外研社新版七年级英语下全册教案.doc_大学文库

Step 2 While-read ing Activity 1: Listen and read the passage Activity 2: Read the passage and answer the questions Activity 3: Translate and explain the language points Activity 4: Complete the passage with the correct form of the words and expressions from the box (Activity 3 on P5) Step 3 Post-read ing Writing(Activity 4 on P5) Step 4 Sum up and exero Step 5: Homework VII. Blackboard writing I.反思 Unit 3 Language in use Ⅰ.课时2课时(课本练习&练习册) II. Type of lesson: Grammar III. Teaching aims: i. Knowledge aim:名词性物主代词和形容词性物主代词的用法 vili. ability aim:能利用名词性物主代词和形容词性物主代词解决一些问题 ⅸ. Emotion aim:学会与他人交流时言行举止大方得体,对他人提供的帮助表示感谢 IV. Teaching important and difficult point i. Teaching important points: Make the students solve some questions ii. Teaching difficult points: Make sure the students do the exercises V. Teaching Aids: Multi-Media Tape, recorder Teaching Procedure Step 1: Activity 1: Work in pairs. Ask and answer questions The teacher prepare some school things, ask every pair to choose a school thing, show the students a model like this Whose bag is this? Is it yours? -No it's not mine. It's his Give the students two minutes to make the dialogue, then present in the class Activity 2: Complete the sentences with the correct form of the words from the box Give the students three minutes to finish it themselves then check the answers together Step 3: Match the words from Box a with the words from Box B This activity is very easy, so the students can do it together Step 4: Around the world---The Internet lost and found Ask the students read by themselves, then translate one by one, the teacher explain the language points Step 5: Activity 4: Work in pairs The teacher prepares some things such as camera, crayons, football, gloves, mobile phone, wallet, watch and so on Student A: Think of three or four things he/she has lost or he/ she can choose from the box. Describe them Student B: Think of five or six things you have in your lost and found office or you can choose from the box. Describe them Then ask and answer questions 2

2 2 Step 2 While-reading Activity 1: Listen and read the passage. Activity 2: Read the passage and answer the questions. Activity3: Translate and explain the language points Activity 4: Complete the passage with the correct form of the words and expressions from the box. (Activity3 on P5) Step 3 Post-reading Writing (Activity 4 on P5) Step 4 Sum up and exercise Step 5: Homework VII. Blackboard writing VIII. 反思 Unit 3 Language in use I. 课时 2 课时（课本练习&练习册） II. Type of lesson: Grammar III. Teaching aims: vii. Knowledge aim: 名词性物主代词和形容词性物主代词的用法 viii. Ability aim: 能利用名词性物主代词和形容词性物主代词解决一些问题 ix. Emotion aim: 学会与他人交流时言行举止大方得体，对他人提供的帮助表示感谢 IV. Teaching important and difficult points i. Teaching important points: Make the students solve some questions ii. Teaching difficult points: Make sure the students do the exercises V. Teaching Aids: Multi-Media Tape , recorder VI. Teaching Procedure Step 1: Activity 1: Work in pairs. Ask and answer questions. The teacher prepare some school things, ask every pair to choose a school thing, show the students a model, like this: --Whose bag is this? Is it yours? --No, it’s not mine. It’s his. Give the students two minutes to make the dialogue, then present in the class. Activity 2: Complete the sentences with the correct form of the words from the box. Give the students three minutes to finish it themselves, then check the answers together. Step 3: Match the words from Box A with the words from Box B. This activity is very easy, so the students can do it together. Step 4: Around the world---The Internet lost and found Ask the students read by themselves, then translate one by one, the teacher explain the language points. Step 5: Activity 4: Work in pairs. The teacher prepares some things such as camera, crayons, football, gloves, mobile phone, wallet, watch and so on. Student A: Think of three or four things he/she has lost or he/she can choose from the box. Describe them. Student B: Think of five or six things you have in your lost and found office or you can choose from the box. Describe them. Then ask and answer questions

3 3 Student A: Ask Student B if they’ve got the things you have lost. Answer questions about details. Student B: Answer questions about the things Student A has lost. Ask questions about details. Give the students five minutes to prepare, then act out in the class. Step 6: Homework VII. Blackboard writing Unit 3 Language in use VIII. 反思第二模块（5 课时） Module 2 What can you do? Teaching aims: 1. Knowledge aim: 学习和掌握情态动词“can”. 2. Ability aim: 能正确使用情态动词“can”表示能力的肯定、否定与疑问形式。 3. Emotion aim: 帮助学生认识并肯定自己的能力，增强自信心，培养竞争意识和为班级体服务的意识。 Unit 1 I can play the piano. Ⅰ.Type of lesson: Listening and speaking Ⅱ.Teaching aims: 1.To understand conversations about joining school clubs 2.To talk about one's abilities Ⅲ.Teaching aids: Tape recorder，videos，OHP Ⅳ. 课时安排：1 课时 Ⅴ. Teaching procedure Step 1. Lead-in In pairs，students say what they like doing and their partners say what they can do. Step 2 Learning the dialogue 1.Use pictures to show new vocabulary 2.Ask students to repeat new words and expressions chorally paying attention to pronunciation. 3.Tell students to look at the pictures and match them with the words and expressions from the box on their own，then check in pairs. Step3.Listen and check (√) the things in Activity I which Tony's dad can do. 1.Tell studentsto look at the pictures again and talk about them in pairs. 2.Ask them to listen and check the things Tony's dad can do. 3. Play the recording through while they listen and then answer the question. 4. Play it again for them to check and then check their answer in pairs. Step 4. Listen and read. 1. Put Darning，Betty，Lingling and Tony's name on the board. 2. Ask students to look at the pictures in Activity 1 and talk about what they think the four characters can do in pairs. 3. Play the recording and ask students to listen and read

2. Put students in pairs to ask each other both questions. Tell them to make a list of what 3. Ask three students to come up to the board and write one thing under one of the titles Then give the chalks or pens to someone else Step 3. Read the passage and check(v)the true sentences 1.Tell students that Lingling, Darn ing and Tony want to be mon itors. Ask students to read quickly to find which monitors they want to be 2. Ask students to read again. This time they can use their fingers to skim through and underline the things Lingling, Darning and Tony are good at 3. Ask students to check in pairs and elicit answers from the whole class 4. Ask students to read the sentences on page 11, and talk about them in pairs and guess the 5. Ask students to read the passage again and decide if the sentences are true or false. If false, then say why 6. Ask students to check with their partners. If their answers are different, tell them to go back to the text, read again and check 7. Ask students to read out the sentences and say if they are true or not. If not, ask them to say why Step 4 Underline the correct words 1. Ask students to work in pairs. Tell them to read through the passage and choose the correct word 2. Check answers by reading the passage aloud and pausing to allow the whole class to complete it with the correct word Step 5 Complete the sentences with the correct form of the expressions from the box 1. Ask students to look at the expressions in the box 2. Ask students complete the sentences on their own and be careful with the language forms 3. Check in pairs. Elicit answers from the whole class in full sentences Step 6 Work in pairs. Choose the best people in your class to be the monitors in Activity 1 Say: who they are and what job they can do and why they can do it 1. Write titles of the three monitors across the board 2. Ask the class for two volunteers for each monitor Write their names underneath 3. Put volunteers in pairs to talk about what they are good at, can do well and how they 4. Ask the rest of the students to make a table as below with three questions about their abilities to ask the volunteers put it on the board Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Good at? 5.Tell students to talk in groups about their notes, and decide who should be their monitors and say Step 7 Homework 1. Remember the new words and expressions in Unit 2

5 5 2. Put students in pairs to ask each other both questions. Tell them to make a list of what they think each monitor does 3. Ask three students to come up to the board and write one thing under one of the titles. Then give the chalks or pens to someone else. Step 3 .Read the passage and check ( √ ) the true sentences. 1.Tell students that Lingling, Darning and Tony want to be monitors. Ask students to read quickly to find which monitors they want to be. 2. Ask students to read again. This time they can use their fingers to skim through and underline the things Lingling，Darning and Tony are good at. 3. Ask students to check in pairs and elicit answers from the whole class. 4. Ask students to read the sentences on page 11， and talk about them in pairs and guess the answers. 5. Ask students to read the passage again and decide if the sentences are true or false. If false，then say why. 6. Ask students to check with their partners.If their answers are different，tell them to go back to the text，read again and check. 7.Ask students to read out the sentences and say if they are true or not. If not ，ask them to say why. Step 4 Underline the correct words. 1. Ask students to work in pairs. Tell them to read through the passage and choose the correct words. 2. Check answers by reading the passage aloud and pausing to allow the whole class to complete it with the correct words. Step 5 Complete the sentences with the correct form of the expressions from the box. 1. Ask students to look at the expressions in the box. 2. Ask students complete the sentences on their own and be careful with the language forms. 3. Check in pairs. Elicit answers from the whole class in full sentences. Step 6 Work in pairs. Choose the best people in your class to be the monitors in Activity 1. Say: who they are and what job they can do and why they can do it 1. Write titles of the three monitors across the board. 2. Ask the class for two volunteers for each monitor. Write their names underneath. 3. Put volunteers in pairs to talk about what they are good at，can do well and how they can help. 4. Ask the rest of the students to make a table as below with three questions about their abilities to ask the volunteers. Put it on the board. Questions Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Good at? Can do? Can help? 5.Tell students to talk in groups about their notes，and decide who should be their monitors and say why. Step 7 Homework 1. Remember the new words and expressions in Unit 2

2. Write a passage about one of the monitors in Activity 5 Ⅵ Blackboard showing ⅦSelf- reflection Unit 3 Language in use I Type of lesson: revision and application II. Teachi 1. To summarise and consolidate the usage of can 2.To revise new words and phrases II. Teaching aids: Tape recorder, videos, OHP Ⅳ.课时安排:2课时 V. Teaching pro ocedure Step I Lead-in 1. Look at the language in the practice box with the students 2. Ask for some volunteers to come to the front one at a time. whisper an activity in their ear and ask them to act it out. The class guess what the volunteer can/can t do Step 2 Work in pairs. Add two or three more activities to the list L Ask students to read the list of activities Tell students to talk about other activities in pairs and add them to their lists 2. Ask students to practise in pairs by asking about the activities on their lists 3. Tell students to look at the question in the language box and to make a similar question from the list 4. Tell students to write one question for each activity on the list 5. Ask students to practise in pairs by asking about the activities on their lists Step 3. Complete the sentences with can or can't 1. Tell students to read the sentences and think carefully about whether to use"can or can't Ask students to complete the sentences on their own and then check in pairs 3. Ask pairs of students to read the dialogues aloud Step 4. Complete the passage with the correct form of the words from the box 1. Tell students to read the passage and decide if the student is tidy or untidy. Elicit the answer Tidy 2. Then tell them to read again and try to guess the missing word. Then complete the passage with the words in the box individually 3. Check their answers in pairs 4. Ask students to read out each sentence Step 4 Around the world: Languages I Look at the different scripts. Ask students, " How many languages are there? What are they? 2 Answer any questions students may have Step 5. Work in groups of three or four. Talk about a new school club I Tell students they are going to set up a new school club. Ask them to look at the d vert for the music Club as an example 2 Elicit what information is given. Ask how the club is advertised 3. Put students in groups of 3-4. Tell them to choose the type of club they are going to set up, and where and when it is going to be held They need to think of ideas to

6 6 2 . Write a passage about one of the monitors in Activity 5. Ⅵ Blackboard showing Ⅶ Self-reflection. Unit 3 Language in use Ⅰ.Type of lesson: revision and application Ⅱ.Teaching aims: 1.To summarise and consolidate the usage of can 2.To revise new words and phrases Ⅲ.Teaching aids: Tape recorder，videos，OHP Ⅳ. 课时安排：2 课时 Ⅴ. Teaching procedure Step 1 Lead-in 1.Look at the language in the practice box with the students. 2.Ask for some volunteers to come to the front one at a time.Whisper an activity in their ear and ask them to act it out. The class guess what the volunteer can/can't do Step 2 Work in pairs. Add two or three more activities to the list. 1.Ask students to read the list of activities. Tell students to talk about other activities in pairs and add them to their lists. 2. Ask students to practise in pairs by asking about the activities on their lists. 3. Tell students to look at the question in the language box and to make a similar question from the list. 4 .Tell students to write one question for each activity on. the list. 5.Ask students to practise in pairs by asking about the activities on their lists. Step 3. Complete the sentences with can or can't. 1. Tell students to read the sentences and think carefully about whether to use "can" or "can't". 2. Ask students to complete the sentences on their own and then check in pairs. 3. Ask pairs of students to read the dialogues aloud. Step 4. Complete the passage with the correct form of the words from the box. 1. Tell students to read the passage and decide if the student is tidy or untidy. Elicit the answer "Tidy." 2. Then tell them to read again and try to guess the missing word. Then complete the passage with the words in the box individually. 3. Check their answers in pairs. 4. Ask students to read out each sentence. Step 4 Around the world: Languages 1 Look at the different scripts. Ask students， "How many languages are there? What are they?" 2 Answer any questions students may have. Step 5. Work in groups of three or four. Talk about a new school club. 1 Tell students they are going to set up a new school club. Ask them to look at the advert for the Music Club as an example. 2 Elicit what information is given. Ask how the club is advertised 3. Put students in groups of 3-4. Tell them to choose the type of club they are going to set up， and where and when it is going to be held. They need to think of ideas to

7 make the club interesting 4 Go around and help with ideas if necessary Step 6. Homework Make a poster for a club vi Blackboard shov ⅦSelf- reflectie 第三模块:5课时 Module 3 making plans ITeaching aims and requirements: 1. Grasping the follow ing new words and expressions buy, enjoy, revise, take, lie, stay, picnic, email, test, party, because, look forward to, do some sightseeing, like foreign culture 2. Mastering the grammar The use of be going to do 3. Learning the following sunds /bl/ table tennis, /l clothes, /pl/ plans, play IL. Teaching main points and difficult points 1. To understand conversations about weekend plans 2. To process information of weekend plans in the listening material. 3. To talk about weekend plans with given information 4. To get information from the reading material about personal information 5. To summarise and consolidate "be going to and the new vocabulary I. Teaching with tools Tape recorder, Teaching pictures and cards, Video, OHP and so on I.Time allocation: six classes. VTeaching steps Unit 1 What are you going to do at the weekend? Listening and vocabulary 1. Listen and match the words in box i with the words in box 2 * Read through the words in both boxes while the ss follow them then read them through again and have the Ss repeat them *Check the word stress in the multi-syllable words (rev ise, piano, lesson, party picnIc, homework, email *Ask the Ss to cover the dialogue below, and, in pairs, to decide which verbs in Box 1 go with which nouns in Box 2. They can check their answers with another pair. *With the dialogue still covered play the recording through and ask them to just listen and focus on the words in the boxes *Then play it again and ask them to check their suggested matching *Collect answers as phrases FList the phrases on the board as you are given them Check my email, have a piano lesson, have a picnic, get up early, go to a party, revise for my test, stay in bed, do my homework, buy some clothes 2. Write the phrases in Activity 1 under the pictures *Ask the Ss to look at the pictures and write the correct phrases under them individually *Then they can check with a partner 7

7 7 make the club interesting. 4 Go around and help with ideas if necessary. Step 6. Homework Make a poster for a club . Ⅵ Blackboard showing Ⅶ Self-reflection. 第三模块：5 课时 Module 3 Making Plans I.Teaching aims and requirements: 1.Grasping the following new words and expressions: buy, enjoy, revise, take, lie, stay, picnic, email, test, party, because, look forward to, do some sightseeing, like foreign culture. 2.Mastering the Grammar: The use of “be going to do”. 3.Learning the following sunds: /bl/ table tennis, /kl/ clothes, /pl/ plans, play. II. Teaching main points and difficult points: 1.To understand conversations about weekend plans. 2.To process information of weekend plans in the listening material. 3.To talk about weekend plans with given information. 4.To get information from the reading material about personal information. 5.To summarise and consolidate “be going to” and the new vocabulary. III.Teaching with tools. Tape recorder, Teaching pictures and cards, Video, OHP and so on. IV.Time allocation: six classes. V.Teaching steps: Unit 1 What are you going to do at the weekend? Listening and vocabulary 1.Listen and match the words in Box 1 with the words in Box 2. *Read through the words in both boxes while the Ss follow them;then read them through again and have the Ss repeat them. *Check the word stress in the multi-syllable words (revise,piano,lesson,party, picnic,homework, email). *Ask the Ss to cover the dialogue below, and,in pairs,to decide which verbs in Box 1 go with which nouns in Box 2.They can check their answers with another pair. *With the dialogue still covered,play the recording through and ask them to just listen and focus on the words in the boxes. *Then play it again and ask them to check their suggested matching. *Collect answers as phrases. *List the phrases on the board as you are given them. Check my email, have a piano lesson, have a picnic, get up early, go to a party, revise for my test, stay in bed, do my homework, buy some clothes. 2.Write the phrases in Activity 1 under the pictures. *Ask the Ss to look at the pictures and write the correct phrases under them individually. *Then they can check with a partner

*Collect the answers from the class 3. Listen and read *Ask the Ss to listen to the text while they follow it in their books 4. Choose the correct answers Ask the ss to do this activity individually, then check with a partne *Collect the answers as a complete question and answer pair from two ss *Have the Ss practise asking and answering the questions in pairs Pronunciation and speaking 5. Listen and repeat. "Play through the recording while the Ss follow "Play the recording again, pausing for them to repeat. They should do this chorally as a whole class, in groups and individually "Put them in pairs to practise. Encourage them to be critical and help each other get the pronunciation right *Circulate and monitor their production 6.Listen and repeat. Pay attention to the pronunciation of // "Play through the recording while the Ss follow "Play the record ing again, pausing for them to repeat. They should do this chorally as a whole class, in groups and ind ividually "Put them in pairs to practise 7.Work in pairs. Ask and answer to complete the diary *Read through the examples so that the ss know what to do *Pair them to ask and answer, taking it in turns * Collect the answers from the pairs, having them ask and answer * Complete the chart on the board if you feel it will help 8. Homework 1. Do exercises in Workbook. from 1 to 2 2 Do exercises in Exercise Book Unit one 3. Get ready for the test of Module two Unit 2 Were going to walk up the great wall Reading and vocabulary 1. Read the passages and match them with the photos. "Ask the Ss to look at the three photos first, and ask them what they can see Make sure they understand the meaning of the verb"to look forward to sth *Before they read, ask the Ss to follow the learning to learn box while you read out. Ask them to apply this principle to their read ing *Ask them to read the three passages individually and decide which photo goes with which passage *They can check with a partner Collect the answers from the class as full sentences 2.Say what Helen, Li and lucy are looking forward to *ask the ss to answer these with a short sentence *They should do it individually, then check with a partner *Check the answers in a whole-class setting 3. Match the questions with the answers. *Ask the Ss to match the questions and answers individually, then check with a partner

8 8 *Collect the answers from the class. 3.Listen and read. *Ask the Ss to listen to the text while they follow it in their books. 4.Choose the correct answers. *Ask the Ss to do this activity individually,then check with a partner. *Collect the answers as a complete question and answer pair from two Ss. *Have the Ss practise asking and answering the questions in pairs. Pronunciation and speaking 5.Listen and repeat. *Play through the recording while the Ss follow. *Play the recording again, pausing for them to repeat.They should do this chorally as a whole class,in groups and individually. *Put them in pairs to practise. Encourage them to be critical and help each other get the pronunciation right. *Circulate and monitor their production. 6.Listen and repeat. Pay attention to the pronunciation of /l/. *Play through the recording while the Ss follow. *Play the recording again, pausing for them to repeat.They should do this chorally as a whole class, in groups and individually. *Put them in pairs to practise. 7.Work in pairs. Ask and answer to complete the diary. *Read through the examples so that the Ss know what to do. *Pair them to ask and answer,taking it in turns. *Collect the answers from the pairs,having them ask and answer. *Complete the chart on the board if you feel it will help. 8.Homework. 1.Do exercises in Workbook, from 1 to 2. 2.Do exercises in Exercise Book Unit one. 3.Get ready for the test of Module two. Unit 2 We’re going to walk up the Great Wall Reading and vocabulary 1.Read the passages and match them with the photos. *Ask the Ss to look at the three photos first,and ask them what they can see. *Make sure they understand the meaning of the verb “to look forward to sth.” *Before they read, ask the Ss to follow the Learning to learn box while you read it out. Ask them to apply this principle to their reading. *Ask them to read the three passages individually and decide which photo goes with which passage. *They can check with a partner. *Collect the answers from the class as full sentences. 2.Say what Helen, Li and Lucy are looking forward to. *Ask the Ss to answer these with a short sentence. *They should do it individually, then check with a partner. *Check the answers in a whole-class setting. 3.Match the questions with the answers. *Ask the Ss to match the questions and answers individually, then check with a partner

*Collect the answers from the class, with one student asking the question and another answering 4.Answer the questions. Use the words in the box. * Ask the Ss to do this exercise individually, then check with a partner *Collect the answers from the class with one student asking and another answering Writing 5. Write full answers. Use because * Ask the Ss to do this exercise individually, then check with a partner Collect the answers from the class with one student asking and another answering 6. Work in pairs and answer the questions. * Ask the Ss to decide on an event in the future that will be enjoyable *You might want them to make some notes in answer to the three questions Pair them to ask and answer the questions 7.Write your partner s answers to Activity 6 *The Ss write this individ ually *They should then exchange writing with their partner and peer correct for factual and language accuracy 8. Homework. 1. Do exercises in Workbook. from 3 to 5 2 Do exercises in Exercise Book Unit two 3. Get ready for the next lesson Unit 3 Language practice *Go through the grammar table with the Ss F Make sure that they understand that we use be going to" future to talk about plans for the future which are already definite(E. g. I already have the ticket, so I know that I' m going to fly to London next Monday ) or which are what you want/except to do in a future situation l Ask and answer questions about Saturday and sunday *Read the example and ensure that the ss know what to do *Ask them to do the exercise in pairs Collect answers from the class 2. Complete the sentences with the words in the box. *Read through the verbs in the box, and have the Ss say them after you *Ensure that the two two-syllable verbs(enjoy/revise)are stressed correctly, both with the stress on the second syllable *Ask them to complete the sentences individually then check with a partner *Collect the answers from the class as complete sentences Around the world: What are they going to do? *Ask the Ss to look at the picture and tell you what they can see *Read the text and answer any questions the ss have Module task: Saying what you re going to do at the weekend 3.Work in groups of three. each chooses one of the roles below. discuss what you d like to do at the weekend and make plans to do things together *Read through the three pieces of role information with the class, and ensure they understand them "Put the Ss into threes to take one role each, then ask and answer questions abou

9 9 *Collect the answers from the class, with one student asking the question and another answering. 4.Answer the questions. Use the words in the box. *Ask the Ss to do this exercise individually, then check with a partner. *Collect the answers from the class with one student asking and another answering. Writing 5.Write full answers. Use because. *Ask the Ss to do this exercise individually, then check with a partner. Collect the answers from the class with one student asking and another answering. 6.Work in pairs and answer the questions. *Ask the Ss to decide on an event in the future that will be enjoyable. *You might want them to make some notes in answer to the three questions. *Pair them to ask and answer the questions. 7.Write your partner’s answers to Activity 6. *The Ss write this individually. *They should then exchange writing with their partner and peer correct for factual and language accuracy.. 8.Homework. 1.Do exercises in Workbook, from 3 to 5. 2.Do exercises in Exercise Book Unit two. 3.Get ready for the next lesson. Unit 3 Language in use Language practice *Go through the grammar table with the Ss. *Make sure that they understand that we use “be going to”future to talk about plans for the future which are already definite(E.g. I already have the ticket, so I know that I’m going to fly to London next Monday.) or which are what you want/except to do in a future situation. 1.Ask and answer questions about Saturday and Sunday. *Read the example and ensure that the Ss know what to do. *Ask them to do the exercise in pairs. *Collect answers from the class. 2.Complete the sentences with the words in the box. *Read through the verbs in the box,and have the Ss say them after you. *Ensure that the two two-syllable verbs(enjoy/revise) are stressed correctly,both with the stress on the second syllable. *Ask them to complete the sentences individually, then check with a partner. *Collect the answers from the class as complete sentences. Around the world: What are they going to do? *Ask the Ss to look at the picture and tell you what they can see. *Read the text and answer any questions the Ss have. Module task: Saying what you’re going to do at the weekend. 3.Work in groups of three. Each chooses one of the roles below. Discuss what you’d like to do at the weekend and make plans to do things together. *Read through the three pieces of role information with the class, and ensure they understand them. *Put the Ss into threes to take one role each,then ask and answer questions about

themselves in that role *Circulate and monitor production for later remedail work, as necessary 4. Complete your diary for next weekend *Ask the Ss to complete the diary with what they are really going to do next weekend If they don't have any plans, they can add things that they would like to and realistically could do. They should only write notes not full sentences *The Ss can work in pairs and ask and answer to find out what their partner is going 5. Homework L Do the exercises in Workbook from 6 to 8 2. Do the exercises in Exercises book Unit three 3. Get ready for the next lesson 第四模块:5课时 Module 4 life in the future 教材分析 1本模块以未来的教室及学习为切入点,谈论将来我们生活的各个方面学生较为有兴趣,便于展开活动。在这个过程中学习和掌握一般将来时WILL+动词原形的表达方法及注意点。 2.《新标准》英语采用归纳式语法学习法呈现--提问-发现-总结,培养学生自主学习的能力。一般将来时作个本学期一个重要的时态在上一个单元中就已涉及 Be going to+动词原形,学生已有一定的概念,这只需要老师很好地设计课堂教学活动作一定的延伸就可以了学情分析学生在前一模块中已学习了一般将来时的肯定、否定与一般疑问的表达方式, 也掌握了如何表达自己将要做什么没做什么,也学会了如何问别人将来是否要做某事。本单元则是在前面的基础上引入到谈论将来生活这个话题上,这是学生很熟悉也是较感兴趣的话题。在教师预设的任务中,引导学生在交际中动态生成,学生有话可说,乐于合作分享。这样就有利于他们更好的运用课本知识, 达到提高综合运用语言能力的目的三.教学目标 l语言知识目标语音阴读单词中注意重读音节基础核心词汇: e future chalk paper ruler no one farm holid in weather wind so cheap expensive short get warm sprin 词汇 autumn heavy rain strong comfortable machine job free technology interesting difficult weak dream ifE: cable calculator cell satellite fuel rough heat dull climate transport smooth uncomfortable

10 10 themselves in that role. *Circulate and monitor production for later remedail work, as necessary. 4.Complete your diary for next weekend. *Ask the Ss to complete the diary with what they are really going to do next weekend. If they don’t have any plans, they can add things that they would like to and realistically could do. They should only write notes ,not full sentences. *The Ss can work in pairs and ask and answer to find out what their partner is going to do. 5.Homework. 1.Do the exercises in Workbook, from 6 to 8. 2.Do the exercises in Exercises Book Unit three. 3.Get ready for the next lesson. 第四模块： 5 课时 Module 4 Life In the Future 一. 教材分析 1.本模块以未来的教室及学习为切入点，谈论将来我们生活的各个方面,学生较为有兴趣,便于展开活动。在这个过程中学习和掌握一般将来时 WILL+动词原形的表达方法及注意点。 2.《新标准》英语采用归纳式语法学习法:呈现---提问---发现---总结, 培养学生自主学习的能力。一般将来时作个本学期一个重要的时态在上一个单元中就已涉及 Be going to +动词原形,学生已有一定的概念,这只需要老师很好地设计课堂教学活动作一定的延伸就可以了。二 .学情分析学生在前一模块中已学习了一般将来时的肯定、否定与一般疑问的表达方式, 也掌握了如何表达自己将要做什么,没做什么,也学会了如何问别人将来是否要做某事。本单元则是在前面的基础上引入到谈论将来生活这个话题上，这是学生很熟悉也是较感兴趣的话题。在教师预设的任务中，引导学生在交际中动态生成，学生有话可说，乐于合作分享。这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的. 三. 教学目标 1.语言知识目标语音朗读单词中注意重读音节词汇基础核心词汇：life future chalk paper ruler no one farm holiday rain weather wind so cheap expensive short get warm spring autumn heavy rain strong comfortable machine job free technology interesting difficult weak dream 掌握：cable calculator cell satellite fuel rough heat dull climate transport smooth uncomfortable