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第一篇：新目標(biāo)七年級英語下冊1-12單元全套教案

新

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標(biāo)

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七

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教案

Unit1 Where is your pen pal from?

Topic:

Countries, nationalities, and languages

Functions:

Talk about countries, nationalities and languages Ask and tell about where people live

Structure:

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, languages

Teaching design:

The whole unit needs 5 periods, 4 for new lessons and 1 for test

Period 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，法國，日本，美國，澳大利亞，新加坡，英國，中國(The Ss can look them up in the dictionary if they are new for them)The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English Teaching 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，法國，日本，美國，澳大利亞，新加坡，英國，中國(The Ss can look them up in the dictionary if they are new for them)

The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English

Teaching 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 Learning

Section 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 Listening

1b Listen and circle the countries in 1a they learned

Step 4 Competition Two 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 Pairwork 1c 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)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-in

Revise 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 Learning

2a Learn the city names together with the whole class just like Step 2 2b Listen and circle the cities and countries 2c Listen and complete the chart Have a similar competition to consolidate the new words in this part.Step 8 Pairwork

T 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 Exercise

My pen pal is from Australia.(劃線提問)John's pen pal is from Japan.(劃線提問)He lives in Paris.(劃線提問)

Homework:

Read and copy the new words.Copy the sentences in Grammar Focus Make 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 goal This unit students leam to ask for and give directions(方向)on the street.New language Is 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 language What are you doing? Do you want to...?

Section A

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(錄音稿)Convernation 1 A: Is there a video arcade on Fifth Avenue? B: Yes, there is.Conversation 2

A: Is there a post office near here? B: Yes, there is.There's one on Bridge Street.Conversation 3 A: 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 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 check progress(進(jìn)展情況).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.教學(xué)后記：

教學(xué)方法有問題？

教了這么多年的英語，總幻想有一種方法，能讓學(xué)生輕輕松松把英語學(xué)好。哪怕自己多浪費(fèi)點(diǎn)時間。有時想來，自己的教學(xué)效率實(shí)在是太低了，每天不分上課上自習(xí)，都是一個樣。也就是

說在不誤課的情況下，我的教學(xué)時間應(yīng)該是學(xué)校規(guī)定時間的兩倍，然而教學(xué)的效果卻很不理想。每天看著自己的隊(duì)伍步履蹣跚的前行，自己不由的懷疑自己的教學(xué)方法。

與此同時，這段時間由于我在學(xué)生每天記十個詞前，先領(lǐng)讀他們一遍，再分開音節(jié)，講一講英語的拼讀規(guī)則，發(fā)現(xiàn)學(xué)生的記憶效率大大的提高，這更讓我有理由懷疑自己的教學(xué)方法是不是不適合學(xué)生的實(shí)際？

吃早飯時突發(fā)“奇想”，是不是給學(xué)生一點(diǎn)時間，讓他們把每單元幾句重點(diǎn)句背下來更好呢？單詞需要積累，這點(diǎn)勿容置疑。對于我們的學(xué)生來說，典型句子同樣需要積累。句子背下來，在用的時候就可以舉一反三，就像語文中背范文一樣。對于我們我們這些基礎(chǔ)較差的學(xué)生來說，他們在交際時需要模仿，在他們的記憶庫中貯存就是十必要的。當(dāng)然，如果學(xué)生能夠在課堂上用英語去表達(dá)的話，說明這些典型的句子他們已經(jīng)掌握。但現(xiàn)實(shí)的情況是，這種方法更容易適用于尖子生，或者基礎(chǔ)較好的學(xué)生，很多學(xué)生只是充當(dāng)?shù)挠^眾。

讓學(xué)生死記硬背是不對的，但不讓學(xué)生背也是不對的。

This activity introduces the terms across from, next to, between, and on.Focus attention on the pictures.Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat.Point out the four sentences.Say each one and ask students to rcpeat.Then ask students to match each sentence with one of the pictures.Say, Eacb sentence talks about one of the pictures.Write the number of the sentence in the box on the picture that it is talking about.Point out the sample answer 1.Check ihc answers.2b This activity gives students practice listening to and understanding the target language.Point out the buildings and street names in la.Say each one and ask students to repeat.Call attention to the four sentences in 2b.Read them to the class saying blank each time you come to a blank line.Say.Now I will play recordings of three conversations.Listen carefully and write a word from the box on each blank line.Point out the sample answer.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to fill in the blanks by listening to the items on the tape.Correct the answers.Tapescript(錄音稿)Conwaraation 1 A: Excuse me.Is there a library around here? B: Yes.It's between the video arcade and the supermarket.Conversation 2 A: Where's the park? B: The park? Oh, it's across from the bank.Conversation 3 A: Excuse me.Is there a supermarket around here? B;Yes, it'son Fifth Avenue.Conversation 4 A: Where's the pay phone? B: It's next to the post office.2c

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.Ask about the buildings in 1a.Demonstrate（示范）the activity.Point to the map and ask,Where's the park? Then choose a student to answer.Guide the student to say, It's across from the bank.As students work, move around the room and check progress.（進(jìn)度）

Ask several students to say some of their questions and answers for the class.Grammar focus Review the grammar box.Ask students to say the questions and answers.Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between.Ask, Which words talk about two different buildings?(across/row, next to, and between)Ask, Which one talks about one building all alone!'(on)

Culture note

Many visitors to the United States believe that Americans don't like to answer questions or give directions(方向)to tourists（旅行者）and other visitors.This is not necessarily true.The pace of life is fast in the United States, especially（特別）in big cities.Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going.Also, most Americans speak only one language and aren't used to talking with speakers of other languages.However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood.A pleasant smile and a short, direct question will almost always get you the information you

need.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 it out loud.Ask a student to point out the place that Paul wants to get to.Guide the student to point to the book and say,Here's the hotel.Here's Bridge Street.Point to the two arrows.(箭頭)Ask students to repeat left and right.Then ask them to hold up their left hands and then their right hands.Ask students to read the conversation again.Then ask them to find Paul and Nancy in the picture.Answer Paul and Nancy are the two figures outside the entrance to the park.3b

This activity provides guided writing practice using the target language.Call attention to the three pictures.Explain that the three pairs in these pictures correspond to three pairs in the large picture above.Ask students to find the pairs in the big picture.Point to the questions below each picture and ask a student to read them aloud.Point to the three write-on lines in the speech bubbles.Say, Write the answers to the questions here.Ask students to complete the writing individually.(個別的)Correct the answers.1.Yes, there is.Go straight down New Street and turn right.There's a pay phone on the right.2.Go straight down New Street and turn right.Turn left at Bridge

Street.The bank is across the street.3.Yes, there is.Turn right, then go straight down Bridge Street.The post office is on the left.It's across from the video arcade, next to the super-market.4

This activity provides guided oral practice using the target language, Call attention to the picture in la.Ask students to name all the buildings in the picture.Point out the conversation In the picture in 4.Ask different students to read each line.Have the students work In groups.One person chooses a building in the la picture but doesn't tell anyone which building it is.The others ask questions like those in the activity 4 picture until they guess which building it is.Several students can take turns choosing the building for the others to guess.Section B

This activity introduces the key vocabulary.Focus attention on the pictures.Ask different students to name the places shown in the pictures.They will probably not include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements.Point to and name all the places in the pictures again without the describing words and have students repeat.Now point to each half of each picture and ask about the difference between the halves.For example, you might say;This is a park.Is it a clean park or a dirty park? Clarify(澄清)the meaning of the words clean and dirty by pointing out details in the pictures.Point out the pairs of words or phrases.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.Point out the sampl answer.Check the answers.b

This activity provides guided oral practice using the target language.Call attention to the conversation in the picture.Ask a pair of students to read it aloud.Then ask several different students the same question.Ask them to tell the truth.Point out the list of phrases in 1a.Ask students to work in pairs They take turns asking each other questions about the things on this list.Ask them to tell each other the truth.As students work together, move around the room checking on their progress.Ask several students to present some questions and answers to the class.2a

This activity gives students practice listening to and understanding the target language.Call attention to the street map in the box.Say, Now I will play the conversation again.Listen to if and draw the places in Michael's neighborhood on the street map.Play the recording.Students only listen.Demonstrate the activity by saying.What are the three places on the tape?(a hotel, a supermarket, Michael's house).Answer any questions students may have.Play the recording again.Students draw maps of Michael's neighborhood.Move around the room, offering assistance(提供協(xié)助)if needed.Have some students show their completed drawings to the class.2c

This activity provides guided oral practice using the target language.Say, Now let's work in pairs.The first person makes some statements about the picture in 2b.The seconds person says “true” if the statement is true and “false if the statement is false.The second person also changes each false statement into a true one.Call attention to the conversation in the picture in 2c.Ask a pair of students to read it aloud.Demonstrate(示范)the activity with a student.Have the student close the book.Then say one true thing and one false thing about the picture.Guide the student to answer ”true“ for the true statement and to say ”false“ for the false statement and change it into a true one.Ask students to practice in pairs and to take both roles.Move around the room helping students get started| and answering any questions they may havc.Ask several pairs of students to present some statements and responses(回答)to the class.Ask students to correct any mistakes they hear.3a

This activity provides reading practice using the target language.Ask a student to read the paragraph to the class or read it yourself.Answer any questions students may have.Read the Instructions（指示）aloud.Point out the sample of the circled description word(busy), and make sure students understand what they have to do.Correct the answers.3b

This activity provides guided reading and writing practice using the target language.Point out the guide and the blank spaces in it.Read it aloud saying blank each time you come to a blank line.Say, Now please write one word in each blank space in the guide.Look at the picture/or the answers.Point out the sample answer in the blank.Correct the answers.3c

neighborhood.Tell about the streets and buildings.Your partner will draw a picture of the neighborhood Demonstrate the activity with a student.Have him or her make some statements and draw on the board what you hear.For example, you might draw a small supermarket across from a post office.As students work, move around the room offering assistance and answering questions.Ask some students to share(參與)the completed drawings and to make some statements to accompany(陪伴)them.Self check

This activity provides a comprehensive review of all key vocabulary presented in this unit.Ask students to check all the words they know.You may wish to have them circle any words that they don't know.Ask students to find out the meanings of any words they don't know.They can do this by reviewing the unit.asking you, asking their classmates or using a learner's dictionary or bilingual dictionary.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.After students have recorded their new words, ask them to share their lists with other students.This can be done with the whole class or informally, in pairs or small groups.This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.Ask students to read the letter and draw the route on the map.Answer any questions students may have.Check the answers.(You may want to draw a simple copy of the map on the board, and then have one student come and draw the route on it.)

教學(xué)后記：

培養(yǎng)學(xué)生的自信心和興趣是最重要的

培養(yǎng)學(xué)生的自信心和興趣是最重要的嗎？我一開始也對于這個結(jié)論也不以為然的。其次并這不是一個什么新的理論，而是是一個老掉牙的論調(diào)。但有兩件事使我對這句話有了更深刻的理解。

第一件事是在教育科學(xué)頻道

Unit 3: Why do you like koalas ?

Language goals

In this unit students learn to describe animals and express preferences and give reasons，New language

Why 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, intelligent names of countries: Australia, South Africa，Recycled language between, across from He's/She's from...He's / She's five years old.name of countries;China, Japan, Brazil

Section A

This activity introduces the key vocabulary.Focus attention on the map of the zoo showing pictures of animals.Ask students to point to and name any animals they can.Point to the animals one by one and say the name of each.Ask students to repeal.Point out the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word with one of the pictures.Say, Write the letter of each animal in the blank by that animal's name.Point out the sample answer.Check the answers.b

This activity gives students practice in understanding the target language in spoken conversation.Point to the animals in 1a-Ask students to point to and name the animals.Say, I'm going to play recordings of three conversations.Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear.Play the recording the first time.Students only listen.Play the recording a second time.This time students check each animal name they hear.Correct the answers.c

aloud.Review the meaning of each word.Say, Now you can make conversations about animals.Your conversations can be like the example.Use these description words.Ask students to work in pairs.Have them take turns saying both parts.If students need help getting started, demonstrate another conversation with a student.For example: Teacher: let's see the elephant.Student: Why do you want to see the elephant? Teacher: Because it's very smart.Ask some students to present their conversations to the class.2a

This activity provides listening practice using the target language.Call attention to the two blank lines on the left.Say,You will hear a recording of a conversation.Listen carefully.Then write the names of the two 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 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 you hear.Play the recording and have students match each animal with an adjective.Correct the answers.2b

This activity provides listening and writing practice using the

target language.Call attention to the conversation and the blank lines in it Say, You will hear the recording again.This time please write a word from the box on each blank line.Some words can be used more than one time.Ask a student to read the words in the box.Play the recording.Check to see that students are writing a word from the box on each line of the conversation.Go over the answers.2c

This activity provides guided oral practice using the target language.Call attention to the conversation in the picture.Ask two students to read it to the class.Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, and Box 3 in your conversations.Demonstrate a conversation with a student.For example:

Student: Do you like penguins? Teacher: Yes, I do.Student: Why? Teacher: Because they're very cute.3a

This activity provides guided oral practice using the target language.Point to the conversation in the picture.Ask a pair of students to read it to the class.Ask students to work in pairs.Say, Now you can talk about where animals come from.Point to the map and animals students matched up in 3a-Say, Work with a partner.Take turns asking and answering questions about the countries and animals in 3a.After a few minutes, ask several pairs to say the conversation for the class.Section B

Additional materials to bring to class: Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1.This activity introduces more key vocabulary, Call attention to the animals in the picture and ask a student to say the name of each one.Point out the list of eight numbered adjectives at the top.Say, Now please match the adjectives at the top with the animals in the picture.Write the letter of the animal on the line after the adjective.Point out the sample answer.As students work, move around the room offering to answer questions as needed.Correct the answers-

This activity provides listening practice with the target

language.Say, Now I will play a recording of a conversation between Tony and Maria.This time circle the adjectives you bear on the list for la.Play the recording again.Students circle the adjectives they hear.Correct the answers.2b

This activity provides listening and writing practice using the target language.Call attention to the three headings.Animal, Maria's Words and Tony's Words, and the write-on lines under each.Say, Now I will play the recording again.This time please write the name of the animals each person talks about and the words they say.Play the first four lines of recording and stop the tape.Ask, What animal are they talking about?(the elephant)What words does Maria use to describe the elephant?(interesting, intelligent)

Point out the write-on lines where students can write these words.Play the whole recording and have students write the words they hear on the chart.Check the answers.This activity provides guided oral practice using the target language.Call attention to the dialogue next to the picture.Ask two students to read it to the class.Say, Work in pairs.Use sentences like these to say what you think about different animals.Demonstrate the activity with one or two students.For example, say, I like dolphins.They're intelligent.Ask students to work in pairs.As they work, move around the room checking on progress.Ask some pairs to present their conversations to the class.3a

This activity provides reading practice using the target language.Point out the three descriptions of animals.Ask students to take turns reading one aloud.Then draw attention to the pictures of animals below.Say, Write the letter of the animal in the blank lines above its description.There is one animal that is not described.Check the answers.3b

This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.Call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat.Ask a student to explain each word or use it in a sentence to show he or she understands what it means.Teach the expression sleeps.Point out the description in 3b with blank lines where some words are missing.Read it to the class saying blank each time you come to a blank line.Point out the six words in the box.Say, You can write these words in the blanks.Use each word only once.As students work, move around the room checking progress and offering language support as needed.Check the answers.3c

This activity provides reading and writing practice using the target language, Say, Now you can write a description like the one in 3b.You can

use some of the same words.Write about any animal you like.You may wish to do a sample description with the class.Choose an animal's name and write it on the board.Then ask students to make statements about the animal.Repeat each statement and then write on the board.You can ask leading questions such as.Is it big? Is it lazy? Does it eat grass? Ask students to write their own descriptions.You may wish to have less fluent students work with a more fluent partner, Ask students to share their writing with others in the class.After you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.Unit 4: I want to be an actor.Language goal

In this unit, students learn to talk about jobs.New language What do you do? I'm a reporter What 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 professions

Section A

Brainstorm with students a list of jobs that friends or relatives do.(”Brainstorming“ is an activity in which you set a topic and students say whatever words they can think of relating to that topic.)Write the word jobs on the board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they can about these jobs.Accept single word answers or simple sentences such as, It's fun.It's a good job.la

This activity introduces the key vocabulary.Focus attention on the art.Ask students to tell what they see in each scene.Ask students to name as many of the jobs shown as they can.Then point to a scene, name the job, and ask students to repeat.Point to the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes.Say，Write the letter of each scene next to one of the ivords.Point to the sample answer.b

This activity gives students practice in understanding the target language in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one, Say, Now you will hear three conversations.The conversations are about three of the people in this picture.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to write a number 1 next to the person being talked about in conversation 1.Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.1 c

This activity provides guided oral practice using the target language-Ask a student to read the example conversation with you.Hold up the book and point to the doctor in the picture.Say, Now work with your partner.Make your own conversations about the picture.You can use sentences like the ones in activity 1b.Say a dialogue with a student.Point to a picture of one of the people.Guide the student to answer using one of the words in activity 1a.As students work in pairs, move around the room monitoring their work.Oner language or pronunciation support as needed.2a

What jobs do they have? Play the recording the first time.Students only listen.Say, You will hear conversations about the people in these pictures.Play the recording a second time.Say, Write the number of each conversation below the picture of the person being talked about.Correct the answers.2b

This activity gives students practice in understanding the target language in spoken conversation.Point to the three headings in the chart and read the headings to the class.Ask students, What does ”wants to be“ mean?(It is not the Job the person lias now.It is the job the person wants in the future.)Play the recording the first time.Students only listen.Say, You wiU hear about the people in these pictures.You will hear the job they haw now and the job they want in the future.Play the recording a second time.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 sample 2c

This activity provides guided oral practice using the target language.Point out the pictures in activity 2a.Ask who each person is.(They are Susan's brother.Anna's mother, and Tony's father.)Say, Now work with your partner.Ask and answer questions about the pictures.Ask, ”What does he or she do?“ Then ask, ”What does he or she want to be?“ Say a dialogue with a student.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.Call attention to the pictures.Ask students to read the name for each place.As they name each place, write the word on the board and-ask the class to repeat it.Point out the list of jobs with the numbers next to each.Then call attention to the people in the pictures and the speech bubbles.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.Point out the pictures in activity 3a.Ask students to name the workplace shown In each picture.Then point out the conversation in the speech bubbles.Ask two students to read It to the class.Say, Wow work with a partner.First practice the conversation in the picture.Then make new conversations.Use jobs and places from activity 3a.Say a dialogue with a student.Point to the word waiter in activity 3a and then to the picture of the restaurant.Ask a student.Where does he work? Guide the student to answer using the correct place: He works in a restaurant.Then ask.What does he do? and guide the student to answer, He's a waiter.As students work in pairs, move around the room monitoring their work.Offer language support as needed.4

This activity provides listening and speaking practice using the target language.Call attention to the pictures in the book showing how to play the

game.Say, You will draw a picture of someone working.Other students will ask questions about the kind of job you are drawing.After two questions someone can try to guess the job.Demonstrate by drawing a picture on the board of a stick figure reporter.Add details(microphone, notebook,etc.)until students guess what job it is.Ask a student to go to the board.Say, Draw a picture of a person working.If necessary, help the student add details that show the job the person is doing.He or she can add a bank interior to show that the person is a bank clerk.A student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.Play the game using drawings by several different students.Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four.They will need pieces of paper on which to draw their pictures.They will also need pencils.Section B

New language Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun

Additional materials to bring to class: help wanted ads from an English-language newspaper a

This activity introduces the key vocabulary.Focus attention on the six pictures.Ask, What job does the person have? Where does the person ivnrk?

Point out the numbered list of words.Say each one and ask students to repeat.Then use simple explanations and short sample sentences to help students understand what each word means.For example, Exciting means very interesting and very fast-moving.A police officer has an exciting job.The job is always changing.Something is always happening.For dangerous you might say, Dangerous means not safe.You might be hurt or killed in a dangerous job.Then ask students to match each word with one of the pictures.Say, 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.Call attention to the picture In this activity and ask a student to read the statement to the class.Then 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.Then ask students to work in pairs.Suggest that they each point to the pictures of the workers and make statements about them.As students practice, move around the classroom monitoring their work.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.Ask some students to make statements about Jobs on the list using the words in activity la.You may wish to write some of the sentences on the board so that students can copy the sentences into

their notebooks.2a

This activity provides listening and writing practice with the target language.Call attention to the two headings and ask a student to read die headings to the class.Point out the blank lines where students will write the name of a job(under the words wants to be).Play Ihe recording the first time.Students only listen.Say, Now I will play the tape again.This time write the name of a job under the words ”wants to be.“ 2b

This activity provides listening and writing practice with the target language, Call attention to the second heading and ask a student to read it to the class.Say, This time you will unite why each person wants the job.Play the recording again.Students only listen.Then say, Now I will play the tape again.This time write the reason the person wants the job under the word ”Why?“ Play the recording.Students write their answers.Check the answers.2C

Ask individual students to tell the class about what they want to be and why.3a

This activity provides reading and writing practice using the target language.Call attention to the three newspaper ads and read these ads to the class.Say blank each time you come to a blank line.Then read each ad again separately, pausing to allow students to ask questions about anything they don't understand.For example, in the first ad, students may not know that working late means ”working at night.“ To work hard means to use a lot of energy to do the job.Ask students to fill In(he blanks in the ads using the words actor, reporter, and waiter.Check the answers.3b

This activity provides reading and writing practice using the target language.Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.Ask students to fill in the blanks using words from This section.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

but dangerous job? Do you want to meet new people? We need a police officer.Call the Smithtown Police Station at 555-2323.Ask students to read their ads to a partner.Ask the pairs to correct each other's work.4

Unit5 I'm watching TV.Language Goal:

Talk about what people are doing.Teaching Aims:

The present Progressive(結(jié)構(gòu)式: Be + V-ing)

Key Points:

---What’s he doing ?

---He’s reading.Difficult points:

現(xiàn)在進(jìn)行時的用法和動詞V-ing 形式的構(gòu)成。

Teaching Methods:

由淺入深,設(shè)置場景、對話以及表演來教授新句型。

Teaching Aids:

教學(xué)圖片、教學(xué)光盤、VCD機(jī)、錄音機(jī)

Teaching Procedures:

Step1.Warming – up

A.Duty report

Teacher: How are you, boys and girls?

S s : Fine, thank you.Teacher: OK, who’s on duty today?

(the student who is on duty starts to make a duty report)

B.Ask and answer

(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)

T: Usually, what time do you go to school?

S1: ……

T: When does your father watch TV in the evening?

S2: ……

T: Do you do your homework in the evening?

S3: ……

T: When do you play soccer?

S4: ……

T: what time do you usually eat dinner?

S5: ……

(The teacher should encourage the students after questions.)

The teacher ask the students to read these five verbs for several times.Step 2.Presentation

A.Match the words and the activities.Ask the students to turn to page 83, and look at the pictures in 1a.Then,the teacher ask questions:

----What’s he doing?

(Picture 1)

----He’s making a telephone call.(Help the students answer the question with body language.)

Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner

and reading.)

The Ss read these V-ing words after the teacher.B.Play the video.To make the Ss clear what they are learning in this class.Mr.Gong’s words do give the teacher a big hand.(Write down the title of Unit 14 I’m watching TV on the blackboard and ask the Ss to read it.)

C.Teach the Present Progressive.1.Introduction

Tell the Ss what the Present Progressive is.(現(xiàn)在進(jìn)行時表示現(xiàn)在正在進(jìn)行或發(fā)生的動作, 它的表現(xiàn)形式為Be Verbs + V-ing----這也即為它的結(jié)構(gòu)式.)

2.Tell the difference

Let the Ss get ready to listen to the tape(paper and ball-point pen).Check the answer: 2

4.Activities.The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.”

(The other actions: look at someone, clean the window)

Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined:

What am I doing?

I’m opening the door.n

What am I doing?

I’m looking at him.n

What am I doing?

I’m cleaning the window.5.Pairwork.41

Ask and answer questions about what people are doing in the picture.u

What’s he doing?

He’s reading.The Ss can practice different sentences upon the verbs on the blackboard.6.Guessing game.The teacher prepare several pieces of paper and there are different actions on it.Ask a pair of Ss to act it out.(Each pair of Ss choose two pieces of paper and act.)

(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progressive step by step.They can have fun in the classroom during this class, it’s the most important.)

The teacher have the Ss some exercises, and ask the Ss to do at once.<1>--What’s Li Lei doing?

--He_____________.(read)

<2>--What’s his mother doing?

--She_____________.(write)

<3>--What are they doing?

--They_____________.(play soccer)

<4>--What are David and Mary doing?

--They_____________.(have dinner)

<5>--What’s Jenny doing?

--She______________.(run)

(In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after class.Step 3.Homework

1.Finish the exercises in the class.2.Make a conversation and act it out with your partner.43

Step 4.The end

T: You are very good today, boys and girls!And thank you for listening.Bye.44

Language goals In this unit students learn to talk about the weather and talk about what people are doing.New language What are you doing? I'm watching TV What's he doing? He's playing basketball.What's she doing? She's cooking.What are they doing? They're studying.How's the weather? It's raining.Section A

Write the question.What are you doing? on the board.Read the question and ask the class to repeat it.Then act out an activity students are already familiar with, point to the question and have students repeat it.Answer the question using the target language.For example, you might pretend to be reading a book,playing soccer, playing the guitar or writing your name.When the class asks, What are you doing?, you answer,I'm reading a book, and so forth.1 a

This activity introduces the key vocabulary.Focus attention on the cities in the picture.Ask, What s the weather like here? If they can't answer, supply theword and ask the class to repeat it.Say a sentence or two about each kind of weather.For example, It's raining.Is it raining here today? Point out the numbered list of words.Say each one and ask students to repeat the words again.Then ask students to match each word with one of the cities in the picture.Say, Write the letter of each city next to one of the ivords.Point out the sample answer.Check the answers.1 b

This activity gives students practice in understanding the target language in spoken conversation.Play the recording the first time.Students only listen.Say, You will hear four different conversations.Each one is about the weather in a different city.Point to each city in the picture as it comes up on the tape.Play the recording a second time.Ask students to write the name of the city in the picture of its weather.Say, The first one has been

Unit 6: It's raining!

done for you.Beijing is written in the picture of sunny weather.It is sunny in Beijing.Correct the answers.1 c

This activity provides guided oral practice using the target language.Point out the example conversation.Ask two students to read the dialogue to the class.Say, Now work with a partner.Make your own conversations about the weather in these five places.As the pairs talk, move around the room monitoring their work.Offer language or pronunciation support as needed.Ask several pairs to present their conversations to the class.2a

This activity gives students practice in understanding the target language in spoken conversation.Point to the four pictures.Ask students to tell what each person is doing in each picture.For example, This boy is talking on the phone.This man is playing basketball.Supply vocabulary words as needed.Play the recording the first time.Students only listen.Play the recording a second time.This time, ask students to listen to the recording and number the pictures 1 through 4 to show what each person is doing.Correct the answers.2b

This activity provides listening practice using the target language.Point out the list of names and the list of activities.Ask a different student to read each list to the class.Say, Now I will play the recording again.This time,please match each name with an activity.Write the letter of an activity in front of each name.Point out the sample answer for number 1.Play the recording and have students fill in the rest of the answers., Correct the answers.2c

Say, Now please work with a partner.Make conversations like this one.Talk about the people in the I pictures.As students work in pairs, move around the room monitoring progress and offering assistance, if needed.Ask some pairs to present their conversations to the class.3a

This activity introduces more key vocabulary.Call attention to the faces.Ask students to point to and describe each face using whatever vocabulary they can.Help students to identify how each person is feeling.For example, ask a student.Look at this face.Is it happy? Is it unhappy? Then point to the four words.Say the words and ask students to repeat each one.Use your tone of voice and facial expressions to reinforce the meaning of each.Add your own simple explanations of what each one means.For example: Not bad.This means something is not very good, but it's also not very bad.It's in the middle.After that, ask students to match each numbered phrase with a face by writing the letter of each face in the blank in front of the correct phrase.As students work, move around the room answering questions as needed.Check the answers.3b

This activity provides oral practice using the target language.Point out the conversation in the large picture and ask two students to read it to the class.Ask students to explain what How's it going? means.(It is similar to How are you? or How is everything?)Ask students to practice the conversation in pairs.Move around the room monitoring their progress.Then call attention to the example in the small speech bubbles.Have two students read it to the class.Say, Now we'll change some of the words and make our own conversations.We can use our own names.We can give true answers or we can make up answers.Ask pairs of students to make up their own conversations.Move around the room offering language support as needed.Ask some pairs to present their conversations to the class.4.This game provides oral practice using the target language.Say,Now let's work in pairs again.One student looks at the picture on page 85 and the other looks at the picture on page 87.Please don't look at your part ner's picture.47

Say, Each picture has the same people in it, but they are doing different things.Take turns talking about what the people are doing in your picture.If I am student A, I will say.In my picture it is sunny.Guide one of the students Bs to respond.In my picture it is raining.As students work, move around the room, monitoring progress and offering assistance as needed.Section B

New language More words used to describe weather:cold, hot, cool, warm, humid Additional materials to bring to class: weather map from an English language newspaper 1 a

This activity introduces more key vocabulary.Focus attention on the five pictures.Ask students to tell what the weather is like in each place, if they can.If not, supply the word and ask the class to repeat it.Say a sentence or two about each kind of weather.It's cold in this picture.Is it cold here today? Point out the numbered list of words.Say each one and ask students to repeat the words again.Then ask students to match each word with one of the pictures.Say, 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 oral practice using the target language.Call attention to the example in the speech bubbles.Read the conversation with a student.Ask students to work in pairs.Have students ask and answer questions about the weather in the pictures in activity la.2a

question ”How's it going?“You may wish to play the tape more than once at this point.Correct the answers.2b

This activity provides more listening and writing practice using the target language.Point to and read the second two headings on the chart: What are you doing? How's the weather? Ask students to listen to the recording again and write the answers to these two questions in the blanks in the chart.Play the recording.Students fill in the blanks.Correct the answers.2c

This activity provides guided listening and speaking I practice using the target language.Point out the example in the speech bubbles.Ask two students to read it to the class.Point out the three questions in 2a.Ask individual students each question and repeat their answers.Accept any reasonable answers.Say, Now work with a partner.Make your own conversations.Student A is Maria.Student B is Sam.Athey talk, move around the room monitoring their work.Offer language support as needed.3a This activity provides reading practice using the target language.Call attention to the speech bubble and the picture.Ask students to say where the reporter is.Ask them to tell what they know about Egypt.Read the speech bubble to the class, or ask a student to do so.Answer any questions students may have.Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.Ask students to work alone.Say, Underline the words in the speech bubble that say what people are doing.Then circle the words that describe the weather.Two examples are done for you.3b

Correct the answers.3c

This activity provides writing practice using the target language.Ask one or two students to describe the weather in their home town, and to say what outdoor activities people there like to do(e.g.playing football, flying kites, fishing).Ask students to work alone.As they work, move around the class monitoring progress and offering help as necessary.Provide the students with any new vocabulary theyneed(e.g.for describing activities), or encourage them to use a dictionary.Ask several students to read their reports to the class.4

This survey provides listening, speaking, and writing practice using the target language.Call attention to the dialogue in the speech bubbles.Ask two students to read it to the class.Ask other students,What do you do when it's raining? Substitute another type of weather for ”raining" and ask other students what they do.Accept all reasonable answers and write each one on the board.Introduce the use of present tense in both halves of answers such as, When it's sunny, I go to the beach.(See grammar note.)Now ask students to interview their classmates.Ask each student to choose one type of weather and ask as many classmates as possible what they do in that kind of weather.Remind students to write down the answers.Ask several students to read their questions and answers to the class.Write any new vocabulary items on the board and discuss these words.Students may wish to copy some of the words onto their notebooks.Alternative: If you do not want students to get up and walk around the classroom, then ask them to do this activity in groups of four.50

第二篇：新目標(biāo)七年級英語下冊全套教案(om)

夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站

新

目

標(biāo)

英

語

七

年

級

下

冊

教案夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

Unit1 Where is your pen pal from?

Topic:

Countries, nationalities, and languages

Functions:

Talk about countries, nationalities and languages Ask and tell about where people live

Structure:

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, languages

Teaching design:

The whole unit needs 5 periods, 4 for new lessons and 1 for test

Period 1(1a----Grammar Focus)Key points:

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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，法國，日本，美國，澳大利亞，新加坡，英國，中國(The Ss can look them up in the dictionary if they are new for them)夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English

Teaching Steps:

Step 2 Learning

Pay attention to the pronuciation of the new words.Step 3 Listening

1b Listen and circle the countries in 1a they learned

Step 4 Competition Two groups of students to write the new words to see which group does better.First write down the Chinese words with looking at the 夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

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 7 Learning

T 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...夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

---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 Exercise

My pen pal is from Australia.(劃線提問)John's pen pal is from Japan.(劃線提問)He lives in Paris.(劃線提問)

Homework:

Unit 2 Where's the post office?

Recycled language What are you doing? Do you want to...?

Section A

Ask 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 1 Teacher: Where'sYang Li?(Point to two students standing beside each other.)Yang Li is next to Li Peng.Example 2 Teacher: Where's Zheng Wen?(Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.Example 3 Teacher: Where's Lin Jiahui?(Point to one student standing between 夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

two other students.)Lin Jiahui is between Sheng Lin and Li Dai.la

A: Is there a post office near here? B: Yes, there is.There's one on Bridge Street.Conversation 3 A: Is there a supermarket on Center Street? B: No, there isn't.1C

教學(xué)方法有問題？

教了這么多年的英語，總幻想有一種方法，能讓學(xué)生輕輕松松把英語學(xué)好。哪怕自己多浪費(fèi)點(diǎn)時間。有時想來，自己的教學(xué)效率實(shí)在是太低了，每天不分上課上自習(xí)，都是一個樣。也就是夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

讓學(xué)生死記硬背是不對的，但不讓學(xué)生背也是不對的。

Point out the buildings and street names in la.Say each one and ask students to repeat.Call attention to the four sentences in 2b.Read them to the class saying blank each time you come to a blank line.Say.Now I will play recordings of three conversations.Listen carefully and write a word from the box on each blank line.Point out the sample answer.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to fill in the blanks by listening to the items on the tape.Correct the answers.Tapescript(錄音稿)Conwaraation 1 A: Excuse me.Is there a library around here? B: Yes.It's between the video arcade and the supermarket.Conversation 2 A: Where's the park? B: The park? Oh, it's across from the bank.Conversation 3 A: Excuse me.Is there a supermarket around here? B;Yes, it'son Fifth Avenue.Conversation 4 A: Where's the pay phone? B: It's next to the post office.2c

Culture note

Street.The bank is across the street.3.Yes, there is.Turn right, then go straight down Bridge Street.The post office is on the left.It's across from the video arcade, next to the super-market.4

This activity introduces the key vocabulary.Focus attention on the pictures.Ask different students to name the places shown in the pictures.They will probably not include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements.Point to and name all the places in the pictures again without the describing words and have students repeat.Now point to each half of each picture and ask about the difference between the halves.For example, you might say;This is a park.Is it a clean park or a dirty park? Clarify(澄清)the meaning of the words clean and dirty by pointing out details in the pictures.夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

Point out the pairs of words or phrases.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.Point out the sampl answer.Check the answers.b

This activity gives students practice listening to and understanding the target language.Point out the list of places in la.Say die name of each one to the class.Say, Now I will play a recording of a conversation.Listen carefully and circle the words in 1a that tell about Michael's street.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to listen and circle the places they hear.Correct the answers.夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

This activity provides guided oral practice using the target language.Say, Now let's work in pairs.The first person makes some statements about the picture in 2b.The seconds person says “true” if the statement is true and “false if the statement is false.The second person also changes each false statement into a true one.Call attention to the conversation in the picture in 2c.Ask a pair of students to read it aloud.Demonstrate(示范)the activity with a student.Have the student close the book.Then say one true thing and one false thing about the picture.Guide the student to answer ”true“ for the true statement and to say ”false“ for the false statement and change it into a true one.Ask students to practice in pairs and to take both roles.Move around the room helping students get started| and answering any questions they may havc.夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

Ask several pairs of students to present some statements and responses(回答)to the class.Ask students to correct any mistakes they hear.3a

This activity provides guided writing practice using the target language.Ask students to work on their own.Point out the description in 3b and say.Now write about your own neighborhood.Use sentences like these.This activity provides open-ended oral practice using the target language.Call attention to what the person In the picture is saying.Ask a student to read the statement to the class.Say,Now you can talk with your partner about your own 夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

This activity provides a comprehensive review of all key vocabulary presented in this unit.Ask students to check all the words they know.You may wish to have them circle any words that they don't know.Ask students to find out the meanings of any words they don't know.They can do this by reviewing the unit.asking you, asking their classmates or using a learner's dictionary or bilingual dictionary.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.After students have recorded their new words, ask them to share their lists with other students.This can be done with the whole class or informally, in pairs or small groups.This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

Ask students to read the letter and draw the route on the map.Answer any questions students may have.Check the answers.(You may want to draw a simple copy of the map on the board, and then have one student come and draw the route on it.)

教學(xué)后記：

培養(yǎng)學(xué)生的自信心和興趣是最重要的

第一件事是在教育科學(xué)頻道

Unit 3: Why do you like koalas ?

Language goals

In this unit students learn to describe animals and express preferences and give reasons，New language

Section A

Additional materials to bring to class: coins or other markers for the Bingo game in 4.Ask students to name as many animals as they can in English.Write the list on the board, Ask students to describe each animal in some way.They may tell its color or tell if it is big or small.Say, Today we are going to learn the names of some more animals.Well also leam how to say which ones we like and tell why we like them.夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

This activity provides guided oral practice using the target language.Call attention to the example conversation in the picture.Ask two students to read it to the class.Answer any questions they may have.Point out the four description words.Ask a student to read them 夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

This activity provides listening and writing practice using the 夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

Student: Do you like penguins? Teacher: Yes, I do.Student: Why? Teacher: Because they're very cute.3a

This activity provides reading practice using the target language.Point to and say the names of the three countries on the maps and ask students to repeat Point to the three animals and ask a student to name them.Say, Now draw a line between each animal and the country it comes from.Correct the answers.夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

This activity provides listening practice with the target 夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

Point out the write-on lines where students can write these words.Play the whole recording and have students write the words they hear on the chart.Check the answers.This activity provides guided oral practice using the target language.Call attention to the dialogue next to the picture.Ask two students to read it to the class.Say, Work in pairs.Use sentences like these to say what you think about different animals.Demonstrate the activity with one or two students.For example, say, I like dolphins.They're intelligent.夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

Ask students to work in pairs.As they work, move around the room checking on progress.Ask some pairs to present their conversations to the class.3a

This activity provides reading and writing practice using the target language, Say, Now you can write a description like the one in 3b.You can 夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

Unit 4: I want to be an actor.Language goal

Section A

This activity introduces the key vocabulary.Focus attention on the art.Ask students to tell what they see in each scene.Ask students to name as many of the jobs shown as they can.Then point to a scene, name the job, and ask students to repeat.Point to the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes.Say, 夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

Write the letter of each scene next to one of the ivords.Point to the sample answer.b

This activity gives students practice in understanding the target language in spoken conversation.Ask students to look at the three pictures.Ask different students to tell you what they sec in each picture.What are the people doing? 夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

This activity provides listening and speaking practice using the target language.Call attention to the pictures in the book showing how to play the 夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

New language Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun

Additional materials to bring to class: help wanted ads from an English-language newspaper a

This activity introduces the key vocabulary.Focus attention on the six pictures.Ask, What job does the person have? Where does the person ivnrk? 夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

their notebooks.2a

This activity provides open-ended oral practice using the target language.Say, What do you want to be? What words describe each job? Help the class make up a list of jobs they might like to do.As students suggest possible jobs, ask the class to suggest words to describe them.Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.Then ask students to work in small groups.They tell each other what they want to do and why.Encourage students to use dictionaries if necessary.Move from group to group offering assistance as needed.夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

Ask individual students to tell the class about what they want to be and why.3a

This activity provides writing practice using the target language.Point out the blank strip of newspaper where students can write their own ads.Ask one or two students, What are you going to write about? Repeat each of the students' sentences and ask the class to repeat the sentences after you.For example: Do ^OM want an interesting 夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

This activity provides guided oral practice using the target language.Ask two students to read the conversation in the speech bubbles.Answer any questions students may have about it.Then say, New please work in groups.Ask efuestions to find out what jobs each person wrote about.You can use sentences like the ones we just read.As students ask questions, move from group to group.Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

Unit5 I'm watching TV.Language Goal:

Talk about what people are doing.Teaching Aims:

The present Progressive(結(jié)構(gòu)式: Be + V-ing)

Key Points:

---What’s he doing ?

---He’s reading.Difficult points:

現(xiàn)在進(jìn)行時的用法和動詞V-ing 形式的構(gòu)成。

Teaching Methods:

由淺入深,設(shè)置場景、對話以及表演來教授新句型。

Teaching Aids:

教學(xué)圖片、教學(xué)光盤、VCD機(jī)、錄音機(jī)

Teaching Procedures:

Step1.Warming – up

A.Duty report

Teacher: How are you, boys and girls?

S s : Fine, thank you.Teacher: OK, who’s on duty today?

(the student who is on duty starts to make a duty report)

B.Ask and answer

(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)

T: Usually, what time do you go to school?

S1: ……

T: When does your father watch TV in the evening?

S2: ……

T: Do you do your homework in the evening?

S3: ……

T: When do you play soccer? 夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

S4: ……

T: what time do you usually eat dinner?

S5: ……

(The teacher should encourage the students after questions.)

The teacher ask the students to read these five verbs for several times.Step 2.Presentation

A.Match the words and the activities.Ask the students to turn to page 83, and look at the pictures in 1a.Then,the teacher ask questions:

----What’s he doing?

(Picture 1)

----He’s making a telephone call.(Help the students answer the question with body language.)

Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner 夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

and reading.)

C.Teach the Present Progressive.1.Introduction

2.Tell the difference

Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard.Ask the Ss to have a look and find the difference between them.For example: go and going, watch and watching, do and doing, etc.Then, ask the Ss to read them again.3.Listen to the tape.夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

Let the Ss get ready to listen to the tape(paper and ball-point pen).Check the answer: 2

4.Activities.The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.”

(The other actions: look at someone, clean the window)

Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined:

What am I doing?

I’m opening the door.n

What am I doing?

I’m looking at him.n

What am I doing?

I’m cleaning the window.5.Pairwork.夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

Ask and answer questions about what people are doing in the picture.u

What’s he doing?

7.Self-assessment.The teacher prepare for the Ss some listening exercises, and play the cassette, let them finish these exercises at once.Then, check the answer.The Ss can understand whether they have learned about the Present Progressive.8.Do the exercises.夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

The teacher have the Ss some exercises, and ask the Ss to do at once.<1>--What’s Li Lei doing?

--He_____________.(read)

<2>--What’s his mother doing?

--She_____________.(write)

<3>--What are they doing?

--They_____________.(play soccer)

<4>--What are David and Mary doing?

--They_____________.(have dinner)

<5>--What’s Jenny doing?

--She______________.(run)

(In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after class.Step 3.Homework

1.Finish the exercises in the class.2.Make a conversation and act it out with your partner.夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

Step 4.The end

T: You are very good today, boys and girls!And thank you for listening.Bye.夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站

夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

Unit 6: It's raining!夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

done for you.Beijing is written in the picture of sunny weather.It is sunny in Beijing.Correct the answers.1 c

This activity provides guided oral practice using the target language.Call attention to the four people in the picture in activity 2a.Ask students to say something about each person.Guide students to use the words and phrases playing basketball, cooking, ivatching TV, and playing computer games.Point out the sample conversation in the speech bubbles and have a pair of students read it to the class.夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

New language More words used to describe weather:cold, hot, cool, warm, humid Additional materials to bring to class: weather map from an English language newspaper 1 a

This activity provides listening and writing practice using the target language.Read the headings on the chart to the class.Point out the answer blanks.Say, Listen to this conversation between Sam and Maria.Listen carefully to their questions and answers.Play the tape the first time.Students only listen.Play the tape again and have students write their answers.Play the tape again and have students write their answers.Say, This time, please write the answers Maria and Sam give to the 夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

question ”How's it going?“You may wish to play the tape more than once at this point.Correct the answers.2b

This activity provides reading and writing practice using the target language.Draw attention to the pictures of France and the description below.Read the description to the class or ask a student to do so.Say the word blank each time you come to a blank line.Answer any questions students may have about the new words.Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.Ask students to work alone.Have students fill in the blanks.Point out the sample answer and read that sentence.夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)——最大的免費(fèi)教育資源網(wǎng)站夢幻網(wǎng)絡(luò)(http://www.tmdps.cn)數(shù)百萬免費(fèi)課件下載，試題下載，教案下載，論文范文，計(jì)劃總結(jié)

Correct the answers.3c

第三篇：英語(新目標(biāo))七年級下冊教案_2

英語（新目標(biāo)）七年級下冊Unit 2教案 Unit 2 Where's the post office?

Recycled language What are you doing? Do you want to...?

Section A

Ask 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 1 Teacher: Where'sYang Li?(Point to two students standing beside each other.)Yang Li is next to Li Peng.Example 2 Teacher: Where's Zheng Wen?(Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.Example 3 Teacher: Where's Lin Jiahui?(Point to one student standing between two other students.)Lin Jiahui is between Sheng Lin and Li Dai.la

A: Is there a post office near here? B: Yes, there is.There's one on Bridge Street.Conversation 3 A: Is there a supermarket on Center Street? B: No, there isn't.1C

教學(xué)方法有問題？

教了這么多年的英語，總幻想有一種方法，能讓學(xué)生輕輕松松把英語學(xué)好。哪

怕自己多浪費(fèi)點(diǎn)時間。有時想來，自己的教學(xué)效率實(shí)在是太低了，每天不分上課上自習(xí)，都是一個樣。也就是說在不誤課的情況下，我的教學(xué)時間應(yīng)該是學(xué)校規(guī)定時間的兩倍，然而教學(xué)的效果卻很不理想。每天看著自己的隊(duì)伍步履蹣跚的前行，自己不由的懷疑自己的教學(xué)方法。

讓學(xué)生死記硬背是不對的，但不讓學(xué)生背也是不對的。

B: The park? Oh, it's across from the bank.Conversation 3 A: Excuse me.Is there a supermarket around here? B;Yes, it'son Fifth Avenue.Conversation 4 A: Where's the pay phone? B: It's next to the post office.2c

This activity provides guided oral practice using the target language.Point to the list of buildings in la.Ask a student to read the list aloud.Point to the question and answer in the speech bubbles(泡沫)in 2c 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.Ask about the buildings in 1a.Demonstrate（示范）the activity.Point to the map and ask,Where's the park? Then choose a student to answer.Guide the student to say, It's across from the bank.As students work, move around the room and check progress.（進(jìn)度）Ask several students to say some of their questions and answers for the class.Grammar focus Review the grammar box.Ask students to say the questions and answers.Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between.Ask, Which words talk about two different buildings?(across/row, next to, and between)Ask, Which one talks about one building all alone!'(on)

Culture note

to the book and say,Here's the hotel.Here's Bridge Street.Point to the two arrows.(箭頭)Ask students to repeat left and right.Then ask them to hold up their left hands and then their right hands.Ask students to read the conversation again.Then ask them to find Paul and Nancy in the picture.Answer Paul and Nancy are the two figures outside the entrance to the park.3b

This activity provides guided oral practice using the target language.Say, Now let's work in pairs.The first person makes some statements about the picture in 2b.The seconds person says “true” if the statement is true and “false if the statement is false.The second person also changes each false statement into a true one.Call attention to the conversation in the picture in 2c.Ask a pair of students to read it aloud.Demonstrate(示范)the activity with a student.Have the student close the book.Then say one true thing and one false thing about the picture.Guide the student to answer ”true“ for the true statement and to say ”false" for the false statement and change it into a true one.Ask students to practice in pairs and to take both roles.Move around the room helping students get started| and answering any questions they may havc.Ask several pairs of students to present some statements and responses(回答)to the class.Ask students to correct any mistakes they hear.3a

This activity provides open-ended oral practice using the target language.Call attention to what the person In the picture is saying.Ask a student to read the statement to the class.Say,Now you can talk with your partner about your own neighborhood.Tell about the streets and buildings.Your partner will draw a picture of the neighborhood Demonstrate the activity with a student.Have him or her make some statements and draw on the board what you hear.For example, you might draw a small supermarket across from a post office.As students work, move around the room offering assistance and answering questions.Ask some students to share(參與)the completed drawings and to make some statements to accompany(陪伴)them.Self check

教學(xué)后記：

培養(yǎng)學(xué)生的自信心和興趣是最重要的

第一件事是在教育科學(xué)頻道

第四篇：新目標(biāo)七年級下冊英語Unit11_How_was_your_school_trip教案

Unit11 How was your school trip ?

Period 1(Section A:1a, 1b, 1c)Step I Lead-in Revise past forms of some verbs.Enable students to use them to make a list of their last school trip activities.T: Do you still remember your last school trip? When was it? Where did you go? Ss:...T: What did you do on the trip? Now make a list of the things you did on the trip.Remember, use the simple past tense of verbs because we are talking about the past event.Is that clear? Help students to review the simple past of some verbs they have learned before.Show the following chart.Let students write down the simple past of the verbs.Ask a student to write the answers on the board.Then check the answer with the whole class.Then let them make their own lists.Ask some students to share their lists with the class and make sure they use the correct simple past tense of the verbs.The following chart shows the simple past of some irregular verbs.Students may find some useful while they are making the list.verb buy think bring ride grow drink simple past bought thought brought rode grew drank

verb teach catch write throw sing

simple past taught caught wrote threw sang

Step II Listening and Oral practice(Section A 1b)Play the recording.Students only listen and get a general idea of the conversation.Play the tape a second time.Students listen and circle the activities.Play the tape a third time, students listen and read after the tape.Correct their pronunciation and intonation mistakes.Step III Pairwork(Section A 1c)

Point to the speech bubble in the picture of activity 1b.Let students practice the conversation between Bob and Carol in pairs.Call attention to the questions: Did you...? What did you...? And their answers: Yes, I did.No, I didn’t.I milked a cow.Step IV Summary and Homework T: This class we have learnt how to talk about school trips with “Did you...” We also learned the simple past form of some verbs.After class, please review the chart about the verbs.Don’t forget to preview the next part of Section A(2a, 2b, 2c,2d, Grammar focus).Period 2(Section A:2a, 2b, 2c,2d)Step I Revision and Lead-in Greet the class as usual.Get students review what they have learned in the last period by asking some questions about their last summer vacation.T: Where did you go on your last summer vacation, Xiao Bin? S: I went to Qingdao with my parents.T: Wow, a cool place.What did you do there? S: We climbed Laoshan Mountain, swam in the sea and ate sea food.T: Did you visit an aquarium? S: Yes, we did.We took photos with dolphins and seals.T: Did you have a good time there? S: Yeah.We went to the beach and ate lots of seafood.I want to go there next vacation again.Step II Listening(Section A 2a, 2b)Ask a few questions about Carol’s school trip.T: Where did Tina go? S: She went to the farm.T: What did she do there? S: She hung out with her friends and took lots of photos.T: What else did she do there? Now let’s listen.First, open your books at page 62.Read the questions in activity 2a please.Point to the list of questions and have one student read the questions to the class.Explain some new words and stress the verb phrases.Play the tape.Students listen and check the questions they hear.T: Look at activity 2b.Read the sentences and get the meaning of each sentence.Then listen to the recording again and circle “T” or “F”.Play the recording again, students listen and circle the answers.Then play the recording again, pause where the right answers are.Check the answers with the whole class.Step III Pairwork(Section A 2c,)In this step, students will practice talking about Carol’s school trip according to the information in activity 2a,2b.This will help them to practice the use of “Did she...” question and the affirmative and negative statements.Have students complete the task in pairs.Step IV Role-play(2d)Do2d:Ask students to role-play the conversation in pairs,then explain the conversation.Step V Homework 1.Listen to the whole conversation between Tina and Kevin.Retell what Tina did on her school trip in your own words.2.Make a list of verb phrases you have learned so far in this unit and try to remember them.Period 3(Section A:Grammar focus,3a, 3b)Step I Revision and Lead-in Greet the class as usual and check the homework.Ask several students to retell what Eric did on his trip.Step II Grammar Revise the grammar box.Let students do some drill practice with the grammar items.Drill:

—Did you(A)go to the zoo(B)? Replace A with: he, she, they, Mary, Liu Li, Wang Fei, etc.Replace B with: take photos, hang out with friends, see some dolphins, go to the movies, buy a souvenir, have some ice cream —Yes, I(A)did.—No, I(A)didn’t.I(A)went to the aquarium(B).Replace A with: he, she, they and we.Replace B with: took photos, hung out with friends, etc.Step II Reading(Section A 3a)T: Read the letters and find answers to the following questions.1.Did Jim have a good time on the school trip? 2.Where did Jim go for the day? 3.What did Jim do after lunch? After they have finished, check the answers.Then ask the students to retell the letters with their own words.Now listen to the tape and repeat after it.Pay attention to your pronunciation and intonation.Step III Pairwork

Ask students to write down a list of places they visited(as column A), and

things they did there(as column B).Column A

Column B Tianlong Mountain

ride horse Beidaihe

go swimming Hongkong

go shopping......Ask a pair of students to read the sample conversation.Explain that: T: “That sounds interesting” is B’s opinion on the things A did.We can also say: That sounds cool/fun/boring/exiting etc.Now work in pairs and make your own conversations.Give opinions on the things your partner did.Sample conversation: A: Where were you last Sunday? B: My family went to Tianlong Mountain.A: That sounds exciting.Did you climb the mountain? B: Yes, we did.We also had a picnic.Ask some pairs to act their conversations out for the class.Step IV Groupwork(Section A 3b)Get students sit in a circle and make up a story.T: Let’s play a game.Students in Group one, three, five, seven sit in the front.Students in Group two, four, six, eight sit in the back.Sit in a circle quickly.We are going to make up a story.Choose a member in your group to start the story.Then each of you add a sentence to keep the story going.Remember, the story happened in the past, so you should use the simple past tense.Let’s see which group’s story is more interesting.Step V Homework 1.Write a short story about your school trip.2.Prepare for Section B.Period 4(Section B:1a, 1b, 1c,1d,2a, 2b, 2c)Step I Revision and Lead-in Greet the class as usual and check the homework.Ask two students to read their school trip experiences.Step II Matching and listening(Section B 1a, 1b,1c,1d)Call attention to the pictures in activity 1a.Help students understand the meanings of the 6 phrases.T: Which of these activities did you do on your last day off? Rank them 1-6.Then ask students to listen to a conversation between Jane and Tony in activity 1b and 1c.Then check the answers.Get them work in pairs and discuss their last trip in 1d.Ask some pairs of students to say their conversations to the class.Step III Reading(Section B 2a, 2b,2c)T: Well, most of us have a busy weekend.We always do a lot of things during the weekends.Do you often feel tired after hard work? What do you most want to do? S: Sleep the whole day.S: Have delicious food.S: Play computer games.S: Listen to light music.T: How were Helen’s and Jim’s school trips? Did they do the same things as you do? Look at the chart in activity 2a to complete it.Look at activity 2b.Read 2b to answer the questions.Check the answers with the whole class.Then let them pick out other expressions in the conversation that show opinions or feelings.Ask students to complete the chart in 2c,then check the answer.Step IV Pairwork

T: From 2b, we know Helen’trip was interesting and exciting and Tony’trip was terrible.What was your last day off like? Was it a good day off or a terrible day off? Now work in pairs and talk about your last day off.Let students present their conversations in front of the class using the target language.Ha Step V Homework Write a short passage about what your father or mother did on his/her last day off.Period 5 Period 5(Section B:3a, 3b, 3c, Self check)Step I Revision and Lead-in Greet the class as usual and check the homework.T: Do you remember Helen and Jim did on their school trip? Who can retell the story to us? Ladies, first!Show the pictures on the screen again.These will help the students to remember the main events.Step II Reading and writing(Section B 3a)Turn to page 66, activity 3a.Read the diary.Make a list of the things Bob did that day.Have students complete Bob’s diary,then get some students read it to the class.Then play the tape and let students read after it.Check their pronunciation and intonation.Step III Writing practice(Section B 3b, 3c)Read this diary and fill in the blanks.Then let students read the diary to their partners and check the answers with each other..Then deal with activity 3c.T: Now write a diary and tell us what you did on your last school trip.First make a list of ideas before you begin to write the diary.In your diary you must include Activities, Places, Description words.Make a list of at least three things under each heading.You’d better write at least six or seven sentences.After they have finished, ask some students to read their diaries to the class.Step IV Self Check Do Self Check1:Write more verbs and their past forms and remember them.Do Self Check2:Complete the conversations with the correct forms of the verbs in the box.Ask some pairs to act them out in class.Step V Homework 1.Make a list of the verb phrases you have learned in this period and remember them.2.Finish the exercises in Self check.

第五篇：七年級英語下冊第五單元教案設(shè)計(jì)(新目標(biāo)英語)

七年級英語下冊第五單元教案設(shè)計(jì)（新

目標(biāo)英語）

Unit5I’mwatchingTV.一、教材分析：

1、教學(xué)內(nèi)容：

本單元是GoforitUnit5。主要圍繞“whatareyoudoing?”這一主題展開各種教學(xué)活動，并以這一主題引出現(xiàn)在進(jìn)行時的一般疑問句，否定句以及特殊疑問句等語言功能。本單元旨在創(chuàng)造一個輕松、愉快的學(xué)習(xí)、交流環(huán)境，通過聽、說、讀、寫來培養(yǎng)學(xué)生綜合運(yùn)用這些知識的能力。并讓學(xué)生能在“做中學(xué)”（learningbydoing），通過有限的課堂實(shí)踐活動，注意觀察別人的行動，能準(zhǔn)確地用英語來表達(dá)。

２、教材的地位和作用：

“Goforit”教材有一個比較明顯的編排特點(diǎn)，那就是每單元由SectionA,SectionB和Selfcheck 三大版快組成，同時每個版快又由a,b,c三小部分構(gòu)成，內(nèi)容循序漸進(jìn)，符合學(xué)生的認(rèn)知規(guī)律，教材又圖文并茂，既能吸引學(xué)生的注意力，又能激發(fā)學(xué)生的學(xué)習(xí)興趣，每一小部分中的Ｃ部分又是pairwork,培養(yǎng)了學(xué)生的合作意識，每一小部分又有聽力訓(xùn)練，培養(yǎng)了學(xué)生的聽說能力。SectionB 中的３a,3b又能培養(yǎng)學(xué)生的讀寫能力，本單元的綜合語言知識能力的運(yùn)用，又能在此體現(xiàn)出來。SectionB中的3c是任務(wù)性教學(xué)，體現(xiàn)了語言的交際性和實(shí)用性。

３、教材的處理：

根據(jù)《英語課程標(biāo)準(zhǔn)》（實(shí)驗(yàn)稿）關(guān)于總目標(biāo)的具體描述，結(jié)合本單元這部分的教學(xué)內(nèi)容及基于對教材的分析，我對本單元的內(nèi)容進(jìn)行如下處理，目的是突出重點(diǎn)，使課堂節(jié)奏緊湊，銜貫。本單元分為四課時，第一課時是SectionA中的1a,1b,1c，2c)，第二課時是SectionA中的2a,2b,3a,3b,第三

課第四

時課

時

是是SectionA4----SectionB/1a---2c),SectionB/3a---4，最后一部分是Shelfcheck，以學(xué)生的自測為主，然后予以校對。

二、教學(xué)目標(biāo)：

根據(jù)以上我對本單元教材內(nèi)容的分析，我確定以下幾個為本單元的教學(xué)目標(biāo)：語言知識、語言技能、學(xué)習(xí)策略、情感態(tài)度和文化意識五個方面。

1.語言知識：本單元要求學(xué)生掌握以下詞匯（phone,mall,movies,sound,show,boring,library,soccer.watchTV,dohomework,eatingdinner,talkingonthephone)

語言功能：

學(xué)會讀、寫一篇有關(guān)人們正在運(yùn)動的短文。

語言結(jié)構(gòu)（日常交際用語）：

whatareyou/theydoing?

I'm/we're/They'rewatchingTV.Ishe/shewatchingTV?

yes,he/sheis./

No,he/sheisn't.2.語言技能：

（1）能用現(xiàn)在進(jìn)行時的各種形式進(jìn)行準(zhǔn)確的描述和表達(dá)正在發(fā)生的動作。

（2）能掌握現(xiàn)在進(jìn)行時態(tài)及一些表示具體動作的詞組搭配，如：watchTV,readbooks,play

soccer,talkwith/to,beboring,gotothemovies,wanttodosth.等。

（3）能在日常生活中恰當(dāng)理解和運(yùn)用本單元的話題范圍內(nèi)的單詞和習(xí)慣用語。

3、學(xué)習(xí)策略：

通過本單元的教學(xué)，我要求學(xué)生能通過上下文內(nèi)在的邏輯聯(lián)系，或在觀察別人的行為和活動時能用現(xiàn)在進(jìn)行時來準(zhǔn)確地表達(dá)所發(fā)生或進(jìn)行的動作。

4、情感態(tài)度：

通過對本單元的任務(wù)性活動，我的目的是能培養(yǎng)同學(xué)間的友好相處，規(guī)范自己的行為，同時能提高他們的觀察能力和判斷能力，激發(fā)他們對學(xué)習(xí)英語的興趣和熱情，在接近生活常態(tài)的交際中能樂于模仿，敢于開口，積極參與，主動請教。

5、文化意識：

了解西方人是如何表達(dá)或描述正在進(jìn)行的動作。

三、教學(xué)的重、難點(diǎn)：

基于上述對教材的分析，我確定本單元的教學(xué)重點(diǎn)為詞匯、詞組搭配和現(xiàn)在進(jìn)行時的用法。

教學(xué)難點(diǎn)為現(xiàn)在進(jìn)行時中現(xiàn)在分詞的結(jié)構(gòu)及讀音，能在交際中準(zhǔn)確地運(yùn)用現(xiàn)在進(jìn)行時來描述或表達(dá)正在進(jìn)行的動作。

四、教學(xué)方法

1、教法分析：

（1）現(xiàn)在進(jìn)行時是學(xué)生剛剛接觸的一種新的語法項(xiàng)目，而本單元的話題源自生活，立足這一點(diǎn)，我充分利用學(xué)生已有的知識和生活經(jīng)驗(yàn)，創(chuàng)設(shè)生活化的真實(shí)情境（或半真實(shí)情境）引導(dǎo)學(xué)生在運(yùn)用語言中學(xué)習(xí)語言，然后在學(xué)習(xí)新的語言知識后創(chuàng)造性地運(yùn)用語言（為用而學(xué)，在用中學(xué),學(xué)了就用）。

（2）開展多種類型的任務(wù)型活動，提供給學(xué)生合作交流的空間和時間，促使學(xué)生為完成任務(wù)和同學(xué)進(jìn)行合作，為完成任務(wù)進(jìn)行探究性學(xué)習(xí)。

2、學(xué)情分析：

我們教學(xué)的對象是初一學(xué)生（以中等生為主），他們學(xué)習(xí)英語既感到好奇又擔(dān)憂，希望能得到他人的肯定。因此我在教學(xué)活動中盡量讓他們參與到活動中來，有更多的機(jī)會來說英語，減少他們的恐懼感，通過學(xué)生間的合作學(xué)習(xí)，降低他們的學(xué)習(xí)難度，使他們體驗(yàn)到成功的喜悅。同時在閱讀和書面表達(dá)中加以落實(shí)，提高他們綜合運(yùn)用語言的能力，使各層次的學(xué)生都有所收獲。

五、教學(xué)過程設(shè)計(jì)

TheFirstPeriod

Step1

warmingup

接下來教師要求幾個學(xué)生做一些動作，讓其他學(xué)生用英語來猜測。（目的是為本節(jié)課的現(xiàn)在進(jìn)行時作好鋪墊）

Step2

Presentation

教師出示幾張圖片,引出現(xiàn)在進(jìn)行時的結(jié)構(gòu)和用法。

叫一位學(xué)生按照老師圖片上的提示做動作，教師接著說：

T:He/Sheissingingnow.Theyareplayingfootballnow.T:whatishe/shedoing?

He/She's

playingfootballnow

（2）然后叫一個學(xué)生做動作，另一個學(xué)生問，進(jìn)行問答練習(xí)。

S1:whatareyoudoingnow?

S2:I'mwatchingTV.sing----singing/watch----watching/play---playing

/ect.這樣設(shè)計(jì)的目的是讓學(xué)生在交際情景中感受出現(xiàn)在進(jìn)行時的結(jié)構(gòu)和用法。

Step3Practice

1.Showsomepicturesandletthestudentsaskandanswerinpairs.e.g

whatareyoudoing?Iameating.whatishedoing?Heiseating.whataretheydoing?They'reeating..2.PracticeSectionA

3.然后叫學(xué)生歸納出現(xiàn)在進(jìn)行時的結(jié)構(gòu)句型。

主語+am/is/are+動詞的現(xiàn)在分詞

（培養(yǎng)學(xué)生歸納能力，找出記憶的規(guī)律。）

Step4

Listening

接下來的任務(wù)型聽力要求學(xué)生對動作作出反應(yīng)，教師可承接剛開始的話題，引導(dǎo)學(xué)生根據(jù)所學(xué)語言完成以下任務(wù)：

1.whatarethepeopledoing?

2.writenumbersfrom1abelow.3.checktheanswersinpairslikethis:

A:whatisjennydoing?

B:HeiswatchingTV.A:whatareDaveandmarydoing?

B:Theyareeatingdinner.A:whatisjohndoing?

B:Heisdoinghomework.(通過聽力訓(xùn)練，現(xiàn)在進(jìn)行時的結(jié)構(gòu)得以很好的落實(shí)）

Step5

Pairwork

接著教師叫一些學(xué)生背向著全班同學(xué)來做一些動作，讓其他學(xué)生來猜他或她正在干什么。

（小組比賽，猜對的同學(xué)以一顆紅星加以鼓勵，比一比哪組同學(xué)的紅星最多。）

如：IsLiLeiwriting?No,heisn't.ect.直到猜對為止。（在課堂活動中實(shí)行鼓勵性評價，能促進(jìn)學(xué)生的競爭意識和學(xué)習(xí)英語的積極性。）

然后叫學(xué)生看第26頁2c部分的內(nèi)容，讓學(xué)生進(jìn)行結(jié)隊(duì)練習(xí)。本部分要求學(xué)生掌握一些固定的詞組搭配，如：writealetter,eatdinner,dohomework,talkwith等。

Step6Groupwork

接下來我設(shè)計(jì)的任務(wù)是要求三個學(xué)生為一小組，進(jìn)行問答練習(xí)。

如：whatareyoudoing?Iamtalking.whatishe/shedoing?He/She'stalking.Ishe/shetalking?

yes,he/sheis./

No,he/sheisn't.(這樣的活動既可以培養(yǎng)學(xué)生的合作意識，又能在情景中用現(xiàn)在進(jìn)行時交際，鞏固了本節(jié)課的重點(diǎn)，從而突破了難點(diǎn)，促使學(xué)生在學(xué)習(xí)過程中學(xué)會細(xì)心觀察。）

Homework:

1.熟記本課的單詞、詞組和句型。

2.完成Shelfcheck3.3.觀察今晚自己一家人做的事。

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