Unit12Don’teatinclass1 unit12don’teatinclass. taughtbyzhangshuhuiyangjinquangeyanxialisonglingliu下面是小编为大家整理的2023年Unit12Don’teatinclass3篇（2023年）,供大家参考。
Unit12Don’teatinclass1
unit12 don’t eat in class.
taught by zhang shuhui yang jinquan ge yanxia li songling liu mei
i. language goal:
key words and phrases:
in class, classroom, hallway, gym, arrive, late, go out, practice, inside, outside, uniform, sneakers, fight;
can, can’t, have to
new language:
don’t eat in class.
can we wear hats in school? no, we can’t.
we don’t have to wear a school uniform.
we can eat in the cafeteria, but we can’t eat in the classrooms.
ii. importance: talking about the rules.
difficulties: some points about the imperative sentence.
iii. teaching steps:
section a
step 1 greetings
step 2 bring some additional materials to class.
step 3 some new words about this part
(1a) point out the students in the picture and the boxes next to them. say, each of these students is breaking one of these rules. write the number of the rule each student is breaking in the box next to him or her. then, correct the answers.
(1b) this activity gives students practice in understanding the target language in spoken conversation..
play the recording the first time, then , play it again, this time, students fill in the blanks in the speech bubbles.
correct the answers.
language points: 1.don’t run in the hallways.
2.don’t listen to music in class.
(1c)this activity provides guided oral practice using the target language. ask the pairs to present one or more of their conversations to the class. as they talk, move around the room monitoring progress and offering help as needed.
language points:
3.—what are the rules?
--- well, we can’t arrive late for class.
(2a) this activity gives students practice in understanding the target language in spoken conversation.. play the recording twice. students put checkmarks next to the activity they hear. then correct the answers.
(2b)this activity provides further listening practice using the target language. point out the list of can and can’t in the chart in activity 2a. then, listen to the recording again. this time, circle can or can’t to show which things alex and christina can and can’t do at their school. point out the sample answer for number 1. play the recording and have students circle the answers. at last, correct the answers.共7页，当前第1页1234567
(2c) oral practice.
point out the sample conversation and have a pair of students read it to the class. then, work with a partner. as students work in pairs, move around the room monitoring progress and offering assistance, if needed. ask some pairs to present their conversations to the class.
(grammar focus)
review the grammar box.. ask students to say the questions and answers.
ask students to circle the words have to. ask students what verb follows have to. again, the simple form of the verb follows have to and it never has an-s at the end of it. yes/no questions with have to have the same form as present simple yes/ no questions.
(3a) this activity introduces more key vocabulary.
say the words and ask students to repeat each one. after that, ask students to fill in the words from the box.（as students work, move around the room answering questions as needed.）
(3b)this activity provides oral practice using the target language.
ask several pairs of students to read the conversation to the class. then, ask and answer the questions about the rules of this school. give true answers.
(4)this activity provides oral practice using the target language.(ask some students to read their lists to the class.)
language points:
4.which rules are these students breaking? 这些学生违反了哪些规定？
①这是由疑问词which 引导的特殊疑问句。which 在本句中是疑问形容词，它还可以作疑问代词，“哪个，哪些”
which do you like better, classical music or popular music?
which sport is your favorite?
which 用作疑问代词时可以独立使用， 用作疑问形容词后面须接名词，两种情况经过变化后可以互换使用。
which hat is your sister’s?
=which is your sister’s hat?
②rule 在句中作名词，“规则，规定”
we must obey school rules.
常见的词组：
obey a rule 遵守规定 break a rule 违反规定
carry out a rule 执行规定 abolish a rule 废除规定
③break 是动词，“破坏， 违反”，还可以表示“破坏，打破，打碎”。break 作名词， “休息，中间，中断”。
the boy often breaks school rules.
who broke the window of the classroom?
let’s take a ten-minute break.
5.don’t arrive late for class.
①本句是一个祈使句的否定句。祈使句是指动词原形开头，表达命令或者乞求的句子。其否定句是在句首加“don’t”构成.
don’t listen to music in class.
don’t play basketball in the classroom.
don’t run in the hallways.
②句中的arrive 表示“到达，抵达”，为不及物动词，后面加宾语需加介词at 或in。at后面为较小的场所，in 后面跟大地点。
when will he arrive at the airport?共7页，当前第2页1234567
i will call you as soon as i arrive in beijing.
单词 get 和reach 也有到达的意思，get 为不及物动词， 后面跟地点名词需加介词to， reach为及物动词，直接跟地点名词作宾语，当get 和arrive 后接副词时，不用介词。
the train arrives in beijing at 8 o’clock.
=the train gets to beijing at 8 o’clock.
=the train reaches beijing at 8 o’clock..
what time did your father arrive home last night?
③late 在句子中作副词，也可以作形容词，其反义词是early, be late for +名词表示“……迟到”。
he often comes to school late.
i do my homework until late at night.
don’t be late for school again.
better late than ever.
6.don’t listen to music in the classroom or the hallways.
⑴句中的listen 表示“（注意的）听， 倾听”，为不及物动词，后面加介词to 接宾语，即：listen to sb. /sth.
do you like listening to classical music?
you should listen to your teacher carefully in class.
注意： listen 与hear
①listen 表示“听”强调的是动作，hear 强调的是结果，意思为“听见，听到”。
i listened carefully but i heard nothing.
can you hear someone singing in the next room?
②listen 可用于祈使句, 但hear不可以.
listen to me carefully.
don’t listen to music in class.
③listen 强调动作过程，故可以用进行时态，hear不可以.
all the students are listening to the teacher carefully.
⑵本句中的or用在否定句中,表示“…或 …都不”，在肯定句中表示“和，都”的and变为否定句时，一般变为or.
i like rice and meat.
---i don’t like rice or meat.
his father doesn’t smoke or drink.
(his father smokes and drinks.)
7.can we wear hats in school?
①can 是英语中最常用的情态动词之一，他本身不表示动作，只是说明“能不能”的意思，表示动作的是他后面的动词原形, can 没有人称和数的.变化，其否定形式为can’t.
can you fly a kite? yes, i can.
can we eat in the classroom? no, we can’t.
②wear 作动词，“穿着，戴着”，表示状态。
she is wearing a white dress today.
my english teacher wear a pair of glasses.
the little girl wears a beautiful hat.
put on 和介词in 都有穿的意思，be in + 衣服／颜色，表示状态， put on 指穿上，强调穿的动作。
it’s cold outside, put on your coat .
he is in blue.
he is putting on his shoes.
③in school 在上学 go to school 去上学
leave school 毕业，离开学校 at school 在学校，在上学
enter school 入学 drop out of school 辍学
8.do you have to wear a uniform? yes, we do.
⑴have to 在本句中的意思是“必须，不得不”。
①have to 后接动词原形，当主语是第三人称单数时，用has to.
i have to get up early every morning.
tom has to stay at home to look after his sister.共7页，当前第3页1234567
we have to clean the classroom after school.
②当have to 用于否定句或疑问句中时，要根据时态加助动词。
we don’t have to finish our homework at school.
does she have to go to school tomorrow? yes, she does.
⑵must 与have to 都有必须的意思，但must 强调主观看法，have to 比较强调客观需要，must 则不能。
i have to go home early this afternoon.
we must clean our classroom every day.
section b
step 1 greetings
step 2 some new words about this part.
step 3
(1a)introduces the key vocabulary.
write the letter of each picture on the blank line in front of the rules. point out the sample answer. then check the answers.
(2a)this activity provides listening and reading practice using the target language.
(2b)listening and writing.
play the recording the first time, then , play it again, this time, have students make check-marks. you may wish to play the tape more than once at this point.
(2c)oral practice.
ask students to work in small groups.
(3a)reading.
read the letter to the class or ask a student to do this. have students read the letter and write the numbers 1 through 8 in front of the sentences that talk about rules. then ask students to write the rules on the blank lines next to the letter.
(3b)this activity provides guided writing practice using the target language.
the students do the activity individually. as they work, move around the classroom monitoring progress and offer help as necessary. at last, check the answers.
(3c)this activity provides personalized writing practice using the target language.
ask several students to read their letters to the class.
(4) listening, speaking, reading and writing practice using the target language.
ask students to make a list of the rules in their houses. then, have some students read their lists to the class. ask students to move around the room and ask each other questions. their job is to find other students who have the same rules.
language points:
9.practice your guitar every day.
①本句是一个祈使句，祈使句通常以动词原形开头， 用来表示命令，请求或劝告的句子。
do your homework after school.
come to school earlier next time.
close the window, please.
祈使句的否定句在句首加don’t 或do not.
don’t wear hats in class.
don’t be late for school again.
don’t watch tv in the evening.
以let us 或 let’s 开头的祈使句表示建议做某事。
let’s go to the mountains.
let us help you.
有时为了强调，在肯定结构前加do.
do come on time tomorrow.
②practice 的用法， practice 在美式英语中既可作动词，又可作名词， practice 在英式英语中是名词，动词是practise.共7页，当前第4页1234567
practice 作动词时，既可作及物动词，又可作不及物动词。意思是“练习，实践”，作及物动词时，后面可接名词，代词或动名词作宾语。
i have to practice playing the piano every day.
we must practice speaking english as often as we can.
practice 作名词时，意思是“练习，实践，训练”。
practice makes perfect.
it takes a lot of practice to become a good swimmer.
注意：every day 和everyday
every day 是名词短语， 相当于副词，常用于作状语，意思是“每天”。everyday 是形容词，常放在名词前作定语， 意思是“每天的，日常的”。
my father walks to work every day.
do you have an english class every day?
the talk show is about everyday life.
we should practice everyday english every day.
10.i have too many rules in my home.
too 在本句中作副词，意思是“太，过于”，表示超出一定的限度。
the box is too small. i can’t put all the things in it.
he arrived at school too late.
too 常用于 be too +形容词 ＋ （for sb.）to do 的结构中，表示“太……而不能”.
he is too young to go to school.
the problem is too difficult for me to work out.
too many 意思为“太多”，修饰可数名词复数形式, too much 意思为“太多”修饰不可数名词。
there are too many people in the bus.
don’t eat too much meat. it’s bad for your health.
11.and i have to be in bed by ten o’clock.
①句中的in bed 有“睡觉，在床上，卧床”表示抽象意义，通常不加冠词。
his mother is ill in bed.
it’s too late. why are you still in bed?
don’t read in bed. it’s bad for your eyes.
不用冠词的词组：
in class 课堂上 after class 下课后 at school 在学校
in school 在上学 at work 在工作 be in hospital 生病住院
go to school 去上学 go to work 去上班 go to bed 上床睡觉
self check
（1）comprehensive review of all key vocabulary presented in this unit.
ask students to check all the words they know. ask students to find out the meaning of any words they don’t know.
（2）ask students to write five new words in their vocab-builder.
after students have recorded their new words, ask them to share their lists with other students.
(1)this activity provides writing practice using the target language.
draw attention to the pictures. ask students to complete the list of rules.
at last, check the answers.
some exercises:
part one: choose the best answer：
（ ）1. stop ________. listen _______ me, please.
a. talk, to b. to talk, at
c. talking, to d. talking, at 共7页，当前第5页1234567
（ ）2. we can’t go _________ the classroom without the teacher.
a. in b. to
c. into d. to in
（ ）3. －_______ we eat in the cafeteria? －yes, we ________.
a. do, do b. can, do
c. do, can d. can, can
（ ）4. we have ________ school uniforms in school.
a. wear b. to wear
c. wears d. wearing
（ ）5. i’m going to ________ for teachers’ day.
a. buy a present at my teacher
b. buy my teacher a present
c. buy my teacher of a present
d. buy a present of my teacher
（ ）6. tom has to wear sneakers _________ gym class.
a. to b. by
c. for d. with
（ ）7. you can’t park your car ________ in first avenue.
a. somewhere b. anywhere
c. nowhere d. no where
（ ）8. don’t _________ loudly in the classroom.
a. talk b. talks
c. talking d. to talk
（ ）9. we are happy _________ music in class.
a. listen to b. to listen
c. to listen to d. to listen to a
（ ）10. we _________ hang out after school, but our parents don’t agree with us.
a. can b. can’t
c. want d. want to
（ ）11. ______ you like watching tv at night?
a. do b. don’t
c. can d. can’t共7页，当前第6页1234567
（ ）12. tom, you _________ finish your homework today. tomorrow we’ll be busy out.
a. have to b. has to c. can d. can’t
（ ）13. there are _________ rules here and there.
a. too b. many too c. too many d. much
（ ）14. ann ________ get home at five in the afternoon.
a. have b. has c. have to d. has to
（ ）15. _______ tv too much is bad.
a. watch b. watches
c. watching d. watched
part two: 连词成句
1. he, be, bed, has, in, by, o’clock, to ，ten.
_____________________________
2. students, classroom, the, eat, in, mustn’t, the.
_____________________________
3. tom, of, soap, does, think, operas, what?
_____________________________
4. magazine, you, put, next, my, month’s, can, opinions, in?
_____________________________
5. go, without, don’t, into, the, teachers, classroom, the.
_____________________________
part three: fill in the blanks.
1. beckham usually _______（wear）his hat in a strange way.
2. he _______（do）his homework now.
3. would you like _______（stay）at home on vacation?
4. don’t ________（arrive）late for the meeting.
5. you have no right ________（put）your bike here.
6.we can’t hang out on school ________（night）.
7.do you mind me _______（ cut）trees here?
8.tom is going to ________（visit）his uncle in australia.
9. why not _______（have）a good rest? we’re tired.
10.where ________your family ________ （go）last vacation?
11.look! they are playing _______（happy）under the tree.
12. we mustn’t ________（turn）left here.
part four: writing. 在你们家，父母给你制定的规定公*吗？你有过快乐的时光吗？写出你要遵守的规定，并以书信的形式描述出来
yours rules
1
2
3
4
5
dear _______,
____________________________________________________________________________
__________
教后一得：
本单元是让学生学会谈论一些规章制度，比如说：--can we eat in school? – we can eat in the cafeteria, but we can’t eat in the classrooms./ --can students wear hats in school? –yes, we can. ?no, we can’t. 重在对学生进行思想教育，让学生弄明白在什么地方该干什么，不该干什么。通过学习，学生可以表达一些句子，但，要使学生在实际生活中真正做到，还需要日常学习生活中的灌输运用。
共7页，当前第7页1234567
Unit12Don’teatinclass3篇扩展阅读
Unit12Don’teatinclass3篇（扩展1）
——Unit 16 Fire3篇
Unit 16 Fire1
Show the picture, talk about the following the questions?
1） What might happen if the oil gets too hot？
2）What would you do if the pan of oil catches fire？
Unit12Don’teatinclass3篇（扩展2）
——七年级英语下册Unit 12单词表附音标3篇
七年级英语下册Unit 12单词表附音标1
camp扎营;搭帐篷v./ kAmp/
lake湖;湖泊n./ leik/
beach海滩;沙滩n./ bi:tF/
badminton羽毛球运动n./ bAdmintEn/
sheep羊;绵羊n./ Fi:p/
as作为;当作prep.&adv./ Az/
natural自然的adj./ nAtFErEl/
butterfly蝴蝶n./ bQtEflai/
visitor游客;访问者n./ vizitE/
tired疲倦的;疲劳的adj./ taiEd/
stay停留;待v./ stei/
stay up late深夜不留睡;熬夜
away离开;远离adv./ Ewei/
run away跑开
mouse老鼠;耗子/ maus/
baby幼小的;婴儿adj.&n./ beibi/
shout呼叫;喊叫v./ Faut/
shout at冲……大声叫嚷
woof(狗叫声)汪汪int./ wu:f/
language语言n./ lANgwidV/
fly飞v./ flai/
kite风筝n./ kait/
fiy a kite放风筝
high高的(地)adj.&adv./ hai/
high school中学
ago以前adv./ EgEu/
India印度n./ indjE/
tent帐篷n./ tent/
put up搭起;举起
moon月亮n./ mu:n/
surprise惊奇;惊讶;使吃惊n.&v./ sEpraiz/
get a surprise吃惊
snake蛇n./ sneik/
scared惊慌的;吓坏了的.adj.
move移动v./ mu:v/
shout to对……大声喊叫
start开始;着手v./ stB:t/
jump跳;跃v./ dVQmp/
up and down上上下下;起伏
wake 弄醒;醒v./ weik/
wake…up把……弄醒
into到……里面;进入prep./ intu:/
forest森林n./ fRrist/
ear耳朵n./ iE/
Unit12Don’teatinclass3篇（扩展3）
——八年级上册英语Unit12单元知识点3篇
八年级上册英语Unit12单元知识点1
● what’s the best cinema? Showtime cinema, it’s the cheapest.
● Jason’s has good quality clothes. It’s better than Trendy Teens.
● Jason’s is the best store in town.
● 用-(i)est, the most表示最高级
● 不规则的形容词和比较级和最高级形式good, better, the best, bad, worse the worst
● theater, cinema / trendy, quality, comfortable, close to
● seat, screen, jeans, / performer, radio station
八年级上册英语Unit12单元知识点2
1. the best radio station最好的无线电台
2. comfortable seats舒适的椅子
3. big screens大屏幕
4. friendly service友好的服务
5. new movies新电影
6. close to home离家近
7. in a fun part of town 在城镇闹区
8. Town Cinema城镇电影院
9. Screen City大屏幕影视城
10. Movie Palace电影艺术宫
11. Jeans Corner牛仔广角
12.Trendy Teens时髦少年服装店
13. Easy Listening轻松听力
14. have good quality clothes服装质量好
15. in town在城里, in the city在城市里
in the country在乡下
16. the beat clothing store最好的服装店
17. do a survey of 对…进行调查
18. all the movie theaters所有的"电影院
19. the most interesting music最有趣的音乐
20.be(get, become, feel) interested in 对…感兴趣
Unit12Don’teatinclass3篇（扩展4）
——Unit 3 My friends 教学反思3篇
Unit 3 My friends 教学反思1
这是我走上教学工作的第一堂公开课，做为一个新教师，要学习的东西真的很多，感觉身上的担子很重。
本节课我教的是Unit3《My friends》第一课时Part A 的let’s learn 和let’s find out。我通过设计四个机器猫里的人物，大熊，静香，小夫，胖虎，和借助一些图片基本完成了本节课所要掌握的词汇和句型。
但是在教学过程中，我发现了以下问题，这是我在以后的教学中要注意的。
1、要扩大可能是学生不明白我所表达的意思，即使我通过肢体动作和图片尽可能的来说明新授词汇的意思，我以为学生理解了，但是在后面练习Who is he?和Let’s find out中，这些应该都是挺简单的问题，选择正确的图片就可以了，可是只有极少数能回答。说明绝大多数根本不理解这些词，他们只是会读这些词而已。所以在以后的教学中，我应该想办法怎么让学生明白我的意思和课上新授词汇的意思。
2 、设计的内容有点多，导致学生学的不扎实，也忽视了一些教学内容。词汇的认读完成，但是忽略了句型的表达，导致在最后几个环节，要学生介绍一下小丸子和小玉，我虽然是以填空的形式出现，但是学生却都不会，最后只好我带着他们一起说来完成这个练习。还有最后一个环节，要同学介绍一下自己的好朋友，然后其他同学来猜，可是即使是举手上来的同学他们也只说读几个单词，而且是我表格上提供的，根本不会表达完整的句子。而且不会和原来学过的眼睛，鼻子联系起来说。
在评课过程中，听了各位老师的意见，我可以对教学设计做以下修改：
1 、单元的主题是Friends,虽然本课的主题只是教授6个词汇和简单的描绘自己好朋友的外貌，可以在课前安排学生和自己的好朋友一桌，那在最后介绍好朋友的外貌时，就更加直观，可以激发学生的兴趣，或者可以让学生在最后找一个新朋友，然后描绘一下他们的外貌。都可以活跃课堂氛围。和调动学生的积极性。
2 、游戏结合教学内容。怎么使游戏和教学内容有机的结合起来，我是通过游戏来操练单词的认读代替枯燥的个别读全体读，但是现在要想办法把游戏和整个教学内容联系起来，比如说最后的让学生猜一猜同学描述的是谁，就是把游戏和教学内容联系起来了。
在以后的教学中，我必须多思考，多听听其他的老师的课，从中学习，不断的进步。
Unit 3 My friends 教学反思2
10月8日，下午行第一节课，我在四（1）班上了一节英语公开课。内容是Unit3 My friends A。 Let’s learn。本节课中，存在着许多的优点，但也一些不足之处，需要进一步的完善和改进。
一、滚动式学习，弥补了学生遗忘快的缺点。在复习阶段，我复习了以TPR和Let’s do 的活动，复习了五官、身体器官和tall、short、long等形容词，为学习新课做好铺垫。
二、导入新课以猜谜语的形式，激发学生学习兴趣。通过5个谜语让学生猜动物和奥运明星，学生兴趣盎然。我把新单词放在句子中学，又把句子放在文段中学，让学生对单词的意思有了初步的理解，大量的句型输入，以猜谜语的形式出示，减轻学生对句子的恐惧感，学生们争先恐后的回答。在教会了学生“long hair， short hair， thin， strong， quiet” 等五个新单词后，我以送歌曲“Friends”的方式，教学friend的复数形式“friends”。在让学生读我自编的chant，让学生感知区分friend单数和复数。
三、贴近生活，寓教于乐，学生乐学爱学。在操练阶段，我出示了一组姚明、樱桃小丸子等体育明星、卡通人物、学生的科任老师等图片，既联系了生活，又能非常符合学生的心理，然后，我通过老师读，学生听和猜的方式，让学生大量的获取信息。最后，让学生听听、画画，画出一个大怪物的活动，学生既训练了听，又培养了他们的动手能力，陶冶了学生的情操。
四、板书设计一目了然，单词、句型归类很清楚，为初步学习单词抄写的`学生起到了很好的示范作用。
本节课需要改进的地方有几下几点：
1、虽然学生对单词掌握相对熟练，但老师在教学新课中对单词的呈现时间相对较长，方式也相对单一。导入可以贴近本单元主题“My friend”，直接介绍二名特征明显的学生“……is my friend， He has short hair， He has two small eyes and a big mouth， He is thin…”然后指着长头发的同学说“She has long hair”，指着短头发的学生说：“He has short hair。” 更加教学既减轻了老师备课时准备的工夫，又直观，还可以让学生对“has”这个句型进行操练，也有利用于学生后面的活动更加顺利的开展。
2、由于我没有大胆的放手，导致学生描述Zoom的好朋友这一环节上，学生对has句型的输出不是太理想，只是拼凑单词，不是很完整的说句子。其实在出示我在出示三组图片时，第一组明星照片时，可让学生边听边猜；第二组出示老师的图片时，可先示范，然后引导学生大胆的描述自己的老师；第三组图片找Zoom的好朋友，可完全放手，让学生自由发挥，或者直接回归主题，让学生自己向同桌描述一下好朋友，让同桌猜一猜他（她）是谁？既可以提高难度，又可以增加学生的趣味性。
总之，这节课教学内容丰富，容量大，贴近生活，学生学习兴趣十足，老师的教学十分扎实。但老师在教学时缺少了一个联贯的情况，学生对“has”的理解和运用不够，需要老师改进和突破。
Unit12Don’teatinclass3篇（扩展5）
——Unit 4 He said I was hard-working说课稿3篇
Unit 4 He said I was hard-working说课稿1
各位同行：
大家好！
今天我说课的内容是新目标八年级下Unit 4 He said I was hard-working.现在我就本单元的内容从以下几个方面进行分析：
一、教材内容分析
本单元的中心话题是：Report someone said.围绕这一话题，主要涉及句型：
—What did your math teacher say?
—He said I was hard-working.
—I can speak three languages.
—What did she say?
—She said she could speak three languages.
本单元的语法项目是宾语从句，直接引语和间接引语，要注意在间接引语中，人称和时态的变化。
二、教学重点和难点
1、教学重点
A、能够正确转述他人话语，会报告自己和他人的成绩单。
B、掌握直接引语和间接引语的意义、功能和用法。
C、进一步熟练一般过去时和过去进行时。
2、教学难点
直接引语和间接引语的相互转换。
三、教学目标
1、语言知识目标
立足语言实践活动，在完成任务的过程中掌握动词短语，核心词汇，直接引语和间接引语。
2、文化意识目标
通过本单元的学习，让学生知道如何用英语正确转述他人话语。
3、语言技能目标
1）能捕捉特定的信息，抓住关键词。
2）具备较熟练的运用英语转述他人话语的能力。
3）增强学生运用英语获取更多语言信息的能力并进行阅读策略的培养。
4、学习策略目标
学生能在一定程度上形成自主学习、有效交际、用英语思维和收集信息的能力，使学生在做中学英语。
5、情感态度目标
A、客观、合理的评价自己和他人。
B、能主动帮助有困难的人，有助人为乐的高尚情怀。
四、任务型活动
Task 1：“我的最爱”大调查
Task 2：“Young Lives”的现场秀
Task 3：故事大王
Task 4：“老师眼中的我”大采访
Task 5：校园情景剧
五、教学过程设计
课时结构：
Period 1：Section A—1a, 1b, 1c, 2a, 2b, 2c
Period 2：Section A—3a, 3b, 4
Section B—2a, 2b, 2c
Period 3：Section B—3a, 3b, 3c, 4
Self—check
Period 4：Reading
Period 1.
Step 1. Warming up
Read the chant.
I am a girl, I am a girl.
She said she was a girl.
I can sing, I can sing.
He said he could sing.
I will be a doctor, I will be a doctor.
He said he would be a doctor.
通过琅琅上口的chant，让学生感知本单元的学习重点。
step 2. Lead in
T: What will you be in the future？问到第3、4个学生的时候，再问全班，What did he/she say? He/She said he/she was a/an…引出本课的重点句型。
再通过一些图片中人物所说的话，向学生呈现间接引语中人称和时态的变化及其内在联系，如：
I am a student. →He said he was a student.
I can speak English. →She said she could speak English.
I will go to Shanghai. →He said he would go to Shanghai.
I’m playing football. →He said he was playing football.
Peter is watching TV. →She said Peter was watching TV.
Step 3. Listening
由上一环节的最后一幅图watch TV转到问学生：Do you like watching TV？Do you like watching soap opera? Do you ever watch soap opera? What is a soap opera？What are some operas you know？通过这几个问题的问答，自然过渡到1b Do you know what happened on“Young Lives”Last night？Let’s listen and number.完成1b .
Step 4. Pair work
T: What did the people say in the soap opera?
Please ask and answer in pairs.
A: What did Marcia say?
B: She said she was having a surprise.
party for Lana on Friday night.
通过这一环节的生生互动，学生练习使用间接引语。
Step 5. Listen and circle.
T: Do you want to know more about“Young Lives”. Let’s listen to the tape.完成听力练习2a and 2b.
Step 6. Practice
在完成2b后，我把图片中的直接引语覆盖掉，让学生根据间接引语说出直接引语。这一活动的目的是加深学生在间接引语中要注意人称和时态的变化这一印象。
Step 7. Talk about“Young Lives”
A: What happened on“Young Lives”last night?
B: Ben told Lana that Marcia was going to have a surprise party for her.
通过这一活动，让学生知识转述他人话语，除了用said外，还可以用told，既练习间接引语，又加强了对间接引语的理解和运用能力。
Step 8. “我的最爱”大调查
What’s your favorite TV show?
Name’s
Favorite TV show
Peter
soap opera
Report:
Peter said his favorite TV show was soap opera. …
通过这一活动，使学生在学习中学会合作、交流，在巩固间接引语的同时，以求促进学生发展。
Step 9. Homework
1、3—4个同学一小组，编Young Lives的续集。
（鼓励学生充分发挥他们的想象力和创造力，培养学生多方面的能力。）
2、调查并记录各科任老师对自己同桌的看法。
（去调查老师对同桌的看法会激起学生学习的兴奋点。）
Period 2.
Step 1. Warming up
1.“Young Lives”Live show.
2. Talk about“What happened in the play?”with your classmates.
通过以上两个活动，不仅锻炼了学生的表达能力，而且培养了学生倾听的能力，在轻松有趣的气氛中，再次巩固了间接引语的用法。“Young Lives”的现场秀评出最佳表演奖，最佳语言奖和最佳创意奖若干，充分肯定学生的表现，使他们获得成功的体验。
Step 2. Reading
T: You did a good job. Do you want to know the true episode of“Young Lives”? Read the newspaper story and fill in the blanks.过渡到3a的阅读部分。
Step 3.我是小小故事家
Tell the class what happened on“Young Lives”.
在熟悉3a内容的基础上，让学生复述“Young Lives”的故事情节，培养学生的语言综合运用能力。
Step 4. Self—evaluation
故事复述完后，评出“故事大王”一名。
T: What do you think of Ben/Lana/Maria？
通过学生对剧中人物的评价，自然过渡到学生的自我评价。
What do you think of yourself?
hard—working, lazy, good,
be good at, be better at…that…
do well in
do better in, math, Chinese, English.
history, PE
通过学生的自我评价，让学生习得语言，在肯定自我的同时，意识到自己的不足之处，明确今后努力的方面，以求全面发展。
Step 5. Inter—evaluation（他人眼中的自己）
A: I am not hard—working.
B: Really? I think you are very hard—working.
通过同伴的互评，在巩固所学短语同时，培养学生正确审视自己和他人的能力。
Step6. Scott’s report card.
Show a picture of Scott.
T: Do you know Scott? What do Scott’s teachers think of him? Let’s do listening完成2a 2b的听力练习。完成2b后，和学生一起讨论Scott的成绩单：
T :What did Scott’s Spanish teacher say?
Ss: She said he was good at speaking?
T :What did his history teacher say?
He said he could do better.
T :What did his science teacher say?
He said he was a lazy student.
（呈现report card的一般形式和内容，通过师生互动，练习间接引语。）
Step 7. Interview
What did your teachers say?
同桌互相交换上节课的作业（调查并记录各科任老师对自己的看法）。在生生互动中，不仅进一步巩固了间接引语，而且了解了在各科老师眼中自己是个怎样的学生，今后怎样做的更好，也为下节课3a和3b的阅读和写作做准备。
Step 8. Homework
1、根据上节课作业做一张自己的成绩单。
（让学生把学到的知识运用到实践中去，做到学以致用。）
2、完成Activity 3b的写作，交给老师批改。
Period 3.
Step 1. Guessing game
从学生制作的成绩单中随便抽取几张，覆盖各科任老师的评价，让学生猜老师们怎么评价该同学。用到句型：
I think our Chinese teacher said that×××…
通过竞猜游戏，激发学生的学习兴趣和热情，激活他们已有的知识和经验，以充分的语言材料来练习间接引语。
Step 2 . Report your card.
A: How was your report?
B: My Chinese teacher said I was hard—working.
A: Really? My Chinese teacher said I was lazy.
通过同学间互相汇报自己的成绩单，进一步巩固上节课所学，并为3a的阅读做好准备。
Step 3. Alan’s report card.
1. Read the letter quickly and try to answer the following questions：
1) What did Alan get today?
2) How did Alan do in the end—of—year exams?
3) What did Alan’s teacher say?
让学生带着问题快速阅读信件，促进学生对信件的理解，同时这些问题有助于3b、3c写作训练的完成。
2. Find the key phrases in the letter.
（通过学生的自主活动，加深对词组的掌握。）
3. Talk about Alan’s report card.
（进一步加深对信件内容的理解和运用间接引语转述他人话语的能力，并为3c的写作奠定基础。）
Step 4. Writing.
According to Scott’s report card. Pretend to be Scott, write a letter to your friend or your relative.
Step 5. Homework
1. Finish off Self—check 1.
2.把Self—check 2编成一个情景剧。
（该任务具有挑战性，趣味性，可以使学生充分运用自己的创造力，整个学习过程充满了灵感和智慧。）
Period 4.
Step 1. Warming up
Self—check 2情景剧表演。
通过该表演，能让学生更好理解和运用间接引语，充分让学生展现自我，获得学英语的成功和快乐。
Step 2. Discussion.
T: We live in a happy life. Do you think all of the people in the world live happily? Think of people who need help and what can we do for them.
（通过这一活动，激活学生原有的知识和经验，为下面的阅读埋下伏笔。）
Step 3. Reading She said helping others changed her life.
1. Read the passage quickly and tell the main idea of it.
2. Put the words into the correct space as you read.
3. Find the flowing key phrases and learn.
1) sound like fun to sb.
2) a new experience for sb.
3) above sea level.
4) thin air
5) make sb. Feel sick.
6) both…and…
7) between…and…
8) do anything about…
9) open up one’s eyes to…
10) be a good influence in…
（自主学习，主动习得）
4. Read and compare.
What is life like for you and Yang Lei’s students?
通过比较你和杨雷的学生们的生活、学习，让学生们懂得珍惜目前生活，培养学生尽已所能帮助他人的高尚品德。
5. Have a competition between boys and girls by asking and answering questions.
通过男女生的比赛，可以激起学生的团体荣誉感，又可以加深对文章内容的理解。
6.比赛完后，问学生：What do you think of Yang Lei? What can we learn from her? Do you want to be a volunteer like her? 对学生进行德育惨透。
Step 4. Discussion. Seition 4
世界上有许多的志愿者组织，你愿意加入下列中的哪一个？说出你要加入该组织的理由。
通过这一活动，在巩固以前学过知识的基础上，培养和提高学生综合运用语言的能力。
Step 5.附加阅读文章（略）
希望通过该附加阅读文章，再次练习通过字里行间猜测生词意思的阅读策略，让学生获得学习成功的喜悦。
Step 6. Homework
1. Write a summary of the reading.
（No more than 100 words）
2. Revise Unit 4
Unit12Don’teatinclass3篇（扩展6）
——Unit 3A.Let’s talk教学反思3篇
Unit 3A.Let’s talk教学反思1
今天我听了王莹莹老师的一节对话课，她所教学的内容是PEP版六年级下册 Unit 3 Part A第二课时Let’s talk部分。本节课的教学重点是正确的听说、认读What happened?Where did you go?等询问发生了什么和去过哪里的交际运用语；能正确听说、认读表示地点的名词：Mt Tianshan,Turpan等，以及动词fell,hurt,rode,saw,eat.我从本堂课的教学目标与设计，教学方法与过程，教学效果等方面谈谈自己的看法。
一、教学目标明确
1、课的开始，教师通过提问学生“What did you do last weekend”?引出了本课的重点：并恰当地给予拓展。在这个操练环节中，老师给了学生结合自身实际操练语言的机会，同时也让学生在众人面前展示了自己的能力。
2、通过游戏进一步操练已学句型。制定了切合实际的教学目标：学会用“What did you do last weekend”?来提问，并用“主语+动词的过去式.+所做的事情”给予回答；“过程与方法目标”：在课堂上感受语言的运用性，学会用该句型去了解同学、朋友的相关资料与信息；
二、教学活动多样
新课标倡导将语言知识转化为语言技能，让生多开口说英语。本节课王老师创设情境，让生在真实的语境中运用语言，不但给学生结合自身实际情况操练语言的机会，也让学生在众人面前展示了自己的能力。除此之外，在教学过程中关注每一个学生的表现，对他们的表现都做了及时、正确的引导和评价。王老师以简洁明了的谈话复习旧知，又以此为突破口，以旧引新，步步深入，使新知引得自然、亲切，给人一种润物无声之美感。
教学活动的复杂性决定了教学方法的多样性。本堂课王老师安排了多样的学生活动，其中有个人、小组和全班性的，有教师指导性的，也有需学生独立或合作完成的。突出了培养学生用英语做事情和用英语进行交流的能力，体现了交际语言教学的思想.
我认为本节课的不足有以下两点：
1、“did”引导的一般疑问句是Let’s talk 的重点，师不应一笔带过，应多举几个类似的"例子，让生熟悉该句型及答句。
2、在读对话环节有一生读“What did you do last weekend?”用了升调，师没有及时纠正“特殊疑问句应用降调，一般疑问句用升调”。
建议：
1、师在完成屏幕上的表格式采取的是：师问、生答，完成表格的方式。如果换成两人问答，师操作电脑完成表格，这样生会有更多操练句型的机会。
2、在学生合作完成表格并展示的环节，师设计的表格有点小，只能该组成员看到，具有一定的局限性。如果能把表格做大点并贴在黑板上，再由该组成员上讲*成表格，那么其他学生也能参与其中，效果会更好些。
Unit12Don’teatinclass3篇（扩展7）
——Unit 1 name is Gina说课稿
Unit 1 name is Gina说课稿1
Unit 1 name is Gina
Section B(1a-1f)说课稿王瑛
各位老师大家好。我今天说课的主题是人教版新课程标准七年级上册地单元《My name is Gina》Section B(1a-1f)。我从以下几个方面展开我的说课。
一、说教材
作为初中第一单元，内容相对简单。这是本单元的第三课时，承接了前两课里What is your /his /her name?? My / His /Her name is…询问名字的句型，本节课的
知识目标:1 0-9的英文单词。2询问电话，以及回答的句型What is your /his / her phone number???? My /His /Her phone number is…
能力目标：能听懂听力对话练习中相互询问电话的对话，能熟练掌握询问电话的对话，并且可以运用所学的对子自己编写新的对话。可以有第二人称your name拓展到第三人称his name her name。
情感目标：激发学生学习热情，培养学生间合作交流意识，引导学生在今后集体生活中友好、和谐的相处模式，拥有一个健康阳光的心态。
教学重点：0-9的单词学习。
教学难点：询问电话以及正确的回答What is your /his / her phone number???? My /His /Her phone number is…
二、说学生
我们的大多数学生在小学时几乎没有接触过英语科目，这对他们来说完全是一个陌生的，新鲜的和具备很大难度的课程。孩子们来自乡村，*时生活中也缺乏了解和接触英语的机会，同样，比城里孩子胆小，自卑，就语言课而言，给课堂教学带来了一定的难度。但是同样，互联网模式的新型课堂对于孩子有很大的吸引力。
三、说教法与学法
针对这一阶段学生好胜、好奇、表现欲强的"特点，教法上，根据“以教师为主导，学生为主体”的原则。综合学生的年龄特征，采用任务型教学模式，运用“互联网+素质教育”模式，使用课件来完成这节课的教学任务。课堂环节中我设计了游戏，小组活动等多样有趣地展现课程内容。
学法，这节课里，学生是以合作活动为主线，在教师的指导下通过感知、体验、参与、合作、游戏感悟等凡事激发学生运用所学知识进行交流，使教学源于生活、用于生活。运用丰富的课堂活动提高学生学习兴趣，寓教于乐。
四、说教学过程
我把教学过程设为这样几个步骤
1复习导入环节，复习上节课内容顺便导入新课。这一环节10分钟左右完成。
2单词学习。运用任务型教学法及游戏等，让学生迅速掌握本课新单词。单词学习完布置一次听写，检测完成情况
3听说能力练习。在听力练习中引入Target langue，做完听力练习后，听过课件展示Target langue.小组合作完成Role play环节。小组活动时，有两人一组，和四人一组这样的。
最后要求学生根据课文所给图片四人编写出自己的对话，然后抽查结果。
4习题安排。课堂教学中，在单词和句型学习完后会有一组比较简单的基础练习，旨在巩固所学。在听说练习完成后又会有一组难度较高的强化训练，属于能力提高练习。
5总结:让学生总结本科所学，教师适当补充。
6作业:给出读写两个类型作业，巩固课堂学习。预习下节内容。
板书设计
New words:
One two there four five six seven eight nine
Target language:
What is your /his / her phone number???? My /His /Her phone number is…
20××年10月26日星期一