人教新目标2014新版七年级英语下册教案整册免费
2014年七年级英语下册3教案(新版)人教新目标版
1.交通方式的常见表达法：
1)take +a/the +交通工具名称 .例如：take a/the bus/train/subway/taxi/boat/plane等 .表示骑自行车时用ride.
教学过程
Warm -up
T: Good morning! I'm very glad to see you again. Do you remember what words we learned in the last lesson
Step1:Lead -in
T: Good! Now look at activity 2d. Can you read the dialogue in 2d?
Can you find more examples from this unit?
Ss compare the sentences listed in the book and their ownconversations.
Step 3:Reading
1. T: Ask a few students how they get to school in the morning? How long does it take?
科 目
英语
班级||
上课时间
累计课时
总第课时
课题
Unit3How do you get to school?(第2课时 )
教学目标：1．能够询问他人如何到达某地；准确表达自己如何到达某地；读懂简单的路线说明 .
人教新目标英语七年级下全册教案
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）谈论水平（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? Y es, I can. / No, I can’t.Can he paint? Yes, he can. /No, he can’t.Can she speak English? Y es, 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、水平目标：（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水平的方法3、情感策略、文化等相关目标：（1）通过对人物个性化的了解，理解对方（2）跨学科学习：语言艺术、审美教育（3）了解自己的水平，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水平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.3b.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.Ask the students to match the words with the pictures of the book.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? Y es, 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.Step 4 Pair work2c. 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.）The answers are: play, guitar, Can, sing, Can, play, drums.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 harmonicaStep 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, cindyj@ 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 speech bubbles. Explain that students must fine people for the school show and write their name s in theThen ask the students to give us a report like this. I can do Chinese kung fu for the music show. My friendWang Ming 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 Chinese martial arts is Wushu. Using Kung Fu to describe Chinese martial arts is more common outside China. Chinese martial 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。
人教版初中英语七年级下册全册英教案（全英文版）
新目标人教版英语七下全册教案（全英文版）Unit 1 Wheres your pen pal from?Language goals:•In this unit students learn to talk about countries, nationalities and Ian guages.•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. Liste ning for the in formation about cou ntries, natio nalities and Ian guages. Write an e-mail about on eself. Describe the new stude nts in class.2. Where questions with fromWhere questions with liveWhat questi onsTeaching 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 Ianguages: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 a secondtime.Ask the students to listen to the recording and circle the countries in 1a.Ask students to listen to and repeat after the recording and then checkthe answers.Step 4. Pair work(1c)1. Now work in pairs and read the conversations in 1a with your partner.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 I.StepI RevisionCheck the homework. And then ask several students to answer questi ons.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 to answer.Write Australia, the United States, Canada, France, and Japan on theleft of the blackboard. And write Sydney, New York, Paris, Toronto, andTokyo on the right of the blackboard. And the teacher reads them aloudand 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 the countries.Say: Now work in pairs and ask where the city is. For example, the firststudent asks "Where is Beijing?” the second student answers “It's inChina."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 in formation 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 stude nts to learn the sentence patter ns 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 Ianguages: What Ianguage does she speak? She speaks English.3. Enable the students to learn to talk about what Ianguage people speak.4. Help the students to learn how to talk about what language people speak.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 questi ons.(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 "Ianguage"? Listen: Tim is from England and he speaks English. So English is his Ianguage. I'm fromChina, 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 theyanswer the questions.Show the flowing and ask the students to make conversations after themodel.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.Step 1. RevisionAsk the students to make conversations talking about their new pen pal.Ask some pairs to the front to talk about their pen pals. Greet each otherand 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 Ianguage textbook on the desktop.Step 3. Listening (2a, 2b)First, read the instructions and tell the students to read the conv ersati on 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 stude nts.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.Step 1 .Warming upSay, Do you have a pen pal? Whafs his name? Does he have any brothers and sisters? What Ianguage 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 an swers. Then draw the in formation 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 page6. 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 the street.New languages:•Excuse me, is there a bank near here?•Yes, there is. It's on Center Street.•Where is the pay phone?•lt*s across from / next to / in front of / behind the library.•lt*s between the post office and the library.•Just go straight and tum 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 visitWrite 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 Ianguages: Is there a bank near here? Yes, there is. It's on CenterStreet.3. En able the stude nts to ask for and give di recti ons 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 about theplaces.Ask the students to practice more.Step 2. Presentation (2a)Introduce the items across from, next to, between, in front of, behind and 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 six sentences 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 questions about 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 Ianguage points if the students can't understand.Homework• Ask the students to practice talking about their neighborhood in pairs.Period 3Teaching aims:1. Teach vocabulary words.2. Target Ianguages:Just go straight and turn left.It*s down Bridge Street on the right.Ifs 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 some studentsto 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 to makeconversations.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 right hands 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 thebuildi ngs.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.Homework• Ask 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 differenee 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 differenee between the halves.Go on with the other pictures to teach the language items. Ask thestudents 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.Homework• Ask the students to make similar conversations to that in Activity 1 b.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 students 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 twosentences 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 di recti ons.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 following conversati on.Then ask students to present their drawings to the whole class.Homework1. Ask the students to talk about the street and buildings in their own neighborhood.2. Ask the students to make sentences with the description words they keptdown in the class.Period 6Teaching aims1. Teach vocabulary words.2. Target Ianguages:I know you are arrivi ng n ext Sun day.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 questi ons.Homework• Ask the students to do the following:1. Suppose your frie nd is going to visit you. He does n'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 pan das?•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 pan das.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 anddo 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 thencheck the answers.Further activity: Ask the students to do some pair work in the followingway 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 pan das / giraffes / lions / penguins / dolphi ns / koalas / elepha nts / 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 1 c.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. Teachi ng 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 therecording.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 suggest!on: Ask the students to work in groups and write down。
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。
人教版新目标七年级英语下全册教案设计
人教版新目标七年级英语下全册教案设计复制链接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 tojoin…club ?Can you …?四. Importance and difficulty: canTeaching Aids: A tape recorder. Some pictures. A projectorSome 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：2017年___月___日____午第____节1.Knowledge Objects: Learn to talk about abilities.Know something about the culture of clubs. Canyou/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 mu sicianT: 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 thirdperson “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: S ounds 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：2017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: Dis tinguish “say, speak, tell, talk”4.Teaching Procedures:Step1:Greeting, Warming up and dutyreport.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, Beijingis se ven 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 addmore.(1)T：Here are some Chinese, let us see what time do theyusually 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. Thenmake 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 getup/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. thenread 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“Wh at a funny time to eat break fast!”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 studentswhen 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. Thenyou 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：2017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 spor ts club/old people’s home/mu sic club. Reflection after class：______________________________________________________________ ______________________________________________________________ ______________________________________________________________ _________________________________________________________Period 4 (Section B: 2a-self check)授课人:______ 授课班级: _____ 授课时间：2017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? 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 toselect 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:① Vocabulary: time, shower, usually, O’clock, what time, goto school, take a shower.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/s he…?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：2017年___月___日____午第____节。
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。
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 UnitedKingdom, 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 differentareas in theworld.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. Vocabularies: 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.1. 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 whatlanguages 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? WhereStep 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.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. StudentB hasTable 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 askstudents 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 theirwritings 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 discussit, the teachercan give them help when they need. At last, T gives the group says the more reasonsa 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。
2014年新版人教版七年级下册英语全册导学教案
Unit 7 It‘s raining!Section A Grammar Focus-3b (P39)【学习目标】：1. 总结归纳Section A部分知识重点；2. 学会运用Section A部分所学知识。
【体验学习】：预习交流1. 根据Grammar Focus, 归纳Section A部分知识重点；2. 自学课文，试着完成3a,3b的练习。
【课堂导学】：I、新课呈现Step1 Grammar Focus1. Give a summary about it.2. Try to recite it.Step2 Presentation1. Go through the sentences in 3a. Complete the conversations.2. Check the answers and practice the conversations.Step3 Group work1. Look at the pictures in 3b. Try to fill in the chart.2. Work in groups. Ask and answer using the messages in the chart.II、合作交流Group work: 总结归纳Section A部分知识重点。
1.描述天气的词汇： ____________________________________________2.描述天气的句子: _____________________________________________3.描述某人正在做什么的句子： __________________________________Ⅰ、完美呈现be rain go snow study1. –How‘s it __________?--Great!2. It‘s ___________ now. It‘s very cold.3. –How __________ the weather in Shanghai today?--It‘s fine.4. –What is Tom doing?--He is __________ math.s raining! Section B 1a - 1e (P40)3. 自学课文，勾画出重点和疑惑。
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。
人教新目标英语七年级下全册教案
七下英语全册教案Unit1 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1、教学方法：直观教学法、情景教学、任务型教学法2、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1、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 ProceduresPeriod1: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 1Revision and lead inT he teacher says I like basketball.Then asks: Do you like basketball/ volleyball?Do you want to join a basketball club?Step2 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.S how the students the activities the people in each club can do with the same step.T hen 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.C an you play it well?Yes,I can./No,I can’t.D o 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 3A gameT o 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 4ExerciseT ask 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 d6.speak English c7.play the guitar gTask2.Say each conversation with a student in Part1a.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 number1next to the first conversation they hear, a number2next to the second one they hear,and a number3 next to the third one they hear. Point out the sample answer.The answers are2,3,1.T ask 31c.Say the sample conversations.Have students repeat.Then ask students to practice the conversations in pairs. Ask them to use the vocabulary from1a.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 HomeworkT ask1:workbook Part1,2,Task2.:fill in the form.Write down three things you can do and three things you can not do.I can I can’tThe second period: 2c-4S tep1RevisionT ask 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 2Presentation:T ask1:（Listening practice）2a.Ask the students to read the context in2a.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.Task2（Listening practice）2b.Ask the students to look at the dialogues of2b 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.Task33a.Ask the students to put the conversation in order.The first one is given.The right order is2,3,1,4.Step3SurveyAfter finishing task2in 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.3b.The teacher asks the students make a survey,and fill in the blanks.Name I Can Play well or Can’tnotclub whyAsk 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.Step4Oral practice3b.Ask the students to share the information they got from their friends.Help the students with he or she wants tojoin 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:T ask 1:4group 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 Part3,4.The third period:Section B1a-3b.Step 1RevisionT ask 1.Ask some questions about can you…?What club do you want to join?Task2: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…?Step2 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.Ask the students to match the words with the pictures of the book.The right answers are3,1,4,5,2Step3 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 questionsof 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.Step3 Listening Practice2a and2b.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 of2b.Fill in the chart with the words in the box.Before doing this,tell the students to write down what can Bill do,what can’t Bill do and so on.person Bill Jennifer Victor canPlay the guitarSing,play the drumsPlay the pianoCan’tsingPlay the pianoSing,danceStep4 Pair work2c.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 use3a for help.（PowerPoint Can you play the guitar B.）The answers are:play,guitar,Can,sing,Can,play,drums.Homework:Task1:3c.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.Task2:workbookThe four period：Self–CheckStep1RevisionAsk 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.Step2Words check1and2Ask the students to see if they know the words on Part1.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 Step3 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.Step4 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. Step5 Group work4.There is a school show in the music room on Sunday.The time is6:00.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 speech bubbles.Explain that students must fine people for the school show and write their name s in the chart.Name Li Xin What can you do? Chinese Kung FuThen ask the students to give us a report like this.I can do Chinese kung fu for the music show.My friend Wang Ming can….Culture noteKung Fu. The term Kung Fu can be used for the many martial arts native to China.More than300styles 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 Chinese martial arts is ing Kung Fu to describe Chinese martial arts is more common outside China.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.HomeworkTask1:Workbook Part7WritingT ask2: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.Unit2 What time do you go to school?(The1st period Section A1a-1c)Teaching aims(教学目标）1.谈论日常作息时间。
人教新目标2014七年级英语下册教案新部编本整册免费
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校七年级上期末英语试题2016年4月（考试时间：120分钟满分：150分）第一部分选择题（80分）一、听力测试（本大题共20小题，每小题1分，计20分）A) 听下面10段对话。
每段对话后有1个小题，从题中所给的A、B、C三个选项中选出最佳选项。
每段对话读两遍。
1. What does Millie like to do after class?A. B. C.2．What is Simon's favourite festival?A. B. C.3.Which is made of cotton?A. B. C.4. Where are they now?A. B. C.5. What’s Tom’s father like?A. Fat.B. Short.C. Thin.6. What does the boy want to be when he grows up?A. A doctor.B. A player.C. A teacher.7. How much does the woman need to pay?A. Seven yuan.B. Twenty-three yuan.C. Sixteen yuan.8. How long is the shopping mall open?A.10 hours.B. 12 hours.C. 11 hours.9. Where are they?A. In a fast food shop.B. In the hospital.C. In the school.10. How does the boy usually go to school?A. By bike.B. On foot.C. By bus.B）听对话和短文回答问题,听两遍。
2014新版人教版七年级下册英语全册导学教案
七年级下册英语教学工作计划一、教学基本情况简析1、教材简析七年级下册全书采取任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。
每个单元都列出明确的语言目标，主要的功能项目与语法结构，需要掌握的基本词汇。
2、学情简析经过一学期的学习，从上期期末成绩来看，我所担任7（2）班和7（5）班学生总体上对英语基础基础知识掌握较差。
只有少数学生习目的明确，掌握了英语学习的一些基本方法，能够积极主动认真地学习，学习成绩优秀。
而大部分学生对英语感到困难，没有明确的学习目的，缺少学习的热情和主动性，自觉性较差，相应的学习习惯也差。
主要原因是没有激发学生学习英语的兴趣，学生觉得英语学习是一种负担，而不是一种乐趣。
一部分学生没有掌握记忆单词的方法，连基本的单词听写也不过关，导致看不懂，听不懂，学不懂。
学生的听力也还有待提高，在这方面失分也较多。
主要是听的时间太少，接触英语的时间不多。
还有极少部分学生已经放弃学习英语。
二．教学目标通过本学期教学，能基本达到如下目标：使对英语学习表现出积极性和初步的自信心，能听懂有关熟悉话题的语段和简短的故事，能与教师或同学就熟悉的话题（如学校、家庭生活）交换信息，能读懂小故事及其他文体的简单书面材料，能参照范例或借助图片写出简单的句子，能参与简单的角色扮演等活动，能尝试使用适当的学习方法，学会克服学习中的困难，意识到语言交际中存在文化差异。
教学重难点：1.Modal verb can, must, have to, would like; Can for permission2.What time , When ,Why, What, Where questions;3.How questions: How long questions, How far questions;4.Imperatives(Don't...)5. Adverbs of frequency; Adjectives of description and quality6. Prepositions of Time, Prepositions of Place7.There be structure8.Affirmative statements;9.The Simple Past tense；the past form of regular and irregular verbs四、教学措施确保基础知识过关，具体方法如下：1、单词过关：每天记5-8个生词，利用课外时间，由科代表主持，各学习小组长听写、改正。
2014年新人教版七年级英语下册教案.doc
2014年新人教版七年级英语下册全册教案Unit 1 Can you play the guitar?Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club能掌握以下句型：①—Can you play the guitar? —Yes, I can./ No, I can't.②—What can you do? —I can dance.③—What club do you want to join? —I want to join the chess club.2) 能了解以下语法：情态动词can的用法want to do sth.的用法2. 情感态度价值观目标：该部分内容贴近学生的生活，谈论的话题是能力。
通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。
二、教学重难点1. 教学重点：1) 学习询问和谈论彼此的能力和特长；2) 掌握一些弹奏乐器的表达方式。
2. 教学难点：情态动词can的构成和使用。
三、教学过程Ⅰ. Lead in1. 教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器，一边说: I can play the guitar．…等；再指着图片说：He／She can play the violin．But I can’t play it．等；然后询问学生：Can you play the guitar?…．并引导学生进行简单的回答。
2. S s look at the picture in 1a. Then read the words and phrases. Let Ss match the activitieswith the people.Then Check the answers with the class together.Ⅱ. Presentation出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：He／She can dance／swim／sing／"··But I can’t dance／swim／sing／...等，学习表达活动的动词短语。
(精)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.3b.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.Ask the students to match the words with the pictures of the book.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. BeforeStep 4 Pair work2c. 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.）The answers are: play, guitar, Can, sing, Can, play, drums.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 speechThen ask the students to give us a report like this. I can do Chinese kung fu for the music show. My friend Wang Ming 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 is Wushu. Using Kung Fu to describe Chinese martial arts is more common outside China. Chinese martial 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。
(精)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.3b.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.Ask the students to match the words with the pictures of the book.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.）The answers are: play, guitar, Can, sing, Can, play, drums.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 is Wushu. Using Kung Fu to describe Chinese martial arts is more common outside China. Chinese martial 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。
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人教新目标版2014—2014年度下学期七年级英语教学案授课教师__________2014年月日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)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 fam ous 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 classPeriod 2 (Section A: 3a-3c)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 differentactivities.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 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 w hat 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 clasPeriod 3 (Section B: 1a-1f)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)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 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 a shower.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 periodPeriod 1(Section A: 1a-2a)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 other 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 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.Ex ample: 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 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)1. Aims and demands :1) Language skills :Ss learn to talk about kinds of transportation, and how long it takes to go places, andhow 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 crossingthe 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)1. Aims and Demands: Key vocabulary, How do you get to school ? How does 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 DesignReflection after class：Period 4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。