2013年新教材英语单元计划七下
2012-2013第二学期七年级英语教学计划
2012-2013年七年级下册英语教学计划新的学期又开始了，通过上学期的学习，同学们在不同程度上都掌握了一些英语方面的基础知识，但是有一部分学生的基础较差，与优等生形成了学习上的两极分化现象，这很不利于以后的学习，所以在本学期的英语教学中，一定要克服掉上学期教学当中的一些弊病，坚持做到以下几点：1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神。
2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础。
3、突出学生主体，尊重个体差异。
4、采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。
5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。
总之，让学生在使用英语中学习英语，让学生成为好的使用者，而不仅仅是学习者，毕竟学习的目的是为了更好的应用。
让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。
所教班级学生基本情况分析：本届七年级新生和以往的学生相比在英语基础方面很薄弱，经过上学期的不懈努力，七年段学生的基础知识得到了加强，学习态度也有所好转。
但是学生整体的惰性还是很强，自觉性很差。
另外，学生在情感态度,学习策略方面还存在诸多需要进一步解决的问题。
例如：很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流；有些同学在学习中缺乏小组合作意识；大多数同学没有养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性；不善于发现和总结语言规律，不注意知识的巩固和积累。
针对以上的一些情况，所以本学期我制定自己的奋斗目标：钻研新课标，提高教学水平，真正做到教学相长，努力达到学校规定的教学指标。
在新的学期里，我打算采取如下措施来进行英语教学：1.每天背诵课文中的对话。
2012-2013下学期初一下英语教案(全册,单元,Module1)
【No.1】Book2（new）Complete book lessons（全册备课）Made by: Leng FenglingTime: 2013..2.26一、Analysis of the teaching material本学期初一英语使用修订后的外研版教材，从学生学习的实际出发，补充设计了丰富而科学的学习内容和活动。
教材遵循初中生认知发展的规律，由日常生活中设计的语言开始，逐渐扩及安全与救护，通讯，自然等话题。
本套教材按教学模块组织教材，目的是总结小学阶段教材中出现的语言知识，帮助学生有效实现从小学到初中英语小学过渡，共14个模块，期中包括2个复习模块。
每个模块包括三个单元，一、二单元呈现新的语言内容，以培养学生的听说能力为主，兼顾读、写，并包括词汇、语法、语音学习活动，以培养学生的读、写能力为主，兼顾听、说，并包括词汇、语法学习活动，为学生提供更丰富的语境和语言训练机会。
第三单元是联系与活动，即语言练习、巩固单元，要求学生巩固、练习本模块所学语言结构与词汇及听、说、读、写技能等。
本教材的教学内容有：Module1-- Lost and found,Module2-- what can you do?Module3-- Making plans,Module4--life in the future,Module5--shoppingModule6--around town,Module7--my past life,Module8--story time,Module9--life history.Module10--a holiday journeyModule11--body languageModule12--western music.二．Grammer1.名词性物主代词的用法2.情态动词can的用法3. 一般将来时be going to的用法4. 一般将来时will的用法5.特殊疑问句的用法6.方位的表达方式7.行为动词的一般过去式时（7-10模块）8.祈使句9.感叹句和选择疑问句三、Teaching aims1.Possessive pronouns2.ask and answer about abilities3.be going to +verb;wh-questions and answers4.future simple will5.talking about going shopping6.prepositions of places and movement7.past simple be short answer8.past simple regular verbs9. .past simple irregular verbs10.past simple wh-questions11.making suggestions ,imperative sentences12.giving opinions四、Teaching measures1.继续做好中小学的衔接，培养良好的学习习惯(1)培养查字典，使用工具书的习惯；(2) 培养科学记忆单词的习惯；(3) 注重课堂和课下衔接，培养书写规范化习惯；(4) 培养专心听讲，积极思考，大胆参与的习惯；(5) 提出要求，注意检查落实，培养学生课前预习，课堂做笔记的好习惯。
2013年新人教版七年级(初一)英语[下册][全册]教(学)案
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2013年新人教版七年级（初一）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．ButI 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. Ss look at the picture in 1a. Then read the words and phrases. Let Ss matchthe activities with 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。
2013新目标英语七年级下册教学计划
2013新目标英语七年级下册教学计划何庄中学常涛一、教学目的培养学生对英语的学习兴趣，形成有效的学习策略，有效提高学习效率，发展双基能力，培养听、说、读、写的能力，使学生初步获得运用英语的能力，达到语言运用能力的迁移和拓展。
二、教材分析《Go for it》七年级下册共12个单元，文化背景知识和学习策略等部分补充材料。
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，并分为A、B两部分。
A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。
每个单元还有self check部分，供学生自我检测本单元所学的语言知识之用。
它采用“语言的输入——学生的消化吸收——学生的语言输出”为主线编排的。
通过确定language Goal,采用听、说、读、写，自我检测等手段，有效提高语言习得者的学习效率，有利于习得者的语言产出，体现了以学生为主体的思三、教学重难点1.Where /what /How/Why/Who questions.2.Affirmative statements; prepositions ofplace. 3.Modal verb can Adjectives of quality;Would like . 4.present progressive tense;Yes/No questions and short answers. 5.Present tense to wear; adjectives of general description. 6.Simple past of regular and irregular verbs; How was your school trip?7.Past tense of regular and irregular verbs was/were;四、学情分析经过一学期的学习，从上期期末成绩来看，学生学习目的明确，态度端正，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，大部分学生学习成绩优秀，但还有极少部分学生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。
人教新目标版2012—2013年度下学期七年级英语教案
人教新目标版2012—2013年度下学期七年级英语教学案授课教师__________2013年2月28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)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节1.Knowledge Objects: Learn to talk about abilities.Know something about the culture of clubs. Can you/he..?What can you do? What club do you want to join?can, can’t, draw, dance, swim, speak, walk.2.Teaching key point: can3. Teaching Difficult point: can4.Teaching Procedures:Step 1. Lead-inEnjoy a song I’m a musicianT: Do you want to be a musician? S:T: Can you play the piano? S…T: What can you do? S: I can…T: What about you? S:T: OK, now please show your talent and tell us what you can do.Ask one of the students come to the front and do the action. Ask other students to guess what he or she can do.Step 2. PresentationT: Look at the pictures. What are they doing? S:Step 3 Pair workLook at the pictures. Ask and answer like this:A: Can you play basketball?B: Yes, I can. / No, I can’t.Can you…?Step 4 PresentationShow some pictures of famous stars. Practice the third person “he, she, they”T: Where can you play chess? S:T: Yes, in a chess club. This term, we have a lot of clubs. What club do you want to join? S…T: Sounds great. Can you…?S: Yes, I can/ No, I can’tIf the answer is negative, guide students to say:S: No, I can’t. But I can learn it from others.Step5 Pair workA: What club do you want to join?B: I want to join the…A: Can you …?B: Yes, I can . No, I can’t. But I can learn it from others.Step 6 ListeningListen to 1bListen to 2a and 2b. Tell them to give special attention to listening activity (names of the clubs). Finish the tasks.Step 7 Pair workLook at 2b and talk about what the people can do the clubs they want to join.Step 7 Role-play the conversation 2dT: If you like telling stories. What club can you join?S: Story telling club.T: Right. Please read the conversation following the recording. Who wants to join the story telling club? Then role-play the conversation.Step 8 Explain some language points.Step 9 HomeworkReflection after class：_________________________________________________________________________________ _________________________________________________________________________________ ______________________________________________________________________________Period 2 (Section A: 3a-3c)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节1. Knowledge Objects: go on learning to talk about abilities.—Can you play the guitar? —Yes, I can./ No, I can't.—What can you do? —I can dance.—What club do you want to join? —I want to join the chess club.2. Teaching key points: Conclude the usage of ‘can’; put all new language into practice through different activities.3. Teaching Difficult points: Distinguish “say, speak, tell, talk”4.Teaching Procedures:Step1:Greeting, Warming up and duty report.Watch a flash about the content of the Just for fun.Talk something about the flash: Why is the other boy unhappy?Introduce because of the difference of time zones, the time in different places are different. Revision: show the time in six places: Beijing, Tokyo, Paris, Los Angeles, New York, and London. Elicit the sentence pattern: What time is it?It’s……Draw 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 what time do they usually get up/ take a shower…get up take a shower eat breakfast go to school eat lunch run go homedo homework eat dinner go to bed(2)ask students to make a surveyAsk your friend 5 questions about his /her day. Then make a report.A: What time do you usually…?B: I usually…at…Step3:presentation.(1)Ben’s day. Introduce something about Ben.Using the sentence pattern: What time does he usually get up/go to school/…Pay attention to the verb form of the third person.Discuss Do you like ben’;s routines.(2)Show the picture of Scott. He usually gets up at 5 pm.Ask students to predict what his job is?(3)listen to the tape,and try to answer this question. then read through the passage,and match the pictures with the times.(4)read it again and fill in the chart.(5)answer the following questions1.Where does he work?2.How does he go to work?Step4:Work on 3a.（1）Read through the passage and tell me what his job is.（2）Read it again and match the pictures.(3)Answer questions:What does he do after he get up?Does he go to work after breakfast? What does he do?How does he go to work? By bus or on foot?What does he do before he goes to bed?What does“What a funny time to eat breakfast!”mean?Step5:Follow up.T：My friend Da Bao likes Scott's work, so he gets to Sai Te Hotel . But he doesn't find him.T: There are many children in the hotel. Look, they are coming. Please ask them questions to find the real Scott.Step6:Work on part4.T：Now six people make a group, and ask the other students when they usually go to bed . The leader lines up from the earliest to the latest bedtime.T: Let's listen Group1…Group2…Step7:Work on part 3 of self –check.T: Now I want to know something about what you do on weekends. You can go, ask your classmates and fill in the forms. Then you have a report.T: You may begin it like this "Ma Li gets up at …"Step8:Homework.Oral work:（1）Read 3a and recite it.（2）Go on making a survey to find out what your classmates do on weekends.Reflection after class：__________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________Period 3 (Section B: 1a-1f)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节1. Knowledge Objects: go on learning to talk about abilities. drum, play the drum, piano, play the piano, violin, play the violin2. Teaching key points: Improve listening and speaking3. Teaching Difficult points: Improve listening and speaking4. Teaching Procedures:Step 1 Warming- up and revisionDaily greeting.Check the homework. Let some Ss report what his/her family members can do.Step 2 PresentationPlay the sound of different kinds of instruments. Let Ss guess what it is.Act and show your classmates your talent.T: Please stand in front of your classmates. Act and say what you can.S1: (sing and dance) I can sing and dance.S2: (play the drum) I can play the drum..Step 3 ListeningTell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a.Play the recording again and check the answers.T: Now let's work on 1c. First, let one student read the words and phrases aloud.Then listen to the 1d and circle the words and phrase you hear.Check the answers:T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What can't they do? You'll listen to the recording again. Then try to fill in the blanks.Step 4 Group workWork in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do.S1: Bill can play the guitar, but he can't sing.S2: Cindy can sing and play the drum, but he can't play the piano.Teacher can walk around the classroom, and give some help to the Ss.Step 5 HomeworkMake up a conversation between a volunteer and a person who is in charge of a sports club/old people’s home/music club.Reflection after class：__________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________Period 4 (Section B: 2a-self check)授课人:______ 授课班级: _____ 授课时间：2013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. Teachi ng 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.②Grammar: What time do you…? What time does he / she…?③ Function: Use the simple tense to talk about the daily life.2) Aims of Abilities: Listening skill. Speaking skill. Reading skill. Writing skill.3) Aims of Emotion: Love life.2. Analysis of the Material:1) Brief Introduction of the teaching material:What time / When do you…?” “ What time / When does he…?”2) Teaching Focus: What time do you…? What time does he/ she…?3) Teaching Difficulties: Present tense.3. Learning Methods: Make a plan. Culture.4. Teaching Methods: Student- centered. Task-based Teaching.5. Teaching Time: 4 periodsPeriod 1(Section A: 1a-2a)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节Step One: Warming-upGreetingT: Good afternoon, everyone.Ss: Good afternoon, Miss Yang.Step Two: Presentation1.Adjust the time, and ask students questions.T: What time is it? Ss: It’s 12 o’clock. ( Write on Bb )( Help Ss to say )T: What time is it? Ss: It’s 10:15.( Help Ss to say )2.Ask one student to come to the front, adjust the time and ask the 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 )Ask Ss listen to the recorder and fill in the chart.Then check the answers.2.Ask and answer.T: What time does Rick get up / eat breakfast / run / go to school / take a shower ?Ss: He gets up / eats breakfast / runs / goes to school / takes a shower at…( Ask Ss pay attention to the underlined phrases.)Step Four: Consolidation1.Ask Ss to look at the pictures and tell their days.Example: I usually get up at …. I eat breakfast at …. I go to school at …. At …, I take a shower.Step Six: Homework1.Try to remember all the words & phrases.2.Survey: Ask your classmates their routines, and give your report.3.Plan: January 1st is coming. Please plan it, and make your day wonderful.Step Seven Blackboard DesignReflection after class：_________________________________________________________________________________ _________________________________________________________________________________ ____________________________________________________________________Period 2 (Section A: 2b-Grammar Focus)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节1. Aims and demands :1) Language skills :Ss learn to talk about kinds of transportation, and how long it takes to go places, and how far apart places are.2) Target Language : Words : how far , get to , bicycle , subway , bus stop, train station , minute, kilometer, mile , transportation , calendarSentences: How do you get to school ? / How long does it take ? / How far is it ?3) Moral object : Through learning this unit , Ss can enable them to care for each other whenever crossing the roads and pay attention to the sign of traffic.2. Analysis of the material:Students have learned the transportation before.. In this unit ,they need to learn more details about the transportation. At the same time ,they need to learn “How long and How far” and they can use them freely.3. Teaching methods:pairwork , groupwork ,listening and speaking, practicing4, learning strategies:Personalizing Inferring vocabulary5.Teaching aids:Tape recorder, a projector or a computer6.Teaching period:Four periods.Period 3 (Section B: 3a-3c)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节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 pic tures 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 2 (Section A: 3a-3c)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节1. Aims and demons: Key vocabulary : minute hour second take some body some time to do sth.Kilometer2. Teaching Methods : Reading and writing Pairwork3.Teaching Aids : Recorder A projectorStep I Reading1. Pay attention to these questions.2. Read this text by yourself and try to answer the questions3. Explain the text and check the answers.Step II Pairwork1. Pay attention to the conversation on the right.2. Read this text in different roles.3. Look at the picture and time on the left.4. Make the other conversations in pairs.(Give them five minutes)Step III ( Into group race)Three students a group. A ,look at page 21.B, look at page 85.C, look at page 86.If they want to get the answers in the chart ,they should ask the others questions.eg:1. How often does John go to school?2.How long does it take Maria to get to school?Get the answers from the conversations .At the same time ,they can practise the basic sentences in this unit.Step V WorkbookComplete these questions and answers.1. Q: How does she get to school? A: She takes the bus.2. Q; How do ____get to school? A:I _____my bike.3. Q:______ does he get to school? A: He ____ the subway.Step VI SummaryThis class we’ve had reading and writing practice. And we’ve done a game.Step VII HomeworkFinish off the workbook exercise.Reflection after class：_________________________________________________________________________________ _________________________________________________________________________________ ________________________________________________________________________Period 3 (Section B: 1a-2b)1. Aims and Demands: Key vocabulary: bus stop, bus station, train station, subway station.2. Teaching Methods: Listening methods. Reading methods. Pairwork. Groupwork. Practice.3. Teaching Aids: A tape recorder, a projector.Step ISection B 1a , Ss match the words with the pictures .Ask them to recognize the different stations. Check the answers together .Step IIPracticing listening : Play the tape twice , the first time please give out the general meaning . the second time check the things that Tomas wants to know. The third time how does Nina get to school? Step IIIPracticing reading :T: class , Do you want to know the students around world how to get to school ? ok, please read silently the article. (1 minute later ) T: Who can tell me the main idea of the article .? Good ,look at the five sentences, write T or F. Ss check the answer each other.Step IV 2bStudents look at the chart first. Make sure they know what to do. Ask them to finish the activity individually according to the chart. Then check the answers.Step V SummaryToday we have learnt some more key words and done some reading and writing practice.Step VI Home workPreview the 2b and finish the self check.Reflection after class：_________________________________________________________________________________ _________________________________________________________________________________ ________________________________________________________________________Period 4 (Section B: 2c-Self check)1. Aims and Demands: Writing practice ,make a survey, exercises over the workbook.2. Teaching Methods: Writing method, speaking method, self check method.3. Teaching Aids: A projector.Step 1 2cJust now you filled in an article about how students get to Hillsville High School. How do students get to your school?As a students say, list them on the board. Tell students to use the words on the board to write about how students at your school get to school.Ask students to write individually.Choose some students to read their work to the class.Give them little present s if they do well.Step II 4 Survey Find someone who…Tell students we’ll do a survey. Please turn to page 92.First look at the chart. You want to know how far people live from school, how they get to school, and how long it takes them to get to school. Let me tell you how to do the survey. Go around the class and ask questions like this:How far do you live from school?How do you get to school?How long does it take to get to school?And find out these answers and write them names in the chart. The students with the most names in his or her chart wins the game.Step III Self checkTell them to use the words in the box to fill in the blanks. Ask them to do this exercise individually. After finishing, write some on the board .Underline any mistakes and ask students to tell how to correct each of them.Step IV 2Show the picture on the screen. Tell them imagine you meet an American who needs help. His friend is ill in hospital .He has got a map .But it’s a Chinese map. He doesn’t know Chinese. Can you tell him how to get to the hospital?Students work in pairs to present their conversations to the class.Step V SummaryToday we’ve reviewed key vocabulary in the unit and done writing and oral practice.Step VI HomeworkFinish off the exercise of the workbook and preview the next unit.Reflection after class：_________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________Unit 4 Don’t eat in class.Ⅰ. Analysis of the Teaching Material1.Status and FunctionIn this unit students learn to talk about school and family rules.Such a topic is so familiar to students that they must be active in all the activities in class.It is helpful to raise learning interest and useful to improve students’ listening,speaking,reading and writing skills.(1)The first period introduces some negative imperatives first.Then students are provided with much listening and oral practice using the target language “What are the rules?”(2)In the second period students do much listening and oral practice using the words “can” and “can’t”.After this class,students know more about what they can or can’t do at school.(3)The third period provides students with much oral practi ce using the phrase “have to”.And the game in the last part is useful to raise learning interest.It is useful to improve spoken English.(4)In the fourth period students learn to talk about what they do or don’t have to do at home.(5)In the fifth period students learn to write a letter to talk about their family rules.And they also learn to talk about some common signs.All the activities are designed to improve students’ reading and writing skills.(6)The self check in the last period is designed to give students more reinforced practice,especially writing practice.In this way,students better understand how to apply what they have learned in their daily life.2.Teaching Aims and Demands(1)Knowledge ObjectsIn this unit students learn to talk about rules.Make students learn and grasp imperatives and the usage of the words “can” and “have to”.(2)Ability ObjectsTrain students’ listening,speaking,reading and writing skills.Train students’ integrating skills.(3)Moral ObjectAs students,we must obey school rules.3.Teaching Key PointsLearn the key vocabulary and the target language. Learn the imperatives and the words “can” and “have to”.4.Teaching DifficultiesTrain students’ listening,speaking,reading and writing skills. Learn to write a letter.5.Studying WaysTeach students how to talk about rules in daily life.Ⅱ.Teaching Guidancenguage Function: Talk about rules.2.Target Languages:Don’t eat in class! Can we wear hats? No,we can’t.We don’t have to weara school uniform.3.StructuresImperatives. Can for permission. Modal have to.4.Key Vocabularyin class, classroom, hallway, gym, arrive,hate,go out, practice, inside, outside, uniform, sports shoes,fight,can,can’t,have to5.Learning Strategies: Scanning. Deducing.Ⅲ. Periods: Six periods.Period 1 (Section A: 1a-2d)授课人:______ 授课班级: _____ 授课时间：2013年___月___日____午第____节Step 1 Revision Review some key words and language points learned in Unit 11 briefly. 1 2 345学校走廊Point to the pictures one by one and teach students to say, Don’t arrive late for class.Don’t run in the hallways.Don’t eat in the classrooms.Don’t listen tomusic in the classrooms.Don’t fight.Write the rules on the blackboard.Read and have students repeat several times.Students open their books. Point out the list of school rules.Invite a different student to readeach rule to the class.Step 2 Call students’ attention to the picture.Say, Each of these students is breaking one of these rules.Write the number of the rule eachstudent is breaking in the box next to him or her.Point out the sample answer.Students do the activity individually.Check the answers.Answers 1.boy looking at his watch2.boy running in the hallway3.girl eating an apple4.boywith headphones5.boys sitting at desks,fightingStep 3 1bAsk students to read the five rules in activity 1a once more.Point to the three names.Say,You are to listen to a conversation.Three students are breaking therules.Listen and write the number of the rules next to the name of the student who is breaking the rules.Play the recording for the first time.Students only listen.Play the recording again.This students listen and fill in the number of the rule after each name.Correct the answers.Answers Peter:2 Nicki:3 Joseph:4Step 4 1cInvite a pair of students to read the sample conversation to the class.Write it on the blackboard.Put students into pairs.Say,Student A is an exchange student.He or she doesn’t know the rules in the school.Student B tells him or her about the rules in 1a.Get students to work in pairs.As they are working,move around the room offering help as needed.Get some pairs of students to present their conversation to the class.(This activity provides oral practice using the target language.)Step 5 SummaryIn this class we’ve mainly learned to talk about school rules. As students, we must obey school rules.Step Ⅵ HomeworkWrite down the rules in activity 1a without looking at books.Reflection after class：_________________________________________________________________________________ _________________________________________________________________________________ _____________________________________________________________________________Period 2 (section A: 3a,3b,3c)。
2013新目标英语七年级下册1-6单元教案
单元总体目标
通过学习情态动词can的用法，使学生能够表达自己在某一方面所具备的才能；能够谈论自己的喜好与意愿；能够为自己成立的各种俱乐部制作海报；会写招目标
Section A的主要内容是运用情态动词can “询问和谈论能力”；通过谈论自己在某一方面所具备的才能，学习情态动词Can的基本用法。
Unit 1 Can you play the guitar？
单元整体说明
本单元主要是学习情态动词can的肯定句、否定句、一般疑问句，肯定与否定回答，以及特殊疑问句的构成和用法；复习what弓！导的特殊疑问句。本单元主要围绕“加人俱乐部，谈论自己的能力”这一话题，设计了三个任务型活动：任务一是：自己的才艺表演，学习情态动词can的用法；任务二是：自己建立俱乐部，运用情态动词can谈论自己在某一方面的能力、喜好和意愿；任务三是：我能成功，主要是复习巩固谈论各自的爱好和特长的方法。
情感态度价值观
Section A的学习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。
教学重、难点及教学突破
学习询问和谈论彼此的能力和特长；
情态动词can的构成和使用。
教学步骤
人教版七下英语单元计划
人教版七下英语单元计划Unit Plan for English for Grade 7, Second Semester (Human Education Edition)。
Unit Overview.For the second semester of Grade 7, the focus of the English curriculum is to consolidate and expand upon the language skills learned in the previous semester. This unit plan outlines the key objectives, materials, activities, and assessments that will be used to achieve these goals. The plan emphasizes a balance between language knowledge, speaking and listening skills, reading comprehension, and writing abilities.Unit Objectives.1. To develop and enhance vocabulary and grammar skills through contextual learning.2. To improve speaking and listening skills through interactive and meaningful activities.3. To foster reading comprehension skills through exposure to a variety of texts.4. To encourage creative and analytical writing through guided practice and independent tasks.5. To cultivate a positive attitude towards learning English and a willingness to participate actively in class.Unit Materials.Textbook: English for Grade 7, Second Semester (Human Education Edition)。
人教英语七下各单元教学计划
人教英语七下各单元教学计划Title: Unit-by-Unit Teaching Plan for Grade 7 English (People's Education Edition)。
Introduction.The English curriculum for Grade 7 students aims to build a solid foundation in language skills, knowledge, and cultural awareness. The People's Education Edition (PEE) textbook for Grade 7 English follows a student-centered approach, emphasizing active participation, collaboration, and real-world applications. This unit-by-unit teaching plan outlines the objectives, content, and activities for each unit, aligning with the overall curriculum goals.Unit 1: Our School.Objectives:Introduce students to their school environment andfacilities.Develop speaking and listening skills through role-plays and discussions.Enhance reading comprehension with texts about school life.Content:Vocabulary: school, classroom, library, playground, etc.Grammar: present simple tense (e.g., We have a big library.)。
人教版七年级英语下册教学计划【最新】
2012——2013学年度第二学期英语教学工作计划****中学***2013年2月27日七年级英语教学工作计划***一、教学基本情况简析1、教材简析七年级下册共12个单元，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。
每个单元都分为A、B两部分。
A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。
每个单元还有self check部分，供学生自我检测本单元所学的语言知识之用。
它采用“语言的输入——学生的消化吸收——学生的语言输出”为主线编排的。
通过确定教学目标，采用听、说、读、写，自我检测等手段，有效提高学习效率，体现了以学生为主体的思想。
不过这套教材是基于城市学生的状况编写的，对于我们农村学生来说，由于小学不学习英语，到初中以后学起来的确有些吃力，光是一千多个单词就吓退了不少学生学习英语的兴趣。
但我们还必须知难而上，为了提高农村的英语教学成绩而努力。
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（1）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、指导思想根据七年级学生的生理及心理特点和本学期的英语教学目标，我确定了如下的教学指导思想：激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们建立学习英语的自信心；培养学生的语感和良好的语音、语调基础，使他们形成初步运用英语进行日常交流的能力，为进一步学习打下基础。
新目标英语2013版unit7-It's-raining.七年级下集体备课教学设计新部编版
6．Tell the Ss；If you are in one of the places in the picture above，Talk about the weather．
7．Point to the pictures in2a．
Ask Ss to tell what each person is doing in each picture．
2. Some tapes of different kinds of music.
板书设计
句型：1．How’s the weather?
2.How’s it going?
3．What are you doing? I'm.
教学过程
Step 1 Warming up
Organize the students by greeting each other
Step2Free talk
Ask the students who is on duty?
Step3Presentation
1．做画画、写字等动作：
Ask：What am I doing?（帮助学生回答）
I am writing/drawing.（叫几个学生做其他动作）
练习: What are you doing?
What is he/she doing?（板书：be＋v-ing)
2．Ask ---How’s the weather?（板书）
帮助学生回答：It’s raining／snowing /windy /cloudy /sunny.
3．看1a的图画：
4．Ask the Ss to match the words with pictures
英语七年级下册单元教学计划
英语七年级下册单元教学计划时间就犹如白驹过隙般的消逝，我们的工作同时也在不断更新迭代中，写好打算才不会让我们努力的时候迷失方向哦。
什么样的打算才是好的打算呢?下面是我收集整理的英语七年级下册单元教学打算，欢送大家共享。
英语七年级下册单元教学打算1一、学术条件分析七年级学生刚入学时根底不高。
经过上学期几位英语教师的不懈努力，学生的根底学问得到了加强，学习看法得到了改善。
但是从上学期期末考试来看，整体英语成果并不志向。
197班75人，其中上学期英语考试及格32人，优秀15人，109分，最低22分，平均分69、85。
此外，学生的情感看法和学习策略仍有很多问题有待解决。
比方，许多学生不能清晰地知道学习英语的目的，没有真正意识到学习英语的目的在于沟通;一些学生在学习中缺乏小组合作意识;大多数学生没有养成良好的学习习惯，不能做好课前打算和课后复习，学习没有打算性和战略性;不擅长发觉和总结语言规律，不注意学问的稳固和积累。
有些学生不知道如何记忆单词，甚至不会听写根本单词，导致无法理解、理解和学习。
学生的听力也须要提高，在这方面也有失分。
主要是听的时间太少，接触英语的时间不多。
二、教材分析这套教材采纳任务型语言教学模式，集话题、交际功能、语言构造于一体，逐步形成一套以生活为导向的学习程序。
这本书的每个单元都列出了明确的语言目标、主要功能项和语法构造、须要驾驭的根本词汇，分为A、b两局部，A局部是根本的语言内容，b 局部是学问的拓展和语言的综合应用。
这套教材是依据城市学生的状况编写的。
对于我们农村学生来说，因为小学根底差，初中以后真的很难学。
仅1010多个单词就吓跑了很多学生学习英语的爱好。
但是，我们必需克制困难，努力提高农村英语教学成果。
三，教学措施和方法(a)教学措施1、造就学习爱好，引导学生驾驭正确的学习方法和策略，提高学习效率。
2、充分发挥学生和老师的主导作用，通过小组学习造就自主探究和合作探究，共同提高学习实力。
新目标英语2013版unit7-Itx27s-raining.七年级下集体备课教学设计新部编版
精品教学教案设计| Excellent teaching plan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市实验学校曹范中学集体备课教学设计学科英Unit7It ’s raining.2013-3-17中心言人教学目1．Master the vocabulary.2．Master and use ：How's the weather?= What ’s the weather like？It ’ s raining/ windy⋯What are you doing?I’ m watching TV教学重点1．The vocabulary2．How ’ s the weather?3. How ’s it going?4．What are you doing? I'm...教学点1．use the language to describe the weather.2．how to use “be ＋doing教学方法 1. Chain drill.2. Pairwork教具准 1. A tape recorder.2. Some tapes of different kinds of music.板句型： 1 ． How ’s the weather?2. How ’s it going?3．What are you doing? I'm.教学程Step 1Warming upOrganize the students by greeting each otherStep2Free talkAsk the students who is on duty?Step3 Presentation1．做画画、写字等作：Ask ： What am I doing?（帮助学生回答）I am writing/drawing.（叫几个学生做其他动作）练习 : What are you doing?What is he/she doing?（板书：be＋v-ing)2．Ask ---How’ s the weather?（板书）帮助学生回答：It ’s raining／snowing /windy /cloudy /sunny.3．看 1a 的图画：4．Ask the Ss to match the words with pictures5． Listen and write these city names in the boxes in la.Now ，We ’ll hear four conversa -tions．Listen carefully，point out eachcity in the picture as it comes upon the tape．play the recording asecond time．Ask Ss to write the name of the city in the pictureof its weather．6 ． Tell the Ss ；If you are in one of the places in the pictureabove ，Talk about the weather．7 ． Point to the pictures in 2a．Ask Ss to tell what each person is doing in each picture．eg: This boy is talking on the phone．This man is playing baskethall．Play the recording twice．（the first time just listen，the second time，listen and number the pictures 1 through 4 to show what each personis doing.）Correct the answers．8． Point out the list of names．Play the recording again.练习设计（一） Finish the following:1．What's the weather like?精品教学教案设计| Excellent teaching plan_______ _______ the weather?2．It ’ s _______ sun) in Chongqing.3．Is it_________（rain) now？4. What ______ you ______ (do)now？5．The boy ________(fly) a kite.教学反思。
人教版七年级英语下册教学计划
2012——2013学年度第二学期英语教学工作计划＊＊＊*中学＊*＊2013年2月27日七年级英语教学工作计划＊＊＊一、教学基本情况简析1、教材简析七年级下册共12个单元,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。
每个单元都分为A、B两部分。
A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。
每个单元还有self check部分，供学生自我检测本单元所学的语言知识之用.它采用“语言的输入——学生的消化吸收——学生的语言输出”为主线编排的。
通过确定教学目标，采用听、说、读、写，自我检测等手段，有效提高学习效率，体现了以学生为主体的思想。
不过这套教材是基于城市学生的状况编写的，对于我们农村学生来说,由于小学不学习英语，到初中以后学起来的确有些吃力，光是一千多个单词就吓退了不少学生学习英语的兴趣。
但我们还必须知难而上，为了提高农村的英语教学成绩而努力。
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（1）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、指导思想根据七年级学生的生理及心理特点和本学期的英语教学目标，我确定了如下的教学指导思想：激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们建立学习英语的自信心；培养学生的语感和良好的语音、语调基础，使他们形成初步运用英语进行日常交流的能力,为进一步学习打下基础.同时用新课标理念,结合新课标精神,进行课堂改革,实行教与学的互动.采用任务型语言教学模式，努力用一套行之有效的课堂教学模式,提高教学效率.三、教学目标教学重难点:1.Modal verb can, must，have to，would like；Can for permission2。
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第一单元单元计划Can you play the guitar?本单元特点、地位、作用本节课在本单元的地位和作用：本单元的总体教学目标学习情态动词can的肯定句、否定句、一般疑问句，肯定与否定回答，以及特殊疑问句的构成和用法；复习what引导的特殊疑问句。
而本节课是在学生掌握了有关基本语汇和基本句型等基础知识的基础上，继续培养关于“询问和谈论能力”的表达和分析能力，促使其向最近发展区发展，提高语用水平。
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教学方法：直观教学法、情景教学、任务型教学法教学用具：录音机、电脑、卡通图片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第二单元单元计划What time do you go to school?本单元特点、地位、作用本课是人教版七年级英语下第二单元的内容。
本单元以“日常活动”为话题，围绕“What time do you do … ?”一般现在时特殊疑问句的功能项目开展教学活动。
本单元是七年级英语重要语法项目之一，与第三单元How do you go to school ？联系紧密，是它的延伸。
通过讨论学生的日常活动，进行一般现在时的特殊疑问句的训练，同时通过本话题，进一步提高学生的听、说、读、写的综合能力的培养。
教学目标1.谈论日常作息时间。
2.询问、表达时间。
3.学会用频度副词usuallyLanguage points(语言点）1.要求掌握以下句式：（1）-What time is it?-It's…（2）-What time do you usually…?-I/we usually…2. 要求掌握以下词汇：（1）名词：time, shower（2）动词短语：go to school, get up, take a shower,（3）副词：usually o'clock（4）疑问代词：what time重点一般现在时的特殊疑问句，即掌握:“What time do you usually…？I/We usually…”这个句型难点助动词do在一般现在时的特殊疑问句中的用法。
教学方法：直观教学法、情景教学、任务型教学法教学用具：录音机、电脑、卡通图片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第三单元单元计划How do you get to school?本单元的地位作用本单元主要通过“谈论日常作息时间”这一话题展开教学，使学生学会谈论自己的作息习惯，学习不同时间点的表达方法；学会运用when和what time 引导的特殊疑问句询问时间、运用数次表达不同的时间；搜集社会上有关时间安排的情况，学习表示频率的副词。
When 引导的特殊疑问句用来询问时间我们上个学期已经学过，本单元要引导学生比较这两种特殊疑问句用来询问时间时的异同，从而正确使用它们。
在表达不同时间段时要运用数次，这也是已经学过的内容，在教学时要及时地进行复习和回顾，学生才能对新的目标语言运用得心应手。
教学目标：1）知识目标A）掌握巩固日常生活中一些活动的词汇B）学会不同时间段的表达法并会用when和what time询问时间C）学会用频度副词谈论自己的日常生活及日常作息习惯。
2）情感目标：通过与同学交流，科学制定合理的学习计划和工作作息时间，使自己养成良好的作息习惯。
3) 能力目标：学生能自如谈论和表达自己和他人的日程安排，能询问和回答时间，能笔头设计和表达科学合理的作息时间安排表。
4)德育目标：培养学生形成互相关心,互相学习;促使学生形成良好的日常作息习惯。
四．教学重难点1. 重点词组和句型的用法.2. 不同时间段的表达法.3. 设计和表达日程安排.教学方法：直观教学法、情景教学、任务型教学法教学用具：录音机、电脑、卡通图片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第四单元单元计划Don't eat in class.本单元主要教会学生用英语谈论学校和家里的规章制度。
读懂关于家庭规章的文章，并熟练运用have to ,must, can ,can‟t 完成句子和文章。
写出家里和学校里的规章制度，然后谈谈个人感受。
培养学生自主学习和主动用英语进行交际的意识。
指导学生能够以书信的形式向别人描述自己身边的故障制度。
教学目标：知识与技能1词汇：rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry, out, go out, dish, do the dishes, night, before, dirty, kitchen, more, n oisy, relax, read, terrible, feel, strict, be strict with, remember, follow, follow the rules, luck2.句型：Don't eat in class!/Can we wear hats? No, we can't. We don't ha ve to wear a school uniform.3.语言结构：①祈使句②情态动词 can 表示许可的用法。
过程与方法Listening and speaking practice ,reading and writing practice, p air work , group work.情感态度与价值感：1.通过小组对话、讨论和调查等一系列的活动，培养学生的合作意识。
2.通过课堂上与外教的交流，让学生了解不同的国家的不同的文化，培养初步的跨文化交际能力。
教学重点：1句型：a、Don‟t … b、… can‟t/ have to/ must …2话题：Talk about rules. 3语法： A 祈使句。
B can 用来表示请求C 情态动词 have to 与 must 的用法。
教学难点：祈使句、情态动词can和 have to的用法。
教学方法：直观教学法、情景教学、任务型教学法教学用具：录音机、电脑、卡通图片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第五单元单元计划Why do you like pandas?Unit 5 Why do you like pandas? 本单元的主题是通过谈论动物来熟练运用“why—because”句型提出疑问，解决问题。
通过对本单元的学习，学生能够对动物的性格及自己对动物的喜好的原因进行交流表达，并能够熟练运用“why—because”句型来询问他人的爱好，解释原因。
通过对动物的描述，让学生从从潜意识意识到动物的重要性，让学生自觉的爱护动物，保护动物，进而激发学生对大自然的保护意识，有利于帮助学生树立环保意识，增强环保观念，成为符合科学发展观的新一代人才。
2、教学目标（1）、知识目标帮助学生学会、掌握以下单词：tiger, elephant, panda, koala, giraffe, cute, lazy, smart, beautiful （2）、能力目标让学生学会谈论简单的动物及名称以及对动物的喜欢并说明为什么喜欢动物。
（3）、情感目标通过对本课的学习，激发学生学习英语的兴趣，并激发学生保护环境的意识。
3、教学重点让学生学习用形容词描述动物，从而说明自己喜欢某种动物的原因。
4、教学难点：让学生用句型Why do you want to see them? Because they are cute.句型编对话。
教学方法：直观教学法、情景教学、任务型教学法教学用具：录音机、电脑、卡通图片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第六单元单元计划I’m watching TV本课是七年级新教材第6单元的第一部分，教材内容围绕着描述人们现在的活动展开，让学生学会谈论人们正在干什么。
本课的教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。
在学习活动中，学生能通过交换对不同人物活动的描述，促进学生之间和师生之间的情感交流，增进情谊。
二．教学目标1、知识目标：1）短语和单词2）句型结构What are you doing?I'm watching TV. What's he/she doing? He/ She's reading. What are they doing ? They're watching TV.3）语法：the structure of the present progressive tense the present particip le 2、能力目标：1）能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。
2）能掌握现在进行时态及一些表示具体动作的词组搭配，cleaning the room, doing homework, watching tv, eating dinner…等 What are you doing? I am watching. What is he doing? He is doing homework. Is she reading? No, she is doing her homework.3、情感目标：通过描述同学、教师或自己的偶像的外貌，表达自己的看法，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的爱好，增进情谊三．教学重点及难点1、掌握并运用描述人物活动和地点的词汇：2、掌握并运用简单的英语交际句型：What are you doing? I am watching. What is he doing? He is doing homework. Is she reading? No, she is doing her homework.教学方法：直观教学法、情景教学、任务型教学法教学用具：录音机、电脑、卡通图片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第七单元单元计划It’s rainingThis is the sixth unit of Book 2 used for Grade Seven students in middle school. The main topic of this unit is “weather”. In this unit, students will learn to describe different weather. Such atopic is related to their daily life. And it’s very interesting and useful to students. So it,s helpful to raise their learning interests and improv e their spoken English.教学目标1.认知目标：①能够听、说、读、写、用本课时的主要单词： raining、snowing、windy、cloudy、sunny…②主要句型：A: What's she/ he doing? B：He/ she is…A：What are they doing? B：They’re…A: How is the weather （in…）？= What’s the weather like （in…）?B: It’s sunny/raining/snowing/cloudy…2.能力目标：能够听懂录音中的对话，并能分角色进行扮演，能够很好的完成pair work3.情感目标：通过活动、游戏使学生对英语学习产生兴趣；让学生敢于、乐于开口，积极参与交流。