人教版新目标英语七年级下册

基本信息课题人教版新目标英语七年级下册 Unit12 Don't eat in class 第一课时： Section A 1a-1c 作者及工作单位夏小华江西省上饶市上饶县茶亭中学

教材分析、本单元中心话题是制定各种规章制度，整个单元围绕祈使句和情态动词展开有关规章制度的听、说、读、写多种活动。元的学习，让学生去搜索身边的英文标志，使学生熟练使用祈使句；通过谈论某些规章制度（班规、校规、家规等），掌握can(can’t),have to 的用法；通过家人之间、师生之间的交流，对家规、班规进行合理调整，进一步加强学生沟通能力、；通过制作海报使学生学会遵守公共场所的规则制度，提高学生综合运用英语的能力。、本课是新课标英语七年级下册Unit12Don'teatinclass的第一课时。本节课的主要教学任务是让学生掌握祈使句的否定形式词can的用法。任务型课程的设计要自始至终体现任务的要求与特点，尤其要确保任务的设计与完成是从简单重复逐步过渡接近真实。基于这一要求与特点，本课的四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，以及如何表达听（通过听那些能做、哪些不能做的事儿，体会情态动词can和can't的用法）、认（通过认图标，说出规则，并把说出的来），最后根据常识或观察, 为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育：通过对公共场所制定规章制度, 培养公德、爱护公物的美德。同时，学生还可以学会发散思维，以扩展知识；口头及书面表达能力也可随之提高。为进一步学习。

学情分析、本学期我带七年级四班的英语，共55个学生，其中男生22人，女生33人。开学初，我对学生的英语学习情况进行了有很少部分学生在小学就接受过良好的英语熏陶，并参加过各种英语辅导班，有较好的英语听说能力和英语功底。有三分生由于小学时对英语不重视，平时对英语的熏陶不多，兴趣不浓，因此水平很低。另外一部分学生则处于中间水平。由于不齐，出于实际考虑，我将学生分为三组（Group A优秀；Group B中等；Group C学困生），实施分层教学，努力使每个学方面都有所提高。

．学生认知发展分析：学生对含有be动词的句型变化基本掌握，本节课的情态动词句型与前者对比学习比较容易让学生接．学生认知障碍点：学生对情态动词的用法不容易接受。

教学目标）知识目标：．用英语表达一些英文标志的含义。．掌握本课时的词汇、祈使句及情态动词can(can’t),have to的用法。力目标：．能就“规章、规则、约法”等内容进行熟练交流，提高语言交际能力。 .培养学生用英语制定一些规则的能力。感目标： .通过学习和交流，使学生增强集体合作意识、团队精神。 B．在家规的讨论中加深对父母的理解，具有一定社会责任感。

教学重点和难点学重点： .生活中的标志和祈使句的用法。 B.用情态动词can(can’t),have to表达日常规则。 C．学会制定规则。难点： .对已制定的规则提出建议，说明合理性和适用性。 B.学习制作海报，宣传各种公共场所的规则。

教学过程教学环节教师活动预设学生行为设计意图 1：

ng up 骤2：g in 3：ation

4：ng 5：I love

ng e ol. 骤6：ng the 骤7：enge elf 骤8：work 步骤1Play a beautiful song. 步骤2Talk with the students about the song. Like this:. T: If you are happy , please listen to me, don’t talk with others. Now let’s learn the new unit “ Unit 12 Don’t eat in class.” 步骤3：1.Showing the students pictures: Teaching the words2. Play a game called looking for friends for the new words. 3. Talk with the teacher. Like this: T: All of you did very well in the classroom. Can you make a survey? Can you find out what we can do, and what we can’t do? 5，Practice the sentence: Don’t eat in class! 6．Talk about your opinion: 步骤4： Listening to the tape recorder of 1b-2a . The students try to finish the exercise. 步骤5：Make rules for the dining hall, the dormitory and the class. Discuss in groups and then write them out. At last show their rule cards in class. 步骤6：Show them a sentence to encourage them challenge themselves: Everything can come true if you work hard! 步骤7：Finish a piece of test paper. Divide the test paper into two parts. One is easy, it’s for the students who are weak in English. And the other is a little difficult, it’s for the students who are good at English.They can choose any part they like. 步骤8：Are you pleased with your family rules? If not, please make a negotiation with your parents, and talk with them,and then make a new family rule 步骤1：They are listening, singing and doing with it, get ready for the class with a happy and relaxing feeling. 步骤2：Listen to the teacher and ask and answer with the teacher actively. 步骤3：1.Students try their best to listen to the teacher and remember the new words. 2.Looking for the friends for the two kinds of words. 3.Talk loudly and they are interested in the rules.They can ask and answer in pairs/groups one by one. 4.Practice the sentences: Don’t fight with others! Don’t run in the hallway! Etc. 5.Look at the picture on P71. And then talk about what rules they are breaking, and give them some advice. Help them do this part in pairs. 步骤4：Students listen and try to understand what they say. Then try to give the answers correctly. 步骤5：Do a discussion. Talk happily together. Write carefully. Give us a report in class. 步骤6：Try to understand the sentence that the teacher shows. 步骤7：Choose the test pape for themselves and finish it as carefully as they can. 步骤8：Talk with their parents and make a new family rule. 步骤1：让每一节英语课都以始，在愉悦的气氛中掌握知识，提高效率。步骤2：创设情景,引出新句型：eat in class.通过句型的操练引出本词步骤3：引导学生自学的同时帮助散思维。设置情境讲授新单词，启快速记忆单词。在游戏中检测单词掌握程度，做到乐。在竞赛方式中加强小组合作，究，共同学习，共同促进。实物展同学们用英语的方式认识周围的世英语生活化、实用化。通过创设情新句型进行操练，做到讲练结合。人一组的对话练习，进一步对所学加以巩固，又给了他们畅所欲言表的机会，同时也是一次德育教育的过步骤4：通过听力训练，进一步巩句型步骤5：以小组为单位，分头

厅、宿舍和班级的规章制度。通过小作交流，共同探索，达成任务。将所识运用到实际生活中来。体现英语的性步骤6：适时适度的进行意志

育，是教师教育学生的重要环节。步骤7：通过课堂小测，挑战

完善任务型教学。再次分出层次，让层次的学生接受不同的挑战。步骤8：让知识走出课堂，通

所学知识学会与父母沟通，制定新的

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新目标人教版七年级英语下册完形填空13篇

新目标人教版七年级英语下册完形填空13篇新目标七年级下完形填空22篇(附答案详解)完形填空( 1 )Carol and susan are very good friends they are in the same _1_ at school and they oftenvisit _2_ home at weekends (周末). Now they are _3_ eight years old. Carol's mother has got anew baby. Carol is very _14_ to have a little sister. so she is always talking about her to susan.At first she is very _5_ in the new baby because she doesn't have any brothers or sisters. But _6_some time she begins to get tired of Carol'XXX (喋喋不休地谈论) about it. She alsofells a little jealous (嫉妒) of her friend.One morning when the two girls _7_ in the school ground, Carol says to susan, "Do you_8_,Sue, my baby sister has put on nearly half a pound in weight (体重增加了半磅) this week.""That is not very _9_." answers Susan. "I know a baby and he puts on ten pounds a day.""Oh, that can't be _10_." answers Carol laughingly. "Whose baby is it?" "XXX's"saysSusan.1.a. XXX groupXXXXXXXXX5.a. XXXXXXXXXXXXXXXXXX2I am Tony Smith.I am twelve.I am in No. 101 Middle School.I'm in Class 2, Grade 7. My goodfriend is Jim Green. He is an English boy. He is twelve, too. He is in my class.He can speak goodChinese. Jane is in class 2, too.I think she is a good girl. My Chinese teacher is Mr. Wang. Hisstudents like him. He is very cool.根据短文填空，每空一词。

人教版新目标七年级英语下册Unit10教案

—1—人教版新目标七年级英语下册Unit10教案Unit 10I’d like some noodles.Period 1 Ⅰ.Teaching Aims and Demands Knowledge Objects Key vocabulary. Ta rget language. 2. Ability Object Train 2. Ability Object Train students’students’students’ listening and speaking skills. listening and speaking skills.3. Moral Object Noodles are popular with people. They are trad itional Chinese food. Ⅱ. Teaching Key Points Key vocabulary, espe cially the names of food. Countable and uncountable nouns. Ⅲ. Teac hing Difficulties Train hing Difficulties Train students’students’students’ listening and speaking skills. listening and speaking skills. Ⅳ. Teac hing Methods Listening and speaking methods. Scene teaching methods Ⅴ. T eaching Aids A tape recorder . Ⅵ. Teaching Procedures Step Ⅰ. Warming-up and lead-in Oral speech.→ I like I like…I’…I’…I’d like some noodles. Step d like some noodles. Step Ⅱ. New words learning Step Ⅲ. Presentation (1a) 1. Write the letter after the name of the food. 2. Have students match the words with the foods on their 初一全科目课件教案习题汇总语文数学英语历史地理own. 3. Go over the answers. StepⅣ. Listening (1b) Listen and put a check before the noodles the m an ordered. StepⅤ. Pairwork(1c) Ask students to practice similar conversation s in pairs. Students take turns to be the customer and the noodles ma ker . StepⅥ. Summary and homework Remember the words and practice the target language.Period 2Ⅰ.Teaching Aims and Demands 1. Knowledge Objects Target language Ability Object Train Ability Object Train students’students’students’ listening and speaking skills. Train stude listening and speaking skills. Train stude nts’nts’ communicative competence. Moral Object Noodles are popular communicative competence. Moral Object Noodles are popular with people. They are traditional Chinese food. Ⅱ. Teaching Key Poi nts T h e t a r g e t l a n g u a g e u s e d f o r a s k f o r a n d g i v e p e r s o n a l information. Order food. Ⅲ. Teaching Difficulties Train Train students’students’students’ listening and speaking skills. Train listening and speaking skills. Train listening and speaking skills. Train students’students’students’ commu commu nicative competence. Ⅳ. Teaching Methods Listening and speaking methods. Scene teaching methods Ⅴ. T eaching Aids A tape recorder Ⅵ. Teaching Procedures Step Ⅰ. Warming-up and revision Oral speech and free talk. StepⅡ. Listening (2a 2b) 1. . Listening (2a 2b) 1. YY o u ’r e t o listen and check the names of the foods you hear on the tape. 2. Play the recording twice. Then che ck the answers. 3. P lay th e s ame record ing ag ain. Lis t en carefully and fill in the blanks. StepⅢ. Pairwork (2c,2d) 1. Work with a partner. One is a customer and t he other is a waiter. 2. Invite several pairs of students to act out the ir conversations in front of the class. 3.Have some students role-p lay the conversations in pairs,then explain it to the class. StepⅣ. Grammar Focus G u i d et h e s t u d e n t s t o m a k e s o m e s e n t e n c e s w i t h I ’d , H e ’d and and They’d.They’d.They’d. Step StepⅤ. Conversation practice (3a ,3b) 1. You are to match each question wi th an answer. 2. Get students to do the task in pairs. 3. Put students i nto pairs. One is working in a noodles h o u s e. T h e o t h e r i s t h e c u s t o m e r. G e t t h e p a i r s t o s t a r t t h e activity . Ste pⅥ. Summary and homework 1. S u m m a r yt h e t a r g e t l a n g u a g e w e ’v e l e a r n e d i n t h i s class. 2. Reread the conversa tion in 3a. try to recite it. 3. Write down the conversation in 3c.Period 3Ⅰ. T . Teaching Aims and Demands Knowledge Objects Key vocabulary eaching Aims and Demands Knowledge Objects Key vocabulary . T . Tar ar get language. 2. Ability Object Train get language. 2. Ability Object Train students’students’ listening and speaking skill s. Train s. Train students’students’students’ communicative competence. 3. Moral Object Every communicative competence. 3. Moral Object Every one should choose foods which are good for h is health. Ⅱ. T eachi ng Key Points Learn how to ask for and give personal information an d write down the information. Ⅲ. Teaching Difficulties Learn howto ask for and give personal information and write down the i nformation. Ⅳ. Teaching Methods Practicing methods. Scene teach ing methods Ⅴ. T eaching A ids A tape recorder Ⅵ. Teaching Procedures StepⅠ.Warming-up and lead-in Oral speech. Describe one .Warming-up and lead-in Oral speech. Describe one’’s preferenc es. StepⅡ. New words learning. Porridge onion fish pancake Step Ⅲ. Presentation (1a 1b) 1. Match the words with the pictures. Write the letter of the food on the blank line before its name.2. Circle the things you like in the picture. And make an “×”“×” nex nex t to the things you t to the things you don’t don’t don’t like. Step like. StepⅣ. Listening (1c,1d) 1. Listen carefully and circle in activity 1a th e words that you hear on the tape. 2. Play the same recording again. W Write down the rite down the rite down the customer’s customer’s customer’s address, telephone number and what he or address, telephone number and what he or ders. 3.Check the answers. StepⅤ. Pairwork (2a) 1. Put students into pairs. Ask questions abo ut what they door eat on their birthdays. 2. Invite more advanced students t o demonstrate how to do the activity o demonstrate how to do the activity. Step . StepⅥ.Summary and homework Remember the key words and target la nguage.Period 4Ⅰ. T . Teaching Aims and Demands Knowledge Objects Learn to read and eaching Aims and Demands Knowledge Objects Learn to read and write an ad for House of Dumplings. 2. Ability Object Train student s’s’ reading and writing skills. Train reading and writing skills. Train reading and writing skills. Train students’students’students’ integrating skills. 3. Moral integrating skills. 3. Moral Object Keep healthy. Ⅱ. Teaching Key Points Learn how to order fo od. Learn to write an ad for House of Dumplings. Ⅲ. T . Teaching Diffic eaching Diffic ulties Learn how to order food. Learn to write an ad for House of D umplings. Ⅳ. Teaching Methods reading and writing methods. Practi cing methods Ⅴ. T eaching A ids A tape recorder Ⅵ. Teaching Procedure s Step I. Warming-up and revision Oral speech and dictation. Step II.R eading and answering(2b,2c) Do 2b:Ask students to read the article and complete the c h a r t ,t h e n c h e c k t h e a n s w e r s.E x p l a i n t h e k e y p o i n t s t o the class. D o 2c :H a v e s t u d e n t s r e a d t h e a r t i c l e a g a i n a n d a n s w e r t h e questions,then check the answers. Step III. Reading (3a) Fill in the blank lines, usi ng words from the box. Get students to complete the paragraph on t heir own. Step IV . Writing (3b,3c) 1. W r i t e y o u r o w n a d. P l e a s e u s e t h e a d i n a c t i v i t y 3a a s a model. 2. Us e the sample version in activity 1c to demonstrate how to order a meal. 3.Have some students to read their ads to the class. Step V . P airwork Let students work in pairs to order meal. Students p ractice both roles. Step VI. Summary and homework Order food.Period 5Ⅰ. T . Teaching Aims and Demands Knowledge Objects Reaching Aims and Demands Knowledge Objects R e v i e w t h e n a me s o f f o o d s a n d d r i n k s , t h e t a rg e t l a n g u a g e used to order food, ask for and give personal information and design an ad.2. Ability Object Train 2. Ability Object Train students’students’students’ communicative competence.3. Moral communicative competence. 3. Moral Object Noodles, a kind of fast food, helps save a lot of time. And it ’s ’s delicious and rich in nutrient, thank the inventor. Ask your family delicious and rich in nutrient, thank the inventor. Ask your family members or classmates what they’d they’d like to eat. In this way, you like to eat. In this way, you will understand each other better. Ⅱ. Teaching Key Points Review all the key words and order food. Review to ask for and give person al information. Ⅲ. Teaching Difficulties Order food, design an ad fo r House of Dumplings. Ⅳ. Teaching Methods Practicing methods. Ⅴ. T eaching A ids Ⅵ. Teaching Procedures Step Ⅰ.W arming-up Step Ⅱ. Review the key vocabulary Give students several minutes to me morize the key vocabulary . Large, medium, noodles, beef, mutton, chic ken, cabbage, potatoes, tomatoes, dumplings, soup, green tea, orang e juice. StepⅢ. Self Checks1, 2 ,3 D oS e l f C h e c k 1. A s k s t u d e n t st o c h e c k a l l t h e w o r d s t h e y know. Write five new word s in their V ocab-builder. Do Self Check2. Ask students to complete th—7—e task,then h a v e s o me s t u d en ts r e a d th e 3 co n v e r s at io n s t o t h e c l as s i n pairs. D o S e l f C h e c k 3. A s k s t u d e n t s t o w r i t e a c o n v e r s a t i o n w i t h the help of the clues in pairs,t hen have some pairs read their conversations to the class. StepⅣ. Review the target language Make a conversation use the target la nguage. What kind of noodles would you like?→I’d I’d like beef noodles. What size bowl of noodles would you like? like beef noodles. What size bowl of noodles would you like?→I’d I’d like a small/medium/large bowl of noodles. like a small/medium/large bowl of noodles. like a small/medium/large bowl of noodles. What’s What’s What’s your address? your address? →My address is My address is ….….…. Get several pairs of students to act out their conv Get several pairs of students to act out their conv ersations. StepⅤ.Summary and homework Summary the language .Summary and homework Summary the language we’ve we’ve we’ve learned learned in this unit. Finish 3c as your homework.。

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.。

人教版（新目标）初中英语七年级下册Unit11预习自学

⼈教版（新⽬标）初中英语七年级下册Unit11预习⾃学f ire [ ' fa??( r)]n. ⽕; ⽕灾frie station [ ' ste??( ?) n] 消防站painting [ ' pe?nt??] n. 油画; 绘画exciting [ ?k' sa?t??] adj. 使⼈兴奋的; 令⼈激动的lovely [ ' l?vli] adj. 可爱的expensive [ ?k' spens?v] adj. 昂贵的cheap [ t?i?p] adj. 廉价的; 便宜的slow [ sl??] adj. 缓慢的; 迟缓的fast [ fɑ?st]adv.& adj. 快地( 的)robot [ ' r??b?t]n. 机器⼈guide [ ga?d] n. 导游; 向导gift [ g?ft] n. 礼物; 赠品all in all总的来说everything [ ' evr?θ??] pron. 所有事物; ⼀切interested [ ' ?ntr??st?d] adj. 感兴趣的be interested in…对……感兴趣dark [ dɑ?( r) k]adj. ⿊暗的; 昏暗的hear [ h??]v.( heard/ h?:( r) d) 听到; 听见Carol [ ' k?r?l] 卡罗尔( ⼥名)Unit11 知识梳理【重点短语】1 . school t r ip 学校旅⾏2 . go for a walk 去散步3 . milk a cow 挤⽜奶4.. r ide a horse 骑马5.. feed chickens 喂鸡6.. talk with a farmer 与农民交谈7.. take some photos 照相8.. ask some questions 问⼀些问题9.. grow apples 种苹果10.. show sb.around sp.带某⼈逛某地11.. learn a lot 学到许多12.. pick some strawberries 摘草莓13.. last week 上周14.．In the countryside 在乡村15.. visit my grandparents 拜访我的祖⽗母16.. go f ishing 去钓鱼17.. sound good 听起来很好18.. climb the mountains 去爬⼭19 . play some games 玩⼀些游戏20 . visit a museum 参观博物馆21 .visit a f i re station 参观消防站22 . draw pictures 画画23 . go on a school t r ip 去旅⾏24 visit the science museum 参观科技博物馆25.. how to make a model robot 如何制作机器⼈模型26.. gift shop 礼品店27.. buy sth.for sb. = buy sb.sth. 为某⼈买某物28 .all in all 总得来说29 .be interested in...对… 感兴趣30 .be expensive 昂贵的31 .not. . . at all ⼀点⼉也不【重点句型】1 . --- Did you see any cows? 你见到奶⽜了吗--- Yes,I did.I saw quite a lot.我见到了⽽且见到了很多很多2.. --- Did Carol take any photos?罗尔拍照⽚了吗？--- Yes, she did. 是的，她拍了。

人教新目标七年级下册英语教学计划

人教新目标七年级下册英语教学计划人教新目标七年级下册英语教学计划（精选5篇）日子如同白驹过隙，不经意间，又将迎来新的工作，新的挑战，需要好好的对接下来的教学进行计划了。

你知道领导想要看到的是什么样的教学总结吗？以下是店铺收集整理的人教新目标七年级下册英语教学计划（精选5篇），希望对大家有所帮助。

人教新目标七年级下册英语教学计划1本人任教班级为初一四班的英语。

通过上一星期的教学，我对这班的学生有了一些了解。

本学期我努力教学，争取把这班的英语学习提升到更高的层面。

以下为本人本学期的教学计划。

一、学生基本情况分析。

四班共有学生41人。

男生29人，女生12人。

男生思维敏捷，活泼好动，女生文静乖巧，勤学好问。

有些同学越学越有兴趣，积极性很高，但亦有个别英语基础薄弱的同学把这门课当成负担，本期要采取有效的教学措施，加强优差生的辅导，全面提高教学质量。

二、目的要求。

1、根据学生的特点以及英语学习的规律，采用有效的教学手段和教学方法。

创设生动活泼的语境，让学生运用所学语言开展活动。

2、本学期要着重注意培养学生良好的学习习惯（包括预、复习习惯，书写、朗读习惯，及语言行为习惯），以保证课堂大容量、高密度、快节奏训练的展开。

还要注重培养学生的自学能力，在上学期的基础上，指导及鼓励他们多使用工具书。

3、从学生实际出发，充分发挥学生的主体作用，进一步加强对学生的学法指导。

4、充分利用直观教具和现代化的教学手段，注重现代技术与学科之间的整合，多设计教学情景，以练为主的原则，抓好基础训练，注重培养学生直接用英语表达思想的能力，扩大课堂容量，提高课堂效率。

5、认真钻研教材，掌握每单元的教学目的和要求，正确地把握教材的重点和难点，根据的学生年龄特点及班级的实际情况，精心设计教学程序，选择适当的教学方法，写出各单元中的每课教案。

三、具体措施总原则：提高课堂利用率，有效利用课堂时间。

尽可能地挖掘优等生的潜力，促使其提高。

对于成绩较弱者，针对性地进行帮补，并通过优等生的帮助促其进步。

人教版新目标七年级下册英语第六单元精选试题和答案(最新整理)

教版新目标七年级下册英语第六单元精选试题及答案U n i t6I’m w a t c h i n g T VS e c t i o n A(1a-2d)I.翻译下列词组。

正在听音乐- 正在看电视正在打扫房间正在用电脑正在看书正在打电话正在洗盘子II.用所给单词的适当形式填空。

1、—What is he doing now? —He’s(wait) for a telephone.2、Look! They (dance) there.3、She is (wash) her clothes.4、Let’s（list en）to the pop music.5、Do you like (swim)?6、Listen! He (sing) in the classroom.III.单项选择。

（）1、My father is a newspaper at home.A. lookingB. watchingC. readingD.listening（）2、—is Steven ?—He is writing a letter.A. What, do B、What, doing C.What,does DWhere do（）3、He is drinking milk. .I am drinking, .A. andB. tooC. either D yet（）4、Look! Your brother basketball now.A. playsB. playC. are playingD. is playing（）5、—What are you doing now?—I the window.A. is cleaningB. am cleaningC. cleanD. cleans（）6、—Where’s your mother, Helen?—She the flowers in the garden.A. watersB. wateredC. is wateringD. waterin the next room.（）7、—Keep quiet, kids. Dad—OK, Mom.A. sleptB. sleepsC. is sleepingD. sleep（）8、—What’s your brother doing in his room?He is a kiteA. makesB. madeC. is makingD. will makeV.完成句子。

新目标人教版七年级下册英语全册教案

初级中学英语组集体备课春新目标英语七年级英语下册授课人：备课教师：Unit 1 Can you play the guitar?单元教材分析本单元主要是学习情态动词can的肯定句、否定句、一般疑问句，肯定与否定回答，以及特殊疑问句的构成和用法；复习what弓！导的特殊疑问句。

本单元主要围绕“加人俱乐部，谈论自己的能力”这一话题，设计了三个任务型活动：任务一是：自己的才艺表演，学习情态动词can的用法；任务二是：自己建立俱乐部，运用情态动词can谈论自己在某一方面的能力、喜好和意愿；任务三是：我能成功，主要是复习巩固谈论各自的好和特长单元知识系统:一Can you/he/she/you dance? 一Yes，I/he/she/we can．／No，I/he/she/we can’t．一Can Bill play the guitar? 一Yes，he can，but he can’t sing．单元重难点一览1. Difficulties:V ocabulary and sentences1. V ocabulary：can，play，want, guitar, dance, swim，sing, chess, piano，violin，play the guitar2. Sentences：Can you/he/she/you dance?Yes，I/he/she/we can．／No，I/he/she/we can’t．Can Bill play the guitar?Yes，he can，but he can’t sing．3. Grammar：sentences with “can”.单元学情分析本单元的主题是运用情态动词Can谈论能力，通过对目标语言的学习使学生能够表达自己在某一方面所具备的才能；通过谈论彼此的特长与爱好培养一种群体意识。

在以前的学习中，学生已经学习了一些行为动作的表达法，而教学“谈论能力”只是将情态动词can用于这些表达中；情态动词can在肯定旬、否定句和疑问句中的构成，和学生已经学过的be动词的结构有相同的地方，教师在教学中要善于引导学生比较这两种结构的异同以加强记忆。

【人教版】新目标七年级下册英语：Unit 5教案

Unit 5 Why do you like pandas?Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：tiger, elephant, panda, lion, koala, giraffe, cute, lazy, smart, beautiful, scary, kind, kind of, Australia, south, Africa, South Africa, pet, leg, cat, sleep2) 能掌握以下句型：① What animals do you/does she/ does he like?②Let’s see the …?③Why do you/does she/ does he want to see …?④Because they are ….2. 能力目标：① To observe and describe animals.② To talk about their preferences③ To know the implied meaning of some animals2. 情感态度价值观目标：动物和人类都生活在同一地球上，动物是我们的朋友。

我们人类应该与动物和谐相处，共同生存。

我们应当学会关爱动物，保护动物。

二、教学重难点1. 教学重点：1) 学会描述动物的性格及特点。

2) 学会表达喜欢某类动物及说明喜欢的原因。

2. 教学难点：名词的复数形式表示一类事物；第三人称单数形式三、教学过程Ⅰ. Warming-up and lead inTo create an English environment, the teacher shows the class some pictures of a zoo. And ask some questions about animals:Do you like to go to the zoo?Do you like animals?Then have them to recall the animals they had learned and write them on the blackboard as he/she can.( e.g. animals,sheep, monkey, cat, dog, mouse, cow, duck… )Ⅱ. Presentation1. Ask them to talk with their partners about the animals they like using the words they know (Four students a group).—What animals do you like?—Why do you like…—Because they’re…2. Then show the class some pictures of animals and present other animals. And ask them:What’s this in English?It's a tiger. (Then lion, panda, elephant, koala, giraffe)Ss look at the picture and try to remember the new words of the animals.3. Next, glue the pictures on the blackboard and ask one student to match the pictures with the words on the cards. Other students turn to page 25 and finish 1a.4. Check the answers with the class.Ⅲ. Game (Guessing game.)T: Show some pictures on the big screen. Let Ss guess what animal it is.Ss try to guess and remember the names of the animals.Ⅳ. ListeningWork on 1b.Tell Ss to listen to the tape and check the animals they hear in 1a.Play the recording again and check the answers with the class.Ⅴ. Pair work1. Ask the students to imagine “ We are in the zoo, there are many kinds of animals here.”Then ask a student to do the model with you:—Let’s see the lions first.—Why? (why do you /does she /does he like lions?)—Because they are interesting.2. Ss work with their partners practice the conversation using the animal in 1a.Ⅵ. Listening1. Work on 2a;T: Listen to the conversation carefully. Then write the names of the animals you hear on these lines.Play the recording the first time. Students only listen.Play the recording a second time. This time students write in the names of the animals. Check the answers.Point out the adjectives and countries listed on the right. Ask a student to say the words. Say, Now I will play the recording again. This time draw a line between each animal and the adjective and countries you hear.Play the recording and have students match each animal with an adjective and a country. Correct the answers.2. Work on 2bT: Listen again and complete the conversation with the words in 2a.Play the recording for the Ss to listen and write the answers.Check the answers with the class.Ⅶ. Pair work1. Ask two students to read the conversation in 2b to the class.2. Ss practice the conversation in pairs.3. Then show the transcription on the big screen and practice the other two conversations in 2a.4. Ss practice the conversations in pairs.Ⅷ. Role-play1. Ask Ss to look at the picture in 2d. Then Ss read the conversation in 2d and find the answers to the questions:① Does Peter have a pet?② What can Dingding do?③What pet does Jenny’s mom have?④ Does Jenny like the cat? Why?2. Ss read the conversations and try to find the answers to the questions.Check the answers:Yes, he does.He can walk on two legs. He can dance, too.She has a cat.No, she doesn’t. Because it’s very lazy.3. Ss work in pairs and practice the conversation.4. Let some pairs role-play the conversation.Homework:1. Remember the new words and expressions in this period.2. Role-play the conversation after class.3. Write the animal's names as many as possible in the exercises book.板书设计：Section A (Grammar Focus-3c)一、教学目标：1. 语言知识目标：1) 继续练习运用如何做描述动物及表述自己对动物的喜好。

人教版新目标英语七年级下第四单元教案设计

人教版新目标英语七年级下第四单元
教学案例
武安市第六中学苗淑雅
一、教学内容分析
本单元是人教版《新目标》七年级下册第四单元。

这本教材的词汇量很大，内容新颖，尤其是生动活泼的卡通化的画面，很符合七年级学生的年龄特点和心理特点，其中还囊括了很丰富多彩的文化知识，以及合作探究的活动，十分贴近学生的实际生活经验。

因此，本单元对于提升学生的学习兴趣而提高学生的听、说、读、写能力有很大的帮助。

并通过self check检测，积极地、及时地寻找各自的不足，以便学生树立良好的内在动机，不断获得成就感。

二、教学背景分析
本单元的话题Talk about rules.与日常生活密切相关。

作为一名中学生，遵守学校班级、家庭和社会公共场所的规章制度是必须的。

在谈论规则时，一般运用祈使句、情态动词can和have to等。

这是英语新课程标准中规定所必须掌握的内容，是交际英语中必不可少的项目。

三、教学设计说明
本课通过不同种类的规则，谈论学生应该遵循那些规则，主要是应用祈使句、情态动词can和have to等，可以说，本节新课是对这一语法的具体操练。

本课使用多媒体课件教学，用不同类型的规则和地点的图片来吸引学生，激发学生学习的积极性。

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