新目标七年级英语下册全套教案.doc

新目标七年级英语下册全套教案
新目标英语七年级下册教案

Unit1 Where is your pen pal from?
Topic: Countries, nationalities, and 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....
From(Nationality): the United StatesCity: New York
Language: EnglishTeaching Steps:
Key points:
Where is your/John's pen pal from?  He/She is from...
Where does he/she live?  He/She lives in....

Teaching Steps:
Step 1"I have a pen pal. His name is Curry Muray. He is from the United States. Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?"
Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English)
Step 2 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)
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:
Step 7 Learning
2a    Learn the city names together with the whole class just like Step
 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)
Step 9 Exercise        
My pen pal is from Australia.(划线提问)
John's pen pal is from Japan. (划线提问)
He lives in Paris. (划线提问)
Homework:
Read and copy the new words .
Copy the sentences in Grammar Focus

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
la This activity introduces the key vocabulary.
Point out the numbered list of words. Say each one and ask students to repeat
1b This activity gives students practice listening to and understanding the target language.
Point out the buildings and other locations in the picture. Say the name of each one to the class.
1C This activity provides guided oral practice using the target language.
2b This activity gives students practice listening to and understanding the target language.
2c This activity provides guided oral practice using the target language.
Grammar focus
Review the grammar box. Ask students to say the questions and answers.
3a This activity provides target-oriented reading practice using the language items taught in this unit.
Draw attention to the conversation in the box. Ask students to read
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.
Section B
la This activity introduces the key vocabulary.Point out the sampl answer.Check the answers.
1 b This activity provides guided oral practice using the target language.
2a This activity gives students practice listening to and understanding the target language.
2b This activity gives students practice listening to and understanding the target language.
Call attention to the street map in the box.
Move around the room, offering assistance(提供协助) if needed.
Have some students show their completed drawings to the class.
2c This activity provides guided oral practice using the target language.
3a This activity provides reading practice using the target language.
3b This activity provides guided reading and writing practice using the target language.
3c This activity provides guided writing practice using the target language.
4 This activity provides open-ended oral practice using the target language.
Self check
1 This activity provides a comprehensive review of all key vocabulary presented in this unit.
2 This activity helps build vocabulary by providing a specific time and place for students to record new words.
Ask students to enter five new words in their Vocab-builder on page 108.
3 This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.
Unit 3: Why do you like koalas ?
Language 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
la This activity introduces the key vocabulary.
Write the letter of each animal in the blank by that animal's name. Point out the sample answer.Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.This time students check each animal name they hear.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
2a This activity provides listening practice using the target language.
Correct the answers.
2b This activity provides listening and writing practice using the target language.
2c This activity provides guided oral practice using the target language.
3a This activity provides reading practice using the target language.
Correct the answers.
3b This activity provides guided oral practice using the target language.
Section B
Additional materials to bring to class:
Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1.
1 This activity introduces more key vocabulary,
Correct the answers-
2a This activity provides listening practice with the target language.
Correct the answers.
2b This activity provides listening and writing practice using the target language.
Check the answers.
3 This activity provides guided oral practice using the target language.
say, I like dolphins. They're intelligent.
3a This activity provides reading practice using the target language.
Check the answers.
3b This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.
Check the answers.
3c This activity provides reading and writing practice using the target language,
Unit 4: I want to be an actor.
Language 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
la This activity introduces the key vocabulary.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Correct the answers.
1 c This activity provides guided oral practice using the target language-
2a This activity gives students practice in understanding the target language in spoken conversation.
Correct the answers.
2b This activity gives students practice in understanding the target language in spoken conversation.
This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. Point out the sample
2c This activity provides guided oral practice using the target language.
Point to Anna's mother and then to the example in the speech balloons. Practice the dialogue with a student.
As students work In pairs, move around the room monitoring their work. Offer language support as needed.
3a This activity introduces the names for the places where people work, and gives reading practice using the target language.
Point out the sample answer and have a student read out the speech bubble.
Ask students to work alone. Say, Write the number of each job in the square next to each workplace.
Check the answers.
3b This activity provides guided oral practice using the target language.. Offer language support as needed.
4 This activity provides listening and speaking practice using the target language.
Section 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
1 a This activity introduces the key vocabulary.
Write the letter of each picture next to one of the words. Point out the sample answer.
Check the answers.
1 b This activity provides guided oral practice using the target language.point to the picture of the police officer and say. It's an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job. Ask the class to repeat each correct answer.
1 c This activity provides an opportunity for oral practice.
Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs? Add any new jobs to the list.
2a This activity provides listening and writing practice with the target language.
2b This activity provides listening and writing practice with the target language,Check the answers.
2C This activity provides open-ended oral practice using the target language.
3a This activity provides reading and writing practice using the target language.Check the answers.
3b This activity provides reading and writing practice using the target language.
Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.
Check the answers,
3c This activity provides writing practice using the target
language.Ask the pairs to correct each other's work.
4 This activity provides guided oral practice using the
target language.
. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.
Unit5 I'm watching TV.
Language Goal:Talk about what people are doing.
Teaching Aims:The present Progressive (结构式: Be + V-ing )
Key Points:
---What’s he doing ?
---He’s reading.
Difficult points:

现在进行时的用法和动词V-ing 形式的构成。
Teaching Methods:
由浅入深,设置场景、对话以及表演来教授新句型。
Teaching Aids:
教学图片、教学光盘、VCD机、录音机
Teaching Procedures:
Step1. Warming – up Ask and answer
Step 2. Presentation
Match 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 the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)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.Check the answer: 2 4 1
4. Activities.
The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m 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 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.
3. Step 4. The end
T: You are very good today, boys and girls! And thank you for listening. Bye.
Unit 6: It's raining!
Language goals
In this unit students learn to talk about the weather and talk about what people are doing.
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
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?
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
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.Correct the answers.
2b This activity prov