新目标七年级下册教unit7-12案 (2)

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1、Unit 7 What does he look likePeriod OneI.教学目标:1.知识目标:1).单词: hair, curly,straight, height, tall, medium, thin,heavy,build ,beard,glasses, blonde, brown 2).句型: - What does he/she look like -He/She is tall and has long hair.-What do you look like -Im thin.He/She wears glasses/2.能力目标:1)学完本课,学会描述人物外貌. 2)

2、能积极思维,运用所学单词,短语及句型,结合实际生活进行灵活运用.3.情感态度目标:让学生学会友好地描述别人的形象.II.教学重点: 掌握本课新单词和句型和怎样描述一个人的外貌.III.教学难点:掌握描述人物外貌的方法.IV. 教学设计:Step 1 1.what do you look like 2.What does Tom/he look like Step 2: Practice (B1a, A1a)1.Finish P44, B1a.2.Now please look at P41, Use the letters to match the people in the picture

3、with one of the numbered words. Write each letter next to a numbered word. You can use some letters more than once. Point out the sample answer. (Keys: c, f, a, a, d, h, e, b, g, e)Step4: Listen 1b.(Look at their books Listen and fill careful1y).Listen carefully and fill in the blanks and find Amys

4、friend We will listen twice.The first time, just listen.The second time,listen and fill in the blanks.And say Amys friends look.( Hes really tall.And he has curly hair.) Step5: Practice (1c and 3b )1. Ask two students to read the sample conversation to the class. Then ask the class to point to the g

5、irl in the picture who has long hair and a medium build.2. Make a dialogue with a student. And ask the student to point out the person you described. Then Ss practice the dialogue in pairs. 3.(3b) 1).2). Act the dialogue.3). Finish the form.Step 6 make sentences (Section B 1b)Step 7 describe(shelfch

6、eck3)Step 8 a guessing game (SectionB2c)Step9 homeworkDescribe your family member and draw a picture of him/her. Period TwoI.教学目标:1.知识目标:1).单词:always, captain, popular,team, good-looking, a little bit, joke, never, stop, teeny, huge, dreamer, wise2).句型:如同第一课时.Do you know David No/Yes.2.能力目标:1). 提高听读

7、能力.2).能抓住人物的主要特征来描述人物的外貌.3).能概括人物的外貌特征并根据人物特征推理出某一人物.4).能和合作伙伴互相交流,充分交换信息,进行合作学习.3.情感态度目标:1).教育学生要多发现别人的优点,学会赞美别人.2).懂得心灵美比外表美更重要.II.教学重点: 掌握本课新单词和句型和熟练掌握描述人物外貌的方法.III.教学难点:熟练掌握描述人物外貌的方法并成功的根据人物特征推理出某一人物.IV. 教学设计:Step 1 According to the picture to describe your family member.Step 2 listening (Sectio

8、n A 2a/ 2b)Listen 2a and 2b And find the difference between is and has.Step3 Pairwork (Section A 3)1).Have students do the activity individually.2).Practice the conversation.3).Describe Nancy to your partner.Step 4 Presentation1.listen and match the descriptions you hear in 3a.2.Introduction:This is

9、 my good friend,Liu Peng.Please describe him with your partner.3.1) What does Ma Yan look like 2)What about Wang Lins appearance 4. Fill the formStep5 What does your best friend look like 1.survey 2. report her /him to the classStep6 homework1.(SectionB3c) According to the picture you draw to write

10、about him or her down.2.Design yourself a new look that you are twenties later.Period ThreeI.教学目标:1.知识目标:1).单词:look, remember, nobody, singer, pop singer, now, say2).句型:复习前面句型2.能力目标:1).继续提高听读能力.2).能概括人物的外貌特征并区别人物和推理出 某一人物.3). 能替自己和别人进行新形象设计,能和合作伙伴互相交流,充分交换信息.3.情感态度目标: 1)通过描述同学,教师或自己的偶像的外貌,简单地表达自己的观点

11、或好恶,学会交换不同的看法,使学生在人际交往中学会尊重和理解别人.2).培养正确的审美观.II.教学重点: 掌握本课新单词和句型和熟练掌握描述人物外貌的方法并能灵活运用于生活中.III.教学难点:熟练掌握描述人物外貌的方法和画疑犯图.IV. 教学设计:Step1 organization 1organize Ss by showing a picture taken about ten years ago.(Let the students guess who was me in the picture.)Step2 a song Why do most people can find the

12、mselves in a picture first Please enjoy the song and answer my question.Step3 Free talk1.Ask the students to describe my old photo.2.Let the students talk about some changes.Step4 My new lookStep5 Listen (Section B 2a and 2b)You will hear Maria and Danny talking about Tina Brown and Johnny Dean.1.Yo

13、ur job is to write the job each person does. Point to the heading Job on the chart. 2times. Check the answers.2.This time your job is to write what each person looks like. Point to the heading looks like. Check the answers.Step6 Section B 3a1.Read the magazine article to the class.And find the diffe

14、rence between the two pictures of Johnny Dean.2.Point to the blanks in the chart.Describe Johnny before and now. Point out the simple answer.Step7 Section B 3b3b is an article provides guided writing practice using the target language, point out the numbered blanks in the paragraph.Period FourI.教学目标

15、:1.知识目标:1).单词:复习整个单元.2).句型:复习整个单元.2.能力目标:1).能熟练的用英语进行对人外表特点的描述,并根据描述画出人像.2). 能掌握本单元出现的表示人外观的词组及句型,并能结合实际生活进行灵活运用这些词组及句型描述别人的外表,提高写作水平.2.情感态度目标:能在小组活动中积极与他人合作,相互帮助,共同完成学习任务, 尽情享受学习的乐趣.II.教学重点: 描述人物外貌特征和写作.III.教学难点:听文画图,看图写文.IV. 教学设计: Step1. Who remembers best words Selfcheck 1Step 2.Who describes bes

16、t (SectionA/4)In groups, ask a student to describe his or her classmate.Use only words and sentence patterns from this unit. For example, Shes short and thin. She has curly hair. (The other students listen to him or her carefully and guess who it is.)Give a sample description of someone in the class

17、 and ask the class to guess who you are describing. Ask some students to describe a person while their classmates guess who it is.Step3 Who draws best (Section B/ 4)This activity provides listening and speaking practice using the target language.1. Ask each student to draw a picture without letting

18、,anyone else see it.2. Have students get into groups of four. Tell the students in each group to give themselves numbers from 1 to 4.3. Ask the other three students in each group to listen to the description and draw the person. You may wish to have them listen to the description several times.4. As

19、k each group to swap its pictures with another group. That group votes to decide which of the three copies looks most like the original picture. The student who drew that copy is the winner.Step4 Who writes best Choose a picture you draw and write the description on the exercise books.Step5 homework

20、 1. Revise the useful expressions in this unit.2. Look for some more beautiful passages to read.3. Write down a notice for looking for the lost peopleUnit 8 Id like some noodles.教材分析：本单元是七年级英语Go for it ( 下 ) Unit8。主要围绕“Order food”这一主题展开各种教学活动，并以这一主题引出at引导的特殊疑问句和情态动词would的用法。本单元创造一个轻松、愉快的学习、交流环境，通过听、

21、说、读、写来培养学生综合运用这些知识的能力。并让学生能在“做中学”（learning by doing），通过有限的课堂实践活动，注意观察别人的行动，能准确地用英语来表达。单元知识系统: 1). - What kind of noodles would you like?-Id like beef noodles, please.2) - What size bowl of noodles would you like? - Id like a large / medium / small bowl of noodles.3) - What kind of noodles would you

22、like?-Id like mutton and potato noodles, please.单元学情分析: “Go for it”教材有一个比较明显的编排特点，那就是每单元由Section A , Section B 和 Self Check三大版快组成，同时每个版快又由a, b , c 三小部分构成，内容循序渐进，符合学生的认知规律，教材又图文并茂，既能吸引学生的注意力，又能激发学生的学习兴趣，每一小部分中的部分又是pair work,培养了学生的合作意识，每一小部分又有听力训练，培养了学生的听说能力。Section B中的a, 3b 又能培养学生的读写能力，本单元的综合语言知识能力的运

23、用，又能在此体现出来。Section B中的3c是任务性教学，体现了语言的交际性和实用性。单元教学建议采用Repeating和Cooperation的学习策略，充分利用多媒体教学来展开课堂Pair work问答式的口语交际活动，谈论现在正在发生的事情。本单元的教学法建议：语音教学：模仿操练；词汇教学：演示讲解、情景操练、反复使用；口语教学: 互相操练、对话练习、交际活动；阅读教学：补充对话；听力教学：图文配对和听写；写作教学：听写词句、模仿写作；语法教学：总结规律、模仿操练。单元教学目标a) 能力目标.学生学会订购食物。b) 策略目标i. 分角色表演对话。ii. 通过听短文中的关键词来听懂整个

24、文段。c) 情感目标关爱父母和他人,帮助他们做一些力所能及的家务事。词汇： large, medium, noodle, beef, green tea, cabbage, onions, juice, potato, special, size, dumpling, porridge, rice, soup, fish, drink, reason, menu, would like目标语言：What kind of noodles would you like?Id like beef noodles, please.What size bowl of noodles would you

25、like? Id like a large / medium / small bowl of noodles.What kind of noodles would you like?Id like mutton and potato noodles, please. 学习策略：通过本单元的教学，我要求学生能通过上下文内在的逻辑联系，或在观察别人的行为和活动时能用现在进行时来准确地表达所发生或进行的动作。 单元要点诠释1. 1.Idlikesome noodles.我想要面条。Idlike=Iwouldlikewouldlike意思为“相邀，愿意”，相当于want,但比want语气委婉。一般有以

26、下三种结构形式：wouldlikesomething想要某物 wouldliketodosomething想要做某事 wouldlikesib.Todosty.想要某人干某事e.g.Iwouldlikesomeicecream.我想要些冰激凌。Iwouldliketogowithyou.我想要（原意）和你一起去。Iwouldlikeheretomeetyou.我想要她去接你。*wouldlike中的would在句中常和前面的主语进行缩写为d。如Id=Iwould,youd=youwould,Hed=Hewould,Theyd=Theywould,Wed=Wewould.E.g.wedliket

27、ostayhereforafewdays.我们想要在这儿呆几天。Theydlikesomehamburgers.他们想要些汉堡包。相关句型1)Whatwouldyoulike?=Whatdoyouwant?你想要什么？其回答是：Idlike如：-Whatwouldyoulike?你想要什么？-Idlikealargepizza.我想要一个大的比萨饼。-Whatwouldshelikeyoutodo?她想要你干什么？-Shedlikemetohelpher.她想要我帮帮她。-Whatwouldtheyliketodo?他们想要干什么？-Theydliketoplaygames.他们想要做游戏。2

28、) Wouldyoulikesomething?你想要某东西吗？这是日常生活中有礼貌的、客气而语气有很委婉的征求对方要求时的用语。其肯定回答是：Yes,please./Allright./Yes./OK.等。其否定回答是：No,thanks.-Wouldyoulikesomemorefood?你想再要些食物吗？-No,thanks.不要了。谢谢！-Wouldyoulikesomebananas?你想要些香蕉吗？-Yes,please.(Allright. /OK) 3) wouldyouliketodosty.你愿意干某事吗(=Wouldyoulovetodosty.)这是日常生活中用来向对方

29、有礼貌的提出建议或邀请的句型。其肯定回答是：Yes,Idliketo.,否定回答常常用sorry.。-Wouldyouliketogoswimmingwithus?-Yes,Idliketo.-Wouldyouliketoplayfootballwithus?-Sorry,Ihaventfinishedmyhomeworkyet.2. Whatkindofnoodleswouldyoulike?你想要哪种面条？Whatkindof noodlespizza中的kind意思是“种，种类”。Akindof一种,whatkindof那一种,allkindsof各种各样的。如：Whatkindoffo

30、oddoyoulike?你喜欢哪种食品？Thereisakindofsheepinthezoo.动物园里有一种绵羊。Thereareallkindsoffoodinthefridge.冰箱里有各种各样的食品。a)kind用作形容词，以为“仁慈的，友爱的”。如：Heiskindtoeveryone.他与人为善。b)Thatsverykindofyou.作为对别人提供帮助的感谢语，“你太好了”。c)kindof还有“有点儿，稍微”的意思。如：Theelephantiskindofcute.那头大象有点逗人喜爱。3. Whatsizebowl of noodleswouldyoulike?你想要多大

31、碗的面条？size是名词，意思是“尺寸、大小”。既可以表示物体的大小，又用来表示服装、鞋帽等的尺码、号码。如：Doyouknowthesizeoftheroom?你知道这个房间的大小吗？Whatsizeshoesdoyouwear?你穿多大的鞋？Iwearsize6.我穿6号的鞋。单元课时分配第一课时 Section A 1a, 1b, 1c, 3a第二课时 Section A 2a, 2b, 2c, 3b, and 4-What kind of pizza would you like? Grammar Focus 第三课时 Section B 1a, 1b, 2a, 2b, 2c第四课时

32、Section B 3a, 3b, 3c, 4- pair work,第五课时 Self Check一、教学过程设计The first periodSection a 1a, 1b, 1c, 3aTeaching aids: 各种有关食物、蔬菜、点心的图片Teaching steps:Step 1. Greeting and revision1. Greet students and have a chant together.2. Have a revision about animal names.Step 2. Presentation 1. Show them some picture

33、s of food. Teach some new words, hamburgers, noodles, rice. And ask them, what kind of food would you like? Help them to answer I would like. Then give them 2 minutes to practice with their partners.2. Show students some pictures of vegetables. And teach them these new words, potatoes, tomatoes, cab

34、bage, Carrots. Ask them what kind of vegetables would you like? Help them to answer I would like. Then give them 2 minutes to practice with their partners.3. Give students some pictures of meat. Teach them new words beef, mutton, chicken, fish. And ask them what kind of meat would you like? Help the

35、m answer I would like.And give them 2minutes to practice the dialogue with their partners.Step 3 PracticeLook at the pictures and learn words .say each words and ask students to repeat. Then ask students to match each word with one of the ingredients in noodles.Step 4 Listening1、 Look at the three b

36、owls of noodles. Ask: What ingredients are in these noodles?2、 Play the recording the first time .Students only listen.3、 Play the recording a second time.4、 Correct the answers.Step5 Practice1、 Read the conversation in the picture in 1a.2、 Ask students to work in pairs. One person is the waiter, th

37、e other one is the customer.3、 Perform the conversation in front of the classroom.Step 6: Practice1 Look at the picture .What is they doing in 3a?2 Read all the questions yourselves.3 Read all the answers yourselves.4 Now please match each question with an answer. The first one is done as a sample.5

38、 Check the answers. 6 Read the conversation again in 3a.7 Now make your own conversation. Student A asks the questions from activity 3a. Student B gives true answers.8 Perform their dialogue for the class.Homework:熟记本课的单词和重点句型。The second periodSection a 2a, 2b, 2c, 3b, and 4-What kind of pizza would

39、 you like? Grammar FocusStep One: Revision1 Revise the food words. 2 Revise: What kind of noodles would you like? Id like What size bowl of noodles would you like? Id likeStep2 Listening1. Look at the food in the picture in 2a and name each one.2. Read the numbered list of words.3. Say, you will hea

40、r a conversation. The people will talk about some of the foods, but they will not talk about others. Please check the names of the food you hear below.4. Play the recording a second time.5. Correct the answers.Step3 Listening1. Read the conversation in 2b. Point to the blank lines .Say, listen again

41、 and fill in the blanks now.2. Check the answers.Step4 Practice1. Read the conversation in 2c yourselves.2. Work in pairs. Each student can be both the waiter and the customer. Say what you really like with your noodles.Step 5. Game. Describe noodles (kind, size). I have four sentences about noodles

42、. I need four students to stand in front of the classroom one by one, and let him or her to guess what kind of noodles and size bowl of noodles it is. Continue our competition.Step 6. Role playStudent A works in a noodle house. Take an order for noodles. Student B is the customer. Decide the size of

43、 bowl and the ingredients for the noodles. The Third period第三课时 Section B 1a, 1b, 2a, 2b, 2cStep One: Revision1 Revise the food words. 2 Revise: What kind of noodles would you like? Id like What size bowl of noodles would you like? Id likeStep 2: PresentationShow them some pictures of food. Ask them

44、 to say the new words then repeat .After that ask students to look at 1a and match the words with the pictures.Step 3: PracticeStudents do 1b .teacher says : Please circle the things you like and put an x in front of the things you dont like .When students finished this part , ask students to practi

45、ce the dialogue in pairs .Step4 Listening1. Point to 2a, say, for this activity, mark your answers in activity 1a .You will hear a conversation.Play the recording for the first time. Students only listen. Then play the scone time, ask students to circle each of the foods in activity 1a that is menti

46、oned in the dialogue on the tape. Then check the answers. 2. Listen again; fill in the order form on page 81.Step 5 Role playStudent A works at a dumping house. Look at page 82. Ask questions and fill in the order form. Student B orders food form from Student A. Order dumplings and drinks from activ

47、ity 1a ask some pairs of students to present their conversations to the class.Step 6 Homework The fourth period第四课时 Section B 3a, 3b, 3c, 4- pair work,Step 1: warming-up Sing a song-“food and drink” Step 2: Revision1 Dictation2 Revise: What kind of noodles would you like? Id like What size bowl of n

48、oodles would you like? Id likeStep 3: Presentation1 show pictures of food, ask students say the words.2 Students read the newspaper ad in 3a. Fill in blanks with words in the box. Then read the ad together, the teacher explains some difficult language points.3 Check the answers Step 4 PracticeAsk st

49、udents to finish 3b in the same way according to 3a. Students read the short passage and fill in the blanks .At last, check the answers.Step 5 productionAsk students to write their own ad for dumplings, noodles, drinks, and other foods they know. Then ask students to read their partners ad. Then ord

50、er food and drink from their partner.Step 6 Home workGroup work make an ad about “food and drink” The fifth period-Self CheckSelf CheckSelf Check1、第一教学环节：情景创设，导入新课 教师活动 学生活动播放课件或出示单词图片，引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的教学内容。观看课件或单词图片，进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的学习要求。2、第二教学环节：师生互动，学习探究教师活动学

51、生活动1引导学生在筑词表上进行筑词活动，引导学生采用分类、总结等各种有效途径记忆单词，完成第2部分的教学任务。2为学校食堂制作一份食谱. 无食堂的学校让学生为面馆或饺子馆制定食谱。阐述这份食谱的优点. 1在筑词表上进行筑词活动，学会采用分类、总结等有效途径记忆单词，完成第2部分的学习任务。2为学校食堂制作一份食谱. 无食堂的学校让学生为面馆或饺子馆制定食谱。阐述这份食谱的优点. 3、第三教学环节：合作交流，巩固提高 教师活动 学生活动引导学生进行Just for fun!游戏活动，复习、巩固所学的句型和语法知识。进行Just for fun!游戏活动，复习、巩固所学的句型和语法知识。本单元教学

52、设计理念：1、本单元的教学活动始终遵循任务型教学的教学理念，以学生为学习的主体，以任务为中心，在运用语言完成任务的过程中来学习，体会和掌握语言。2、自始自终贯穿了以交际为目的的原则（在做中学，在学中用）。3、在教学过程中，关注学生的生活实际和生活体验，让其贴近实际、贴近生活、贴近时代，树立以学生为本的思想，提倡学生参与、体验、亲身实践、独立思考、合作探究，从而实现教学方式和学习方式的转变。Unit 9 How was your weekend?Part 1: Teaching Design (第一部分：教学设计)Unit goals Learn more activity phrases Le

53、arn the past tense of some verbs Learn to talk about recent past eventsWordsdid, went, stay, practice, was, spend, had, saw, wrote, change, sat, text, mountain, geography, week, anything ExpressionsHow was your weekend?It was great.What did you do last weekend?I studied for my math test.I watched TV

54、. I saw an interesting talk show.What about.?Its time to go to school.What about? regular verb, irregular verb, talk showWhat did you do last week?SreucturesI played soccer. We went to the beach.What did he /she do last weekend?He /She did his / her homework.What did they do last weekend?They played

55、 tennis.Regular verbs: play.played, clean.cleanedIrregular verbs: do.did, go.wentSection ATeaching goas: Master the new words: did, went, stay, practice, was, mountain, geography, regular verb, irregular verb, test, what about Learn to ask and answer:How was your weekend?It was great.What did you /

56、she /he do last weekend?I / He / She went to the beach.Teaching proceduresStep 1: Warming up Ask students about what they do on weekends. Model: T: How is your weekend? S: Its great/ terrible, good, OK. / Not bad. T: What do you usually do on weekends? S: I usually play soccer / do my homework / cle

57、an my room . T: How about your friend? S: She / He usually stays at home and watch TV.Step 2: Presenting1. Make a list of the verb phrases students said just now on the blackboard.For example: play soccer, do my homework, clean my room, stay at home , watch TV .2. Go on asking students: What did you

58、 do last weekend? How was your last weekend? Help students answer, using the past tense of the verbs. Pay attention to the change of verbs form watch TV . watched TV, play soccer . played soccer do homework. did homework, go to the beach . went to the beach am / is / . was, are . were Model: T: What

59、 did you do last weekend? S: I played soccer and did homework.Step 3: Practicing Activity 11. Students ask and answer in pairs about their last weekend in the same way.2. Check some pairs. Activity 21. Point to the pictures in 1a and ask students to tell what they see. Name each activity and repeat

60、in the past tense.went to the movies, played soccer, went to the beach, did homework, played tennis, cleaned my room2. Ask students to match each activity with one of the pictures.3. Check the answers. 1.d 2.b 3.f 4.c 5.e 6.a4. Students read the phrases aloud. Activity 3 a) Students work in pairs to ask and answer about what the girl in 1a