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篇1：人教新目标七年级下unit1--unit4教案unit1.1.doc(新目标版七年级英语下册教案教学设计)
课 时 计 划
第 周 星期 年 月 日
课题 Unit 1 Where is your pen pal from? (Section A)
教学
目的 1． Talk about where people are from
2． Talk about nationality, nation and language
3． Talk about where people live
重点
难点 (1). Where … from?
(2). Where … live?
(3). What language…speak?
教 具 Tape-recorder, some pictures , slides
教学
方法 Task-based, conversation
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程 Pre-task：Ask students to bring some thing that represents some country.
Step I. Task One
1. Match the cities and the map. (4 students a group)
2. Learn the new words with the pictures.
3. Listen and repeat. (1a)
4. Listen and circle. (1b)
Step II. Task Two - Guessing Game 1
1. Students watch the videos and then tell what countries they saw.
2. Ask students to show the things they brought, the other students will guess where they are from. If the students forgot to bring things to class, ask the students to do group work. They should say a sentence or a short paragraph and ask the other students to guess who she/he is. The
students can ask more questions.
For example:
Student A says: He can play basketball very well.
The others can ask: Where is she/he from? Where is he now?
Student A answers: He is from China. He is in the United States.
The others will guess: He is Yao Ming.
Get each group say one, the other groups ask and guess.
Step III. Listening
1. Finish 2a.
2. Listen and circle. (2b)
3. Listen and complete the chart. (2c)
Step IV. Task Three - Choosing a pen pal
Group work: 4 students a group
Get students to choose their favorite pen pals from other countries according to the cards given by teacher. The following card in only an example.
Name: Maria
Gender/Sex: Female
Be from: Canada
Born: On 29th July, 1990
Live: Toronto
Like: Dancing , basketball, English, thrillers,
Language needed：
My pen pal is Maria. She is from Canada. She lives in Toronto. She likes dancing, basketball, English and thrillers.
Step V. Task Four - looking for friends
Pair work:
After choosing their pen pals, get the students to look for friends and find out whose pen pals come from the same country and live in the same city.
Language needed：
1. -Where is your pen pal from?
-She/He is from….
2. -Where does she/he live?
-She/He lives in….
Step VI. Homework
1. Please write a letter to your pen pal and tell her/him something about you.
2. Make a card for your favorite movie star or sport star.
Step VII. Grammar Focus
1. Canada, South Korea, New Zealand, Japan, the United States,
Australia, Mexico, Brazil, Argentina, the United Kingdom, China
2. Soul, New York, Mexico City, Tokyo, Rio de Janeiro
3. -Where is your pen pal from?
-She/He is from …
4. -Where does she/he live?
-She /He lives in…
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计 Unit 1 Where is your pen pal from? (Section A)
1. -Where is your pen pal from?
-She/He is from….
2. -Where does she/he live?
-She/He lives in….
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篇2：人教新目标七年级下unit1--unit4教案unit2.1.doc(新目标版七年级英语下册教案教学设计)
课 时 计 划
第 周 星期 年 月 日
课题 Unit 2 Where's the post office?(SectionA)
教学
目的 This part students learn to ask for and give directions on the street.
重点
难点 1.Locations in the neighborhood such as post office, hotel, bank 2.Descriptive words such as: new, old, dirty, clean.
3.Descriptions of location such as: across from, next to, between…and
教 具 Tape-recorder, slides
教学
方法 Task-based, conversation
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程 Section A
Ask two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers.
Example 1
Teacher: Where'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.
Example 2
Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.
Example 3
Teacher: Where's Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.
la This activity introduces the key vocabulary.
Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.
Point out the numbered list of words. Say each one and ask students to repeat.
Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer f.Check the answers.
1 b 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.
Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape..
Play the recording the first time. Students only listen.
Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture.
Correct the answers.
These items should be circle:video arcade, post office, supermarket.
Tapescript(录音稿)
Convernation 1
A: Is there a video arcade on Fifth Avenue?
B: Yes, there is.
Conversation 2
A: Is there a post office near here?
B: Yes, there is. There's one on Bridge Street.
Conversation 3
A: Is there a supermarket on Center Street?
B: No, there isn't.
1 C This activity provides guided oral practice using the target language.
Point to the different locations shown in the picture.Ask different students to name each one. If necessary,say the name and ask the student to repeat.
Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.
Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn.
Demonstrate（示范） the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes,there's a post office on Bridge Street.
As students work, move around the room and check progress(进展情况). Help students understand how to locate things on the map, if necessary.
Ask several students to say some of their questions and answers for the class.
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计 Unit 2 Where's the post office?
A: Is there a post office near here?
B: Yes, there is. There's one on Bridge Street.
A: Is there a supermarket on Center Street?
B: No, there isn't.
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篇3：人教新目标七年级下unit1--unit4教案unit2.2.doc(新目标版七年级英语下册教案教学设计)
课 时 计 划
第 周 星期 年 月 日
课题 Unit2 Where's the post office? (SectionB)
教学
目的 This part students go on learning to ask for and give directions(方向) on the street.
重点
难点 1. Introduce the terms across from, next to, between, and on.
2. Descriptive words such as new, old, dirty, clean.
教 具 Tape-recorder, some pictures , slides
教学
方法 Task-based, conversation
教
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程 Section B
la This activity introduces the key vocabulary.
Focus attention on the pictures. Ask different students to name the places shown in the pictures. They will probably not include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements.
Point to and name all the places in the pictures again without the describing words and have students repeat.
Now point to each half of each picture and ask about the difference between the halves. For example, you might say; This is a park. Is it a clean park or a dirty park? Clarify(澄清) the meaning of the words clean and dirty by pointing out details in the pictures.
Point out the pairs of words or phrases. Say each one and ask students to repeat,
Then ask students to match each word or phrase on the list with one of the pictures. Point out the sample answer.
Check the answers.
1 b This activity provides guided oral practice using the target language.
Call attention to the conversation in the picture. Ask a pair of students to read it aloud. Then ask several different students the same question. Ask them to tell the truth.
Point out the list of phrases in 1a. Ask students to work in pairs They take turns asking each other questions about the things on this list. Ask them to tell each other the truth.
As students work together, move around the room checking on their progress.
Ask several students to present some questions and answers to the class.
2a This activity gives students practice listening to and understanding the target language.
Point out the list of places in la. Say die name of each one to the class.
Say, Now I will play a recording of a conversation. Listen carefully and circle the words in 1a that tell about Michael's street.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask students to listen and circle the places they hear.
Correct the answers.
2b This activity gives students practice listening to and understanding the target language.
Call attention to the street map in the box.
Say, Now I will play the conversation again. Listen to if and draw the places in Michael's neighborhood on the street map.
Play the recording. Students only listen.
Demonstrate the activity by saying. What are the three places on the tape? (a hotel, a supermarket, Michael's house). Answer any questions students may have.
Play the recording again. Students draw maps of Michael's neighborhood.
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.
Say, Now let's work in pairs. The first person makes some statements about the picture in 2b. The second person says “true” if the statement is true and “false if the statement is false. The second person also changes each false statement into a true one.
Call attention to the conversation in the picture in 2c. Ask a pair of students to read it aloud.
Demonstrate(示范) the activity with a student. Have the student close the book. Then say one true thing and one false thing about the picture. Guide the student to answer ”true“ for the true statement and to say ”false“ for the false statement and change it into a true one.
Ask students to practice in pairs and to take both roles. Move around the room helping students get started| and answering any questions they may havc.
Ask several pairs of students to present some statements and responses(回答) to the class. Ask students to correct any mistakes they hear.
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计 Unit2 Where's the post office? (SectionB)
A: Where's the park?
B: The park? Oh, it's across from the bank.
A: Excuse me. Is there a supermarket around here?
B; Yes, it's on Fifth Avenue.
A: Where's the pay phone?
B: It's next to the post office.
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篇4：人教新目标七年级下unit1--unit4教案unit3.1.doc(新目标版七年级英语下册教案教学设计)
课 时 计 划
第 周 星期 年 月 日
课题 Unit3 Why do you like koala bears? (SectionA)
教学
目的 In this unit students learn to describe animals and express preferences and give reasons
重点
难点 1.Names of animals such as tiger, elephant, koala bear, dolphin
2.Description words such as smart, cute, intelligent
教 具 Tape-recorder, some pictures , slides
教学
方法 Task-based, conversation
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Section A
Additional materials to bring to class:
coins or other markers for the Bingo game in 4.
Ask students to name as many animals as they can in English. Write the list on the board,
Ask students to describe each animal in some way. They may tell its color or tell if it is big or small.
Say, Today we are going to learn the names of some more animals. Well also learn how to say which ones we like and tell why we like them.
la This activity introduces the key vocabulary.
Focus attention on the map of the zoo showing pictures of animals. Ask students to point to and name any animals they can.
Point to the animals one by one and say the name of each. Ask students to repeal.
Point out the numbered list of words. Say each one and ask students to repeat.
Then ask students to match each word with one of the pictures. Say, 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.
Point to the animals in 1a- Ask students to point to and name the animals.
Say, I'm going to play recordings of three conversations. Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear.
Play the recording the first time. Students only listen.
Play the recording a second time. This time students check each animal name they hear.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Call attention to the example conversation in the picture. Ask two students to read it to the class. Answer any questions they may have.
Point out the four description words. Ask a student to read them aloud. Review the meaning of each word.
Say, Now you can make conversations about animals.Your conversations can be like the example. Use these description words.
Ask students to work in pairs. Have them take turns saying both parts.
If students need help getting started, demonstrate another conversation with a student. For example:
Teacher: let's see the elephant.
Student: Why do you want to see the elephant?
Teacher: Because it's very smart.
Ask some students to present their conversations to the class.
2a This activity provides listening practice using the target language.
Call attention to the two blank lines on the left. Say,You will hear a recording of a conversation. Listen carefully. Then write the names of the two animals you hear on these lines.
Play the recording the first time. Students only listen.
Play the recording a second time. This time students write in the names of the animals.
Check the answers.
Point out the adjectives listed on the right. Ask a student to say the words.
Say, Now I will play the recording again. This time draw a line between each animal and the adjective you hear.
Play the recording and have students match each animal with an adjective.
Correct the answers.
2b This activity provides listening and writing practice using the target language.
Call attention to the conversation and the blank lines in it Say, You will hear the recording again. This time please write a word from the box on each blank line. Some words can be used more than one time.
Ask a student to read the words in the box.
Play the recording. Check to see that students are writing a word from the box on each line of the conversation.
Go over the answers.
2c This activity provides guided oral practice using the target language.
Call attention to the conversation in the picture. Ask two students to read it to the class.
Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, and Box 3 in your conversations.
Demonstrate a conversation with a student. For example:
Student: Do you like penguins?
Teacher: Yes, I do.
Student: Why?
Teacher: Because they're very cute.
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计 Unit3 Why do you like koala bears? (SectionA)
A: let's see the elephant.
B: Why do you want to see the elephant?
A: Because it's very smart.
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篇5：人教新目标七年级下unit1--unit4教案unit3.2.doc(新目标版七年级英语下册教案教学设计)
课 时 计 划
第 周 星期 年 月 日
课题 Unit3 Why do you like koala bears? (SectionB)
教学
目的 In this unit students learn to describe animals and express preferences and give reasons
重点
难点 1.Names of animals such as tiger, elephant, koala bear, dolphin
2.Description words such as smart, cute, intelligent
3. Names of countries: Australia, South Africa,
教 具 Tape-recorder, some pictures , slides
教学
方法 Task-based, conversation
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3a This activity provides reading practice using the target language.
Point to and say the names of the three countries on the maps and ask students to repeat
Point to the three animals and ask a student to name them.
Say, Now draw a line between each animal and the country it comes from.
Correct the answers.
3b This activity provides guided oral practice using the target language.
Point to the conversation in the picture. Ask a pair of students to read it to the class.
Ask students to work in pairs. Say, Now you can talk about where animals come from. Point to the map and animals students matched up in 3a-
Say, Work with a partner. Take turns asking and answering questions about the countries and animals in 3a.
After a few minutes, ask several pairs to say the conversation for the class.
Section B
Additional materials to bring to class:
Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1.
1 This activity introduces more key vocabulary,
Call attention to the animals in the picture and ask a student to say the name of each one.
Point out the list of eight numbered adjectives at the top.
As students work, move around the room offering to answer questions as needed.
Correct the answers-
2a This activity provides listening practice with the target language.
Say, Now I will play a recording of a conversation between Tony and Maria. This time circle the adjectives you bear on the list for la.
Play the recording again. Students circle the adjectives they hear.
Correct the answers.
2b This activity provides listening and writing practice using the target language.
Call attention to the three headings. Animal, Maria's Words and Tony's Words, and the write-on lines under each.
Say, Now I will play the recording again. This time please write the name of the animals each person talks about and the words they say.
Play the first four lines of recording and stop the tape. Ask, What animal are they talking about? (the elephant) What words does Maria use to describe the elephant? (interesting, intelligent)
Point out the write-on lines where students can write these words.
Play the whole recording and have students write the words they hear on the chart.
Check the answers.
3 This activity provides guided oral practice using the target language.
Call attention to the dialogue next to the picture. Ask two students to read it to the class.
Say, Work in pairs. Use sentences like these to say what you think about different animals.
Demonstrate the activity with one or two students. For example, say, I like dolphins. They're intelligent.
Ask students to work in pairs. As they work, move around the room checking on progress.
Ask some pairs to present their conversations to the class.
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计 Unit3 Why do you like koala bears? (SectionB)
A: Do you like penguins?
B: Yes, I do.
A: Why?
B: Because they're very cute.
A: let's see the elephant.
B: Why do you want to see the elephant?
A: Because it's very smart.
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篇6：人教新目标七年级下unit1--unit4教案unit2.3.doc(新目标版七年级英语下册教案教学设计)
课 时 计 划
第 周 星期 年 月 日
课题 Unit2 Where's the post office? (Selfcheck)
教学
目的 This part students go on learning to ask for and give directions(方向) on the street.
重点
难点 1. Introduce the terms across from, next to, between, and on.
2. Descriptive words such as new, old, dirty, clean.
教 具 Tape-recorder, some pictures , slides
教学
方法 Task-based, conversation
教
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程 Grammar focus
Review the grammar box. Ask students to say the questions and answers.
Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between. Ask, Which words talk about two different buildings? (across/row, next to, and between) Ask, Which one talks about one building all alone!' (on)
Culture note
Many visitors to the United States believe that Americans don't like to answer questions or give directions(方向) to tourists（旅行者）and other visitors. This is not necessarily true. The pace of life is fast in the United States, especially（特别） in big cities. Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going. Also, most Americans speak only one language and aren't used to talking with speakers of other languages. However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood. A pleasant smile and a short, direct question will almost always get you the information you need.
Self check
1 This activity provides a comprehensive review of all key vocabulary presented in this unit.
Ask students to check all the words they know. You may wish to have them circle any words that they don't know.
Ask students to find out the meanings of any words they don't know. They can do this by reviewing the unit.Asking you, asking their classmates or using a learner's dictionary or bilingual dictionary.
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 Vocab-builder on page 108.
After students have recorded their new words, ask them to share their lists with other students. This can be done with the whole class or informally, in pairs or small groups.
3 This activity provides reading practice focusing on the grammatical structures used to ask and say where things are.
Ask students to read the letter and draw the route on the map. Answer any questions students may have.
Check the answers. (You may want to draw a simple copy of the map on the board, and then have one student come and draw the route on it.)
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计 Unit2 Where's the post office? (Selfcheck)
A: Where's the park?
B: The park? Oh, it's across from the bank.
A: Excuse me. Is there a supermarket around here?
B; Yes, it's on Fifth Avenue.
A: Where's the pay phone?
B: It's next to the post office.
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篇7：人教新目标七年级下unit1--unit4教案unit1.2.doc(新目标版七年级英语下册教案教学设计)
课 时 计 划
第 周 星期 年 月 日
课题 Unit 1 Where is your pen pal from? (Section B)
教学
目的 1． Talk about nationality, cities people live and language.
2． 培养学生在文段中寻找信息的能力；
3． 学会用英文给笔友写回信，简单介绍个人情况；
重点
难点 1．Countries: Canada, France, Japan, the United States, Australia, The United Kingdom, Singapore, China
2．Languages: English , French, Japanese, Chinese
教 具 Tape-recorder, some pictures , slides
教学
方法 Task-based, conversation
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程 Task 1: Jumbles
Read the letter
Step 1将打乱顺序的信发给学生并提出以下问题：
1. Where is So-Young from？
2. What languages does she speak？
3. What does she want？
4. Does she have any brothers or sisters？
5. What does she like？
6. What’s her favorite subject？将信按照正确的顺序标上序号把信打乱,并发给每个人
Step 2观察学生完成情况Talk about the answers in groups
Step 3 以小组形式回答问题,并简单汇报So-Young 的情况
Task 2: Find out where your partners’ pen pals are from
Step 1Question:
1. What’s your pen pal’s name?
2. Where is he/she from?
3. What language does he/she speak?
4. Where does he/she live? Read the letter and underline the
key words to the questions.准备好49封来自于不同国家的英文信,并提前放在每个人的课桌上
Step 2Divide the whole class in groups of four and observe .Fill in the chart with the information they get from other group members by asking.表格
Step 3Tell the Ss to give the whole class a report. Report and take notes汇报本组成员笔友的相关情况,其他同学记录和自己的笔友来自于同一个国家的同学的名字A map of the world
Step 4布置课后任务笔友来自于同一个国家的同学组成一组，课后准备该国家的相关资料，如风土人情、习俗等等，下节课上课时介绍给大家。
Task 3: Writing a letter to your pen pal
目的练习所学句型，并锻炼学生写作能力。
Step 1Ask the Ss to write a letter to their pen pal, including the following details.Your name and age， Where you live？The number of people in your family，Your interests
Your favorite subject or the club you join in your class Write a letter.
Step 2Ask the Ss if they’d like to show their letters.
Share the letter they have written with their partners if they
don’t mind.
板
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计 Unit 1 Where is your pen pal from? (Section B)
1. What’s your pen pal’s name?
2. Where is he/she from?
3. What language does he/she speak?
4. Where does he/she live?
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篇8：人教新目标七年级下unit1--unit4教案unit4.1.doc(新目标版七年级英语下册教案教学设计)
课 时 计 划
第 周 星期 年 月 日
课题 Unit 4: I want to be an actor.(Section A)
教学
目的 In this unit, students learn to talk about jobs.
重点
难点 1. Know the names of the different jobs
2. Know what your group members’ parents do
教 具 Tape-recorder, some pictures , slides
教学
方法 Task-based, conversation
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Section A
Brainstorm with students a list of jobs that friends or relatives do. (”Brainstorming“ is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.
Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It's fun. It's a good job.
la This activity introduces the key vocabulary.
Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as they can. Then point to a scene, name the job, and ask students to repeat.
Point to the numbered list of words. Say each one and ask students to repeat.
Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point to the sample answer.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the different people shown in the picture. Ask various students to tell what they do as you point to each one,
Say, Now you will hear three conversations. The conversations are about three of the people in this picture.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.
Correct the answers.
1 c This activity provides guided oral practice using the target language-
Ask a student to read the example conversation with you. Hold up the book and point to the doctor in the picture.
Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.
Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words in activity 1a.
As students work in pairs, move around the room monitoring their work. Other language or pronunciation support as needed.
2a This activity gives students practice in understanding the target language in spoken conversation.
Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing? What jobs do they have?
Play the recording the first time. Students only listen. Say, You will hear conversations about the people in these pictures.
Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.
Correct the answers.
2b This activity gives students practice in understanding the target language in spoken conversation.
Point to the three headings in the chart and read the headings to the class. Ask students, What does ”wants to be“ mean? (It is not the Job the person likes now. It is the job the person wants in the future.)
Play the recording the first time. Students only listen. Say, You will hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.
Play the recording a second time. 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 out the pictures in activity 2a. Ask who each person is. (They are Susan's brother. Anna's mother, and Tony's father.)
Say, Now work with your partner. Ask and answer questions about the pictures. Ask, ”What does he or she do?“ Then ask, ”What does he or she want to be?“
Say a dialogue with a student. 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.
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计 Unit 4: I want to be an actor.(Section A)
What do you do? I'm a reporter
What does he do.' He's a student.
What do they do? They’re reporters
What does she do? She's a student.
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篇9：人教新目标七年级下unit1--unit4教案unit4.2.doc(新目标版七年级英语下册教案教学设计)
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第 周 星期 年 月 日
课题 Unit 4: I want to be an actor.(Section B)
教学
目的 In this unit, students learn to talk about jobs.
重点
难点 1. Know the names of the different jobs
2. Know what your group members’ parents do
3. Names of jobs and professions
教 具 Tape-recorder, some pictures , slides
教学
方法 Task-based, conversation
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3a This activity introduces the names for the places where people work, and gives reading practice using the target language.
Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.
Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. 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.
Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.
Then point out the conversation in the speech bubbles. Ask two students to read It to the class.
Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.
Say a dialogue with a student. Point to the word waiter in activity 3a and then to the picture of the restaurant. Ask a student. Where does he work? Guide the student to answer using the correct place: He works in a restaurant. Then ask. What does he do? And guide the student to answer, He's a waiter.
As students work in pairs, move around the room monitoring their work. Offer language support as needed.
4 This activity provides listening and speaking practice using the target language.
Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.
Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook, etc.) until students guess what job it is.
Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.
Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.
Play the game using drawings by several different students.
Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.
Section B
Additional materials to bring to class:
help wanted ads from an English-language newspaper
1 a This activity introduces the key vocabulary.
Focus attention on the six pictures. Ask, What job does the person have? Where does the person like?
Point out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.
Then ask students to match each word with one of the pictures. Say, 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.
Call attention to the picture In this activity and ask a student to read the statement to the class. Then 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.
Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.
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.
Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.
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计 Unit 4: I want to be an actor.(Section B)
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
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篇10：人教新目标七年级下unit1--unit4教案unit3.3.doc(新目标版七年级英语下册教案教学设计)
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第 周 星期 年 月 日
课题 Unit3 Why do you like koala bears? (SectionB)
教学
目的 In this unit students learn to describe animals and express preferences and give reasons
重点
难点 1.Names of animals such as tiger, elephant, koala bear, dolphin
2.Description words such as smart, cute, intelligent
3. Names of countries: Australia, South Africa,
教 具 Tape-recorder, some pictures , slides
教学
方法 Task-based, conversation
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3a This activity provides reading practice using the target language.
Point out the three descriptions of animals. Ask students to take turns reading one aloud.
Then draw attention to the pictures of animals below. Say, Write the letter of the animal in the blank lines above its description. There is one animal that is not described.
Check the answers.
3b This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.
Call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat. Ask a student to explain each word or use it in a sentence to show he or she understands what it means. Teach the expression sleeps.
Point out the description in 3b with blank lines where some words are missing. Read it to the class saying blank each time you come to a blank line.
Point out the six words in the box. Say, You can write these words in the blanks. Use each word only once.
As students work, move around the room checking progress and offering language support as needed.
Check the answers.
3c This activity provides reading and writing practice using the target language,
Say, Now you can write a description like the one in 3b. You can use some of the same words. Write about any animal you like.
You may wish to do a sample description with the class. Choose an animal's name and write it on the board. Then ask students to make statements about the animal. Repeat each statement and then write on the board. You can ask leading questions such as. Is it big? Is it lazy? Does it eat grass?
Ask students to write their own descriptions. You may wish to have less fluent students work with a more fluent partner,
Ask students to share their writing with others in the class.
After you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.
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计 Unit3 Why do you like koala bears? (Selfcheck)
A: Do you like penguins?
B: Yes, I do.
A: Why?
B: Because they're very cute.
A: let's see the elephant.
B: Why do you want to see the elephant?
A: Because it's very smart.
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篇11：人教新目标七年级下unit1--unit4教案unit4.3.doc(新目标版七年级英语下册教案教学设计)
课 时 计 划
第 周 星期 年 月 日
课题 Unit 4: I want to be an actor.(Selfcheck)
教学
目的 In this unit, students learn to talk about jobs.
重点
难点 1. Know the names of the different jobs
2. Know what your group members’ parents do
3. Names of jobs and professions
4. Words that describe jobs, such as exciting, dangerous, boring, difficult, busy, fun
教 具 Tape-recorder, some pictures , slides
教学
方法 Task-based, conversation
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3a This activity provides reading and writing practice using the target language.
Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.
Then read each ad again separately, pausing to allow students to ask questions about anything they don't understand. For example, in the first ad, students may not know that working late means ”working at night." To work hard means to use a lot of energy to do the job.
Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.
Check the answers.
3b This activity provides reading and writing practice using the target language.
Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.
Ask students to fill in the blanks using words from This section. 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.
Point out the blank strip of newspaper where students can write their own ads.
Ask one or two students, What are you going to write about? Repeat each of the students' sentences and ask the class to repeat the sentences after you. For example: Do you want an interesting but dangerous job? Do you want to meet new people? We need a police officer. Call the Smithtown Police Station at 555-2323.
Ask students to read their ads to a partner. Ask the pairs to correct each other's work.
4 This activity provides guided oral practice using the
target language.
Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.
Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.
As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions Also rephrase any inaccurate answers.
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计 Unit 4: I want to be an actor.(Selfcheck)
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
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篇12：人教新目标七年级下unit1--unit4教案unit1.3.doc(新目标版七年级英语下册教案教学设计)
课 时 计 划
第 周 星期 年 月 日
课题 Unit 1 Where is your pen pal from? (Selfcheck)
教学
目的 1． 培养学生的阅读能力；
2． 学会讯问个人情况如国籍、居住城市及所说语言等并学会谈论个人喜好；
3． 学会给笔友回信。
重点
难点 1. Where questions with from;
2. Where questions with live;
3. What questions.
教 具 Tape-recorder, some pictures , slides
教学
方法 Task-based, conversation
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1. To show a photo and talk about it.
2. To ask the students some questions.
Step 2: Reading.
1.The students open the books, turn to Page 81 and read the first letter. After that, the students answer three simple questions.
2.The students read after the tape and go on answering some more questions.
Step 3: Pairwork ( Reading more letters. )
1. The students read the letters that the teacher gives them
and then choose one pen pal they like.
2. The partner asks the student some questions about the pen
pal’s letter and then help the partner to fill in “ID card of my partner’s pen pal
3. Do a report.
My partner’s name is __________. His new pen pal’s name is
__________. He is _______ years old. He is from __________. He lives in ___________. At school, he likes ______________. His favorite ___________ is __________________…
I think he can be my partner’s pen pal. Do you think so?
Step 4: Groupwork
1. Discussion: In your group, do you like your pen pals? Who
likes? Why? ( Tell some reasons )
2. Report.
In our group, ________of us like his pen pal. Because his ideal pen pal …
Step 5: Big Task: Write an e-mail about yourself.
Christmas is coming. Would you like to write an e-mail to your pen pal?
………
Please write soon about yourself.
Step 6: Homework
1. Write to your pen pal to say Merry Christmas and talk about
yourself.
2.Try your best to send it.
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计 Unit 1 Where is your pen pal from? (Selfcheck)
Name:
Age:
From:
Language:
Favorite:
Like:
Dislike:
Family:
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