新目标人教版初中初一七年级英语下册全册教案

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人教版新目标英语七年级下册unit2全单元教案

Unit 2 Where is the post office?Language goals:●In this unit students learn to talk about asking for and give directions on thestreet.New languages:●Excuse me, is there a bank near here?●Y es, there is. It’s on Center Street.●Where is the pay phone?●It’s across from / next to / in front of / behind the library.●It’s between the post office and the library.●Just go straight and turn left.●Turn left on First Avenue.●T ake 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 visit.Write 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 CheckTeaching aims:1. T each vocabulary words.2. T arget languages: Is there a bank near here? Y es, there is. It’s on CenterStreet.3. Enable the students to ask for and give directions 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.Teaching aims:1. Learn the vocabulary words and useful expressions.2. T arget 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 aboutthe places.Ask the students to practice more.Step 2. Presentation (2a)Introduce the items across from, next to, between, in front of, behindand 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 sixsentences 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 questionsabout the places in 1a.Step 5.Grammar FocusAsk the students to read the sentences in the grammar box aloud. Theask them to answer the following questions. Explain some languagepoints if t he students can’t understand.HomeworkAsk the students to practice talking about their neighborhood in pairs.Period 3T eaching aims:1. T each vocabulary words.2. T arget languages:Just go straight and turn left.It’s down Bridge Street on the right.It’s 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 somestudents to 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 tomake conversations.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 righthands 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 Pauland Nancy in the picture.Ask the students to role play the conversation then point out the placethat 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 the buildings.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.HomeworkAsk the students to make a similar conversation to that in Activity 3a. Period 4Teaching aims:1. T each vocabulary words.2. T arget languages:Is there a big supermarket near your house?Y es, 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 difference between them? Y es. 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 difference between the halves.Go on with the other pictures to teach the language items.Ask the students 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.HomeworkAsk the students to make similar conversations to that in Activity 1b.Period 5Teaching aims:1. T each vocabulary words.2. T arget languages:Turn left on First Avenue and enjoy the city’s quiet streets and small parks.T ake 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 student’s 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.T ell the students to keep these words down and make at least two sentences 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 directions.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 followingconversation.Then ask students to present their drawings to the whole class.Homework1. Ask the students to talk about the street and buildings in their ownneighborhood.2. Ask the students to make sentences with the description words they keptdown in the class.Period 6Teaching aims1. T each vocabulary words.2. T arget languages:I know you are arriving next Sunday.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 questions.HomeworkAsk the students to do the following:1. Suppose your friend is going to visit you. He doesn’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.。

新目标七年级英语下册全套教案

新目标七年级英语下册全套教案Company number：【WTUT-WT88Y-W8BBGB-BWYTT-19998】Un it1 W he re is yo ur pe n pa l fro mTopic: Countries, nationalities, and languagesFunctions: Talk about countries, nationalities and languages Ask and tell about where people live Structure:Where's/Where're ...from ？ Where does/do ...from ？新目标英语七年级下册教案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....Vocabulary: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....From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Key points:Where is your/John's pen pal from He/She is from...Where does he/she live He/She lives in....Teaching Steps:Step 1"I have a pen pal. His name is Curry Muray. He is from the United States. Do you have a pen pal Where is your pen pal from What's your pen pal's name"Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English)Step 2 LearningSection A 1a Learn the new words on the Bb. The new words are: pen pal; Canada; France; Japan; the United States(the US/theUSA/America); Australia; Singapore; the UnitedKingdom(the ./Great Britain/England)Pay attention to the pronuciation of the new words.Step 3 Listening1b Listen and circle the countries in 1a they learnedStep 4 CompetitionTwo groups of students to write the new words to see which group does better. First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.(This step is a memory game. It can help the Ss consolidate the new words they learned)Step 5Pairwork1c Practise the following conversation:---Do you have a pen pal ---Yes, I do.---Where's your pen pal's from ----He/She is from ....(Write it down on the Bb)Step 6Leading-inRevise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out which countries the cities are in. The city names are following:Step 7 Learning2a Learn the city names together with the whole class just like Step 2b Listen and circle the cities and countries2c Listen and complete the chartHave a similar competition to consolidate the new words in this part. Step 8PairworkT has a conversation with one student like the following:---Do you have a pen pal ---Yes, I do.---What's your pen pal's name ---His/Her name is....---Where is your pen pal from ---He/She is from...---Where does he/she live ---He/She lives in....(Write it down on the Bb)Step 9ExerciseMy pen pal is from Australia.(划线提问)John's pen pal is from Japan. (划线提问)He lives in Paris. (划线提问)Homework:Read and copy the new words .Copy the sentences in Grammar FocusUnit 2 Where's the post officeLanguage goalThis unit students leam to ask for and give directions(方向) on the street.New languageIs there a bank near here Yes, there's a bank on Center Street, Where's the supermarket It's next to the there a pay phone in the neighbhoodYes, it's on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade. Descriptive words such as new, old, dirty, clean.Descriptions of location such as across from, next to,Between Recycled languageWhat are you doingDo you want to ...Section Ala This activity introduces the key vocabulary.Point out the numbered list of words. Say each one and ask students to repeat.1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture. Say the name of each one to the class.1C This activity provides guided oral practice using the target language.2b This activity gives students practice listening to and understanding the target language.2c This activity provides guided oral practice using the target language.Grammar focusReview the grammar box. Ask students to say the questions and answers.3a This activity provides target-oriented reading practice using the language items taught in this unit.Draw attention to the conversation in the box. Ask students to readAnswerPaul and Nancy are the two figures outside the entrance to the park. 3b This activity provides guided writing practice using the target language.Section Bla This activity introduces the key out the sampl the answers.1 b This activity provides guided oral practice using the target language.2a This activity gives students practice listening to and understanding the target language.2b This activity gives students practice listening to and understanding the target language.Call attention to the street map in the box.Move around the room, offering assistance(提供协助) if needed. Have some students show their completed drawings to the class. 2c This activity provides guided oral practice using the target language.3a This activity provides reading practice using the target language.3b This activity provides guided reading and writing practice using the target language.3c This activity provides guided writing practice using the target language.4 This activity provides open-ended oral practice using the target language.Self check1 This activity provides a comprehensive review of all key vocabulary presented in this unit.2 This activity helps build vocabulary by providing a specific time and place for students to record new words.Ask students to enter five new words in their Vocab-builder on page 108.3 This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.Unit 3: Why do you like koalas Language goalsIn this unit students learn to describe animals and express preferences and give reasons,New languageWhy do you like koala bears. Because they're cute,They're pretty interesting, They're kind of shy, They're very big.names of animals such as tiger, elephant, koala bear, dolphin description words such as smart, cute, intelligentnames of countries: Australia, South Africa,Recycled languag ebetween, across fromHe's/She's from ... He's / She's five years old.name of countries; China, Japan, BrazilSection Ala This activity introduces the key vocabulary.Write the letter of each animal in the blank by that animal's name.Point out the sample the answers.1 b This activity gives students practice in understanding the target language in spoken time students check each animal name they hear. Correct the answers.1 c This activity provides guided oral practice using the target language.2a This activity provides listening practice using the target language. Correct the answers.2b This activity provides listening and writing practice using the target language.2c This activity provides guided oral practice using the target language.3a This activity provides reading practice using the target language. Correct the answers.3b This activity provides guided oral practice using the target language.Section BAdditional materials to bring to class:Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1.1 This activity introduces more key vocabulary,Correct the answers-2a This activity provides listening practice with the target language. Correct the answers.2b This activity provides listening and writing practice using the target language.Check the answers.3 This activity provides guided oral practice using the target language.say, I like dolphins. They're intelligent.3a This activity provides reading practice using the target language. Check the answers.3b This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary. Check the answers.3c This activity provides reading and writing practice using the target language,Unit 4: I want to be an actor.Language goalIn this unit, students learn to talk about jobs.New languageWhat do you do I'm a reporterWhat does he do.' He's a student.What do you want to be I want to be an actor .What does she want to be She wants to be a police officer names of jobs and professionsSection Ala This activity introduces the key vocabulary.1 b This activity gives students practice in understanding the target language in spoken conversation.Correct the answers.1 c This activity provides guided oral practice using the target language-2a This activity gives students practice in understanding the target language in spoken conversation.Correct the answers.2b This activity gives students practice in understanding the target language in spoken conversation.This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. Point out thesample2c This activity provides guided oral practice using the target language.Point to Anna's mother and then to the example in the speechballoons. Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work. Offer language support as needed.3a This activity introduces the names for the places where people work, and gives reading practice using the target language.Point out the sample answer and have a student read out thespeech bubble.Ask students to work alone. Say, Write the number of each job in the square next to each workplace.Check the answers.3b This activity provides guided oral practice using the target language.. Offer language support as needed.4 This activity provides listening and speaking practice using the target language.Section BNew languageWords that describe jobs, such as exciting, dangerous,boring,difficult, busy, funAdditional materials to bring to class:help wanted ads from an English-language newspaper1 a This activity introduces the key vocabulary.Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.1 b This activity provides guided oral practice using the target to the picture of the police officer and say. It's an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer Someone may answer, It's a dangerous job. Ask the class to repeat each correct answer.1 c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs Add any new jobs to the list.2a This activity provides listening and writing practice with the target language.2b This activity provides listening and writing practice with the target language,Check the answers.2C This activity provides open-ended oral practice using the target language.3a This activity provides reading and writing practice using the target the answers.3b This activity provides reading and writing practice using the target language.Say,Look at the pictures next to each blank line. The pictures will help you guess the correct that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers,3c This activity provides writing practice using the targetthe pairs to correct each other's work.4 This activity provides guided oral practice using thetarget language.. Rephrase any incomplete or incorrect rephrase any inaccurate answers.Unit5 I'm watching TV.Language Goal:Talk about what people are doing.Teaching Aims:The present Progressive (结构式: Be + V-ing )Key Points:---What’s he doing---He’s reading.Difficult points:现在进行时的用法和动词V-ing 形式的构成。

新目标七年级英语下册全套教案

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....Vocabulary: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. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them) The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps: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. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them) The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Step 1 Leading-inThe information of the teacher's own pen pal's information."I have a pen pal. His name is Curry Muray. He is from the United States. Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?"Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English)Step 2 LearningSection A 1a Learn the new words on the Bb. The new words are:pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(the ./Great Britain/England)Pay attention to the pronuciation of the new words.Step 3 Listening1b Listen and circle the countries in 1a they learnedStep 4 CompetitionTwo groups of students to write the new words to see which group does better. First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.(This step is a memory game. It can help the Ss consolidate the new words they learned)Step 5 Pairwork1c Practise the following conversation:---Do you have a pen pal? ---Yes, I do.---Where's your pen pal's from? ----He/She isfrom ....(Write it down on the Bb)First T has a conversation with one student as an example then let the Ss practise in pairs. At last let several pairs do it again in class.Step 6 Leading-inRevise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out which countries the cities are in. The city names are following:Toronto; Paris; Tokyo; New York; Sydney; Singapore; London;Step 7 Learning2a Learn the city names together with the whole class just like Step 22b Listen and circle the cities and countries2c Listen and complete the chartHave a similar competition to consolidate the new words in this part.Step 8 PairworkT has a conversation with one student like the following: ---Do you have a pen pal? ---Yes, I do.---What's your pen pal's name? ---His/Her name is....---Where is your pen pal from? ---He/She is from... ---Where does he/she live? ---He/She lives in....(Write it down on the Bb)Let the Ss practise after the T's example in pairs then several pairs do it in class.Step 9 ExerciseMy pen pal is from Australia.(划线提问)John's pen pal is from Japan. (划线提问)He lives in Paris. (划线提问)Homework:Read and copy the new words .Copy the sentences in Grammar FocusMake up the questions about Jodie in 2c The questions are: Does Jodie have a pen pal? Where is Jodie's pen pal from? Where does he/she live? What's his/her name?(This one can be chosen by themselves)Unit 2 Where's the post office?Language goalThis unit students leam to ask for and give directions(方向) on the street.New languageIs there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade.Descriptive words such as new, old, dirty, clean. Descriptions of location such as across from, next to,BetweenRecycled languageWhat are you doing?Do you want to ...?Section AAsk two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers.Example 1Teacher: Where'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.Example 2Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.Example 3Teacher: Where's Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.la This activity introduces the key vocabulary.Focus attention on the picture.Ask students to name as many of the places they see in the picture as they name all the places and ask students to repeat.Point out the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer the answers.1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture. Say the name of each one to the class.Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape..Play the recording the first time. Students only listen. Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture. Correct the answers.These items should be circle:video arcade, post office, supermarket.Tapescript(录音稿)Convernation 1A: Is there a video arcade on Fifth Avenue?B: Yes, there is.Conversation 2A: Is there a post office near here?B: Yes, there is. There's one on Bridge Street. Conversation 3A: Is there a supermarket on Center Street?B: No, there isn't.1C This activity provides guided oral practice using the target language.Point to the different locations shown in the different students to name each one.If necessary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Demonstrate（示范） the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes,there's a post office on Bridge Street.As students work, move around the room and checkprogress(进展情况).Help students understand how to locate things on the map, if necessary.Ask several students to say some of their questions and answers for the class.教学后记：教学方法有问题？教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。

新目标七年级英语下册全套教案

新目标英语七年级下册教案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.... Vocabulary: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....From(Nationality): the United StatesCity: New York Language: EnglishTeaching Steps:Key points:Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....Teaching Steps:Step 1"I have a pen pal. His name is Curry Muray. He is from the United States. Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?"Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English)Step 2 LearningSection A 1a Learn the new words on the Bb. The new words are: pen pal; Canada; France; Japan; the United States(the US/theUSA/America); Australia; Singapore; the United Kingdom(theU.K./Great Britain/England)Pay attention to the pronuciation of the new words.Step 3 Listening1b Listen and circle the countries in 1a they learnedStep 4 CompetitionTwo groups of students to write the new words to see which group does better. First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.(This step is a memory game. It can help the Ss consolidate the new words they learned)Step 5Pairwork1c Practise the following conversation:---Do you have a pen pal? ---Yes, I do.---Where's your pen pal's from? ----He/She is from ....(Write it down on the Bb)Step 6Leading-inRevise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out whichcountries the cities are in. The city names are following:Step 7 Learning2a Learn the city names together with the whole class just like Step 2b Listen and circle the cities and countries2c Listen and complete the chartHave a similar competition to consolidate the new words in this part. Step 8PairworkT has a conversation with one student like the following:---Do you have a pen pal? ---Yes, I do.---What's your pen pal's name? ---His/Her name is....---Where is your pen pal from? ---He/She is from...---Where does he/she live? ---He/She lives in....(Write it down on the Bb)Step 9ExerciseMy pen pal is from Australia.(划线提问)John's pen pal is from Japan. (划线提问)He lives in Paris. (划线提问)Homework:Read and copy the new words .Copy the sentences in Grammar FocusUnit 2 Where's the post office?Language goalThis unit students leam to ask for and give directions(方向) on the street.New languageIs there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade. Descriptive words such as new, old, dirty, clean.Descriptions of location such as across from, next to,Between Recycled languageWhat are you doing?Do you want to ...?Section Ala This activity introduces the key vocabulary.Point out the numbered list of words. Say each one and ask students to repeat.1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture. Say the name of each one to the class.1C This activity provides guided oral practice using the target language.2b This activity gives students practice listening to and understanding the target language.2c This activity provides guided oral practice using the target language.Grammar focusReview the grammar box. Ask students to say the questions and answers.3a This activity provides target-oriented reading practice using the language items taught in this unit.Draw attention to the conversation in the box. Ask students to read AnswerPaul and Nancy are the two figures outside the entrance to the park. 3b This activity provides guided writing practice using the target language.Section Bla This activity introduces the key vocabulary.Point out the sampl answer.Check the answers.1 b This activity provides guided oral practice using the target language.2a This activity gives students practice listening to and understanding the target language.2b This activity gives students practice listening to and understanding the target language.Call attention to the street map in the box.Move around the room, offering assistance(提供协助) if needed. Have some students show their completed drawings to the class.2c This activity provides guided oral practice using the target language.3a This activity provides reading practice using the target language.3b This activity provides guided reading and writing practice using the target language.3c This activity provides guided writing practice using the target language.4This activity provides open-ended oral practice using the target language.Self check1 This activity provides a comprehensive review of all key vocabulary presented in this unit.2 This activity helps build vocabulary by providing a specific time and place for students to record new words.Ask students to enter five new words in their V ocab-builder on page 108.3 This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.Unit 3: Why do you like koalas ? Language goalsIn this unit students learn to describe animals and express preferences and give reasons,New languageWhy do you like koala bears?. Because they're cute,They're pretty interesting, They're kind of shy, They're very big.names of animals such as tiger, elephant, koala bear, dolphin description words such as smart, cute, intelligentnames of countries: Australia, South Africa,Recycled languag ebetween, across fromHe's/She's from ... He's / She's five years old.name of countries; China, Japan, BrazilSection Ala This activity introduces the key vocabulary.Write the letter of each animal in the blank by that animal's name. Point out the sample answer.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation.This time students check each animal name they hear.Correct the answers.1 c This activity provides guided oral practice using the target language.2a This activity provides listening practice using the target language.Correct the answers.2b This activity provides listening and writing practice using the target language.2c This activity provides guided oral practice using the target language.3a This activity provides reading practice using the target language.Correct the answers.3b This activity provides guided oral practice using the target language.Section BAdditional materials to bring to class:Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1.1This activity introduces more key vocabulary,Correct the answers-2a This activity provides listening practice with the target language.Correct the answers.2b This activity provides listening and writing practice using the target language.Check the answers.3This activity provides guided oral practice using the target language.say, I like dolphins. They're intelligent.3a This activity provides reading practice using the target language.Check the answers.3b This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary. Check the answers.3c This activity provides reading and writing practice using the target language,Unit 4: I want to be an actor.Language goalIn this unit, students learn to talk about jobs.New languageWhat do you do? I'm a reporterWhat does he do.' He's a student.What do you want to be? I want to be an actor .What does she want to be? She wants to be a police officer names of jobs and professionsSection Ala This activity introduces the key vocabulary.1 b This activity gives students practice in understanding the target language in spoken conversation.Correct the answers.1 c This activity provides guided oral practice using the target language-2a This activity gives students practice in understanding the target language in spoken conversation.Correct the answers.2b This activity gives students practice in understanding the target language in spoken conversation.This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. Point out the sample2c This activity provides guided oral practice using the target language.Point to Anna's mother and then to the example in the speech balloons. Practice the dialogue with a student.As students work In pairs, move around the room monitoring theirwork. Offer language support as needed.3a This activity introduces the names for the places where people work, and gives reading practice using the target language.Point out the sample answer and have a student read out the speech bubble.Ask students to work alone. Say, Write the number of each job in the square next to each workplace.Check the answers.3b This activity provides guided oral practice using the target language.. Offer language support as needed.4 This activity provides listening and speaking practice using the target language.Section BNew languageWords that describe jobs, such as exciting, dangerous,boring, difficult, busy, funAdditional materials to bring to class:help wanted ads from an English-language newspaper1 a This activity introduces the key vocabulary.Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.1 b This activity provides guided oral practice using the target language.point to the picture of the police officer and say. It's an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job. Ask the class to repeat each correct answer.1 c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs? Add any new jobs to the list.2a This activity provides listening and writing practice with the target language.2b This activity provides listening and writing practice with the target language,Check the answers.2C This activity provides open-ended oral practice using the target language.3a This activity provides reading and writing practice using the target language.Check the answers.3b This activity provides reading and writing practice using the target language.Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers,3c This activity provides writing practice using the target language.Ask the pairs to correct each other's work.4 This activity provides guided oral practice using thetarget language..Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.Unit5 I'm watching TV.Language Goal:Talk about what people are doing.Teaching Aims:The present Progressive (结构式: Be + V-ing ) Key Points:---What’s he doing ?---He’s reading.Difficult points:现在进行时的用法和动词V-ing 形式的构成。

新目标七年级英语下册全套教案

七年级英语下册教案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....Vocabulary: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....From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Key points:Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....Teaching Steps:Step 1"I have a pen pal. His name is Curry Muray. He is from the United States. Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?"Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English)Step 2 LearningSection A 1a Learn the new words on the Bb. The new words are:pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(the U.K./Great Britain/England)Pay attention to the pronuciation of the new words.Step 3 Listening1b Listen and circle the countries in 1a they learnedStep 4 CompetitionTwo groups of students to write the new words to see which group does better. First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.(This step is a memory game. It can help the Ss consolidate the new words they learned)Step 5Pairwork1c Practise the following conversation:---Do you have a pen pal? ---Yes, I do.---Where's your pen pal's from? ----He/She is from ....(Write it down on the Bb)Step 6Leading-inRevise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out which countries the cities are in. The city names are following: Step 7 Learning2a Learn the city names together with the whole class just like Step2b Listen and circle the cities and countries2c Listen and complete the chartHave a similar competition to consolidate the new words in this part.Step 8PairworkT has a conversation with one student like the following:---Do you have a pen pal? ---Yes, I do.---What's your pen pal's name? ---His/Her name is....---Where is your pen pal from? ---He/She is from...---Where does he/she live? ---He/She lives in....(Write it down on the Bb)Step 9ExerciseMy pen pal is from Australia.(划线提问)John's pen pal is from Japan. (划线提问)He lives in Paris. (划线提问)Homework:Read and copy the new words .Copy the sentences in Grammar FocusUnit 2 Where's the post office?Language goalThis unit students leam to ask for and give directions(方向) on the street.New languageIs there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right. locations in the neighborhood such as post office, hotel,video arcade.Descriptive words such as new, old, dirty, clean.Descriptions of location such as across from, next to,BetweenRecycled languageWhat are you doing?Do you want to ...?Section Ala This activity introduces the key vocabulary.Point out the numbered list of words. Say each one and ask students to repeat.1b This activity gives students practice listening to and understanding the target language. Point out the buildings and other locations in the picture. Say the name of each one to the class.1C This activity provides guided oral practice using the target language.2b This activity gives students practice listening to and understanding the target language.2c This activity provides guided oral practice using the target language.Grammar focusReview the grammar box. Ask students to say the questions and answers.3a This activity provides target-oriented reading practice using the language items taught in this unit.Draw attention to the conversation in the box. Ask students to readAnswerPaul and Nancy are the two figures outside the entrance to the park.3b This activity provides guided writing practice using the target language.Section Bla This activity introduces the key vocabulary.Point out the sampl answer.Check the answers.1 b This activity provides guided oral practice using the target language.2a This activity gives students practice listening to and understanding the target language.2b This activity gives students practice listening to and understanding the target language. Call attention to the street map in the box.Move around the room, offering assistance(提供协助) if needed.Have some students show their completed drawings to the class.2c This activity provides guided oral practice using the target language.3a This activity provides reading practice using the target language.3b This activity provides guided reading and writing practice using the target language.3c This activity provides guided writing practice using the target language.4This activity provides open-ended oral practice using the target language.Self check1 This activity provides a comprehensive review of all key vocabulary presented in this unit.2 This activity helps build vocabulary by providing a specific time and place for students to record new words.Ask students to enter five new words in their V ocab-builder on page 108.3 This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.Unit 3: Why do you like koalas ?Language goalsIn this unit students learn to describe animals and express preferences and give reasons,New languageWhy do you like koala bears?. Because they're cute,They're pretty interesting, They're kind of shy, They're very big.names of animals such as tiger, elephant, koala bear, dolphindescription words such as smart, cute, intelligentnames of countries: Australia, South Africa,Recycled languag ebetween, across fromHe's/She's from ... He's / She's five years old.name of countries; China, Japan, BrazilSection Ala This activity introduces the key vocabulary.Write the letter of each animal in the blank by that animal's name. Point out the sample answer.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation.This time students check each animal name they hear.Correct the answers.1 c This activity provides guided oral practice using the target language.2a This activity provides listening practice using the target language.Correct the answers.2b This activity provides listening and writing practice using the target language.2c This activity provides guided oral practice using the target language.3a This activity provides reading practice using the target language.Correct the answers.3b This activity provides guided oral practice using the target language.Section BAdditional materials to bring to class:Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1.1This activity introduces more key vocabulary,Correct the answers-2a This activity provides listening practice with the target language.Correct the answers.2b This activity provides listening and writing practice using the target language.Check the answers.3This activity provides guided oral practice using the target language.say, I like dolphins. They're intelligent.3a This activity provides reading practice using the target language.Check the answers.3b This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.Check the answers.3c This activity provides reading and writing practice using the target language,Unit 4: I want to be an actor.Language goalIn this unit, students learn to talk about jobs.New languageWhat do you do? I'm a reporterWhat does he do.' He's a student.What do you want to be? I want to be an actor .What does she want to be? She wants to be a police officernames of jobs and professionsSection Ala This activity introduces the key vocabulary.1 b This activity gives students practice in understanding the target language in spoken conversation.Correct the answers.1 c This activity provides guided oral practice using the target language-2a This activity gives students practice in understanding the target language in spoken conversation.Correct the answers.2b This activity gives students practice in understanding the target language in spoken conversation.This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. Point out the sample2c This activity provides guided oral practice using the target language.Point to Anna's mother and then to the example in the speech balloons. Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work. Offer language support as needed.3a This activity introduces the names for the places where people work, and gives reading practice using the target language.Point out the sample answer and have a student read out the speech bubble.Ask students to work alone. Say, Write the number of each job in the square next to each workplace.Check the answers.3b This activity provides guided oral practice using the target language.. Offer language support as needed.4 This activity provides listening and speaking practice using the target language.Section BNew languageWords that describe jobs, such as exciting, dangerous,boring, difficult, busy, funAdditional materials to bring to class:help wanted ads from an English-language newspaper1 a This activity introduces the key vocabulary.Write the letter of each picture next to one of the words. Point out the sample answer. Check the answers.1 b This activity provides guided oral practice using the target language.point to the picture of the police officer and say. It's an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job. Ask the class to repeat each correct answer.1 c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs? Add any new jobs to the list.2a This activity provides listening and writing practice with the target language.2b This activity provides listening and writing practice with the target language,Check the answers.2C This activity provides open-ended oral practice using the target language.3a This activity provides reading and writing practice using the target language.Check the answers.3b This activity provides reading and writing practice using the target language.Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers,3c This activity provides writing practice using the targetlanguage.Ask the pairs to correct each other's work.4 This activity provides guided oral practice using thetarget language.. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.Unit5 I'm watching TV.Language Goal:Talk about what people are doing.Teaching Aims:The present Progressive (结构式: Be + V-ing )Key Points:---What’s he doing ?---He’s reading.Difficult points:现在进行时的用法和动词V-ing 形式的构成。

新目标七年级英语下册1-12单元全套教案

新目标英语七年级下册教案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....Vocabulary: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. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them) The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps: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. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Step 1 Leading-inThe information of the teacher's own pen pal's information."I have a pen pal. His name is Curry Muray. He is from the United States. Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?"Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English)Step 2 LearningSection A 1a Learn the new words on the Bb. The new words are:pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(the U.K./Great Britain/England)Pay attention to the pronuciation of the new words.Step 3 Listening1b Listen and circle the countries in 1a they learnedStep 4 CompetitionTwo groups of students to write the new words to see whichgroup does better. First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.(This step is a memory game. It can help the Ss consolidate the new words they learned)Step 5 Pairwork1c Practise the following conversation:---Do you have a pen pal? ---Yes, I do.---Where's your pen pal's from? ----He/She isfrom ....(Write it down on the Bb)First T has a conversation with one student as an example then let the Ss practise in pairs. At last let several pairs do it again in class.Step 6 Leading-inRevise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out which countries the cities are in. The city names are following:Toronto; Paris; Tokyo; New York; Sydney; Singapore; London;Step 7 Learning2a Learn the city names together with the whole class just like Step 22b Listen and circle the cities and countries2c Listen and complete the chartHave a similar competition to consolidate the new words in this part.Step 8 PairworkT has a conversation with one student like the following: ---Do you have a pen pal? ---Yes, I do.---What's your pen pal's name? ---His/Her name is.... ---Where is your pen pal from? ---He/She is from... ---Where does he/she live? ---He/She lives in....(Write it down on the Bb)Let the Ss practise after the T's example in pairs then several pairs do it in class.Step 9 ExerciseMy pen pal is from Australia.(划线提问)John's pen pal is from Japan. (划线提问)He lives in Paris. (划线提问)Homework:Read and copy the new words .Copy the sentences in Grammar FocusMake up the questions about Jodie in 2c The questions are: Does Jodie have a pen pal? Where is Jodie's pen pal from? Where does he/she live? What's his/her name?(This one can be chosen by themselves)Unit 2 Where's the post office?Language goalThis unit students leam to ask for and give directions(方向) on the street.New languageIs there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade.Descriptive words such as new, old, dirty, clean. Descriptions of location such as across from, next to,BetweenRecycled languageWhat are you doing?Do you want to ...?Section AAsk two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questionsand answers.Example 1Teacher: Where'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.Example 2Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.Example 3Teacher: Where's Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.la This activity introduces the key vocabulary.Focus attention on the picture.Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.Point out the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer f.Check the answers.1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture. Say the name of each one to the class.Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape..Play the recording the first time. Students only listen. Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture. Correct the answers.These items should be circle:video arcade, post office, supermarket.Tapescript(录音稿)Convernation 1A: Is there a video arcade on Fifth Avenue?B: Yes, there is.Conversation 2A: Is there a post office near here?B: Yes, there is. There's one on Bridge Street. Conversation 3A: Is there a supermarket on Center Street?B: No, there isn't.1C This activity provides guided oral practice using the target language.Point to the different locations shown in the picture.Ask different students to name each one.If necessary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Demonstrate（示范） the activity. Point to the pictureand ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes,there's a post office on Bridge Street.As students work, move around the room and check progress(进展情况).Help students understand how to locate things on the map, if necessary.Ask several students to say some of their questions and answers for the class.教学后记：教学方法有问题？教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。

新目标人教版七年级下册英语全册精美导学案112页4优秀教学教案说课稿

Unit 1 Can oue to choo in the morning--B bieod man goe to the e to choo -----______ m father’ carA B B In C With D For______ me near 3 hour ____ m homewor ever daA cot; to doB e neverUnit 3 How do ou get to choo？Section B 3a-Sef Chec【学习目标】1记住本课的18个单词和3个短语。

2熟练介绍各种地区的人们的交通方式。

3 熟练运用本单元短语、句型介绍交通方式。

【学习重点】谈论交通方式【学习过程】一、自主学习学习任务一：学习3a:1、检查单词的掌握情况。

2、读、理解短文，判断5个句子的正误，然后展示理解成果。

3、归纳、理解以下短语并学会运用。

全世界________________________ 乘校车上学____________________在世界的其他地区____________________在大城市________________更有趣得多____________ 最流行的做……的方式______________________乘船到校____________________ 不同于____________________学习任务二：学习3b：1、根据表格完成短文，然后看表格进行叙述。

2、归纳出表示数量的单词和短语绝大多数_______许多_______一些______ 少量的、很少的______________学习任务三：学习ote a viitor 3 We oo after each other4 We do the ver bet we can你还能加上几条？__________________________________________________【学习体会】Unit 4 D on’t eat in caSection B 1a— 1d ut…” , “ I have to…” , “ I can /can’t…”3、能听懂有关谈论规则的对话并进行自由交际。

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英语七年级下·RJUnit 1Can you play the guitar?单元总览Language Goals Learn to talk about abilities.单元教材分析本单元教材以“Can you...?”为中心话题，围绕着询问及描述“个人能力”进行学习和运用几个常见的句型：Can you swim? Yes, I can. No, I can’t. / Can she speak Chinese? Yes, she can.No, she can’t. / What club do you want to join? I want to join the music club. / What can you do? I can dance.等，让学生知道怎样询问他人的个人能力及表述自己的个人能力。

在学习过程中，学生与教师的交流能促进师生之间的情感。

Section A主要学习怎样表达自己的特长及想要加入的俱乐部。

在学习过程中，学生与教师的交流能促进师生之间的感情。

其中俱乐部招聘海报“Students Wanted for School Show”介绍了招聘的具体要求，增加了学生的阅读量。

Section B安排了听、说、读、写的任务，教师在教学中应合理应用课本上的知识进行解答。

课时分解第一课时Section A(1a－2d)Key & DifficultTeaching Points【教学重难点】Teaching Steps【教学过程】⭐Step 1 Preview and perception【预习感知】1.Teach new words with flashcards.2.Ask students to read the key words and phrases.3.Finish the following sentences.根据句意及汉语或首字母提示完成句子。

1.—I want to j______ the art c______. —Can you d______?2.—I want to j______ the E______ club. —Can you s________________(说英语)?3.—Do you want to join the s______ club? —Yes, I do. I ____________(擅长) swimming.4.—Do you want to join the s______ club? —Yes, I can____________(讲故事)well.(Keys：1. join; club; draw 2. join; English; speak English 3. swimming; am good at 4. story; tell stories)⭐Step 2 Leading in【情景导入】Ask some students to act their personal abilities or talents included in the above chart.And T: What can he/she do?Ss: He/She can dance.T: Can you dance?S1: Yes, I can.S2: No, I can’t.⭐Step 3 Pre-task【准备任务】Page 1, 1a1.Look at the picture.2.Read the expressions on the left.3.Write the correct letter [a-g] for people’s activities.Page 1, 1b1.Ask the students to read the conversations.1.Play the tape and ask the students to listen and number the conversations.Page 1, 1cPairwork: According to the above conversations, ask the students to remake similar conversations with the partners.1.A: I want to join the club.B: Can you ?A: Yes, I can. /No，I can't.2.A：What club do you/does she want to join?B：I want/She wants to join the…⭐Step 4 While-task【过程任务】Page 2, 2a1.Look at the picture and expressions in the box.2.Play the recording for the first time. Ask students to circle the clubs they heard.Page 2, 2bPlay the recording for a second time and say:There are two conversations. Some students are talking about their abilities, talents and clubs they want to join. Listen and fill in the blanks.⭐Step 5 Post-task【后续任务】Page 2, 2c1. Look at 2b and talk about their abilities and what clubs they want to join.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. The students work in pairs to practice conversations about Lisa, Bob and Mary.3. Ask some pairs to act out their conversations.Page 2, 2d1.Look at the picture in 2d.2.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?3. Then check the answers:① Bob joins the soccer club. ② Jane joins the English and art club.4. Explain something that Ss can't understand.5. Let Ss read after the teacher or play the recording and let Ss read after the recording.6. Ss work in pairs to act out the conversation.7. Ask some pairs to act out the conversation. See which group is the best.⭐Step 6 Consolidation practice【巩固练习】Look at the student’s book of the 1st exercise.⭐Step 7 Homework【家庭作业】1.Listen to the tape twice.2.Practice the conversation on Page 2, 2d.Knowledge Elicitation【知识点拨】1．can 情态动词，在本单元中表示“能，会”，指本身具备的一种能力，有一定的词义，但不能单独作谓语，必须与其他实义动词原形一起构成谓语。

含有情态动词can的各种句型结构：a)肯定句：主语＋can＋do＋其他。

如：I can play soccer.b)否定句：主语＋can＋not＋do＋其他。

can和not 可以缩写成can't 形式。

如：I can't swim.c)一般疑问句及回答：Can＋主语＋do＋其他？回答时要用yes 或no。

如：—Can you play the guitar？—Yes，I can./No，I can't.d)特殊疑问句及回答：特殊疑问词＋can＋主语＋do＋其他？回答要根据实际情况进行回答。

如：—What can you do？—I can draw pictures.2．play v. 踢，弹，打。

该词与球类、棋类、游戏类名词连用时，这些名词前不加定冠词the；但是与乐器类名词连用时，乐器名词前要加定冠词the。

如：play basketball；play games；play the piano3．join v．加入，着重指加入某团体、组织或者党派，并成为其中一员。

如：I want to join the music club.Teaching Reflection【教学反思】The topic of this unit is “abilities and clubs”. After learning, the students can talk about personal abilities by using can+ability.This is the first period. The teacher can use some pictures or activities to lead in the topic so that students will become interested in it. And the new words can be taught by using pictures in PPT. While listening, the students should master some strategies such as taking notes. Through practicing the conversations in pairs, their listening and speaking abilities can be improved. Also, we can ask the students to role-play their conversations to enhance their cooperation awareness. It helps them to build confidence and experience success.第二课时Section A (Grammar Focus－3c)Key & Difficult Teaching Points 【教学重难点】write(v.)写作；写字talk(v.& n．)说话；交谈Teaching Steps【教学过程】⭐Step 1 Preview and perception【预习感知】Preview the words and expressions (Page 3) and fill in the blanks.根据句意及汉语提示完成句子。

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