资源描述
.七年级英语下册全册教案Unit 1 Can you play the guitar?Section A (1a-2d)1.板书课题：Unit 1 Can you play the guitar?Section A (1a-2d)教学过程1、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）（1）、出示学习指导1) 能掌握以下单词：（能做到四会） guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club（2）、先学。1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。2、学生听单词录音，画出自己读错的或不会读的单词。（3）、后教。教师播放单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学生根据字母组合、发音要领寻找规律，进行记忆。有必要时教师写在黑板上让学生记住并积累字母组合的发音。（4）、当堂训练 1）、单词默写训练、开火车拼读单词训练。2）、Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities with the people. Then Check the answers with the class together. 3）、. Presentation出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动： HeShe can danceswimsingBut I cant danceswimsing.等，学习表达活动的动词短语。4）、Game (What can I do?) T: Tell your partners what you can do. For example: I can play the guitar. I can sing and dance. Ss work in groups. The let some Ss talk to their classmates in front of the class. 2、第二次“先学后教”：（听录音，理解课文大意）（！）、出示自学指导。 1）、 用最快的速度大概的看看听力题，对题的内容有一点了解。2）、仔细听录音能听懂录音内容并独立完成填序号题和填空题。(2)、先学。1、根据学情，适当增加或减少录音播放次数。2、学生听录音，并回答浅层次问题。（3）、后教！）能了解以下语法：情态动词can的用法和want to do sth.的用法。2）、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）3）、积极鼓励后进生回答，出现问题学生更正。4）、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于黑板。Listening 1. T: Now lets listen to the tape, find out the right conversation, and number them 1-3. （播放lb部分的录音让学生听，引导学生根据所听到的内容，选出对话的顺序，完成1b部分的教学任务。）2. Check the answers: (3, 2, 1 ) . Pair work 1. Ask the Ss to practice the conversations in 1b with a partner. Then make their own conversations. (引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用can询问和表达能力。) . Listening 1. Work on 2a; T: Now, look at the pictures on P2, listen to the four conversations. Just listen. (Play the recording for the first time, students only listen carefully.)Then, listen to the recording again, and circle the clubs you hear. Check the answers with the class. 2. Work on 2b; 引导学生根据对话内容用正确的单词填空，补全对话，再播放听力材料一遍。让学生进行校对，练习听力和写作能力，完成2b部分的教学任务。 Check the answers with the Ss. （4）当堂训练。1. Look at 2b and talk about what the people can do and the clubs they want to join. 老师可以和一名优秀的学生做一个对话的例子，让学生们明白如何去问答，例如： T: What club does Lisa want to join? S1: She wants to join the chess club. T: Can she play chess？ S1: No, she cant. 2. Ss work in pairs to practice asking and answer about Lisa, Bob and Mary. 3. Ask some pairs to act out their conversations. 3、第三次“先学后教”（学生读默读或朗读课文，勾出不认识的单词、短语及句句型，读后回答问题。）（1）、出示学习指导1）、用最快的速度朗读课文，理解课文大意，勾出不理解的短语，或语言点及语法结构。能掌握以下句型：2)、 Can you play the guitar? Yes, I can./ No, I cant. What can you do? I can dance. What club do you want to join? I want to join the chess club.3）用最快的速度朗读课文，理解课文大意，勾出不理解的短语，或语言点及语法结构。4）回答课文相关问题。（2）、先学。1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。2、画出不懂得语言点、表达方式和语法现象。 （3）、后教。1）、学习询问和谈论彼此的能力和特长；2) 掌握一些弹奏乐器的表达方式。3、学生自学后回答理解性问题。4、对学生不会的，通过启发诱导的方式让学生理解。5、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。（4）、当堂训练1、口述课文内容。2、分角色朗读课文。3、围绕本节课讲的语法项目，设计当堂训练题目。. Role-play 1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to find out the answers to these questions. What club does Bob join? What club does Jane join?Ss read the conversation by themselves and find the answers to the questions. Then check the answers: Bob joins the soccer club. Jane joins the English and art club. 2. Explain something that Ss cant understand. 3. Let Ss read after the teacher or play the recording and let Ss read after the recording. 4. Ss work in pairs to act out the conversation. 5. Ask some pairs come to the front of the classroom. They try to act out the conversation. See which group is the best. Section A (1a-2d)Drills：1. Can you sing? Yes, I can./No, I cant. 2. 2b: 1. chess, chess 2. English; English 3. sing, dance, music 4. What club does Bob join? What club does Jane join?5. want to do sth They want to have some rice and vegetables. 板书设计：Section A (Grammar Focus-3c)1.板书课题：(Grammar Focus-3c)一、第一次先学后教.（ Grammar Focus.）1、出示学习指导。1) 继续练习运用情态动词can。学会询问和谈论彼此的能力和特长。2）能够学会使用情态动词can的疑问句以及它的肯定句和否定句 。2、先学。（1） 让学生自己先读语法焦点，并找出语法结构。老师将情态动词的can的用法，以学案的方式呈现在大屏幕上，让学生自主学习，并发现其用法。（2）可以看出，在Can？句型中，情态动词can没有_和_ 的变化。（3）用情态动词can来询问他人的能力可以归纳为以下句型： Can + _ + _ + 其他? 肯定回答：_ 否定回答： _ What + can + _ + _ ?学生们合作学习讨论上面学案的答案，总结情态动词can的用法。老师找部分学生对上述问题作答，并一起讨论总结情态动词can的用法。3、后教。 （1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。（2） 教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法结构上的变化。（3） 教师讲解can 后面的动词用动词原形部分人称变化。4、当堂训练（1）. Ask some Ss about their abilities. T: Hi, S1! What can you do? S1: I can sing and dance? T: Can you play the guitar? S1: Sorry, I cant. But I can play chess. T: What club do you want to join? S1: I want to join the chess club. （2.） Role-play. Let some pairs role play the conversation in 2c. 1. 阅读指导：2. 学生阅读Grammar Focus中的句子，然后做填空练习。 你会游泳吗？_ you _? 是的，我会。/ 不，我不会。 Yes, _ _. / No, I _. (其余试题见课件部分)3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化二、第二次先学后教.（补充句子） 1、出示学习指导。能掌握以下句型： Can you play the guitar? Yes, I can./ No, I cant. What can you do? I can dance. What club do you want to join? I want to join the chess club.2、先学。1、让学生独立完成Write questions and answer with the words and phrase.提醒学生but的用法。2、根据单词提示选单词，补充完整句子。3、后教。1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。（4） 教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法结构上的变化。（5） 教师讲解but 的用法和can 后面的动词用动词原形部分人称变化。1. Look at 3a. 告诉学生们用所给的词汇来造句子。首先，用情态动词can及所给的第一个动词词组来造一个一般疑问句，并作出一个否定的回答。然后，用转折连词but及第二个词组造一个肯定句。Teacher makes the first one as a model: Can Wu Jun speak English? No, he cant, but he can speak Chinese. Ss try to make sentences using the phrases in 25. They can discuss with their partners.Then let some Ss tell their answers to the class. Check the answers with the class. 2. Look at 3b. Tell Ss that your school is going to have a School Show next week. What can you do? You can show your talent in it. In order to let all the students know about it. We have to write a poster. Now, read the poster below and try to complete the poster with the words in the box. 方法指导：应通读全文，掌握短文大意；然后，仔细阅读每个句子，根据空格前后的词语进行推敲。比如，第三空格后有guitar一词，可知些空格应填play一词。其他类似。 学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。4、当堂训练。. Group work 1. What can your group do in the school show? Make a list, then report to your classmates. 2. First, work in group ask and answer about what you can do? e.g. S1: What can you do, S2? S2: I can do kong fu. S1: Great! What about you S3? S3: I can sing very well. 3. Then make a list together. 4. Everyone in your group must write a report. Then select one student to report what your group can do. e.g. In my group, Li Ming can do kong fu. Zhang Li can sing very well. Ma Shuang can dance well (最后，可以经学生们评议来推举最有能力的小组）. Exercises 1. If time is enough, do some more exercises on big screen. Homework 1. Read the sentences in Grammar Focus. 2. Write a report about what your family members can do.板书设计 Section A Grammar Focus-3c1. Can you do sth.? Yes, I can. No, I cant.2. Can she/he do sth.? Yes, he/she can. No, she/he cant.3. What can you/he/she do? I/He/She can do3a: 2. Can Mike play basketball? No, he cant. But he can play tennis. 3. Can Jane and Jill dance? No, they cant. But they can sing. 4. Can Grace play soccer? No, she cant. But she can play volleyball. 5. Can Bill write stories? No, he cant. But he can tell stories. 3b: sing, dance; play; tell课后反思：Section B 1a-2c1.板书课题：Section B 1a-2c2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）（1）出示学习指导 能掌握以下单词：（能做到四会） drum, play the drum, piano, play the piano, violin, play the violin, also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician（2）、先学。1）、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。2）、学生听单词录音，画出自己读错的或不会读的单词。（3）、后教。教师播放单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学生根据字母组合、发音要领寻找规律，进行记忆。有必要时教师写在黑板上让学生记住并积累字母组合的发音。（4）、当堂训练 1）、单词默写训练、开火车拼读单词训练。（一）、第一次“先学后教”：（听录音，理解课文大意）（！）、出示自学指导。1）用最快的时间看听力部分，第一遍听完听力内容时做2）仔细听录音能听懂录音内容并独立完成填序号题和填空题。(2)、先学。1、用自己喜欢的方式朗读课文，勾出不认识的短语和语法等。理解课文大意。2、根据学情，适当增加或减少录音播放次数。3、学生听录音，并回答浅层次问题。（3）、后教。1、教师公布答案，学生同桌改，教师统计结果。2、积极鼓励后进生回答，出现问题学生更正。3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决。Presentation1. T: Show some really instruments like violin, drums. Then play some of them. Tell Ss I can play the drums, I can play the violin, I can play the violin Ss: Do after the teacher, Act as he/she are playing an instrument. The say: I can play the piano, I can play the piano, I can play the drums. Game (Talent show)1. Act and show your classmates your talent. T: Please stand in front of your classmate. Act and say what you can. e.g.S1: (sing and dance) I can sing and dance.S2: (play the drum) I can play the drum.S3: 2. Ask as many students as possible to say their abilities. . Listening 1. Tell the Ss that they will listen to some sounds of the instruments. Listen and number the words 1-4 in the order of the sounds you hear in 1a. 2. Play the recording again and check the answers. 3. T: Now lets work on 1c. First, let one student read the words and phrases aloud. Then listen to the tape and circle the words and phrase you hear. 4. Ss listen to the tape and circle the words and phrases they hear. 5. Check the answers: 6. T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What cant they do? Youll listen to the tape again. Then try to fill in the blanks. 听力指导：要抓他们会做的事情，以及不会做的事情这两个重点内容。因此在听的时候，应重点将人物及动作这两个方面的听清，其他作为非重点内容。7. Ss listen to the recording carefully and try to fill in the blanks. 8. Check the answers with the class. （4）当堂训练。. Group work 1. Work in groups. Take turn to talk about what Bill, Cindy and Frank can and cant do. S1: Bill can play the guitar, but he cant sing. S2: Cindy can sing and play the drum, but he cant play the piano. S3: Frank can play the piano, but he cant sing or dance. S4: 2. Teacher can walk around the classroom, and give some help to the Ss. . Reading 1. T: Lets meet three new friends, Peter, Aland and Ma Huan. What can they do？Now read the descriptions and underline what they can do. 2. Let some Ss read aloud what Peter can do. Then let another Ss read aloud what Cindy and Frank can do. 3. Let Ss work in pairs to ask and answer about what they can do. S1: What can Peter do? S2: He can speak English and play soccer. S2: What can Alan do? S1: He can play ping-pong. 2、第二次“先学后教”（学生读默读或朗读课文，勾出不认识的单词、短语及句句型，读后回答问题。）（1）、出示学习指导2) 能掌握以下句型： Can you play the piano? No, I cant. / Yes, I can. be good with helpwith（2）、先学。1）画出不懂得语言点、表达方式和语法现象2）理解课文大概意思。 2）回答课文相关问题。（3）、后教。1、学生自学后回答理解性问题。2、对学生不会的，通过启发诱导的方式让学生理解。3、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。（4）、当堂训练1、口述课文内容。2、分角色朗读课文。3、围绕本节课讲的语法项目，设计当堂训练题目。 . Reading . T: Now Well read three ads. Whats the main idea of the each ad? Whats each ads title? Now lets read the three ads and select a title for each ad. 2. 方法指导：首先，应读懂三个题目的意思；然后，认真阅读三个广告的内容，通过读广告来总结出它们的主要内容，并确定一个最为贴切的题目。 综合广告内容与三个题目，看每个题目与广告的内容是否最为贴切。3. Ss read carefully and try to select a title for each ad. 4. Check the answers with the class. Reading 1. T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person. 2. 方法指导：首先，再次明确每个能做的事情，以及他/她喜欢做的事情；然后，看每则广告中要求应聘者去做什么事情；最后，综合考虑三个人的情况，做出一个最佳选择。3. Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups. 4. Check the answers with the class. Homework 1. Remember the new words and phrase after class. 2. Try to retell what Peter, Alan and Ma Huan can do after class. 板书设计：Section B 1a-2c1. play the violin, play the drums, play the piano (提示：在音器前必须加定冠词the; 而在棋类、球类前则不须加the；play chess; play basketball, play volleyball) 2. 2b: A; C; B 3. 2c: Peter-2; Alan-1; Ma Huan-3 4. Explanation: help sb. with sth. = help sb. do sth. be good with . also与too also用于句子中间；而too常用于句子末尾 on the weekend = on weekends 课后反思：Section B 3a-Self Check1、出示课题：Section B 3a-Self Check2、第一次“先学后教”。（补充句子）（一）出示学习指导1、根据单词提示完成填空题。（二）先学。（1）根据单词提示学生独立完成填空题。（2）比较难的题学生之间或者小组之间进行讨论完成任务。（三）后教。（！）教师公布答案，学生之间相互改作业。并且大家总结哪些题做得好而那些题做得好。（2） 师加强对做错题型的讲解及训练。（四）当堂训练。 Practice 1. T: Next week well have a music festival. So we need some musicians to help with the music festival. I wrote an ad for help, but some of the words are missed. Please read the ad again and try to fill in the blanks with the words in the box. 2. 阅读指导：首先，应通读全文，理解全文的大意；认真读每一句话，在理解句子意思的基础上，分析空格所缺词汇的意思；然后分析空格上下文的意思或上下文的单词来确定空格中的词汇的词性；最后，在综合理解的基础上确定每个空格处的词汇。3. Ss read the passage then fill in the blanks with the words in the box. 4. Check the answers. Writing 1. Do you want to make poster in English by yourself? Now work with your group members, think of an even at our school. Then try to make a poster by yourselves. The events may be the music club, the Sports Day; the art festival and so on 2. Ss work in groups. First think of an event at the school. Then try to make the poster.3. 写作指导： 首先，应确定与该做事项所须的相关能力；可以用借鉴2b或3a中的广告的样子来写。其次，为了使语气显得较为委婉，可以用一些一般疑问句来询问应聘者的能力，比如：Can you swim? Can you? 最后，一定记住将本次活动的联系方式写清楚。4. Teacher walks around the classroom. Give any help Ss may need. Ask one the students in each group to read aloud their ads to their class. Let other students in other groups give some advice on the ads. 5. Decide which ad is the best. 2、第二次“先学后教”（补充句子，写短文）（一）出示学习指导。1、根据例题完成填空题2、完成3a部分，组织语言把它写成作文。（二）先学。（1）先让学生独立完成Self Check。（三）后教。（2）教师公布答案,看谁做的最好，并且让做得好的学生总结一下自己是怎么做的这些题，或者说说自己的学习方法，帮助后进生，做到相互学习的好习惯 Self Check 1 1. 让学生们在小组内讨论这些分类的能力活动；每个小组成员积极发言，由小组长负责整理记录。 2. 让某个小组的小组长说出他们小组整理的答案，再由其他小组成员进行补充；最后，将一份完整的能力活动分类总结表写在黑板上让同学们进行借鉴与补充。3. Give Ss a few minutes to remember the abilities. Self Check 2 1. Tell Ss what they should do. You can add as many words as you can to make phrases. Give Ss an example: play the drum, play the piano, play the violin, play the guitar; play chess, play volleyball2. Ss work in groups. Try to make as many phrases as they can. They should write down their phrases on their notebook. 3. Let some Ss read their phrases. Let other students add more phrases. （四）当堂训练。 Self check 3 1. Now you can write something you like. e.g. What can you do?What cant you do? What about your family members, your friends, your classmates. You can write at least five sentences. First Ill give a model:I can speak English. I can play chess. I can play basketball. But I cant play the piano. I cant play the violin. My sister can play the violin. She can play the guitar, too. 2. Ss write about something by themselves. 3. Let some Ss read their sentences to the class. Homework 1. Review Section B. 2. Write a short passage about your uncle or your aunt. What he/she can do? What she/he cant do. 板书设计：Section B 3a-Self Check3a: music, dance, play, guitar, can, call3b: Events: school music club; school soccer club; school English club, Art Festival; Sports DaySelf Check 1: play the guitar; play the piano; play the violin; speak Chinese, speak French, speak Japanese; run, play soccer, play basketball, play volleyball, play tennis; write stories, help mum cook, wash the clothes课后反思：Unit2 what time do you go to school ?Section A (1a-2d)1.板书课题：Unit2 what time do you go to school ?Section A (1a-2d)2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）（1）、出示学习指导 能掌握以下单词：（能做到四会）up,dressed,brush,tooth,shower,usually,forty,（2）、先学。1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。2、学生听单词录音，画出自己读错的或不会读的单词。（3）、后教。教师播放单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学生根据字母组合、发音要领寻找规律，进行记忆。有必要时教师写在黑板上让学生记住并积累字母组合的发音。（4）、当堂训练 1）、单词默写训练、开火车拼读单词训练。做游戏，猜一猜。:仔细听我说的谜语，猜猜它是什么？Its no feet ,but can it walk wit2. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities with the people. H it hands Its has no mouth, but it can speak to you .It say “Tick,Tick and Tick” every day .What is it ? S1:Its a clock.3教师拿着一个钟表，交手时间的表达方法。T:Look at the clock .Tell me the time like this.Five oclock.（教师把钟表的时针和分针拔到相应的位置）S2：Six oclock .多做几次这样的练习。T: Look at the picture 1a(出示1a教学内容)Do you know how to say “7:05”,7:15”in English ?We can say seven five ,seven ten ,seven fifteen Lets say it to gether. Presentat ion出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论时间： 学习表达时间 Game T: Tell your partners what time do you usually get up ? I usually get up at six thirty,seven o clock. Ss work in groups. Then let some Ss talk to their classmates in front of the class. 3、第二次“先学后教”：（听录音，理解课文大意）（1）、出示自学指导。1）.能掌握以下句型： - what time do you usually get up ,Rick？ -I usually get up at six thirty. 2）、 用最快的速度大概的看看听力题，对题的内容有一点了解。3）、仔细听录音能听懂录音内容并独立完成填序号题和填空题。(2)、先学。1、根据学情，适当增加或减少录音播放次数。2、学生听录音，并回答浅层次问题。（3）、后教。1、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）2、积极鼓励后进生回答，出现问题学生更正。3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于黑板。（4）当堂训练。. Listening 1. T: Now lets listen to the tape, find out the right conversation, and number them 1-3. （播放lb部分的录音让学生听，引导学生根据所听到的内容，选出对话的顺序，完成1b部分的教学任务。）2. Check the answers: (3, 2, 1 ) . Pair work 1. Ask the Ss to practice the conversations in 1b with a partner. Then make their own conversations. (引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用can询问和表达能力。) Listening 1. Work on 2a; T: Now, look at the pictures on P2, listen to the four conversations. Just listen. (Play the recording for the first time, students only listen carefully.)Then, listen to the recording again, and circle the clubs you hear. Check the answers with the class. 2. Work on 2b; 引导学生根据对话内容用正确的单词填空，补全对话，再播放听力材料一遍。让学生进行校对，练习听力和写作能力，完成2b部分的教学任务。 Check the answers with the Ss. . Pair work 1. Look at 2b and talk about what the people can do and the clubs they want to join. 老师可以和一名优秀的学生做一个对话的例子，让学生们明白如何去问答，例如： T: What time do you usually get up ? S1: I usually get up at seven o clock . T: H ow about you friend? S1: She usually gets up at seven ten.2. Ss work in pairs to practice asking and answer 3. Ask some pairs to act out their conversations. 4、第三次“先学后教”（学生读默读或朗读课文，勾出不认识的单词、短语及句句型，读后回答问题。(1)、 出示学习指导2）、用最快的速度朗读课文，理解课文大意，勾出不理解的短语，或语言点及语法结构。3）、回答课文相关问题。（2）、先学。1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。2、画出不懂得语言点、表达方式和语法现象。 （3）、后教。1）、学生自学后回答理解性问题。2）、对学生不会的，通过启发诱导的方式让学生理解。3）、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。4）.学习频度副词usaually的用法。5）、时间的表达法。（4）、当堂训练1、口述课文内容。2、分角色朗读课文。3、围绕本节课讲的语法项目，设计当堂训练题目。. Role-play 1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to find out the answers to these questions. Ss read the conversation by themselves and find the answers to the questions. Then check the answers: 2. Explain something that Ss cant understand. 3. Let Ss read after the teacher or play the recording and let Ss read after the recording. 4. Ss work in pairs to act out the conversation. 5. Ask some pairs come to the front of the classroom. They try to act out the conversation. See which group is the best. Homework: 1. Remember the new words and expressions after class.2. Recite the conve
展开阅读全文