新目标七年级下全套教案3

新目标七年级下全套教案Unit 3: I'd like a large pizzaLanguage goalIn ihis unit students learn to ask for and give personal information. They also learn to order food.New languageWhat would you like on your pizza?I'd/He'd/They'd like pepperoni.names of foods: cheese, tomatoes, mushrooms,green peppers, pepperoni, onions, oliresSection AAdditional materials to bring to class:magazine advertisement or food package showing a picture of a pizza tape recorders and blank tapes for students to use.Show students a picture of a pizza or draw one on the board.Ask how many students like pizza.Draw three different sized circles on the board. Ask individual students, What size pizza would you like---mall,medium or large? When they answer, point to the size they mention and say. You 'd like a (small) pizza.Pronunciation noteSay the pronunciation of the word pizza and have students repeat it several times. Explain that although you would expect the two z's to make a z sound, they actually make a sound like ar followed by s, So the word is pronounced peet-sub.not peez-zub .la This activity introduces the key vocabulary.Focus attention on the three pizzas in the picture. Point to and read thesign in front of each pizza: Special 1,Special 2, and Special 3. Then point 10 the toppings on each pizza and read the letter next to each topping.Point out the numbered list of Pizza Toppings.Say each word and ask students to repeat it.Then ask students to match each word on the list with one of the foods on a pizza. Say, Write the letter of each food picture after the name of the food. Point out the sample answer after number 1.You may wish to have students work in pairs or small groups If they do not know most of the names of pizza toppings.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation,Point to the three pizzas. Point to and read the names of the three specials. Then point to the pizzas one at a time and ask. What toppings are on this pizza? Confirm answers or correct wrong responses by saying the list of ingredients again.Play the recording the first time. Students only listen.Play the recording a second time. This time, ask students to check the pizza that the person ordered.Correct the answer.1c This activity provides guided oral practice wilh the target language.Ask two students to read the dialogue to the class.Say the conversation with a student. Ask the student to be the pizza maker while you order the pizza. Ask for different toppings than in the conversation.Ask students to work in pairs. Have students take turns being the pizza maker and the person ordering the pizza.Remind students to list the size and the toppings they really like. Students practice both roles.Ask some students to present their dialogues to the class.2a This activity gives students practice in understanding the keyvocabulary in spoken conversation.Point to the food in the picture and ask students to point to and name each one.Explain that students will hear a recording of a conversation. Say, The people will talk about some of the foods, but they will not talk about others. Please check only the ones they talk about,Play the recording the first time. Students only listen.Play the recording a second time.This time, ask students put a checkmark next to each food mentioned on the rape.Correct the answers.2b This activity provides listening and writing practice using the target language.Point to the blank lines. Read each statement, saying the word blank each time you come to a blank.Play the recording and ask students to listen and write the missing word in each blank. Point out that all the words they need are in activity 2a, They can usethese words as answers and to check their spelling.Check the answers by having students write the sentences on the board. 2c This activity provides guided oral practice using the target language.Call attention to the example in the speech bubbles.Ask a student to read the example to the class.Say, Now practice ordering the kind of pizza you like. Use the dialogue In activity 2b as a model.Help students find partners. Then say, First read the dialogue in activity 2b together. Each student can be both the pizza maker and the customer. Then make your own dialogues. Tell what you realty like on your pizza.Ask pairs of students to present their dialogues to the class.3a This activity provides reading and oral practice using the arger language.Call attention to the questions above the pizza maker's head and the list of answers above the boy's head.Ask one student to read all thequestions to the class. Ask another student to read all the answers. Say, Now please match each question with an answer.The first one is done as a sample.Point to number 1 and say. Can I help you? Then point to answer c and say, I'd like a pizza, please.Ask students to complete the exercise on their own.Less advanced students may benefit from doing the activity in pairs or in small groups.Check the answers.3b This activity provides guided oral practice using the target language.Review with students how to say their phone numbers.Write several phone numbers on the board and say the English way of saying telephone numbers. It is always correct to say the numbers one at a time: 843-5038 can be said, eight-four-tbree---five, oh, three, eight. However,a group of four numbers is sometimes said in two groups of two numbers. So 843-5038 is sometimes said, eight-four-three----fifty, thirty-eight.Ask students to work in pairs. Help students decide who will be Student A and who will be Student B.Ask one of the pairs of students to read the dialogue from activity 3a. One student is the pizza maker and asks the questions. The other is the customer and gives the responses in the book.Then say. Now make your own conversations. Student A asks the questions/Torn activity 3a. Student B gives true answers.After students have completed the dialogue one way,ask the partners to exchange roles and do it again.Ask some pairs to perform their dialogue for the class.Section B1 a This activity introduces more key vocabulary.Call attention to the food on the table. Ask students to point to and name as many of the foods as possible. Point to and say the names ofany foods they don't recognize.Then point to the words on the list. Say the words and ask students to repeat the words.After that, ask students to match each word with a picture. Say, Write the letter of each food picture in the blank in front of the correct word. As students work, move around the room answering questions as needed.Check the answers.1 b This activity provides guided oral practice using key vocabulary words.Call attention to the food on the table. Say, Please circle the things you like and put an X in front of the things you don't like.When students finish this step, ask students to work with partners. Point to the speech bubbles and ask two students to read the dialogue. As the partners tell each other what they like and don't like, move around the room monitoring their work.2 a This activity provides listening practice using the target language. Point out the eight words in activity la and say, For this activity, mark your answers in activity 1a.Say, You will hear a conversation. A boy is ordering pizza from a pizza restaurant. As you listen, please circle each of the words in activity la that you hear on the recording.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to circle each of the foods in activity la that is mentioned in the dialogue on the tape. Correct the answers.2b This activity provides listening and writing practice using the target language.Say, Look at the order form on page 82. What information does it ask for? Call on individuals to answer.Then say, I'm going to play the recording again. This time, please write down the information on the order form. You will be writing the boy's address, his telephone number, and the names of all the food items be orders.Play the recording the first time. Students only listen.Say, The order form has the address first, telephone number second, and the food order third. You will fill out the bottom part of the form before the top part.Play the recording a second time. This time, ask students to write out the information on the form. You may wish to play the tape more than once if many students are not able to complete it the first time. Correct the answers.2c This activity provides guided oral practice using the target language.Say, Look at the order form on page 83. You will work in pairs. Student A, you work in a pizza restaurant. Ask Student B questions and fill out the order form. Remember to ask for the address and telephone number. Student B, order food and drink that you like from the list in activity la. After students complete the dialogue one way, ask the partners to exchange roles and do it again.Ask pairs of students to perform their dialogue for the class.教学反思：开放的课程呼唤开放的评价方式新的评价方式的改革，直接关系到新课程改革的成败。

人教版新目标七年级英语下册 Unit 3 说课稿一. 教材分析人教版新目标七年级英语下册Unit 3的主要内容围绕着“日常生活”这一主题展开，通过学习本单元，学生能够掌握一定的日常交流用语，提高他们的口头表达能力。

本单元的话题贴近学生的生活，易于激发学生的学习兴趣。

教材结构清晰，内容由浅入深，有利于学生的学习。

二. 学情分析七年级的学生已经掌握了一定的英语基础知识，对于日常交流的基本用语有所了解。

但他们在口语表达方面还存在一定的困难，需要通过大量的练习来提高。

此外，学生的学习兴趣和积极性对他们的学习成果有很大的影响，因此，在教学过程中，需要注重激发学生的学习兴趣。

三. 说教学目标1.知识目标：学生能够掌握本单元的重点词汇和日常交流用语，理解课文内容。

2.能力目标：学生能够运用所学知识进行日常交流，提高他们的口头表达能力。

3.情感目标：通过学习本单元，学生能够更加自信地用英语进行交流，培养他们的学习兴趣。

四. 说教学重难点1.重点：本单元的重点是让学生掌握日常交流的基本用语，提高他们的口头表达能力。

2.难点：学生在实际运用中所遇到的语法和词汇问题，以及如何将所学知识运用到实际生活中。

五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在实际操作中掌握知识，提高他们的口头表达能力。

2.教学手段：利用多媒体教学设备，如PPT、视频等，辅助教学，提高学生的学习兴趣。

六. 说教学过程1.导入：通过展示与日常生活相关的图片，引导学生谈论日常话题，激发学生的学习兴趣。

2.新课呈现：讲解本节课的重点词汇和日常交流用语，让学生进行实际操作，如角色扮演等。

3.课堂练习：设计一些日常交流的场景，让学生进行实际运用，巩固所学知识。

4.课堂小结：对本节课的内容进行总结，让学生明确学习目标。

5.课后作业：布置一些与日常生活相关的任务，让学生课后进行练习，提高他们的口头表达能力。

七. 说板书设计板书设计要清晰、简洁，能够突出本节课的重点内容。

人教版新目标英语七年级下册全册教案Unit 1 Can you play the guitar?一. Knowledge and abilities goals:1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar2. How to use Model verb” can”.3. Listening and speaking skills and communicative competence. Content of courses:In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to join…club ?Can you …?四. Importance and difficulty: canTeaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class.Period 1 (Section A: 1a-2d)授课人:______ 授课班级: _____ 授课时间：年___月___日____ 1.Knowledge Objects: Learn to talk about abilities.Know something about the culture of clubs. Can you/he..?What can you do? What club do you want to join?can, can’t, draw, dance, swim, speak, walk.2.Teaching key point: can3. Teaching Difficult point: can4.Teaching Procedures:Step 1. Lead-inEnjoy a song I’m a musicianT: Do you want to be a musician? S:T: Can you play the piano? S…T: What can you do? S: I can…T: What about you? S:T: OK, now please show your talent and tell us what you can do.Ask one of the students come to the front and do the action. Ask other students to guess what he or she can do.Step 2. PresentationT: Look at the pictures. What are they doing? S:Step 3 Pair workLook at the pictures. Ask and answer like this:A: Can you play basketball?B: Yes, I can. / No, I can’t.Can you…?Step 4 PresentationShow some pictures of famous stars. Practice the third person “he, she, they”T: Where can you play chess? S:T: Yes, in a chess club. This term, we have a lot of clubs. What club do youwant to join? S…T: Sounds great. Can you…?S: Yes, I can/ No, I can’tIf the answer is negative, guide students to say:S: No, I can’t. But I can learn it from others.Step5 Pair workA: What club do you want to join?B: I want to join the…A: Can you …?B: Yes, I can . No, I can’t. But I can learn it from others.Step 6 ListeningListen to 1bListen to 2a and 2b. Tell them to give special attention to listening activity (names of the clubs). Finish the tasks.Step 7 Pair workLook at 2b and talk about what the people can do the clubs they want to join.Step 7 Role-play the conversation 2dT: If you like telling stories. What club can you join?S: Story telling club.T: Right. Please read the conversation following the recording. Who wants to join the story telling club? Then role-play the conversation.Step 8 Explain some language points.Step 9 HomeworkPeriod 2 (Section A: 3a-3c)授课人:______ 授课班级: _____ 授课时间：——年___月___日____1. Knowledge Objects: go on learning to talk about abilities.—Can you play the guitar? —Yes, I can./ No, I can't.—What can you do? —I can dance.—What club do you want to join? —I want to join the chess club.2. Teaching key points: Conclude the usage of ‘can’; put all new language into practice through different activities.3. Teaching Difficult points: Distinguish “say, speak, tell, talk”4.Teaching Procedures:Step1:Greeting, Warming up and duty report.Watch a flash about the content of the Just for fun.Talk something about the flash: Why is the other boy unhappy?Introduce because of the difference of time zones, the time in different places are different.Revision: show the time in six places: Beijing, Tokyo, Paris, Los Angeles, New York, and London. Elicit the sentence pattern: What time is it?It’s……Draw attention to the “am” and “pm”. For instance, Beijing is seven o’clock in the morning. We can say Beijing is seven am. Los Angeles is three in the afternoon. So we can say Los Angeles is three pm. (teacher helps students answer).Step2:Review the words learnt in the last period and add more.(1)T：Here are some Chinese, let us see what time do they usually get up/ take a shower…get up take a shower eat breakfast go to school eat lunch run go homedo homework eat dinner go to bed(2)ask students to make a surveyAsk your friend 5 questions about his /her day. Then make a report. A: What time do you usually…?B: I usually…at…Step3:presentation.(1)Ben’s day. Introduce something about Ben.Using the sentence pattern: What time does he usually get up/go to school/…Pay attention to the verb form of the third person.Discuss Do you like ben’;s routines.(2)Show the picture of Scott. He usually gets up at 5 pm.Ask students to predict what his job is?(3)listen to the tape,and try to answer this question. then read through the passage,and match the pictures with the times.(4)read it again and fill in the chart.(5)answer the following questions1.Where does he work?2.How does he go to work?Step4:Work on 3a.（1）Read through the passage and tell me what his job is.（2）Read it again and match the pictures.(3)Answer questions:What does he do after he get up?Does he go to work after breakfast? What does he do?How does he go to work? By bus or on foot?What does he do before he goes to bed?What does“What a funny time to eat breakfast!”mean?Step5:Follow up.T：My friend Da Bao likes Scott's work, so he gets to Sai Te Hotel . But he doesn't find him.T: There are many children in the hotel. Look, they are coming. Please ask them questions to find the real Scott.Step6:Work on part4.T：Now six people make a group, and ask the other students when theyusually go to bed . The leader lines up from the earliest to the latest bedtime.T: Let's listen Group1…Group2…Step7:Work on part 3 of self –check.T: Now I want to know something about what you do on weekends. You can go, ask your classmates and fill in the forms. Then you have a report. T: You may begin it like this "Ma Li gets up at …"Step8:Homework.Oral work:（1）Read 3a and recite it.（2）Go on making a survey to find out what your classmates do on weekends.Period 3 (Section B: 1a-1f)授课人:______ 授课班级: _____ 授课时间：——年___月___日____1. Knowledge Objects: go on learning to talk about abilities. drum, play the drum, piano, play the piano, violin, play the violin2. Teaching key points: Improve listening and speaking3. Teaching Difficult points: Improve listening and speaking4. Teaching Procedures:Step 1 Warming- up and revisionDaily greeting.Check the homework. Let some Ss report what his/her family members can do.Step 2 PresentationPlay the sound of different kinds of instruments. Let Ss guess what it is.Act and show your classmates your talent.T: Please stand in front of your classmates. Act and say what you can.S1: (sing and dance) I can sing and dance.S2: (play the drum) I can play the drum..Step 3 ListeningTell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a. Play the recording again and check the answers.T: Now let's work on 1c. First, let one student read the words and phrases aloud.Then listen to the 1d and circle the words and phrase you hear.Check the answers:T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What can't they do? You'll listen to the recording again. Then try to fill in the blanks.Step 4 Group workWork in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do.S1: Bill can play the guitar, but he can't sing.S2: Cindy can sing and play the drum, but he can't play the piano. Teacher can walk around the classroom, and give some help to the Ss. Step 5 HomeworkMake up a conversation between a volunteer and a person who is in charge of a sports club/old people’s home/music club.Period 4 (Section B: 2a-self check)授课人:______ 授课班级: _____ 授课时间：——年___月___日____ 1. Knowledge Objects: go on learning to talk about abilities. also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician2. Teaching key points: Also, too; be good with, help with3. Teaching Difficult points: Describe one’s ability4. Teaching Procedures:Step 1 Warming-upCheck the homeworkAsk some pairs to show their conversationsStep 2 ReadingFirst, show some pictures of the boys and girls and some key words in 2a.T: Here are some pictures and information about Peter, Alan and Ma Huan. Can you describe them according to the pictures and key words?S1: Guide Ss to use “also, too”, and distinguish how to use these two words.Give comments on Ss’ descriptions.T: Now we’ll read three ads. What's the main idea of each ad? What's each ad's title? Now let's read the three ads and select a title for each ad. Ss read carefully and try to select a title for each ad. Check the answers with the class.Step 3 Review the usage of “tell”,Review and distinguish the usage and function of “help”T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right for him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person.Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups. Check the answers with the class.Step 4 Homework1. Recite 2a and 2b2. Finish the exercise on p6Unit 2 What time do you go to school?1. Teaching Aims:1) Aims of Basic Knowledge:①V ocabulary: time, shower, usually, O’clock, what time, go to school,take a shower.②Grammar: What time do you…? What time does he / she…?③ Function: Use the simple tense to talk about the daily life.2) Aims of Abilities: Listening skill. Speaking skill. Reading skill. Writing skill.3) Aims of Emotion: Love life.2. Analysis of the Material:1) Brief Introduction of the teaching material:What time / When do you…?” “ What time / When does he…?”2) Teaching Focus: What time do you…? What time does he/ she…?3) Teaching Difficulties: Present tense.3. Learning Methods: Make a plan. Culture.4. Teaching Methods: Student- centered. Task-based Teaching.5. Teaching Time: 4 periodsPeriod 1(Section A: 1a-2a)授课人:______ 授课班级: _____ 授课时间：——年___月___日____Step One: Warming-upGreetingT: Good afternoon, everyone.Ss: Good afternoon, Miss Yang.Step Two: Presentation1.Adjust the time, and ask students questions.T: What time is it? Ss: It’s 12 o’clock. ( Write on Bb )( Help Ss to say )T: What time is it? Ss: It’s 10:15.( Help Ss to say )2.Ask one student to come to the front, adjust the time and ask theother students.S1: What time is it? Ss: It’s 9 o’clock.3.Teach the new words & phrases.Show some pictures of different clocks and the activities.T: I’m very busy these days. Can you guess what time I get up / eat breakfast / go to school / run / take a shower? ( Write on Bb)T: I usually get up at 6:35. ( Teach Ss the new word “ usually” )S1: Yo u usually eat breakfast at …S2: You usually run at…S3: You usually take a shower at …4.Ask Ss to do the exercise of 1a, and then check the answers.Step Three: Listening1.Show Ss the timetable of Rick’s ( write on small Bb )Rick’s timetableAsk Ss listen to the recorder and fill in the chart.Then check the answers.2.Ask and answer.T: What time does Rick get up / eat breakfast / run / go to school / take a shower ?Ss: He gets up / eats breakfast / runs / goes to school / takes a shower at…( Ask Ss pay attention to the underlined phrases.)Step Four: Consolidation1.Ask Ss to look at the pictures and tell their days.Example: I usually get up at …. I eat breakfast at …. I go to school at ….At …, I take a shower.Step Six: Homework1.Try to remember all the words & phrases.2.Survey: Ask your classmates their routines, and give your report.3.Plan: January 1st is coming. Please plan it, and make your daywonderful.Step Seven Blackboard DesignPeriod 2 (Section A: 2b-Grammar Focus)授课人:______ 授课班级: _____ 授课时间：——年___月___日____1. Aims and demands :1) Language skills :Ss learn to talk about kinds of transportation, and how long it takes to go places, and how far apart places are.2) Target Language : Words : how far , get to , bicycle , subway , bus stop, train station , minute, kilometer, mile , transportation , calendar Sentences: How do you get to school ? / How long does it take ? / How far is it ?3) Moral object : Through learning this unit , Ss can enable them to care for each other whenever crossing the roads and pay attention to the sign of traffic.2. Analysis of the material:Students have learned the transportation before.. In this unit ,they need to learn more details about the transportation. At the same time ,they need tolearn “How long and How far” and they can use them freely.3. Teaching methods:pairwork , groupwork ,listening and speaking, practicing4, learning strategies:Personalizing Inferring vocabulary5.Teaching aids:Tape recorder, a projector or a computer6.Teaching period:Four periods.Period 3 (Section B: 3a-3c)授课人:______ 授课班级: _____ 授课时间：——年___月___日____1. Aims and Demands: Key vocabulary, How do you get to school ? Howdoes he get to school ?2. Teaching methods : Listening Writing Pairwork3. Teaching Aids : A tape recorder.Step I Leading inT: Good morning, everyone! You know I live far away ,so I go to school by bus every day. What about you? David, “How often do you go to school?”S:--------T: So we will talk about how to get to places in this unit.Step IINow I will show you pictures and let’s review the transportations we know. Then we will learn more about it .(take the subway) Please open your books and finish 1a.Step III1. There are five names in 1b.Now they are in the picture. We should find them.2. Play the tape .They should listen carefully and find the persons .Write the numbers next to the correct students in the picture above. After listening , check the answers together .Step IVPoint to the example in the box , ask two students to read it .then ask them to make up their conversations about how the people in the picture get to school .Teacher choose some pairs to act their conversations.Step VPracticing the listening :T: I will play two conversations The people are talking about how students get to school and how long it takes .The first time check the kinds of transportation that you hear. The second time match the time with the kinds of transportation activity 2a.Step VI1. Pay attention to the picture and dialogue.2. Make your own dialogue into pairs.3. Act it in front of the students.Step VIISummary and homework: This class we have learnt some key vocabulary and the target language .I hope after class you can survey how does your friends get to school .and pre-revise the 3a,3b.Step VIII Blackboard DesignPeriod 4授课人:______ 授课班级: _____ 授课时间：——年___月___日____3. Ask some students to do it orally.Unit 3 How do you get to school ?Period 1 (Section A: 1a-1C)授课人:______ 授课班级: _____ 授课时间：——年___月___日____ 【学习目标】1.掌握本节课的5个单词：train bus subway ride bike 和5个短语: take the train take the bus take the subway ;ride the bike walk to2.熟练运用问方式的句型。

新目标英语七年级下册Unit3教案Unit 3 Why do you like koalas?Language goals:l In this unit students learn to describe animals and express preferences and give reasons.New languages:l Let’s see the pandas first.l Why do you like koalas? Because they’re cute.l names of animals such as tiger, elephant, koalas, dolphinl description words such as smart, cute, cleverDifficult points:1. Listening for the names of animals. Listen for the description words about animals.2. Read the description words about animals. Write about the animal you know.3. why, what, where questions, because, adjectives of qualityTeaching aids:l A tape recorderl Some picturesPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages: Let’s see the pandas.Why do you want to see the lions? Because they’re cute.3. Enable the students to talk about animals.4. Help the students learn how to listen to and talk about animals.Teaching procedures:Step 1. Warming upTalk about animals using pictures.Teach new words about animals by the pictures.Step work ( 1a)Ask the students to read the words and the picture, and then match the names with the pictures a–h.Encourage or help the students to say something about the picture and do the match work.Step 3. Listening (1b)Point to the numbered list of words in activity 1a and play the recording. Ask the students to listen to the recording and circle the countries in 1a.Play the tape and then check the answers.Ask the students to listen to and repeat after the recording and then check the answers.Further activity: Ask the students to do some pair work in the following way if they can understand the listening material well.Step 4. Pair work (1c)Ask the students to make conversations in pairs.Say: Now please make conversations in pairs, using the animals in activity 1a and the description words in activity 1c.Homework1. Ask the students to remember the new words in this period (on page 116) by heart.2. Ask the students to practice the conversation in activity 1c.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages: I like dolphins.Why do you like dolphins? Because they are kind ofinteresting.3. Enable the students to talk about animals and tell why they like them.4. Help the students learn to talk about animals and tell why they like them.Teaching procedures:Teaching procedures:Step 1. Free talk and lead-inRevise the names of the animals.Say: In last period we learnt the names of some animals. Now let’s do some revision. Please look at the pictures one by one and you have to tell me the name of the animal in the picture. OK? Show the students the animal pictures one by one.Revise the conversation learnt in the last period.Give more chances to more students to practice talking about the animals and expressing why they like the animals.Step 2. Listening (2a, 2b)First ask the students to listen and fill in the chart in activity 2a.Play the recording for the first time. Ask the students to listen carefully and write down the animals. Play the tape the second time.Ask the students to pay attention to the words in the box in Activity 2b.Ask the students to pay attention to the conversation in activity 2b.After that, check the answers.Then ask the students to listen to and repeat the dialogue after the recording.After this, ask the students to practice the conversation without the help of the recording.Step 3. Pair work (2c)Ask the students to work in pairs, ask and answer about animals they know.Ask the students to practice: Why? Because they are…StepAsk the students to read the sentences in the grammar box and sum up the sentence structure.Practice suggestion: Ask the students to work in groups and write down their own opinions on the animals in Activity 1a on a piece of paper; show their work to the group members. And then ask and answer questions.Homework1. Use the words in the box in activity 2b to makesentences.2. Ask the students to find more description words about animals.Period 3Teaching aims:1. Teach vocabulary words.2. Target languages:Where are lions from? Lions are from South Africa.3. Enable the students to say where some animal are from.4. Help the students to say where some animals are from.Teaching procedures:Step 1. Free talk and lead-inShow the students some pictures and ask some questions.Show the first picture with a panda in it.Show other pictures of animals and ask questions and go on with others in the same way.Step work (3a)Ask the students to read the maps and the animals in activity 3a.Let the students look at the three animals.Let the students match the countries and the animals.Move around the classroom to see if the students need help.Ask the students to draw lines to match the maps with the pictures.Step 3. Pair work(3b)Ask the students to read the conversation in activity 3b.Ask the students to work in pairs and ask and answer questions.Step 4. GameAsk the students to read the list of countries and animals.Let the students look at the list of countries and animals and find a person to translate the list of countries and animals into Chinese.Show the students how to play the game. Play the recording for the first time.Play the recording again and check the answers by replaying the tape.Homeworkl Ask the students to practice talking about where animals come from in Activity 3a.Period 4Teaching aims:1. Teach vocabulary words.2. Target languages: What animals do you like? I like elephants.3. Enable the students to talk about why they like some animals.4. Help the students to learn how to talk about why they like some animals.Teaching procedures:Step 1. Warming and lead-inCheck the homework by asking some questions.Show the pictures of lions, pandas and koalas.Say: Where are pandas from? Where are koalas from? Where are lions from?Show a picture of a big elephant.Step work(1)Ask the students to read the words and the picture, and then match the names with the pictures a–h. Point to the pictures one by one.Ask the students to read the eight numbered adjectives at the top.Ask the students to do the match work.Step 3. Listening (2a, 2b)Point to the numbered list of words in activity 1 and play the recording. Askthe students to listen to the recording and circle the description words inactivity 1. Play the tape for the first time.And then play the recording the second time.Ask the students to pay attention to the headings in 2b.Play the first four lines of the recording of the conversation and stop the tape.Play the rest of the conversation.Check if the students get the right information. If not, play the part studentscan’t understand well or get the right information again (and again).Step 4. Pair work(3)Ask the students to read the dialogue.As the students work, move around to see if help is needed.Ask the students to work in pairs.Homework1. Ask the students to try to remember the new words learned in this period.2. Ask the students to try to practice talking about the animals they like according to activity3.Period 5Teaching aims:1. Teach vocabulary words.2. Target languages: She likes to play with her friends and eat grass.Please be quiet. /He sleeps during the day, but at night he gets up and eats leaves.3. Enable the students to write a description of an animal.4. Help the students to write a description of an animal.Teaching procedures:Step 1. RevisionBefore the new lesson, do some revision to check the homework.Show some pictures with a panda, a lion, a koala, an elephant, a dolphin, a tiger and penguin in each of them.Say: Morning, boys and girls. Nice to see you again. Have you remembered we learned how to describe animals? Can you say some of them? Ask some students to answer questions.Give more students chances to say, and let them have enough practice.Step 2. Presentation (3a)Let the students read the pictures and the descriptions.Ask the students to read the articles in 3a and answer the following questions.Show the following.Explain some language points that students may not understand. For example, the difference between play and play with.Step 3. Reading and filling in the blanks (3b)Ask the students to look at the pictures in activity 3a and teach new words.Say, Look at picture d. What is the panda eating? What is the koala eating?Write leaves on the blackboard. Ask a student to give the Chinese meaning and go on with the others in the same way. Ask the students to read the box on the left in activity 3b.Point out the description in 3b with blank lines where some words are missing.As the students work, move around the room checking progress and offering language support as needed. Ask the students to try to recite the description.Step (3c)Ask the students to write an article about the animal they like.Show the following. What’s the name of your favorite animal?How old is it? Where is it from? What does it like to do?What description words can be used to describe your favorite animals?After that have them present to the class.After the students finish writing the description, let them share their writing with others in the class.Step work(4)Point out the example in the speech bubbles in activity 4. Ask two students to read it. Then divide the class into groups of four.Say: You will take turns reading your description from 3c to your group. The other students in the group guess what animal you wrote about.As students work, move around the classroom, making sure each student has a chance to read his or her description to their group.Ask a few students to read their description to the class.Homework1. Ask the students to practice writing an article about one of their favorite animals.2. Ask the students to share their description in 3c with more students.Period 6Teaching aims:1. Enable the students to write about animals.3. Help the students to write about animals.Teaching procedures:Step upCheck the homework. Then show some animal pictures to the students.Say: We learned to talk about animals you like in the last period. And I asked you to write an article about one of your favorite animals. Did you finish it? Who’d like to share your work?Step word check (1)Ask the students to read all the words in this part. Say: In learning to talk about animals, you learned many words on thetopic. Now read and check the words you know in 1 on page 18. Then make a sentence with each of them.Step (2)Ask students to write five new words in their V ocabulary-Builder on page 112.After they are finished, ask two students to write their words down on theblackboard. And ask them to read the words and the whole class repeat. And tell the whole class to remember them after class.Step (3, 4)Point out the example-the description of the elephant.Say, Look at the description of the elephant. I want to ask one of the students to read it to the class. After that, ask them to write a similar description of the other animals.Homework1. Ask the students to summarize what they have learned in this unit.2. Ask the students to write an article about one of their favorite animals.教后反思：由潜入深，教师带领着学生一步一个脚印，渐渐进入任务，让学生非常自然的领会本单元的知识点。

新目标七下（3教案：提升学生英文阅读理解的能力”阅读是英语学习中非常重要的语言技能之一，早期的教育理念更加注重注视阅读发展。

但在近些年，英文阅读变得更加具有挑战性，因为它要求学生们阅读的材料更加丰富、更加复杂，所以每个学生都希望在阅读中获得成功。

如何提高学生的阅读能力? 如何设计有效的教学策略来帮助学生掌握阅读技巧和方法? 鉴于此，新目标七下（3-4）教案的出现，旨在提升学生们的英文阅读理解的能力，促进他们对英语的爱好和兴趣。

一、教学目标1.学生能够掌握阅读理解的基本技能，例如猜测词义和归纳思维等。

2.学生能够理解不同类型的英语文章，例如叙述文、说明文和议论文等。

3.学生能够运用所学的常识和前提条件，并对文章进行准确、全面的理解。

4.学生能在所学英语阅读材料中找出关键信息点，以更好地应对阅读理解题目。

5.学生能通过理解文章的内容和影响，扩展他们的语言知识和应用能力。

二、教学内容1.不同英文文章的分类2.阅读技巧和方法3.词汇和语法知识的运用三、教学策略1.帮助学生识别英语文章的类型。

叙述文、说明文和议论文都有自己的特征，不同类型的文章都有不同的阅读目的，因此了解这些不同类型的文章对学生的英语阅读能力是非常有帮助的。

2.建议学生使用“田忌赛马”的心理学策略。

根据学生的英语阅读水平可以根据基础的文章先阅读，然后逐渐提高难度。

3.让学生自己画图解释文章内容。

通过自己画图，学生们可以更准确地理解文章的意思。

4.帮助学生扩展英语阅读材料的范围。

让学生在阅读教科材料的同时，还可以通过英语新闻、英语文学和英语歌曲等不同源头的英语读物中寻找兴趣爱好。

5.提供清晰的阅读目标和意义。

告诉学生哪些具体的阅读目标可以达到，为他们提供一个明确的上升空间，通过小阶段的成功，逐渐提高他们的英语阅读技巧。

四、教育成果1.提高学生们的英语阅读理解的能力，特别是在对于各种各样阅读材料的阅读技巧和方法掌握上。

2.学生们的英语阅读水平可以得到更好的提高，并且可以通过广泛阅读来扩展他们的语言知识和应用能力。

人教版新目标七年级英语下册 Unit 3 教学设计一. 教材分析人教版新目标七年级英语下册Unit 3主要围绕着日常生活中的活动展开，包括起床、吃早餐、上学等。

本节课的主要话题是描述日常活动的时间，学会用一般现在时来描述规律性的动作，用一般过去时来描述过去发生的事情。

教材通过丰富的图片、对话和练习，帮助学生掌握日常英语口语交流的能力，同时培养学生的观察力、思维力和创造力。

二. 学情分析七年级的学生已经掌握了基本的英语语音、词汇和语法知识，具备一定的英语听说读写能力。

但部分学生对英语学习仍存在恐惧心理，缺乏自信心。

针对这一情况，教师应关注学生的个体差异，鼓励他们大胆开口说英语，并在课堂上给予及时的反馈和鼓励。

三. 教学目标1.知识目标：–学会描述日常活动的时间。

–掌握一般现在时和一般过去时的基本用法。

–增加相关词汇：wake up, get up, have breakfast, go to school 等。

2.能力目标：–能够用英语简单描述自己的日常活动。

–提高学生的英语听说能力和团队协作能力。

3.情感目标：–激发学生学习英语的兴趣，培养积极的学习态度。

–增强学生之间的友谊，培养团队精神。

四. 教学重难点•描述日常活动的时间。

•运用一般现在时和一般过去时进行口语交流。

•正确运用一般现在时和一般过去时描述自己的日常活动。

•学会在适当的情境下使用一般现在时和一般过去时。

五. 教学方法1.情境教学法：通过设定生活情境，让学生在实际语境中学习、运用英语。

2.任务型教学法：引导学生参与各种小组活动，提高学生的团队协作能力和口语表达能力。

3.激励评价法：及时给予学生反馈，关注学生的点滴进步，激发学生的学习兴趣。

六. 教学准备1.教学素材：教材、多媒体课件、录音机、磁带、相关图片等。

2.教学工具：黑板、粉笔、投影仪等。

七. 教学过程1.导入（5分钟）–教师与学生用英语进行自由谈话，引导学生谈论日常活动。

–提问：What time do you get up? What do you have for breakfast? 让学生用英语回答。

Unit3 why do you like koalas?I.语言知识目标1.掌握下列有关动物的名词：tiger elephant koala dolphin panda lion penguingiraffe2.有关品质的形容词：cute smart shy ugly clever beautiful friendly quiet lazy3.有关国家的名词：Africa Japan Australia4.其他词类：grass leaf meat sleep relax kind of5.掌握下列句型使学生熟练谈论自己喜爱的动物并给出理由。

使学生学谈论自己喜爱的其他东西并给出理由。

使学生了解动物的生存情况。

II.语言能力目标1. 使学生熟练谈论自己喜爱的动物并给出理由。

2.使学生学谈论自己喜爱的其他东西并给出理由。

3.使学生了解动物的生存情况。

情感目标1.通过学习要培养学生自觉保护动物的意识。

2.通过学习可以使学生更加热爱生活。

热爱父母、热爱朋友，热爱自然。

能在小组活动中积极与他人合作，相互帮助。

IV.教学重点难点1.重点掌握动物单词的表达法，及谈论自己最喜欢的动物的表达法。

掌握动物特点的形容词，并能谈论喜欢某一种动物的原因。

掌握介绍来历的表达法。

2.难点表达动物的的意义和读音。

Kind of 用法。

如何用所学句型进行综合运用。

V.任务特点1、学生学会如何谈论自己所喜欢的动物及原因，具有实际交际能力，符合中学生交往的原则，2、由喜欢动物到喜欢各种各样的东西，学生能激发内心的爱心，更加热爱生活，保护自然。

3、了解父母朋友同学的各种爱好，更能激发学生的友谊、亲情，更多的每一个人。

VI.教学步骤。

人教版新目标七年级英语下册 Unit 3教学设计一. 教材分析人教版新目标七年级英语下册Unit 3的主题是“Where’s my school bag?”，主要学习如何询问和描述物品的位置。

本单元包括问候与介绍、询问物品位置、描述物品位置、电话交流等情景，旨在培养学生的日常交际能力。

教材内容丰富，贴近生活，有利于激发学生的学习兴趣。

二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。

但是，学生在实际运用英语进行交流时，还存在着一定的困难。

因此，在教学过程中，需要注重培养学生的实际交际能力，提高他们的语言运用水平。

三. 教学目标1.知识目标：学生能够掌握表示位置的词汇和句型，如“on, under, nextto, between”等，并能够用英语描述物品的位置。

2.能力目标：学生能够在真实情境中运用所学知识进行交流，提高日常交际能力。

3.情感目标：学生能够积极参与课堂活动，增强学习英语的兴趣。

四. 教学重难点1.重点：学生能够掌握表示位置的词汇和句型，并能够用英语描述物品的位置。

2.难点：学生能够在真实情境中灵活运用所学知识进行交流。

五. 教学方法1.任务型教学法：通过设置各种真实的任务，让学生在完成任务的过程中运用所学知识，提高实际交际能力。

2.情境教学法：创设各种生活情境，让学生在情境中感知和运用语言。

3.互动式教学法：鼓励学生积极参与课堂活动，进行师生互动、生生互动。

六. 教学准备1.准备教材、教学课件和相关教具。

2.设计各种真实的任务和情境。

3.准备一些与本节课主题相关的图片、视频等资料。

七. 教学过程1.导入（5分钟）利用图片或视频引入主题，激发学生的学习兴趣。

教师可以用一些简单的问题引导学生进行思考，如“你们在生活中是怎样描述物品位置的？”等。

2.呈现（10分钟）教师通过展示图片或实物，引导学生学习表示位置的词汇和句型，如“on, under, next to, between”等。

新目标七下（3教案：创建丰富多样的英语学习氛围教学是一门细密而又富有挑战性的艺术，在教学过程中，教师不仅需要对学生的语言学习情况进行了解和分析，还需要通过各种手段和方法来创造丰富多样的英语学习氛围，让学生在愉悦的氛围中快乐地学习英语。

本文主要针对新目标七年级下册的教学内容，探讨如何通过创造丰富多样的英语学习氛围，帮助学生更好地掌握英语知识。

一、课堂教学环节1.1 活动设计课堂上需要通过一些有趣的活动来帮助学生更好地掌握英语知识。

比如说，可以设置一些口语交流环节，让学生在实践的过程中更好地掌握英文口语表达能力。

我们可以分组让学生之间进行交流，可以根据不同的话题来进行讨论和交流，如：我最喜欢的运动，我最好的朋友，我的家庭等等，让学生在课堂上充分得到锻炼。

1.2 教具使用在教学过程中，教具使用起到了非常重要的作用，可以增加课堂的趣味性和互动性。

比如说，可以使用一些图片和视频来帮助学生更好地理解课文内容。

除此之外，在教学中也可以使用一些小游戏，如填空游戏、抢答游戏、联想游戏等，来帮助学生更好地掌握英文词汇和语法。

二、课外拓展活动2.1 语言角学习英语不仅要在课堂上学习，还需要在日常生活中进行拓展。

因此，可以设置一个语言角，让学生在课余时间自由地学习英语，比如说可以放置一些英文读物、有趣的英文小说、英文歌曲等等，让学生在自主学习的同时享受学习的乐趣。

2.2 英语角英语角是让学生在课余时间自由地进行英语口语练习的一个非常好的平台。

学生可以在英语角进行母语交流，通过口语交流来提高自己的英语口语表达能力。

可以设置一些话题、问题，让学生进行英语口语交流，同时可以让学生在英语角里使用一些ラジオ笔、录音笔进行自主学习。

三、家庭学习环节3.1 家庭活动家庭学习环节也是学生掌握英语知识的重要环节，可以让家长参与其中。

可以设置一些家庭活动，如：父母与孩子英文口语交流、一起看英文电影等，让学生在生活中更好地运用英语。

3.2 家庭作业家庭作业不仅可以加深学生对知识的理解，同时也可以提高学生的自主学习能力。