新目标初一英语unit7教案

【同步教育信息】一. 本周教学内容：Unit 7 What does he look like?二.（六）疑难解析哪些词汇可以用于描述人物的发型、身材和体型呢？你知道下列人物的典型外貌特征用英语怎么说吗？我们来看一看吧！单元主题词表1. —What does your friend look like?你的朋友长什么样？—She is medium build, and she has long hair.她中等身材，长头发。

（1）look like是固定词组，意思是“看起来像”，通常指外表的长相。

有时也说be like。

like是介词，意为“像……样”。

如：The moon looks like a small boat. 月亮看起来像小船。

（2）medium build意思是“中等身材”。

如：He is a man of strong build. 他是一个体格健壮的男人。

（3）long hair“长头发”。

hair在这里是不可数名词。

如果指一根一根的毛发，可作可数。

如：He had his hair cut yesterday. 他昨天去理了发。

2. 形容词的用法。

形容词一般在句中可作定语、表语、宾语补足语。

如：This is a red flag. 这是面红旗。

I’m glad to meet you. 见到你，我很高兴。

I found the book very interesting. 我发现这本书非常有趣。

形容词在修饰不定代词时，放在不定代词之后。

如：There is something new in today’s newspaper.今天的报纸上有些新东西。

但有些形容词只能作表语，不能作定语，它们常称为表语形容词。

如：afraid, ill, asleep, awake, alone, alive, unable等。

The little girl is afraid of dogs. 这个小女孩怕狗。

Unit7 How much are these socks?第4 课时Section B（2a—3b）Teaching goals:Students learn to talk about clothes and prices. By learning, they can make their own dialogues about shopping and write an ad for their own clothes stores. Teaching steps:Step1 Revision and leading-in1.Revise the numbers from 1 to 30 by the game “眼疾口快”.2. Get students to show their own shopping dialogues.A: Can I help you?B: Yes, please. I need …A; What color do you want?B: ……A: Here you are .B: Thank you.A: You are welcome.T: How much do you think these things cost? Match each clothing item with a price.(2a)a. $3b. $15c. $30d. $20e. $22f. $25Step2 Learning 2b1 .Fast-readingThe main idea of the passage is about ___________.A. clothes in great saleB. the prices of the clothes at Mr Cool’s Clothes StoreC. Socks at Mr Cool’s Clothes Store2. Careful readingRead the ad and fill in the price tags and then check the answers.Clothes PricesGreen sweaters $15Yellow sweaters $12Trousers $22Shorts $16Skirts $20Jackets $30Shoes $28Socks $23. Inquiry into knowledge by translation(1)Come and buy your clothes at our great sale!我们在大甩卖，快来买衣服吧！祈使句常用来表示说话人的愿望、意志、请求、警告、命令、号召获建议等，其主语you通常省略。

Unit 7 How much are these socks?The First PeriodSection A (1a-2e)Ⅰ.Teaching aims:1.Knowledge aims:(1)Keywords:much,sock,T-shirt,shorts,sweater,trousers,shoe,skirt,dollar,big,small,sho rt,long,woman,need,look,pair,take(2)Key phrases:how much,how about,look nice,two pairs(3)Important sentences:①—How much is this T-shirt?—It’s seven dollars.②—How much are these socks?—They’re two dollars.③—Can I help you?—Yes,please.④—What color do you want?—Blue.⑤—How about this one?—It looks nice.⑥I’ll take it.⑦—I’ll take two pairs.—Here you are.2.Ability aims:Talk about clothing and prices.3.Emotion aims:Develop students’ abilities in their lives when going shopping.II.Important points:Learn to read and spell new words about clothes.III.Difficult points:Be able to ask and answer questions using “How much is...?”or “How muchare...?”.IV.Teaching processStep 1 Lead-in1.T:Hi,everyone!Do you like going shopping?Ss:Yes,we do.T:Let’s go shopping together,OK?(Show them a picture of a store.)Look,there are so manybeautiful clothes here,tell me which kind of clothes you can see.S1:Socks/Shorts/Shirts/Sweaters/Shoes...2.Ask and answer.The teacher ask a student:①Which clothes do you like?②What color is it?3.Let students practice saying the colors and the phrases: “a red hat/a small yellow hat/a shortbrown T-shirt...”Step 2 Practice1.Work on 1a.①Match the words with the things in the picture.Then check the answers.②Let Ss read the whole things in the picture together and try to memorize them.2.Work on 1c.Choose one student to be a shopkeeper and another is a customer.Ask and answer:①—How much is this T-shirt?—It’s ... dollars.②—How much are these socks?—They’re ... dollars.3.Work on 2d.Practice the conversations by using the dialogue in the right table.Choose two students to act it out.Step 3 Listening1.Work on 1b.Let students listen and circle the things they hear in the picture in 1a.2.Work on 2a.Listen to the recording and repeat after it.3.Work on 2b.Listen to the conversations and circle the things you hear.4.Work on 2c.Listen again,fill in the price tags.Then check the answers.Step 4 Role-play1.Watch the video and read after it by yourselves.2.Role-play the conversation in front of the whole class.3.Answer the following questions.①What does Mary want to buy?②What color does she want?③How much are the socks?4.Check the answers.Language points1.How much is this T-shirt?这件T恤衫多少钱？（教材第37页）“How much...?”在此用来提问物品的价格，意为“……多少钱？”相当于“How much money...?”询问表示单数意义商品的价格，用“How much is...?”，答语用“It’s+价格.”；询问表示复数意义商品的价格，用“How much are...?”，答语用“They’re+价格.”—How much is the book?这本书多少钱？—It’s two dollars.2美元。

人教版（go for it）七年级下册第七单元Section B第一课时教学设计一、教学课型：听说课（45分钟）本课是人教版《英语新目标》（go for it）七年级下册第七单元Section B第一课时1a-2c 的内容。

二、教材分析1．教学内容：Unit 7 What does he look like? Section B（1a-2c）2．教材处理新课程标准强调语言教学应从学生的兴趣、生活经验和认知水平出发，倡导体验、实践、合作与交流的学习方式。

本套教材采用任务型教学（Task- Based Language Teaching）模式，即直接通过课堂教学让学生用英语完成各种真实的生活，学习，工作等任务，将课堂教学的目标真实化，任务化，从而培养学生运用英语的能力。

本节课是Section B的第一课时，学生已在上一课时中接触了本课的基础语言。

因此本人根据自己对教材的理解，紧扣课文主题设计了几个任务。

在任务前，先以头脑风暴的形式让学生快速回忆所学的描述人的词汇并拓展少量词汇，然后进行对话复习Section A的基础语言，为以下的任务打好词汇和语言基础。

根据教材中1b对明星简单的描述，设计出一个结对活动，通过观看两个影片来考验学生们的记忆以及对本单元基础语言的运用能力，让学生在感兴趣的话题中运用目标语言，给他们一个充分发挥自己创造力和合作、交流的空间。

通过section B 中的听力练习，设计出任务二：Guessing game。

这一活动既启发学生思维，让学生将所学的知识与自己喜欢的明星相结合，又使学生在运用语言同时，感觉到有乐趣。

最后在以上任务的基础上设计出描述家中某一成员并且要成文这一家庭作业。

3. 教学目标(1) 知识目标:熟练掌握重点句型：①What does he look like ?He is ……He has ……He is of ……②What does she look like ?She is ……She has ……She is of ……学习一些新的词汇：beard. glasses. have a beard, wear glasses, shabby(破旧的) , regular features(五官端正)……(2) 能力目标：运用所学的句型和词汇，描述人的外貌并且学会把所给信息汇成小文章.（3）情感目标：1. 能激发学生在今后日常生活中用所学的英语表达来谈论自己喜欢的明星.2. 通过几个任务对不同的人的描述,培养学生细心观察的好习惯.4. 教学重点和难点①询问他人外貌用语What does he look like?What does she look like?What do they look like?②描述他人外貌用语He/She is tall/ …… .He/She has short hair/…… .He/She is of medium height/…… .三，教学设计1. 总体思路本节课是Section B第一课时听说课，学生已在Section A中接触了本课的基础语言，因此本课重点培养学生口头运用语言的能力。

Unit 7 How much are these socks?SectionA (1a-2e)Teaching aims〔教学目标〕1. 能理解并区别以下单词：much, socks, T-shirt, shorts, sweater, trousers, shoe, skirt, dollar ,big, small, short, long, woman, need, look, pair, take2. 能理解并正确使用以下句型：How much is ?How much are ?Can I help you?Yes, please. I need a sweater forschool.I’ll take it.Here you are.Thank you.You’re welcome.3. 能熟练谈论物品的价格。

学会询问物品的价格 ,谈论衣物的价格。

Language points〔语言点〕1．要求掌握以下句式：-How much is this T-shirt? -It’s seven dollars.-How much are these socks? –They’re two dollars.Can I help you? Yes, please. I need a sweater for school.What color do you want?I’ll take it .Thank you. You’re welcome.2. 要求掌握以下单词：much, socks, T-shirt, shorts, sweater, trousers, shoe,skirt, dollar, big, small, short, long, woman, need, look, pair, take教学重难点谈论物品的价格运用英语语言进行购物。

Teaching steps〔教学步骤〕1. Greetings2. Revision复习以下句型What is this? It’s a ….What color is it? It’s ….What are these? They’re ….What color are they? They’re….为了吸引同学们的注意力 ,加强课堂教学的生动性 ,趣味性 ,提高学习效率 ,这里可以用一些和颜色有关的图片或实物。

七上英语第七单元教案简单教学目标：1. 知识与能力：学生能够掌握本单元的重点词汇和语法知识，能够正确运用所学知识进行听、说、读、写等方面的语言运用。

2. 情感态度价值观：通过本单元的学习，培养学生对英语学习的兴趣，增强学生的自信心，激发学生学习英语的积极性。

3. 学科交叉：通过本单元的学习，培养学生的观察、分析和解决问题的能力，提高学生的语言综合运用能力。

教学重点难点：1. 重点：掌握本单元的重点词汇和语法知识，能够正确运用所学知识进行听、说、读、写等方面的语言运用。

2. 难点：培养学生的观察、分析和解决问题的能力，提高学生的语言综合运用能力。

教学过程：一、导入（5分钟）通过播放一段与本单元主题相关的视频或图片，激发学生对本单元主题的兴趣，引导学生进入学习状态。

二、学习新词汇（10分钟）1. 教师给学生介绍本单元的重点词汇，并通过图片、音频等方式帮助学生掌握单词的发音和意义。

2. 学生跟读单词，加深记忆。

三、学习新语法（15分钟）1. 教师通过例句或对话的方式向学生介绍本单元的语法知识，如动词的时态、形容词的比较级和最高级等。

2. 学生进行语法知识的操练，加深理解。

四、听力训练（15分钟）1. 教师播放与本单元相关的听力材料，要求学生听懂内容，根据问题进行回答。

2. 学生进行听力训练，提高听力理解能力。

五、口语训练（15分钟）1. 教师设计相关的口语练习题目，要求学生进行口语练习，如对话、情景对话等。

2. 学生进行口语练习，提高口语表达能力。

六、阅读训练（15分钟）1. 教师布置相关的阅读材料，要求学生阅读并回答问题。

2. 学生进行阅读训练，提高阅读理解能力。

七、写作训练（15分钟）1. 教师设计相关的写作练习题目，要求学生进行书面表达。

2. 学生进行写作训练，提高书面表达能力。

八、复习总结（5分钟）1. 教师对本节课的学习内容进行复习总结，强化学生对知识点的记忆。

2. 学生进行知识点的复习总结，巩固所学知识。

人教新目标版2013—2014年度下学期七年级英语教案主备人：备课时间：2014年月日成员：Unit 7 It’s raining!Period 1(Section A 1a, 1b, 1c)Teaching aims1、Words:rain,windy,cloudy,sunny,snow,weather,Moscow,Boston,how’s,bad,terrinle,pretty,cool, cold, humid, warm, hot2、Sentence structures: How’s it going? How’s the weather? What’s the weather like? Important pointsA new way of greetings and the description words about the weather.Difficult pointsHow’s the weather? It’s raining/windy/cloudy/sunn y/snowing/.How’s it going? Great! /Not bad! /Terrible! /Pretty good!Teaching proceduresStep1. Warming up1. Ask the Ss randomly: What’s the date today? What day is it today? How are you?2. Give a new expression which has the same meaning as How are y ou? : How’s it going? But the new one has more answers.Step2. Presentation1. Show 4 faces on the screen and ask Ss to describe each face using whatever words they can. Help Ss identify each person is feeling.2. Then show 4 words. Say the words and ask Ss to repeat each one. Ask Ss to match each remembered phrase with a face. Encourage them to spell the phrases by How do you spell it?3. Practice with the new structure by the whole class: Choose one to the front and the others guess the description words through his/her facial expressions.Step3. Practice and listening test1. Let one student ask me: How’s it going? I may answer like this: Terrible! Because it’s snowing and it’s so cold. Show a picture of snowing day and children are making a snowman and pretend to be very cold. Make Ss guess the words: the weather and snowing. Ask them: How’s the weather? Get them to answer like: It’s snowing/snowy. Go on with other kinds of weather: sunny, rainy, cloudy, windy.2. Play the tape and get Ss to write the city names in the boxes. Check the answers. Look at the 5 pictures in 1a. Encourage Ss to use the description words to describe the weather: ①Beijing—sunny and warm/hot ②Shanghai—cloudy and cool ③Boston—windy and cool ④Moscow—snowing and cold ⑤Toronto—raining and humid. Show an arrow to identify the degree of the 4 adjectives: cold, cool, warm and hot.4. Practice with the structures: How’s the weather? and What’s the weather like? with the 5 pictures The exact weather on that day should not be missed. Note: Talking about the weather is quite common in western countries as a daily greeting.Step4. Weather reportShow a weather map of China. Get Ss to make a weather report as a CCTV anchor. They may begin with asking the weather in each city, then make up a report about it.Step5. ChantShow an easy chant to reinforce the questions and words about the weather.Step6. Homework1. Copy the new words 4 times each.2. Summarize the usages of how in questions.3. Watch a weather report on TV and take down some notes about the weather forecast for tomorrow, and then write a report about it.教学后记：Period 2 (Section A 2a, 2b, 2c)Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:How’s the weather? It’s raining.What are you doing? I’m watching TV.What’s she doing? She is playing basketb all.3. Enable the students to talk about the weather and the activities that people are doing.4. Help the student learn how to talk about the weather and the activities that people are doing.Teaching procedures:Step 1. RevisionTalk about the students about the weather.Ask as many students the similar questions as possible and write the words about weather on the blackboard. Then ask the students to read them repeatedly.Step 2. Free talk and lead-inShow the following pictures. Talk with the students about the weather and the activities that people are doing. Say: Please look at the pictures and answer the following questions.Show or draw the pictures on the blackboard, and let the students practice more.Step 3. Listening (2a, 2b)1.Work on 2a.Let's see what Joe's families are doing. Point to the 4 pictures.2.Ask Ss tell each person is doing in each picture. More attentions shouldbe paid to the correct use of the Present Progressive Tense.3. Play the recording for the Ss to listen and number the pictures [1-4].4. Play the tape for Ss to check the answers.5. With the whole picture, get some Ss to tell the story of it.6.BrainstormingPlay the tape for another time. Then do a memory test.Ask Ss: What's Uncle Joe/Jeff/Mary/Aunt Sarah doing?What're Scott and Lucy doing?Is Jeff watching TV? etc.7.Let Ss match the names with the activities in 2b.Play the recording for the Ss to check the answers.Step 4. Pair work(2c)1.Look at the pictures and talk about the people in 2a with a partner.2.Ask a student the questions as a model:T: What's Uncle Joe doing?S1: He's playing basketball.3.Ss work in pairs. Ask and answer about the pictures.Step 5.Role-play1.Ask Ss to read the conversation and answer the questions:a.What's Steve doing?b.What's Rick's brother doing?Ss read the conversations and answer the questions. Then check the answers together.Step 6.GrammarAsk the students to read the sentences in the grammar box.Help the students sum up how to add-ing to verbs.Homework1. Ask the students to make a dialogue in pairs after class.2. Ask the students to do exercise 4 in workbook.教学后记：Period 3 (Section A 2d--3b)Teaching aims:1. Teach vocabulary words.2. Target languages:—How's the weather in Beijing? —It's sunny.—Can I take a message for him? —Yes. Could you just tell him to call me back?—Sure, no problem.3. Enable the students to talk about feelings about different things.4. Help the students learn how to talk about feelings about different things.Teaching procedures:Step 1. RevisionTalk about the weather and activities.Show the pictures.Give the students more changes to practice.Then check the answers.Step 2. Lead-inSay, Look at the picture. How’s the weather in the picture? Show the picture.Help the students express their feelings with the words: great, terrible, good, pretty, good, not bad Step 3. Warming- up and revision1.Have a dictation of the new words and expressions in period 1.2.Ask some pairs to role-play the conversation in 2d.Step 4.Grammar Focus.1.Ss fill in the blanks and check the answers themselves.2.Ss read the sentences and learn by themselves.Step 5.Practice1.Work on 3a. Fill in the blanks with the correct forms of the verbs in the box. Then practice the conversations with a partner.2. Ss read the conversations and fill in the blanks.3. Check the answers with the class.4. Ss practice the conversation in pairs.5. Ask some pairs role-play the conversation.Step 6.Practice1.Work on 3b.Yuan Y uan from CCTV is interviewing people in five different places. Fill in the chart below.2.Ss work in groups. Discuss the pictures and talk about the weather andwhat the people doing.Make a model for the Ss:—How's the weather in Picture a? —It's sunny.—What's the boy doing? —He's playing the guitar.3.Ss ask and answer about the pictures. Then fill in the blanks.4.Check the answers with the class.Step 7.Practice1.Every student draws a picture. On your pictures sb. is doing something in some kind of weather.2.Ask and answer about the picture.—How's the weather?—What's he/she doing?HomeworkAsk the students to do the following:1. Write something about the weather and make some sentences with the Presents Continuous Tense.2. Prepare the new words in Section B.教学后记：Period 4 (Section B 1a--1d)Teaching aims:1. Teach vocabulary words: dry, cold, hot, warm, visit, Canada, summer, sit, juice, soon, vacation, hard, Europe, mountains, country2. Target languages:—How's it going?—Not too bad. Are you studying hard or having fun?3. Enable the students to describe the weather and what people are doing.4. Help the students learn how to describe the weather and what people are doing.Teaching procedures:Step 1. Warming- up and revision1. Ask and answer about the weather.2. Ask and answer what sb. is doing.Step 2.Presentation1.Show some pictures on the big screen. Present the new words. dry, cold, hot, warm …2.Ss learn the new words and expressions and try to understand the expressions.3.Give Ss some time and try to remember the new words and expressions.Step 3.Matching1.Read the words in the box in 1a. Then look at the pictures. Match the words with the pictures.Ss match the words with the picture.2. Check the answers.Step 4. Pairwork1.Look at the pictures in 1a. Ask and answer questions about the weather in the pictures in 1a.Give an example to the Ss.T: How's the weather in the picture d?S1: It's dry.2.Now work in pairs. Ask and answer about questions about the weather in the pictures in 1a.3.Ask some pairs to ask and answer about the questions.Step 5.Listening work on 1c:1.Read the chart in 1c.2.Play the tape for the Ss to listen and write what Mary and Eric answerto "How's it going?".3.Play the recording twice. The first time Ss only listen. For the secondSs listen and write down the words in the blanks.Step 6.ListeningWork on 1d:1.Listen again. What does Eric answer to "What are you doing?" & "How's the weather?"2. Play the recording twice. The first time Ss only listen. For the secondSs listen and write down the words in the blanks.HomeworkAfter class, please make dialogues with your friend or classmates talking about the weather and the activities that you are doing. And do EX 5 and 6 in the workbook.教学后记：Period 5 (Section B 2a--Self-check)Teaching aims1. Teach vocabulary words: visit, Canada, summer, sit, juice, soon, vacation, hard, Europe, mountains, country2. Target languages: Are you studying hard or having fun? I'm having a great time in Europe.3. Ability: Learn about different activities in different weather4. Cultural awareness: Learn to love our nature and protect the environment. Make a donation if possible Important points:Use the words, expressions and sentence structures correctly.Difficult points:Use the expressions they learned to describe the weather in 4 seasons and people’s activitiesTeaching proceduresStep1. Warming- up and revision1.Ask and answer about the weather.2.Ask and answer what sb. is doing.Step 2.Presentation1.Show some pictures on the big screen. Present the new words. dry, cold, hot, warm …2.Ss learn the new words and expressions and try to understand the expressions.3.Give Ss some time and try to remember the new words and expressions.Step 3.Talking1.Look at the pictures in 2a. Talk about the pictures with a partner. How'sthe weather? What are the people doing? Make a model to the Ss.S1: How's the weather in picture a? S2: It's sunny and warm.S1: What's the girl doing? S2: She's sitting near the pool and drinking some juice.2.Ss work in pairs and talk about the pictures.3.Let some pairs ask and answer the pictures aloud.Step 4.Presentation1.Show some pictures on the big screen to present some of the new words in the postcards in 2b.2.Teach Ss the new words. Then let Ss read the new words after the teacher.Step 5. Reading1.Fast ReadingRead the postcards in 2b and math each postcard with the correct picture in 2a.Ss read the postcards quickly and match the postcard the correct picture.Then check the answers.2. Careful reading:Read the first postcard again and find the answers to these questions.Read the second postcard again and find the answers to these questions.① Where is Dave now?② What are Dave and his family doing there?③ Are they having a good time?Ss read the postcards and try to find the answers to the questions. Then check the answers with the class. Step 6. After Reading1.Read the postcards again and fill in the chart with the information from the postcards in 2b.Step 7.Writing1.Write a postcard to a friend. Tell your friend about your vacation and what you are doing.2.Let Ss read their postcard to the class.Step 8 HomeworkSummarize the key words and expressions in this unit.教学后记：。