2016年人教版七年级英语下册教案
2016学年人教版七年级英语下册全单元教学课件unit2 sectionB2a-2c.ppt
He usually … at…
根据上表完成作文
Yao Ming is a b asketballstar. He is very healthy. He usually __g_e_ts__(起床) at 7:00 in the morning. He eats breakfast (吃早餐）at 7:30. After breakfast, he usually plays basketball （打篮球） for two hours. And then, he has lunch at 12:10. He likes to play computer games very much. He sometimes（有时） plays them at 1:40. Every day ,he runs（跑步）at half past two（两点 半）. He goes to bed at 10:00. His life is exciting.
2a Check ( ) the activities you think are healthy.
_√_ go to bed early
__eat quickly
_√_ play sports
__ eat ice-cream
_√_ eat vegetables _√_ take a walk
Ask and answer
I get up at…and I go to bed at… I like eating … and… I run/play… every day.
Divide these activities into two parts:
A: get up early
B: go to bed at 10:30
人教版初中英语七年级下册全册英教案（全英文版）
新目标人教版英语七下全册教案（全英文版）Unit 1 Wheres your pen pal from?Language goals:•In this unit students learn to talk about countries, nationalities and Ian guages.•Ask and tell where people live.New languages:•Where's he / she from?•He / She is from Australia / England / China / France / Singapore / Australia. •Where does he / she live? He / She lives in Sydney.•What language do you speak? I speak English.•What's your / his / her favorite subject?•My / His / Her favorite subject is English.•Does he / she have any brothers and sisters? Yes, he/ she does. / No, he / she doesn't.Difficult points:1. Liste ning for the in formation about cou ntries, natio nalities and Ian guages. Write an e-mail about on eself. Describe the new stude nts in class.2. Where questions with fromWhere questions with liveWhat questi onsTeaching aids:• A tape recorderTeaching periods:•Period 1:Section A 中1a, 1b, 1c•Period 2:Section A 中2a, 2b, 2c, 2d•Period 3:Section A 中3a, 3b, 4•Period 4:Section B 中1,2a, 2b, 2c•Period 5:Section B 中3a, 3b, 3c, 4•Period 6:Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target Ianguages:Where's your pen pal from?He is from Australia.3. Enable the students to learn to talk about nationalities.4. Help the students learn how to talk about nationalities.Teaching procedures:Step 1. Free talk2 Say: Do you have any friends? Where is she from?Help the students make the same sentences and give them more chances to say.Step 2. Talking about the picture (1a)Hold up the picture on page 1 and point at the map. Ask students toread the picture.Ask some of you to read them aloud to the class. Make the studentstalk about where people are from.Say: Du Chuan, where is your pen pal from?Ask the students to read the conversations in the picture.Step 3. Listening (1b)Point to the numbered list of words and play the recording for a secondtime.Ask the students to listen to the recording and circle the countries in 1a.Ask students to listen to and repeat after the recording and then checkthe answers.Step 4. Pair work(1c)1. Now work in pairs and read the conversations in 1a with your partner.You can talk about your own pen pal.2. Ask the students to look at their own clothes and the things in theirbackpack. Ask and answer questions about where they are from.Homework1. Ask the students to practice talking about where people are from and make up real dialogues.2. Learn the words in this unit (on page 115) by heart.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages: Where does he live? He lives in Toronto.3. Let the students learn to talk about where people live.4. Help the students learn how to talk about where people live.Teaching procedures:Step I.StepI RevisionCheck the homework. And then ask several students to answer questi ons.Say: Where are you from? Do you have a pen pal? Where is your pen pal from?Step 2. Presentation (2a)Put a map of the world on the blackboard.Say: What's the meaning of capital? Can you guess? Help them to answer.Write Australia, the United States, Canada, France, and Japan on theleft of the blackboard. And write Sydney, New York, Paris, Toronto, andTokyo on the right of the blackboard. And the teacher reads them aloudand asks students to repeat.Then ask students to match the cities with the countries.Step 3. Talk about countries and citiesAsk the students to work in pairs, asking about the cities and the countries.Say: Now work in pairs and ask where the city is. For example, the firststudent asks "Where is Beijing?” the second student answers “It's inChina."Then tell the students to ask question about Chinese cities.Step 4. Listening (2b, 2c)Tell the students to read the list of countries and cities in 2a.Say: Now let's look at the list of countries and cities in Activity 2a. I will ask some students to read them aloud to the class.Call the students' attention to the chart in 2c.Tell the students to listen to the conversations in Step 4 again to complete the chart.Step 5. Pair work(2d)Ask the students to read the conversations in the bubble. Then askthem to talk about the in formation in the chart in 2c.Then ask the students to work in groups and make up new dialogueswith their own information.Step 6.GrammarfocusReview the grammar box.Say: You have to pay attention the word "from". It always follows verb be, while live comes out alone in where sentences. Now make more sentences with where, from and live.Write the following on the blackboard.Say, now work in pairs and make dialogues after the model above.Homework1. Ask the stude nts to learn the sentence patter ns in Grammar Focus by heart. Try to use them freely.2. Remember the words in this unit (on page 115).3. Make a similar dialogue according to the conversation in 2d.Period 3Teaching aims:1. Teach vocabulary words.2. Target Ianguages: What Ianguage does she speak? She speaks English.3. Enable the students to learn to talk about what Ianguage people speak.4. Help the students to learn how to talk about what language people speak.Step 1. Free talkSay, Morning, boys and girls. Nice to see you again. Do you remember we have learned about how to ask where people are from and how to ask where people live? Now I want some of you to answer my questi ons.(Turn to a student.)Where are you from?Give more students chances to speak in class.Step 2. Presentation (3a)Say: Do you know the meaning of "Ianguage"? Listen: Tim is from England and he speaks English. So English is his Ianguage. I'm fromChina, so Chinese is my language .Now look at activity 3a.on page 3.Read the instructions to the class. Ask students to work in pairs as theyanswer the questions.Show the flowing and ask the students to make conversations after themodel.Step 3. Pair work (3b)Ask the students to pay attention to the conversation in Activity 3b.Say, Read the dialogue by yourselves. Then I will ask some pairs to act out the dialogue in class.Show a map of the world. Ask students to work in pairs.Step 4. Quiz(4)Ask the students to look at activity 4 then work in pairs and do the quiz.HomeworkAsk the students to work with their friends and practice the dialogue in activity 3b.Period 4Teaching aims1. Teach vocabulary words.2. Target languages:Does she have any brothers and sisters?Is that your new pen pal?Yes, it is.3. Enable the students to learn to talk about their new pen pals.4. Help the students learn how to talk about their new pen pals.Step 1. RevisionAsk the students to make conversations talking about their new pen pal.Ask some pairs to the front to talk about their pen pals. Greet each otherand have a free talk with classmates.Talk about the persons they admire.Step 2.Match work (1)Ask the students to pay attention to the notebook page with the countries listed.Ask the students to write the letter of the correct country in the box next to the title of each Ianguage textbook on the desktop.Step 3. Listening (2a, 2b)First, read the instructions and tell the students to read the conv ersati on bubbles.Check the answers. Then ask the students to read the questions again.Ask the students to fill in the chart.Give students 1 minute to finish the task. Check the answers with the stude nts.Then play the recording again and ask the students to repeat.Step 4. Pair work (2c)Ask two students to work in pairs, practicing the questions in activity 2a.Then tell the students to practice dialogues similar to the dialogue inactivity 2a in pairs. They can use their own names.HomeworkAsk the students to make up similar dialogues using the following words: Sam, the Unites Sates, New York, a brother and a sister, English and French.Period 5Teaching aims1. Teach vocabulary words.2. Target languages:I think China is a very interesting country.I like going to the movies with my friends and playing sports.My favorite subject in school is P.E.It's fun. / It's too difficult.3. Enable the students to write a pen pal letter.4. Help the students learn how to write to a pen pal.Step 1 .Warming upSay, Do you have a pen pal? Whafs his name? Does he have any brothers and sisters? What Ianguage does he speak?Then ask the students to work in pairs to talk about their pen pal.Step 2. Reading (3a)Ask the students to read the letter on page 5.Point the four questions beneath the letter.When the students finish reading the letter, ask the four questions orally and ask them to answer orally.Ask the students to retell the letter, using their own words.Step 3. Reading and writing (3b)Ask the students to pay attention to the letter from Tom King.Point out the blanks in the letter and the information card on the right.Correct the an swers. Then draw the in formation card on the blackboard and then ask the students try to retell the letter.Step 4. WritingAsk the students make their own information card.After they are finished, ask several students to read their e-mails in class.HomeworkAsk the students to choose one of the following tasks as homework.1. Show a name card to the students and ask them to write something about it.2. The students change their information card with their partner and writesomething about their partner.Period 6Teaching aims:1. Teach vocabulary words.2. Enable the students to describe the new students in the class.3. Help the students learn to describe the new students in the class.Teaching procedures:Step 1. RevisionPractice talking about one of the students.Say, Take out your information cards. And change it with your partner.Read it carefully and make up an oral practice, talking about yourpartner.Step 2.Key word checkAsk the students to read all the words in this part.Say: In learning to talk about where people are from, you learned many words on the topic. Now read and check the words you know in 1 on page6. Then say a sentence with each of them.Step 3.Vocab-BuildersAsk students to write five new words in their Vocabulary-Builder on page 112. After they are finished, ask two students to write their words down on the blackboard. And ask them to read the words and the whole class repeat. And tell the whole class to remember them after class.Step 4.WritingLet the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes? What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5.SpeakingAsk the students to do an oral practice about the new classmates.Say, There are several new students in our class this term. Who do youlike best? Why do you like him or her? Please tell us. First you can tellyour partner.Ask some students to present their work to the class.Step 6. Just for Fun!Ask all students to read the conversation.Let the students practice in pairs.HomeworkAsk the students to summarize what they have learned in this unit and prepare for the next unit.Unit 2 Where is the post office?Language goals:•In this unit students learn to talk about asking for and give directions on the street.New languages:•Excuse me, is there a bank near here?•Yes, there is. It's on Center Street.•Where is the pay phone?•lt*s across from / next to / in front of / behind the library.•lt*s between the post office and the library.•Just go straight and tum left.•Turn left on First Avenue.•Take a walk through the park on Center Avenue.•There is a clean / dirty park near my house.Difficult points:1. Listening for the information of the names of the neighborhoodRead the tour guide and an e-mail from a friend you're going to visitWrite the dialogues about asking the way and giving directions.2. Where questions.Affirmative statementsPrepositions of placeTeaching aids:• A tape recorder•Some picturesTeaching periods:Period 1: Section A1a, 1b, 1cPeriod 2: Section A2a, 2b, 2cPeriod 3: Section A3a, 3b, 4Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2cPeriod 5: Section B 3a, 3b, 3c, 4Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target Ianguages: Is there a bank near here? Yes, there is. It's on CenterStreet.3. En able the stude nts to ask for and give di recti ons on the street.4. Help the students to ask for and give directions on the street.Teaching procedures:Step 1. Warming upShow three pictures prepared before class to the students. There is acat in a box in picture 1. There is a cat on a box in picture 2. There is acat under the box in picture 3.Then ask some students to ask and answer these questions.Step 2.Match work (2a)Ask the students to read the picture and the words in the numbered list.Ask the students to match each word or phrase on the list with one of the pictures.Then check the answers.Present the new sentence patterns.Then ask the students to read the dialogue in the picture.Step 3. Listening (1b)Ask the students to listen to the conversations and circle the places in 1a.Change the roles and do the same again.Then students ask and answer without the help of the recording.Step 4. PracticePoint to the different locations shown in the picture. Ask different students to name each one.Then point to more locations and let the students to practice more.Homework1. Practice the conversation in the picture on page 7.2. Learn the new words and phrases in this period by heart.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:The pay phone is across from the library.The pay phone is next to the library.The pay phone is between the post office and the library.The pay phone is on Greet Street.The pay phone is in front of the library.The pay phone is behind the library.3. Enable the students to talk about the position of a place.4. Help the students to talk about the position of a place.Teaching procedures:Step 1. Revision and warming upCheck the homework by talking about the pictures on page 7 with thestudents or prepare some other pictures with different buildings in itand let the students practice asking and answering questions about theplaces.Ask the students to practice more.Step 2. Presentation (2a)Introduce the items across from, next to, between, in front of, behind and on.Draw the following picture on the blackboard.Park 3 Centre StreetEncourage or help the students to answer: It's across from the library.The same way goes with next to, on and in front of.Ask the students to match each sentence with one of the pictures.Then ask the students to read the six sentences and match thesentences the pictures.Check the answers.Step 3. Listening(2b)Review the buildings and street names in Activity 1a and the six sentences in 2a.The read the six sentences in 2b to the class.Ask the students to listen to the recording and fill in the blanks.Play the tape. Check the answers.Step 4. Practice (2c)Ask the students to repeat the conversations after the recording.Ask the students to do the Pair work asking and answering questions about the places in 1a.Step 5.Grammar FocusAsk the students to read the sentences in the grammar box aloud. The ask them to answer the following questions. Explain some Ianguage points if the students can't understand.Homework• Ask the students to practice talking about their neighborhood in pairs.Period 3Teaching aims:1. Teach vocabulary words.2. Target Ianguages:Just go straight and turn left.It*s down Bridge Street on the right.Ifs next to a supermarket.3. Enable the students to talk about the neighborhood.4. Help the students to talk about the neighborhood.Teaching procedures:Step 1. RevisionLet the students look at the picture in activity 1a. And ask some studentsto answer some questions in order to check the homework.Say, Is there a library near here? Where is it? Is there a bank near here?Where is it?Put up the picture of activity 2a on the blackboard and ask them to makeconversations.Step 2. Presentation (3a)Guide the students to guess the meanings of the three traffic signs. Show the pictures and ask some questions about the pictures.Then ask the students to hold up their left hands and then their right hands to practice “left” and "right".Point to the picture and let the students read the conversation.Ask the students to read the conversations. Then ask them to find Paul and Nancy in the picture.Ask the students to role play the conversation then point out the place that Paul wants to get to.Step 3. Complete the conversations (3b)Ask the students to make conversations and answer the questionsbelow each picture.The students point out the place in the picture. And write down theanswers on the line in the pictures. Or ask a pair of students to say theconversation, the others point to the speakers' place.Step 4. GameAsk the students to look at the picture in Activity 1a and name all thebuildi ngs.Ask some students to read the conversation in the picture in Activity 4.And then explain the instruction to the student.Then ask some groups to present their work.Homework• Ask the students to make a similar conversation to that in Activity 3a.Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:Is there a big supermarket near your house?Yes, there is.There is a big supermarket.No! There is a small supermarket.3. Enable the students to describe the neighborhood.4. Help the students to describe the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking the following questions.Say, Look at the picture in activity 3a. Suppose you are standing nearthe building on the side of New Street. Please answer my questions.Excuse me. Is there a pay phone in the neighborhood?Ask another student to answer questions.Give more students chances to practice this dialogue.Step 2.Match work (1a)Bring in some objects or pictures to the students. (Two rulers, one is old, the other is new. Two boxes, one is big and the other is small. Two bottles, one is clean and the other is dirty. Two pictures of a street, one is busy and the other is quiet.)Say, Look at the rulers, please. Can you find the differenee between them?Yes. This one is old. (Show the old ruler.) And this one is new. (Show the new ruler.) Do you understand old and new?Ask the students to talk about the picture.Point to each half of each picture and ask about the differenee between the halves.Go on with the other pictures to teach the language items. Ask thestudents to match the words with the pictures.Step 3. Pair workCall attention to the conversation in the picture.Then ask the students to work in pairs and take turns asking each other questions about the things on the list of phrases in activity 1a on page 7.Step 4. Listening (2a, 2b)Ask the students to listen to the tape and circle the places in 1a.Say: Now please listen to the tape again. Listen to it and draw the places in Michael's neighborhood on the street map. Just listen.Play the recording.Play the recording again.Then have some students show their completed drawing to the class. Step 5. Pair workAsk the students to work in pairs talking about drawings to the class. Then ask some pairs to present their dialogues to the class.Ask the students to work in pairs, draw a map of their own neighborhood and practice asking and answering questions about the places they live in.Homework• Ask the students to make similar conversations to that in Activity 1 b.Period 5Teaching aims:1. Teach vocabulary words.2. Target languages:Turn left on First Avenue and enjoy the city's quiet streets and small parks.Take a walk through the park on Center Avenue.This is the beginning of the garden tour.Bridge is a good place to have fun.3. Enable the students to write a tour guide and draw the rout to somewhere.4. How to write a tour guide and draw the rout to somewhere.Teaching procedures:Step 1. RevisionCheck the homework by asking about the students neighborhood.Ask the students to work in pairs.Ask the students to work in pairs.Then ask some pairs to present their conversations to the whole class. Step 2. Reading (3a, 3b)Ask the students to read the tour guide.Divide the whole class into four groups to have a quiz.Tell the students to keep these words down and make at least twosentences with each word after class.After that ask the students to look at the pictures and fill in the blanks for this tour guide.Step 3.WritingAsk the students to write a tour guide with the students.Names of buildings and locations.Description wordsWords that talk about positions.Words that talk about di recti ons.Step 4. Pair work (4b)Learn to draw a picture of neighborhood. First ask the students toanswer the questions according to the pictures.Then ask the students to draw a picture according to the following conversati on.Then ask students to present their drawings to the whole class.Homework1. Ask the students to talk about the street and buildings in their own neighborhood.2. Ask the students to make sentences with the description words they keptdown in the class.Period 6Teaching aims1. Teach vocabulary words.2. Target Ianguages:I know you are arrivi ng n ext Sun day.Let me tell you the way to my house.I hope you have a good trip.3. Enable the students to write about the neighborhood.4. Help the students to learn how to write about the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking and answering some questions.Give more students chances to practice.Step 2.Key word check(1)Ask the students to check the words they know.Then ask the students to do the some exercises.Step 3.Vocab-Builders (2)Expand the students' vocabulary.After that ask the students to share their list with other students.Step 4. ReadingAsk the students to read the letter and draw the rout on the map.Ask the students to change the letter into a telephone conversation.Let the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes?What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5. Just for Fun!Call attention to the conversation in the cartoons.Ask the students to read the conversation and then answer the questi ons.Homework• Ask the students to do the following:1. Suppose your frie nd is going to visit you. He does n't know the way toyour house. Write a letter to him to tell him the route from the bus stop to your house.2. Review the next unit.Unit 3 Why do you like koalas?Language goals:•In this unit students learn to describe animals and express preferences.New languages:•Let's see the pandas first.•Why do you like want to see the pan das?•Because they are very cute.•Because they*re kind of shy.•Because they're kind of interesting.•Because they are fun.•Because they are smart.•Do you like giraffes?•Where are lions from?•They are from South Africa.•The animal is ugly / beautiful / friendly / small / shy / clever / cute / scary. •She likes to play with her friends and eat grass.•She's very beautiful, but she's very shy, so please be quiet•He sleeps during the day, but at night he gets up and eats leaves.Difficult points:1. Listening for the names of animals. Listen for the description words about animals.2. Read the description words about animals. Write about the animal you know.3. why, what, where questions, because, adjectives of qualityTeaching aids:• A tape recorder•Some picturesTeaching periods:•Period 1: Section A1a, 1b, 1c•Period 2: Section A2a, 2b, 2c•Period 3: Section A3a, 3b, 4•Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2c•Period 5: Section B 3a, 3b, 3c, 4• Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:Let's see the pan das.Why do you want to see the lions?Because they*re cute.3. Enable the students to talk about animals.4. Help the students learn how to listen to and talk about animals.Teaching procedures:Step 1. Warming upTalk about animals using pictures.Teach new words about animals by the pictures.Step 2.Match work (1a)Ask the students to read the words and the picture, and then match thenames with the pictures a-h.Encourage or help the students to say something about the picture anddo the match work.Step 3. Listening (1b)Point to the numbered list of words in activity 1a and play the recording.Ask the students to listen to the recording and circle the countries in 1a.Play the tape and then check the answers.Ask the students to listen to and repeat after the recording and thencheck the answers.Further activity: Ask the students to do some pair work in the followingway if they can understand the listening material well.Step 4. Pair work (1c)Ask the students to make conversations in pairs.Show the following.—Let's see the pan das / giraffes / lions / penguins / dolphi ns / koalas / elepha nts / tigers?—Why?——Because they're cute / interesting / fun / interesting / smart.Say: Now please make conversations in pairs, using the animals in activity 1a and the description words in activity 1c.Homework1. Ask the students to remember the new words in this period (on page 116) by heart.2. Ask the students to practice the conversation in activity 1 c.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:I like dolphins.Why do you like dolphins?Because they are kind of interesting.3. Enable the students to talk about animals and tell why they like them.4. Help the students learn to talk about animals and tell why they like them. Teachi ng procedures:Step 1. Free talk and lead-inRevise the names of the animals.Say: In last period we learnt the names of some animals. Now let's do some revision. Please look at the pictures one by one and you have to tell me the name of the animal in the picture. OK?Show the students the animal pictures one by one.Revise the conversation learnt in the last period.Give more chances to more students to practice talking about the animals and expressing why they like the animals.Step 2. Listening (2a, 2b)First ask the students to listen and fill in the chart in activity 2a.Play the recording for the first time. Ask the students to listen carefully and write down the animals.Play the tape the second time.Ask the students to pay attention to the words in the box in Activity 2b.Ask the students to pay attention to the conversation in activity 2b. After that, check the answers.Then ask the students to listen to and repeat the dialogue after therecording.After this, ask the students to practice the conversation without the help of the recording.Step 3. Pair work (2c)Ask the students to work in pairs, ask and answer about animals they know.Ask the students to practice: Why? Because they are...Step 4.GrammarfocusAsk the students to read the sentences in the grammar box and sum up the sentence structure.Practice suggest!on: Ask the students to work in groups and write down。
人教版英语七年级下册全套电子教案(可直接打印使用)
人教版英语七年级下册全套电子教案(可直接打印使用)简介这份文档旨在提供人教版英语七年级下册全套的电子教案，适用于教师直接打印并使用。
下面是具体的教案内容安排。
教案内容- Unit 1: Hello!- Lesson 1: Greetings and Introductions- Lesson 2: Classroom Language- Lesson 3: Numbers and Colors- ...- Unit 2: My School Life- Lesson 1: School Subjects- Lesson 2: School Facilities- Lesson 3: Daily Routines- ...- Unit 3: My Family- Lesson 1: Family Members- Lesson 2: Describing Family Members - Lesson 3: Daily Life- ...- Unit 4: My Friends- Lesson 1: Making Friends- Lesson 2: Describing People- Lesson 3: Talking about Hobbies- ...- Unit 5: My Day- Lesson 1: Daily Activities- Lesson 2: Time and Schedules- Lesson 3: Talking about the Weekend - ...- Unit 6: My Free Time- Lesson 1: Leisure Activities- Lesson 2: Likes and Dislikes- Lesson 3: Planning for the Future - ...- Unit 7: Summer Vacation- Lesson 1: Vacation Plans- Lesson 2: Talking about Places- Lesson 3: Past Experiences- ...- Unit 8: Festivals and Celebrations - Lesson 1: Chinese Festivals- Lesson 2: Western Festivals- Lesson 3: Celebrating with Friends - ...- Unit 9: At the Farm- Lesson 1: Farm Animals- Lesson 2: Talking about Farm Work - Lesson 3: Farm Produce- ...- Unit 10: Environmental Protection- Lesson 1: Environmental Problems- Lesson 2: Actions for the Environment- Lesson 3: Protecting Our Earth- ...使用说明- 教案可根据需要直接打印使用。
人教版初中英语七年级下册教案
人教版初中英语七年级下册教案一、教学目标- 让学生掌握七年级下册英语课本中的基本词汇、短语和句型。
比如说，学生得会用那些日常交流中常用的单词和句子，像打招呼、介绍自己啥的。
嘿，咱还得让学生能流利地朗读课文，语音语调得像那么回事儿。
- 培养学生的英语听说读写综合能力。
听的时候能听懂简单的英语对话和短文；说呢，得大胆开口，表达清楚自己的意思；读要读得顺溜，理解文章大意；写也不能差，能写出简单的英语短文和日记。
- 通过英语学习，拓宽学生的国际视野。
让他们了解不同国家的文化和风俗习惯，增长见识。
二、教学重点与难点- 重点呢，肯定是课本中的重点词汇、句型和语法。
像一般现在时、现在进行时这些语法，学生得掌握好。
还有那些常用的单词和短语，得让他们记得牢，用得对。
- 难点就是学生对英语语法的理解和运用啦。
毕竟语法这东西有点抽象，不好懂。
还有就是口语表达，有些学生可能胆小不敢说，或者说得不流利。
三、教学方法- 咱可以用情境教学法。
比如说，设置一些生活场景，像在超市买东西、在学校里交流啥的，让学生在情境中学习英语，这样更有趣，也更容易记住。
- 游戏教学法也不错。
比如单词接龙、英语猜谜游戏，让学生在玩的过程中学习英语，提高他们的积极性。
- 还可以用多媒体教学法。
放一些英语电影、歌曲啥的，让学生感受英语的魅力。
四、教学过程（一）精彩导入上课铃响了，同学们都陆陆续续回到座位上。
老师微笑着走进教室，神秘地说：“同学们，今天咱们先来听一首好听的英文歌怎么样？”同学们一听，都兴奋起来，纷纷点头说好。
老师打开多媒体设备，播放了一首节奏欢快的英文歌曲《Big Big World》。
歌曲播放完后，老师问同学们：“这首歌好听吗？大家有没有注意到歌里的一些英文单词呀？”同学们七嘴八舌地回答着，有的说听到了“world”，有的说听到了“big”。
老师笑着说：“对呀，今天咱们就来学习一些新的英语单词和语法，就像这首歌里的一样有趣哦。
”（二）趣味知识讲解1. 背景介绍老师拿出一张世界地图，指着地图说：“同学们，我们生活在一个大大的世界里，英语就是我们和世界交流的工具。
人教版七年级英语下册全册教案
人教版七年级英语下册全册教案Unit1 Where is your pen pal from？Topic:Countries，nationalities，and languagesFunctions:Talk about countries，nationalities and languagesAsk and tell about where people liveStructure：Where's/Where're 。
from？Where does/do ...from？What questions———-What language does/do ...speak？Target language：Where is she from？She is from。
.。
Where does she live? She lives in。
.What language does she speak？She speaks。
.。
V ocabulary:words about countries, languagesTeaching design：The whole unit needs 5 periods, 4 for new lessons and 1 for testPeriod 1 ( 1a----Grammar Focus ）Key points:Where is your/John’s pen pal from? He/She is from。
.。
Where does he/she live？He/She lives in。
.。
(Homework for preview)Pre—task:Let the Ss give themselves pen pals and they should write down their pen pals' information，such as their names, countries and cities they live even the language they speak.T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss。
2016学年人教版七年级英语下册全单元教学课件unit2.ppt
三、翻译下列句子 1. 他上班从未迟到过。 _________________________________ He’s never late for work. 2. 我弟弟总是在七点钟穿好衣服。 My brother always gets dressed at _________________________________ seven o’clock. ________________ 3. 我姑姑通常在周末八点钟锻炼。 _________________________________ My aunt usually exercises at 8:00 on ____________ weekends.
一、选词填空 never, weekends, dressed, group, best
best friend? 1. Who is your ____ 2. Jenny and Mary always play tennis on weekends _________. group 3. Tom can play guitar well in our ______. never eats ice-cream. He thinks it’s 4. Bob _____ not healthy. dressed at 6:00 5. His sister usually gets _______ in the morning.
____ her. •good for •tastes good
• 5. 在晚上，我通常游泳或散步。
• In the _______, I usually ______ •evening •swimor
• •
•
____ ____. •talk a __ walk • 6. 他有时候会打半个小时的篮球。 He _________ plays basketball •sometimes __ ____ an hour. •for half
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1 七年级英语下册全册教案 Unit 1 Can you play the guitar? Section A (1a-2d) 1.板书课题： Unit 1 Can you play the guitar? Section A (1a-2d) 教学过程
1、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。） （1）、出示学习指导 1) 能掌握以下单词：（能做到四会） guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club… （2）、先学。 1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。 2、学生听单词录音，画出自己读错的或不会读的单词。 （3）、后教。 教师播放单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学生根据字母组合、发音要领寻找规律，进行记忆。有必要时教师写在黑板上让学生记住并积累字母组合的发音。 （4）、当堂训练 1）、单词默写训练、开火车拼读单词训练。 2）、Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities with the people. Then Check the answers with the class together. 3）、. Presentation 出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动： He／She can dance／swim／sing／"··But I can’t dance／swim／sing／...等，学习表达活动的动词短语。 4）、Game (What can I do?) T: Tell your partners what you can do. For example: I can play the guitar. I can sing and dance. Ss work in groups. The let some Ss talk to their classmates in front of the class.
2、第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。 1）、 用最快的速度大概的看看听力题，对题的内容有一点了解。 2）、仔细听录音能听懂录音内容并独立完成填序号题和填空题。 (2)、先学。 2
1、根据学情，适当增加或减少录音播放次数。 2、学生听录音，并回答浅层次问题。 （3）、后教 ！）能了解以下语法：情态动词can的用法和want to do sth.的用法。 2）、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差） 3）、积极鼓励后进生回答，出现问题学生更正。 4）、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于黑板。
Listening 1. T: Now let’s listen to the tape, find out the right conversation, and number them 1-3. （播放lb部分的录音让学生听，引导学生根据所听到的内容，选出对话的顺序，完成1b部分的教学任务。） 2. Check the answers: (3, 2, 1 ) . Pair work 1. Ask the Ss to practice the conversations in 1b with a partner. Then make their own conversations. (引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用can询问和表达能力。) . Listening 1. Work on 2a; T: Now, look at the pictures on P2, listen to the four conversations. Just listen. (Play the recording for the first time, students only listen carefully.) Then, listen to the recording again, and circle the clubs you hear. Check the answers with the class. 2. Work on 2b; 引导学生根据对话内容用正确的单词填空，补全对话，再播放听力材料一遍。让学生进行校对，练习听力和写作能力，完成2b部分的教学任务。 Check the answers with the Ss. （4）当堂训练。 1. Look at 2b and talk about what the people can do and the clubs they want to join. 老师可以和一名优秀的学生做一个对话的例子，让学生们明白如何去问答，例如： T: What club does Lisa want to join? S1: She wants to join the chess club. T: Can she play chess？ S1: No, she can't. 2. Ss work in pairs to practice asking and answer about Lisa, Bob and Mary. 3. Ask some pairs to act out their conversations.
3、第三次“先学后教”（学生读默读或朗读课文，勾出不认识的单词、短 3
语及句句型，读后回答问题。） （1）、出示学习指导 1）、用最快的速度朗读课文，理解课文大意，勾出不理解的短语，或语言点及语法结构。 能掌握以下句型： 2)、① —Can you play the guitar? —Yes, I can./ No, I can't. ② —What can you do? —I can dance. ③ —What club do you want to join? —I want to join the chess club. 3）用最快的速度朗读课文，理解课文大意，勾出不理解的短语，或语言点及语法结构。 4）回答课文相关问题。 （2）、先学。 1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。 2、画出不懂得语言点、表达方式和语法现象。 （3）、后教。 1）、学习询问和谈论彼此的能力和特长； 2) 掌握一些弹奏乐器的表达方式。。 3、学生自学后回答理解性问题。 4、对学生不会的，通过启发诱导的方式让学生理解。 5、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。 （4）、当堂训练 1、口述课文内容。 2、分角色朗读课文。 3、围绕本节课讲的语法项目，设计当堂训练题目。 . Role-play 1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to find out the answers to these questions. ① What club does Bob join? ② What club does Jane join? Ss read the conversation by themselves and find the answers to the questions. Then check the answers: ① Bob joins the soccer club. ② Jane joins the English and art club. 2. Explain something that Ss can't understand. 3. Let Ss read after the teacher or play the recording and let Ss read after the recording. 4. Ss work in pairs to act out the conversation. 5. Ask some pairs come to the front of the classroom. They try to act out the conversation. See which group is the best. 板书设计： Section A (1a-2d)
Drills： 1. —Can you sing? —Yes, I can./No, I can't. 2. 2b: 1. chess, chess 2. English; English 3. sing, dance, music 4. ① What club does Bob join? ② What club does Jane join? 4
Section A (Grammar Focus-3c) 1.板书课题： (Grammar Focus-3c) 一、第一次先学后教.（ Grammar Focus.）
1、出示学习指导。 1) 继续练习运用情态动词can。学会询问和谈论彼此的能力和特长。 2）能够学会使用情态动词can的疑问句以及它的肯定句和否定句 。 2、先学。 （1） 让学生自己先读语法焦点，并找出语法结构。 老师将情态动词的can的用法，以学案的方式呈现在大屏幕上，让学生自主学习，并发现其用法。 （2）可以看出，在Can…？句型中，情态动词can没有________和_______ 的变化。 （3）用情态动词can来询问他人的能力可以归纳为以下句型： Can + _______ + _________ + 其他? 肯定回答：_________________ 否定回答： _________________ What + can + _______ + ________ ? 学生们合作学习讨论上面学案的答案，总结情态动词can的用法。 老师找部分学生对上述问题作答，并一起讨论总结情态动词can的用法。 3、后教。 （1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。 （2） 教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法结构上的变化。 （3） 教师讲解can 后面的动词用动词原形部分人称变化。