七年級英語教師教案都有哪些？全日制普通高校，除非英語外語專業(yè)外，英語一般為必修課，其他外語為選修課;而不是英語專業(yè)語言專業(yè)一般要求英語作為必修課。下面是小編為大家?guī)淼钠吣昙売⒄Z教師教案七篇，希望大家能夠喜歡！

七年級英語教師教案精選篇1

【學習目標】：1、熟練掌握本課6個單詞.

2、學會詢問他人姓名及介紹他人姓名.

3、能聽懂有關談論他人姓名的對話并進行自由交際.

【學習重點】： 詢問他人姓名及介紹他人姓名的句型.

一、自主學習(教師寄語：Knowledge is power.)

學習任務一: 熟練讀　寫本課6個單詞.

1.個人自瀆，記憶本課單詞.

2.小組互相檢查單詞讀寫情況.

3.根據(jù)漢語寫出下列英語單詞并展示.

學習任務二: 運用句型：What's his / her name?

His / Her name is .... 進行自由交際.

1.小組合作，理解并熟讀下列短語，并寫出漢語意思.

my nane ( ) your name ( )

his name ( ) her name ( )

2.個人理解下列對話，并且兩人合作練習.

A：Hello! What's your name?

B：My name is Gina.

A：Nice to meet you.

B：Nice to meet you,too.

A：What's her name?

B：Her name is Jenny.

3.小組合作，練習自己的對話.

4. 對抗組開展競賽，展示自己的對話.

學習任務三: 聽聽力完成2a,2b.

1.個人看圖，理解四幅圖畫，思考圖畫中人是在談論他人還是對方.

2.聽聽力，給四幅圖畫編號.

3. 小組為單位，熟讀2b中的名字。

4.聽聽力，完成2b.

二、合作共建(教師寄語：Many hands make light work. )

討論下面兩句話如何用英語表達.

1.他叫Bob.

2.她叫Jenny.

三、系統(tǒng)總結(教師寄語：No man can do two things at once.)

根據(jù)提示，完成下列問答.

_______ _______

What's _______ name? _______ is ....

_______ ________

四、診斷評價

1、 寫出下列短語.

(1)我的時鐘　　　　　　　　　(2)你的問題

(3)他的名字　　　　　　　　　(4)她的回答

2、 根據(jù)句意及首字母補全單詞。

(1)_________　is your name ?

(2)Nice to m________you.

(3)His a _________is good.

(4)L______! His clock is beautiful(漂亮的)　.

三、選擇

1. _______, What's his name? His name is John Green.

A. Hi B. Oh C. Sorry D. OK

2. She is a girl(女孩).What's ______ name?

A. her B. she C. she's D.his

五、【課后反思】(教師寄語：Never do things by halves)

七年級英語教師教案精選篇2

【學習目標】：1、熟悉掌握本節(jié)課的六個詞匯。

2、正確辨別英文名字的姓和名，以及和中文名字的差異.

3、 學會詢問他人名和姓的句型.

【學習重點】：掌握詢問他人名和姓的句型.

【學習過程】：

一、自主學習(教師寄語：Knowledge is power.)

學習任務一: 熟悉掌握詞匯。

1、 個人自讀，記憶本課單詞.

2、小組相互檢查 單詞讀和寫的情況.

3,、據(jù)漢語寫出單詞,小組競賽并展示.

學習任務二: 能運用句型:What's your first name ?

My first name is....

What's your last name?

My last name is...進行交際.

1、試讀下列姓名,嘗試總結歸納.

Gina Miller

First name :________ Last name: ________

完成 3a .(讓對抗號在黑板上展示)

2、理解下列對話,兩人合作練習.

A: Hello! What's your name?

B: My name is Jack Smith.

A: What's your first name ?

B: My first name is....

A: What's your last name?

B: My last name is...

3、小組合作,練習自己的對話.

4、 對抗小組開展競賽,展示自己的對話.(完成3b)

二、合作共建(教師寄語：Many hands make light work. )

學會了詢問他人的名和姓的句型后，能否用his/her做替換練習。

三、系統(tǒng)總結(教師寄語：No man can do two things at once.)

1、 總結你所知道的名和姓。

2、自己編寫一個詢問他人姓和名的小對話.

四、診斷評價 (一) 用所給詞的適當形式填空.

1. Nice to meet ______(your).

2. _____(she) name is Helen Black.

3. His family name _____(be) Mr Green.

4. ______(be) you Mr Green.

5. Hi, I _____(be) Lily.

(二) 據(jù)漢語完成句子

1. Brown 是他的姓氏. Brown is ______________name.

2. 她的名是什么? ____________________name?

3. 你好,我是杰克. Hi, ________Jack.

4. 我的鋼筆是黑色的. _____pen is ______.

5. 他的名字是吉姆. _______________Jim.

(三)根據(jù)上下文完成對話.

A: Hello!

B: ________!

A: I'm Gina,________________?

B: My name is Linda Brown.

A: Is Linda your last name?

B: No.Linda is my __________. And Brown is ___________.

A: Nice to meet you.

B: ____________________.

五、【課后反思】(教師寄語：Never do things by halves)

七年級英語教師教案精選篇3

I. Analysis of the Teaching Material

1. Status and function

The topic of this unit is about food. The students will learn how to order food or

take-away. In this unit, the students will be able to use “would like” to express their need

for food and learn how to ask others? information and provide their personal information

during the process.

2. Teaching aims and demands

1). Knowledge objects

a. To master how to order food or take-away;

b. To master the modal verb “would” and “what” questions.

c. To master the usage of countable nouns and uncountable nouns.

2). Ability objects

d. To use “would like” to talk about the need for food.

e. To improve students? ability of communication and social practice.

3). Sensibility objects:

Let the students experience the happiness of learning English, cultivate their ability

to do things and foster the spirit of cooperation in group activities.

3. Teaching difficult points and focus:

1)To learn the names of food and the countable and uncountable nouns.

2)To learn how to order food.

3)To use “would like” to express their need for food and learn how to order food.

II. Target Language

1) what would you/he/they like to eat?

I?d /He?d /They?d like some...

2) What kind of noodles would you/he/they like?

I?d/He?d /They?d like beef and tomato noodles

IV. Vocabulary

noodles, beef, chicken, mutton, potatoes, tomato, cabbage,carrot, dumplings, porridge, soup, green tea, orange juice, would like…

V. Teaching Time

45 minutes

VI. Teaching Procedures

Step 1. Warm up.

1) Show some pictures about sports and let the students answer the questions below:

After doing these sports, what?s your feeling?

Are you tired ?

Are you hungry?

2) Let the students thinking the question: If you are hungry, what would you like to eat?

3) Show some pictures of food that they have learned.

Step 2. Lead into.

1)T: “No food left! But don?t worry, let?s go to the restaurant to have a big meal.

Look! What can you see in the restaurant?

Yes, There are many kinds of food there. You can choose whatever you like”.

2)Show the new words.

3)Questions:

A: What kind of vegetables/meat/food/drink would you like?

B: I?d like some…

Let the students to learn the names of food and the countable and uncountable nouns. Let the students make some dialogue.

Step 3. Let’s chant.

Step 4. Noodle House.

1) Show some pictures about noodle specials.

meat+vegetables → special1/special2….

(let the students to guess the meaning of the word ?special?)

2) Make dialogue

A: What kind of noodles would you like?

B: I?d like…and…noodles.

Step 5. Pairwork and guessing game

1) Pairwork . (Make dialogues.)

2) Game: Who is the winner?

Ask a boy and a girl come before the blackboard, and then ask two students to make a

dialogues. The boy or the girl who find the right special will win one score….after

some pairwork, see who is the winner? The boy or the girl.

3) Guessing game.

Step 6. Role Play (In the Nodle House)

A customer and a waiter. (Make a dialogue)

Let the students express their need for food and learn how to order food.

Step 7. Summary

Step 8. Apothegm

Step 9 A Flash → “I’m hungry”

Learn the song.

Step 10. Homework

七年級英語教師教案精選篇4

Language goals

In this unit students learn to describe animals and express preferences and give reasons,

New language

Why do you like koala bears?. Because they're cute,They're pretty interesting, They're kind of shy, They're very big.

names of animals such as tiger, elephant, koala bear, dolphin

description words such as smart, cute, intelligent

names of countries: Australia, South Africa,

Recycled language

between, across from

He's/She's from ... He's / She's five years old.

name of countries; China, Japan, Brazil

Section A

Additional materials to bring to class:

coins or other markers for the Bingo game in 4.

Ask students to name as many animals as they can in English. Write the list on the board,

Ask students to describe each animal in some way.They may tell its color or tell if it is big or small.

Say, Today we are going to learn the names of some more animals. Well also leam how to say which ones we like and tell why we like them.

la This activity introduces the key vocabulary.

Focus attention on the map of the zoo showing pictures of animals. Ask students to point to and name any animals they can.

Point to the animals one by one and say the name of each. Ask students to repeal.

Point out the numbered list of words. Say each one and ask students to repeat.

Then ask students to match each word with one of the pictures. Say, Write the letter of each animal in the blank by that animal's name. Point out the sample answer.

Check the answers.

1 b This activity gives students practice in understanding the target language in spoken conversation.

Point to the animals in 1a- Ask students to point to and name the animals.

Say, I'm going to play recordings of three conversations. Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear.

Play the recording the first time. Students only listen.

Play the recording a second time. This time students check each animal name they hear.

Correct the answers.

1 c This activity provides guided oral practice using the target language.

Call attention to the example conversation in the picture. Ask two students to read it to the class. Answer any questions they may have.

Point out the four description words. Ask a student to read them aloud. Review the meaning of each word.

Say, Now you can make conversations about animals.Your conversations can be like the example. Use these description words.

Ask students to work in pairs. Have them take turns saying both parts.

If students need help getting started, demonstrate another conversation with a student. For example:

Teacher: let's see the elephant.

Student: Why do you want to see the elephant?

Teacher: Because it's very smart.

Ask some students to present their conversations to the class.

2a This activity provides listening practice using the target language.

Call attention to the two blank lines on the left. Say,You will hear a recording of a conversation. Listen carefully. Then write the names of the two animals you hear on these lines.

Play the recording the first time. Students only listen.

Play the recording a second time. This time students write in the names of the animals.

Check the answers.

Point out the adjectives listed on the right. Ask a student to say the words.

Say, Now I will play the recording again. This time draw a line between each animal and the adjective you hear.

Play the recording and have students match each animal with an adjective.

Correct the answers.

2b This activity provides listening and writing practice using the target language.

Call attention to the conversation and the blank lines in it Say, You will hear the recording again. This time please write a word from the box on each blank line. Some words can be used more than one time.

Ask a student to read the words in the box.

Play the recording. Check to see that students are writing a word from the box on each line of the conversation.

Go over the answers.

2c This activity provides guided oral practice using the target language.

Call attention to the conversation in the picture. Ask two students to read it to the class.

Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, and Box 3 in your conversations.

Demonstrate a conversation with a student. For example:

Student: Do you like penguins?

Teacher: Yes, I do.

Student: Why?

Teacher: Because they're very cute.

3a This activity provides reading practice using the target language.

Point to and say the names of the three countries on the maps and ask students to repeat

Point to the three animals and ask a student to name them.

Say, Now draw a line between each animal and the country it comes from.

Correct the answers.

3b This activity provides guided oral practice using the target language.

Point to the conversation in the picture. Ask a pair of students to read it to the class.

Ask students to work in pairs. Say, Now you can talk about where animals come from. Point to the map and animals students matched up in 3a-

Say, Work with a partner. Take turns asking and answering questions about the countries and animals in 3a.

After a few minutes, ask several pairs to say the conversation for the class.

Section B

Additional materials to bring to class:

Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1.

1 This activity introduces more key vocabulary,

Call attention to the animals in the picture and ask a student to say the name of each one.

Point out the list of eight numbered adjectives at the top.

Say, Now please match the adjectives at the top with the animals in the picture. Write the letter of the animal on the line after the adjective. Point out the sample answer.

As students work, move around the room offering to answer questions as needed.

Correct the answers-

2a This activity provides listening practice with the target language.

Say, Now I will play a recording of a conversation between Tony and Maria. This time circle the adjectives you bear on the list for la.

Play the recording again. Students circle the adjectives they hear.

Correct the answers.

2b This activity provides listening and writing practice using the target language.

Call attention to the three headings. Animal, Maria's Words and Tony's Words, and the write-on lines under each.

Say, Now I will play the recording again. This time please write the name of the animals each person talks about and the words they say.

Play the first four lines of recording and stop the tape. Ask, What animal are they talking about? (the elephant) What words does Maria use to describe the elephant? (interesting, intelligent)

Point out the write-on lines where students can write these words.

Play the whole recording and have students write the words they hear on the chart.

Check the answers.

3 This activity provides guided oral practice using the target language.

Call attention to the dialogue next to the picture. Ask two students to read it to the class.

Say, Work in pairs. Use sentences like these to say what you think about different animals.

Demonstrate the activity with one or two students. For example, say, I like dolphins. They're intelligent.

Ask students to work in pairs. As they work, move around the room checking on progress.

Ask some pairs to present their conversations to the class.

3a This activity provides reading practice using the target language.

Point out the three descriptions of animals. Ask students to take turns reading one aloud.

Then draw attention to the pictures of animals below.Say, Write the letter of the animal in the blank lines above its description. There is one animal that is not described.

Check the answers.

3b This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.

Call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat. Ask a student to explain each word or use it in a sentence to show he or she understands what it means. Teach the expression sleeps.

Point out the description in 3b with blank lines where some words are missing. Read it to the class saying blank each time you come to a blank line.

Point out the six words in the box. Say, You can write these words in the blanks. Use each word only once.

As students work, move around the room checking progress and offering language support as needed.

Check the answers.

3c This activity provides reading and writing practice using the target language,

Say, Now you can write a description like the one in 3b. You can use some of the same words. Write about any animal you like.

You may wish to do a sample description with the class. Choose an animal's name and write it on the board. Then ask students to make statements about the animal.Repeat each statement and then write on the board. You can ask leading questions such as. Is it big? Is it lazy? Does it eat grass?

Ask students to write their own descriptions. You may wish to have less fluent students work with a more fluent partner,

Ask students to share their writing with others in the class.

After you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.

七年級英語教師教案精選篇5

【學習目標】

知識與能力：1. 掌握并規(guī)范字母Ii-Rr.

2. 識記本單元詞匯：what, this, in, English, a, an, map, orange, jacket, key, quilt, pen, ruler, spell, please, etc.

過程與方法：學會從對話中獲取對方的相關信息。

情感態(tài)度與價值觀：使學生學會如何禮貌的與他人交往。

【學習重難點】：熟練掌握本單元詞匯及語言結構。

一、自主預習

【預習任務】：

任務一：寫出下列漢語的英語形式。

名字______遇見______問題，難題______ 回答，答案 ______

第一的________ 最后的________

任務二：寫出下列單詞的漢語意思。

1.my_________2.clock _________3.nice ________ 4.what ________

5. your_________ 6.hello _______7.I________ 8.you ________9.his ________

10.her ___________11.name__________12.are________13.is____________

【預習診斷】：

1. 選擇題：

(1.)Kate has lost(丟失) _______key. _________asked _________for help.

A.her ,he, I B. his, he ,me C. his, she, I D. her, she, me

(2)_____ plus(加) seven is thirteen?

A. Five B. Six C. Eight D. Nine

(3)______ is her name ?

A. who B. what C where D. How

2. 寫出下列英語形式。

(1):電話號碼??????_______________(2):早晨好________________(3):下午好____________

3. 寫出下列詞的英語意思：

1). 早晨__________2).下午_________3).晚上___________4).謝謝_________

5).名字________6).好的________ or_________

【預習反思】：你還有什么問題嗎?(Do you have any problems?)

二、課中實施

Step1 交流展示

Step2 精講點撥： What’s your name ? 你叫什么名字?句中的your可根據(jù)問對象換成his、her等物主代詞。What’s his name ? (翻譯) ___________________.

Step3 Pairwork 1: Student A: What’s your name ?

Student B: My name is Mary.

Pairwork 2: Student A: Hello! I’m Mary.

Student B: Hi, Mary! I’m Jim.

Step4 Summary : 1)向別人作自我介紹是通常用My name is + 自己的名字/ I’m +自己的名字

2)將下列單詞分類 I , he, my, his, her, she, it, its

人稱代詞: ___________________________

物主代詞: ____________________________

三、作業(yè)：滿分：10分 得分率：______

(一)、單項選擇;

1. What’s ______ name? A. he B. I C. her D. you

2. ________she Lucy? A. Am B. Is C. are D. be

3. ________is Li Lei.________English is good

A. He’s ; His B. His; He C. He; His D.You; Your

4.下列有一個發(fā)音與其他發(fā)音不同的是______.

A. Cc B.Bb C. Ff D. Gg

5. ------What’ your name ? ----------__________

A. Yes B. Thanks C. Tom D. Fine, thank you

(二)、補全對話。

1. A：How do you do? B：_________________

2. A: _________________?

B：Fine, thank you.

3. A: Good evening, Frank!

B:________________, Eric!

4. A: ________________, Dale!

B: Good afternoon, Alice!

5. A: _____________________________?

B: His name is Tom.

七年級英語教師教案精選篇6

一、教學目標

知識目標：1、辨認物品的所有者

2、根據(jù)場景詢問英語中對應的表達法

語言目標：1、Is this/that your pencil?

Yes.it is. It’s my pencil.

No.it is n’t. It’s her/his pencil.

2 . What’s this in English?

It’s a pencil.

3. How do you spell it?/pencil? P-E-N-C-I-L

能力目標：通過情景操練，培養(yǎng)學生靈活運用語言知識和發(fā)散思維能力

情感目標：發(fā)揮學生學習英語的主動性，培養(yǎng)學生合作意識和協(xié)作精神

二、設計思路：

本單元的主題是：“確認物品的所有權”，物品主要圍繞著教室內(nèi)學生身邊的常用物品，在教學時使用實物進行教學，增強學生的學習效果。(將真實的語言材料引入學習環(huán)境，結合所授內(nèi)容，努力為學生創(chuàng)造真實的、貼近生活的情境。采用直觀教學、情景教學、“任務型”教學方法，從學生的實際生活經(jīng)驗出發(fā)，通過情景操練，掌握單詞和達到練習重點句型的目的。

三、教學重點與難點：

1.詞匯：pencil, pen,book, eraser, ruler, notebook, ring, key, pencil -case, backpack, ID card, baseball, watch, computer game

2.指示代詞：this , that(Is this/that your/her/his…?)

3.What引導的問句

4.Yes/No簡單回答

5.學習物主代詞：your my her his

四、教學步驟

課前準備：收集學生的一些學習用品

StepⅠ. 講授新單詞

1.show and learn our school things. 出示圖片，學習新單詞(What’s this in English? It’s a/an…)

2.1a 讓學生完成match的任務，然后訂正答案

3.朗讀P7-1a中的新單詞。(先是全班，然后分小組檢查、補漏)

4.聽錄音，完成P8-2a的聽力練習，訂正答案

StepⅡ.Presentation(介紹)

1.看P7-1a圖，聽對話(讓學生看一張大圖片，抓住學生的注意力，加強對所聽對話的理解)

2.再聽對話，完成書上要求標號的任務，訂正答案

3.跟讀對話，以小組為單位朗讀對話(互相檢查、幫助)

4.進行小組對話練習，可以更改有關的詞，編寫自已的對話。

5.給學生3分鐘的時間自由讀

StepⅢ.Listening

1.聽對話，要求學生不看方框中所給的單詞，填入橫線上。糾正答案

2.再聽錄音，跟讀1-2遍后，分角色對話

StepⅣ.Games

1.做游戲(P8-2b)

規(guī)則：將學生的一些物品收集上來，放在一個箱子里，請一個學生上前來，蒙上眼睛，從箱子里取出一樣物品，全班學生一同發(fā)問，“What’s this in English?”這名學生猜，使用句型”Is is a/an…”猜到之后，可以回座位，每位學生有兩次機會猜，否則就視為失敗。

StepⅤ.Grammar Focus

1. Is this your pencil? Yes,it is.

2. Is this my pen? No,it isn’t.

3.Is that his book? Yes, it is.

4.Is that her eraser? No, it isn’t.

StepⅥ.Homework

Read the text. Collect the names of school things.Write them on the exercise books.The more the best.

七年級英語教師教案精選篇7

【學習目標】：1、復習掌握本單元的單詞及短語。

2、熟練運用本單元句型。

3.學會書寫應聘廣告。

【學習重點】： 學會書寫應聘廣告。

【學習過程】：

一、自主學習(教師寄語：Knowledge is power.)

學習任務一: 熟悉掌握本單元單詞和短語。

1、自讀并記憶單詞5分鐘。

2、組內(nèi)練習，相互提問。

3、展示交流，小組競賽(以聽寫形式進行展示)。

跳舞____________________游泳_______________唱歌_______________

畫畫___________________說話________________吉他_______________

國際象棋______________ 鼓__________________鋼琴________________

喇叭__________________ 小提琴______________音樂家_______________

那時，然后_____________搖滾樂_____________ 樂隊_______________

演出,表演_______________星期日_____________下午________________

中國功夫_______________可能________________少量_______________

電子郵件__________ 通訊處________________為什么_______________

4、相互檢查。

學習任務二: 閱讀3a部分內(nèi)容補全卡上信息。

1. 自讀3a部分對話完成右邊卡片。

2. 跟讀對話,糾正發(fā)音。

3. 小組討論,理解對話并找出重難點。

4. 教師點撥。

5. 復述對話。

學習任務三：參考3a部分信息寫一個人物將她介紹給藝術俱樂部.

Cindy . 女, 12歲, 能畫畫, 會彈鋼琴, 會跳舞, 英語好.她想加入藝術俱樂部. 請打電話: 0535-4563321和她聯(lián)系.

二、合作共建

小組討論may 和can 的用法.

may 和can 都是 ________動詞. 意思是___________,后面加________

如:can 是一種能力。

他能說英語和漢語He _________ speak__________and _______________.

may 是允許， 可以。

我能知道你的名字嗎? ___________ I __________your name ?

他不會彈吉他。_____________________________________.

我可以加入音樂俱樂部嗎? ______________________________________?

三、系統(tǒng)總結 Self Check

1.運用本單元所學的語言基礎知識，完成第一題。

2.小組討論，完成第二題。

3.根據(jù)自己的實際情況，完成第三題。

4.小結訓練。

The teacher asks the students to make a survey,and fill in the blanks.

Name Can Play well or not Can’t Club Why

I

四、當堂檢測

(一)句型轉換:

1. I want to join the art club.(劃線提問)_________ ________ do you want to join?

2.My e-mail address is rickleihao@yahoo.com.(就劃線部分提問)

__________ __________ e-mail address?

3.She can play the violin.(變成一般疑問句) ________ she _________ the violen?

4. We wan to join the English club. (否定句)

We ______ _______ tp join the English club.

5. They can’t sing. They can’t dance. (合并成一句)

They __________ sing ______ dance.

(二)單項選擇

1. Can John play the ____ well?

A. piano B. basketball C. chess D. football

2. Lucy can't ride a bike. She thinks it is ___________.

A. hard too B. too hard C. to hard D. hard to

3. —Can you see a bird ___________ the tree? —No, I can't see___________.

A. in;any B. in;a C. on;some D. in;some

4. My sister can't ___________ in a river.

A. skate B. run C. swim D. jump

5. The girl ___________ blue eyes is Jessie's sister.

A. in B. has C. with D. have

(三)改錯 (每句話中有一個錯，將其找出并改正)

1. Can you get some oranges in the tree?

A B C D

2. There are some chicken on the place.

A B C D

3. I can see a cat and a bird on the picture.

A B C D

4. I have two sisters. One is a worker. Other one is a doctor.

A B C D

5. She can plays the piano.

A B C D

(四)書面表達 根據(jù)下面提示寫一篇不少于60個詞的短文：

①我的朋友Tom是學生，是一個有趣的人，人人喜歡他。

②因為他父親是美國人，母親是日本人，他出生在中國，所以他會說中文，英文與日文。

③他的美式足球踢得不錯，想成為一名像Beckham那樣的足球運動員。

④他加入了足球俱樂部，并成為隊伍的隊長。

五、課后反思

通過本節(jié)課的學習我的收獲_________________________________

感到自己有待加強的是________________________________________

環(huán)節(jié)說明

培養(yǎng)學生的口頭表達能力和寫作能力。

環(huán)節(jié)說明

通過談論朋友或同學加入俱樂部的情況，導入本單元的話題，激發(fā)學生的學習興趣，調(diào)動學生的學習積極性與主動性。

通過閱讀與寫作訓練相結合，進一步讓學生鞏固本單元所學的語法知識，并靈活運用于口語與寫作中去，提高學生的寫作能力。

通過各種題型的練習加強對新知識的鞏固與拓展，并對本單元所學的單詞、詞組與句子進行歸納、總結，為整個單元的學習畫上一個完滿的句號。