英语七年级下第一单元新课教案

课题
Unit 1 Can you play the guitar? Section A (2d-3c)
科目
英语
课型
新授课
教学目标
知识与能力
1. To make Ss master the words and phrases.
过程与方法
2. To make Ss master the usage of the modal verb “can”and understand the tapescript.
sports/swimming/story telling /…club.
●- What sports can you play? - I can swim/playsoccer…
●You're good at telling stories.
●Let's join.
●Students Wanted for School Show
教学反思
\
4. You're good at telling stories.
板书设计
Unit 1 Can you play the guitar? Section A (2d-3c)
1. Can he…?
2. join the…club
3. What sports can you play?
4. be good at doing
be good at…
Sentences:
●- Can Bob play chess? - Yes, he can./No, he can't.
●- What club does Lisa want to join?
- She wants to join the art/music/English/chess/soccer/

新目标英语七年级下册Unit1教案及教学反思Unit 1 Where’s your pen pal from?Language goals:l In this unit students learn to talk about countries, nationalities and languages.l Ask and tell where people live.New languages:l Where is your pen pal /he / she from? He’s / She‘s from Canada/ Australia / England / China / France/ Singapore.l Where does he / she live? He / She lives in Toronto/Sydney/Australia/Japan/China.l What language does he / she speak? He / She speaks English and French.l Countries such as Australia, Japan, the United States, Canadal Languages such as English, French, Chinese, JapaneseDifficult points:1. Listening for the information about countries, nationalities and languages.Write an e-mail about oneself.Describe the new students in class.2. Grammar Focus:Period 1Teaching aims:1. Teach words and expressions: pen pal, Australia, Japan, Canada, France, the United States, Singapore, the United Kingdom, country2. Target languages: Where is your pen pal from? She’s from Japan.3. Enable the students to talk about nationalities.4. Help the students learn how to talk about nationalities.Teaching procedures:Step 1. Free talkSay: Do you have any friends? Where is she/he 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 to read the picture.Ask some students to read aloud to the class. Make the students talk about where people are from.Say: Do you have a pen pal? 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 second time.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 check the 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.Homework Ask the students to practice talking about where people are from and make up real dialogues.Period 2Teaching aims:1. Learn the words and useful expressions：Sydney, New York, Paris, Toronto, Tokyo, live2. Target languages: Where does he/she live? He/She 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 1. RevisionCheck the homework and ask several students to answer questions.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 the left of the blackboard. And write Sydney, New York, Paris, Toronto, and Tokyo on the right of the blackboard. And the teacher reads them aloud and 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 first student asks, “Where is Beijing?” the second student answers “It’s in China.”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 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 picture. Then ask them to talk about the information in the chart in 2c.Ask the students to work in groups and make up new dialogues with their own information.StepReview the grammar.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 students to learn the sentence patterns in Grammar Focus by heart. Try to use them freely.2. Remember the words in this period.Period 3Teaching aims:1. Teach vocabulary words: language2. Target languages: What language does she speak? She speaks English.3. Enable the students to learn to talk about what language people speak.4. Help the students to learn how to talk about what language people speak.Teaching procedures: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 questions.(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 me aning of “language”? Listen: Tim is from England and he speaks English. So English is his language. I’m from China, so Chinese is my language .Now look at activity page 3.Read the instructions to the class. Ask students to work in pairs as they answer the questions.Show the flowing and ask the students to make conversations after the model.What language do people speak in Singapore/ Australia/ the United States/ the United Kingdom/ China?They speak English/Chinese.Step 3. Pair work (3b)Ask the students to pay attention to the conversation inActivity 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 new words and expressions: world, in English, Japanese, French, any2. Target languages: Does she have any brothers and sisters?Does she speak English?Is that your new pen pal? Yes, it is.3. Enable the students to learn to talk about their new penpals.4. Help the students learn how to talk about their new pen pals.Teaching procedures:Step 1. RevisionAsk the students to make conversations talking about their new pen pal.Ask some pairs to come to the front and talk about their pen pals.Greet each other and have a free talk with classmates.Talk about the persons they admire.Step 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 language textbook on the desktop.Step 3. Listening (2a, 2b)First, read the instructions and tell the students to read the conversation in 2a.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 students.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 in activity 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 new 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 It’s fun. / It’s too difficult.3. Enable the students to write a letter to his/ her pen pal.4. Help the students learn how to write to a pen pal.Teaching procedures:Step upSay, Do you have a pen pal? What’s his name? Does he have any brothers and sisters? What language 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 coming from Tom King.Point out the blanks in the letter and the information card on the right.Correct the answers. Then draw the information card on the blackboard and ask the students try to retell the letter.Step 4. WritingAsk the students make their own information card.After they finished, ask several students to read their e-mails in class.HomeworkShow a name card to the students and ask them to write something about it.Period 6Teaching aims:1. Teach new words: dislike2. 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 your partner.Step word checkAsk the students to read all the words in this part.Say: In learning to talk about where people are from, youlearned many words on the topic. Now read and check the words you know in activity 1 on page 6. Then make a sentence with each of them.StepAsk students to write five new words in their V ocabulary-Builder on page 112. After they finished, ask two students to write their words down on the blackboard.Ask them to read the words and the whole class repeat.Tell the whole class to remember them after class.StepLet 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.StepAsk the students to do an oral practice about the new classmates.Say, There are several new students in our class this term.Who do you like best? Why do you like him or her? Please tell us. First you can tell your partner.Ask some students to present their work to the class.HomeworkAsk the students to summarize what they have learned in this unit and prepare for the next unit.教学反思：从今年开始，我让学生把每单元重点句背下来，句子背下来，在用的时候就可以举一反三，对于我们那些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。

人教版英语七年级下册第一单元教案全文共3篇示例，供读者参考篇1Unit 1: A Letter to GrandmaLesson Objectives:Learn vocabulary related to travel and tourismPractice writing informal lettersUnderstand the use of past tense verbsDevelop skills in reading for main ideas and detailsPre-class Preparation:Before coming to class, I will review the new words and expressions from the unit's vocabulary list. I'll try to guess their meanings from the context and look up any unfamiliar ones in the dictionary. Preparing early will help me understand the lessons better.Warm-up Activity:The teacher will likely start with a fun warm-up, maybe asking us about our experiences traveling or writing letters tofamily members. I'll try to be an active participant and share any relevant experiences to get into the right mindset for the unit.Vocabulary Learning:New words related to travel, like "sightseeing," "souvenir," and "scenery" will be introduced through pictures, examples, and context clues. The teacher will have us repeat the words for pronunciation practice. I'll make sure to take detailed notes on the vocabulary items and their meanings.Reading Practice:We'll read a sample letter that Danny wrote to his grandmother about his trip to Beijing. While reading, I'll underline any traveling vocabulary words I recognize. The teacher will guide us to identify the main idea and key details of the letter. We may also analyze Danny's use of informal language and past tense verbs in his writing.Language Focus:The grammar focus for this unit is the simple past tense. The teacher will explain its formation and usage through examples like "I visited the Great Wall last summer." We'll do controlled practice exercises to get the hang of forming statements and questions in the past tense.Letter Writing:Putting our skills together, we'll learn the format and conventions for writing informal letters. The teacher will provide a model, and we'll discuss the different sections like the greeting, body paragraphs, and closing.Guided Writing:For guided practice, the teacher may give us a writing prompt like: "Write a letter to your cousin describing your last holiday trip." I'll try to follow the model and incorporate the new vocabulary words and past tense verbs. The teacher will provide feedback to improve our writing.Independent Practice:Finally, we'll get a homework assignment to write an informal letter independently, maybe describing an imaginary trip. I'll aim to showcase what I've learned about letter writing, using descriptive language and accurate grammar.Review and Assessment:At the end of the unit, the teacher will review the key points we've covered through quizzes or games. I'll participate actively to reinforce my learning and identify any areas I need to improve.Overall, this unit allows me to develop my reading, writing, vocabulary, and grammar skills in an engaging, travel-themed context. I'm excited to explore new language and share my travel experiences or imaginations through letter writing!篇2Unit 1: A Day's WorkLesson 1: A Great JobHey everyone! It's me again, ready to share my notes on the latest unit we're covering in English class. This time, it's all about different jobs and careers. I've got to admit, I'm pretty excited about this one - who doesn't love dreaming about their future job when they're a kid?We started off by reading a text called "A Great Job." It's all about this guy named Mike who works as a ranger at a national park. His daily tasks include things like leading hiking tours, monitoring wildlife, and maintaining the trails. Sounds like an awesome gig if you ask me!Our teacher had us read through the passage and identify all the key details about Mike's job duties. She really emphasized looking for words and phrases that describe what he does on a typical day. Things like "keep an eye on the animals," "showpeople around the park," and "make sure the paths are clear." Stuff like that.After we went over the reading, she put us into small groups to practice using those job vocabulary words in some role-play scenarios. My group had to act out a mini interview where I was applying to be a park ranger. I had to really sell my qualifications and explain why I'd be great at tasks like the ones we just read about. My friend played the hiker interviewer and kept grilling me with questions. It was pretty fun, not gonna lie!For homework, we have to write a short personal narrative imagining what a day would be like if we had Mike's job as a park ranger. I'm picturing starting my morning off by doing some animal tracking, then leading a group hike and pointing out all the cool plants and critters we see along the way. Maybe I'd get to rescue a stranded hiker who got lost and ran out of supplies? Who knows, I'll have to get creative with this one!Lesson 2: The World's WorkersOkay, our next lesson was all about different career paths people can take across all kinds of fields and industries. Our teacher started us off by brainstorming a huge list of jobs on the board - everything from doctors and teachers to athletes and YouTubers.Then she had us read a few short passages that each highlighted a different career. One was about a marine biologist who studies shark behavior. Another focused on a software developer who designs apps. They gave an overview of the typical workday and responsibilities for each role.After the readings, we did an exercise where we had to match up different job titles to their corresponding descriptions and duties. That one really helped solidify my understanding of what each occupation actually entails. For instance, I finally understood that architects are the ones who plan out the designs for buildings, while construction workers are the folks who physically build them.We also spent some time talking about how the job market is always evolving, with new careers constantly emerging thanks to technological advancements and societal changes. For example, roles like social media managers and drone operators barely existed a couple decades ago. Our teacher challenged us to predict what kinds of crazy new jobs might become popular in the years ahead as AI and other cutting-edge tech keeps advancing.My prediction? Maybe robot counselors who help AI systems work through their artificial existential crises? Hey, a guy can dream!For homework, we have to do some career research by interviewing a parent or other adult about their line of work. We need to ask about their daily responsibilities, the skills required, what drew them to that field originally, and so on. I'm going to interview my uncle who's an electrician - should be interesting to get the inside scoop on what his job is really like.Lesson 3: Preparing for the FutureOur latest lesson was all about planning ahead for our future education and career paths. It's wild to think we'll need to start making some big decisions like that in just a few years!The teacher kicked things off with a presentation that walked us through some key steps for choosing a potential career direction based on our interests, strengths, and values. She had us take a little quiz to get a sense of what general fields we might want to explore further based on the types of tasks and subjects we're naturally drawn towards.For example, if you're an artistic person who loves expressing yourself creatively, careers in fields like graphicdesign, entertainment, and communications could be a good fit. If you're more of a meticulous thinker who excels at math and problem-solving, you might look into engineering, architecture, computer science, or finance. And if you're a total nature buff, maybe conservation work, marine biology, or environmental law could appeal to you.Once we had those general career cluster results, the teacher went over different educational pathways that can prepare you for each field, like pursuing a particular university major, attending a vocational school, doing job training or an apprenticeship program, etc. It really drove home the point that the classes you take and decisions you make in high school can have a huge impact in setting you up for your dream career down the road.The homework assignment for this lesson was to pick one potential career we're interested in and create a visual roadmap for how we could work towards it over the next 5-10 years. Things like which classes and extracurriculars to focus on in high school, possible college majors or training programs, approx. income and growth potential for that field, internship opportunities, and so on.I decided to map out a plan for possibly becoming a video game developer since I'm obsessed with gaming and pretty decent at coding. My roadmap involves taking tons of computer science and graphic design coursework, joining a game development club in high school, potentially getting an internship at a local game studio over summers, then majoring in computer science or game design in college. If I really stick to this path, maybe I could end up designing the next big hit RPG or multiplayer shooter one day? A guy can dream!Well, that's a wrap on our latest unit exploring different careers and preparing for the future world of work. It's been a good reminder that we've got to start thinking seriously about this stuff, even though high school graduation still feels ages away. I'll be sure to loop you in on what other juicy topics we cover next in English class. Until next time!篇3Unit 1: A Bamboo WavewatcherLesson PlanHi there! I'm stoked to share my lesson plan for the first unit of our new English textbook. This unit is called "A Bamboo Wavewatcher" and it's all about this awesome old guy named LinHui who lives on a remote island. Get ready for some epic storytelling and tons of useful vocabulary!Warm Up (5 mins)To get our brains in the English zone, we'll do a quick word scramble. The teacher will put some scrambled words on the board related to the ocean, islands, and nature. We'll race to unscramble them first. Vocab preview FTW!Pre-Reading Discussion (10 mins)Next up, the teacher will show us some picturesque photos of tropical islands and beautiful blue waves crashing on the shoreline. We'll discuss what we imagine island life is like - super chill but also maybe a bit isolating? The teacher will ask us to predict what the story might be about based on the title.Story Pages 1-3 (20 mins)Alright, plot time! We'll take turns reading aloud the beginning of the story which introduces Lin Hui, the "bamboo wavewatcher." As we read, we'll underline any words we don't know so we can circle back. The teacher will pause periodically to clarify vocabulary (e.g. "bamboo pole", "launching spot", "crested wave") and check comprehension. We'll discuss Lin's unique lifestyle watching the waves.Vocabulary Practice (15 mins)Now it's time to hammer down those new vocab words from the reading. The teacher will put us into small groups and have us match the words to their definitions, act some out through charades, and use others in example sentences. Seeing the words in context and getting our bodies moving will help cement them in our brains!Language Points (15 mins)While the vocab is fresh, we'll go over key grammar patterns that showed up, like the past continuous tense describing Lin's habitual actions ("would be watching", "used to launch"). The teacher will give more examples and we'll practice making our own sentences using the patterns correctly.Story Pages 4-6 (25 mins)Refreshed from our break, we'll continue following Lin's story as it takes an unexpected turn (no spoilers!). We'll read carefully to identify the main events, characters, andLinHui's shifting emotions throughout this dramatic section. I'm predicting some sort of wild adventure or challenge headed his way!Pair Discussion (10 mins)To process the plot development, we'll turn to our partners and discuss how we would feel if we were in Lin's situation. What would we do next? How would this experience change our perspective on life? Getting into Lin's mindset will deepen our understanding.Post-Reading Tasks (20 mins)Now it's time to put our critical thinking caps on. The teacher will give us a few interpretive essay prompts about the story's major themes (e.g. "Describe Lin Hui's special connection to nature and the ocean"). We'll outline and draft a short response, practicing incorporating evidence from the text.Wrap Up (5 mins)To leave a lasting impression, the teacher will show a short video clip depicting stunning wavescapes and serene island scenery. We'll do a quickwrite reflecting on how Lin Hui's life made us feel amazed, peaceful, adventurous, or any other resonant emotions.Homework: Reading OverFor homework, we'll re-read the entire story at home, highlighting the most beautiful descriptive language we can find.Come ready to share your favorite quotes and imagery with the class next time!I'm psyched to dive into this fascinating tale with you all. Soak up those good ocean vibes and expand your English abilities along the way. Until next class, catch you on the wave!。

主备：教学：总课题7B Unit1 Dream homes 总课时7 第1课时课题Comic strip and welcome to the unit 课型New教学目标知识目标 1. To talk about cities and countries.能力目标2. Have a discussion in groups, and talk about theirdream homes.情感目标 3. Write articles about students’ dream homes.教学重点To talk about cities and countries.教学难点Have a discussion in groups, and talk about their dream homes.教学准备Tape recorder, Computer, Pictures Read the words and the text.课前预习Preview the new words.学情分析The students are sure to be interested in studying the different countries教学过程教学环节教师活动学生活动设计意图Step1Lead inStep2 Welcome to unit 1.Ask questions:How many countries do you know?Can you tell us the names of thecountries?2.Show the map of the world to thestudents and teach the differentcountriesFrance 法国Japan 日本Russia 俄罗斯Thailand 泰国England/theUK 英国America/theUSA 美国Australia 澳大利亚Show students some famous pictures andask:Do you know the names of these famousplaces?Which countries are they in?1.Teach the countries and capitals2.Practice in pairsA: What’s the capital of……?B: The capital of ……is……A: What’s the capital of……?B: The capital of ……is ……?countries(国家) capitals(首都)Japan TokyoSs greet witheach other.Ss read and findwhat the Ss say.listen and sayThink of the通过这样一个情境的设置，可以激发学生的学习动机，更好地参与到课堂中来。