新目标七年级下册英语Review of Unit 7
【人教版】新目标七年级下册英语：Unit 7教案
Unit 7 It’s raining.Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：rain, windy, cloudy, sunny, snow, weather, cook, bad, park,message, take a message, could, back, problem 能掌握以下句型：①—How's the weather in Beijing?—It's sunny.②—Can I take a message for him?—Yes. Could you just tell him to call me back?—Sure, no problem.2) 能用所学的知识描述天气情况。
3）描述正在发生的动作。
2. 情感态度价值观目标：教育学生善于观察天气，善于调整自己的情绪；了解世界各地的天气情况，增加世界观念。
知道大自然的力量是神奇而伟大的，我们应当好好学习，立志学好科学知识，为长大后探索神奇的大自然，打好基础。
二、教学重难点1. 教学重点：1) The vocabulary and useful expressions.2) —How’s the weather?—It's raining/ windy.3) —What are you doing?—I'm playing basketball.2. 教学难点：运用目标语言来对天气进行问答，并且会问答其他人正在进行的活动。
三、教学过程Ⅰ. Warming-up and Lead in1. Greet the Ss and check the homework.2. Watch a video program about the weather.Ⅱ. Presentation1. (Show some pictures of the weather)Let Ss look at the pictures and ask them how the weather is.Ss learn the new words and expressions with the help of the pictures.2. Look at the pictures in 1a. Then read the new words on the right. Ask the Ss tomatch the words with pictures.3. Check the answers.Ⅲ. Game (How's the weather?)1. (Showing some pictures on the big screen.) Ask Ss "How's the weather?"2. Ss guess and answer the question.Ⅳ. Listening1. Now let's look at the city names in the box in 1b. Please read after me.Ss read the cities after the teacher.2. Now, We’ll hear four conversations. Listen carefully, point out each city in thepicture as it comes upon the tape. Play the recording a second time. Ask Ss to write the name of the city in the picture of its weather.3. Check the answers.Ⅴ. Pair work1.Tell the Ss: If you are in one of the places in the picture above. Talk about theweather with your friends in another city on the phone.2. Make a model with a student like this:T: Hi! How's the weather in Beijing?S1: It's sunny.3. Ss work in pairs. Ask and answer about the weather in the cities.Ⅵ. Listening1. Work on 2a.Let's see what Joe's families are doing. Point to the 4 pictures.2. Ask Ss tell each person is doing in each picture. More attentions should be paidto the correct use of the Present Progressive Tense.3. Play the recording for the Ss to listen and number the pictures [1-4].4. Play the tape for Ss to check the answers.5. With the whole picture, get some Ss to tell the story of it.6. BrainstormingPlay the tape for another time. Then do a memory test.Ask Ss: What's Uncle Joe/Jeff/Mary/Aunt Sarah doing?What're Scott and Lucy doing?Is Jeff watching TV? etc.7. Let Ss match the names with the activities in 2b.Play the recording for the Ss to check the answers.Ⅶ. Pair work1. Look at the pictures and talk about the people in 2a with a partner.2. Ask a student the questions as a model:T: What's Uncle Joe doing?S1: He's playing basketball.3. Ss work in pairs. Ask and answer about the pictures.Ⅷ. Role-play1. Ask Ss to read the conversation and answer the questions:①What's Steve doing?②What's Rick's brother doing?Ss read the conversations and answer the questions. Then check the answers together.2. Let Ss role-play the conversation in pairs.IX. Language points.X. ExercisesHomework:一、总结有关天气的词汇。
人教新目标七年级英语下册----]Unit7 It's raining
![人教新目标七年级英语下册----]Unit7 It's raining](https://img.taocdn.com/s3/m/757c5883dbef5ef7ba0d4a7302768e9951e76ece.png)
A. How much B. How many C.How old D. How soon
8. B books do you have? 可数名词数量
A.How much B.How many C.How old D. How soon
9. -- C is your sister?
--She is six years old.
4. –- B is the ruler? – It’s about 20cm. 物体长度
A. How B. How long C. How far D. How old
5. -- C is your school from home?
--It is about ten minutes by bike.
距离、多远
A. How B. How long C. How far D. How old
6. -- B are these socks? 价格
-9-
--They’re $5.
A. How far B. How much C. How long D. How old
7. A milk do you want？ 不可数名词数量
现在进行时
一般现在时 -13-
表示现在（说话瞬 间）正在进行或发 生的动作或目前、 现阶段一直进行的 动作
表示主语经常性和习惯性 的动作或存在的状态
主语+be动词 主语+am/is/are+其他. （am/is/are）+v- 主语+动词原形/其第 ing形式+其他. 三人称单数形式+其他.
now, right now, at always, usually, often,
英语人教版七年级下册Review of Unit 7
Review of Unit 7【教学目标】1．复习本课时重点单词、短语。
会读写本课时重点单词、短语。
2．能描述天气和用现在进行时描述正在做的事。
能运用句型：(1)—How's the weather？/What's the weather like？—It's raining.(2)—What are you doing？—I'm watching TV.3．通过听谈论天气的对话，开展小组对话，学会用英语谈论天气。
4．能理解文章内容，提高阅读能力，能用现在进行时描述事件。
5．了解他人的假期生活，享受自己的假期。
【教学重点】1.复习谈论天气的词汇和句型。
2.能熟练运用现在进行时描述正在做的事。
【教学难点】1.通过交流表达和听力训练谈论天气。
2.能熟练运用现在进行时描述正在做的事。
3.通过阅读和写作训练，提高读写综合能力。
Step1．1.Play the tape，enjoy an English song.It’s raining!2．Greet the whole class and ask them some questions by showing some pictures.How is the weather?What are they doing?3．Lead in a new topic by asking and answering the questions according to the pictures..Review the words，phrases，then students read together.询问天气的两种方式：(1)What's the weather like？天气如何？(2)How is the weather？天气如何？Step 2.Run the train.Talk about the things you are doing one by one.For example :It’s fine today and I’m playing basketball on the playground.………Step 3.Brainstorm.!Write the –ing forms of the verbs. Then say and spell them loudly as quickly as you canFor example :run ____running………eful phrases Let's read new words and phrases.(1)干某事玩得高兴 have__a__good__time/have__fun/enjoy__oneself doing sth(2)正坐在水池边be sitting by the pool(3)立刻马上right now(4)在度假on vacation(5)为某人/某物拍照take photos of sb /sth(6)恰好干某事just right for doing sth(7)给(某人)回电话 call(sb.)back at +电话号码(8)不错 not__bad(9)没问题 no__problem(10)捎个口信 take__a__message(11)做饭do some /the cooking(12)多好的天气啊What good weather!(13)在雨天in the rainy weather(14)打篮球play basketball(15)打电话 talk on the phone(16)这儿很放松It’s very relaxing here.(17)在某人的朋友家里at one’s friend’s home(18)在公园里in /at the park(19)北京的天气the weather in Beijing.1．Make conversations by using the important phrases or sentences2．Pay more attention to the words and phrases.A：How's the weather in Beijing?B：It's sunny.A：How's the weather in…？B：It's raining/sunny….Step 5 Important Sentences .1.-How is the weather there/in Beijing-It’s sunny /windy …..?2-.What is he/she /Uncle Joe doing there?-He /She is playing basketball.3-How is it going? Not bad /Great /Terrible /Pretty good.Step 6 Listening PracticeFirst，the group leaders ask members to discuss the answers and perform the conversations and then write them down on the blackboard.1．Finish the task by themselves.2．Work on according to a survey.Teacher：We do different activities in different weather.Now，please look at the pictures and answer the questions：Now，please talk about the weather and what they are doing in the pictures withyour partner.Step 7 I believe I canFill in the blanks as quickly as you can阅读短文，按要求完成任务。
人教新目标七下教案Unit 7 单元总结
人教新目标七下教案Unit 7 单元总结语言结构Yes/No问句及简短回答wear的一般现在时用法用于宽泛描述的形容词重点词汇short, curly, long, tall, straight hair, a medium build, height, thin, heavy, bald, brown, blonde, glasses, hair, beard, mustache, look like, a little bit, good-looking重点句型What does he look like？He’s tall.He’s short and he has straight hair.Do you know David?I don’t think he is so great.He likes reading and playing chess.知识点拨1. What do you look like?I’m short.What does he look like？He’s heavy.What do/does…look like? 当询问某人长什么样子时，常用此句型。
第三人称单数或单数名词作主语时，应用助动词does；其它人称或复数名词作主语时，常用助动词do。
回答时常用“be＋形容词”或“have/has＋名词”。
例如：What do they look like?他们长得什么样？They have curly hair.他们梳着卷发。
2. She never stops talking.Stop doing sth.的意思是“停止做某事”。
例如：Time is ’s stop writing.时间到了，请不要写了。
相关资料美国人谈话的内容涉级面很广,玩笑幽默的话语和正经事经常是同时出现。
但他们有三大忌：一是忌问年龄，二是忌问买东西的价钱，三是忌在见面时说：“你长胖了！”因为年龄和买东西的价钱都属于个人的私事，他们不喜欢别人过问和干涉。
英语计划总结之新目标七年级下册英语Unit7课堂教学反思
英语计划总结之新目标七年级下册英语Unit7课堂教学反思七年级下第七单元《What does he look like?》是一堂人物外貌的描述课,所以我用一幅电影海报让学生说说自己熟悉的明星,目的在于活跃气氛,所以与此课人物外貌相关连,这样引入就能自然过渡到本节课的内容.在教学上以激发学生的学习兴趣为主,通过活动让学生感知、操练语言,为下一步活动做好铺垫.其次,我们的学生由于他们的年龄特征所定,对形象的事物特别感兴趣,尤其对新人类更是喜欢.那么就这个特点,我采用了大量的人物图片.而这些图片是经过精挑细选的,就本课的教学内容它主要是要求描述人物的发型与身材,所以选图时,就得相当有代表性.比如：高个——姚明；矮个——潘长江；让学生一看就能明白这些单词的含义.那么他们说起来也就琅琅上口了.根据学生们的年龄特点,在课程中我设计了记忆抢答,小组调查,猜猜他是谁,和给老师设计一个新形象这样几个任务.从个人活动,同桌活动,到小组活动,充分地将课堂新授内容通过不同的方式体现出来,这些活动贴近学生的生活,让学生的口、手齐动.也发挥多学科知识的联系作用.本课要求学生能描述他人的外貌.这就要求学生应具备听、说能力.怎样把这样的能力融入一体,并且学生能很好的接受,同时还能锻炼写的能力呢？通过猜同学,让学生们关注身边同学的特点,用刚学会的语言来描述自己同伴的长相,更贴近生活实际,给学生的学习带来更多的乐趣.这样也更能给学生们长久的记忆.学生们的想象能力十分丰富,何不让他们想象一下自己老师们的新形象是什么样子呢？让他们一边描述,一边画出自己老师的肖像.这样利用美术知识来巩固本节内容,学习的形式也多样了,岂不更好？设计这个任务目的在于让学生能学有所用,描述自己的老师,给老师设计一个新形象,并画出来,学生们十分激动,想着能用英语描述自己的老师并且给他们设计形象了,他们特别高兴.此时的气氛很活跃,也让此堂课别开生面,乐趣横生,相信也让在场的老师们感受到了学生们对于自己任课老师们的关注,喜爱与认可.同时这也培养学生的多种能力,让其能动手动口.通过这一活动,使学生在掌握一定的英语基础知识和基本技能,能与小组成员合作共同完成学习任务,发展语言的综合运用能力,并创造性地使用英语表达自己的思想.同时缩短了老师与学生的距离,老师们也能从学生们的言语及图画中感受到学生深深的爱！我想这也是一种和谐的体现吧在课堂上我鼓励学生大胆的使用英语,对他们学习过程中的失误和错误采取宽容的态度.以学生为主体,教师旨在导学,不断创设情境让学生参与,积极肯定地评价学生的表现.任务设计较成功,创造条件让学生能够研究他们自己感兴趣的话题.同时注意给学生创设自主学习和交流的机会.学生通过体验、实践、讨论、合作等方式发展了听说读写的综合语言技能.增加学生的语言实践,促进他们在整个教学活动中主动参与.同时我也将在今后的教学中继续探索在任务、与合作型教学中如何调动全体学生的积极性的方法.争取做到让学生独立自主学习,参加小组活动进行合作学习,做到探究学习.课的设计不管是从内容上还是活动上都是很有激情的,学生的激情也充分的调动了起来.课后我一直在思考为什么学生们上课时说得好可以到考试成绩就有问题了呢？我发现自己还有很多不足.在平常的教学中,学生的胆量是比较大的,他们举手发言的激情是有的.但是对于知识的掌握似乎只是停留在表象上,没有深入地思考,因此我想在今后的教学中我应该在注意培养学生大胆开放的性格的同时,让学生积极动脑思考,加强对知识的归纳,巩固和检查.。
新目标英语七年级下Unit7SectionB
Involve students in a question-and-answer session to ensure they understand the presented information. Encourage them to ask questions and provide clear answers.
Teaching strategies
Use visual aids
Provide visual aids such as pictures, charts, and maps to assist students in understanding the content. This can help students better understand the language and enhance their ability to process information.
Preview
Show students a brief preview of the main points to be covered in the lesson, including the structure of the solar system, the characteristics of each planet, and any other relevant information.
Summarize and assign homework
Summary
Provide a brief summary of the main points covered in the lesson and reiterate any key takeaways. Ask students to retell the main ideas or summarize the information they have learned.
新目标英语七年级下册Unit7教案
新目标英语七年级下册Unit7教案Unit 7 What does he look like?Language goal: In this unit students learn to describe people.New languages: What do you look like? I’m short. And I have curly hair.What do they look like? They’re medium height. And they have short hair.What does he look like?He’s beauty and he wears glasses.What does she look like?She’s thin and she has long hair.Difficult points: 1. Adjectives of general description.2. Using of “is” and “has”.3. How to describe people’s looks.Teaching aids: Recorder Some famous people’s picturesPeriod 1Teaching aims: 1. Learn the new vocabulary words:2. Target language:What does your friend look like? She is of medium build, and she has long hair.3. Be able to use “is” and “has”.4. Learn to describe the people’s looks.Teaching procedures:StepTalk about your classmates’builds and heights:“Is Lucy tall?” “Yes/No …”“Is Jim fat?” “Yes/No …”“Does he have long hair?” “Yes/No …”Step 2. Key vocabulary ( 1a)Focus attention on the words. Ask students to read the list of words. Then say each word and ask students to repeat it.On the board, make a simple drawing to illustrate each of the words. As you complete each drawing, point to it and ask students what it shows. If they don’t know, say the word and ask students to repeat it. For example, draw a stick figure with very long legs and a long body. When you point to the figure, students say tall.Call attention to the picture. Point to the letters next to the people in the picture.Say, Use the letters to match the people in the picture with one of the numbered words. Write each letter next to a numbered word. You can use some letters more than once. Point out the sample answer.Check the answers.Step 3. Listening (1b)Call attention to the speech bubbles in the picture. Read the dialogue, saying blank when you come to a blank line.Say, You will hear a conversation between Amy and her friend. Fill in the blank likes in their conversation. Then look at the picture and find the boy Amy is talking about.Play the recording the first time. Students only listen.Play the recording a second time. This time, students fill in the blanks in the speech , who are they talking about?Check the answers.Step 4. Pair work (1c)Call attention to the various people in the picture. Say, One of these people is your friend.Point out the sample conversation. Ask two students to read it to the class. Then ask the class to point to the girl in the picture who has long hair and is medium build.Say a dialogue with a student. Have the student ask you the question. You then answer it using a description of one of the people in the picture. Ask the student to point out the person you , Now work with a partner. Ask the answer the questions.Then have students work in pairs. As they talk, movearound the room monitoring their work.Homework Ask the students to make conversations according to the model in 1c.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages: What do you look like? I’m short. I’m thin.What do they look like? They’re of medium height.What does he look like? He is of medium build.What does she look like? She is tall. She has curly hair.3. Enable the students to describe people.4. Help the student learn how to describe people.Teaching procedures:Step 1. RevisionCheck the homework. Ask some students to work in pairs and make conversations.Step 2. Listening (2a)Point to the list of nine phrases and ask a student to read them to the class.Say, Now you will hear three conversations. The people are talking about friends. They are using these words to describetheir friends. Some of these words go with “has” and some go with “is”.Point to the circle around the word “circle”. Say, Circle the correct word, either is or has, when you hear it in the conversation.Play the recording the first time. Students only listen. Point out that there are three different conversations about three different people.Play the recording a second time. This time say, Circle “has” or “is”. You may wi sh to play the recording a third time to allow slower students to complete their work and to let other students check their answers.Step 3. Listening (2b)Point at the chart with space for two words used with is and two words used with has after each name.Call attention to the sample answers. As you point to the word is, say a sentence using the sample answer tall: He’s tall. Point to the word has and say a sentence using the sample answer curly hair. He has curly hair.Play the recording. Ask students to listen to the descriptions and write the words in the correct column after each person’s name.Step work (3)Call attention to the dialogue in the box and the picture. Explain that students have to complete the dialogue with words to describe Nancy’s looks.Have students do the activity individually. As they work, move around the classroom offering help as necessary.Step FocusReview the grammar box. Ask students to read the questions and answers.Homework Ask the students to make conversations according to activity 3.Period 3Teaching aims: 1. Teach vocabulary words.2. Target languages:What does Paul look like?He’s tall and he has brown hair.This person is of medium height. She has short hair.3. Enable the students to talk about what people look like.4. Help the students learn how to talk about what people look like.Teaching procedures:Step 1. Warming upCheck the homework by asking some students to read the conversation in activity 3.Step 2. Reading and Matching (3a)Draw attention to the pictures and the pictures with the correct descriptions.Point out the example. Have a student read the first description.Students do the activity individually.Check the answers.Step 3. Pair work (3b)Call attention to the picture and the names in the box. Say, Student A has to write the names in the box next to the people in the picture. Then student B has to ask questions to find the people. Remind students that they should not look at each other’s textbooks when they do this activity.Have two students read out the example dialogue in the speech bubbles. Then ask students to do the activity in pairs. As students talk, walk around the classroom listening and offering assistance as necessary.After several minutes, stop the activity and have severalpairs present their dialogues to the class.Homework Write s short article to describe your four classmates.Period 4Teaching aims: 1. Teach vocabulary words.2. Target languages:My favorite musician is John Jackson. He is tall and thin. He has short curly brown hair.3. Enable the students to talk about their favorite star.4. Help the students learn how to talk about their favorite star.Teaching procedures:Step 1. Warming upShow some pictures and ask the students to describe the people in these pictures.Step 2. Match work (1a)Focus attention on the four pictures. Ask students to tell what they see in each picture. Confirm each correct answer and supply any words students don’t know.Point at the numbered list of words. Say each word and ask students to repeat these words.Then ask students to match each word with one of thepictures. Say, Write the letter next to the picture in front of the words. Point out the sample answer.Check the answers.Step 3. Sentences (1b)Point at the incomplete sentences and read the completed sample sentence to the class.Ask students to work alone or in pairs. Have students write the name of a famous person in each blank.Ask some students to read the sentences they completed. Have other students say whether the sentences are right or wrong.Step 4. Listening (2a)Point out the picture of Johnny Dean and Tina.Brown and Maria and Danny. Say, You will hear Maria and Danny talking about Tina Brown and Johnny Dean. Your job is to write the job each person does. Point to the heading “Job” on the chart.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to fill in the blanks in the chart.Correct the answers.Step 5. Listening (2b)Say, You will hear Maria and Danny talking about Tina Brown and Johnny Dean again. This time your job is to write what each person looks like. Point to the heading “look like”.Play the recording. Ask students to fill in the blanks next to the words “Looks like” on the the answers.Homework Ask the students to find some photos or draw some pictures of their own, their family or friends. Then describe the person in these pictures.Period 5Teaching aims: 1. Teach vocabulary words.2. Target languages: He’s of medium has curly black is thin. He wears glasses.3. Enable the students to read and write about what people look like.4. Help the students learn how to read and write about what people look like.Teaching procedures:Step 1. Reading (3a)Call attention to the two pictures of Johnny Dean.Ask students if they are pictures of one person or two different people. Lead students to understand that they are the same person in different time.Ask students to read the magazine article individually. Move around the room answering any questions students may have.Read the magazine article to the class. Answer any further questions about the words in the story students may have.Point out the blanks in the chart. Say, Under “Before” write words that describe Johnn y before he changed. Under “ Now” write words that describe Johnny after he changed. Point out the sample student work, move around the room monitoring progress.Step 2. Writing (3b)Call attention to the passage and the picture below. Explain that the passage describes how Gloria Green’s look has changed. Point out the sample answer, and ask a student to provide the second answer (short hair).Point out the numbered blanks in the paragraph. Say, write words describing Gloria’s looks in each students to finish the activity on their own.Correct the answers.Step (3c)Ask each student to choose a family member and write a short description of the person.Ask what new words students want to use in their descriptions. When you understand what a student wants to say, write the word on the board, explain it to the class and have the class repeat it. Limit this to two or three new words.As students write, move around the room answering questions and offering language some of the completed descriptions to the class.HomeworkAsk the students to write another composition about one of their family members.Period 6Teaching aims: 1. Teach vocabulary words.2. Enable the students to describe people.3. Help the students learn how to write articles to describe people.Teaching procedures:Step word check (1)Ask students to check all the words they know. You may wish to have students circle any words that they don’t know.Ask students to find out the meanings of any words they don’t know. They can do this by reviewing the unit, asking you, asking their classmates, or using a learner’s dictionary or bilingual dictionary.Step (2)After students have recorded their new words, ask them to share their lists with other students. This can be done with the whole class or informally, in pairs or small groups.Step 3. Talking about the picture (3)Draw attention to the picture and the questions in the box. Ask one student to describe what “Old Henry” looks like （He’s short. He is medium build.）Have students do the activity individually.Check the answers.Homework Ask the students to summarize what they have learned in this unit.教后反思：通过本单元的学习，学生对人的外貌描写有了一个大致的了解，可以说出一些描述性的句子，比如说：What do you look like? I’m short. And I have curly hair./ I’m medium height./ I’m thin and I have long hair.但是，当给学生出示一篇写人物的作文时，很多学生有点束手无措，还是需要进一步加强写作训练。
人教版新目标英语七年级下Unit7Section1a-2c公开课课后反思
Unit7 It’s raining .教学反思本节课新目标英语七年级下册Unit 7 Section A (1a-2c) 内容。
本课的教学目标是谈论天气信息以及人们正在做的事情。
本课的内容注要是让学生学习现在进行时态，而且懂得用互相现在进行时询问某人正在做什么事情。
我根据初一学生胆大、活泼、好动、喜欢交流的个性，让学生主动参与到学习活动中来。
学生在愉快、活泼的气氛中轻松完成了学习任务。
新课程标准中强调学生在课堂中的主体地位，在综合课中他们的主体地位就更加突出。
在各个活动中给不同程度的学生不同层次的任务，让各层面的学生都有表现发挥的机会，从而产生对英语的兴趣。
使用照片图片多媒体来辅助教学，效果更好。
本节课主要采用的方法是自主学习，小组合作的方法。
学生在导学案的引导下自主学习本节课的单词和句子，组内成员互相帮助，共同学习，起到了很好的效果。
特别是在小组内根据1b内容报告天气预报，小组内学生气氛相当好，组内最差的同学也都学会了，并且勇于在全班级面前报告。
真正做到了小组成员互帮互助共同提高。
其次我认为本节课的两个听力材料我改编的比较好，1b改成了填表格，既练习了天气也为下步天气预报做好了铺垫。
2b让我改成了把动词短语填入表格，提高了听力的难度，同时有利用表格中的动词短语写关于现在进行时的短文。
同时我也认为在听力之前我做好了听力的前期准备工作，是学生对听力不陌生，听起来效果更好。
不足之处：本节课设置的内容过多，以至于后面的达标测试没做。
如果本节课1a-1c的化，pair work就能够全班大面积的演练。
活动面会更大。
达标测评就能很好地完成。
其次课堂上应该多关注弱势群体，给他们表现的机会。
再次对于自主学习，小组合作还没有操作的很熟练。
我应该在以下几方面进行加强：组织学生有效合作学习的操作要点：教师要避免在组织学生合作学习时存在的误区和学生在合作学习中的不合作表现，需特别注意对以下环节的把握：1、建构合理的合作学习小组。
新目标七年级下Unit7Whatdoeshelooklike(P4)
Unit 7 What does he look likePeriod FourI.教学目标:1.知识目标:1).单词:复习整个单元.2).句型:复习整个单元.2.能力目标:1).能熟练的用英语进行对人外表特点的描述,并根据描述画出人像.2). 能掌握本单元出现的表示人外观的词组及句型,并能结合实际生活进行灵活运用这些词组及句型描述别人的外表,提高写作水平.2.情感态度目标:能在小组活动中积极与他人合作,相互帮助,共同完成学习任务, 尽情享受学习的乐趣.II.教学重点: 描述人物外貌特征和写作.III.教学难点:听文画图,看图写文.IV. 教学设计:Step1. Who remembers bestwords Selfcheck 1Step 2.Who describes best (SectionA/4)In groups, ask a student to describe his or her e only words and sentence patterns from this unit. For example, She's short and thin. She has curly hair. (The other students listen to him or her carefully and guess who it is.)Give a sample description of someone in the class and ask the class to guess who you are describing.Ask some students to describe a person while their classmates guess who it is. Step3 Who draws best (Section B/ 4)This activity provides listening and speaking practice using the target language.1. Ask each student to draw a picture without letting ,anyone else see it.2. Have students get into groups of four. Tell the students in each group to give themselves numbers from 1 to 4.3. Ask the other three students in each group to listen to the description and draw the person. You may wish to have them listen to the description several times.4. Ask each group to swap its pictures with another group. That group votes to decide which of the three copies looks most like the original picture. The student who drew that copy is the winner.Step4 Who writes bestChoose a picture you draw and write the description on the exercise books.Step5 homework1. Revise the useful expressions in this unit.2. Look for some more beautiful passages to read.3. Write down a notice for looking for the lost people。
新目标七年级下册英语Review of Unit 7
jokes 9. She is a funny girl. She loves to tell j________. 10. Listen! Our teacher is coming! Please stop talking t_________ and keep quiet. 11. Mary likes talking and she n____________ never quiet stops talking. But her sister is a little q_______. 12. The pop singer Johnny Dean has a new look l__________ now. 13. Tina is 1.72 meters in height. But she is only 45 kg. thin She is a little t_______. 14. Dave’s uncle has no hair on his head. bald He’s b__________. 15. Everybody comes to school early today. Nobody ________ is late for class.
仁爱版初中初一英语下册《Review of Unit…》评课稿
仁爱版初中初一英语下册《Review of Unit…》评课稿一、引言《Review of Unit…》是仁爱版初中初一英语下册中的一篇重要课文。
本评课稿旨在对这篇课文进行评析，探讨教学内容和教学方法的优劣，为教师在教学过程中提供参考和借鉴。
二、课文内容概述《Review of Unit…》是一篇英语课文，旨在复习该单元的重点知识和语法。
课文内容主要包括以下几个方面：1.重点单词：列举并复习本单元的关键词汇，包括动物、食物、颜色、数字等。
2.重点句型：介绍并复习本单元所学的重点句型，如表示喜好、询问和回答数量的句型等。
3.语法练习：通过问答、填词等形式巩固本单元所学的语法知识，包括动词的过去式、形容词的比较级等。
三、教学目标基于对课文内容的概述，我们可以确定以下教学目标：1.熟练掌握本单元的重点词汇，并能正确运用到适当的语境中。
2.掌握本单元所学的重点句型，能够灵活运用于日常交际中。
3.巩固并加深学生对本单元所学的语法知识的理解，并能够正确运用。
四、教学重点和难点1.教学重点：重点词汇的掌握和运用、重点句型的理解和运用、语法知识的巩固和应用。
2.教学难点：确保学生能够准确地理解和运用重点句型，并能够正确应用所学的语法知识。
五、教学方法为了达到教学目标，本课程将使用以下教学方法：1.集体讨论：教师引导学生进行集体讨论，帮助学生理解词汇、句型和语法知识的意义和用法。
2.小组活动：将学生分为小组，进行词汇梳理和句型运用的小组活动，培养学生的合作意识和语言表达能力。
3.情境模拟：通过情境模拟，让学生在实际的交流中运用所学的知识，提升其语言运用的能力。
六、教学过程本节课的教学过程分为以下几个步骤：1.引入新课：通过图片、课件等教具，引入本节课的内容，并激发学生学习的兴趣和积极性。
2.复习词汇：对本单元的重点词汇进行复习，可以使用卡片、抽签等方式，让学生积极参与。
3.复习句型：通过示例句和练习题，复习本单元所学的重点句型，加深学生对句型的理解和运用。
人教版新目标英语七年级下册第七单元学情分析
学情分析
本单元是人教版新目标英语七年级下册第七单元。
其中 Section A 1a-1c 部分主要学习天气的表达,使用How’s the weather?It’s sunny/windy…。
学生学过了一个多学期的新目标英语，对整个课程的教学模式有了一定的了解，具备一定的听、说、读、写的基础。
通过本课的学习，使学生掌握一些有关天气的词汇，并能询问和描述天气，使学生能够更加熟练地运用目标语言进行交际活动。
整个单元的内容围绕天气展开听说读写的活动。
内容贴近学生的日常生活，十分符合学生实际。
本节课主要通过听、读、说等活动让学生掌握描述天气的基本词汇及对天气的提问，学会准确地表达自己对天气的喜好并说明原因。
通过讨论学习，使学生能够在实践中体会到学习英语的乐趣，更积极的运用目标语言，并懂得调整自己的情绪，能够通过谈论天气来促进交际及关心家人和朋友。
本节课是单元的第一节课，本课的核心内容是让学生学会表示天气的形容词，问答天气的句式：How is the weather? It’s rainy。
于此同时复习并灵活运用现在进行时表达亲戚朋友正在进行的活动。
初中英语新目标七年级下册Unit7
short hair jeans T-shirt shorts glasses
Talk, talk; show, show; let’s have a talk show! Tall? Short? Tall? Short? Who’s tall? who’s short? Zhuangzhuang is tall but Tutu is short . Heavy? Thin? Heavy? Thin? who’s heavy? Who’s thin?. Zhuangzhuang’s mother is heavy but Tutu’s mother is thin. Tall? Tall? Short? short? No matter what do they look like? Kind? Kind? Kind! What do you look like? Lovely? Lovely? Lovely!
更多资源
Show your English!
sunglasses a white hat
a red shirtlongΒιβλιοθήκη hairwhite beard
white hair
He/she wears/has…
A：What does he look like? Is he fat?
She is thin. She has short hair…
She is fat/heavy. She wears a pair of glasses…
Johnny Dean Job Looks like pop singer
thin, tall, long curly hair, glasses
人教新目标七下教案Revision of Unit 7
人教新目标七下教案Revision of Unit 7第三节Revision of Unit 7StepⅠ. Teaching Aims and Demands1. Knowledge ObjectsLearn to describe people’s appearance and draw pictures according to the description. Learn to describe your favorite person.2. Ability ObjectsTrain the students’ listening, speaking, reading and writing skills.Train the students’ communicative competence.3. Moral skillWe mustn’t judge people by appearance.Ⅱ.Teaching Key PointReview the key vocabulary and the target language of this unit. Describe people’s appearance.Ⅲ. Teaching DifficultiesTrain students’ listening, reading, writing and speaking skill s.Train students’ communicative competence.Describe people’s appearance.Ⅳ.Teaching MethodsTalking method.Pairwork.Practice.Ⅵ.Teaching ProceduresStepⅠGreet the class as usual and check the homework.StepⅡ Describe people’s appearance1 You’re to describe someone in the class. Ask your classmates to gues s who you’re describing.2 The teacher gives a sample description of someone in the cl ass and asks the class to guess who the student is. For example, t he teacher says, she has long straight hair. She is medium height and she is thin.3 Students are only allowed to ask yes/no questions, such as Is it Han Mei? Is it Zhang Jing? until they can guess.4 Ask different students to describe a person in the class while their classmates guess who it is.Step Ⅲ Review target languageAsk and answer in pairs, use these sentences.What does he look like?He’s tall.He’s short and he has straight hair.Do you know David?No. what does he look like?StepⅣ Review vocabularyReview the key words of this unit then have a dictation. StepⅤ SummarySummary the information we’ve reviewed in this class. StepⅥ HomeworkReview the target language and the key words of this unit. Blackboard designUnit 7 What does he look like?What does he look like?He’s tall.He’s short and he has straight hair.Do you know David?No. what does he look like?。
新目标版七年级下册Unit 7 Section A (Grammar Focus-3b) 教案
—How’s the weather in Picture a?
—It’s sunny.
—What’s the boy doing?
—He’s playing the guitar.
3. Ss ask and answer about the pictures. Then fill in the blanks.
Practice(3a)
1. Work on 3a. Fill in the blanks with the correct forms of the verbs in the box. Then practice the conversations with a partner.
2. Ss read the conversations and fill in the blanks.
2. A: Is Tomplaying(play) the computer game right now?
B: Yes, he is. Heplays(play) it every afternoon.
3. Thereis(be) some milk in the glass.
4. Can hego(go)shopping with me?
1. Have a dictation of the new words and expressions in period 1.
2. Role-play theconversation in 2d.
复习学过的词汇句型为今天的语法学习打好基础。
Step 2
Grammar Focus
1. Get the Ss to go through the conversations in Grammar Focus and complete the sentences below.
最新人教版新目标英语七下册《Unit 7 Section A(Grammar Focus-3b)第二课时教学设计及教学反思》精品教案
前言：
该教学设计（教案）由多位一线国家特级教师根据最新课程标准的要求和教学对象的特点结合教材实际精心编辑而成。
实用性强。
高质量的教学设计（教案）是高效课堂的前提和保障。
（最新精品教学设计）
Unit 7It's raining!
第二课时Section A(Grammar Focus－3b)
Target Navigation【目标导航】
Key words and phrases：
again，right now，in the park，on the phone
Key sentences：
The sentences in Grammar Focus.
Skills：运用所学语言项目熟练地谈论正在进行的动作，询问他人的生活状况。
Emotion：学习用英语进行电话交流，增进与他人的感情，学习与人交往。
The guidance of learning methods【学法指导】
采用自主学习的方式，能根据需要进行有目的的预习。
Learning important and difficult points【学习重难点】
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。
Teaching Steps【教学过程】
Autonomous Learning Scheme【自主学习方案】
预习指导与检测
(一)预习指导
1．根据Grammar Focus，归纳Section A部分知识重点；
2．试着完成3a，3b的练习。
(二)预习检测
请写出下列动词的－ing形式。