新目标七年级英语下册全套教案
人教版新目标初中七年级英语下册全册教案
Unit 1 Where is your pen pal from?Teaching Goal:1. General aims:A. Talk about where people are fromB. Talk about nationality, nation and languageC. Talk about where people live2. Particular aims:A. Language Focus.(1). Talk about nationality, people and languages(2). Ask and answer where people live.B. Language goals(1). Change your own information with your pen pals.(2). Ask some questions using where.(3). Ask words somebody talk about.C. Language structures:(1). Where is /are... from?(2). Where do/does ... live?(3). What language do /does...speak?D. Useful words and phrases:Words: Canada, France, Japan, the United States, Singapore, Australia, the United Kingdom, English, French, JapanesePhrases: come from, live in, live on, a little, in school, at school, tell...about,like going to the moviesE. Grammar language:(1). Special question with where(2). Noun changes into adjective word, for example country change into nationality andlanguage and people.F. Teaching difficulties:(1) the names of the countries and the languages.(2) How to use the students learn, especially in writing.G. Learning strategies:(1). Using what you know(2). Deducing(3). PersonalizingH. Emotion goals:(1) Students can communicate with their pen pals in English using modern tools(e.g.e-mail, OICQ, MSN)(2) Students are happy to know the geography and the cultures of different areas in theworld.3. Teaching design:Period 1: Section A (1a-2d)Period 2: Section A (3a---4)Period 3: Section B (1---2c)Period 4: Section B (3a---3c)Period 5: Self-checkPeriod OneTeaching aims:1. Learn the countries and cities.2. Learn to how to ask and answer where the people live.Teaching points:1. V ocabularies: the words of the countries and the cities, pen pal, live (in)2. Sentences: Where is your pen pal from? He/She is from....Where does he /she live? He/She lives in.....Teaching difficulties:1. Students learn the new words of the countries and the cities and learn how to ask and answer the people where they live.2. How to use the special questions with where.Teaching steps:Step 1 Warming-up1. Share an English song.2. Greetings.3. T: What did you do during the winter holiday?Collect different answers(e.g. watch TV, go shopping, play with the computer, etc)Step 2 Presentation1. T: During the winter holiday, I made some pen pals from different countries on internet. Teach "pen pal" on the Bb. Ask Ss "Do you have a pen pal?"(Yes/No.) and show them the map of the world and let the students guess what countries they are from( they can use Chinese if they can't.) Then teach the names of the countries on the map.2. After learning the names of the countries on the map, show the different flags and let students say the names again. Meanwhile show some stars to present "He/She is from......" Step 3 Pair workShow the people of cartoons from different countries. Students ask and answer in pairs: "Where is......from? He/She is from..."Step 4 ListeningWork on 1a and 1b. Listen and repeat(1a). Listen and circle(1b).Step 5 Guessing gameT says some information and ask the students to guess who she is. For example: She is a girl. She is from China. And she plays ping pong very well. Students go on until they guess she is Wang Nan. Then present "She lives in Beijing." And show the pictures.Step 6 Learning1. Look at the pictures, and learn the names of the cities in different countries. And tell them some cultures in the different countries.2. Work on 2a. Let Ss say like "Sydney is in Australia."3. Ss ask and answer in pairs.Step 7 Listening1. Work on 2b. Listen and circle.2. Listen and complete the chart.(2c)Step 8 Homework1. Copy the new words 5 times.2. Read the text 3 times.And make questions about Jodie in 2c.Period TwoTeaching aims:1. Learn the languages.2. Talk about nationality, cities people live and languages.Key points:1. Word: language2. Sentences: What language do/does...speak? They speak..../He/She speaks........Teaching difficulties:Ss use the sentences they learned to communicate with their partners about their pen pals. Teaching steps:Step 1 Warming-up and revision1. Greetings.2. Revise the new words and the sentences with the Ss.3. Game: "Where is Sydney? It's in ...." One by one in groups. See which group does best. (4)4. Pairs ask and answer the picture using "Where is ...from? He/She is from..." "Where does he/she live? He/She lives in ...."Step 2 PresentationT: They are from different countries. And they speak different languages. Do you know what languages they speak?Talk about the children on the map. See how many languages the Ss know and teach the new words like "Japanese, French".Step 3 Task One1. Match the countries and the languages. "What languages do they speak in...? They speak.....in China/Australia/..."2. Work on 3a.Step 4 Pair work1. Talk about some famous people about their names, nationalities, cities, languages, hobbies, etc. First T practices with Ss, then S1 does it with Ss, finally practice it in pairs. Some pairs make a drill in front of the class.2. Ss talk about themselves with their partner. Use "Where are you from? Where do you live? What language do you speak? What do you like?" etc.Step 5 Task Two-Choosing a pen pal1. T: Do you have a pen pal ? (Yes/No.) I have one .Show the picture. Ask Ss to ask me some questions about my pen pal. See who can ask more questions.2. T: What kind of pen pals do you want? Why?Group work. Get students choose their favorite pen pals from other countries according to the pictures given by teacher. Ss ask each other in their group.3. Report: Some Ss say their favorite pen pals in front of the class.e.g. My pen pal is... He/She is from... He/She is.. years old. He/She lives in ...He/She speaks..... He/She likes....Step 6 Homework1. Practice the dialogues with their partners.2. Suppose the Ss meet their favorite star in the street, and what questions you can ask the star.Period ThreeTeaching aims:Learn to communicate with their partners about their pen pals in English.Ability aims:Through Group work, improve the Ss' ability of cooperation.Teaching difficulty:How to read pen pal's letters in English and share the information in the letters with your partners.Teaching steps:Step 1 Warming-up1. Greetings.2. Have a chat.Step 2 RevisionCheck the homework. Ask Ss to act it out when they meet their favorite star in the street. Step 3 Practice1. Section B , Part 1. Match the countries with their languages.2. Memory game Let the Ss repeat the following sentences:People in China speak Chinese. People in Japanese speak Japanese. People in the USA, UK, Australia and Canada speak English. People in Singapore speak English and Chinese. People in France speak French.Step 4 Listening1. Work on 2a, listen and number the questions they hear.2. 2b. Play the tape again and write short answers to the questions in 2a.3. Show a card about Lucy on the slide. Ss complete the chart and let Ss say something about Lucy's pen pal. Ss can share some ides in class.Step 5 Pair workPractice the conversation of 2a in pairs Pay attention to the language points: Does she have any brothers and sisters? (any and)Does she speak English? (Write them on the Bb)The Ss makes up their own dialogue about more information of their pen pals by using the drills in 2a.Step 6 Task OneSix Ss a group. Give every group a letter in not an order. Ask the Ss to read the letter and put the letter in an order. And T asks the following questions:1. Where is So-Young from？2. What languages does she speak？3. What does she want？4. Does she have any brothers or sisters？5. What does she like？6.What's her favorite subject？T Gives the Ss several minutes. Some groups answer the questions and report about So-Young. Step 7 Task Two1.T gives every student an English letter and a chart before the lesson. Ss read their letters and underline the key words. T asks some questions like:(1) What's your pen pal's name?(2) Where is he/she from?(3) What language does he/she speak?(4) Where does he/she live?2.Divide Ss in groups of four. Ss fill in the chart with the information they get from other group members by asking.3.Tell the Ss to give the whole class a report. Other Ss can take notes (write the Ss'names which their pen pal are from the same country with you.)Step 8 Homework1. Copy the new words they learned today and the sentences in 2a2. The Ss whose pen pals are from the same country collect some information about the country (如：风土人情，文化习俗等)Period FourTeaching aims:1. Train Ss'ability of reading.2. Learn to ask the information (e.g. nationality, cities people live, languages and their hobbies etc.)3. Learn write a reply to their pen pals.Functions:1. Talk about countries, nationalities, cities and languages;2. Ask and tell where people live.Learning Strategies1. Revise the knowledge they learned.2. Train the students' ability of reading.3. Use the knowledge they learned in the life.( e-mail, MSN, OICQ)Teaching difficulty:e the knowledge they learned in their life.2.How to write an e-mail introducing themselves to their pen pals.Teaching steps:Step 1 Warming-up and revision1. 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: Reading.1. The students open the books, turn to Page 6 and read the first letter. After that, the students answer three simple questions.2. The students read after the tape and go on answering some more questions.3.Design a card about Bob. Ask individual Ss to complete it.4. Some Ss say something about Bob.Step 3 CompetitionWork on 3b. Divide the Ss into two groups, and complete the pen pal's letter with the information on the slide more quickly. Check the answers with the Ss. Then close the books, See which pairs ask and answer some questions better and more quickly in front of the class. Step 4 Pair work1. The students read the letters that the teacher gives them and then choose one pen pal they like.2. The partner asks the student some questions about the pen pal's letter and then help the partner to fill in "ID card of my partner's pen pal."3. Do a report.My partner's name is __________. His new pen pal's name is __________. He is _______ years old. He is from __________. He lives in ___________. At school, he likes ______________. His favorite ___________ is __________________...I think he can be my partner's pen pal. Do you think so?Step 5 Group work1. Discussion: In your group, do you like your pen pals? Who likes? Why? ( Tell some reasons )2. Report.In our group, ________of us like his pen pal. Because his ideal pen pal ...Step 6 Big Task: Write an e-mail about yourself..Make an information card. Then write an e-mail to your pen pal. Several minutes later, Share some writing in class.Step 7 homework1. Read 3a again and again, then recite 3a.2. Write a reply to your pen pal about yourselves.3. Do the exercises in Book1 and Book2.Period FiveTeaching aims:1. Revise the whole unit.2. Learn how to introduce people( e.g. nationality, cities people live, languages, hobbies, etc.) Key points:Words: like, dislikeTeaching difficulty:Use the expressions they learned to describe their friends in their life.Teaching steps:Step 1 Warming-up1. Share an English song.2. Greetings.Step 2 Revision1. Revise the words in Part 1.2. Dictation for the useful expressions.3. Revise the countries and the cities.4. Revise the languages the people from different countries speak.Step 3 Words revisionComplete the words builder. (2)(Some good students can express their vocabulary about countries and languages)Step 4 PracticeGive the Ss two tables, A and B. Work in pairs. Student A has Table A. Student B has Table B. Ask and answer to finish their own table.Step 5 Make an interviewTask: Work in groups in fours. Make an interview to Zhou Xingchi. Then ask some students to act it out in front of the class.Step 6 WritingPart 3. First discuss and then complete the writing. Get some students to share their writings with the Ss in class.Step7 DebateDivide Ss into two groups to have a debate. Topic "Having pen pals is good or not good."A thinks it's good.B thinks it isn't good. Say the reasons. When the Ss discuss it, the teacher can give them help when they need. At last, T gives the group says the more reasons a medal. Step 8 Just for fun!Ss read the humorous story and share their own ideas if they can.Step 9 Homework1. Revise the whole unit.2. Do exercises in Book1 and Book2.教学后记：培养学生的自信心和兴趣是很最重要的。
新目标七年级英语下册全套教案
案Unitl Where is your pen pal from?Topic: Countries, nationalities, and languagesFunctions: Talk about countries, nationalities and languagesAsk and tell about where people liveStructure:Where's/Where're ...from?Where does/do ...from?What questions----What language does/do ...speak?Target language:Where is she from? She is from....Where does she live? She lives in....What language does she speak? She speaks....Vocabulary:words about countries, languagesTeaching design:The whole unit needs 5 periods, 4 for new lessons and 1 for testPeriod 1 (1a——Grammar Focus )Key points:Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Key points:Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....Teaching Steps:Step 1"I have a pen pal. His name is Curry Muray. He is from the United States. Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?"Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English)Step 2 LearningSection A 1a Learn the new words on the Bb. The new words are: pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(theU.K./Great Britain/England)Pay attention to the pronuciation of the new words.Step 3 Listening1b Listen and circle the countries in 1a they learnedStep 4 CompetitionTwo groups of students to write the new words to see which group does better. First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.(This step is a memory game. It can help the Ss consolidate the new words they learned)Step 5 Pairwork1c Practise the following conversation:---Do you have a pen pal? ---Yes, I do.---Where's your pen pal's from? ----He/She is from ....(Writeit down on the Bb)Step 6 Leading-inRevise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out whichcountries the cities are in. The city names are following:Step 7 Learning2a Learn the city names together with the whole class just like Step 2b Listen and circle the cities and countries2c Listen and complete the chartHave a similar competition to consolidate the new words in this part. Step 8 PairworkT has a conversation with one student like the following:---Do you have a pen pal? ---Yes, I do.---What's your pen pal's name? ---His/Her name is....---Where is your pen pal from? ---He/She is from...---Where does he/she live? ---He/She lives in....（Write it down on the Bb）Step 9 ExerciseMy pen pal is from Australia.（划线提问）John's pen pal is from Japan.（划线提问）He lives in Paris.（划线提问）Homework:Read and copy the new words .Copy the sentences in Grammar FocusUnit 2 Where's the post office?Language goalThis unit students leam to ask for and give directions（方向）on the street.New languageIs there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right. locations in the neighborhood such as post office, hotel,video arcade.Descriptive words such as new, old, dirty, clean.Descriptions of location such as across from, next to,Between Recycled languageWhat are you doing?Do you want to ...?Section Ala This activity introduces the key vocabulary.Point out the numbered list of words. Say each one and ask students to repeat.1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture. Say the name of each one to the class.1C This activity provides guided oral practice using the target language.2b This activity gives students practice listening to and understanding the target language.2c This activity provides guided oral practice using the target language.Grammar focusReview the grammar box. Ask students to say the questions and answers.3a This activity provides target-oriented reading practice using the language items taught in this unit.Draw attention to the conversation in the box. Ask students to readAnswerPaul and Nancy are the two figures outside the entrance to the park. 3b This activity provides guided writing practice using the target language.Section Bla This activity introduces the key vocabulary.Point out the sampl answer.Check the answers.1 b This activity provides guided oral practice using the target language.2a This activity gives students practice listening to and understanding the target language.2b This activity gives students practice listening to and understanding the target language.Call attention to the street map in the box.Move around the room, offering assistance（提供协助）if needed.Have some students show their completed drawings to the class. 2c This activity provides guided oral practice using the target language.3a This activity provides reading practice using the target language. 3b This activity provides guided reading and writing practice using the target language.3c This activity provides guided writing practice using the target language.4 This activity provides open-ended oral practice using the target language.Self check1 This activity provides a comprehensive review of all key vocabulary presented in this unit.2 This activity helps build vocabulary by providing a specific time and place for students to record new words.Ask students to enter five new words in their Vocab-builder on page 108.3 This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.Unit 3: Why do you like koalas ?Language goalsIn this unit students learn to describe animals and express preferences and give reasons, New languageWhy do you like koala bears?. Because they're cute,They'repretty 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 ofcountries: Australia, South Africa,Recycled languagebetween, across fromHe's/She's from ... He's / She's five years old.name of countries; China, Japan, BrazilSection Ala This activity introduces the key vocabulary.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.This time students check each animal name they hear.Correct the answers.1 c This activity provides guided oral practice using the target language.2a This activity provides listening practice using the targetlanguage.Correct the answers.2b This activity provides listening and writing practice using the target language.2c This activity provides guided oral practice using the target language.3a This activity provides reading practice using the target language.Correct the answers.3b This activity provides guided oral practice using the target language.Section BAdditional 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, Correct theanswers-2a This activity provides listening practice with the target language.Correct the answers.2b This activity provides listening and writing practice using the target language.Check the answers.3 This activity provides guided oral practice using the target language.say, I like dolphins. They're intelligent.3a This activity provides reading practice using the target language. Check the answers.3b This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.Check the answers.3c This activity provides reading and writing practice using the target language,Unit 4: I want to be an actor.Language goalIn this unit, students learn to talk about jobs.New languageWhat do you do? I'm a reporterWhat does he do.' He's a student.What do you want to be? I want to be an actor .What does she want to be? She wants to be a police officernames of jobs and professionsSection Ala This activity introduces the key vocabulary.1 b This activity gives students practice in understanding the target language in spoken conversation.Correct the answers.1 c This activity provides guided oral practice using the target language-2a This activity gives students practice in understanding the target language in spoken conversation.Correct the answers.2b This activity gives students practice in understanding the target language in spoken conversation.This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. Point out the sample2c This activity provides guided oral practice using the target language.Point to Anna's mother and then to the example in the speechballoons. Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work. Offer language support as needed.3a This activity introduces the names for the places where people work, and gives reading practice using the target language.Point out the sample answer and have a student read out thespeech bubble.Ask students to work alone. Say, Write the number of each job in the square next to each workplace.Check the answers.3b This activity provides guided oral practice using the target language.. Offer language support as needed.4 This activity provides listening and speaking practice using the target language.Section BNew languageWords that describe jobs, such as exciting, dangerous,boring, difficult, busy, funAdditional materials to bring to class:help wanted ads from an English-language newspaper1 a This activity introduces the key vocabulary.Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.1 b This activity provides guided oral practice using the targetlanguage.point to the picture of the police officer and say. It's an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job. Ask the class to repeat each correct answer.1 c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit.Write this list of jobson the board. Say, Can you name some other jobs? Add any new jobs to the list.2a This activity provides listening and writing practice with the target language.2b This activity provides listening and writing practice with the target language,Check the answers.2C This activity provides open-ended oral practice using the target language.3a This activity provides reading and writing practice using the target language.Check the answers.3b This activity provides reading and writing practice using the target language.Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers,3c This activity provides writing practice using the target language.Ask the pairs to correct each other's work.4 This activity provides guided oral practice using the target language. .Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.Unit5 I'm watching TV.Language Goal:Talk about what people are doing.Teaching Aims:The present Progressive (结构式: Be + V-ing ) Key Points:---What 's he doing ?---He 's reading.Difficult points:现在进行时的用法和动词V-ing形式的构成。
人教版新目标七年级英语下册全册教案
人教版新目标英语七年级下册全册教案Unit 1 Can you play the guitar?一. Knowledge and abilities goals:1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar2. How to use Model verb” can”.3. Listening and speaking skills and communicative competence. Content of courses:In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to join…club ?Can you …?四. Importance and difficulty: canTeaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class.Period 1 (Section A: 1a-2d)授课人:______ 授课班级: _____ 授课时间：年___月___日____ 1.Knowledge Objects: Learn to talk about abilities.Know something about the culture of clubs. Can you/he..?What can you do? What club do you want to join?can, can’t, draw, dance, swim, speak, walk.2.Teaching key point: can3. Teaching Difficult point: can4.Teaching Procedures:Step 1. Lead-inEnjoy a song I’m a musicianT: 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. PresentationT: Look at the pictures. What are they doing? S:Step 3 Pair workLook at the pictures. Ask and answer like this:A: Can you play basketball?B: Yes, I can. / No, I can’t.Can you…?Step 4 PresentationShow 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 youwant to join? S…T: Sounds great. Can you…?S: Yes, I can/ No, I can’tIf the answer is negative, guide students to say:S: No, I can’t. But I can learn it from others.Step5 Pair workA: 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 ListeningListen to 1bListen to 2a and 2b. Tell them to give special attention to listening activity (names of the clubs). Finish the tasks.Step 7 Pair workLook at 2b and talk about what the people can do the clubs they want to join.Step 7 Role-play the conversation 2dT: 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.Step 8 Explain some language points.Step 9 HomeworkPeriod 2 (Section A: 3a-3c)授课人:______ 授课班级: _____ 授课时间：——年___月___日____1. Knowledge Objects: go on learning to talk about abilities.—Can you play the guitar? —Yes, I can./ No, I can't.—What can you do? —I can dance.—What club do you want to join? —I want to join the chess club.2. Teaching key points: Conclude the usage of ‘can’; put all new language into practice through different activities.3. Teaching Difficult points: Distinguish “say, speak, tell, talk”4.Teaching Procedures:Step1:Greeting, Warming up and duty report.Watch a flash about the content of the Just for fun.Talk something about the flash: Why is the other boy unhappy?Introduce because of the difference of time zones, the time in different places are different.Revision: show the time in six places: Beijing, Tokyo, Paris, Los Angeles, New York, and London. Elicit the sentence pattern: What time is it?It’s……Draw attention to the “am” and “pm”. For instance, Beijing is seven o’clock in the morning. We can say Beijing i s seven am. Los Angeles is three in the afternoon. So we can say Los Angeles is three pm. (teacher helps students answer).Step2:Review the words learnt in the last period and add more.(1)T：Here are some Chinese, let us see what time do they usually get up/ take a shower…get up take a shower eat breakfast go to school eat lunch run go homedo homework eat dinner go to bed(2)ask students to make a surveyAsk your friend 5 questions about his /her day. Then make a report. A: What time do you usually…?B: I usually…at…Step3:presentation.(1)Ben’s day. Introduce something about Ben.Using the sentence pattern: What time does he usually get up/go to school/…Pay attention to the verb form of the third person.Discuss Do you like ben’;s routines.(2)Show the picture of Scott. He usually gets up at 5 pm.Ask students to predict what his job is?(3)listen to the tape,and try to answer this question. then read through the passage,and match the pictures with the times.(4)read it again and fill in the chart.(5)answer the following questions1.Where does he work?2.How does he go to work?Step4:Work on 3a.（1）Read through the passage and tell me what his job is.（2）Read it again and match the pictures.(3)Answer questions:What does he do after he get up?Does he go to work after breakfast? What does he do?How does he go to work? By bus or on foot?What does he do before he goes to bed?What does“What a funny time to eat breakfast!”mean?Step5:Follow up.T：My friend Da Bao likes Scott's work, so he gets to Sai Te Hotel . But he doesn't find him.T: There are many children in the hotel. Look, they are coming. Please ask them questions to find the real Scott.Step6:Work on part4.T：Now six people make a group, and ask the other students when theyusually go to bed . The leader lines up from the earliest to the latest bedtime.T: Let's listen Group1…Group2…Step7:Work on part 3 of self –check.T: Now I want to know something about what you do on weekends. You can go, ask your classmates and fill in the forms. Then you have a report. T: You may begin it like this "Ma Li gets up at …"Step8:Homework.Oral work:（1）Read 3a and recite it.（2）Go on making a survey to find out what your classmates do on weekends.Period 3 (Section B: 1a-1f)授课人:______ 授课班级: _____ 授课时间：——年___月___日____1. Knowledge Objects: go on learning to talk about abilities. drum, play the drum, piano, play the piano, violin, play the violin2. Teaching key points: Improve listening and speaking3. Teaching Difficult points: Improve listening and speaking4. Teaching Procedures:Step 1 Warming- up and revisionDaily greeting.Check the homework. Let some Ss report what his/her family members can do.Step 2 PresentationPlay the sound of different kinds of instruments. Let Ss guess what it is.Act and show your classmates your talent.T: Please stand in front of your classmates. Act and say what you can.S1: (sing and dance) I can sing and dance.S2: (play the drum) I can play the drum..Step 3 ListeningTell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a. Play the recording again and check the answers.T: Now let's work on 1c. First, let one student read the words and phrases aloud.Then listen to the 1d and circle the words and phrase you hear.Check the answers:T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What can't they do? You'll listen to the recording again. Then try to fill in the blanks.Step 4 Group workWork in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do.S1: Bill can play the guitar, but he can't sing.S2: Cindy can sing and play the drum, but he can't play the piano. Teacher can walk around the classroom, and give some help to the Ss. Step 5 HomeworkMake up a conversation between a volunteer and a person who is in charge of a sports club/old people’s home/music club.Period 4 (Section B: 2a-self check)授课人:______ 授课班级: _____ 授课时间：——年___月___日____ 1. Knowledge Objects: go on learning to talk about abilities. also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician2. Teaching key points: Also, too; be good with, help with3. Teaching Difficult points: Describe one’s ability4. Teaching Procedures:Step 1 Warming-upCheck the homeworkAsk some pairs to show their conversationsStep 2 ReadingFirst, show some pictures of the boys and girls and some key words in 2a.T: Here are some pictures and information about Peter, Alan and Ma Huan. Can you describe them according to the pictures and key words?S1: Guide Ss to use “also, too”, and distinguish how to use these two words.Give comments on Ss’ descriptions.T: Now we’ll read three ads. What's the main idea of each ad? What's each ad's title? Now let's read the three ads and select a title for each ad. Ss read carefully and try to select a title for each ad. Check the answers with the class.Step 3 Review the usage of “tell”,Review and distinguish the usage and function of “help”T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right for him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person.Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups. Check the answers with the class.Step 4 Homework1. Recite 2a and 2b2. Finish the exercise on p6Unit 2 What time do you go to school?1. Teaching Aims:1) Aims of Basic Knowledge:①V ocabulary: time, shower, usually, O’clock, what time, go to school,take a shower.②Grammar: What time do you…? What time does he / she…?③ Function: Use the simple tense to talk about the daily life.2) Aims of Abilities: Listening skill. Speaking skill. Reading skill. Writing skill.3) Aims of Emotion: Love life.2. Analysis of the Material:1) Brief Introduction of the teaching material:What time / When do you…?” “ What time / When does he…?”2) Teaching Focu s: What time do you…? What time does he/ she…?3) Teaching Difficulties: Present tense.3. Learning Methods: Make a plan. Culture.4. Teaching Methods: Student- centered. Task-based Teaching.5. Teaching Time: 4 periodsPeriod 1(Section A: 1a-2a)授课人:______ 授课班级: _____ 授课时间：——年___月___日____Step One: Warming-upGreetingT: Good afternoon, everyone.Ss: Good afternoon, Miss Yang.Step Two: Presentation1.Adjust the time, and ask students questions.T: What time is it? Ss: It’s 12 o’clock. ( Write on Bb )( Help Ss to say )T: What time is it? Ss: It’s 10:15.( Help Ss to say )2.Ask one student to come to the front, adjust the time and ask theother students.S1: What time is it? Ss: It’s 9 o’clock.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 Bb)T: I usually get up at 6:35. ( Teach Ss the new word “ usually” )S1: You usually eat breakfast at …S2: You usually run at…S3: You usually take a shower at …4.Ask Ss to do the exercise of 1a, and then check the answers.Step Three: Listening1.Show Ss the timetable of Rick’s ( write on small Bb )Rick’s timetableAsk Ss 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 ?Ss: He gets up / eats breakfast / runs / goes to school / takes a shower at…( Ask Ss pay attention to the underlined phrases.)Step Four: Consolidation1.Ask Ss 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 Six: Homework1.Try to remember all the words & phrases.2.Survey: Ask your classmates their routines, and give your report.3.Plan: January 1st is coming. Please plan it, and make your daywonderful.Step Seven Blackboard DesignPeriod 2 (Section A: 2b-Grammar Focus)授课人:______ 授课班级: _____ 授课时间：——年___月___日____1. Aims and demands :1) Language skills :Ss learn to talk about kinds of transportation, and how long it takes to go places, and how far apart places are.2) Target Language : Words : how far , get to , bicycle , subway , bus stop, train station , minute, kilometer, mile , transportation , calendar Sentences: How do you get to school ? / How long does it take ? / How far is it ?3) Moral object : Through learning this unit , Ss can enable them to care for each other whenever crossing the roads and pay attention to the sign of traffic.2. Analysis of the material:Students have learned the transportation before.. In this unit ,they need to learn more details about the transportation. At the same time ,they need tolearn “How long and How far” and they can use them freely.3. Teaching methods:pairwork , groupwork ,listening and speaking, practicing4, learning strategies:Personalizing Inferring vocabulary5.Teaching aids:Tape recorder, a projector or a computer6.Teaching period:Four periods.Period 3 (Section B: 3a-3c)授课人:______ 授课班级: _____ 授课时间：——年___月___日____1. Aims and Demands: Key vocabulary, How do you get to school ? Howdoes he get to school ?2. Teaching methods : Listening Writing Pairwork3. Teaching Aids : A tape recorder.Step I Leading inT: Good morning, everyone! You know I live far away ,so I go to school by bus every day. What about you? David, “How often do you go to school?”S:--------T: So we will talk about how to get to places in this unit.Step IINow I will show you pictures and let’s review the transportations we know. Then we will learn more about it .(take the subway) Please open your books and finish 1a.Step III1. There are five names in 1b.Now they are in the picture. We should find them.2. Play the tape .They should listen carefully and find the persons .Write the numbers next to the correct students in the picture above. After listening , check the answers together .Step IVPoint to the example in the box , ask two students to read it .then ask them to make up their conversations about how the people in the picture get to school .Teacher choose some pairs to act their conversations.Step VPracticing the listening :T: I will play two conversations The people are talking about how students get to school and how long it takes .The first time check the kinds of transportation that you hear. The second time match the time with the kinds of transportation activity 2a.Step VI1. Pay attention to the picture and dialogue.2. Make your own dialogue into pairs.3. Act it in front of the students.Step VIISummary and homework: This class we have learnt some key vocabulary and the target language .I hope after class you can survey how does your friends get to school .and pre-revise the 3a,3b.Step VIII Blackboard DesignPeriod 4授课人:______ 授课班级: _____ 授课时间：——年___月___日____Unit 3 How do you get to school ?Period 1 (Section A: 1a-1C)授课人:______ 授课班级: _____ 授课时间：——年___月___日____ 【学习目标】1.掌握本节课的5个单词：train bus subway ride bike 和5个短语: take the train take the bus take the subway ;ride the bike walk to2.熟练运用问方式的句型。
(新)人教版新目标七年级英语下册(全册)集体备课教案设计
人教版七年级英语下册Unit 1 Can you play the guitar?集体备课教案人教版七年级英语下册Unit 1 Can you play the guitar?集体备课教案人教版七年级英语下册Unit 1 Can you play the guitar?集体备课教案人教版七年级英语下册Unit 1 Can you play the guitar?集体备课教案人教版七年级英语下册Unit2 What time do you go to school?集体备课教案人教版七年级英语下册Unit2 What time do you go to school?集体备课教案人教版七年级英语下册Unit2 What time do you go to school?集体备课教案人教版七年级英语下册Unit2 What time do you go to school?集体备课教案人教版七年级英语下册Unit 3How do you get to school?集体备课教案人教版七年级英语下册Unit 3How do you get to school?集体备课教案人教版七年级英语下册Unit 3How do you get to school?集体备课教案人教版七年级英语下册Unit 3How do you get to school?集体备课教案人教版七年级英语下册Unit 4Don’t eat in class.集体备课教案人教版七年级英语下册Unit 4Don’t eat in class.集体备课教案人教版七年级英语下册Unit 4Don’t eat in class.集体备课教案人教版七年级英语下册Unit 4Don’t eat in class.集体备课教案教版七年级英语下册Unit 5Why do you like pandas?集体备课教案教版七年级英语下册Unit 5Why do you like pandas?集体备课教案教版七年级英语下册Unit 5Why do you like pandas?集体备课教案教版七年级英语下册Unit 5Why do you like pandas?集体备课教案教版七年级英语下册Unit 6I’m watching TV.集体备课教案教版七年级英语下册Unit 6I’m watching TV.集体备课教案教版七年级英语下册Unit 6I’m watching TV.集体备课教案教版七年级英语下册Unit 6I’m watching TV.集体备课教案教版七年级英语下册Unit 7It’s raining集体备课教案。
新目标七年级英语下册学案全册教案
Section ATeacher’s words: Actions speak louder than words.知识目标：1. Words: Canada, France, Japan, the United States, Australia, Singapore, theUnited Kingdom, Sydney, New York, Pairs, Toronto, Tokyo, French, Japanese, pal, country, live, language, world, like, dislike.2. Phrases: talk about, be from/ come from, pen pal, speak English, a little与little 的区别，my favorite subject, tell sb. about sth, like doing sth.3. Important sentences: 1) --- Where’s your pen pal from?2) --- Where does he live?3) --- What language does he speak?4) ---- What’s your favorite subject?预习检测：1.来自______________2.笔友______________3.做运动______________4.讲英语______________5.给某人写信______________6.住在______________7.一点法语______________ 8. 太难______________9.去看电影______________ 10.喜欢做某事______________情景导入：1. To show a photo of Sydney and talk about it.2. To ask the students some questions.自主探究：1. The students open the books, turn to Page 81 and read the first letter. After that, the students answer three simple questions.2. The students read after the tape and go on answering some more questions. Ⅳ、合作交流：students read the letters that the teacher gives them and then choose one pen pal they like.a report.My partner’s nam e is _________. His new pen pal’s name is ________.He is _______ years old. He is from __________.He lives in ___________. At school, he likes ______________.His favorite ___________ is __________________.I think he can be my partner’s pen pal. Do you think so?拓展创新：Groupwork: In your group, do you like your pen pals? Who likes? Why? ( Tell some reasons ) .In our group, ________of us like his pen pal. Because his pen pal …达标测试：一、首字母填空1. She l_______ in Bei Hai.2. What l _______does Maria speak?3. Where are your friend f_______?4. King’s f_______ movie is the Long Weekend.5. China is a great c_______ .6. Mr. Brown is from A_______.7. Can he speak J_______ ?8. Rush Hour is an action m _______ .9. It is an i_______ story.10. J_______ is the seventh month in the year.二、单选( )1. _______ do you come from?A. WhenB. HowC. WhereD. Why( ) likes_______ his friends.A. to playB. playsC. play withD. playing with ( ) lives_______ Sydney.A. atB. onC. inD. behind( ) she ? ---In Australia.A. do; liveB. does; livesC. do; livesD. does; live ( ) you want_______ French?A. to learn B learns. C. learning D. learn三、完形填空：阅读下面短文，掌握其大意，然后从各题所给的四个选项中选出最佳答案，并将其标号填入括号内。
人教新目标英语七年级下全册教案
七下英语全册教案Unit 1 Can you play the guitar?一、单元总揽（一）单元教学内容话题：Can you play the guitar?功能：（1）谈论能力（2）辨别乐器语言结构：1、句型：Can you dance? Yes, I can. No, I can‘t. What club do you want to join? I want to join the music club. What can you do? I can play the piano.2、复习已学词汇：basketball volleyball复习已学句型：Do you like…? I like…. I don‘t like….Let‘s ….3、新词汇：Verbs of activity such as dance, swim, singNames of musical instruments such as guitar, drums, piano, drums, trumpet,4、Grammar focus: Can you dance? Yes, I can. / No, I can‘t.Can he paint? Yes, he can. /No, he can‘t.Can she speak English? Yes, she can. / No, she can‘t.Can you speak English? Yes, we can. / No, we can‘t.What club do you want to join? We want to join the chess club.I want to join the basketball club.（二）单元教学目标：1、能力目标：（1）学会询问别人所拥有的技能（2）根据相关信息表达自己所掌握的技能和意愿，想参加何种类型的俱乐部（3）能够表达自己参加俱乐部的意愿和理由2、知识目标：（1）能听说读写课文中出现大纲要求掌握的单词（2）要知道play +球、棋、牌play ＋the +乐器（3）要学会情态动词can的用法及其一般疑问句型的肯定和否定回答（4）掌握询问别人所掌握的能力的方法3、情感策略、文化等有关目标：（1）通过对人物个性化的了解，认识对方（2）跨学科学习：语言艺术、审美教育（3）了解自己的能力，培养情操4、教学方法：直观教学法、情景教学、任务型教学法5、教学用具：录音机、电脑、卡通图片（三）单元重难点1、本单元重点学习询问别人的能力2、情态动词can及动词play教学是本单元的难点（四）单元教学课时安排建议（4课时）第一课时Section A第二课时Section A第三课时Section B第四课时Self-check及处理一些练习册二、Teaching ProceduresPeriod 1:Section A1a –1cAdditional materials to bring to classHarmonica and guitar or other two musical instruments to use in the language goal sectionPowerPoint with pictures of basketball, volleyball and some music instruments.Step 1 Revision and lead inThe teacher says I like basketball. Then asks: Do you like basketball/ volleyball? Do you want to join a basketball club?Step 2 PresentationAsk the students to look at the pictures of , there are some clubs in it. Let‘s look at the clubs. What are they? They are art club, English club, chess club, swimming club and music club. What club do you want to join? Help the students to answer I want to join the art club and so on.If the school has clubs, the teacher can ask the students: What clubs do we have in our school?The teacher writes What club do you want to join? I want to join… on the blackboard. Ask the students to practice it.Then introduces the key vocabularies and the words can and can‘t.The teacher says to the students who say he/she wants to join the basketball club: Can you play basketball? Help the students say Yes, I can. No, I can‘t. Then repeat with other actions or pictures, such as play volleyball.Show the students the activities the people in each club can do with the same step.Then repeat with dance, swim, play chess, paint, speak English and play the guitar with the help of doing the action. Or we can use the PowerPoint to help us to show the students what we can do. The teacher can ask the students to practice the following dialogues with can.Can you dance? Yes, I can. / No, I can‘t.Can he paint? Yes, he can. /No, he can‘t.Can she speak English? Yes, she can. / No, she can‘t.Can you speak English? Yes, we can. / No, we can‘t.Can you play it well? Yes, I can. / No, I can‘t.Do the action and read the new words and phrases.Ask the students to practice can and can‘t. Ask the students to practice can you play it well?At the same time, the teacher write down sing, dance, swim, play chess, paint, speak English, and play the guitar on the blackboard. Ask the students to read after the teacher.Step 3 A gameTo be more familiar with the words and phrases, the teacher can organize a game like this:Write the words and phrases on pieces of paper. Ask one of the students come to the front and choose one of the paper, then do the action. Ask other students to guess what he or she can do. Then exchange.Step 4 ExerciseTask 1:Look at the pictures 1a. Points to the activities the people in each club are doing. Say something about each club‘s activity clearly. For example, This is a chess club. See the chess? They are playing chess.Ask the students to match each club activity in the picture with a word from the list. For example: A can dance, so we can write ―a‖ beside dance.The answers are: 1.dance a 2. swim e 3. sing f 4. play chess b 5. paint d 6. speak English c 7.play the guitar gTask 2.Say each conversation with a student in Part 1a. After doing this, play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to listen to the conversations and write a number 1 next to the first conversation they hear, a number 2 next to the second one they hear, and a number 3 next to the third one they hear. Point out the sample answer. The answers are 2, 3, 1.Task 31c.Say the sample conversations. Have students repeat. Then ask students to practice the conversations in pairs. Ask them to use the vocabulary from 1a. As students work, listen in on various pairs so that you can check progress and help with pronunciation as needed.After students have had a chance to practice the conversations, ask pairs to come to the front of the room and act out one of their conversations.Step 5 HomeworkTask1: workbook Part 1, 2,The second period: 2c-4Step1 RevisionTask 1:Ask the students to revise the names of the clubs they have learnt. Do the actions and ask the students what the thing is.Task2: Ask the students: what can you do? What can‘t you do? Can you play chess? Can you play the guitar? Can you sing? What club do you want to join? Can you play it well? If time permits, ask the student who says he can do it to show something he can do.Step 2 Presentation:Task1: （Listening practice）2a. Ask the students to read the context in 2a . Ask one student to read the clubs in the box. And ask another two students to read the dialogue. Ask all of them to listen to the recording carefully, circle the clubs they hear. Play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to circle the club they hear from the recording. The answers are: English club, music club and chess club. And then ask the students to repeat the dialogue.Task 2（Listening practice）2b. Ask the students to look at the dialogues of 2b on the right. Ask them if they can fill in the blanks directly. Play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to fill in the blanks with the words they hear from the recording. The answers are: do , to , want, club, play, can‘t. Then ask the students to listen and repeat the dialogue.Task 33a. Ask the students to put the conversation in order. The first one is given. The right order is 2,3, 1, 4.Step3 SurveyAfter finishing task 2 in step1.the teacher can ask: Can he play the guitar? Can he play it well? Maybe there are all kinds of answers. Some of the students may say I don‘t know.Ask the students to practice the dialogues by asking: What can you do? Can you dance? Can you play the guitar? Can you play it well? What club do you want to join? etc. the teacher goes round the classroom , gives help if necessary.Ask some groups of students to act out their dialogue.Step4 Oral practice3b.Ask the students to share the information they got from their friends. Help the students with he or she wants to join the music club.Example: I am Lisa, I can sing, but I cannot sing well. I can swim. I think it is hard. I want to join the swimming club. My friend Tom can play the guitar but he can‘t play it well. And he can‘t play chess. He wants to join the chess club. He thinks it is interesting. He wants to learn it. If the students can do the report like this with the help of the teacher, they will be quite happy, and they will learn much knowledge.Step 4: Homework:Task 1:4 group work:Suppose you are a boss, you want to get some good workers. How to write an advertisement.Focus students on the advertisement. Elicit the kind of personal qualities that would be good for the job, eg. A good teacher, a good swimmer, and write them on the board. Then elicit questions from the qualities on the board. eg. Can you teach children? Can you help kids with swimming?Divide the class into small groups and have them take turns interviewing each other for the job.Walk round the class offering language support as needed.Practice Can you help kids with…? Pay more attention to the things after ―with‖. EgCan you help kids with swimming/ chess/ playing chess/ singing?For feedback, ask students if they have found someone for the job. Why? What can they do? Why not? What can‘t they do?Homework: Workbook Part 3, 4.The third period: Section B 1a-3b.Step 1 RevisionTask 1.Ask some questions about can you …? What club do you want to join?Task 2: ask the students to give the ad. Four students a group. Ask one of them to be the boss. And others are the interviewees. Guide them to use kids, can you help the kids with …?Step 2 Presentation1a Ask the students to guess the music instrument by listening the music one by one.（PowerPoint Can you play the guitar B.）The music instruments are guitar, trumpet, drums, violin and piano.Ask the students to read after the teacher when they are looking at the pictures on PowerPoint.The right answers are 3, 1, 4, 5, 2Step 3 Practice1b. ask the students to ask and answer questions about the instruments with the help of the PowerPoint. （PowerPoint Can you play the guitar B.）They can ask and answer the questions like this. The teacher goes round the class and gives help if necessary. Can you play the guitar? Yes, I can.Can you play it well? No, I can‘t.Can he play the violin? Sorry, I don‘t know.Can she play the drums? Yes, she can . She can play it well.After the practice, the teacher can ask some pairs to act it out in the front. And the students answer the questions of the teacher after listening to the dialogue.Ask the students to practice more dialogues with the picture of playing chess, singing, dancing, swimming, painting, speaking English. Mix with playing the guitar, playing the violin, playing the drums. Tell the students there are something differences between playing chess and playing the guitar. Ask them to pay attention to it. （PowerPoint Can you play the guitar B.）Then ask more pairs to act the dialogues out in front of the class.Step 3 Listening Practice2a and 2b. Ask the students to read the words in the box first and ask them to listen to the recording for the first time. And play it for the second time and ask the students to circle the words they hear. The answers are sing, dance, drums, piano.（PowerPoint Can you play the guitar B.）With the same step, ask the students to do the exercise of 2b. Fill in the chart with the words in the box. Before2c. Ask the students to read the information in the box. And do the pair work to tell what Bill, Jennifer and Victor can and can‘t do.They can practice it like this:A: Can Bill play chess?B: No, he can‘t. But he can play the guitar. And he can play it well.A: Can Bill dance?B: No, he can‘t. But he can sing. And he can sing very well.Ask the students to work in groups. Ask and answer like this:-What can you do?-I can…,but I can‘t…（I can…and…, but I can‘t…or…）（PowerPoint Can you play the guitar B.）Then act it out in front. If you can ,you must show（展示）it for your classmates.3a. Ask the students to read the ad from the school magazine. The teacher can teach the students how to read the first part: musicians wanted for school music festival.（PowerPoint Can you play the guitar B.）Ask the students to underline the things they want people to do for the school music festival. Ask the students to read once more and think about whether he or she can be the musician.3b. ask the students to complete the following poster with the words in the box. They can use 3a for help.（PowerPoint Can you play the guitar B.）Homework:Task 1:3c. Ask the students to write their own poster for a sports day. The teacher can give some information to the students: play basketball, play volleyball, swim, jump, and so on. New and more information can be given to the students and they can also look up in the dictionary. They can also demonstrate their poster.Task 2:workbookThe four period：Self –CheckStep1 RevisionAsk several students to read the poster out. Let‘s see whose poster is the best one? Who can read it the most loudly and freely? The teacher asks the students to collect their own poster.Ask the students to say something about their friends. Let‘s see what their friends can do for the school show. Step2 Words check1 and 2Ask the students to see if they know the words on Part 1.Ask students to check all the words they know. You may wish to have them circle any words that they don‘t know. Ask students to find out the meaning of any words they don‘t know. They can do this by reviewing the lesson, asking you, asking classmates or using a learner‘s dictionary or bilingual dictionary.They can also add some new words that they learn from the teacher or the dictionary such as flute and harmonica Step 3 Writing3. Ask the students to read the conversation. Ask them who is asking the conversation（a student and the teacher on charge of the art club）Ask the students to fill in the card individually.The answers are: Cindy Jones, 12, I can draw a little. I want to learn about art.Step 4 Check the homework.Just for fun!Ask a student to read what the man is asking the drummer. Ask students: can they play the drums? Guide them to answer: No, he can‘t. Then ask, can he play the guitar? Allow the students to guess. Yes, he can. / No, he can‘t. Step 5 Group work4. There is a school show in the music room on Sunday. The time is 6:00. What can you do? What can your friends do? Ask one of the students to read the chart. Ask another students to read the example in the speechMing can….Culture noteKung Fu . The term Kung Fu can be used for the many martial arts native to China. More than 300 styles are registered with the Chinese government. Different spellings are Gung Fu and Gong Fu. In everyday language, gong fu is excellence achieved through long practice in any endeavor. A more correct word for describing Chinesemartial arts have spawned popularized genre of action movie. The films of Bruce Lee popularized martial arts in the west and actors like Jet Li and Jackie Chan have appeared in many western films. Their movies are often called Kung Fu movies.HomeworkTask 1:Workbook Part 7 WritingTask2: make an interview. What can your father do? What can your mother do? What can‘t your mother do ? What can‘t your father do? Make a list and prepare a report for the next class.Unit 2 What time do you go to school?(The 1st period Section A 1a-1c)Teaching aims(教学目标）1.谈论日常作息时间。
新目标英语七年级下全册英文教案
Unit 11 What do you think of game shows? Language goals:●In this unit students learn to give opinions to different kinds of topics and talk about likesand dislikes.New languages:●I love it.●I don’t like it.●I don’t mind it.●I can’t stand it.●What do you think of the wallet?●He/She loves it.●He/She doesn’t like it.●He/She doesn’t it.●He/She can’t stand it.●What does he/she think of the belt?Difficult points:1. Listen for people’s opinions.Listen for likes and dislikes.Read a letter.Wr ite people’s opinions.2. Present Simple Tense.What questions and answers.Teaching aids:● a tape recorder●some picturesTeaching periods:●Period 1: Section A1a, 1b, 1c●Period 2: SectionA2a, 2b,2c●Period 3: SectionA3a, 3b, 4●Period 4: Section B 1a, 1b, 2a, 2b, 2c●Period 5: Section B 3a, 3b, 4●Period 6: Self-checkPeriod1Teaching aims:1. Teach vocabulary words.2. Target Languages:What do you think of soap operas?I can’t stand them.I love them.3. Enable the students to give opinions and talk about likes and dislikes.4. Help the students learn how to listen to and talk about giving opinions and expressing likes and dislikes.Teaching procedures:Step 1. Warming up and lead-inPrepare some things and make sentences.Say, Hello, boy s and girls. Nice to see you here again. Today we’re going to learnUnit 11. We are going to give opinions. This is a watch. What do you think of it?Ask some students to repeat the two sentences several times.Step 2.Match work (la)Ask the students to read the words and the pictures, and then match the TV shows with the pictures a-e.Encourage or help the students to say sth. about the pictures and do the match work.Go on with the others in the same way. Then check the answers with the students. Step 3. Listening (1b)Ask the students to read the verbs in Activity 1b and write the number from 1a. Play the recording. Let students just listen. Then point out the blank lines where students will write numbers from 1a.Play the recording for a second time.Ask the students to listen to and read after the recording.Step 4. Pair work (1c)Ask the students to practice: What do you think of…?Show the following:What do you think of sitcoms?I love them.I can’t stand them.I don’t mind them.I don’t like them.Step 5. Homework:1. Ask the students to make conversations according to the model below.2. Ask the students to learn the new words and expressions in this unit.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:Do you like Er Bao?How about you?3. Enable the students to give opinions and talk about likes and dislikes.4. Help the students learn how to listen to and talk about giving opinions and expressing likes and dislike.Teaching procedures:Step 1.RevisionCheck the homework. Ask some students to work in pairs and make conversations.Then ask some students to question anything, for example, a coat and the others, give their opinions.Ask a student to point at her shoes.Ask a second student to write her opinion on the blackboard.Do more practice in oral.Step 2.Listening (2a, 2b)Ask the students to read the phrases in Activity 2a.Then ask them to listen to the conversation and write the answers on the line.Check the answers in the following way.Ask the students to listen a second time. Then check the answers and let students read the conversation and pay attention to these verbs that can give opinions.Step 3.Pair work (2c)Read the instructions to the class.Ask the students to read the two sentences in 2c.Ask the students to read the conversation in Activity 2b and practice it.Ask the students to practice the conversation using the TV show they know. Say, According to this conversation and using the TV shows you know make up a conversation.I’ll give you five minutes.Ask some pairs to practice.Step 4.Grammar focusAsk the students to read the sentences in the grammar box and sum up the sentence structure.Say: Now read aloud the sentences in the grammar box. Then write down the sentence structure in your exercise books.Ask the student s to pay attention to the bold type words in the above form and learn the following.Step 5.Homework:Ask the students to do some exercises.Period 3Teaching aims:1. Teach vocabulary words.2. Target Languages:Welcome to 9 O’clock weekend Talk.Do you like to watch TV?Yes, I o.How about Chinese cooking?I do, too!Thanks for joining us.3. Enable the students to give opinions and talk about likes and dislikes.4. Help the student learn how to give opinions and talk about likes and dislikes.Teaching procedures:Step 1. Warming upCheck the homework by asking some students to read the sentences.Ask the students to read the following passage and underline the sentences using the structure “What do you think of…?”Step 2.Speaking and writing (3a, 3b)Ask the students to read the two sentences in Activity 3a.Then ask the students to learn 3a.Say, I would like two students to finish 3a.One looks at this page and the other looks these CCTV shows? Fill in the blanks.Ask the students to look through 3b and finish 3b according to 3a.Check the answers.Step 3.Survey (4)Ask the students to read the sentences in 4.Then ask the students to write the names of more TV shows.Say, Do you know more TV shows? Fill your opinions and find who agrees with you.Give the students a few minutes to prepare.Encourage the students to speak out their opinions.Step 4.Homework:Ask the student to finish the following exercises after class.Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:I have a watch, a scarf and sunglasses.What does your father think of the watch?He doesn’t mind it.3. Enable the student to talk about what people think of these decorating things.4. Help the students learn how to talk about what people think of these decorating things. Teaching procedures:Step 1. Warming upCheck the homework by asking some students to read the completed passage.Then show some TV shows and ask the students to give their opinions using the structure “What do you think of…?”Step 2.Learn the things that can be decorated (1a)Show the new sunglasses, scarf, wallet, belt, watch and key ring.Say, I have some fashionable things .I bought them yesterday. What do you think of my scarf...?Help them to answer: I don’t like it /me love it/I don’t mind it/I can’t stand it.Point to some things and ask a student:” what do you think of my new wallet?Then ask another student to point at the first one “What does he think of the wallet?Ask the students to read the pictures. Ask the students to do the match work.Check the answers.Step 3.Speaking 1bPoint to the fashionable things and say: How many of these things do you have?Ask students to answer.Step 4.Listening (2a and 2b)Ask the students to listen to the conversation.Say: Now let’s listen to the tape. We are going to hear a conversation. And you have to write down the words you hear.Play the recorder. Then ask the students to write down the words to fill in the cart.Further activity: Ask the students to do some pair work in the following way if they can understand the listening material well.Then ask students to say the conversation without the help of the recording.Step 5.Group work (2c)Point out the example in 2c.Ask two students to read it.Then encourage the students to ask and answer questions about their parents think of the things in 1a.Say, I think you may like your new scarf. But I want to know what your parents think of it, please make up a conversation using the things in 1a.Step 6. Homework:1. Ask students to remember the new words.2. Practice the structure :what does he/she think of your new key ring…？Period5Teaching aims:1. Teach vocabulary words.2. Target languages:Here are their likes and dislikes.Can you please put my letter in next month’s magazines?3. Enable the students to read and write about their opinions and their likes and dislikes.4. Help the students learn how to read and write about their opinions and their likes and dislikes.Teaching procedures:Step 1.RevisionAsk the students to pay attention to the pictures on page 68.Say, Look at the pictures in Activity 1a. You have to work in pairs. One of you asks the questions and the other answers.Ask the other students to practice about the other pictures.Step 2. Reading (3a)Ask the students to look through the chart on page 87.Ask the students to read the letter.Answer any questions that students may have about the letter.Then ask the students to pay attention to the letter again.Fill in the blanks on page 87.Check the answers.And then ask the students to listen to the recording and read after the tape.Step 3.Reading and writing (3b)Review the words in Activity 1a on page 68.Ask the students to read the letter.Ask the students to read the letter again and fill in the blanks.Check the answers together.Step 4.Survey (4)Ask the students to read the conversation in 4.Ask the students to put at least five things.Ask the students to ask and answer questions.Say: Now there are some things. And you can ask what your classmates think of each thing .I will give you three minutes.Then check the result.Step 5.Homework:Ask the students to write a composition about one of the things.Period 6Teaching aims:1. Teach vocabulary words.2. Enable the students to write opinions about sth.3. Help the students learn how to write a story according to a thing.Teaching procedures:Step 1. Warming upShow some pictures to the students. Show the first picture in which a man doesn’t likea scarf.Show the second picture in which a boy loves a watch.Give more chances to let them practice. Ask the students to show their pictures.Step 2. Key word check (1)Ask the students to read all the words in this part.Say: Now read and check the words you know in 1 on page 70. Then make a sentence with one of them.Ask the students to check all the words they know.Ask t he students to find out the meaning of any words they doesn’t know.Say, If there are any words you don’t know, you can look them up in yourdictionary and ask me or ask for help from your classmates.Step 3.Vocabulary-Builder (2)Ask students to write five new words in their Vocabulary-Builder on page 113.Say, Open your books and turn to Page 113, please write five new words in you Vocabulary-Builder. You can ask for help from you Chinese—English dictionary.After they are finished, ask two students to write their words down on theblackboard.And ask them to read the words and the whole class repeat.Step 4. Reading and writing (3)Ask the students to read the article.Say: There is an article. First read it and then give your opinion.Ask the students to read a second time.Ask the students to give their own opinions to the class.Step 5.Homework:1. Ask the students to summarize what they have learned in this unit.2. Ask the students to prepare for the next unit.。
人教版新目标七年级下册英语全册详细教学设计及教案
Unit3 why do you like koalas?I.语言知识目标1.掌握下列有关动物的名词：tiger elephant koala dolphin panda lion penguingiraffe2.有关品质的形容词：cute smart shy ugly clever beautiful friendly quiet lazy3.有关国家的名词：Africa Japan Australia4.其他词类：grass leaf meat sleep relax kind of5.掌握下列句型使学生熟练谈论自己喜爱的动物并给出理由。
使学生学谈论自己喜爱的其他东西并给出理由。
使学生了解动物的生存情况。
II.语言能力目标1. 使学生熟练谈论自己喜爱的动物并给出理由。
2.使学生学谈论自己喜爱的其他东西并给出理由。
3.使学生了解动物的生存情况。
情感目标1.通过学习要培养学生自觉保护动物的意识。
2.通过学习可以使学生更加热爱生活。
热爱父母、热爱朋友，热爱自然。
能在小组活动中积极与他人合作，相互帮助。
IV.教学重点难点1.重点掌握动物单词的表达法，及谈论自己最喜欢的动物的表达法。
掌握动物特点的形容词，并能谈论喜欢某一种动物的原因。
掌握介绍来历的表达法。
2.难点表达动物的的意义和读音。
Kind of 用法。
如何用所学句型进行综合运用。
V.任务特点1、学生学会如何谈论自己所喜欢的动物及原因，具有实际交际能力，符合中学生交往的原则，2、由喜欢动物到喜欢各种各样的东西，学生能激发内心的爱心，更加热爱生活，保护自然。
3、了解父母朋友同学的各种爱好，更能激发学生的友谊、亲情，更多的每一个人。
VI.教学步骤。
新人教版新目标 初一英语 七年级下册全册教案 初一第二学期全套教学设计
七年级英语下册Unit1-10全册教案Unit 1 Can you play the guitar? (2)Unit 2 What time do you go to school? (11)Unit3 How do you get to school ? (19)Unit4 Don’t eat in class. (25)Unit5 Why do you like pandas? (33)Unit 6 I’m watching TV (43)Unit 7 It’s raining! (55)Unit 8 Is there a post office near here? (65)Unit 9 What does he look like? (74)Unit 10 I’d like some noodles (84)Unit 11 How was your school trip? (91)Unit 12 What did you do last weekend? (103)七年级英语下册教案Unit 1 Can you play the guitar?一. Knowledge and abilities goals:1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar2. How to use Model verb‖ can‖.3. Listening and speaking skills and communicative competence.二. Teaching method: Listening and speaking methods. Pair works.三. Moral goals: Encourage students to express their abilities.Content of courses: In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to join…club ?Can you …?四. Importance and difficulty: canTeaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class.五. Teaching Time: 4 periodsPeriod 1 (Section A: 1a-2d)授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节1.Knowledge Objects: Learn to talk about abilities.Know something about the culture of clubs. Can you/he..?What can you do? What club do you want to join?can, can‘t, draw, dance, swim, speak, walk.2.Teaching key point: can3. Teaching Difficult point: can4.Teaching Procedures:Step 1. Lead-inEnjoy a song I’m a musicianT: 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. PresentationT: Look at the pictures. What are they doing? S:Step 3 Pair workLook at the pictures. Ask and answer like this:A: Can you play basketball?B: Yes, I can. / No, I can‘t.Can you…?Step 4 PresentationShow some pictures o f 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‘tIf the answer is negative, guide students to say:S: No, I can‘t. But I can learn it from others.Step5 Pair workA: 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 ListeningListen to 1bListen to 2a and 2b. Tell them to give special attention to listening activity (names of the clubs). Finish the tasks.Step 7 Pair workLook at 2b and talk about what the people can do the clubs they want to join.Step 7 Role-play the conversation 2dT: 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.Step 8 Explain some language points.Step 9 HomeworkReflection after class：_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _________________________________Period 2 (Section A: 3a-3c)授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节1. Knowledge Objects: go on learning to talk about abilities.—Can you play the guitar? —Yes, I can./ No, I can't.—What can you do? —I can dance.—What club do you want to join? —I want to join the chess club.2. Teaching key points: Conclude the usage of ‗can‘; put all new language into practice through different activities.3. Teaching Difficult points: Distinguish ―say, speak, tell, talk‖4.Teaching Procedures:Step1:Greeting, Warming up and duty report.Watch a flash about the content of the Just for fun.Talk something about the flash: Why is the other boy unhappy?Introduce because of the difference of time zones, the time in different places are different.Revision: show the time in six places: Beijing, Tokyo, Paris, Los Angeles, New York, and London. Elicit the sentence pattern: What time is it?It‘s……Draw attenti on to the ―am‖ and ―pm‖. For instance, Beijing is seven o‘clock in the morning. We can say Beijing is seven am. Los Angeles is three in the afternoon. So we can say Los Angeles is three pm. (teacher helps students answer).Step2:Review the words learnt in the last period and add more.(1)T：Here are some Chinese, let us see what time do they usually get up/ take a shower…get up take a shower eat breakfast go to school eat lunch run go homedo homework eat dinner go to bed(2)ask students to make a surveyAsk your friend 5 questions about his /her day. Then make a report.A: What time do you usually…?B: I usually…at…Step3:presentation.(1)Ben‘s day. Introduce something about Ben.Using the sentence pattern: What time does he usually get up/go to school/…Pay attention to the verb form of the third person.Discuss Do you like ben‘;s routines.(2)Show the picture of Scott. He usually gets up at 5 pm.Ask students to predict what his job is?(3)listen to the tape,and try to answer this question. then read through the passage,and match the pictures with the times.(4)read it again and fill in the chart.(5)answer the following questions1.Where does he work?2.How does he go to work?Step4:Work on 3a.（1）Read through the passage and tell me what his job is.（2）Read it again and match the pictures.(3)Answer questions:What does he do after he get up?Does he go to work after breakfast? What does he do?How does he go to work? By bus or on foot?What does he do before he goes to bed?What does―What a funny time to eat breakfast!‖mean?Step5:Follow up.T：My friend Da Bao likes Scott's work, so he gets to Sai Te Hotel . But he doesn't find him.T: There are many children in the hotel. Look, they are coming. Please ask them questions to find the real Scott.Step6:Work on part4.T：Now six people make a group, and ask the other students when they usually go to bed . The leader lines up from the earliest to the latest bedtime.T: Let's listen Group1…Group2…Step7:Work on part 3 of self –check.T: Now I want to know something about what you do on weekends. You can go, ask your classmates and fill in the forms. Then you have a report.T: You may begin it like this "Ma Li gets up at …"Step8:Homework.Oral work:（1）Read 3a and recite it.（2）Go on making a survey to find out what your classmates do on weekends. Reflection after class：_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________Period 3 (Section B: 1a-1f)授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节1. Knowledge Objects: go on learning to talk about abilities. drum, play the drum, piano, play the piano, violin, play the violin2. Teaching key points: Improve listening and speaking3. Teaching Difficult points: Improve listening and speaking4. Teaching Procedures:Step 1 Warming- up and revisionDaily greeting.Check the homework. Let some Ss report what his/her family members can do. Step 2 PresentationPlay the sound of different kinds of instruments. Let Ss guess what it is.Act and show your classmates your talent.T: Please stand in front of your classmates. Act and say what you can.S1: (sing and dance) I can sing and dance.S2: (play the drum) I can play the drum..Step 3 ListeningTell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a.Play the recording again and check the answers.T: Now let's work on 1c. First, let one student read the words and phrases aloud. Then listen to the 1d and circle the words and phrase you hear.Check the answers:T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What can't they do? You'll listen to the recording again. Then try to fill in the blanks.Step 4 Group workWork in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do.S1: Bill can play the guitar, but he can't sing.S2: Cindy can sing and play the drum, but he can't play the piano.Teacher can walk around the classroom, and give some help to the Ss.Step 5 HomeworkMake up a conversation between a volunteer and a person who is in charge of a sports club/old people‘s home/music club.Reflection after class：_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ____________________________________Period 4 (Section B: 2a-self check)授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节1. Knowledge Objects: go on learning to talk about abilities. also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician2. Teaching key points: Also, too; be good with, help with3. Teaching Difficult points: Describe one‘s ability4. Teaching Procedures:Step 1 Warming-upCheck the homeworkAsk some pairs to show their conversationsStep 2 ReadingFirst, show some pictures of the boys and girls and some key words in 2a.T: Here are some pictures and information about Peter, Alan and Ma Huan. Can you describe them according to the pictures and key words?S1: Guide Ss to use ―also, too‖, and distinguish how to use these two words.Give comments on Ss‘ descriptions.T: Now we‘ll read three ads. What's the main idea of each ad? Wh at's each ad's title? Now let's read the three ads and select a title for each ad. Ss read carefully and try to select a title for each ad. Check the answers with the class.Step 3 Review the usage of “tell”,Review and distinguish the usage and function of ―help‖T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right for him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person.Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups.Check the answers with the class.Step 4 Homework1. Recite 2a and 2b2. Finish the exercise on p6Reflection after class：____________________________________________________________________Unit 2 What time do you go to school?1. Teaching Aims:1) Aims of Basic Knowledge:①V ocabulary: time, shower, usually, O‘clock, what time, go to school, take ashower.② Grammar: What time do you…? What time does he / she…?③ Function: Use the simple tense to talk about the daily life.2) Aims of Abilities: Listening skill. Speaking skill. Reading skill. Writing skill.3) Aims of Emotion: Love life.2. Analysis of the Material:1) Brief Introduction of the teaching material:What time / When do you…?‖ ― What time / When does he…?‖2) Teaching Focus: What time do you…? What time does he/ she…?3) Teaching Difficulties: Present tense.3. Learning Methods: Make a plan. Culture.4. Teaching Methods: Student- centered. Task-based Teaching.5. Teaching Time: 4 periodsPeriod 1(Section A: 1a-2a)授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节Step One: Warming-upGreetingT: Good afternoon, everyone.Ss: Good afternoon, Miss Yang.Step Two: Presentation1.Adjust the time, and ask students questions.T: What time is it? Ss: It‘s 12 o‘clock. ( Write on Bb )( Help Ss to say )T: What time is it? Ss: It‘s 10:15.( Help Ss to say )2.Ask one student to come to the front, adjust the time and ask the otherstudents.S1: What time is it? Ss: It‘s 9 o‘clock.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 Bb)T: I usually get up at 6:35. ( Teach Ss the new word ― usually‖ )S1: You usually eat breakfast at …S2: You usually run at…S3: You usually take a shower at …4.Ask Ss to do the exercise of 1a, and then check the answers.Step Three: Listening1.Show Ss the timetable of Rick‘s ( write on small Bb )Rick‘s timetableGets upEats breakfastRunsGoes to schoolTakes a showerAsk Ss 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 ?Ss: He gets up / eats breakfast / runs / goes to school / takes a shower at…( Ask Ss pay attention to the underlined phrases.)Step Four: Consolidation1.Ask Ss 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 takea shower.Step Six: Homework1.Try to remember all the words & phrases.2.Survey: Ask your classmates their routines, and give your report.3.Plan: January 1st is coming. Please plan it, and make your day wonderful.Step Seven Blackboard DesignUnit 2What 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 teetheat breakfast take a shower what timeReflection after class：_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _______________________Period 2 (Section A: 2b-Grammar Focus)授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节1. Aims and demands :1) Language skills :Ss learn to talk about kinds of transportation, and how long it takes to go places, and how far apart places are.2) Target Language : Words : how far , get to , bicycle , subway , bus stop, train station , minute, kilometer, mile , transportation , calendarSentences: How do you get to school ? / How long does it take ? / How far is it ? 3) Moral object : Through learning this unit , Ss can enable them to care for each other whenever crossing the roads and pay attention to the sign of traffic.2. Analysis of the material:Students have learned the transportation before.. In this unit ,they need to learn more details about the transportation. At the same time ,they need to learn ―How long and How far‖ and they can use them freely.3. Teaching methods:pairwork , groupwork ,listening and speaking, practicing4, learning strategies:Personalizing Inferring vocabulary5.Teaching aids:Tape recorder, a projector or a computer6.Teaching period:Four periods.Period 3 (Section B: 3a-3c)授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节1. Aims and Demands: Key vocabulary, How do you get to school ? How does he getto school ?2. Teaching methods : Listening Writing Pairwork3. Teaching Aids : A tape recorder.Step I Leading inT: Good morning, everyone! You know I live far away ,so I go to school by bus every day. What about you? David, ―How often do you go to school?‖S:--------T: So we will talk about how to get to places in this unit.Step IINow I will show you pictur es and let‘s review the transportations we know. Then we will learn more about it .(take the subway) Please open your books and finish 1a. Step III1. There are five names in 1b.Now they are in the picture. We should find them.2. Play the tape .They should listen carefully and find the persons .Write the numbers next to the correct students in the picture above. After listening , check the answers together .Step IVPoint to the example in the box , ask two students to read it .then ask them to make up their conversations about how the people in the picture get to school .Teacher choose some pairs to act their conversations.Step VPracticing the listening :T: I will play two conversations The people are talking about how students get to school and how long it takes .The first time check the kinds of transportation that you hear. The second time match the time with the kinds of transportation activity 2a.Step VI1. Pay attention to the picture and dialogue.2. Make your own dialogue into pairs.3. Act it in front of the students.Step VIISummary and homework: This class we have learnt some key vocabulary and the target language .I hope after class you can survey how does your friends get to school .and pre-revise the 3a,3b.Step VIII Blackboard DesignUnit 4 How do you get to school ?How do you get to school ?How long does it take ?It takes about 10 minutes .Reflection after class：_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ __________________________________Period 4授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节课题Unit 2 What time do you go to school？（第4课时）教学批注教学设计一、教学三维目标1.知识与技能：(1)通过本单元的学习，使学生掌握相关的时间表达方法以及相关的词汇，能够就生活中的时间安排及日常活动来交谈；(2)通过情景设计来激发学生学习的学习兴趣，并培养学生的自主学习和与他人合作的精神；(3)通过谈论作息时间及日常活动，培养学生合理安排作息时间的意识。
七年级英语下册 全册教案 人教新目标版
Unit 1 Where’s the post office?单元主题：Ask for and give directions. 询问方位，以及给出方位。
单元目标：（1）学习并掌握一些表示方位的介词。
（2）学习并掌握一些形容词的用法。
（3）学习并掌握一些常见地方的名称。
主要句型和交际用语：（1）Where’s the park?（2）It’s on center street.（3）The supermarket is across from the bank.（4）The pay phone is next to the post office.（5）The library is between the video arcade and the supermarket.（6）Is there a pay phone in the neighborhood?（7）It’s down the Bridge Street on the left.主要词汇：post office，Is there …?，bank，near，here，center，street，bridge，hotel，video，arcade，supermarket，pay，pay phone，park，across，across from，next to，between，avenue，down，neighborhood，right，left，quiet，big，dirty，busy，false，welcome，garden，district，turn，off，enjoy，walk，take a walk，through，will，see，house，begin，beginning，tour，come，get，money，buy二. 重点、难点分析：1. across 介词“横过”Be careful when you walk across the busy street.当你穿过繁忙的街道时要小心。
人教版新目标初中英语七年级下册全套教案
Unit 1 Where’s your pen pal from?一、单元教材分析本单元的中心话题是pen pals。
主要语言功能项目是talk about countries, cities and languages。
语法结构为Where…from; Where…live and what language…speak。
先以Activity1复习语言与国家的配对练习入手，Activity2a, 2b一个综合的听力训练来展示学生的听力能力，并以听力内容为基础，通过Activity2c中假设的两人对话操练来培养学生的交流能力，同时也引导学生多沟通与多交流。
Activity3a是一篇email形式的阅读文章，并有相关问题由学生在阅读后进行回答Activity3b 是根据提供的信息进行填空的写作练习，Activity3c 是一篇模仿写作，让学生给自己的笔友写一封关于本人信息的email。
我在各课时教学中设计各种各样的小活动，通过Discussion，Classifying，Guessing等不同方式让学生掌握本单元的知识点，用学会的知识与外国的笔友自如的交谈是学习本单元的目的。
二、教学目标分析1、语言目标a. 重点词汇：Countries: Canada, China, France, Japan, the United States, Singapore, Australia,The United Kingdom, Paris.Cities: Sydney, New York, Toronto, Toyo, LondonLanguages: English, French, Japanese, Chinese.b. 重点句型：－Where…from? －She’s/He’s from…－Where does…live? －She/He lives in …－What language does she /he speak? －She/He speaks ….2、能力目标a. 培养学生在文段中寻找信息的能力；b. 学会用英文给笔友写回信，简单介绍个人情况；c. 通过有效地小组合作，培养学生合作能力及团队精神。
新目标七年级英语下册教学工作方案
千里之行，始于足下。
新目标七年级英语下册教学工作方案教学目标：通过七年级下册英语课程的教学，培养学生良好的英语听、说、读、写能力，使学生能够熟练运用所学英语知识进行交流和表达。
教学内容：1. Module 5: Friends and family2. Module 6: Animals and nature3. Module 7: Travel and holidays4. Module 8: Food and health5. Module 9: Sports and hobbies6. Module 10: Technology and communication教学步骤：Step 1: Warm-up (5 minutes)通过唱歌、打招呼等热身活动，调动学生学习英语的兴趣。
Step 2: Presentation (15 minutes)通过图片、实物等教具，向学生介绍新课程的主题内容，并激发学生的学习兴趣。
Step 3: Vocabulary learning (20 minutes)通过词汇卡片、词汇游戏等活动，帮助学生掌握本节课的重点词汇。
Step 4: Listening and speaking practice (30 minutes)第1页/共3页锲而不舍，金石可镂。
通过听力材料和情景对话，让学生通过听力理解和口语表达来训练他们的听说能力。
Step 5: Reading and writing practice (30 minutes)通过阅读材料和写作练习，训练学生的阅读和写作能力。
Step 6: Review and assessment (10 minutes)通过小组活动或游戏等形式，对所学内容进行复习和评估。
Step 7: Homework (5 minutes)布置适当的家庭作业，巩固学生的学习成果。
教学方法：1.任务型教学法通过真实的语境和任务来培养学生的语言运用能力。
最新人教版七年级英语下册全英文教案(全册全英文)
最新人教新目标七年级英语下册全英文教案（全册全英文）Unit 1 Can you play the guitar?教学过程♦ Step 4 Role-play1.Ask the students to read the conversation in 2d.try to find: What can Jane/ Bob do?What club do they want to join?2.Ask the students to fill in the forni.（见课件）3.Ask students to practice the conversation according to the for m・4.Ask students to perform the conversation.♦Step 5 Explain several important words and phrases.（见课件）♦Step 6 HomeworkMake a survey about what your friends can do and what club your friends want to join. 板书设计Unit 1 Can you play the guitar教学过程Example:In my group,Li Lin can do kung fii.Liu Kun can tell stories....Fm sure we will give you a good show and make you have a good time・♦ Step 6 HomeworkWrite an ad—Students Wanted for Our Learning Group・板书设计Unit 1 Can you play the guitar4.Ask students to read the passages in 2b.And then match the titles with the ads・5.Check the answers・6.Who fits the job? Match each person in 2a with an ad in 2b.Write A.B and C.（见・课件）7.Check the answers・♦Step 5 Explain important points.♦Step 6 HomeworkWrite a letter to your. teacher.Tell him/lier what you can do for school concert・板书设计课堂练习I •根据汉语意思完成句子1.你能帮我学英语吗？____ you help me ________ English?2.你善于和老人相处吗？____ you ______________ old people?Unit 1 Can you play the guitar(3)hclp⑷be good at/witli/for的用法与区分Work on Self Check 3Ask several students to show their works.♦ Step 5 HomeworkWrite a poster:Artist Wanted for Art Festival.板书设计课堂练习I •单项选择1 ・ Peter __ play soccer・A.can alsoB.also canC.can tooD.too can2.___ you good ______ c hildren?A.Are;forB.Is;in.C.Are;atD.Are;with3.Please call Mr.White ____ 589-267.A.inB.atC.onD.with4.― an you sing or swim?A.YesJ can swimB.NoJ can't swimC.YesJ can singD.I can sing5.___________________________ We want two good actors our school show.Unit 2 What time do you go to school?Keys:(l )From 12:00 at night to 6:00 in the morning. (2)At eight thirty at night. (3) At nine. (4) At ten twenty.(5) At elev亡n o'clock.3.Ask students to practice the conversation in 2d in pairs.教学过程板书设计课堂练习I .根据句意及首字母提示完成单词I・一What t _ da you go to school?—At &00.2.1usually get u ____ at 7:00 every day.What about you?3.__________________________________ My mother bought me two red d on my birthday.4.1need a new b _____ and some new pencils to draw the picture・5.1usually take a s ____ before I go to bed・Keys: 1.time 2.up 3.dresses 4.brush 5.showcrII.用所给词的适当形式填空1. A man has twenty-eight ______ (tooth)・2.Mrs.Li _____ (dress) little Tom every morning.3.My father ______ (work) in a shoe factory.4.Mr.Wang tells us a _____ (fun) story in class.5.1do morning ______ (exercise) with my grandparents every day.Unit 2 What time do you go to school♦Step 2 Learning Grammar Focus1.Ask students to read the sentences in Grammar Focus and translate them into Chinese.,2.Explain several important points・3.Ask students to do some exercises.（见课件）♦Step 3 Writing sentences1 .Work on 3a.Ask the students to write answers or e always,usually or never.2.Ask the students to show the answers.3.Let students write something they always/usually/never do on the blackboard・4.Ask students to do an interview with three students.Find out what time they do the activities in 3c.Then give a report. For example:In our group.Li Fei usually gets up late on weekends.She gets up at...♦Step 4 Explain several important words and phrases.（见课件）♦Step 6 HomeworkWrite an article to mtrodnee your classmate's daily activities.板书设计课堂练习I .根据句意及汉语提示写单词1 .This is a big train （火车）（站）・2.Lily ____ （从不）buys green clothes.3.You don't need to go to school ______ （早地）next Monday.4.The _____ （收音M） player is very nice・5.We have lunch at twelve _______ （点钟）.Unit 2 What time do you go to school教学过程♦Step 4 Explain several important points.♦Step 5 HomeworkWrite a passage about your daily life.板书设计课堂练习I .单项选择I.Can you help us do _____ ?A.our homeworksB.our homework homeworks homework2.We go home at half _____ five ______ t he aftemoon.A.to;inB.past;atC.to;atD.past;in3.What time do you eat _____ breakfast? What do you usually have _______ breakfast?A./;/B.for;forC./;forD.for74.1 like to eat __ apples _____ pears.but not grapes・A.either;orB.neither;norC.not only;butD.or;or5.____________ The cake good.I w^nt another one・A.feelsB.tastesC.soundsD.feelsKeys:l—5BDCABII•根据汉语意思完成句子Unit 2 What time do you go to schoolUnit 3 How do you get to school教学过程♦ Step 4 Work on 2dStudent A is Jane and Student B is e the information in 2b to make conversations.A:How do you get to school?B:L・・A:How long does it take...?B:It takes...A:How far is it from...to...?Bit's about...♦Step 5 ReadingAsk students to read the dialogue in 2e and translate it into Chinese.Then ask students to role-play the dialogue. ♦Step 6 HomeworkPractice the conversation in 2c.板书设计课堂练习1.根据句意及汉语提示写单词1 Jim is not happy because he lost his _____ （自行车）.2.There are always lots of people on the _____ （公共汽车）.3.My aunt takes the ____ （地铁）to work every day.4.—How do you get to Beijing?—I take the ____ （火车）.5.1 usually _____ （步行）to school in the morning・Keys: 1.bike 2.bus 3.subway 4.train 5.walkUnit 3 How do you get to school教学过程♦ Step 4 Make a survey 3cl.Show a chart on the screen.(2.Let students ask their classmates questions and write their names in the chart.The firs4 student to fill in all the blanks wins.3.Ask several students to show their results in front of the class・板书设计课堂练习I •单项选择l.____________ How far is from Hangzhou to Wuhan?A.thatB./C.itUnit 3 How do you get to school教学过程4.Check the answers.(见课件)①They go on a ropeway to cross the river to school.②Because they don't have a bridge over die Tiver.③Yes.he does.Because he loves to play with his classmates and he loves his teacher.④The dream is that there .is a bridge over the river.I think their dream can come true.Because all the villagers are working on it.5.Ask the students to read the passage again and complete the sentences in 2c with words from the passage・6.Check the answers・(l)difficult (2)big (3)quickly (4)afraid (5)truc♦ Step 5 HomeworkWrite a short passage about how your classmates go to school.板书设计课堂练习I •根据句意及首字母提示完成单词1.____________ Linda's h is far from her school.2.She t ____ the No.16 bus to school every day.Unit 3 How do you get to school2.F inish Self Check 2.Ask students to write at least five questions with the information in the chart.Then answer thequestions・For example:—How does Tony get to school?—He gets to school by bike・♦ Step 5 HomeworkWrite a passage with t he information in Self Check 2.板书设计课堂练习I•根据汉语意思完成句子1.Mike often _________________ （坐火车）to Beijing.2.Let's go there __________ （乘小汽车）.3.My teacher ____________ （像）a friend to me.4.Mrs.Li has _________________ （—个八岁大的）daughter.5.1 eat fruit and vegetables ___________ （每天）.6. _ ________ （多长时间）does it take Zhao Lei to do his homework?Keys: 1.takes the train 2.by car 3.is like 4.an eight-year old 5.cvcry day 6.How long II•根据句意，用合适的介词填空1 ・一What do you think _____ the travel?―reat.2.It is about two kilometers ____ my home _______ school.3.Thursday is ____ Wednesday and Friday.4.Jane often goes to school _____ t rain.5.___ many studentsat is easy to get to school. Keys: 1 .of 2.from;to 3.between 4.by 5.For教学反思Unit 4 Don't eat in class.教学过程2.Check the answers.(见课件)(1)It’s not to be late for class.We must be on time.(2)No.they can't.(3)No.they have to wear the school uniform.3.Let students role-play the conversation in 2d in pairs ♦ Step 6 HomeworkWrite the rules in your home.板书设计课堂练习I .根据句意及首字母提示完成单词I.It's very i __ for students to learn English well.2.We must be g _____ in the library.3.We can't eat ill the classroom but we can eat o _____ ・4.Doift a ____ late for class next time.5.Lily w _____ a red dress today.Keys: 1 .important 2.quiet 3.outside 4.arrive 5.wearsII.单项选择1.Don't be late ___ school.A.onB.forC.inD.at2.—Doni eat in the classroom.—__ ,Miss Liu.A.TlianksB.ReallyC.SorryD.Why3.We can't Jisten to music in the classroom. _____ we can do it in the hallways.A.andB.butC.soD.or4.― an I wear hats in class?—__ .but you can wear them after class・A.YesJ canB.Yes.you doC.NoJ can'tD.No,yon cant5.Rose _____ to school very early every day.A.arrivesB.getsC.reachesD.arriveKeys: 1—5 BCBDB教学反思Unit 4 Don，t eat inclass教学课题Section A (Grammar Focus-3c)教学目标【知识目标】Important phrases:wear a hat.wear a uniformImportant sentences:1 Don't run in die hallways.2.—What are the rules?—We must be on time for class・3.― an we eat in the classroom?—No,we can5t,but we can eat in the dinmg hall.4.—Docs he have to wear a uniform at school? ―Yes.he does./ No.he doesn't.5.—What do you have to do?—We have to be quiet in the library.教学重难点【能力目标】1.学会使用祈使句。
七年级英语下册 全册教案 人教新目标版
单元主题：Ask for and give directions. 询问方位，以及给出方位。
单元目标：（1）学习并掌握一些表示方位的介词。
（2）学习并掌握一些形容词的用法。
（3）学习并掌握一些常见地方的名称。
主要句型和交际用语：（1）Where’s the park?（2）It’s on center street.（3）The supermarket is across from the bank.（4）The pay phone is next to the post office.（5）The library is between the video arcade and the supermarket. （6）Is there a pay phone in the neighborhood?（7）It’s down the Bridge Street on the left.主要词汇：post office，Is there …?，bank，near，here，center，street，bridge，hotel，video，arcade，supermarket，pay，pay phone，park，across，across from，next to，between，avenue，down，neighborhood，right，left，quiet，big，dirty，busy，false，welcome，garden，district，turn，off，enjoy，walk，take a walk，through，will，see，house，begin，beginning，tour，come，get，money，buy二. 重点、难点分析：1. across 介词“横过”Be careful when you walk across the busy street.当你穿过繁忙的街道时要小心。
人教版新目标初中七年级英语下册全册教案
Unit 1 Where is your pen pal from?Teaching Goal:1. General aims:A. Talk about where people are fromB. Talk about nationality, nation and languageC. Talk about where people live2. Particular aims:A. Language Focus.(1). Talk about nationality, people and languages(2). Ask and answer where people live.B. Language goals(1). Change your own information with your pen pals.(2). Ask some questions using where.(3). Ask words somebody talk about.C. Language structures:(1). Where is /are... from?(2). Where do/does ... live?(3). What language do /does...speak?D. Useful words and phrases:Words: Canada, France, Japan, the United States, Singapore, Australia, the United Kingdom, English, French, JapanesePhrases: come from, live in, live on, a little, in school, at school, tell...about,like going to the moviesE. Grammar language:(1). Special question with where(2). Noun changes into adjective word, for example country change into nationality andlanguage and people.F. Teaching difficulties:(1) the names of the countries and the languages.(2) How to use the students learn, especially in writing.G. Learning strategies:(1). Using what you know(2). Deducing(3). PersonalizingH. Emotion goals:(1) Students can communicate with their pen pals in English using modern tools(e.g.e-mail, OICQ, MSN)(2) Students are happy to know the geography and the cultures of different areas in theworld.3. Teaching design:Period 1: Section A (1a-2d)Period 2: Section A (3a---4)Period 3: Section B (1---2c)Period 4: Section B (3a---3c)Period 5: Self-checkPeriod OneTeaching aims:1. Learn the countries and cities.2. Learn to how to ask and answer where the people live.Teaching points:1. V ocabularies: the words of the countries and the cities, pen pal, live (in)2. Sentences: Where is your pen pal from? He/She is from....Where does he /she live? He/She lives in.....Teaching difficulties:1. Students learn the new words of the countries and the cities and learn how to ask and answer the people where they live.2. How to use the special questions with where.Teaching steps:Step 1 Warming-up1. Share an English song.2. Greetings.3. T: What did you do during the winter holiday?Collect different answers(e.g. watch TV, go shopping, play with the computer, etc)Step 2 Presentation1. T: During the winter holiday, I made some pen pals from different countries on internet. Teach "pen pal" on the Bb. Ask Ss "Do you have a pen pal?"(Yes/No.) and show them the map of the world and let the students guess what countries they are from( they can use Chinese if they can't.) Then teach the names of the countries on the map.2. After learning the names of the countries on the map, show the different flags and let students say the names again. Meanwhile show some stars to present "He/She is from......" Step 3 Pair workShow the people of cartoons from different countries. Students ask and answer in pairs: "Where is......from? He/She is from..."Step 4 ListeningWork on 1a and 1b. Listen and repeat(1a). Listen and circle(1b).Step 5 Guessing gameT says some information and ask the students to guess who she is. For example: She is a girl. She is from China. And she plays ping pong very well. Students go on until they guess she is Wang Nan. Then present "She lives in Beijing." And show the pictures.Step 6 Learning1. Look at the pictures, and learn the names of the cities in different countries. And tell them some cultures in the different countries.2. Work on 2a. Let Ss say like "Sydney is in Australia."3. Ss ask and answer in pairs.Step 7 Listening1. Work on 2b. Listen and circle.2. Listen and complete the chart.(2c)Step 8 Homework1. Copy the new words 5 times.2. Read the text 3 times.And make questions about Jodie in 2c.Period TwoTeaching aims:1. Learn the languages.2. Talk about nationality, cities people live and languages.Key points:1. Word: language2. Sentences: What language do/does...speak? They speak..../He/She speaks........Teaching difficulties:Ss use the sentences they learned to communicate with their partners about their pen pals. Teaching steps:Step 1 Warming-up and revision1. Greetings.2. Revise the new words and the sentences with the Ss.3. Game: "Where is Sydney? It's in ...." One by one in groups. See which group does best. (4)4. Pairs ask and answer the picture using "Where is ...from? He/She is from..." "Where does he/she live? He/She lives in ...."Step 2 PresentationT: They are from different countries. And they speak different languages. Do you know what languages they speak?Talk about the children on the map. See how many languages the Ss know and teach the new words like "Japanese, French".Step 3 Task One1. Match the countries and the languages. "What languages do they speak in...? They speak.....in China/Australia/..."2. Work on 3a.Step 4 Pair work1. Talk about some famous people about their names, nationalities, cities, languages, hobbies, etc. First T practices with Ss, then S1 does it with Ss, finally practice it in pairs. Some pairs make a drill in front of the class.2. Ss talk about themselves with their partner. Use "Where are you from? Where do you live? What language do you speak? What do you like?" etc.Step 5 Task Two-Choosing a pen pal1. T: Do you have a pen pal ? (Yes/No.) I have one .Show the picture. Ask Ss to ask me some questions about my pen pal. See who can ask more questions.2. T: What kind of pen pals do you want? Why?Group work. Get students choose their favorite pen pals from other countries according to the pictures given by teacher. Ss ask each other in their group.3. Report: Some Ss say their favorite pen pals in front of the class.e.g. My pen pal is... He/She is from... He/She is.. years old. He/She lives in ...He/She speaks..... He/She likes....Step 6 Homework1. Practice the dialogues with their partners.2. Suppose the Ss meet their favorite star in the street, and what questions you can ask the star.Period ThreeTeaching aims:Learn to communicate with their partners about their pen pals in English.Ability aims:Through Group work, improve the Ss' ability of cooperation.Teaching difficulty:How to read pen pal's letters in English and share the information in the letters with your partners.Teaching steps:Step 1 Warming-up1. Greetings.2. Have a chat.Step 2 RevisionCheck the homework. Ask Ss to act it out when they meet their favorite star in the street. Step 3 Practice1. Section B , Part 1. Match the countries with their languages.2. Memory game Let the Ss repeat the following sentences:People in China speak Chinese. People in Japanese speak Japanese. People in the USA, UK, Australia and Canada speak English. People in Singapore speak English and Chinese. People in France speak French.Step 4 Listening1. Work on 2a, listen and number the questions they hear.2. 2b. Play the tape again and write short answers to the questions in 2a.3. Show a card about Lucy on the slide. Ss complete the chart and let Ss say something about Lucy's pen pal. Ss can share some ides in class.Step 5 Pair workPractice the conversation of 2a in pairs Pay attention to the language points: Does she have any brothers and sisters? (any and)Does she speak English? (Write them on the Bb)The Ss makes up their own dialogue about more information of their pen pals by using the drills in 2a.Step 6 Task OneSix Ss a group. Give every group a letter in not an order. Ask the Ss to read the letter and put the letter in an order. And T asks the following questions:1. Where is So-Young from？2. What languages does she speak？3. What does she want？4. Does she have any brothers or sisters？5. What does she like？6.What's her favorite subject？T Gives the Ss several minutes. Some groups answer the questions and report about So-Young. Step 7 Task Two1.T gives every student an English letter and a chart before the lesson. Ss read their letters and underline the key words. T asks some questions like:(1) What's your pen pal's name?(2) Where is he/she from?(3) What language does he/she speak?(4) Where does he/she live?2.Divide Ss in groups of four. Ss fill in the chart with the information they get from other group members by asking.3.Tell the Ss to give the whole class a report. Other Ss can take notes (write the Ss'names which their pen pal are from the same country with you.)Step 8 Homework1. Copy the new words they learned today and the sentences in 2a2. The Ss whose pen pals are from the same country collect some information about the country (如：风土人情，文化习俗等)Period FourTeaching aims:1. Train Ss'ability of reading.2. Learn to ask the information (e.g. nationality, cities people live, languages and their hobbies etc.)3. Learn write a reply to their pen pals.Functions:1. Talk about countries, nationalities, cities and languages;2. Ask and tell where people live.Learning Strategies1. Revise the knowledge they learned.2. Train the students' ability of reading.3. Use the knowledge they learned in the life.( e-mail, MSN, OICQ)Teaching difficulty:e the knowledge they learned in their life.2.How to write an e-mail introducing themselves to their pen pals.Teaching steps:Step 1 Warming-up and revision1. 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: Reading.1. The students open the books, turn to Page 6 and read the first letter. After that, the students answer three simple questions.2. The students read after the tape and go on answering some more questions.3.Design a card about Bob. Ask individual Ss to complete it.4. Some Ss say something about Bob.Step 3 CompetitionWork on 3b. Divide the Ss into two groups, and complete the pen pal's letter with the information on the slide more quickly. Check the answers with the Ss. Then close the books, See which pairs ask and answer some questions better and more quickly in front of the class. Step 4 Pair work1. The students read the letters that the teacher gives them and then choose one pen pal they like.2. The partner asks the student some questions about the pen pal's letter and then help the partner to fill in "ID card of my partner's pen pal."3. Do a report.My partner's name is __________. His new pen pal's name is __________. He is _______ years old. He is from __________. He lives in ___________. At school, he likes ______________. His favorite ___________ is __________________...I think he can be my partner's pen pal. Do you think so?Step 5 Group work1. Discussion: In your group, do you like your pen pals? Who likes? Why? ( Tell some reasons )2. Report.In our group, ________of us like his pen pal. Because his ideal pen pal ...Step 6 Big Task: Write an e-mail about yourself..Make an information card. Then write an e-mail to your pen pal. Several minutes later, Share some writing in class.Step 7 homework1. Read 3a again and again, then recite 3a.2. Write a reply to your pen pal about yourselves.3. Do the exercises in Book1 and Book2.Period FiveTeaching aims:1. Revise the whole unit.2. Learn how to introduce people( e.g. nationality, cities people live, languages, hobbies, etc.) Key points:Words: like, dislikeTeaching difficulty:Use the expressions they learned to describe their friends in their life.Teaching steps:Step 1 Warming-up1. Share an English song.2. Greetings.Step 2 Revision1. Revise the words in Part 1.2. Dictation for the useful expressions.3. Revise the countries and the cities.4. Revise the languages the people from different countries speak.Step 3 Words revisionComplete the words builder. (2)(Some good students can express their vocabulary about countries and languages)Step 4 PracticeGive the Ss two tables, A and B. Work in pairs. Student A has Table A. Student B has Table B. Ask and answer to finish their own table.Step 5 Make an interviewTask: Work in groups in fours. Make an interview to Zhou Xingchi. Then ask some students to act it out in front of the class.Step 6 WritingPart 3. First discuss and then complete the writing. Get some students to share their writings with the Ss in class.Step7 DebateDivide Ss into two groups to have a debate. Topic "Having pen pals is good or not good."A thinks it's good.B thinks it isn't good. Say the reasons. When the Ss discuss it, the teacher can give them help when they need. At last, T gives the group says the more reasons a medal. Step 8 Just for fun!Ss read the humorous story and share their own ideas if they can.Step 9 Homework1. Revise the whole unit.2. Do exercises in Book1 and Book2.教学后记：培养学生的自信心和兴趣是很最重要的。
新版新目标七年级英语下册全册英语教案
新版新目标七年级英语下册全册英语教案一、教材解析本教案基于新版新目标七年级英语下册教材编写，教材共分为六个单元，包括以下内容：- 研究目标：学会询问和提供个人信息，并能够进行简单的自我介绍。
- 教学重点：研究问候语及个人信息的表达方式。
- 教学难点：掌握介绍他人的句型结构。
2. Unit 2: What's this in English?（用英语怎么说？）- 研究目标：学会询问和提供物品的英语名称，并能够描述物品的外观特征。
- 教学重点：研究常见物品的英语名称和形容词的用法。
- 教学难点：掌握用英语描述物品的外观特征和形状。
3. Unit 3: How do you get to school?（你怎样去学校？）- 研究目标：学会询问和提供去某地的方式，并能够描述路线和位置。
- 教学重点：研究交通方式和地点的表达方式。
- 教学难点：掌握描述路线和位置的词汇和句型。
4. Unit 4: My day（我的一天）- 研究目标：学会描述日常活动的时间、顺序和频率，并能够谈论自己的日常作息。
- 教学重点：研究表示时间、顺序和频率的词汇和句型。
- 教学难点：掌握用英语谈论日常活动的时间、顺序和频率。
- 研究目标：学会邀请和接受邀请，并能够描述和安排活动。
- 教学重点：研究邀请和接受邀请的表达方式。
- 教学难点：掌握描述和安排活动的词汇和句型。
6. Unit 6: How often do you exercise?（你多久锻炼一次身体？）- 研究目标：学会谈论和描述频率，并能够谈论自己的健康惯。
- 教学重点：研究表示频率的词汇和句型。
- 教学难点：掌握用英语谈论频率和健康惯。
二、教学设计本教案根据教材内容，设计了以下教学活动：1. 欢迎来到本单元- 活动1: 同学们自我介绍- 活动2: 研究问候语- 活动3: 四人小组对话练2. 用英语怎么说？- 活动1: 物品识别和命名游戏- 活动2: 描述物品的外观特征- 活动3: 听力练和角色扮演3. 你怎样去学校？- 活动1: 探讨不同交通方式- 活动2: 描述路线和位置- 活动3: 地图导航游戏4. 我的一天- 活动1: 绘制自己的日程表- 活动2: 分享日常活动- 活动3: 小组讨论和展示5. 你能来参加我的派对吗？- 活动1: 邀请和接受邀请的对话练- 活动2: 安排派对活动- 活动3: 模拟派对情景对话6. 你多久锻炼一次身体？- 活动1: 讨论和分享健康惯- 活动2: 频率表达练- 活动3: 制定个人健康计划三、教学评估为了评估学生的研究情况和进展，本教案设计了以下评估方式：1. 口头表达能力评估- 学生进行小组对话或角色扮演，评估其表达能力和语法运用情况。
新目标初中英语七年级下册精品教案全册
新目标初中英语七年级下册精品教案全册第（）课时Unit 1 Where’s your pen pal from? Language goals:●In this unit students learn to talk about countries, nationalities andlanguages.●Ask and tell where people live.New languages:●Where’s he / she from?●He / She is from Australia / England / China / France / Singapore /Australia.●Where does he / she live? He / She lives in Sydney.●What language do you speak? I speak English.●What’s your / his / her favorite subject?●My / His / Her favorite subject is English.●Does he / she have any brothers and sisters?Yes, he/ she does. / No, he / she doesn’t.Difficult points:1. Listening for the information about countries, nationalities and languages. Write an e-mail about oneself. Describe the new students in class.2. Where questions with fromWhere questions with liveWhat questionsTeaching aids:● A tape recorderTeaching periods:●Period 1:Section A中1a, 1b, 1c●Period 2:Section A中2a, 2b, 2c，2d●Period 3:Section A中3a, 3b, 4●Period 4:Section B中1,2a, 2b, 2c●Period 5:Section B中3a, 3b, 3c, 4●Period 6:Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:Where’s your pen pal from?He is from Australia.3. Enable the students to learn to talk about nationalities.4. Help the students learn how to talk about nationalities.Teaching procedures:Step 1. Free talk2 Say: Do you have any friends? Where is she from?Help the students make the same sentences and give them more chances to say.Step 2. Talking about the picture (1a)Hold up the picture on page 1 and point at the map. Ask students toread the picture.Ask some of you to read them aloud to the class. Make the studentstalk about where people are from.Say: Du Chuan, where is your pen pal from?Ask the students to read the conversations in the picture.Step 3. Listening (1b)Point to the numbered list of words and play the recording for asecond time.Ask the students to listen to the recording and circle the countries in1a.Ask students to listen to and repeat after the recording and thencheck the answers.Step 4. Pair work(1c)1. Now work in pairs and read the conversations in 1a with yourpartner. You can talk about your own pen pal.2. Ask the students to look at their own clothes and the things in theirbackpack. Ask and answer questions about where they are from. Homework1. Ask the students to practice talking about where people are from and make up real dialogues.2. Learn the words in this unit (on page 115) by heart.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages: Where does he live? He lives in Toronto.3. Let the students learn to talk about where people live.4. Help the students learn how to talk about where people live.Teaching procedures:Step 1.StepI RevisionCheck the homework. And then ask several students to answer questions.Say: Where are you from? Do you have a pen pal? Where is your pen pal from?Step 2. Presentation (2a)Put a map of the world on the blackboard.Say: What’s the meaning of capital? Can you guess? Help them toanswer.Write Australia, the United States, Canada, France, and Japan on theleft of the blackboard. And write Sydney, New York, Paris, Toronto,and Tokyo on the right of the blackboard. And the teacher reads themaloud and asks students to repeat.Then ask students to match the cities with the countries.Step 3. Talk about countries and citiesAsk the students to work in pairs, asking about the cities and thecountries.Say: Now work in pairs and ask where the city is. For example, thefirst student asks “Where is Beijing?” the second student answers “It’sin China.”Then tell the students to ask question about Chinese cities.Step 4. Listening (2b, 2c)Tell the students to read the list of countries and cities in 2a.Say: Now let’s look at the list of countries and cities in Activity 2a. I will ask some students to read them aloud to the class.Call the students’ attention to the chart in 2c.Tell the students to listen to the conversations in Step 4 again to complete the chart.Step 5. Pair work(2d)Ask the students to read the conversations in the bubble. Then askthem to talk about the information in the chart in 2c.Then ask the students to work in groups and make up new dialogueswith their own information.Step 6.GrammarfocusReview the grammar box.Say: You have to pay attention the word “from”. It always follows verb be, while live comes out alone in where sentences. Now make more sentences with where, from and live.Write the following on the blackboard.Say, now work in pairs and make dialogues after the model above. Homework1. Ask the students to learn the sentence patterns in Grammar Focus by heart.Try to use them freely.2. Remember the words in this unit (on page 115).3. Make a similar dialogue according to the conversation in 2d.Period 3Teaching aims:1. Teach vocabulary words.2. Target languages: What language does she speak? She speaks English.3. Enable the students to learn to talk about what language people speak.4. Help the students to learn how to talk about what language people speak. Teaching procedures:Step 1. Free talkSay, Morning, boys and girls. Nice to see you again. Do you remember we have learned about how to ask where people are from and how to ask where people live? Now I want some of you to answer my questions.(Turn to a student.)Where are you from?Give more students chances to speak in class.Step 2. Presentation (3a)Say: Do you know the meaning of “language”? Listen: Tim is from Englan d and he speaks English. So English is his language. I’m from China, so Chinese is my language .Now look at activity 3a.on page 3.Read the instructions to the class. Ask students to work in pairs as they answer the questions.Show the flowing and ask the students to make conversations after the model.Step 3. Pair work (3b)Ask the students to pay attention to the conversation in Activity 3b.Say, Read the dialogue by yourselves. Then I will ask some pairs to act out the dialogue in class.Show a map of the world. Ask students to work in pairs.Step 4. Quiz(4)Ask the students to look at activity 4 then work in pairs and do the quiz. HomeworkAsk the students to work with their friends and practice the dialogue in activity 3b.Period 4Teaching aims1. Teach vocabulary words.2. Target languages:Does she have any brothers and sisters?Is that your new pen pal?Yes, it is.3. Enable the students to learn to talk about their new pen pals.4. Help the students learn how to talk about their new pen pals.Teaching procedures:Step 1. RevisionAsk the students to make conversations talking about their new penpal.Ask some pairs to the front to talk about their pen pals.Greet each other and have a free talk with classmates.Talk about the persons they admire.Step 2.Match work (1)Ask the students to pay attention to the notebook page with the countries listed.Ask the students to write the letter of the correct country in the box next to the title of each language textbook on the desktop.Step 3. Listening (2a, 2b)First, read the instructions and tell the students to read the conversation bubbles.Check the answers. Then ask the students to read the questions again.Ask the students to fill in the chart.Give students 1 minute to finish the task. Check the answers with the students.Then play the recording again and ask the students to repeat.Step 4. Pair work (2c)Ask two students to work in pairs, practicing the questions in activity 2a.Then tell the students to practice dialogues similar to the dialogue inactivity 2a in pairs. They can use their own names.HomeworkAsk the students to make up similar dialogues using the following words: Sam, the Unites Sates, New York, a brother and a sister, English and French. Period 5Teaching aims1. Teach vocabulary words.2. Target languages:I think China is a very interesting country.I like going to the movies with my friends and playing sports.My favorite subject in school is P.E.It’s fun. / It’s too difficult.3. Enable the students to write a pen pal letter.4. Help the students learn how to write to a pen pal.Teaching procedures:Step 1.Warming upSay, Do you have a pen pal? What’s his name? Does he have any brothers and sisters? What language does he speak?Then ask the students to work in pairs to talk about their pen pal.Step 2. Reading (3a)Ask the students to read the letter on page 5.Point the four questions beneath the letter.When the students finish reading the letter, ask the four questions orally and ask them to answer orally.Ask the students to retell the letter, using their own words.Step 3. Reading and writing (3b)Ask the students to pay attention to the letter from Tom King.Point out the blanks in the letter and the information card on the right.Correct the answers. Then draw the information card on the blackboard and then ask the students try to retell the letter.Step 4. WritingAsk the students make their own information card.After they are finished, ask several students to read their e-mails in class. HomeworkAsk the students to choose one of the following tasks as homework.1. Show a name card to the students and ask them to write something about it.2. The students change their information card with their partner and writesomething about their partner.Period 6Teaching aims:1. Teach vocabulary words.2. Enable the students to describe the new students in the class.3. Help the students learn to describe the new students in the class. Teaching procedures:Step 1. RevisionPractice talking about one of the students.Say, Take out your information cards. And change it with your partner.Read it carefully and make up an oral practice, talking about yourpartner.Step 2.Key word checkAsk the students to read all the words in this part.Say: In learning to talk about where people are from, you learned many words on the topic. Now read and check the words you know in 1 on page 6. Then say a sentence with each of them.Step 3.Vocab-BuildersAsk students to write five new words in their Vocabulary-Builder on page 112. After they are finished, ask two students to write their words down on the blackboard. And ask them to read the words and the whole class repeat. And tell the whole class to remember them after class.Step 4.WritingLet the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes? What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5.SpeakingAsk the students to do an oral practice about the new classmates.Say, There are several new students in our class this term. Who do youlike best? Why do you like him or her? Please tell us. First you can tellyour partner.Ask some students to present their work to the class.Step 6. Just for Fun!Ask all students to read the conversation.Let the students practice in pairs.HomeworkAsk the students to summarize what they have learned in this unit and prepare for the next unit.Unit 2 Where is the post office? Language goals:●In this unit students learn to talk about asking for and give directions on thestreet.New languages:●Excuse me, is there a bank near here?●Yes, there is. It’s on Center Street.●Where is the pay phone?●It’s across from / next to / in front of / behind the library.●It’s between the post office and the library.●Just go straight and turn left.●Turn left on First Avenue.●Take a walk through the park on Center Avenue.●There is a clean / dirty park near my house.Difficult points:1. Listening for the information of the names of the neighborhoodRead the tour guide and an e-mail from a friend you’re going to visit.Write the dialogues about asking the way and giving directions.2. Where questions.Affirmative statementsPrepositions of placeTeaching aids:● A tape recorder●Some picturesTeaching periods:Period 1: Section A1a, 1b, 1cPeriod 2: Section A2a, 2b, 2cPeriod 3: Section A3a, 3b, 4Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2cPeriod 5: Section B 3a, 3b, 3c, 4Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages: Is there a bank near here? Yes, there is. It’s on CenterStreet.3. Enable the students to ask for and give directions on the street.4. Help the students to ask for and give directions on the street.Teaching procedures:Step 1. Warming upShow three pictures prepared before class to the students. There is acat in a box in picture 1. There is a cat on a box in picture 2. There is acat under the box in picture 3.Then ask some students to ask and answer these questions.Step 2.Match work (2a)Ask the students to read the picture and the words in the numbered list.Ask the students to match each word or phrase on the list with one of the pictures.Then check the answers.Present the new sentence patterns.Then ask the students to read the dialogue in the picture.Step 3. Listening (1b)Ask the students to listen to the conversations and circle the places in 1a.Change the roles and do the same again.Then students ask and answer without the help of the recording.Step 4. PracticePoint to the different locations shown in the picture. Ask different students to name each one.Then point to more locations and let the students to practice more. Homework1. Practice the conversation in the picture on page 7.2. Learn the new words and phrases in this period by heart.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:The pay phone is across from the library.The pay phone is next to the library.The pay phone is between the post office and the library.The pay phone is on Greet Street.The pay phone is in front of the library.The pay phone is behind the library.3. Enable the students to talk about the position of a place.4. Help the students to talk about the position of a place.Teaching procedures:Step 1. Revision and warming upCheck the homework by talking about the pictures on page 7 with thestudents or prepare some other pictures with different buildings in itand let the students practice asking and answering questions aboutthe places.Ask the students to practice more.Step 2. Presentation (2a)Introduce the items across from, next to, between, in front of, behindand on.Draw the following picture on the blackboard.Park 3 Centre StreetEncourage or help the students to answer: It’s across from the library.The same way goes with next to, on and in front of.Ask the students to match each sentence with one of the pictures.Then ask the students to read the six sentences and match thesentences the pictures.Check the answers.Step 3. Listening(2b)Review the buildings and street names in Activity 1a and the sixsentences in 2a.The read the six sentences in 2b to the class.Ask the students to listen to the recording and fill in the blanks.Play the tape. Check the answers.Step 4. Practice (2c)Ask the students to repeat the conversations after the recording.Ask the students to do the Pair work asking and answering questionsabout the places in 1a.Step 5.Grammar FocusAsk the students to read the sentences in the grammar box aloud. The ask them to answer the following questions. Explain some languagepoints if the students can’t understand.HomeworkAsk the students to practice talking about their neighborhood in pairs. Period 3Teaching aims:1. Teach vocabulary words.2. Target languages:Just go straight and turn left.It’s down Bridge Street on the right.It’s next to a supermarket.3. Enable the students to talk about the neighborhood.4. Help the students to talk about the neighborhood.Teaching procedures:Step 1. RevisionLet the students look at the picture in activity 1a. And ask somestudents to answer some questions in order to check the homework.Say, Is there a library near here? Where is it? Is there a bank near here?Where is it?Put up the picture of activity 2a on the blackboard and ask them tomake conversations.Step 2. Presentation (3a)Guide the students to guess the meanings of the three traffic signs.Show the pictures and ask some questions about the pictures.Then ask the students to hold up their left hands and then their righthands to practice “left” and “right”.Point to the picture and let the students read the conversation.Ask the students to read the conversations. Then ask them to find Paul and Nancy in the picture.Ask the students to role play the conversation then point out the place that Paul wants to get to.Step 3. Complete the conversations (3b)Ask the students to make conversations and answer the questionsbelow each picture.The students point out the place in the picture. And write down theanswers on the line in the pictures. Or ask a pair of students to say theconversation, the others point to the speakers’ place.Step 4. GameAsk the students to look at the picture in Activity 1a and name all the buildings.Ask some students to read the conversation in the picture in Activity 4.And then explain the instruction to the student.Then ask some groups to present their work.HomeworkAsk the students to make a similar conversation to that in Activity 3a. Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:Is there a big supermarket near your house?Yes, there is.There is a big supermarket.No! There is a small supermarket.3. Enable the students to describe the neighborhood.4. Help the students to describe the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking the following questions.Say, Look at the picture in activity 3a. Suppose you are standing nearthe building on the side of New Street. Please answer my questions.Excuse me. Is there a pay phone in the neighborhood?Ask another student to answer questions.Give more students chances to practice this dialogue.Step 2.Match work (1a)Bring in some objects or pictures to the students. (Two rulers, one is old,the other is new. Two boxes, one is big and the other is small. Two bottles, one is clean and the other is dirty. Two pictures of a street, one is busy and the other is quiet.)Say, Look at the rulers, please. Can you find the difference between them? Yes. This one is old. (Show the old ruler.) And this one is new.(Show the new ruler.) Do you understand old and new?Ask the students to talk about the picture.Point to each half of each picture and ask about the difference between the halves.Go on with the other pictures to teach the language items.Ask the students to match the words with the pictures.Step 3. Pair workCall attention to the conversation in the picture.Then ask the students to work in pairs and take turns asking each other questions about the things on the list of phrases in activity 1a on page 7. Step 4. Listening (2a, 2b)Ask the students to listen to the tape and circle the places in 1a.Say: Now please listen to the tape again. Listen to it and draw the places in Michael’s neighborhood on the street map. Just listen.Play the recording.Play the recording again.Then have some students show their completed drawing to the class. Step 5. Pair workAsk the students to work in pairs talking about drawings to the class.Then ask some pairs to present their dialogues to the class.Ask the students to work in pairs, draw a map of their own neighborhood and practice asking and answering questions about the places they live in.HomeworkAsk the students to make similar conversations to that in Activity 1b. Period 5Teaching aims:1. Teach vocabulary words.2. Target languages:Turn left on First Avenue and enjoy the city’s quiet streets and small parks.Take a walk through the park on Center Avenue.This is the beginning of the garden tour.Bridge is a good place to have fun.3. Enable the students to write a tour guide and draw the rout to somewhere.4. How to write a tour guide and draw the rout to somewhere.Teaching procedures:Step 1. RevisionCheck the homework by asking about the student’s neighborhood.Ask the students to work in pairs.Ask the students to work in pairs.Then ask some pairs to present their conversations to the whole class. Step 2. Reading (3a, 3b)Ask the students to read the tour guide.Divide the whole class into four groups to have a quiz.Tell the students to keep these words down and make at least two sentences with each word after class.After that ask the students to look at the pictures and fill in the blanks for this tour guide.Step 3.WritingAsk the students to write a tour guide with the students.Names of buildings and locations.Description wordsWords that talk about positions.Words that talk about directions.Step 4. Pair work (4b)Learn to draw a picture of neighborhood. First ask the students toanswer the questions according to the pictures.Then ask the students to draw a picture according to the followingconversation.Then ask students to present their drawings to the whole class. Homework1. Ask the students to talk about the street and buildings in their ownneighborhood.2. Ask the students to make sentences with the description words they keptdown in the class.Period 6Teaching aims1. Teach vocabulary words.2. Target languages:I know you are arriving next Sunday.Let me tell you the way to my house.I hope you have a good trip.3. Enable the students to write about the neighborhood.4. Help the students to learn how to write about the neighborhood. Teaching procedures:Step 1. RevisionCheck the homework by asking and answering some questions.Give more students chances to practice.Step 2.Key word check(1)Ask the students to check the words they know.Then ask the students to do the some exercises.Step 3.Vocab-Builders (2)Expand the students’ vocabulary.After that ask the students to share their list with other students.Step 4. ReadingAsk the students to read the letter and draw the rout on the map.Ask the students to change the letter into a telephone conversation.Let the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes?What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5. Just for Fun!Call attention to the conversation in the cartoons.Ask the students to read the conversation and then answer the questions.Homework●Ask the students to do the following:1. Suppose your friend is going to visit you. He doesn’t know the way toyour house. Write a letter to him to tell him the route from the bus stop to your house.2. Review the next unit.Unit 3 Why do you like koalas? Language goals:●In this unit students learn to describe animals and express preferences. New languages:●Let’s see the pandas first.●Why do you like want to see the pandas?●Because they are very cute.●Because they’re kind of shy.●Because they’re kind of interesting.●Because they are fun.●Because they are smart.●Do you like giraffes?●Where are lions from?●They are from South Africa.●The animal is ugly / beautiful / friendly / small / shy / clever / cute / scary.●She likes to play with her friends and eat grass.●She’s very beautiful, but she’s very shy, so please be quiet.●He sleeps during the day, but at night he gets up and eats leaves. Difficult points:1. Listening for the names of animals. Listen for the description words about animals.2. Read the description words about animals. Write about the animal you know.3. why, what, where questions, because, adjectives of qualityTeaching aids:● A tape recorder●Some picturesTeaching periods:●Period 1: Section A1a, 1b, 1c●Period 2: Section A2a, 2b, 2c●Period 3: Section A3a, 3b, 4●Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2c●Period 5: Section B 3a, 3b, 3c, 4●Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:Let’s see the pandas.Why do you want to see the lions?Because they’re cute.3. Enable the students to talk about animals.4. Help the students learn how to listen to and talk about animals. Teaching procedures:Step 1. Warming upTalk about animals using pictures.Teach new words about animals by the pictures.Step 2.Match work (1a)Ask the students to read the words and the picture, and then match thenames with the pictures a–h.Encourage or help the students to say something about the picture and do the match work.Step 3. Listening (1b)Point to the numbered list of words in activity 1a and play the recording.Ask the students to listen to the recording and circle the countries in 1a.Play the tape and then check the answers.Ask the students to listen to and repeat after the recording and then check the answers.Further activity: Ask the students to do some pair work in the following way if they can understand the listening material well.Step 4. Pair work (1c)Ask the students to make conversations in pairs.Show the following.—Let’s see the pandas / giraffes / lions / penguins / dolphins / koalas /elephants / tigers?—Why?—Because they’re cute / interesting / fun / interesting / smart.Say: Now please make conversations in pairs, using the animals in activity 1a and the description words in activity 1c.Homework1. Ask the students to remember the new words in this period (on page 116) by heart.2. Ask the students to practice the conversation in activity 1c.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:I like dolphins.Why do you like dolphins?Because they are kind of interesting.3. Enable the students to talk about animals and tell why they like them.4. Help the students learn to talk about animals and tell why they like them. Teaching procedures:Step 1. Free talk and lead-inRevise the names of the animals.Say: In last period we learnt the names of some animals. Now let’s do some revision. Please look at the pictures one by one and you have to tell me the name of the animal in the picture. OK?Show the students the animal pictures one by one.Revise the conversation learnt in the last period.。
新目标七年级英语下册全套教案
Unit1 Where is your pen pal from? Topic: Countries, nationalities, and languages Functions: Talk about countries, nationalities and languages Ask and tell about where people live Structure: Where's/Where're ...from?Where does/do ...from?What questions----What language does/do ...speak?Target language:Where is she from? She is from....Where does she live? She lives in....What language does she speak? She speaks....Vocabulary:words about countries, languagesTeaching design: 新目标英语七年级下册教案The whole unit needs 5 periods, 4 for new lessons and 1 for testPeriod 1 ( 1a----Grammar Focus )Key points:Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....(Homework for preview)Pre-task:Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak.T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following:加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Key points:Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....(Homework for preview)Pre-task:Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speakT can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following:加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Step 1 Leading-inThe information of the teacher's own pen pal's information."I have a pen pal. His name is Curry Muray. He is from the United States. Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?" Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English)Step 2 LearningSection A 1a Learn the new words on the Bb. The new words are:pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(the U.K./Great Britain/England)Pay attention to the pronuciation of the new words.Step 3 Listening1b Listen and circle the countries in 1a they learnedStep 4 CompetitionTwo groups of students to write the new words to see which group does better. First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.(This step is a memory game. It can help the Ss consolidate the new words they learned)Step 5Pairwork1c Practise the following conversation:---Do you have a pen pal? ---Yes, I do.---Where's your pen pal's from? ----He/She is from ....(Write it down on the Bb) First T has a conversation with one student as an example then let the Ss practise in pairs. At last let several pairs do it again in class.Step 6Leading-inRevise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out which countries the cities are in. The city names are following:Toronto; Paris; Tokyo; New York; Sydney; Singapore; London;Step 7 Learning2a Learn the city names together with the whole class just like Step 22b Listen and circle the cities and countries2c Listen and complete the chartHave a similar competition to consolidate the new words in this part.Step 8PairworkT has a conversation with one student like the following:---Do you have a pen pal? ---Yes, I do.---What's your pen pal's name? ---His/Her name is....---Where is your pen pal from? ---He/She is from...---Where does he/she live? ---He/She lives in....(Write it down on the Bb)Let the Ss practise after the T's example in pairs then several pairs do it in class.Step 9ExerciseMy pen pal is from Australia.(划线提问)John's pen pal is from Japan. (划线提问)He lives in Paris. (划线提问)Homework:Read and copy the new words .Copy the sentences in Grammar FocusMake up the questions about Jodie in 2c The questions are:Does Jodie have a pen pal? Where is Jodie's pen pal from? Where does he/she live? What's his/her name?(This one can be chosen by themselves)Unit 2 Where's the post office?Language goalThis unit students leam to ask for and give directions(方向) on the street.New languageIs there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it'son Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade.Descriptive words such as new, old, dirty, clean.Descriptions of location such as across from, next to,BetweenRecycled languageWhat are you doing?Do you want to ...?Section AAsk two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers.Example 1Teacher: Where'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.Example 2Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.Example 3Teacher: Where's Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.la This activity introduces the key vocabulary.Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.Point out the numbered list of words. Say each one and ask students to repeat. Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer f.Check the answers.1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture. Say the name of each one to the class.Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape..Play the recording the first time. Students only listen.Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade, post office, supermarket.Tapescript(录音稿)Convernation 1A: Is there a video arcade on Fifth Avenue?B: Yes, there is.Conversation 2A: Is there a post office near here?B: Yes, there is. There's one on Bridge Street.Conversation 3A: Is there a supermarket on Center Street?B: No, there isn't.1C This activity provides guided oral practice using the target language.Point to the different locations shown in the picture.Ask different students to name each one. If necessary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn.Demonstrate（示范）the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes,there's a post office on Bridge Street.As students work, move around the room and check progress(进展情况).Help students understand how to locate things on the map, if necessary.Ask several students to say some of their questions and answers for the class.教学后记：教学方法有问题？教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。
新目标七年级英语下册教案
新目标七年级英语下册教案教案标题：Unit 1: My School Life教学目标：1. 学生能够听、说、读、写并理解有关学校生活的常用词汇和短语。
2. 学生能够在日常交流中运用所学内容，描述自己的学校生活。
3. 学生能够通过听力材料和阅读材料获取相关信息，并进行简单的交流和表达。
教学重点：1. 学习并掌握有关学校生活的词汇和短语。
2. 培养学生的听、说、读、写能力。
3. 提高学生的交流和表达能力。
教学难点：1. 学生能够通过听力和阅读材料获取相关信息，并进行简单的交流和表达。
2. 学生能够在日常生活中运用所学内容进行交流。
教学准备：1. 教材：《新目标七年级英语下册》2. 多媒体设备3. 课件、图片、单词卡片等教具教学过程：Step 1: Warm-up (5 minutes)1. Greet the students and ask about their school life using simple questions like "How was your day at school?" or "What subjects do you study at school?"2. Show some pictures related to school life and ask students to describe whatthey see.Step 2: Presentation (15 minutes)1. Introduce new vocabulary related to school life, such as "classroom," "homework," "teacher," "student," etc. Use pictures, gestures, and real objects to help students understand the meanings.2. Present the target language through a short dialogue or a video clip, highlighting the usage and pronunciation.3. Practice the pronunciation and meaning of the new words with the whole class and individual students.Step 3: Listening and Speaking (20 minutes)1. Play an audio recording of a conversation about school life. Ask students to listen and answer simple comprehension questions.2. Conduct a class discussion about the conversation, encouraging students to share their own experiences and opinions.3. Pair students up and give them a task to interview each other about their school life using the target language. Monitor their conversations and provide feedback.Step 4: Reading and Writing (15 minutes)1. Introduce a short reading passage about school life. Read it aloud as a class, focusing on pronunciation and intonation.2. Ask students to read the passage individually and answer comprehension questions.3. In pairs or small groups, have students discuss the questions and share their answers.4. Assign a writing task for students to describe their own school life. Provide a writing frame or template to support their writing.Step 5: Consolidation and Extension (10 minutes)1. Review the new vocabulary and phrases learned in this lesson through a quick game or quiz.2. Assign a homework task for students to write a short paragraph about their favorite subject or activity at school.3. Encourage students to continue practicing the target language in their daily conversations and interactions.教学反思：本节课通过多种教学方法，包括听、说、读、写等，帮助学生掌握有关学校生活的词汇和短语，并能够在实际交流中运用所学内容。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
新目标英语七年级下册教案Unit1 Where is your pen pal from?Topic:Countries, nationalities, and languagesFunctions:Talk about countries, nationalities and languagesAsk and tell about where people liveStructure:Where's/Where're ...from?Where does/do ...from?What questions----What language does/do ...speak?Target language:Where is she from? She is from....Where does she live? She lives in....What language does she speak? She speaks....Vocabulary:words about countries, languagesTeaching design:The whole unit needs 5 periods, 4 for new lessons and 1 for testPeriod 1 ( 1a----Grammar Focus )Key points:Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....(Homework for preview)Pre-task:Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak.T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Key points:Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....(Homework for preview)Pre-task:Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speakT can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Step 1 Leading-inThe information of the teacher's own pen pal's information."I have a pen pal. His name is Curry Muray. He is from the United States. Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?"Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English)Step 2 LearningSection A 1a Learn the new words on the Bb. The new words are: pen pal; Canada; France; Japan; the United States(the US/theUSA/America); Australia; Singapore; the United Kingdom(theU.K./Great Britain/England)Pay attention to the pronuciation of the new words.Step 3 Listening1b Listen and circle the countries in 1a they learnedStep 4 CompetitionTwo groups of students to write the new words to see which group does better. First write down the Chinese words with looking at theEnglish meanings, then write down the English words with looking at the Chinese meanings.(This step is a memory game. It can help the Ss consolidate the new words they learned)Step 5Pairwork1c Practise the following conversation:---Do you have a pen pal? ---Yes, I do.---Where's your pen pal's from? ----He/She is from ....(Write it down on the Bb)First T has a conversation with one student as an example then let the Ss practise in pairs. At last let several pairs do it again in class.Step 6Leading-inRevise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out which countries the cities are in. The city names are following:Toronto; Paris; Tokyo; New York; Sydney; Singapore; London;Step 7 Learning2a Learn the city names together with the whole class just like Step 22b Listen and circle the cities and countries2c Listen and complete the chartHave a similar competition to consolidate the new words in this part.Step 8PairworkT has a conversation with one student like the following:---Do you have a pen pal? ---Yes, I do.---What's your pen pal's name? ---His/Her name is....---Where is your pen pal from? ---He/She is from...---Where does he/she live? ---He/She lives in....(Write it down on the Bb)Let the Ss practise after the T's example in pairs then several pairs do it in class.Step 9ExerciseMy pen pal is from Australia.(划线提问)John's pen pal is from Japan. (划线提问)He lives in Paris. (划线提问)Homework:Read and copy the new words .Copy the sentences in Grammar FocusMake up the questions about Jodie in 2c The questions are:Does Jodie have a pen pal? Where is Jodie's pen pal from? Where does he/she live? What's his/her name?(This one can be chosen by themselves)Unit 2 Where's the post office?Language goalThis unit students leam to ask for and give directions(方向) on the street.New languageIs there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade. Descriptive words such as new, old, dirty, clean.Descriptions of location such as across from, next to,BetweenRecycled languageWhat are you doing?Do you want to ...?Section AAsk two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers.Example 1Teacher: Where'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.Example 2Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin. Example 3Teacher: Where's Lin Jiahui? (Point to one student standing betweentwo other students.) Lin Jiahui is between Sheng Lin and Li Dai.la This activity introduces the key vocabulary.Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.Point out the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer f.Check the answers.1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture. Say the name of each one to the class.Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape..Play the recording the first time. Students only listen.Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade, post office, supermarket.Tapescript(录音稿)Convernation 1A: Is there a video arcade on Fifth Avenue?B: Yes, there is.Conversation 2A: Is there a post office near here?B: Yes, there is. There's one on Bridge Street.Conversation 3A: Is there a supermarket on Center Street?B: No, there isn't.1C This activity provides guided oral practice using the target language.Point to the different locations shown in the picture.Ask different students to name each one. If necessary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn.Demonstrate（示范）the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes,there's a post office on Bridge Street. As students work, move around the room and check progress(进展情况). Help students understand how to locate things on the map, if necessary.Ask several students to say some of their questions and answers for the class.教学后记：教学方法有问题？教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。