第一篇：外研版七年級英語下NSE module9教案

外研版七年級英語下NSE module9教案

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7B-Modlue9 備課材料 秀洲區新塍鎮中學--熊國輝

一、教材分析

本模塊題材為童話故事，主要是關于Goldilocks的故事，另外增加了精衛填海的故事。內容和情節很容易引發學生的興趣，語言簡單易懂，描寫細致生動，非常有利于開展聽、說、讀、寫方面的語言實踐活動，讓學生在使用語言的過程中學習語言，促使學生更有意識地自覺學習英語。

講故事須使用一般過去時，所以本模塊繼續以一般過去時作為語法學習重點。通過操練、使學生在掌握語言結構的同時、既學習語言知識、感悟語言功能、又能欣賞到美麗的童話故事，并能學會描述一個完整的故事或一件事情

二、教學目標 1.知識目標: 語音：規則動詞的一般過去時的發音

詞匯： once、hear、begin、decide、ride、golden、little、pick、notice、hurry、knock、nobody、push、open、enter、count、bowl、all、hungry、rush、try、destroy、unhappy、asleep、return、cry、point、without、die、emperor、once upon a time、go for a ride、pick up、look around、change into 語法：規則動詞的一般過去式。功能：按時間順序描述事情。

話題：以“童話故事”（fairy tales)為話題。2.能力目標：

聽：能聽懂簡單故事中的主要人和事。

說：運用一般過去時表述事件，講簡單的 故事。

讀：能讀懂簡單的故事，明白主要的人物、事件以及情節。進行簡單的技能訓練。寫：運用一般過去時寫簡單的事情。

3.情感目標：通過閱讀童話故事提高對英語的學習興趣、感受學習的樂趣。

三、學習策略、文化意識 1.學習策略：形成自主學習、有效交際、信息處理、英語思維能力。認知: 聯系，歸納，推測等技能。觀察并歸納規則動詞的一般過去式、提高自學能力。

調控：從同伴處得到反饋，對自己在敘述及作文中的錯誤進行修改

交際 ：學習運用恰當詞語講解童話故事。

資源 ：通過其他資源獲取更多簡單英語的 “童話故事” 自學策略 ：能夠嘗試閱讀一些簡寫的英文童話故事。能注意發現語言現象背后的規律、并能運用規律舉一反三。

合作學習策略 ：互相學習，取長補短，注意從他人的演示中汲取經驗、注意學習策略共享。

2.文化意識：比較中國童話與外國童話的異同、通過外國童話了解世界不同地方的風俗習慣、從而拓展視野、激發學習英語的興趣。

四、教學重點與難點

重點：通過童話故事訓練學生的聽、說、讀、寫能力，掌握規則動詞的一般過去式。

難點：掌握規則動詞的一般過去式的形式和逐步形成正確使用一般過去時的意識。

五、模塊任務（Module Task）

能夠運用規則動詞的一般過去式講述簡單的故事。

六、教材處理及教學設計 我們把本模塊劃分為4課時：

Period 1: Vocabulary and Listening、Pronunciation and Speaking Period 2: Reading and Vocabulary Period 3: Writing、Around the world、Module Task Period 4: Language in use 教學設計Period 1:Vocabulary and Listening、Pronunciation and Speaking Unit1 Once upon a time Step1 Warming up & Revision1.Guess :Where the teacher was last night? S1:---Were you at home last night? T:----No, I wasn't.S2:---Were you at school? T:----No, I wasn't 設計理念: 通過設置懸念，引發學生探究欲望、從而激起學習動機；同時又復習了前一模塊的知識重點

2.Ask and answer in groups of four: Learn where your friend was last night.Ask one to stand up.S1:---Were you at the cinema? S2:---No, I wasn't.S3:---Was he/she(S4)at the cinema? S4:---No, he/she wasn't.S1:---Were you at home? S2:---Yes, I was.設計理念：通過學生之間的活動，既復習舊課又了解朋友、增進友情。Step2 Presentation Last light I was at the cinema, I saw a fairy film “The Snow White”(白雪公主）Snow White設計理念：以學生熟悉的童話故事人物－－－the Snow White 為引子，很自然地倒入新課 Do you know them? The Little MermaidThe Emperor's New Clothes The Little Girl Who Is Selling Matches Goldilocks 設計理念：展示一些童話人物，并以Goldilocks為結束，以引出新內容的學習活動。

Step3 Learn some words We usually begin（開始）a story with “Once upon a time...（從前）” golden 金黃色decide to do 決定去做某事

go for a ride＝ridebear 熊設計理念：無論多新的教法，單詞還得實實在在得教、讀。Step4 Listen and checkActivity1The story is The Three Bears.()Goldilocks lived in the forest.()The story begins: Once upon a time...()She decided to go for a ride in the forest.()設計理念：

剛剛學好單詞，可以趁熱打鐵，訓練聽的能力，使學習活動更加有效。Step5 Look and learn 1.Learn：little=very small 2.Look at the pictures and answer the questions.1)Who is Goldilocks ? 2)Where is she ? 1)Goldilocks was a little girl with golden hair.2)She was in the forest.3.Learnknock V.敲pick v.采摘push v.推enter v.進入 設計理念: 根據圖片學習單詞有助于學生掌握。Step6 Listen and number a(8)b(7)c(4)d(5)e(1)f(6)g(3)h(2)設計理念: 初步感知一般過去時的讀音及鞏固剛才所學

Step7 Look and learn（Activity5）

Picked was lost noticed hurried Knocked pushed entered counted 設計理念:以剛獲得的知識進行鞏固并借此認識規則動詞的一般過去時，同時將第五部分處理好。Activity7Step8 Listen and repeat（Pronunciation）knocked picked walked pushed liked finished stopped noticed answered entered hurried lived counted decided 設計理念: 簡要理解一下規則動詞的一般過去時的構成 Step9 Listen and answer Activity4 and activity6 1.Listen to the tape and answer:---What did she pick in the forest?---Where was Goldilocks? 2.Read the dialogue in pairs，and answer the questions of activity6 3.Ask some students to act it out.4.Explain: bowl-碗 nobody-無人 all-全部的 hungry-饑餓的 設計理念: 聽力的訓練離不開知識的積累，這一步驟力爭與前面更好的銜接。Step10 Speaking 1.Listen and repeat of activity8 2.Work in pairs, retell the story if possible.設計理念: 一方面先鞏固故事情節，一方面又可以鍛煉說英文故事的能力。考慮到內容較多，針對學習能力強的同學可以課堂內完成復述。Homework：

1.Read and copy the new words.(All)2.Retell the story for your friend(Part)設計理念: 課后單詞一定要讀,否則容易忘記。分層作業對不同的學生有不同的要求，體現以人為本的教育理念。Period 2Reading and VocabularyUnit2Goldilocks rushed out of the house Step1 Warming up & Revision 1.Can you read these? knocked picked walked pushed liked finished stopped noticed answered entered hurried lived counted decided 2.Can you retell the story of Goldilocks? 設計理念：復習環節要突出實效，一般剛開始上課學生注意力更集中，有利于對前面的知識及時有效的復習。Step2 Pre－read 1.Guess:---Whose house was it? 2.Work in pairs.Say what happened next in Goldilocks and Three Bears.(Activity1)3.Learn some new words: try-tried destroy-destroyed cry-cried return-returned point-pointed jump--jumped 設計理念：閱讀故事前應該先進行熱身活動，有 利于對故事先有一個詞匯上的準備Step3 Read1.What can you see in the picture ? 設計理念:借助對圖片的認識，對故事有一個大致的了解。

2.Read the story and number the pictures in the correct order.設計理念:改變以往快速閱讀后回答一二個簡單的問題的形式，重新排列圖片使學生對故事有進一步的認識。

3.Read and check the true sentences.1)Goldilocks didn't like the smallest chair.()2)Goldilocks didn't like the smallest bed.()3)Baby Bear didn't look in the bedroom.()4)Baby Bear didn't notice the little girl in his bed at first.()5)Goldilocks didn't notice the three Bears at first()6)Goldilocks didn't like the three Bears.()設計理念: 精讀故事之后，對故事的細節需要有一定的認識，可以自己另外設計一些選擇題目。

Step4 Listen and repeat First, Goldilocks wanted to sit down because she was tired．The two big chairs were uncomfortable．She didn't like them，so she tried the smallest chair．It was nice, but Goldilocks was very heavy and she destroyed it． She was unhappy and tired．She walked into the bedroom．There were three beds．She didn't like the two big beds．The smallest bed was very comfortable．Very soon she was asleep in it．

The three Bears returned．They looked at the bowls and the chairs．Baby Bear cried, “There's nothing in my bowl and my chair is in pieces!'' He was very unhappy!Next, the Bears looked in their bedroom．They didn't notice Goldilocks at first．

Then Baby Bear pointed at the little girl in his bed，and cried,”Look!There's the naughty girl!“ Finally, Goldilocks opened her eyes．The three Bears were around her，so Goldilocks jumped out of bed and hurried out of the house without her basket．She didn't return to the forest again． 設計理念: 學生關上書本，對故事進行聽和跟讀的活動，既能練習聽力又對故事進行了更深的了解。

Step5 Expression 1.unhappy---adj.不高興 2.asleep---adj.睡著的 3.point at---指著 4.without---prep.沒有 設計理念: 將剩余的詞匯以解釋的形式學習，并適當舉例進行活動。Step6 Read the story again 1.Read the story again and match the sentences with the pictures.(Activity3)2.Look at these sentences.--First, they looked at the bowls and the chairs.--Next the Bears looked in their bedroom.--Then Baby Bear pointed at the little girl in his bed.--Finally, Goldilocks opened her eyes.設計理念: 這些句子實際是為以后的寫作打下鋪墊。Homework1.Use first, next, then, finally to write a short passage or retell the story.(part)2.Read the story loudly three times.(all)設計理念：讀完故事要求最好會說故事，考慮到難度問題故此分層做。Period3Writing & Around the world & Module task Step1 Revision 1.Use first, next, then, finally to retell the story.2.Revise the words and phrases in last period.設計理念:本節課時主要完成寫作任務，在寫作之前對上一課時的詞匯與短語進行復習是必要的，復述課文有利于寫作的開展。Step2 Number the sentences in activity6 1.Ask the students to number the sentences individually and check their answer with a friend.2.Rewrite them using first, next, then and finally.3.Read these sentences loudly.設計理念：

把寫作可能出現的難處預先處理好，為寫作做好充分的準備。Step3 Write 1.If possible, give them an example.2.Ask the students to rewrite the story of Goldilocks and the Three Bears.3.Check some examples from the class.4.Give them some summarize.設計理念：課堂效益的提高不是在口頭上或是花樣上，而應該是實用性較強的雙基上。寫作課一定要讓學生去實踐、去體驗、去交流。Step4 Around the world Learn something about fairy tales.If they have questions about it, help them.設計理念：這一環節可以簡單處理，若沒有時間則不處理。我們是用教材去教而不是教教材。Step5 Module Task Telling a story: 1.Activity3 on P61.Ask the students to talk about what they can see.2.Let them put the sentences together.3.Check their answers.設計理念：模塊任務體現在寫作課時中，能更好地幫助學生學習整個模塊。Homework1.Do the Self-assessment of the workbook.(all)2.Write a fairy tale that you knew.(part)設計理念：拓展學生學習資源，利用已有的經驗進行寫故事對學生是一種更好的激勵。自我評價也是各類評價中的一種，也可以互相評價。Period4Unit3 Language in use Step1 Revision picked was lost noticed hurried

knocked pushed entered counted 設計理念：重復前面的內容，以便于學生因熟悉而更好掌握。Step2 Summary 規則動詞過去式的構成： ? 一般動詞加-ed。如：looked, stayed ? 以e結尾的動詞只加-d。如：hoped, lived ? 末尾只有一個輔音字母結尾的重讀閉音節的動詞，應先雙寫這個輔音字母，再加-ed.如：stop→stopped, plan(計劃)→planned

? 結尾是”輔音字母+y"的動詞，先將y改為i,再加-ed.如：study－studied, carry－carried ?-ed(或-d)的讀音：

? 在清輔音結尾的詞后讀[t].如：work→worked [kt], help－helped[pt];在濁輔音和元音后讀[d]。如：call→called[ld], play－played[pleid];在[t]和[d]音后面發[id]。如：want－wanted[tid]，need－needed[did].設計理念：語法的歸納，雖然老套，但必不可少。Step3 Practice ? Activity2 Complete the sentences with the correct form of the words in the box ? answer enter hurry jump like notice point return rush ? Goldilocks rushed out of the house ? Goldilocks didn't live(not)in the forest ? Baby Bear _________ to the girl in his bed ? She _______________ the house ? Goldilocks ______________ out of bed ? She _____________ to the little house ? The three Bears ____________(not)the door because they were out in the forest ? Goldilocks __________(not)the food in the biggest bowl ? The three Bears ______________(not)Goldilocks in bed at first.? Goldilocks _______________(not)to that part of the forest again 設計理念：運用過去式的基本形式，通過練習，幫助學生查漏補缺。Step4 Practise Activity1: Do it individually.The answers: 1.didn't live 2.picked 3.noticed 4.knocked 5.entered 6.counted 7.picked 8.didn't like 9.finished 10.tried 11.destroyed 12.looked 13.returned 14.didn't notice 15.cried 16.pointed 17.cried 18.jumped 19.hurried

20.didn't look 21.returned 設計理念：繼續運用過去式，對課本進行更深入的研究學習。Step5 Work in pairs Look at the picture and make sentences using the words given 設計理念：重回模塊任務，以實例驗證學生掌握的情況。Step5 Make a story Put the sentences together to make a story.Use words like and, so, but, because, first, next, then and finally.設計理念：根據學生掌握的情況，決定這一環節是否需要。Homework1.Finish the workbook.(all)2.Recite all the words and expressions.(all)3.Write your own fairy tale.(part)設計理念：背誦單詞與詞組是不可少的，而自己編寫一個童話故事，則有利于激發學生的學習興趣。整體設計理念

教材是供我們使用的，我們是用教材教，而不是教教材。新課程的理念要求我們以人為本進行素質教育，如果我們的學生本身英語基礎一般，那我們應該有一個站得高看得遠的終身學習的理念。相信通過教師自身的努力，我們的課改會真正落實在課堂教學的實踐中。

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第二篇：外研版七年級下英語教學計劃

外研版（新）七年級下期英語教學計劃

一、本學期的指導思想：

根據《英語課程標準》的指導思想，“以人為本”的教育理念，面向全體學生，關注每個學生的情感，激發他們學習英語的興趣，幫助他們建立學習的成就感和自信心,培養創新精神；整體設計目標，體現靈活開放，目標設計以學生技能，語言知識，情感態度，學習策略和文化意識的發展為基礎；突出學生主體，尊重個體差異；采用活動途徑，倡導體驗參與，讓學生在老師的指導下通過感知、體驗、實踐、參與和合作等方式，實現任務的目標，感受成功；注重過程評價，促進學生發展，建立能激勵學生學習興趣和自主學習能力發展的評價體系。讓英語成為學生學習生活中最實用的工具而非累贅，讓他們在使用和學習英語的過程中，體味到輕松和成功的快樂，而不是無盡的擔憂和恐懼。

二、教材分析

這套教材采用任務型語言教學模式，融匯話題、交際功能和語言結構，形成了一套循序漸進的生活化的學習程序。與原教材相比還增加了文化背景和學習策略等部分，并增加了任務型學習成份和語篇的輸入。本書每個模塊都列出明確的語言目標、主要的功能項目與語法結構、需要掌握的基本詞匯，并分為三個單元。Unit1部分是基本對話內容，Unit2部分是短文，主要是閱讀訓練。Unit3部分是擴展和綜合的語言運用。

三、學生基本情況分析

通過一學期的英語學習，只有少部分學生的英語基礎較好，取得了一定的成績，大多數學生不能明確學習英語的目的，沒有真正認識到學習英語的目的在于交流；沒有養成良好的學習習慣，不能做好課前預習課后復習，不善于發現和總結語言規律，不注意知識的鞏固和積累。

四、具體措施

1、每天背誦課文中的重點對話。目的:要求學生背誦并默寫英語句子，培養學生良好的英語語感。

2、每天聽寫本節課中需要用到的重點生詞，常用句子或習語。實施：利用“互測及教師抽查”及時檢查，保證效果并堅持下去。

3、認真貫徹早讀制度，充分發揮早讀的黃金時間加強監督，保證讀的效果。

4、對后進生進行專門輔導，布置單獨的作業，讓他們在小進步，小轉變中體味學習的快樂，樹立學習的自信，盡快成長起來。

5、關注學生的情感，營造寬松、民主、和諧的教學氛圍。

6、加強對學生學習策略的指導，為他們終身學習奠定基礎。

五．課時安排

第一周: Module 1 Lost and found

第二周: Module 2 What can I do?

第三周: Module 3 Making plans

第四周: Module 4 Life in future

第五周: Module 5 Shopping

第六周: Module 6 Around town

第七周: Revision Module A

第八周:復習Module 1~Module 6

第九周: 期中考試

第十周: Module 7My past life

第十一周: Module 8 Story time

第十二周: Module 9 Life history

第十三周: Module 10 A holiday journey

第十四周: Module 11 Body language

第十五周: Module 12 Western music

第十六周: Revision Module B

第十七周: 全面復習，迎接期末考試

第十八周: 全面復習，迎接期末考試

第十九周: 期末考試

第三篇：外研版七年級英語下中段檢測題

2013-2014學第二學期七年級英語科中段檢測題

一 單項選擇

()1.---My bike is broken（壞了）.May I borrow ________?---Sure.A.youB.yourC.yours

()2.---Would you like _______ a walk with us in the park?---I’d love to.A.takingB.to takeC.take

()3.We will have _______ free time to do our own things.A.a fewB.a lotC.lots of

()4.Susan is careful _________ her computer.A.withB.forC.from

()5.The dresses are very nice.You can _____________.A.try on themB.try them onC.try it on

()6.He always stays in bed _________ Saturday morning.A.onB.inC.at

()7.There _______ a football match tomorrow.A.will isB.will haveC.will be

()8.My sister will go to town to help the children.I will go there ______.A.as wellB.alsoC.as well as

()9.I have to ______ 500 yuan for all these things.A.costB.payC.spend

()10.---_________ do you usually play basketball?---On the playground.A.WhenB.WhereC.Who

()11.My English book is lost.I __________ it everywhere but I can’t find it.A.look forB.look atC.look after

()12.Reading in bed isn’t _____________ our eyes.A.good atB.do wellC.good for

()13.There are two ___________ students in our school.A.thousandsB.thousandC.thousands of

()14.We will have a lot of homework ____________ tonight.A.doingB.doC.to do

()15.---We are going to have a trip to Australia.---___________________.A.Have a good timeB.Thanks a lotC.Goodbye

第二節完形填空（共10小題；每小題1分，滿分10分）

John likes chocolates very much, but his mother doesn’t give him.Eating too many chocolates is for his teeth, she thinks.But John has a very nice.The old manhis grandson very much and sometimes he John some chocolates.Then his1

mother lets him eat themshe wants to make the old man.It’s John’s fourteenth birthday this Sunday.He says to his mother, “ Please God(上帝),make them give me a big box ofyou.Don’t shout(喊叫).”

“I,” says the clever boy with a smile.“ But Grandfather is in the next room, and

hehear me.”

()16.A.badB.goodC.healthy

()17.A.grandfatherB.grandmotherC.father

()18.A.hateB.hatesC.loves

()19.A.buyB.buysC.is buying

()20.A.soB.becauseC.but

()21.A.happyB.sadC.healthy

()22.A.coffeeB.chocolatesC.apples

()23.A.listenB.listen toC.hear

()24.A.canB.knowC.want

()25.A.canB.mustC.would

四、閱讀下列兩篇短文，從各題所給的A、B、C、和D項中選出最佳選項。Two little children come to a new city.Their names are Tony and Tom.Certainly they live with their parents.Their family is very rich.They have a driver and a lot of servants(仆人).Tony and Tom are going to a new school.On the first day their parents say to them, “Tony at your new school.Don’t say we are rich.” And they say, “Yes, Dad and Mum.”

So they go to school.They see their new teacher.And they sit down with other children.The teacher says, “Hello, children!The first exercise today is a composition（作文）, My Family,” So all the children write a composition.This is Tony’s composition.“My name is Tony.My family is very poor.Both my father and my mother are very poor.Our driver is very poor and all the other servants are poor…”

()26.Tony and Tom’s father is very ______.A.poorB.richC.tallD.old

()27.The subject of the composition is ______.A.My FamilyB.My SchoolC.My BrotherD.My mother

()28.There are ______ in their family.A.a lot of drivers and a lot of servantsB.a servant and a driver

C.two servants and two driversD.a lot of servants and a driver

()29.Tony is ______.A.a manB.a boyC.a teacherD.driver

()30.The word “modest” in the passage is ______.A.高興的B.謙虛的C.努力的D.安靜的第二節 主題匹配閱讀下面5段語言材料，從A到F選項中找出與它們相對應的標題。Healthy eating habits are important.Here are five of the best eating habits.Follow them and you will have a healthy lifestyle.()31.Drink at least 8 glasses of water a day, then you can have clearer skin, better sleep, and imrove your eyesight.If not, you’re warned of losing water.You may need even more water if you are exercising.()32.Breakfast is the most important meal of the day.You will have more energy after eating breakfast.When you skip（遺漏）breakfast, you are likely to become tired when your brain and body run low on fuel.()33.Eat a light lunch every day.If you don’t have time to go out to have a big meal, or if you are too busy with your work, take a sandwich in the morning with you for a quick lunch.()34.We should eat fruit and vegetables every day.Add a banana to your breakfast, have a salad with lunch, and eat at least one vegetable at dinner.()35.Try to have dinner at least 3 hours before you go to bed.Your body needs time to digest（消化）most of the food before you rest for the next 8 hours.A.Eat your fruit and vegetablesB.Drink plenty of water

C.Don’t eat dinner lateD.Eat lunch

E.Don’t miss breakfastF.Go to sleep after eating

五、綜合語言運用第一節 根據漢語或首字母寫出英文單詞

36.He can speak English very w_________.37.The sun r_______ in the east.38.The teachers write on the blackboard with the __________(粉筆).39.The __________(俱樂部)in our school are very popular.40.We are going to have a ____________(野餐)this Saturday.第二節 綜合填空

閱讀下面短文，掌握其大意，然后根據短文內容和首字母提示，在短文空白處填入適當的單詞，使短文內容通順、合理。

I want to be the PE monitor.I enjoy(41)s________, and I can run really(42)f______.I’m really fit and healthy.Just watch me in the playground between lessons!I(43)p______ most ball games well.But I’m really(44)g_______ at football, and I play basketball in the school team.I usually get the best score in every match.(45)C_________ me for the PE monitor and you can get the best score too!

第四節完成句子根據下面各題的漢語意思用英語完成句子，詞數不限。

46.我不僅喜歡看書，而且還喜歡運動。

I like ________________reading ________________ doing sports.47.將來人們將有更長的假期。

People will have longer holidays ______________________.48.我們不再需要筆和紙了。

We won’t need pens and paper __________________.49.大明和玲玲今晚打算看電影。

Daming and Lingling _________________________ a movie this evevning.50.早上好，先生。我可以為你做點什么嗎？

Good morning, Sir.___________________________ for you?

第五節 閱讀短文，回答問題

Hi, I am Susan.I am from the U.K..But now I’m in China.I’m going to do many things in the winter holiday.First, I’m going to finish my homework.Then I’m going to take a trip.I’m going to Beijing.It’s snowy in Beijing.There is white snow everywhere.So I’m going to make a snowman.I can ski(滑雪).My parents will come to China and go with me.We are going to fly there.We are going to have a nice trip.51.Where is Susan from?_______________________________

52.What is Susan going to do first?____________________________

53.What’s the weather like in Beijing?________________________________

54.Is she going to make a snowman in Beijing?________________________________

55.How are they going to get to（到達）Beijing?________________________________

第六節 材料作文

以下是John 下星期日的計劃和安排，請根據下面的要求寫一篇英語短文。

1．星期日七點半起床。2．上午和媽媽一起去動物園。

3．中午短暫休息后去買東西。4．下午和朋友一起去踢球。

5．他擅長閱讀，晚上看《西行漫記》(Red Star Over China)

6．(…展開聯想，自由發揮)

寫作要求：1.詞數70-80字； 2.文章的開頭已給出，但不計入總詞數。

3.文中需包括所以寫作要點，但不要逐字翻譯，可適當加入過渡語句，使文

章通順、連貫；

4.文中不能出現考生真實姓名和班別信息。

注意：運用適當的時態

John is a student.He is going to have a busy day next Sunday._________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

答 案

1.C 2.B 3.C 4.A 5.B 6.A 7.C 8.A 9.B 10.B 11.A 12.C 13.B 14.C 15.A

16.A 17.A 18.C 19.B 20.B 21.A 22.B 23.C 24.B 25.A

26.B 27.A 28.D 29.B 30.B.31.B 32.E 33.D 34.A 35.C

36.well 37.rises 38.chalk 39.clubs 40.picnic

41.sports 42.fast 43.play 44.good 45.Choose

46.not only, but also 47.in the future 48.any more

49.are going to see 50.What can I do

51.She is from UK.52.She is going to finish her homework first.53.It is snowy.54.Yes, she is.55.They are going to get to Beijing by plane/ by air.材料作文（略）

第四篇：英語：Module2Spring FestivalUnit1學案(外研版七年級下)

Module 2 Spring Festival

Unit 1 We’re getting ready for Spring Festival.一、教學目標：

1、掌握重點單詞：Festival, ready, cook, meal, learn, dragon, lantern, sweep, floor, happen, help, tradition, bad, luck, paint, mean, decorate, decoration, everyone, haircut, give, dumpling, sweet, pudding, fireworks, few, want, week, round, bring, colour, something, cut, Christmas, long2、重點短語：Spring Festival, get ready for, dragon dance, Lantern Festival, sweep away, at work, paper cut, New Year, New Year’s Eve, sweet pudding, a few, all the year round.3、掌握現在進行時的問與答。

4、掌握節日的表達與詢問；描述準備的過程。

二、語言技能

聽：能聽懂有關為“節日”做準備的句子；能聽辯動詞詞組。

說：能就正在做或正在發生的事情進行簡單的問答練習。流利的說出含有本模塊生詞的短語。讀：能讀懂有關節日描述的短文，并且能將段落與圖片，段落與問題搭配。

寫：學會寫要點，句子以及段落；用and連接句子。

演示與表達：能向人們介紹春節或其他中外節日。

三、情感態度：樂于接觸并了解世界不同地方人們的節假日，樂于參加相關英語實踐活動，提高對英語的學習興趣，培養對異國文化，生活習俗的興趣，提高對本國文化的認識。參加各種英語活動，克服困難，在新環境中進一步樹立準確的語言學習觀。

四、文化意識：

1、中外對比

2、了解英語國家重要節假日及其主要慶祝方式，鼓勵學生了解世界，加強交流。

五、教學重點和難點：

重點：掌握描述節假日的基本詞匯；

讀懂含有現在進行時的句子；

掌握現在進行時的結構和用法。

難點：現在進行時和一般現在時的結構和用法的比較。

x

六、教學過程：

1、課前瘋狂齊讀單詞

2、讓學生進行頭腦風暴，迅速想出中西方節日：

中方節日：

Spring Festival，Lantern Festival，Father’s Day，Mother’s Day，May Day，Children’s Day，Teacher’s Day，Mid-autumn Day，National Day

西方節日：

New Year，Valentine’s Day，Father’s Day，Mother’s Day，April Fool’s Day，Children’s Day Halloween，Thanks-giving Day，Christmas3、問學生中國最盛大的傳統節日是什么？What is the greatest festival in China?

從而導入Spring Festival。

What are people doing before the Spring Festival?

導入課本短語：

make lanterns，learn a dragon dance，sweep the floor，cook the meal，clean the house（瘋狂最快速、最清晰、最大聲地讀這些短語）

然后展示圖片：

①Is the woman cleaning the house? Yes, she is.②Is she cooking the meal? Yes, she is.③Are they sweeping the floor? Yes, they are.④Are they buying things? Yes, they are.采用結對活動，進行練習。

四、小聽力：listen and check 很簡單，一遍即可。

然后進行聽后說：訓練學生說的能力。

五、大聽力：接下來進行大聽力訓練，依據“總—分—總”的原則，讓學生不看課文，做課本活動3，完成后讓學生小組內交流答案。此活動訓練一般疑問句及其問答。

1.Are they getting ready for the Spring Festival?

Yes, they are./ No, they aren’t.2.Are the boys making lanterns?

Yes, they’re./ No, They aren’t.3.Is Lingling’s mother sweeping the floor?

Yes, she is./ No, she isn’t.4.Is her aunt cooking the meal?

Yes, she is.No, she isn’t.5.Is Lingling’s grandmother cooking the meal?

Yes, sheis.No, she isn’t.6.Is Lingling’s father working? Yes, he is./ No, he isn’t.注意放錄音時，教師不要中途中斷，妨礙聽力的連續性。

可以根據情況編以下兩個問題：再聽錄音，根據所聽內容選擇正確答案.（要求學生對細節進行捕捉。）

Listen again and answer:

1、How many people are talking in the dialogue?

2、How many people are there in Lingling’s family?

六、默讀對話，小組合作釋疑，弄清對話意思。

七、突破重難點（先自主后合作）

（一）對重點內容和疑難問題進行合作探究學習。

1、What’s happening?的漢語意思______________。拓展：happen to do sth.翻譯：我碰巧遇見了他。___________________。

2.get 的現在分詞是_____,用get ready for 造句________________。

拓展：樂于做某事：______________。他總是樂意幫助別人。___________。

3.help的用法：幫助某人做某事：________;_______;_________.隨便吃些東西:____________.help的形容詞：______;_______

4.He is at work.的同義句：_____________.（二）自主完成后，小組合作，交流學習成果，共同釋疑。

（三）學生朗讀鞏固以上重點知識。

八、歸納短語

通過對對話的學習，讓學生歸納本課的短語，可以小組合作交流，然后通過展示呈現出一個小組的成果，然后其他小組補充完善。

get ready for，learn a dragon dance，make lanterns，clean the house，sweep the floor, cook the meal，at work

九、誦讀積累

（一）跟錄音機朗讀對話，模仿語音語調。

（二）讀熟對話

（三）讀爛下列重點句子

（四）默寫，組長交叉監督，各組統計好分數，評出優勝小組。

瘋狂朗讀以下句子：

1.We are getting ready for Spring Festival.2.What’s happening?

3.What are boys doing?

4.The boys are learning a dragon dance.5.I’m making lanterns.6.She’s sweeping the floor.7.She’s cooking the meal.8.He’s at work./He’s working.十、當堂檢測題（主要檢測重難點）

（一）英漢詞組互譯：

1.Clean the house6.春節

2.Cook the meal7.為……準備好

3.Sweep the floor8.學舞龍

4.At work9.做燈籠

5.Learn English10.玲玲的媽媽

當堂檢測題

（二）翻譯下列句子：

1、在做什么呢？（發生了什么事？）

2、你們正在為春節做準備嗎？

3、這些男孩正在做什么？

4、他們正在學舞龍。

5、她正在做飯。

當堂檢測

（三）1.They are playing games over there.(就劃線部分提問)

__________________________________________________________

2.What is Betty doing?(用make lanterns作答)

___________________________________

3.They are cleaning the house for the Spring Festival.(就劃線部分提問)___________________________________

4.He is at work.（同義句改寫）

十一、Homework

1.復習鞏固

1.）在作業本上用本課的重難點進行造句

2.）在筆記本上整理本單元知識網絡，包括知識點，短語，重點句子等。

2.預習任務

1）讀熟第二單元單詞2）預習第二單元課文，完成activity1, 2 and 3

第五篇：外研版英語七年級下Module8 Unit1教案

Unit1 Once upon a time…

教學目標

1、掌握本課的重點詞匯 hair forest decide once upon a time

go for a walk

pick up notice

knock

push enter

bowl

hungry finish

2、、掌握 一般過去時規則動詞的過去式

3、能聽懂簡單的故事，了解主要人物和故事梗概。

4、能用一般過去時給他人講簡單的故事或事情 教學重難點：

能用一般過去時給他人講簡單的故事或事情 教材分析

本課以童話故事為話題，重點是通過童話故事訓練學生的聽說能力，讓學生了解在英語中敘述過去的事情要用動詞的過去式，難點是讓學生掌握動詞過去式的形式和正確使用一般過去時。在教學過程中應始終利用童話故事的情節吸引學生，利用故事中的內容展開聽說讀寫的訓練，利用語境幫學生理解過去式的意義和歸納語法規則。教學方法

多媒體課件情境導入。兩人一組活動和小組活動。故事情節演示。教學過程

[課前延伸] 1.預習詞匯：布置學生預習本單元詞匯，能夠根據音標讀出并了解漢語意思

2.課前朗讀:朗讀本課新單詞、短語

3、每日播報：課前讓學生收集有關自己喜歡的童話故事，并向大家做簡要介紹。設計意圖：培養學生自主學習的好習慣，為本課童話故事的學習做好充分的準備。

[課內探究]

一、課前檢測

Step1、預習檢測：用多媒體展示一些與本課單詞有關的圖片，讓學生看圖說單詞。

設計意圖：既檢查了詞匯預習情況，又通過感官刺激調動了學生學習的積極性。Step2 圖片導入，激發興趣

Do you like stories?（用幻燈片展示白雪公主、賣火柴的小女孩、美猴王等同學們熟悉的童話故事的圖片，圖片馬上吸引了同學們的注意力)Do you know them ? students : yes 然后再展示金鳳花姑娘的圖片，通過問下面的問題來導入新課：

Do you know this girl with golden hair? Students: No,we don't Tell them she was Goldilocks.Do you want to know the story about Goldilocks? Please listen to the tape carefully,then you can know the story.二．聽力訓練 1.多層聽：

Step1:Listen and check the true sentences 1.The story is Goldilocks and the Three Bears.()2.The story begins :once upon a time()3.Goldilocks was a girl with hair of gold.()4.Goldilocks lived in the forest.()5.She decided to go for a walk in the park with her basket.Step2:listen and answer the questions 1.Who was Goldilocks? 2.Where was she?

3.What did Goldilocks notice?

Step3:listen and complete.This is called “Goldilocks and the Three Bears”.Once upon a time, there was a little girl.She lived near the forest.One day she decided to go for a walk.She walked into the forest with herbasket.設計意圖：三個聽力題的設計由易到難，循序漸進，既鍛煉了學生的聽力，又使學生基本上了解故事的內容，為對話的學習打下基礎。2.聽后說

Read the short passage, pay attention to the past forms.三．對話處理 1.讀前聽

Step1.Listen and number the pictures in activity2 in the correct order.Step2:listen and answer the questions 1.Was Goldilocks lost in the forest? 2.Did she notice a house? 3.How many bowls were there on the table? 4.Did she finish all the food in the big bowl? 3.聽后讀

Step 1.Read the answer the questions in activity4 Step2 Read and find out the phrases for every picture.and read the phrases.counted three bowls, entered the house, hurried to the house, knocked on the door, picked some flowers, pushed the door, noticed a little house, was lost.設計意圖：為后面復述課文打下基礎

4、讀后學

Step1讀對話，找出一般過去時態的句子

Step2小組合作討論總結歸納規則動詞的過去式，及一般過去時的肯定句、否定句、疑問句的句式結構。專項練習：

1、She liked the little bowl.(變否定句)

2、She hurried to the house.(變疑問句)Step3小組合作解疑，后教師精講點撥 4.學后讀

學生分角色朗讀對話，然后小組展示。5.讀后說

根據提供的圖片在小組內以故事接龍的形式復述故事，每人說出一個句子，看哪個小組可以在最短的時間描述出最完整的故事。

設計意圖：既鍛煉了學生的合作能力，又給了每個人展示的機會 四． 學以致用

播放一段白雪公主和七個小矮人的故事視頻，先小組合作為主要畫面找到關鍵詞，在小組內交流，然后每人一句，以故事接龍形式展示。

設計意圖：視頻可調動學生積極性，激發學生學習興趣，感受學習英語的樂趣。

五當堂檢測

用動詞適當形式填空

Goldilocks _____(walk)in the forest and ____(pick)some flowers.Soon she ____(be)lost.She ____(look)around her.Then she ____(notice)a little house.She ____(hurry)to the house.She _____(knock)on the door.It____(be)open.She ___(look)and _____(listen).There____(be)no one there, so she ____(enter)the house.Snow White ___(look)into a small room.On a table she ____(count)three bowls.But she didn’t _____(like)the big bowls.She ____(finish)all the food in the little bowl.設計意圖：進一步查看了學生對于規則動詞的過去式的掌握情況

[課后提升]

（一）復習鞏固

1.復習本課所學重點短語及重點句型

（二）分層作業

1能夠講出本課故事（必做）2.續寫本課故事（選做）三（預習任務）預習第二單元單詞 設計意圖：作為課堂的延伸，作業讓英語學習突破課堂限制，及時鞏固所學。六教學反思

我充分利用課件及互聯網資源來輔助教學，在教學過程中，抓住了學生的興趣，根據學生的對故事的興趣去組織本節課。通過設置不同層次的問題，讓學生帶著問題通過三聽，和各種形式的口語練習，認讀單詞—短語—句子層層遞進，符合初一學生的實際能力，加強了學生的口語表達能力。首先，教學導入部分，我以一個個童話故事中的圖片來展示，充分調動起了學生學習的積極性，讓他們在快樂中學習。同時，學生在看和聽的過程中如看電影一般對金鳳花姑娘的故事有了直觀的感受。其次，根據課文內容提取的多幅圖片的展示，從視覺上給學生以沖擊，讓他們獲得直觀的動作表示。同時圖片的遞進展示，也幫助學生對故事的發生順序進行有序地觀察和學習，符合學生的學習特點。第三，小組之間進行了充分的自主互助，答案的展示是小組內解決、小組間交流而進行的。這些展示不僅僅起到了溝通學生個體和學生整體的作用。更重要的是，這些展示無疑是對學生提出問題、正確解決問題的肯定，是對他們自主、合作學習取得成績的一種贊許。極大地鼓舞了學生自主、合作學習的積極性。