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新目标七年级英语下册全册英文教案2

Language Goal:

Talk about what people are doing.

Teaching Aims:

The present Progressive (结构式: Be + V-ing )

Key Points:

---What’s he doing ?

---He’s reading.

Difficult points:

现在进行时的用法和动词V-ing 形式的构成。

Teaching Methods:

由浅入深,设置场景、对话以及表演来教授新句型。

Teaching Aids:

教学图片、教学光盘、VCD机、录音机

Teaching Procedures:

Step1. Warming – up

A. Duty report

Teacher: How are you, boys and girls?

S s : Fine, thank you.

Teacher: OK, who’s on duty today?

(the student who is on duty starts to make a duty report)

B. Ask and answer

(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)

T: Usually, what time do you go to school?

S1: ……

T: When does your father watch TV in the evening?

S2: ……

T: Do you do your homework in the evening?

S3: ……

T: When do you play soccer?

S4: ……

T: what time do you usually eat dinner?

S5: ……

(The teacher should encourage the students after questions.)

The teacher ask the students to read these five verbs for several times.

Step 2. Presentation

A. Match the words and the activities.

Ask the students to turn to page 83, and look at the pictures in 1a.

Then,the teacher ask questions:

----What’s he doing? (Picture 1)

----He’s making a telephone call.

(Help the students answer the question with body language .)

Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)

The Ss read these V-ing words after the teacher.

B. Play the video.

To make the Ss clear what they are learning in this class. Mr. Gong’s words do give the teacher a big hand.

(Write down the title of Unit 14 I’m watching TV on the blackboard and ask the Ss to read it.)

C. Teach the Present Progressive.

1. Introduction

Tell the Ss what the Present Progressive is. (现在进行时表示现在正在进行或发生的动作, 它的表现形式为Be Verbs + V-ing ---- 这也即为它的结构式.)

2. Tell the difference

Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard. Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then, ask the Ss to read them again.

3. Listen to the tape.

Let the Ss get ready to listen to the tape (paper and ball-point pen).

Check the answer: 2 4 1

4. Activities.

The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.”

(The other actions: look at someone, clean the window)

Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined:

n What am I doing?

n I’m opening the door.

n What am I doing?

n I’m looking at him.

n What am I doing?

n I’m cleaning the window.

5. Pairwork.

Ask and answer questions about what people are doing in the picture.

u What’s he doing?

u He’s reading.

The Ss can practice different sentences upon the verbs on the blackboard.

6. Guessing game.

The teacher prepare several pieces of paper and there are different actions on it. Ask a pair of Ss to act it out. (Each pair of Ss choose two pieces of paper and act.)

(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progressive step by step. They can have fun in the classroom during this class, it’s the most important.)

7. Self-assessment.

The teacher prepare for the Ss some listening exercises, and play the cassette, let them finish these exercises at once. Then, check the answer. The Ss can understand whether they have learned about the Present Progressive.

8. Do the exercises.

The teacher have the Ss some exercises, and ask the Ss to do at once.

<1>--What’s Li Lei doing?

-- He_____________. ( read )

<2>--What’s his mother doing?

--She_____________. ( write )

<3>--What are they doing?

--They_____________. ( play soccer)

<4>--What are David and Mary doing?

--They_____________. (have dinner)

<5>--What’s Jenny doing?

--She______________. ( run )

(In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after class.

Step 3. Homework

1. Finish the exercises in the class.

2. Make a conversation and act it out with your partner.

Step 4. The end

T: You are very good today, boys and girls! And thank you for listening. Bye.

Unit 6: It's raining!

Language goals

In this unit students learn to talk about the weather and talk about what people are doing.

New language

What are you doing? I'm watching TV

What's he doing? He's playing basketball.

What's she doing? She's cooking.

What are they doing? They're studying.

How's the weather? It's raining.

Section A

Write the question. What are you doing? on the board.Read the question and ask the class to repeat it. Then act out an activity students are already familiar with, point to the question and have students repeat it. Answer the question using the target language.

For example, you might pretend to be reading a book,playing soccer, playing the guitar or writing your name.When the class asks, What are you doing?, you answer,I'm reading a book, and so forth.

1 a This activity introduces the key vocabulary.

Focus attention on the cities in the picture. Ask, What s the weather like here? If they can't answer, supply theword and ask the class to repeat it. Say a sentence or two about each kind of weather. For example, It's raining.Is it raining here today?

Point out the numbered list of words. Say each one and ask students to repeat the words again.

Then ask students to match each word with one of the cities in the picture. Say, Write the letter of each city next to one of the ivords. Point out the sample answer.

Check the answers.

1 b This activity gives students practice in understanding the target language in spoken conversation.

Play the recording the first time. Students only listen.Say, You will hear four different conversations. Each one is about the weather in a different city. Point to each city in the picture as it comes up on the tape.

Play the recording a second time. Ask students to write the name of the city in the picture of its weather. Say, The first one has been done for you. Beijing is written in the picture of sunny weather. It is sunny in Beijing.

Correct the answers.

1 c This activity provides guided oral practice using the target language.

Point out the example conversation. Ask two students to read the dialogue to the class.

Say, Now work with a partner. Make your own conversations about the weather in these five places.

As the pairs talk, move around the room monitoring their work. Offer language or pronunciation support as needed.

Ask several pairs to present their conversations to the class.

2a This activity gives students practice in understanding the target language in spoken conversation.

Point to the four pictures. Ask students to tell what each person is doing in each picture. For example, This boy is talking on the phone. This man is playing basketball. Supply vocabulary words as needed.

Play the recording the first time. Students only listen.

Play the recording a second time. This time, ask students to listen to the recording and number the pictures 1 through 4 to show what each person is doing.

Correct the answers.

2b This activity provides listening practice using the target language.

Point out the list of names and the list of activities.Ask a different student to read each list to the class.

Say, Now I will play the recording again. This time,please match each name with an activity. Write the letter of an activity in front of each name. Point out the sample answer for number 1.

Play the recording and have students fill in the rest of the answers. ,

Correct the answers.

2c This activity provides guided oral practice using the target language.

Call attention to the four people in the picture in activity 2a. Ask students to say something about each person. Guide students to use the words and phrases playing basketball, cooking, ivatching TV, and playing computer games.

Point out the sample conversation in the speech bubbles and have a pair of students read it to the class.

Say, Now please work with a partner. Make conversations like this one. Talk about the people in the I pictures. As students work in pairs, move around the room monitoring progress and offering assistance, if needed.

Ask some pairs to present their conversations to the class.

3a This activity introduces more key vocabulary.

Call attention to the faces. Ask students to point to and describe each face using whatever vocabulary they can.Help students to identify how each person is feeling. For example, ask a student. Look at this face. Is it happy? Is it unhappy?

Then point to the four words. Say the words and ask students to repeat each one. Use your tone of voice and facial expressions to reinforce the meaning of each. Add your own simple explanations of what each one means.For example: Not bad. This means something is not very good, but it's also not very bad. It's in the middle.

After that, ask students to match each numbered phrase with a face by writing the letter of each face in the blank in front of the correct phrase.As students work, move around the room answering

questions as needed.

Check the answers.

3b This activity provides oral practice using the target language.

Point out the conversation in the large picture and ask two students to read it to the class. Ask students to explain what How's it going? means. (It is similar to How are you? or How is everything?)

Ask students to practice the conversation in pairs.Move around the room monitoring their progress.

Then call attention to the example in the small speech bubbles. Have two students read it to the class.

Say, Now we'll change some of the words and make our own conversations. We can use our own names. We can give true answers or we can make up answers.

Ask pairs of students to make up their own conversations. Move around the room offering language support as needed.

Ask some pairs to present their conversations to the class.

4. This game provides oral practice using the target language.

Say,Now let's work in pairs again. One student looks at the picture on page 85 and the other looks at the picture on page 87. Please don't look at your part ner's picture.

Say, Each picture has the same people in it, but they are doing different things. Take turns talking about what the people are doing in your picture. If I am student A, I will say. In my picture it is sunny. Guide one of the students Bs to respond. In my picture it is raining.

As students work, move around the room, monitoring progress and offering assistance as needed.

Section B

New language

More words used to describe weather:cold, hot, cool, warm, humid

Additional materials to bring to class:

weather map from an English language newspaper

1 a This activity introduces more key vocabulary.

Focus attention on the five pictures. Ask students to tell what the weather is like in each place, if they can. If not, supply the word and ask the class to repeat it. Say a sentence or two about each kind of weather. It's cold in this picture. Is it cold here today?

Point out the numbered list of words. Say each one and ask students to repeat the words again.

Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.

Check the answers.

1 b This activity provides oral practice using the target language.

Call attention to the example in the speech bubbles.Read the conversation with a student.

Ask students to work in pairs. Have students ask and answer questions about the weather in the pictures in activity la.

2a This activity provides listening and writing practice using the target language.

Read the headings on the chart to the class. Point out the answer blanks.

Say, Listen to this conversation between Sam and Maria. Listen carefully to their questions and answers.

Play the tape the first time. Students only listen. Play the tape again and have students write their answers.

Play the tape again and have students write their answers. Say, This time, please write the answers Maria and Sam give to the question "How's it going?"You may wish to play the tape more than once at this point.

Correct the answers.

2b This activity provides more listening and writing practice using the target language.

Point to and read the second two headings on the chart: What are you doing? How's the weather?

Ask students to listen to the recording again and write the answers to these two questions in the blanks in the chart.

Play the recording. Students fill in the blanks.

Correct the answers.

2c This activity provides guided listening and speaking I practice using the target language.

Point out the example in the speech bubbles. Ask two students to read it to the class.

Point out the three questions in 2a. Ask individual students each question and repeat their answers. Accept any reasonable answers.

Say, Now work with a partner. Make your own conversations. Student A is Maria. Student B is Sam. Athey talk, move around the room monitoring their work.Offer language support as needed.

3a This activity provides reading practice using the target language.

Call attention to the speech bubble and the picture.Ask students to say where the reporter is. Ask them to tell what they know about Egypt.

Read the speech bubble to the class, or ask a student to do so. Answer any questions students may have. Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.

Ask students to work alone. Say, Underline the words in the speech bubble that say what people are doing. Then circle the words that describe the weather. Two examples are done for you.

3b This activity provides reading and writing practice using the target language.

Draw attention to the pictures of France and the description below. Read the description to the class or ask a student to do so. Say the word blank each time you come to a blank line.

Answer any questions students may have about the new words. Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.

Ask students to work alone. Have students fill in the blanks. Point out the sample answer and read that sentence.

Correct the answers.

3c This activity provides writing practice using the target

language.

Ask one or two students to describe the weather in their home town, and to say what outdoor activities people there like to do (e.g. playing football, flying kites, fishing).

Ask students to work alone. As they work, move around the class monitoring progress and offering help as necessary. Provide the students with any new vocabulary theyneed (e.g. for describing activities), or encourage them to use a dictionary.

Ask several students to read their reports to the class.

4 This survey provides listening, speaking, and writing practice using the target language.

Call attention to the dialogue in the speech bubbles.Ask two students to read it to the class. Ask other students,What do you do when it's raining?

Substitute another type of weather for "raining" and ask other students what they do. Accept all reasonable answers and write each one on the board.

Introduce the use of present tense in both halves of answers such as, When it's sunny, I go to the beach.(See grammar note.)

Now ask students to interview their classmates. Ask each student to choose one type of weather and ask as many classmates as possible what they do in that kind of weather. Remind students to write down the answers.

Ask several students to read their questions and answers to the class. Write any new vocabulary items on the board and discuss these words. Students may wish to copy some of the words onto their notebooks.

Alternative: If you do not want students to get up and walk around the classroom, then ask them to do this activity in groups of four.

Unit 7: What does he look like?

Language goal

In this unit students learn to describe people.

New language

What do you look like? I'm short. And I have curly hair.

What do they look like? They're medium height.And they have short hair.

What does he look like? He's heavy and he wears glasses.

What does she look like? She's thin and she has long hair.

Section A

Ask students to name some ways of describing people. You can start students off with examples such as tall and short. Point out various students in the class and ask students to say if they are tall or short.

Continue with examples of students who have long hair and short hair. Write the words on the board and ask students to repeat these words. Then point at different students' hair and ask the class, Long hair or short hair?

Culture note

In some cultures, it is impolite to point at other people or to touch other people, particularly on the head.

la This activity introduces the key vocabulary.

Focus attention on the words. Ask students to read the list of words. Then say each word and ask students to repeat it.

On the board, make a simple drawing to illustrate each of the words. As you complete each drawing, point to it and ask students what it shows. If they don't know, say the word and ask students to repeat it. For example,draw a stick figure with very long legs and a long body,When you point to the figure, students say tall.

Call attention to the picture. Point to the letters next to the people in the picture.

Say, Use the letters to match the people in the picture 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.

Check the answers.

1 b This activity provides guided listening and writing practice using the target language.

Call attention to the speech bubbles in the picture.Read the dialogue, saying blank when you come to a blank line.

Say, You will hear a conversation between Amy and her friend. Fill in the blank lines in their conversation.Then look at the picture and find the boy Amy is talking about.

Play the recording the first time. Students only listen.

Play the recording a second time. This time, students fill in the blanks in the speech bubbles.

Say, Who are they talking about?

Correct the answers.

1 c This activity provides guided oral practice using the target language.

Call attention to the various people in the picture.Say, One of these people is your friend.

Point out the sample conversation. Ask two students to read it to the class. Then ask the class to point to the girl in the picture who has long hair and a medium build.

Say a dialogue with a student. Have the student ask you the question. You then answer it using a description of one of the people in the picture. Ask the student to point out the person you described.

Say, Now work with a partner. Ask and answer the questions.

Then have students work in pairs. As they talk,move around the room monitoring their work.Offer language or pronunciation support as needed.

2a This activity provides guided listening practice using the target language.

Point to the list of nine phrases and ask a student to read them to the class.

Say, Now you will hear three conversations. The people are talking about friends. They are using these words to describe their friends. Some of these words go with "has" and some go with "is".

Point to the circle around the word "circle". Say, Circle the correct word, either is or has, when you hear it in the conversation.

Play the recording the first time. Students only listen.Point out that there are three different conversations about three different people.

Play the recording a second time. This time say, Circle "has" or "is". You may wish to play the recording a third time to allow slower students to complete their work and to let other students check their answers.

Correct the answers.

2b This activity provides listening and writing practice using the target language.

Point at the chart with space for two words used with is and two words used with has after each name

Call attention to the sample answers. As you point to the word is, say a sentence using the sample answer tall:He's tall. Point to the word has and say a sentence using the sample answer curly hair: He has curly hair.

Play the recording. Ask students to listen to the descriptions and write the words in the correct column after cad person's name.

3 This activity provides guided writing practice using the target language. J

Call attention to the dialogue in the box and the picture. Explain that students have to complete the dialogue with words to describe Nancy's appearance.

Have students do the activity individually. As they work, move around the classroom offering help as necessary.

3a This activity provides reading practice using the target language.

Draw attention to the pictures and the descriptions.Explain that students have to match the pictures with the correct descriptions.

Point out the example. Have a student read the first description.

Students do the activity individually.

3b This activity provides oral practice using the target language

Call attention to the picture and the names in the box. Say, Student A has to write the names in the box next to the people in the picture. Then Student B has to ask questions to find the people. Remind students that they should not look at each others' textbooks when they do this activity.

Have two students read out the example dialogue in the speech bubbles. Then ask students to do the activity in pairs. As students talk, walk around the classroom listening and offering assistance as necessary.

After several minutes, stop the activity and have several pairs present their dialogues to the class.

4 This activity provides open-ended oral practice using the target language.

Give a sample description of someone in the class and ask the class to guess who you are describing.Use only words and sentence patterns from this unit.For example, She's short and thin. She has curly hair.

Ask some students to describe a person while their classmates guess who it is.

Section B

New language

beard, mustache, black, blonde, bald Additional materials to bring to class:

large scrap paper for the drawing activity in activity 4

1 a This activity introduces the key vocabulary.

Focus attention on the six pictures. Ask students to tell what they see in each picture. Confirm each correct answer and supply any words students don't know.

Point at the numbered list of words. Say each word and ask students to repeat these words.

Then ask students to match each word with one of the pictures. Say, Write the letter next to the picture in front of one of the words. Point out the sample answer.

1 b This activity provides oral and writing practice using the target language.

Point at the incomplete sentences and read the completed sample sentence to the class.Ask students to work alone or in pairs. Have students write the name of a famous person in each blank.

Ask some students to read the sentences they completed. Have other students say whether the sentences are right or wrong.

2b This activity provides listening and writing practice using the target structures.

Say, You will hear Maria and Danny talking about Tina Brown and Johnny Dean again. This time your job is to write what each person looks like. Point to the heading "looks like".

Play the recording. Ask students to fill in the blanks next to the words "looks like" on the chart.

Correct the answers.

2a This activity provides listening and writing practice using the target language.

Point out the picture of Johnny Dean and Tina Brown and Maria and Danny. Say, You will hear Maria and Danny talking about Tina Brown and Johnny Dean.Your job is to write the job each person does. Point to the heading "Job" on the chart.

Play the recording the first time. Students only listen.

Play the recording a second time. This time ask students to fill in the blanks in the chart.

Correct the answers.

2c This activity provides oral practice using the target language.

Name a famous actor, musician or athlete and describe that person. For example, My favorite actor is Leonardo DiCaprio. He's medium height and he has brown hair.

Ask students to work in small groups. Have students describe a famous person to the group. Ask others in the group to add information to each description, if possible.

3a This activity provides reading and writing practice using the target language.

Call attention to the two pictures of Johnny Dean.Ask students if they are pictures of one person or two different people. Lead students to understand that they are before and after pictures.

Ask students to read the magazine article individually.Move around the room answering any questions students may have.

Read the magazine article to the class. Answer any further questions about the words in the story students may have.

Point out the blanks in the chart. Say, Under "Before"write words that describe Johnny before be changed. Under "Now" write words that describe Johnny after be changed. Point out the sample answer.

As students work, move around the room monitoring progress.

3b This activity provides guided writing practice using the target language.

Call attention to the passage and the pictures below.Explain that the passage describes how Gloria Green's look has changed. Point out the sample answer, and ask a student to provide the second answer (short hair).

Point out the numbered blanks in the paragraph. Say,Write words describing Gloria's appearance in each blank.

Ask students to finish the activity on their own.

3c This activity provides writing practice using the target language.

Ask students to name their favorite actors or musicians. Write some of the names on the board.

Ask each student to choose an actor or musician and write a short description of the person.

Ask what new words students want to use in their descriptions. When you understand what a student wants to say, write the word on the board, explain it to the class and have the class repeat it. Limit this to two or three new words.

As students write, move around the room answering questions and offering language support.

Read some of the completed descriptions to the class and have students guess who the person is.

4 This activity provides listening and speaking practice using the target language.

Read the instructions. Check to see that students understand how the game is played.

Ask each student to draw a picture without letting ,anyone else see it.

Have students get into groups of four. Tell the students in each group to give themselves numbers from 1 to 4.

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.

Ask 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.

Review unit 7

1.特殊疑问句

What do you/they look like?

I’m/They’re short.I’m/They’re thin.

What does he/she/your friend/Yao Ming look like?

He/She has a medium build.

He/She is tall.

He/She has curly hair.

2.Describe appearances

I is short hair (n.)

We long hair (n.)

You straight hair (n.)

He are curly hair (n.)

She blonde hair (n.)

My friend have black hair (n.)

Li Ming thin (adj.)

They has heavy (adj.)

tall (adj.)

wear short (adj.)

bald (adj.)

wears a beard (n.)

glasses (n.)

a medium build (n.)

a mustache (n.)

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