人教版《新目标英语》七年级(下册)教学设计
导学案设计
教材：人教版《新目标英语》七年级（下册）
Unit9 What does he look like?
Section B(2a-3b)
一、课型：读写课
二、学情分析
学生在第七单元SectionA所学知识的基础上，仍旧围绕人物外貌描述展开活动，并进一步拓展话内容。
学生具有了学习本部分知识的认知前提，能自然地与本单元SectionB话题进行衔接。
三、教材分析
1、教学内容
本单元是Go for it七年级下册中第七单元“What does he look like?”。
本单元的核心话题是谈论人的外表形象(look), 教材内容围绕着描述人的外貌特点展开，让学生学会谈论人的身高、体重、发型、面部特征及着装特点，因此“Describe people’s looks”是教学重点。
通过对本单元的学习，学生能掌握本单元出现的表示人外观的词组及句型。
2、教材的地位及作用
以人的外貌特征为主线，兼顾交际功能的学习，以一种循序渐进的生活化的学习程序，引导学生学会用英语介绍自己或他人的外表特征。
本单元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的描述及看法，促进学生之间和师生之间的情感交流，增进情谊，并培养学生合作学习的意识。
四、教学目标
知识与技能目标
1.语音:了解语音在语言学习中的意义。
2.词汇和短语:名词: hair, height，build，captain，team, bit, joke, beard，glasses，look, singer etc.
形容词:short, tall, medium, thin, heavy, blonde, brown, curly, straight, wise, popular, huge,
teeny etc.
动词: wear, stop, remember, say etc.
短语：straight hair, a medium build, look like, good-looking，a little bit etc.
句型:What does he/she look like? He/She is tall. He/She has curly hair.
What do you/they look like? I’m thin. /They’re medium height.
Do you know David? No/Yes.
语法:①Yes/No问句及简略回答②wear的一般现在时用法③用于宽泛描述的形容词
3.能通过上下文确定阅读篇章中的指代关系。
4.能根据所听或所读内容中人物的外貌描述推断出正确的形象。
5.能替自己和别人进行新形象设计，能和合作伙伴互相交流，充分交换信息。
6.能掌握本单元出现的表示人外观的词组及句型，并能结合实际生活进行灵活运用这些词组及句型描
述别人的外表,提高写作水平。
过程与方法目标
1.通过描述同学、教师或自己的偶像的外貌，简单地表达自己的观点或好恶，学会交换不同的看法，
使学生在人际交往中学会尊重和理解别人。
2.通过学习使学生能在小组活动中积极与他人合作，相互帮助，共同完成学习任务, 尽情享受学习
的乐趣。
3.通过学习让学生了解不同人的外貌和同一人的不同外貌，了解中西方文化中在表达自己的观点时
存在很大的差异—我们比较委婉，而西方人则更直接些，对学生进行不同文化意识的渗透。
情感、态度与价值观目标
1.教育学生要多发现别人的优点，学会赞美别人，友好地描述别人的形象。
2.学会赏识，懂得心灵美比外表美更重要。
3.让学生在给自己或别人画像时提高绘画水平和审美意识；让学生了解不同外貌作用的背景知识，实
现跨学科交流的目的。
五、教学重难点
通过学习语言材料，让学生获得运用所学的有关词汇，短语及句型，描述人的外貌特征，并能结合实际生活进行灵活运用的能力。
新词汇的运用，特别是has与is的正确使用，是本单元的一个难点。
六、教学工具：多媒体
七、教学过程
九、教学反思
本单元的核心话题是谈论人的外表形象（look），“Describe people’|s looks”是教学重点，同时也是教学难点。
本单元的设计通过创造性运用任务型教学模式，设计多姿多彩的切合学生实际的各种任务，充分借助听力材料，在听读的基础上创设语言情景，加强说写能力的训练，还要充分通过各种手段来扩大学生的写作面，以提高其写作水平。
并借用媒体来提高学生的学习兴趣，让学生通过亲身体验、实践、合作与探究等方式学习英语。
使学生确实从学习中学会了如何谈论外貌,同时还学会了识别不同人物外貌特征，丰富了学生生活,同时也是一种真实的体验.增加学生的语言实践，促进他们在整个教学活动中主动参与。
同时对学生进行情感教育，要求他们多发现别人的优点，学会赞美别人，学会友好地描述别人的形象。
但教师在教学中要善于观察和了解学生的心理状态，及时纠正学生的不良心理，改变学生学习英语的
方式，培养学生合作学习的意识；注意运用适当的表扬和鼓励，一个亲切和信任的目光、一句热情而激动的话都能激发学生的上进心、自尊心和集体荣誉感。
人教版新目标七年级英语下册 Unit 2教学设计
人教版新目标七年级英语下册 Unit 2教学设计一. 教材分析人教版新目标七年级英语下册Unit 2主要围绕日常生活话题，让学生学会描述日常活动、表达喜好和计划。
本单元包括三个部分：听说课、读课和综合语言运用课。
听说课主要训练学生的听说能力，读课通过阅读提高学生的理解能力，综合语言运用课则培养学生的综合语言运用能力。
二. 学情分析七年级的学生已经掌握了基本的英语语音、词汇和语法知识，具备一定的听说读写能力。
但部分学生对英语学习仍存在恐惧心理，缺乏自信心。
因此，在教学过程中，教师需要关注学生的情感态度，激发他们的学习兴趣，提高课堂参与度。
三. 教学目标1.知识目标：学生能够掌握日常生活中常用的词汇和表达方式，如goto school, read books, watch TV等。
2.能力目标：学生能够在真实情境中运用所学知识进行日常交流，提高听、说、读、写的能力。
3.情感目标：学生能够积极参与课堂活动，提高学习英语的自信心和兴趣。
四. 教学重难点1.重点：学生能够熟练运用日常词汇和句型描述日常生活。
2.难点：学生能够正确使用一般现在时表达习惯性动作和喜欢的事物。
五. 教学方法1.任务型教学法：通过完成各种实际任务，让学生在实践中学习、运用英语。
2.情境教学法：创设真实的语境，激发学生的学习兴趣和积极性。
3.情感教学法：关注学生的情感需求，营造轻松、愉快的学习氛围。
六. 教学准备1.教师准备：提前备课，熟悉教材内容和教学目标。
2.学生准备：预习新课内容，复习相关知识点。
3.教学资源：准备多媒体教学课件、图片、实物等。
七. 教学过程1.导入（5分钟）利用图片或实物展示日常生活中的人物和活动，引导学生谈论他们的日常喜好。
例如，展示一张学校操场上的图片，让学生描述图片中学生在做什么。
2.呈现（10分钟）教师通过PPT展示本节课的主要词汇和句型，如go to school, read books, watch TV等，并用例句展示如何运用这些词汇和句型。
(新)人教版新目标七年级英语下册(全册)集体备课教案设计
人教版七年级英语下册Unit 1 Can you play the guitar?集体备课教案人教版七年级英语下册Unit 1 Can you play the guitar?集体备课教案人教版七年级英语下册Unit 1 Can you play the guitar?集体备课教案人教版七年级英语下册Unit 1 Can you play the guitar?集体备课教案人教版七年级英语下册Unit2 What time do you go to school?集体备课教案人教版七年级英语下册Unit2 What time do you go to school?集体备课教案人教版七年级英语下册Unit2 What time do you go to school?集体备课教案人教版七年级英语下册Unit2 What time do you go to school?集体备课教案人教版七年级英语下册Unit 3How do you get to school?集体备课教案人教版七年级英语下册Unit 3How do you get to school?集体备课教案人教版七年级英语下册Unit 3How do you get to school?集体备课教案人教版七年级英语下册Unit 3How do you get to school?集体备课教案人教版七年级英语下册Unit 4Don’t eat in class.集体备课教案人教版七年级英语下册Unit 4Don’t eat in class.集体备课教案人教版七年级英语下册Unit 4Don’t eat in class.集体备课教案人教版七年级英语下册Unit 4Don’t eat in class.集体备课教案教版七年级英语下册Unit 5Why do you like pandas?集体备课教案教版七年级英语下册Unit 5Why do you like pandas?集体备课教案教版七年级英语下册Unit 5Why do you like pandas?集体备课教案教版七年级英语下册Unit 5Why do you like pandas?集体备课教案教版七年级英语下册Unit 6I’m watching TV.集体备课教案教版七年级英语下册Unit 6I’m watching TV.集体备课教案教版七年级英语下册Unit 6I’m watching TV.集体备课教案教版七年级英语下册Unit 6I’m watching TV.集体备课教案教版七年级英语下册Unit 7It’s raining集体备课教案。
人教新目标英语七年级下全册教案
七下英语全册教案Unit 1 Can you play the guitar?一、单元总揽（一）单元教学内容话题：Can you play the guitar?功能：（1）谈论能力（2）辨别乐器语言结构：1、句型：Can you dance? Yes, I can. No, I can‘t. What club do you want to join? I want to join the music club. What can you do? I can play the piano.2、复习已学词汇：basketball volleyball复习已学句型：Do you like…? I like…. I don‘t like….Let‘s ….3、新词汇：Verbs of activity such as dance, swim, singNames of musical instruments such as guitar, drums, piano, drums, trumpet,4、Grammar focus: Can you dance? Yes, I can. / No, I can‘t.Can he paint? Yes, he can. /No, he can‘t.Can she speak English? Yes, she can. / No, she can‘t.Can you speak English? Yes, we can. / No, we can‘t.What club do you want to join? We want to join the chess club.I want to join the basketball club.（二）单元教学目标：1、能力目标：（1）学会询问别人所拥有的技能（2）根据相关信息表达自己所掌握的技能和意愿，想参加何种类型的俱乐部（3）能够表达自己参加俱乐部的意愿和理由2、知识目标：（1）能听说读写课文中出现大纲要求掌握的单词（2）要知道play +球、棋、牌play ＋the +乐器（3）要学会情态动词can的用法及其一般疑问句型的肯定和否定回答（4）掌握询问别人所掌握的能力的方法3、情感策略、文化等有关目标：（1）通过对人物个性化的了解，认识对方（2）跨学科学习：语言艺术、审美教育（3）了解自己的能力，培养情操4、教学方法：直观教学法、情景教学、任务型教学法5、教学用具：录音机、电脑、卡通图片（三）单元重难点1、本单元重点学习询问别人的能力2、情态动词can及动词play教学是本单元的难点（四）单元教学课时安排建议（4课时）第一课时Section A第二课时Section A第三课时Section B第四课时Self-check及处理一些练习册二、Teaching ProceduresPeriod 1:Section A1a –1cAdditional materials to bring to classHarmonica and guitar or other two musical instruments to use in the language goal sectionPowerPoint with pictures of basketball, volleyball and some music instruments.Step 1 Revision and lead inThe teacher says I like basketball. Then asks: Do you like basketball/ volleyball? Do you want to join a basketball club?Step 2 PresentationAsk the students to look at the pictures of , there are some clubs in it. Let‘s look at the clubs. What are they? They are art club, English club, chess club, swimming club and music club. What club do you want to join? Help the students to answer I want to join the art club and so on.If the school has clubs, the teacher can ask the students: What clubs do we have in our school?The teacher writes What club do you want to join? I want to join… on the blackboard. Ask the students to practice it.Then introduces the key vocabularies and the words can and can‘t.The teacher says to the students who say he/she wants to join the basketball club: Can you play basketball? Help the students say Yes, I can. No, I can‘t. Then repeat with other actions or pictures, such as play volleyball.Show the students the activities the people in each club can do with the same step.Then repeat with dance, swim, play chess, paint, speak English and play the guitar with the help of doing the action. Or we can use the PowerPoint to help us to show the students what we can do. The teacher can ask the students to practice the following dialogues with can.Can you dance? Yes, I can. / No, I can‘t.Can he paint? Yes, he can. /No, he can‘t.Can she speak English? Yes, she can. / No, she can‘t.Can you speak English? Yes, we can. / No, we can‘t.Can you play it well? Yes, I can. / No, I can‘t.Do the action and read the new words and phrases.Ask the students to practice can and can‘t. Ask the students to practice can you play it well?At the same time, the teacher write down sing, dance, swim, play chess, paint, speak English, and play the guitar on the blackboard. Ask the students to read after the teacher.Step 3 A gameTo be more familiar with the words and phrases, the teacher can organize a game like this:Write the words and phrases on pieces of paper. Ask one of the students come to the front and choose one of the paper, then do the action. Ask other students to guess what he or she can do. Then exchange.Step 4 ExerciseTask 1:Look at the pictures 1a. Points to the activities the people in each club are doing. Say something about each club‘s activity clearly. For example, This is a chess club. See the chess? They are playing chess.Ask the students to match each club activity in the picture with a word from the list. For example: A can dance, so we can write ―a‖ beside dance.The answers are: 1.dance a 2. swim e 3. sing f 4. play chess b 5. paint d 6. speak English c 7.play the guitar gTask 2.Say each conversation with a student in Part 1a. After doing this, play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to listen to the conversations and write a number 1 next to the first conversation they hear, a number 2 next to the second one they hear, and a number 3 next to the third one they hear. Point out the sample answer. The answers are 2, 3, 1.Task 31c.Say the sample conversations. Have students repeat. Then ask students to practice the conversations in pairs. Ask them to use the vocabulary from 1a. As students work, listen in on various pairs so that you can check progress and help with pronunciation as needed.After students have had a chance to practice the conversations, ask pairs to come to the front of the room and act out one of their conversations.Step 5 HomeworkTask1: workbook Part 1, 2,The second period: 2c-4Step1 RevisionTask 1:Ask the students to revise the names of the clubs they have learnt. Do the actions and ask the students what the thing is.Task2: Ask the students: what can you do? What can‘t you do? Can you play chess? Can you play the guitar? Can you sing? What club do you want to join? Can you play it well? If time permits, ask the student who says he can do it to show something he can do.Step 2 Presentation:Task1: （Listening practice）2a. Ask the students to read the context in 2a . Ask one student to read the clubs in the box. And ask another two students to read the dialogue. Ask all of them to listen to the recording carefully, circle the clubs they hear. Play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to circle the club they hear from the recording. The answers are: English club, music club and chess club. And then ask the students to repeat the dialogue.Task 2（Listening practice）2b. Ask the students to look at the dialogues of 2b on the right. Ask them if they can fill in the blanks directly. Play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to fill in the blanks with the words they hear from the recording. The answers are: do , to , want, club, play, can‘t. Then ask the students to listen and repeat the dialogue.Task 33a. Ask the students to put the conversation in order. The first one is given. The right order is 2,3, 1, 4.Step3 SurveyAfter finishing task 2 in step1.the teacher can ask: Can he play the guitar? Can he play it well? Maybe there are all kinds of answers. Some of the students may say I don‘t know.Ask the students to practice the dialogues by asking: What can you do? Can you dance? Can you play the guitar? Can you play it well? What club do you want to join? etc. the teacher goes round the classroom , gives help if necessary.Ask some groups of students to act out their dialogue.Step4 Oral practice3b.Ask the students to share the information they got from their friends. Help the students with he or she wants to join the music club.Example: I am Lisa, I can sing, but I cannot sing well. I can swim. I think it is hard. I want to join the swimming club. My friend Tom can play the guitar but he can‘t play it well. And he can‘t play chess. He wants to join the chess club. He thinks it is interesting. He wants to learn it. If the students can do the report like this with the help of the teacher, they will be quite happy, and they will learn much knowledge.Step 4: Homework:Task 1:4 group work:Suppose you are a boss, you want to get some good workers. How to write an advertisement.Focus students on the advertisement. Elicit the kind of personal qualities that would be good for the job, eg. A good teacher, a good swimmer, and write them on the board. Then elicit questions from the qualities on the board. eg. Can you teach children? Can you help kids with swimming?Divide the class into small groups and have them take turns interviewing each other for the job.Walk round the class offering language support as needed.Practice Can you help kids with…? Pay more attention to the things after ―with‖. EgCan you help kids with swimming/ chess/ playing chess/ singing?For feedback, ask students if they have found someone for the job. Why? What can they do? Why not? What can‘t they do?Homework: Workbook Part 3, 4.The third period: Section B 1a-3b.Step 1 RevisionTask 1.Ask some questions about can you …? What club do you want to join?Task 2: ask the students to give the ad. Four students a group. Ask one of them to be the boss. And others are the interviewees. Guide them to use kids, can you help the kids with …?Step 2 Presentation1a Ask the students to guess the music instrument by listening the music one by one.（PowerPoint Can you play the guitar B.）The music instruments are guitar, trumpet, drums, violin and piano.Ask the students to read after the teacher when they are looking at the pictures on PowerPoint.The right answers are 3, 1, 4, 5, 2Step 3 Practice1b. ask the students to ask and answer questions about the instruments with the help of the PowerPoint. （PowerPoint Can you play the guitar B.）They can ask and answer the questions like this. The teacher goes round the class and gives help if necessary. Can you play the guitar? Yes, I can.Can you play it well? No, I can‘t.Can he play the violin? Sorry, I don‘t know.Can she play the drums? Yes, she can . She can play it well.After the practice, the teacher can ask some pairs to act it out in the front. And the students answer the questions of the teacher after listening to the dialogue.Ask the students to practice more dialogues with the picture of playing chess, singing, dancing, swimming, painting, speaking English. Mix with playing the guitar, playing the violin, playing the drums. Tell the students there are something differences between playing chess and playing the guitar. Ask them to pay attention to it. （PowerPoint Can you play the guitar B.）Then ask more pairs to act the dialogues out in front of the class.Step 3 Listening Practice2a and 2b. Ask the students to read the words in the box first and ask them to listen to the recording for the first time. And play it for the second time and ask the students to circle the words they hear. The answers are sing, dance, drums, piano.（PowerPoint Can you play the guitar B.）With the same step, ask the students to do the exercise of 2b. Fill in the chart with the words in the box. Before2c. Ask the students to read the information in the box. And do the pair work to tell what Bill, Jennifer and Victor can and can‘t do.They can practice it like this:A: Can Bill play chess?B: No, he can‘t. But he can play the guitar. And he can play it well.A: Can Bill dance?B: No, he can‘t. But he can sing. And he can sing very well.Ask the students to work in groups. Ask and answer like this:-What can you do?-I can…,but I can‘t…（I can…and…, but I can‘t…or…）（PowerPoint Can you play the guitar B.）Then act it out in front. If you can ,you must show（展示）it for your classmates.3a. Ask the students to read the ad from the school magazine. The teacher can teach the students how to read the first part: musicians wanted for school music festival.（PowerPoint Can you play the guitar B.）Ask the students to underline the things they want people to do for the school music festival. Ask the students to read once more and think about whether he or she can be the musician.3b. ask the students to complete the following poster with the words in the box. They can use 3a for help.（PowerPoint Can you play the guitar B.）Homework:Task 1:3c. Ask the students to write their own poster for a sports day. The teacher can give some information to the students: play basketball, play volleyball, swim, jump, and so on. New and more information can be given to the students and they can also look up in the dictionary. They can also demonstrate their poster.Task 2:workbookThe four period：Self –CheckStep1 RevisionAsk several students to read the poster out. Let‘s see whose poster is the best one? Who can read it the most loudly and freely? The teacher asks the students to collect their own poster.Ask the students to say something about their friends. Let‘s see what their friends can do for the school show. Step2 Words check1 and 2Ask the students to see if they know the words on Part 1.Ask students to check all the words they know. You may wish to have them circle any words that they don‘t know. Ask students to find out the meaning of any words they don‘t know. They can do this by reviewing the lesson, asking you, asking classmates or using a learner‘s dictionary or bilingual dictionary.They can also add some new words that they learn from the teacher or the dictionary such as flute and harmonica Step 3 Writing3. Ask the students to read the conversation. Ask them who is asking the conversation（a student and the teacher on charge of the art club）Ask the students to fill in the card individually.The answers are: Cindy Jones, 12, I can draw a little. I want to learn about art.Step 4 Check the homework.Just for fun!Ask a student to read what the man is asking the drummer. Ask students: can they play the drums? Guide them to answer: No, he can‘t. Then ask, can he play the guitar? Allow the students to guess. Yes, he can. / No, he can‘t. Step 5 Group work4. There is a school show in the music room on Sunday. The time is 6:00. What can you do? What can your friends do? Ask one of the students to read the chart. Ask another students to read the example in the speechMing can….Culture noteKung Fu . The term Kung Fu can be used for the many martial arts native to China. More than 300 styles are registered with the Chinese government. Different spellings are Gung Fu and Gong Fu. In everyday language, gong fu is excellence achieved through long practice in any endeavor. A more correct word for describing Chinesemartial arts have spawned popularized genre of action movie. The films of Bruce Lee popularized martial arts in the west and actors like Jet Li and Jackie Chan have appeared in many western films. Their movies are often called Kung Fu movies.HomeworkTask 1:Workbook Part 7 WritingTask2: make an interview. What can your father do? What can your mother do? What can‘t your mother do ? What can‘t your father do? Make a list and prepare a report for the next class.Unit 2 What time do you go to school?(The 1st period Section A 1a-1c)Teaching aims(教学目标）1.谈论日常作息时间。
人教版新目标七年级英语下册全册教案
人教版新目标英语七年级下册全册教案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. 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.Period 1 (Section A: 1a-2d)授课人:______ 授课班级: _____ 授课时间：年___月___日____ 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 youwant 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 HomeworkPeriod 2 (Section A: 3a-3c)授课人:______ 授课班级: _____ 授课时间：——年___月___日____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 theyusually 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.Period 3 (Section B: 1a-1f)授课人:______ 授课班级: _____ 授课时间：——年___月___日____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.Period 4 (Section B: 2a-self check)授课人:______ 授课班级: _____ 授课时间：——年___月___日____ 1. Knowledge Objects: go on learning to talk about abilities. also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician2. Teaching key points: Also, too; be good with, help with3. Teaching Difficult points: Describe one’s ability4. Teaching Procedures:Step 1 Warming-upCheck the homeworkAsk some pairs to show their conversationsStep 2 ReadingFirst, show some pictures of the boys and girls and some key words in 2a.T: Here are some pictures and information about Peter, Alan and Ma Huan. Can you describe them according to the pictures and key words?S1: Guide Ss to use “also, too”, and distinguish how to use these two words.Give comments on Ss’ descriptions.T: Now we’ll read three ads. What's the main idea of each ad? What's each ad's title? Now let's read the three ads and select a title for each ad. Ss read carefully and try to select a title for each ad. Check the answers with the class.Step 3 Review the usage of “tell”,Review and distinguish the usage and function of “help”T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right for him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person.Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups. Check the answers with the class.Step 4 Homework1. Recite 2a and 2b2. Finish the exercise on p6Unit 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：——年___月___日____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 theother 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: Yo u usually eat breakfast at …S2: You usually run at…S3: You usually take a shower at …4.Ask Ss to do the exercise of 1a, and then check the answers.Step Three: Listening1.Show Ss the timetable of Rick’s ( write on small Bb )Rick’s timetableAsk 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 daywonderful.Step Seven Blackboard DesignPeriod 2 (Section A: 2b-Grammar Focus)授课人:______ 授课班级: _____ 授课时间：——年___月___日____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 , calendar Sentences: 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 tolearn “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：——年___月___日____1. Aims and Demands: Key vocabulary, How do you get to school ? Howdoes he get to school ?2. Teaching methods : Listening Writing Pairwork3. Teaching Aids : A tape recorder.Step I Leading inT: Good morning, everyone! You know I live far away ,so I go to school by bus every day. What about you? David, “How often do you go to school?”S:--------T: So we will talk about how to get to places in this unit.Step IINow I will show you pictures and let’s review the transportations we know. Then we will learn more about it .(take the subway) Please open your books and finish 1a.Step III1. There are five names in 1b.Now they are in the picture. We should find them.2. Play the tape .They should listen carefully and find the persons .Write the numbers next to the correct students in the picture above. After listening , check the answers together .Step IVPoint to the example in the box , ask two students to read it .then ask them to make up their conversations about how the people in the picture get to school .Teacher choose some pairs to act their conversations.Step VPracticing the listening :T: I will play two conversations The people are talking about how students get to school and how long it takes .The first time check the kinds of transportation that you hear. The second time match the time with the kinds of transportation activity 2a.Step VI1. Pay attention to the picture and dialogue.2. Make your own dialogue into pairs.3. Act it in front of the students.Step VIISummary and homework: This class we have learnt some key vocabulary and the target language .I hope after class you can survey how does your friends get to school .and pre-revise the 3a,3b.Step VIII Blackboard DesignPeriod 4授课人:______ 授课班级: _____ 授课时间：——年___月___日____3. Ask some students to do it orally.Unit 3 How do you get to school ?Period 1 (Section A: 1a-1C)授课人:______ 授课班级: _____ 授课时间：——年___月___日____ 【学习目标】1.掌握本节课的5个单词：train bus subway ride bike 和5个短语: take the train take the bus take the subway ;ride the bike walk to2.熟练运用问方式的句型。
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。
人教版新目标七年级英语下册 Unit 6 教学设计
人教版新目标七年级英语下册 Unit 6 教学设计一. 教材分析人教版新目标七年级英语下册Unit 6主要围绕一般现在时展开，介绍了日常生活中的常见动词短语和一般现在时的构成。
本单元的主题是日常生活，通过学习本单元，学生能够掌握一般现在时的基本用法，正确运用一般现在时描述自己的日常生活。
教材中包含了丰富的语言材料，图文并茂，有利于激发学生的学习兴趣。
二. 学情分析七年级的学生已经掌握了基本的英语语法知识，具备一定的听说读写能力。
但部分学生在语言表达方面还存在一定的困难，特别是在运用一般现在时进行描述时容易出错。
因此，在教学过程中，需要关注学生的个体差异，针对不同学生的学习需求进行有针对性的指导。
三. 教学目标1.知识目标：学生能够掌握一般现在时的构成和基本用法，正确运用一般现在时描述自己的日常生活。
2.能力目标：学生能够在实际语境中运用一般现在时进行交流，提高英语表达能力。
3.情感目标：通过本单元的学习，学生能够增强对英语学习的兴趣，提高自信心。
四. 教学重难点1.教学重点：一般现在时的构成和基本用法。
2.教学难点：一般现在时的运用和学生在实际语境中的语言表达。
五. 教学方法采用任务型教学法，通过创设真实语境，引导学生参与课堂活动，提高学生的语言实践能力。
同时，运用小组合作学习法，鼓励学生互相交流、讨论，培养学生的团队协作精神。
六. 教学准备1.教师准备：提前备课，熟悉教学内容，设计教学活动。
2.学生准备：预习本单元内容，了解一般现在时的基本用法。
3.教学资源：多媒体课件、图片、视频等。
七. 教学过程1.导入（5分钟）教师通过展示日常生活场景的图片，引导学生谈论自己的日常生活，为新课的学习营造轻松的氛围。
2.呈现（10分钟）教师通过PPT展示一般现在时的构成和基本用法，让学生初步感知一般现在时的概念。
3.操练（15分钟）教师设计一系列听力、口语活动，让学生在实际语境中运用一般现在时进行表达。
如：听力练习、角色扮演等。
人教版新目标七年级英语下册 Unit 5 教案
人教版新目标七年级英语下册 Unit 5 教案一. 教材分析人教版新目标七年级英语下册Unit 5主要讲述了日常生活中的一些活动，如游泳、打篮球、跳舞等。
本单元的话题贴近学生的生活，有利于激发学生的学习兴趣。
教材通过听说读写等多种活动，帮助学生掌握日常生活中的交际用语，提高学生的语言运用能力。
二. 学情分析七年级的学生已经掌握了基本的英语语法和单词，对于日常生活中的交际用语也有了一定的了解。
但部分学生可能在发音和口语表达上还存在困难，需要教师在教学中加以引导和纠正。
此外，学生可能对一些体育活动相关的词汇和表达不够熟悉，需要在课堂上进行拓展和练习。
三. 教学目标1.知识目标：学生能够掌握本单元的生词和短语，了解日常生活中的交际用语。
2.能力目标：学生能够听懂、会说、会读、会写与日常生活相关的英语句子。
3.情感目标：学生能够积极参与课堂活动，提高学习英语的兴趣。
四. 教学重难点1.重点：本单元的生词和短语，日常生活中的交际用语。
2.难点：情态动词can的用法，以及与日常生活相关的句型结构。
五. 教学方法1.任务型教学法：通过设置各种任务，让学生在完成任务的过程中学习英语。
2.情景教学法：创设各种生活情境，让学生在真实的环境中学习英语。
3.交际法：鼓励学生积极参与课堂交际，提高口语表达能力。
六. 教学准备1.准备单词卡片、短语卡片、图片等教学辅助材料。
2.准备与本单元话题相关的视频或音频材料。
3.准备课堂练习题和测试题。
七. 教学过程1.导入（5分钟）利用图片或视频引导学生谈论日常生活中喜欢的活动，引出本课话题。
2.呈现（10分钟）老师展示本课的生词和短语，让学生朗读并解释其意思。
同时，老师用情态动词can提问，引导学生回答。
3.操练（15分钟）学生分角色扮演，用情态动词can进行问答。
老师巡回指导，纠正发音和表达错误。
4.巩固（10分钟）学生完成课堂练习题，老师及时批改和讲解。
5.拓展（5分钟）老师引导学生谈论更多关于日常活动的表达，如游泳、打篮球、跳舞等。
人教版新目标七年级下册英语全册详细教学设计及教案
Unit3 why do you like koalas?I.语言知识目标1.掌握下列有关动物的名词：tiger elephant koala dolphin panda lion penguingiraffe2.有关品质的形容词：cute smart shy ugly clever beautiful friendly quiet lazy3.有关国家的名词：Africa Japan Australia4.其他词类：grass leaf meat sleep relax kind of5.掌握下列句型使学生熟练谈论自己喜爱的动物并给出理由。
使学生学谈论自己喜爱的其他东西并给出理由。
使学生了解动物的生存情况。
II.语言能力目标1. 使学生熟练谈论自己喜爱的动物并给出理由。
2.使学生学谈论自己喜爱的其他东西并给出理由。
3.使学生了解动物的生存情况。
情感目标1.通过学习要培养学生自觉保护动物的意识。
2.通过学习可以使学生更加热爱生活。
热爱父母、热爱朋友，热爱自然。
能在小组活动中积极与他人合作，相互帮助。
IV.教学重点难点1.重点掌握动物单词的表达法，及谈论自己最喜欢的动物的表达法。
掌握动物特点的形容词，并能谈论喜欢某一种动物的原因。
掌握介绍来历的表达法。
2.难点表达动物的的意义和读音。
Kind of 用法。
如何用所学句型进行综合运用。
V.任务特点1、学生学会如何谈论自己所喜欢的动物及原因，具有实际交际能力，符合中学生交往的原则，2、由喜欢动物到喜欢各种各样的东西，学生能激发内心的爱心，更加热爱生活，保护自然。
3、了解父母朋友同学的各种爱好，更能激发学生的友谊、亲情，更多的每一个人。
VI.教学步骤。
人教版新目标七年级英语下册 Unit 3 教学设计
人教版新目标七年级英语下册 Unit 3 教学设计一. 教材分析人教版新目标七年级英语下册Unit 3主要围绕着日常生活中的活动展开，包括起床、吃早餐、上学等。
本节课的主要话题是描述日常活动的时间，学会用一般现在时来描述规律性的动作，用一般过去时来描述过去发生的事情。
教材通过丰富的图片、对话和练习，帮助学生掌握日常英语口语交流的能力，同时培养学生的观察力、思维力和创造力。
二. 学情分析七年级的学生已经掌握了基本的英语语音、词汇和语法知识，具备一定的英语听说读写能力。
但部分学生对英语学习仍存在恐惧心理，缺乏自信心。
针对这一情况，教师应关注学生的个体差异，鼓励他们大胆开口说英语，并在课堂上给予及时的反馈和鼓励。
三. 教学目标1.知识目标：–学会描述日常活动的时间。
–掌握一般现在时和一般过去时的基本用法。
–增加相关词汇：wake up, get up, have breakfast, go to school 等。
2.能力目标：–能够用英语简单描述自己的日常活动。
–提高学生的英语听说能力和团队协作能力。
3.情感目标：–激发学生学习英语的兴趣，培养积极的学习态度。
–增强学生之间的友谊，培养团队精神。
四. 教学重难点•描述日常活动的时间。
•运用一般现在时和一般过去时进行口语交流。
•正确运用一般现在时和一般过去时描述自己的日常活动。
•学会在适当的情境下使用一般现在时和一般过去时。
五. 教学方法1.情境教学法：通过设定生活情境，让学生在实际语境中学习、运用英语。
2.任务型教学法：引导学生参与各种小组活动，提高学生的团队协作能力和口语表达能力。
3.激励评价法：及时给予学生反馈，关注学生的点滴进步，激发学生的学习兴趣。
六. 教学准备1.教学素材：教材、多媒体课件、录音机、磁带、相关图片等。
2.教学工具：黑板、粉笔、投影仪等。
七. 教学过程1.导入（5分钟）–教师与学生用英语进行自由谈话，引导学生谈论日常活动。
–提问：What time do you get up? What do you have for breakfast? 让学生用英语回答。
人教版新目标英语七年级下册第五单元(SectionA1a2d)教学设计
4.教学目的：让学生掌握一般过去时的用法，并能够运用到实际情景中。
（三）学生小组讨论
1.教学活动设计：教师组织学生进行小组讨论，分享彼此的过去经历，如：“What did you do during the winter vacation?”
1.重点：本章节的重点在于掌握一般过去时的用法，以及能够运用所学词汇和句型描述过去的事件。此外，提高学生的阅读理解能力也是教学的重点。
难点：一般过去时的正确运用，以及如何引导学生将所学知识灵活运用到实际情景中进行有效交流。
2.重难点突破设想：
（1）通过设计真实的语境，如讲述个人经历、分享过去的故事等，让学生在实际交流中感知和运用一般过去时。
2.教学实施：学生独立完成练习题，教师巡回指导，解答学生的疑问。
3.学生活动：学生认真完成练习题，提高对一般过去时的理解和运用。
4.教学目的：通过课堂练习，检验学生对一般过去时的掌握程度，并及时发现问题，进行针对性指导。
（五）总结归纳
1.教学活动设计：教师引导学生回顾本节课的学习内容，总结一般过去时的用法和注意事项。
人教版新目标英语七年级下册第五单元（SectionA1a2d）教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握人教版新目标英语七年级下册第五单元（Section A 1a-2d）的核心词汇与语法，并能运用所学知识进行日常交流。具体包括：
1.掌握本章节的重点单词和短语，如：seldom, quiz, twin, team, dragon, champion等，并能熟练运用这些词汇进行造句和表达。
2.学生在语言表达方面存在一定困难，尤其是在描述过去事件时，语言组织能力较弱。因此，在教学过程中，应注重培养学生的语言表达能力。