixteen 17 seventeen 18 eighteen 19 nineteen
20~100 20 twenty 30 thirty 40 forty 50 fifty 60 sixty 70 seventy 80 eighty 90 ninety 100 one hundred
*基数词的写法 ：21~99 的两位数，十位与个位之间用连字符“-” 基数词的写法 。
例：21 twenty - one 32 thirty - two 99 ninety – nine
百位数：个位数基数词形式加“hundred” ，表示几百，在几十几与百位间加上 and。
例：101 a hundred and one. 320 three hundred and twenty 648six hundred and forty-eight
2．序数词的构成 ．
1）一般来说，是由相应的基数词加词尾 th 构成。例， four+ th--- fourth six + th --- sixth seven + th --- seventh ten + th --- tenth
2）下面这些基数词在变为序数词时，有特殊的变化。例， one --- first two --- second three --- third five--- fifth eight --- eighth nine --- ninth twelve --- twelfth
3）十位整数序数词的构成方法是将基数词的词 y 变成 i，然后在加 eth.例， twenty --- twentieth thirty --- thirtieth forty --- fortieth ninety --- ninetieth
4） 两位或两位以上的基数词变为序数词时，仅将个位数变成序数词。例， twenty –one ------ twenty- first thirty-five ------thirty-fifth a hundred and fifty-three ------- a hundred and fifty- third
*基数词变序数词的口诀：
基变序，有规律；词尾加上 th（fourth, sixth）
一、二、三，单独记；结尾字母 t, d, d；
（first，second，third） 八去 t,九去 e,（eighth，ninth） ；
ve 要用 f 替； （fifth，twelfth）
整十基数变序数，ty 将 y 变成 i ;
th 前面有个 e；
要是遇到几十几，前用基来后用序。
3 分数
a) 分数的分子用基数词表示，分母用序数词表示，如果分子大于1，则分母用序数词的复数形式表示。
b) 1/2，one half, 2/3, two-thirds, 1/3, one-third, 1/4 , one fourth (one quarter), , three-fourths
注意
1、“前有，后无；前无，后有”
即 two hundred books
hundreds of books
2、分数：分子用基数词，分母用序数词；
分子大于一， 分母加 s
3、如 eight-year-old 的词后面要加名词
4、“在某人几十岁时”用 in one’s +整十的复数
如：in her fifties, in their thirties
5、表示“ 多高、多宽、多长、多深，年龄少大、
距离多远”时，用“数量+单位+形容词”
如：two months old, twenty meters deep
6. 时间的读法：
5:10， 11:30， 8:46 （顺读法）
8:05， 10:15 11:45 （逆读法）
7.日期的表达：
先掌握12个月份，星期 的写法与读法 ，实记基本的几个序数词
3月1日 ：（ 读法与写法）
表达日期，序数词可缩写
1 ， 2 ， 3 ，4 ， 20 ， 21 ， 22 ，23 ，24
日期的写法：英语“月 日 年”
-7-19 ：
练一练
练习：
一、请翻译下列短语。
（1）60名学生 （2）15本英语书
（3）九杯凉水（4）4个孩子
（5）12月31 （6）6月2日
（7）第九周 （8）11+7
二、把下列基数词改成序数词。
one--- two--- three--- nine--- fourteen--- twenty---thirty-five--- five eight
三、根据括号中的数字填写合适的序数词或基数词（写单词）。
1、Bill is （14）years old , he is in Class （2）Grade （6）.
2、My birthday is on the （3）of March .
3、September is the （9）month in a year .
4、Which boy is thinner , the （1）one or the （2）one ?
5、There are （55）students in our class .
四 单项选择
( ) 1. We’ve planted _______ trees in the center of
our city this year. (2000)
A. hundred B. two hundreds
C. hundred ofD. hundreds of
( ) 2. About ______ films were shown during the
5th Shanghai International Film Festival.
A. two hundred of B. two hundreds of
C. two hundred D. two hundreds
( ) 3. We’ll have a ______ holiday. What about
going to the West Lake? ()
A. two days B. two-day
C. two-days D. two-days’
( ) 4. Now children, turn to page ______ and look
at the _____ picture in Lesson Two. ()
A. twentieth; one B. twenty; one
C. twentieth; first D. twenty; first
( ) 5. During the seven-day May Day holiday,
_____ families went sightseeing. ()
A. thousand B. thousands
C. thousands and thousands D. thousands of
( ) 6. During World War II, a Jewish (犹太人) lady was
protected by a local family in Shanghai in
her ________. ()
A. fifties B. fifty C. fiftieth D. the fiftieth
答案：DCBDD A
篇3：七年级英语写作课教学案例
初中阶段对于英语写作的要求, 实际上是“有指导的写作”, 它通过提供情境, 让学生用学过的英语语言来描述事物或事件, 并表达一定的思想, 以此来达成和检验学生对所学英语语言知识的实践应用能力。书面表达一直是英语教学的难点, 也是学生应试的难点。在教师方面, 仍存在忽视写作指导的现象, 既不注重素材的有意积累, 也不介入具体的写作过程, 只进行学生习作的总结性评价, 造成了一种低效的教学行为。
上学期, 笔者要开设一节牛津英语教材7A Unit 7 Shopping第七课时Task的公开课, 本单元是围绕着shopping话题展开的, 是学生比较喜欢也比较贴近生活的话题, 要求写一篇有关Shopping Mall的作文。怎样才能把这节课生动有趣又有效地上好?怎样导入?怎样完成Part A和Part B?怎样反馈学生课堂上完成的作文?这些小难关困扰着笔者, 是要好好思考的。
二、教学过程
1.Warm -up活动。 通过播放一首英文歌《Price Tag》活跃气氛, 导入话题shopping。
2.Lead-in。播放课前拍摄的一段关于新城市广场的小视频, 让学生边看边回答视频中关于楼层、在商场里可以做什么的提问, 有意识地引导学生运用“There is/are ...”“We can ...”等句型回答问题。在看完视频后, 让学生发表自己的观点:I like ..., so ... is my favourite place in the mall.New City Shopping Mall is a good place to ...
3.While-reading。让学生默读Part A部分的notes后, 填写Part B, 再核对答案。
4.Post-reading。引导学生分析作文结构, 为后面的写作奠定基础。
5.While-writing。给学生一个情境:给Millie写一封e-mail, 介绍自己最喜欢的Shopping Mall。可以三选一:书上的Star Shopping Mall, 刚刚讨论的New City Shopping Mall, 或者写一个自己喜欢的Shopping Mall。
6.Post-writing。先给出评分标准, 笔者改一篇学生的作文, 再请两个学生到讲台前当众批改自己的作文, 最后反馈三篇介绍不同的Shopping Mall的作文情况。
7.Discussion。让学生讨论购物时的注意事项和正确做法。
8.布置作业。让学生分组互改作文, 然后上交, 并熟读书上的范文。
三、精彩片段
就整节课而言, 无论是从学生参与课堂实践的积极性来看, 还是从学生完成教师布置的任务后展示的成果来看, 本堂课都给听课的教师留下了深刻的印象, 笔者觉得其中有三个精彩片段可以分享。
1. 在正式开始上课之前, 笔者就把《Price Tag》 这首歌放出来让学生听。但因为是第一节课, 学生的整体状态不太好, 再加上是在报告厅上课, 不是学生熟悉的环境, 还有很多教师听课, 学生比较拘谨。于是, 笔者果断地让全体学生起立, 跟着节奏感十足的歌曲拍手并摆动身体。这样, 学生的紧张感消除了, 积极性和参与性也被调动起来了。
2.在介绍学生所熟悉的新城市广场时, 笔者没有像平时那样使用一些图片介绍, 而是选取了拍摄直观形象的微视频。笔者挑选班上一个口语很棒的学生来担任主持人进行介绍, 这样, 其他学生易有亲切感, 也更容易接受和模仿。在正式上课时, 微视频的效果很好, 听课的教师也觉得很新颖。
3.在学生看完视频后, 笔者问:What do you think of New City Shopping Mall?接着做了一个示范:New City Shopping Mall is a good place to meet friends and have fun. 然后要求学生一个个站起来模仿造句。有不少学生就根据刚刚视频里看到的店铺造句:New City Shopping Mall is a good place to eat delicious food/buy clothes / buy shoes / buy books / watch films. 也有学生去过新城市广场, 他们能跳脱出课件的框框, 根据自己的亲身体验造句:New City Shopping Mall is a good place to eat snacks / drink coffee / eat fast food.他们的答案让笔者特别惊喜。
4.当堂反馈了三篇学生写的作文。范文教学结束后, 笔者当堂布置了一篇作文, 给出了三个描写对象, 呈现出一个从简到难的梯度, 学生可以自由选择。在展示学生习作的时候, 第一篇由笔者来读并纠错, 以做示范, 第二、三篇就由学生自己来读并纠错。这样, 也能提高学生纠错的能力。
四、反思评价
写作是一个由浅入深、由易到难、由简到繁的过程, 盲目的训练往往是在做无用功, 教师必须在教学时就注意层层铺垫, 争取让学生在课堂上就能掌握写作技巧和写作的基本句型。反思这堂课, 笔者有以下感悟:
朗朗上口才能熟练于心, 才能在写作时写出正确的句子。在教学本课时的重点句型“I like ..., so ... is the favourite place in the mall.”和“New City Shopping Mall is a good place to ...”时, 笔者不断地让学生一一进行口头造句, 熟悉句型, 这样, 在正式写作时, 每个学生都能正确地运用这两个句型。
笔者运用了真实的视频, 通过介绍学生所熟悉的新城市广场来教学新的语言知识和文章结构, 使课堂更加生动形象, 学生的印象也就会更深。
当然, 这节课也有一个小小的遗憾。在反馈三篇作文的时候, 都是笔者站在前面用投影, 没有给学生充当小老师的机会, 有点一言堂的感觉。还有, 如果能在三篇作文当堂反馈后, 有时间再让学生进行两两互批, 并进行打分, 而不是课后去完成此项工作, 效果会更好。
笔者以为, 在平时的写作教学中, 一定要提醒学生注意以下几点:
1.写作之前仔细审题, 审要求、审时态, 然后列提纲。本课时写作之前, 一定要明确写哪个Shopping Mall及其地点和楼层分布等。
2.语言要注意规范、正确, 尽量使用本课时新学的句型和结构, 避免中式英语的出现。
3.尽量使用自己熟悉的句子, 多用短句, 不要试图用一句话表达所有的内容或观点。如果不会用复合句, 就尽量用简单句, 减少出错的概率。
4.注意书写, 字迹要工整。正式写作之前除了列提纲和框架外, 最早先在草稿纸上写一遍, 再进行修改和检查, 最后再誊写。
篇4：七年级地理教学案例
关键词：初一地理；教学方法；案例分析
中图分类号：G633.55 文献标识码：A 文章编号：1002-7661（2011）11-030-01
一、案例背景：七年级地理新教材容基础性、实践性、趣味性、统一性于一体。是学生获得地理知识的基础。因此，对于我们地理教师而言，着眼点不应该是给学生传授系统的地理知识，而应该是通过一些与学生生活联系密切的地理知识，传达地理思想，培养学生学习地理的兴趣和初步能力。
二、案例主题：七年级地理新教材第一节《地球和地球仪》中，经线和纬线是地理这门学科的基础知识，又是初中学生学习地理的重点和难点，特别是经线和经度及东西半球的划分更是难点中的难点。我先后想到了3种教学方法，并用于教学中，感觉效果较好。
第一、观察地球仪。观察地球仪是一个很有效的学习方法。利于学生空间观念的形成，但是地球仪有很多的图例和注记，有时会干扰学生完成学习目标。
第二、图表讲解法。用这种方法学习经纬度变化规律比较直观，但是启发学生空间思维将会差一点。
第三、学生实际绘画法。上面两种方法，只充分利用了学生的观察能力，学生的动手能力没有充分发挥出来。这节课通过让学生自绘东经图和西经图、东西半球图，对难点有了突破。
三、案例过程：课前布置学生自绘四幅以二十度为间隔的经线图。
（一开学就给学生提出要求：每位同学准备一个绘图本，课本中的重点图让学生通过绘图加深记忆。） “通过上节课的学习和练习，我们知道地球仪上纬线的分布特点和规律，接下来，我们用类似的方法看看地球仪经度的分布特点和规律又是怎样的，这节课我们就来研究。”
环节一：经度的排列
活动安排：
1、按照原来的四人分组，每组一个地球仪，协作完成。2、按老师的要求共同观察地球仪。引导学生观察地球仪，从赤道上经度的排列分布其特点。
教师讲述：与纬度相似，地球仪上的经线也有无数条，为了区分不同的经线，人们也给它们标定了度数，这就是经度。同样的道理，经度的起点也是0，那么，0度经线在哪儿？它是一条怎样的特殊经线呢？
指导学生观察地球仪，找到0度经线的具体位置。
教师归纳总结：0度经线是地球上计算经度的起算经线，也叫本初子午线，这是人为造就的特殊经线，请看教材第6页，阅读材料1.8“格林尼治0度经线”来了解这条特殊的经线。
活动安排：请同学们打开自己绘制好的一组20度间隔的经线图，以右面半球的最左的经线为0度起点，向东向西填写经度数。学生填写，教师巡查。四人小组互查。
教师提问：认真观察你填写的经度数，发现了什么问题？学生回答。
接问：除了0度和180度处，其余的经度都有两个相同的数值，我们又如何区分呢？学生答。
教师归纳总结：本初子午线向东称为东经，以西称为西经，人们同样利用英文Eest 、West的单词首字母“E”“W”作为代号，分别表示东经度和西经度。请同学们区分我们刚才填写的哪个是东经图哪个是西经图。
教师板图：拓展练习：请两位同学到黑板上练习写出下面几个经度。其他同学们在自己绘制的图中绘出。
东经30度、东经90度、东经150度、西经30度、西经90度、西经150度。
在地球仪上找出这六条经线，观察它们的分布有什么特点相对两条经线度数的和是多少？学生回答。
教师总结：同学们发现一条很重要的规律性，两条东西经相反，和为180度的经线共同组成一个经线圈。
环节二：半球的划分
提问：如果说我们要利用一条纬线把地球平均分成两个半球，选择哪条线最合适？分开的半球分别叫什么半球？
教师用多媒体演示南北半球的划分，学生观察。并指名学生进行叙述。要求学生在东经、西经图中描绘出赤道，并填写出南北半球的范围。
过渡：同样，如果要将地球用经线分为两半，又该选择哪条经线圈呢？分开的半球称什么半球？
教师用多媒体演示东西半球的划分，学生观察，理解选择西经20度和东经160度所在的经线圈的原因。
教师总结方法：1、数值法。教师把板图中东半球小于西经20度的范围和西半球大于东经160度的范围用阴影描出。
判定方法：西经20度向东到东经160度的范围为东半球。西经20度向西到东经160度的范围为西半球。
2、数轴法。教师板绘，并要求学生同绘，把经度值标在坐标轴上，根据位置确定所在的半球。
篇5：七年级语文教学案例
《教学案例设计》一书是在仔细研究《Project English》学生用书、教师用书、《英语课程标准》的基础上编写的。以学生，教师和教学的实际为出发点，解读教学目标，创设教学情境，提供教学素材，节省老师备课时间，易于操作。其活动设计注重交际，符合学生认知规律。案例的课堂资源丰富多彩，形式多样，可以满足不同地区的实际需要。
● 整体特色
本书严格按照《Project English》学生用书的流程编写，一课一例。每节课设计为45分钟，可根据实际适当调整。我们以行之有效的五指教学方案为编写模式。其中台词用英语；场景、活动说明、补充材料、文化意识、注意事项等放在括号内用汉语表达。五指教学方案分为五步，标注时间建议。
Step 1 Review 第一步 复习（时间：-分钟）
导入本课新词句。可以用课本上的图片、教具、chant、歌曲、游戏、直观表演等复习导入本课新词句，既活跃课堂气氛，引起学生兴趣，又体现建构主义理论，学生的经验是学习的重要基础。激活学生先前的知识和经验，为进一步探究找好最近发展区打基础，引出本课新词句。
Step 2 Presentation 第二步 呈现 （时间：-分钟）
呈现对话或短文等本section重点活动的情景。找出关键词句，目标语言，为交际积累材料。理顺思路，为下一步在用中学打基础。下面步骤中的交际不只是死记硬背，而是灵活运用，在用中学。
Step 3 Consolidation第三步 巩固 （时间：-分钟）
语音、语调练习。看第二步中找出的关键词，不看课本，模仿原文对话。所有学生分组互相检查。
Step 4 Practice 第四步 练习（时间：-分钟）
呈现书上其他活动，在不同情景中练习目标语言，展开任务型活动。在用中巩固和学会使用目标语言。
Step 5 Project 第五步 综合探究活动 （时间：-分钟）
让学生用本课所学词句展开活动，锻炼学生语言综合运用能力和探究能力，体现学了就用的原则。有活动产品。对学生提出的要求非常具体。
● 编写特点
本书各单元列出了教学目标。各案例以section为编写单位。每个section包含如下内容：
首先指出了各section的重点活动，即本课呈现的重点内容。然后是
一、教学目标：用英语分类呈现本section教学目标。
二、教具：考虑不同地区实际情况，可以有多种选择。
三、五指教学方案
另外， 我们在编写的过程中，为了操作方便，统一了格式，现说明如下：
S-Student,
Ss-Students
T -Teacher
S1-Student 1
S2-Student 2
最后，我们诚挚地感谢长期以来大力支持我们的广大师生们。本书是设计者和撰稿人的精心奉献，意在给您提供一份建议。希望能够抛砖引玉，激发您的灵感。但是由于水平有限，加之时间仓促，疏漏与错误也是在所难免的。我们期待着您的关心，也期待着您的批评和指正。
北京市仁爱教育研究所
Unit 5
教学目标
语
言
知
识 类别 内 容 课次 要求
语音 // // /t/ /d/ /ts/ /dz/ /tr/ /dr/ /l/ /m/ /n/ //
词
汇 wake，early, first，day, term，must, still, by，on foot, the same to, usually, always，Ms., boat，ship，sea，train，by plane/air/airplane 1A 掌
握
weekday，around，bird，catch，walk，never，sometimes，ride，park, game, late, weekend 1B
guest，life，almost，bicycle，break, finish，spare，basketball，football，read,story，clean, dance，piano，library, once，twice, week, listen，music, write，supermarket 1C
pleasure，volleyball，while 1D
playground，lab，room，gym，classroom，building，pool，thing, card，motorcycle，road， physics 2A
most, better, minute, shelf, great, dear, borrow, course, keep, return, post, newspaper, purse, money，anything，else, nothing, meal, umbrella 2B
plan, next to, near, upstairs, news, attention, between, movie, show, hall, program, gone, wind, activity, stamp, world 2C
traffic, child, exercise，Japanese，the Great wall, wonderful 2D
Wednesday，end, period，Monday，Tuesday，Thursday，Friday，history, art, math, noon, geography, P.E, meeting, how many, lesson, subject, draw, learn 3A
question，Australia，easy，interesting，difficult，boring 3B
answer, joke，funny，interest，everyday,science，useful，hard,wish 3C
wash, restaurant 3D
subway 1A 理
解
worm 1B
reporter，Net Bar, roller skating 1C
measure 1D
dining hall，dormitory 2A
bookstore，workbook，project, certainly, lost and found 2B
poster, collection 2C
partner, happily 2D
timetable, biology, politics, outdoor 3A
editor, column, writer 3C
novel 3D
语
言
知
识 类别 内 容
语
法 1. 一般现在时（Simple present）
2. 频度副词（Adverbs of frequency）
never，seldom，sometimes，often，usually，always，once，twice
3. 现在进行时（Present continuous）
I’m looking for a book.
Are you doing your homework? Yes， I am./No， I’m not.
Is he/she...? Yes， he/she is./No， he/she isn’t.
What are you doing now? I’m playing computer games.
What is he/she doing? He/She is...
功能和话题 1. 论交通方式（Talking about means of transport）
How do you usually go to school? I usually go to school by bike.
2. 采访（Interviews）
Our guest today is Michael from Class 2， Grade 1.
3. 谈论日常生活（Talking about routines）
4. 学校建筑（School buildings）
swimming pool， playground， library， dormitory， lab， canteen， gym
5. 谈论兴趣喜好（Talking about interests， likes and dislikes）
I like the swimming pool best. Why do you like English? Because it’s interesting and
easy.
6. 借物（Borrowing things）
How long can I keep it? Two weeks.
7. 新闻（News）、海报（Poster）
Attention， please! Here is the news.
8. 谈论学校活动、科目和时间表（Talking about school activities， subjects and timetable）
9. 谈论学校生活（Talking about school life）
Topic 1
Section A
The main activities are 1 and 3a. 本课重点活动是1 and 3a。
Ⅰ.Teaching aims and demands 教学目标
1. （1）Talk about means of transport:
on foot， by bus， by car， by bike， by plane/air/airplane, by train， by subway， by boat/ship/sea
（2）Learn adverbs of frequency:
usually， always
2. Learn the simple present tense:
How do you usually go to school?
I usually go to school by bike.
3.Talk about how to go to school:
Do you often come to school by bike?
Yes, I do.
How do you usually come to school?
I usually come to school by subway.
I always come to school by bus.
Ⅱ.Teaching aids 教具
关于交通工具的玩具/教学图片/简笔画/课件（任老师挑选）
Ⅲ.Five瞗inger Teaching Plan 五指教学方案
Step 1 Review第一步 复习（时间：10分钟）
1.（师生互动复习旧问候语。）
T： Good morning， class.
Ss：Good morning， Miss...／Mr. ...
T： Welcome back to school， boys and girls. I’m very glad to see you again.
Ss：Me， too.
（找一学生协助呈现新问候语“新年好”的答语。）
T： Happy New Year! 新年好！
S： The same to you! 新年好！
（板书如下：）
Happy New Year! 新年好！
The same to you! 新年好！
（全班分两大组，先按左右分组，然后男女分组互相用上面的对话打招呼。）
T： Boys and girls. Happy New Year!
Ss： The same to you!
Group A: Happy New Year!
Group B: The Same to you!
Boys： Happy New Year， girls!
Girls： The same to you!
（重新分两大组。）
Group A： Happy New Year!
Group B： The same to you!
2.（复习上学期的时间表达法，导入本课重点:交通工具的使用。）
T： What time is it? What’s the time?
Oh， it’s seven o’clock. It’s time to go to school.
I usually go to school by bike／bus／subway...
（板书所有的交通工具的名词，把玩具拿出来或把教学图片挂在黑板上，或用简笔画画出几种交通工具来。）
by bus by car on foot
by bike by boat by plane/air/airplane
其它的：by train／subway／underground／ship
I usually go to school by bike／bus／car.
（从而引出本课重点句型，并板书在黑板上。）
A：How do you usually go to school?
B：I usually go to school on foot.
（过渡到下一步。）
Step 2 Presentation第二步 呈现（时间：5分钟）
1. (教师指导两人一组表演，复习原来对话，从而引出对话1。)
A: What time do you wake up?
B: I wake up at six.
A: How do you usually go to school?
B: By bike.
T: Do you know what time Kangkang gets up? Let’s learn 1.
2.（设置并板书听力任务，让学生带着任务听录音。）
What’s the time?
Is it time to get up?
Who wakes Kangkang up?
How does Kangkang go to school today?
（听录音，回答问题。）
T：Listen to the tape and answer the questions.
wake up--6∶50--get up--early--first day--by bike
（将关键词写在黑板上，呈现出1。）
Step 3 Consolidation第三步 巩固（时间：5分钟）
1.（老师放录音1，示范让学生跟读，用铅笔标重读与语调。）
T：Follow the tape and draw “up and down” with your pencil like this.
2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调。）
T：Rub them clean and read and check your pronunciation sentence by sentence.Go!
3.（人机对话，即学生和录音机对话。）
T: You are mother， listen to Kangkang and make a dialog with him.
4.（看第二步呈现在黑板上的关键词，学生两人一组表演，不能看书，只能看关键词对话。）
T: Work in pairs. Close your book， look at the blackboard and act the dialog out.
Step 4 Practice第四步 练习（时间：15分钟）
1.（用图片或多媒体课件教交通工具，学生学习2。）
(方案a。)
T: Look at the pictures. Say the phrases.
（老师指导学生说。）
S: on foot/by bus/by car/by bike/by plane...
T: What time is it? It’s six o’clock. It’s time to wake up.
（然后两人一组练习下表方框内容和巩固新句型：一人做使用交通工具的动作，另一人猜并看黑板造句。然后交换角色。这样做可以鼓励学生进行合作学习，人人课堂机会均等，提高课堂效率。完成2。）
by bike by bus by plane on foot
Kangkang
Maria
Michael
Jane
A：Today is the first day of the new term.
B：Kangkang usually goes to school by bike.
A：Today is...
B：Maria...
(方案b。)
（利用多媒体课件，让学生听声音，猜交通工具。）
T: Listen to the sounds， please guess.
Ss: ...
T: OK! Look at the pictures in 2， read and match.
2.（让学生完成3a。）
T: Jane meets Kangkang and Sally. Listen and answer， how do Kangkang and Sally come to
school?
（让学生回答问题并看关键词分角色对话。板书如下。）
Kangkang-by bike Sally-by subway Jane-by bus
3.（让学生听，做4。）
T: Listen to the tape and match.
4.（两人一组表演对话。）
T: Work in pairs. Talk about how to go to school with your partner.
Step 5 Project第五步 综合探究活动（时间：10分钟）
1.（老师再次引用多媒体课件，这次只放flash动画，让学生自己展开想像的翅膀，任意造
句子，要用上交通工具的名词。）
T: Let’s look at the pictures. Are you interested in these lovely pictures? Yes， I know you do.
Please make some sentences as you like， and don’t forget to use these means of transport.
Are you ready? Go!
2.（做5。首先，让学生分四人组做一个调查报告How do you usually go to school?完成5。
然后全班集体调查，让几人问How many friends come to school on foot?／...每人问一种交通工具，每个学生按人数从多到少列成表格，最后随便抽向大家汇报。）
T: Please report your answer to your classmates.
S1: In our class， fifteen students go to school by bike.
S2: In our class， twenty students go to school by bus.
S3: ...
3.（弹性课堂，让学生互相猜测对方上学所使用的交通工具。）
T: Let’s guess. How does your partner go to school? Write it down and then report your answer
to your classmates. Who wants to say first?
S1: Li Ming usually goes to school by bike. I am right.
S2: I am wrong. Liu Li usually goes to school by bike. I guess she goes to school on foot.
4. Homework：
(1)（到社会上做调查，看有多少人使用何种交通工具，从多到少一一列表出来。）
(2) Write a passage: My Morning (不少于5个句子。)
(3) Preview Section B. Write down adverbs of frequency.
Section B
The main activities are 1,2 and 3a.本课重点活动是1,2和3a。
Ⅰ.Teaching aims and demands教学目标
1. Learn how to use adverbs of frequency:
never， sometimes
2. Learn the simple present tense:
I always get up at around six o’clock.
I often go to school by bike.
3. Talk about frequency:
（1）How does Maria go home?
She sometimes goes home by subway.
（2）I seldom walk to school.
I never go to school on foot.
Ⅱ. Teaching aids 教具
录音机/挂图/单词卡片／调查表
Ⅲ. Five瞗inger Teaching Plan 五指教学方案
Step 1 Review第一步 复习（时间：10分钟）
1. Words competition.
（1）A require answer.(必答题。)
T: Boys and girls. Let’s have words competition as usual. First require answer. Each student
two words. I’ll give you Chinese meaning， please say them in English. Row 1， begin!
boat， ship， sea， train， plane， air， usually， always， first，
term， early， wake， on foot， by plane， the same to， by subway
（2）A quick response.(抢答题。)
T：Good! Go on our quick response. If you know, you can stand up quickly. OK? Begin!
sometimes， never， seldom， weekday， around， bird， catch， walk， ride， park
（3）T：Well done， please read them together.
2.（利用头脑风暴法，在1分钟内，每组每位同学依次说出一种乘坐的交通工具，看哪组
同学说的最多，就获胜。）
T: Now I ‘ll give you one minute. Each of you says one kind of transportation. The group that
has the most will win.
3.（利用链条式发问即每竖排同学一个问，一个回答，接着转身问后面的同学，给每组2
分钟，看哪组在规定的时间说的最多，就获胜，问题是：How do you usually go to school?）
Example:
S1: How do you usually go to school?
S2: I usually go to school by bike. How do you usually go to school?
S3: I usually go to school by bus. How do you usually go to school?
S4: ...
4.（老师根据第3个环节的实际情况，导出1部分的语言功能目标，为下一步过渡做铺垫。）
T: Yeah. Now I know some of you go to school by bike, some of you go to school by bus. But
you know I always get up at around six o’clock. I often go to school on foot. But
sometimes I go to school by bike. I never go to school by bus.
Step 2 Presentation第二步 呈现（时间：5分钟）
（设置听力任务，让学生带着任务听录音，可以降低难度。）
T: Listen to the tape of 1 and find out some key words.
（再听一遍，找出关键词，为下一步的巩固做铺垫。）
around， weekday， bird， catch， worm， seldom， walk， never
（板书并英汉对照。）
Step 3 Consolidation第三步 巩固（时间：10分钟）
1.（1）（老师放录音1，示范让学生跟读，用铅笔标重读与语调。）
T: Follow the tape and draw “up or down” with your pencil like this.
（2）（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调，
这样做可以使学生集中注意力，效率更高。）
T: Rub them clean and now read and check your pronunciation sentence by sentence. Go!
（3）（人机对话，即学生和录音机对话。这样能提高学生兴趣。）
T: You are Michael. Listen to Kangkang and make a dialog with Kangkang.
（4）（看第二步，呈现黑板上的关键词，学生两人一问一答，只看黑板上关键词对话。）
T: Work in pairs， close your book. Look at the blackboard and act the dialog out.
（5）（利用关键词进行造句。）
Example:
Seldom: I seldom go to school on foot.
...
2.（呈现2的图片，要求学生根据图片的意思，给每个频度副词造句。）
T: Look at the table， please make sentences by using these adverbs of frequency.
Step 4 Practice第四步 练习（时间：10分钟）
1.（呈现3a的图片，通过师生互动，进一步让学生了解和巩固语言知识。）
（1）T: Look at the first picture. What does Maria do?
S: Maria goes home by subway.
（通过谈论第2、3、4幅图，可以得到以下几个句子。）
Example:
Li Xiang goes to school by bike.
We go to the park on foot.
They go to the zoo by bus.
（2）（听录音，要求学生写句子。）
T: Listen to the tape and write down on the notebook.
Example:
Maria sometimes goes home by subway.
Li Xiang often goes to school by bike.
We usually go to the park on foot.
They always go to the zoo by bus.
（3）（核对答案。）
T: Now let’s check the answers together.
（4）（根据以上句子，进行回答。）
T: Then please ask and answer. You can do it like this:
A: How does Maria go home?
B: Maria sometimes goes home by subway. Are you clear? Begin!
（5）（呈现句子的同义替换，加深对乘坐交通工具方法的灵活运用。）
T: Look at this sentence again. Maria sometimes goes home by subway.
We also say: Maria sometimes takes the subway home.
But what about...
Ask students to do exercises and check the answers.
Keys to answers:
Li Xiang often rides a bike to school.
We usually walk to the park.
They always take the bus to the zoo.
（6）（总结归纳乘坐交通工具的用法。）
Example:
by bike:ride a bike by plane:fly to...
by bus:take a bus on foot:walk to...
by car: take a car by subway:take the subway
Step 5 Project第五步 综合探究活动（时间：10分钟）
1. Finish 4.
T:Make a survey of your partners and fill in the chart. Then report it to your class.
get up walk to school watch TV in
the evening do your
homework play computer
game shelp your
parents
always
usually
often
sometimes
seldom
never
A: Do you often watch TV in the evening?
B: No，I don’t. I sometimes watch TV. Sometimes I read books.
2.（呈现调查表，根据表格内容，写一段话，然后汇报。）
go shopping watch TV walk after supper get up early
I
Grandma
Grandpa
Father
Mother
T: Look at the table， please make a survey. You can fill in the blanks with the adverbs of
frequency. For example: seldom， always， sometimes， often...
3.（弹性课堂，要求学生背一句谚语。板书。）
Proverb.
Where there is will， there is a way.
4. Let’s chant 5.
T: At last let’s relax. Let’s chant together.
（在轻松活泼融洽的气氛中结束这节课。）
You go to work by bike.
He walks to school with Mike.
She comes here by plane.
They go there by train.
We are busy on weekdays.
Let’s be early as always.
5. Homework:
(1)（让学生写一篇有关自己的小短文，用上Section A和 Section B中学过的重点句型。
五句话左右。有兴趣，学生们可以课外收集中外古谚语，名人名言。培养他们的自主学习能力和自我构建能力。）
（2）（让学生收集有关中美学生学习生活的资料，看他们之间有什么不同，预习1a on page
5。）
SectionC
The main activities are 1a， 2 and 3.本课重点活动是1a， 2和3。
Ⅰ.Teaching aims and demands教学目标
1.（1）Learn adverbs of frequency:
once， twice
（2）Learn other useful words and expressions:
guest， life， almost, bicycle, break, finish， spare， basketball， football，read, story，
clean， dance， piano， library, week, listen， music, write, supermarket
2.（1）Learn the simple present tense:
I usually play computer games.
He usually reads story books.
Do you often read books in the library?
（2）-How often do you go to the library?
-Once/Twice/Three times a week/Very often/Every day/Seldom...
3. Talk about the school activities:
play computer games， read story books， clean the house， play soccer， go dancing， play
basketball， play the piano， sing songs
Ⅱ.Teaching aids教具
话筒/图片/录音机
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review第一步 复习（时间：10分钟）
1.（复习Section B 5 Let’s chant，活跃课堂气氛。）
T: The whole class， let’s chant again.
（全班同学边唱边用双手打节拍。）
2.（复习上节课的交通工具。）
T: How do you usually go to school?
S1: I usually go to school on foot.
T: How do you usually go to school?
S2: I usually go to school by bike.
T: ...
3.（学生在小组里进行链式对话，继续复习交通工具。）
S1: How do you often go to school?
S2: I often go to school on foot. What about you?
S3: I often go to school by bike. How do you usually go to school?
S4: ...
4. (教师引导学生复习频度副词seldom, often, always,从而引出本节课的新词组how often和另几个频度副词once, twice...)
T: I always go to library after school.
Mr. Zhang doesn’t go to library every day, he goes there once a week.
(板书划线部分，学习新词once,用同样的方法讲解twice。)
T：How often do you go to library?(学习how often)
S：...
(板书划线部分，重点讲解how often的用法。)
T: Now, let’s use them to make dialogs.(指着黑板上的新词。)
5.（邀请一位同学扮演贵宾，老师扮演采访者进行采访，尽可能帮助学生。）
T: Now， I am an interviewer. Good morning， everyone! Our guest today is
Kangkang from Class 5， Grade 1. Hello， Kangkang!
Kangkang: Hello.
T: We want to know something about your school life. How do you usually get to
school?
Kangkang: I usually walk to school. But sometimes I go to school by bike.
T: Where do you have lunch?
Kangkang: I usually have lunch at school.
T: Do you sometimes eat out in school days?
Kangkang: No， I don’t.
T: Do you have a short break after lunch?
Kangkang: Yes， I do./No， I don’t.
T: What time do the classes finish in the afternoon?
Kangkang: At about half past four.
T: What do you often do in your spare time?
Kangkang: I often play basketball.
（老师板书新单词、短语。）
interviewer， guest， school life， eat out， have a short sleep, finish, in your spare time,
basketball
6.（让学生扮演采访者，向Kangkang提问题。）
T: Now， the other students. Do you have any other questions? You can ask Kangkang.
S1: What time do you usually get to school?
Kangkang: I usually get to school at about seven o’clock.
S2: What time do the classes begin in the morning?
Kangkang: At about twenty to eight.
S3: How many lessons do you have every day?
Kangkang: I have 7 lessons every day.
S4: ...
7.（采访结束。）
T: OK. The interview is over. Thank you, Kangkang. Now， do you want to know about the
school life of American students? Listen to the tape carefully.
Step 2 Presentation第二步 呈现（时间：5分钟）
（设置并板书听力任务。）
T: Listen to the tape and answer the following questions.
How do American students usually get to school?
Where do they eat lunch?
Do they have a short break after lunch?
What time do the classes finish in the afternoon?
What do they often do in their spare time?
（听录音，回答问题。）
walk or take a yellow school bus...eat out...have a short break...finish
classes...in their spare time
（将关键词写在黑板上，呈现1a，向学生讲解中、美学生学校生活的异同。）
Step 3 Consolidation第三步 巩固（时间：5分钟）
1.（老师放录音1a，示范让学生跟读，用铅笔标重读与语调。）
T: Follow the tape and draw “up or down” with your pencil like this.
2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读。）
T: Rub them clean and now read and check your pronunciation sentence by sentence.Go!
3.（人机对话，即学生和录音机对话。）
T: You are Michael. Listen to interviewer and make a dialog with her.
4.（看第二步呈现黑板上的关键词，学生两人一组表演1a。）
T: Work in pairs. Close your book， look at the blackboard and act the dialog out.
Step 4 Practice第四步 练习（时间：15分钟）
1.（学生做1b Pair work。）
T: Practice the dialogs in 1b in pairs.
2.（学生两人之间互相采访。）
T: Work in pairs. Suppose one of you is an interviewer. Do an interview between you and your partner.
3.（老师出示一张Wang Junfeng打游戏机的图片。）
T: I usually play soccer after school. What does you usually do after school， S1?
S1: I usually read books.
T: Look at this picture. What does Wang Junfeng usually do after school?
S1: He usually plays computer games.
T: Do you often play computer games?
S1: No， I don’t.
T: How often do you go to the Net Bar?
S1: Seldom.
T: That’s very good.
T: Do you often play computer games， S2?
S2: Yes， I do.
T: How often do you go to the Net Bar?
S2: Very often.
T: That’s too bad! Work must come first!
（板书）
play soccer踢足球play computer games打电脑游戏
Work must come first!工作第一！
4.（老师出示一张Yu Jing在看图书的图片。）
T: What do you usually do after school， S3?
S3:I usually play basketball.
T: Now， look at this picture. What does Yu Jing usually do after school?
S3:He usually reads story books.
T: Do you often read books in the library?
S3:Yes， I do./No， I don’t.
T: How often do you go to the library?
（老师引出并教学once/twice/three times a week，然后让学生回答。）
S3:Once a week.
T: That’s good. We must study hard.
（老师板书关键词。）
read story books看故事书once/twice/three times a week一周一次/两次/三次
（用同样方法教学clean， dance， roller skating板书）
clean the house打扫房子go dancing去跳舞go roller skating去滑旱冰
5.（让学生练习2 Pair work。）
T: Look at the pictures. Work in pairs. One asks and the other answers. Then change the roles.
6.（学生做3 Listen, ask and answer，进行链式对话。）
T: Now，let’s use the phrases in the box of 3 to do a chain work like this.
S1:Do you often...?
S2:Yes， I do./No， I don’t.
S1:How often do you...?
S2:Once/Twice/Three times a week./Very often./Every day./Seldom... Do you often...?
S3:...
Step 5 Project第五步 综合探究活动（时间：10分钟）
1.（学生做调查报告，并向全班汇报。）
T: Make a survey of your classmates and fill in the chart. Then report it to your class.
A: How often do you watch TV?
B: Once a week…
watch TV
in the evening Walk to school play computer games help your parents play basketball
Li Ming Once a week
Report: Li Ming watches TV in the evening once a week...
2.（让学生就中外学生学校生活的异同做比较。）
（把全班学生分成四组，每小组在一起讨论关于中美学生不同学习生活的资料，由一人
进行归纳总结。然后每组推荐出一个小记者，向全班同学汇报，所有同学要求记录下来。
需用纸制话筒，椅子等。）
T: The whole class talk about something about the different school lives between American
students and Chinese students. Then write them down.
Example:
In America， students walk or take a yellow school bus. In China， students...
3. Homework:
(1)Write a passage about what you usually do or seldom do in a week.
Example:
I usually go to school on foot. I seldom...
(2)回家通过多种渠道收集有关中西方国家的文化差异的信息。
(3)归纳所有的频度副词。
Section D
The main activities are 1，2 and 5. 本课重点活动是1，2和5。
Ⅰ. Teaching aids and demands 教学目标
1. Learn the phonetics:
｜溃，｜茫，｜t溃，｜d茫
2. Talk about daily grammars:
（1）Talk about adverbs of frequency:
seldom， never， sometimes， often， usually， always
（2）Talk about the simple present tense:
①How do you usually go to school?
I usually go to school on foot.
②How does Michael often go to school?
He often walks to school.
③How often do you go to the library?
Three times a week.
3. Talk about daily routines.
Ⅱ. Teaching aids 教具
音标卡片/录音机/人体钟/课件
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review第一步 复习（时间：10分钟）
1.（用“Happy New Year!”来导入复习并做4b。活跃课堂气氛，引起学生兴趣。）
T: Let’s sing the song “Happy New Year!” together.
2.（呈现“The early bird catches the worm.”，并译成汉语，勉励学生勤奋学习。板书如下：）
The early bird catches the worm.
笨鸟先飞/早起的鸟儿有虫吃。
3.（检查上节课到社会上做调查表的作业，找几位同学读出自己调查的结果，公布于全班
同学。培养学生的成就感，社会责任感。）
T: Take out your surveys. I’ll ask some students to report your answers to the class.
4.（听录音，做3。第一遍，学生只听，第二遍，边听边写下答案，第三遍，边听边连线。）
T: First， just listen.
Second， listen and write.
Third， listen and match.
5.（听完录音，核对答案。叫学生把句子写在黑板上，也许在学生重抄句子的过程中能发
现自己的错误。培养自我发现、自我总结能力。）
T: Please come to the front to write your answers on the blackboard. If your answers are wrong,
correct them. Now， check your answers.
Step 2 Presentation第二步 呈现（时间：5分钟）
1.（全班学生人手各执一卡片，卡片上只有教学目标中列出的4个音标，做1。老师读其中
的一个音标，所有执那个音标卡片的学生全站起来，依次类推，做完4个音标的训练。
全班动员，人人参与。）
T: Everyone has a card. If I read ｜｜， raise your card ｜｜. If I read ｜t｜，
please raise your card ｜t｜. Do you understand?
2.（一学生读卡片上的音标，其所在小组其它成员均举起他/她读的音标卡片。）
T: Practice in groups. One reads the phonetics, others raise your cards.
3.（接龙游戏。第一个学生读一个音标，全班其余的有这个音标卡片的同学都边举卡片边
读。）
T: Let’s have a new game. Example: S1 reads ｜｜， if you have the card ｜｜， please
raise your card and read it out.
4.（预习2，划出交通工具的名词和一般现在时的句子。）
Step 3 Consolidation第三步 巩固（时间：10分钟）
1.（听录音1，模仿原文语音语调。）
T: Listen to 1， read after the tape. Pay attention to your pronunciation.
2.（检查学生们是否已划出2中全文的一般现在时及交通工具。）
T: Look at 2. Where are the simple present tense?
Who wants to say: please!
Well done. Clap your hands for him/her!
Who wants to talk about the means of transport?
Wonderful! Today I’m very glad. Why? Do you know?
3.（两人一组，全班合作，接龙游戏，做2。找学生读一句英语，他的下一位同学要翻译此句，依次类推。）
T: Would you love to play a game again?
Ss: ...
T: These are rules.
Example:
S1: Read the first sentence in English.
S2: Say the same sentence in Chinese.
S3: Read the second sentence in English.
S4: Say the same sentence in Chinese.
S5: Read the third sentence in English.
S6: Say the same sentence in Chinese.
Work in pairs and do 2. Can you catch me now?
OK， begin!
4.（分组活动，全班分三大组，一组读译一段课文。）
T: Now，work in groups. We have three groups. One group read the first part in both English
and Chinese， the other group read the second part in both English and Chinese，the last
group read the third part in both English and Chinese. Go!
5.（男女生互相监督。男生用英语读全文，女生翻译出全文，其余的男、女生监督他俩是
否有错误。若有错误老师及时给予纠正。）
Step 4 Practice第四步 练习（时间：10分钟）
1.（不看课文填表。培养锻炼学生的记忆能力。）
T: Don’t look at your books and fill in the chart on page 8.
2.（人体钟游戏。某学生用肢体当时钟，其余同学复述2中的内容。）
T: Do you want to play a new game? A body clock. One student is a clock like this，all the rest retell the story on page 7. Example:
（让一同学用手臂表示时针和分针。游戏方法：主持人发令：Ready. Go!作“钟”的同
学摆出姿势，摆出page 7短文中出现的时间，其他同学根据姿势猜时刻后，再复述出这个时间点里Jane所做的事情及活动。）
3.（制作表格，介绍自己一天的活动。）
T: Make a new chart about your daily activities.
4.（利用课件，全班学生一起做1。）
5.（利用课件，简单归纳一般现在时，设计如下：）
（1）A: What time is it?
B: It’s seven o’clock.
（2）We want to know about the school life of American students.
（3）A: Do they have a short break after lunch?
B: No， they don’t.
（4）A: How do you usually go to school?
B: I usually go to school on foot.
（5）A: How does Michael often go to school?
B: He often walks to school.
（6）A: How often do you go to the library?
B: Three times a week.
Step 5 Project 第五步 综合探究活动（时间：10分钟）
1.（分组活动。做1。一组负责一个音标，总结所有学过单词中发这个音的单词。）
T: Do 1 on Page 7 in groups. First we’re divided into 4 groups. You’ll collect the words which pronounces the same phonetic in your brain.
2.（四人活动，使用音标图片一起学习这4个音标的正确发音。）
T: Let’s practice the four phonetics in groups.
Every group has four members.
3.（找几位学生把总结出来的所有单词向大家汇报。）
T: Have you finished your collection? I’ll ask some students to report your answers to the class.
4.（独立学习，做1和 2。）
T: Work alone 1 and 2.
5.（制表格做5，复习这一个话题学过的句型及重难点。）
T: Make a survey， just do 5 on page 8.
Use the sentences and pay attention to the key words.
6.（分组讨论，做2，为下步布置作业作准备。）
T: Talk about 2 on page 7 in groups.
7. Homework:
Write a passage about your daily activities.
Topic 2
Section A
The main activities are 1，2a and 3.本课重点活动是1，2a和3。
Ⅰ. Teaching aims and demands教学目标
1. Learn the names of school buildings:
playground， lab， room， gym， classroom， road， building， pool
2. Learn the names of other things: thing, card
3. Learn the present continuous tense:
What are you doing?
I am reading in the library.
What is he doing?
He is watching TV in the bedroom.
4. Learn likes and dislikes:
Do you like our school?
Yes，I do./No， I don’t.
I like the computer room best.
I don’t like the library.
Ⅱ. Teaching aids教具
录音机
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习（时间：10分钟）
1.（做一个调查，调查学生是否喜欢校园生活，在课余经常做什么活动，为校园场所名称
的学习埋下伏笔，也为现在进行时的学习提供动词词组。）
S1: =Yuan Hong
T: Today I want to make a survey. Yuan Hong， please answer my questions. Do you like
our school life?
S1: Yes， I like our school life.
T: What do you usually do in your spare time?
S1: I usually play basketball.
T: Thank you. ××，what do you usually do in your spare time?
S2: I often read books.
T: What about you， ××?
S3: I often go swimming.
...
2.（询问学生通常在哪里做上述活动，呈现校园场所名称。）
T: I know you can have happy school life. Yuan Hong usually plays basketball.××（S2）
often reads books.××（S3）often goes swimming...Please answer my questions now.
Where do we play basketball?
S1: Playground.
T: Where do we read story books?
S2: Library.
T: Where do we swim?
S3: Swimming pool.
...
（让学生根据预习，说出校园内场所的名称。）
T: Can you name the school buildings?
S1: Library，dining hall...
S2: Gym，lab...
...
3.（让学生跟读1的录音，并把词与图正确搭配。）
T: Please listen to the tape and repeat. Then write the letters in the right place on the picture.
4.（引导学生观察1的图画，呈现现在进行时态。）
T: Look at the picture. We can see a student in the library. What’s he doing? He’s reading a
book.
（板书句型。）
What’s he doing?
He’s reading a book.
（让学生听图中的对话，并板书。）
T: Listen to the tape and repeat.
What’re you doing?
I’m reading Harry Potter.
（让学生试着判断上面两个句型是用来表述什么时间下的动作。）
T：（用汉语）黑板上两个句型中的动作是发生在什么时间的？
Ss：现在正在进行的动作。
T: That’s right. When we express something is happening， we use the present continuous tense.
(让学生跟读句子，总结现在进行时的结构特点。)
T: Please read after me. And find the rules of the present continuous tense. He’s reading a book.
Ss: He’s reading a book.
T: I’m reading Harry Potter.
Ss: I’m reading Harry Potter.
T: Do you find the rules?
Ss: Yes. be + doing.
be+doing
be动词+动词ing形式
Step 2 Presentation第二步 呈现（时间：5分钟）
（让学生听、读2a对话，完成2b表格。）
T：Please listen to the tape， then read it again. Fill in the chart in 2b.
Name Kangkang Maria Wang Wei
Favorite place
Things he/she is doing
Step 3 Consolidation第三步 巩固（时间：5分钟）
1.（让学生跟读对话。）
T：Listen to the tape and repeat.
2.（让学生分角色朗读。）
T：Please work in pairs， read the dialog.
3.（让学生根据对话内容，回答问题。）
T: Please answer my questions. Which place does Michael like best?
S1: Computer room.
T: Which place does Jane like best?
S2: She likes the swimming pool best.
T: Which place does Kangkang like best?
S3: ...
...
4.（让学生合上书本，根据对话内容说出Michael等5位同学分别喜欢的地点。）
T: They like different places. Please tell me which place they like best.
S1: Michael likes computer room best. Jane likes...
S2: ..
Step 4 Practice 第四步 练习（时间：12分钟）
1.（问学生Kangkang等人正在做什么。）
T: Look at the pictures in 2a. Answer my questions.
What’s Kangkang doing?
S1: Kang is playing soccer.
T: What’s Maria doing?
S2: She is reading a story book.
T: What’s Wang Wei doing?
S3: He is sleeping.
2.（让学生跟读3中的对话。）
T: Please listen to the tape and repeat.
（根据对话内容提问，让学生回答，呈现现在进行时的一般疑问句形式。）
T: Is Jane doing her homework?
Ss: No， she isn’t.
T: Is Jane watching TV?
Ss: Yes， she is.
T: Is Michael playing basketball?
Ss: No， he isn’t.
T: What’s he doing?
Ss: He’s making cards.
3.（让学生根据4的图画进行两人对话。）
T: Please look at the pictures in 4. Ask and answer in pairs.
S1: Where is she?
S2: She is in the gym.
S1: Is she singing?
S2: No， she isn’t.
S1: What’s she doing?
S2: She’s dancing.
Step 5 Project 第五步 综合探究活动（时间：13分钟）
1.（让学生调查班级的同学喜欢校园的哪里及原因。）
T: Please make a survey. And fill in the chart.
Name Favorite place Why
Wei Wei playground likes playing soccer
（让学生根据调查内容做报告。）
T: Please report what you surveyed.
S1: Wei Wei likes playground. He likes playing soccer.
...
2.（让学生根据chant的内容做动作。）
T: I’ll chant. Please perform the action when I chant.
What’re you doing now?
I am swimming now.
（学生做游泳动作。）
What’re you doing now?
I am running now.
（学生做跑步动作。）
...
3.（请一个学生到台上做动作，其它同学用现在进行时态进行问答。）
T: Li Juan， come here.（出示一个dance的动词卡片给她看。）Please perform the action.
（学生表演跳舞动作。）
T: What is she doing?
S: She’s dancing.
...
4.（作业，要求学生调查班级同学课余最喜欢做什么，最喜欢校园的什么场所。）
T: Please make a survey. What does your friend often do in spare time? Which place does
he/she like best and why? And write a short passage.
SectionB
The main activities are 1a， 2 and 3a.本课重点活动是1a， 2和3a。
Ⅰ. Teaching aids and demands教学目标
1. learn other useful words and expressions:
most, better, minute， shelf， great, dear， borrow, of course, keep， return， post, newspaper, purse， money， anything， else, nothing, meal, umbrella
2. Talk about the present continuous tense:
What are you doing?
I’m looking for my purse.
Are you playing basketball?
No， I’m not.
3. Talk about how to buy and borrow things.
4. Talk about Lost and Found.
Ⅱ.Teaching aids教具
录音机/图片/报纸/书/课件
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review第一步 复习（时间：10分钟）
1.（检查上次作业。）
T: Now， let’s check homework. S1， S2， S3 and S4， please report your answers to the class. S1， you， first. Go!
2.（两人对话。复习现在进行时。）
T: Work in pairs. Look at Page 10， 4， and make dialogs like these sentences. Attention!
Present continuous. I’ll give you two minutes to prepare. Then I’ll ask two students to act
out your dialogs.
3.（三人搭档活动。一位学生手拿任意一张图片或在黑板上画简笔画，另两位学生一问一
答，继续复习现在进行时的句子或一般现在时的句子。）
T: Work in groups. This time I’ll ask three students to act the picture out. How to do it?
（老师随即叫出三位学生，吩咐他们各自要做的任务。）
4.（老师与学生两人一起表演在书店买书的过程。导入1a。老师参与表演，学生会更加积
极地参与课堂教学活动。）
T: Let’s play a game.
（老师手拿一本仁爱版的英语教辅书。）
T: Boys and girls. I want to buy a book like this. Who is the boss of a bookstore? Who loves to act with me?
Step 2 Presentation第二步 呈现（时间：5分钟）
1.（利用课件或图片呈现1a。若用图片，老师课前应该已要求学生将有关书店买书活动的
新单词制成卡片，卡片上尽量显示图画和单词两部分。老师现在手拿一张书店的图片，
图片的下面写着“bookstore”。）
T: Look at the picture， where is it?
Ss: “书店”。
T: What is this in English? Read after me， please.
（老师拿着一张一学生正在买书的图片）
T: What is he doing now? S1， do you know?
S1: I think he is buying books.
2. (老师假设一种情景：假如你买不到想要的图书，那该怎么办吗？对，应该很有礼貌地向别人借一下。)
T: Let’s learn 1b. Learn how to borrow books from others.
T: Excuse me, may I borrow this book?
S1: Sure! Here you are!
T: How long can I keep it?
S2: Two weeks.
(同时把重、难点板书在黑板上。)
May I borrow...?
Sure!/Certainly!/Of course.
You must .../Thank you anyway.
You’re welcome.
Step 3 Consolidation第三步 巩固（时间：5分钟）
1.（听录音，做1a。）
T: Look at 1a. Just listen， please.
2.（表演竞赛。教室前面一书架上摆满仁爱版和其他版本图书，然后找三组学生表演1a，
最后学生们自己评出哪组表演的最优秀。老师对胜出者给予仁爱版图书以奖励。）
T: Work in groups. Three groups will come to the front of the classroom to act. Do you love
Ren’ai books? If you win， I will give two Ren’ai books to the winners. Which group will
win? Ready， please. (Two minutes later.) Let’s begin to act the dialogs out.
3.（双人对话。找两位学生表演1b，一学生买不到书，然后找好朋友借。）
T: Don’t look at your books. Now， I will ask two students to act 1b out. S1 and S2， you，
please.
Step 4 Practice第四步 练习（时间：15分钟）
1.（老师又拿出一学生像在路上寻找东西的图片。）
T: Well done. S2， look at the picture.Guess， what is he doing?
S2: I think he is looking for something.
T: You are right. He lost something.
（板书上句中划线单词lost，导入3a。板书如下：）
Lost: Found:
I lost a book. A book.
（一人正在寻找东西的图片。） Please call:
Please call: 8856309 8821437
寻物启示 失物招领
（老师解释板书的内容，叫学生预习3a一分钟。）
2.（让学生人手三张卡片，分别写上数字号码1、2、3，以备胜出者用。）
T: Are you ready? The first group， please.
（第一组表演结束后。）
T: Well done! Let’s clap for them. The second group， are you ready? Please.
（三组都表演结束后。）
T: Now， let’s choose the best group. which group is the best? Raise the number card. Go!
3.（听录音，做2和3a。）
T: Be quiet， please. Let’s listen to the tape. Don’t look at your books. Just listen， please.
（放完录音后。）
T: Now， look at your books， 2 and 3a on Page 12. Read after the tape.
（老师开始重放2的录音。）
4.（双人对话，做1b。）
T: Work in pairs. Do 1b on the Page 11. Pay attention to the key words and phrases.
（老师强调重、难点。）
May I borrow...?
Sure!/Certainly!/Of course.
You must do...
Thank you./Thank you anyway.
You’re welcome.
5.（分组表演。做2，全班分四组表演，每一组中每次抽出三人分别扮演Michael， Maria
和Girl。）
T: Work in groups and do 2. Now we have four groups. Every group sends three members to
be as Michael， Maria and Girl.
6.（表演竞赛。用表演1a的竞赛规则或方式来做2。）
T: Would you love to be winners? Do you want to get the red flag? Let’s do 2. How to do it?...
Step 5 Project第五步 综合探究活动（时间：10分钟）
1.（听录音，复述或复习1a， 2和3a的内容。）
（1）（先找一学生回忆1a的内容，然后听录音1a，再让其复述1a的内容。）
T: Boys and girls. Have you remebered the story of 1a? S1, you want to try? Retell the story,
please. Let’s clap for him/her!
（2）（鼓励更多的学生来参与复述2课文内容。）
T: S2， do you want to try? Try to retell the story of 2. Who else? Raise your hand. Wow， so many!
（3）（分组表演竞赛，做3a。表演即复习3a的内容。）
2. Homework:
（1）写一篇有关买书过程的小短文，大约10句话。
（2）写一则失物招领启示，不少于两个句子。
（3）预习13页的1a。
（4）如有兴趣，画一张本校的建筑物分布图。
Section C
The main activities are 1a and 2a.本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands教学目标
1. Learn other useful words and expressions:
plan, next to,near， upstairs， news， attention， between, movie, show, hall, program, gone,
wind, activity,stamp， world
2. Talk about news and poster.
Ⅱ.Teaching aids教具
录音机／图片／挂图／单词卡片
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review第一步 复习（时间：15分钟）
1.（对话表演，全班分为四组，每组各表演一个对话，其他学生认真听，找错误。对话时
间以一分钟为限，老师数句子，称为一分钟对话。第一组学生借东西，可以在教室内走
动。第二组东西丢了，去失物招领处找回来。第三组去书店买书。第四组请一个学生表
演动作，另两个学生用现在进行时对话。通过这个活动来热身，吸引学生的注意力，复
习现在进行时并复习前面的对话。）
T: Group 1， please!
S1: ...
S2: ...
T: Very good! 20 sentences! Can you find any mistakes in the dialog?...Yeah， you’re right.
Let’s go on， Group 2， please!
...
2.（贴一张本校的图片在黑板上，先把左边的学校场所名称用纸张遮起来。）
CLASSROOM BUILDING（教学楼。）
（1、2、3、4、5、6、7、8八间教室，9、10老师办公室，11、12、13、14、15、16学生宿舍。）
T: Look at the picture， answer my questions:
（指着电脑室。）
T: What are they doing?
Ss： They are playing on the computer.
T: What’s the name of the room? Can you guess?
Ss: Yes, computer room.
T： Where’s the computer room?
S1: It’s in the classroom building.
S2：It’s next to the lab.
T： Good. We can also say，“It’s upstairs.”它在楼上。
（板书划线部分，英汉对照，导入新词upstairs。）
T：Which room is upstairs next to the computer room?
S3： I think it’s a lab. Is it right?
T: Right.
（指着图书馆。）
T: What are they doing?
S4: They are reading books.
T: hat’s the name of the room?
S5: Library. Is it a library?
T: You are right. Where is the library?
S6: It’s next to the room. I think it’s next to the gym. It’s a gym near(在……附近)the library.Because many students are dancing in the room. So I guess it’s a gym.
T: Well done! What’s the meaning of “near”? You know， yes， 在……附近。Who can
tell me, where is the dormitory building?
S7： It’s near the classroom building.它在教学楼附近。
（板书划线部分。通过以上活动，不仅导入新词near， upstairs，而且复习了学校场所
名称和现在进行时。）
Step 2 Presentation 第二步 呈现（时间：5分钟）
1.（设置并板书听力任务。）
T: Listen to the tape and answer the questions:
（1）Where is my classroom?
（2）What do you do after school?
（3）What are near my classroom?
（4）Where is the computer room?
（听录音，回答问题。）
next to-near-upstairs-play soccer
（将关键词写在黑板上，呈现出1。）
2.（在平面图上填写学校场所。）
T: Read the passage and complete the places of the school.
Step 3 Consolidation 第三步 巩固（时间：5分钟）
1.（老师放录音1a。学生跟读。）
T: Follow the tape and repeat loudly.
2.（看图和黑板上的关键词复述短文。）
3.（完成1b和1c）
Step 4 Practice 第四步 练习（时间：15分钟）
1.（听2a的录音，回答问题。板书问题。）
（1）When does the game begin?
（2）Where is the game?
（3）When does the movie Gone with the Wind begin?
（4）When does the movie The sound of Music begin?
（5）Where can we watch the movies?
2.（学生跟读2a。）
3.（学生听做2b。）
4.（做3。）
T: Read Poster 1 and then fill in the blanks of Poster 2.
5.（用单词卡片再现本课新词，并造句。）
Examples：
T: What’s this in English， please?
Ss： Attention， please.
（出示“新闻”卡片。）
T: What’s this in English， please?
Ss: News. It’s a piece of news.它是一则新闻。
（出示“在……之间”卡片。）
Ss: Between， he sits between you and me.
（出示“邮票”卡片。）
T: How to say“邮票，邮展”in English?
S1: Stamp， stamp collection show.
（出示“世界”卡片。）
T: What’s this in English? How to say “在世界上”in English?
S2: World. In the world.
（出示“礼堂”卡片。）
S3: Hall. Come and see the stamp collection show in the school hall.
T: Wonderful， you are good boys and girls.
Step 5 Project 第五步 综合探究活动（时间：5分钟）
1.（描述理想的学校，把它画下来，每组请一个学生到黑板上画。）
2. (假设星期六晚上学校要在礼堂举行一个歌舞晚会，请一起制作一个海报。)
3. Homework：
（1）(复习本单元单词，以便下节课单词竞赛。)
（2）(准备一分钟对话。)
Section D
The main activities are 1，3a and 5.本课重点活动是1，3a和5。
Ⅰ. Teaching aims and demands教学目标
1. Learn the phonetics：
||, ||, ||, ||
2. Learn other useful words and expressions：
traffic, child, exercise, Japanese, the Great Wall, wonderful
3. Review the present continuous tense:
I’m looking for a book.
He isn’t cleaning the dormitory.
Are you doing your homework?
Yes， I am.／No， I’m not.
Is he／she...?
Yes， he／she is.／No， he／she isn’t.
What is he／she doing?
He／She is...
4. Talk about news.
Ⅱ. Teaching aids教具
录音机／单词卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习（时间：15分钟）
1.（单词竞赛，老师抽查三排学生，被抽到的排，从左到右往下轮，每个学生读并拼出一
个单词，造一个句子。用上现在进行时态，单词一分，句子两分。全班同学一起找错误，
找到一个错误加两分。）
Example：
T： Please read the names of the school building， and make a sentence. One by one.
S1：Library. In the library. I’m reading in the library.
S2：Playground. On the playground. I’m running on the playground.
S3：Pool. The swimming pool. He’s swimming in the swimming pool.
（复习前面三课的单词，板书如下：）
library， playground， lab， room， gym， building， pool， motorcycle， road，
shelf， physics， keep， return， borrow
（通过竞赛，吸引学生注意力，活跃课堂气氛，调动学习积极性。）
2.（一分钟对话，复习现在进行时的肯定句，否定句，一般疑问句，特殊疑问句及其回答。）
(比赛规则：老师抽一排，全班4组8对学生，编一个对话进行比赛，时间为一分钟。请
一个同学计时，老师数句子。一句一分，全班同学找错误，找到一个错误加两分，鼓励
学生，并能提高听力能力。)
3.（老师拿出一张照片，上面是一个日本女孩在健身房跳健美操。）
T： She is my pen pal， do you like her?
Ss： Yes, she is a beautiful girl， I like her a lot.
T： Is she running?
Ss： No， she isn’t.
T： What’s she doing?
Ss： She is dancing.
T： Yeah, right. She is taking exercise in the gym. 她在健身房做锻炼。Do you like taking
exercise?
Ss： Yes, we do.
T： Where is she from? Do you know?
Ss： She is from Japanese.
T： No， you are wrong. She is from Japan. She is Japanese. She is a Japanese girl.她是日本人，她是一个日本女孩。
（板书划线部分，英汉对照。导入exercise， Japanese。）
S1： I know， Kamiko is from Japan， she is Japanese.
S2： Xiaodingdang is from Japan， Kangfu is a Japanese boy.
S3： Yingtaoxiaowangzi is a Japanese girl， too.
T：You are all clever， you love cartoons. Who likes taking exercise in the cartoons? Can you
tell me?
S4： Daxiong likes taking exercise， so he is very strong.
S5： Kangfu doesn’t like taking exercise， so he is short and weak.
T：Good， you are wonderful.
Step 2 Presentation 第二步 呈现（时间：10分钟）
1.（呈现含/ts/、/dz/、/tr/、/dr/的单词卡片，让学生熟悉这些发音，为下面的操练做准
备。）
T: What’s this?
S: It’s “boats”.
T: What’s that?
S: It’s “shirts”.
（板书boats， shirts，要求学生找规律。）
T： Look at these two words. What can you find out?
S1： ...
S2： ...
T： Good! Shirts “ts” makes /ts/，boats “ts” ， too.
You are clever! Read after me...
（再举个/dz/的例子，步骤同上；然后呈现/tr/音标，运用头脑风暴法要求学生尽可能多
地说出发这个音的单词，再进行归纳，讲授/dr/的方法同｜tr｜。并给出答案，谁能说出
1个单词就加1分。）
Example：
playgrounds/dz/, roads/dz/ ， Australia /tr/，interest /tr/， restaurant /tr/， draw /dr/， drink
/dr/， hundred /dr/
T: Look at /tr/. What words have the sound /tr/ in them?
S: ...
T: Clever! I think “interest， Australia” have the sound /tr/.
Let’s go on another phonetics /dr/. Who knows...?
2.（听录音，跟读1。）
T: Read after the tape， please.
3.（全班大声齐读，巩固所学单标。）
4.（看3a图，听录音，判断正误。）
T: Look and listen carefully， fill in the blanks.
（板书。）
（1）He is ________ ________ in the gym in Picture 1.
（2）In picture 2， he is swimming in the ________ ________ .
（3）In picture 3， he is talking to ________ ________ ________ on the Great Wall.
Step 3 Consolidation 第三步 巩固（时间：5分钟）
1.（再放一遍录音，并给学生两分钟时间准备，看图问答。每组请一对同学，一句加两分。）
T: Ask and answer in pairs according to the pictures as possible as you can.
Example：
A: Where is Wen Wei in Picture 1／...?
B: He is...
A: What is he doing?
B: He is...
Step 4 Practice 第四步 练习（时间：10分钟）
1.（听录音，跟读4a， 4b。让学生再复习一遍本话题的重难点。）
2.（学生做2。）
T: Listen carefully and match.
3.（连线后，再让学生把这些句子变成否定句、一般疑问句、特殊疑问句并回答。）
Example：
S1: Which place does Jane like best?
S2: I think she likes her bedroom best.
S3: Is Maria singing a song in the classroom?
S4: Yes， she is.
S5: Kangkang is playing soccer in the gym. Is it right or wrong?
S6: It’s wrong. He is playing soccer on the playground.
S7: What are their teachers doing?
S8: They are working in the office.
...
（通过双人活动，学生充分地掌握了本话题的4a和4b。）
Step 5 Project 第五步 综合探究活动（时间：5分钟）
1.（布置学生每人写一篇海报。）
2.（展示学生的海报并在班上读出来。）
Example:
Found: A yellow purse is in the Lost and Found Room. Please come to get it at 3∶00 p.m.
today.
(假设海报贴出来后，有几个同学前来认领钱包。写海报的同学当即采访他们。)
Questions：
（1）What color is the purse?
（2）What’s in the purse?
（3）Where’s the purse?
（4）What time can I get the purse?
Topic 3
Section A
The main activities are 1 and 2a.本课重点活动是1和2a。
Ⅰ. Teaching aims and demands教学目标
1.（1）Learn days of the week：
Monday， Tuesday， Wednesday， Thursday， Friday
（2）Learn subjects：
history， math， art， geography， P.E.
2. Review present continuous Wh-questions:
-What class are they having?
-They’re having a music class.
3. Talk about subjects and timetable:
-What time does the class begin?
-At ten o’clock.
-What time does it finish?
-At twenty to eleven.
Ⅱ. Teaching aids教具
录音机／图片／小黑板
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习（时间：15分钟）
1.（师生共同说唱，复习现在进行时。）
T: Let’s chant “What are you doing?”
What are you doing now?
I’m singing now.
What are you doing now?
I’m dancing now.
What are you doing now?
I’m walking now.
What are you doing now?
I’m playing now.
（老师一边唱，一边做动作，全班同学跟着唱，一起做动作，活跃课堂，激发学生兴趣。）
2.（通过复习，导入科目。）
T: What are you doing now?
Ss: We are singing a song.
T： What are we doing now? We can also say “We are having a class now.” What class are
we having? We are having an English class.
(我们正在上什么课？我们正在上英语课。)
（板书划线部分，英汉对照，导出新的词组have an English class。）
T: Do you have an English class every day?
Ss: Yes， we do.
T: What time does the class begin?
Ss: At ten to eight.
T: What time does the class finish?
Ss: At twenty-five to nine.
（板书划线部分，引出生词begin， finish。）
（挂出小黑板，开始呈现科目，练习问科目，上、下课时间单词。）
Subject Time
（begin-finish） What day
English 7∶50-8∶35 every day
Math 8∶45-9∶30 every day
Geography 9∶50-10∶35 Monday
History 10∶45-11∶30 Tuesday
Biology 14∶00-14∶45 Wednesday
Art 14∶55-15∶40 Thursday
P.E. 15∶50-16∶35 Friday
T: Look at the blackboard， answer my questions. Do you have a math class every day?
Ss: Yes， we do.
T: What time does the class begin?
Ss: At...
T: What time does the class finish?
Ss: At...
T: Now I give you two minutes to practice these sentences. You work in pairs.
（给学生两分钟时间练习，同桌对话。一个同学问，一个同学答，然后交换角色。）
3.（引出表示星期的单词。）
T: Do you have a Chinese class today?
Ss: Yes， we do.
T: What day is it today?
Ss: It is Monday.
（板书呈现生词Monday，学习询问今天星期几及其回答。）
T: What class do we have on Tuesday? 在星期二，我们上什么课？
Ss: History.历史课。
（帮助学生回答，并再给学生两分钟时间，练习星期的表达法。）
Step 2 Presentation 第二步 呈现（时间：5分钟）
（设置并板书听力任务。让学生带着任务听录音，可以降低难度。）
What day is it today?
What class are they having?
What time does the class begin?
What time does it finish?
（听录音，回答问题。）
Wednesday-have a music class-begin-finish
（将关键词写在黑板上，呈现出1，为下一步学生不看课本自由表演打下基础。）
Step 3 Consolidation 第三步 巩固（时间：5分钟）
1.（老师放录音1，示范让学生跟读，用铅笔标重读与语调。）
T: Follow the tape and draw “up or down” with your pencil like this.
2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调。
这样做可以集中学生注意力，提高效率。）
T: Rub them clean and now read and check your pronunciation sentence by sentence. Go!
3.（人机对话，提高学生兴趣。）
T: You are Jane. Listen to Helen and make a dialog with her.
4.（学生两人一组表演1。）
T: Work in pairs. Look at the blackboard and act the dialog out.
Step 4 Practice第四步 练习（时间：10分钟）
1.（老师把一张漂亮的图片贴在黑板上，上面是一张英语课程表，下面是六个问题。）
T: Look at the timetable and answer the questions.
（1）How many lessons do you have every day?
（2）How many English lessons do you have every week?
（3）What time do morning classes begin?
（4）What time is school over?
（5）What is your favorite subject?
（6）How often do you do outdoor activities?
2.（使用动作复习有关科目和星期的单词。）
T: Now， look at me and guess， what am I doing? Which class am I in?
（老师做出唱歌跳舞的动作。）
Ss: You are singing and dancing in music class.
T: What day do you have a music class?
Ss: On Wednesday.
（让一个同学做动作，另外两个同学一问一答。）
Example：
S1: 做画画动作。
S2: What is he doing? And which class is he in?
S3: He is drawing pictures in art class.
（小组活动进行替换操练，完成2b。）
3.（呈现P183的两幅图片，双人活动，进行对话练习。）
T: Let’s read 3 and work in pairs like this：
Examples：
A: What day is it today?
B: It’s...
A: What class are they having?
B: They’re...
A: What time does the class begin?
B: At...
A: What time does the class finish?
B: At...
4.（让学生做4。）
T: Listen and fill in the chart.
Step 5 Project 第五步 综合探究活动（时间：10分钟）
1.（做一个调查，采访班上的同学，了解他们一周中每一天喜欢的科目及原因。）
T: Please design your favorite timetable for a week and fill in the chart.
Time Favorite subject Like／Dislike Reasons What day
8∶00-9∶00 Art Like very much Like drawing pictures Monday
Tuesday
Wednesday
Thursday
Friday
2.（学生完成调查表格后，把调查结果汇报给全班同学。）
T: You can report it to your class like this：
On Monday， my favorite subject is art. It begins at eight and finishes at nine. I like it very
much. Because I like drawing pictures.
3. Homework：
(做英语课程表。)
Section B
The main activities are 1a and 2.本课重点活动是1a和2。
Ⅰ. Teaching aims and demands教学目标
1. Learn some useful words and expressions：
question， Australia， easy， interesting， difficult， boring
2. Talk about likes and dislikes：
Why do／don’t you like English?
Because it’s easy and interesting.／Because it’s difficult and boring.
Ⅱ. Teaching aids教具
录音机／小黑板／卡片／图片／照片／投影仪
Ⅲ. Five瞗inger Teaching Plan 五指教学方案
Step 1 Review第一步 复习（时间：15分钟）
1.（师生互动复习旧问候语。）
T: Good morning， class.
Ss: Good morning， Miss...／Mr....
T: What day is it today?
Ss: It is...
T: What class are we having?
Ss: We’re having an English class.
（提问全班男生。）
T: What time does the class begin?
Boys: At...
（提问全班女生。）
T: What time does it finish？
Girls: At...
2.（分组讨论问题，复习有关科目、星期的特殊疑问句。）
T: OK， very good! Now take out your schedule， look at it and ask and answer in groups.
取出一个小黑板，呈现以下问题：
Questions：
（1）How many lessons do you have every day?
（2）How many English／Chinese...lessons do you have every week?
（3）What time is school over?
（4）What is your favorite subject?
（5）How often do you do outdoor activities?
3.（请一组同学到讲台上进行连锁问答，第一个人问，第二个人答，第二个人接着问，第
三个人答。）
4. ①（使用单词卡片教学生词question， Australia， easy, difficult， interesting,boring。）
②（把生词先变成词组，再变成句子，进行扩充操练。）
（出示question的单词卡。）
Example：
T: Do you have any questions? Yes or no?
Ss: No， we have no questions.
（出示Australia单词卡。）
T: Australia. I come from Australia.
（出示first单词卡，指着第一排的第一个同学。）
T: You are the first in row one. May I ask you the first question? What do you think of our
school life?
S1: I like the school life.
（出示last单词卡，指着这一排的最后一个同学。）
T: Well done， you are the last one. May I ask you the last question? Do you like the school life?
S2: Yes， I like it， too.
（出示easy和difficult的单词卡。）
T: Do you like math? Is it easy or difficult?
S3: Yes， I do. It’s easy.
S4: No， I don’t think so. I think it’s difficult.
（出示interesting和boring的单词卡。）
T: Do you like playing games? Why?
S5: Yes， I do. Because it’s interesting.
T: Wonderful， then do you like learning about the past?
S6: No， I don’t. It’s boring.
③（用情景对话来复习巩固本课的生词。假设班上来了一个教师Mr.White，请一个同学扮演这个角色，大家来采访他，一个同学问一个问题，尽量用上新词。）
Example：
S1: Where do you come from?
Mr.White: I come from Australia.
S2: Are you a teacher?
Mr.White: Yes， I am.
S3: Do you like English?
Mr.White: Yes， I do.
S4: Why do you like English?
Mr.White: Because it’s easy and interesting.
S5: Do you like Chinese?
Mr.White: No， I don’t.
S6: Why don’t you like it?
Mr.White: Because it’s difficult and boring.
Step 2 Presentation第二步 呈现（时间：10分钟）
1.（设置并板书听力任务，让学生带着任务听录音。）
T: Listen to the tape， make True（T）or False（F） for these sentences and correct them.
（1）Ms. Jones comes from America.
（2）She teaches English.
（3）She teaches Grade 2.
（4）She has twelve lessons every week.
（5）She likes the school life.
Step 3 Consolidation 第三步 巩固（时间：10分钟）
1.（老师放录音1a，示范让学生跟读，用铅笔标重读与语调。）
T: Follow the tape and draw “up or down” with your pencil like this.
2.（老师让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调。）
T: Rub them clean and read and check your pronunciation sentence by sentence. Let’s begin.
篇6：七年级英语教学案例
高俊霞
《英语课程标准》把“激发和培养学生学习英语的兴趣，使学生树立自信心”放在了课程任务的首要位置，而我们都知道，兴趣、自信心对于一个孩子学习英语来说是相当重要的。作为教师，我们应该在教学设计和课堂实践中尽力营造宽松愉悦的学习环境，帮助孩子学会捕捉新鲜事物，创造条件培养学生感受语言、分析事物的能力，从而使学生产生学习英语的兴趣和信心。我在《Go for it!》教材实践一年多以来，在教学设计与实践中注重利用各种手段与方法，尽可能准确地把握学生的特点，激发他们的学习兴趣，为他们搭建展示的舞台，充分相信每个学生的内在潜质，给学生自我表现的机会。
课例描述：
《Go for it!》7年级上Unit5第一课时教学设计
【教学内容分析】
本单元的中心话题是“movies”，内容涉及电影的类型，用形容词描述相关类型的电影，谈论对某种类型电影的喜好。要求学生能就某一类型的电影或某一部电影作出简单评论，说明电影的类型、影星, 以及对电影作出评价等。语言技能和语言知识几乎都围绕“电影”这一中心话题设计的。
根据学生的接受能力和本单元内容的总体分析，我把第一课时范围确定在Section A 1a—2c.。通过学习表示电影种类的词汇，要求学生能够准确地用英语来表达不同类型的电影，如: comedy, thriller, documentary, action movie等并初步学会用已学过的形容词对一部电影作出简单评论。
【学生分析】
七年级的学生处于感性认识到理性认识的转型期, 学生学习本课主要可能存在以下几个问题：
1．语言知识难度: 本单元的电影种类名词和与此相关的形容词不容易上口，电影名词又比较多，学生从心理上可能一下子适应不过来。这对我们教学带来了一定的难度。
2．电影知识难度：他们掌握中外电影的知识不多，甚至看过的电影也很少，加之学习英语的时间不长，在谈论这一话题时可讲的东西不多，这对我们教学又带来了一定的影响。
因此，在教学设计方面基于上述因素着重通过各个环节激发学生兴趣，利用学生所学的有限的英语知识拉近师生间的距离，提升他们的表现欲望，以求最佳的教学效果。
【教学目标】
教学的中心任务是使学生通过本课的学习，能用英语表述电影类型并作出简单评价。同时通过本课学习增加学生对中西方电影文化的理解。
1．掌握表示电影类型的单词或短语：action movie, comedy, documentary, thriller.并能用前面单元已学过的形容词如great, good, interesting, boring, fun, relaxing对电影进行简单评价。
2．掌握两个重点句型：Do you want to„? 和What kind of„do you like?
【教学过程】
1．复习导入：
T: What’s the date today?
S: It’s November 30th.Show a calendar
T: What events do we have in November? Do we have a school trip?
S: No, we don’t.T: Do we have a School Day?
S: Yes, we do.T: Do we have a school trip in December?
S: No, we don’t.T: Do we have a basketball game in December?
S: Yes, we do.T: Do you like sports?
Let some students answer.Then ask: Does he/ she like sports?
T: Do you like sports?
If the answer is Yes, ask: What kind of sports do you like?
S: I like basketball…
上一个单元我们刚刚学习了日期的表示方法以及What events do you have?这个句型。因此，通过询问日期和展示日历，询问日历上记载的重要事件很自然地进行了旧知识的复习同时导入了新的句型What kind of sports do you like?使学生对这个句子有一个初步印象。同时又利用七年级学生好胜的心理，让他们在课堂上进行竞赛，看哪个组回答正确多。
2．新授：
T: What do I like, can you guess?
Help the students to answer: Do you like sports/ clothes/food…?
T: Yes, I do.What kind of sports/clothes/food… do I like?
七年级的学生对很多东西都有着极大的好奇心，因此在这节课的设计中我根据学生的这个特点在好几个环节中都通过设置有关“我”的喜好这一类的问题，让学生去猜，把他们的好奇心充分调动起来，提高他们听课的兴趣。同时，不论他们提的是哪方面的问题，都回答Yes, I do.但后面都紧跟一个What kind of…do I like? 这样的问题，不断地加深他们对这个句型的印象。
T: Now, please ask your friends what kind of sports /food /clothes they like.(Group work)Ask and answer in groups:
A: Do you like sports/clothes/food?
B: Yes, I do.A: What kind of sports/clothes/food do you like?
B: I like basketball/….在有了充分的听的积累以后让学生小组活动，自己运用新的句型进行问答，不仅练习了句型，同时又获得了关于组内同学喜好的信息。
T: You know December 4th is Sunday.And I am free.I want to buy clothes with my friend.What do you want to do on December 4th?
Help the students to say: I want to play computer games/ basketball/ soccer… T: And in the evening, what do I want to do? Can you guess?
Help the students to answer: Do you want to …?
这一环节中，我首先在幻灯片中打出I want to…这个句子，让学生在回答时有一个帮助，同时又对这个句型留下深刻印象。接下来仍然利用学生的好奇心，让他们猜我星期天晚上想要做什么以便练习这个句型的一般疑问句形式。同时又引出see a movie和要教的电影种类。
T: Yes, I want to see a movie.What kind of movies do you know?
(Teach: thrillers, documentaries, comedies and action movies.)
T: Now please guess what kind of movies they are.(Show posters of some movies.)Please match the kinds of movies with the posters.(Section A, 1a)
T: Do you want to go to a movie?
S: Yes, I do.T: Do you want to see a thriller?
S: Yes, I do./ No, I don’t.I want to see a comedy.Ask students to ask and answer in pairs.Listen to Ben and Sally’s conversation.Number the kinds of movies in the order you hear them.(2a)
Listen again.Draw pictures of the kinds of movies Ben and Sally like and don’t like.(2b)
Check the answers with the students.Games:
Guess the kinds of movies.Match games.通过口头、笔头的多次练习，让学生在口头、笔头上熟练掌握有关电影种类单词的表达和发音。同时通过游戏的设置，让学生抢答电影种类。因为好动是七年级学生的本能，让他们通过看电影海报，听电影里的有关声音，又通过抢答这
种形式，让他们在学中动，又在动中学。因此在这一环节中学生并没有因为这些表示电影种类单词的难发音和单调而感到乏味，反而表现更加踊跃了。
3．巩固
T: What kind of movie do I like? Can you guess? And please tell me why.Help the students to say: I think you like…because they’re…
What kind of movies do you like? Why?
在这个环节中，通过对电影种类的巩固，带出了用以前所学的形容词来对电影作简单评价。在教学中除了让学生用以前所学的形容词以外，还加进了这一单元中后面将要学到的形容词，给他们有一个初步的印象,这也是陪优的体现。T: We will have a Movie Festival(电影节).Here are four movies for you.Which one do you want to see and why?
T: Then please make a poster for your favorite movie.在这个环节中电影的选择让人感到比较棘手。因为学生所学的词汇有限，要让他们理解电影的意思，同时又能通过海报分辨出电影的种类，而且容易表达是很困难的。因为是第一课时，为了降低这一环节的难度，我把这个活动设计成了小组任务。通过合作，让每个成员在活动中发挥特长，又能相互学习，通过小组中英语相对优秀的学生的引领，使得每一个同学都有所提高。海报设计制作完成后让两个小组派代表到讲台上展示，学生的动手能力超出教师的想象。
教学反思：
1．在本课的教学过程中通过提问、竞猜、抢答、合作出海报并展示等形式，有效调动了学生参与学习的积极性，学生学习热情高，发言积极，参与学习、讨论的干劲足，人人都成为了课堂学习的活跃分子；学生在教师创设的情境和教师的引导下，参与欲望强烈，能有效地进行合作、讨论、学习，享受到成功的快乐。但在学生参与过程中，如何使得英语基础太薄弱的学生更有效地参与到活动中来还有待进一步探索。
2．语言不是很容易就能掌握的，它需要听说读写等多方面的刺激，不断模仿和交流，才能变成自己的语言。所以，为学生多创设展示个性的机会，让每一个学生智慧火花得以闪现和发扬，创设合乎现实的情景，学生才能真正成为学习的主角。本节课的学习过程，注意了充分发扬教学民主，多设计开放性的话题，把课堂学习、表演的舞台让给学生，增强学生对语言实践的兴趣和对自我的信心。当然，在活动的过程中尤其是最后一个环节中如何发挥每一个同学尤其学习程度相对较差的学生的作用，真正做到人人有事做，个个都负责，合作小组内合理分工，有效协调，最大限度地发挥合作的效应，还是一个值得深思的课题。
3．现代心理学研究表明：每一个人都有表现自己的欲望，尤其是初中学生。因此教师应该充分相信学生的能力，相信学生自身就是最可利用的课程资源，教师
只不过是一个组织者、引导者、评价者。在本课的活动过程中，学生绘声绘色的表演给课堂添彩，学生的语言模仿能力令老师惊讶。学生在展示、表现自己的过程中，学到了知识，培养了能力，挖掘了自身的潜能，情感得到了升华和内化，更享受到了成功的喜悦。
拓展提升：
过去我们在英语教学中比较重视知识、技能、技巧这些显性的学习内容，而我们在新课程的实施中还应重视能力、情感、态度、习惯、价值观等隐性的学习内容，使得我们新课程的英语课堂中知识、技能、技巧、能力、态度、情感和价值观之间能建立起密切的联系。因此，我在《Go for it!》教材的教学设计上坚持英语学习是一个“学得”和“习得”过程的观念；教学中遵循“学中用，用中学”的原则，发展学生的语言能力。注重借助学生原有的生活经验，通过把教学内容由课堂向外延伸，把外界事物引入课堂，让学生的能力逐步展示出来：灵活运用语言的能力，口头表达的能力，更重要的是学生在使用语言时的那份自信和对英语的兴趣。