Unit4Iwanttobeanactor.(新目标七下英文教案)。
一般给学生们上课之前，老师就早早地准备好了教案课件，到写教案课件的时候了。我们制定教案课件工作计划，才能更好地安排接下来的工作！你们清楚教案课件的范文有哪些呢？下面是小编精心为您整理的“Unit4Iwanttobeanactor.(新目标七下英文教案)”，仅供参考，欢迎大家阅读。
Unit4:Iwanttobeanactor.
Languagegoal
Inthisunit,studentslearntotalkaboutjobs.
Newlanguage
Whatdoyoudo?Imareporter
Whatdoeshedo.Hesastudent.
Whatdoyouwanttobe?Iwanttobeanactor.
Whatdoesshewanttobe?Shewantstobeapoliceofficer
namesofjobsandprofessions
SectionA
Brainstormwithstudentsalistofjobsthatfriendsorrelativesdo.("Brainstorming"isanactivityinwhichyousetatopicandstudentssaywhateverwordstheycanthinkofrelatingtothattopic.)Writethewordjobsontheboardandlistallthejobsstudentsmention.
Pointtothejobsonebyoneandaskstudentstosaywhatevertheycanaboutthesejobs.Acceptsinglewordanswersorsimplesentencessuchas,Itsfun.Itsagoodjob.
laThisactivityintroducesthekeyvocabulary.
Focusattentionontheart.Askstudentstotellwhattheyseeineachscene.Askstudentstonameasmanyofthejobsshownastheycan.Thenpointtoascene,namethejob,andaskstudentstorepeat.
Pointtothenumberedlistofwords.Sayeachoneandaskstudentstorepeat.
Thenaskstudentstomatcheachwordwllfaoneofthescenes.Say,Writetheletterofeachscenenexttooneoftheivords.Pointtothesampleanswer.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothedifferentpeopleshowninthepicture.Askvariousstudentstotellwhattheydoasyoupointtoeachone,
Say,Nowyouwillhearthreeconversations.Theconversationsareaboutthreeofthepeopleinthispicture.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimeaskstudentstowriteanumber1nexttothepersonbeingtalkedaboutinconversation1.Havestudentsputa2and3nexttothepeoplebeingtalkedaboutinconversations2and3.
Correcttheanswers.
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage-
Askastudenttoreadtheexampleconversationwithyou.Holdupthebookandpointtothedoctorinthepicture.
Say,Nowworkwithyourpartner.Makeyourownconversationsaboutthepicture.Youcanusesentencesliketheonesinactivity1b.
Sayadialoguewithastudent.Pointtoapictureofoneofthepeople.Guidethestudenttoanswerusingoneofthewordsinactivity1a.
Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Onerlanguageorpronunciationsupportasneeded.
2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Askstudentstolookatthethreepictures.Askdifferentstudentstotellyouwhattheysecineachpicture.Whatarethepeopledoing?Whatjobsdotheyhave?
Playtherecordingthefirsttime.Studentsonlylisten.Say,Youwillhearconversationsaboutthepeopleinthesepictures.
Playtherecordingasecondtime.Say,Writethenumberofeachconversationbelowthepictureofthepersonbeingtalkedabout.
Correcttheanswers.
2bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothethreeheadingsinthechartandreadtheheadingstotheclass.Askstudents,Whatdoes"wantstobe"mean?(ItisnottheJobthepersonliasnow.Itisthejobthepersonwantsinthefuture.)
Playtherecordingthefirsttime.Studentsonlylisten.Say,YouwiUhearaboutthepeopleinthesepictures.Youwillhearthejobtheyhawnowandthejobtheywantinthefuture.
Playtherecordingasecondtime.Thistimeaskstudentstofillintheblankswiththejobsthepeoplehavenowandtheonestheywantinthefuture.Pointoutthesample
2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointoutthepicturesinactivity2a.Askwhoeachpersonis.(TheyareSusansbrother.Annasmother,andTonysfather.)
Say,Nowworkwithyourpartner.Askandanswerquestionsaboutthepictures.Ask,"Whatdoesheorshedo?"Thenask,"Whatdoesheorshewanttobe?"
Sayadialoguewithastudent.PointtoAnnasmotherandthentotheexampleinthespeechballoons.Practicethedialoguewithastudent.
AsstudentsworkInpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded.
3aThisactivityintroducesthenamesfortheplaceswherepeoplework,andgivesreadingpracticeusingthetargetlanguage.
Callattentiontothepictures.Askstudentstoreadthenameforeachplace.Astheynameeachplace,writethewordontheboardand-asktheclasstorepeatit.
Pointoutthelistofjobswiththenumbersnexttoeach.Thencallattentiontothepeopleinthepicturesandthespeechbubbles.Pointoutthesampleanswerandhaveastudentreadoutthespeechbubble.
Askstudentstoworkalone.Say,Writethenumberofeachjobinthesquarenexttoeachworkplace.
Checktheanswers.
3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointoutthepicturesinactivity3a.AskstudentstonametheworkplaceshownIneachpicture.
Thenpointouttheconversationinthespeechbubbles.AsktwostudentstoreadIttotheclass.
Say,Wowworkwithapartner.Firstpracticetheconversationinthepicture.Thenmakenewconversations.Usejobsandplacesfromactivity3a.
Sayadialoguewithastudent.Pointtothewordwaiterinactivity3aandthentothepictureoftherestaurant.Askastudent.Wheredoeshework?Guidethestudenttoanswerusingthecorrectplace:Heworksinarestaurant.Thenask.Whatdoeshedo?andguidethestudenttoanswer,Hesawaiter.
Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded.
4Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.
Callattentiontothepicturesinthebookshowinghowtoplaythegame.Say,Youwilldrawapictureofsomeoneworking.Otherstudentswillaskquestionsaboutthekindofjobyouaredrawing.Aftertwoquestionssomeonecantrytoguessthejob.
Demonstratebydrawingapictureontheboardofastickfigurereporter.Adddetails(microphone,notebook,etc.)untilstudentsguesswhatjobitis.
Askastudenttogototheboard.Say,Drawapictureofapersonworking.Ifnecessary,helpthestudentadddetailsthatshowthejobthepersonisdoing.Heorshecanaddabankinteriortoshowthatthepersonisabankclerk.Astudentcouldalsouseaneyechartonthewalltoshowthattheplaceisadoctorsofficeandthepersonisadoctor.
AsktwodifferentstudentstoaskquestionsabouttheJob,andthenaskathirdstudenttoguesswhatjobitis.
Playthegameusingdrawingsbyseveraldifferentstudents.
Alternative:Ifyoudonotwantstudentstomovefromtheirseats,thenyoucanaskthemtodothisactivitysittingdowningroupsoffour.Theywillneedpiecesofpaperonwhichtodrawtheirpictures.Theywillalsoneedpencils.
SectionB
Newlanguage
Wordsthatdescribejobs,suchasexciting,dangerous,boring,difficult,busy,fun
Additionalmaterialstobringtoclass:
helpwantedadsfromanEnglish-languagenewspaper
1aThisactivityintroducesthekeyvocabulary.
Focusattentiononthesixpictures.Ask,Whatjobdoesthepersonhave?Wheredoesthepersonivnrk?
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.Thenusesimpleexplanationsandshortsamplesentencestohelpstudentsunderstandwhateachwordmeans.Forexample,Excitingmeansveryinterestingandveryfast-moving.Apoliceofficerhasanexcitingjob.Thejobisalwayschanging.Somethingisalwayshappening.Fordangerousyoumightsay,Dangerousmeansnotsafe.Youmightbehurtorkilledinadangerousjob.
Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachpicturenexttooneofthewords.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
CallattentiontothepictureInthisactivityandaskastudenttoreadthestatementtotheclass.Thenpointtothepictureofthepoliceofficerandsay.Itsanexcitingjob.Asktheclasstorepeat.Thensay,Whatelsecanyousayaboutbeingapoliceofficer?Someonemayanswer,Itsadangerousjob.Asktheclasstorepeateachcorrectanswer.
Thenaskstudentstoworkinpairs.Suggestthattheyeachpointtothepicturesoftheworkersandmakestatementsaboutthem.Asstudentspractice,movearoundtheclassroommonitoringtheirwork.
1cThisactivityprovidesanopportunityfororalpractice.
Say,Namesomeofthejobsfromthisunit.Writethislistofjobsontheboard.Say,Canyounamesomeotherjobs?Addanynewjobstothelist.
AsksomestudentstomakestatementsaboutJobsonthelistusingthewordsinactivityla.Youmaywishtowritesomeofthesentencesontheboardsothatstudentscancopythesentencesintotheirnotebooks.
2aThisactivityprovideslisteningandwritingpracticewiththetargetlanguage.
Callattentiontothetwoheadingsandaskastudenttoreaddieheadingstotheclass.
Pointouttheblanklineswherestudentswillwritethenameofajob(underthewordswantstobe).
PlayIherecordingthefirsttime.Studentsonlylisten.
Say,NowIwillplaythetapeagain.Thistimewritethenameofajobunderthewords"wantstobe."
2bThisactivityprovideslisteningandwritingpracticewiththetargetlanguage,
Callattentiontothesecondheadingandaskastudenttoreadittotheclass.Say,Thistimeyouwillunitewhyeachpersonwantsthejob.
Playtherecordingagain.Studentsonlylisten.
Thensay,NowIwillplaythetapeagain.Thistimewritethereasonthepersonwantsthejobundertheword"Why?"
Playtherecording.Studentswritetheiranswers.
Checktheanswers.
2CThisactivityprovidesopen-endedoralpracticeusingthetargetlanguage.
Say,Whatdoyouwanttobe?Whatwordsdescribeeachjob?Helptheclassmakeupalistofjobstheymightliketodo.Asstudentssuggestpossiblejobs,asktheclasstosuggestwordstodescribethem.Useabilingualdictionary,ifnecessary,tofindthenamesofjobsandwordstodescribeeachone.
Thenaskstudentstoworkinsmallgroups.Theytelleachotherwhattheywanttodoandwhy.Encouragestudentstousedictionariesifnecessary.Movefromgrouptogroupofferingassistanceasneeded.
Askindividualstudentstotelltheclassaboutwhattheywanttobeandwhy.
3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Callattentiontothethreenewspaperadsandreadtheseadstotheclass.Sayblankeachtimeyoucometoablankline.
Thenreadeachadagainseparately,pausingtoallowstudentstoaskquestionsaboutanythingtheydontunderstand.Forexample,inthefirstad,studentsmaynotknowthatworkinglatemeans"workingatnight."Toworkhardmeanstousealotofenergytodothejob.
AskstudentstofillIn(heblanksintheadsusingthewordsactor,reporter,andwaiter.
Checktheanswers.
3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Callattentiontothenewspaperadandaskastudenttoreadit,sayingblankforeachblankline.
AskstudentstofillintheblanksusingwordsfromThissection.Say,Lookatthepicturesnexttoeachblankline.Thepictureswillhelpyouguessthecorrectword.SuggestthattheylookatthenamesofjobsandthewordsthatdescribejobsinthefirstpartofSectionB.
Checktheanswers,
3cThisactivityprovideswritingpracticeusingthetarget
language.
Pointouttheblankstripofnewspaperwherestudentscanwritetheirownads.
Askoneortwostudents,Whatareyougoingtowriteabout?Repeateachofthestudentssentencesandasktheclasstorepeatthesentencesafteryou.Forexample:Do^OMwantaninterestingbutdangerousjob?Doyouwanttomeetnewpeople?Weneedapoliceofficer.CalltheSmithtownPoliceStationat555-2323.
Askstudentstoreadtheiradstoapartner.Askthepairstocorrecteachotherswork.
4Thisactivityprovidesguidedoralpracticeusingthe
targetlanguage.
Asktwostudentstoreadtheconversationinthespeechbubbles.Answeranyquestionsstudentsmayhaveaboutit.
Thensay,Newpleaseworkingroups.Askefuestionstofindoutwhatjobseachpersonwroteabout.Youcanusesentencesliketheoneswejustread.
Asstudentsaskquestions,movefromgrouptogroup.Rephraseanyincompleteorincorrectquestions.Alsorephraseanyinaccurateanswers.
精选阅读
Unit10Wheredidyougoonvacation?(新目标七下英文教案)
老师会对课本中的主要教学内容整理到教案课件中，大家应该要写教案课件了。我们要写好教案课件计划，才能在以后有序的工作！你们会写多少教案课件范文呢？急您所急，小编为朋友们了收集和编辑了“Unit10Wheredidyougoonvacation?(新目标七下英文教案)”，欢迎您参考，希望对您有所助益！
Unit10:Wheredidyougoonvacation?
Languagegoal
Inthisunitstudentslearntotalkaboutpastevents.
Newlanguage
Wheredidyougoonvacation?Iwenttothemountains.
Wheredidtheygoonvacation?TheywenttoNewYork.
Wheredidhegoonvacation?Hestayedathome.
Wheredidshegoonvacation?Shevisitedheruncle.
Didyougotothebeach?Yes,Idid./No,Ididnt.
SectionA
AskquestionsaboutwhatstudentsdidlastSaturday.Writesomepasttensestatementsontheboard.Ask,WhowenttothemovieslastSaturday?Pointtoastudentwhoraiseshisorherhand.SarawenttothemovieslastSaturday.Repeat.Writethissentenceontheboard.Underlinethewordwent.Ask,Whovisitedafriendlast
Saturday?Pointtoastudentwhoraiseshisorherhand.CarlosvisitedafriendlastSaturday.Repeat.Writethis"sentenceontheboard.Underlinethewordvisited.
Pointtothewordswentandvisitedinthesentencesontheboard.Say,Weusethesewordstotalkaboutthingsthathappenedinthepast.
Thenwritethesepairsofwordsontheboard:go-went,visit-visited.Askastudenttopointoutthewordsthattalkaboutthepast.
1aThisactivityintroducesthekeyvocabulary.
Focusattentiononthepicture.Askstudentstotellwhattheysee.Say,Eachpictureshowssomethingapersondidinthepast.Nameeachactivityandaskstudentstorepeat:wenttothemountains,wenttoNewYorkCity,wenttosummercamp,visitedmyuncle,stayedathome,wenttothebeach,andvisitedmuseums.
Pointoutthenumberedlistofactivities.Sayeachoneagainandaskstudentstorepeat.
Thenaskstudentstomatcheachphrasewithoneofthepictures.Say,Writetheletterofeachpicturenexttothenameoftheactivity.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothepicture.Askstudentstotellwhatthepersondidineachscene.Forexample,TinawenttothemountainsorShewenttothemountains.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimesay,Therearethreeconversations.Thepeopletalkaboutwhattheydidonvacation.Listentotherecordingandwritenumbersofthenamesinthewhiteboxesinthepicture.Pleasewriteonlyfivenumbers.Pointoutthesampleanswernexttothepictureshowingwenttothemountains.
Correcttheanswers.
1CThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointouttheexampleconversation.Asktwostudentstoreadthedialoguetotheclass.
Say,Nowworkwithapartner.Makeyourownconversationsaboutthepictures.
Saythedialogueinthepicturewithastudent.Doasecondexample,ifyouwish.
Thenhavestudentsworkinpairs.Astheytalk,movearoundtheroommonitoringtheirwork.
Offerlanguageorpronunciationsupportasneeded.
2aThisactivitygivesstudentspracticeinunderstandingthekeyvocabularyinspokenconversation.
Pointtothethreepeoplesnamesandreadthenamestotheclass.Pointtothethreevacationactivitiesandaskastudenttoreadtheactivitiestotheclass.
Say,Thisisarecordingaboutthreepeoplesvacations.Pleasematchthepeoplewiththeplacestheywenttoonvacation.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistime,askstudentstowritethelettersofwherepeoplewentonvacationnexttotheirnames.Pointoutthesampleanswernexttoitem1.
Correcttheanswers.
2bThisactivityprovidesmorelisteningpracticeusingthetargetlanguage.
Callattentiontothechart.Askastudenttoreadthroughthenamesandactivitieslisted.
Say,Nowlistentotherecordingagain.Thistime,pleaselistentotheconversationsandputacheckmarkinthe"Yes,Idid."or"No,Ididnt."blankaftereachactivity.|Playtherecordingthefirsttime.Studentsonlylisten.
PointoutthesampleanswerunderYes,Ididinthefirstblankafterthewords"Nancy...gotoCentralPark?"Say,DidNancygotoCentralPark?Yes,shedid.
Playtherecordingagain.Askstudentstoputcheckmariflinthecorrectblanks.
2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Say,Getintogroupsofthree.OneofyouwillbeNancy,onewillbeKevin,andonewillbeJulie.Askeachotheraboutthevacations.Youcantalkabouttheactivitiesfromthechartin2boraboutanyotheractivitiesyoulike.
Asstudentstalk,movearoundtheroom,monitoringtheconversationsandofferingsupportasneeded.
Youmaywanttohaveagroupofstudentspresenttheirconversationtotheclass.
3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Pointoutthepicturesinthephotoalbum.Askstudentstodescribewhattheysee.(Inpicture1thereisamanwithabowlofsoup.Thereisalsoawaiter.Helooksangry.Inpicture2thereisabeautifulbeach.Thereisaman.Helooksunhappy.)
Afterthat,readthefirsttwolinesofthedialoguetotheclass.Pointouttheanswerwasinthefirstline.
Thenpointouttheblanksintherestofthelinesofthedialogue.Readtheconversationtotheclasssayingthewordblankforeachblankline:Howblankthebeaches?
Thensay,Writethewordwasorwereineachblank.Askstudentstocompletetheactivityontheirown.
Correcttheanswers.
3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointtoeachofthepicturesandaskstudentstosaywhattheysee.Thenreadthewordsundereachpicture.Pronounceanynewwordsandexplainwhattheymean,ifnecessary.Forexample,Inthispictureagirlisonabus.Thegirlistakingabustrip.Ask,Whatdoesrelaxingmean?Doesitmeanyouareexcitedorquiet?Howdoyoulookwhenyourelax?Ifstudentsdontknowthemeaningofrelaxing,demonstratebyleaningbackinyourseatandhalf-closingyoureyes.
Say,Nowworkwithapartner.Makeyourownconversationsaboutthepictures.
Sayadialoguewithastudent.Pointtothefoodpicture.Ask,Howwasthefood?Thestudentreplies,Itwasawful.Doasecondexample,ifyouwish.
Thenhavestudentsworkinpairs.Astheytalk,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciationsupportasneeded.
4.Thisactivityprovidesspeakingpracticeusingthetarget
language.
Explaintothestudentsthattheyaregoingtomakeavacationphotoalbumandtalkaboutitwiththeirclassmates.Youmaywanttoprovidestudentswithmagazineswhichtheycancutupfortheirphotoalbums,oraskthemtodrawthephotosorhavethemmaketheirphotoalbumsathomeforhomework.
Oncestudentshavecompletedtheirphotoalbums,drawstudentsattentiontothevacationpicturesinthestudentbook.Tellthemthattheyarepicturesfromyourlastvacation.Usingthesimplepasttense,pointtoeachpictureanddescribeafewthingsaboutyourtimeineachplace.Writewh-questionsontheboard(where,
what,who,why,when,how).Remindstudentsthatthephotosinthebookinactivity4arephotosfromyourvacation.Encouragetheclasstoaskyouwh-questionsaboutyourvacation.
Havestudentsinterviewtheirclassmatesabouttheirvacationphotoalbums.
Whenstudentshaveinterviewedseveralclassmates,havethemdiscussinpairswhereinChinatheythinkwouldbethebestplaceforavacation.Itcouldbesomewhereoneofthemhasbeento,orjustsomewheretheyhaveheardofandwouldliketovisit.
Haveseveralpairsexplaintheirchoicesofvacationdestinationtotherestoftheclass.
SectionB
Newlanguage
delicious,awful
expensive,inexpensive
crowded,uncrowded
1aThisactivityintroducesmorekeyvocabulary.
Pointoutthesixwords.Sayeachwordandaskstudentstorepeatit.
Callattentiontothefirstpicture.Say,Thisisaring.Thepriceisonehundredmilliondollars.Itsexpensive!Dothesamethingforallsixpictures.
Thenpointouttheblanklineinfrontofeachnumberedword.Askstudentstomatcheachwordwithapicturebywritingtheletterofeachpictureintheblankinfrontofthecorrectword.
Pointoutthesampleanswer.Asstudentswork,movearoundtheroomansweringquestionsasneeded.
1bThisactivityprovideswritingpracticeusingthetarget
language.
Pointoutthesmileyfaceandthefrownyface.Say,Thesmileyfaceisforgoodthings.Thefrownyfaceisforbadthings.
Callattentiontothesixwordsinactivityla.Say,Nowwriteeachwordunderthesmileyfaceorunderthefrownyface.
Pointoutthesampleanswer.Say,Theworddeliciousisunderthesmileyfacebecausedeliciousisahappyword.
Askstudentstofinishtheactivityindividually.
Checktheanswers.
2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Say,Nowlistentothisconversation.Veraistalkingabouthervacation.
Pointoutthetwoquestions.Say,Afteryouheartheconversation,pleaseanswerthesequestions.Readthequestionstotheclass.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimesay,Listentotherecordingandwritetheanswertoeachquestion.
Correcttheanswers.
2bThisactivityprovidesfurtherlisteningpracticeusingthetargetlanguage.
Callattentiontothechart.Readthewordsinthecharhervacation,themuseums,thestores,thepeople,thefoa
Say,Listentotherecordingagain.Thistime,writewhatVerathinksaboutthesethingsintheblanksiithechart.
Pointoutthesampleanswer.Say,WhatdoesVerathilofhervacation?Itwasgreat.
Playtherecording.Studentsfillinthechart.
Playtherecordingasecondtime.Askstudentstofinishfillingintheiranswersandtochecktheiranswers.
Correcttheanswers.
2cThisactivityprovidesguidedoralpracticeusingtbtargetlanguage.
Callattentiontothequestionwords.Haveastudentreadthemtotheclass.
Say,Pleaseworkwithapartner.StudentA,youareVerasfriend.StudentB,youareVera.StudentA,usethisquestionwordstoaskVeraquestionsabouthervacationStudentB,youcanusetheinformationinactivities2aand2btoanswer.
Helpwiththefirstquestion.Pointtoactivity2a.AskWheredidyougoonvacation?
Say,Pleaseworkinpairs.Asstudentstalk,movearomtheroom,offeringpronunciationandlanguagesupportasneeded.
3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
CallattentiontoKirnsdiary.Askadifferentstudenttoreadeachentryinthediary.Answeranyquestionsstudentshaveaboutthenewwords.
Explaintheinstructionstotheactivity.Pointoutthesampleanswer"weather".Say,Theweatherwasagoodthing.Itwas"great".
Say,NowreadthediaryandcircleallthegoodthingsaboutKirnsholiday.Underlineallthebadthings.Askthemtonoticethedescriptionwordsthattellthemwhethersomethingis"good"or"bad"(e.g."great","beautiful","fun"=good;"notmuchfun","boring","crowded"=bad).Youmaywanttoaskastudenttotell
youwhatthefirst"badthing"was(i.e.Kirnskitebreaking).
Askstudentstofinishtheactivityindividually.
Checktheanswers.
3bThisactivityprovidesguidedwritingpracticeusingthetargetlanguage.
Say,Nowwriteatraveldiaryliketheonein3a.ImagineyouareanAmericanstudentonvacationinBeijing.
Havestudentsdotheactivityindividually.Youmaywanttohavethemwriteonpiecesofpaper,sincespaceinthetextbookislimited.Astheywork,movearoundtheclassroomofferingassistanceasnecessary.
Haveseveralstudentsreadouttheirdiariestotheclass.(Youmightwanttomakethisactivitymoresubstantial,andsetitaswrittenhomeworktobecollectedandmarked.)
4.Thisactivitygivesstudentslisteningandspeakingpracticeusingthetargetlanguage.
Say,Nowyoucantalkaboutanimaginaryvacation.PretendyouareaforeignerwhocametoChinaonvacation.ThinkaboutwhatnationalityyouareandtheplacesinChinayouvisited.
Askstudentstogetintogroupsoffour.TellthemtopretendthattheyareforeignerswhomeetattheairportaftertheirvacationinChina.Onestudentineachgroupbeginsbytellingwhereheorshewent.Theotherstudentsaskquestions.Thentheyswitchroles,soeachstudenthasachancetotelltheothersabouthisorhervacation.
Asstudentstalk,movearoundtheroom,offeringvocabularyandpronunciationsupportasneeded.
Unit11:Whatdoyouthinkofgameshows?(新目标七下英文教案)
Unit11:Whatdoyouthinkofgameshows?
Languagegoals
tothisunitstudentslearntostatetheiropinionsandtalkaboutlikesanddislikes.
Newlanguage
Whatdoyouthinkofsoapoperas?Idontlikesoapoperas.
Whatdoeshethinkofsportsshows?Helovessportsshows.
WhatdoesshethinkofMaria?ShelikesMaria.
WhatdotheythinkofTommy?TheycantstandTommy.
SectionA
Additionalmaterialstobringtoclass:
alocaltelevisionlisting
listthenamesofseveralfoodsontheboard.Forexample:pizza,broccoli,icecream,mushrooms.
Nexttothatlist,writethesentence,Whatdoyouthinkof___?andleaveablankattheend.Askastudentthequestion,substitutingthewordpizza:Whatdoyouthinkofpizza?Helphimorheranswer/likepizzaotIdontlikepizza,
Pointtotheotherfoodsonebyone.AskastudentthequestionandhelphimorheranswerJlike...orIdontlike....
Thenpointtothesentence.Whatdoyouthinkof___?Pointtoafoodnameontheboardandchooseastudenttoaskthequestion:Whatdoyouthinkof(mushrooms)?Thenpointtoastudentto
answer.
Repeattheactivityseveraltimes,givingseveralstudentschancestoaskandanswerthequestion.
1aThisactivityintroducesthekeyvocabulary.
FocusattentiononthefiveTVs.Say,EachTVshowsdifferentkindofTVshow.InTVpicturea,thereisaanplayingbaseball.Thisiscalledasportsshow.
Talkabouttheotherkindsofshowsandaskstudentswhattheysee.Tellthenameofeachkindofshowasyoudiscussthepicture.Askstudentstorepeatthenamesoftheshows.
Writethewordsitcomontheboard.Underitwritethewordssituationcomedy.Say,Thewordsitcomcomesfromthetwowordssituationcomedy.Asitcomisafunnyshow.ThepeopleinsitcomsdoorsaythingsthatmakeTVwatcherslaugh.
Pointoutthenumberedlistofshows.Sayeachoneagainandaskstudentstorepeatit.
ThenaskstudentstomatcheachTVpicturewithoneofthewords.Say,Writetheletterofeachkindofshownexttothecorrectword.Pointoutthesampleanswer.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothesmileyfacesandthefrownyfacesandthewordsnexttothem.Readthewordstotheclassorhaveastudentdothis.Say,Thesefacesshowyouwhatthewordsmean.Ifyoudontmindsomething,youdonteitherlikeitordislikeit.Ifyoucantstandsomething,youdislikeitverystrongly.Yourleastfavoritefoodissomethingyoucantstand.Ifyoulovesomething,youlikeitvery,verymuch.Yourfavoritefoodissomethingyoulove.
Say,NowIwillplayarecording.ListentowhatMarksaysabouttheTVshowsinla.WritetheletteroftheTVshowsnexttothewordsheuses.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Pointtotheletteredpictures.Say,Eachpicturehasaletter.Pointouttheblankspacesbeforethewords.Say,Eachwordorphrasehasaspaceinfrontofit.ListentothetapeandwritetheletterofaTVshowpictureineachblank.Pointoutthesampleanswer.
Correcttheanswers.
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
PointtothepicturesofTVshowsinactivitylaandaskstudentstosaythenameofeachkindofshow.
Pointouttheexampleconversation.Asktwostudentstoreadittotheclass.Thenasktheclasstopointtothepictureofthesitcom.
Sayadialoguewithastudent.Havethestudentaskouaquestion.Thenanswerittruthfully.Pointtotheppropriatepictureasyouanswer.
Say,Nowworkwithapartner.Askandanswertheqstions.
Havestudentsworkinpairs.Astheytalk,moveroundtheroommonitoringtheirwork.Offeranguageorpronunciationsupportasneeded.
2aThisactivityprovideslisteningpracticeusingthetargetlanguage.
Callattentiontothelistoffive"wordsandexpressions.Pointouttheblankinfrontofeachone.Askastudenttoreadthelisttotheclass.
Say,ThepeopleontherecordingaretalkingaboutTVshows.Theyusethesewordsandphrasesastheytalkabouttheshows.Youwillnumberthesewordsandphrases1-5intheorderyouhearthemontherecording.
Playtherecordingthefirsttime.Studentsonlylisten.
Pointoutthesampleanswer1infrontofthewordlove.Say,ThefirstwordontherecordingisloveinthesentenceIloveit.Sotheanswerinfronto/"loveisnumber1.
Playtherecordingagain.Askstudentstowriteanumberfrom1to5infrontofeachofthewordsandphrases.
Checktheanswers.
2bThisactivityprovidesmorelisteningpracticeusingthetargetlanguage.
Pointoutthedialoguewithblanks.Readittotheclasssayingblankeachtimeyoucometoablank.
Say,Listentotherecordingagain.Thistime/illineachblankwithawordorphrasefromthelistin2a.
Playtherecording.Studentswritewordsintheblanks.
Checktheanswers.
2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontothedialoguestudentscompletedinactivity2b.Say,Readthedialoguewithapartner.
Helpstudentsfindpartners.Havethestudentspractice
thedialogueseveraltimes.
Thensay,NowtalkaboutaTVshowyoubothknow.Tellwhatyoulikeanddontlikeabouttheshowandthepeopleinit.Asstudentsworktogether,movearoundtheroomansweringquestionsandofferinglanguagesup-sportasneeded.
Asksomepairsofstudentstopresenttheirdialogue!totheclass.
3aThisactivityprovidespralandwritingpracticeusingthetargetlanguage.
CallattentiontothelistofTVshowsandaskastudenttoreadthenamestotheclass.Say,InthisactivityyouaskeachotherquestionsaboutTVshows.
Askstudentstoworkinpairs.AskstudentAineachpairtolookatthechartonpage67.AskstudentBtolookatthechartonpage86.Remindstudentsnottolookattheirpartnerspages.
Saythefirstquestionandanswerwithastudent.PretendyouarestudentAandworkwithastudentpartner.SayWhatdoesStuartthinkof"SportsNews"?HavestudentBlookattheansweronhisorherchartonpage86.StudentBanswers,Stuartloves"SportsNews".ShowstudentsthatyouarewritinginthewordlovesafterStuartsnameonthechartonpage67.
Thensaytoyourpartner,AskmeaboutStuartStudentBasks,WhatdoesStuartthinkof"SportsNews"?Youanswer,Stuartlikes"SportsNews".HavethestudentwritethewordlikesafterStuartsnameonthechartonpage86.
Askthepairstocontinueontheirown.Movearoundtheroommonitoringtheprogressofthepairs.
Goovertheanswers.
3bThisactivityprovidesguidedreadingpracticeusingthetargetlanguage.
Readthedialoguewithastudent.Everytimeoneofyouconiestoablank,sayblank.
Callattentiontothechartstudentscompletedinactivity3a.Say,Usethewordsinthischarttofillintheblanksinthedialogueinactivity3b.
4Thisactivityprovideslistening,speaking,andwritingpracticeusingthetargetlanguage.
Readtheinstructionstotheclass.ThenaskstudentstonamesomeTVshowstheyknowabout.Writethelistontheboard.Trytoincludesomethatstudentslikeandsometheydontlike.
Pointoutthedialogueinthespeechbubbles.Havetwostudentsreadittotheclass.
Thenpointoutthesampleanswerinthechart.Say,ThisTVshowiscalled"Tellitlikeitis!"Iloveit,andLinPengdoes,too.Iwrite"Iloveit"under"WhatIthink"andIwrite"LinPeng"under"Studentwhoagreeswithme".
Say,Nowgoaroundtheclass.AskstudentsaboutTVshowsyouknow.Findstudentswhoagreewithyou.
Afterfiveminutesaskstudentstositdown.Thenasksomestudentstoreadtheinformationfromtheirchartstotheclass.AskstudentstomakestatementssuchasIdontlike"TheCrimeFiles".Carlosdoesntlike"TheCrimeFiles",too.
Alternative:Ifyoudonotwantstudentstogetupand
movearoundtheclass,youcanaskthemtodothisactivity
ingroupsoffour.
SectionB
Newlanguage
hairclip,sunglasses,scarf,watch,wallet,belt,keyringAdditionalmaterialstobringtoclass:
mailordercatalogscontainingwatches,jewelry,etc.
1aThisactivityintroducesmorekeyvocabulary.Pointoutthesevenwords.Sayeachwordandaskstudentstorepeatit.
Callattentiontothefirstpicture.Say,Lookatpicturea.Thisisabelt.Isanyoneintheclasswearingabelt?Dothesamethingfortheothersixpictures.
Thenpointouttheblanklineinfrontofeachnumberedword.Askstudentstomatcheachwordwithapicturebywritingtheletterofthepictureintheblankinfrontofthecorrectword.
Pointoutthesampleanswer.Asstudentswork,movearoundtheroomansweringquestionsasneeded.
Checktheanswers.
1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Readtheinstructionstotheclass.Thenfollowtheinstructionsyourself.Holduporpointtoeachitemyouhave.Then,callonstudentstoholdupitemsandrespond.Forexample,holdupyourwalletandpointtoyourwatch.Say,Ihaveawalletandawatch.Whatdoyouhave?
Askstudentstoholdupitemsandtelltheclasswhattheyhave.
2aThisactivityprovidesguidedlisteningandwritingpracticeusingthetargetlanguage.
Say,Youivillhearaconversation.MariaisaskingCarolandEvanwhattheythinkaboutdifferentfhings.Writethenameofeachitemunder"Thing"inthechart.
Playtherecordingthefirsttime.Studentsonlylisten.
Pointouttheexample.Say,Onethingtheyaretalkingaboutisawatch."Watch"iswritteninforyou.
Playtherecordingasecondtime.Studentswritethenamesofthethingsthatarebeingtalkedabout.
Checktheanswers.
2bThisactivityprovidesmoreguidedlisteningandwritingpracticeusingthetargetlanguage.
Say,NowIwillplaytherecordingagain.Thistime,writedownwhatCarolandEvanthinkabouteachthing.
Askastudenttoreadthewordsinthecharttotheclass.
Pointoutthesampleanswersasyousay,Theyaretalkingaboutawatch.Carollovesthewatch.Evandoesntmindthewatch.
Playtherecordingagain.Thistime,havestudentsfillinwhatCarolandEvanthink.
Checktheanswers.
2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointouttheexampleinthespeechbubbles.Asktwostudentstoreadit.Showstudentshowitconnectswiththechartinactivity2a.
Say,Nowworkwithapartner.Talkaboutwhathisorherparentsthinkaboutthethingsinactivity2a.Youcanusequestionsandanswersliketheonesinthespeechbubbles.
Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded,watchsunglassesscarfwallet
3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Askstudentstoreadthearticleindividually.Thenaskthemtosayanywordsorsentencestheydontunderstand.Explainthewordsandsentencesinyourownwords.Forexample,ifastudentasks,Whatdoes"Itsformoms!"mean?Say,"Itsformoms!"meansthatthescarfissomethingthatamotherwears,notsomething,that
ayoungpersonwears.
Readthearticletotheclass.Afteryoufinish,askforanymorequestions.
Callattentiontothechartonpage88.Pointtoandreadtheheadingofeachcolumn.Say,Thefirstcolumnisalistofthingsinthearticle;thesecondcolumnisloves;thethirdcolumnislikes;thefourthcolumnisdoesntmind;thefifthcolumnisdoesntlike;thesixthcolumniscantstand.
Say,Nowreadthearticleagain.Writethenameofeachpersoninthearticleintheblankaftereachitem.Asstudentswork,movearoundtheroomclarifyingtheinstructionsandofferingotherhelp.
Checktheanswers.
4Thisactivityprovidesreading,speaking,andlistening
practiceusingthetargetlanguage.
Readthedirectionstotheclass.Pointoutthespeechbubbles.Havetwostudentsreadthedialoguetotheclass.
Say,Thinkofsixthingstoaskeachotherabout.Whataresomethingsyoucanthinkof?Writethewordsontheboard,providingtranslationhelpwithnewwordsifnecessary.
Thensay,Nowgoaroundtheclassroom.Askstudentswhattheythinkaboutsixdifferentthings.Youcanusethewordsontheboardoryoucanusedifferentones.
Asstudentstalk,movearoundtheroom,monitoringconversationsandofferingassistancewithvocabularyandpronunciationifneeded.
Alternative:Ifyoudonotwantstudentstogetupandmovearoundtheclass,youcanaskthemtodothisactivityingroupsoffour.
Unit2Whydoyoulikekoalabears?(新目标七下英文教案)
Unit2:Whydoyoulikekoalabears?
Languagegoals
Inthisunitstudentslearntodescribeanimalsandexpresspreferencesandgivereasons,
Newlanguage
Whydoyoulikekoalabears?.Becausetheyrecute,Theyreprettyinteresting,Theyrekindofshy,Theyreverybig.
namesofanimalssuchastiger,elephant,koalabear,dolphin
descriptionwordssuchassmart,cute,intelligent
namesofcountries:Australia,SouthAfrica,
Recycledlanguage
between,acrossfrom
Hes/Shesfrom...Hes/Shesfiveyearsold.
nameofcountries;China,Japan,Brazil
SectionA
Additionalmaterialstobringtoclass:
coinsorothermarkersfortheBingogamein4.
AskstudentstonameasmanyanimalsastheycaninEnglish.Writethelistontheboard,
Askstudentstodescribeeachanimalinsomeway.Theymaytellitscolorortellifitisbigorsmall.
Say,Todaywearegoingtolearnthenamesofsomemoreanimals.Wellalsoleamhowtosaywhichoneswelikeandtellwhywelikethem.
laThisactivityintroducesthekeyvocabulary.
Focusattentiononthemapofthezooshowingpicturesofanimals.Askstudentstopointtoandnameanyanimalstheycan.
Pointtotheanimalsonebyoneandsaythenameofeach.Askstudentstorepeal.
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.
Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachanimalintheblankbythatanimalsname.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtotheanimalsin1a-Askstudentstopointtoandnametheanimals.
Say,Imgoingtoplayrecordingsofthreeconversations.Listencarefullyasyoulookatthewordsinla.Putacheckmarkinfrontofthenameofeachanimalyouhear.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimestudentscheckeachanimalnametheyhear.
Correcttheanswers.
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheexampleconversationinthepicture.Asktwostudentstoreadittotheclass.Answeranyquestionstheymayhave.
Pointoutthefourdescriptionwords.Askastudenttoreadthemaloud.Reviewthemeaningofeachword.
Say,Nowyoucanmakeconversationsaboutanimals.Yourconversationscanbeliketheexample.Usethesedescriptionwords.
Askstudentstoworkinpairs.Havethemtaketurnssayingbothparts.
Ifstudentsneedhelpgettingstarted,demonstrateanotherconversationwithastudent.Forexample:
Teacher:letsseetheelephant.
Student:Whydoyouwanttoseetheelephant?
Teacher:Becauseitsverysmart.
Asksomestudentstopresenttheirconversationstotheclass.
2aThisactivityprovideslisteningpracticeusingthetargetlanguage.
Callattentiontothetwoblanklinesontheleft.Say,Youwillheararecordingofaconversation.Listencarefully.Thenwritethenamesofthetwoanimalsyouhearontheselines.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimestudentswriteinthenamesoftheanimals.
Checktheanswers.
Pointouttheadjectiveslistedontheright.Askastudenttosaythewords.
Say,NowIwillplaytherecordingagain.Thistimedrawalinebetweeneachanimalandtheadjectiveyouhear.
Playtherecordingandhavestudentsmatcheachanimalwithanadjective.
Correcttheanswers.
2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
CallattentiontotheconversationandtheblanklinesinitSay,Youwillheartherecordingagain.Thistimepleasewriteawordfromtheboxoneachblankline.Somewordscanbeusedmorethanonetime.
Askastudenttoreadthewordsinthebox.
Playtherecording.Checktoseethatstudentsarewritingawordfromtheboxoneachlineoftheconversation.
Goovertheanswers.
2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheconversationinthepicture.Asktwostudentstoreadittotheclass.
Say,Nowyoucanhaveconversationslikethisone.UsethewordsinBox1,Box2,andBox3inyourconversations.
Demonstrateaconversationwithastudent.Forexample:
Student:Doyoulikepenguins?
Teacher:Yes,Ido.
Student:Why?
Teacher:Becausetheyreverycute.
3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Pointtoandsaythenamesofthethreecountriesonthemapsandaskstudentstorepeat
Pointtothethreeanimalsandaskastudenttonamethem.
Say,Nowdrawalinebetweeneachanimalandthecountryitcomesfrom.
Correcttheanswers.
3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointtotheconversationinthepicture.Askapairofstudentstoreadittotheclass.
Askstudentstoworkinpairs.Say,Nowyoucantalkaboutwhereanimalscomefrom.Pointtothemapandanimalsstudentsmatchedupin3a-
Say,Workwithapartner.Taketurnsaskingandansweringquestionsaboutthecountriesandanimalsin3a.
Afterafewminutes,askseveralpairstosaytheconversationfortheclass.
SectionB
Additionalmaterialstobringtoclass:
PicturesofhouseholdpetsandzooanimalscutoutofmagazinesforFollow-upactivity1.
1Thisactivityintroducesmorekeyvocabulary,
Callattentiontotheanimalsinthepictureandaskastudenttosaythenameofeachone.
Pointoutthelistofeightnumberedadjectivesatthetop.
Say,Nowpleasematchtheadjectivesatthetopwiththeanimalsinthepicture.Writetheletteroftheanimalonthelineaftertheadjective.Pointoutthesampleanswer.
Asstudentswork,movearoundtheroomofferingtoanswerquestionsasneeded.
Correcttheanswers-
2aThisactivityprovideslisteningpracticewiththetargetlanguage.
Say,NowIwillplayarecordingofaconversationbetweenTonyandMaria.Thistimecircletheadjectivesyoubearonthelistforla.
Playtherecordingagain.Studentscircletheadjectivestheyhear.
Correcttheanswers.
2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
Callattentiontothethreeheadings.Animal,MariasWordsandTonysWords,andthewrite-onlinesundereach.
Say,NowIwillplaytherecordingagain.Thistimepleasewritethenameoftheanimalseachpersontalksaboutandthewordstheysay.
Playthefirstfourlinesofrecordingandstopthetape.Ask,Whatanimalaretheytalkingabout?(theelephant)WhatwordsdoesMariausetodescribetheelephant?(interesting,intelligent)
Pointoutthewrite-onlineswherestudentscanwritethesewords.
Playthewholerecordingandhavestudentswritethewordstheyhearonthechart.
Checktheanswers.
3Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontothedialoguenexttothepicture.Asktwostudentstoreadittotheclass.
Say,Workinpairs.Usesentenceslikethesetosaywhatyouthinkaboutdifferentanimals.
Demonstratetheactivitywithoneortwostudents.Forexample,say,Ilikedolphins.Theyreintelligent.
Askstudentstoworkinpairs.Astheywork,movearoundtheroomcheckingonprogress.
Asksomepairstopresenttheirconversationstotheclass.
3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Pointoutthethreedescriptionsofanimals.Askstudentstotaketurnsreadingonealoud.
Thendrawattentiontothepicturesofanimalsbelow.Say,Writetheletteroftheanimalintheblanklinesaboveitsdescription.Thereisoneanimalthatisnotdescribed.
Checktheanswers.
3bThisactivityintroducessomenewvocabularywordsandprovidesreadingandwritingpracticeusingthetargetvocabulary.
Callattentiontothepicturesofanimalsin3a,anddrawattentiontothegrass,leaves,andmeat.Askastudenttoexplaineachwordoruseitinasentencetoshowheorsheunderstandswhatitmeans.Teachtheexpressionsleeps.
Pointoutthedescriptionin3bwithblanklineswheresomewordsaremissing.Readittotheclasssayingblankeachtimeyoucometoablankline.
Pointoutthesixwordsinthebox.Say,Youcanwritethesewordsintheblanks.Useeachwordonlyonce.
Asstudentswork,movearoundtheroomcheckingprogressandofferinglanguagesupportasneeded.
Checktheanswers.
3cThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage,
Say,Nowyoucanwriteadescriptionliketheonein3b.Youcanusesomeofthesamewords.Writeaboutanyanimalyoulike.
Youmaywishtodoasampledescriptionwiththeclass.Chooseananimalsnameandwriteitontheboard.Thenaskstudentstomakestatementsabouttheanimal.Repeateachstatementandthenwriteontheboard.Youcanaskleadingquestionssuchas.Isitbig?Isitlazy?Doesiteatgrass?
Askstudentstowritetheirowndescriptions.Youmaywishtohavelessfluentstudentsworkwithamorefluentpartner,
Askstudentstosharetheirwritingwithothersintheclass.
Afteryouhavereviewedthestudentswork,youmaywishtohavesomestudentsrecopytheirworksothatyoucanpostitontheclassroombulletinhoard.
