人教版新目标七年级英语下册全册教案

2.HowtouseModelverb‖can‖.flearnthedrills:Doyouwanttojoin…club?Canyou…?授课人:授课班级:授课时间do?Whatclubdoyouwanttojoin?can,can‘t,draw,dance,swim,speak,T:Canyouplaythepiano?S…B:Yes,Ican./No,Ican‘t.Canyou…?they‖wanttojoin?S…T:Soundsgreat.Canyou…?S:Yes,Ican/No,Ican‘tS:No,Ican‘t.ButIcanlearnitfromothers.B:Iwanttojointhe…A:Canyou…?B:Yes,Ican.No,Ican‘t.ButIcanlearnitfromothers.join.授课人:授课班级:授课时间：——年月日2.Teachingkeypoints:Concludetheusageof‗can‘;putallnewlanguage3.TeachingDifficultpoints:Distinguish―say,takeashower…A:Whattimedoyouusually…?B:Iusually…at…(1)Ben‘sday.IntroducesomethingaboutBen.school/…DiscussDoyoulikeben‘;sroutines.T:Let'slistenGroup1…Group2…T:Youmaybeginitlikethis"MaLigetsupat…"授课人:授课班级:授课时间：——年月日chargeofasportsclub/oldpeople‘shome/musicclub.授课人:授课班级:授课时间：——年月日3.TeachingDifficultpoints:Describeone‘sabilityGivecommentsonSs‘descriptions.T:Nowwe‘llreadthreeads.What'sthemainideaofeachad?What'sReviewanddistinguishtheusageandfunctionof―help‖r①Vocabulary:time,shower,usually,O‘clock,whattime,gotoschool,②Grammar:Whattimedoyou…?Whattimedoeshe/she…?Writingskill.Whattime/Whendoyou…?‖―Whattime/Whendoeshe…?‖授课人:授课班级:授课时间：——年月日T:Iusuallygetupat6:3S2:Youusuallyrunat…S3:Youusuallytakeashowerat…1.ShowSsthetimetableofRick‘s(writeonsmallBb)Rick‘stimetableExample:Iusuallygetupat….Ieatbreakfastat….Igotoschoolat….farisit?traffic.授课人:授课班级:授课时间：——年月日school?‖rStepIII达方法以及相关的词汇，能够就生活中的时间培养学生的自主学习和与他人合作的精神；启发式教学和讨论法让学生能合理安排作息时间教学重点（2）第三人称单数谓语动词的运用（3）本单元的新词汇多及内容跨度大也给学生在理解和掌握上带来了一定的困难。教学难点录音机、磁带、实物、图片等【学习目标】4.能听懂有关谈论行为方式的对话并进行自由交际。一、扫清障碍乘火车/地铁/骑自行车2，翻译下列句子），我步行上学。我骑自行车回家。我乘公共汽车去威远。），三,要点总结car,truck,tricycle,motorbike,bike/bicycle,subway,taxi,cab,train,bus,plane,school-bus,ship,boat.Thisclasswe‘vehadreadingandwritingpractice.Andwe‘vedoneaStepIII授课人:授课班级:授课时间：——年月日Tellstudentswe‘lldoasurvey.Pleaseturntopage92.Firstloowhoneedshelp.Hisfriendisillinhospital.Hehasgotamap.Butit‘saChinesemap.Hedoesn‘tknowChinese.CanyoutellhimhowtogettotheTodaywe‘vereviewedkeyvocabularyintheunitanddonewritingandaboutwhattheycanorcan‘tdoatschool.thephrase―haveto‖.Andthegameinthelastpartisusefultoraiselearningrdon‘thavetodoathome.activitiesaredesignedtoimprovestudents‘readingandwritingskills.rcan‖andhaveto‖.Trainstudents‘listening,speaking,readingandwritingskills.Trainstudents‘integratingskills.imperativesandthewordscan‖andhaveto‖.Trainstudents‘listening,speaking,readingandwritingskills.Learntocan‘t.Wedon‘thavetowearaschooluniform.outside,uniform,sportsshoes,fight,can,can‘t,haveto授课人:授课班级:授课时间：——年月日校走廊Don‘tarrivelateforclass.Don‘truninthehallays.Don‘teatintheclassrooms.Don‘tlistentomusicintheclassrooms.Don‘tfight.rdoesn‘tknowtherulesintheschool.StudentBtellshimorherabouttheInthisclasswe‘vemainlylearnedtotalkaboutschoolrules.AsUnitUnit4Don‘teatinclass.Don‘tarrivelateforclass.Don‘truninthehallways.Don‘teatintheclassrooms.Don‘tlistentomusicintheclassrooms.Don‘tfight.授课人:授课班级:授课时间：——年月日T:Hello.Whatdayisittoday?What‘stheweatherliketoday?rarebreaking.Usethesentencelike:Don‘t…S1:Don‘tarrivelateforschool.S2:Don‘ttalkinclass.S3:Don‘tlistentoT:Yeh,soIhavetoarriveatschoolat….Whataboutyou?S:Ihavetoarriveatschoolat…S:Wecan‘tlistento…eS:Icanplaycomputer/watchTV/sleep/talk/…athome.T:Wheredoyouliketostay,athomeoratschool?NowI‘llgiveyou2S:Atschool,Ican…..Idon‘thaveto….Athome,Ican‘t….Ihaveto…list.S:WecanspeakEnglish/learnEnglishsongs/…A:Canthestudents….?B:Yes,theycan./No,theycan‘t.don‘tyouhaveto…Ihaveto…don‘thaveto..can‘t…授课人:授课班级:授课时间：——年月日T:Goodmorning/afternoon!Howareyou?What‘sthedateT:I‘mveryhappytoday,doyouknow?Pleaseguess!T:Whatcanyoudoatyourhouseandwhatcan‘tyoudoinyourhouse?S1:Doyouhaveto….?S2:Yes,Ido./No,Idon‘t.品质的形容词的使用及程度的表达。they‘recute/interesting…描述动物，并能表达对某种动物的好恶。二、教学重、难点课时及内容：本单元建议用5个课时完成授课人:授课班级:授课时间：——年月日1、请同学用英语说出自己知道的动物名称并板书。出示课前准备好的2、发音练习，注意元音字母及组合的发音规则。求学生将单词卡贴在相应的动物图片下。教材中对应配对练习（1）用黑板上所贴的图片学习对某种动物的喜爱及原因句型结构：Ilikelions.Let‘sseethelionsfirst.（2）让几组学生在班上进行对话练习。1、使用各种动物图片，复习动物名称，谈论喜好及程度。（1）Whatanimalisit?It‘satiger.（2）Doyouliketigers?Yes,Ido./No,Idon‘t.（3）Why?/Whynot?Becausethey‘revery(kindof)…2、学生练习对所看到的动物的喜好（程度）及原因，并表演对话。爱的小动物及原因，然后为他/她准备一份动物玩具作为生日礼物。汇报为同学选取生日礼物的情况，可采用情景复现的方式（小组对T:Whatcanyoudoatyourhouseandwhatcan‘tyoudoinyourhouse?让学生反复读，然后把这些句子翻译成英语。授课人:授课班级:授课时间：——年月日生对这几种动物开展谈论，包括喜好、产地、习性等信息。要求学生从所给的词语中随机选择九个填入旁边的格子中。放录音，让学生听到自己所选的词时，在该词上划叉，最先连成三个一排者为f1、出示图片或玩具模型，对所出示图片中的动物进行描述，要求学生用别的形容词对所见到的动物进行描述，接受学生所给出的各种不2、要用到的句型：Whatdoyouthinkofthetiger?It‘sscary.Etc.的图片进行谈论。完成任务所需要的句型结构：Whatotheranimalsdoyoulike?Why?教师先让学生自己和同伴进行练习，然后抽几组学生进行对话表演。（1）要求学生采访她或他的伙伴，他/她的父母/老师喜欢什么动物。likes…（2）选择部分同学在全班汇报采访结果。授课人:授课班级:授课时间：——年月日教师展示四幅教学挂图，就图片提出问题，要求学生进行回答。教师可采用先通过提问进行引导的方式，过度到让学生自由谈论。Whatisthe…eating/doing?（3）在订正答案时，讲解涉及到的语言知识。物中选择一种进行扮演，以独白的方式向其他同学介绍自己。学生先在小组中进行讨论如何写作，然后进行书面表达。猜猜我的宠物是什么。让部分学生描述自己养的宠物或理想中的宠物，其他同学边听边找线索并进行猜测。要求描述出产地、颜色、习授课人:授课班级:授课时间：——年月日T:What‘sshe/hedoing?(现在进行时表示现在正在进行或发生的动作,它的表现形式为:Be2.Pairwork:AsktheSstodo―Askandanswer‖practiceaboutthepi3.Aguessinggame:GuesstheactivitiesaccordingtotheSs‘actions.授课人:授课班级:授课时间：——年月日—Yes,sheis./No,sheisn‘t.Sheiswritingaletter.⑶—Whendoyouwanttogo?Subject+be+doing+…T:Areyouplayingsoccer?S:No,I‘mnot.T:这两天我们学习了现在进行时，当我们询问某人正在干某事时，一般疑问句：Ishe/shedoing?Yes,he/sheis./No,he/sheisn‘t/Aretheydoing?Yes,theyare./No,theyaren‘t.T:请大家注意现在进行时态的构成.T：现在分词在动词下面加―ing‖,如play→playing,wait→waiting授课人:授课班级:授课时间：——年月日1.询问别人正在哪里干某事.2.继续学习某人正在干某事.Whatareyoudoing?I‘mreadingbooks.T:Areyoueatingbreakfast?S1:No,I‘mnot.T:Ishewritingaletter?S3:No,heisn‘t.S5:No,I‘mnot.T:IshereadingaChinesebook?S7:No,heisn‘t.T:No,heisn‘tswimmingintheriver.Heisswimmingatthepool.rB:No,sheisn‘t.Sheisatthemall.B:No,sheisn‘t./Sheiseatinglunchwithafriend.1).T:Let‘smakeasurvey,pleaseaskSsinyourclassroomwheretheirJim‘sfatherJim‘smotherSusan‘授课人:授课班级:授课时间：——年月日I‘mwithmysisterGina.T:Hello,howareyou?S1:I‘mgreat.Thankyou.T:Isyourfathershoppingnow?S2:No,heisn‘t.HeiswatchingTV.it.T:AtthistimeI‘llaskseveralstudentstosaysomethingaboutyourphotos.S1:Ismymotherdoing…?S1:Sorry,Idon‘tknow.S2:It‘sabird.T:That‘sright.Whatisthebirddoing?Whatisinthebag?It‘sacamera.(1).现在进行时态的基本结构重读闭音节要双写结尾的辅音字母加ing：run–running,swim–2、掌握描绘天气状态的形容词及现在分词，并学会其特殊疑问句、一般疑问句的用法及回答。授课人:授课班级:授课时间：——年月日Words:rain,windy,cloudy,sunny,snow,weather,Moscow,Boston,how‘s,bad,te2、Sentencestructures:How‘sitgoing?How‘stheweather?What‘stheHow‘stheweather?It‘sraining/windy/cloudy/sunny/snowing/.How‘sitgoing?Great!/Notbad!/Terrible!/Prettygood!How‘sitgoing?Butthenewonehasmoreanswers.1.Letonestudentaskme:How‘sitgoing?Imayanswerlikethis:Terrible!Becauseit‘ssnowingandit‘ssocold.Showapictureofsnowingdayandguessthewords:theweatherandsnowing.Askthem:How‘stheweather?Getthemtoanswerlike:It‘ssnowing/snowy.Goonwithotherkindsof4.Practicewiththestructures:How‘stheweather?andWhat‘sthe授课人:授课班级:授课时间：——年月日②Sentencestructures:Whatareyou/theydoing?We/Theyare…Whatishe/shedoing?He/Sheis…Yes/Noquestionsandshortanswers.understandingandcomparingdifferentpeople‘slivesindifferentareas.1.Dailygreetings:How‘reyoutoday?How‘sitgoing?Howistheweather?singinganddancing.)Showmorepictureswithquestions:What‘she/shedoing?andWhat‘retheydoing?togetSstopracticethetensewhichis1.Playthetapeforanothertime.Thendoamemorytest.AskSs:What‘sUncleJoe/Jeff/Mary/AuntSarahdoing?What‘reScottandLucydoing? 授课人:授课班级:授课时间：——年月日③Sentencestructures:How‘sitgoing?Whatareyoudoing?How‘stheDescribetheweatherin4seasonsandpeople‘sactivities2.GetSstolookatPictureC.Tellthem:It‘sChengdu.Howistheweatherinit?It‘ssunny.Isitcool?No,it‘shot.It‘shotandhumid.1.Aftertalkingaboutthelocalweatherin4seasons,let‘swatch3.Let‘sfindout.Findoutwhatkindsofactivitiessomeonewantstodo授课人:授课班级:授课时间：——年月日③Sentencestructures:How‘stheweather?What‘stheweatherlike?Difficultpoints:Describetheweather(CCTV‘sAroundtheWorldshow)andwherethereporteris(indpeople‘sactivitiesWhatishe/shedoing?He/Sheis…Howisitgoing?‖etc.town/city?Ssmayanswerlike:Thebesttimetovisitmytown/cityisin…becauseit‘s…（1）掌握本单元的重要词汇及句型。（2）通过本单元的学习，掌握问路与指路的基本语句，并能运用Isthereabanknearhere?Yes,there‘sabankonCenterStreet.Where‘sthesupermarket?It‘snexttothelibrary.本单元词汇量较大（生词表中列出44个单词，9条短语；课文中还有（2）TurnleftoffthebusyFirstAvenueandenjoythecity‘squietstreets向左转走出/驶离繁华的第一大道，即可享受到城区里安静的街六、教具：教学挂图、城市或乡镇街道的图片、录音机、磁带授课人:授课班级:授课时间：——年月日方法一：教师课前准备1a中出现的标有各建筑或设施的单个图片。将其逐个呈现，同时与学生进行对话：（2）T:What‘sinthepicture?Ss:Thereisabank.T:Istherea教师一边出示图片，一边教读单词，并将图片贴在黑板上，让学生读出单词，猜想汉语意思。在学生能力较高的班上，教师可提前加入后其余类似。教师将通过对话引出的单词板书在黑板上并教读。（为了让学生能够表达其意，教师可将学生可能会涉及到的以及已经表达的单词写在黑板上。在学生学习能力较强的班上，教师可将学生使用到而教材中未出现的单词写在黑板上并教读。）T:What‘sinasupermarket?Ss:Foodanddrink.T:What‘sinalibrary?Ss:Books.(1)What‘sinalibrary?(2)Whatcanyoudoinavideoarcade?让学生自己选择用什么样的问句进行问答练习。圈出所听到的词。师生一道讨论所听到的内容。教师用以上同样的句型引导学生对图中其他地点进行问答。教师让学生看1a中的画面，模仿图中对话谈论其他地点,进行（1）教师抽数对学生在全班进行对话表演。方法一：教师走到学生中，站在两名同学之间，告诉学生：T:Iambetween…and…（然后变换方位，告诉学生T:Iamnextto…方法二：教师可仿照2a在黑板上画出简图，配合手势告诉学生：单词出现的同时教师板书并教读：nextto,between,acrossfrom…然后师生一起讨论答案。（1）教师让一名学生同自己配合，示范对话：A:Whereisit?B:It‘sontheFifthAvenue./It‘sbetween...（3）教师让学生仿照例子自由表达，练习对话。教师走到学生中聆授课人:授课班级:授课时间：——年月日T:Look!Theblackboardisverycleannow,andtheteacher‘sdeskisT:Aretheycleannow?No,theyaren‘t.Theyaredirty.（2）呈现其他形容词，教师可使用所带辅助教具，以类似方法进行。（3）教师在引出新单词的同时将其板书在黑板上，再集中教读。建议教师板书时将单词按正反意义分组排列，让学生直观地了解哪些词（1）教师说出汉语短语，让学生翻译成英语，如：（2）教师让学生模仿上面的练习方式，用黑板上的以及自己知道的形容词表达短语，相互考查。教师走到学生中聆听。（3）让学生看1a，将画面的字母代号填在相应的短语前。然后师生一（4）学生读3a短文，按要求圈出描述性的单词，然后师生讨论答案。（5）教师让学生开展讨论，总结自己对所圈单词用法、功能的理解，（2）学生仿照上面的表达相互问答，然后在全班表演。（1）教师可请两名学生同时到黑板前，按所听到的内容将简图画在黑板上，其他同学在书上空白处画。教师放录音两遍。方法一：教师先让坐在下面的其他学生对黑板上的图进行评价或修进行相互陈述和纠正，得出正确答案。学生填完后，老师请一名学生读出短文。短文，综合运用所学的知识进行表达。可让学生在课堂上先口头练习，两人一组向对方表达，再将所述内容写下来。也可作为家庭作（1）教师要求学生除掌握第1部分所列单词外，还应尽量多地记住所（2）教师可要求学生将1、2部分单词按名词、形容词、方位介词进行归类，并多角度地总结它们的特点。(3)学生完成第3部分练习进行自我检测它们构成的词组、短语.步骤2：检查学生的听写情况(全班齐读听写内容、组与组之间相互检查、教师抽查个别同学).步骤3：画一张街区简图,告诉学生从A点到B点、A点到C点、B点网友来你家乡作客，告之详细的走法，然后互相交流。b.Whatdotheylooklike?They‘remediumheight3.学会询问他人外表；学会谈论，描述身高，体重，发型，面部特征及着装等外貌特征。并根据描述画出人像。三．教学难点1)注意比较动词has‖和is‖在对人物进行描述时的用法及汉语意2)注意当句子主语是第三人称单数时，在句型Whatdoes教师：录音机，教学挂图；物品实物、照片。学生：实物(学习用授课人:授课班级:授课时间：——年月日Learnthewordsaboutdescribingpersons‘appearance.Learnhowtodescribepeople‘slooks.are…Theyaremy…T:Look,thisismyfamilyphoto.Let‘smeetthemonebyone.(ShowaT:Look,who‘sthiswoman?Canyouguess?(ShowmypicturetotheH-A-I-R,hair.hair.‖)T-A-L-L,tall.Ss:T-A-L-L,tall.thin,heavy,mediumbuild‖.)T:Ihavelong,sraighthair.I‘mmediumheightandI‘mmediumbuild.S:Ihave…AndI‘m….(Askthreemorestudentstopractice.)授课人:授课班级:授课时间：——年月日1.Toenablestudentstodescribepeople‘slookscorrectly.T:Lookat2a.Listenandcirle―is‖or‖has‖below.use―is‖and‖has‖)She‘sLily‘snewfriend.Lilywillintroducehertoyou.Lookat3andhelp授课人:授课班级:授课时间：——年月日3.Learntodescribepeople‘slooksindifferentways.4.Learntheusefulwordsandexpressionsaboutdescribingpersons‘Howtomakestudentstodescribepeople‘slooksindifferentways.(Thenexplain‖capitain,teamandbrown‖tothestudents.TeachthemhowrT:Thispersonismediumheight.Shehasshorthair…Ss:…he/she‘sdescribing.)S1:Mymathteacheris…andshehas…T:Workingroupoffour.Talkabouryourteachers‘look.ThenhelpthemDesignyourparents‘newlook.授课人:授课班级:授课时间：——年月日1.Toenablestudentstolearnotherdescriptionsofpersons‘appearance.Myfavorite…is….Heis….and….Hehas….rT:Whoishe?Canyouguess?Ishe…?T:Let‘sseewhoheis.Pleasetakeoffyourglasses.(Thepersontakesoffhisglasses.Heis…)T:Yes,you‘reright.Look,heiswearingapairofglassesandhehasa(Theteacherputsthebeardononeboy‘sface.)hair‖)T:Who‘she?Doyouknow?S1:He‘s…fillintheblanks.Let‘sseewhoknowsthemost.Mypartner‘sfavoriteperson2.CopyeachwordonelineonP110(From‖always‖to―glasses‖)授课人:授课班级:授课时间：——年月日…hasanewlook…...He/Shehas….He/Shedoesn‘thave….Designyourfamilymember‘snewlook.2.学会使用询问和表达面条的种类以及各种尺寸的大小。三．教学难点1)wouldlike的用法。2)Ar授课人:授课班级:授课时间：——年月日I‘dlikesomenoodles.I‘d/He‘d/She‘d/They‘dlikebeefnoodles.Whatsizebowlofnoodleswouldyoulike?I‘dlike…1Lookatthepicture.What‘retheydoingin3a?授课人:授课班级:授课时间：——年月日2.Revise:Whatkindofnoodleswouldyoulike?I‘dlike…don‘tlike.4Workinpairs.Telleachotherwhatyoulikeanddon‘tlike.2Workinpairsandtaketurnsorderingfoodanddrinkfromtheirpartner‘s授课人:授课班级:授课时间：——年月日T:Hello,howareyou?S1:I‘mgreat.Thankyou.T:Isyourfathershoppingnow?TV.S2:No,heisn‘t.Heiswatchingpartnersaboutyourpicturesorphotos.I‘llgiveyoutwominutestopracticeit.T:AtthistimeI‘llaskseveralstudentstosaysomethingaboutyourphotos.授课人:授课班级:授课时间：——年月日T:Hello!Everyone.Todaywe‘lllearntotalkaboutrecentpastevents.NowT:(Pointtotheword―weekend‖)Whatdoesthiswordmean?授课人:授课班级:授课时间：——年月日T:Todaywe‘llgoontalkingabouttherecentpastevents.Weknowwhentheverbs.Forexample:clean→cleaned;visi