第一篇：7年級英語教案

Unit 12 My favorite subject is science.I.Learning objectives: 1.Skill Focus Talk about preferences and give reasons Listen for the names of subjects Listen for the description words Read a letter from Lin Mei talking Write a schedule fro school day

Write a letter introducing your favorite subject 2.Language Focus(1)功能句式

Talk about preferences your / his/ her / Tom’s favorite subject?

My / His/ Her / Tom’s favorite subject is English.What’s Ken’s favorite subject? Science.What’s your mother’s favorite color? Her favorite color is blue.Give reasons Why do you like math? Because it’s interesting.Why does he / she like math? Because it’s fun.Why does he like P.E.? Because it’s exciting.Talk about days and teachers When do you have math? I have math on Monday, Wednesday and Friday.Who is your science teacher? My favorite teacher is Mr.Wang.(2)詞匯 ① 重點詞匯

subject, science, P.E.because, description, word, teacher, Mr.Mrs.Example, city, dad, Tuesday, Thursday, Wednesday, Friday, Monday, busy, tired, any ② 認讀詞匯

partner, biology, strict, Selina, Ken, Cooper ③ 詞組

favorite subject/city/food/color/TV show/sport, in the city, on Monday, have a math lesson, Chinese history, be strict, eat lunch, after class, be tired, school day, play with, run around, be busy(3)語法

What questions Why questions Adjectives of quality Interesting, relaxing, difficult, exciting, fun, boring 3.Strategy Focus Teach students to learn to copy and repeat and practice makes perfect.4.Culture Focus In the USA, regarding the public education system, there is not a national education system or a nation curriculum.II.Teaching materials analyzing and rearranging: 教材分析

本單元以“My favorite subject is science”為話題, 共設計了三個部分的內容。

Section A 該部分有4個模塊：第一模塊圍繞“What’s your favorite subject? ”這一話題展開思維（1a）、聽力（1b）、口語（1c）訓練；第二模塊圍繞“favorite subject and reasons” 進行聽力（2a-2b）、口語訓練（2c-2d）；第三模塊繼續就上一模塊中的“favorite subject and reasons”這一話題展開訓練，訓練形式為閱讀填詞補全對話和完成表格（3a-3b）展開寫作訓練；第四模塊仍以“A survey”,以小組活動形式展開討論。

Section B 該部分有4個模塊：第一模塊是詞匯的學習（1a）與運用（1b）；第二模塊圍繞“preferences and reasons”繼續對“What’s your favorite subject?”進行聽力（2a-2b）、口語訓練（2c）；第三模塊繼續圍繞“preferences and reasons”這一話題展開閱讀（3a）和寫作（3b-3c）訓練；第四模塊仍就“preferences and reasons”這一話題以口語訓練形式展開小組及全班活動。

Self Check 該部分有3個模塊：第一，二模塊以Key word check and add five new words to your notebook形式對所學詞匯進行鞏固訓練；第三模塊以“A letter”展開閱讀和寫作訓練。

教材重組和課時分配 Period 1(Section A: 1a, 1b, 1c)

Listening and speaking Period 2(Section A: 2a, 2b, 2c, 2d)

Listening and speaking Period 3(Section A: 3a, 3b, 4)

Integrating skills

Period 4(Section A: 1a, 1b, 1c, 2a, 2b, 2c)Integrating skills

Period 5(Section B: 3a, 3b, 3c, 4)

Reading and writing Period 6(Self check)Teaching procedures and ways:

Period 1 Listening and speaking(I)Target language:

1.Words & phrases

subject, science, P.E.2.Key sentences What’s your favorite subject? My favorite subject is science.Ability goals: Enable students to listen to and talk about favorite subjects.Emotion & attitude goals: We should learn every subject well, and mustn’t give up any subject.Strategy goals: Teach students to learn to copy and repeat because practice makes perfect.Culture awareness goals: Help students to know about foreign students—what subjects they learn and their favorite subjects at school.Teaching important / difficult points:

How to listen to and talk about favorite subjects.Teaching procedures and ways:

Step 1.Revision and lead-in

Before class, ask students to do some exercises from different subjects and choose their favorite subjects.Learn the names of different subjects.Learn to ask and talk about favorite subjects.T: Hello, everyone.Nice to see you again.This class we’ll begin with an IQ test.Here are some test questions from different subjects.Can you finish them in three minutes? Show the following on the screen.Check the answers with students and then ask students which subjects these test questions are from.Help them learn the names of different subjects.T: These test questions are from seven different subjects.What subjects are they, do you know? S: Math, Chinese, history, biology, geography, chemistry and English.Keep the above words down on the blackboard.T: What other subjects do you know? S: Art, PE, music, drawing, computer...T: Do you like English? S: Yes.My favorite subject is math.…..S: No, I don’t.T: What’s your favorite subject? S: My favorite subject is English.Step 2.Match work(la;P71)

This activity introduces the key vocabulary.Students will learn the names of some subjects and learn to ask and talk about their favorite subjects.T: How many subjects do you have now? What are they? S: We have nine subjects.They are Chinese, math, English, PE, music, art, politics, history, and geography.T: Now please open your books at P71.Look at the words on the left.We have six words about subjects.Please read them.And we have six pictures marked with a, b, c, d, e and f.Try to match the words and pictures.Encourage students to say something about the pictures and do the match work.T: What subject is it in picture a? S: It’s math.T: Write “a” on the line next to the word “math”.Clear? Go on with the others in the same way.Then check the answers with students.Step 3.Listening(1b: P71)

This activity gives students in recognizing the target language in spoken conversation.First, ask students to tell the subjects they like from their favorite subjects.T: What subjects do you like? S: I like PE and music.S: I like gym.T: Then what’s your favorite subject? S: My favorite subject is English.T: Do you like history? S: Yes.T: Good.You like history, but your favorite subject is English.Then ask students to listen to the recording and do Activity 2.T: Next we’ll listen to a recording.In the recording, two people are talking about their favorite subjects.Listen and circle the subjects you hear.Play the recording.Then check the answers.After this, ask students to repeat after the recording.Step 4.Pairwork(1c: P71)

This activity provides guided oral practice using the target langue.Ask students to practice the conversation and make their own conversations.T: Among all the subjects, which do you like? What’s your favorite subject? Now work in pairs and practice asking and answering questions about your favorite subjects.You can make your own conversations.A sample conversation: S1: What subject do you like?

S2: PE and English.What about you?

S1: I like them, too.Then what’s your favorite subject? S2: English.What’s yours? S1: P.E.Step 5.Sum up

Ask some students to sum up this lesson by overhead projector and then have a test for the aim.Check the answers and correct the answers.Homework:

1.Ask students to finish off all the exercises in the workbook.2.Ask students to make an English school schedule.3.Make up a dialogue about subject.Period 2 Listening and speaking(II)Target language:

1.Words & phrases

because, description, word 2.Key sentences Why do you like science? Because it’s interesting.Ability goals: Enable students to listen to and talk about their favorite subjects and give reasons.Emotion & attitude goals: We should learn every subject well, and mustn’t give up any subject.Strategy goals: Teach students to learn to copy and repeat because practice makes perfect.Culture awareness goals:

Help students to know about foreign students—what subjects they learn and their favorite subjects at school.Teaching important: How to listen to and talk about subjects and give reasons.Teaching procedures & ways: Step 1.Revision and lead-in

Before class, go over some words by showing them some books about different subjects.Ask students to learn to talk about their favorite subjects.T: Hello, boys and girls.Here are some books about different subjects.Can you tell what subjects they are?

S: Yes.They are English, math, Chinese, history, politics, chemistry, physics and music.T: Well done.Write the words English, math, Chinese, history, politics, chemistry, physics and music on the blackboard.Ask students to read and spell them.Show students two pictures with a boy named Sam and a girl named Ann.Then ask them to make a conversation between Sam and Ann.Ann—music(relaxing, interesting)，Sam—P.E.(fun, exciting)A sample conversation;

S: What’s your favorite subject, Ann? A: My favorite subject is music.S: Why do you like music?

A: Because it’s relaxing and interesting.How about you, Sam?

S: My favorite subject is P.E.It’s fun and exciting.I don’t like music.It’s boring and difficult.Show the following.fun, interesting, relaxing, exciting, boring, difficult Ask students to read after teacher and try to understand the meaning.Help them make sentences using the above words.Step 2.Listening and pairwork(2a, 2b, 2c: P72)

This activity provides guided listening and reading practice using the target language in 2a.In 2b, it will provide practice in reading and listening to the target language.In 2c, this activity provides reading the target language.Students will learn to talk about their favorite subjects and explain why they like them.Ask them to listen to the conversation and put the conversation in order.T: Boys and girls, do you like P.E.? S: Yes, I like P.E.very much.T: Is P.E.your favorite subject? S: No.My favorite subject is music.T: Very good.Look at 2a.You can see a picture on the right.Two classmates are talking about their favorite subjects.Look at the first sentences.What’s next? Can you guess? Now I’ll play a recording.For the first tine, just listen.Then for a second time you can write the correct order.Check the answers.Then ask students to match the subjects with the description words.T: Look at Activity 2b.Can you read the subjects and the description words? We know P.E.is fun.What about other subjects? Let’s listen again and match.Check the answer.Ask two students to read-the conversation.Then, ask students to match the other subjects with the descriptions first.Step 3.Match work(2d: P72)

This activity provides guided oral practice using the target language.Ask students to read the subjects and the description words again.Ask them to match the subjects in the first column with the description words in the second column and make their conversations in pairs.T: What do you think of the subjects? And why do you think so? First, match the subjects in the first column with the description words in the second column.And please ask your partner about his or her favorite subject and reason.I’ll give you three minutes.Students begin to match and make their conversations.Ask some pairs to present it to the class.A sample conversation: S1: Do you like music? S2: No, I don’t.S1: Is PE your favorite? S2: No, it isn’t.S1: What’s your favorite subject? S2: History.S1: Why do you like art?

S2: Because it’s interesting.What about you? Step 4.Grammar Focus

Ask students to read the sentences in the grammar box and sum up the sentence structure.T: Look at the grammar box.And practice in pairs.One of you says the questions and the other says the answers.Show the following on the screen and ask students to read these sentences repeatedly in the grammar box.Step 5.Sum up

Ask some students to sum up this lesson by overhead projector and then have a test for the aim.Check the answers and correct the answers.Homework:

1.Ask students to do the following exercises on the screen.2.Recite the dialogue in the grammar box.3.Make up a dialogue according to the topic.Period 3 Integrating skills

Target language: 1.Words & phrases

teacher, Mrs, partner, city, dad, favorite city/food/color/TV show/sport 2.Key sentences

Who is your science teacher? My science teacher is Mr Wang.What’s your mother’s favorite color? Her favorite color is blue.Ability goals:

Enable students to talk about preferences.Emotion & attitude goals:

We should learn every subject well, and mustn’t give up any subject.Strategy goals: Teach students to learn to copy and repeat because practice makes perfect.Culture awareness goals: Help students to know about foreign students—what subjects they learn and their favorite subjects at school.Teaching important / difficult points

Who questions

Teaching procedures and ways: Step 1.Revision and lead-in

Before class, ask students some questions about their favorite subjects and their favorite teachers.In his procedure, students will learn to talk about their preferences.T: Hello, boys and girls!What’s your favorite subject, who can tell me?

S: Yes.My favorite subject is English.T: Why do you like it? S: It’s very interesting.T: Who teaches you English? S: Mr.Wang.T: Is he your favorite teacher? S: I like him very much.But my favorite teacher is my Chinese teacher.Step 2.Reading and writing(3a, 3b: P73)

This activity provides reading and writing practice using the target language in 3a.In 3b, it provides guides guided oral practice using the target language.Students will learn to talk about their favorite teachers by using who questions and their favorite subjects.T: How many teachers do you have? S: We have nine teachers.T: Who is your English teacher? S: Miss Lin.T: Do you like her?

S: Yes.She’s fun.And I like to have Chinese classes.T: Look at the picture.A boy and a girl are talking about something.Read their conversation.Then look at the words in the box.Please use the words to fill in the blanks.You will use each word more than once.Then check the answers.Ask students to look at the chart in 3b.Talk about their favorite subjects and teachers.T: All of you have your favorite subjects and teachers Is it right? S: Yes.T: Here is a chart in 3b.Now let's ask and answer in pairs.And complete the chart.A Sample report:

My partner is Mike.His favorite subject is P.E.Our P.E.teacher is Mr Zhang.He often makes us laugh.And we can play football in the P.E.class.Step 3.Survey(4: P73)

Talk about favorite sports with students.T: I like sports.Basketball is my favorite.But my friend Mary doesn’t like sports.She likes eating.Her favorite food is dumplings.What about you? What do you like best? S: Football is my favourite.S: My favourite food is rice.T: Now work in groups and ask your group members about their favorite things.Then fill in the chart.When you ask or answer the questions, you can use the words on the screen.Show the following on the screen.Food rice, noodles, dumplings, porridge, sandwich, bread...Color: red, white, black, blue, green, yellow, purple, gray...Sport: soccer, basketball, tennis, ping-pong, baseball...TV show: comedy, thriller, documentary, action movie City: Beijing, Shanghai, Hong Kong, London, New York, Sydney...A sample report:

My favorite city is Beijing.I think it’s beautiful.Lily likes sports.Her favorite sport is tennis.Blue is Tom’s favorite color.He likes wearing blue jeans.Lin Mei’s favorite food is rice.She eats it for lunch every day.Step 4.Sum up

Ask some students to sum up this lesson by overhead projector and then have a test for the aim.Check the answers and correct the answers.Homework: 1.Ask students to do Activities 3 and 5 on P47 in the Workbook.2.Make a survey about your parents’ favorite things.Then write a report about your family’s favorite.Period 4 Integrating skills(II)Target language:

1.Words & phrases

Monday, Tuesday, Wednesday, Thursday, Friday, biology

2.Key sentences

When do you have math? I have math on Monday, Wednesday, and Friday.What’s Ken’s favorite subject? Science.Why does he like science? Because it’s interesting.Ability goals:

Enable students to talk about the subjects they study at school.Emotion & attitude goals: We should learn every subject well, and mustn’t give up any subject.Strategy goals: Teach students to learn to copy and repeat because practice makes perfect.Culture awareness goals: Help students to know about foreign students—what subjects they learn and their favorite subjects at school.Teaching important / difficult points:

How to talk about what they study at school.Teaching procedures and ways:

Step 1.Warming up and lead-in

In this procedure, ask students some questions about days and ask them to learn something about days.T: Good morning / afternoon, boys and girls.I’m very glad today because my birthday is coming.What day is today? S: Monday.T: What is the date? S: Oct l.T: Well, it is Monday, October 1 and my birthday is Wednesday, October 3.Boys and girls, I have another question.How many days are there in a week?

S: Seven.T: Good.What are they? S: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday.T: Very good.Please remember in English, Sunday is the first day of a week.Show the words Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday on the screen.Ask students to read the words.Step 2.Put into order(la, Ib, Ic: P74)

Ask students to read the days and put them in the correct order.T: Now open your books at P74.These days are out of order.Please put them into the correct order by numbering the boxes 1-7.Check the answers.Then ask students to look at a schedule and help them find what Subjects they study.Show the following.Monday Tuesday Wednesday Thursday Friday 1 Math Chinese Chinese Math English 2 Chinese Math English Chinese Chinese 3 English English History English Math 4 History P.E.Math Chinese Biology 5 Geography Politics Chinese Music Chinese 6 Math Music Art P.E.Chinese

T: What do we have on Monday?

S: We have math, Chinese, English, history, geography and math on Monday.T: When do you have math? S: We have math from Monday to Friday.(Ask students to practice the conversation in pairs.)Then ask some pairs to present their conversations.T: Now please look at the box.There are some subjects in it.Please check the subjects you learnt at school.Help them check the school subjects they study at school.Then ask them to work in pairs and talk about the subjects they study at school.T: Boys and girls, when do you have English? S: We have English Monday, Tuesday, Wednesday, Thursday and Friday.T: Good.Please work in pairs.Ask and answer questions about subjects you study at school.Step 3.Listening(2a, 2b, 2c: P74)

In this procedure, ask students to listen to a conversation and write some subjects..T: Boys and girls.Can you say the names of the subjects you study?

S: Yes.English, Chinese, math, history, geography, music, P.E.and biology.T: Very good.Can you write them? S: Of course.T: Now we’ll listen to a conversation.Please write down the school subjects you hear.For the first time, just listen.For the second, write the words.Play the recording and check the answers.Help students complete the chart in 2b.T: Here is a chart in Activity 2b.From the chart we can see Ming’s favorite subject is history.Because it’s fun.She has history on Friday.Now you’ll listen to the conversation again.Tell me Selina’s and Ben’s favorite subjects, why they like them and when they have them.Fill in the blanks after listening.Play the recording and check the answers.Then ask students to make conversations according to the chart.Ask students to work with their partners.Later invite some of them to say their conversations to the class.Step 4.Sum up Homework:

1.Ask students to do Activity 5 on P47 in Workbook..2.Ask students to make a class calendar showing the days of the week, school holidays, important events, and the birthdays of students in the class.Period 5 Reading and skills Target language:

1.Word & phrases busy, strict, tired 2.Key sentences Scott’s favorite day is Friday because he has art.He likes art.Ability goals:

Enable students to read a letter and learn to write a schedule.Emotion & attitude goals: We should learn every subject well, and mustn’t give up any subject.Strategy goals: Teach students to learn to copy and repeat because practice makes perfect.Culture awareness goals: Help students to know about foreign student—what subjects they learn and their favorite subjects at school.Teaching important / difficult points:

How to read a letter and learn to write a schedule.Teaching procedures and ways : Step 1.Revision and lead-in

Check the homework.Talk about days of a week with students.T: What day is it today? S: It’s Tuesday.T: What class do you have on Tuesday? S: We have Chinese, math, English, P.E., politics and music.T: What’s your favorite subject? S: My favorite subject is music.T: Why do you like it? S: Because it’s fun.T: Who’s your music teacher? S: My music teacher is Miss Li.T: What’s your favorite day? And why? S: My favorite day is Friday because we have music class.Then ask them to work in pairs to talk about their favorite subjects and days.Step 2.Reading(3a, 3b: P75)

In this procedure, students will read the letter and talk about their favorite subjects and teachers.T: Boys and girls.Do you often write letters or emails to your friends? Today we’ll read a letter from Lin Mei to Jane.I have 3 questions for you.Show the following.Questions:

1.Is Lin Mei busy on Tuesday? 2.What’s her favorite subject? 3.Why does she like music?

T: Now you’ll have three minutes to read the letter.After reading, try to answer the questions.After that, ask a student to read the letter to the class.The other students underline the things Lin Mei likes and circle the things she doesn’t like.Then check the answers.Help students complete Lin Mei’s schedule with the information from 3a.T: Here is a chart in Activity 3b.Read the letter again and complete this chart.All the information on the chart is in the letter.Ask students to complete the chart on their own;then check the answers.Step 3.Writing(3c: P75)Ask students to learn to write a schedule for their favorite school days.T: What’s your favorite school day? S: My favorite school day is Wednesday.T: Why is it your favorite school day? S: Because we have English on Wednesday.In the English class, we can play games and learn much about foreign countries.T: Next please write a schedule for your favorite school day.Ask two students to write their schedules on the board.A sample schedule: Wednesday Time Subjects Time

Subjects 8:00 to 8:45 Chinese 12:00 to 12:45 lunch 9:00 to 9:45 English 1:00 to 1:45 rest 10:00 to 10:45 history 2:00 to 2:45 Chinese 11:00 to 11:45 math 3:00 to 3:45 art Step 4.Pairwork(4: P75)

In this procedure, ask students to talk about their favorite days and subjects.Read the chart and try to learn what other students’ favorite days and why.Then say something about your partner.T: Look at the table on the right.What’s Scott’s favorite school day? Why? S: Scott’s favorite day is Friday because he has art.He likes art.T: Now read the conversation in the picture.Then make conversations about Dave, Han Xiao and themselves.A sample conversation:

S1: What’s Dave’s favorite day? S2: Monday.S1: Why?

S2: Because he has music on Monday.S1: What’s Scott’s favorite day? S2: Friday.S1: Why?

S2: Because he has art on Friday.S1: What’s Han Xiao’s favorite day? S2: Tuesday.S1: Why?

S2: Because he can play volleyball on Tuesday.Ask students to make their own conversations and ask some pairs to present their conversations to the class.Step 5.Sum up

Ask some students to sum up this lesson by overhead projector and then have a test for the aim.Check the answers and correct the answers.Homework:

T: After class, please write a letter to your friend.Tell him or her about your favorite school day and why.Period 6 Self Check.Language goals: 1.Words & expressions 2.Key sentences I don’t like any subject.I like to play with my dog, Nick.But his “subject” is only running around with me.Ability goals: Enable the students to understand and talk about imaginary situations.Emotion & attitude goals: We should learn every subject well, and mustn’t give up any subject.Strategy goals: Teach students to learn to copy and repeat because practice makes perfect.Culture awareness goals: Help students to know about foreign students—what subjects they learn and their favorite subjects at school.Teaching important/difficult points:

How to write a letter about their favorite subjects.Teaching procedures and ways: Step 1.Revision and lead-in

In this procedure, ask students to talk about their favorite subjects and days.T: How many days are there in a week? S: There are seven days.T: What’s your favorite day? S: My favorite day is Tuesday.T: Why do you like it? S: Because I have music.T: When do you have music? S: I have music on Tuesday and Friday.And then check the homework by asking some students to read their work to the class T: We learned to talk about our favorite days in the last period.And I asked you to write a letter to your friend about your favorite days.Have you finished it? Who'd like to share your work with us? A sample version: Dear Lily, I like Thursday best.On that day, I have English, math, P.E.and music.English and music are my favorite subjects.We love our English teacher very much.P.E.is also my favorite subject.But after class I often feel tired.Math is a little difficult.We have it at 2:30.Love, Mary Step 2.Vocab-Builder(1, 2: P76)

Ask students to check the words they know and learn to use the words in the box.T: In learning how to talk about preferences and give reasons, you learned many words on the topic.Now read and check the words you know in 1 on P76.Ask students to find out the meaning of any word they don’t know.Then ask them to write five-new words in their Vocab-Builder on P76.Sample list:

chemistry, physics, politics, geography, computer, friendly, enjoyable, uninteresting, funny, easy going.Then ask them to write their words on the blackboard.Ask students to read the words.Step 3.Reading and writing(3: P76)

Ask students to read a notebook and learn to write a letter.T: Boys and girls, we’ll make-a friend with a boy named Zhao Jie.He thinks he is riot a good student.But why? Please read his notebook about his studies.Ask one of the students to read it to the class.Then ask them to answer the following questions.T: What subject does Zhao Jie like? S: He doesn’t like any subject.T: What does he like? S: His dog, Nick.T: What can we do to help him? Please write a letter to Zhao Jie and tell him what subjects you like.And also tell him how he can be a good student.A sample letter: Dear Zhao Jie，I like school.My favorite subject is P.E.I think it's relaxing and interesting.We can exercise and play basketball together.I also like English.Because we can learn a lot and play games in the class.Many subjects are interesting.And I'm sure you will like some subjects.Yours, LinTao Step 4.Just for Fun!

Ask students to look at the cartoon and learn to talk about their favorite subjects.T: Now let’s look at the cartoon on P76.There are three pictures in it.Which person in the picture looks like an athlete? S: The person in green.T: Why is he surprised? S: Because the other boy doesn't look like an athlete.Help them answer.Tell them that we can't judge a person just by his looks.Step 5.Sum up Ask some students to sum up this lesson by overhead projector and then have a test for the aim.Check the answers and correct the answers.Homework:

1.Ask students to summarize what they have learned in this unit and preview the next unit.2.Ask students to do Activities 6 and 7 on P48 in Workbook.Teaching resources: Ⅰ.語法

疑問句組合三人行

三人行之伙伴一: 特殊疑問句

用疑問詞引導的疑問句叫做特殊疑問句。其回答形式應用陳述句，不能用yes和 no。讀時用降調。特殊疑問詞分三類：

疑問代詞：what, who, which, whose, whom 疑問副詞：when, where, why, how 疑問形容詞：what(which, whose)+名詞 請看常用的疑問詞的用法：

1．疑問詞what位于句首，多用來詢問人名、物名等。如： —What’ your name? —My name is Ben.—What’s this in English? —It’s a desk.另外what也經常和color, letter, class等名詞合作，詢問事物的具體情況。如： —What color is it? —It’s red.—What class are you in? —I’m in Class One.2.疑問詞who總是在句首用來詢問是誰、是哪個人。如： —Who’s that? —It’s my father.3.疑問詞where為熟知地形方位，有什么找不到的東西就找它。如： —Where are my trousers ? —They’re on the bed.4.how much 一向精于計算，詢問價格非它莫屬。如： —How much is this watch? —It’s one hundred yuan.5.how many 擅長于數字，詢問可數名詞前的數量它是專家。如： —How many children does he have? —He has two children.6.疑問詞whose知曉物品的所屬，想知道是誰的東西，就用它+名詞。如： —Whose book is this? —It’s Tom’s book.三人行之伙伴二: 一般疑問句

一般疑問句：用于對某一情況提出疑問，通常用yes或no 來回答。讀時用升調，其基本結構是：Be/ have/助動詞+主語+其它？

Be +主語+表語？如：

—Are there any birds in the sky? —Yes, there is./ No, there isn’t

助動詞(do/does)+主語+ 行為動詞原形+其它？如：

—Do you have supper at home every day? —Yes, I do./ No, I don’t.—Does the boy like pears? —yes, he does./ No, he doesn’t.三人行之伙伴三: 選擇疑問句

選擇疑問句指提供兩種或多種情況供對方選擇的疑問句。其表示形式可以是一般疑問句，也可以是特殊疑問句，選項之間要用連詞or來連接。對于選擇疑問句的回答要用陳述句形式。讀時or前用升調，后用降調。如：—Are you a doctor or a worker? —I am a worker.Ⅱ.德育教育

What is small talk? Small talk is relaxed conversation that people make to pass the time, talking that fills in empty silence.You can make small talk when waiting in line at the grocery store, or while waiting for the bus or elevator.Though the topics in small talk are important, small talk itself is very important.It makes other people feel relaxed, it breaks the silence.It shows friendliness and good manners, and it passes time pleasantly.In small talk, it is important to remember to smile keep the conversation relaxed.It’s also good to show a sense o humor.You could talk about the weather, an interesting story in the news or on telephone, a sports event, play or movie, or you could ask parents about their new baby.What should you not talk about? Well, you should always avoid talking about politics and religion.Also you should not talk too long on a subject or ask questions that are too personal.Give the other persons a chance to speak and listen to what they have to say.Lastly if a disagreement arises, change the subject.

第二篇：7年級英語教案

Unit 1 My name is Gina.山東省安丘市 王耀秋

Language goals: In this unit students learn to introduce themselves, greet people and ask for and give telephone number.New languages: What’s your name? My name is /I’m … Hello!I’m … /Hi!I’m … Nice to meet you!What’s his name? His name is … What’s her name? Her name is … What’s her family name? What’s her first name? What’s your phone number? Difficult points: 1.How to introduce yourself and greet people in the right way.2.Improve the students’ reading, listening, speaking and writing skills.3.The difference between Chinese names and English names.Teaching aids: computer, recorder, colorful chalk Teaching periods: Period 1: Section A 1a /1b /1c /2a /2b /2c/ Grammar Focus Period 2: Section A 3a /3b /4 Period 3: Section B 1a /1b /2a /2b /2c Period 4: Section B 3a /3b /3c /4 / Self check

Period 1 Teaching aims: 1.Memorize the words on page1and page2.2.Learn the target languages: My name is Gina.What’s your name? Hello!I’m Mary.Hi!I’m Jim.What’s his name? What’s her name? 3.Train the listening and speaking skills.Teaching procedure: Step 1 Free talk Let students talk in pairs using the sentences they’ve learned in Starter or ask some questions in Starter, have students answer them.For example: Good morning/afternoon/evening!How are you? What’s this in English? What color is it? Step 2 Section A 1a

This activity tests students’ vocabulary.1.Draw student’s attention to the pictures.Point to an object in it and ask what it is.Say, now look at the pictures and write down as many words as you can 2.Ask two students to write the words on the blackboard.3.Check the students’ answers.Ask some students to call out their words and spell them.Write down the words on the board.Step 3 Section A 1b

This activity gives students practice in understanding the target language in spoken conversation.Read the instruction to the students.Make sure the students understand how to do it.Say, now listen and number the conversations 1-3.(1)Play the recording for the first time.Students only listen.(2)Play the recording a second time.Students number the conversations.(3)Check the answers together.Step 4 Section A 1c

This activity provides guided oral practice using the target language.(1)Ask three pairs to read the conversations in 1b.If necessary, ask students to repeat the names after the teacher.(2)Have students work in pairs to practice the conversations.(3)Say, Now use your own names when you have conversations.Move around the room monitoring their work.Offer language or pronunciation support as needed.(4)Let several pairs come to the front of the class and act out their conversations.Step 5 Section A 2a This activity gives students practice in understanding the key words and target languages.1.Point to a boy and a girl.Say, His name is---, her name is---Have students understand the meaning of his and her.2.Read the instruction to the students.3.Play the recording for the first time.Students only listen.4.Play the recording a second time.Students number the pictures 1-4.5.Check the answers.Step 6 Section A 2b

This activity provides listening practice.(1)Have one student read the names in the box.(2)Say, listen to the four conversations again.This time circle the names you hear.(3)Students listen and circle the names.(4)Check the answers.Step 7 Section A 2c

This activity provides guided oral practice using the target language.(1)Call attention to the two conversations in the box.Ask one pair to act out the first one.Tell them to use their own names.Ask another pair to act out the second one.Have them point to a boy or a girl when they ask the questions: What’s his name/What’s her name?

(2)Let students work in pairs to practice the two conversations.As students work, move around the classroom, monitoring the conversations and offering assistance if necessary.(3)Have several pairs of students present their conversations to the class.Step 8 Grammar Focus

(1)Divide the class into two groups to say the questions and responses.(2)Write down the full forms and contractions of the words on the right.Have students compare them.Then ask them to say the sentences in two ways.Step 9 Conclusion(1)Learn the words and phrases.(2)Master the target languages:

My name is Gina.What’s your name?

Hello!I’m Mary.Hi!I’m Jim.What’s his name? What’s her name? Step 10 Homework(1)Learn the words by heart.(2)Practice the conversations in 1b and Grammar Focus.(3)Do some preparing.Period 2 Teaching aims: 1.Memorize the words and phrases: first, first name, last, last name, boy, girl 2.Learn about first name and last name.3.Train writing and speaking skills.Teaching procedure: Step 1 Revision 1.Go over the words in last class.(Play a game.Divide the class into two groups: boys and girls.Give them three minutes to read and write the words.Then look at the Chinese meaning on the cards.See which group can say and spell the words more quickly and correctly.)2.Ask students to make conversations about introduction and greeting.Step 2 Section A 3a This activity introduces the western concept of first name and last name.1.Write down a Chinese name and an English name on the board.For example: Deng Yaping and Jim Smith.2.Ask students to discuss the names.Encourage them to tell the difference between them.(English names are listed with the given name first and the family name or surname second.While Chinese names are listed with the family name first and given name second.)

3.Ask some students to say their family names and first names.4.Have two students read the list of names in the box.Say, Guess, which names are first names and which are last names? 5.Ask students to write F for first name and L for last name next to the words.Students do the exercise by themselves.6.Check the answers.Step 3 Work in pairs(1)Call attention to the picture on the right.Students look at the picture and the sentences carefully.Have them pay attention to what the teacher writes.(2)Have two students read the conversations in the picture aloud.(3)Ask students to work in pairs.Ask and answer about their first names and last names.Step 4 Section A 3b

This activity provides guided oral practice using the target language.(1)Point to the names in 3a.(You can write more names on the board.)(2)Say, Which names would you like to choose as your first name and last name? Now choose your names.(3)Have students take turns to ask and answer the questions(using their new names):

What’s your first name?

What’s your last name? Students make a list of names.Then exchange their lists to correct any mistake they make.Step 5 Section A 4(Game)This activity gives students an opportunity to practice target language in an interesting way.1.Demonstrate the game with three students.2.Say, Now in groups of four, play the game.As they work, move around the classroom making sure students understand the procedure and correcting any mistake.3.Ask two groups to present their games to the class.Step 6 Conclusion

(1)Learn the words and phrases in this class.(2)Grasp the target languages:

What’s your first name?

What’s your last name? Step 7 Homework(1)Memorize the words and phrases.(2)Make a conversation about asking for first name and last name.(3)Prepare next lesson.Period 3 Teaching aims: 1.Memorize the words on page4.2.Target languages: What’s your phone number? It’s …

3.Train the listening and speaking skills.Teaching procedure: Step 1 Free talk Let students work in pairs.Make conversations using the target languages they’ve learned.For example: What’s your name? My name is … What’s his name? His name is … What’s her name? Her name is … What’s your first name? What’s your last name? Step 2 Section B 1a

This activity learns the numbers from 0 to nine.(1)Write the numbers 0-9 on the board.Ask who can say them in English.Encourage more students to read them.(2)Play the recording for the first time.Students only listen.(3)Play the recording a second time.Have students repeat the numbers.(4)Give students two or three minutes to read and write the mummers.Then have some students say them quickly and ask if anybody can spell them.Cheer for the students who do best.Step 3 Section B 1b This activity gives students practice recognizing the numbers 0-9 in spoken telephone numbers.Say, Now listen to the conversation, and write down the telephone number you hear.(1)Play the recording for the first time.Students only listen.(2)Play the recording a second time.Have students write the numbers in the blank.(3)Check the answers.(4)Work in pairs and practice the conversation.Step 4 Section B 1c

This activity gives students speaking practice using the target language.(1)Call attention to the conversation on the right.Have two students read it.(2)Practice the conversation in pairs.(3)Say, Now in groups of three or four, make up conversations using any phone number you like.As they work, move around the room monitoring their work.Offer language or pronunciation support as needed.(4)Let several pairs come to the front of the class to perform their conversations for the class.Step 5 Section B 2a This activity provides listening practice with the target language.1.Call attention to the names and the numbers in the box.2.Read each one to the class or ask some students to read them.3.Point to the blanks in the four telephone numbers.Say, The phone numbers aren’t finished.You need to write the last two numbers later.Now listen and match the names with the telephone numbers.4.Play the recording for the first time.Students only listen.5.Play the recording a second time Students write the letter of the person’s telephone number in the space after that person’s name.6.Check the answers.Step 6 Section B 2b

This activity gives students practice recognizing the spoken numbers 0-9.(1)Say, Now let’s listen to the conversations again and finish each telephone

number.(2)Students listen and fill in the missing numbers.(3)Check the answers.(4)If have time, have students repeat the telephone number after the recording.(5)Practice the four conversations in pairs.Step 7 Section B 2c

This activity provides guided oral practice using the target language.(1)Call attention to the address book.Ask one student，“What’s your phone number?” Write his/her name and phone number in the address book.Make sure all the students understand how to fill in the address book.(2)Say, Now ask your four classmates their phone numbers and fill in the form.Step 8 Conclusion

(1)Learn the numbers 0-9.(2)How to asking for phone number:

What’s your phone number?

It’s …

Step 9 Homework(1)Remember the numbers from 0 to 9.(2)Make two conversations.(3)Do some preparing.7

Period 4 Teaching aims: 1.Memorize the words and phrases on page

2.How to ask for first names/last names/phone numbers.3.Train speaking and writing skills.Teaching procedure: Step 1 Revision 1.Go over the numbers in last class.Ask the students to read and spell numbers from 0-9.2.Talk about phone numbers.Step 2 Section B 3a This activity reviews about first name and last name.1.Say, Look at the picture.How many cards can you see? Can you read the names on the card? 2.Ask four students to read the names on each card.Then say, “Which is first name and which is last name? Do you know?” 3.Point out the blank line following each first name in the exercise.Say, Write each person’s last name in the blank after the first name.4.Students finish the exercise individually.5.Check the answers.Step 3 Section B 3b & 3c

This activity provides speaking and writing practice using the target language.(1)Point to the ID card.Say, Look at the girl on the card.What’s her telephone number? What’s her family name? What’s her first name?(2)Have students work in pairs and answer the three questions.(3)Check the answers.(4)Say, Look at the ID card in 3c.This is your card.Write your own first name, last name, and telephone number on it.(5)As students work, move around the room checking progress.Step 4 Section B 4 This activity gives students an opportunity to practice target language in a game.Read the instruction to the class.Make sure all the students know how to do it.Move around the room monitoring their work.Offer language or pronunciation support as needed.Step 5 Self Check 1 & 2

This activity reviews the vocabulary in this unit.1.Say, Do you know the words? Check the words you know.2.Ask students to find out the meanings of any words they don’t know.3.Have students write five new words in their Vocab-Builder, then share their lists with other classmates.Step 6 Self Check 3

This activity reviews language used to identify yourself and other people.(1)Say, Think of your two classmates: a boy and a girl.What’s his/her full name, first name, last name and telephone number?(2)Have students fill in the blanks about the two classmates.(3)Ask several students to read their cards.Step7 Writing

Have students write a passage about a friend using the details in activity 3.When they finish their articles, exchange it with other students to correct any mistake they may make.Have some students present their articles to the class.Step 8 Homework 1.Go over the words in Unit 1.2.Practice the conversations in Unit 1.

第三篇：7年級歷史教案

為您服務教育網 http://www.tmdps.cn 第19課 統一多民族國家的鞏固1 [教學目標]

1、知識與能力目標：

通過本課的學習，使學生了解在清朝統一多民族國家鞏固過程中的一些重要知識：清政府冊封**、**的制度并設置駐藏大臣，加強對西藏的管轄；乾隆帝平定大小和卓的叛亂，并設置伊犁將軍，加強對西北地區的管轄；蒙古族的土爾扈特部回歸祖國；清朝的疆城。

2、情感態度與價值觀目標：

通過本課的學習，使學生進一步認識我國統一多民族國家的鞏固是歷史發展的主流，各族人民在共同締造統一的多民族國家中，都做出了重要的貢獻。而土爾扈特部千里迢迢回歸祖國，是值得我們歌頌的愛國主義行為。[重點和難點] 教學重點為“**、**和駐藏大臣”與“平定大小和卓的叛亂”。

本課的難點是本課內容雖然主題明確，但因涉及多個少數民族，初一學生對少數民族的人名、地名、封號等較難掌握，同時對統一多民族國家的鞏固的概念，學生也較難理解。

[教法、學法]應用多媒體課件，運用啟發式和問題目標教學法。

[教學手段]多媒體課件、圖片包括“**、**和駐藏大臣”與“平定大小和卓的叛亂”

[課時]1課時 [課型]新授課

[教學過程]

1）復習提問上節內容。

2）導入新課：學生在前面學習的基礎上，已初步掌握統一多民族國家的形成和發展線索，這一課應進一步強化認識統一多民族國家的鞏固。所以，在講這一課時，可引導學生回憶統一多民族國家的形成發展過程，在此基礎上引出本課的主題。3）講授新課：

一、清朝鞏固國家采取的措施： 1）康熙平定三藩叛亂；

2）對西藏管轄：順治封五世**為“**喇嘛”，康熙封五世**為“**額爾德尼”，1727年設駐藏大臣管理西藏；

講述“**、**和駐藏大臣”時，可讓學生看圖片“江總書記接見十一世**”，問學生：江總書記為什么要接見這位稚氣未脫的**?**和**的封號由來如何?以圖片展示激起學生興趣，讓學生以探究的思維去掌握清朝對**、**的冊封和駐藏大臣的設置等內容。向學生解釋冊封的含義，引導學生分析這些重大事件有何意義，說明這些措施加強了對西藏的管轄，有利于統一的多民族

為您服務教育網 http://www.tmdps.cn 國家的鞏固。

3）乾隆粉碎大小和卓叛亂后設伊犁將軍管轄新疆；

講述“粉碎大小和卓的叛亂”，應利用地圖講清回部的地理位置和宗教信仰，不作展開。講解此目還可讓學生回顧漢代、唐代中央政府對西域的管轄。講大小和卓的叛亂，對叛亂過程不作補充。但對取勝的原因應略加分析，讓學生認識到平定叛亂，也是鞏固統一多民族國家的一項重要措施。4）土爾扈特部落在渥巴錫的領導下于1771年回歸祖國；

講述“土爾扈特回歸祖國”，教師可給學生放映電影《土爾扈特東歸》片段。教師可運用生動活潑的語言，恰當補充東歸途中的艱辛，在潛移默化中進行愛國主義教育。

5）講述清朝的疆域內容，要結合地圖，用圖示法按方位來展示清朝的疆域，使學生易于掌握。讓學生了解省級行政區的劃分，認識清朝前期的疆域奠定了今天我國版圖的基礎。讓學生注意理藩院和元朝時管理全國佛教和藏族地區行政事務的宣政院的區別。同時，使學生認識清朝五十多個民族中，每一個民族都對祖國歷史的締造做出了貢獻，基本奠定了

今天的民族格局，就像《愛我中華》的歌中所唱“五十六個星座，五十六枝花，五十六族兄弟姐妹是一家，五十六族語言匯成一句話，愛我中華??”

4）鞏固小結：可指導一些對本課感興趣的學生，以“統一多民族國家的形成和鞏固”為主題，進行研究性課題探討。可通過查找資料、目的在于進一步深化對鞏固統一多民族國家的感性認識和理性認識。5）練習：

結合第18課的主題內容，進行本課的總結。指導學生分析歸納統一多民族鞏固的措施，即：(1)平定少數民族上層的叛亂，(2)反抗外來侵略，(3)加強對民族地區的管轄。這些內容，可通過圖示法來理清線索。

為您服務教育網 http://www.tmdps.cn

6）作業：暢想考察：為了解西藏地區與清朝中央政權的關系，你可作一次暢想的實地考察，選擇三個考察地點，并寫出經過的交通線路、考察活動內容。還可根據考察地區的自然條件，寫出攜帶的必要物品。

第四篇：7年級歷史教案

為您服務教育網 http://www.tmdps.cn 第22課 時代特點鮮明的明清文化(二)1

[設計理念] 初一年級的學生基本沒有讀過四大文學名著，教師單純的敘說介紹，對學生而言，終究是隔靴搔癢，且課堂教學中也不可能去逐一地作詳盡介紹。對此，教師應充分調動學生從影視劇、連環畫、說評書等媒體獲得的已有認知，引導學生通過氛圍熱烈的課堂活動，實現本課的教學目標。[學習目標]

1、知識與能力

通過本課的學習，使學生了解，我國古典小說的創作到明清時期進入成熟階段，四大古典小說《三國演義》《水滸傳》《西游記》和《紅樓夢》的思想藝術特色，明清時期書法繪畫的代表人物。

2、過程與方法

通過引導學生分析《三國演義》《水滸傳》《西游記》和《紅樓夢》，得出這些作品大都具有反封建的積極內容，體現了鮮明的時代特點；了解它們不僅是中國文學史上的瑰寶，在世界文學史上也占有重要的地位。

3、情感態度與價值觀：通過本課的學習，使學生知道從思想主題和藝術表現手法兩個方面鑒賞文藝作品的方法，培養學生鑒賞文藝作品的素質，激發學生閱讀文學名著原作的欲望。[學習重點和難點]

本課的重點是《三國演義》《水滸傳》《西游記》和《紅樓夢》四大古典文學名著的文學成就和時代特點。

本課的難點是：《牡丹亭》主題思想的理解。

[教學準備]

教師準備：精選四大名著音像資料片斷。制作多媒體課件。

學生準備：課外閱讀四大名著。[教學時間]1課時 [教學過程]

（一）復習導入新課。（3分鐘）

上節課我們領略了明朝的建筑科技成就，請一位介紹一下。今天我們共同來了解明清在文學、戲劇、書畫方面的藝術成就。

（二）講授新課

一、古典小說的高峰（20分鐘）

1、老師播放四大名著音像片斷，學生指出里面塑造的主要人物。并加以介紹。

2、引導學生簡單概括出這四部小說的主要內容。并講一個自己熟悉的四大名著里面的小故事。

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3、以《三國演義》為例，引導學生討論歷史和歷史小說的區別。

4、指導學生列表（包括書名、作者、創作時間、小說題材等）比較歸納出四部小說的共同特點。

“明代三大奇書”：羅貫中《三國演義》（是我國最早的一部長篇歷史

小說）

施耐庵《水滸傳》（是我國第一部以農民起義為題材的長篇小說）

吳承恩《西游記》（是一部浪漫主義長篇神話小說）

5、列舉明末三大奇書及作者?（１）<<三國演義>>

羅貫中

為您服務教育網 http://www.tmdps.cn（２）<<水滸傳>>

施耐庵（３）<<西游記>>

吳承恩

二、戲劇的繁榮（6分鐘）

1、戲劇：湯顯祖《牡丹亭》

2、《永樂大典》----一部大型綜合性類書，是我國古代最大的一部類書。

3、小組學習，找出明清時期最負盛名的戲劇家及代表作，討論作品反映的思想感情。

4、播放京劇片斷，學習了解京劇的產生。

三、書畫的成就（5分鐘）

小組合作學習，概括明清時期書畫的特點，并了解著名書畫家。

（三）學習鞏固：6分鐘。

（四）練習：列舉明末三大奇書及作者?

（五）作業：課后習題 附：板書設計

一、小說：“明代三大奇書”：

羅貫中《三國演義》施耐庵《水滸傳》

吳承恩《西游記》

二、戲劇：湯顯祖《牡丹亭》

三、列舉明末三大奇書及作者?（１）<<三國演義>>

羅貫中（２）<<水滸傳>>

施耐庵（３）<<西游記>>

吳承恩

第五篇：7年級歷史教案

為您服務教育網 http://www.tmdps.cn

第6課 對外友好往來 11

一、教學目標

1、知識與能力：了解隋唐時期對外交往比較活躍的情況，包括日本派往中國的遣唐使與唐文化對日本產生的深遠影響、鑒真和尚東渡日本、隋唐與新羅的頻繁的來往、唐玄奘西游取經等史實。培養學生收集處理信息的能力，觀察分析問題的能力，比較能力和歸納能力。

2、過程與方法：小組合作學習，問題探究法。

3、情感態度價值觀：通過鑒真六次東渡、玄奘歷時18年的西游和歷時19年的譯經生涯中體現的奮斗精神，使學生更加崇敬為各國友好交往做出巨大貢獻的偉人，通過唐文化對各國影響的教學，培養學生的民族自豪感。

二、教材簡析

本課主題是唐朝對外友好交往，其中唐朝與日本、天竺的交往是本課的重點。本課的難點在于理解封建時代的對外交往為何如此頻繁？它與當今的開放有什么區別？

三、教學準備

教師：《唐朝對外主要交通路線圖》掛圖；學生收集有關鑒真六次東渡資料、玄奘西游天竺業績資料。

四、教學過程

一、導入新課

教師引導學生觀察課本第28頁導入框圖片：啟發思考，坐在這頭裝飾華麗的大象上的是什么人？他為什么受此隆重禮遇？（激發學生興趣）

一學生朗讀導入框文字，學生明白了這是唐朝高僧玄奘在天竺闡釋佛經，在天竺國受最高禮遇的故事。根據導入框設置問題進入新課。

板書課題：中外友好往來

二、進行新課

（一）1、學生齊讀第28頁正文部分，整體感知隋唐對外交往盛況。

2、《職貢圖》，說明唐朝時期許多外國使節遠道而來到中國，向中國皇帝進獻他們的珍稀寶物。指出這是中外交往的重要途徑。引導學生析圖，加深對中外交往知識理解。

3、掛圖《唐朝對外主要交通路線圖》，引導學生讀圖下說明及圖例，啟發學生讀圖探究：根據此圖，你能找出唐朝與中國有交往的國家和地區嗎？學生探究活動（上臺指圖說

為您服務教育網 http://www.tmdps.cn 說），教師肯定指圖小結：有東亞的新羅、日本，中亞的波斯、大食，巴爾干半島和小亞細亞的拂菻，印度半島的天竺以及東南亞各國等。然后引導學生在圖上指明中外交往路線，注意聯系古老的絲綢之路等知識。

（二）過渡：我們首先學習唐朝時與中國近鄰國家——朝鮮半島上國家友好交往狀況，引導學生自由讀書：唐與新羅的友好關系（教師板書）。

探究：雙方在頻繁的交往中都得到了哪些益處？

學生小組合作討論，捕捉有效信息，小組選一個代表發言，教師肯定。

（三）小結過渡：隋唐時期，不僅中國與朝鮮半島上國家交往密切，而且中國與隔海相望的日本交往也很密切，并且中國唐文化對日本產生重大影響。下面請同學們合作學習“遣唐使和鑒真東渡”部分。

看書后同學們提出問題供小組學習討論、探究，小組不能解決的，大家共同來努力解決。

探究問題：

1、從哪時開始日本有使者到中國來？

2、唐朝時遣唐使來中國基本概況。

3、遣唐使回國后對日本政治、生活有影響嗎？

4、日本對唐朝是如何評價的？（從文獻資料中提出問題）

5、唐朝到日本去的使者和僧人中最有影響的是誰？他什么時候去的？他東渡日本第幾次才成功？

6、鑒真東渡日本后對日本國有何貢獻？

7、鑒真前五次渡海狀況，鑒真六次東渡說明了什么？鑒真有哪些優秀品質值得我們學習和發揚？

8、比較日本錢幣與唐朝錢幣的異同，你能舉出日本受中國唐文化影響的一些事例嗎？

學生提出問題盡量讓學生自行解決，教師充分肯定并鼓勵學生，然后《鑒真坐像》：

1、爭對學生關心的鑒真六次渡海，讓收集了這一資料的同學復述鑒真渡海故事（展開故事比賽也可）；

2、師引導學生讀32頁的“曾回國?探親?的鑒真坐像”讓學生明確日本政府和日本人民對中日文化傳播使者鑒真的敬意和懷念他。塑像回國“探親”說明中日人民傳統友誼代代相傳。

（四）上課時我們了解了玄奘高僧在天竺受到最高禮遇的故事，那么你還知道玄奘哪些故事嗎？有一學生講述小學時學過的“生命的林子”這篇課文，講述玄奘決定在集納天

為您服務教育網 http://www.tmdps.cn 下名僧的法門寺——這一片莽莽蒼蒼（人才濟濟）的大林子，苦心潛修，研讀佛經，終成一代名僧的故事。教師肯定：好，說的好！玄奘的確是唐朝高僧！

①那么玄奘是何時去的天竺？他為什么要到天竺去？

他去的順利嗎？他在天竺有何成就？他回國后又有什么重大成就？

教師設置上述問題后，讓學生讀課文，探究這些問題，學生回答（略）

②學生合作完成課本32頁“動腦筋”題：“你知道秦王是誰嗎？”（啟發學生聯系舊知識回答）

③教師投影《玄奘》人物畫像：①介紹這是玄奘從印度學成后歸國的情景，具體內容詳見教師《教學用書》圖畫說明。②學生介紹玄奘西游天竺其他資料，通過介紹使學生對玄奘有更多的了解和認識。

比較探究：同學們對《西游記》這部小說非常喜愛，想一想書中唐僧的描寫與你所了解的玄奘有何不同？

學生各抒己見，教師引導：玄奘西游天竺取經，經歷了艱難險阻，最后取得成功，從這點上是相同的，至于小說中的孫悟空、豬八戒等一系列人物和一路上經歷的具體情節則都是虛構的。

三、新課結束。

學生小結，談收獲及感想，置疑問難。

教師置疑：今天我們學習了唐與日本、新羅和天竺的交往事實后，想一想，為什么隋唐時期對外交往如此繁盛？它與當今的開放有什么區別？

第一問教師啟發學生從以下兩方面去思考，去尋找答案：

1、唐朝前期的繁榮和強盛；

2、當時日本、新羅、天竺的簡要情況。

第二問，師引導作小結：唐朝對外交往十分頻繁，但封建時代的交往，多在政治、文化方面，經濟交往的比重還很小，相互間的贈品和回禮，與當今的國際貿易無法相提并論。

四、課后延伸。

根據本課內容，排演“鑒真東渡”、“玄奘西游”等歷史短劇或歷史小品。

板書設計

第6課 對外友好往來

一、唐與新羅的關系

二、遣唐使和鑒真東渡

為您服務教育網 http://www.tmdps.cn

三、玄奘西游