最新2012新版人教版七年级上册英语教案

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人教版英语七上教案7篇

人教版英语七上教案7篇人教版英语七上教案篇11.能听说、认读eye, face , ear, nose, mouth, 这些关于身体部位的单词，并能用英语介绍自己身体的这几个部分2.初步了解表示接触的指示用语，能听懂，并按指令做出相应的动作。

3..激发学生学习兴趣，培养听说习惯和能力。

教学重点：关于头部的单词eye, face , ear, nose, mouth的学习。

教学难点：eye, face 两个单词的元音因素容易发音不到位，教师可鼓励学生张大口型，相互检查。

mouth 一词的尾音发音较难，教师可适当提醒学生，注意口型教学过程：step 1.warm up and revi-sion1.greetings : hello,boys and girls! nice to meet you! sit down please! step2.presentation1. 利用多媒体展示学生感兴趣的动画人物“大耳朵图图”，让学生与图中人物进行口语交流let’s say “hello, tutu.”2.tu tu is so cute.look! this is tutu’s eye.并指着tutu的眼睛介绍。

同时引出新单词eye.a.先让学生倾听录音怎么读单词eye b.再范读教新单词eye(开火车读) c.让学生拼写这个单词e-y-e d.老师借助肢体语言，指着自己的眼睛说：this is my eye e.let’s do.follow me: eye eye 唰唰唰(跟着老师一起做动作).3.用同样的方法依次新授新单词：face、ear、nose、mouth4.powerpoint制作：打开幻灯片后每点击一身体部位就会出现相应的单词。

(注mouth一词的尾音发音较难，适当提醒学生，注意口型。

)5.认读face、ear、eye、nose、mouth的单词卡片和图片。

step3：practice1.let’s do: eye eye 唰唰唰ear ear 呼呼呼nose nose 闻闻闻mouth mouth 巴巴巴face face 拍拍拍2.i say you do.(老师说，学生快速做相应的动作，然后找一位学生出来做出动作。

新人教版七年级英语上册(2012年秋使用)Unit 7教案

Unit 7 How much are these socks?该单元的主题是shopping, 主要词汇有socks, T-shirt, pants, shoes, shorts, sweater, bag, dollar, black, small, short, long, numbers 10-31, 两个语言点是how much question 和指示代词this, that, these, those, 语言目标是How much is the blue T-shirt? It’s 10 dollars. Ok, I’ll take it. Thank you. You’re welcome.语言目的是通过大量的反复的对话练习, 掌握如何询问价格, 谈论衣服, 表示感谢。

与这个单元相关的知识有hat, I like …Do you like…? Do you have…? numbers 1-9。

计划本单元教学课时为6课时。

其中，Section A 计划用三个课时，Section B 计划用两个课时，Selfcheck计划用一个课时。

教学策略是设计大量的对话以及结队活动、小组活动等任务型活动，让学生在重复、模仿中学会对话，进行简单的分角色表演，在完成任务中完成语言学习任务。

设计思路：基础英语阶段课程的目标是以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。

新课程倡导任务型教学模式，让学生在教师的指导下，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。

因此，我把每个课时的教学内容都设计成由简到难的任务，让学生在克服困难、完成任务中循序渐进地接受新知识，寓乐于学，积极培养和保护学生对英语学习的积极性，建立他们学好英语、用好英语的初步自信心。

下面就每个课时的教学内容以及教学活动设计安排做详细地介绍.第一课时内容为Section A 的1a,1b,1c三个部分。

2012年新版新目标七年级英语上册全册英语教案(共62页)_2.doc

1.会拼读生词和问姓名的句型。 2.注意中英文姓名的差别。
学情分析教学方法
任务法课前预习、课堂内外练习、听说读写结合
课题引入
教学过程设计
备注
I. Warming-up and revision 1. Play the tape, enjoy the ABC song or Hello song, get the Ss to sing together. 2. Divide the class into Group A and B. Draw two fishes on the blackboard as their symbols, tell the students that each time they answer questions right, they can get one or more points for their group and draw one or more bubbles around their fish, at the end of the class, the group which gets more bubbles will be the winner today. Say, “One, two, three!” Get the whole class sit straight, thus announce the beginning of the competition. 3. Revise the three units in Starters. Show some key sentences in Chinese on the screen, have students translate them into English, get a student from each group to come to the front and write down their answers on the blackboard, then check the answers, each correct sentence will earn a point for the group.

人教新目标(2012版)英语七上《Unit 1》示范教案

Teaching Plan for Unit 1Title: My name’s GinaLength of lesson: 40minutesLearners:I. Teaching aims:In this unit students learn to introduce themselves, greet people, and ask for and give telephone numbers.1. Topic: Making new friends2. Functions:Introduce yourself/ Greet people/ Ask for and give telephone numbers3. Target language:What’s your name? -My name is Gina.I’m Gina. Nice to meet you.What’s your phone number?-it’s 28429424. Vocabulary:personal names/ numbers0-9/ phone number/ first name/ last name/ Hi, Hello5. Learning strategies:Practicing/ listening for specific informationII. Time 6 periodsIII. Teaching processLesson One (Period one)I. Teaching aims:1. To know how to learn English well and know some rules used in English class2. In this first lesson, students learn how to make an introduction1. Topic: Making new friends2. Functions:Introduce yourself/ Greet people3. Target language:What’s your name?----My name’s… I’m …4. Vocabulary:Introduce/ Introduction/ name5. Learning strategies:Listening/ speaking/ singingIII. Teaching processStep I. Lead in -Greeting and making an introductionQuestion 1. Why do we study foreign language?2. How to study English well?Students’ feed back: discussing i n pairsStep II.making an introductionI’m Ms.Xu, your new English teacher, welcome to Ms. Xu’s English class. It’s verynice to see you. I’m sure we’re going to have a great year and learn a lot of English.giving some ways to learn English wellWe have many ways to learn English well. We can read, listen, speak and write. We can read books, listen to music “ABC”, “Apple song”, “London bridge is falling down”…. Moreover, we can speak in Engl ish. Listening is more important. If we don’t have a good listening, we cannot understand others well, and have a good communication. Writing is another way to improve our English.giving some rules used in English class1. Speak English as much as you can.2. Help each other.(help yourself with the dictionary)3. Ask questions when you do not understand.4. Don’t be shy.Step III.Now, let’s make an introduction1. Give an example:I’m Tracy, I mean my name is Tracy, and you can call me teacher Tracy.What’s your name, please? What’s his name? And what’s her name?2. Practice-in groups (3-4students)To practice the simple introduction with the following sentences:“What’s your/his/her name?----My/his/her name’s… or I’m …”3. Ask some group to show their introduction in the front of the classHomework: 1.to recite the words and expressions in starter2.to do some exercise in starterBlackboard design:The rules in English class:Introduction-to introduce yourself to othersWhat’s your/his/her name?-My/his/her name’s…Feed backUnit One (Period two)I. Teaching aims:In this lessen, the students will study how to introduce themselves with the following sentences “My name is…/ My first name is…/ My last name is…”1. Topic: Making new friends2. Functions:Introduce yourself/ Greet people3. Target language:What’s your name?/ What’s your first name?/ What’s your last name?4. Vocabulary:first name/ last name/ Hi/ Hello/ Nice to meet you5. Learning strategies:Listening/ speaking/ singingIII. Teaching processStep I. Lead inQuestion 1. What’s your name, please./ May I have your name, please?2.What’s your last name? / What’s your first name?3.If you want to show your politeness, what do you usually say when youfirst meet someone?Students’ feed back: discussing in pairsStep II. Learn and PracticeRecording for the first time. Students only listen. Focus attention on the example: the conversation numbered(1). Point out the boxes where students will write a number for each conversation. Play the recording a second time. Students number theconversations.Sec.A-2a: Play the recording for the first time. Students only listen. Point to theboxesnext to the pictures. (say: listen to the four conversations again. Write the number 1 inthebox next to the people who say conversation 1, 2 in the box next to the people whosayconversation2,etc.), 2b:Point the words in the box, (say: listen for these names in the conversations. You will hear some of the names, not all of them. circle the names you hear. The first one is done for you.)Do the exercise- Sec.B-3a: Read the list of names in theexercise.Ask students to guess which names are first names and which are last names. (Tell students your given name and your family name. Explain that, in English, your given name is referred to as your first name and your family name is referred to as your last name, or surname. The family name is written after one's given name, then point to individual students and say first name or last name, asking them to respond by saying their given name or family name.)Sec.A-3b: Ask the students to choose a first name and a last name that they like from3a.Game: This is a team game. The last student of each team isthe leader this time. I’ll ask a question to the first student like this. Then, the fi rst student answers my question and turns back to ask the second student the same question. Well, see. Just like this.Teacher: Hi, nice to meet you. I’m Tracy. Tracy is my first name and Xu is my last name. What’s your name?Student1: My name is Li Lei. (turn back to the next student) Nice to meet you, her name is Tracy Xu, and I’m Li Lei. My last name is Li and my firstname is Lei. What’s your name?Student2: Nice to meet you, too. My name is Liu Ying. (turn back to the next student) His name is Li Lei. And her name is Tracy Xu. I’ m Liu Ying.My last name is Liu and my first name is Ying. What’s your name?…At the end of the group, the leader who can tell the names as many as he can is winner.Culture note-English names vs. Chinese namesUnlike Chinese names, English names are listed with the given namefirstand the family name or surname second. Many people have two given names, e.g.SaraAnn Smith. The second name is called the middle name and has no real significance, unlike the Chinese second name which indicates a child’s generation. English family names are inherited from the father, and a woman’s family name changes to the familyname of her husband when she marries. Chinese women do not necessarily take their husband’s family name when they marry. Many English names have and old meaning,but the meaning is not usually a consideration when choosing a name, the way the namesounds is more important. In Chinese culture, naming a child often takes five principlesinto consideration: the name should reflect favorable mathematical calculations, be harmonious with regard to yin and yang, and possess one of the five elements of metal,water, wood, fire, and air.“The More We Get Together”The more we get together, together, together, the more we get together, the happierwe’ll be! For your friends are my friends and my friends are your friends, the more we get together, the happier we’ll be!Step III. ProductionTask one: It’s warmi ng up, the students think the questions that teacher gives and step in the situation-“Greeting” and “Introduction”.Task two: Do exercise and practice in book. Moreover, learn how to ask names.Task three: Practice the greeting “nice to meet you”, introduc tion and the first name, last name.Task four: RelaxingStep IV. Sum up1. the whole class practice how to greet people and introduce each other.2. learn the difference between Chinese culture and western culture.3. Learn a beautiful English song.Homework: 1.Sing two songs2.Review the starter and do some exercise:P1 Sec.A-1a; P4 Sec.B-1a,2;P6-1; P7 Sec.A-1a; P10 SecB-1a; P11-3a; P12-1; P13 Sec.A-1a; P18-1; P19- 1a; P24-1; P25 SecA-1a; P30-1,2,3.3.Review the Grammar Focus in StarterBlackboard design:First name What’s your name? My name is…Last name May I have your name? I’m….My first name is…/ My last name is…Nice/glad/great/lovely to meet/see you!Feed backUnit One (Period three)I. Teaching aims:This lesson introduces the numbers0-9, and practices the telephone number in random order.1. Topic: Getting the telephone number2. Functions:Ask for and give telephone numbers.3. Target language:What’s your/his/her telephone number?4. Vocabulary:telephone number/one two three four five six seven eight nine5. Learning strategies:Listening/ speaking/ singing/ writingIII. Teaching processStep I. Lead inQuestion 1. We have already made a new friend and knew his or her name but if we want to communicate him or her what will we do?2. How to ask and give telephone number?Students’ feed back:Step II. PracticeSec.B-1a: Play the recording for the first time. Students onlylisten. As the teacher plays the recording the second time, ask students to repeat the numbers.Sec.B-1b: Play the recording for the first time. Students only listen. Point out the telephone number in activity 1c. ask students how the number is divided up. Guide them to understand that three or four numbers come before the hyphen and four numbers after it. (6218-8020). Ask students to write the numbers in the blank as you play the recording the second time.Sec.B-2a:Point to the numbered list of names. Read each one aloud along with the number that comes before it. Point to the blanks in the four telephone numbers.(Say, I will play the recording twice. the first time just listen. The second time, write the letter of the person's telephone number in the space after that person's name.)Play the recording while students listen. Play the recording a second time.(This time students write the letter of each telephone number in the bland after the person's name).Check the answers.Ten little Indian boys"One little, two little, three little Indians, four little, five little, six little Indians, seven little, eight little, nine little Indians, ten little Indian boys.Ten little, nine little, eight little Indians, seven little, six little, five little Indians, four little, three little, two little Indians, one little Indian boy.One little, two little, three little fingers, four little, five little, six little fingers, seven little, eight little, nine little fingers, ten fingers on your hands.Ten little, nine little, eight little fingers, seven little, six little, five little fingers, four little, three little, two little fingers, one finger on your hand.Step III. ProductionTask one: listen and repeat the numbersTask two: listen the conversation and get the useful information-numbersTask three: get the knowledge of last name and first name.Task four: relax and know the numbers well.Homework: design your name cardTracy XuMaster teacher of Class 3, Junior 1The Middle School Attached to Northern Jiaotong UniversityTel:010-6218-6020Address: No.12 Zhaojunmiao,Haidian District, BeijingPostcode:100081Blackboard design:What's your telephone number?----My telephone number is...zero, one, two, three, four, five, six, seven, eight, nineFeed backUnit One (Period four)I. Teaching aims:This lesson reviews the numbers0-9, and practices the telephone number in random order.1. Topic: Getting the telephone number2. Functions:Ask for and give telephone numbers.3. Target language:What’s your/his/her telephone number?--my/his/her telephone number is.../It's... 4. Vocabulary:telephone number/one two three four five six seven eight nine5. Learning strategies:Listening/ speaking/ writingIII. Teaching processStep I. Lead inQuestion 1. Review the song "Ten little Indian boys"2. How to get somebody's telephone number? And what do we say?3. How about to make a phone book of our class?Students’ feed back:Step II. PracticeActivity one (task one): Sing the song "Ten little Indian boys"Activity two (task two): Make a telephone number book.In order to communicate better, today we are going to make our own phone book. I'll give you two minutes. Group leaders, try to find out your partners' telephone numbers and then fill in the chart. After that, hand in your charts to your group leader. At last, the leaders will stand up and tell the whole class the telephone numbers of your group. Everyone in class should follow him and write down the names and numbers.Step III. ProductionTask one:Task two: Make a telephone book of the whole classmatesHomework: design the Personal information card (including name (last name and first name), telephone number and other information)Blackboard design:Feed back: The activity two provides an opportunity for oral practice using the target language, and practices the listening and writing numbers. Moreover, the students have the telephone numbers of the whole class that will tie them closely.Unit One (Period five) (Sep.11th-the mid-autumn festival) I. Teaching aims:know the culture of the mid-autumn festival (15th day of the 8th lunar month); classify the fruit; check the exercise P32-2breview the Grammar focus of unit one;1. Topic: The Mid-autumn Festival2. Functions:classification3. Target language:I you he she it we you theyMy your his her its our your their4. Vocabulary:fruit/ stationery/ color/ drink/ Verb5. Learning strategies:classifyingIII. Teaching processStep I. Lead inQuestion 1. What date is today?2. What does the mid-autumn festival mean to Chinese?3. What do we do usually in this festival?Students’ feed back:Step II. Practiceintroduce the traditional festival of Chinese----"the mid-autumn festival"discuss the activities the Chinese people usually do in this festival--the food, the activities...goodsStep III. ProductionTask one:Task two:Task three:Fruit: apple, pear, orange, grapes, kiwi fruit, lemon, pineapple, mango, banana, plum, apricot, peach...Stationery: bag, book, pen, pencil, ruler, rubber, pencil case…Color: black, red, white, orange, green, blue, yellow, violet, purple…Drink: mil k, cola, orange juice, soda, mineral water, wine, beer…Verb: listen, look, write, (map, phone), run, jump, speak, smell…Homework:1.Do exercise--P32 and exercise P1-1 in yellow book, and give more words in each column2."face to face with the famous person" (find some information of a famous person that you like. Such as: pictures, work place, hobbies and so on)Blackboard design:Feed back: give more knowledge of the Chinese traditional festival and learn Chinese culture; learn how to classify the goodsUnit One (Period six)I. Teaching aims:review unit 1 and have self check1. Topic: having a review of the first unit2. Functions:ask name and telephone number3. Target language:4. Vocabulary:clock, fire extinguisher, basketball, necklace, trash, door knob, tie, tank of goldfish, skirt, sportswear, sneaker...5. Learning strategies: reading/ speakingIII. Teaching processStep I: Show the ID cards and the information about the famous people the students have already collected and encourage students.and speak out the information except the name, ask the students to write down some information and to guess the ID card's owner---- "What's her/his name?”,” What’s his/her telephone number?"much. "what's his/her name?" "Why do you like him/her so much?"Step II: Self checkP6-1. 2. Ask students to check all the words they know and ask them to find out the meanings of any words they don’t know.P6-3. Ask students to think of two classmates, a boy and a girl. Have them write their classmates’ details in the charts.“Just for Fun!”Try to tell a story according to the picture.Student’s work:“A red ‘Z’ hid beside the gray wall while a green ‘Z’ was walking alone, suddenly, the red one jumped out and shouted ‘past’. The green one was frightened and asked in a trembling voice ‘What’s your first name? The red one said, ‘ZIG’, and the red one asked, ‘What’s your last name?’. The green one said ‘ZAG’.”Give a quiz for Unit 1in workbookHomework:1.Review Unit 12.Make a preparation before studying Unit 2 (words and expressions)。

2012新目标七年级英语上册精品全套导学案教案

人教版新目标七年级英语上册精品全套导学案教案【师生共用复习学习佳作】第1课时Unit 1 My name 's Gina （总第1课时）Section A 1a—2c【学习目标】：1、熟悉掌握词汇name clock 等2、学会介绍自己并询问他人姓名,能够利用所学知识进行打招呼.3、能听懂听力对话并能对根据听力对话进行自由交际.【学习重点】：使学生学会打招呼和介绍自己,并询问他人姓名的句型.Nice to meet you . What's your name ? My name is ......【学习过程】：一、自主学习（教师寄语：Knowledge is power.）学习任务一: 熟悉掌握词汇name ,clock1、认真观察第一页的图画,小组讨论你所认识的物品的英语单词.2,、试着写出含有的物品的英语单词.3、小组竞赛,展示( 看谁总结的多, 写的准确)学习任务二: 学会介绍自己并询问他人姓名,能够利用所学知识进行打招呼.1、教师自我介绍,引导学生介绍自己.A: Hello , I am Gina , What's your name ?B: My name is Alan .2、小组竞赛, 两人一组,询问他人姓名,介绍自己.3,、分角色朗读1A对话.学习任务三: 能听懂听力对话并能对根据听力对话进行自由交际.1,、听录音, 给1B 的对话编号.2、根据听力对话进行自由交际.3、小组竞赛, 展示对话交际。

二、合作共建（教师寄语：Many hands make light work. ）小组讨论我们所学的英语名字和汉语名字的区别, 如何用英语拼写你的名字?三、系统总结（教师寄语：No man can do two things at once.）1,、归纳你所学到的问候语.2、自己编写一个打招呼并询问姓名的小对话.四、诊断评价（一）单项选择.1. _______your name ? My name is Gina .A. WhatB. What'sC. WhoD. which2. Good morning , Miss Wang ! _____________!A. HelloB.HiC. Nice to meet youD. Good morning3. I _______Sally , What______ your name ?A. am ,isB. is , amC. is , isD.am, am4. ______name is Li lei .A. IB. I amC. MyD. you5.—_______, What's your name ?—John Green .A. HiB. OkC. sorryD. Excuse me（二）写出下列单词的完全形式, 并写出汉语意思.I'm _________ __________ what's __________ ________name 's ___________ __________（三）写出下列单词.时钟_______ 我的________ 你的___________ 名字_______ 遇见_________ （四）尝试翻译下列句子.1. 见到你很高兴. _________________________________.2.我叫王小雨. ____________________________________.3. 你叫什么名字? ____________________________________（五）根据情景补全对话.A: Good afternoon !____________________!A; I ______Lucy . _________your name ?B: My ______ is Jim . Nice to ______you !A: _______________________________.五、【课后反思】（教师寄语：Never do things by halves）第2课时Unit 1 My name 's Gina.（总第2课时）Section A (1a—2c)【学习目标】：1、熟练掌握本课6个单词.2、学会询问他人姓名及介绍他人姓名.3、能听懂有关谈论他人姓名的对话并进行自由交际.【学习重点】：询问他人姓名及介绍他人姓名的句型.一、自主学习（教师寄语：Knowledge is power.）学习任务一: 熟练读写本课6个单词.1．个人自渎，记忆本课单词．2．小组互相检查单词读写情况．3．根据汉语写出下列英语单词并展示．学习任务二: 运用句型：What's his / her name?His / Her name is .... 进行自由交际．1．小组合作，理解并熟读下列短语，并写出汉语意思．my nane ( ) your name ( )his name ( ) her name ( )2.个人理解下列对话，并且两人合作练习．Ａ：Hello! What's your name?Ｂ：My name is Gina.Ａ：Nice to meet you.Ｂ：Nice to meet you,too.Ａ：What's her name?Ｂ：Her name is Jenny.3.小组合作，练习自己的对话．4. 对抗组开展竞赛，展示自己的对话．学习任务三: 听听力完成2a,2b．1.个人看图，理解四幅图画，思考图画中人是在谈论他人还是对方．2.听听力，给四幅图画编号．3. 小组为单位，熟读2b中的名字。

七年级上册英语教案人教版5篇

七年级上册英语教案人教版5篇最新七年级上册英语教案人教版5篇教案是教师教学过程中必不可少的指导工具，能够提升教学质量和效果。

下面是小编为大家整理的七年级上册英语教案人教版，如果大家喜欢可以分享给身边的朋友。

七年级上册英语教案人教版篇1Language goalIn this unit, students learn to talk about jobs.New languageWhat do you do I m a reporterWhat does he do. He s a student.What do you want to be I want to be an actor .What does she want to be She wants to be a police officernames of jobs and professionsSection ABrainstorm with students a list of jobs that friends or relatives do. ( Brainstorming is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It s fun. It s a good job.la This activity introduces the key vocabulary.Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as theycan. Then point to a scene, name the job, and ask students to repeat. Point to the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point tothe sample answer.1 b This activity gives students practice in understanding thetarget language in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one,Say, Now you will hear three conversations. The conversations are about three of the people in this picture.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.1 c This activity provides guided oral practice using the target language-Ask a student to read the example conversation with you. Hold upthe book and point to the doctor in the picture.Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words inactivity 1a.As students work in pairs, move around the room monitoring theirwork. Oner language or pronunciation support as needed.2a This activity gives students practice in understanding thetarget language in spoken conversation.Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing What jobs do they havePlay the recording the first time. Students only listen.Say, You will hear conversations about the people in these pictures.Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.Correct the answers.2b This activity gives students practice in understanding thetarget language in spoken conversation.Point to the three headings in the chart and read the headings to the class. Ask students, What does wants to be mean (It is not the Job the person lias now. It is the job the person wants in the future.)Play the recording the first time. Students only listen.Say, You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they wantin the future. Point out the sample2c This activity provides guided oral practice using the target language.Point out the pictures in activity 2a. Ask who each person is. (They are Susan s brother. Anna s mother, and Tony s father.)Say, Now work with your partner. Ask and answer questions about thepictures. Ask, What does he or she do Then ask, What does he or she want to beSay a dialogue with a student. Point to Anna s mother and then to the example in the speech balloons. Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work. Offer language support as needed.3a This activity introduces the names for the places where people work, and gives reading practice using the target language.Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble. Ask students to work alone. Say, Write the number of each job in the square next to each workplace.Check the answers.3b This activity provides guided oral practice using the target language.Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.Then point out the conversation in the speech bubbles. Ask two students to read It to the class.Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.Say a dialogue with a student. Point to the word waiter in activity3a and then to the picture of the restaurant. Ask a student. Where does he work Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does he do and guide the student to answer, He s a waiter.As students work in pairs, move around the room monitoring their work. Offer language support as needed.4 This activity provides listening and speaking practice using the target language.Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook,etc.) until students guess what job it is.Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor s office and the personis a doctor.Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.Play the game using drawings by several different students.Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.Section BNew languageWords that describe jobs, such as exciting, dangerous,boring, difficult, busy, funAdditional materials to bring to class:help wanted ads from an English-language newspaper1 a This activity introduces the key vocabulary.Focus attention on the six pictures. Ask, What job does the person have Where does the person ivnrkPoint out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.1 b This activity provides guided oral practice using the target language.Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It s an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer Someone may answer, It s a dangerous job. Ask the class to repeat each correct answer.Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.1 c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs Add any new jobs to the list.Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.2a This activity provides listening and writing practice with the target language.Call attention to the two headings and ask a student to read die headings to the class.Point out the blank lines where students will write the name of a job (under the words wants to be).Play Ihe recording the first time. Students only listen.Say, Now I will play the tape again. This time write the name of a job under the words wants to be.2b This activity provides listening and writing practice with the target language,Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job.Play the recording again. Students only listen.Then say, Now I will play the tape again. This time write the reason the person wants the job under the word WhyPlay the recording. Students write their answers.Check the answers.2C This activity provides open-ended oral practice using the target language.Say, What do you want to be What words describe each job Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.Then ask students to work in small groups. They tell each otherwhat they want to do and why. Encourage students to use dictionariesif necessary. Move from group to group offering assistance as needed. Ask individual students to tell the class about what they want tobe and why.3a This activity provides reading and writing practice using the target language.Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.Then read each ad again separately, pausing to allow students toask questions about anything they don t understand. For example, in the first ad, students may not know that working late means workingat night. To work hard means to use a lot of energy to do the job.Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.Check the answers.3b This activity provides reading and writing practice using the target language.Call attention to the newspaper ad and ask a student to read it,saying blank for each blank line.Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers,3c This activity provides writing practice using the targetlanguage.Point out the blank strip of newspaper where students can write their own ads.Ask one or two students, What are you going to write about Repeat each of the students sentences and ask the class to repeat the sentences after you. For example: Do ^OM want an interesting but dangerous job Do you want to meet new people We need a police officer.Call the Smithtown Police Station at 555-2323.Ask students to read their ads to a partner. Ask the pairs to correct each other s work.4 This activity provides guided oral practice using thetarget language.Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.七年级上册英语教案人教版篇2Unit 3 Language in use课型 Revision and application教材分析 Unit 3 对“自我介绍和获取信息”的功能句式进行综合训练：谈论自己或朋友的情况(活动1);根据提示完成介绍图片中人物情况的句子;填表、匹配复习表示国家、民族及人物活动的词汇。

人教版7上英语教案5篇

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