初中英语人教版七年级下册Teaching Design

Unit4 I want to be an actor.教学内容分析：本单元的核心话题是询问职业和表达个人意愿，因此询问和表达意愿“asking for and giving personal information”是教学重点。

通过对本单元的学习，学生能掌握本单元出现的职业名称，用于询问和给出个人信息的词组和句型。

Teaching aims :1．Master the vocabulary.2．Master and use: What do you do? I am a teacher.What does he want to do? He wants to be an actor.Does your father work? Yes, he does.What does your mother do? She is a nurse.Teaching important and difficult points :重点1．What do you do? I'm a reporter.2．What does your father do? He is a doctor.3．What does she want to be? She wants to be a sales assistant.难点1．Does he work in hospital? Yes, he does.2．He works in hospital.Teaching aids : a tape recorder5 , cards .picturesTeaching times : 6 periodsPeriod One (P19)Studying aims:1.掌握词汇: sales assistant. doctor. actor. reporter. police. officer. waiter. bankclerk. student2.掌握句型: What do you do? I am a student. What does he do? He is a doctor.Studying important and difficult points :Train students’ability to talk about job s using the target language. Learn the present tense.Teaching procedures :Step 1 Greeting and Checking the homeworkStep 2 Leading inFree talkShow the picture of Jack Chen and talk about him.eg: who’s he? Do you like him? Where is he from? Where does he live? What does he do? Do you want to be an actor? From now, we’ll learn unit 4 I want to be an actor.(板书课题)Step 3Showing studying aimsStep 4While-taskPage 19 1a .Task1 new words1.Ask to learn words by themselves first. Circle the words you can’t read.2. Show some pictures of actors。

2024年春学期人教版英语七年级下册教学计划附教学进度表一、学情分析本学期我担任本班英语学科教学工作。

本学期本班共有X名学生，其中男生X名，女生X名。

学生学情相对平衡。

大多数学生基础较为扎实，对英语课的认识和理解也逐渐深入，能大胆尝试和探究问题。

部分学生基础比较薄弱，阅读理解能力、文字组织和表达能力、写作能力等不强，短时期难以有较大的提高。

本学期要注重提高全体学生的英语素养。

采取“分层式”教学方式，培养学生在生活中运用英语的能力，使学生懂得英语对生活的服务关系，发挥语言的交际功能，更好适应社会。

同时，还要培养学生英文文学欣赏的能力。

英语基础知识和能力的训练要更进一步，注重重要语法知识和重点句型的灵活运用和进行英语表达方式的综合训练，并落实到实际运用上。

二、教学内容与教材分析七年级下册共12个单元，加上复习单元2个，文化背景知识和学习策略等局部补充材料。

全书采取任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。

每个单元都列出明确的语言目标，主要的功能工程与语法结构，需要掌握的根本词汇，并分为A、B两局部。

A局部是根本的语言内容，B局部是知识的扩展和综合的语言运用。

每个单元还有selfcheck局部，供学生自我检测本单元所学的语言知识之用。

它采用“语言的输入——学生的消化吸收——学生的语言输出”为主线编排的。

通过确定languageGoal，采用听、说、读、写，自我检测等手段，有效提高语言习得者的学习效率，有利于习得者的语言产出，表达了以学生为主体的思想。

三、教学目标1、获得英语中的基本理论、概念、原理和规律等方面的学问，明白并关注这些学问在生产、生活和社会中的应用。

2、学会将实践生活中遇到的实际问题转化为英语问题、从而通过英语问题解决实际问题，体验知识的探究及其推理过程并学会在实际问题进行应用。

3、初步具有英语操作的基本技能。

肯定的科学探究和实践才能，养成良好的科学思维习惯。

新目标人教版英语七下全册教案（全英文版）Unit 1 Wheres your pen pal from?Language goals:•In this unit students learn to talk about countries, nationalities and Ian guages.•Ask and tell where people live.New languages:•Where's he / she from?•He / She is from Australia / England / China / France / Singapore / Australia. •Where does he / she live? He / She lives in Sydney.•What language do you speak? I speak English.•What's your / his / her favorite subject?•My / His / Her favorite subject is English.•Does he / she have any brothers and sisters? Yes, he/ she does. / No, he / she doesn't.Difficult points:1. Liste ning for the in formation about cou ntries, natio nalities and Ian guages. Write an e-mail about on eself. Describe the new stude nts in class.2. Where questions with fromWhere questions with liveWhat questi onsTeaching aids:• A tape recorderTeaching periods:•Period 1:Section A 中1a, 1b, 1c•Period 2:Section A 中2a, 2b, 2c, 2d•Period 3:Section A 中3a, 3b, 4•Period 4:Section B 中1,2a, 2b, 2c•Period 5:Section B 中3a, 3b, 3c, 4•Period 6:Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target Ianguages:Where's your pen pal from?He is from Australia.3. Enable the students to learn to talk about nationalities.4. Help the students learn how to talk about nationalities.Teaching procedures:Step 1. Free talk2 Say: Do you have any friends? Where is she from?Help the students make the same sentences and give them more chances to say.Step 2. Talking about the picture (1a)Hold up the picture on page 1 and point at the map. Ask students toread the picture.Ask some of you to read them aloud to the class. Make the studentstalk about where people are from.Say: Du Chuan, where is your pen pal from?Ask the students to read the conversations in the picture.Step 3. Listening (1b)Point to the numbered list of words and play the recording for a secondtime.Ask the students to listen to the recording and circle the countries in 1a.Ask students to listen to and repeat after the recording and then checkthe answers.Step 4. Pair work(1c)1. Now work in pairs and read the conversations in 1a with your partner.You can talk about your own pen pal.2. Ask the students to look at their own clothes and the things in theirbackpack. Ask and answer questions about where they are from.Homework1. Ask the students to practice talking about where people are from and make up real dialogues.2. Learn the words in this unit (on page 115) by heart.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages: Where does he live? He lives in Toronto.3. Let the students learn to talk about where people live.4. Help the students learn how to talk about where people live.Teaching procedures:Step I.StepI RevisionCheck the homework. And then ask several students to answer questi ons.Say: Where are you from? Do you have a pen pal? Where is your pen pal from?Step 2. Presentation (2a)Put a map of the world on the blackboard.Say: What's the meaning of capital? Can you guess? Help them to answer.Write Australia, the United States, Canada, France, and Japan on theleft of the blackboard. And write Sydney, New York, Paris, Toronto, andTokyo on the right of the blackboard. And the teacher reads them aloudand asks students to repeat.Then ask students to match the cities with the countries.Step 3. Talk about countries and citiesAsk the students to work in pairs, asking about the cities and the countries.Say: Now work in pairs and ask where the city is. For example, the firststudent asks "Where is Beijing?” the second student answers “It's inChina."Then tell the students to ask question about Chinese cities.Step 4. Listening (2b, 2c)Tell the students to read the list of countries and cities in 2a.Say: Now let's look at the list of countries and cities in Activity 2a. I will ask some students to read them aloud to the class.Call the students' attention to the chart in 2c.Tell the students to listen to the conversations in Step 4 again to complete the chart.Step 5. Pair work(2d)Ask the students to read the conversations in the bubble. Then askthem to talk about the in formation in the chart in 2c.Then ask the students to work in groups and make up new dialogueswith their own information.Step 6.GrammarfocusReview the grammar box.Say: You have to pay attention the word "from". It always follows verb be, while live comes out alone in where sentences. Now make more sentences with where, from and live.Write the following on the blackboard.Say, now work in pairs and make dialogues after the model above.Homework1. Ask the stude nts to learn the sentence patter ns in Grammar Focus by heart. Try to use them freely.2. Remember the words in this unit (on page 115).3. Make a similar dialogue according to the conversation in 2d.Period 3Teaching aims:1. Teach vocabulary words.2. Target Ianguages: What Ianguage does she speak? She speaks English.3. Enable the students to learn to talk about what Ianguage people speak.4. Help the students to learn how to talk about what language people speak.Step 1. Free talkSay, Morning, boys and girls. Nice to see you again. Do you remember we have learned about how to ask where people are from and how to ask where people live? Now I want some of you to answer my questi ons.(Turn to a student.)Where are you from?Give more students chances to speak in class.Step 2. Presentation (3a)Say: Do you know the meaning of "Ianguage"? Listen: Tim is from England and he speaks English. So English is his Ianguage. I'm fromChina, so Chinese is my language .Now look at activity 3a.on page 3.Read the instructions to the class. Ask students to work in pairs as theyanswer the questions.Show the flowing and ask the students to make conversations after themodel.Step 3. Pair work (3b)Ask the students to pay attention to the conversation in Activity 3b.Say, Read the dialogue by yourselves. Then I will ask some pairs to act out the dialogue in class.Show a map of the world. Ask students to work in pairs.Step 4. Quiz(4)Ask the students to look at activity 4 then work in pairs and do the quiz.HomeworkAsk the students to work with their friends and practice the dialogue in activity 3b.Period 4Teaching aims1. Teach vocabulary words.2. Target languages:Does she have any brothers and sisters?Is that your new pen pal?Yes, it is.3. Enable the students to learn to talk about their new pen pals.4. Help the students learn how to talk about their new pen pals.Step 1. RevisionAsk the students to make conversations talking about their new pen pal.Ask some pairs to the front to talk about their pen pals. Greet each otherand have a free talk with classmates.Talk about the persons they admire.Step 2.Match work (1)Ask the students to pay attention to the notebook page with the countries listed.Ask the students to write the letter of the correct country in the box next to the title of each Ianguage textbook on the desktop.Step 3. Listening (2a, 2b)First, read the instructions and tell the students to read the conv ersati on bubbles.Check the answers. Then ask the students to read the questions again.Ask the students to fill in the chart.Give students 1 minute to finish the task. Check the answers with the stude nts.Then play the recording again and ask the students to repeat.Step 4. Pair work (2c)Ask two students to work in pairs, practicing the questions in activity 2a.Then tell the students to practice dialogues similar to the dialogue inactivity 2a in pairs. They can use their own names.HomeworkAsk the students to make up similar dialogues using the following words: Sam, the Unites Sates, New York, a brother and a sister, English and French.Period 5Teaching aims1. Teach vocabulary words.2. Target languages:I think China is a very interesting country.I like going to the movies with my friends and playing sports.My favorite subject in school is P.E.It's fun. / It's too difficult.3. Enable the students to write a pen pal letter.4. Help the students learn how to write to a pen pal.Step 1 .Warming upSay, Do you have a pen pal? Whafs his name? Does he have any brothers and sisters? What Ianguage does he speak?Then ask the students to work in pairs to talk about their pen pal.Step 2. Reading (3a)Ask the students to read the letter on page 5.Point the four questions beneath the letter.When the students finish reading the letter, ask the four questions orally and ask them to answer orally.Ask the students to retell the letter, using their own words.Step 3. Reading and writing (3b)Ask the students to pay attention to the letter from Tom King.Point out the blanks in the letter and the information card on the right.Correct the an swers. Then draw the in formation card on the blackboard and then ask the students try to retell the letter.Step 4. WritingAsk the students make their own information card.After they are finished, ask several students to read their e-mails in class.HomeworkAsk the students to choose one of the following tasks as homework.1. Show a name card to the students and ask them to write something about it.2. The students change their information card with their partner and writesomething about their partner.Period 6Teaching aims:1. Teach vocabulary words.2. Enable the students to describe the new students in the class.3. Help the students learn to describe the new students in the class.Teaching procedures:Step 1. RevisionPractice talking about one of the students.Say, Take out your information cards. And change it with your partner.Read it carefully and make up an oral practice, talking about yourpartner.Step 2.Key word checkAsk the students to read all the words in this part.Say: In learning to talk about where people are from, you learned many words on the topic. Now read and check the words you know in 1 on page6. Then say a sentence with each of them.Step 3.Vocab-BuildersAsk students to write five new words in their Vocabulary-Builder on page 112. After they are finished, ask two students to write their words down on the blackboard. And ask them to read the words and the whole class repeat. And tell the whole class to remember them after class.Step 4.WritingLet the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes? What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5.SpeakingAsk the students to do an oral practice about the new classmates.Say, There are several new students in our class this term. Who do youlike best? Why do you like him or her? Please tell us. First you can tellyour partner.Ask some students to present their work to the class.Step 6. Just for Fun!Ask all students to read the conversation.Let the students practice in pairs.HomeworkAsk the students to summarize what they have learned in this unit and prepare for the next unit.Unit 2 Where is the post office?Language goals:•In this unit students learn to talk about asking for and give directions on the street.New languages:•Excuse me, is there a bank near here?•Yes, there is. It's on Center Street.•Where is the pay phone?•lt*s across from / next to / in front of / behind the library.•lt*s between the post office and the library.•Just go straight and tum left.•Turn left on First Avenue.•Take a walk through the park on Center Avenue.•There is a clean / dirty park near my house.Difficult points:1. Listening for the information of the names of the neighborhoodRead the tour guide and an e-mail from a friend you're going to visitWrite the dialogues about asking the way and giving directions.2. Where questions.Affirmative statementsPrepositions of placeTeaching aids:• A tape recorder•Some picturesTeaching periods:Period 1: Section A1a, 1b, 1cPeriod 2: Section A2a, 2b, 2cPeriod 3: Section A3a, 3b, 4Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2cPeriod 5: Section B 3a, 3b, 3c, 4Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target Ianguages: Is there a bank near here? Yes, there is. It's on CenterStreet.3. En able the stude nts to ask for and give di recti ons on the street.4. Help the students to ask for and give directions on the street.Teaching procedures:Step 1. Warming upShow three pictures prepared before class to the students. There is acat in a box in picture 1. There is a cat on a box in picture 2. There is acat under the box in picture 3.Then ask some students to ask and answer these questions.Step 2.Match work (2a)Ask the students to read the picture and the words in the numbered list.Ask the students to match each word or phrase on the list with one of the pictures.Then check the answers.Present the new sentence patterns.Then ask the students to read the dialogue in the picture.Step 3. Listening (1b)Ask the students to listen to the conversations and circle the places in 1a.Change the roles and do the same again.Then students ask and answer without the help of the recording.Step 4. PracticePoint to the different locations shown in the picture. Ask different students to name each one.Then point to more locations and let the students to practice more.Homework1. Practice the conversation in the picture on page 7.2. Learn the new words and phrases in this period by heart.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:The pay phone is across from the library.The pay phone is next to the library.The pay phone is between the post office and the library.The pay phone is on Greet Street.The pay phone is in front of the library.The pay phone is behind the library.3. Enable the students to talk about the position of a place.4. Help the students to talk about the position of a place.Teaching procedures:Step 1. Revision and warming upCheck the homework by talking about the pictures on page 7 with thestudents or prepare some other pictures with different buildings in itand let the students practice asking and answering questions about theplaces.Ask the students to practice more.Step 2. Presentation (2a)Introduce the items across from, next to, between, in front of, behind and on.Draw the following picture on the blackboard.Park 3 Centre StreetEncourage or help the students to answer: It's across from the library.The same way goes with next to, on and in front of.Ask the students to match each sentence with one of the pictures.Then ask the students to read the six sentences and match thesentences the pictures.Check the answers.Step 3. Listening(2b)Review the buildings and street names in Activity 1a and the six sentences in 2a.The read the six sentences in 2b to the class.Ask the students to listen to the recording and fill in the blanks.Play the tape. Check the answers.Step 4. Practice (2c)Ask the students to repeat the conversations after the recording.Ask the students to do the Pair work asking and answering questions about the places in 1a.Step 5.Grammar FocusAsk the students to read the sentences in the grammar box aloud. The ask them to answer the following questions. Explain some Ianguage points if the students can't understand.Homework• Ask the students to practice talking about their neighborhood in pairs.Period 3Teaching aims:1. Teach vocabulary words.2. Target Ianguages:Just go straight and turn left.It*s down Bridge Street on the right.Ifs next to a supermarket.3. Enable the students to talk about the neighborhood.4. Help the students to talk about the neighborhood.Teaching procedures:Step 1. RevisionLet the students look at the picture in activity 1a. And ask some studentsto answer some questions in order to check the homework.Say, Is there a library near here? Where is it? Is there a bank near here?Where is it?Put up the picture of activity 2a on the blackboard and ask them to makeconversations.Step 2. Presentation (3a)Guide the students to guess the meanings of the three traffic signs. Show the pictures and ask some questions about the pictures.Then ask the students to hold up their left hands and then their right hands to practice “left” and "right".Point to the picture and let the students read the conversation.Ask the students to read the conversations. Then ask them to find Paul and Nancy in the picture.Ask the students to role play the conversation then point out the place that Paul wants to get to.Step 3. Complete the conversations (3b)Ask the students to make conversations and answer the questionsbelow each picture.The students point out the place in the picture. And write down theanswers on the line in the pictures. Or ask a pair of students to say theconversation, the others point to the speakers' place.Step 4. GameAsk the students to look at the picture in Activity 1a and name all thebuildi ngs.Ask some students to read the conversation in the picture in Activity 4.And then explain the instruction to the student.Then ask some groups to present their work.Homework• Ask the students to make a similar conversation to that in Activity 3a.Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:Is there a big supermarket near your house?Yes, there is.There is a big supermarket.No! There is a small supermarket.3. Enable the students to describe the neighborhood.4. Help the students to describe the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking the following questions.Say, Look at the picture in activity 3a. Suppose you are standing nearthe building on the side of New Street. Please answer my questions.Excuse me. Is there a pay phone in the neighborhood?Ask another student to answer questions.Give more students chances to practice this dialogue.Step 2.Match work (1a)Bring in some objects or pictures to the students. (Two rulers, one is old, the other is new. Two boxes, one is big and the other is small. Two bottles, one is clean and the other is dirty. Two pictures of a street, one is busy and the other is quiet.)Say, Look at the rulers, please. Can you find the differenee between them?Yes. This one is old. (Show the old ruler.) And this one is new. (Show the new ruler.) Do you understand old and new?Ask the students to talk about the picture.Point to each half of each picture and ask about the differenee between the halves.Go on with the other pictures to teach the language items. Ask thestudents to match the words with the pictures.Step 3. Pair workCall attention to the conversation in the picture.Then ask the students to work in pairs and take turns asking each other questions about the things on the list of phrases in activity 1a on page 7.Step 4. Listening (2a, 2b)Ask the students to listen to the tape and circle the places in 1a.Say: Now please listen to the tape again. Listen to it and draw the places in Michael's neighborhood on the street map. Just listen.Play the recording.Play the recording again.Then have some students show their completed drawing to the class. Step 5. Pair workAsk the students to work in pairs talking about drawings to the class. Then ask some pairs to present their dialogues to the class.Ask the students to work in pairs, draw a map of their own neighborhood and practice asking and answering questions about the places they live in.Homework• Ask the students to make similar conversations to that in Activity 1 b.Period 5Teaching aims:1. Teach vocabulary words.2. Target languages:Turn left on First Avenue and enjoy the city's quiet streets and small parks.Take a walk through the park on Center Avenue.This is the beginning of the garden tour.Bridge is a good place to have fun.3. Enable the students to write a tour guide and draw the rout to somewhere.4. How to write a tour guide and draw the rout to somewhere.Teaching procedures:Step 1. RevisionCheck the homework by asking about the students neighborhood.Ask the students to work in pairs.Ask the students to work in pairs.Then ask some pairs to present their conversations to the whole class. Step 2. Reading (3a, 3b)Ask the students to read the tour guide.Divide the whole class into four groups to have a quiz.Tell the students to keep these words down and make at least twosentences with each word after class.After that ask the students to look at the pictures and fill in the blanks for this tour guide.Step 3.WritingAsk the students to write a tour guide with the students.Names of buildings and locations.Description wordsWords that talk about positions.Words that talk about di recti ons.Step 4. Pair work (4b)Learn to draw a picture of neighborhood. First ask the students toanswer the questions according to the pictures.Then ask the students to draw a picture according to the following conversati on.Then ask students to present their drawings to the whole class.Homework1. Ask the students to talk about the street and buildings in their own neighborhood.2. Ask the students to make sentences with the description words they keptdown in the class.Period 6Teaching aims1. Teach vocabulary words.2. Target Ianguages:I know you are arrivi ng n ext Sun day.Let me tell you the way to my house.I hope you have a good trip.3. Enable the students to write about the neighborhood.4. Help the students to learn how to write about the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking and answering some questions.Give more students chances to practice.Step 2.Key word check(1)Ask the students to check the words they know.Then ask the students to do the some exercises.Step 3.Vocab-Builders (2)Expand the students' vocabulary.After that ask the students to share their list with other students.Step 4. ReadingAsk the students to read the letter and draw the rout on the map.Ask the students to change the letter into a telephone conversation.Let the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes?What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5. Just for Fun!Call attention to the conversation in the cartoons.Ask the students to read the conversation and then answer the questi ons.Homework• Ask the students to do the following:1. Suppose your frie nd is going to visit you. He does n't know the way toyour house. Write a letter to him to tell him the route from the bus stop to your house.2. Review the next unit.Unit 3 Why do you like koalas?Language goals:•In this unit students learn to describe animals and express preferences.New languages:•Let's see the pandas first.•Why do you like want to see the pan das?•Because they are very cute.•Because they*re kind of shy.•Because they're kind of interesting.•Because they are fun.•Because they are smart.•Do you like giraffes?•Where are lions from?•They are from South Africa.•The animal is ugly / beautiful / friendly / small / shy / clever / cute / scary. •She likes to play with her friends and eat grass.•She's very beautiful, but she's very shy, so please be quiet•He sleeps during the day, but at night he gets up and eats leaves.Difficult 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:• A tape recorder•Some picturesTeaching periods:•Period 1: Section A1a, 1b, 1c•Period 2: Section A2a, 2b, 2c•Period 3: Section A3a, 3b, 4•Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2c•Period 5: Section B 3a, 3b, 3c, 4• Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:Let's see the pan das.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 2.Match work (1a)Ask the students to read the words and the picture, and then match thenames with the pictures a-h.Encourage or help the students to say something about the picture anddo 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 thencheck the answers.Further activity: Ask the students to do some pair work in the followingway if they can understand the listening material well.Step 4. Pair work (1c)Ask the students to make conversations in pairs.Show the following.—Let's see the pan das / giraffes / lions / penguins / dolphi ns / koalas / elepha nts / tigers?—Why?——Because they're cute / interesting / fun / interesting / smart.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 1 c.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 of interesting.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. Teachi ng 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 therecording.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...Step 4.GrammarfocusAsk the students to read the sentences in the grammar box and sum up the sentence structure.Practice suggest!on: Ask the students to work in groups and write down。

The Present Continuous Tense1.Teaching aims:1)Knowledge goals:To make students know the basic grammar rules about the present continuous tense and master the rules to form V-ing. 2)Ability goals:To help students use the present continuous tense correctly and know how to use the simple present tense rightly.3)Moral goals:To help students study through groups and develop their cooperation and team spirits.2.Teaching method: Combination of explanation and practice. Team-work and self-study.3.Importance and difficulty:1)Key points:Basic rules of the present continuous tense and the usage.2)Difficult points:To use the present continuous tense and simple present tense correctly.4.Teaching materials:a projector, some pictures, two videos.5.Teaching procedures:Step 1. Lead-inWatch a video and try to remember what friends are doing.T: What are they doing?S: They are playing.They are dancing.They are swimming.They are singing.They are running.Step 2. PresentationPresent the grammar rules such as the definition, sentence structure of the present progressive tense, and the rules to form V-ing forms. Through related exercises to consolidate the knowledge.Step 3 Practice1.Summarize the special situations of V-ing forms;2.To make it clear when to use the present continuous tense by finding key words and judging the context.Step 4 Enjoy a videoTo make students chant after the video to strengthen the sentence structures.Step5 ExerciseConsolidation by exercises.Step6 GameA guessing game to consolidate the sentence structures:1)What is ...doing?Is ...V-ing?Yes, .... Is./No, ...isn’t.2)What are ...doing?Are ...V-ing?Yes, .... Are./No, ...aren’t.Step7 PresentationThe differences between the simple present tense and the present continuous tense.1.the simple presentI often watch TV.She often watches TV. They often watch TV.Do you often watch TV? Does she often watch TV? 2.the present continuous tenseI am watching TV now.She is watching TV now. They are watching TV now. Are you watching TV now?Is she watching TV now?Step8 Group workTo help students summarize the different points between the two tenses and make students master when to use them correctly.Step9 ExercisesStep10 Summary and homeworkReflection after class：During this lesson, most of the students could actively participated in the discussion, only a few ones couldn’t do this. In the future, I will give more encouragement to students so that they can learn knowledge on their own initiatives. Also, students still have a long way to go on making a summary, I will give them more chances to do summary jobs in the future lessons. As for me, I still have to work harder on my teaching strategies and oral English.。

Teaching PlanTeaching aims （教学目标）1. 能用所学知识阅读文章。

2. 能理解文章内容，回答问题。

3. 能够理解文章细节内容。

4. 能够运用所学内容介绍自己的上学路线。

Language points (语言点)1. 词汇：1) 名词n. river, village, bridge, boat, ropeway, year, villager, dream2) 形容词adj. afraid，true，many3) 动词v. cross，leave4）短语between … and …, come true2. 句型：It’s not easy to cross the river on a ropeway.There is no bridge.You want to know how …Difficulties （教学难点）1. 理解文章内容，正确回答问题。

2. 用所学知识写出完整的文章。

Teaching steps （教学步骤）1. Warm-up and revision（课堂热身和复习）（1）Make a surveyInterview (采访)your friends here. By using the following questions:How do you get to school? How far is it from your home to school?How long does it take ?Name How do you get toschool? How far is it fromyour home to school?How long does it take ?Peter Walk 3 kilometers Ten minutes ………Report: Peter’s home is about … kilometers from school. He walks to school. It takes him about ten minutes….(2)Work on 2aLook at the picture, talk about it and guess what the passage is about.Where are they?What are they doing?Where are they going?【教学设计说明】培养学生的阅读策略，即根据文章和标题猜测文章大意。

最新人教版七年级英语下册全册教学设计Unit 1 Can you play the guitar?Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club能掌握以下句型：①—Can you play the guitar? —Yes, I can./ No, I can't.②—What can you do? —I can dance.③—What club do you want to join? —I want to join the chess club.2) 能了解以下语法：情态动词can的用法want to do sth.的用法2. 情感态度价值观目标：该部分内容贴近学生的生活，谈论的话题是能力。

通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。

二、教学重难点1. 教学重点：1) 学习询问和谈论彼此的能力和特长；2) 掌握一些弹奏乐器的表达方式。

2. 教学难点：情态动词can的构成和使用。

三、教学过程Ⅰ. Lead in1. 教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器，一边说: I can play the guitar．…等；再指着图片说：He／She can play the violin．But I can’t play it．等；然后询问学生：Can you play theguitar?…．并引导学生进行简单的回答。

2. Ss look at the picture in 1a. Then read the words and phrases. Let Ssmatch the activities with the people.Then Check the answers with the class together.Ⅱ. Presentation出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：He／She can dance／swim／sing／"··But I can’t dance／swim／sing／...等，学习表达活动的动词短语。

A Teaching Designof Unit Three SectionAI. 学习目标Learning objectives:After this class, students are expected to:知识目标: Listen to and understand, talk about, read, and write different ways of transportation, and three questions:How do you get to …?How long does it take you…?How far is it from…to…?能力目标：Finish listening tasks.Ask and answer questions about how to get to places, howlong it takes and how far it is.Can make a survey and write a report, with the help ofgroup members.(The report may be left as homework ifunfinished)情感目标：Choose the right way of transportation if possible.II.学习重难点What will be difficult to learn:1.How to ask and answer the three questions:How do you get to …?How long does it take you…?How far is it from…to…? Especially the last two.2.Make a survey and write the report.III.学习步骤learning procedures:Activity 1 lead-inBefore theclass, listen to an English song and answer the question: Whatvehicles can you find in the video?Step1. Warm up and led inActivity2 listening (learn“how do you get to school?”)Step1 Before listeningYou know I drove the car to school. How do you get to school?Possible answers:I get to school on foot. You can also say: You walk to school.It is good exercise.I get to school by bike. You can also say:You ride a bike to school.It is good exercise and you save your time.I get to school by bus. You can also say:You take the car to school.You can save your time.Does anyone take the train to school?Does anyone take the subway to school? Do you know “subway”.A subway is like a train but goes under the ground.Take our your book and look at 1a. match the words with the pictures. Please note “subway”.Step2While listeningIn the picture, can you see some boys and girls? Do you know their names? Let’s listen to a conversation and you will know. Please listen and write the numbers.Let’s read before listening:Bob Mary John Paul Yanglan JimLet’s check the answers.Step3 After listeningHow do they get to school?Bob take the trainMary take the busJohn take the subwayPaul ride a bikeYang LanJimNow ask and answer in pairs.Activity3 Learning numbersI am from Dongying. How do I get to school? I drive the car to school. The four numbers below all have something to do with my trip. Can you guess their meanings?1 20 59 1101. I drive a car.20. I saw twenty red lights.59.It is fifty-nine kilometers from Dongying toHekou, and I drove my car here.110.It takes one hundred and twenty-eight minutes. Activity4 listening (learn“how long does it take…?” and “how far is it from…to…”)Step1 Before listeningNow we are going to listen to a conversation between Tom and Jane. Please listen and complete the chart. Look at the chart and let’s read: How howlong(minutes) how far(kilometers)Note: you will have to write down the numbers.Step2 While listeningListen and complete the chart.Listen again and check your answers.How long does it take?How far is it from…to …?Step3 After listening1.let’s sing a song by Mr. Cui.How far is it? How far is it?From your home, to your school?How long does it take you? How long does it take you?To get there?To get there?Activity5 Role-play the conversation(a combination of what’s been learned)1.Read and complete the chart.Now please make a conversation in pairs(studentA is Jane and studentB is Tom) with the help of the chart.How do you get to school?How long does it take (you)?How far is it from…to …?Act out2.Listen to the tape and follow.3.Let’s role-read. Boys read Lisa and girls read Jane.Please exchange.4.Do you have any questions?the bus ride/It is good exercise/Activity6 Making a surveyAsk and answer in groups of four, can complete the chart:Af ter the survey, each group report like this:A ：How do you get to school? B: Well, I usually walk but sometimes I take the bus. A: How long does it take? B: It takes about … minutes to walk and … minutes by bus. A: How far is it from your home to school? B: It’s about … kilometers.In our group, A walks to school. It takes him twenty minutes. It is 2miles from his home to school. B rides a bike to school. It takes him ten minutes. It is one kilometer from his home to school…….I like walking to school, because it is good exercise.Activity7 Sum upActivity8 Assign homework.Required(必做): go back home and ask your parents:How do you get to work?How long does it take (you)…?How far is it from …to…?And write a report to share with your classmates tomorrow. Optional(选做): search the internet and find more ways to go to a place: You may take the spaceship to the moon one day!!初中英语人教版七年级下册第三单元第一课时学情分析下面我对于本节课的授课班级的学情做一分析。

Teaching Design (Unit6 Period4)By Hong Yajie (Linping No.3 Middle School)2016-4-18 Students:Grade Seven Type:Reading Duration: 40 minutesTopic:He is missing his family.Teaching ideology:New English Curriculum advocates quality-oriented education, which pays more attention to Ss’comprehensive development of language skills, learning strategies and affects. In order to improve their intonation, train their reading skills and cultivate their sense of language, communicative teaching methods and Task-based teaching methods are to be followed. At the same time, teacher should pay attention to hence students’ cross-cultural awareness.Teaching material & Learning condition1.Analysis of the teaching materialThe teaching material is the reading part taken from PEP Book2 Unit6 Section B. This unit centers on describing daily activities using present progressive tense. This passage is a TV report that reportes the different activities --what Zhu Hui’s host family in US and his family in China are doing at the same time. It is the fourth period in this Unit.2.Analysis of the learning conditionMy Ss are from Grade 7, and they have accumulated certain vocabulary and language skills after learning the last three periods. They have already learned how to use the present progressive tense to talk about daily activities. Besides, the topic in this lesson is closely related to our daily life. So it is not difficult for them to understand. In order to improve their oral English and reading skill, kinds of tasks willbe designed. However, some new words and sentences will increase the difficulty of understanding.Teaching objectives:nguage knowledgeBy the end of the class, students will be able to1) pronounce, recognize and use these words: study, the United States, American, the Dragon Boat Festival, race, any other, young, children, miss, wish, delicious, still.2) describe people’s activities by using the present progressive tense “be doing”properly.nguage skillsBy the end of the class, students will be able to1) use the present progressive tense in natural speech and conversations.2) use the present progressive tense to describe the things in the report or pictures.3.Learning strategiesBy the end of the class, students will be able to1) use cognitive strategy to summerize the main idea of the passage.2) use communicative strategy to practice speaking for specific items in conversations in English class.3) use resource strategy to retell the whole passage by looking at the pictures.4. AffectBy the end of the class, students will be able to1)think deeply about the love between family.2)develop a sense of gratitude for their parents.5. Cultural awarenessBy the end of the class, students will be able to1) say something about the Dragon Boat Festival.2) realize the time zones in different places.Important and difficult points1)Learn some reading strategies: find out the specific information; do the prediction by the pictures; summerize the main idea of the passage.2)Some new words and expressions.3)Present progressive tense.Teaching methods & Learning methods1.Teaching methodsTask-based teaching methods and Three-stage model teaching method2.Learning methodsIndividual learning and cooperative learningTeaching procedures☞Lead-in♣Step 1: a video about the Dragon Boat FestivalIntention: attract Ss’s attention at the beginning of the class and lead into the topic at the same time.☞Presentation♣Step 2: Guess what people are doing in ( Hangzhou, Tokyo, New York, and Paris)Discuss what time it is in different places?( present some new words and the different time zones)Intention: make Ss question and aware the time zones through guessing and describing people’s activities. Some new words and expressions will be presented in this part as well.☞Pre-reading♣Step 3: Predict what the report is about by looking at the pictures and finding out the time zones.♣Step 4: Introduce the Dragon Boat Festival by asking some questions.♣Step 5: Introduce Zhu Hui.Intention: let Ss learn some reading skills, such as predicting before reading, finding out the information of the main character. Also something about the Chinese Festival -- Dragon Boat Festival will be presented in this part, which increases Ss’ cultural awareness.☞While-reading♣Step 6: Finish some reading tasks.Task 1: Find out the main idea of each paragraph.1. Paragraph1 mainly tells us________A.The history of the Dragon Boat FestivalB.What his family are doing on the Dragon Boat FestivalC.Who is Zhu Hui2. Paragraph2 mainly tells us________A. Zhu Hui's host family are friendly to himB. Zhu Hui likes his host familyC. What his host family are doing on the FestivalTask 2: What are Zhu Hui’s family and his host family doing at the same time.Members Activities (be doing)Zhu Hui’s family in Shenzhen Mom and aunt Dad and uncle His cousinZhu Hui’s host family in New York The mother The father Zhu HuiTask 3: Read paragraph again and answer three questions.Q1 Are Zhu Hui’s host family having the Dragon Boat Festival? Q2 How does Zhu Hui feel on that day?Q3 Does Zhu Hui like his host family?Intention: Let Ss learn how to skim the passage to find the main ideas of each paragraph in task1 and scan to find out the specific answers in task2 and task3. In task2, Ss can also practice present progressive tense.☞Post-reading♣Step 7: Retell the report according to the pictures.♣Step 8: Do the blank-filling.1. Zhu Hui comes back to his bedroom. He ___________(look) at some photos now. There are some photos they took in the Spring Festival.2. In the first photo, his grandparents ___________ (give) lucky money to the y______ c________.3. In the second photo, Zhu Hui's mom and aunt ___________ (make) d________ food in the kitchen.4. In the third photo, Zhu Hui's grandmom ___________ (show) us her paper cutting work. It looks like a d______.5. In the next picture, they _________ (have) a video chat with his h____ family in the U______ S______.6. In the last picture, we see Zhu Hui's cousin, Zhu Ling. She is in her room. She is s_______ for an important job interview.7.Zhu Hui is m______ his family a lot now. And he w_____ to meet his parents soon.Homework1.Finish the fourth period of the exercise book.2.Read and memorize the new words.3.Make up a conversation between Zhu Hui and his cousin.Blackboard designUnit6 (Period 4)He is missing his family.Children wish be+doing Still miss We are studying in the classroom. The USA zongzi They are having boat races Intention: make a summary of the whole class and help Ss review some new words and phrases by doing the blank filling which is a continuous writing of this passage.。

Unit 12 What did you do last weekend?Section B 2a-2cTeacher: ZHOU ShuqinI. Teaching GoalsKnowledge: learn below vocabularies and sentence patterns: put up a tent, made a fire, each other, jump up and down... It is important for sb. to do sth...Approaches: can use the simple past tense to describe things happened beforeEmotion and attitude: can talk about others’ experiences so as to know them betterII. Important Points in Teachingthe use of simple past tense in listening, speaking, reading and writingIII. Difficult Points in Teachinguse simple past tense appropriately in different contexts; past participles of irregular verbsIV. Teaching MethodsTask-based teaching, group work, experience-based teachingV. Teaching StepsI．Greeting and warming upStep1: Say hello to students, talk about the weather, then enjoy a video.T: First, let’s watch a video. After watching the video, you answer two questions:Was the boy tall before?Did he talk a lot before?Have Ss answer the questions.T: Great! From the video, we know that the boy is talking about his past. Do you know how to talk about past things such as last weekend?Ss: ...(Have someone answer) We should use past forms of verbs.T: Excellent! We can talk like this:Step 2: Free-talk.A: How was your last weekend?B: It was...A: Where did you go?B: I went...A: What did you do there?B: I...T: Sounds like you had a great time last weekend. So did I. Last weekend...(Teach new words according to pictures.)II．PresentationStep 1: Teach new words according to pictures.Have students read and remember the words.Step 2: 2a: What kinds of animals are people sometimes afraid of? Why? Make a list.(1). DiscussT: As you see, I’m afraid of tigers, because they’re dangerous and they can even kill us. What about you? What animals are you afraid of? Now discuss in your group.(2). Have Ss talk.(3). Game:A: I'm afraid of .../ I'm not afraid of ...Ss: Me, too!/ Me, neither!Step 3: 2b: Read about Lisa’s weekend and answer the questions.T: Today let’s learn about Lisa’s last weekend.(1) Pre-reading: Show the picture, then have Ss guess what animals will be mentioned in the passage.(2) Fast and careful reading and answer corresponding questions.(3) Read the passage again and fill in the chart according to the timeline.Step 4: 2c Put the phrases in order. Then use them to retell the story.(1) Put the phrases in order.Check answers: 6 2 8 4 7 5 1 3Have Ss read the phrases together.(2) Group work: Use the pictures and phrases to retell the story one by one. Each student talks about 2 pictures. The last student finalize the story.。

Unit3 How do you get to school?( Section A 1a-2d)Teaching design1 Teaching goals:(1)Knowledge goals:Vocabulary: subway, take the subway,subway station, ride, get to, minute,mile, kilometer, sixty, seventy, eighty,ninety, hundredSentence pattern:How do you get to…?How far is it…?How long does it take to…?Grammar: how引导的特殊疑问句(2)Ability goals: 学习用how询问交通方式(3)Emotion goals:了解东西方国家出行方式的不同，以及不同的交通规则，呼吁学生遵守交通规则。

2 Key points and difficult points:(1)交通工具的使用ride a bike take the train take the subwaytake the bus walk(2)by+交通工具，不用冠词，但ride a bike/drive a car/take abus等必须有冠词a/the。

除了by+交通工具外，还可以用on/in+交通工具，例如：on a bus, in a car, on my bike。

3 Teaching proceduresWarming upWhat time do you get up? At seven o’clock? I get up at six o’clock. And I go to school by bike at seven o’clock. How do you get to school? How do you get to the place you want to go? If you are not in a hurry, you can go there by bike or on foot. Today we will talk about this topic.1a Match the words with the pictures and check your answers.1b Listen to the tapes carefully and write the numbers next to the correct students in the picture.Firstly, let students try to know the details of theconversation.Secondly, listen to the tapes.Thirdly, finish 1b.1c Pair workHow do the students get to school? Make conversationswith your partner.A:How does Mary get to school?B:She takes the subway.2a Listen and repeat.(1)L isten to the numbers.(2)R epeat the numbers.sixty-one ninety-nine seventy-twoseventy-two one hundred and fiveeighty-four two hundred2b&2c Listen and complete the chart.How? How long? How far? TomJane2d Group wokUse the information in 2b to make conversations.A:How do you get to school?B:I…A:How long does it take…?B:It takes…A:How far is it from…to…?B:It’s about…Summary: What do we learn in this class?Homework: Task1 调查同小组人员今天到校方式。