一般给学生们上课之前，老师就早早地准备好了教案课件，大家都在十分严谨的想教案课件。写好教案课件工作计划，接下来的工作才会更顺利！有没有出色的范文是关于教案课件的？小编为此仔细地整理了以下内容《七年级英语Howwasyourweekend教案》，仅供参考，欢迎大家阅读。

七年级英语Howwasyourweekend教案
Howwasyourweekend?
教材分析:
本单元的语言训练重点是互相询问如何度过周末，并对已过上一周的周末进行评论。SectionA主要是听读说和基础语言运用，为目标句型提供分步示例和指导性练习；SectionB知识扩展；新旧知识的运用；循序渐进的写作练习；运用所学的语言完成各种任务使学生能够对已经学过的目标句型运用自如；SelfCheck自我评价，词汇知识的评价，语言应用能力的评价.
教学目标:
１.认知目标:
能熟知课文主要内容，掌握相应的语言知识
（单词、习惯用语、语法和功能用语）。
能结合所给任务，综合运用新、旧知识完成任务。
2.技能目标
能培养良好的听、说、读、写的能力，能正确使用动词过去式进行准确的描述。
通过观察、想象、模仿和表演等熟练、生动、有创造性地从图片或文字材料中获取有效信息，拓宽视野，围绕“上一周周末活动”进行交际。
能在日常生活中恰当理解这单元话题范围内的单词和习惯用语，在真实的语言环境中体会语言，运用语言，感受语言的真实价值，品味语言的实际意义，从而获得运用语言的实际能力，运用所学知识进行创造性地发挥应用和积极主动地用英语进行交流。
3.情感目标
合理安排自己周末的学习、运动、休息、娱乐等活动形式，过有益义的周末。保持愉快的心情，以积极的姿态，精神饱满地面对生活与学习。
保护和引导学生对英语的好奇与探求心理。克服学习过程中的畏难情绪，勇于追求对学习的自我完善和自我奖赏。
激发成就感，强化竞争意识。
献爱心，见行动。加入theHeartwarmingProject，服务社会，关注社会。树立正确的人生观和价值观。
教学策略
巧引妙导，挖掘教学内容和教学方法的新颖性和艺术性，激发学生学习英语的兴趣。
采用互动的课堂模式，提倡开放式教学。
倡导“任务型”教学途径，让学生“做中学”或“用语言做事”。“学”是前提，“做”是目的；“学”是为了“做”，“做”又促进“学”，两者缺一不可。
面向全体，因人因材施教。
建构民主氛围，营造宽松和谐的课堂教学气氛，合理利用评价方式，捕捉学生亮点。
正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。
学习策略
树立正确的“以人为本”的学习观，倡导自主学习、合作学习与探究式学习，发展主体性，培养独立学习意识，养成良好的学习习惯。
明确“熟能生巧”的原理，积极参与课堂活动。在学习活动中讨论weekendactivies或参加课堂上的才艺表演（Talentshow），创设语境，猜测周末活动，乐于探究，勤于动脑动口。
课后访谈调查，读写摘记，重视语言运用。
掌握科学的学习方法，通过不同的活动形式（小组活动、配对活动、班级活动等）共享资源，互助学习,在合作中取长补短。
文化意识:
Selfcheck阅读部分中讲到oldHenry因失去hiscutedog而悲伤不己，写到Hehasnodogandnofamily。借此向学生渗透在西方，狗备受宠爱和青睐的文化。有关狗的词汇不像在汉语中，如：“狐朋狗友”“看家狗”“痛打落水狗”等都含有贬义。拓展一些词汇，如：luckydog（幸运的人），bigdog(大亨)，cleverdog聪明的小孩，伶俐的小孩子）。Everydoghashisday（人人皆有得意时）。
教学重点和难点:
单词：beach,pool,visit,stay,cute,test,cook,spend,mountain,practice以及不规则变化行为动词is,do,go,have,read,see,write，sit的过去式形式was,did,went,had,read,saw,wrote,sat
短语：goto(aplace),goshopping,goforawalkwith……,visit(aperson)，watchsbdosth，Itistimetodosth，readabookabout(history),seeaninterestingtalkshow，studyforthe(math)test。
语音：掌握动词过去式规则变化中动词词尾所加的-ed的三种不同的读音规则(|t||d||id|)。
语法：掌握一般过去时表示过去发生的动作或存在的状态。通常由动词过去式表示，与表示过去的时间状语连用。
日常交际用语:
⑴Whatdidyou/yourfriend/he/she/theydolastweekend?
(2)Howwasyourweekend?
(3)Itwasgreat!/ItwasOK./Itwasn’tverygood.
（单词的词义/词的搭配和它们在一般过去时中的用法是难点）

LessonOne
Step1.Warming-up
Asksomequestionstohaveashortreview.
Whatdoyoudo?What’syourfavoritesubject?
Step2.Presentation
1.Ask:Doyoulikeweekends?Andwhatdoyouusuallydoonweekends?
Students:IusuallywatchTV.(givesomepicturestohelpthem)
2.Showsomepictures,andthestudentsaskandanswerinpairs.
Whatdoyouusuallydoonweekends?
3.Lastweekends,Icleanedmyroom.
Explain“lastweekends”isapasttime,soyoumustusepasttense.SoIadd‘ed’.
Whataboutyou?Whatdidyoudolastweekend?(writeontheblackboard)did----do
Showpicturesandtheverbsarepasttense.
Firstonlysaythephrases.Like‘didthehomework’,andpayattentiontothepasttense.
Step3Practice
Whatdidyoudolastweekends?Idid….
Step4Exercise
1.Do1aonP53.Matchthewordswiththepictures.
Thenreadtogethertwice.
2.Do1onP53.listenandwritethedayand“morning”,“afternoon”,“night”beloweachpicture.
Thenpracticeaccordingtothepicture:OnSaturdaymorning/Saturdayafternoon/Sundaynight/Sundaymorning,Idid….
Step4Expansion
1.Showaboy,ask“Whatdidhedolastweekend?”S:“Hetalkedonthephone.”
Anothertwo,andaskthesame,
2.Showagirl,ask:Whatdidshedolastweekend?Sheplayedtheguitar.(Anothertwo)
3.Showtwopeople,ask:Whatdidtheydolastweekend?Theyhadaparty.
4.Studentspracticeinpairs:Whatdidhe/she/theydolastweekend?He/She/Theydid….
(Accordingtothepictures)
Step5Listeningpractice
1.Listento2aonP54,andunderlinethewordsyouhear.
2.Listenagainandwrite“C”forCarol,“B”forBenor“E”forEmmanexttothestatementsabove.
Step6Pairwork
1.PracticetheconversationonP54.Youcanusetheinformationinthebox.
2.Makeaconversationbyyourself.
Step7Survey
Workingroupsandaskotherthreestudents:Whatdidyoudolastweekendandfillinthechart.
Thengiveareport:
Lastweekend,LiMingwenttothebeach.XiaoHuawrotealetter.……
Step8Conclusion
1.ReadsentencesintheGrammarFocustogetheronce.
2.Concludethechangesoftheverbs.
Step9Homework
1.CopythewordsofP53P54fivetimes.
2.Writeashortpassageaboutyourlastweekends.
3.Workbook(1)P33.
LessonTwo
Step1.Revision
1.Ask:Wheredidyoudolastweekend?/yesterdayevening?
2.Checkthepastformsofsomewordsandphrases.
3.Pleasegiveareportaboutyourlastweekend.(It’syesterday’shomework)
Step2.Presentation
Firstreview“How’sitgoing?”,andthefourkindsofanswers.
“Notbad”“Great”“Terrible”“Prettygood”.
Thenask:Whatdidyoudolastweekend?Howwasyourweekend?
Firstthestudentswillanswerusingonlythosephrases.Socanyouanswermyquestionusingasentence.:“Itwas….”
Step3.Practice
Showpicturesandaskaboutit.
T:Howwasyourweekend?S:Itwas….I…(activity)
Thenaskthestudentstomakeadialogue.Askabouteachother’sweekend.
Step4.Exercises
Do3a.Usethegivensentencestocompletetheconversation.
Thenaskstudentstoreaditandchecktheanswers.
Step5.Expansion
Ask:WhoisthegirlinPicture1.HowwasMing’sweekend?WhatdidMingdolastweekend?
S:Itwasgreat!Hewenttothebeach.
ThenwhataboutTony’sandSarah’sweekend?Askandanswerwithyourpartner.
A:HowwasMing’sweekend?
B:Itwasgreat.She/Hewenttothebeach.
Ste6.Report
Tellusyourhappythingsandunhappythingslastweekend:
ItwasOK,I…(activity)
Itwasn’tverygood,I…(activity)
Step7Survey
Workingroup,andaskyourfriendswhatdidtheydolastweekend?AndHowwas/werethethingsabouttheweekend.Thengiveareportlikethis:Marywenttothebeach,theweatherwassunny;thebeachwasbeautiful;andthepeoplearefriendly.…
Step8.Interview
Supposeoneisafamouspeopleyoulike,andhe/shecametoWenzhoulastweekend,andanotheroneisareporter.
Makeaninterview,andaskthefamouspersonquestionsabouthisweekendinWenzhou.
Homework
1.CopyGrammarFocusonce。
2.Doworkbook(1)P34,(2)25
LessonThree
Step1.Revision
1.Checkthepasttenseofsomewords.
2.Practice“Howwasyourweekend?”
Step2.Exercise
Ask:Whatdidyoudoyesterday?
Let’sseewhatSallyandJimdidyesterday.Do1aonP56.
Doyoulikethethingstheydid?Ask:Doyouliketoplaytheguitar?….
ListenandwritedownwhatSallyandJimdidlastweekendandcompletethechart.
Step3.Survey
Interviewyourpartnersabouttheirparents:Whatdidyourmother/fatherdolastweekend?Thengiveusareport:Myfriend**’sfather/mother…lastweekend.
Step4.Reading
Read3abyyourself,andcircletheactivitiesyoulike.Underlinetheactivitiesyoudon’tlike.Thenletthestudentsgivetheiranswers.
Explain:Formostkids.
Thenasksomestudentstoreadthepassage.
Step5.Survey
Whatdidmostofyoudolastweekend?Askaboutyourfriendsinyourgroupandgiveareport:
Lastweekend,mostofus….
Step6.Exercise
Do3b.Firstaskquestionsaboutthepictures?Whatishe/shedoing?
Thenfillintheblanksaccordingtothepictures.
Step7OralWriting
Canyouintroduceyourlastweekendlike3b?
Homework:
1.Writeaboutwhatyoudidlastweekend.
2.Doworkbook(1)P35(2)26
LessonFour
Step1.Revision
Askstudentstointroducehis/herlastweekend.
Step2.GuessingGame
Astudenttalkaboutafamousperson’sweekend,andtheothersguesswhohe/sheis.
Step3.Reading
Doyoulikeyourweekends?Areyouallhappyonyourweekend?
OldHenryisnothappy.Doyouknowwhy?Readitandfindtheanswer.
Explain:OldHenrydoesnot;wentforawalk;itwastimeto;
Listentothetapeandreadafterit.
Step4.Groupwork
Firstask:IfyouareOldHenry’sfriend,howcanyouhelphim?
Thenworkingroupsandtalkaboutwhatyoucando.Supposeyouwenttovisithimlastweekend.
Whatdidyoudo?
Step5.Conclusion
Askstudentstoconcludewhatwelearnedinthisunit.
Listthemainwords;mainphrases;mainsentencepattern;……
Step6.Solvetheproblems
Doyouhaveanyproblemsinthisunit?
Explainsomeexercisesintheworkbookthattheyhavemadegreatmistakes.
Homework:
1.WriteapassageaboutwhatyoudidlastweekendtohelpOldHenry.
2.Doworkbook(2)27.jab88.COm

延伸阅读

七年级英语下册第七单元Unit9Howwasyourweekend?知识点整理

七年级英语下册第七单元Unit9Howwasyourweekend?知识点整理

第九单元Unit9Howwasyourweekend?

本单元重点是掌握How引导的特殊疑问句，复习一般过去时。

一般过去时

用法：一般过去时表示过去某个时间发生的动作或存在的状态,常和表示过去的时间状语连用,如:yesterday,lastnight/year,once,in1990,twodaysago等。也可表示过去经常或反复发生的动作，常与often，always等表示频度的时间状语连用。例如：

①Igotupat6：30yesterday.昨天我在六点半起床。

②Shewasamiddleschoolstudentin2000.在二零零年她是一个中学生。

③Healwayswenttoschoolbybuslastyear.去年他总是乘公共汽车去上学。

形式：一般过去时的形式为“主语+动词过去式”。

①动词be第一人称单数和第三人称单数用was，其余一律用were；

②动词have/has一律用had，没有人称和数的变化；

③行为动词一律用过去式，没有人称和数的变化；

一般过去时的句型：

肯定句句型：主语+动词过去式。例如：①Iwatchedthefilmtwodaysago.两天前我看了这部电影。

②Marywasadocterin2001.在2001年玛丽是一名医生。

③Thestudentsplayedbasketballyesterday.昨天学生们打篮球了。

④Sheboughtanotebooklastweek.上个星期她买了一个笔记本。

否定句句型：①主语+wasnt/werent+其他②主语+didnt+动词原形。以上四句的否定句依次为：

①Ididntwatchthefilmtwodaysago.两天前我没有看这部电影。

②Marywasntadoctorin2001.在2001年玛丽不是一名医生。

③Thestudentsdidntplaybasketballyesterday.昨天学生们没有打篮球了。

④Shedidntbuyanotebooklastweek.上个星期她没买笔记本。

一般疑问句句型：①Was/Were+主语+其他②Did+主语+动词原形。以上四句的一般疑问句依次为：

①Didyouwatchthefilmtwodaysago？两天前我看这部电影了吗？yes，Idid.NO,Ididnt.

②WasMaryadocterin2001？在2001年玛丽是一名医生吗？Yes，shewas．Ｎｏ，shewasnt．

③Didthestudentsplaybasketballyesterday？yes，theydid.NO,theydidnt.

④Didshebuyanotebooklastweek?上个星期她买笔记本了吗？yes，shedid.No,shedidnt.

（p54，2c）“Whatabout…？”在英语中与“Howabout…？”含义相同，两者均表示“…怎么样？”后面可以接名词、代词或动词+ing形式，用来询问信息，提出建议或征询意见。

Whataboutthissweater?(名词)这件毛衣怎么样?(征询意见)Howaboutplayingsoccer?(动词)踢足球怎么样?(提出建议)

Iwenttothemovies.Whataboutyou?(代词)我去看电影。你干什么?(询问信息)

(p57,3a)在具体哪一天的上午、下午或晚上要用on，例如：onSundaymorning

（p58，3）Doyouthinkeveryenjoystheirweekends？解释：本句属于含宾语从句的一般疑问形式，主句为Doyouthink，从句为everyenjoystheirweekends。例如Doyouthinksheisadoctor？你认为她是一名医生吗？

（p58，3）watchsbdosth意为“看到某人做某事”。例如：Tomsmotheroftenwatcheshimdohomework.汤姆的妈妈常常看他做家庭作业。

（p58，3）Itis/wastimeto+V意为“该干……了；是干……的时候了”Itistimetogotobed.是该睡觉的时候了。

注意：如果要表示“该某人做某事”时，应在to的前面加上forsb，即Itis/wastimeforsbto+V

Itistimeforustohavedinner.我们该吃晚饭了。

（p58，3）lookfor……寻找……

新目标七年级英语下册全册Unit9:Howwasyourweekend?英文教案

作为老师的任务写教案课件是少不了的，大家正在计划自己的教案课件了。各行各业都在开始准备新的教案课件工作计划了，才能更好的在接下来的工作轻装上阵！你们清楚教案课件的范文有哪些呢？以下是小编为大家收集的“新目标七年级英语下册全册Unit9:Howwasyourweekend?英文教案”仅供参考，希望能为您提供参考！

Unit9:Howwasyourweekend?

Languagegoal

Inthisunit,studentslearntotalkaboutrecentpastevents.

Newlanguage
Whatdidyoudoovertheweekend?Icleanedmyroom.
Whatdidshedoovertheweekend?Shedidherhomework.
Whatdidhedoovertheweekend?Hewenttothemovies.
Whatdidtheydoovertheweekend?Theyplayedtennis.

SectionA

Additionalmaterialstobringtoclass:
wallcalendar
newspaperandmagazinepicturesforFollow-upactivity1
blankcardsandmarkersforFollow-upactivity2
PointtothepreviousSaturdayandSundayonawallcalendarandsay,SaturdayandSundayaretheweekend.Thisislastweekend.Thentellsomethingsyoudidlastweekendsuchas,/cleanedmyhouseovertheweekend.Usequicksketches(intheboardalongwithgesturestodemonstratethemeaningofeachactivity,
Askstudents,Whatdidyoudoovertheweekend9Acceptone-wordanswersandrephrasetheseanswersincompletesentences.Forexample,ifyouask,Whatdidyoudoovertheweekend?andastudentsays.Thebeach,rephraseitbysaying,Oh,youwenttothebeachovertheweekend.
Askseveraldifferentstudentsandhelpthesestudentssaycompleteanswers.

1aThisactivityintroducesthekeyvocabulary.
Focusattentiononthepicture.Askstudentstotellwhattheysee.Nameeachactivityandaskstudentstorepeat:wenttothemovies,playedsoccer,wenttothebeach,didhomework,playedtennisandcleanedmyroom.
Pointoutthenumberedlistofactivities.Sayeachoneagainandaskstudentstorepeat.
Thenaskstudentstomatcheachactivitywithoneofthepictures.Say,Writetheletterofeachactivitynexttothewords.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtotheactivitiesinthepictureinactivityla.Askstudentstotellwhatthepersondidineachpicture.Forexample,Sheplayedtennis,orLucyplayedtennis.Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimesay.ListentotherecordingandwritethedaysandtimesLucydideachthingunderthepictures.PointoutthesampleanswerunderthepictureofLucyplayingtennis;onSaturdaymorning.
Correcttheanswers.
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointtotheexampleconversation.Asktwostudentstoreadthedialoguetotheclass.
Say,Nowworkwithapartner.StudentA,pretendtobeLucy.StudentB,askquestionsaboutwhatLucydidondifferentdaysandtimesovertheweekend.Talkabouttheactivitiesinthepicture.
Studentsworkinpairs.Astheytalk,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciationsupportasneeded,
2aThisactivitygivesstudentspracticeinunderstandingthekeyvocabularyinspokenconversation.
Pointtothefivesentencesandaskastudenttoreadthesesentencestotheclass.
Say,Youwillheartrecordingofaconversation.Thepeoplewilltalkaboutsomeoftheactivitiesandpeople,buttheywillnottalkaboutothers.Pleaseunderlinethewordsyouhearontherecording.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistime,askstudentstounderlineeachwordthatissaidonthetape.Pointoutthesampleanswer,grandmother.
Correcttheanswers.
2bThisactivityprovideslisteningpracticeusingthetargetlanguage.
CallattentiontothepicturesofCarol,Ben,andEmmaandaskstudentstoidentifyeachpersonbyname.
Say,NowIwillplaytherecordingagain.Listentothestudentstalkingaboutwhattheyaidovertheweekend.WriteCforCarol,BforBenorEforEmmanexttoeachstatementinactivity2a.Thefirstonehasbeendoneforyou.
Playtherecordingthefirsttime.Studentsonlylisten.
Pointoutthesampleanswer,S,instatement1.Say,Soniavisitedhergrandmother.
Playtherecordingagain.Askstudentstowritealetterinfrontofeachstatementtoshowwhateachpersondid.
Checktheanswers.
2cThisactivityprovidesguidedoralandwritingpracticeusingthetargetlanguage.
Callattentiontothedialogueandthelistofactivitiesinthebox.Explainthatstudentshavetocompletethedialogueusingtheactivitieswordsinthebox.
Studentsdotheactivityinpairs.Whentheyhavefilledintheblanks,theypracticetheconversation.Haveseveralpairsperformtheirconversationsfortherestoftheclass.
3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Pointtothethreescenesinthepicture.Askstudentstodescribewhatthepersonineachscenedid.(Picture1shows:Shewenttothebeach.Picture2shows:HedidhishomeworkandwatchedTVPicture3shows:Shecleanedherroomandstudiedforthemathtest.)
Afterthat,readthethreedialogueswithastudent.Thesecondpartofeachdialogueisincomplete.
Say,Therestofthesentencesarelistedabovethepicture.Readthemtotheclassorhaveastudentreadthem.Say,Writethecorrectnumberontheblanklinesinthespeechbubblestocompletetheconversations.
Correcttheanswers.
3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheexampleinspeechbubbles.Askapairofstudentstoreadthedialoguetotheclass.
Say,Nowpracticeaskingandansweringquestionslikethisaboutwhatthepeopleinthepicturesdidovertheweekend.Practiceinpairs.Usethedialogueasanexample.
Helpstudentsfindpartners.Thensay,Firstreadthedialoguetogether.Bothstudentsreadbothparts.Thenmakeyourowndialogueslikethatone.Tellwhatthepeopleinactivity3adidovertheweekend.
Hereisasampledialogue:
A:HowwasSarahsweekend?
B:Itwasntverygood.Shecleanedherroomandstudiedforthemathtest.
Askpairsofstudentstopresenttheirdialoguestotheclass.
4Thisactivityprovidesoralpracticeusingdietargetlanguage.
Playamodelroundofthegame.Drawsimplepicturesoftwothingsyoudidovertheweekend.Forexample,apictureofaTV,andapictureofatennisracket.PointtothepictureoftheTyandaskastudenttomakeasentenceaboutwhatyoudid(youwatchedTV).Dothesamewiththepictureofthetennisracketandanotherstudent(youplayedtennis).Writethetwosentencesontheboardandunderlinethe-edinwatchedandplayedandremindstudentstousethepasttense.
Nowaskstudentstopriicticetheactivityingroupsoffour.Eachstudentsdrawstwodiingssheorhemighthavedoneovertheweekendonapieceofpaper.Thestudentsthentaketurnstomakesentencesabouteachotherspicturesinpasttense.Walkaroundtheclassofferingassistancewherenecessary.
Askastudenttodrawtwopicturesabouthisorherlastweekendonthebonrd.Classmembersguessthecorrectpasttensesentences.Thenwritewh-wordsontheboard(who,what,where,when,why,how)andencouragestudentstoaskfollow-upquestions,forexample.Whodidyouplaytenniswith9

SectionB

Newlanguage

Iplayedtheguitar
Istudiedgeography.
Iwenttothelibrary.

1aThisactivityintroducesmorekeyvocabulary.
Callattentiontothepictures.Askstudentstopointtoandusethepasttensetodescribeasmanyoftheactivitiesaspossible.Pointtoanddescribeanyactivitiestheycantdescribe.Forexample,Iplayedtheguitar.
Thenpointtothenumberedactivitiesdescribedinthelist.Nametheactivitiesandaskstudentstorepeateachone,
Afterthat,askstudentstomatcheachnumberedphrasewithapicturebywritingtheletterofeachpictureintheblankinfrontofthecorrectphrase.Asstudentswork,movearoundtheroomansweringquestionsasneeded.
Checktheanswers
1bThisactivityprovidesreadingpracticeusingthetargetlanguage.
Drawpicturesofthehappyfaceandunhappyfaceontheboard.WritethewordVMMunderthehappyfaceandthewordsnotfunundertheunhappyface.
Askstudentstonamesomeactivitiestheythinkarefunandsomethatarenotfun.Forexample,astudentmightsaydoinghomeworkorcleaningmyroomarenotfun.
Pointoutthehappyfaceunderthepicturesinla.Say,Heplayedtheguitar.Itwasfun.Thehappyfaceshowsitwasfun.Say,Aoicdrawahappyfaceoranunhappyfaceforlettersa,c,anda,
Correcttheanswers.
2aThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.

CallattentiontothenamesJimandSallyandthewrite-onlinesundereachname.
Say,NowyouaregoingtohearaconversationbetweenJimandSally.Theyaretalkingaboutwhattheydidovertheweekend.Listentotheconversationandwritewhateachpersondid.
Playtherecordingthefirsttime.Studentsonlylisten.
Pointoutthesampleanswer,cleanedherroom.
Playtherecordingagain.AskstudentstoHUinthephrasestellingwhateachpersondid.Remindstudentsthattheycanlookbackatearlieractivitiesinthisunittogetspellinghelp,iftheywish.
2bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheexampleinspeechbubbles.Askapairofstudentstoreadthedialoguetotheclass.
Say,NowpracticetalkingaboutwhatJimandSallydidovertheweekend.Practiceinpairs-Usethedialogueasanexample.
Helpstudentsfindpartners.Thensay.Firstreadthedialoguetogether.Readbothparts.Thenmakeyourowndialogueslikethatone.TellwhatSallyandJimdidovertheweekend.
Asstudentspractice,movearoundtheroommonitoringprogress.
Askpairsofstudentstopresenttheirdialoguestotheclass.
2cThisactivityprovidesopen-endedoralpracticeusingthetargetlanguage.
Pointouttheexampleinspeechbubbles.Asktwostudentstoreadthedialoguetotheclass.
Withastudent,sayaconversationaboutwhatyoudidovertheweekend.Youmaywishtowritetwoorthreeactivitiesontheboardforstudentstouseintheirconversations.
Helpstudentsfindpartners.Astheypracticetheirconversations,movearoundtheroommonitoringprogressandgivinglanguagesupportasneeded.
Asksomepairstopresenttheirreal-lifeconversationstotheclass.
3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Readthearticletotheclassorhaveastudentdoit.
Somestudentsmaynotrecognizethewordsshopping,mixture,andrelatives.Answeranyquestion.studentsmayhaveabouttheseorothervocabularyitems.Writeeachnewwordontheboardanddiscussitsmeaning.
Readtheinstructions.Pointoutthecirclearoundthewordcircleandtheunderliningunderthewordunderline.Expandontheinstructionssaying,Circlethethingsthatyoulike.thethingsthatarcfun.Underlinethethingsthatyoudontlike,thethingsthatarenotfun.
Reviewtheanswers.Studentsmayhavedifferentanswersforsomeitems-Forexample,wenttothelibrarymaybefanforsomestudentsandnotfunforothers.
3bTlusactivityprovidesguidedwritingpracticeusingthetargetlanguage.
Pointoutthenumberedblanksintheparagraph.Say,Writeasuitablephraseineachblank.Remembertoputtheverbinthepasttense.Pointoutthatstudentscanlookatthepicturesbelowthepassageforideas.
Callattentiontothesampleanswer.Askastudenttoreadthesentencetotheclass,
Askstudentstocompletetheactivityindividually.
Checktheanswers.
3cThisactivityprovideswritingpracticeusingthetargetlanguage.
Beforetheystartwriting,suggestthatstudentslistthethingstheydid.Askstudentstonameseveralihi;;astheydidovertheweekend.Writethelistontheboardusingpasttenseverbs.
Askastudenttofollowthesenotesandsaywhatheorshedidovertheweekend.Whenthestudentisfinishedsay.Nowwritethewordsyoujustsaid.
Asstudentswork,movearoundtheroommonitoringprogressandansweringanyquestionsstudentsmayhave.
Askthestudentswhofinishfirsttowritetheirsentencesontheboard.Checkthesentencesandmakenecessarycorrections-Otherstudentsmayusethesesentencesastheycompletetheirownwork,

4Thisactivityprovideswritingandoralpracticeusingthetargetlanguage.
Asktheclasstogiveyouthenamesofsomefamouspeople.Theycanbe.sportsstars,musicians,artists,politicians,etc.).Writethemontheboard-Thenchooseoneofthepeopleontheboardanda.skthestudentstoimaginewhatthatpersondidoverthelastweekend.Elicitthreepasttensesentencesfromtheclassandwritethemontheboard.
Askstudentstolookattheinstruction.Explainthatstudentsmustchooseafamouspersonandwritethreethingsthatfamouspersondidovertheweekend.Askstudentstolookattheexampleandguesswhothepersonis(itshouldbeafamouspopstar,onethathasaninterestinghaircolor.).
Dividestudentsintopairstodotheactivity.Asstudentswork,movearoundtheroommonitoringprogressandmakingnotesofcommonlanguageproblems.Havesomestudentstelltheclasswhotheirpartnersareandwhattheirfamouspartnersdidovertheweekend.

七年级英语IcanspeakEnglish教案

七年级英语IcanspeakEnglish教案
G7M3U1
一．技能目标
听：Listentopeopleintroducingtheirclassandclassroom.
说：Introducetheirclassandclassroomtotheirfriends.
情感目标：培养学生热爱学校，热爱自己的家园的意识；
文化意识：了解不同国家学校发展情况，了解不同国家的学校教育。
二．学习策略
1．让学生能借助词汇图掌握单词；
2．关心他人的居室和生活环境，能互相介绍有关情况。
三．教材分析
本节课以学校为话题，把焦点放在对学校的介绍上，话题贴近学生生活；新生对此介绍也比较感兴趣，还可以对新学校和原来的学校进行对比，便于开展活动。
教学流程：
一．课前预习（自主学习）
1.Readthenewwordsanddiscussthepronunciationinthisunit;
2.Talkabouttheuseof“Therebe……”.
二．课上探究
Task1Pairwork
让学生用下面的句型讨论有关自己的班级或教室的情况：
There’sa(n)……;Thereisn’t………;
Thereare32……；Therearen’tany………
Task2Listeningpractice
1.Listenandchoosethecorrectpicture
2.Listenandrepeatthesenumbers:thirteenfourteenfifteensixteenseventeeneighteennineteentwentythirtyfortyfiftysixtyseventyeightyninetyhundred
Task3Listeningandreading
1.ReadthedialogueinPart3;
2.Listenandunderlinethecorrectanswer.
(1).InBetty’sschoolthereare20/46studentsinaclass.
(2).InDaming’sclassthereare25/21girls.
(3).Theris/isn’tacomputeronMissLi’sdesk.
(4).ArethereanycomputersinDaming’sclasssroom?
Yes,thereare./No,therearen’t.
(5).ArethereanycomputersinBetty’sclassroom?
Yes,thereare./No,therearen’t.
Task4Languagepoints
1.掌握数词1—100；
2.归纳Therebe举行的用法：
Thereisa(n)………；Thereare……；
Thereisn’ta(n)……；Therearen’tany……；
Isthere……?Yes,thereis./No,thereisn’t.
Arethere……?Yes,thereare./No,therearen’t.
Task5Practice
向同学们介绍一下你的教室。Youcandoitlikethis:
Inmyclassroom,thereisablackboardandtherearetwenty–fourdesks.Thereisacomputerontheteacher’sdesk,……
三．当堂检测题：
A.基础过关
1.找出读音与众不同的单词
（！）mothersononmum
(2)motherteachercomputerher
(3)girlthirtybrotherbird
B.根据汉语意思完成句子
1.在教室里有十五名女生和十六名男生。
Therefifteengirlsandboysintheclassroom.
2.在树上有一些鸟吗？
therebirdsthetree?
3.在我家前面有一个图书馆。
Thereisainofmyhouse.
4.在李老师的讲桌上没有电脑。
Thereisn’tcomputeronMissdesk..
四．课堂小结与评价
小组交流总结本节课所学知识，并进行评价。
五．课后延伸
1复习巩固：记忆单词，背诵对话，掌握语言点。
2分层作业：见作业纸。
3预习任务：预习Module3Unit2.

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