七年级下《10.5图形的全等》教学设计新华师大版（推荐18篇）由网友“stillfabulous”投稿提供，以下是小编整理过的七年级下《10.5图形的全等》教学设计新华师大版，欢迎阅读分享。
篇1：七年级下《10.5图形的全等》教学设计新华师大版
教学目标
【知识与技能】
1.借助具体情境和图案，经历观察、发现和实践操作重叠图形等过程.
2.了解图形全等的意义.
3.了解图形全等的特征.
【过程与方法】
学生通过观察、操作、交流和反思,获得必需的数学知识,激发学生的学习兴趣.
【情感态度】
学生积极参与图形全等的探究过程，从中体会合作与成功的快乐，建立学好数学的自信心，体会图形全等在现实生活中的应用价值.
【教学重点】
全等图形的意义及特征.
【教学难点】
识别全等图形.
教学过程
一、 情境导入，初步认识
观察下面2组图片，他们有什么特点？
【教学说明】 学生观察图片，初步感知图形的全等.
二、 思考探究，获取新知
我们已经认识了图形的轴对称、平移、旋转，这是图形的三种基本变换.它们的位置发生了变化，但它们的大小、形状没变.
要想知道两个图形的大小、形状是否发生了变化，我们可以经过这三种变换，把它们重合在一起，观察它们是否完全重合.如果能够完全重合，那么它们的大小、形状没变.
【归纳结论】 能够完全重合的两个图形叫做全等图形.
试一试：观察图中的平面图形，你能发现哪两个图形是全等图形吗？
【归纳结论】 图形的翻折、旋转、平移是图形的三种基本的运动. 图形经过这样的运动，位置虽然发生了变化，但形状、大小却没有改变，前后两个图形是全等的.反过来，两个全等的图形经过这样的运动一定能够重合.
思考：观察下图中的两对多边形，其中的一个可以经过怎样的运动和另一个图形重合？
上面的两对多边形都是全等图形，也称为全等多边形.两个全等的多边形，经过运动而重合，相互重合的顶点叫做对应顶点，相互重合的边叫做对应边，相互重合的角叫做对应角.
篇2：七年级下《10.4中心对称》教学设计新华师大版
教学目标
【知识与技能】
1.了解中心对称、对称中心和对称点的概念.
2.理解中心对称的性质.
3.掌握运用中心对称的性质作图的方法.
【过程与方法】
通过观察、探索等过程，使学生更深刻地理解轴对称、平移、旋转及组合等几何变换的规律和特征，并体会图形之间的变换关系.
【情感态度】
运用讨论交流等方式，让学生自己探索出图形变化的过程，发展学生的图形分析能力、化归意识和综合运用变换解决有关问题的能力.
【教学重点】
1.中心对称的概念.
2.中心对称的性质，利用中心对称的性质进行作图.
【教学难点】
中心对称与轴对称的区别与联系
教学过程
一、情境导入，初步认识
什么是轴对称图形？什么是轴对称？什么是旋转？什么是旋转对称图形？
【教学说明】对本章所涉及到的几种图形进行复习，为学习中心对称打基础.
二、思考探究，获取新知
1.观察下图，它们是什么图形？
【归纳结论】 把一个图形绕着某一个点旋转180°，如果它能够与另一个图形重合，那么就说这两个图形关于这个点对称或中心对称，这个点叫做对称中心.这两个图形中的对应点叫做关于中心的对称点.
2.如图，△abc与△a1b1c1关于点o成中心对称，图中有哪些线段相等？
由图形及旋转的性质可以得到：ao=a1obo=b1o,co=c1o.
【归纳结论】 关于中心对称的两个图形，对称点所连线段都经过对称中心，而且被对称中心所平分；反过来，如果两个图形的所有对应点连线都经过某一点，并且被这点平分，那么这两个图形关于这一点对称.
3.中心对称与轴对称的联系与区别
4.如图，已知△abc和点o，画出△def，使△def和△abc关于点o成中心对称.
分析：中心对称就是旋转180°，关于点o成中心对称就是绕点o旋转
180°，因此，我们连ao、bo、co并延长，取与它们相等的线段即可得到.
解：（1）连结ao并延长ao到d，使od=oa，于是得到点a的对称点d，如图所示.
（2）同样画出点b和点c的对称点e和f.
（3）顺次连结de、ef、fd.则△def即为所求的三角形.
篇3：三年级语文下西师大版《望庐山瀑布》教学设计
三年级语文下西师大版《望庐山瀑布》教学设计
教学目标：
1、认识本首诗中的“紫、尺、疑”三个生字，熟读并背诵这首古诗。
2、理解古诗的意思，体会“生”与“挂”二字的用法之妙，想像古诗所描述的意境，感情朗诵这首古诗。
3、感悟祖国大好河山的壮丽，受到热爱祖国大好河山的教育。
重点难点：
理解诗句的意思，想像古诗所描绘的意境之美。
教具准备：
庐山瀑布实景录像。
教学过程：
（一）导入新课，板书课题。
本学期，我们学习了一篇有关庐山的文章《庐山的云雾》，知道了庐山景色秀丽。是的，庐山以她秀丽的景色吸引着无数中外游人去旅游观光。唐朝的大诗人李白也曾慕名前来。他在山间漫步，一会儿弄石临溪坐，一会儿寻花绕寺行。一路走来，时时闻鸟语，处处是泉声。峰回路转，忽然，一个奇异的景色出现在他面前——一道瀑布从天而降！李白诗兴大发，一首流传千古的名诗脱口而出（课件出示《望庐山瀑布》，指名读。）这节课，我们就来学习他的这篇古诗。跟老师一起写课题。
（二）交流学法，准备自学。
1、同学们，我们以前也学了不少的古诗了，想想看，我们以前是怎么样学习古诗的？（要会读，要弄懂诗的意思，要会背诵，还要会默写。）
2、自由读好古诗。
3、交流理解诗意的方法。
先理解诗句中关键字的意思，再理角诗句的意思。方法有：查工具书，看诗下面的注释，问别人，联系上下文等，依据学生回答随即板书，在板书中一定要加入省略号，以免学生被框在这几种方法里。
（三）、学生自学古诗。
1、学生选择最适合自己的方法自学古诗。师巡视，随时帮助有问题的学生。
2、在自学基础上进行小组合作，在合作中取长补短。
（四）、全班交流，理解诗意。
1、交流对诗题的理解。重在指导学生对“望”字的理解：不只是看，而是从远处看。
2、交流对第一行诗的理解。
（1）指名说说诗句中关键字的意思。
日：太阳 照：照耀 （如果不这么细致地去分析，孩子们很可能把日和照当成“日照”这个城市来对待。）香炉：香炉峰，庐山上的一座山峰；生：飘浮紫烟：紫色的烟雾
（2）连起来说说诗句的意思：太阳光照耀下的香炉峰上飘浮着紫色的烟雾。、
（3）由“紫色的烟雾”让学生想像一下，李白遥望香炉峰的时间（早晨）
（4）指导学生进行初步的感情朗读：明白意思后让学生读出自己的感受。
（5）抓“生”字感受作者用词之妙，从而指导学生更有感情地朗读诗句。
这句诗中有一个字用得特别妙，睁大眼睛找一找，看它藏在哪里啦？学生找出“生”字后引导学生说出“生”字的.妙处：一个“生”字写出了云烟飘浮的动态之美，让我们产生了无尽的遐想，仿佛看到了紫烟那飘飘悠悠、缠缠绕绕、娉娉婷婷，袅袅升腾的样子。
3、交流对第二句诗的理解。
方法与步骤同第一句。再指导学生进一步有感情读诗句时，要引导学生品味“挂”字的妙用，知道一个“挂”字化动为静，写出了瀑布在遥看中的状态，想像到此时展现在诗人眼前的简直就是一幅巨大美妙绝伦的山水画。如果学生能品出这种味道来，他们就一定能够读好这句诗。
4、交流对第三四句诗的理解。
理解这两句诗，先理解 “疑”字的意思，然后理解诗句的意思。诗意理解后要抓“飞流直下”与“落”感受瀑布的磅礴气势，指导学生读出这种气势。
5、每句诗的意思理解完后，要回归整体，让学生把整首诗的意思连起来说一说。
（五）、想像意境，感悟诗情。
方法
（1）师描述意境，生闭目静听默想，用心去感受诗句所描绘的意境之美。
早晨，一轮红日冉冉升起，红日照耀下的香炉峰上，紫色的云雾轻轻浮动，围绕着香炉峰缠缠绕绕、飘飘悠悠、袅袅娉娉，缓缓升腾。远远望去，那从天而降的瀑布仿佛是一条大河挂在了悬崖绝壁之上。来到瀑布跟前，看那瀑布飞流直下，撞击在绝壁上突起的岩石上，溅起了无数的水花，发出了震耳欲聋的声响。我出神地看着，听着，恍恍惚惚间，我似乎觉得，这该不会是那银河里的水从九天之上直落了下来吧，要不，怎么会如此磅礴，这般壮观？
（2）学生在想像意境的基础上再次朗读这首诗，在反复朗读中不断与想像中的意境融合，最终达到诗与意境成为一个完美整体之目的。
（六）进入角色，深情吟诵。
方法
（1）让所有的学生都做一回李白，全体起立，站在庐山瀑布前观看瀑布，身临其境感受瀑布之壮观。、
（2）面对瀑布，让“李白”吟诵《望庐山瀑布》，先让个别学生吟诵，再让全体学生一起吟诵。
至此，本首诗的教学已基本结束。
（七）课外拓展
为了让学生对瀑布的感受更深一些，我找了一些其他人对瀑布的描写充实在这一堂课的里面。拓展内容，一首唐朝诗人施肩吾的《瀑布》一首叶圣陶先生写的现代诗歌《瀑布》，最后一个是现代作家庐隐描写瀑布的一个片断。（目的：1、本课课后第五题要求学生再找出一到两首描写祖国名山大川的诗诵读。这里的拓展不仅开阔了学生的视野，而且正合了这一道题的要求。2、本课课后第四题要求学生选两首诗中的一首说说诗意。说诗意变成改写将会对学生的表达能力的提高更有利，所以我决定要改写。但改写得给学生一些扶手。这里的拓展其实就是给学生的扶手。）
豁开青冥颠，写出万丈泉。
如裁一条素，白日悬秋天。
还没看见瀑布，
先听见瀑布的声音，
好像叠叠的浪涌上岸滩，
又像阵阵的风吹过松林。
山路忽然一转，
啊！望见了瀑布的全身！
这般景象没法比喻，
千丈青山衬着一道白银。
站在瀑布脚下仰望，
好伟大呀，一座珍珠的屏！
时时来一阵风，
把它吹得如烟，如雾，如尘。
篇4：七年级下册《10.3.1图形的旋转》教学设计华师大版
1. 图形的旋转
教学目标
【知识与技能】
通过具体实例认识旋转，了解旋转的定义,能说出旋转中心、旋转角.
【过程与方法】
经历探索图形的旋转过程，发展几何直觉，领悟变换的数学思想方法.
【情感态度】
经历对生活中旋转图形的观察、讨论、实践操作，感知数学美，提高对数学学习的兴趣.
【教学重点】
旋转的有关概念.
【教学难点】
会找出旋转前后图形中的对应点、对应线段、对应角、旋转中心、旋转角.
教学过程
一、 情境导入，初步认识
学生观察教材第118页图10.3.1，并回答下面的问题：
（1）图中，哪些零部件作转动？
（2）在这些转动中有哪些共同特征？
（3）钟上的秒针在不停的转动中，其形状、大小、位置是否发生改变？大风车在转动中其形状、大小、位置是否发生改变？彩票大转盘在转动的过程中其形状、大小、位置是否发生变化？
这就是今天我们所研究的课题“图形的旋转”.
【教学说明】 通过复习，为本节课的教学作准备.
二、思考探究，获取新知
1.观察教材第118页图10.3.2，我们可以把它们看成是由一个或几个平面图形，在它所在的平面上转动而产生奇妙画面.
2.演示单摆上小球的运动
（1）单摆上小球的转动由位置p转到p′，它是绕着哪一点？沿着什么方向？转动了多少角度？
（2）单摆上小球转到p与p′中间时，它绕着的点、沿着的方向有没有变化？转动的角度有没有变化？
【归纳结论】 像这样，把一个图形绕着某一点o转动一个角度的图形变换叫做旋转，点o叫做旋转中心，转动的角叫做旋转角.如果图形上的点p经过旋转变为点p′，那么这两个点叫做这个旋转的对应点.
3.做一做：大家把准备好的透明纸拿出来.按老师要求完成以下内容：
（1）任意画一个△abc.
（2）把透明纸覆盖在△abc上，并在透明纸上画出一个与△abc重合的三角形.
（3）用一枚图钉将点a处固定.
（4）将透明纸绕着图钉（即点a）转动45°，透明纸上的三角形就旋转了新的位置，标上a′、b′、c′.
我们可以认为△abc绕着a点旋转45°后到△ab′c′.
同学们考虑一下，可以互相交流，在这样的旋转中，你发现了什么？
同学们在交流中形成共识后，教师可以让学生回答如下问题：
（1）b点旋转到哪一点？（点b′）
（2）c点旋转到哪一点？（点c′）
（3）∠bac旋转到哪里？（∠b′ac′）
（4）线段ab旋转到哪里？（线段ab′）
（5）线段ac旋转到哪里？（线段ac′）
（6）线段bc旋转到哪里？（线段b′c′）
（7）∠b旋转到哪里？（∠b′）
（8）∠c旋转到哪里？（∠c′）
（9）它的旋转中心是什么？（点a）
（10）它的旋转的角度是多少？（45°）
这里要给学生指出：在旋转的过程中，（1）点b与点b′，点c和点c′是对应点；（2）线段ab与线段ab′，线段ac与线段ac′，线段bc与线段b′c′是对应线段；（3）∠bac和∠b′ac′，∠b与b′，∠c与∠c′是对应角.
想一想：△abc的边ab的中点d的对应点在哪里？
根据旋转的原理：图形上每一个点都绕着旋转中心，按同一方向，旋转同一角度而得到的，所以ab的中点d的对应点也应在它的对应线段ab′的中点位置.
做一做：如果△abc的外面一点o作为旋转中心，把△abc绕着点o按逆时针方向旋转60°，将△abc旋转到△a′b′c′位置，你会做吗？在学生动手操作下，不会的同学也可以互相交流.
篇5：新目标七年级下Unit11教案(新目标版七年级英语下册教案教学设计)
Unit 11 What do you think of game shows?
Language goal: talk about likes and dislikes.
Teaching aims: What do you think of…?
I love /like/don’t like/ don’t mind/can’t stand it/them.
Language function: Give opinions
Learning strategies: self-evaluation and personality
Teaching aids: multimedia, pictures, radio and objects
Teaching design:
Step 1 Pre-task
Ask some students to make a survey chart and bring some things they like or dislike.
Step 2 Warming up.
①duty report.
2.explain some words.
Step 3 Presentation
T :(show them some objects or pictures)
Do you like…?
S: Yes, I do./ No, I don’t.
T: What do you think of…?
T:I like it.
T: What do you think of…(point to don’t like)
Ss: I don’t like …..
Use the same way to teach love, can’t stand, don’t mind
Step 4 Drill
T : What do you think of…?
S : I ….
(Answer according to what the teacher point to)
S:What do you think of…?
T:I…
G1 G2: What do you think of …?
G3.G4: I ….
Work in pairs , use their own things or movies
Step 5 Presentation-drill
T: As we know, most of you like watching TV. What kind of TV show do you know ?
S : Talk show.
T: Great . Look at the screen. The picture is from Tell it like it is. It’s a talk show.
Ss: Talk show.
(Use the same way to teach soap opera, sports show, game show and sitcom then drill the target language using the new words.)
Step6 Practice
Make a survey.
Step7 summary :
What do you think of…?
I can’t stand…
Step 8 Games
T: Now, let’s play a game. If I ask in English. You must answer in Chinese. While I ask in Chinese , you must answer in English.
Step 9 Homework:
Read English Weekly.
Collect the names of some TV programmes.
篇6：新目标英语七年级下7单元教案(新目标版七年级英语下册教案教学设计)
重庆市110中学 曹 毅
单元整体说明
单元教材分析
本单元是九年制义务课程标准实验教科书《新目标英语》七年级下册中第七单元，本单元的核心话题是谈论人的外表形象（image），因此‘talking about sb’s image’是教学重点。通过对本单元的学习，学生能掌握本单元出现的表示人外观的词组及句型。
单元知识结构
1. 词汇：
名词：hair, height，build，captain，team，bit，joke，person，heard，grasses，mustache，image，winner etc．
形容词：short，curly，straight，high，thin, heavy，etc
2．短语：look like, good一looking，a little bit，etc
3. 句型：What does he/she look like? --He/She is tall．
What do you look like? --I’m thin．
4. 语法：What does he/she look like? --He/She is tall．
What do you look like? --I’m thin．
单元总体目标
1. Master the vocabulary．
2. Master and use：---What does he/she look like?
---He/She is tall．
---What do you look like?
-I’m thin.
单元教学重难点一览
重点 难点
1. The vocabulary．
2. --What does he/she look like?
He/She is tall．
--What do you look like?
--I’m thin． Use the language to talk about sb’s image.
单元学情分析
学生在七年级上册已经学过关于“What does he like?”这一特殊疑问句式，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。谈论人的外表形象是人们日常生活中遇到的话题。故学生喜于用英语表达此类知识。
单元教学建议
听说读写等技能是相辅相成的，而听读是说和写的基础，因此要充分借助听力材料和补充阅读材料，训练提高学生的听力阅读水平。在听读的基础上创设语言情景，加强说写能力的训练。此外，还要充分借用课本描图来丰富学生的写作知识，以提高其写作水平。
单元课时分配
本单元共4课时：
Section A（一）1课时
Section A（二）1课时
Section B（一）1课时
Section B (二) 1课时
Section A（一）
教学内容
Section A 中1a. 1b. 1c. 2a. 2b. 3 Grammar focus
教学目标
知识与能力
1. Match the vocabulary：like，look like，short，hair, curly，straight, height，thin，heavy，build
2. Master and use：-- What does he/she look like?
--He/She is tall．
--What do you look like?
-I’m thin．
过程与方法：
学生在以前已学过What引导的特殊疑问句式，已具备了学习本课的初步知识，能自然的与本课知识相衔接。通过例子“I am thin; What do you look like“引人创设情景，让学生有如身临其境，采用学生提出问题，学生回答问题，借助媒体来提高学生的主动性。
情感态度价值观
让学生学会赞美别人。
教学重、难点及教学突破
重点
1. The vocabulary．
2、language：What do you look like/ What does he/she look like?
难点
Use the language to talk about others image．
教学突破
对于本课的单词短语通过卡片或图画来引出学习
language: 以相互描述自己的长相特征，借助于课件及图画来引出What does he/she look like?.
教学准备
教师准备
录音机、磁带、课件
学生准备
预习生词和课文
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Organization 2' Now boys and girls，let’s sing the colors song Singing together 多媒体
Step 2
Free talk 4’ Ask the students to describe his/her own hair Talking in groups
Step 3
Presentation
15’ （用班里的学生为例做下面的练习）
1．what do you look like?
（point to Lili standing now)
Lili：I’m tall and good-looking．
（板书good-looking,师师读两遍）
2．What does Tom look like?（Point to two Ss)
3．Point to other students in pictures （short hair/curly hair/long hair/ straight hair /tall /short /medium height/thin/heavy/a medium build)
4.用卡片出示不同形象的人物图片与学生进行两两问答（仿照lc)
What does your friend look like?
She/He has/is…
5．出示一张与课本相同的图画，学生完成1 a Match the words with the pictures．
This activity introduce the vocabulary)．
（帮助学生做出正确答案．） 学生模仿练习（in Pairs）并表演
What do you look like …？
模仿练（in pairs）并写在练习本上
模仿练习（in Pairs）
What does he look like ...？
He is/has …
（学生看图互问） 课本图p45
图片
录音机
6．Listen 1b．Listen carefully and fill in the blanks and find Amy’s friend? We will listen twice．The first time, just lister．
The second time，listen and fill in the blanks．And say Amy’s friend’s unage．
He's really tall．And he has curly hair.
7．Listen 2a and 26 And find the difference between is and has． 看图模仿并表演
Look at their books
Listen and fill careful-
1y.
Step 4
Practice 6’ Pairwork
Practice the conversation below．Then ask and introduce other person in the pictures. Ss practice the dialogue in pairs （lc/3) 多媒体
放映
Step 5
Summary 2’ Words and phrases of this class
Language: What does he...look like?
He. .. is/has... Grammar Focus. SB
Step 6 test 4’ Self check As above
Step 7
Consolidation
(4’） If you have～good foreign friends，but your friends don’t know them.
You want to intn3uce them to your friends as their pen friends．
Then ask some of them to act out their dialogues．
Step 8
Homework Describe your good friend to your partener and make two dialogues． WB
练习设计
翻译下列句子：
I．你的朋友Tom长得什么样子？2．她中等身材，长长的头发。
3．他长得很高，卷头发。
4．玛丽长得高还是矮？
板书设计
Unit7．What does he look like?
1, What do you/they look like?
I’m short/thin/…
2,What does he/she look like?
He/She is tall/thin/…
Section A（二）
教学内容
Section A中3a.3b．4
教学目标
知识与能力
1 ,Vocabulary：captain．team．popular，blonde．good一looking．a little bit．joke．never. etc．
2、Master and use：How to describe a person，。appearance by using the words and phrases above．
过程与方法
To show several pictures with different persons in them and ask a student to describe one’s appearance of them．
教学重、难点及教学突破
重点
The vocabulary and how to use it to describe a person
难点
Use the language to talk about Sb' s imagine．
教学突破
1．对于本课的单词短语仍可通过卡片或图画来学习掌握。
2．利用同一个人的以前的相片与他现在的形象做比较，进行描述。
教学准备
教师准备
课件及学生每人的一张相片．
学生准备
预习生词和3a部分
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
organization 1’ organize Ss by showing a picture of mine taken ten years ago． Let the students guess who was it in the picture．
Step 2
Free talk (2’） Ask the students to describe my photo． The students talk about some changes
Step 3
Presentation
5’ 1 ．Now boys and gins，please take out your pictures（教师从中找几张让其他同学来描述其外观形象）
2.（用课件展示3a部分中的Picture 1）
Introduction：This is my good
friend，Liu Peng．Please describe
him with your partener.
（板书tall, curly, brown hair，a medium build) 学生模仿练习（in
pain;）并表演
看图谈论（in pairs)
并表演 多媒体
放映
图一
3（课件出示3a中的Picture2）给
学生下列提示（板书）然后进行
描述
Name：Xu Qian
Likes：telling jokes
Appearance: short，a little heavy，
beautiful，
long and black hair
4.出示课本图画a, b两部分让他
们读后讨论回答：
1) What does Ma Yan look like?
2)What about Wang Lin's appearance?
（帮助学生具体问答，板书thin，
blonde, good-looking，basketball
team，straight hair．）
5 ．listen and match the descriptions
you hear in 3a 看图描述（in pairs)
并表演
学生自读后展开讨
论回答问题 多媒体
放映
图二
录音机
Step 4
practice
6' pairwork
3b Practice the descriptions of people's
appearance．Then ask and answer
questions about them Ss practice the dialogue in pairs
What does Paul look
like? 多媒体
放映
Step 5
Summary 2' Words and phrases of this class
Language：He/She is short
Step 6 test 4’ 1. Self check 多媒体
放映
Step 7
Consolidation
4’ If you want to introduce your classmate to another one, you’d better de scribe him or her clearly，so you must learn how to describe a person．
step 8
Homework Practice to describe sb’s appearance in English．
本课小结
本节课学习了captain, team, popular, blonde, good-looking, a little bit, joke及brown生词与短语，和描述人外表特点的She/He is very tall-等句式的练习运用。通过本节课的学习，学生能熟练地用英语进行对人外貌的描述。
练习设计
Complete the following sentences：
1，Deng Feiisa ____ （高的）boy．He is the_______the basketball______（篮球队长）
2．Ma Yan is_______and_______（中等个子）. She is________（好看）．
3．She __________（看起来像)his mother.
板书设计
Unit7 What does she look like?
basketball team stop talking
good-looking --What does she look like?
little bit --She is tall
a medium build
Section B（一）
教学内容
Section s中的la.16.2a.2b．2c
教学目标
知识与能力
1. Vocabulary：bald，beard，glasses，mustache，black hair, blonde hair. etc．
2. Master and use：the words and phrases；to describe a person’s appearance actors and ask by using the words and phrases above．
过程与方法
To collect several pictures of famous musicians or students to describe．One’s appearance of them.
教学重、难点及教学突破
重点
The vocabulary and how to use it to describe a person
难点
Use the language to talk about Sb' s imagine
教学突破
1. 对于本课的单词短语用图画或肢体语言来学习掌握．
2. 利用名人图片对他的形象进行描述．
教学准备
教师准备
课件图片B部分中的a至b
学生准备
预习生词、搜集名演员或音乐家的图片
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Organization 1, Organize Ss by introducting themselves
Step 2
Free talk 2’ Ask a student to describe his or her classmate． The other students listen to him or her carefully and guess who it is
Step 3
Presentation 1.(以班上的同学为例来描述其外观形象)
Zhang Lin is short, but he is very heavy, He has handsome black hair.
2.（用课件展示36部分中的Picture 1）
Now boys and girls，watch the screen, please．
（板书1．bald；2．beard；3．glasses；4．black hair;5．blonde hair 6．mustache)
3．领读以上单词
4 ．to show some pictures of famous
musicians or actors
1)Xian Xing 一 hai has black hair.
2)Beethoven has a mustache
3）…..
5.学生拿出自己搜集的图片让学生利用下列词语，板书：beard, glasses, blonde hair, bald对著名音乐家或演员进行形象描述。 学生模仿练习（认Pam）并表演。
看图谈论（in pairs)对应连线。
跟读两边后拼读。看图描述（in pairs)并表演。
学生看图，小组讨论，进行描述。
Carl Nielsen Has a beard． 多媒体
放映
图一
多媒体
放映
图二
展示图
片
Step 4
Practice
6’ pairwork
Let the students practise the descriptions of his or her favourite musician，actor and athlete． Ss describe with each
other in their groups
Step 5
Summary
2’ Words and phrases of this class
Language：Jackie Chen has black hair.
Step 6
'rest … Watch the screen and doing 多媒体
展示
Step 7
Consolidation
(4'） Most of us know some famous musicians or actors，we can describe them using the knowledge we learned in this period．
Step 8
Homework Pratice to describe one of the famous musicians or actors you know in English and write it out．
本课小结
本节课主要学习了bald, beard, glasses, mustache,短语，然后重点是运用以上所学内容描述著名音乐家及演员的外表特征。通过本节课的学习，学生能熟练的用英语进行对人外表特点的描述。
练习设计
用每一句中的形容词的反义词填空：
1．My brother David isn’t tall．He is _______．
2，Jonny has curly hair. But his mother has _______hair.
3．Sam is a heavy man. Tom is a ______ man.
板书设计
Unit7．What does she look like?
1．Mozart has a mustache 2．Peisi Chen is bald
3．Novaes wears glasses 4．Strass has a beard
5．Dean has long curly hair 6. Melissa Barnes has long blonde hair
Section B(二)
教学内容
第四课时 Section B中3a. 3b. 3c. 4以及SelfCheck 3
教学目标
知识与能力
1、Match the vocabulary: image，remember，new Seattle，winner，award，etc．
2、Master and use：Using the following to describe other’s image．
--What does he/she look like?
-- He/She is tall．
-- What do you look like?
--I’m thin.
过程与方法
学生在前三个课时当中已熟练掌握了描述某人外表的句型，通过回答的形式引入创设情景，让学生自由回答，大面积操练，并借用媒体来提高学生的学习主动性，以切人交际为主的读写课，会收到令人满意的效果。
情感态度价值观
教育学生要多发现别人的优点，学会友好地描述别人的形象。
教学重、难点及教学突破
重点
1 , the vocabulary
2、Read 3a and 36，then fill in the blanks．
难点
Use the language to write your favourite actor or musician．
教学突破
1. 对于本课的单词、短语通过前几课时学过的单词来引出；
2. 阅读由老师做个别指导与解释，为写作做准备。
教学准备
教师准备
录音机、磁带、课件．
学生准备
1．预习生词和课文，并填空；
2．准备几张美术纸和绘画铅笔。
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Organization
2’ Organize Ss by describing other’s image. Ask and answer. 多媒体
Step 2
Free talk 4’ Ask the student who is on duty? Say out to class．
Step 3
15’
Presentation 1. Organize Ss by describing other’s image.
What does 1i Ping look like?
He's.../He has...
2. Ask students to read the magazine article individually.（Move around the room）
answering any questions students may have．）
3. Read the magazing article to the class．And find the difference between the two pictures of Johnny Dean．
4. Point to the blanks in the chart．Describe Johnny before and now. point out the simple answer.
5. 'Ibis article provides guided writing practice using the target language, point out the numbered blanks in the paragraph． Doing this exercises by pointing Ss in the class． 3a
本课小结
本节课学习了5个生词，并运用句型描写人物相貌特征。
练习设计
随堂练习设计
用学过的词汇造句描述人的外表。
个性练习设计
写作Describe your favorite actor or musician.
板书设计
Unit 7. What does he look like?
Pictures Describe sb’s image．
教学探讨与反思
本单元的核心话题是谈论人的外表形象（image），‘talking about sb’s image’是教学重点，同时也是教学难点。通过对本单元的学习，学生能掌握本单元出现的表示人外观的词组及句型，并能运用这些词组及句型描述别人的外表，进而描述自己喜欢的美术家和音乐家（Use the language to write your favourite actor or musician）。
谈论人的外观形象是人们日常生活中时常遇到的话题，故学生会热衷于用英语表达此类知识。因此要充分借助听力材料和补充阅读材料，训练提高学生的听力阅读水平。在听读的基础上创设语言情景，加强说写能力的训练。此外，还要充分借用课本插图来扩大学生的写作面，以提高其写作水平。
学生在学习过程当中已熟练掌握了描述某人外表的句型，通过各种形式创设情景，让学生自由演习，并借用媒体来提高学生的学习兴趣。
同时对学生进行情感教育，要求他们多发现别人的优点，学会友好地描述别人的形象。
篇7：新目标英语七年级下10单元教案(新目标版七年级英语下册教案教学设计)
重庆市110中学 曹毅
单元整体说明
单元教材分析
本单元是九年制义务课程标准实验教科书《新目标英语》七年级下册第10单元
本单元的核心话题是用一般过去时谈论度假等发生在过去的事情。因此“Where did you go on vacation?” “ Did you go to the beach? Yes，I did．No，I didn’t．”等是教学的重点。通过对本单元的学习，学生能掌握本单元出现的地点名词，用于询问和回答过去发生的事情的短语和句型。
单元知识结构
词汇：
New York City; Central Park，exam，were，rainy， delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc
句型: Where did you go on vacation? I went to summer camp．Did she go to Central Park？Yes，she did．No, she didn’t
语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。
单元总体目标
1．Master the vocabulary
2．Master and use:
Where did you go on vacation? I went to summer camp
Did she go to Central Park？Yes，she did．No, she didn’t
单元教学重难点一览
重点 难点
1．Vocabulary and Expressions
2. Grammar Focus：Where did you go on
vacation？I went to summer camp. Did she go on Central Park？Yes, she did．
No, she didn’t Use the past tense to talk about activities that happened in the past in English with the following sentences：
Where did you go on vacation?
Did you go to…？Yes. … /No，…
单元学情分析
学生在第五单元已接触过一般过去时，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。假期活动Such as; go abroad, go hiking, go hiking, summer camps, and so on接近学生的生活，They are all interested in talking about it.
单元教学建议
首先进行集中识字，为本单元的学习作好铺垫。其次，充分利用听力材料和阅读材料，训练和提高学生的听力和阅读水平。在听读的基础上创设语言情景，加强读写训练。培养学生的听、说、读、写综合能力。
单元课时分配
本单元共4课时：
Section A（一）1课时
Section A〔二）1课时
Section B（一）1课时
Section B（二）1课时
Section A (一)
教学内容
Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus
教学目标
知识与能力
1. Match the vocabulary：New York City，Central Park，exam．
2. Master and use：Where did you/ they /he / she go，vacation? I / They /He /She went to the mountains＼New York City＼beach＼summer camp．
Did you go to the beach？ Yes，I did．No, I didn’t．
过程与方法
通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过去时态。大面积操练，采用学生提出间题，学生解决问题，借助媒体来提高学生的主动性。
情感态度价值观
学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。
教学重、难点及教学突破
重点
l. The vocabulary：New York City, Central Pads，exam．
2. Language：Where did you/they/he/she go on vacation? I/They/He/She went to the mountains/ New York City/ beach /summer camp
Did you go to the beach? Yes，I did. No, I didn’t.
难点
Use the language to talk about past events．
教学突破
对于本课的单词短语通过卡片或图画来引出学习。
Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来引出。
教学准备
教师准备
录音机、磁带、课件
学生准备
预习生词和课文。
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
step 1
Organization
（1’、 Organize Ss by saying hello to each other. Greeting to teacher.
Step 2
Free talk
(2’） Ask the question:
Who is on duty?
Is everyone here today? The Students talk
about
Step 3
Section A
Presentation
la 1．（Ask questions about what students
did last Saturday）
（1）Who went to the movies last Saturday?
（Point to one student who raises his or her hand.）
Sara went to the movies last Saturday.
（Repeat．Write this sentence on the board. Underline the word went．）
(2) Ask：Who visited a friend last Saturday？
（Point to one student who raises his or her hand．）
Carlos visited a friend last Saturday．
（Repeat．Write this sentence on the board. Underline the word visited．）
2．（Point to the words went and visited in the sentences on the board．）
Say，We use these words to talk about things that happened in the past.
（Write these pairs of words on the board：go--went, visit --visited）
Ask: Can you point out the words that talk about the past?
This activity introduces the key vocabulary． Students raise their hands．
And give the right answer: I did.
Students raise their hands to answer.
Read．
强化记忆
Point to went and visited．
Step 4
Practise
la
3’ 1．Focus attention on the picture．Ask:
What at can you see？Say, Each picture shows something a person did in the past．Name each activity and ask students to repeat；Went to the mountains，went to New York City, went to summer camp，visited my uncle，stayed at home，went to the beach，visited museums.
2．Point to the numbered list of activities．Say each one again and ask the students to repeat．
3．Now, please match each phrase with one of the pictures．Say，Write the letter of each picture next to the name of the activity．Point to the sample answer.
4．Check the answers.
Answers：
1．e 2．B 3．D 4. c 5．a 6．F 7. g Read after the teacher aloud to learn the new phrases．
Read after the teacher。
Do it and then discuss
the keys in pairs．
step 5
Listening
（lb)
(6’）
Presentation This activity gives students practice in understanding the target language in spoken conversation．
1．Point to the picture.
on the screen
say, look at Picture A，Where did Tia go on vacation? Yes，she went to the mountains．
Ask，What did the person do in each scene?
2．Play the recording the first time.
3．Play the recording a second time.
say，There are three conversations.
The people talk about what they did on vacation．listen to the recording and write numbers of the names in the right boxes in the picture.
Please write only 5 numbers. Point out the
sample answer next to the picture showing went to the mountain.
4．Correct the answers．
ANSWERS：
（1) went to the mountains
(2)visited my uncle
(3）stayed at home
(4) went to New York City
(5)went to summer camp Practice the dialogue in pairs．Eg.
---Where did the boy go on vacation?
---He went to New York City．
only listen.
Listen and number the pictures(1-5)．And then discuss in pairs.
At last raise their hands to tell the result
Read it loudly. 多媒体放映
录音机
录音机
多媒体
放映
Tape script：
Conversation 1
Xiang Hun: Hey, Tina. Where did you go on vacation?
Tina: I went to the mountains．
Xiang Hua: Cool．
Tina: Where did you go, Xiang Hua?
Xiang Hua：I went to New York City．
Conversation 2
Girl: Where did you go on vacation, Sally?
Sally：No where. I stayed at home.
Girl: And where did you go, Brad?
Brad: I visited my uncle.
Conversation 3
Boy 1：Where did you go on vacation, Tom?
Tom: I went to summer camp. It was great.
Pronunciation note
Write to play---played, visit ---visited on the board．Say，We studied the pronunciation of these --- ed endings in Unit 5.
They are both spelled --- ed，but we pronounce one /d/ and the other /Id/．Ask students to repeat these pairs：play－played，visit一visited． Listen carefully and learn the pronunciation of-ed.
多媒体
放映
Step 6
Pair work 1 c
（task 1）
3’ This activity provides guided oral practice using the target language.
1. Point out the example conversation.
Ask two students to read the dialogue to the class.
2. Say，Now work with a partner. You’re your own conversation about the pictures．
3. Say the dialogue in the picture with a student，Do a second example to the class.
4. Have students work in pairs.
As they talk，move around the room monitoring their work．
Offer language or pronunciation support as needed． Read it to the class.
Make a conversation in pairs.
Practice with the teacher,
Work in pairs．
Step 7
Consolidation
(4’） This activity provides guided oral practice using the target language. Talk in groups of three.
2c, group work
(Task2) 1．Say, Get into getups of three. One of you will he Nancy，One will be Marco, and one will be Julie. Ask each other about the vacations. You can talk about the activities from the chart in 2b or about any other activities you like．
2.As Ss talk, move around the room, monitoring the conversations and offering support as needed.
3. Have a group of Ss present their conversation to the class. Work in group of three.
some groups
Would like to act it out，
Step 8Test 4' Loot at test
Step 9
Summary
Grammar Focus
4’ 1. Review the grammar box. Ask Ss to say the questions and answers.
2. Review the difference between regular –ed past tense verbs (stay –stayed, visited). Then say the past form sentences with the form below.
I go to the summer camp
They go to New York City
He stay at home
She visit her uncle
Go to Central Park
I √
He √
She ×
They ×
Read the questions and answers.
Work in pairs
Saying out the sentences: Eg. –where did you go on vacation?
---I went to summer camp.
Eg. Did you go to Central Park?
---Yes, I did.
Step 10
Homework Practice the dialogue according to the picture on Page 1
本课小结
本课学习了1个生词、两个地点短语和英语句式的练习运用。通过本节课的学习，学生能熟练地用一般过去时询问和回答有关过去的事情。
练习设计
随堂练习设计按要求完成句子。
a）I went to the mountains．（改成一般疑问句）
b） Tina went to New York City.（就划线部分提问）
c）Did you go to the beach？（作出肯定回答）
d）Did they go to summer camp？（作出否定回答）
个性练习设计
翻译短语：
（l）呆在家里 ______ （2）去纽约城_____
（3）参加夏令营______（4）去爬山 _____
（5）去海滩______ （6）参观博物馆_____
板书设计
Unit 10
go - went Sara went to the movies last Saturday
visit – visited Carlos visited a friend last Saturday.
play- played
Section A（二）
教学内容
Section A中3a．3b．4
教学目标
知识与能力
1. Match the vocabulary：were rainy
Master and use：How was your vacation？how were the beaches？where did you go?
过程与方法
学生通过上一节课的学习，对where引导的过去时态的特殊疑问句，已经掌握。
能自然地与本课知识相衔接。让学生回忆他们的假期情况，引出一般过去时态的句型，并且进行大量练习。采用学生提出问题，学生解决问题，借助媒体来提高学生的主动性。
情感态度价值观
教育学生渗透合作精神和社会公德意识。
教学重、难点及教学突破
重点
1. The vocabulary：were rainy fish
2. Language: Where did you go on vacation? I went to the mountains/ New York City /beach /summer camp…
How was your vacation？how were the beaches？
难点
Use the language to talk about past events．
教学突破
对于本课的单词短语通过卡片或图画来引出学习。
Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来引出。
教学准备
教师准备
录音机、磁带、课件、单词卡片、彩笔
学生准备
预习生词和对话。
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Free talk
(2’） Ask the question：Where did you go last Sunday? Students talk about events in the past．
Step 2
Presentation
（16’）
（3a) （用班里的学生为例做练习）
Point out the pictures in the photo album. Ask students to describe what they see．（In Picture 1 there is a man with a bowl of soup．There is also a waiter. He looks angry．） Describe what they
see in picture 1 and
picture 2
Fill in the blanks in
the conversation
Step 3
Practice(36)
(6'） （In picture 2 there is a beautiful beach．There is a man．He looks unhappy．）
Read the first two lines of the dialogue to the class．Point out the answer was in the first line. Then point out the blanks in the rest of the lines of the dialogue．Read the conversation to the class saying the word blank for each blank line: How blank the beaches?
Then say，Write the word was or were in each blank. Ask students to complete the activity on their own．
Point to picture 3 and ask students to say what they see．
Then read the words under the picture．Pronounce any new words and explain what they mean，if necessary Say：In this picture a girl is on a bus．The girl is taking a bus trip．Ask，What does relaxing mean？
Does it mean you are excited or quiet?
How do you look when you relax?
H students don’t know the meaning of relaxing, demonstrate by leaning back in your seat and half一closing your eyes.
Say a dialogue with a student．point to （学生看3a部分）
practice and act．
Listen．
（学生看图互问）
Work with the teacher.
Work with a partner
and act out．
Read and learn．
Make their own conversation 多媒体
放映
图一
图二
the food picture. Ask，How was the food? Do a send example，if you wish．
Move around the room monitoring their work．Offer language or pronunciation support as needed．
Have two students perform the example conversation，or perform it yourself with one student（you ask the questions)．
Point out that the conversations starts off with the sentences in the speech bubbles．
For example，
A：where did you go?
B: I went to…
A: What was the weather like?
B: It was hot and humid． Practice in pairs．
The student replies，it was awful．
work in pairs
Look at picture6，
Practice the conversation below．
Ask and answer questions． 多媒体
放映
Step 4
Practice
（10'） Say：First fill in the chart with the information about your last vacation，Say where you went，what the weather was like, what you ate，and what else you did．As students fill in the chart move around the classroom, monitoring progress and offering help as necessary。 Something in the pictures．
Act it out
Fill in the chart with
Their own information
Then ask and answer 多媒体
放映
本课小结
本节课学习了3个生词，和句式的练习运用。通过本节课的学习，学生能熟练地运用句型where did you go? I went … .
练习设计
1、动词的适当形式填空：
A: Where _____ you ______ on your vacation?（go）
B：I _______ to the stores．(go) what about you?
A: I ______ at home (stay)
B: What ______you _______？（do)
A：Nothing much.
B: Why ______ you _______at home?（stay）
A：I just _______ to go out．（not want）
2. Make a conversation and act．
板书设计
Unit 10
1. were rainy
2. Where did you go on vacation? I went to...
Section B（一）
教学内容
Section B中la. 1b．lc．2a．2b．2c
教学目标
知识与能力
1．Match the vocabulary：
delicious, awful expensive, inexpensive, crowded
2. Master and use：Where did Vera go on vacation?
Did Vera like the vacation?
How were the stores? They were very expensive.
过程与方法
通过例子The ring is one hundred million dollars．It’s expensive.引人本课，设置会话情景来激发学生兴趣，调动其学习主动性。利用多媒体图片大量练习句型，提出问题，解决问题，体现师生互动。
情感态度价值观
教育学生热爱生活，积极参与班级集体活动。
教学重、难点及教学突破
重点
1. The vocabulary：delicious, awful, expensive，inexpensive，crowded
2. language：Where did you they he she go on vacation?
I＼They He＼She went to Japan．
How were the museums/ people /stores? They were crowded expensive /friendly．
难点Use the language to talk about past events．
教学突破
对于本课的单词短语通过多媒体图画和设置的情境来引出学习。
Language: Where did you go on vacation?及答语的学习，借助于课本及课件的图画来引出。
教学准备
教师准备
录音机、磁带、课件
学生准备
预习生词和课文。
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Organization
（1’） Organize Ss by greeting each other.
Step 2
Presentation (1 a)
（11’） Ask：What do you think of this book?
Is it interesting?（通过对话弓l出本
课要学习的新形容词expensive 等）Point to the picture, This is a ring. The price is one hundred million
dollars． Answer the questions
together
Say：It’s expensive． 多媒体
体图片
Step 3
1b writing
(5’） This activity introduces more key vocabularies．
Point out the six words delicious，awful，expensive，inexpensive, crowded
1．Say each word and ask students to repeat them，
2．Call attention to the fourth picture saying: This is a cake．
It’s delicious！Then do the same thing for all six pictures．
crowded delicious
3．Then point out the blank line in front of each numbered word．
4．Point out the sample answer. As students work，move around the room answering questions as needed．
Answers
1．f2．a3.d 4.e 5 6.c
This activity provides writing practice using the target language．
Simple draw：the smiley face and the frowny face．Say，the smiley face is for good things. The frowny face is for bad things.
Point out the sample answer. Say, The word delicious is under the smiley face because delicious is a happy word.
Ask students to finish the activity individually， Repeat loudly
Practice in pairs then
act it out
Match each word
with a picture by writing the letter of each picture in the blank in front of the correct word.
Discuss in groups
（act the faces out) 多媒体
放映
图片
1. delicious, inexpensive, crowded
2. awful, expensive, crowded City some examples to learn these adjectives.
This activity gives students practice in understanding the target language in spoken conversation.
Step 4
Listening
(2a)
(8'） 1．Point out the two questions. After you hear the conversation, please answer these questions. Read the questions to the class.
2. Play the recording the first time.
Students only listen.
This time say, listen to the recording and write the answer to each question.
3. listen to the recording the second time.
correct the answers. Cite some examples to learn these adjectives
Listening.
2b(4'） 1．She went to Tokyo.
2. Yes, she did.
Tapescript
Girl: Hi, Vera , How was your vacation?
Vera: It was great！
Girl: Where did you go?
Vera: I went to Tokyo with my family.
Girl]: Really? Wow！What did you do there?
Vera：Well, we went to a lot of museums.
Girl: Oh, how were they？
Vera: They were really interesting. But they were also very crowded. Did you meet any Japanese people? Listen.
Then answer．
Listen and write.
Then discuss the keys in pairs
Read and practice in pairs. Recorder
Vera: Yeah，the people were really friendly．My parents have some Japanese friends，and we had dinner at their house．
Girl：How was the food?
Vera：It was delicious．I love Japanese food．
This activity provides further
listening practice using the target language
Call attention to the chart. Read the words in the chart：
Her vacation, the museum the stores，the people，the food．
Point out the sample answer. Say，What does Vera think of her vacation? It was great.
Play the recording. Play the recording a second time．Ask students to finish filling in their answers and to check their answers．
Correct the answers．
Answers．
vacation-great
people -- friendly
museums一interesting, crowded
food-- delicious
store一expensive
delicious relaxing Read aloud.
then discuss the keys．
Listen and fill in the
chart．Then discuss
the keys． 多媒体
多媒体
Step 5
Pair work
(2c Task)
(5’） This activity provides guided oral practice using the target language．
Call attention to the question words．
Have a student read them to the class ．Ask Where did you go on vacation? Say，please work in pairs．As students talk，move around the room
offering pronunciation and language support as needed． Read out．
（Role play) 多媒体
放映
本课小结
本节课总共学习了6个形容词以及where和how句式的练习运用。通过本节课的学习，学生能熟练地用英语表达自己的感受，培养了他们热爱集体活动的情感。
练习设计
随堂练习
词类转换
1) expensive(反义词）______ 2)crowd(反义词)________ 3 ) awful（反义词）________
4)friend(形容词)________ 5)go(过去式) _______ 6) do(过去式)_________
个性练习设计
翻译下列句子
1)你是去哪儿度的假？
2)我们去了许多博物馆。
3) -----那儿的商店怎么样？一 都很贵。
4) 日本朋友们对我们很友好。
板书设计
Unit 10
1．delicious，awful, expensive, inexpensive
2．Where did Vela go on vacation?
How were the stores?
Section B (二)
教学内容
Section B3a.3b．3c．4以及Self Check 3
教学目标
知识与能力
1. New words and expressions：flew kite later felt little corner discuss difficulty
过程与方法
通过复习一般过去时引出本课的重点------日记。
情感态度价值观
学会日记的写法。
教学重、难点及教学突破
重点
The vocabulary: flew kite later felt little comer till fry question discuss difficulty
难点
日记的格式。
教学突破
对于本课的单词短语通过卡片或图画来引出学习。
Language: 通过询问过去的事情引出日记。
教学准备
教师准备
录音机、磁带、课件
学生准备
预习生词和课文。
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Organization
（1’） Organize Ss by greeting each other.
Step 2
Free talk
(2’） Ask the questions：
What day is it today?
What day was it yesterday? Answer: It is Friday．It was Thursday．
Step 3
Presentation
Section B 3a
（17’） 1．Let the students read Kim’s travel diary and find the new words．
2．Teach the new words:
later, felt，little, corner
Explain the meaning and the usage of the new words．
Let the students write the new words．
3．Say，Now read the diary and circle
all the good things about Kim’s holiday．Underline all the bad things. Ask them to notice the description words that tell them whether something is“good”or “bad，” You may want to ask a student to tell you what the first“bad thing” was.
4．Check the answers．
Answers
Good things：
The weather(great） Read Kim's travel diary and find out the new words．
Read the new words after then write them in the notebooks．
Read again and finish the activity individually.
Then discuss in pain:
Read aloud，Then read the diary，try to learn the key words by hearts. 多媒体
The beach(beautiful)
Playing in the waves(fun)
Finding the little boy/returning him to his father(happy)
Playing tennis (really fun)
Eating fried fish and garlic vegetables (delicious)
Bad things：
Kim’s kite breaking（not much fun) Museum (boring and crowded)
No money for taxi/walking back to
hotel（tired)
5．The teacher tell the students the methods of writing the diary.
Step 4
Practice writing
（Section B 36)
（10’） Thus activity provides guided writing
practice using the target language．
1．Say，Now write a travel diary like the one in 3a.
2．Have the students do the activity individually. You may want to have them write on pieces of paper, since space in the textbook is limited. As they work，move around he classroom offering assistance as necessary. Look at the pictures and write a diary.
3．Have several students read out their diaries to the class（You might want to make this activity more substantial, and set it as written homework to be collected and marked.）
4. Do a Survey
Ask students to interview friends and family members and write down where they went on vacation. Ask the students to list at least one activity or place they visited in that city and whether it was good or bad Ask students to share this information with the rest of the class. The students read their own diary
The students write their vacation and tell each other. 多媒体
放映
Step 5
Groupwork
(task)
Section B 4
(7’） This activity gives students listening and speaking practice using the target language.
1 Say, Now you can talk about a real vacation or an imaginary one. The other students can ask you questions. You can use the diary you wrote for activity 3b if you want.
2. Ask students to get into groups of four. One student in each group begins by telling where he or she went. The other students ask questions. Then they switch roles, so each student has a chance to tell the others about his or her vacation.
3. Move around the room, offering vocabulary and pronunciation support as needed. Talk about it in
groups
The students talk
about their real vacation．
Be divided into groups of four and ask questions each other.
Talk aloud.
Step 6
Homework 1．Master the new words.
2．Write a diary
本课小结
本节课学习了19个生词，和日记的写法。通过本节课的学习，学生能掌握日记的格式。
练习设计
1. Write a diary．
2. Make a survey about the circumstance．
教学探讨与反思
能设置一种情景，让学生在假期中“真正”去过某些地方，然后再进行问答，相信会更好。
尽可能多地创设英语氛围，以提高学生的语言综合运用能力。任务型教学能调动学生的积极性，激起学生的好奇心，使学生产生成就感，进一步激起他们对英语的兴趣。学生学习语言是在理解的基础上运用语言，在用中学。为学生提供了使用英语的语境。着重培养学生的创新精神和独立思维能力，并在学习的基础上了解文化差异，培养合作精神和社会公德意识。
如果把课堂教学内容扩展到课外活动中去。形成课内外互相补充、互相促进的学习方式会更好
板书设计
Unit 10
How to write a diary?
篇8：新目标英语七年级下8单元教案(新目标版七年级英语下册教案教学设计)
重庆市110中学 曹毅
单元整体说明
单元教材分析
本单元的核心话题是用英语询问人的长相、性格，因此 ‘talk about what people are like’是教学重点。通过对本单元的学习，学生能掌握本单元出现的表示性格的一些形容词。
单元知识结构
词汇：serious，unfriendly，outgoing, generous, moody，be like, look like，come from，a little, such as，ect．
句型: --What’s Billy like? He’s shy，-What’s that？-That’s Mike．
---Who’s that? ---That’s Mike.
单元总体目标
1．Master the vocabulary.
2．Master and use: -What’s Billy like? –He’s shy．
--Who's that? That’s Mike
单元教学重难点一览
重点 难点
1．The vocabulary．
2．What’s... like?
3．Who’s that? talk about what people are like
单元学情分析
学生前面已经学过关于“”引导的特殊疑问句，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。
单元教学建议
听说读写等技能相辅相成的，而听读是说和写的基础，因此要充分借助听力材料和补充阅读材料，训练提高学生的听力阅读水平。在听读的基础上创设语言情景，加强说写能力的训练。
单元课时分配
本单元共4课时：
Section A（一）1课时
Section A（二）1课时
Section B（一）1课时
Section B（二）1课时
Section A（一）
教学内容
Section A中la. 1b．lc．2a．2b．2c Grammar focus
教学目标
知识与能力
1、Match the vocabulary: serious，unfriendly, relationship, personality.
2、Master and use：--What’s Billy like? --He's shy．
--Who's that? --That’s Mike．
过程与方法
学生在前面已经学过了询问外貌特征的特殊疑问句，已具备了学习本课的初步知识。通过例子What is the weather like？引入创设情景，让学生身临其境，学习描述人性格特征的句子。
情感态度价值观
懂得人有不同性格特点，学会取长补短，与人友好相处。
教学重、难点及教学突破
重点
1. The vocabulary
2. language：What's Billy like? He's shy.
难点
talk about what people are like
教学突破
对于本课的单词短语通过卡片或图画来引出学习
Language：What，s Billy like?，通过复习What is the weather like？What's your favorite subject?句式，自然引人新课。
教学准备
教师准备
录音机、磁带、课件
学生准备
预习生词和课文
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Organization
1’ Organize Ss by greeting each other
Step 2 Free talk 2' The Ss talk about
something
Step 3
Presentation
10' Ask the Ss to answer the following
questions:
1．What’s your favorite subject?
My favorite subject is English．
2．What’s the weather like today？
It’s sunny.
3．What's your name？
My name is Zhang Hong，
Now today we’re going to talk about what people are like．First let’s learn some new words． 学生模仿练习
（in pails)
4.用课件出示图片
Look at this picture．Say, He is Peter．What’s he like?
（板书What’s he like?)
Help the Ss to answer: He’s very serious.
（板书He is serious）
5．Match the words with the people in the picture．
6. 出示与课本相同的图片
Ask: What’s Billy like?
He’s tall and serious.
What’s Jane like?
she's friendly.
Some more asks and answers．
7．Listen and circle the words you hear in 2a.
Listen carefully and draw lines to match the words in 2a．We’ll listen twice．The fast time，the Ss on1y listen.
The second time，listen and write. 学生跟读和拼读单词
学生模仿练习看图互问
学生看图互相问答look at their books．
Listen and draw lines
carefully． 卡片展
示生词
多媒体
放映
录音机
本课小结
本节课学习了4个生词和What's he like? He is …句式的运用。通过本节课的学习，学生学会了用英语描述一个人的性格特征。
练习设计
随堂练习设计
1、完成下列单词：
s____r_____ous unfr_____ndly rel____tionsh__p pers___al___ty
个性练习设计
2、翻译下列句子：
(1). 你认识琼吗？
她是个长着长头发的高个字女孩，她很麻利。
(2）比利很严肃。
板书设计
Unit8 What's John like?
1 serious 1 What's Sally like?
2 unfriendly He is serious
3 relationship 2 The tall kid with short hair
4 personality
Section A（二）
教学内容 Section A中3a 3b 4
教学目标
知识与能力
1．Match the vocabulary：sunglasses hobby
2．Master and use：who，s the tall thin boy with curly hair？
What are you like？I'm friendly．
过程与方法
上节课学习了关于人的特征、个性的问答，What's he like？He is serious.通过问答这个句式，很自然地导人新课。
情感态度价值观
熟练掌握关于人的外貌和个性的描述词汇和句型。
教学重、难点及教学突破
重点
1 The vocabulary．
2 Language：Who’s the tall thin boy with curly hair?
What are you like？I’m friendly．
难点
Use the language to ask what people are like.
教学突破
本课单词通过图片或实物来展示学习
Language的学习，通过复习上节的What's he like？，自然引出本课的语言点。
教学准备
教师准备
图片、实物、课件
学生准备
预习生词和课文
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Organization
1 Organize Ss by greeting each other
Step 2
Free talk 2 Ask Ss what’s he like The students talk
about something
Step 3
Presention
5 1．What's b Ping like?
He is funny.
2. What’s Li Hong like?
She’s friendly．
3，Do you know Wang Dong? Oh，he’s over there．He’s a tall thin boy．
Now this class we are going to continue to talk about what people are like.
学生互相问答练习
4.出示课件
Look，who’s the tall thin boy?
Help the Ss to answer：That’s Jack. He’s cool．Who’s the tall thin boy with curly hair?
（板书）
That，s Billy．He’s cool. He likes to wear black shirts and sunglasses。
（板书He likes to wear black shirts and sunglasses．）
5. Look at the book 3a:
Ask Ss to number the four sentences．Then check the answers．
Now Practise the conversation in pairs 学生模仿练习多媒体
放映
Step 4
Practise 6’ Now let’s see some thing about your friends…
Give the students the example：
Ann is smart and interesting．
She likes moveis and Kung Fu． 学生写出表格中三
栏内容，模仿例子把
自己的朋友介绍给
全班同学
Step 5
Summary
(2） 1. Words and phrases of this class．
2. Language points：
Who's the tall thin boy with...…？
That，s Jack，He’s cool！He likes
What are you like?
本课小结
本节课我们学习了两个生词。学习了What are you like?
Who's the tall thin boy with curly hair? He’s cool! He likes ….句式的运用，学生初步学会了怎样描述衣着打扮。
练习设计
完成对话：
A: Who’s_________________（长着长发的高个子的女孩）
B：That’s Lucy．She's Smart．She likes ___________（戴太阳镜和穿游泳衣）
A: Why _________you like her?
B：________________________________.
板书设计
Unit 8 What's John like
words＆phrases： Sentences：
1. Sunglasses 1. Who's the tall thin boy with…
2. Hobby 2. He’s cool. He likes to wear…
3. The tall thin boy with curly hair
4．Look so serious
5．Wear black shirts and glasses
Section B（一）
教学内容
Section B中的1a 1b lc 1d. 2a 2b教学目标
知识与能力
1. Match the vocabulary：
easygoing outgoing generous moody appearance
2. Master and use：
1. What does he look like?
2. Who’s that? He’s Emil．
3. What’s he like? He’s funny and outgoing.
过程与方法
上节课学习了What are you like? Who's the tall thin boy?句式，本节知识是上节知识的扩展和巩固，通过对话，自然引入。
情感态度价值观
懂得如何客观地描述并欣赏别人。
教学重、难点及教学突破
重点
The vocabulary
Language:
What’s he like? He’s funny and outgoing.
Who’s that?
难点
Use the language to introduce person．
教学突破
本课单词以卡片和图片呈现学习，在language问答中加以巩固。Language的学习通过复习What’s he like?的句式进行。
教学准备
教师准备
图片，录音机，磁带
学生准备
预习生词和课文
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Organization
1’ Organize Ss by greeting each other.
Step 2
Free talk 2' Ask the students what are you like The students talk about something
Step 3
Presentation
8’ 1．What’s your brother like?
He is friendly．He likes to wear shirts and sunglasses.
2. Who’s that tall thin boy?
That's Li Ping.
What’s he like?
He's smart．He likes to draw pictures and see movies．
3. Look. This is Emil．What’s she like?
Help Ss to answer: She is outgoing.
Ask Ss to guess the meaning of` “outgoing” according to the picture．
4．卡片展现生词
5. Act the words with the people in the four pictures．
6．Ask and answer questions about the four pictures．
What’s Emil like? He’s funny and outgoing.
7．Listen and fill in the words．
Now Mary is talking with her friend in Australia．Listen carefully and fill in the chart．
Play the recording the first time，only listen．
Play the recording the second time fill in the words． 学生模仿练习
模仿练习
Read and learn
Practice in pairs 多媒体
放映
图片
录音机
本课小结
本节课学习了5个描述人个性的生词，继续学习What’s he like？Who is that？句式的运用。通过本节课的学习，学生能熟练地询问一个人的品性和外貌。
练习设计
根据句意和首字母完成单词：
1 What’s Lucy like？She’s ______．
2 What are you like？I’m ________．
3 What’s the tall boy like？He isn’t________．
4 What’s your mother like？She is e__________．
5 What’s your brother like？He is funny and s_______.
翻译下列句子：
你的姐姐是个啥样的人？她好交际并很慷慨。
板书设计
Unit 8 What’s John like
1 easy 1 What's he like?
2 outgoing He’s funny and outgoing.
3 generous 2 What does she look like?
4 moody
5 appearance
Section B（二）
教学内容
Section s中3a 3b 3c 4以及SelfCheck 3
教学目标
知识与能力
1 Match the vocabulary：
exchange student the U.S. application form Canadian America over fifty cartoon blackboard such as
2 Master and use: Write a letter to introduce a person．
过程与方法
通过提问上节学习的句式自然引人课文的学习。
情感态度价值观
熟练掌握描述人的个性的句式。
教学重、难点及教学突破
重点
1 The vocabulary
2 Language
难点
Use the language to describe people’s personalities．
教学突破
本单元前三课已对描述人的句式进行了反复的练习，学生已能熟练的运用所学句式，通过提问What's your friend like？What are you like?句式，自然引人课文的学习。
教学准备
教师准备
卡片
学生准备
预习生词和课文
教学步骤
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Organization 1’ Greeting. Greeting．
Step 2
Free talk 2’ Ask the student what are you like， The students talk about something.
Step 3
Presentation
5’ 以本班学生为例
1．What are you like?
I'm friendly
2．What does he like?
He likes to wear shirts and sunglasses.
3．What’s your mother like?
Help the students to answer：
she is generous
4.呈现卡片：
Learn more words．
5．Read the letter and fill in the application form.
First read the text then answer the following questions:
(1) What’s the girl’s name？
(2) Where does she want to go?
3）What’s she?
(4) How old is she?
(5)What does she like?
Ask Ss to learn the text by heart． 学生模仿练习。
Read and learn．
回答问题。 多媒体
放映
6．Self Check 3a
Ask the students to read the information and the fill in the table．
7．First read the information form．Ask Ss to write a letter about Kim. Ask some Ss to read
the letter to the class
本课小结
本节课学习了11个单词，4个短语，对怎样描述一个人的特征和个性进行了巩固。
练习设计
随堂练习设计
背诵描述个人特点的句型
个性练习设计
A翻译下列句子：
1我想成为一名交换生。
2李萍十六岁了。
3 Amy喜欢读书和听音乐。
4他的姐姐温和而大方。
B写一篇关于你最好朋友的短文。
教学探讨与反思
在教学中要引导学生注意描述个人外貌和性格特点的区别。
板书设计
Unit 8 What’s John like
1 an exchange student 1 name
2the U.S. 2 age
3 like reading and listening to music
4 a short man with long hair 3 hobby
5 over fifty years 4. personality
篇9：新目标英语七年级下4单元教案(新目标版七年级英语下册教案教学设计)
No. 110 Middle School of Chongqing By Cao Yi
Teaching Goal:
1. General aims:
Talk about jobs.
2. Particular aims:
A. Language Focus.
Talk about jobs and the place where people work.
B. Language goals
(1). What do you do? I’m a reporter.
(2). What does she want to be? She wants to be a sales assistant.
C. Language structures:
(1). What do you do? I am a teacher.
(2). What does he want to do? He wants to be an officer.
(3). Does your father work? Yes, he does.
(4). What does your mother do?
D. Useful words and phrases:
Words: assistant, sales assistant, doctor, reporter, police officer, waiter, bank clerk, star, thief, nurse, money, station, magazine, dinner, dangerous, afraid, late
Phrases: get … from, work for, work hard, call at, school play, evening newspaper, be afraid of
E. Grammar language:
Special questions
F. Learning strategies:
Learn other’s job
G. Interdiscipinary:
Social and communication.
H. Emotion and manner:
Teaching time: 6 periods
Teaching procedures:
Period One (pp19-20)
知识与能力
1. Match the vocabulary: sales assistant. Doctor. Actor. Reporter. Police. Officer. Waiter. Bank clerk. student
2. Master and use: What do you do? What does he do? Does he work in hospital?
教学重、难点及教学突破
重点
1. The vocabulary
2. language: What does she do? She is a doctor.
难点Use the language to ask for the jobs
教学步骤、时间 教师活动 学生活动 媒体运用
Step 1
Organization 1’ Organize students to prepare for the class
Step2
Ree talk 2’ Talk about the weather and weeks. The student talk about something.
Step 3
Presentation
15’ 1. Ask students to look at the picture and remember what they can see
2. Find four groups to say the words that they remember. (教师板书，学生说出)
3. Talk about the picture then make a dialogue.
Such as: What is this? It’s a store. What can you see? I can see a sweater. What color is t? It’s green. How much is it? It’s 50 dollars
4. Ask students: What is your father? He is a worker. (Tell them another way of saying:
What does your father do?板书）出示一张人物以及职业的图片，问学生：
Is he a worker? No, he isn’t. What is he? He is a doctor. 或问：What does he do?
然后以同桌之间一问一答的形式来练习：
Such as: A: What does he do?
B: He is a reporter.
5. Listen to the tape: 1b. 2a. ab.
Listen and number the people (1-3) in the picture above. Listen carefully three times. Point out the picture in activity 2a. Ask who each person is, say, Now work with your partner. Ask and answer questions about the pictures.
Ask ss to close their books and write down the words about the things.
Ask ss to act out in pairs or groups.
Call more students to practice more.
Ask ss about jobs in pairs or groups.
多媒体放映
图一
图二
录音机
Step 4
Practice 6’ Now, practice the things we have learned.
They can talk about the jobs. Such as: What do you do?
I am a student.
What does your father do?
He is a farmer. 给学生们一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都能有机会来表演。
多媒体放映
Step 5
Summary 2’ Words and phrases of this class.
Language: What does he do? What does he want to be? He is a worker. He wants to be a sales assistant. 以提问的形式来进行复习总结，在让学生有一个巩固的机会。
Step 6 text 4’ 1、Self check 让学生作后再讲解答案。 多媒体放映
Step 7 Consolidation 4’ In this class, we have learned the sentence:
What do you do? What does he do?
What does he want to be?
Talk about the jobs. Pay attention to the usage of “want” or “wants” 大屏幕显示
Step 8
Homework(1’) Practice The dialogue according to the picture on Page 1. 让学生写出五个询问对方职业的句子。
Period Two (p21)
教学步骤、时间 教师活动 学生活动 媒体运用
Step 1
Organization Organize students to prepare for the class
Step 2
Free talk 2’ Talk about the family and the jobs, Such as; My father is a worker, And He works in a hospital The student talk freely
Step 3
Presentation 3’
1. Ask students to make some sentences with these words; waiter. Bank clerk. Reporter. Nurse. Police officer.
2. Look at the picture and match the jobs with the people in the pictures. Such as; I see a lot of money every day. But it’s not mine. I count it for other people match the bank clerk.
3. Let the students practice more and more.
4. They make a conversation to proc-tise the drills.
For example: What do you do?
I help doctors and patients. Some people call us “angels in white”, Can you guess what I do?
5. Pairwork: Practise the conversation on the right. Use the jobs and places in activity 3a.
Where does your sister work? She works at a hospital.
What does your sister work? She works at a hospital.
What does she do? She’s a doctor.
6. Game: Guess the game!
Draw a picture of someone at work.
Can your classmates guess the job?
Just like: Is he a police officer?
No, he isn’t? Is he a waiter?
Yes, he is 1. 叫学生口头造句，用一些有关职业的句子。争取大部分的同学都有回答的机会，多次重复加大练习。
2. 教师边让学生读句子边解释这些句子的意思。
3. 教师边让学生读句子，做到熟练掌握。
4. 采用游戏的形式，让尽可能多同学参与。
5．继续练习这个句式。能让学生自己造句。
多媒体放映
图一
图二
出示单词卡片
录音机
Step 4
Practice(6’) Now, practice the things we have learned.
They can talk about the jobs. Such as: What do you do?
Where does he work?
He is a doctor. He works in a hospital.
Is he a police officer? Yes, he is.
No, he isn’t 给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都能有机会来表演 多媒体放映
Step 5
Summary 2’ Words and phrases of this class
Language: What does he do? What does he want to be? He is a worker.
He wants to be a sales assistant.
Where does he work?
He words in a hospital.
Is she a nurse? Yes, she is. 以提问的形式来进行总结，在让学生有一个巩固的机会
Step 6
Test 4’ 1、Self check(见后面) 让学生作后在讲解答案 多媒体放映
Step 7
Consolidation 4’ In this class, we have learned the sentence:
Where does he work? He works in a factory.
A bank clerk: I see a lot of money every day. But it’s not mine. I count it for other people.
Talk about the jobs. Pay attention to the usage of “want” or “wants” 大屏幕显示
Step 8
Homework Pratice the dialogue according to the picture on Page 25. 让学生写出五个句子，分别询问职业和工作地点
Period Three (pp22-23)
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Oranization1’ Organize students to prepare for the class
Step 2
Free talk 2’ Oral practice: Games, words that describe jobs, such as exciting, dangerous, boring The students talk about freely
Step 3
Presentation 8’ 1. Let students look at the picture and guess the jobs. The teacher describes the jobs and let students guess what. Ask job does the person have? Where does the person work?
2. Then use 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.
3. Let students practice. Such as: He is a police officer. It’s an exciting job.
4. Listen to the conversation. What jobs do Betty, Jenny, and Sam want? Then write the jobs below.
5. Listen again. Why are Betty, Jenny, and Sam interested in these jobs? Complete the chart above.
6. Listen to the tape: Listen and number the picture(1-3) below.
Then practise the dialogue.
7. Grammar focus: 1．叫学生口头造句用一些有关职业的句子。争取大部分的同学都有回答的机会，多次重复加大练习。
2. 教师边让学生读句子边解释这些句子的意思。
3. 叫学生口头练习一些有关这方面的句子。
4. 听录音，让学生填写表格，然后再纠正答案。
5. 分组练习，让学生大面积的练习。
6. 让学生朗读Gammar Focus 多媒体放映
图一
图二
出示单词卡片
录音机
Step 4
Practice 6’ 7. Read the newspaper want ads. And fill in the blanks with the correct jobs.
One: Wanted: Do you like to work late? Do you like to work hard? Do you like to meet people? If your answer is “Yes”, then we have a job for you as a …… 给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都有机会来表演。
多媒体放映
Step 5
Summary 2’ Words and phrases of this class Language:
本节课主要是听录音来完成各种对话，充分让学生学会职业的文法以及地点的表达法。 以提问的形式来进行复习总结，在让学生有一个巩固的机会。
Step 6 test 4’ 1、Self check(见后面) 让学生做后再讲解答案 多媒体放映
Step 7 Consolidation 4’ 在这节课例我们主要听录音然后回答问题，让学生充分练习听力，达到会听、会说然后在自己编对话来练习。 大屏幕显示
Step 8
Homework Read the newspaper more and more. 让学生朗读3A部分的内容。
Period Four (P24)
教学步骤、时间 教师活动 学生活动 媒体应用
Step 1
Organization 1’ Organize students to prepare for the class
Step 2
Free talk 2’ Oral composition: My parents.
Such as: I have a very happy family.
My father is a worker. He works in a factory. My mother is a nurse. She works in a hospital. 学生口头作文，让他们把学到的知识系统地用到自己的作文中来。练习关于职业以及工作地点的表达。
Step 3
Presentation
1. Let the students hurry to read the words they can’t remember.
2. Then the teacher guid the students to go over the words. See how the students have grasped.
3. Ask students to write five new words in their Vocab-builder.
4. Practise: I magine you want one of the jobs at BFS. Write and explain why your are good person for the job.
They don’t have to use real information about themselves-they can imagine that they have the skills needed to do one of the jobs. Remind them that they have to show why they are good for the job.
5. Go over the whole unit, first the words and useful expressions.
Then go over the frills: What do you do? What does he do?
Where does he work? He works in a factory. 1. 学生自测，看看他们急得如何。
2. 在让学生写五个生词填在单词表上。
3. 找工作：以小组为单位讨论。个人介绍推销自己。
4．总复习时，领着学生复习全部单词，争取让每一个学生都能来掌握。 多媒体放映
图一
图二
出示单词卡片
录音机
Step 4
Practice 6’ Now, practice the things we have learned.
They can talk about the jobs. Such as: What do you do?
Where does he work?
He is a doctor. He works in a hospital.
Is he a police officer? Yes, he is.
No, he isn’t
给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都有机会来表演。 多媒体放映
Step 5
Summary 2’ Game: How to find a good job? Discuss and make a dialogue. 以提问的形式来进行复习总结，在让学生有一个巩固的机会。
Step 6 test 4’ 1. Self check(见后面)
In this class, we have learned self- 多媒体放映
Step 7
Consolidation
(4’) Check, then go over the whole unit. I think most of the students have grasped them very well. 让学生写一篇作文。 大屏幕显示
Step 8
Homework 1’ Especially the jobs and the places.
Compostion: How to find a good job?
Period Five
Testing (Weekly paper and Nan’an paper)
Note:
篇10：苏教版小学数学一年级（下）认图形教学设计 (苏教国标版一年级下册)
教学内容：认识长方形、正方形和图
教学目标：
1、让学生通过观察长方体、正方体的一个面和圆柱体的底面，以及用这些几何形体的画面图形等活动，直观认识长方形、正方形和圆。让学生经历描、找、说、摆、围、画和玩的学习活动，在活动中知道这些常见图形的名称，并能识别这些图形，初步知道这些图形在日常生活中的应用。
2、初步感受几何形体的面的特征，体会”形“与”体“的联系。
3、在学习活动家中积累对数学的兴趣，增强与同学的交往、合作的意识。
教学准备：
课件、实物投影仪、钉子板；学具（长方体、正方体、圆柱）、水彩笔、尺、白纸等。
教学过程：
一、 描一描
1、今天彭老师带来了大家的几位老朋友，还认识它们吗？这位是？（长方体）一起举一举说一说。这位是？（正方体）这位是？（圆柱）大家的记性真好！其实啊，老师今天还想给大家介绍几位新朋友，想认识它们吗？（想）那就把白纸放好，选你最喜欢的学具放在白纸上。放好了吗？现在拿出红彩笔来描一描，你的新朋友就来了，看谁描得又快又好！
2、交流汇报，展示描画的图形（长方形、正方形和圆）：
3、小朋友刚来用长方体、正方体和圆柱分别描出了长方形、正方形和圆形，老师也把这些图形描画出来了，大家想看一看吗？
揭题：今天我们就一起来认识这些图形（课件：认图形）
二、认一认
继续看着课件说说老朋友和新朋友有什么不同？
（最后还可提示说说他们的名字有什么不同？）
今天认识的三位新朋友，分别长得什么样？（继续出示课件，学生依次说）
三、找一找
老师给你们表演一个魔术好吗？请看：出示：课件（东东家的客厅）
找一找：哪些物体的面是圆？（正方形）你还能找到哪些图形？
在我们生活中也藏着许多的长方形、正方形和圆，能找一找吗？哪些物体的面是圆、正方形或长方形）
小朋友在我们身边找到了这么多的长方形、正方形和圆形，接下来我们就一起动手来创造这些图形好吗？
四、摆一摆www.xkb1.com
你能用试着小棒摆出一个长方形吗？（请一位学生到实物投影仪上摆）谁来当一回小老师，说说他摆得怎么样？
你还能用小棒摆出一个正方形吗？（请一位学生到实物投影仪上摆）
那小朋友请你仔细观察一下这些图形，说一说它们有什么不同的地方？（正方形四条边都一样长）
你能用小棒摆出一个圆吗？
五、围一围
你能在钉子板上围出一个长方形吗？正方形呢？圆呢？
六、画一画
1、你想不想把刚才围出的长方形和正方形画下来呢？拿出有小方格的纸来。你觉得怎样在方格纸上画长方形比较方便呢？（学生讨论，交流）对，我们可以沿着方格纸的边线来画，一起看一看，老师这样画，你同意吗？（出示课件：画长方形）你发现了什么？敢和我比一比吗？好！大家也试着画一个长方形！
2、你会画正方形吗？比一比看谁画得快又好。（展示对错，共同评析，现在你会画正方形了吗？）
3、我提议现在我们当场进行一场画正方形比赛，时间是10秒钟，看谁最棒！
七、说一说
这节课你学到了什么？
八、玩一玩
下面我们一起用今天认识的三位新朋友，来做一个游戏，游戏的名字是--智力闯关（出示课件：智力闯关）
第一关：看图，先告诉老师这第一关怎么闯？请你涂一涂，数一数。
第二关：闯这一关，得需要一位老朋友帮忙，谁呢？对了长方体。跟老师一起摸一摸（老师数）想一想：用它能画出几个不同的长方形呢？都听明白了吗？音乐一响，大家就开始，音乐一停，也请停止闯关，我们当场来看闯关结果！看谁先过关。
九、小结，板书：认图形
十、拓展延伸
1．送礼物（课件：机器人）喜欢吗？说说：这位机器人是用我们学过的那些图形画成的？新 课标 第 一网
2．课后，用你认识的图形也来画一幅画，再涂上自己喜欢的颜色，相信一定是一幅很美的画，我们可以来比一比，谁画的最好，用它来装扮我们的教室，相信我们的教室一定会更美，好不好？
篇11：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
教
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过
程
教
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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…
板
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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….
教
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篇12：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
教
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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.
板
书
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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13：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
学
过
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.
板
书
设
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.
教
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篇14：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
教
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程
教
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教
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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.
板
书
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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.
教
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篇15：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
教
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过
程
教
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程
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.
Say, Now please match the adjectives at the top with the animals in the picture. Write the letter of the animal on the line after the adjective. Point out the sample answer.
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.
板
书
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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.
教
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篇16：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
学
过
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.)
板
书
设
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17：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
教
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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.
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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18：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
教
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教
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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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★ 全等三角形教案
★ 全等三角形的课件
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