新目标英语七年级下册教案_U3-U6
新目标七年级下册英语Unit 6教学设计
新目标七年级下册英语Unit 6教学设计教学目标设计：1、基础性目标：谈论天气和正在发生的事情。
2、发展性目标：使用赏识策略培养学生合作意识和交际水平。
学情分析：学生对天气感兴趣, 愿意与同学谈论天气情况和想了解亲人和朋友在干什么。
教材分析：A、本课的知识点： 1、sunny; windy; cloudy; raining; snowing; hot; cold; humid; warm, cool 2、 How’s the weather? It’s raining. /What’s she（he） doing? She (He) is cooking. /What are they (you) doing? They (You) are watching TV.B、新旧知识的链接和使用由在Unit 5 I’ m watching TV. 重点就是学习现在实行时。
所以本课现在实行时是进一步巩固和使用。
并通过正在画太阳或云以此能够引出天气的学习。
T： Look at the pictures. Let’s play a guessing game and guess what he or she is doing. Let’s see who is clever? What are they doing? S： They are playing the drum (reading, talking, walking) T： They are walking. What are you doing? S：I’m reading (singing, eating, running…) (Do actions while speaking.) T： Here are two of my photos. In the first photo,I’m drinking. In the second photo, my friends are dancing. Can you say anything about yours? (Ask students to introduce their photos)Step 3： While—task 1T： Look. What am I doing? I’m drawing. What am I drawing? I’m drawing a cloud. Can you see clouds in the sky? S： Yes, I can. T： How is the weather? It’s cloudy. Look at the pictures. How is the weather? It’s sunny (windy, raining, snowing). (Work in pairs. Ask and answer questions about weather.)Step 4 While—task 2T： Look at the picture. How is the weather? It’s sunny, so it’s hot. How is the weather? It’s windy, so it’s cool. ) How is the weather? It’s cloudy, so it’s warm. How is the weather? It’s raining, so it’s humid. How is the weather? It’s snowing, so it’s cold. T：Let’s play a guessing game like Lucky 52. One acts, one guesses.Step 5 While—task 3T： Do you know which cities are they? They are Beijing, Shanghai, Toronto, Moscow , Boston. How is the weather in Beijing or other cities? Look at the weather map, please give a weather reporter like a weatherman. (Practicing by themselves, then letstudents give a weather report. )Step 6 Post—taskT： I have a pen pal in Toronto. I’m calling him now. (Have a conversation talking the weather and what he is doing. ) (Work in pairs and make up a conversation) T： No matter how the weather is , we are still happy. Let’s sing the song together in Rabbit Dance tune. Raining, raining, it’s raining. Windy, windy, it’s windy.How is the weather? How is the weather? T：At last, send you a sentence ： Storms make trees take deeper roots. That’s all.Step 7 Homework1. Remembering the words and sentences by your heart.2. Make up a conversation between you and your pen pal, talking about the weather and the events that you are doing.设计意图：通过单元内容的整合，让课程面向学生生活世界。
人教版新目标七年级英语下册 Unit 6 教案
人教版新目标七年级英语下册 Unit 6 教案一. 教材分析人教版新目标七年级英语下册Unit 6主要讲述了关于日常生活中的食物、饮料和饮食健康的内容。
通过本单元的学习，学生能够掌握关于食物和饮料的词汇，以及表达自己喜好和饮食健康的相关句型。
教材通过丰富的图片、情景对话和任务型活动，激发学生的学习兴趣，提高他们的语言运用能力。
二. 学情分析七年级的学生已经掌握了基本的英语语法和单词，具备一定的听说读写能力。
但部分学生对英语的学习兴趣不足，学习积极性有待提高。
此外，学生的英语水平参差不齐，教学过程中需要关注全体学生，尽量让每个学生都能参与到课堂活动中来。
三. 教学目标1.知识目标：学生能够掌握关于食物和饮料的词汇，了解日常饮食的健康知识。
2.能力目标：学生能够用英语进行简单的日常交流，表达自己的喜好和需求。
3.情感目标：培养学生养成良好的饮食习惯，关注身体健康。
四. 教学重难点1.重点：学生能够掌握关于食物和饮料的词汇，并用英语进行简单描述。
2.难点：学生能够运用所学知识，进行日常交流，表达自己的喜好和需求。
五. 教学方法1.任务型教学法：通过设置各种真实的任务，让学生在完成任务的过程中运用英语，提高语言运用能力。
2.情境教学法：创设日常生活中的情境，让学生在情境中学习英语，增强学习兴趣。
3.互动式教学法：鼓励学生积极参与课堂活动，进行小组合作学习，提高课堂氛围。
六. 教学准备1.准备食物和饮料的图片、实物等教学资源。
2.设计相关的情景对话和任务型活动。
3.准备课堂用语和教学PPT。
七. 教学过程1.导入（5分钟）利用图片和实物，引导学生谈论他们喜欢吃的食物和饮料。
激发学生的学习兴趣，导入新课。
2.呈现（10分钟）展示食物和饮料的图片，引导学生用英语进行描述。
呈现相关词汇和句型，让学生跟读并模仿。
3.操练（15分钟）设置情境对话，让学生分组进行角色扮演。
鼓励学生大胆开口，提高口语表达能力。
4.巩固（10分钟）设计任务型活动，让学生分组讨论日常饮食的健康知识。
人教版新目标七年级英语下册Unit3教学设计
Unit 3 How do you get to school?Learning Objectives一、Topics（话题）:Transportation二、Functions (功能)Talk about how to get to places三、Structures (结构)1. How questions2. How long questions3. How far questions四、Target Language (目标语言)How do you get to school?I ride my bike.How long does it take to get to school?It takes about 20 minutes.How far is it from your home to school?It’s about two kilometers.五、V ocabulary （词汇）train, bus, subway, bike, car, boat, river, year, minute, kilometer, sixty, seventy, eighty, ninety, hundred, ride, drive, live, leave, cross take the train/bus, go by bike/subway, ride a bike, drive a car, think of, between … and …, leave home/school, come true六、Skills (技能)Listening for key informationScanning in reading七、Recycling （复习巩固）Numbers 1–30I usually …It is easy to …Thanks for …八、教材分析本单元以How do you get to school?为中心话题,主要运用How long/How far 询问“去某地的交通方式、时间、距离”，简单描述路线。
人教版新目标七年级英语下册Unit3说课稿
人教版新目标七年级英语下册 Unit 3 说课稿一. 教材分析人教版新目标七年级英语下册Unit 3的主要内容围绕着“日常生活”这一主题展开，通过学习本单元，学生能够掌握一定的日常交流用语，提高他们的口头表达能力。
本单元的话题贴近学生的生活，易于激发学生的学习兴趣。
教材结构清晰，内容由浅入深，有利于学生的学习。
二. 学情分析七年级的学生已经掌握了一定的英语基础知识，对于日常交流的基本用语有所了解。
但他们在口语表达方面还存在一定的困难，需要通过大量的练习来提高。
此外，学生的学习兴趣和积极性对他们的学习成果有很大的影响，因此，在教学过程中，需要注重激发学生的学习兴趣。
三. 说教学目标1.知识目标：学生能够掌握本单元的重点词汇和日常交流用语，理解课文内容。
2.能力目标：学生能够运用所学知识进行日常交流，提高他们的口头表达能力。
3.情感目标：通过学习本单元，学生能够更加自信地用英语进行交流，培养他们的学习兴趣。
四. 说教学重难点1.重点：本单元的重点是让学生掌握日常交流的基本用语，提高他们的口头表达能力。
2.难点：学生在实际运用中所遇到的语法和词汇问题，以及如何将所学知识运用到实际生活中。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在实际操作中掌握知识，提高他们的口头表达能力。
2.教学手段：利用多媒体教学设备，如PPT、视频等，辅助教学，提高学生的学习兴趣。
六. 说教学过程1.导入：通过展示与日常生活相关的图片，引导学生谈论日常话题，激发学生的学习兴趣。
2.新课呈现：讲解本节课的重点词汇和日常交流用语，让学生进行实际操作，如角色扮演等。
3.课堂练习：设计一些日常交流的场景，让学生进行实际运用，巩固所学知识。
4.课堂小结：对本节课的内容进行总结，让学生明确学习目标。
5.课后作业：布置一些与日常生活相关的任务，让学生课后进行练习，提高他们的口头表达能力。
七. 说板书设计板书设计要清晰、简洁，能够突出本节课的重点内容。
人教版新目标七年级英语下册 Unit 6 教学设计
人教版新目标七年级英语下册 Unit 6 教学设计一. 教材分析人教版新目标七年级英语下册Unit 6主要围绕一般现在时展开，介绍了日常生活中的常见动词短语和一般现在时的构成。
本单元的主题是日常生活，通过学习本单元，学生能够掌握一般现在时的基本用法，正确运用一般现在时描述自己的日常生活。
教材中包含了丰富的语言材料，图文并茂，有利于激发学生的学习兴趣。
二. 学情分析七年级的学生已经掌握了基本的英语语法知识，具备一定的听说读写能力。
但部分学生在语言表达方面还存在一定的困难，特别是在运用一般现在时进行描述时容易出错。
因此，在教学过程中，需要关注学生的个体差异，针对不同学生的学习需求进行有针对性的指导。
三. 教学目标1.知识目标：学生能够掌握一般现在时的构成和基本用法，正确运用一般现在时描述自己的日常生活。
2.能力目标：学生能够在实际语境中运用一般现在时进行交流，提高英语表达能力。
3.情感目标：通过本单元的学习，学生能够增强对英语学习的兴趣，提高自信心。
四. 教学重难点1.教学重点：一般现在时的构成和基本用法。
2.教学难点：一般现在时的运用和学生在实际语境中的语言表达。
五. 教学方法采用任务型教学法，通过创设真实语境，引导学生参与课堂活动，提高学生的语言实践能力。
同时，运用小组合作学习法，鼓励学生互相交流、讨论，培养学生的团队协作精神。
六. 教学准备1.教师准备：提前备课，熟悉教学内容，设计教学活动。
2.学生准备：预习本单元内容，了解一般现在时的基本用法。
3.教学资源：多媒体课件、图片、视频等。
七. 教学过程1.导入（5分钟）教师通过展示日常生活场景的图片，引导学生谈论自己的日常生活，为新课的学习营造轻松的氛围。
2.呈现（10分钟）教师通过PPT展示一般现在时的构成和基本用法，让学生初步感知一般现在时的概念。
3.操练（15分钟）教师设计一系列听力、口语活动，让学生在实际语境中运用一般现在时进行表达。
如：听力练习、角色扮演等。
新版教材新目标七年级下册英语教案Unit 6
Unit 6 I’m watching TV.看电视打扫房间看报纸打电话听唱片使用电脑做汤洗碗（餐具）洗衣服在家出去吃在六点半我很乐意做作业做晚饭喝茶每周六在周末回头见去看电影明天晚上在超市在游泳池游泳一位来自深圳的学生美国在纽约端午节在家做粽子在电视上看赛龙舟寄宿家庭给她的小孩子们读故事在电视上看足球赛想念他的家人希望吃他妈妈做的美味的粽子我的一张全家福照片在客厅听收音机脱口秀（访谈节目）准备考试watch TV clean the room read a newspaper talk on the phone listen to a CD use the computer make soup wash the dishes wash one’s clothes be at home eat out at half past sixI’d love to. do one’s homework make dinnerdrink tea every Saturday on weekendssee you go to the moviestomorrow evening at the supermarketswim in a pool a student from Shenzhenthe United States ( America)(the US, the USA)in New York Dragon Boat Festivalbe at home make zongzi watch the boat races on TV host family read a story to her young children watch a soccer game on TV misss his family wish to have his mom’s delicious zongzia picture (photo) of my family in the living roomlisten to the radio talk showstudy for a test。
七年级英语下册 Unit 6教案 人教新目标版
英语：Unit 6教案（人教新目标七年级下）Language goals:●In this unit students learn to talk about the weather and what people are doing.New languages:●What are you doing? I’m watching TV.●How’s the weather? /What’s the weather like today?●It’s windy/ rainy/ sunny /cloudy./ It’s snowing.●How is it going? It’s great! /Not bed./ Terrible./ Pretty good.Difficult points:1. Listening to people talking about the weather and activities they are doing.2. Read about a report about what people are doing.Describe the weather, describe what people are doing.3. Present progressive tense.How +ingYes / No questions and short answers.Teaching aids:● A tape recorder●Some picturesTeaching periods:●Period 1: Section A 1a, 1b, 1c●Period 2: Section A 2a, 2b, 2c●Period 3: Section A 3a, 3b, 4●Period 4: Section B 1a, 1b, 2a, 2b, 2c●Period 5: Section B 3a, 3b, 3c, 4Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:—How’s the weather in Beijing?—It’s sunny.3. Enable the students to talk about the weather.4. Help the student learn how to talk about the weather.Teaching procedures:Step 1. Warming upTalk about the weather.Show the students to the students one by one and let them say, and then write down the new words.Step 2. Talking about the picture (1a)Ask the students to talk about the weatherSay, Can you find two boys in the picture/ What are they doing?Ask the students to read the numbered words and match them with the right pictures.Check the answers.Step 3 Listening (1b)Listen and write.Play the recording. Ask the students to repeat these city names after the recording.Then ask the students to listen to the recording again and write the city namesin the box.Listen and repeat.Play the tape again and ask the students to read the conversations after the recording.The students in the first row read after Tom in the recording, the rest “Peter”.Go on practicing in other ways.Step 4. Pair work (1c)Ask the students to tell how the weather is in each picture.Say: Great! Now you can look at the pictures and tell me the weather in each city.For example:In picture a. it’s in Toronto. It’s raining.Or ask the students to do Exercise One in the workbook.HomeworkAsk the students to do the following:1. Learn the words in this unit by heart.2. Please listen to the weather report on TV at seven thirty in the evening.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:How’s the weather? It’s raining.What are you doing? I’m watching TV.What’s she doing? She is playing basketball.3. Enable the students to talk about the weather and the activities that people are4. Help the student learn how to talk about the weather and the activities that people are doing.Teaching procedures:Step 1. RevisionTalk about the students about the weather.Ask as many students the similar questions as possible and write the words about weather on the blackboard. Then ask the students to read them repeatedly.Step 2. Free talk and lead-inShow the following pictures. Talk with the students about the weather and the activities that people are doing.Say: Please look at the pictures and answer the following questions.Show or draw the pictures on the blackboard, and let the students practice more.Step 3. Listening (2a, 2b)Ask the students to listen to the recording and number the pictures according to the tape.Ask the students to listen again and match the names with the activities.Ask the students to listen to and repeat the conversation after the recording.Step 4. Pair work(2c)Substitution drills: Ask the students to make conversations in pairs.Show the following. Ask the students to ask and answer in pairs about the people.Step 5.GrammarAsk the students to read the sentences in the grammar box.Help the students sum up how to add-ing to verbs.1. Ask the students to make a dialogue in pairs after class.2. Ask the students to do exercise 4 in workbook.Period 3Teaching aims:1. Teach vocabulary words.2. Target languages:How’s it going?Great! / Not bad.3. Enable the students to talk about feelings about different things.4. Help the students learn how to talk about feelings about different things.Teaching procedures:Step 1. RevisionTalk about the weather and activities.Show the pictures.Give the students more changes to practice.Then check the answers.Step 2. Lead-inSay, Look at the picture. How’s the weather in the picture?Show the picture.Help the students express their feelings with the words: great, terrible, good, pretty, good, not badStep 3. Reading and speaking (3a, 3b)Talk about the feelings.Say, Good, We know in different weather, people have different feelings. Nowlook at these faces. Suppose these are your feelings in different weather.How is it going in each picture?Writer down the words below each picture and read them.Match the words and the faces in the box.Ask the students to make conversations.HomeworkAsk the students to do the following:1. Write something about the weather and make some sentences with the PresentsContinuous Tense.2. Prepare the new words in Section B.Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:Hi, how’s it going?Hello, great! What are you doing?3. Enable the students to describe the weather and what people are doing.4. Help the students learn how to describe the weather and what people are doing.Teaching procedures:Step 1. Revision and lead-inSay, it’s a new day. How is it going?What’s the weather like?/ How is the weather today?What are your parents doing?Look at the pictures and discuss the weather.Help the students to say.Write the following words on the blackboard and teach to read.Step 2. Reading and writing (1a, 1b)Ask and answerAsk the students to match the words with the pictures.Check the answers by asking the students to read the letters and words.Ask the students to read the dialogue in 1b. And then practice it in pairs.Step 3. Listening (2a, 2b)Ask the students to listen to the conversation between Sam and Maria.Say: Now listen to the conversation between Sam and Maria. Please write the answers to the questions “How’s it going?”Play the recording and then check the answers.Ask the students to repeat after the recording line by line and try to write them down.Step 4. Pair work(2c)Substitution drills.Say: You can make a dialogue using the following patterns.Role play.Say: Next, work in pairs and role play the conversation. You can use the information in the chart in 2a and 2b. First read the questions words please.HomeworkAfter class, please make dialogues with your friend or classmates talking about the weather and the activities that you are doing. And do EX 5 and 6 in the workbook.Period 5Teaching aims:1. Teach vocabulary words.2. Target languages:Thank you for joining CCTV’s Around the World show.Some are taking photos. Others are lying on the beach.3. Enable the students to write some words for describing the weather and the activities that peop0le are doing.4. Help the students learn how to write some words for describing the weather and the activities that people are doing.Teaching procedures:Step 1. Revision and lea-inFirst check the homework.Say: Hello, everyone! Very nice to see you. How is the weather today?How is it going? What are you doing now?Step 2. Reading (3a)Read the report, and then answer the questions.Show the following questions.Read the report again and underline the things that people are doing. Circle the words that describe the weather.Ask the students to find out the main words and sentences.Ask the students to read the sentences and phrases. Then make some sentences.Step 3.WritingSay: Great! Now please write a report according to the following picture: You can use the following words: Thanks for, some…others…, clean the windows, have a goodtimeStep 4. Reading and writing (3b)Let the students read the pictures in 3b and discuss the pictures.Say: Now read the pictures in 3b and answer my questions. Look at the firstpicture, how is the weather?Where are they? What are they doing?Let the students read the passage and fill in the forms.Check the answers by asking the students to read the completed passage.Step 5.Writing(3c)Talk about your hometown.Writing.Say: Now suppose you are working for CCTV’s Around World show. Please write something about the weather and the activities that the people are doing in your hometown.HomeworkWrite a letter to your pen pal and tell him or her about the weather in your hometownWords: spring, warm, short, summer, hot, rain, swimming. Autumn, cool, dry, work with the farmers, winter, cold, windyPeriod 6Teaching aims:1. Teach vocabulary words.2. Enable the students to learn to write something about the weather and the different activities in different places.3. Help the students learn how to write something about the weather and the different activities in different places.Teaching procedures:Step 1. RevisionFirst check the homework. Then let one students have a report about the weatherand the activities that people do in the different weather.Step 2.Vocabulary (1, 2)Check the words.Say: We have learned some new words describing the weather. How many words about weather do you know? Please think of it over and tell me! Vocabulary—Builder Find the different words from the others.Check some verbs.Step 3.Making an interview (3)Substitution drills. Ask the students to interview a few partners, write something about the weather and what they are doing.Suppose you are from CCTV’S Around World show. You are interviewing the people. Look at the pictures in 3. Please ask and answer in pairs.Step 4. Just for funAsk the students to read the cartoon by themselves. Lead the students to say that the white bear is making a telephone to a polar bear. They are talking about the weather and the activities that they are doing.Say, what can you see in the pictures? What is surprising about the cartoon? Now read the cartoon and find out: What can we know about this cartoon?HomeworkAsk the students to summarize what they have learned in the unit and finish the exercises in the workbook.。
人教新目标七年级英语下册教案 Unit6 教案
教学设计一、教材分析本节课内容设计是围绕“everyday activities”这一个话题“谈论现在正在进行或发生的动作”，主要的教学内容是现在进行时，以“What are you doing?”这一主题引出现在进行时的一般疑问句，否定句以及特殊疑问句等语言功能。
这一话题贴近学生的日常生活,语言素材源于学生生活实际,因此有助于提高学生学习英语的兴趣。
我的教学设计理念：1、遵循任务型教学的教学理念，以学生为主体，以任务为中心，在运用语言完成任务的过程中来学习，体会和掌握语言。
2、自始至终贯穿了以交际为目的的原则（在做中学，在学中用）。
3、在教学过程中，关注学生的生活实际和生活体验，树立以学生为本的思想，提倡学生参与、体验、亲身实践、独立思考、合作探究，从而实现教学方式和学习方式。
二、教学目标1.知识目标1）短语和单词doing homework, watching TV, cleaning, eating dinner, reading a book, talking on the phone, apartment2）句型结构What are you doing? I'm watching TV.What's he/she doing? He/She's reading.What are they doing ? They're watching TV.---Is he reading? ------Yes, he is./ No, he isn’t.3）语法The structure of the Present Progressive Tense The present participle2.能力目标1）能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。
2）能掌握现在进行时态及一些表示具体动作的词组搭配，如：doing homework, watching TV, eating dinner…等。
人教版新目标七年级英语下Unit6教案(2021年整理)
人教版新目标七年级英语下Unit6教案(word版可编辑修改)编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（人教版新目标七年级英语下Unit6教案(word版可编辑修改)）的内容能够给您的工作和学习带来便利。
同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。
本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅，最后祝您生活愉快业绩进步，以下为人教版新目标七年级英语下Unit6教案(word版可编辑修改)的全部内容。
Uint 6 It’s raining第1课时一、学习目标1。
掌握单词: rain, windy， cloudy, sunny， snow， weather, cook, study, bad, terrible， pretty句型: How's the weather in Shanghai？It’s cloudy. What are you doing？ I’m watching TV。
2.学会谈论天气及描述你正在做的事；3。
表达对天气的喜好并说明原因，学会使用现在进行时描述人们正在做的事。
二、学习重点1.掌握单词: rainy、 windy、cloudy 、sunny 、snowy、 weather2.重点句型：- How’s the weather in Shanghai? — It's cloudy.- What are you doing？—I’m watching TV.三、学习过程（一）课前准备预习导学及自测1。
预习p31生词，做到会读知意。
2.认知城市名称.3。
探究发现：表天气的名词如何变成形容词？完成下列单词多雨的_____ 多雪的_______ 有风的_______ 阴天的________晴朗的____cook（现在分词) ________ study(单数第三人称）_________糟糕的_________ （二)课堂活动Step1 情境导入1。
【学习实践】新目标七年级英语下册全册Unit 6英文教案
新目标七年级英语下册全册Unit 6英文教案Unit6:It'sraining!LanguagegoalsInthisunitstudentslearntotalkabouttheweatherandtalk aboutwhatpeoplearedoing.Newlanguagewhatareyoudoing?I'mwatchingTVwhat'shedoing?He'splayingbasketball.what'sshedoing?She'scooking.whataretheydoing?They'restudying.How'stheweather?It'sraining.SectionAwritethequestion.whatareyoudoing?ontheboard.Readthe questionandasktheclasstorepeatit.Thenactoutanactivi tystudentsarealreadyfamiliarwith,pointtothequestion andhavestudentsrepeatit.Answerthequestionusingtheta rgetlanguage.Forexample,youmightpretendtobereadingabook,playingsoccer,playingtheguitarorwritingyourname.whentheclas sasks,whatareyoudoing?,youanswer,I'mreadingabook,an dsoforth.aThisactivityintroducesthekeyvocabulary.Focusattentiononthecitiesinthepicture.Ask,whatsthew eatherlikehere?Iftheycan'tanswer,supplythewordandas ktheclasstorepeatit.Sayasentenceortwoabouteachkindo fweather.Forexample,It'sraining.Isitrainingheretoda y?Pointoutthenumberedlistofwords.Sayeachoneandaskstud entstorepeatthewordsagain.Thenaskstudentstomatcheachwordwithoneofthecitiesint hepicture.Say,writetheletterofeachcitynexttooneofth eivords.Pointoutthesampleanswer.checktheanswers.b Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.Playtherecordingthefirsttime.Studentsonlylisten.Say ,youwillhearfourdifferentconversations.Eachoneisabo uttheweatherinadifferentcity.Pointtoeachcityinthepi ctureasitcomesuponthetape.Playtherecordingasecondtime.Askstudentstowritethena meofthecityinthepictureofitsweather.Say,Thefirstone hasbeendoneforyou.Beijingiswritteninthepictureofsun nyweather.ItissunnyinBeijing.correcttheanswers.cThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.Pointouttheexampleconversation.Asktwostudentstoread thedialoguetotheclass.Say,Nowworkwithapartner.makeyourownconversationsabo uttheweatherinthesefiveplaces.Asthepairstalk,movearoundtheroommonitoringtheirwork.offerlanguageorpronunciationsupportasneeded.Askseveralpairstopresenttheirconversationstotheclas s.2aThisactivitygivesstudentspracticeinunderstandingthe targetlanguageinspokenconversation.Pointtothefourpictures.Askstudentstotellwhateachper sonisdoingineachpicture.Forexample,Thisboyistalking onthephone.Thismanisplayingbasketball.Supplyvocabul arywordsasneeded.Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Thistime,askstudentstol istentotherecordingandnumberthepictures1through4tos howwhateachpersonisdoing.correcttheanswers.2bThisactivityprovideslisteningpracticeusingthetarget language.Pointoutthelistofnamesandthelistofactivities.Askadi fferentstudenttoreadeachlisttotheclass.Say,NowIwillplaytherecordingagain.Thistime,pleasema tcheachnamewithanactivity.writetheletterofanactivit yinfrontofeachname.Pointoutthesampleanswerfornumber 1.Playtherecordingandhavestudentsfillintherestofthean swers.,correcttheanswers.2cThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.callattentiontothefourpeopleinthepictureinactivity2 a.Askstudentstosaysomethingabouteachperson.Guidestu dentstousethewordsandphrasesplayingbasketball,cooki ng,ivatchingTV,andplayingcomputergames.Pointoutthesampleconversationinthespeechbubblesandh aveapairofstudentsreadittotheclass.Say,Nowpleaseworkwithapartner.makeconversationslike thisone.TalkaboutthepeopleintheIpictures.Asstudentsworkinpairs,movearoundtheroommonitoringpr ogressandofferingassistance,ifneeded.Asksomepairstopresenttheirconversationstotheclass.3aThisactivityintroducesmorekeyvocabulary.callattentiontothefaces.Askstudentstopointtoanddesc ribeeachfaceusingwhatevervocabularytheycan.Helpstud entstoidentifyhoweachpersonisfeeling.Forexample,askastudent.Lookatthisface.Isithappy?Isitunhappy?Thenpointtothefourwords.Saythewordsandaskstudentsto eyourtoneofvoiceandfacialexpression storeinforcethemeaningofeach.Addyourownsimpleexplan ationsofwhateachonemeans.Forexample:Notbad.Thismean ssomethingisnotverygood,butit'salsonotverybad.It'si nthemiddle.Afterthat,askstudentstomatcheachnumberedphrasewitha facebywritingtheletterofeachfaceintheblankinfrontof thecorrectphrase.Asstudentswork,movearoundtherooman sweringquestionsasneeded.checktheanswers.3bThisactivityprovidesoralpracticeusingthetargetlangu age.Pointouttheconversationinthelargepictureandasktwost udentstoreadittotheclass.AskstudentstoexplainwhatHow'sitgoing?means.Askstudentstopracticetheconversationinpairs.movearo undtheroommonitoringtheirprogress.Thencallattentiontotheexampleinthesmallspeechbubble s.Havetwostudentsreadittotheclass.Say,Nowwe'llchangesomeofthewordsandmakeourownconver sations.wecanuseourownnames.wecangivetrueanswersorw ecanmakeupanswers.Askpairsofstudentstomakeuptheirownconversations.mov earoundtheroomofferinglanguagesupportasneeded.Asksomepairstopresenttheirconversationstotheclass.4. Thisgameprovidesoralpracticeusingthetargetlanguage.Say,Nowlet'sworkinpairsagain.onestudentlooksatthepi ctureonpage85andtheotherlooksatthepictureonpage87.Pleasedon'tlookatyourpartner'spicture.Say,Eachpicturehasthesamepeopleinit,buttheyaredoing differentthings.Taketurnstalkingaboutwhatthepeoplea redoinginyourpicture.IfIamstudentA,Iwillsay.Inmypic tureitissunny.GuideoneofthestudentsBstorespond.Inmy pictureitisraining.Asstudentswork,movearoundtheroom,monitoringprogress andofferingassistanceasneeded.SectionBNewlanguagemorewordsusedtodescribeweather:cold,hot,cool,warm,h umidAdditionalmaterialstobringtoclass:weathermapfromanEnglishlanguagenewspaperaThisactivityintroducesmorekeyvocabulary.Focusattentiononthefivepictures.Askstudentstotellwh attheweatherislikeineachplace,iftheycan.Ifnot,supplythewordandasktheclasstorepeatit.Sayasentenceortwoa bouteachkindofweather.It'scoldinthispicture.Isitcol dheretoday?Pointoutthenumberedlistofwords.Sayeachoneandaskstud entstorepeatthewordsagain.Thenaskstudentstomatcheachwordwithoneofthepictures. Say,writetheletterofeachpicturenexttooneofthewords. Pointoutthesampleanswer.checktheanswers.bThisactivityprovidesoralpracticeusingthetargetlangu age.callattentiontotheexampleinthespeechbubbles.Readthe conversationwithastudent.Askstudentstoworkinpairs.Havestudentsaskandanswerqu estionsabouttheweatherinthepicturesinactivityla.2aThisactivityprovideslisteningandwritingpracticeusin gthetargetlanguage.Readtheheadingsonthecharttotheclass.Pointouttheansw erblanks.Say,ListentothisconversationbetweenSamandmaria.List encarefullytotheirquestionsandanswers.Playthetapethefirsttime.Studentsonlylisten.Playthet apeagainandhavestudentswritetheiranswers.Playthetapeagainandhavestudentswritetheiranswers.Sa y,Thistime,pleasewritetheanswersmariaandSamgivetoth equestion"How'sitgoing?"youmaywishtoplaythetapemore thanonceatthispoint.correcttheanswers.2bThisactivityprovidesmorelisteningandwritingpractice usingthetargetlanguage.Pointtoandreadthesecondtwoheadingsonthechart:whatar eyoudoing?How'stheweather?Askstudentstolistentotherecordingagainandwritethean swerstothesetwoquestionsintheblanksinthechart.Playtherecording.Studentsfillintheblanks.correcttheanswers.2cThisactivityprovidesguidedlisteningandspeakingIprac ticeusingthetargetlanguage.Pointouttheexampleinthespeechbubbles.Asktwostudents toreadittotheclass.Pointoutthethreequestionsin2a.Askindividualstudents eachquestionandrepeattheiranswers.Acceptanyreasonab leanswers.Say,Nowworkwithapartner.makeyourownconversations.St udentAismaria.StudentBisSam.Atheytalk,movearoundtheroommonitoringtheirwork.offerlanguagesupportasneede d.3aThisactivityprovidesreadingpracticeusingthetarget language.callattentiontothespeechbubbleandthepicture.Askstud entstosaywherethereporteris.Askthemtotellwhattheykn owaboutEgypt.Readthespeechbubbletotheclass,oraskastudenttodoso.A edrawingsonthebo ardand/ortranslationtoclarifythemeaningsofanynewvoc abularywords.Askstudentstoworkalone.Say,Underlinethewordsinthesp eechbubblethatsaywhatpeoplearedoing.Thencirclethewo rdsthatdescribetheweather.Twoexamplesaredoneforyou.3bThisactivityprovidesreadingandwritingpracticeusingt hetargetlanguage.DrawattentiontothepicturesofFranceandthedescription below.Readthedescriptiontotheclassoraskastudenttodo so.Saythewordblankeachtimeyoucometoablankline.Answeranyquestionsstudentsmayhaveaboutthenewwords.U sedrawingsontheboardand/ortranslationtoclarifytheme aningsofanynewvocabularywords.Askstudentstoworkalone.Havestudentsfillintheblanks. Pointoutthesampleanswerandreadthatsentence.correcttheanswers.3cThisactivityprovideswritingpracticeusingthetarget language.Askoneortwostudentstodescribetheweatherintheirhomet own,andtosaywhatoutdooractivitiespeoplethereliketod o.Askstudentstoworkalone.Astheywork,movearoundtheclassmonitoringprogressandofferinghelpasnecessary.Provi dethestudentswithanynewvocabularytheyneed,orencoura gethemtouseadictionary.Askseveralstudentstoreadtheirreportstotheclass.4Thissurveyprovideslistening,speaking,andwritingprac ticeusingthetargetlanguage.callattentiontothedialogueinthespeechbubbles.Asktwo studentstoreadittotheclass.Askotherstudents,whatdoy oudowhenit'sraining?Substituteanothertypeofweatherfor"raining"andaskoth erstudentswhattheydo.Acceptallreasonableanswersandw riteeachoneontheboard.Introducetheuseofpresenttenseinbothhalvesofanswerss uchas,whenit'ssunny,Igotothebeach.Nowaskstudentstointerviewtheirclassmates.Askeachstu denttochooseonetypeofweatherandaskasmanyclassmatesaspossiblewhattheydointhatkindofweather.Remindstuden tstowritedowntheanswers.Askseveralstudentstoreadtheirquestionsandanswerstot heclass.writeanynewvocabularyitemsontheboardanddisc ussthesewords.Studentsmaywishtocopysomeofthewordson totheirnotebooks.Alternative:Ifyoudonotwantstudentstogetupandwalkaro undtheclassroom,thenaskthemtodothisactivityingroups offour.。
新目标七年级下英语英文版全套教案Unit 3
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 k ind 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, 4Period 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 the names 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 inactivity 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.Give more chances to more students to practice talking about the animals and expressing why they like the animals.Step 2. Listening (2a, 2b)First ask the students to listen and fill in the chart in activity 2a.Play the recording for the first time. Ask the students to listen carefully and write down the animals.Play the tape the second time.Ask the students to pay attention to the words in the box in Activity 2b.Ask the students to pay attention to the conversation in activity 2b.After that, check the answers.Then ask the students to listen to and repeat the dialogue after the recording.After this, ask the students to practice the conversation without the help of the recording.Step 3. Pair work (2c)Ask the students to work in pairs, ask and answer about animals they know.Ask the students to practice: Why? Because they are…Step 4.GrammarfocusAsk the students to read the sentences in the grammar box and sum up the sentence structure.Practice suggestion: Ask the students to work in groups and write down their own opinions on the animals in Activity 1a on a piece of paper;show their work to the group members. And then ask and answer questions.HomeworkAsk the students to do the following:1. Make similar dialogues according to the conversation in 2c.2. Use the words in the box in activity 2b to make sentences.3. Ask the students to find more description words about animals.Period 3Teaching aims:1. Teach vocabulary words.2. Target languages:Where are lions from?Lions are from South Africa.3. Enable the students to say where some animal are from.4. Help the students to say where some animals are from.Teaching procedures:Step 1. Free talk and lead-inShow the students some pictures and ask some questions.Show the first picture with a panda in it.Show other pictures of animals and ask questions and go on with others in the same way.Step 2.Match work (3a)Ask the students to read the maps and the animals in activity 3a.Let the students look at the three animals.Let the students match the countries and the animals.Move around the classroom to see if the students need help.Ask the students to draw lines to match the maps with the pictures. Step 3. Pair work(3b)Ask the students to read the conversation in activity 3b.Ask the students to work in pairs and ask and answer questions.Step 4. GameAsk the students to read the list of countries and animals.Let the students look at the list of countries and animals and find a person to translate the list of countries and animals into Chinese.Show the students how to play the game.Play the recording for the first time.Play the recording again and check the answers by replaying the tape.HomeworkAsk the students to practice talking about where animals come from in Activity 3a.Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:What animals do you like?I like elephants.3. Enable the students to talk about why they like some animals.4. Help the students to learn how to talk about why they like some animals.Teaching procedures:Step 1. Warming and lead-inCheck the homework by asking some questions.Show the pictures of lions, pandas and koalas.Say: Where are pandas from? Where are koalas from? Where are lions from?Show a picture of a big elephant.Step 2.Match work(1)Ask the students to read the words and the picture, and then match thenames with the pictures a–h.Point to the pictures one by one.Ask the students to read the eight numbered adjectives at the top.Ask the students to do the match work.Step 3. Listening (2a, 2b)Point to the numbered list of words in activity 1 and play the recording. Ask the students to listen to the recording and circle the description words in activity 1.Play the tape for the first time.And then play the recording the second time.Ask the students to pay attention to the headings in 2b.Play the first four lines of the recording of the conversation and stop the tape.Play the rest of the conversation.Check if the students get the right information. If not, play the part students can’t understand well or get the right information again (and again).Step 4. Pair work(3)Ask the students to read the dialogue.As the students work, move around to see if help is needed.Ask the students to work in pairs.Homework1. Ask the students to try to remember the new words learned in this period.2. Ask the students to try to practice talking about the animals they likeaccording to activity 3.Period 5Teaching aims:1. Teach vocabulary words.2. Target languages:She likes to play with her friends and eat grass.Please be quiet.He sleeps during the day, but at night he gets up and eats leaves.3. Enable the students to write a description of an animal.4. Help the students to write a description of an animal.Teaching procedures:Step 1. RevisionBefore the new lesson, do some revision to check the homework.Show some pictures with a panda, a lion, a koala, an elephant, a dolphin,a tiger and penguin in each of them.Say: Morning, boys and girls. Nice to see you again. Have you remembered we learned how to describe animals? Can you say some of them?Ask some students to answer questions.Give more students chances to say, and let them have enough practice. Step 2. Presentation (3a)Let the students read the pictures and the descriptions.Ask the students to read the articles in 3a and answer the following questions.Show the following.Explain some language points that students may not understand. For example, the difference between play and play with.Step 3. Reading and filling in the blanks (3b)Ask the students to look at the pictures in activity 3a and teach new words.Say, Look at picture d. What is the panda eating? What is the koala eating?Write leaves on the blackboard. Ask a student to give the Chinese meaning and go on with the others in the same way.Ask the students to read the box on the left in activity 3b.Point out the description in 3b with blank lines where some words are missing.As the students work, move around the room checking progress and offering language support as needed.Ask the students to try to recite the description.Step 4.Writing (3c)Ask the students to write an article about the animal they like.Show the following.What’s th e name of your favorite animal?How old is it?Where is it from?What does it like to do?What description words can be used to describe your favorite animals?After that have them present to the class.After the students finish writing the description, let them share their writing with others in the class.Step 5.Group work(4)Point out the example in the speech bubbles in activity 4. Ask two students to read it. Then divide the class into groups of four.Say: You will take turns reading your description from 3c to your group.The other students in the group guess what animal you wrote about.As students work, move around the classroom, making sure each student has a chance to read his or her description to their group.Ask a few students to read their description to the class.Homework1. Ask the students to practice writing an article about one of their favoriteanimals.2. Ask the students to share their description in 3c with more students.Period 6Teaching aims:1. Teach vocabulary words.2. Enable the students to write about animals.3. Help the students to write about animals.Teaching procedures:Step 1.Warming upCheck the homework. Then show some animal pictures to the students.Say: We learned to talk about animals you like in the last period. And I asked you to write an article about one of your favorite animals. Did you finish it?Who’d like to share your work?Step 2.Key word check(1)Ask the students to read all the words in this part.Say: In learning to talk about animals, you learned many words on the topic.Now read and check the words you know in 1 on page 18. Then make a8 sentence with each of them.Step 3.Vocab-Builders (2)Ask 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.Writing (3, 4)Point out the example-the description of the elephant.Say, Look at the description of the elephant. I want to ask one of the students to read it to the class.After that, ask them to write a similar description of the other animals.Homework1. Ask the students to summarize what they have learned in this unit.2. Ask the students to write an article about one of their favorite animals.。
七年级英语新目标下unit 3 教案
七年级英语新目标下unit 3 教案Unit 3 Why do you like koalas?一．Teaching aims:Animals：tiger elephant koala dolphin panda lion penguin giraffeSome adjectives about character：cute smart shy ugly clever beautiful friendly quiet lazycountries：Africa Japan Australiaothers：grass leaf meat sleep relax kind of二．Topic: Animals in a zoo三、Teaching guide:nguage goals: Talk about animals2.Functions: 1.Describe animals 2.Express preferences3.Target languages:Why do you like koalas?Why does she / he like koalas?Because they are cute.Where is/are …from ?It’s/They’re from….What animals do you like ?What other animals do you like4.Learning strategies: active, cooperation, studyUsing what you know Inferring content6.Emotion:1.Train the students to protect animals consciously.2.Love nature, parents, friends and life more。
3.Help each other actively。
新版新目标七年级英语下unit3教学案
主备教师小组教师上课教师科目英语班级上课时间2013年3月18日（星期一）累计课时1 总第13 课时课题Unit 3 How do you get to school?（第1课时）教学目标：1. 能够正确表达如何去到一个地方。
2. 学习完成任务所需要的语言教学重点：句子：How do you get to school?I get to school by bus.教学难点：能够写一份简单的交通计划。
教学方法及措施：指导预习，合作探究，点拨总结直观教学法、教学过程修订、增减Warm-up1. T: Hi! Everyone. Nice to see you again.How are you today?2. T: Do you want to listen to an English song?3. T: Ok. Let's listen to a song "Lemon Tree".Step1:Lead-inT: Let's learn the new words.（让我们来学习新的单词）subway take the subway train take the trainSs: Read the new words.subway take the subway train take the trainStep 2: 1aSection A 1aFirst ask students to look at the picture. And read the sample sentences to them. Ask them to repeat.T: Hey, Dave. How do you get to school?Then let Ss say how other Ss in the picture get to school. Give them some help if necessary.然后让学生说在图画中别的学生是怎样去上学的，如果需要帮助就给予帮助。
新目标七年级英语下册全册Unit6英文教案设计
新目标七年级英语下册全册Unit 6英文教案Unit 6: Its raining!Language goalsIn this unit students learn to talk about the weather and talk about what people are doing.New languageWhat are you doing? Im watching TVWhats he doing? Hes playing basketball.Whats she doing? Shes cooking.What are they doing? Theyre studying.Hows the weather? Its raining.Section AWrite the question. What are you doing? on the board.Read the question and ask the class to repeat it. Then act out an activity students are already familiar with, point to the question and have students repeat it. Answer the question using the target language.For example, you might pretend to be reading a book,playing soccer, playing the guitar or writing your name.When the class asks, What are you doing?, you answer,Im reading a book, and so forth.1 a This activity introduces the key vocabulary.Focus attention on the cities in the picture. Ask, What s the weather like here? If they cant answer, supply theword and ask the class to repeat it. Say a sentence or two about each kind of weather. For example, Its raining.Is it raining here today?Point out the numbered list of words. Say each one and ask students to repeat the words again.Then ask students to match each word with one of the cities in the picture. Say, Write the letter of each city next to one of the ivords. Point out the sample answer.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation.Play the recording a second time. Ask students to write the name of the city in the picture of its weather. Say, The first one has been done for you. Beijing is written in the picture of sunny weather. It is sunny in Beijing.Correct the answers.1 c This activity provides guided oral practice using the target language.Point out the example conversation. Ask two students to read the dialogue to the class.Say, Now work with a partner. Make your own conversations about the weather in these five places.As the pairs talk, move around the room monitoring their work. Offer language or pronunciation support as needed.Ask several pairs to present their conversations to the class.2a This activity gives students practice in understanding the target language in spoken conversation.Point to the four pictures. Ask students to tell what each person is doing in each picture. For example, This boy is talking on the phone. This man is playing basketball. Supply vocabulary words as needed.Play the recording the first time. Students only listen.Play the recording a second time. This time, ask students to listen to the recording and number the pictures 1 through 4 to show what each person is doing.Correct the answers.2b This activity provides listening practice using the target language.Point out the list of names and the list of activities.Ask a different student to read each list to the class.Say, Now I will play the recording again. This time,please match each name with an activity. Write the letter of an activity in front of each name. Point out the sample answer for number 1.Play the recording and have students fill in the rest of the answers. ,Correct the answers.2c This activity provides guided oral practice using the target language.Point out the sample conversation in the speech bubbles and have a pair of students read it to the class.Say, Now please work with a partner. Make conversations like this one. Talk about the people in the I pictures. As students work in pairs, move around the room monitoring progress and offering assistance, if needed.Ask some pairs to present their conversations to the class.3a This activity introduces more key vocabulary.Call attention to the faces. Ask students to point to and describe each face using whatever vocabulary they can.Help students to identify how each person is feeling. For example, ask a student. Look at this face. Is it happy? Is it unhappy?Then point to the four words. Say the words and ask students to repeat each one. Use your tone of voice and facial expressions to reinforce the meaning of each. Add your own simple explanations of what each one means.For example: Not bad. This means something is not very good, but its also not very bad. Its in the middle.questions as needed.Check the answers.3b This activity provides oral practice using the target language.Point out the conversation in the large picture and ask two students to read it to the class. Ask students to explain what Hows it going? means. (It is similar to How are you? or How is everything?)Ask students to practice the conversation in pairs.Move around the room monitoring their progress.Then call attention to the example in the small speech bubbles. Have two students read it to the class.Say, Now well change some of the words and make our own conversations. We can use our own names. We can give true answers or we can make up answers.Ask pairs of students to make up their own conversations. Move around the room offering language support as needed.Ask some pairs to present their conversations to the class.4. This game provides oral practice using the target language.Say,Now lets work in pairs again. One student looks at the picture on page 85 and the other looks at the picture on page 87. Please dont look at your part ners picture.Say, Each picture has the same people in it, but they are doing different things. Take turns talking about what the people are doing in your picture. If I am student A, I will say. In my picture it is sunny. Guide one of the students Bs to respond. In my picture it is raining.As students work, move around the room, monitoring progress and offering assistance as needed.Section BNew languageMore words used to describe weather:cold, hot, cool, warm, humidAdditional materials to bring to class:weather map from an English language newspaper1 a This activity introduces more key vocabulary.Focus attention on the five pictures. Ask students to tell what the weather is like in each place, if they can. If not, supply the word and ask the class to repeat it. Say a sentence or two about each kind of weather. Its cold in this picture. Is it cold here today?Point out the numbered list of words. Say each one and ask students to repeat the words again.Then ask students to match each word with one of the pictures. Say, 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 oral practice using the target language.Call attention to the example in the speech bubbles.Read the conversation with a student.Ask students to work in pairs. Have students ask and answer questions about the weather in the pictures in activity la.2a This activity provides listening and writing practice using the target language.Read the headings on the chart to the class. Point out the answer blanks.Say, Listen to this conversation between Sam and Maria. Listen carefully to their questions and answers.Play the tape the first time. Students only listen. Play the tape again and have students write their answers.Play the tape again and have students write their answers. Say, This time, please write the answers Maria and Sam give to the question "Hows it going?"You may wish to play the tape more than once at this point.Correct the answers.2b This activity provides more listening and writing practice using the target language.Point to and read the second two headings on the chart: What are you doing? Hows the weather?Ask students to listen to the recording again and write the answers to these two questions in the blanks in the chart.Play the recording. Students fill in the blanks.Correct the answers.2c This activity provides guided listening and speaking I practice using the target language.Point out the example in the speech bubbles. Ask two students to read it to the class.Point out the three questions in 2a. Ask individual students each question and repeat their answers. Accept any reasonable answers.Say, Now work with a partner. Make your own conversations. Student A is Maria. Student B is Sam. Athey talk, move around the room monitoring their work.Offer language support as needed.3a This activity provides reading practice using the target language.Call attention to the speech bubble and the picture.Ask students to say where the reporter is. Ask them to tell what they know about Egypt.Read the speech bubble to the class, or ask a student to do so. Answer any questions students may have. Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.Ask students to work alone. Say, Underline the words in the speech bubble that say what people are doing. Then circle the words that describe the weather. Two examples are done for you.3b This activity provides reading and writing practice using the target language.Answer any questions students may have about the new words. Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.Ask students to work alone. Have students fill in the blanks. Point out the sample answer and read that sentence.Correct the answers.3c This activity provides writing practice using the targetlanguage.Ask one or two students to describe the weather in their home town, and to say what outdoor activities people there like to do (e.g. playing football, flying kites, fishing).Ask students to work alone. As they work, move around the class monitoring progress and offering help as necessary. Provide the students with any new vocabulary theyneed (e.g. for describing activities), or encourage them to use a dictionary.Ask several students to read their reports to the class.4 This survey provides listening, speaking, and writing practice using the target language.Call attention to the dialogue in the speech bubbles.Ask two students to read it to the class. Ask other students,What do you do when its raining?Substitute another type of weather for "raining" and ask other students what they do. Accept all reasonable answers and write each one on the board.Introduce the use of present tense in both halves of answers such as, When its sunny, I go to the beach.(See grammar note.)Now ask students to interview their classmates. Ask each student to choose one type of weather and ask as many classmates as possible what they do in that kind of weather. Remind students to write down the answers.Ask several students to read their questions and answers to the class. Write any new vocabulary items on the board and discuss these words. Students may wish to copy some of the words onto their notebooks.Alternative: If you do not want students to get up and walk around the classroom, then ask them to do this activity in groups of four.。
新目标七年级下unit6说课教案
各位领导各位老师，大家好！很高兴能在这给大家说课，今天我要说课的内容是新目标七年级下册Unit6 It’s raining . 以下简单地从教材分析，教学目标，教学策略，教学程序和板书设计几个方面来阐述我的说课。
一、教材分析本课教材实用性很强。
主要围绕天气这个话题来描述不同天气里人们的活动，和学生的实际生活比较贴近。
我适当调整了单元内容顺序，使之成为一个整体。
基于以上分析，我把对本课有关天气词汇短语的掌握以及听力的理解确定为重点，把针对目标语言进行的结对活动，即学生说的能力的培养确定为难点。
因此，本课时的教学要达到以下几个目标:二、教学目标1、知识目标正确使用本课的目标语言谈论天气和用进行时谈论正在做的事。
2、能力目标让学生在实际生活中灵活运用目标语言谈论天气和人们的活动，并进一步提高听力能力和英语语言的表达能力。
3、情感目标通过师生在教学中的双边活动激发学生的学习兴趣，让各个层次的学生敢于说、乐于说。
培养学生的合作精神，竞争意识以及通过了解和比较不同地区人们的生活情景，激发学生内在情感，进行爱的教育。
三、教学策略为达到以上教育教学目标，1、我首先采用图片法呈现本课时的短语和句型。
2、然后采用任务型教学模式，结合角色法、竞赛法等按照导入--呈现—练习—巩固—拓展的教学思路循序渐进的教学，使学生在与同学合作完成任务的活动中主动探究，学习语言。
四、教学程序Step 1 Warming-up、在这个环节中，我采用情景法导入课堂。
首先利用多媒体播放一段CCTV天气预报短片，告诉学生各个地方的天气不同，人们进行的活动也会不同。
今天的课堂我们就来谈谈天气吧。
于是自然地进入到下个环节。
Step 2 Presentation在这个环节中我首先通过创设情景，以旧引新的方法呈现。
由于学生在第五单元已经掌握了现在进行时用法。
所以先复习一下。
利用多媒体呈现图片，但图片部分是被遮挡的，问What is he \she doing? 让学生运用所学句型He\she is…..去猜，直到猜中为止。
新目标七年级下册英语教案及知识点Unit 6教案3及练习
Unit 6 It’s raining.一. 教学目标1. 知识目标1．让学生记住下面的单词：rain , snow , cloudy , windy , cold , hot , cool , warm , humid , cooking2．让学生掌握下面的句型：（1）How’s the weather like? / What’s the weather like? It’s raining.（2）What’re you/they doing? We’re/They’re watching TV.（3）What’s he/she doing? He’s/She’s cooking.（4）Is Aunt Sarah there? Yes, she is.2.能力目标1. 能够用所学的单词和句型对天气情况进行询问和描述。
2. 学生学会使用现在进行时态。
3. 情感目标了解世界各地的天气情况和表达自己的观点。
二. 教学重、难点分析1. 提醒学生在学习进行时态时，应注意谓语部分应为“be + doing”。
学生常忽略“be”或“doing”。
2. 参考《教师用书》中的文化背景，帮助学生正确理解“How’s it going?”的含义及回答。
3. 注意提醒学生对天气提问的方式有两种：“ How’s the weather?” 和“What’s the weather like?”三. 课文重、难点注释Section A1．(1a) It’s raining/snowing. 其中“rain”和“snow”是动词，表达下雨和下雪。
2． (1c) 用英语询问天气时, “weather”前一定要搭配定冠词；回答时用“It’s…”3．(3a) “How’s it going?”相当于“How’re you?”/ “How’s everything going?”用于询问对方近况如何。
Section B1．(3a) thank you for…, 后接名词或动名词。
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课题: Unit 3: Why do you like koalas? 第1课时共4课时教学目标：Describe animals and express preferences and give reasons.教学重点: 1. vocabulary: koala，tiger，elephant，dolphin，panda，lion, penguin，giraffe, zoo, map, cute, smart2. Sentences: Let’s see the lions. Why do you want to see the lions? Because they are cute. 教学难点：Use the language to express preferences and give reasons.教具准备：document教学过程：Step 1 Lead-inHave the Ss list the animals they know or show the pictures of animals they prepared before class and try to describe them.Show part of the animals and let students guess the animals.Teach the new words of different animals.Step 2 MatchGet the Ss to match the words with the animals in the picture on p13. Check the answers. Step 3 Listening1Get the Ss to listen and check(√) the animals they hear in 1a. Check the answers.2. i mitate the conversations and ask some pairs to have a show.Step 4 PairworkGet the Ss to work in pairs and practice the conversations in 1c ,then make conversations about the other animals in the picture by using the words below. Ask some pairs to act out .Step 5 TaskHave the Ss work in groups of four and ask their group members what animals they want to see and why. Fill in the chart. After that ,have some Ss report what they got .Step 6 Homework1.Copy the new words.2.Read and recite the conversations in 13. Make a survey about one‟s parents‟ favorite animals and the reasons.教学反思：课题: Unit 3: Why do you like koalas? 第2课时共4课时教学目标：熟悉动物的名称（单复数形式和读音）；熟悉动物的特性（cute,smart,etc）以及代表的国家教学重点:1. vocabulary: animal, box, very, kind of2.Sentences:Where are lions from?Lions are from South Africa. Why do you like…?does he/she like…?Because they are….教学难点：谈论自己喜欢的动物并陈述理由；问他人对动物的喜好以及理由；教具准备：document教学过程：Step1.Lead-inT:Hello , boys and girls. I like animals very much. Do you like them? Ok, today I‟ll take you to the zoo .Now , let‟s go.There are many animals in the zoo. Listen, what are they?从学生对动物的喜好入手，拉进彼此的距离，同时为下一步复习动物的名称做好铺垫。
通过动物的声音让学生辨认动物种类，同时教师板书，加强视觉上的印象。
Step2. Brainstorming1.What other animals do you know? (have a competition between boys and girls. Ask them to list the animals on the blackboard.)2.Do you like…?3.Why do you like…?/why not?(accept any possible answers to revise the description words) 通过头脑风暴的游戏让学生回忆有关动物的单词，并通过男女生竞赛的方式培养学生的合作意识，同时也达到了单词复习的目的。
在谈论动物的喜好时需要陈述理由,教师接受一切可能的理由,目的是尽可能多的复习形容词.Step3.Listen and writeSection A 2a.Julia and Henry like animals, too. Now they are in the zoo. Listen to their conversation and write the animals you hear. Then match the animals with the description words.Check the answers. Explain the words “very” and “kind of”.通过对动物名称和形容词的复习,紧接着进行2a部分的练习,让学生对自己所复习的知识进行一次考核.同时意会very和kind of的差别.Step4.Listen and write1.SectionA 2b. Let students try to complete the conversation first.2.share their ideas in groups3.listen and check the answers. Ask some groups to practice the conversation.在完成2a的基础上,让学生先试着自己完成2b部分的对话,并通过小组交流会发现不同的答案,在此基础上再听录音校对答案.发挥学生学习的主动性和积极性.Step5.Pairwork1.Julia likes koalas. Where are koalas from?2.Describe a kind of animal and let students guess my favorite animal .(He is from South Africa. He likes meat a lot and he is very dangerous. He is the king of the animals)3.Students ask their classmates about their favorite animals and the reasons. They can use the words from the boxes. Then make a report to talk about the animals their friends like.教师通过对一种动物特征的描述,让学生猜测自己喜欢的动物,在次基础上让学生自由谈论自己对动物的喜好,并要求描述动物的特性和喜好的理由.通过这一活动,复习的本课的重点也为下节课谈论动物的特征打下的基础.Step6.Chant1.Read a chant with the teacher.2.Find the friends who likes the same animals and talk about the reasons. Then make a new chant with your friends.教师自编一首chant,将本课的知识点归纳中,学生在练习达到中可以再次达到复习巩固的目的。
教师要求学生找到和自己喜好相同的伙伴共同编一首chant. 在简单的游戏中达到巩固知识点的目的. Step7.HomeworkSearch the pictures of the animals you like and describe it.板书设计：教学反思：通过多媒体课件的使用，增大了课堂练习的密度，便学生很好地掌握了所学生词和句式。
由整体到分组进行练习，降低了练习的难度，使学生敢于参与，敢于开口，有利于学生信心的提高。
Learning plan for Period TwoWhy do you like koalas?class:_________________ name:________________________Talk about the animals your friend like:My friend …’s favorite animals are…/ My friend …likes…best.Because they’re…They’re from…and their favorite food is… /they like to eat…课题: Unit 3: Why do you like koalas? 第3课时共4课时Teaching content:Section B: 1 2a 2b, 2c,3教学目标：谈论自己喜欢的动物并陈述理由；问他人对动物的喜好以及理由；教学重点: 1. vocabulary: ugly, clever, friendly shy, dog2. Sentences: What (other) animals do you like?I like elephants. Because they are friendly.教学难点：1.The new description words．e the language to describe the animals freely．Teaching aids:录音机，磁带，教学图片．教学过程：Step 1Free talkGreeting the students．Talk about the animals learnt before.复习巩固上一课所学的动物词汇Step 2 RevisionRevise the words by asking: What‟s this?Where is it from? Do you like …? Whydo you like …? ect.复习上一课所学的基本句型，引出新课内容（描述动物的形容词及国家名称）Step 3 Presentation1. Teach the new words by pictures. Write the new words on the black boardDo SB P10, Part 1 in pairs,Check the answers．3. Listen to the tape and circle the description words in part 1．Listen again check the answers学生学习新的词汇，并直接进行运用，便于掌握。