人教版新目标英语七年级下册Unit 7 写作教学案
七年级下册Unit 7 It’s raining!写作教学案（教师使用）【话题】天气(The weather)【写作目标】能运用本单元所学的语法（现在进行时）及语言材料，完成有关描写天气的文章。
【课前任务】一、写出下列短语。
1、乌云2、雨季3、一场大雪4、刮风的一天5、一个凉爽的早晨6、糟糕的天气7、度假8、玩得高兴参考答案：1.black clouds 2. rainy season 3. a heavy snow 4. a windy day 5. a cool morning 6.terrible weather 7.on a vacation 8.have fun二、根据汉语意思完成下列句子。
1、今天阳光充足。
The weather today.2、今年南方雨水充足。
There is in the south this year.3、冬天是一年中最冷的季节。
Winter is the of the year.4、今天的天气怎么样？the today?5、不同的国家有不同的天气。
Different have different .参考答案：1. is sunny 2. much rain 3. coldest season 4. What’s , weather like 5. countries, weather三、写出与本话题有关的词汇和句型。
常用词汇：windy, foggy , cloudy , humid , wet , dry , rainy , snowy , hot ,cold ,warm , spring, summer ,autumnwinter… .经典句型：1. How’s the weather in Beijing? It’s sunny.2. How’s it going?3. What do you think of the weather in Changchun?4. It’s hot in your country, isn’t it?5. What’s the weather like in Australia?6. It’s snowing heavily.【课中任务】读写结合一、A. 信息归纳阅读下面短文，然后按照项目要求填写所缺信息。
In England, people don’t often talk much. You can get on a bus or a train, and everyone sits looking out of the window. Often they read books or newspapers. But they don’t talk much. When you meet English people, they often talk about one thing – weather. So when you meet someone in England, you can say , “Nice weather for the time of year!” “But it is a little cold today. ” Someone may answer. “But it will be warm in the afternoon. ” You can say. If you talk like this, the English people will think, “How friendly you are!”B．赏析找出上面材料中的好词好句。
Useful words: weather , cold , warm , …Useful phrases: get on a bus , looking out of , read books , talk about , talk much , the time of year , a little cold , in the afternoon , like this ,Useful sentences: When you meet English people, they often talk about one thing – weather.Nice weather for the time of year!But it is a little cold today.But it will be warm in the afternoon.二、书面表达假如你是李明，一位美国教师Mr. Brown准备来中国任教，他向你打听北京的天气情况。
请你写一封信告诉他：北京的冬天很冷，尤其是在12月份和1月份；春天暖和，但是多风；夏天炎热，尤其是在7月份和8月份；秋天的白天暖和，夜间凉爽。
注意书信的格式。
1、写作引导：A.重点短语写出下列单词或短语。
1、寒冷的2、暖和的3、有风的4、北京的天气5、询问某人关于某事6、在春天参考答案：1.cold 2. warm 3. windy 4.the weather in Beijing 5.ask sb. about sth. 6.in springB. 重点句型根据汉语意思完成下列句子。
1、欢迎到北京。
____________ ____________ Beijing .2、冬天很冷。
It’s very ____________ ____________ ____________.3、你最好随身带些暖和的衣服。
You had better ____________ your warm clothes ____________ you.4、有时刮风。
Sometimes ____________ ____________ .5、7月和8月是一年中最热的月份。
July and August are ____________ ____________ of the year.参考答案：1.Welcome to 2.cold in winter 3.take ,with 4.it’s windy 5.the hottest monthsC. 写作技能指导本单元写作涉及的话题是talk about the weather(谈论天气) , 此类文章的写作要求是介绍天气情况，即介绍一年四季的天气是什么样的，哪个季节寒冷，哪个季节暖和等。
D.写作思路点拨Ⅰ、引出话题，介绍天气→Welcome to Beijing…, tell you something about the weather in BeijingⅡ、具体介绍四季的天气变化→winter→ cold; spring→ warm and windy ;summer→ hot ; autumn→ coolⅢ、提出建议，期盼到来→When you … you’d better …, We are looking forward to …2、实践写作【我的草稿】【我的作品】【我的订正】3、参考范文Dear Brown,Welcome to Beijing .My name is Li Ming. I’m in Class 2,Grade 7.You asked me about the weather in Beijing. Now let me tell you something about the weather here .It’s very cold in winter, especially in December and January .And it’s warm in spring, but sometimes it’s windy. In summer, it is very hot. July and August are the hottest months of the year. In autumn , the days are warm and the nights are cool. When you come here in the cold season, you’d better take your warm clothes with you.We’re looking forward to seeing you.Yours,Li Ming点评：本文是一封书信，在信中作者详细介绍了北京一年四季的天气特点。
文章用词准确，语言优美，层次分明，是一篇很好的文章。
【课后任务】读写结合一、A. 信息归纳阅读下面短文，然后按照项目要求填写所缺信息。
Wuhan is a big city by the Changjiang River in the middle of China. There are four cities here. Spring is not long, the weather in spring is a little cold, and it is always drizzling（下毛毛雨）. It’s really hot in summer. There are few people on the street at noon in summer. Wuhan is one of the hottest cities in China. Autumn is a season for harvest. The weather is nice but a little dry. It’s my favorite season. It’s cold in winter. But people don’t feel so cold because of Christmas, the Spring Festival and other holidays. Maybe Wuhan is not a very comfortable place to live, but I like living here because I was born here.Information Card参考答案：1. middle 2. cold 3. harvest 4. autumn 5. was bornB．书面表达请根据以下提示写一篇短文介绍广州的天气。
1.广州的夏天很长,天气很热很潮湿，经常下雨。
2.广州的春天、秋天和冬天都不长。
春天经常比较潮湿，晴朗的日子不多；秋天凉爽而不干燥。
3.广州的冬天并不寒冷，而且不会下雪，但有时会下雨，下雨时会很冷。
参考范文：The summer in Guangzhou is very long, It’s hot and wet in summer, and it often rains. Spring, autumn and winter are not long in Guangzhou. In spring it’s often wet, so it’s not sunny. It’s cool but not dry in autumn. In winter , it’s not cold. It won’t snow here, but sometimes it’s rainy. When it rains in winter , it’s very cold.【教学反思】七年级下册Unit 7 It’s raining!写作学案（学生使用）【课前任务】一、写出下列短语。
七年级下册英语unit7作文教学设计
七年级下册英语unit7作文教学设计Title: Teaching Design of Unit 7 Writing in Grade 7 EnglishIntroduction:Unit 7 in the seventh-grade English textbook focuses on the theme of "My Hobbies". This unit introduces students to different hobbies and activities that people enjoy doing in their free time. In this teaching design, we will focus on the writing aspect of Unit 7, where students will be required to write a short essay about their own hobbies.Objectives:- To introduce students to different types of hobbies and activities.- To help students brainstorm ideas for their own hobbies.- To guide students in writing a descriptive essay about their favorite hobby.- To encourage students to use appropriate vocabulary and grammar in their writing.Materials:- English textbooks- Writing paper and pens- Sample essays about hobbies- Visual aids (pictures, videos, etc.)Procedure:1. Pre-writing Activities- Start the lesson by introducing the topic of hobbies and asking students about their own hobbies. Write down a list of common hobbies on the board.- Show students examples of descriptive essays about hobbies and discuss the key elements of a good essay (introduction, body, conclusion, description, etc.).- Ask students to brainstorm ideas for their own essays by thinking about their favorite hobbies and why they enjoy them.2. Writing Activity- Divide the class into small groups and ask each group to choose one hobby to focus on for their essay.- Provide students with writing paper and pens and ask them to write a descriptive essay about their chosen hobby. Remind them to use appropriate vocabulary and grammar.- Circulate around the classroom to provide assistance and guidance to students as they write their essays.- Once the essays are completed, ask students to read them aloud to their group members or the whole class.3. Post-writing Activities- After the essays have been read, encourage students to give feedback to their classmates on their essays. Ask them to comment on what they liked about the essays and provide constructive criticism.- Discuss with the class the importance of hobbies in our lives and how they can help us relax and enjoy our free time.- Conclude the lesson by asking students to reflect on what they have learned about writing descriptive essays and how they can improve their writing in the future.Conclusion:In this teaching design, students are encouraged to explore their own interests and hobbies through writing. By writing a descriptive essay about their favorite hobby, students will improve their writing skills and gain a better understanding of how to structure an essay. This lesson also helps students toappreciate the importance of hobbies in their lives and how they can enrich their free time with activities they enjoy.。
【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。
(新)人教版新目标七年级英语下册(Unit7-Uni8)集体备课教案设计
Learn the sentences in Grammar Focus by heart.
板书设计
Section A(Grammar Focus-3b)
重点短语
1.talk on the phone
2.make soup
3.right now
重点句型
1.How’s the weather?—It’s cloudy./ It’s sunny./ It’s raining.
课时
授课人
授课时间
授课班级
备课组
七年级
课题
Unit 7It’s raining
二次备课
教学课题
第二课时Section A(Grammar Focus-3b)
教学目标
【知识目标】
Important word:again
Important phrases:
every Saturday,play basketball,in the park,talk on the phone,make soup,right now,study Chinese
Important phrases:
take a massage,call(sb.)back,have a good time,no problem
Important sentences:
1.—How’s the weather in Beijing?—It’s sunny.
2.—How’s it going?—Not bad.
Keys:1.cloudy2.raining3.sunny4.windy5.snowing
Ⅱ.根据汉语意思完成句子
1.她在公园正玩得开心。
人教部编版七年级英语(下) Unit7 教学设计
人教版七年级英语Unit 7 It’s rainingSection A (1a-2c)教学设计(P1)学习目标下列语言知识目标，做到四会（会听、会说、会读、会写）单词：rain, windy, cloudy, sunny, snow, weather, cook, bad, park, message, takea message, could, back, problem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.语法：现在进行时态的用法。
（描述人们正在干的事情。
）候课教学过程一、出示目标(1')二、自主学习，交流指导（26’）1.自学指导，交流指导（一）看图认读单词2.自学指导，交流指导（二）（1）看图学说话（2）1a:Match the activities with the pictures.（3）1b:Listen. Listen and write these city names in the boxes above.3.自学指导，交流指导（三）（1）2a Listen and match the answers with the questions.（2）2b Listen again. Match the names with the activities.（3）2c Role-play the conversation in 2b.三、精讲、点拨，小结（2')（看随堂知识讲解）四、当堂训练(14' )（看随堂练习题）板书设计教学反思人教版七年级英语Unit 7 It’s rainingSection A 2d-3b 教学设计(P2)学习目标下列语言知识目标，做到四会（会听、会说、会读、会写）1.继续练习运用描述天气情况、描述正在发生的动作。
人教版新目标七年级英语下册 Unit 7 教学设计
人教版新目标七年级英语下册 Unit 7 教学设计一. 教材分析人教版新目标七年级英语下册Unit 7主要围绕着日常生活话题展开，涉及到家庭成员、描述人物外貌和性格等。
本单元的核心句型为“What does he/she look like?”, “He/She is…”, “He/She has…”等。
教材通过丰富的语境和任务型活动，引导学生运用英语进行交流和表达。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但是，学生在口语表达和听力理解方面还存在一定的困难。
因此，在教学过程中，需要注重培养学生的口语表达能力和听力理解能力。
三. 教学目标1.能熟练运用核心句型描述家庭成员的外貌和性格。
2.能听懂并准确回答关于家庭成员的问题。
3.能正确书写关于家庭成员的英文短文。
四. 教学重难点1.重点：核心句型的运用和听力理解能力的培养。
2.难点：家庭成员词汇的掌握和描述人物外貌、性格的表达能力。
五. 教学方法1.任务型教学法：通过完成各种真实的任务，引导学生运用英语进行交流和表达。
2.情境教学法：创设各种生活情境，让学生在真实的语境中学习和使用英语。
3.交际式教学法：注重学生之间的互动和交流，提高学生的口语表达能力和听力理解能力。
六. 教学准备1.教学课件：制作课件，包括图片、视频、听力材料等。
2.教学卡片：准备家庭成员的词汇卡片。
3.录音机和耳机：用于播放听力材料。
七. 教学过程1.导入（5分钟）a.引导学生自由谈论自己的家庭成员。
b.出示一张家庭成员的图片，让学生用英语描述。
2.呈现（10分钟）a.展示教材中的图片，引导学生观察并描述家庭成员的外貌和性格。
b.教授核心句型“What does he/she look like?”, “He/She is…”,“He/She has…”等。
3.操练（10分钟）a.分组进行角色扮演，让学生模拟描述家庭成员的外貌和性格。
b.邀请几组学生上台表演，其他学生进行听力理解练习。
人教版七年级英语下册第七单元教案 (3)
情感
目标
本课内容贴近生活，通过教学，让学生学会关心日常生活实际情况，热爱生活；
教学重点
1）掌握本课词汇：again
2）掌握并会运用下列句型：
—How'stheweather?—It'ssunny/windy/raining/snowing...—How'sitgoing?—It'sgreat/prettygood/terrible/notbad.
He'splayingbasketball.She'sbusyrightnow.
She'sonlywatchingTV.She'sjustplayingcomputergames.
2.课本2cRoleplayaconversationbetweenJimandLinda.
小组合作活动，并由个别组表演，对表现好的表扬。
利用“Whatareyoudoing?"引出新单词“doing,playing,studying,talking,making".
注意引导学生积极动脑看画，分清动词书写形式和用法的不冋；以及参考它的文化背景，学生两人一组看图对话练习。
Answers:amdoing,do,isplaying,does,Is,studying,isstudying,
W.实践应用
1•活动2d
理解对话大意，进而了解对话细节，请同学们回答下列问题：
1)Howistheweather?
2)What‘sStevendoing?
3)What'sRick'smotherdoing?
人教版英语七年级下册Unit 7 写作教学案
七年级下册Unit 7 It’s raining!写作教学案话题：天气（教师使用）【写作目标】能运用本单元所学的语法（现在进行时）及语言材料，完成有关描写天气的文章。
【阅读积累】一、词汇积累：写出下列短语。
（课前任务）1、乌云2、雨季3、一场大雪4、刮风的一天5、一个凉爽的早晨6、糟糕的天气7、度假8、玩得高兴9、寒冷的10、暖和的11、有风的12、北京的天气13、询问某人关于某事14、在春天参考答案：1.black clouds 2. rainy season 3. a heavy snow 4. a windy day 5. a cool morning 6.terrible weather 7.on a vacation 8.have fun 9.cold 10. warm 11. windy 12.the weather in Beijing 13.ask sb. about sth . 14.in spring二、句型积累：根据汉语意思完成下列句子。
（课前任务）1、欢迎到北京。
____________ ____________ Beijing .2、冬天很冷。
It’s very ____________ ____________ ____________.3、你最好随身带些暖和的衣服。
You had better ____________ your warm clothes ____________ you.4、有时刮风。
Sometimes ____________ ____________ .5、7月和8月是一年中最热的月份。
July and August are __________ __________ __________of the year.6、今天阳光充足。
The weather today.7、今年南方雨水充足。
There is in the south this year.8、冬天是一年中最冷的季节。
七年级英语下册 Unit 7教案 人教新目标版
英语：Unit 7教案（人教新目标七年级下）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:RecorderSome fam ous people’s picturesTeaching periods:●Period 1: Section A 1a 1b 1c●Period 2: Section A 2a 2b 3●Period 3: Section A 3a 3b 4●Period 4: Section B 1a 1b 2a 2b 2c●Period 5: Section B 3a 3b 3c 4Period 6: Self-checkPeriod 1Teaching aims:1. 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:Step 1.Warm-upTalk about you r 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, drawa 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 lettersmore 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 bubbles.Say, 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 described.Say, Now work with a partner. Ask the answer the questions.Then have students work in pairs. As they talk, move around the room monitoring their work.Homework1. Ask the students to make conversations according to the model in 1c.2. Ask the students to learn the new words and expressions in this period.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 describe their friends. Some of these words go with “has” and some go with “is”.Point to the c ircle 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 wish 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 sen tence 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 4.Pair 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 5.Grammar FocusReview the grammar box. Ask students to read the questions and answers.Point out that do goes with the you and they questions and does goes with the he and she questions.Point to I’m, they’re, he’s and she’s with descriptions of height and build.You may wish to say, We use the verb to be-am, is, are-to talk about how tall someone is or if they’re heavy or thin.HomeworkAsk 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 activity3.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 studentB has to ask questions to find the people. Remind students that they shouldnot 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 several pairs present their dialogues to the class.Step 4. Game (4)Give a sample description of someone in the class and ask the class to guess who you are describing. Use only words and sentence patterns from this unit.For example, She’s short and thin. She has curly hair.Ask some students to describe a person while their classmates guess who it is.HomeworkWrite 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 the pictures. 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 4. 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 chart.Correct the answers.Step 5. Groupwork (2c)Name a famous actor, musician or athlete and describe that person. For example,My favorite actor is Leonardo DiCaprio. He’s medium height and he has brown hair.Ask students to work in small groups. Have students describe a famous person to the group. Ask others in the group to add information to each description, if possible.HomeworkAsk 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 height.He has curly black hair.He 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 Johnny before he changed. Under “ Now” write words that describe Johnny after he changed. Point out the sample answer.As 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 blank.Ask students to finish the activity on their own.Correct the answers.Step 3.Writing (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 support.Read some of the completed descriptions to the class.Step 4.Game (4)Read the instructions. Check to see that students understand how the game is played.Ask each student to draw a picture without letting anyone else see it.Have students get into groups of four. Tell the students in each group to give themselves numbers from 1 to 4.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.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.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 1.Key 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 mea nings of any words they don’t know. They can do this by reviewing the unit, asking you, asking their classmates, or usinga learner’s dictionary or bilingual dictionary.Step 2.Vocab-Builder (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.Step 4. Just for Fun!Ask students to read the cartoon to themselves.Ask, What is funny about this cartoon? Lead students to understand that the idea of what “tall” and good-looking” mean may be different on different planets.Homework1. Ask the students to summarize what they have learned in this unit.2. Ask the students to prepare for the next unit.。
7下英语7单元作文教案
7下英语7单元作文教案Unit 7 English Writing Lesson PlanObjective: Students will be able to write a persuasive essay on a chosen topic, using appropriate language and structure.Warm-up (10 minutes)- Begin the lesson by asking students to discuss the following question in pairs: 'What is the most important issue facing our society today?'- After a few minutes, have students share their ideas with the class and facilitate a brief discussion on the various topics mentioned.Introduction (5 minutes)- Explain to students that they will be writing a persuasive essay on a topic of their choice.- Emphasize the importance of using strong arguments and evidence to support their position.Guided Practice (20 minutes)- Provide students with a list of potential topics for their essays, such as climate change, animal rights, or the importance of education.- Instruct students to choose a topic and spend a few minutes brainstorming their ideas and arguments.- Circulate around the room, offering guidance and suggestions to students as they work on their essays.Independent Practice (30 minutes)- Have students begin writing their essays, encouraging them to use persuasive language and to consider the opposing viewpoint.- Remind students to include an introduction, body paragraphs with supporting evidence, and a conclusion.Peer Review (15 minutes)- Pair students up and have them exchange essays for peer review.- Instruct students to provide constructive feedback on their partner's essay, focusing on the strength of their arguments and the overall persuasiveness oftheir writing.Conclusion (5 minutes)- Bring the class back together and discuss the importance of persuasive writing in everyday life.- Encourage students to continue honing their persuasive writing skills and to use them to advocate for important causes.Assessment: Essays will be assessed based on the strength of the arguments presented, the use of persuasive language, and the overall organization andclarity of the writing.Overall, this lesson plan aims to provide students with the opportunity to develop their persuasive writing skills while also encouraging them to think critically about important societal issues. By allowing students to choose their own topics and engage in peer review, the lesson promotes autonomy and collaboration, while also emphasizing the importance of effective communication and advocacy. Through this lesson, students will not only improve their writing abilities, but also gain a deeper understanding of the power of persuasive language in shaping opinions and influencing change.。
人教版七年级英语下册Unit7SectionB2a～3cWriting优秀教学案例
4. 问题导向的教学策略能够帮助学生更深入地理解邀请函的写作要求，提高他们的写作质量。
（三）小组合作
1. 教师可以将学生分成小组，让他们共同完成一个学校活动的策划任务，包括撰写邀请函。
2. 在小组合作中，学生可以互相交流、讨论，共同解决问题，提高他们的团队合作能力。
3. 教师可以设计一些练习题，让学生模仿示例，独立撰写邀请函。
（三）学生小组讨论
1. 教师将学生分成小组，让他们共同讨论如何撰写一份邀请函。
2. 每个小组选出一个代表，分享他们的讨论成果，如邀请函的格式、表达方式等。
3. 教师引导学生进行互相评价，给予肯定和指导，让学生在讨论中互相学习，互相帮助。
（四）总结归纳
3. 通过本节课的学习，使学生更加了解学校活动，增强他们对学校集体的归属感和荣誉感。
4. 培养学生合作学习的精神，让他们学会分享、互相鼓励，共同提高。
三、教学策略
（一）情景创设
1. 教师可以通过展示学校的各种活动图片或视频，让学生直观地了解学校活动的内容和氛围。
2. 创设真实的学习情境，如模拟学校活动策划小组，让学生扮演不同的角色，如活动策划者、邀请函撰写者等。
3. 教师要关注学生的个体差异，给予他们积极的评价和鼓励，提高他们的自信心。
4. 通过反思与评价，学生可以更好地了解自己的学习情况，提高自己的写作能力和思维能力。
四、教学内容与过程
（一）导入新课
1. 教师可以通过展示一幅学校活动的图片，如运动会、文艺晚会等，引起学生的兴趣，并提问：“你们参加过哪些学校活动？邀请别人参加活动时，应该如何表达？”
3. 学生能够通过阅读例文，了解如何用英语邀请别人参加学校活动，并能够模仿写作。