年新目標七年級下冊英語教案全冊.doc

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. 2017年春七年級英語下冊 Unit1-12全冊教案 Unit 1 Can you play the guitar? 2 Unit 2 What time do you go to school? 3 Unit3 How do you get to school ? 3 Unit4 Don’t eat in class. 3 Unit5 Why do you like pandas? 3 Unit 6 I’m watching TV. 3 Unit 7 It’s raining! 3 Unit 8 Is there a post office near here? 3 Unit 9 What does he look like? 3 Unit 10 I’d like some noodles 3 Unit 11 How was your school trip? 3 Unit 12 What did you do last weekend? 3 2017年春七年級英語下冊教案 Unit 1 Can you play the guitar? 一. Knowledge and abilities goals: 1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar 2. How to use Model verb” can”. 3. Listening and speaking skills and communicative competence. 二. Teaching method: Listening and speaking methods. Pair works. 三. Moral goals: Encourage students to express their abilities. Content of courses: In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to join…club ?Can you …? 四. Importance and difficulty: can Teaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class. 五. Teaching Time: 4 periods Period 1 (Section A: 1a-2d) 1.Knowledge Objects: Learn to talk about abilities. Know something about the culture of clubs. Can you/he..?What can you do? What club do you want to join?can, can’t, draw, dance, swim, speak, walk. 2.Teaching key point: can 3. Teaching Difficult point: can 4.Teaching Procedures: Step 1. Lead-in Enjoy a song I’m a musician T: Do you want to be a musician? S: T: Can you play the piano? S… T: What can you do? S: I can… T: What about you? S: T: OK, now please show your talent and tell us what you can do. Ask one of the students come to the front and do the action. Ask other students to guess what he or she can do. Step 2. Presentation T: Look at the pictures. What are they doing? S: Step 3 Pair work Look at the pictures. Ask and answer like this: A: Can you play basketball? B: Yes, I can. / No, I can’t. Can you…? Step 4 Presentation Show some pictures of famous stars. Practice the third person “he, she, they” T: Where can you play chess? S: T: Yes, in a chess club. This term, we have a lot of clubs. What club do you want to join? S… T: Sounds great. Can you…? S: Yes, I can/ No, I can’t If the answer is negative, guide students to say: S: No, I can’t. But I can learn it from others. Step5 Pair work A: What club do you want to join? B: I want to join the… A: Can you …? B: Yes, I can . No, I can’t. But I can learn it from others. Step 6 Listening Listen to 1b Listen to 2a and 2b. Tell them to give special attention to listening activity (names of the clubs). Finish the tasks. Step 7 Pair work Look at 2b and talk about what the people can do the clubs they want to join. Step 7 Role-play the conversation 2d T: If you like telling stories. What club can you join? S: Story telling club. T: Right. Please read the conversation following the recording. Who wants to join the story telling club? Then role-play the conversation. Step 8 Explain some language points. Step 9 Homework Reflection after class： ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Period 2 (Section A: 3a-3c) 1. Knowledge Objects: go on learning to talk about abilities. —Can you play the guitar? —Yes, I can./ No, I can't. —What can you do? —I can dance. —What club do you want to join? —I want to join the chess club. 2. Teaching key points: Conclude the usage of ‘can’; put all new language into practice through different activities. 3. Teaching Difficult points: Distinguish “say, speak, tell, talk” 4.Teaching Procedures: Step1:Greeting, Warming up and duty report. Watch a flash about the content of the Just for fun. Talk something about the flash: Why is the other boy unhappy? Introduce because of the difference of time zones, the time in different places are different. Revision: show the time in six places: Beijing, Tokyo, Paris, Los Angeles, New York, and London. Elicit the sentence pattern: What time is it? It’s…… Draw attention to the “am” and “pm”. For instance, Beijing is seven o’clock in the morning. We can say Beijing is seven am. Los Angeles is three in the afternoon. So we can say Los Angeles is three pm. (teacher helps students answer). Step2:Review the words learnt in the last period and add more. (1)T：Here are some Chinese, let us see what time do they usually get up/ take a shower… get up take a shower eat breakfast go to school eat lunch run go home do homework eat dinner go to bed (2)ask students to make a survey Ask your friend 5 questions about his /her day. Then make a report. A: What time do you usually…? B: I usually…at… Step3:presentation. (1)Ben’s day. Introduce something about Ben. Using the sentence pattern: What time does he usually get up/go to school/… Pay attention to the verb form of the third person. Discuss Do you like ben’;s routines. (2)Show the picture of Scott. He usually gets up at 5 pm. Ask students to predict what his job is? (3)listen to the tape,and try to answer this question. then read through the passage,and match the pictures with the times. (4)read it again and fill in the chart. (5)answer the following questions 1.Where does he work? 2.How does he go to work? Step4:Work on 3a. （1）Read through the passage and tell me what his job is. （2）Read it again and match the pictures. (3)Answer questions: What does he do after he get up? Does he go to work after breakfast? What does he do? How does he go to work? By bus or on foot? What does he do before he goes to bed? What does“What a funny time to eat breakfast!”mean? Step5:Follow up. T：My friend Da Bao likes Scott's work, so he gets to Sai Te Hotel . But he doesn't find him. T: There are many children in the hotel. Look, they are coming. Please ask them questions to find the real Scott. Step6:Work on part4. T：Now six people make a group, and ask the other students when they usually go to bed . The leader lines up from the earliest to the latest bedtime. T: Let's listen Group1…Group2… Step7:Work on part 3 of self –check. T: Now I want to know something about what you do on weekends. You can go, ask your classmates and fill in the forms. Then you have a report. T: You may begin it like this "Ma Li gets up at …" Step8:Homework. Oral work: （1）Read 3a and recite it. （2）Go on making a survey to find out what your classmates do on weekends. Reflection after class： ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Period 3 (Section B: 1a-1f) 1. Knowledge Objects: go on learning to talk about abilities. drum, play the drum, piano, play the piano, violin, play the violin 2. Teaching key points: Improve listening and speaking 3. Teaching Difficult points: Improve listening and speaking 4. Teaching Procedures: Step 1 Warming- up and revision Daily greeting. Check the homework. Let some Ss report what his/her family members can do. Step 2 Presentation Play the sound of different kinds of instruments. Let Ss guess what it is. Act and show your classmates your talent. T: Please stand in front of your classmates. Act and say what you can. S1: (sing and dance) I can sing and dance. S2: (play the drum) I can play the drum.. Step 3 Listening Tell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a. Play the recording again and check the answers. T: Now let's work on 1c. First, let one student read the words and phrases aloud. Then listen to the 1d and circle the words and phrase you hear. Check the answers: T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What can't they do? You'll listen to the recording again. Then try to fill in the blanks. Step 4 Group work Work in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do. S1: Bill can play the guitar, but he can't sing. S2: Cindy can sing and play the drum, but he can't play the piano. Teacher can walk around the classroom, and give some help to the Ss. Step 5 Homework Make up a conversation between a volunteer and a person who is in charge of a sports club/old people’s home/music club. Reflection after class： ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Period 4 (Section B: 2a-self check) 1. Knowledge Objects: go on learning to talk about abilities. also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician 2. Teaching key points: Also, too; be good with, help with 3. Teaching Difficult points: Describe one’s ability 4. Teaching Procedures: Step 1 Warming-up Check the homework Ask some pairs to show their conversations Step 2 Reading First, show some pictures of the boys and girls and some key words in 2a. T: Here are some pictures and information about Peter, Alan and Ma Huan. Can you describe them according to the pictures and key words? S1: Guide Ss to use “also, too”, and distinguish how to use these two words. Give comments on Ss’ descriptions. T: Now we’ll read three ads. What's the main idea of each ad? What's each ad's title? Now let's read the three ads and select a title for each ad. Ss read carefully and try to select a title for each ad. Check the answers with the class. Step 3 Review the usage of “tell”, Review and distinguish the usage and function of “help” T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right for him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person. Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups. Check the answers with the class. Step 4 Homework 1. Recite 2a and 2b 2. Finish the exercise on p6 Reflection after class： ____________________________________________________________________ Unit 2 What time do you go to school? 1. Teaching Aims: 1) Aims of Basic Knowledge: ① Vocabulary: time, shower, usually, O’clock, what time, go to school, take a shower. ② Grammar: What time do you…? What time does he / she…? ③ Function: Use the simple tense to talk about the daily life. 2) Aims of Abilities: Listening skill. Speaking skill. Reading skill. Writing skill. 3) Aims of Emotion: Love life. 2. Analysis of the Material: 1) Brief Introduction of the teaching material: What time / When do you…?” “ What time / When does he…?” 2) Teaching Focus: What time do you…? What time does he/ she…? 3) Teaching Difficulties: Present tense. 3. Learning Methods: Make a plan. Culture. 4. Teaching Methods: Student- centered. Task-based Teaching. 5. Teaching Time: 4 periods Period 1(Section A: 1a-2a) Step One: Warming-up Greeting T: Good afternoon, everyone. Ss: Good afternoon, Miss Yang. Step Two: Presentation 1. Adjust the time, and ask students questions. T: What time is it? Ss: It’s 12 o’clock. ( Write on Bb ) ( Help Ss to say ) T: What time is it? Ss: It’s 10:15. ( Help Ss to say ) 2. Ask one student to come to the front, adjust the time and ask the other students. S1: What time is it? Ss: It’s 9 o’clock. 3. Teach the new words & phrases. Show some pictures of different clocks and the activities. T: I’m very busy these days. Can you guess what time I get up / eat breakfast / go to school / run / take a shower? ( Write on Bb) T: I usually get up at 6:35. ( Teach Ss the new word “ usually” ) S1: You usually eat breakfast at … S2: You usually run at… S3: You usually take a shower at … 4. Ask Ss to do the exercise of 1a, and then check the answers. Step Three: Listening 1. Show Ss the timetable of Rick’s ( write on small Bb ) Rick’s timetable Gets up Eats breakfast Runs Goes to school Takes a shower Ask Ss listen to the recorder and fill in the chart. Then check the answers. 2. Ask and answer. T: What time does Rick get up / eat breakfast / run / go to school / take a shower ? Ss: He gets up / eats breakfast / runs / goes to school / takes a shower at… ( Ask Ss pay attention to the underlined phrases.) Step Four: Consolidation 1. Ask Ss to look at the pictures and tell their days. Example: I usually get up at …. I eat breakfast at …. I go to school at …. At …, I take a shower. Step Six: Homework 1. Try to remember all the words & phrases. 2. Survey: Ask your classmates their routines, and give your report. 3. Plan: January 1st is coming. Please plan it, and make your day wonderful. Step Seven Blackboard Design Unit 2 What time do you go to school? What time do you go to school? I usually go to school at six thirty. go to school get dressed get up brush teeth eat breakfast take a shower what time Reflection after class： ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________? Period 2 (Section A: 2b-Grammar Focus) 1. Aims and demands : 1) Language skills :Ss learn to talk about kinds of transportation, and how long it takes to go places, and how far apart places are. 2) Target Language : Words : how far , get to , bicycle , subway , bus stop, train station , minute, kilometer, mile , transportation , calendar Sentences: How do you get to school ? / How long does it take ? / How far is it ? 3) Moral object : Through learning this unit , Ss can enable them to care for each other whenever crossing the roads and pay attention to the sign of traffic. 2. Analysis of the material: Students have learned the transportation before.. In this unit ,they need to learn more details about the transportation. At the same time ,they need to learn “How long and How far” and they can use them freely. 3. Teaching methods: pairwork , groupwork ,listening and speaking, practicing 4, learning strategies: Personalizing Inferring vocabulary 5.Teaching aids: Tape recorder, a projector or a computer 6.Teaching period: Four periods. Period 3 (Section B: 3a-3c) 1. Aims and Demands: Key vocabulary, How do you get to school ? How does he get to school ? 2. Teaching methods : Listening Writing Pairwork 3. Teaching Aids : A tape recorder. Step I Leading in T: Good morning, everyone! You know I live far away ,so I go to school by bus every day. What about you? David, “How often do you go to school?” S:-------- T: So we will talk about how to get to places in this unit. Step II Now I will show you pictures and let’s review the transportations we know. Then we will learn more about it .(take the subway) Please open your books and finish 1a. Step III 1. There are five names in 1b.Now they are in the picture. We should find them. 2. Play the tape .They should listen carefully and find the persons .Write the numbers next to the correct students in the picture above. After listening , check the answers together . Step IV Point to the example in the box , ask two students to read it .then ask them to make up their conversations about how the people in the picture get to school . Teacher choose some pairs to act their conversations. Step V Practicing the listening :T: I will play two conversations The people are talking about how students get to school and how long it takes .The first time check the kinds of transportation that you hear. The second time match the time with the kinds of transportation activity 2a. Step VI 1. Pay attention to the picture and dialogue.2. Make your own dialogue into pairs. 3. Act it in front of the students. Step VII Summary and homework: This class we have learnt some key vocabulary and the target language .I hope after class you can survey how does your friends get to school .and pre-revise the 3a,3b. Step VIII Blackboard Design Unit 4 How do you get to school ? How do you get to school ? How long does it take ?It takes about 10 minutes . Reflection after class： _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Period 4 課 題 Unit 2 What time do you go to school？（第4課時） 教學批注 教 學 設 計 一、教學三維目標 1.知識與技能： (1) 通過本單元的學習，使學生掌握相關的時間表達方法以及相關的詞匯，能夠就生活中的時間安排及日?；顒觼斫徽劊? (2) 通過情景設計來激發(fā)學生學習的學習興趣，并培養(yǎng)學生的自主學習和與他人合作的精神； (3) 通過談論作息時間及日?；顒樱囵B(yǎng)學生合理安排作息時間的意識。 2.過程與方法：啟發(fā)式教學和討論法 3.情感態(tài)度與價值觀： 讓學生能合理安排作息時間 二、教學重點、難點 教學重點 （1）時間的表達法 （2）第三人稱單數(shù)謂語動詞的運用 （3）本單元的新詞匯多及內容跨度大也給學生在理解和掌握上帶來了一定的困難。 教學難點 Ss write an essay about their daily abilities. 三、教學準備 錄音機、磁帶、實物、圖片等 四、教學課時 5課時 五、教學過程 Step 1 Check their homework Choose some students to tell us the Sunday schedule and collect it Step 2 Self check 1. Page 70 part 1, Let them to finish it. 2. Have a dictation. Step 3 Design a survey 1. According to the knowledge, let them to design a survey. 2. Write down on page 70. 3. Ask some students to do it orally. Step 4 Game 1. Divide them into three groups, and write the name, time and actions on the paper. 2. Collect them into three boxes, and ask students to choose, then make a sentence. 3. If he is right, his group will get one flag. Step 5 Culture notes 1. Read through ‘just for fun’. 2. Discuss in groups. 3. Tell us what happened. Step 5 Homework Arrange your class in a week Monday. Tuesday Wednesday Thursday Friday 7:30-8:10 Break time 板書設計 教 學 反 思 Unit3 How do you get to school ? Period 1 (Section A: 1a-1C) 授課人:______ 授課班級: _____ 授課時間：2016年___月___日____午第____節(jié) 【學習目標】 1. 掌握本節(jié)課的5個單詞：train bus subway ride bike 和5個短語: take the train take the bus take the subway ; ride the bike walk to 2.熟練運用問方式的句型。----How do you get to school ? ---- I ride my bike . 3. 掌握句型：I take the bus to (get to) school . I get to school by bus . 4.能聽懂有關談論行為方式的對話并進行自由交際。 【預習指導】自我預習： 一、掃清障礙 根據(jù)音標讀出1a---1c的單詞,并記住。 二、課本預習： 熟讀1a 的詞組并翻譯成漢語。 熟讀1a并根據(jù)圖中的信息填空 翻譯1c對話。 (二)預習效果檢查。 1，寫出并讀出下列單詞和短語： 火車 公共汽車 地鐵 自行車 乘火車/地鐵/----- 騎自行車 2，翻譯下列句子 1） ，你怎么上學/回家/去威遠？ 我步行上學。我騎自行車回家。我乘公共汽車去威遠。 2），她乘地鐵上學。Mike乘火車回家。 【 課內學習】 一、教材處理： 1.檢查1a 的預習效果（熟練掌握1a中的詞組）。 2.放錄音讓學生完成1b, 跟讀，朗讀聽力材料。 3.檢查答案。 4.檢查3c對話情況。 學生背誦此對話，然后結合1a圖畫兩人一組自編對話。 5，展示成果，小組對話表演。 2、 組內探討： 1,How are you?怎樣用英語回答。 2, How do you get to -----?怎樣用英語回答。 How does he get to ------?怎樣用英語回答。 3, How do/does sb do ---?句型擴展 How do you come to school ? How do they go home ? How does he play baseball ? How does Mike help his mother ? 三,要點總結 1, 問交通方式的句型 How do/does