七年级英语教学实习教案12篇

作者：poorland | 发布时间：2022-09-04 16:59:03 收藏本文下载本文

实习教案（一）初稿指导记录

实习班级	南和实验中学	实习科目		英语
上课时间	2022年 5 月 6 日（星期五）第 1 节
课题、章节	七年级英语下册 Unite1 Can you play the guitar?
教学目标	Knowledge and abilities goals: 1.[ANNOTATION: BY ANNIE ON 2022-08-08T10:49:00 NOTE: 每个单元的词汇都是围绕某个话题设计的，所以在写目标时要表明学习这些词汇或者句型能培养学生什么样的英语能力] vocabulary: dance, swim, sing, play chess, paint, speak English, play the guitar Acquire vocabulary of various abilities that can be used in daily expressions, for example: I can play piano, I can play chess, I can play soccer, etc.2.[ANNOTATION: BY ANNIE ON 2022-08-08T10:51:00 NOTE: 同上] How to use Model verb “can”. “can” is a modal verb that means "to be able to". “can” means to be able to do something, to ask someone to do something, to allow someone to do something, and the possibility of something happening.Ability goals：Listening and speaking skills and communicative competence.[ANNOTATION: BY ANNIE ON 2022-08-08T10:51:00 NOTE: 这个属于能力目标吧？这个目标表达不明确] [ANNOTATION: BY ANNIE ON 2022-08-08T10:51:00 NOTE: 这个属于能力目标吧？这个目标表达不明确] . Listening and speaking skills and communicative competence. Teaching method: Listening and speaking methods. Pair works.Moral goals: Encourage students to express their abilities.
教学重、难点	“can”
课型	语法课 [ANNOTATION: BY ANNIE ON 2022-08-08T11:03:00 NOTE: 语法课] 专项课		课时安排		45mins
教学方法	Listening and speaking methods. Pair works.		教学用具		A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class.
教学内容及过程
Step 1 Lead-in [ANNOTATION: BY ANNIE ON 2022-08-08T10:54:00 NOTE: 设计这个活动的意图是什么？] Enjoy a song I’m a musician Introduce the theme of this lesson, "Can you do something?" and "Are you capable of doing something? T: Do you want to be a musician? S: T: Can you play the piano? S… T: What can you do? S: I can… T: What about you? S: T: OK, now please show your talent and tell us what you can do.Ask one of the students come to the front and do the action. Ask other students to guess what he or she can do.
Step 2 Presentation T: [ANNOTATION: BY ANNIE ON 2022-08-08T10:55:00 NOTE: 你想呈现什么？如何呈现？活动方式？师生互动方式？这一句话孤零零地放在这里，能说明什么？] Look at the pictures. What are they doing? S:They’re ……（What exactly are they doing, such as playing piano, ball games, etc.） Introduce the words to be learned in the course by showing students the content of the pictures.
Step 3 Pair work [ANNOTATION: BY ANNIE ON 2022-08-08T10:56:00 NOTE: 同上] Look at the pictures. Ask and answer like this: A: Can you play basketball? B: Yes, I can. / No, I can’t. Can you…? Through group discussions, students will quickly become familiar with the words and sentence patterns of the course and master the usage of the verb “can”.
Step 4 Presentation Show some pictures of famous stars. Practice the third person “he, she, they” T: Where can you play chess? S: T: Yes, in a chess club. This term, we have a lot of clubs. What club do you want to join? S… T: Sounds great. Can you…? S: Yes, I can/ No, I can’t If the answer is negative, guide students to say: S: No, I can’t. But I can learn it from others.
Step 5 Listening [ANNOTATION: BY ANNIE ON 2022-08-08T10:57:00 NOTE: 为什么在这里加入听力活动？和上一步骤有什么联系？] Listen to 1b Listen to 2a and 2b. Tell them to give special attention to listening activity (names of the clubs). Finish the tasks.Pair work A: [ANNOTATION: BY ANNIE ON 2022-08-08T10:57:00 NOTE: 如何练习？看不出来] What club do you want to join? B: I want to join the… A: Can you …? B: Yes, I can. No, I can’t. But I can learn it from others.
Step 6 Pair work Based on the example sentences from the previous presentation, let students use the example sentences to freely ask and communicate（The specific clubs are based on the clubs mentioned in the previous listening activities） A: [ANNOTATION: BY ANNIE ON 2022-08-08T10:57:00 NOTE: 如何练习？看不出来] What club do you want to join? B: I want to join the… A: Can you …? B: Yes, I can. No, I can’t. But I can learn it from others.Listening [ANNOTATION: BY ANNIE ON 2022-08-08T10:57:00 NOTE: 为什么在这里加入听力活动？和上一步骤有什么联系？] Listen to 1b Listen to 2a and 2b. Tell them to give special attention to listening activity (names of the clubs). Finish the tasks.

教学内容及过程

Step 7 Pair work

Look at 2b and talk about what the people can do the clubs they want to join.Step 7 Role-play the conversation 2d

T: If you like telling stories. What club can you join?

S: Story telling club.T: Right. Please read the conversation following the recording. Who wants to join the story telling club?

Then role-play the conversation.

[ANNOTATION:

BY ANNIE

ON 2022-08-08T11:02:00

NOTE: 什么内容？是重点吗？为何只列一个标题？]

Step 8 Explain some language points

The basic meaning of “can” as a modal verb is "to be able ". 2. “can” can be used with real verbs to form a verbal synthetic predicate, which means "capabilities". 3. “can” is not usually used with verbs that express perception. The negative form of can “cant” or “cannot” means that it is not enough, impossible or forbidden.The word "can" is used in common with "be able to" to express ability. However, "can" is a modal verb with no change of person and number, followed by the original verb form, and the subject can be a person or an object, and can only be used in the general present and general past tenses. The subject can only be a person, and cannot be used in the passive voice. When we want to ask about someones ability, what someone can/will do, we use the sentence pattern "What can + subject + do + other? " to show what someone can/will do. The answer is: "Subject + can + verb original + other".

Step 9

[ANNOTATION:

BY ANNIE

ON 2022-08-08T11:02:00

NOTE: ？]

Homework

Master the sentence patterns to ask someone about their ability：What can somebody do something？

Master the sentence patterns to express what you can do: I can do something.Review what you have learned about the use of “can” and review the information to preview other uses of “can”.

Teaching reflection

The verb "can" is a difficult verb to master and use in everyday life. Students should be clear about the meaning of "can" in statements, and should be proficient in both affirmative and negative sentences about the ability to express. Students interest can be appropriately aroused in the words of learning ability, and if they are competent in a certain area they can focus on the introduction.

实习教案（二）初稿指导记录

实习班级		实习科目		英语
上课时间	2022年 5 月 9 日（星期一）第 1 节
课题、章节	七年级英语下册Unit 2 What time do you go to school?
教学目标	1) Aims of Basic Knowledge: [ANNOTATION: BY ANNIE ON 2022-08-08T11:03:00 NOTE: 和第一篇教案一样，混淆了教学目标和教学内容 NOTE: 能力目标制定的不准确。语法课用来练习听力和阅读吗？] ① Mastering the expressions of time and frequency adverbs.Vocabulary: time, shower, usually, O’clock, what time, go to school, take a shower.② Grammar: What time do you…? What time does he / she…? Master the sentence pattern of asking someone the exact time of doing something：What time ＋ do/does ＋ subject ＋ verb original form What’s the time=What time is it Master simple frequency adverbs: often usually seldom always ③ Function: Use the simple tense to talk about the daily life.2) Aims of Abilities: Listening skill. Speaking skill. Reading skill. Writing skill. Can express time in the correct way in daily communication, asking others what they are doing at a specific time 3) Aims of Emotion: Love life.
教学重、难点	“tense”
课型	[ANNOTATION: BY ANNIE ON 2022-08-08T11:04:00 NOTE: 语法专项] 专项课语法专项课		课时安排		45mins
教学方法	Student-centered. Task based.		教学用具		PowerPoint And Blackboard
教学内容及过程
Step One: Warming-up [ANNOTATION: BY ANNIE ON 2022-08-08T11:04:00 NOTE: 丰富一些为什么有这个环节？目的是什么？] Greeting(First ask students what day of the month it is, then ask them what time it is.) T: Good afternoon, everyone.Students: Good afternoon, Miss Yang.T: What day of the month is it today? Students: T: Students, do you know what time it is, and how should we express it in English?( Introduce the content of the lesson and arouse students interest) T: Today we are going to learn about time expressions and related vocabulary(Identify the theme of the lesson)
Step Two: Presentation 1.[ANNOTATION: BY ANNIE ON 2022-08-08T11:05:00 NOTE: 这是复习还是新课？如果是复习，为什么这一环节是presentation?如果是新课，你觉得这个活动对学生有挑战吗？可能会遇到什么困难？而且你的活动更像练习，而不是呈现] Adjust the time, and ask students questions. T: What time is it? Students: It’s 12 o’clock. ( Write on blackboard) ( Help students to say ) T: What time is it? Students: It’s 10:15. ( Help students to say ) 2.Ask one student to come to the front, adjust the time and ask the other students. S1: What time is it? Students: It’s 9 o’clock.Show the students the clocks at each moment and teach them how to express them in English.You can make use of clocks and watches to give students a deeper experience.3.Teach the new words & phrases. Show some pictures of different clocks and the activities.T: I’m very busy these days. Can you guess what time I get up / eat breakfast / go to school / run / take a shower? ( Write on Blackboard) T: I usually get up at 6:35. ( Teach Students the new word “ usually” ) S1: You usually eat breakfast at … S2: You usually run at… S3: You usually take a shower at … 4.Ask Students to do the exercise of 1a, and then check the answers. Step Three: Listening 1.Show students the timetable of Rick’s (write on small Blackboard ) Rick’s timetable
Gets up
Eats breakfast
Runs
Goes to school
Takes a shower

Ask students listen to the recorder and fill in the chart.Then check the answers.2.Ask and answer.

T: What time does Rick get up / eat breakfast / run / go to school / take a shower ?

students: He gets up / eats breakfast / runs / goes to school / takes a shower at…

( Ask students pay attention to the underlined phrases.)

教学内容及过程

Step Four: Consolidation

1.Ask students to look at the pictures and tell their days.

Example: I usually get up at …. I eat breakfast at …. I go to school at …. At …, I take a shower.

Step Five: Homework

1.Try to remember all the words & phrases.

2.Survey: Ask your classmates their routines, and give your report.

Plan: January 1st is coming. Please plan it, and make your day wonderful.

Step Seven: Blackboard Design

Unit 2 What time do you go to school?

What time do you go to school? I usually go to school at six thirty.go to school get dressed get up brush teeth

eat breakfast take a shower what time

[ANNOTATION:

BY ANNIE

ON 2022-08-08T11:53:00

NOTE: 加上教学反思]

Teaching reflection

Expressions about time require students to put themselves in the situation and feel it on their own initiative. Time is an abstract concept, and it needs to be visualized more with the help of objects or pictures. More emphasis should be placed on the actual experience of the students in teaching, rather than just the teaching of knowledge. The activities on the course could be a bit richer.

实习教案（三）初稿指导记录

实习班级		实习科目		英语
上课时间	2022年 5 月 10 日（星期二）第 2 节
课题、章节	七年级英语下册Unit4 Don’t eat in class.
教学目标	(1)Knowledge Objects In this unit students learn to talk about rules.Make students learn and grasp imperatives and the usage of the words “can” and “have to”.(2)Ability Objects Train students’ listening, speaking, reading and writing skills. Train students’ integrating skills.(3)Moral Object As students, we must obey school rules.
教学重、难点	Learn the key vocabulary and the target language. Learn the imperatives and the words “can” and “have to”.Train students’ listening, speaking, reading and writing skills. Learn to write a letter.
课型	专项课		课时安排		45mins
教学方法	Scanning. Deducing.		教学用具		PowerPoint And Blackboard
教学内容及过程
Step 1 Revision Review some key words and language points learned in Unit 11 briefly.Point to the pictures one by one and teach students to say，Don’t arrive late for class. Don’t run in the hallways. Don’t eat in the classrooms. Don’t listen to music in the classrooms. Don’t fight.Write the rules on the blackboard. Read and have students repeat several times.Students open their books. Point out the list of school rules. Invite a different student to read each rule to the class.Step 2 Call students’ attention to the picture.Say, Each of these students is breaking one of these rules. rite the number of the rule each student is breaking in the box next to him or her. oint out the sample answer.Students do the activity individually.Check the answers.Answers 1.boy looking at his watch 2.boy running in the hallway 3.girl eating an apple 4.boy with headphones 5.boys sitting at desks, fighting.
Step 3 1b Ask students to read the five rules in activity 1a once more.Point to the three names. Say, You are to listen to a conversation. Three students are breaking the rules. Listen and write the number of the rules next to the name of the student who is breaking the rules.Play the recording for the first time. Students only listen.Play the recording again. This students listen and fill in the number of the rule after each name.Correct the answers.Answers Peter:2 Nicki:3 Joseph:4

教学内容及过程

Step 4 1c

Invite a pair of students to read the sample conversation to the class.Write it on the blackboard.Put students into pairs. Say, Student A is an exchange student. He or she doesn’t know the rules in the school. Student B tells him or her about the rules in 1a.Get students to work in pairs. As they are working, move around the room offering help as needed.Get some pairs of students to present their conversation to the class.(This activity provides oral practice using the target language.)

Step 5 Summary

In this class we’ve mainly learned to talk about school rules. As students, we must obey school rules.

Step 6 Homework

Write down the rules in activity 1a without looking at books.

Step 7 Blackboard Design

Unit 4 Don’t eat in class.Don’t arrive late for class. Don’t run in the hallways.Don’t eat in the classrooms. Don’t listen to music in the classrooms.Don’t fight.

实习教案（四）初稿指导记录

实习班级		实习科目
上课时间	2022年 5 月 11 日（星期三）第 1 节
课题、章节	七年级英语下册Unit5 Why do you like pandas?
教学目标	知识目标：学习本单元的词汇和句型结构 1）词汇： zoo, animal, tiger, elephant, koala bear, dolphin, panda, lion, penguin, giraffe, smart, cute, fun, ugly, intelligent, friendly, shy, kind of, Africa 2）句型结构： why, what, where 引导的特殊疑问句；用because表示原因；表示性质、品质的形容词的使用及程度的表达。 Why do you want to see the lions? / Why do you like lions?/Because they’re cute/interesting… What animals do you like?/Where are lions from? / Where do lions come from? They are very dangerous. They are kind of intelligent.2、能力目标：描述动物，并能表达对某种动物的好恶。
教学重、难点	1、重点：学习本单元的词汇，用what、why、where引导的特殊疑问句，用because表示原因以及形容词的使用。 2、难点：准确使用形容词对自己感兴趣的事物进行描述。
课型	专项课		课时安排	45mins
教学方法	Presentation.		教学用具	录音机，图片，物品实物。
教学内容及过程
Step 1 Warming-up and revision 1.Greetings.2.Revise the new words and expressions.3.Revise the conversations they learned the last day.4.Some Ss report their collection in the homework.
Step 2 Presentation 1、请同学用英语说出自己知道的动物名称并板书。出示课前准备好的各种动物图片，向学生展示各种动物的英语表达方法。（tiger, elephant, koala bear, dolphin, panda, lion, penguin, giraffe, etc.） 2、发音练习，注意元音字母及组合的发音规则。 3、将图片按1a中的样子贴在黑板上，仿照动物园的导游图布置，要求学生将单词卡贴在相应的动物图片下。教材中对应配对练习（1a）。(答案: b, h, d, a, e, f, g, c)
Step3 Activity：（1）用黑板上所贴的图片学习对某种动物的喜爱及原因（2）完成任务需要的词汇及句型结构：词汇：cute, interesting, fun, smart, beautiful等形容词，句型结构：I like lions. Let’s see the lions first.Why?(Why is that?) Because they are cute.
Step 4 Learning exercise：听录音（1b）。在1a中勾出所听到的动物。（panda, giraffe, penguin）

教学内容及过程

Step 5 Group work：讨论在动物园中最先参观的动物，并给出理由。

Step 6 Conversation：

（1）让小学生进行表演1c部分的知识点，进行对话训练。

（2）让几组学生在班上进行对话练习。

Step 7 Pair work

Ask the students to read the conversation in 3b first. And then ask them to make conversations. Now practice asking and answering questions about what the people in the pictures did last weekend. Practice in pairs. Use the dialogue as an example. Give the students two minutes to read and make the conversations

Step 8 Copy the words and phrases.

实习教案（五）初稿指导记录

实习班级		实习科目		英语
上课时间	2022年 5 月 12 日（星期四）第 2 节
课题、章节	七年级英语下册Unit 6 I’m watching TV.
教学目标	Go on learning to talk about what people are doing.
教学重、难点	present participle: run-running , write-writing Present progressive tense: Subject +be+doing +…
课型	专项课		课时安排		45mins
教学方法	Importation.		教学用具		PowerPoint And Blackboard
教学内容及过程
1.1. Warming-up and revision ⑴Watch VCD which is connected with the present progressive tense.⑵Revision The teacher asks Ss to do some actions, ask and answer one by one (chain work) T: What are you doing? S1: I am reading an English book. What are you doing ? S2: I am writing .What are you doing ? S3: I am playing the guitar. What are you doing? Show some pictures, point to them and ask.（运用图画） T: Look at picture 1! What is he /she doing ? S1: He/She is talking on the phone.T: Look at picture 2! What are they doing? S2: They are singing and dancing.T: Look at picture3. What is he doing? S3: He is swimming.
2. Presentation The teacher asks one student to come to the blackboard and do an action. T: Are you playing soccer? S: No, I’m not. T: Are you playing basketball? S : Yes, I am.Ask more students like this.
3.3. Practice Have students make a similar dialogue like this S1: Are you reading a book? S2: No, I am not.S1: Are you reading a newspaper ? S2: Yes ,I am.
4. Guessing games The teacher uses pictures to ask the students. Cover one part of the picture and then uncover it little by little.T: What is he doing ? S1: Is he playing the computer? T: No, he isn’t . S2: Is he playing the guitar? (show another picture) What are they doing? Teacher continues to ask students and shows them more pictures.

教学内容及过程

5. Pair work (work on 2c)

T: let’s look at the pictures and guess what the people are doing. Please practise in pairs.A: Is Nancy writing a letter? B: No, she isn’t. She is writing a letter. Then check the answers.

6. Work on 3a

T: Look at the pictures and make conversations. Please write the correct number of the pictures next to the conversations below. Then check the answer. [Conversation A=3 Conversation B=2 ]

The teacher reads the conversation before the class, and the Ss repeat the sentences. Ss practice the conversation in pairs and act out the conversation.

7. Pair work（work on 4）

（1）Show a picture and teach the new phase “wait for a bus”.（2）Look at the pictures and answer the questions below. Ask Ss ask and answer like this.S1: Where is he? S2: He is in the store/ the supermarket.S1: What is he taking? S2: He is taking a bottle of juice.S1: What is he waiting for? S2: He is waiting for a bus.（3）T: Please look at the pictures again and talk about the four pictures.

8. Grammar Focus

T: 这两天我们学习了现在进行时，当我们询问某人正在干某事时，我们应该说What are you doing? What is he/she doing?

回答时应说 I am watching TV. He is doing homework.一般疑问句：Is he/she doing? Yes, he/she is./No, he/she isn’t/

Are they doing? Yes, they are./ No, they aren’t.T: 请大家注意现在进行时态的构成.主语＋be＋现在分词

T：现在分词在动词下面加“ing”, 如play→playing, wait→waiting

9. Homework

Read and recite 3a.Write the story about the four pictures.

实习教案（六）初稿指导记录

实习班级		实习科目		英语
上课时间	2022年 5 月 13 日（星期五）第 1 节
课题、章节	Unit5 China attracts millions of tourists from all over the world.
教学目标	Knowledge objectives: a) students can grasp the key words like stretch, emperor, brick, civilization and learn about the main history of The Great Wall Ability objectives: students can learn how to get information from a passage through reading strategies like skimming and scanning.Emotional objectives: students will be more in awe of The Great Wall and more interested in Chinas historic site.
教学重、难点	Key point How to make students understand the test.Difficult point How to make students introduce famous Chinese tourist attraction and use the reading skills in daily reading.
课型	Reading Lesson		课时安排		45mins
教学方法	Communicative Approach		教学用具		PPT, blackboard, textbook
教学内容及过程
Step1 Lead-in (4mins) Before class, let’s play a game. The teacher will describe a place and you can guess where it is.Teacher: this is a famous place in Beijing Students: The Palace Museum/ Tiananmen Square Teacher: it is very long and there is a saying that one who has never to this place is not a true man.Students: The Great Wall (Justification: through this interesting game, can very well attract the interest of students, but also leads to the main object of this text)
Step 2 Pre -reading (5 mins) Use the PPT to show the history of The Great Wall. Then explain several new words and ask students try to paraphrase them in English, such as “emperor” means the ruler of an empire and “civilization” means a state of human society that is very developed and organized… (Justification: The background knowledge will tell students the history of The Great Wall. And learning the new words can prepare them for the reading.)
Step 3 While-reading (20 mins) (1) Extensive reading(12mins) Skimming Ask students to read the passage quickly and find out the main idea of each paragraph.Part1—The general introduction of The Great Wall Pait2—The function of The Great Wall Part3—The change of The Great Wall Part4—The influence of The Great Wall Scanning Ask students to rad the text again and find the answers to the following questions on the PPT.Q1: What the purpose of people built The Great Wall? Q2: How long is The Great Wall？ Q3: What is the influence of The Great Wall? (Justification: Skimming and scanning can help students understand the text and know the history of The Great Wall. Meanwhile, it can improve their reading skills.) (2) Intensive reading(8mins) Students should read the text for the third time and talk about what you have learned from this text (Justification: This will deepen students understanding of the text)

教学内容及过程

Step 4 Post - reading (12mins)

Retelling (5mins)

Give students 2 minutes to prepare to retell the whole passage according to the main idea of each paragraph. Then invite several students to retell in front of the class.(1)

Sharing opinions (7mins)

How do you understand the saying,” The one who has never been to The Great Wall is not a true man”?

Then invite some students to share their opinions.(Justification: Retell can help students deepen their impressions of this text, and sharing opinions about the saying will cultivate their ability to communicate in public)

Step5 homework (4 mins)

Read a passage about a famous Chinese tourist attraction and make a dialogue to introduce the famous Chinese tourist attraction which you like most. Then share with us next class. The following questions may help you.1.What is the tourist attraction and where is it？

2.What it is famous for?

3. Why do you like it best?

(Justification: Let the students learn how to introduce the famous tourist attraction and use the reading

skills in daily reading. It solves the teaching difficult points.)

实习教案（七）初稿指导记录

实习班级		实习科目
上课时间	2022年 5 月 16 日（星期一）第 1 节
课题、章节	Unit6 Entertainment and Friendship
教学目标	Knowledge objectives: a) students will learn some expressions like Academic Awards Ceremony, Oscars，b）students can understand the passage and learn more about entertainment Ability objectives: students will be able to use different basic reading strategies like skimming and scanning correctly in their reading process.Emotional objectives: a) Students can foster the interest and desire of learning English and be fond of taking part in kinds of class a activities .B) Students will be more interested in entertainment.
教学重、难点	Key point: help students get the main idea of the text.Difficult point: how to let students understand the text thoroughly
课型	Reading Lesson		课时安排	45mins
教学方法	Communicative Approach		教学用具	PPT, blackboard
教学内容及过程
Step1 Lead-in (4mins) After greeting students, the teacher will write Times Post on the blackboard then let students guess Times Post is most probably the name of a (book/website). Then the teacher will show some pictures about entertainment on the PPT.( Justification : The picture is vivid and interesting , which can arouse students ＇interest in the teaching activity Meanwhile, it can also introduce the topic today naturally)
Step 2 Pre -reading (5 mins) (1) New knowledge teaching The teacher will show some new expressions on the blackboard like Academic Awards Ceremony, Oscars to help Students know the meaning of them.(2) Prediction Before reading, the teacher will organize students to make a prediction . Some hints will be provided to help them Hint 1: New expressions just referred Hint 2: Title of this text-Times Post. Hint 3: Some pictures which students can see.(Justification: Through above activities, students will be prepared to listen and can understand the material better.Meanwhile, this completes the learning of new expressions in knowledge objectives.）
Step 3 While-reading (20 mins) (1) Extensive reading Skimming Students will have 2~3 minutes to read the passage(1a) first time to check their prediction and conclude the main idea of the text.Scanning Students will read the passage(1a) again to locate certain information and match the words with their meaning. (1c) 1.Winner A. a conversation in which you can talk to somebody to find out more about him 2.Present B. to show something to somebody formally 3.General C. someone who wins Interview D. describing only the main features rather than details 2.(Justification: Through fast reading, students will have general understanding of this passage .) 3.(2) Intensive reading 4.Students should read the 1a for the third time and do the following tasks: True or False(1b) 1.The news about the 82nd Academy Awards was reported on March7. ( ) 2.The director of the motion picture, The Hurt Locker, is a woman. ( ) 5.The paintings and drawings on Picassos Works Show are showed in Spain ( ) 3.(Justification: Through above reading activities, students will not only understand the main idea and details 4.of this reading material, but also improve their reading abilities. This completes the Ability objectives. )

教学内容及过程

Step 4 Post - reading (11 mins)

Group discussion

Students need to survey your partners about their favorite kinds of movies, then write a report about it.

Several minutes will be given. When time’s up, several students will be invited to share their reports. After

it, the teacher will give corresponding comments on them.(Justification: This task can arouse students’ interest and involve the whole class. Also, they will be more

confident to share their opinions in public.)

Step5 Summary and homework (5 mins)

1.Summary

Students should act as an assistant teacher to conclude what they have learned in this class, and then the

teacher will make a summary together.( Justification : Reviewing the important knowledge in this lesson can deepen students＇impression and form good study habits .)

2.Homework

(1) Retell the 1a after the class. (2) Search the internet for more information about entertainment and share with others next class.(Justification: Retelling can help students sort out the course content, and the task of collecting information

can help students actively explore more knowledge and information.）

Teaching reflection

This is a reading lesson, it talks about the entertainment. Through extensive reading and intensive reading

of the text so that the students understand the main idea of the text thoroughly and improve their reading

Ability. It accomplishes the knowledge, ability, emotional objectives. At the same time, the group activities

in the teaching process can improve students’ communicative abilities.

实习教案（八）初稿指导记录

实习班级		实习科目		英语
上课时间	2022年 5 月 17 日（星期二）第 2 节
课题、章节	七年级下册Unit 7 It’s raining!
教学目标	1、作学习重点词汇：raining, sunny, cloudy, snowing , windy, hot ,cool, warm, humid,和部分现在分词。 2、掌握描绘天气状态的形容词及现在分词，并学会其特殊疑问句、一般疑问句的用法及回答。
教学重、难点	A 学习并掌握记汇： raining, sunny, cloudy, snowing , windy, hot ,cool, warm, humid B 熟练掌握现在进行时的用法；学会表达对不同天气的不同态度及原因。学会描述人们在不同的天气里所做的各种活动。
课型	专项课		课时安排		45mins
教学方法	Importation.		教学用具		教学挂图、录音机
教学内容及过程
Step1. Warming up 1. Ask the Ss randomly: What’s the date today? What day is it today? How are you? 2. Give a new expression which has the same meaning as How are you? : How’s it going? But the new one has more answers.
Step2. Presentation 1. Show 4 faces on the screen and ask Ss to describe each face using whatever words they can. Help Ss identify each person is feeling.2. Then show 4 words. Say the words and ask Ss to repeat each one. Ask Ss to match each remembered phrase with a face. Encourage them to spell the phrases by How do you spell it? 3. Practice with the new structure by the whole class: Choose one to the front and the others guess the description words through his/her facial expressions.

教学内容及过程

Step4. Weather report

Show a weather map of China. Get Ss to make a weather report as a CCTV anchor. They may begin with asking the weather in each city, then make up a report about it.

Step5. Chant

Show an easy chant to reinforce the questions and words about the weather.

Step6. Homework

1. Copy the new words 4 times each.2. Summarize the usages of how in questions.3. Watch a weather report on TV and take down some notes about the weather forecast for tomorrow, and then write a report about it.

实习教案（九）初稿指导记录

实习班级		实习科目
上课时间	2022年 5 月 18 日（星期三）第 1 节
课题、章节	七年级下册Unit 8 Is there a post office near here?
教学目标	（1）掌握本单元的重要词汇及句型。（2）通过本单元的学习，掌握问路与指路的基本语句，并能运用于现实生活中。
教学重、难点	1．重点： 1）．表方位的介词：near、across from、next to、between、on 2）．问路与指路的基本语句 2．难点：本单元词汇量较大（生词表中列出44个单词，9条短语；课文中还有一些短语）。
课型	专项课		课时安排	45mins
教学方法	Reading.		教学用具	教学挂图、城市或乡镇街道的图片、录音机、磁带
教学内容及过程
Step 1 Warming-up and revision 1.Greetings.2.Revise the new words and expressions.3.Revise the conversations they learned the last day.4.Some Ss report their collection in the homework.
Step 2 Presentation 方法一：教师课前准备1a中出现的标有各建筑或设施的单个图片。将其逐个呈现，同时与学生进行对话：（1）T: What can you see? Ss: I can see a library. （2）T: What’s in the picture? Ss: There is a bank. T: Is there a bank? Ss: Yes.教师一边出示图片，一边教读单词，并将图片贴在黑板上，让学生读出单词，猜想汉语意思。在学生能力较高的班上，教师可提前加入后面的avenue, garden等名词。生词呈现完后，再集中教读。此时教师应注意学生的发音，尤其是arcade的重音。必要时可抽部分学生朗读。方法二：为呈现supermarket, bank, video arcade等词，可有如下对话：（1）T: Where can we buy food and drink? Ss: In a supermarket.（2）T: Where do people keep their money? Ss: In a bank.（3）T: Where can you play video games? Ss: In a video arcade. 其余类似。教师将通过对话引出的单词板书在黑板上并教读。方法三：（1）引出单词 street: T: Our school is on Zhong Shan Street. Ss: Yes.（2）T: On the street we can see our school. We can see a shop, too. Ss: Yes.（3）T: What other things can we see on the street? Ss：I can see a... （4）T: What can you see on other streets? S1: I can see a ... S2: I can see a ... （为了让学生能够表达其意，教师可将学生可能会涉及到的以及已经表达的单词写在黑板上。在学生学习能力较强的班上，教师可将学生使用到而教材中未出现的单词写在黑板上并教读。）
Step 3 Check T: What’s in a supermarket? Ss: Food and drink.T: What’s in a library? Ss: Books.T: What can you do in a video arcade? Ss: I can play games.教师可板书以下句型： (1) What’s in a library? (2)What can you do in a video arcade? 让学生自己选择用什么样的问句进行问答练习。
Step 4 Listening exercise熟悉单词。教师放1b部分的录音两遍，要求学生圈出所听到的词。师生一道讨论所听到的内容。

教学内容及过程

Step 5 Dialogue

（1）T: Look at the map. Can you find Center Street?（板书: Center ST） Ss: Yes. 教师用以上同样的句型引导学生对图中其他地点进行问答。

（2）T: There is a bank near here on Center Street. Is there a bank near here? Ss: Yes, there is. 教师板书句型：

---Is there a bank near here? ---Yes, there is a bank on Center Street.（3）若学生接受能力较强，教师可加入3a中出现的in the neighborhood. T: The bank is in near here. The bank is in the neighborhood. 教师重复并教读in the neighborhood. T: Is there a park in the neighborhood? Ss: Yes, there is a park on ...Street.

Step 6 Conversation

教师让学生看1a中的画面，模仿图中对话谈论其他地点,进行pairwork。

Step 7 Homework

（1）生词记忆，准备听写。

（2）抄写Grammar Fucous的句子，并且翻译在家庭作业本上。

实习教案（十）初稿指导记录

实习班级		实习科目
上课时间	2022年 5 月 19 日（星期四）第 2 节
课题、章节	七年级下册Unit 9 What does he look like?
教学目标	1.识记描述人物外貌特征的词汇 Short, long, curly, straight, blonde, brown, hair, bald, tall, height, thin, heavy, a medium build, glasses, beard mustache 2.学会使用询问、描述人物外貌特征的句型。 a. What do you look like? I’m short I have curly hair b. What do they look like? They’re medium height c. What does he/she look like? He/She is tall/medium height/short//thin/heavy//bald. He/She has a medium build//a beard//a mustache He/she has long/short//blonde/brown/black…/straight/curly hair He/She wears glasses//a white T-shirt 3.学会询问他人外表；学会谈论，描述身高，体重，发型，面部特征及着装等外貌特征。并根据描述画出人像。
教学重、难点	1) What引导的询问外貌的特殊疑问句。 2) be, have, wear的一般现在时用法。 3) 描述外貌的形容词。 1) 注意比较动词“has”和“is”在对人物进行描述时的用法及汉语意思的差别。 2) 注意当句子主语是第三人称单数时，在句型What does he/she/your friend/A’my look like?中助动词用does，后面用动词原形look。
课型	专项课		课时安排	45mins
教学方法	Importation.		教学用具	PowerPoint, Blackboard, picture.
教学内容及过程
Step 1 Leading-in T: How many people are there in your family? S1: There are…They are my… T: Can you say something about them? S1:… (Then the teacher asks another three students to answer the questions like this.) T: I think you all have a happy family. Me, too. I also have a happy family. Do you want to know them? Ss: Yes.T: Do you know what they look like? Ss: No.T: Look, this is my family photo. Let’s meet them one by one. (Show a photo of my family.)
Step 2 New words 1. Present new words.T: Look, who’s this woman? Can you guess? (Show my picture to the students.) Ss: Is this your mother? T: Yes, she has long hair. Read after me, long hair, H-A-I-R, hair. Ss: H-A-I-R, hair.(Then look at the pictures of my father and my sisiter and teach the other new words in the same way such as “short hair, curly hair and straight hair.”) T:I have long, straight hair. What about you? (The teacher points at a student.) S1: I have short, straight hair.(The teacher asks some moer students to practice. Then show a photo to the students.) T: Look at this man. He is my father. He is very tall. Read after me, tall, T-A-L-L, tall.Ss: T-A-L-L, tall.(Teach the other new words in the same way such as “short, medium height, thin, heavy, medium build”.) 2. Practice the new words.T: Look at 1a. Match the new words with the pictures as quirkily as you can.(Then check the answer.)
Step 3 listening.T: I have a good friend. Her name is Amy. Look, this is Amy. Now she comes to the station to meet her friend. But there are so many people. She can’t find her friend. Can you help her? Ss: Yes.T: Listen to the tape. Work on 1b. Help Amy find her friend, Ok? Ss: OK.(The teacher plays the recording. Then check the answers.)