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【完整升级版】新目标英语(Goforit)七年级上全册教案

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新目标英语（Go for it）七年级上全册教案

Unit 1-6

Unit 1 My name’s Gina

Period One

课前准备

教师：准备游戏时所用的图片（食物、蔬菜、动物）。

学生：准备表演时所需道具（服装、假发）。

教学设计

Step One :Present the sentence patterns.

1.Play a game “How many words do you know?”(利用小游戏调

动学生的积极性，同时通过对冠军的介绍引出本课。)

Teacher: After the study of the first three starters, I think

most of the students must a lot of words. How many

words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.

(Divide all the students into several groups and show a picture（图片略） to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.)

(Group 2 is the champion group. They can write 11 words.)

2.Introduce the champion group to the class.（引课方式贴近

生活，学生易于接受）

Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us?

S1& S2:Yes.

S1:Hello.My name is Li Lei. Nice to meet you.

Ss: Hello, Li Lei. Nice to meet you ,too.

Ss: Hello! What’s your name?

S2:I’m Sun Ping. How do you do?

Ss: How do you do ?

Step Two: Drills.

1.Make introductions.（通过句型的操练使学生更加熟练掌握所学

的句式。）

Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.

Example:

Sa: Hello! I’m Li Lei. What’s your name?

Sb: My name’s Zhang Feng. Nice to meet you.

Sa: Nice to meet you, too. And what’s your name, please?

Sc: Lin Li. How do you do?

Sa：How do you do?

2.Listen and number the conversations.

Teacher: Today I to the recording of 1b in Section A.

(Students listen to the tape and give the right answers.)

Step Three: Make friends.

1.Make new friends.（用谈话的方式完成任务，生动活泼，同时更

容易向学生进行美德教育。）

Teacher: Now everyone Nan.

Sb: Hello, Sun Nan. Nice to meet you.

Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu.

Ss: How do you do?

Sd: How do you do?

(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can also know something else about them.)

2.The New comers.（以表演的形式完成，使课堂气氛达到高潮。）

Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are ” students come in and all the students clap warmly.) Teacher: It’s their first time to come to China. Would you like to listen to their introductions?

Ss: Yes.

(Three students can make introductions and act out the dialogue vividly.)

Step Three: Sum up.

Some students are asked to sum up this lesson. It is the daily life. Homework

1.“How do you meet new visitors at English song.（用唱歌的方式既带动了气氛，

又复习了

所学内容。）

Teacher: Yesterday we’ve known each other already. Do you remember your new friends’names? If you do, let’s sing the song “What’s your name?”.

Hello! Hello! What’s your name? My name’s Gina.

2.Hello! Hello! What’s to the conversations and finish the exercises. Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of to the tape and find out some useful information. (Students listen to the tape and give the right answers.)

3.Act out the dialogues.（在特定的情景下表演对话更符合实际，

更贴近生活。）

Teacher: Now you’ve known something about introductions and greetings. But if you are in other places, such a situation, choose any picture they like and act out the dialogues.)

Example:

(At a party)

Sa: Hello! I’m Lucy Green. What’s your name?

Sb: My name is Kate Brown, Jim’s classmate. Nice to meet you.

Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at English name? If you do, let’s play a name game. The winners of the game will get English names.

Rules: Every student should introduce you classify them according to the demands? Jenny Gina Alan Mary Jim Tony Tom Bob Mike

Green Miller Jack Smith Brown Linda Nick Kim Hand

Period Three

课前准备

教师：准备所需的歌曲磁带、名片样本及各项表格。

学生：制作名片所需的纸张、画笔等。

教学设计

Step One: Present the English numbers.

1.Sing the song “Ten Little Indian Boys”.（歌曲欢快有趣，比起单纯教授单词更

为有效。）

Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do?

S1: A telephone call.

T: But you don’t English. Let’s learn to sing “Ten Little Indian Boys”.

Words

One little, two little, three little Indisns,

Four little, five little, six little Indians,

Seven little, eight little, nine little Indians,

Ten little Indian boys.

(After singing the song, tell the students not to forget “zero”.)

T: Count the number together from zero to nine.

S2: Zero…

2.Listen to the conversation and write the telephone number.（通过听力复习单词。）Teacher: This is my friend’s telephone number. But I can’t ?

(Students listen to the recording of 1b in Section B and give the answer.)

Step Two: Drills.

1.Make a survey about your partners’ telephone numbers.（调查组内成员的电话号

码，重点练习所学句式。）

S2: My telephone number is …

S1: Oh, thank you. What about yours, Lin Fang?

S3: It’s…

S1: … And may I know your phone number, Yin Kailin?

S4: …

S1: Thank you very much. Oh, I nearly forgot. My telephone number is…

2.Report it to the class.

(After the survey, every group can choose a student to report the survey result to the class.)

Example:

My telephone number is…Liu Yu’s phone number is…Lin Fang’s telephone number is… Yin Kailin’ s phone number is…

3.Listen and match the names and telephone numbers.（制作电话号码簿这一任务能

够大面积调动学生装的参与意识。）

Teacher: I will play the recording twice. The first time just listen. The second time, write the letter of the person’s telephone number in the space after that person’s name.

(Students listen to the tape .)

T: Next, I’ll play the recording again. This time, fill in the missing numbers. (Students listen to the tape again .)

T: Can you find out whose telephone numbers they are ?

S:…

4.Make an address book.

Teacher: The new term begins. Our class needs an address book to contact each other.

Now we can put all the information together and then we can address book. Pay attention to the address book groups of six and ask your group members “What’s ID card.

1.Show some different ID cards to the class and try to enjoy them.（向学生展示

不同种类的名片，一方面开阔学生眼界，一方面便于学生找出名片所含内容。）（引导学生有效搜集名片上的信息，提高学生的阅读能力。）

Teacher: Now our class use it to talk with others on the phone. But for most adults, ID cards are more important because they are easy to take along. What’s more, they are very enjoyable. Sometimes they can show the owners’ special personalities. Look at the ID cards below and try to enjoy them.

Teacher: From the cards above, what can you find out ?

S1: It must ’s name…

S2: Sometimes it ’s name, postcode, telephone number, ID card, you must think about all the above. But before you make your card, first let’s learn from the card. It’s very important.

2.Read the ID card and answer the questions.（提供参考信息，但允许学生创新。）Teacher: Look! Here’s an ID card of my friend’s. Please look at it and find out

Demands: A. Useful information must be included.

B. It can be designed as beautifully as possible.

2.Find out the information about the famous person.

Period Four

课前准备

教师:准备评价表、名人图片和一张个人海报。

学生：准备好完成的名片参加展览。

教学设计

Step One: Make an ID card show.

1.Show the ID cards to the students.

Teacher: Yesterday all of you made some beautiful ID cards.Today we’ll make a show ’t find the owners. Who can .(Show one of the cards to another students.) S1:Excuse me, are you in ...?

S2:Yes, I am.

S1:What’s your telephone number?

S2:It’s...

S1:Are you...?

S2:Yes, I am.

S1:Here’s your ID card.

S2:Thank you.

(Teacher asks more students to find the owners of ID cards).

Step Two: “Face to Face”.

1.Play a guessing game.

Teacher: ID cards are useful. But some persons’names are known to all the people.They are very famous. Now look at the pictures and guess their names.

(The teacher shows some famous person’s pictures and students guess their names and give their answers.)

2.Collect useful information.

Teacher: These persons are very famous. But it’s better for us to know something else about them. Before class you’ve been asked to collect some information. Now let’s exchange it together.

Information card

Name:_________Sex:_____Age:_____

Nationality:_______Language:_______

Birthplace:______________Job:_______________

Workplace:_____________

Tel:_____________

Hobbies:___________________________________

3.Report it to class.

Each group can choose a student to give a report about their favourite person. The other students can ask class.

Example:

S1:This is Michael Jordan. He’s years old. He’s... He speaks...His birth place is ... He is a famous ...player. He’s a member of six Chicago Bulls championship teams.

People like to call ”.

S2:Do you like Michael Jordan? Why or Why not?

S1:Yes, I like to show yourself. Now you your poster you should try to introduce yourself.

(Students can write a passage about themselves. They can give some personal

information. They can alse design the poster as well as they can.)

Homework

Students are asked to sun up this unit, especially about ? P-E-N.

2)能力目标：A.能辨认物品的所有者;

B.根据不同场景,能用英语对物品的所属进行提问和回答;

C.能识别不同句式的语调(陈述句,疑问句);

D.培养学生听、说、读、写的能力及创新思维能力.

3）情感目标：A.通过寻找主人的游戏和失物招领等活动,培养学生拾金不昧的良好的品德及健康向上的人格;

B.通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,共同完

成学习任务.

教学重点、难点

重点：A.掌握批示代词this、 that用法；

B.掌握特殊疑问句和Yes/No问句及其简单回答.

难点：学会写寻物启事和失物招领.

课时安排

第一课时 Section A 1a-1c

第二课时 Section A 2a-4b

第三课时 Section B 1a-2c

第四课时 Section B 3a-4 Self-check 1-3

Period One

课前准备

教师：录音机，图片，物品实物.

学生:实物(学习用品).

教学设计

Step One: Warming up.（通过复习形容词性物主代词，把学生引入学习英语的

情境中。）

Learn the chant.

T:Let’s sing the chant together.

my 是我的,your是你的,男他的是his,女她的是her; 名词前面常站岗,限定所

属有功劳.

Step Two: New words.（利用实物教学，使得教学过程自然、形象。）

1.Present the new words.

T: Boys and girls, look at this please. What’s this in English?

(Teacher in the English.)

S1:A pen.(Ss may say it in English.)

T: Yeah. It’s a pen. And what’s this?

(The teacher eraser in the eraser.

(Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.)

2.Practice the new words.

T: Now, please look at the pictures in your books. Can you put the words with the objects in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish 1a.)

T: OK,let’s check the answers. Who can tell us the answers?

S2:…

Step Three: Present the drills.

1.Present the drill “Is this…?Yes/ No,it is/isn’t.”（利用实物引入句型，使

用不同人的物品来引入形容词性物主代词和名词的搭配的用法。）

(Hold the teacher’s pen.)

T:This is my pen.Is this your pen?

S1:No,it isn’t.It’s your pen.

T:(Hold the student’s pen.) This is your pen. Is this your pen?

S1:Yes,it is. It’s my pen.

T:(Hold a girl’s pen.) This is . Is this your pen?

S1:No,it isn’t. It’s .

T:(Hold a boy’s pen.) This is . Is this your pen?

S1:No,it isn’t. It’s .

T: Thank you.

2.Practice the drill “Is this your…?”in pairs with your own school things.Pay

attention to the use of my, your, ’t.”（利用教师所站位置的不同来引入批示代词that的用法，并从位置关系上让学生准确理解this ，that的区别。）

T:That is my book. Is that my book?

(Put a book on the teacher’s table so that the Ss can see it clearly, and the teacher stands a little far from the table.)

S5:Yes, it is .It’s your book.

T:That is the table and the teacher in the same place.)

S5:No, it isn’t.It’s the table and the teacher in the same place.)

3.S5:No,it isn’t.It’s pairs with your own school things.（通过练习，区别两

个批示代词的用法。）

S6:Is that your…?

S7:… It’s my ….

S6:Is that your…?

S7: …It’s to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.

(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.)

T: Let’s check the answers, OK?

S8:(from left to right)

T: Thank you.

Practice the drills according to the pictures using“ identify which is yours and which is things and their partners’things. Then ask them to give a report, using the key words and target language. One student picks up the things while the other counts the time as well.)

Languages used for the task:

1.This is my…

That is this class, we’ve learned the names of some common personal possessions and to say this chant.

Is this my book? Yes, it is.

Is that your ruler? No,it isn’t.

Is this ’t.

Homework.

Read the new words and the target languages presented in this class and say the chant to improve your spoken English.

Period Two

课前准备

教师：录音机，所学物品的图片，一个书包（里面装着事先收集的学习文具），表格若干张。学生：一张硬纸写上自己的姓名和电话号码，学习的物品。

教学设计

Step One: Revision.

1.Review the drills.（用学生的姓名和电话号码来复习句型：Is this (that) your (’t.

注意教师提问的同时，用手势来帮助学生给出你预想的答案。）

(Put some paper with the names and telephone numbers on the blackboard.)

T: Please look at the blackboard. And answer my questions , please . Is this your first name?

S1: No , it isn’t.

T: Is that turn come to the blackboard, point to the paper and ask questions, then ask other students to answer.)

2.Review the vocabulary.(在黑板的名字旁边贴上学习物品的图片，来复习所学的单词

和句型。)

(Put some pictures of things students class next to the names of the students.) T: Is this your ruler? (Point to Picture 1.)

S4: No,it isn’t.

T: Is this .)

S4: Yes, it is.

T: Is that your pencil case? (Point to Picture 2.)

S5: No, it isn’t.

T: Is that turn, make sure they use the items they like.)

Step Two: Listining.

1.Listening (2a). （练习听力前，先让学生再一次说出图片中物品的英文，进一步强化

重点单词。）

T: Please look at the pictures in 2a. Can you say their English name? (Teacher asks the students to name each one individually.)

S6: This is…

S7: This is …

……

T: Now please take out the objects in 2a and put them on the desk. You will listen a dialogue and please pick up the things you .) （让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。）

T: Now let’s check the answers. Please to the recording again, and you will write one of the words from the box on each blank line.

(Play the recording. Students listen and complete the conversation.)

T: Let’s check the answers. I’d like to ask three students to read the conversation in role.

(Three students read the conversation, filling the missing words. The rest of the students check their answers.)

Step Three: New drills.

1.Present the new drills. （用实物引入新句型，帮助学生用正确的句子来回答。）(The teacher shows students a pencil.)

T: What’s this in English?

S: It’s a pencil.

T: How do you spell it ?

S: P-E-N-C-I-L.

(Change an eraser. Ask and answer in the same way.)

2.Practice the drills. （学生分组练习新句型。）

T: Now please practice the conversation with your partner. Use the words shown in 3a.

S A: What’s this in English?

S B: It’s a ruler.

S A: How do you spell it ?

S B: R-U-L-E-R.

(As students practice, the teacher moves around the classroom checking progress and offering pronunciation and intonation support as needed.)

T: I’ll ask some pairs of students to practice the conversations.

S A: …

S B: …

3.Play the game : A spelling game. （进行一个拼写游戏比赛，进一步操练新句型。）T: Now let’s play a spelling game. We divide our class into two groups. Each team will take turns asking the other group to the spell we learned in class. The team who is the first to get ten points is the winner. Let’s start.

S A: How do you spell backpack?

S B: B-A-C-K-P-A-C-K.

T: Group B, one point. It’s your turn to ask, please.

Step Four: Task 2: Find the owner. （此任务主要进行了听、说、写的训练，并复习了一般疑问句及其简短的回答，以及物主代词的用法。）

T: I ’t know whose these are. Could you find all the owners first and write the owners’ names in the chart.

Language used for the task:

1.Is this your math book?

Yes, it is. It’s my math book.

2.Is that your ruler?

No, it isn’t. It’s this class, we’ve learned what, possessions with your partner. When you say the conversation fluently, tape records some of them and then

play.

First name last name

Miller

Green

Hand

Green

Smith

Brown

Hand

Green

Smith

Miller

Brown

Hand (女名)

(女名)

(男名)

Jenny

Alan

Jim

Tom

Mike

Linda

Kim

Gina

Mary

Tony

Bob

Jack

Nick

2)Discuss about the differences between English names and Chinese names.（通过小组讨论、总结的方式进行，使学生掌握中英文名字的异同。）

Teacher: Thank you for your job. I think they are all good English names. For example,“Susan” is a first name. “Brown” is a last name. “Susan Brown” is a beautiful girl’s name.Who wants to English name Susan Brown. And your Chinese name is Sun Ping.Can you find the differences between them? Let’s look at the next two pictures and about the differences between Chinese names and English names.

A boy: I'm a Chinese boy. My name is Zhang Nan. Zhang is my first name. It's also my family name. Nan is my last name. It's also my given name.

A girl: I'm Mary Brown. I'm English. Mary is my first name.

Brown is last name. Parents usually call me Mary Brown. But

I like to be called Miss Brown.

Name

first name

English name:Mary (given name) Chinese name:Zhang (family name)

Last name Brown (family name) Nan (given name)

3)Exchange the information.（需要在课前有所准备的情况下进行。）Teacher: Now everyone can choose an English name. But you must pay attention to its meaning. For example, Susan means Molihua in Chinese. Do you know The meanings of your names? If you do, please exchange the information in your group.

Boys Girls

First name Last

name Meaning

First

name

Last

name

Meaning

4)Report the result to the class.

(Some students are asked to give a report to the class.)

Example:

Sa: I'm Rose White. Rose is my first name. White is my last name.

Rose is a kind of beautiful flower. In Chinese it means Meigui.

I like my name because I like roses very much. And maybe parents

call me Rose because they want me to be beautiful.

Homework.

Ask the students to sum up the meanings of English names after

class. They can read books or search the internet.

Period Three

课前准备

教师：录音机，图片，实物。

学生：实物。

教学设计

Step One: Revision.(让学生放录音作业，选择两个最好的，给予奖励，从而帮助学生树立学习的信心。)

T: Let’s listen to the tapes you recorded. Who is the best? OK, let’s start. (Select the best two. Award a prize to their work.)

Step Two: New words.

1.Present the new words. （运用多媒体或图片，教新的重点词汇，同时复习了本单元

重点句型；在教学新单词的同时，注意复习刚学过的单词。）

T: Look at the picture.

(Show students a picture of a watch.)

T: What’s this in English? It’s a watch.

(Ask a student) What’s this in English?

S1: It’s a watch.

T: Good. (Ask another student.) What’s this in English?

S2: It’s a watch.

T: How do we spell watch? (Show students the spelling.)

W-A-T-C-H, watch. Read after me, please.

S3: W-A-T-C-H, watch.

(Teach the other words “baseball, computer game, key, notebook, ring and ID card”in the same way.)

T: Let’s say the words again. What’s this in English?

(Show the words random. Ask questions like this.)

S4: It’s a key.

T: How do you spell it?

S4: K-E-Y.

2.Practice the new words.（此活动练习了学生们的口语，同时又进一步巩固了新单词

和已学句型。）

T: Good. Please look at the pictures in 1a. Match the words with the things in the picture. Do it by yourself.(Students find them in the pictures and objects in the picture.)

T: Well, let’s check the answers. Who can tell us the answers?

S5: …

T: Now please work with your partner, say the conversation in 1b. Use the pictures in 1a.

(Students practice the conversation. As students work, the teacher moves around and to the conversation. Pay special attention to the names of objects. You will the picture each item whose name is mentioned in the conversations.

(Play the recording twice. Students listen and circle the items.)

T: Let’s check the answers, OK?

S6: …

T: Who would like to say the circled words again?

S7: …

1.Listening(2b).（通过听力练习，强化学生对单词和句型的理解，同时训练学生写的技

能。）

T: Please look at the two pictures in 2b. One is Kelsey, and the other is Mike. Listen to the conversations again. This time you will pay attention to the things Kelsey and Mike are looking for. Then write down the names of the things under each person’s pictures.

(Play the recording for the students to write down the words.)

T: Well, what is Kelsey looking for?

S8: …

T: What about Mike? What is needed to complete the activity. First Student A asks Student B questions, using the words in the box; Student B answers the questions and writes the words in the chart below.

(Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure and of fering pairs.)

T: This time Student B asks Student A questions, using the words in the box; Student A answers the questions and writes the words in the chart below.

(Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure again and providing ? SA: No, it isn't. It's .

SB: Is this the chart.

Step Five: Summary and this case, we’ve learned the names of some possessions. After class, please use some of these words to write out a conversation and practice with your partner.

Period Four

课前准备

教师：录音机，图片，录好的磁带，教学课件。

学生：收集一些英文的失物招领。

教学设计

Step One: Revision.(检查学生的作业，找几组学生表演，训练学生的口语表达能力。) T: First I’ll check your your dialogue. I’ll invite some of you to come to the front to say the dialogue.

Dialogue One:

Sa: What’s this in English?

Sb: It’s a …

Sa: How do you spell it?

Sb: …

Dialogue Two:

Sa: Is this your…?

Sb: No,it isn’t. It’s not my …

1.Practice the new words. （事先录制一段短的听力，让学生通过听的训练来强化所学

的新单词，并为学习写寻物启示和失物招领作好准备。）

T: Please listen to a short passage twice then fill the blanks using the words we learned.

There are many things in the Lost and Found in my school. Look, to their pronunciation.)

Step Three: Reading.

1.Present “Lost and Found”. （设置情景，激发学生的思维。从学生生活中常发生丢

失物品的现象出发，引导学生学会处理这种问题方法。）

T: Have you ever picked up others’ things or lost anything?

What are they?

S1: I lost a backpack.

S2: I picked up a pen.

T: Good. What will you do with these things? How did you return or find them? Have a discussion with your partner.

(Students discuss the problem. Maybe you will get the answer, “we’ll learn answer it in English or Chinese.

S1: Call “110”.

S2: Tell the teacher about it.

S3: Ask my classmate to about it.（让学生通过教师展示的失物启示，发现写失物启

S7: Name.

S8: Color.

S9: Telephone number.

S10: Picture.

T: Yes. You ’s name, telephone number and color, we can also put a picture of the thing on it. Next, if you pick up something, what should you do? （通过和学生的交流，探讨拾到物品时，应如何处理。）

S11: Give it to our teacher.

S12: 交给警察。

S13：找到失主。

T: How to find the owner of the thing? I think we can write “Found”, Can you guess the meaning of “Found”?

Ss: 失物招领。

T: Good. How to write “Found”? Look at “Found”and then tell me the way to write

S15: Telephone number.

S16: 联系人。

S17: Place.

T: Excellent. All of you are very clever. If we write “Found”, we should write the thing, telephone number, the people who the owner should call, also write the place that the thing is.

2.Practice. （这个活动目的在于训练学生的阅读能力。）

T: Please look at the notices on the bulletin board in 3a. Who would like to read it ?

(Ask four students in turn to read the notices.)

S: …

T: It’s time for you to read the notices yourself and circle the words from Activity

1a.

(Students finish the work alone.)

T: Who would like to give us your answer? Please read the words.

S7: …

Step Four: Make a message.

make it clearly by putting them in the right order. The first one is done for you. (Show students the first part with the word “Found”) This is the first part of the message. Write number 2, 3, and 4 in the boxes to complete the message. (Students complete the message and write the numbers in the boxes in 3b.)

T: Well, who would like to read the message?

S8: …

Step Five: Writing.（用英文写简单的失物招领。最好把学生的作品在实物投影仪上展示，便于修改和提供写作案例。）

T: OK.Now let’s try to write it. You may use the one in 3a or the one in 3b as a model.

(Students write their bulletin board messages and the teacher moves around the room offering language support as needed.)

T: Let’s read some of your messages.

(Ask some students read their message aloud. And others to the box. If you don’t know the meaning of the words, you may review the lesson, ask me , ask your classmate use a dictionary.

(Students check all the words they know.)

1.Writing.（训练学生用目标语言写和说的能力。）

T: Look at the picture please. What are they talking about in Picture 1? Who would like to read it?

Sa: Is that your backpack?

Sb: No, it isn’t.

T: OK, now what may other people talk about in Picture 2, 3 and 4? Complete the chart using Is this/that…? Yes, it is./ No, it isn’t.

(Students fill in the chart.)

T: Now please read the conversation with your partner.

Sa: Is that your notebook?

Sb: Yes, it is.

Sa: Is that your key?

Sb: No, it isn’t.

Unit 3 This is my sister.

教学内容：

本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该能够用英语给朋友写短信介绍家人，从而让他们了解自己的家庭并能够画出自己的家谱。

教学目标：

1、知识目标：

A、掌握家庭成员的表达，如：grandfather, grandmother, father, mother ,brother,sister,

uncle, aunt, cousin, son, daughter, parents:

学会用指示代词：this ,that, these 和人称代词：I, A 1a-1c

第二课时Section A 2a-4

第三课时Section B 1-2c

第四课时Section B 3a-Self-check

Period One

教师：照片，图片，表格。Step One: New words.

①Present the new words.

T: Hello , everyone ! Look ! What’s this ?

S s: It’s a picture .

T: Right . Who is the man in the picture ?

S s: It’s you.

T: Yes, it’s me . You know me . Please look at this . Do you know them ?

S s: No , we don’t .

T: They are my family members . Today I want to introduce my family members to you . Would you like to meet them ?

S s: Yes .

T: OK . Please look at this man ? Is the same way .)

T: He is my “grandfather”.He is my “grandmother”. These are my grandparents. Read after me , grandparents.

S s: Grandparents.

(Stick the word “grandparents”on the blackboard. Then teach theses words mother, father, brother, sister and friend in the same way.)

T: I match the words with the pictures on the blackboard?

S s: I can. (Textbook P131a)

(Ask one student to the front to do it. The other students write down letters on the books. In this way finish 1a.)

T: Check the answers.

S s:…

T: Is and circle.

T: A boy is talking about and circle the people the boy talks about.

S s: OK.

(Play the recording of 1b twice. Students work.)

T: What’s the answer?

S: Two brothers and sister.

②Pairwork. Talk about Dave’s family.

T: This is a picture of Dave’s family. Let’s talk about Dave’s family in pairs. You must use “ This is …” and “ These are …” to do it.

(Students practice. Teacher walks around the room to the blackboard.)

T: Let’s talk about the family tree, You can do it in groups of four or three. You can do it in pairs or you can do it yourself. Then report it to the class.

(Students work. Teach moves around the classroom to pairs about your family. First, you must greet each other, then introduce your family.

(Two students come to the front.)

S A: Hello.

S B: Hello. How are you ?

S A: Fine, thank you. And you?

S B: I’m fine, too.

S A: Excuse me! What’s this?

S B: It’s my family tree.

S A: Who’s this?

S B: This is my grandfather.

S A: Who’s this?

S B: This is my grandmother.

S A: Is this your father?

S B: Yes, is your mother?

S B: Yes, she is.

S A: Who’s the boy?

S B: He is my brother.

(A few pairs do this.)

T: You did well.

②Make a survey.

T: Please take out the family photos you bring to school. Work in groups of four. Fill in the form.

other is Dave. They are talking about Dave’s family members. Please listen to the recording of 2a in Section A and circle the family members you and match.

T: This is a picture of Dave’s family. We know this is Dave. But we don’t know who is Mary, who is Jim and who is Lin Hai. Let’s

根据上节课布置的作业，让学生谈论自己的家庭成员，为新课教学做铺垫。

通过听力练习，使学生巩固对家庭成员的记忆。

通过听力引出Is this . . . ?的句型

listen and find them.

(Play the recording of 2b. Students work.)

T: Who find them?

(Many students may say they do. Choose two of them to answer.)

S1: Dave is …Lin Hai is …

③Pairwork. Talk about Dave’s family.

T: You come to Dave’s the wall. There are many people in the picture. You want to know who they are. Use “ Is this…” to find them, please. When you finish, change roles to do it. Now begin. (Students work. Teacher walks round the classroom to see ’t.

S1: Is this Jim?

S2:Yes, the blanks with the words from the box. Work in pairs, then report it to the class.

isn’t brother is sister

(Students work. Teacher walks around the classroom and ’t. He’s my …

(Change roles to do it and ask one more pair to do it.)

Step Three: Task.

①Play a guessing game.

通过谈论Dave的家庭成员，练习句型Is this . . . ?

用学生的句型引出Is she/ your desk. Work in groups of four. You can use “Is she …?”or “Is report it to the class.

(Students work.)

T: Check your work.

Homework.

Draw your family tree.

用游戏的方式巩固人称代词的知识。

Period Three

课前准备

教师：图片。

学生：照片。

教学设计

教学步骤

Step One: New words.

①Present the new words.

T: Do you like games?

S: Yes.

T: Let’s play a guessing game. Please listen carefully. He is my brother. But my father is not ’t.

S2: It is your “堂兄” or “堂弟”.

T: Yes, it is. Let’s see English.

(Put the card “cousin” on the blackboard.)

T: It’s cousin. Read after me, C-O-U-S-I-N, cousin.

S S: C-O-U-S-I-N, cousin.

T: Spell it, please.

S S: C-O-U-S-I-N, cousin.

…

T: This time you must say it in English. She is your sister. But your father is not .

T: Your father’s brother is your …?

S3: “大爷，大伯”.

S4: “叔叔”.

T: You are right. Let’s see English.

(Put the word card “uncle” on the blackboard.)

T: Read after me, please, U-N-C-L-E, uncle.

S S: U-N-C-L-E, uncle.

…

T:Your uncle’s wife is your…?

S5: “伯母，婶婶”.

用游戏的方式引人新课。

T: Right.

(Put the card “aunt” on the blackboard and then teach these words son, daughter in this way.) T: Read the words on the card together.

S S: …

②Practice the new words.

T: Look at the family tree. Some words are missing. Who can the blackboard. The others finish it on their book.)

T: Check your work.

Step Two: Drill.

①Listen and check the words you Hai and Dave are talking about Dave’s family. How many family members are they talking about? Please listen and check the words you and check the picture.

T: I Hai talking about? Let’s listen and find it out, please.

(Play the recording twice again.)

(Check the answer.)

③Pairwork. Draw your own picture and talk about it.

T: We find out the picture of Lin Hai’s family. Can you draw a picture of your family?

S S: …

T: OK. When you finish drawing, tell your partner about your picture. You can use “This is …” and “ These are …” to talk about. Then report it to the class.

(Students work.)

(Check students’ work. Ask two or three students to report.)

Step Three: Task.

Talk about the family tree.

T: Look at the family tree. I think it’s a big family. You can do it

in groups of four or three. You can do it in pairs or only by yourself. Then report it to the class. (Students work. Teacher walks around in the classroom and . This is…This is my …My uncle and

my aunt . He is my …

(Ask two more students to do it.)

Homework.

Write a passage about your family.

Period Four

课前准备

教师：家庭成员的照片。

学生：学生自己画的家庭照片。

教学设计

教学步骤

Step One: New words.

①Present the new words.

T: Hello, everyone. My name is “Emma”. Today I want to introduce my brother to you.

(Put the picture of the blackboard.)

T: This is my sister, Mona. Read after me, MONA, M-O-N-A, Mona.

S S: M-O-N-A, Mona.

T: These are my parents. They are “great” parents.

(Put the picture of the blackboard.)

T: Read after me, GREAT, G-R-E-A-T, great.

S S: G-R-E-A-T, great.

…

T: They are my “dear” parents, too.

(Teach dear, photo, thanks for…)

②Practice the new words and drill.

T: I friend. Now I want you to read it for me. Then draw the photo of Emma’s family.

S S: OK.

(Students read the letter and draw the photo on their books.)

(Show some photos that students draw to the class. Students say which one is good or which one is better.)

Step Three: Task.

①Write a letter to your friend.

T: Your you finish , I’ll put your photos and letters on the blackboard . You match the photos and the letters .

S S: All right .

(Students write their letters . Teacher moves around the room and the board . Ask students to come to the front to read the letter and match it with the photo . ) Homework .

Finish self-check .

Unit 4 Where’s my backpack ?

教学内容：

本单元主要内容是谈论物品的所在位置，通过这一话题，训练学生的听、说、读、写四项基本技能，让学生通过询问物品的位置，学习一些物品的单词，及方位介词on , in , under ,behind 等的用法；学习并掌握where句型的运用，使学生养成干净、整洁、合理摆放物品的好习惯。

教学目标：

2、知识目标：

A、学会一些表示家具的名词以及学习用品的单词；

B、方位介词，如：in , on , under , behind的用法；

C、学会运用方位介词和where句型表述物品所在的位置。

3、能力目标：

A、学会正确描述物品作在的位置；

B、学会询问自己或他人物品的具体位置；

C、能够合理地描述和设计房间。

4、情感目标：培养学生整齐地摆放自己物品的生活习惯。

教学难点、重点：

重点：A、方位介词in , on , under , behind的用法。

B、Where的特殊疑问句和Is this a/an . . . ?一般疑问句的肯定和否定回答。

C、学习名词bed , dresser , bookcase ,backpack . . .

难点：A、能够正确运用方位介词描述物品作在的位置；

B、能够运用Where的问句找到物品位置。

课时安排：

第一课时Section A 1a-1c

第二课时Section A 2a-4

第三课时Section B 1-2b

第四课时Section B 3a-4 Self-check

Period One

教师：准备一个带有家具的房间的多媒体课件或挂图，搜集图片、卡片、一些学习用品的实物，以及闹钟、光盘、数学书和其他日常用品。

学生：彩笔

学生用品、大白纸、课本所涉及的单词的实物。

学步骤

Step One: Present the New words.

①Warming up.

(Prepare some school things for the students as presents .)

T: What’s this ? (There is a pencil in the teacher’s , an eraser , a notebook and so on . Ask the questions in the same way . And give the presents to the students .)

T: What’s this ?

S3: It’s a backpack .

T: I the desk , under the chair . . . ) but I can’t find it . Where’s it ? Do you know ?

S3: I don’t know .

S4: I think it’s in your desk..

T:(Look into the desk.) No ,it isn’t .Now , let’s look for the backpack together , OK ? (Write down the title on the blackboard .)

②Learn the New words.

T:Look at the big picture on the screen .This is a big nice room .I want to own such a room . Because there is some nice furniture in it . Do you know the names of the furniture ?

(Show a picture of a bed and a dresser .)

T: What’s this ? It’s a bed . “BED” . Read after me .B-E-D , bed.

S s: B-E-D , bed.

T: What’s this ? It’s a dresser . D-R-E-S-S-R , dresser.

S s: D-R-E-S-S-R , dresser.

(Teach the other words bookcase /sofa/chair/drawer/plant/ . . . in the same way .) 通过师生互动，激发学生思维，并用学过的句子导入新课。

利用多媒体课件创设情景，直观地呈现单词，使学生在语境中理解单词。

T: Read the words aloud .

③Present the words in , on , under , behind using the objects .

T: Where is my book ? It’s on the desk . (Put a book on the desk .)

T: Where is my bag ? (Put a bag on the desk and ask this question .)

S1: It’s on the desk .

T: Where is my bag ? (To all the students)

S s: It’s on the desk .

T: Where is my pen ? It’s in the pencil case . (Put a pen in the pencil case and ask .)

T: Where is my ruler ? (Put a ruler in the pencil case , too .)

S1: It’s in the pencil case , too .

T: Where is the ruler ?

S s: It’s in the pencil case .

(Then learn the other two prepositions “under”, “behind” in the same way . )

④Present the words .

T: Now , please look at the screen , where is the ball in Picture 1 ?

S1: I think it’s in the box .

T: Where is the ball in Picture 2 ?

S2: It’s on the box .

T: Where is the ball in Picture 3 ?

S3: It’s behind the box .

T: Where is the ball in Picture 4 ?

S4: It’s under the box .

T: There are some pictures on the screen , please match the sentences and the pictures .

1: The cat is under the chair .

2: The cat is on the bed .

3: The cat is behind the door .

4: The cat is in the box .

5: The cat is next to the plant .

通过实物所在的位置直观地呈现乏味介词。

利用多媒体课件创设语言情景，准确呈现物品之间的位置关系，让学生在真实的情景中理解和掌握方位介词。

让学生把句子和图画匹配起来，巩固方位介词的用法。

6: The cat is on the chair .

T：Please open your books and do 1a quickly as you can.

(After doing 1a,check the answer.)

Step Two :drills .

①Practice the drills .

T: This time , use the school things around you to practice the conversation .

T:Where’s the watch? (Hold up a watch in the your the chair.)

S2: It’s on the chair.

(Ask the students to practice the dialogue like this. Then get some pairs to act it out.)

②Introduce a room and listen to the tape.

T: This is Tommy’s room, but ’t find and number [1-5] the things in the picture.

(Play the recording and then check the answer.)

Step Three: Play a game.

T: Now, we will play a game , I our classroom. Please guess, Where is it ? If your answer is right, it is yours. Please ask like this Is it on the desk? Is it on the floor? Are you ready?

S1: Is it in the ...?

T: No,it isn’t.

S2: Is it under the…?

T: No, it isn’t.

S3: Is it behind the…?

T: Yes, it is. Please find it out .Here you are.(Give the ruler to come ?

Ss: I can.

(After playing the game, some students who can find the school things will the screen. This is Mary’s room. In groups of four , describe where the things are in the room.(Prepare

让学生用身边的学习用品操练句型，达到熟练运用where提问。

用学过的一般疑问句以游戏的方式操练本节课所学内容以增强趣味性。

利用屏幕上所给图片，描述Mary房间物品的位置，强化句型。

For five minutes.)

S1: Is the book on the desk?

S2: Yes, it is. Is the backpack under the chair?

S3: No, it isn’t. It’s… Where are the keys?

人教版新目标英语课文翻译七年级上全一册

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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？

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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.

2012新版新目标英语七年级下册课文及翻译

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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).

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?

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Module 1 My teacher and my friends. Unit 1 Good morning, Miss Zhou. Ⅰ. Analysis of the text: This is the first English lesson. Students should know how to greet with the teacher and other students. Ⅱ. Arrangement of teaching in this module Three periods for this module, one period for one unit. Ⅲ.Teaching focus: 1. Master language of daily greetings. Key vocabulary and phrases: hello, class, my, name, is, Miss, good, morning, good morning, afternoon, good afternoon, goodbye 2. Be skilled in oral expression of greetings. Ⅳ.Teaching aims: 1. Function: Greetings in students’ daily life. 2. Listening: Students can understand others’ greetings by listening. 3. Speaking: Students can introduce themselves and greet with others. 4. Reading: Students can understand the similar dialogue of greetings. 5. Writing: Students can write greeting words in their daily life. Ⅴ.Character building: Motivate students’ interest in learning English. Make friends with all students. Ⅵ.Teaching Procedures: Part I: Lead in: Step 1: Greeting with the students.

新目标七年级英语下册全套教案

案

Unitl 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)

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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

Period one I.教材分析：这是课本的第一部分，题目是My mane is Gina. 有很多学生第一次学习接触英语，为了调动他们的积极性，不产畏难情绪，尽量简单的处理教材。 Language topic: What’s your name? My name is Gina. Language strategies: Talk about the names Main vocabulary: name is, meet, his, first name, last name, answer, boy , girl. II.语言结构: present tense to be, what questions, Possessive adj. my, your, his, her. 。 III.语言功能:询问姓名及怎样回答. IV.活动设计：采访调查What’s your first name? V. Teaching steps: 3

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人教版新目标英语七年级下册全册教案 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. 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. Period 1 (Section A: 1a-2d) 授课人:______ 授课班级: _____ 授课时间：年___月___日____ 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

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人教版（新目标）初中七上Starter Unit 1 Good morning!教案 Period One 教学目标： 1. 学会打招呼的用语:Hello! / Good morning! / Good afternoon! / Good evening! 2. 识别和掌握八个人名: Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 教学重点、难点： 1.词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 2.句型：Hello! Good morning! 教学过程： Step 1. Warming-up 1. 课前—上课铃响教师就播放Good morning歌曲。 2. 师生初次见面，教师通过自我介绍和问候学生，让学生放轻松，消除与教师间的陌生感，开始亲近教师。教师自我介绍并用Hello! / Good morning! 问候学生。帮助学生用Hello! / Good morning! 作回应。 Step 2. Play a game. 绝大多数学生都会背诵26个字母表，因此学生参与这个游戏会相当积极。通过这个游戏首先可以锻炼他们迅速反应的能力；以英语名字作为奖励(老师提前准备好很多的英文名字)，也使学生较有新鲜感，让他们自己选择自己的名字，使他们会更容易记住自己的名字。Play the game like this: Teacher says a letter, for example C, then let the Students tell the letters which is before and after C. The one who says B, D first is the winner. The winner can get a chance to choose an English name first. Step 3. Presentation 1.用预先制作的图片或挂图介绍八个人物和姓名。 2.出示Bob的图片，帮学生说Hello, Bob! 或 Good morning, Bob! 然后利用其他图片介绍其他七位人物的名字。 Step 4. Game 在幻灯片上通过闪现头像来测试学生对这八个人物的特征和名字的记忆，然后出示7位人物的头像，让同学们看看少了哪一位人物的头像，有助于锻炼他们的反应力和注意力。获胜者也以英语名字作为奖励。Step 5. Presentation. 出示Bob头像和时钟（早上），让同学们猜Bob会对我们说什么。然后帮助同学们练习说Hello!或者 Good morning！通过图画上的场景让学生进行猜测，满足学生的好奇心，也让他们了解Good morning的使用。

人教版新目标七年级下册英语全册教案(新)

Unit 1 Can you play the guitar？重点难点 I．复习词汇：can，play，want 2.词汇：guitar, dance, swim，sing, chess, speak, drum，trumpet，violin，play the guitar 3．句型：Can you/he/she/you dance? Yes，I/he/she/we can．／No，I/he/she/we can’t． Can Bill play the guitar? Yes，he can，but he can’t sing．语法重点：情态动词can的肯定句、否定句、一般疑问句及肯定与否定回答、特殊疑问句的构成 Section A 教学内容 Section A(教材P59～61) 教学目标知识与能力 Section A的主要内容是运用情态动词can “询问和谈论能力”；通过谈论自己在某一方面所具备的才能，学习情态动词Can的基本用法。过程与方法采用Classifying和Role—playing的学习策略，利用教学图片、幻灯片、实物(各种乐器)或制作课件(演奏各种乐器)等来展开课堂教学、Pairwork问答式的口语交际活动或小组活动，进行“询问和谈论能力”的课堂教学和练习、情感态度价值观 Section A的学习内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。教学重、难点及教学突破重点学习询问和谈论彼此的能力和特长；语法难点情态动词can的构成和使用。教学突破 Section A重在通过使用情态动词can来询问和谈论能力，因此如何使用情态动词can就成了关键。教师可通过模仿、操练使学生掌握can的肯定句、否定句和疑问句的构成，再进行谈论能力的训练就容易多了。教学准备教学步骤一、第一教学环节：情景创设，导入新课教师活动学生活动 Section A的主要内容是运用情态动词Can“询问和谈论能力”。在导入新课时，可采取演绎导人法和视听导入法。1．出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：He／She can dance／swim／sing／"?But I can’t dance／swim／sing／...等，学习表达活动的动词短语。 2.教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器，一边说．I can play the guitar．…等；再指着图片说：He／She can play the violin．But I can’t play it．等；然后询问学生：Can you play the guitar?…．并引导学生进行简单的回答。 3.出示1a部分的图片或幻灯片或播放该内容的课件，引导学生将活动与人物进行搭配，完成la部分的教学任务。

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《新目标英语》七年级下册重点句型、短语归纳 Unit 1 Where’s your pen pal from? Ⅰ、Useful expressions: 1. be from= come from 来自于 2. New York 纽约 3. the United States 美国 4. the United Kingdom 英国 5. one’s (new) pen pal 某人的（新）笔友 6. in Paris 在巴黎 7. want a pen pal 想要一个笔友 8. a pen pal in China=a Chinese pen pal 一个在中国的笔友9. a very interesting country 一个非常有趣的国家10. in November 在十一月11.speak a little (French) 说一点儿法语12. like doing sth. 喜欢做某事 13. go to the movies 去看电影14. in school / at school在学校里15. too difficult 太困难 16. write to sb. (soon) = write a letter to sb (soon)（尽快）给某人写信17. pen pal wanted 征招笔友 18. on weekends 在周末19. at school 在学校；在上学20. the long weekend 漫长的周末 21. tell sb. about yourself 告述某人关于你自己的情况22．live in 居住在--- 23. write to sb给某人写信；写信给某人24．in the world 在世界上25、in China 在中国 26、one’s (my/your/his/her/our/their/XX’s) favorite subject 某人最喜欢的科目27．speak English 讲英语28、likes and dislikes 爱憎,好恶29、play sports=do sports 做运动 Ⅱ、Sentences: 1. Where is your pen pal from? 你的笔友来自哪儿？=Where does your pen pal come from? Sh e’s from Japan. 她来自日本。She comes from Japan 2.Where does he live?=Which city does he live in? 他住在哪儿？He lives in Paris. 他住在巴黎。 3.What language(s) does he speak? 他说哪（几）种语言？He speaks English. What language(s) can she speak? 她会说哪（几）种语言？She can speak English. 4.Where is Sydney? 悉尼在哪儿？It’s in Australia. 5.Does she have brothers or sisters? 她有兄弟和姐妹吗？She has a brother and a sister. 6. Does she speak English? 她说英语吗？Yes, she does. / No, she doesn’t. 7. I think + 从句我觉得……；我认为……；我想……I don’t think +从句 8. What does he want? 他想要什么？He wants….. 9. What does he like (doing)? 他喜欢什么？He likes (ving)…. 10、I want a pen pal in China. 我想要一个中国的笔友。 11、I can speak English and a little French. 我会讲英语和一点法语。 12、Please write and tell me about yourself. 请写信告诉我有关你的情况。 13、Can you write to me soon? 你能尽快给我写信吗？ 14、I like going to the movies with my friends and playing sports. 我喜欢和我朋友去看电影和做运动。三．本单元的国家，人民、语言对应。 1 Canada---- Canadian---- English / French 2 France------ French------French 3 Japan------Japanese----Japanese 4 Australia----Australian----- English

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