人教版新目标七年级英语下Unit7_教案
Unit 7 It’s raining第1课时关店中学：胡尹一、学习目标1.掌握单词: rain, windy, cloudy, sunny, snow, weather, cook, study, bad, terrible, pretty句型: How’s the weather in Shanghai? It’s cloudy. What are you doing? I’m watching TV.2.学会谈论天气及描述你正在做的事；3.表达对天气的喜好并说明原因，学会使用现在进行时描述人们正在做的事。
二、学习重点1.掌握单词: rainy、windy、cloudy 、sunny 、snowy、weather2.重点句型：- How’s the weather in Shanghai? - It’s cloudy.- What are you doing? - I’m watching TV.三、学习过程（一）课前准备预习导学及自测1.预习p31生词，做到会读知意。
2.认知城市名称。
3.探究发现：表天气的名词如何变成形容词？完成下列单词多雨的_____ 多雪的_______ 有风的_______ 阴天的________晴朗的____ cook(现在分词) ________ study(单数第三人称)_________糟糕的_________(二)课堂活动Step1 情境导入1. Do 1a. Look at the pictures and match the words with the pictures in small groups.2. 看图听1b的录音，把地名填入图中的方框里；3. 自我练习1c，根据上边的每张图进行问答：Step2 自主探究1. Summary:(1) 询问天气情况：_____________________ / ____________________?(2) 询问某人正在干什么：_____________________________________?2. Do 2a . Listen and number (1-4) the pictures as you hear them.Listen again and match the names with the activities.Step 3 合作交流1. Do 3a. Match the words with the faces in the box.2. Do3b. Pairwork.3. Talk about the weather with your friends in groups.Step 4 课堂点拨1. How’s the weather? ＝What’s the weather like ?都是用来询问天气状况的句型。
例如：How’s the weather in Beijing? ＝What’s the weather like in Beijing ?2. 英语中有许多名词可以加－y这样的后缀变成形容词，如: wind-windy, snow-snowy,sun-sunny。
你知道它们怎么变吗？cloud- __________, rain-________.3. rain的用法：既可作名词又可作动词。
表示“下雨”句型也不同。
作名词时，“下大雨”可以说The rain is heavy. 或It’s a heavy rain.作动词时，“下大雨”可以说It is raining heavily.此外，也可加后缀－y变成形容词，表达“下雨”可说It’s rainy.4. How’s it going? 是由疑问副词引导的问候句式，意为“一切都好吗？情况如何？”How句型在问候语中用来询问对方的情况。
如：－How’s everything? 一切都好吗？－Great! 很棒！你一切都好吗？How’s it going __________ you?小组合作：请试着总结一下how的句型及用法。
5. pretty 副词，意为“美丽的，娇小的，可爱的”，“相当，多么”时相当于quite.如：What a pretty little garden! 多么可爱的小花园！Pretty good! 相当好！Step 5 拓展创新假设你是1689988信息台的话务员，请为外出的客户提供城市天气信息。
(三)课堂练习1. 用所给词的适当形式填空1) How’s the weather there?It’s _______ (rain).2) The is shinin g. It’s . (sun)3) There are a lot of in the sky. It’s.(cloud)4) It often (rain) in summer in my hometown.5) The weather is (wind) and cold.2. 单项选择( ) 1) ______ Jeff like oranges?A. IsB. DoC. DoesD. Are( ) 2) Aunt Sarah ______ every day.A. play computer gamesB. plays computer gamesC. is playing computer gamesD. playing computer games( ) 3) Tom is ______ lunch.A. haveB. haveingC. havingD.has( ) 4) ______ do you want?A. How much milkB. How much milksC. How many milkD. How many milks( ) 5) What ‘s the weather like today?A. It’s was very cloud.B. It is snow.C. It’s rainy.D. It was very cold.四、学后反思本节课我学会了：我在学习中遇到的问题是：五、课后作业Unit 7 It’s raining第2课时关店中学胡尹一、学习目标1. New words and phrases: vacation, lie, beach, group, cool, surprised, relaxed, scarf, onvacation, take a photo, have a good time2. Expressions: —How’s the weather? —It’s raining.—What’s she doing? —She’s cooking；3. 熟练准确使用How’s……? 来询问天气。
二、学习重点1. 掌握单词: join, lie surprised, cool, scarf, have a good time2. 熟练运用现在进行时的基本句式和描写天气的句子；3. 学会使用现在进行时描述人们正在做的事；三、学习过程（一）课前准备引导学生利用同步学习《新方案中》的习题进行预习，并找出疑点、难点。
（二）课堂活动Step1. 新课导入Do1a &1b. Match the words with the pictures and talk about the pictures in 1a. Using “how is the weather in picture …?”Listening room. ( 同学们，2a 、2b中的对话你能听得清吗？请试一试吧！)Step2. 情境导入Do 2c, role play. －Hi, how is it going?－Hello, it’s great! What are you doing?Step3. 自主探究1. Read the article the first time.2. Circle the words that describe the weather.Do 3b. Practice the conversation in 3a and make your own conversation.Step4. 课堂点拨1. some … others…一些，另一些，表示泛指。
2. surprised 惊奇的,relaxed 放松的。
以-ed形式结尾的形容词，表示人的感觉，主语为人.surprising令人惊奇的，interesting有趣的，relaxing令人放松的。
以-ing形式结尾的形容词，主语多为物。
如：It is an interesting book.它是一般一本有趣的书。
He is interested in English.他对英语感兴趣。
3. have a good time “玩儿得高兴，过得愉快”，同义词组有：enjoy oneself, have a nice time, have fun.4. show的用法：(1) show作名词，意为“演出，展出，节目”如：My father likes to watch talk show.(2) show作动词，意为“给…看，出示，显示”。
常见的词组有show sb. around带领某人参观,show off炫耀,show sth. to sb. 给某人看某物。
Step5. 合作交流Children’s Day is coming. You all feel happy, don’t you?Do you want to say “Happy Children’s Day” to your friends? You can call them. Tell him or her what the weather is like and what you are doing.Step6. 拓展创新Task: Ask your classmates what they do in different kinds of weather, make a list.I、根据句意，补全单词。
1. Thank you for j________ CCTV’s “Around the World” show.2. Some are t________ photos of the great buildings.3. Look at this group of people p________ beach volleyball.4. How’s the weather? It’s c________.5. What is the weather like? It’s r________.II、根据汉语意思完成句子（一空一词）。
人教版英语七年级下册Unit7SectionB(2a2c)教学设计
1.增强对英语学习的兴趣，培养积极主动参与课堂活动的态度。
2.学会尊重他人的活动安排，培养合作、互助的精神。
3.增进对家庭、学校、朋友之间日常活动的了解，关注生活细节，培养良好的生活习惯。
4.通过学习英语，了解中西方文化差异，拓宽国际视野，为将来更好地适应社会需求奠定基础。
4.信息获取与处理：通过观察图表、图片等视觉材料，学生能够捕捉关键信息并进行有效交流。
（二）过程与方法
本章节教学过程中，学生将采用以下学习策略：
1.听力训练：通过听力练习，提高学生捕捉关键信息、进行有效倾听的能力。
2.小组合作：鼓励学生进行交流、讨论，培养他们运用英语进行表达和沟通的能力。
3.观察与分析：培养学生通过观察图表、图片等方式获取、处理信息的能力。
2.口语作业：
（1）与同学进行英语交流，互相询问并描述彼此的日常活动，注意运用一般现在时和频率副词。
（2）开展家庭英语角活动，与家人用英语谈论周末计划，提高实际生活中的英语应用能力。
3.观察与思考作业：
（1）观察身边人的日常活动，记录下来并尝试用英语进行描述。
（2）思考生活中频率副词的使用场景，举例说明，并与同学分享。
2.鼓励学生开展合作学习，互相督促、共同进步。
3.作业布置要注重培养学生的观察、思考、创新能力，提高他们的英语实际应用水平。
4.教师应及时批改作业，给予反馈，指导学生改进学习方法，提高学习效果。
结合以上情况，教师在进行本章节教学时，应注重以下几点：
1.激发学生兴趣，关注生活实际，将英语学习与学生的日常生活紧密结合，提高他们的学习积极性。
2.针对学生在动词短语和句子结构方面的薄弱环节，设计有针对性的练习，巩固所学知识。
英语：Unit 7教案(人教新目标七年级下)
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. Usi ng of “is” and “has”.3. How to describe people’s looks.Teaching aids:RecorderSome famous 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 4●Period 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 your classmates’ builds and heights:“Is Lucy tall?” “Yes/No …”“Is Jim fat?” “Yes/No …”“Does he have long hair?” “Yes/No …”Step 2. Key vocabulary (1a)Focus attention on the words. Ask students to read the list of words. Then say each word and ask students to repeat it.On the board, make a simple drawing to illustrate each of the words. As you complete each drawing, point to it and ask students what it shows. If they don’t know, say the word and ask students to repeat it. For example, draw a stick figure with very long legs and a long body. When you point to the figure, students say tall.Call attention to the picture. Point to the letters next to the people in the picture.Say, Use the letters to match the people in the picture with one of the numbered words. Write each letter next to a numbered word. You can use some letters more than once. Point out the sample answer.Check the answers.Step 3. Listening (1b)Call attention to the speech bubbles in the picture. Read the dialogue, saying blank when you come to a blank line.Say, You will hear a conversation between Amy and her friend. Fill in the blank likes in their conversation.Then look at the picture and find the boy Amy is talking about.Play the recording the first time. Students only listen.Play the recording a second time. This time, students fill in the blanks in the speech 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 circle around the word “circle”. Say, Circle the correct word, either is or has, when you hear it in the conversation.Play the recording the first time. Students only listen. Point out that there are three different conversations about three different people.Play the recording a second time. This time say, Circle “has” or “is”. You may 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 sentence using the sample answer curly hair. He has curly hair.Play the recording. Ask students to listen to the descriptions and write the words in the correct column after each person’s name.Step 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 activity 3.Step 2. Reading and Matching (3a)Draw attention to the pictures and the pictures with the correct descriptions.Point out the example. Have a student read the first description.Students do the activity individually.Check the answers.Step 3. Pair work (3b)Call attention to the picture and the names in the box. Say, Student A has to write the names in the box next to the people in the picture. Then student B has to ask questions to find the people. Remind students that they should not look at each o ther’s textbooks when they do this activity.Have two students read out the example dialogue in the speech bubbles. Then ask students to do theactivity 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 t hat 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 meanings of any words they don’t know. They can do this by reviewing the unit, asking you, asking their classmates, or using a learner’s dictionary or bilingual dicti onary.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)D raw 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.。
人教新目标七年级英语下册：unit 7教学设计
UNIT 7 Sports and Good HealthFunctions:Talking about HabitsTalking about Exercise and Good healthGrammar:Using “there be”Structures:Vegetables are good for us.How can we stay health?There are many ways.Exercise can keep our brains young!Teaching aids:computer, video, recorderTeaching periods:Period 1: Lesson 37Period 2: Lesson 38Period 3: Lesson 39Period 4: Lesson 40Period 5: Lesson 41Period 6: Lesson 42Period 7: Unit ReviewLesson 37Lesson objectives:After this lesson, students should be able to:1. Understand the meaning of the text.2. Remember and use the mastery vocabularyand know some important words.3. Understand and write down some missingwords as heard in sentences or passages indifferent contexts.Class opening:Introduce the topic for Unit 7. See "Teaching Techniques" at the back of this teacher's guide for information about introducing units.Student book:There is one reading for this lesson. The reading presents the new vocabulary for this lesson.The new vocabulary for this lesson includes the following words and phrases: Mastery vocabulary: truth decide change habit usual health awfulOral vocabulary: sayingThere are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Also see "Teaching Techniques" at the back of this teacher's guide for more general information about teaching readings.Step 1. Check to see if the students have previewed the textAsk if they have any questions concerning the meaning of the text.Encourage other students to try to answer the questions. Ask the class what they eat for lunch or breakfast.Step 2. Listen to the dialogue with the following questions:1 Listen and write true (T) or false (F).1. Danny and Jenny are having lunch.( )2. Danny is eating a salad. ( )3. Danny likes vegetables very much. ( )4. Danny decided to change his eating habits.( )Have the class follow the audiotape while looking at the text. Use your judgment to decide whether you want to spend some time on any of the new words. You might select one or two words from the vocabulary list and ask if anyone has figured out the meaning. If a student repliescorrectly, ask him or her to share the strategies used to puzzle out themeanings.Remember to give lots of praise for a good try, even if it's wrong.Step 3. Divide the class into small groupsAsk each group to do two things: First, summarize the main ideas of the text. Remind students of useful strategies for determining the main ideas of a reading. Second, have students discuss the reading, using as much English as possible. They can concentrate on eating habits.Step 4 PracticeHave the class read the dialogue again and answer the questions of 2 on page 99.Step 5、课文讲解Step 6、短语汇总Step 7、课文诵读1、听读课文；2、诵读课文。
(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。
人教版新目标英语七下Unit7教学设计
Guide Two
Read the conversation in the picture aloud,Try to translate and recite it.
Guide Three
Listen to 1b,and read the tapescript loudly.
Guide two
.Match each postcard below with the correct picture in Guide three
Fill in the chart with information from the postcards in 2b.
课堂检测
1.你寒假过的怎么样？
重 点
Recite the five important words in 1a.
难 点
Use How is the weather in …? to ask and answer .
教学准备
教师
课件
学生
熟读单词
教学流程
教学内容
教学过程
时间
分配
二次备课
导入新课
出示目标
自学检测
课堂总结
当堂检测
Guide One
Guide Four
Read 1cand recite it,then dictation a conversation like this .
组内互批并改错。
Sum up the lesson
表示天气现象的名词转化为形容词：
rain＋y→rainy多雨的snow＋y→snowy多雪的
sun＋ny→sunny晴朗的wind＋y→windy有风的
人教版新目标七年级英语下册Unit7教学设计完整内容
Unit 7 It’s raining Section A(1a-2c) 第一课时教学设计一、教材分析：Go for it！七年级（下）Unit 7 It’s raining ，Section A(1a-2c)。
这是一节听说课，通过本课的学习，使学生掌握一些有关天气的词汇，并能询问和描述天气情况，能简单描述人们正在进行的活动。
二、教学目标：1.语言知识目标：1）词汇：weather，raining，windy，cloudy，sunny，snowing, cook.2）句型：—How’s the weather?—It’s sunny/raining…3）描述正在进行的活动。
2.能力目标：1）学会用英语来询问天气和描述天气情况。
2）谈论人们正在进行的活动。
3.情感目标：学会善于观察天气，善于调整自己的情绪；通过了解世界各地的天气情况，感受不同地区的气候差异。
三、教学重难点：重点：1、掌握本课所学的相关生词。
2、能够运用所学句型—How’s the weather?—It’s sunny/raining…进行交际。
难点：如何用英语来询问天气和描述天气情况。
四、教具：多媒体课件、音频和卡片五、教学方法：以学生为主体，以任务、游戏、讲练为主线，采用多媒体课件、卡片，运用“交流-互动”模式进行教学。
六、教学步骤：Step1.Greeting and introduction.Good afternoon, boys and girls. Nice to meet you here. I’m from Yifu middle school. My Chinese name is Liao Qiongjie, and my English name is James.Step2.warming up.(Look outside)It’s … and … today, isn’t it? Do you know how to describe the weather? Ok, today we’re going to learn Unit7 It’s raining.(Bb.)Step3.Presentation.There is different weather in China, right? Please look at the pictures. How’s the weather? It’s … (Bb.) Teach the new words and read.Step4.Guessing game.Can you des cribe the weather now? Ok, let’s check it. Are you ready? Show the flashcard to the Ss(they can’t see the pictures), let them guess.Step5 Presentation.It’s … in Sanya, how’s the weather in Beijing? And how’s the weather in Moscow/Toronto/Boston?(Bb.)Step6.Match the words with the pictures.Now please turn to page 37 .Match the words with the pictures.Step 7.Listening and fill in the chart.Listen to the conversations, pay attention to the key words “weather and cities”. Fill in the chart.Step8 Group work.Give each group 5 flashcards. Then ask and answer the Qs one by one. Ask some Ss to come to the Bb. and show.Step9.Revision.Show the picture and revise “What is she/he/ are they doing?”.Step10.Listening.Look, what are the family doing? Point to the pictures and ask “what’s aunt sally /Mary/Jeff/uncle Joe doing?” Ss answer .Then listen to the conversation and number the pictures1-4. Listen again, Match the names with the activities. Check them.Step11.Group work.Turn to page39, 3b. Work in groups. Look at the pictures. Ask and answer the Qs and ask each group to choose volunteers to report.Step12.Summary.What have we learnt today? Ask the Ss to summarize by themselves and then show the PPt.Step13.Homework.Homework for today.1.Copy the new words 3 times.2.Make up a conversation with your friends, talking about the weather and the activities you are doing.七、板书设计:Unit 7It’s rainingSection A—How’s the weather?—It’s sunny/raining…人教版英语七年级下册Unit 7 It’s rainingSection A 2d--3b教学设计一、教学目标：（一）.知识目标：1.能够听、说、读、写本课的重点单词和短语：cook, bad, park, at the park, take a message for sb, him, could, call sb back,no problem, again.2.能够熟练掌握询问天气的基本句型。
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?
七年级英语下人教新课标 Unit7教案
七年级英语下人教新课标 Unit7教案七年级英语下人教新课标Unit7教案一、教学目标、知识目标词汇:hair,height，build，beard，glasses，look，short,tall,medium,thin,heavy,curlystraighthair,mediumbuild,mediumheight句型:whatdoeshe/shelooklike?He/Sheistall.He/Shehascur lyhair.whatdoyoulooklike?I’mthin/ofmediumheight/mediumheight.2、能力目标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。
3、情感目标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。
学会赏识，懂得心灵美比外表美更重要。
二、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。
重点、难点.Thevocabulary．2.--whatdoeshe/shelooklike?--He/Sheistall．--whatdoyoulooklike?--I’mthin．Ihaveshorthair.Usethelanguagetotalkaboutsb’slook.三、教学方法：（1）情景交际法（2）任务型语言教学法：四、学法指导（1）自主学习（2）合作学习五、教学过程出示图片，学习生词：longhairshorthairstraighthaircurlyhair2.出示图片，引入生词和句型：short mediumheighttallSheistall.Sheisofmediumheight.3.出示图片，引入生词和句型：heavythinmediumbuildSheisheavy.Sheisofmediumbuild.4.Pairwork:whatdoyoulooklike?Ihave......I'm......I'mof........ whatdoeshe/shelooklike?He/Shehas.......He/Shehas......He/She isof.......5.听录音，完成1a.6.TalkaboutZhangshaohanyaomingHanHong(用图片）7.出示两张图片，用第一人称和单数第三人称谈论图上的人的外貌特征。
初中英语人教版七年级下册新目标英语七年级下册unit 7教学设计
新目标英语七年级下册unit 7教学设计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，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。
这些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，所以在学习活动中，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。
教学目标（一）语言知识目标：1. 语法：①look like的问句及回答。
②wear的一般现在时用法。
③用于宽泛描述的形容词。
2. 词汇：．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.3. 交际用语：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.（二）语言技能目标：1．能熟练的用英语进行对人外表特点的描述，并根据描述画出人像。
2．能概括人物的外貌特征并根据人物特征推理出某一人物。
3．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。
4．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，用这些词组及句型描述别人的外表，提高写作水平。