2024新人教版七年级英语下册全册教案

七下

Unit1Canyouplaytheguitar?

教材分析

本单元围绕“Joiningaclub”这一话题展开，PartOne通过图文展现俱乐部招聘以及学生

应聘的情境，并通过此情境呈现与谈论能力、介绍及选择俱乐部等相关的句型和重点词汇。

PartTwo在此基础上对词汇，语言结构和语言技能都有所拓展，并重点发展阅读和写作技能,

要求学生综合运用本单元所学知识介绍自己的才能、为活动设计创意海报或广告。

教学目标

语言运用：能说出并正确书写表示个人能力的词及短语；能运用情态动词can询问和表述个

人能力；能说明个人适合某项志愿工作的原因。

学习策略：通过观察和思考总结语法现象和规律；通过预测和对比阅读分类归纳整理信息。

文化意识：能体会到帮助他人的快乐并形成服务社会的意识。

教学重难点

重点：动词和动词短语的掌握；巩固、拓展听说技能，培养写作技能

难点：学会分辨句子中肯定式can和否定式can't的读音；找出阅读文章关键词。

Period1

Learninggoals:

Bytheendofthisclass,youwillbeableto

1.spelltheEnglishnamesofschoolclubsandstudents5abilities.

2.askaboutstudents9abilities.

3.expresswhatclubsstudentswanttojoinandthereasons.

LearningProcedures

Warm-up

Matchtheactivitieswiththepeople.

Learnthenewwordsandphrasesaccordingtothepictures.

ListeningandSpeakingI

Listenandcompletetheconversations.

Pair:Practicetheconversationsabovewithyourpartner.Thenmakeyourownconversations.

ListeningandSpeakingII

Listentoconversationsandunderlinethewordsyouhear.

Listenagain.Completethesentences.

Talkaboutwhatthepeoplecandoandtheclubstheywanttojoinaccordingtotheaboveinformation.

Period2

Learninggoals:

Bytheendofthisclass,youwillbeableto

1.usegeneralquestionswithcantoaskaboutabilitiesandanswerwithshortanswers.

2.usewhatquestionstogetfurtherinformation.

Learningprocedures：

Review

Reviewthewordsandsentencestructureswe'velearned.

ListeningandSpeakingI

Listenandfillintheconversation.

Repeattheconversationaftertherecording.

Recitetheconversation.

Pairwork:Roleplayandmakeyourownconversations

Grammarexercise

Writequestionsandanswerswiththewordsandphrases.

Completetheposterwiththewordsinthebox.

Groupwork

Whatcanyourgroupdointheschoolshow?Makealist.

A:Whatcanyoudo,LiXin?

B:Icandokungfu.

Period3

Learninggoals:

Learnmorewordsandphrases.

Askandanswerquestionswith“Whatcanyoudo”

Learningprocedures：

Warm-up

Drawlinestomatchthewordswiththepictures.

Learnthewordsaboutmusicalinstrumentsaccordingtothepictures.

ListeningandSpeakingI

ListenandnumberthewordsofmusicalinstrumentsintheorderofthesoundsyouhearinWarm­

up.

Askandanswerquestionsabouttheinstruments.

A:Canyouplaytheviolin?

B:No,Ican't.

ListeningandSpeakingII

Listen,circlethewordsandphrasesyouhear.

Listenagain.Fillinthechartwiththewordsandphrases

TalkaboutwhatBill,CindyandFrankcanandcan'tdo.

A:CanBillplaytheguitar?

B:Yes,hecan,buthecan'tsing.

Period4

Learninggoals:

Bytheendofthisclass,youwillbeableto

1.recommendtherightpersontohelpoutinthecommunity.

2.thinkofwhatyoucandotohelpoutinthecommunity.

3.knowwhatyoucangetfromhelpingoutinthecommunity.

Learningprocedures：

Reading

ReadthethreedescriptionsaboutPeter,AlanandMaHuan.Underlinewhattheycando.

Readtheads.Matchthetitleswiththeads.

Readaloudtheadsandtrytoreciteone.

Writing

Completetheadwiththewordsinthebox.

Writeyourownadandmakeaposter.Askforhelpwithaneventatyourschool.

Unit2Whattimedoyougotoschool?

教材分析

本单元围绕“Dailyroutines”这一话题展开。PartOne部分在语言能力方面，侧重训练学

生听别人谈论日常活动，并简单谈论自己一天的活动。在语言知识方面，重点学习了表示日

常活动的动词短语和表示动作频度的副词always,usually和never等，并学习询问时间的句

法Whattime...?When...?以及时间的简单表达法。PartTwo部分在知识层面上，是Section

A的深化和拓展，例如：本部分介绍了更复杂的时间表达法（to和past）；在语言技能层面

上，SectionB进一步训练、发展听说技能的基础上，重点转向读写技能以及语言综合素养的

培养及提升。

教学目标

正确运用whattime和when引导的特殊疑问句询问日常作息习惯；

能运用频度副词和时间表达就日常作息进行问答；

能借助学习材料及采访讨论，了解不同职业的日常作息习惯；

能联系实际生活，判断日常作息习惯健康与否；

能基于阅读材料及个人经验，了解如何养成健康的生活方式；

能培养合理安排作息、健康生活的意识。

教学重难点

PartOne

重点：询问具体时刻的句型：Whattimedoyou...?;表达时间的简单方式，$□：eleveno'clock,

eightthirty等；表示日常活动的动词短语，如：getup,getdressed等；表示动作频率的副词

always,usually和never等»

难点：时刻表达法

PartTwo

重点：能用更丰富的语言描述自己或别人一天的活动。

难点：用past和to来表达具体时刻。

Period1

Learninggoals:

Bytheendoftheclass,youwillbeableto:

l.Togetthespecificinformationaboutdailyactivitiesfromlistening.

2.Askandansweraboutdailyroutines.

3.decidewhetherthedailyroutinehealthyornot.

LearningProcedures:

Leadin

T:Whattimedoyouusuallygotoschool?Ss:(At)7o'clock.

Wordslearning

1.Matchtheactivitieswiththepictures.

2.Speakouttheactivitiesaccordingtothepictures.

ListeningandspeakingI

Listenandmatchthetimeswiththeactions.Drawlinesfromtheclockstothepictures.

Pairwork.StudentAistheinterviewer.StudentBisRick.AskandanswerquestionsaboutRick's

day.

A:Whattimedoyouusuallytakeashower,Rick?

B:Iusuallytakeashoweratsixforty.

ListeningandspeakingII

Listentotheconversationandcompletethesentences.

Listenagain.CompletetheshowerscheduleforJim'sfamily.

Listenagain.Completetheconversationwiththewords.

Pairwork:Nowtalkaboutyourself.

Period2

Learninggoals:

1.Askothersabouttheirdailyroutinebyusingthespecialquestionsguidedby"whattime"and

“when”；

2.Masterthemeaningandpositionofcommonfrequencyadverbsinsentences,usefrequency

adverbstointroduceyourselfandaskothersabouttheirdailyhabits.

Learningprocedures：

Listeningandspeaking

Listenandfillintheconversation.

Roleplaytheconversation.

Recitetheconversation.

Makeyourownconversationaccordingtoyourowndailyroutines.

Grammarexercise

Writeanswersorquestions.Usealways,usuallyornever.

Writeaboutsomethingyoualwaysdo,somethingyouusuallydoandsomethingyouneverdo.

Interviewthreeofyourclassmates.Findoutwhattimetheydotheseactivities.Thengiveareport

totheclass.

Period3

Learninggoals:

Bytheendoftheclass,youwillbe:

l.Gettheinformationaboutdailyroutinefromlistening

2.Learnhowtoexpresstimewithpastandto

3.Askandanswerwhenquestionsaboutdailyroutines.

LearningProcedures:

Warm-up

Whendostudentsusuallydothesethings?Matchtheactivitieswiththetimeofday.

Payattentiontotheexpressionswithpastandto.

ListeningandspeakingI

Listenandcircletheactivitiesyouhear.

Listenagain.Writethetimesnexttotheactivitiesyoucircled

Pairwork:askandanswerquestionsaboutTom'sday.

A:WhendoesTomusuallygetup?

B:Heusuallygetsupathalfpastfive.

RetellTom'sdailyroutine.

Iusuallygetupat5:30everyday.ThenI...Afterthat,I...Next,I

Readingandwriting

Numberthesesentencesinordertomakeastoryaboutadailyroutine(3a).

Writeaboutyourowndailyroutine.(3b)Youcanstartlikethis:

Ihavea(un)healthylife.Iusuallygetupat...ThenI..Afterthat,I...

Period4

Learninggoals:

Readapassage.Getsomeinformationandunderstanditbyusingsomereadingstrategies.

Writeaboutyourbestfriend'sdailyroutine.

LearningProcedures:

Pre-reading

Groupcompetition

1.HaveSsworkinsmallgroupstowriteasmanyhealthyactivitiesastheycan.

2.Stopafter60seconds.Elicitfromeachgroupthenumberofactivitiestheylisted.

3.Thegroupwiththemostactivitiesmustreadouttheirlist.Writetheactivitiesontheboard.

4.FinishbyhavingtheotherSsintheclasssuggestadditionalactivitiestoaddtothelist.

While-reading:

1.Skimming:HaveSsskimthepassagewithin30secondsandanswerthequestion:Whataretheir

names?Whoishealthier?

2.Scanning:HaveSsreadthepassageagainwithinthreeminutes.WritedownTonyandMary's

healthyandunhealthyhabitsinthechart.

3.HaveSsreadaloudfollowingtherecording.

Post-reading:

Retelling;HaveSsretellthepassageaccordingtotheinformationinthechart.

Languagepointslearning;Explainsomelanguagepointsandgivesomeexamples

Pre-writing:

Fillingthechart.HaveSsaskabouttheirfriends5dailyroutinesandfillinthechart.

While-writing:

Writingaboutthedailyroutine.Trytouse...afterthat,then,so,but,either

2.OfferhelpwhileSsarewriting.

Post-writing:

Evaluateandsharethecompositionsinclass.

Unit3Howdoyougettoschool?

教材分析

本单元的话题涉及学生上学的交通方式，与上一个单元关于上学时间的话题紧密相连。

Partone部分展现了学生以不同交通方式上学的场景，将学生带入到有关彼此上学方式、出

行花费的时间、以及家与学校之间的距离等问题的讨论中；训练学生询问和回答两地距离和

出行花费时长。PartTwo语境更加复杂，呈现了“换乘”的概念。阅读部分介绍了一个偏远乡

村孩子上学的故事，培养了学生表达换乘交通工具的能力，并唤起城市孩子珍惜美好生活努

力学习的意识。

教学目标

1.能谈论出行方式。

2.能熟练运用how,howlong,howfar引导的特殊疑问句询问出行方式、所花费时间和两地

之间的距离。

3.能正确了解因地域文化差别所造成的出行方式的差异。

教学重难点

PartOne

重点：各种交通工具的英文名称、表达“乘坐某种交通工具”的动词短语，以及以how引导的

一般现在时的特殊疑问句及简略回答。

难点：how引导的特殊疑问句中助动词的使用以及语序，howfar,howlong引导的特殊疑问

句的回答。

PartTwo

重点：阅读策略的培养，包括利用语境学习生词、预测语篇信息和获取具体信息、对信息进

行加工的策略。

难点：熟练掌握本单元与交通出行相关的词汇和表达，以及描述较为复杂的“换乘”经过并实

现笔头输出。

Period1

Learninggoals:

1.Beabletoreadsomephrasesabouttransportation.

2.Beabletotalkaboutdifferentwaysoftransportation.

LearningProcedures:

Warm-up

1.Matchthewordswiththepictures.

2.Learnthenewwordsandphrasesaccordingtothepictures.

ListeningandSpeakingI

1.Listenandwritethenumbersnexttothecorrectstudentsinthepictures.

2.Pairwork:

LookatthepicturesinWarm-up.Howdothestudentsgettoschool?Makeconversationswithyour

partner.

A:HowdoesMarygettoschool?

B:Shetakesthesubway.

ListeningandSpeakingII

1.Listenandrepeat.Thenwritethecorrectnumbernexttotheword.

2.Listenandcompletethechartandthenfillintheblanks.

3.Pairwork:StudentAisJaneandStudentBisTom.Usetheinformationin2-2tomake

conversations.

Period2

Learninggoals:

1.Makeconversationswiththetargetlanguage.

2.Focusongrammarbydoingsomeexercise.

LearningProcedures:

ListeningandSpeaking

1.ReadtheconversationandanswerT'squestions.

2.Role-playtheconversationwithpartner.

3.Trytorecitetheconversation.

4.Makeanewconversationaccordingtothepattern.

Grammarexercise

1.Matchthequestionswiththeanswers.Thenpracticethem.

2.Usegivenwordstomakequestions.Thenaskandanswerthemwithpartner.

ClassSurvey

Askyourclassmatesquestionsfromthechartandwritetheirnamesinthechart.

PeriodThree

Learninggoals:

1.Beabletotalkabouttransfers.

2.Readingcomprehension.

LearningProcedures:

Warm-up

Matchwordswithpictures.Reviewwordslearnedfromlastclass.

ListeningandSpeaking

1.Listenanddecidethetransferrouteofthepersonintheconversation.

2.Fillintheblanksoftheconversation.

3.Readandroleplaytheconversation.

4.Tellpartnerhoweachothergettoschool,usingatleasttwotypesoftransportation.

Readingandwriting

1.Lookatthepictureandtitlebelow.Guesswhatthepassageisabout.

2.Readthepassageandanswerthequestions.

3.Readthepassageagain.Completethesentenceswithwordsfromthepassage.

PeriodFour

Learninggoals:

1.Toreviewthewaysoftransportationlearnedinthisunit.

2.Leantowriteabouttransportation.

TeachingProcedures:

1.Reviewandwritedownasmanywaysoftransportationaspossible.

2.Writedown5roundsofconversation,accordingtoinformationinagivenchart.

E.g.HowdoesTonygettoschool?

Hegetstoschoolbybike.

3.Readane-mailfromyourpenpalTomintheUS.Fillintheblankswiththewordsinthebox.

4.Writeane-mailtoTomandtellhimhowyougettoschool.Fivequestionsmayhelpyou.

5.Sharethee-mailwiththeclass.

Unit4Don'teatinclass.

教材分析

本单元与学生校园生活息息相关，谈论规章制度。PartOne部分通过听说活动将学生引

入谈论规章制度的情景中，让学生体会、学习不同语体中目标语言的表达；训练学生运用情

态动词can和can,t表达许可和禁止，又加入了must和haveto的结构，使语言更加丰富多

样。PartTwo部分由谈论校规转到家规。语言技能层面上，在深化训练听说的基础上偏重读

写能力的训练；在语言知识层面上，滚动复现Partone学习的词汇和句型。同时，本单元应

渗透做一个好学生的教育，比如理解学校、理解家长，以及心中有困惑烦恼应该找到合适途

径释放出来。

教学目标

语言能力：能正确使用“规章制度”话题下的词汇与表达；能正确使用否定祈使句、情态动词

can,haveto和must谈论规章制度；能表达对"规章制度”的感受与看法。

思维品质：能客观理性地看待“规章制度”。

文化意识：能了解中外相同、不同的校规、班规及家规；能了解西方学生有烦恼时，更愿意

向专业人士或机构求助。

学习能力：能根据常识预测听力、阅读内容；能根据文章特点和活动要求使用寻读策略并

整合内容。

教学重难点：

PartOne

重点:常见的短语和表达法，以及谈论规章制度需要的语言结构，包括祈使句、情态动词can、

must和haveto的用法。

难点：不同情态动词表达的意义区别，如haveto与must的细微区别等。

PartTwo

重点：情态动词的理解和使用。强化徐盛听说能力的基础上，培养学生阅读和写作能力。

难点：几个情态动词在具体语境的得体使用。

Period1

Learninggoals:

Bytheendoftheclass,studentswillbeableto:

1.listouttheexpressionsofschoolrules

2.askabouttheschoolrules

3.useDon9t,can,can7,haveto,musttodescribeschoolrules

Learningprocedures

Lead-in

Lookatpicturesandmatchtheruleswiththepicture.

ListeningandSpeakingI

1.Listenandnumbertherulesyouhear.

2.Listenagainandfillinblanks.

3.Pairwork:Talkabouttherulesabove.

A:whataretherules?

B:Well,wecan'tarrivelateforclass.Wemustbeontime.

ListeningandSpeakingII

1.Listenandchecktherulesyouhear.Circlecanorcan't.

2.Listenagain.Completetheconversation.

3.Pairwork:Talkabouttherules,usingcanorcan't.

A:Canwelistentomusic?

B:Wecan'tlistentomusicinthehallways,butwecanlistentoitin...

Period2

Learninggoals:

Bytheendofthisclass,youwillbeableto:

l.useDon'ttodescriberules

2.usecantoexpresspermission

3.usehaveto,musttoaskandansweraboutrules

4.makeupyourownrulesandexplainthereasons

LearningProcedures:

ListeningandSpeaking

1.ReadtheconversationandanswerT'squestions.

2.Role-playtheconversationwithpartner.

3.Trytorecitetheconversation.

4.Makeanewconversationaccordingtothepattern.

Grammarexercise

1.Writetherulesfortheschoollibraryaccordingtothegivenpictures.

2.Usethewordstomakequestionsabouttherules.Thenwriteanswersaccordingtoyourschool,

e.g.Bequite?

Q:Doesshehavetobequietinthelibrary?(she/have/Inthelibrary)

A:Yes,shedoes.

ClassActivity

Makeupfivecoolrulesforyourdreamschool.Shareyourruleswiththeclass.Yourclassmates

votefortheCoolestSchool!

Period3

Learninggoals:

Bytheendofthisclass,youwillbeableto:

l.usehaveto,must,can,can7totalkaboutfamilyrules;

2.evaluaterulesincriticalandrationalways;

3.suggestrulestoothersandexplainthereasons.

LearningProcedures:

Warm-up

Readandmatchtherulesfromthepictures.

ListeningandSpeaking

1.ListenandputanXforthingsDavecan9tdoandaNforthingshehastodo.

2.Listenagain.WritewhenDavehastofollowtherulesinthechart

3.TalkabouttherulesinDave'shouse

e.g.A:CanDavegooutonschoolnights?

B:No,hecan't.

Reading

1.Classdiscussion:

Whenyouareunhappyaboutsomething,whodoyouliketotalkto?

2.Readtheletters.UnderlinetherulesforMolly.

3.Readthelettersagainandcompletethesentenceswithhaveto/must,canorcan't.

Period4

Learninggoals:

Bytheendofthisclass,youwillbeableto:

1.reviewtheschoolrulesfromperiod1&2andfamilyrulesfromperiod3.

2.learntowriteaboutschoolorfamilyrules.

TeachingProcedures:

1.CompleteZhaoPei'slettertoDr.Knowusinghaveto/must,canorcan't.

2.Usecan,can't,haveto/must,anddon'ttowriteabouttherulesatschool.Writetwosentencesfor

eachrule,usingthegivenphrases.

2.Completeapassageaboutrules,choosingfromgivephrases.

3.Completethechartwiththerulesinyourhomeandschool.PutanXfortherulesthatyouthink

areunfair.

4.WritealettertoDr.Know.Tellhimaboutalltherulesandhowyoufeelaboutthem.

Unit5Whydoyoulikepandas?

教材分析

本单元谈论的主题是动物。PartOne通过图文观察和听说活动引领学生进入“参观动物

园”的情景，让学生了解各种动物的英文名称、生长环境和习性，并能运用英语简单谈论对

动物的喜好和原因。PartTwo延续了参观动物园的情景，重点训练了学生捕捉形容词，通过

操练使其学会在真实情境中运用描述性形容词。阅读语篇关于保护濒危动物大象，培养学生

的动物保护意识和人文素养。

教学目标

语言能力：能正确使用表示性质和品质的形容词描述各种常见动物；能正确使用why,what

和where引导的特殊疑问句进行回答；能表达自己对动物的喜好。

思维品质：能够意识到动物是人类的朋友，动物需要人类的保护。

文化意识：了解世界各地典型动物的基本特征以及濒危物种的现状，能够基于现有材料对濒

危的原因和解决办法进行分析。

学习能力：能根据词汇的含义、性质、特点等分类记忆单元词汇；能根据阅读语篇内容建构

思维导图；能通过各种方式搜集有关动物的信息和资料。

教学重难点

PartOne

重点：动物名称和描述动物特点的形容词，why引导的特殊疑问句及简要回答。

难点：让学生学会运用描述性形容词并结合程度副词对事物进行描述。

PartTwo

重点：巩固why引导的特殊疑问句及其回答，并在阅读教学中对阅读技能进行培养。

难点：让学生把关于动物喜好原因的口语化表达转化为描述性的语言,完成笔头输出。

Period1

Learninggoals:

Bytheendofthisclass,youwillbeableto:

1.listtheanimalsthatyouknowofinEnglish;

2.usedescriptionwordstodescribeanimals;

3.expressyourpreferenceforanimals

LearningProcedures:

Warm-up

Matchthewordswiththeanimalsinthepicture.

ListeningandSpeakingI

1.Listenandcheck(d)theanimalsyouhearinWarm-up.

2.Listenagain.Fillintheblanks.

3.Practicetheconversationwithyourpartner.Thenmakeconversationsabouttheotheranimalsin

thepicture.Usethewordsinthebox.

A:Let'sseethelions.

B:Whydoyouwanttoseethem?

A:Becausethey*reinteresting.

ListeningandSpeakingII

1.Listenandwritetheanimalsyouhear.Drawalinefromtheanimalstothedescriptionwordsand

thecountriestheyarefrom.

2.Listenandfillintheblanks.

3.Pairwork:Talkaboutthetwootheranimalswithapartner.DoJohnandJulielikethem?Doyou

likethem?Whyorwhynot?

Period2

Learninggoals:

Bytheendofthisclass,youwillbeableto:

l.useWhy,WhatandWheretoaskquestions;

2.usebecausetoanswerWhy-questions;

3.introduceanimalsandexpressyourpreference

LearningProcedures:

ListeningandSpeaking

1.ReadtheconversationandanswerT'squestions.

2.Role-playtheconversationwithpartner.

3.Trytorecitetheconversation.

4.Fillintheblanksofthesummaryoftheconversation.

Grammarexercise

1.Fillintheblankswiththewordsfromthebox.Thenpracticetheconversation.

2.Writenamesofanimalsintheblankstomakesentencesthataretrueforyou.

3.PairWork:Thinkofananimal.Askandanswerquestionswithyourpartnertoguesseachother's

animal.

e.g.A:Istheanimalbig?B:Yes,itis.

A:Where*stheanimalfrom?B:It'sfromChina.

A:Isitblackandwhite?B:Yes,itis.

A:It*sapanda!B:Yes,you*reright!

Period3

Learninggoals:

Bytheendofthisclass,youwillbeableto:

l.usethemindmaptoanalyzeaproposal;

2.createyourownmindmap;

3.writeaproposalaccordingtomindmap;

4.expressproperattitudetowardsanimals

LearningProcedures:

Warm-up

Matchthedescriptionwordswiththeanimals.Youcanusesomewordsmorethanonce.

ListeningandSpeaking

1.Listenandcirclethedescriptionwordsyouhear

2.Listenagain.Whatwordsdotheyusetodescribetheanimals?Fillinthechart.

3.Talkabouttheanimalsyouknowwithyourpartner.

eg

A:Whatanimalsdoyoulike?

B:Ilikeelephants.

A:Why?

B:Becausethey'recute.Whatanimalsdoyoulike?

A:Ilikedogsbecausethey9refriendlyandsmart.

Readingandwriting

1.Readthiswebsitearticleandcheck(4)thebesttitleforit.

2.Readthearticleagainandcompletethemindmap.

3.Readthepassageagainandanswerthequestions.

Period4

Learninggoals:

1.Toreviewthenamesanddescriptionsofanimals.

2.Readmorepassagesaboutanimalsandfinishtasks.

3.Learntowriteaboutanimalpreferencesandprotection.

TeachingProcedures:

1.Fillinachart,thinkingofasmanydescriptionsaboutananimalasyoucan.Thenwritesentences

usingthesedescriptions.

e.g.Idon'tliketigersbecausethey'rereallyscary.

2.Matchquestionsandanswersaboutpreferences,reasonsandwhereanimalsarefrom.

3.Readashortpassage.BeckyisJilFsfavoriteanimal.Fillintheblankswiththewordsinthebox.

4.Writeadescriptionofapandausingthewordsinthebox,orwriteaboutyourfavoriteanimal

usingyourownideas.

Unit6PmwatchingTV.

教材分析

本单元主要围绕日常活动展开。PartOne部分通过展现同一时间人们进行不同活动的场

面，将学生带入到谈论日常活动的话题中。集中呈现了一些家庭日常活动的动词短语，并通

过打电话的情景对话输入现在进行时的语言结构，训练学生运用该结构来表达和谈论正在发

生的事情。PartTwo进一步让学生巩固现在进行时态的一般疑问句极其回答。阅读部分通过

时差问题引入世界各地不同人们同一时刻进行不同活动的主题，创设了中国留学生在国外寄

宿家庭的生活场景情境,介绍了中国传统节日端午节，并让学生感受中西方不同的文化习俗。

教学目标

1.能谈论人们正在做的事情

2.能正确使用现在进行时陈述正在发生的事情并进行回答

3.能根据语境使用一般现在时与现在进行时表述现在

4.能根据动词的变化规律写出正确的现在分词形式

5.了解世界各国存在的时差现象

6.了解电话会话中中英文表述的差异

7.了解中国传统节日中的端午节

教学重难点

PartOne

重点：让学生在具体语境中感悟、理解和学习现在进行时的用法。

难点：让学生对一般现在时态和现在进行时态的概念有所区别，以及把握动词现在分词的构

成方法。

PartTwo

重点：一般现在时与现在进行时的交替使用。

难点：正确运用现在时态进行笔头表达。

Period1

Learninggoals:

Bytheendoftheclass,you'llbeableto:

1.Memorizenewwordsandexpressionsofdailyactivities；

2.askandansweraboutpeople'sdailyactivitiesbyusingPresentProgressiveTense;

3.writedownspecificinformationinlisteningactivities.

LearningProcedures:

Warm-up

1.Matchthefamilyactivitieswiththepictures.

2.Learnthenewwordsandphrasesaccordingtothepictures.

ListeningandSpeakingI

1.Listenandmatchwhatthepeopledoathome.

2.Listenagain.Fillintheblanks.

3.Pairwork:

Askandanswerquestionsaboutwhatpeoplearedoinginthepicture.

A:Whafshedoing?

B:He'susingthecomputer.

A:Whataretheydoing?

B:They5relisteningtoaCD.

ListeningandSpeakingII

1.Listenandmatchtheanswerswiththequestions.

2.Listenagain.Fillintheblanks.

Review:

Thinkofasmanyhomeactivitiesyouandyourfamilydoasyoucan.

Period2

Learninggoals:

Bytheendoftheclass,you'llbeableto:

1.summarizetherulesofPresentProgressiveTense;

2.usev-ingformscorrectly;

3.useSimplePresentTenseandPresentProgressiveTenseproperlyaccordingtothecontext.

LearningProcedures:

ListeningandSpeaking

1.ReadtheconversationandanswerT'squestions.

2.Role-playtheconversationwithpartner.

3.Trytorecitetheconversation.

4.Makeanewconversationaccordingtothepattern.

Grammarexercise

1.Writesentencesbyre-arrangingthephrases.

2.Numberthesentencesinordertomakeatelephoneconversation.Thenpracticeitwithapartner.

GroupActivity

Mimedifferentactivitiesandletothersguess.

Period3

Learninggoals:

Bytheendofthislesson,youwillbeableto:

1.recognizethespecificdetailsaboutdifferentpeople'sactivitiesatthesametimefromthepassage;

2.summarizethestructureofthepassagebydividingitintoparts;

3.inferpeople'scommonfeelingsduringfestivals.

LearningProcedures:

Warm-up

1.Matchwordswithpictures.

2.Thenaskandanswerquestions.

e.g.A:Isthemanswimminginariver?

B:No,heis't.Heisswimminginapool.

ListeningandSpeaking

1.Listenandcompletethechart.

2.Usetheinformationinthecharttomakeaconversation.

e.g.A:IsAliceplayingbasketball?

B:No,sheisn't.She's...

Readingandwriting

1.Lookattheclocksandaskyourpartneraboutthetimeindifferentplaces.

2.ReadtheTVreportandanswerthequestions

3.MatchtheverbsincolumnAwiththewordsincolumnB.Thenusethephrasestowritesentences

accordingtotheTVreport.

Period4

Learninggoals:

1.Toreviewthedailyactivitieslearnedinthisunit.

2.Tomastertheformsofverbs.

3.Leantowriteaboutowndailyactivities.

TeachingProcedures:

1.Addmoreverbs(play-playing,etc).Thenwriteatleastfivesentencesusingthewords.

2.Writequestionstocompletetheconversations.

3.Readaletteraboutastudenfsdailyactivityandcompletethepassage.

4.Bringinsomephotosofyourown(ordrawsomepicturesofyouandyourfamilyorfriends)and

writeaboutthem.

Unit7It'sraining!

单元分析

本单元的中心话题是谈论天气。PartOne涉及两个主要语言功能项目：一是运用How5s

theweathe门及描述天气情况的形容词来谈论不同城市的天气状况；二是继续运用现在进行

时来描述人们的即时活动。PartTwo在话题上，拓展了谈论天气的表达法；在技能方面，进

一步深化听说技能，加强读写训练。最后将本单元的互致问候、谈论天气、询问正在进行的

活动等单元重点功能结构以明信片的形式展现。

教学目标

1.能用所学语言谈论天气

2.能简单描述人们正在进行的活动

3.能用更丰富的语言问候他人

4.能正确使用现在进行时态

5.能用how引导的问句表达问候

6.了解世界各地不同天气及人们进行的不同活动，感受地域差异

教学重难点

PartOne

重点：how引导的询问天气的特殊疑问句，描述天气情况的形容词，还有与天气相关的人们

相应的活动。

难点：现在进行时中助动词be和动词-ing的正确使用。

PartTwo

重点：描述天气的词汇、现在进行时的用法以及明信片的文体特点等。

难点：现在进行时的另一用法，即表示一段时间内正在进行的动作或状态。

Period1

Learninggoals:

Bytheendofthethisclass,youwillbeableto

1.getinformationfromthelisteningmaterials；

2.describetheweatherandtherelevantactivitiesinacitywithaccurateuseofphonegreetings；

3.1eamthedifferencesoftheweatherindifferentcitieso

LearningProcedures:

Warm-up

1.Matchthewordswithdifferentweatherpictures.

2.Lookatthepicturesandtalkabouttheweatherineachpicture.

ListeningandSpeakingI

1.Listenandwritethesecitynamesintheboxesabove.

2.Pairwork:

Imagineyouareinoneoftheplaces.Talkabouttheweatherwithyourfriendonthephone.

A:Hi,How'stheweatherinBeijing?

B:Ifssunny.

ListeningandSpeakingII

1.Listenandnumberthepictures

2.Listenagain.Matchthenameswiththeactivities.

3.Pair:Talkaboutthepeoplein2withapartner.

A:What'sUncleJoedoing?

B:He'splayingbasketball.

Period2

Learninggoals:

Bytheendoftheclass,youwillbeableto:

1.accuratelyidentifyandusePresentSimpleandPresentProgressivetense；

2.haveaconversationanddescribetheweatherindifferentcitiesandpeople'sactivities,habits,jobs,

etc.

LearningProcedures:

ListeningandSpeaking

1.ReadtheconversationandanswerT'squestions.

2.Role-playtheconversationwithpartner.

3.Trytorecitetheconversation.

4.FillintheblanksaccordingtoChinese.

Grammarexercise

1.Fillintheblankswiththecorrectformsofthe