新目標(biāo)七年級(jí)英語(yǔ)下冊(cè)全套教案

1、新目標(biāo)英語(yǔ)七年級(jí)下冊(cè)Unit1 Where is your pen pal fromTopic: Countries, nationalities, and languagesFunctions: Talk about countries, nationalities and languagesAsk and tell about where people liveStructure:Wheres/Wherere .fromWhere does/do .fromWhat questions-What language does/do .speakTarget language:Where is

2、 she fromShe is fromWhere does she liveShe lives inWhat language does she speakShe speaksVocabulary:words about countries, languagesTeaching design:The whole unit needs 5 periods, 4 for new lessons and 1 for testPeriod 1( 1a-Grammar Focus )Key points:Where is your/Johns pen pal fromHe/She is from.Wh

3、ere does he/she liveHe/She lives inFrom(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Key points:Where is your/Johns pen pal fromHe/She is from.Where does he/she liveHe/She lives inTeaching Steps:Step 1I have a pen pal. His nameis Curry Muray. He is from theUnited Stat

4、es. Do you have a pen pal Where is your pen pal fromWhats your pen pals nameDifferent students say the information about their own pen pals. Tshould choose the different countries. T writes the different countrieson the Bb(both Chinese and English) Step 2LearningSection A 1aLearn the newwords on the

5、 Bb. The newwords are:pen pal; Canada; France; Japan; the United States(theUS/the USA/America); Australia; Singapore; the UnitedKingdom(the ./Great Britain/England)Pay attention to the pronuciation of the new words.Step 3Listening1b Listen and circle the countries in 1a they learnedStep 4Competition

6、Two groups of students to write the new words to see whichgroup does better. First write down the Chinese words with looking atthe English meanings, then write downthe English words with lookingat the Chinese meanings.(This step is a memorygame. It can help the Ss consolidate the newwords they learn

7、ed)Step 5Pairwork1c Practise the following conversation:-Do you have a pen pal-Yes, I do.-Wheres your pen pals from - He/She isfrom .(Write it down on the Bb)Step 6Lead in g-i nRevise the countries names with looking at the Bb. Then T writesdownthe city nameson the Bb. Let the Ss try to find out whi

8、ch countries the cities are in. The city n ames are followi ng:Step 7Learning2aLearn the city namestogether with the whole classjust like Step2b Liste n and circle the cities and coun tries2cListe n and complete the chartHave a similar competitio n to con solidate the thispart.Step 8PairworkT has a

9、conversation with one student like the following:Homework:Read and copy the new words .Copy the senten ces in Grammar Focusnew words in-Do you have a pen pal-Whats your pen pals n ame-Where is your pen pal from-Where does he/she live itdow n on the Bb）Step 9ExerciseMy pen pal is from AustraliaJoh ns

10、 pen pal is from Japa n.（ Helives in Paris.（ 劃線(xiàn)提問(wèn)）-Y es, I do.-His/Her n ame is.-He/She is from.-He/She lives in .（Write劃線(xiàn)提問(wèn)）劃線(xiàn)提問(wèn)）Unit 2 Wheres the post officeLanguage goalThis unit students leam to ask for and give directions（方向） on the street.New languageIs there a bank near here Yes, theres a ban

11、k on Center Street,Wheres the supermarket Its next to the there a pay phone in theneighbhoodYes, its 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

12、 to,BetweenRecycled language What are you doing Do you want to .Section A la This activity introduces the key vocabulary.Point out the numbered list of words.Say each one and askstudents to repeat.1b This activity gives students practice listening to and understandingthe target language.Point out th

13、e buildings and other locations in the picture.Say the name of each one to the class.1C This activity provides guided oral practice using the targetlanguage.2b This activity gives students practice listening to and understandingthe target language.2c This activity provides guided oral practice using

14、 the targetlanguage.Grammar focusReview the grammar box. Ask students to say the questions andanswers.3a This activity provides target-oriented reading practice using thelanguage items taught in this unit.Draw attention to the conversation in the box.Ask students toreadAnswerPaul and Nancy are the t

15、wo figures outside the entrance to the park.3b This activity provides guided writing practice using the targetlanguage.Section Bla This activity introduces the key out the sampl theanswers.1 b This activity provides guided oral practice using the targetlanguage.2a This activity gives students practi

16、ce listening to and understandingthe target language.2b This activity gives students practice listening to and understandingthe target language.Call attention to the street map in the box. Movearound the room, offering assistance(提供協(xié)needed.Have some students show their completed drawings to the clas

17、s.2c This activity provides guided oral practice using the targetlanguage.3a This activity provides reading practice using the targetlanguage.3b This activity provides guided reading and writing practice using thetarget language.3c This activity provides guided writing practice using the targetlangu

18、age.4 This activity provides open-ended oral practice using the targetlanguage.Self check1 This activity provides a comprehensive review of all key vocabularypresented in this unit.2This activity helps build vocabulary by providing a specific time andplace for students to record new words.Ask studen

19、ts to enter five new words in theirVocab-builder on page 108.3This activity provides reading practice focusing on the gmmmaticalstructures used to ask and say where things are.Unit 3: Why do you like koalasLanguage goalsIn this unit students learn to describe animals and expresspreferences and give

20、reasons,New languageWhydo you like koala bears. Because theyre cute,Theyre prettyinteresting, Theyre kind of shy, Theyre very s of animals such as tiger, elephant, koala bear, dolphindescription words such as smart, cute, intelligent names ofcountries: Australia, South Africa,Recycled langua

21、gebetween, across fromHes/Shes from . Hes / Shes five years old. name of countries;China, Japan, BrazilSection A la This activity introduces the key vocabulary.Write the letter of each animal in the blank by that animals name.Point out the sample the answers.1 b This activity gives students practice

22、 in understanding the targetlanguage in spoken time students check each animal name they hear.Correct the answers.1 c This activity provides guided oral practice using the targetlanguage.2a This activity provides listening practice using thetarget language.Correct the answers.2b This activity provid

23、es listening and writing practice using the targetlanguage.2c This activity provides guided oral practice using the targetlanguage.3a This activity provides reading practice using thetarget language.Correct the answers.3b This activity provides guided oral practice using the targetlanguage.Section B

24、Additional materials to bring to class:Pictures of household pets and zoo animals cut out of magazines forFollow-up activity 1.1 This activity introduces more key vocabulary,Correct the answers-2a This activity provides listening practice with the target language.Correct the answers.2b This activity

25、 provides listening and writing practice using the targetlanguage.Check the answers.3 This activity provides guided oral practice using thetarget language.say, I like dolphins. Theyre intelligent.3a This activity provides reading practice using thetarget language.Check the answers.3b This activity i

26、ntroduces somenewvocabulary words and providesreading and writing practice using the target vocabulary.Check the answers.3c This activity provides reading and writing practiceusing the target language,Unit 4: I want to be an actor.Language goalIn this unit, students learn to talk about jobs.New lang

27、uageWhat do you do Im a reporterWhat does he do. Hes 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 ofjobs and professionsSection Ala This activity introduces the key vocabulary.1 b This activity gives students practice in unde

28、rstanding the targetlanguage in spoken conversation.Correct the answers.1 c This activity provides guided oral practice usingthe target language-2a This activity gives students practice in understanding the targetlanguage in spoken conversation.Correct the answers.2b This activity gives students pra

29、ctice in understanding the targetlanguage in spoken conversation.This time ask students to fill in the blanks with the jobs the peoplehave now and the ones they want in the future. Point out thesample2c This activity provides guided oral practice using the targetlanguage.Point to Annas mother and th

30、en to the example in the speechballoons. Practice the dialogue with a student. As students work Inpairs, movearound the room monitoring their work. Offer languagesupport as needed.3a This activity introduces the names for the places where peoplework, and gives reading practice using the target langu

31、age.Point out the sample answer and have a student read outthe speech bubble.Ask students to work alone. Say, Write the number of each job inthe square next to each workplace.Check the answers.3b This activity provides guided oral practice using the targetlanguage.Offer language support as needed.4T

32、his activity provides listening and speaking practice usingthe target language.Section BNew languageWords that describe jobs, such as exciting, dangerous,boring,difficult, busy, funAdditional materials to bring to class:help wanted ads from an English-language newspaper1 a This activity introduces t

33、he key vocabulary.Write the letter of each picture next to one of the words.Point out the sample answer.Check the answers.1 b This activity provides guided oral practice usingthe target to the picture of the police officer and say.Its an exciting job. Ask the class to repeat. Then say,What else can

34、you say about being a police officer Someone mayanswer, Its a dangerous job. Ask the class to repeat each correctanswer.1 c This activity provides an opportunity for oral practice.Say,Namesomeof the jobs from this unit.Write this list of jobs on theboard. Say, Can you name some other jobs Add any ne

35、w jobs tothe list.2aThis activityprovides listeningand writingpractice with the target language.2bThis activityprovides listeningand writingpractice with the target language,Check the answers.2C This activity provides open-ended oral practice using the targetlanguage.3a This activity provides readin

36、g and writing practice using the targetthe answers.3b This activity provides reading and writing practice using the targetlanguage.Say,Look at the pictures next to each blank line. The pictures willhelp you guess the correct that they look at the names of jobs andthe words that describe jobs inthe f

37、irst part of Section B. Check the answers,3c This activity provides writing practice using the target the pairs tocorrect each others work.4 This activity provides guided oral practice using the target language.Rephrase any incomplete or incorrect rephrase any inaccurateanswers.Unit5 Im watching TV.

38、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- Hes reading.Difficult points: 現(xiàn)在進(jìn)行時(shí)的用法和動(dòng)詞 V-ing 形式的構(gòu)成。Teaching Methods:由淺入深, 設(shè)置場(chǎng)景、對(duì)話(huà)以及表演來(lái)教授新句型。Teaching Aids:教學(xué)圖片、教學(xué)光盤(pán)、VCD 機(jī)、錄音機(jī)Teaching Procedures:Stepl. Warming -

39、up Ask and answerStep 2. PresentationMatch the words and the activities.Ask the students to turn to page 83, and look at the pictures in 1a.Ask and answer just like that, and finish 1a.(Ss can guess themeaning of doing homework, watching TV, cleaning, eating dinnerand reading.)1. Introduction2.Tell

40、the differenceWrite down the V-ing forms by another lines of go, watch, do, play andeat on the blackboard. Ask the Ss to have a look and find thedifference between them. For example: go and going, watch andwatching, do and doing, etc. Then, ask the Ss to read them again.3.Listen to the the answer: 2

41、 4 14.Activities.The teac her acts several actions and say :”What am Idoing”, help Ss answer:”Im opening the door. ”5. Pairwork.Ask and answer questions about what people are doing in the picture.6. Guessing game.7. Self-assessment.8. Do the exercises.(In fact, the Ssdont have enough time to finish

42、theexercises, so they can go on and finish these exercises after class.Step 3. Homework1.Finish the exercises in the class.2.Make a conversation and act it out with your partner.3.Step 4. The endT: You are very good today, boys and girls! And thank you for listening.Bye.Unit 6: Its raining!Language

43、goalsIn this unit students learn to talk about the weather and talk aboutwhat people are doing.What are you doing Im watching TVWhats he doing Hes playing basketball.Whats she doing Shes cooking.What are they doing Theyre studying.Hows the weather Its raining.Section A1 a This activity introduces th

44、e key vocabulary.Focus attention on the cities in the picture.Ask, What s theweather like here If they cant answer, supply theword and ask theclass to repeat it. Say a sentence or two about each kind of weather.For example, Its it raining here todayCheck the answers.1 b This activity gives students

45、practice in understanding the targetlanguage in spoken conversation.Correct the answers.1 c This activity provides guided oral practice usingthe target language.Ask several pairs to present their conversations to the class.2a This activity gives students practice in understanding the targetlanguage

46、in spoken conversation.Point to the four pictures.Ask students to tell what each person isdoing in each picture. For example, This boy is talking on thephone. This man is playing basketball.Supply vocabulary words as the answers.2b This activity provides listening practice using the target language.

47、Correct the answers.2c This activity provides guided oral practice using the targetlanguage.3a This activity introduces more key vocabulary.repeat each one. Use your tone of voice and facial expressions toreinforce the meaning of each. Add your own simple explanationsof what each one example: Not ba

48、d. This meanssomething is notvery good, but its also not very bad. Its in the middle.Check the answers.3b This activity provides oral practice using the target language.Point out the conversation in the large picture and ask two4.This game provides oral practice using the target language.As students

49、 work, move around the room, monitoring progress andoffering assistance as needed.Section B1 a This activity introduces more key vocabulary.y, Write the letter of each picture next to one of the words. Point outthe sample answer.Check the answers.1 b This activity provides oral practice using the ta

50、rget language.Have students ask and answer questions about the weather in thepictures in activity la.2a This activity provides listening and writing practice using the targetlanguage.Correct the answers.2b This activity provides more listening and writing practice using thetarget language.Students f

51、ill in the blanks.Correct the answers.2c This activity provides guided listening and speaking I practiceusing the target language.3a This activity provides reading practice using the target language.rds that describe the weather. Two examples are done for you.3b This activity provides reading and wr

52、iting practice using the targetlanguage.Correct the answers.3c This activity provides writing practice using the targetlanguage.nitoring progress and offering help as necessary. Provide the4 This survey provides listening, speaking, and writing practice usingthe target language.to choose one type of

53、 weather and ask as many classmates aspossible what they do in that kind of weather. Remind students towrite down the answers.Ask several students to read their questions and answers to theclass.Write any new vocabulary items on the board and discussthese words. Students may wish to copy some of the

54、 words ontotheir notebooks.Unit 7: What does he look likeLanguage goalIn this unit students learn to describe people.New languageWhat do you look like Im short. And I have curly hair.What do they look like Theyre medium they have short hair.What does he look like Hes heavy and he wears glasses.What

55、does she look like Shes thin and she has long hair. Section AAsk students to name some ways of describing people. You can startstudents off with examples such as tall and short. Point out variousstudents in the class and ask students to say if they are tall or short.la This activity introduces the k

56、ey vocabulary.Focus attention on the words. Ask students to read the list ofwords. Then say each word and ask students to repeat it.Check the answers.1 b This activity provides guided listening and writing practice usingthe target language.Correct the answers.1 c This activity provides guided oral p

57、ractice using the targetlanguage.2a This activity provides guided listening practice using the targetlanguage.Correct the answers.2b This activity provides listening and writing practice using the targetlanguage.Ask students to listen to the descriptions and write the words in thecorrect column afte

58、r cad persons name.3 This activity provides guided writing practice using the targetlanguage. JCall attention to the dialogue in the box and the picture.Explainthat students have to complete the dialogue with words to describeNancys appearance.Havestudents do the activity individually.As they work,

59、movearound the classroom offering help as necessary.3a This activity provides reading practice using the target language.Draw attention to the pictures and thethat studentshave to match the pictures with the correct descriptions.Point outthe example.Have a student read the firstdescription.Students

60、do the activity individually.3b This activity provides oral practice using the target language4 This activity provides open-ended oral practice using the targetlanguage.Section BNew languagebeard, mustache, black, blonde, bald Additional materials to bringto class:large scrap paper for the drawing a