新目标七年级英语下册全套教案

案

Unit1 Where is your pen pal from?

Topic:Countries, nationalities, and languages

Functions:Talk about countries, nationalities and languages

Ask and tell about where people live

Structure:

Where's/Where're ...from?

Where does/do ...from?

What questions----What language does/do ...speak?

Target language:

Where is she from? She is from....

Where does she live? She lives in....

What language does she speak? She speaks....

Vocabulary:

words about countries, languages

Teaching design:

The whole unit needs 5 periods, 4 for new lessons and 1 for test

Period 1 ( 1a----Grammar Focus )

Key points:

Where is your/John's pen pal from? He/She is from...

Where does he/she live? He/She lives in....

From(Nationality): the United StatesCity: New York

Language: EnglishTeaching Steps:

Key points:

Where is your/John's pen pal from? He/She is from...

Where does he/she live? He/She lives in....

Teaching Steps:

Step 1"I have a pen pal. His name is Curry Muray. He is from the United States. Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?"

Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English)

Step 2 Learning

Section A 1a Learn the new words on the Bb. The new words are:

pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia;

Singapore; the United Kingdom(the U.K./Great Britain/England)

Pay attention to the pronuciation of the new words.

Step 3 Listening

1b Listen and circle the countries in 1a they learned

Step 4 Competition

Two groups of students to write the new words to see which group does better. First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.

(This step is a memory game. It can help the Ss consolidate the new words they learned)

Step 5Pairwork

1c Practise the following conversation:

---Do you have a pen pal? ---Yes, I do.

---Where's your pen pal's from? ----He/She is from ....(Write it down on the Bb)

Step 6Leading-in

Revise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out which countries the cities are in. The city names are following: Step 7 Learning

2a Learn the city names together with the whole class just like Step

2b Listen and circle the cities and countries

2c Listen and complete the chart

Have a similar competition to consolidate the new words in this part.

Step 8Pairwork

T has a conversation with one student like the following:

---Do you have a pen pal? ---Yes, I do.

---What's your pen pal's name? ---His/Her name is....

---Where is your pen pal from? ---He/She is from...

---Where does he/she live? ---He/She lives in....(Write it down on the Bb)

Step 9Exercise

My pen pal is from Australia.(划线提问)

John's pen pal is from Japan. (划线提问)

He lives in Paris. (划线提问)

Homework:

Read and copy the new words .

Copy the sentences in Grammar Focus

Unit 2 Where's the post office?

Language goal

This unit students leam to ask for and give directions(方向) on the street.

New language

Is there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right. locations in the neighborhood such as post office, hotel,video arcade.

Descriptive words such as new, old, dirty, clean.

Descriptions of location such as across from, next to,Between

Recycled language

What are you doing?

Do you want to ...?

Section A

la This activity introduces the key vocabulary.

Point out the numbered list of words. Say each one and ask students to repeat.

1b This activity gives students practice listening to and understanding the target language. Point out the buildings and other locations in the picture. Say the name of each one to the class.

1C This activity provides guided oral practice using the target language.

2b This activity gives students practice listening to and understanding the target language.

2c This activity provides guided oral practice using the target language.

Grammar focus

Review the grammar box. Ask students to say the questions and answers.

3a This activity provides target-oriented reading practice using the language items taught in this unit.

Draw attention to the conversation in the box. Ask students to read

Answer

Paul and Nancy are the two figures outside the entrance to the park.

3b This activity provides guided writing practice using the target language.

Section B

la This activity introduces the key vocabulary.Point out the sampl answer.Check the answers.

1 b This activity provides guided oral practice using the target language.

2a This activity gives students practice listening to and understanding the target language.

2b This activity gives students practice listening to and understanding the target language. Call attention to the street map in the box.

Move around the room, offering assistance(提供协助) if needed.

Have some students show their completed drawings to the class.

2c This activity provides guided oral practice using the target language.

3a This activity provides reading practice using the target language.

3b This activity provides guided reading and writing practice using the target language.

3c This activity provides guided writing practice using the target language.

4This activity provides open-ended oral practice using the target language.

Self check

1 This activity provides a comprehensive review of all key vocabulary presented in this unit.

2 This activity helps build vocabulary by providing a specific time and place for students to record new words.

Ask students to enter five new words in their V ocab-builder on page 108.

3 This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.

Unit 3: Why do you like koalas ?

Language goals

In this unit students learn to describe animals and express preferences and give reasons,

New language

Why do you like koala bears?. Because they're cute,They're pretty interesting, They're kind of shy, They're very big.

names of animals such as tiger, elephant, koala bear, dolphin

description words such as smart, cute, intelligent

names of countries: Australia, South Africa,

Recycled languag e

between, across from

He's/She's from ... He's / She's five years old.

name of countries; China, Japan, Brazil

Section A

la This activity introduces the key vocabulary.

Write the letter of each animal in the blank by that animal's name. Point out the sample answer.Check the answers.

1 b This activity gives students practice in understanding the target language in spoken conversation.This time students check each animal name they hear.

Correct the answers.

1 c This activity provides guided oral practice using the target language.

2a This activity provides listening practice using the target language.

Correct the answers.

2b This activity provides listening and writing practice using the target language.

2c This activity provides guided oral practice using the target language.

3a This activity provides reading practice using the target language.

Correct the answers.

3b This activity provides guided oral practice using the target language.

Section B

Additional materials to bring to class:

Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1.

1This activity introduces more key vocabulary,

Correct the answers-

2a This activity provides listening practice with the target language.

Correct the answers.

2b This activity provides listening and writing practice using the target language.

Check the answers.

3This activity provides guided oral practice using the target language.

say, I like dolphins. They're intelligent.

3a This activity provides reading practice using the target language.

Check the answers.

3b This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.

Check the answers.

3c This activity provides reading and writing practice using the target language,

Unit 4: I want to be an actor.

Language goal

In this unit, students learn to talk about jobs.

New language

What do you do? I'm a reporter

What does he do.' He's a student.

What do you want to be? I want to be an actor .

What does she want to be? She wants to be a police officer

names of jobs and professions

Section A

la This activity introduces the key vocabulary.

1 b This activity gives students practice in understanding the target language in spoken conversation.

Correct the answers.

1 c This activity provides guided oral practice using the target language-

2a This activity gives students practice in understanding the target language in spoken conversation.

Correct the answers.

2b This activity gives students practice in understanding the target language in spoken conversation.

This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. Point out the sample

2c This activity provides guided oral practice using the target language.

Point to Anna's mother and then to the example in the speech balloons. Practice the dialogue with a student.

As students work In pairs, move around the room monitoring their work. Offer language support as needed.

3a This activity introduces the names for the places where people work, and gives reading practice using the target language.

Point out the sample answer and have a student read out the speech bubble.

Ask students to work alone. Say, Write the number of each job in the square next to each workplace.

Check the answers.

3b This activity provides guided oral practice using the target language.. Offer language support as needed.

4 This activity provides listening and speaking practice using the target language.

Section B

New language

Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun

Additional materials to bring to class:

help wanted ads from an English-language newspaper

1 a This activity introduces the key vocabulary.

Write the letter of each picture next to one of the words. Point out the sample answer. Check the answers.

1 b This activity provides guided oral practice using the target language.point to the picture of the police officer and say. It's an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job. Ask the class to repeat each correct answer.

1 c This activity provides an opportunity for oral practice.

Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs? Add any new jobs to the list.

2a This activity provides listening and writing practice with the target language.

2b This activity provides listening and writing practice with the target language,Check the answers.

2C This activity provides open-ended oral practice using the target language.

3a This activity provides reading and writing practice using the target language.Check the answers.

3b This activity provides reading and writing practice using the target language.

Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.

Check the answers,

3c This activity provides writing practice using the target

language.Ask the pairs to correct each other's work.

4 This activity provides guided oral practice using the

target language.

. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.

Unit5 I'm watching TV.

Language Goal:Talk about what people are doing.

Teaching Aims:The present Progressive (结构式: Be + V-ing )

Key Points:

---What’s he doing ?

---He’s reading.

Difficult points:

现在进行时的用法和动词V-ing 形式的构成。

Teaching Methods:

由浅入深,设置场景、对话以及表演来教授新句型。

Teaching Aids:

教学图片、教学光盘、VCD机、录音机

Teaching Procedures:

Step1. Warming – up Ask and answer

Step 2. Presentation

Match the words and the activities.

Ask the students to turn to page 83, and look at the pictures in 1a.

Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)1. Introduction

2. Tell the difference

Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard. Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then, ask the Ss to read them again.

3. Listen to the tape.Check the answer: 2 4 1

4. Activities.

The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.”

5. Pairwork.

Ask and answer questions about what people are doing in the picture.

6. Guessing game.

7. Self-assessment.

8. Do the exercises.

(In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after class.

Step 3. Homework

1. Finish the exercises in the class.

2.Make a conversation and act it out with your partner.

3.Step

4. The end

T: You are very good today, boys and girls! And thank you for listening. Bye.

Unit 6: It's raining!

Language goals

In this unit students learn to talk about the weather and talk about what people are doing. What are you doing? I'm watching TV

What's he doing? He's playing basketball.

What's she doing? She's cooking.

What are they doing? They're studying.

How's the weather? It's raining.

Section A

1 a This activity introduces the key vocabulary.

Focus attention on the cities in the picture. Ask, What s the weather like here? If they can't answer, supply theword and ask the class to repeat it. Say a sentence or two about each kind of weather. For example, It's raining.Is it raining here today?

Check the answers.

1 b This activity gives students practice in understanding the target language in spoken conversation.

Correct the answers.

1 c This activity provides guided oral practice using the target language.

Ask several pairs to present their conversations to the class.

2a This activity gives students practice in understanding the target language in spoken conversation.

Point to the four pictures. Ask students to tell what each person is doing in each picture. For example, This boy is talking on the phone. This man is playing basketball. Supply vocabulary words as needed.Correct the answers.

2b This activity provides listening practice using the target language.

Correct the answers.

2c This activity provides guided oral practice using the target language.

3a This activity introduces more key vocabulary.

repeat each one. Use your tone of voice and facial expressions to reinforce the meaning of each. Add your own simple explanations of what each one means.For example: Not bad. This means something is not very good, but it's also not very bad. It's in the middle.

Check the answers.

3b This activity provides oral practice using the target language.

Point out the conversation in the large picture and ask two

4. This game provides oral practice using the target language.

As students work, move around the room, monitoring progress and offering assistance as needed.

Section B

1 a This activity introduces more key vocabulary.

y, Write the letter of each picture next to one of the words. Point out the sample answer. Check the answers.

1 b This activity provides oral practice using the target language.

Have students ask and answer questions about the weather in the pictures in activity la.

2a This activity provides listening and writing practice using the target language.

Correct the answers.

2b This activity provides more listening and writing practice using the target language. Students fill in the blanks.

Correct the answers.

2c This activity provides guided listening and speaking I practice using the target language.

3a This activity provides reading practice using the target language.

rds that describe the weather. Two examples are done for you.

3b This activity provides reading and writing practice using the target language.

Correct the answers.

3c This activity provides writing practice using the target

language.

nitoring progress and offering help as necessary. Provide the

4This survey provides listening, speaking, and writing practice using the target language. to choose one type of weather and ask as many classmates as possible what they do in that kind of weather. Remind students to write down the answers.

Ask several students to read their questions and answers to the class. Write any new vocabulary items on the board and discuss these words. Students may wish to copy some of the words onto their notebooks.

Unit 7: What does he look like?

Language goal

In this unit students learn to describe people.

New language

What do you look like? I'm short. And I have curly hair.

What do they look like? They're medium height.And they have short hair.

What does he look like? He's heavy and he wears glasses.

What does she look like? She's thin and she has long hair.

Section A

Ask students to name some ways of describing people. You can start students off with examples such as tall and short. Point out various students in the class and ask students to say if they are tall or short.

la This activity introduces the key vocabulary.

Focus attention on the words. Ask students to read the list of words. Then say each word and ask students to repeat it.

Check the answers.

1 b This activity provides guided listening and writing practice using the target language. Correct the answers.

1 c This activity provides guided oral practice using the target language.

2a This activity provides guided listening practice using the target language.

Correct the answers.

2b This activity provides listening and writing practice using the target language.

Ask students to listen to the descriptions and write the words in the correct column after cad person's name.

3This activity provides guided writing practice using the target language. J

Call attention to the dialogue in the box and the picture.Explain that students have to complete the dialogue with words to describe Nancy's appearance.

Have students do the activity individually. As they work, move around the classroom offering help as necessary.

3a This activity provides reading practice using the target language.

Draw attention to the pictures and the descriptions.Explain that students have to match the pictures with the correct descriptions.

Point out the example. Have a student read the first description.

Students do the activity individually.

3b This activity provides oral practice using the target language

4 This activity provides open-ended oral practice using the target language.

Section B

New language

beard, mustache, black, blonde, bald Additional materials to bring to class:

large scrap paper for the drawing activity in activity 4

1 a This activity introduces the key vocabulary.

Point out the sample answer.

1 b This activity provides oral and writing practice using the target language.

This activity provides listening and writing practice using the target structures.

2a This activity provides listening and writing practice using the target language.

Correct the answers.

2c This activity provides oral practice using the target language.

3a This activity provides reading and writing practice using the target language.

As students work, move around the room monitoring progress.

3b This activity provides guided writing practice using the target language.

3c This activity provides writing practice using the target language.

4This activity provides listening and speaking practice using the target language.

Ask each group to swap its pictures with another group. That group votes to decide which of the three copies looks most like the original picture. The student who drew that copy is the winner.

1.特殊疑问句

What do you/they look like?

I’m/They’re short.I’m/They’re thin

What does he/she/your friend/Yao Ming look like?

He/She has a medium build.

He/She is tall.

He/She has curly hair.

Unit 8: What is John like?

Language goal

In this unit students learn to talk about what people are like.

New language

Who's that? That's Mike.

What's he like? He's shy.

What's she like? She's unfriendly.

Section A

Additional materials to bring to class:

pictures from newspapers and magazines for Follow-up activity 1 .

1 a This activity introduces the key vocabulary.

Say, Write the letter of each person next to one of the words. Point out the sample answer. Check the answers.

1 b This activity gives students practice in understanding the target language in spoken conversation.

point to the six people. Ask students to write the number 1 next to Billy, the number 3 next to Jane and the number 2 next to Angela. You may wish to write these names and numbers on

the board for students to look at as they work.

Correct the answers.

1 c This activity provides guided oral practice using the target language.

Offer language or pronunciation support as needed.

Ask some pairs to present their conversations to the class.

2a This activity provides guided listening practice using the target language.

Point out the chart. Read the column headings to the class. Then have one student read the list of names to the class, another student read the list of relationships to the class, and a third student read the list of personality words to the class.

You may want to play the tape several times so students can finish and check their answers. Correct the answers.

2b This activity provides listening practice using the target language.

Call attention again to the chart. Point out the lines that are drawn between "Mike", "Peter's brother", and "shy"!

Check the answers.

2c This activity provides guided oral practice using the target language.

Point to the example in the speech bubbles. Ask two students to read the dialogue. Show students how this dialogue connects with the chart in activity 2a.

Offer language or pronunciatiol support as needed.

3a This activity provides guided oral practice using the target language.

Point out the four sentences next to the picture.Ask different students to say one of the sentences each.

Say, Now number the sentences so that they make a conversation. The first one is done for you. The first line of the conversation is "Who's the tall, thin boy with curly hair?" Please work in pairs.As students work, move around the room monitoring progress.

After students have finished numbering the sentences, check the answer. Then say. Now please practice the conversation. Take turns asking about Jack.

Ask several pairs of students to read the dialogue to the class.

3b This activity provides oral practice using the target language.

Call attention to the example in the chart. Ask one student to introduce "Anne" to the class (Anne's smart and interesting. She likes monies and Kung Fu).

4This game provides guided listening, speaking, and writing practice using the target language.

Section B

New language

more words to describe people's personalities: generous,outgoing, easygoing, moody

1, Write the letter of each picture next to one of the words. Point out the sample answer. Check the answers.

2a This activity provides listening practice using the target language.

. Students only listen.

Play the recording a second time. This time ask students to fill in the words under "Personality" that describe the people's personalities.

Check the answers.

2b This activity provides more guided listening practice using the target language.

. This time ask student to fill in the words under "Appearance" that describe what people look like.

Check the answers.

2c This activity provides guided listening and speaking practice using the target language. 3a This activity provides reading and writing practice using the target language.

. Point to and read the five headings to the class. Say, Now use the information in the letter to fill in the application form. Ask students to work individually.

Correct the answers.

3b This activity provides more reading and writing practice using the target language.

Call attention to the application form. Point out that it looks just like the one they just filled in.

As they work,move around the room monitoring progress and offering assistance where eeded.

Ask a student to read his or her letter to the class.

3c This activity provides writing practice using the target

language.

On the board, make a five-part chart similar to the ones in activities 3a and 3b. Include 1. Name, 2. Age,3. Nationality,4. Likes, 5. Personality.

Ask students to work Independently. As they work,move around the room monitoring progress and offering assistance where needed. .

Ask several students to read their letters to the class.

4 This activity provides listening and speaking practice using the target language.

Read the directions to the class.

Say, What do we ask to find out someone's name?Guide students to answer. What's your name? Write this on the board. Elicit more tSuggest that they each take the student and the teacher role once.

Ask several pairs to present their conversations to the class.

Unit 9: How was your weekend?

Language goal

In this unit, students learn to talk about recent past events.

New language

What did you do over the weekend? I cleaned my room.

What did she do over the weekend? She did her homework.

What did he do over the weekend? He went to the movies.

What did they do over the weekend?' They played tennis.

Section A

Additional materials to bring to class:

wall calendar

1 a This activity introduces the key vocabulary.

Check the answers.

1 b This activity gives students practice in understanding the target language in spoken conversation.

Listen to the recording and write the days and times Lucy did each thing under the pictures.

Point out the sample answer under the picture of Lucy playing tennis; on Saturday morning. Correct the answers.

1 c This activity provides guided oral practice using the target language.

2a This activity gives students practice in understanding the key vocabulary in spoken conversation.Correct the answers.

2b This activity provides listening practice using the target language.Ask students to write a letter in front of each statement to show what each person did.Check the answers.

2c This activity provides guided oral and writing practice using the target language.

When they have filled in the blanks, they practice the conversation. Have several pairs perform their conversations for the rest of the class.

3a This activity provides reading practice using the target language.

Read them to the class or have a student read them. Say, Write the correct number on the blank lines in the speech bubbles to complete the conversations.Correct the answers.

3b This activity provides guided oral practice using the target language.First read the dialogue together. Both students read both parts. Then make your own dialogues like that one. Tell what the people in activity 3a did over the weekend.

Here is a sample dialogue:

A: How was Sarah's weekend?

B: It wasn't very good. She cleaned her room and studied for the math test.

Ask pairs of students to present their dialogues to the class.

4 This activity provides oral practice using die target language.

write wh- words on the board (who, what, where, when, why, how) and encourage students to ask follow-up questions, for example. Who did you play tennis with9

Section B

New language

I played the guitar

I studied geography.

I went to the library.

1 a This activity introduces more key vocabulary.

As students work, move around the room answering questions as needed.Check the answers 1 b This activity provides reading practice using the target language.

Write the word VMM under the happy face and the words not fun under the unhappy face.Correct the answers.

2a This activity provides listening and writing practice using the target language.

Ask students to HU in the phrases telling what each person did. Remind students that they can look back at earlier activities in this unit to get spelling help, if they wish.

2b This activity provides guided oral practice using the target language.

2c This activity provides open-ended oral practice using the target language.

3a This activity provides reading practice using the target language.

Students may have different answers for some items- For example, went to the library may be fan for some students and not fun for others.

3b Tlus activity provides guided writing practice using the target language.Write a suitable phrase in each blank. Remember to put the verb in the past tense. Point out that students can look at the pictures below the passage for ideas.

Call attention to the sample answer. Ask a student to read the sentence to the class,

Check the answers.

3c This activity provides writing practice using the target language.

When the student is finished say. Now write the words you just said.Check the sentences and make necessary corrections- Other students may use these sentences as they complete their own work,

4 This activity provides writing and oral practice using the target language.

Ask the class to give you the names of some famous people. They can be .sports stars, musicians, artists, politicians, etc.). Write them on the board- Then choose one of the people on the board and a.sk the students to imagine what that person did over the last weekend. Elicit three past tense sentences from the class and write them on the board.

Ask students to look at the instruction. Explain that students must choose a famous person and write three things that famous person did over the weekend. Ask students to look at the example and guess who the person is (it should be a famous pop star, one that has an interesting hair color.).

Divide students into pairs to do the activity. As students work, move around the room monitoring progress and making notes of common language problems. Have some students tell the class who their partners are and what their famous partners did over the weekend.

Unit 10: Where did you go on vacation?

Language goal

In this unit students learn to talk about past events.

New language

Where did you go on vacation? I went to the mountains.

Where did they go on vacation? They went to New York.

Where did he go on vacation? He stayed at home.

Where did she go on vacation? She visited her uncle.

Did you go to the beach? Yes, I did. /No, I didn't.

Section A

Point to the words went and visited in the sentences on the board. Say, We use these words to talk about things that happened in the past.

Then write these pairs of words on the board: go-went,visit-visited. Ask a student to point out the words that talk about the past.

1 a This activity introduces the key vocabulary.

Focus attention on the picture. Ask students to tell what they see. Say, Each picture shows something a person did in the past. Name each activity and ask students to repeat:went to the mountains, went to New York City, went to summer camp, visited my uncle, stayed at home, went to the beach, and visited museums.

Point out the sample answer.

Check the answers.

1 b This activity gives students practice in understanding the target language in spoken conversation.

Point to the picture. Ask students to tell what the person did in each scene. For example, Tina went to the mountains or She went to the mountains.

Play the recording the first time. Students only listen.

Play the recording a second time. This time say, There are three conversations. The people talk about what they did on vacation. Listen to the recording and write numbers of the names in the white boxes in the picture. Please write only five numbers. Point out the sample answer next to the picture showing went to the mountains.

Correct the answers.

1 C This activity provides guided oral practice using the target language.

Offer language or pronunciation support as needed.

2a This activity gives students practice in understanding the key vocabulary in spoken conversation.

ask students to write the letters of where people went on vacation next to their names. Point out the sample answer next to item 1.

Correct the answers.

2b This activity provides more listening practice using the target language.

Ask students to put checkmarifl in the correct blanks.

2c This activity provides guided oral practice using the target language.

3a This activity provides reading and writing practice using the target language.

Point out the pictures in the photo album. Ask students to describe what they see. (In picture 1 there is a man with a bowl of soup. There is also a waiter. He looks angry. In picture 2 there is a beautiful beach. There is a man. He looks unhappy.)

Ask students to complete the activity on their own.

Correct the answers.

3b This activity provides guided oral practice using the target language.

Point to the food picture.Ask, How was the food? The student replies, It was awful.Do a second example, if you wish.

Then have students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.

4. This activity provides speaking practice using the target

language.

You may want to provide students with magazines which they can cut up for their photo albums, or askthem to draw the photos or have them make their photo albums at home for homework.

discuss in pairs where in China they think would be the best place for a vacation. It could be somewhere one of them has been to, or just somewhere they have heard of and would like to visit.

Section B

New language

delicious, awful

expensive, inexpensive

crowded, uncrowded

1 a This activity introduces more key vocabulary.

. Ask students to match each word with a picture by writing the letter of each picture in the blank in front of the correct word.

Point out the sample answer. As students work, move around the room answering questions as needed.

1 b This activity provides writing practice using the target

language.

The word delicious is under the smiley face because delicious is a happy word.

Ask students to finish the activity individually.

Check the answers.

2a This activity gives students practice in understanding the target language in spoken conversation.

Say, Now listen to this conversation. Vera is talking about her vacation.

Point out the two questions. Say, After you hear the conversation, please answer these questions. Read the questions to the class.

Play the recording the first time. Students only listen.

Play the recording a second time. This time say, Listen to the recording and write the answer to each question.

Correct the answers.

2b This activity provides further listening practice using the target language.

Call attention to the chart. Read the words in the charher vacation, the museums, the stores, the people, thefoa

Say, Listen to the recording again. This time, write what Vera thinks about these things in the blanks ii the chart.

Point out the sample answer. Say, What does Vera thil of her vacation? It was great.

Play the recording. Students fill in the chart.

Play the recording a second time. Ask students to finish filling in their answers and to check their answers.

Correct the answers.

2c This activity provides guided oral practice using tbtarget language.

Call attention to the question words. Have a student read them to the class.

Say, Please work with a partner. Student A, you are Vera's friend. Student B, you are Vera. Student A, use this question words to ask Vera questions about her vacation Student B, you can use the information in activities 2a and 2b to answer.

Help with the first question. Point to activity 2a. Ask Where did you go on vacation?

Say, Please work in pairs. As students talk, move arom the room, offering pronunciation and language support as needed.

3a This activity provides reading practice using the target language.

Call attention to Kirn's diary. Ask a different student to read each entry in the diary. Answer any questions students have about the new words.

Explain the instructions to the activity. Point out the sample answer "weather". Say, The weather was a good thing. It was "great".

Say, Now read the diary and circle all the good things about Kirn's holiday. Underline all the bad things. Ask them to notice the description words that tell them whether something is "good" or "bad" (e.g. "great","beautiful", "fun" = good;"not much fun", "boring","crowded" = bad). You may want to ask a student to tell

you what the first "bad thing" was (i.e. Kirn's kite breaking).

Ask students to finish the activity individually.

Check the answers.

3b This activity provides guided writing practice using the target language.

Say, Now write a travel diary like the one in 3a.Imagine you are an American student on vacation in Beijing.

Have students do the activity individually. You maywant to have them write on pieces of paper, since space in the textbook is limited. As they work, move around the classroom offering assistance as necessary.

Have several students read out their diaries to the class. (You might want to make this activity more substantial, and set it as written homework to be collected and marked.)

4.This activity gives students listening and speaking practice using the target language. Then they switch roles, so each student has a chance to tell the others about his or her vacation.

As students talk, move around the room, offering vocabulary and pronunciation support as needed.

Unit 11: What do you think of game shows?

Language goals

to this unit students learn to state their opinions and talk about likes and dislikes.

New language

What do you think of soap operas? I don't like soap operas.

What does he think of sports shows? He loves sports shows.

What does she think of Maria? She likes Maria.

What do they think of Tommy? They can't stand Tommy.

人教版新目标英语课文翻译七年级上全一册

预习单元1—3 Starter Unit 1 Section A 1a 早上好，海伦！嗨，鲍勃！早上好，艾丽斯！喂，弗兰克！喂，埃里克！早上好，戴尔！ Section B 1 下午好，戴尔！嗨，辛蒂！你好吗？我很好，多谢。你好吗？我很好。 Self Check 1 嗨喂上午下午晚上好的好谢谢好的4 年龄手他床Just for Fun 晚上好！ Starter Unit 2 Section A 1b 这用英语怎么说？一张地图。一个橙子。Section B 1a 用英语说这是什么？一把钥匙。请拼一下。Self Check 3夹克衫艾丽斯地图钥匙橙子戴尔海伦格雷斯辛蒂鲍勃钢笔弗兰克被子埃里克尺子 4 名字能他腿美好的牛奶去狗 Starter Unit 3 Section A 1a 这是什么？它是字母V。它是什么颜色的？它是红色的。这是什么？它是字母Z。它是黑白相间的。Section B 1b 这把钥匙是黄色的。这把尺子是蓝色的。这支钢笔是红色的。Self Check 它是绿色的。 字母意思（铅笔芯）硬黑激光唱片英国广播公司停车（美国）全国篮球协会千克小号/中号/大号不明飞行物中央电视台联合国 一单元 Section A 1a 我是吉娜。见到你真高兴。 Grammer Foucs你的名字是什么？我的名字是詹妮。我是詹妮。他的名字是什么？他的名字是托尼。她的名字是什么？她的名字是吉娜。 Section B 1c 你的电话号码是什么，李欣？是281-6926。3b 她的电话号码是什么？她的姓氏是什么？她的名字是什么？ Self Check 1 我她是身份证什么我的喂你的他的她的名姓电话号码 Just for Fun你的名是什么？ZIG。你的姓是什么？ZAG。 二单元 Section A 1a 那是你的双肩背包吗？不，不是。它是他的双肩背包。这是你的铅笔吗？是的，它是。它是我的铅笔。这是你的尺子吗？不，不是。它是她的尺子。 铅笔钢笔书橡皮擦尺子铅笔盒书包卷笔刀词典 2b 请原谅，索尼亚。这是你的铅笔吗？是的，谢谢。那是我的橡皮。简，这是你的尺子吗？不，不是。它是她的尺子。好的，这是我的书。这是你的铅笔盒，简。Section B 1a 棒球手表电子游戏机身份证钥匙笔记本戒指钢笔 1b 这是什么？一块手表。你怎样拼写它？…… 3a 这是你的手表吗？给艾伦打电话495—3539。艾伦，失物招领箱中的电子游戏是你的吗？尼克招领：笔记本这是你的笔记本吗？请给玛丽打电话。电话#235—0285。寻物：我的学生证。我的名字是托尼。请打电话685—6034 3b 失物招领一串钥匙。请给大卫打电话529—6403 Self Check Just for Fun嘘！什么？用英语说这是什么？一块手表。你怎样拼写它？它（那个） 三单元 Section A 1a那是我的两个兄弟。并且那是我姐妹。母亲父亲父母兄弟祖母祖父朋友祖父母姐妹 1c 这是他的姐妹。这些是他的兄弟们。 2c 这是吉姆吗？，不，他不是。他是戴夫。 Grammer Foucs 这是你姐妹吗？不，不是的。这是我的朋友。这些是我的朋友们。那是你的兄弟吗？是的，他是。那个是我的兄弟。那些是我的兄弟们。 3a那是安娜，那是保罗。她是你的姐妹吗？是的，她是。他是你的兄弟吗？不，他不是。他是我的朋友。 4她是你阿姨吗？是的，她是。 Section B 2c 这些是我的父母。这是我的祖父。这是我的朋友,林方。亲爱的玛丽：谢谢你的全家福照片。这是我的全家福照片。你的朋友艾玛这是我的弟弟，托尼。这是我的妹妹，莫娜。这些是我的父母。 Self Check 1 这那这些那些妈妈爸爸父母姐妹兄弟（外）祖母朋友叔叔（舅舅）（外）祖父婶婶（舅妈）堂（表）兄弟（姐妹）（外）祖父她他 Just for Fun那是你的妹妹吗？不，不是。那是我表妹。那是你的妹妹吗？不，不是。那是我的姑姑。谁是你妹妹？这是我的妹妹。 四单元 Section A 1a桌子床梳妆台书柜沙发椅子双肩背包书钥匙棒球抽屉植物我的双肩背包在哪儿?在桌子下面。我的书在哪儿?在沙发上。我的棒球在哪儿?它在双肩背包里。1c 双肩背包在哪儿？在桌子下面。 2c 棒球在沙发上吗？不。不在。他在椅子下面。Grammar Focus棒球在哪儿？在双肩背包里。我的电子游戏机在哪儿？在床下。你的书在哪儿？他们在椅子上。他的钥匙在哪儿？在梳妆台上。她的钥匙在哪儿？在桌上。3a书包在哪儿？我不知道。它在梳妆台上吗？不，它不在。我的书在哪儿？我不知道。它们在床上吗？不，他们不在。 4 双肩背包在哪儿？它在桌子底下吗？不，它不在。它在桌子上。 Section B 1a 数学书闹钟激光唱片电子游戏机录像带帽子笔记本在哪儿？在床上。 3a 亲爱的飞飞：请把这些东西带给你的姐姐：她的帽子、手表、笔记本、钥匙和身份证。帽子在梳妆台上。手表在

(完整版)2012新版新目标英语七年级下册课文及翻译

英语Go for it! 七年级下册1 – 12单元(课文+翻译) Unit 1 Can you play the guitar? ------------------------------------------ P 2你会弹吉他吗？ Unit 2 What time do you go to school? --------------------------------- P 3你几点上学？ Unit 3 How do you get to school? ---------------------------------------- P 5你怎样到达学校？ Unit 4 Don’t eat in class. --------------------------------------------------- P 6上课不要吃东西。 Unit 5 Why do you like pandas? ----------------------------------------- P 8你为什么喜欢熊猫？ Unit 6 I’m watching TV. -------------------------------------------------- P 10我正在看电视。 Unit 7 It’s raining! --------------------------------------------------------- P 11正在下雨！ Unit 8 Is there a post office near here? -------------------------------- P 13这附近有邮局吗？ Unit 9 What does he look like? ------------------------------------------ P 15他长什么样？ Unit 10 I’d like some noodles. -------------------------------------------- P 16我想要些面条。 Unit 11 How was your school trip? -------------------------------------- P 18你的学校旅行怎么样？ Unit 12 What did you do last weekend? -------------------------------- P 20 你上周末做什么了？

人教新目标七年级英语上册电子课本

Unit 1 My name’s Gina. Language Goals: Introduce yourself；Greet people；Ask for and give telephone number 语言目标：介绍自己；问候他人；询问和告知电话号码 1a Write English words for the things in the picture. 写出图中物品的英文名称。 _____map________ 1b Listen and number the conversations［1-3］.听录音，为对话编号。 □A: What’s your name? □A: Good morning! □A: Hi. My name’s Gina. B: Alan. B: I’m Cindy. B: I’m Jenny. Nice to meet you! A: Hello, Alan. I’m Ms Brown. B: Hello, Cindy. I’m Dale. A: Nice to meet you, too. A: Nice to meet you! 1c Practice the conversations above with your partner. Then greet your classmates.练习上面的对话，然后问候你的同学。

2a Listen to the conversations and number the pictures [1—4]. 听对话，为图片编号。 2b Listen again. Circle the names you hear. 再听一遍录音，圈出你听到的名字。 Eric Tom Alice Bob Mike Jack Mary Ms. Miller 2c Practice the conversations in pairs. 两人一组练习下面的对话。 A: Hello! What’s your name A:What’s his name? B: My name’s… B:His name is… A: I’m…A: And what’s her name? B: Nice to meet you! B: Her nam e is… 2d Role play the conversation. 分角色表演对话 Linda: Good afternoon! My name’s Linda. Are you Helen? Helen: Yes, I am. Nice to meet you, Linda. Linda: Nice to meet you, too. What’s her name? Helen: She’s Jane. Linda: Is he Jack? Helen: No, he isn’t.His name’s Mike.

完整word版,人教版新目标七年级下册英语全部课文翻译

人教版新目标七年级下册英语全部课文翻译 第一单元 SectionA 图片你的笔友来自哪？他来自澳大利亚。你的笔友来自哪？她来自日本。 2d 约翰的笔友来自哪? 他来自日本。他住在哪？他住在东京。 Grammar Focus 你的笔友来自哪? 他来自澳大利亚。约翰的笔友来自哪？他来自日本。他住在哪？他住在巴黎。 3b 这是我的新笔友。她来自澳大利亚。他讲什么语言? 她讲英语。 4 问题：悉尼在哪儿？答案：在澳大利亚！悉尼在哪儿？ 在美国。不，在澳大利亚。 SectionB 2a 她叫什么名字？她来自哪？她有兄弟姐妹吗？她最喜欢的学科是什么？她讲英语吗？她住在那？ 2c 那是你的笔友吗？是的,他（她）是。 3a 亲爱的同学： 我的名字叫鲍勃。我住在加拿大的多伦多。我想交一个中国笔友。我为中国是个很有趣的国家。我14 岁，是十一月出生的。我说英语，还能讲一点法语。我有一个哥哥叫保罗，还有一个妹妹萨拉。他们有英国和澳大利亚的笔友。我喜欢与朋友们一起看电影，做体育运动。在学校里最喜欢上体育课。它非常有意思。但是我不喜欢数学。他太难了！ 你能尽快给我回信吗? 鲍勃 3b 寻找笔友 我的名字叫汤姆?金，我十四岁了。来自澳大利亚。我讲英语。我有一个哥哥萨姆，还有一个妹妹莉萨。我在周末玩足球，他是我

最喜欢的运动。在学校里我喜欢音乐。他很有趣！我最喜欢的电影是《漫长的周末》。你知道吗？它是一部动作片。 请写信告诉我有关你的情况。 Self check 1加拿大日本从…… 纽约东京英语法语居住笔友日语语言美国澳大利亚法国英国新加坡 Just for fun 你从哪里来？火星。我讲英语和火星语。 第二单元 SectionA 图片这儿附近有银行吗？是的，有。它在中心大街。 2a1 、投币式公用电话在图书馆对面。 2、投币式公用电话紧挨着图书馆。 3、投币式公用电话在邮局和图书馆之间。 4、投币式公用电话在格林街上。 5、投币式公用电话在图书馆的前面。 6、投币式公用电话在图书馆后面。 2b1 、图书馆在饭店和超市之间。2、公园在银行对面。3、超市在第五大街上。4、投币式公用电话在邮局的旁边。 5 、饭店在邮局的前面。6、旅馆在图书馆的后面。 2c 超市在哪儿？它紧挨着图书馆。 Grammar Focus 这儿有超市吗？是的，有。/不，没有。 银行在哪儿？在中心街上。 旅馆在哪儿？在银行对面。 公用电话在哪儿？紧挨着邮局。 图书馆在哪儿？在餐馆和超市之间。

新目标英语七年级

新目标英语七年级（上）Unit1测试题My name’s Gina. 新目标英语七年级（上）Unit1测试题（My name’s Gina） 一，翻译： 1. telephone number___________ 2 .Susan的名字_____________ 3. my name ____________ 4.她叫什么名？_________ 5. family name___________ 6.Mike的电话号码是多少？_____________ 7. Nice to meet you!____________ 8 .下午好！_____________ 9 .first name_____________ 10.身份证______ 二，用am , is, are 填空： 1. －Hi, I _______ Bob , what _______ your name? －My name _______ Li mei. 2. Hello! How ________ you? I ______ fine, thank you. 3. －What ______ your telephone number? －It ________ 555-80. 4. --What _______ this in English? --It’s a telephone. 5. _____ her first name Gina? 三，按要求写出相应形式: 1. what is ________________(缩写形式) 2. I am _________________(缩写形式) 3. her name is _____________(缩写形式) 4. it is _________________(缩写形式) 5. is not _________________(缩写形式) 6. are not _______________(缩写形式) 7. they are _______________ (缩写形式) 8. Jim is________________(缩写形式) 四，用所给的代词的适当形式填空： 1.______(us) love ______(we) country and we’ll make it more beautiful. 2._________(his) studies in a middle school near __________(he) home. 3.-----Is it _________(you), Tom? ----- No, it isn’t. It must be ________(they) book. 4.I think _________(we) teacher is young than _________(they).

新目标七年级英语下册各单元知识点总结

新目标七年级下册英语各单元知识点归纳 Unit 1 Can you play the guitar? ◆短语归纳 1. play chess 下国际象棋 2. play the guitar 弹吉他 3. speak English 说英语 4. English club 英语俱乐部 5. talk to 跟…说 6. play the violin 拉小提琴 7. play the piano 弹钢琴 8. play the drums 敲鼓 9. make friends 结交朋友 11. tell stories 讲故事 12. play games 做游戏 13. on the weekend/on weekends 在周末 ◆用法集萃 ◆典句必背 1. Can you draw? -----Yes, I can. / No, I can‘t. 2. What club do you want to join? -----I want to join the chess club. 3. You can join the English club. 4. Sounds good. /That sounds good. 5. I can speak English and I can also play soccer. 6. Please call Mrs. Miller at 555-3721. 7、May I know your name? 我能知道你名字吗？ 11、He can‘t play the violin or the piano. Can you help kids with swimming? 12、Why do you want to join the English club? Because I want to learn English well. ◆话题写作 Dear Sir, I want to join your organization (组织) to help kids with sports, music and English. My name is Mike. I am 15 years old. I‘m a student in No. 1 Middle school. I can play the guitar well. I can sing many songs. I can swim and speak English well, too. I think I can be good with the kids. I also do well in telling stories. I hope to get your letter soon. Yours, Mike 补充: 1. can+动词原形，它不随主语和数而变化。 (1)含有can 的肯定句：主语+can+谓语动词的原形+其他。 (2)变一般疑问句时，把can 提前：Can+主语+动词原形+其他？ 肯定回答：Yes ，主语+can 。否定回答：No ，主语+can't. (3)含有can 的否定句：主语+can't+动词的原形+其他。 (4)含有can 的特殊疑问句：特殊疑问词+can+主语+动词原形+其他？ 2.may+动词的原形。（may 为情态动词）一般疑问句是把may 提前， 肯定回答是：Yes ，主语 +may 。否定回答是：No ，主语+mustn't 。或please don't 。 3. ―Like+动词ing‖表示―喜欢做某事‖ I like playing basketball.Tom likes listening ｔo music. 1. play +棋类/球类/牌 下……棋，打……球 2. play the +西洋乐器 弹/拉……乐器 3. be good at doing sth.= do well in doing sth. 擅长做某事 4. be good with sb. 和某人相处地好 5. need sb. to do sth. 需要某人做某事 6. can + 动词原形 能/会做某事 7. a little + 不可数名词 一点儿…… 8. like to do sth. =love to do sth. 喜欢/喜爱做某事 9.join the …club 加入…俱乐部 10.want to do sth 想要做什么 11.help sb. (to ) do sth. help sb. with sth. 帮助某人做某事 12.speak+语言 说某种语言

人教版新目标英语七年级上册同步阅读

人教版新目标英语七年级上册同步阅读 Unit 1 My name's Gina. 同步阅读 读短文，选择正确的答案。 I am a Chinese girl. My name is Zhang Hua. My English name is Mary. I'm 13 years old. I'm in No. 11 Middle School. At school I have a good friend, Ann. She is an American girl. She is 12. We are in Class 2, Grade 1. Our English teacher is Miss Li. She is a nice teacher. She looks young. We all like her. 1. Mary is girl. A. an English B. a Chinese C. an American 2. Zhang Hua is years old. A. 11 B. 12 C. 13 3. The two children are in Grade . A. One B. Two C. Three 4. Miss Li is our teacher. A. Chinese B. English C. math 5. --- How old is Miss Li? --- . A. She is young. B. She is 20.

C. Sorry, I don't know. Unit 2 Is this your pencil? 同步阅读读对话，选择正确的答案。 A: What's that over there? B: Where? A: Over there, on the floor under the desk. B: Let's go and see. Oh, it's a new watch. It looks like yours. A: Is it a black one? My watch is black. B: No, it's a white one. A: I know. It's Jim's. Jim can't find his watch. B: Let's go and ask him. Hi, Jim. What's the time? C: Sorry, I can't find my watch. B: Is your watch a white one like this? C: Let me see. Yes, it's mine. B: Here you are. C: Thank you very much. B: That's all right. 1. --- What's that on the floor? --- . A. A new watch B. A black one C. A white one D. A bag 2. --- Whose watch is it?

新目标英语七年级上册教案

Unit one My name is Gina. 教材分析 1．话题： Making new friends 2．功能目标： 1）使学生学会用英语介绍自己。 2）使学生学会用英语和别人打招呼。 3．文化目标： 1）让学生初步体会用英语和别人交流的感受，培养学生学习英语的兴趣。 2）通过对英文名字的介绍，对比中西方表达名字的不同，了解中西方文化的差异。 3）通过对西方一些成功人士英文名字的介绍，使学生了解成功是由不懈的 1

努力和艰苦的奋斗得来的。 4）通过介绍英文名字的由来，使学生产生对西方文化的好奇及兴趣。4．认知目标： 1）词汇： clock, hello, hi, and, question, answer, look, first name, last name 2) 语法项目：一般现在时be的用法 以特殊疑问词what开头的问句 形容词性物主代词my, your, his, her What’s=What is I’m=I am My name’s=My name is 3) 语言目标： What’s your name? My name is Gina. I’m Gina. Nice to meet you. 2

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案

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人教版新目标七年级下册英语全册教案(新)

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七上 Unit 1 My name's Gina. Section A 1b A：What's your name? B：Alan. A：Hello,Alan.I'm Ms.Brown. A：Good morning！I'm Cindy. B：Hello,Cindy！I'm Dale. A：Nice to meet you！ A：Hi.My name's Gina. B：I'm Jenny.Nice to meet you! A：Nice to meet you,too. 2c A：Hello！What's your name? B：My name's... A：I'm... B：Nice to meet you! A：What's his name? B：His name's... A：And what's her name? B：Her name's... 2d Linda：Good afternoon！My name's Linda.Are you Helen? Helen：Yes,I am.Nice to meet you,Linda. Linda：Nice to meet you,too.What's her name? Helen：She's Jane. Linda：Is he Jack? Helen：No,he isn't.His name's Mike.

Section B 1c A：What's your first name? B：Jack. A：What's your last name? B：Smith. 2b 1.My name is Jenny Green. My phone number is . My friend is Gina Smith. Her phone number is . 2.I'm Dale Miller and my friend is Eric Brown. His telephone number is .My telephone number is . 3.My name is Mary Brown.My friend is in China.Her name is Zhang Mingming. My phone number is and her number is . Unit 2 This is my sister Section A 2d Sally：Good morning,Jane. Jane：Good morning,Sally. Sally：Oh,Jane,this is my sister Kate. Kate,this is my friend Jane. Kate：Nice to meet you,Jane. Jane：Nice to meet you,too.Are those your parents? Kate：Yes,they are. Jane：And who's he?