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人教版七年级下册英语教案全册

人教版（2012年审定）七年级下册全册教案

Unit 1 Can you play the guitar?

Section A 1 (1a-2d)

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：

guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club

能掌握以下句型：

①—Can you play the guitar? —Yes, I can./ No, I can't.

②—What can you do? —I can dance.

③—What club do you want to join? —I want to join the chess club.

2) 能了解以下语法：情态动词can的用法

want to do sth.的用法

2. 情感态度价值观目标：

该部分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。

二、教学重难点

1. 教学重点：

1) 学习询问和谈论彼此的能力和特长；

2) 掌握一些弹奏乐器的表达方式。

2. 教学难点：

情态动词can的构成和使用。

三、教学过程

Ⅰ. Lead in

1. 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。

2. S s look at the picture in 1a. Then read the words and phrases. Let Ss match the

activities with the people.

Then Check the answers with the class together.

Ⅱ. Presentation

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。

Ⅲ. Game (What can I do?)

T: Tell your partners what you can do. For example:

I can play the guitar. I can sing and dance.

Ss work in groups. The let some Ss talk to their classmates in front of the class. Ⅳ. Listening

1. T: Now let’s listen to the tape, find out the right conversation, and number them

1-3.

（播放lb部分的录音让学生听，引导学生根据所听到的内容，选出对话的顺序，完成1b部分的教学任务。）

2. Check the answers: (3, 2, 1 )

Ⅴ. Pair work

1.Ask the Ss to practice the conversations in 1b with a partner. Then make their

own conversations.

(引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用can询问和表达能力。)

Ⅵ. Listening

1. Work on 2a;

T: Now, look at the pictures on P2, listen to the four conversations. Just listen.

(Play the recording for the first time, students only listen carefully.)

Then, listen to the recording again, and circle the clubs you hear.

Check the answers with the class.

2. Work on 2b;

引导学生根据对话内容用正确的单词填空，补全对话，再播放听力材料一遍。

让学生进行校对，练习听力和写作能力，完成2b部分的教学任务。

Check the answers with the Ss.

Ⅶ. Pair work

1. Look at 2b and talk about what the people can do and the clubs they want to join.

老师可以和一名优秀的学生做一个对话的例子，让学生们明白如何去问答，例如：

T: What club does Lisa want to join?

S1: She wants to join the chess club.

T: Can she play chess？

S1: No, she can't.

2. Ss work in pairs to practice asking and answer about Lisa, Bob and Mary.

3. Ask some pairs to act out their conversations.

Ⅷ. Role-play

1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and

try to find out the answers to these questions.

①What club does Bob join?

②What club does Jane join?

Ss read the conversation by themselves and find the answers to the questions.

Then check the answers:

①Bob joins the soccer club. ②Jane joins the English and art club.

2. Explain something that Ss can't understand.

3. Let Ss read after the teacher or play the recording and let Ss read after the

recording.

4. Ss work in pairs to act out the conversation.

5. Ask some pairs come to the front of the classroom. They try to act out the conversation. See which group is the best.

Homework:

1. Remember the new words and expressions after class.

2. Recite the conversation after class.

3. Write English names as many as possible in the exercises book.

Section A 2 (Grammar Focus-3c)

一、教学目标：

1. 语言知识目标：

1) 继续练习运用情态动词can。学会询问和谈论彼此的能力和特长。能掌握以下句型：

①—Can you play the guitar? —Yes, I can./ No, I can't.

②—What can you do? —I can dance.

③—What club do you want to join? —I want to join the chess club.

2. 情感态度价值观目标：

该部分学习询问或谈论自己或对方在某一方面的能力和特长，可以培养学生的一种群体意识，促进同学们对自身的认识，为将来的自我发展奠定基础。

二、教学重难点

1. 教学重点：

1) 让学生重点总结、发现情态动词can的用法。

2) 通过一些与学生们实际生活相贴近的教学活动，来达到熟练运用的目的。

2. 教学难点：

1) 情态动词can的用法；

2) 在实际交际活动中运用can来询问与表达自己或他人的能力。

三、教学过程

Ⅰ. Warming- up and revision

1. Ask some Ss about their abilities.

T: Hi, S1! What can you do?

S1: I can sing and dance?

T: Can you play the guitar?

S1: Sorry, I can't. But I can play chess.

T: What club do you want to join?

S1: I want to join the chess club.

2. Role-play.

Let some pairs role play the conversation in 2c.

Ⅱ. Grammar Focus.

1. 阅读指导：

2. 学生阅读Grammar Focus中的句子，然后做填空练习。

①你会游泳吗？

______ you ______?

②是的，我会。/ 不，我不会。

Yes, ____ _______. / No, I _______.

… (其余试题见课件部分)

3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。

Ⅲ. Try to Find

老师将情态动词的can的用法，以学案的方式呈现在大屏幕上，让学生自主学习，并发现其用法。

1. 可以看出，在Can…？句型中，情态动词can没有________和_______ 的变化。

2. 用情态动词can来询问他人的能力可以归纳为以下句型：

Can + _______ + _________ + 其他?

肯定回答：_________________

否定回答：_________________

What + can + _______ + ________ ?

学生们合作学习讨论上面学案的答案，总结情态动词can的用法。

老师找部分学生对上述问题作答，并一起讨论总结情态动词can的用法。

Ⅳ. Practice

1. Look at 3a. 告诉学生们用所给的词汇来造句子。首先，用情态动词can及所给的第一个动词词组来造一个一般疑问句，并作出一个否定的回答。然后，用转折连词but及第二个词组造一个肯定句。

Teacher makes the first one as a model:

Can Wu Jun speak English? No, he can't, but he can speak Chinese.

Ss try to make sentences using the phrases in 2~5. They can discuss with their partners.

Then let some Ss tell their answers to the class.

Check the answers with the class.

2. Look at 3b. Tell Ss that your school is going to have a School Show next week. What can you do? You can show your talent in it. In order to let all the students know about it. We have to write a poster. Now, read the poster below and try to complete the poster with the words in the box.

方法指导：应通读全文，掌握短文大意；然后，仔细阅读每个句子，根据空格前后的词语进行推敲。比如，第三空格后有guitar一词，可知些空格应填play 一词。其他类似。

学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。

最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。Ⅴ. Group work

1. What can your group do in the school show? Make a list, then report to your classmates.

2. First, work in group ask and answer about what you can do? e.g.

S1: What can you do, S2?

S2: I can do kong fu.

S1: Great! What about you S3?

S3: I can sing very well.

…

3. Then make a list together.

4. Everyone in your group must write a report. Then select one student to report what your group can do. e.g.

In my group, Li Ming can do kong fu. Zhang Li can sing very well. Ma Shuang can dance well…

(最后，可以经学生们评议来推举最有能力的小组）

Ⅵ. Exercises

1. If time is enough, do some more exercises on big screen.

Homework

1. Read the sentences in Grammar Focus.

2. Write a report about what your family members can do.

Section B 1 (1a-2c)

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：

drum, play the drum, piano, play the piano, violin, play the violin, also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician

2) 能掌握以下句型：

① —Can you play the piano? No, I can't. / Yes, I can.

②be good with …

③help…with…

2. 情感态度价值观目标：

学习询问或谈论自己或对方在某一方面的能力和特长，可以培养学生的社会责任意识，为他人做自己力所能及的事，以从小培养学生们互帮互助的意识，以及社会责任意识。

二、教学重难点

1. 教学重点：

1) 能过听力训练来提高学生们听说能力。

2) 进行阅读训练，通过阅读简短的文章来学习语言知识，提高综合运用能力。

2. 教学难点

1. 听力训练

2. 阅读2b部分的短文并完成相关要求。

三、教学过程

Ⅰ. Warming- up and revision

1. Daily greeting.

2. Check the homework. Let some Ss report what his/her family members can do. Ⅱ. Presentation

1. T: Show some really instruments like violin, drums. Then play some of them.

Tell Ss I can play the drums, I can play the violin, I can play the violin…

Ss: Do after the teacher, Act as he/she are playing an instrument. The say: I can play the piano, I can play the piano, I can play the drums…

Ⅲ. Game (Talent show)

1. Act and show your classmates your talent.

T: Please stand in front of your classmate. Act and say what you can. e.g.

S1: (sing and dance) I can sing and dance.

S2: (play the drum) I can play the drum.

S3: …

2. Ask as many students as possible to say their abilities.

Ⅳ. Listening

1. Tell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a.

2. Play the recording again and check the answers.

3. T: Now let's work on 1c. First, let one student read the words and phrases aloud.

Then listen to the tape and circle the words and phrase you hear.

4. Ss listen to the tape and circle the words and phrases they hear.

5. Check the answers:

6. T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What

can't they do? You'll listen to the tape again. Then try to fill in the blanks.

听力指导：要抓他们会做的事情，以及不会做的事情这两个重点内容。因此在听的时候，应重点将人物及动作这两个方面的听清，其他作为非重点内容。

7. Ss listen to the recording carefully and try to fill in the blanks.

8. Check the answers with the class.

Ⅴ. Group work

1. Work in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do.

S1: Bill can play the guitar, but he can't sing.

S2: Cindy can sing and play the drum, but he can't play the piano.

S3: Frank can play the piano, but he can't sing or dance.

S4: …

2. Teacher can walk around the classroom, and give some help to the Ss.

Ⅵ. Reading

1. T: Let's meet three new friends, Peter, Aland and Ma Huan. What can they do？

Now read the descriptions and underline what they can do.

2. Let some Ss read aloud what Peter can do. Then let another Ss read aloud what Cindy and Frank can do.

3. Let Ss work in pairs to ask and answer about what they can do.

S1: What can Peter do?

S2: He can speak English and play soccer.

S2: What can Alan do?

S1: He can play ping-pong.

…

Ⅶ. Reading

1. T: Now We'll read three ads. What's the main idea of the each ad? What's each

ad's title? Now let's read the three ads and select a title for each ad.

2. 方法指导：首先，应读懂三个题目的意思；然后，认真阅读三个广告的内容，通过读广告来总结出它们的主要内容，并确定一个最为贴切的题目。综合广

告内容与三个题目，看每个题目与广告的内容是否最为贴切。

3. Ss read carefully and try to select a title for each ad.

4. Check the answers with the class.

Ⅷ. Reading

1. T: Suppose Peter, Alan and Ma Huan want to help to do something after school.

Which ad is right him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person.

2. 方法指导：首先，再次明确每个能做的事情，以及他/她喜欢做的事情；然后，

看每则广告中要求应聘者去做什么事情；最后，综合考虑三个人的情况，做出一个最佳选择。

3. Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups.

4. Check the answers with the class.

Homework

1. Remember the new words and phrase after class.

2. Try to retell what Peter, Alan and Ma Huan can do after class.

Section B 2 (3a-Self Check)

一、教学目标：

1. 语言知识目标：

1) 复习询问或谈论自己或对方在某一方面的能力和特长,讨论参加某一个俱

乐部。

2)能够综合运用所学的知识，就自己的熟悉的内容来介绍自己或他人所俱有

的能力及特长；

3) 总结回顾一些常见的一些表达人们能力的词汇，并能进行分类记忆。

2. 情感态度价值观目标：

1) 能了解自己的一些特长，并运用自己的一技之长为他人或社会做一些有益的事情。

2）不断学习一些新的特长与技能来完善、充实自己。为将来走向社会成为一名

有用的人材打下基础。

二、教学重难点

1. 教学重点：

1) 能运用自己所学的相关语言知识，借助一些提示材料来描述自己所熟悉的人

物的能力。

2）能运用自己所学的相关英语语言知识，模仿所学过的相关材料来制作简单的广告。

2. 教学难点：

能运用自己所学的相关英语语言知识，模仿所学过的相关材料来描述自己所熟悉的人物的能力或制作简单的广告。

三、教学过程

Ⅰ. Warming- up and revision

1. Have a dictation of the new words and expressions.

2. Let some Ss retell what Peter, Alan and Ma Huan can do.

3. Let some Ss to read the three ads again.

Ⅱ. Presentation

1. Show some pictures of the famous musician. For example, Liu Huan; Ask Ss questions like this:

T: Who's he?

Ss: He's Liu Huan.

T: What does he do?

Ss: (Help Ss to answer) He's a famous musician.

Write the words musician on the Bb.

music 音乐→musician音乐家

拓展：teach教→teacher老师

Ⅲ. Practice

1. T: Next week we'll have a music festival. So we need some musicians to help with

the music festival. I wrote an ad for help, but some of the words are missed.

Please read the ad again and try to fill in the blanks with the words in the box.

2. 阅读指导：首先，应通读全文，理解全文的大意；认真读每一句话，在理解句子意思的基础上，分析空格所缺词汇的意思；然后分析空格上下文的意思或上下文的单词来确定空格中的词汇的词性；最后，在综合理解的基础上确定每个空格处的词汇。

3. Ss read the passage then fill in the blanks with the words in the box.

4. Check the answers.

Ⅳ. Writing

1. Do you want to make poster in English by yourself? Now work with your group members, think of an even at our school. Then try to make a poster by yourselves. The events may be the music club, the Sports Day; the art festival and so on

2. Ss work in groups. First think of an event at the school. Then try to make the poster.

3. 写作指导：

首先，应确定与该做事项所须的相关能力；可以用借鉴2b或3a中的广告的样子来写。其次，为了使语气显得较为委婉，可以用一些一般疑问句来询问应聘者的能力，比如：Can you swim? Can you…? 最后，一定记住将本次活动的联系方式写清楚。

4. Teacher walks around the classroom. Give any help Ss may need. Ask one the students in each group to read aloud their ads to their class. Let other students in other groups give some advice on the ads.

5. Decide which ad is the best.

Ⅴ. Self Check 1

1. 让学生们在小组内讨论这些分类的能力活动；每个小组成员积极发言，由小组长负责整理记录。

2. 让某个小组的小组长说出他们小组整理的答案，再由其他小组成员进行补充；最后，将一份完整的能力活动分类总结表写在黑板上让同学们进行借鉴与补充。

3. Give Ss a few minutes to remember the abilities.

Ⅵ. Self Check 2

1. Tell Ss what they should do. You can add as many words as you can to make phrases. Give Ss an example: play the drum, play the piano, play the violin, play

the guitar; play chess, play volleyball…

2. Ss work in groups. Try to make as many phrases as they can. They should write down their phrases on their notebook.

3. Let some Ss read their phrases. Let other students add more phrases.

Ⅶ. Self check 3

1. Now you can write something you like. e.g. What can you do?　What can't you do? What about your family members, your friends, your classmates. You can write at least five sentences.

First I'll give a model:

I can speak English. I can play chess. I can play basketball. But I can't play the piano. I can't play the violin. My sister can play the violin. She can play the guitar, too.

2. Ss write about something by themselves.

3. Let some Ss read their sentences to the class.

Homework

1. Review Section B.

2. Write a short passage about your uncle or your aunt. What he/she can do? What she/he can't do.

Unit 2 What time do you go to school?

Section A (1a-2d)

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：

up, get up, dress, get dressed, brush, tooth (pl. teeth) brush teeth, shower, take a shower, usually, forty, fifty, wow, never, early, job, work, station, radio station, o'clock, funny, exercise

能掌握以下句型：

①—What time do you usually get up? —I usually get up at six thirty.

②—When do you go to work? —I usually go to work at eleven o'clock.

③—He has an interesting job. —He works at a radio station.

2) 用when和what time引导的特殊疑问句询问时间和时间的表达法；用所学的目标语言对生活和学习活动做计划，学会合理地安排作息时间。

2. 情感态度价值观目标：

本部分的话题是“日常作息时间”，学习内容贴近学生的生活，因为学生的作息时间安排是非常有规律的。通过互相询问或谈论自己或对方的作息时间安排和活动计划，可以培养学生良好的作息习惯和守时习惯。

二、教学重难点

1. 教学重点：

1) 掌握时间的简单表达方式。

2) 学习询问和谈论时间和制订作息时间表。

2. 教学难点：

when和what time引导的特殊疑问句和时间的表达法。

三、教学过程

Ⅰ. Warming-up and revision

1. Greet the Ss as usual.

2. Watch a short video program about daily activities.

Ⅱ. Presentation

1. 出示几幅反映日常事务(如：起床、上学、跑步等)的图画、幻灯片或播放课件，引导学生谈论这些日常事务go to school，get up，run，take a shower，eat breakfast 等，学习有关的动词短语。

学生们观看教师出示的反映日常事务(如：起床、上学、跑步等)的图画、幻灯片或课件，谈论这些日常事务go to school，get up，run，take a shower，eat breakfast等，学习有关的动词短语。

2. 出示la部分的图片或幻灯片或播放该内容的课件，引导学生将词语与图画进

行搭配。

学生们观看1a部分的图片或幻灯片或该内容的课件，将词语与图画进行搭配，完成la部分的学习任务。

Ⅲ. Presentation

1. 出示一个可以转动时／分针的大钟，一边调整时间，一边询问学生时间“What time is it?”。

学生们在老师的帮助下回答时间：

It's six o'clock. It's seven twenty. …

（给学生们解释在英语中时间的简单的表达方式）

2. 调整时钟到某个时间，然后说：I get up at 6：00．I go to school at 6：45．等；再询问学生：What time do you get up? 等，引导学生回答，从而引出本部分的重点目标句型。

学生们一边观看大钟，一边认真听老师的描述，然后回答老师的问题I get up at…，从而学习本部分的重点目标句型。

Ⅳ. Listening

1. 播放1b部分的录音让学生听，引导学生根据所听到的内容，将时间与活动进行搭配。

2. 学生们听1b部分的录音，根据所听到的内容，将时间与活动进行搭配，完成1b部分的学习任务。

3. Check the answers:

Ⅴ. Pair work

1. 引导学生展开Pairwork活动，进行口语交际活动，学会运用what time引导的

疑

问句，用数词来询问和表达时间。

2. 学生们展开活动，完成1c部分口语交际的学习任务，学会运用what time引导的疑问句，用数词来询问和表达时间。

Ⅵ. Listening

1. 让学生们先阅读2a部分的句子，理解大意。然后播放2a部分的录音让学生听，引导学生根据对话内容进行填空。

(注意提醒学生们听对话填空的技巧：先听、记住应填的内容，做简单的（符号）记录，最后，在听第二遍的时候再进行单词的书写。)

2. 再播放2a部分的对话录音让学生听，引导学生写出Jim一家人的淋浴计划(时间)。

3. 学生们再听2a部分的对话录音，写出Jim一家人的淋浴计划，完成2b部分的教学任务。

4. Check the answers:

Ⅶ. Pair work

引导学生展开Pairwork活动，完成2c部分口语交际的教学任务。

提示学生们可以就1a部分的日常活动来进行问答。e.g.

T: S1, what time do you usually get up in the morning?

S1: I usually get up at six thirty.

T: And what time do you eat breakfast?

S1: I usually eat breakfast at seven o'clock.

Ⅷ. Role-play

1. Ask Ss to read the conversation in 2c. Then answer the questions below:

①Where does Scott work?

②What time is his radio show?

③What time does he usually get up?

④What time does he eat breakfast?

⑤What time does he usually go to work?

2. 学生们阅读对话，然后回答上述问题。老师让几位同学回答上述问题，然后

和同学们一起校对一下答案。看学生们的掌握情况。应对话中学生们不明白的地方给予适当的解释。

3. Play the recording for the Ss to listen and repeat. Then let Ss work in pairs to practice reading the conversation. Then try to act it out.

4. Ask some pairs to come to the front and act out the conversation. See which group does best.

Homework:

1. Remember the new words and expressions. Try to understand how to express

time in English.

2. Role-play the conversation with a partner after class.

3. Write three short conversations to ask about your best friend's daily activities.

Section A (Grammar Focus-3c)

一、教学目标：

1. 语言知识目标：

1) 继续学习运用when和what time引导的特殊疑问句询问时间、运用数词表

达不同的时间，通过对目标语言的学习使学生学会更合理地安排自己的学习和课活动时间。

能掌握以下句型：

①—What time do you usually get up? —I usually get up at six thirty.

②—When do you go to work?

—I usually go to work at eleven o'clock. —He's never late for school.

③—When does Rick eat breakfast? —He eats breakfast at seven o'clock.

④—When do your friends exercise? —They usually exercise on weekends.

2. 情感态度价值观目标：

通过对该部分内容的学习，让学生们学会用频率副词谈论自己日常生活及日常作息习惯；学会更合理地安排自己的学习和课外活动时间；能够运用所学知识对某一活动进行合理安排，并培养学生良好的作息习惯和守时习惯。

二、教学重难点

1. 教学重点：

1) 总结归纳用频率副词谈论自己日常生活及日常作息习惯的句型。

2) 通过不同形式的练习方式来训练及熟练运用用频率副词谈论自己日常生活

及日常作息习惯。

2. 教学难点：

1) 总结归纳用频率副词谈论自己日常生活及日常作息习惯的句型。

2) 用频率副词来造句，表达日常作息习惯。

三、教学过程

Ⅰ. Warming- up and revision

1. Greet the Ss and check the home.

2. Let some pairs role-play the conversation in 2d.

Ⅱ. Grammar Focus.

1. 下面是对用频率副词谈论自己日常生活及日常作息习惯的句型进行了总结。同学们阅读Grammar Focus中的句子，然后做填空练习。

①你通常几点起床？_____________________

②我通常六点半起床。____________________

③他们几点穿好衣服？___________________

④他们总是七点半穿好。___________________

⑤里克在几点钟吃早饭？____________________

…

2. Ss finish off the sentences by themselves, then check the answers by themselves.

3. Give Ss about some time to remember the sentences.

4. 语法探究：

Let Ss read the sentences on the big screen. Try to find the answers to the question. And try to learn about the grammar knowledge.

①可以看出，询问做某事的时间时，可以用_____________和_______ 两个疑

问词来询问。

②询问某人做某事的时间可以归纳为以下句型：

________ + does + __________ 主语+ 动词短语?

或_____+ does + ___________ 主语+动词短语？

________ + do + ___________ 主语+ 动词短语？

或_______ + do + ___________ 主语+动词短语?

③在答语中always, usually, never频率词等放在主语与谓语动词之间。

5. Check the answers with the Ss.

Ⅲ. Practice

1. Look at 3a. Tell Ss to write questions or answers with always, usually, or never.

2. 指导：always, usually or never等副词在句子中的位置一般是在主语后面，行

为动词前面。要根据问句的内容确定答语的内容；或者根据答语的内容来确定问句的内容，特别是注意问句或答语的人称或数。比如：第一个问句所为you，因此回答应用第一人称“I”; I usually get up at six thirty on school days. 其他与之相类似。

Ⅳ. Writing

1. Look at 3b. Write something you always do, something you usually do and something your never do.

2. Ss work by themselves. Try to write down their own sentences.

3. Let Ss exchange their sentences with their partners. Check each other's answers.

4. Let some Ss read their sentences aloud to their classmates.

Ⅴ. Interview

1. Look at the box below. Ask a student read aloud the phrases. Now, interview three of your classmates. Find out what time they do these activities. Then give a report to the class.

Jenny S2S3

get up7:00

exercise8:00

eat dinner6:30

take a shower9:00

go to school7:30

2. First, ask and answer your friend:

You: What time do you usually get up?

Jenny: I usually get up at 7:00.

You: What time do you exercise?

Jenny: I usually exercise at eight.

You: What time do you usually eat dinner?

Jenny: I usually eat dinner at 6:30.

You: When do you usually take a shower?

Jenny: I usually take a shower at 9:00.

…

3. Then write a report in your exercise book:

(提示：让学生们一定要注意正确运用动词的第三人称单数形式。)

In our group, Jenny usually gets up late on weekends. She gets up at seven o’clock. She always exercises at eight o’clock. She usually eats dinner at six thirty. She usually takes a shower at nine o’clock. She usually goes to school at seven thirty on school days.

4. Let some Ss read their report to the class.

Ⅵ. Exercises

If time is enough, let Ss do more exercises on the big screen.

Homework

1. Read the sentences in Grammar Focus.

2. Ask your family member about their daily arrangement. Then write a report.

Section B 1a-2c

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：

half, past, quarter, homework, run, walk, clean, quickly, either, either…or…, lot, lots of, taste

2) 能掌握以下句型：

① —When does Tom usually get up?

—He usually gets up at half past five.

②I either watch TV or play computer games.

③It tastes good.

2. 情感态度价值观目标：

本部分的学习内容仍是对“日常作息时间”的询问和表达，学习内容贴近学生

人教版七年级英语教案(上下册)

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人教版七年级英语教学设计

七年级英语上册Unit 6 教学设计一、课题：Do you like bananas ? 二、教学目标（知识能力、过程与方法、情感态度与价值观）知识能力：掌握询问对方喜欢与不喜欢食物的几种典型的句型；学习常见食物的名称。过程与方法：通过对食物名称和询问句型的学习，学会谈论自己与他人早、中、晚餐喜爱吃的食物。通过对食物的学习了解，学会配制营养餐。情感态度价值观：通过对不同食物的学习，让学生了解哪些是有益于健康的食品，哪些是不益于健康的食品，从而使学生学会均衡饮食，不偏食。通过对食物喜好的提问，能增强同学之间的相互了解和友谊。三、教学设计的思路及教学建议第六单元的主题是“询问对方喜欢与不喜欢的食物”，这些食物都是学生比较熟悉的生活食品。在教学时老师能够使用实物进行教学，增强学生的学习兴趣和学习效果。在传授新知识时，为了给学生创设真实的，贴近生活的情境，可以设计一些游戏，即根据不同人对食物的不同喜好，自配营养餐和填写购物清单等，这样不但激发了学生学习的热情，也达到了练习重点句型的目的。四、教学向导

五、教学重点及难点 1．教学重点：词汇：有关食物名称的单词。句型：Do you like … ? Yes, I do. / No, I don’t. 2．教学难点：创设语言交际情景，操练句型。六、具体教案设计 Unit 6Do you like bananas ? 课时安排：四课时第一课时：P31—P32 第二课时：P33—P34 第三课时：P35 第四课时：P36 第一课时：P31—P32 Step 1 讲授1A中的新单词 1．通过用“What’s this in English ?” 句型询问一些具体的食物或图片，如：apple, orange, meat, rice 等，让学生通过直观回忆以前所学过的食物名称。 2．呈现新的食物或食物幻灯片，激发学生的求知欲，从而引出本课的新单词。3．朗读P31—1a 中的新单词。（先全班，再小组，然后到个人，层层检查、补漏。） 4．将学生分成两大组，以竞赛的方式让各组派一名学生，将食物的单词贴到挂图相对应的食物上，看哪组贴得最多，最准。 Step 2 Presentation 1．通过吃的动作和高兴的表情来展现“like”一词的意思，并将“like”板书在黑板上；通过摇头的动作和皱眉的表情展现“don’t like”一词的含义，并将 “don’t like”板书在黑板上。

七年级英语下教学案例

Unit 9 What does he look like 课程标准解读学生参与决定教学内容。Brainstorm（头脑风暴）即学生在学习之前根据课题搜集、整理与课题相关人物外表信息。（身高、身材、头发颜色，长度及发型、脸部特征、着装、性格表达等）这样学生课前自己准备学习材料，教师利用学生带入教室的各种信息组织语言教学活动，并对学生进行经常性的需求分析，随时调整教学内容。力图使学生自己输入成为主要教学内容资源，并成为整个学习过程的中心。教师针对本班学生特点，对教材进行整合、取舍并及时扩充必要材料充实课堂教学内容。教学中挖掘利用学生自身的知识与经验，使学习内容更切合实际，学生更容易深切感知。主张学生自主、自导学习，合作学习，强调不是个人学习，而是群体学习中的学生自主性。总体教学思路：本节课设计思路是两条主线, 一条是知识线；另一条是任务链。知识：知识的呈现是按照词、句、文，即，从易到难的顺序呈现的。从上节课的作业入手，然后分别复习人物外表如：身高、身材、头发颜色，长度及发型、脸部特征、着装、性格的词语介绍；讨论外表所需的询问和应答的句式，到知识综合运用和提高，最后是巩固和开放性作业。任务：本节课任务设计以人物外貌为主线，上课以优秀小侦探导入新任务——识别罪犯，描述罪犯特征，然后，画出罪犯肖像，给马虎探长写回信。教学目标： 1．学会描述人物外貌。 2．学习根据描述人物外貌的文章画出人物, 并能就图片写出人物间外貌不同特征及区别。教学重点和难点：描述人物外貌特征。读文画图，看图写文。课前准备：1．搜集有关人物外表的词汇如：身高、身材、年龄、头发颜色，长度及发型、脸部特征、着装、性格的词语（至少15个），分小组写出描述同一器官的不同词语。 2．分小组准备长相不同的人物图片，分男女。每组准备一篇描述人物的文章，画两个或多个外貌不同的人物图。（带软盘或样图）教学设计：本课按照两条主线进行设计，一是知识支撑，二是任务设计：本节课流程图

初中英语优秀教学案例——人教版七年级英语下册Unit3SectionA1a—2d教案

Unit 3 How do you get to school? 一、设计思路《新目标英语》教材的语言教育理念是：知识用于行动，强调“语言应用”，培养“创新、实践能力”，发展“学习策略”让学习者通过运用语言来完成各种各样的交际活动.本课是新目标英语七年级下册第三单元，教材以“Transportation”为中心话题，围绕“How questions”和“Talk about how to get to places”展开，学习运用“I take/ride the/a…”和“I go to…by…”；面对七年级学生，他们有了上学期的学习经验，有了一定的英语基础知识和听说能力，有了初步的自主合作，探究学习能力，却有很大的不稳定性。本节课以新理念为指引，以学生为主体，以任务为中心，以交际为目的，关注学生生活实际和生活体验、让其贴进实际，贴进生活树立以学生为本的思想，提倡学生参与、体验、亲身实践、合作探究，从而实现教学方式和学习方式的转变。二、教学目标（一）知识与技能 1．Key vocabulary: train, bus, subway, ride, bike, ride a bike, take the subway. 2．Key structures: How do/does you/he get to ……? I take/ride the ……to…… I go to……by(on foot)…… 3．Ability aims: Ask and answer about “How do/does you/he get to……? Listening、speaking、and reading skills. To train students’communicative competence. （二）方法与途径 1.将1a，1b和1c整合为一个模块,以“How to get to…”为线索，学习新词和重点句型；把1c重新设计为听力之后填表格的一个任务，学生明确了听力中五位同学不同的到校方式，为他们后面的口语交际做好铺垫。 3．课堂的延伸，在对话中延伸至其他的交通方式（by plane等）学生既感兴趣，

人教版初中英语七年级下册全册英教案(全英文版)

新目标人教版英语七下全册教案 Unit 1 Where’s your pen pal from? Language goals: ●In this unit students learn to talk about countries, nationalities and languages. ●Ask and tell where people live. New languages: ●Where’s he / she from? ●He / She is from Australia / England / China / France / Singapore / Australia. ●Where does he / she live? He / She lives in Sydney. ●What language do you speak? I speak English. ●What’s your / his / her favorite subj ect? ●My / His / Her favorite subject is English. ●Does he / she have any brothers and sisters? Yes, he/ she does. / No, he / she doesn’t. Difficult points: 1. Listening for the information about countries, nationalities and languages. Write an e-mail about oneself. Describe the new students in class. 2. Where questions with from Where questions with live What questions Teaching aids: ● A tape recorder Teaching periods: ●Period 1:Section A中1a, 1b, 1c ●Period 2:Section A中2a, 2b, 2c，2d ●Period 3:Section A中3a, 3b, 4

仁爱版七年级英语教学案例(20200623155617)

仁爱版七年级英语教学案例案例背景：在教七年级unit8 topic1 时，那时候学生已经学了近一年的英语，开始有些学生出现懈怠应付的现象，对英语的兴趣也在慢慢减弱，上课无精打采，我心里很是着急，该用什么办法让教学持续有效地进行呢？由于这个话题都是围绕天气，气象等实际生活现象，如果只是照本宣科，要求背诵各种天气现象，学生势必觉得枯燥无味，所以我想应该更多的从实际生活入手，让学生把英语和生活紧密联系起来，让他们觉得学有所用，让他们重新拾起学习英语的动力，让英语课堂更加生动有趣。课上我先教会他们读了单词，然后布置一项课后任务，让他们回去关注各地天气预报，下节课用英语汇报。以下是这节课的部分内容。案例描述：我把学生分成六个小组，让他们在自己的小组里把看来的天气预报记录结果总结汇报。学生马上一组一组叽叽喳喳讨论起来，我一听，大都是用中文说的，有些学生还不能很自然地运用英语表达，这样影响到其他学生，农村学生在自觉讲英语这方面还是比较薄弱。我赶紧鼓励他们“ speak English,if you don't know how to express,you can ask me or your teammates ”讨论后，按照惯例让他们各组请一个同学当天气预报主持人，把自己组查到的天气预报结果向全班汇报。为了不重复，我之前有让他们稍微分了区域，有的同学自告奋勇要查国外的天气。每个学生汇报

完之后，我还让其他组就汇报内容进行问答，以巩固相关的句型和表达,而且其他学生需要认真听汇报，才能保证问答流利。S1:Good morning! Everyone,here is the weather report on April 20 for some cities in Fujian.Fuzhou is cloudy. The temperature is from 19 °C to 28 °C .... Quan zhou is warm and sunny .The high temperature is 26 C, the low temprature is 18 C」t' s a good time to climb hills.Would you like to come with me this afternoon? （掌声）下面是问答环节， A:What's the weather like in Fujian？ B:It 'closudy. A:What ' s the temperature there? B:It's from 19C to 28C . A: What can we do? B: We can climb hills. 提的问题课文里面都有，有事先去预习的学生都能很快提出来，如果不懂得提问，我会在旁边提示他们。 S2:Here is the weather report for some big contries tomorrow in the world …London is rainy, the temperature is between 14 C and20 C」f you go there, you need to take an unberalla …If you go to Sedn ey, you had better wear warm clothes.（掌声） A:What's the weather like in London tomorrow ？ B:It 's rainy. A:What ' s the temperature there?

人教版七年级英语下册全册教案及教学反思

教案示例 Unit 1 Where’s the post office? Period I 教学目标： 1、掌握表示地点的词汇； 2、掌握where 引导的特殊疑问句； 3、能够简单地描述地点方位； 4、能够画出简单的示意图。教学向导：教学过程设计：

教学反思：本单元的主题是方位，所以很多地点的名词是学生单词突破的重点，与学生的生活相结合，要扩充一些词汇，如学校的教学楼、操场，社区里的饭店、医院等，让学生学到的句子能够用的灵活。介词表示的方位应该讲解清楚，这样学生才能更加明确的表述各个建筑所处的位置。这些知识不能死板的传授，一定要在任务中完成，让学生不知不觉地学习目标语言。图片的展示能给学生更立体的感受，更加明确空间位置关系。运用画图的辅助形式，激发学生的兴趣，能够达到更好的效果。教案点评：本单元的主题是方位，地点名词是学生单词突破的重点，与学生的生活相结合，扩充一些词汇，明确的表述各个建筑所处的位置。围绕这几点设置了四个活动，利用多媒体素材，以任务型的教学模式来完成整个教学。其中图片的展示能给学生更立体的感受，更加明确空间位置关系。运用画图的辅助形式，激发学生的兴趣，能够达到更好的效果。

教案示例 Unit 2 Why do you like koala bears? 一．教学目标：谈论自己的喜好；询问他人的喜好；能够谈论喜爱某种动物的理由；做出自己的行动计划。二．教学向导三．重点句型

Why do you want to see the pandas? Because they’re cute. Why does he like the koala bears? Because they are kind of interesting. What animals do you like? I like penguins. They are cute. What other animals do you like? I like dogs, too. Where are lions from? They are from Africa. 四．教学步骤： Step 1: Lead-in Show parts of animal’s bodies by slide show, let students guess what animals they are. Then students show the pictures of all kinds of animals they found before class, and do a brief introduction of the pictures. Step 2: Task one: make a survey: what animals do your group mates want to see? Listen to the tape and finish Section A, 2a and 2b; Ask group mates what animals they want to see in a zoo, fill in the chart as below: Presentation: show their pair work

2018年新人教七年级英语下册全英文教案(全册全英文)

2018年新人教七年级英语下册全英文教案（全册全英文）Unit 1 Can you play the guitar? 一. Knowledge and abilities goals: 1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar 2. How to use Model verb” can”. 3. Listening and speaking skills and communicative competence. 二. Teaching method: Listening and speaking methods. Pair works. 三. Moral goals: Encourage students to express their abilities. Content of courses: In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to join…club ?Can you …? 四. Importance and difficulty: can Teaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class. 五. Teaching Time: 4 periods Period 1 (Section A: 1a-2d) 授课人:______ 授课班级: _____ 授课时间：2018年___月___日____午第____节 1.Knowledge Objects: Learn to talk about abilities. Know something about the culture of clubs. Can you/he..?What can you do? What club do you want to join?can, can’t, draw, dance, swim, speak, walk. 2.Teaching key point: can 3. Teaching Difficult point: can 4.Teaching Procedures: Step 1. Lead-in Enjoy a song I’m a musician T: Do you want to be a musician? S: T: Can you play the piano? S… T: What can you do? S: I can… T: What about you? S: T: OK, now please show your talent and tell us what you can do.

新人教版七年级上全套英语教案

新人教版七年级上全套英语教案 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 have known 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 pictur（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 introdrce 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 have good news for you. Three new students will come to our class.They are from other countries. Do you want to know them? Let’s listen 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 has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others,OK? Ss:OK. Example: Sa:This is my new friend. His name is Sun Nan.

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