新目标七年级英语下册全册英文教案3.doc

新目标七年级英语下册全册英文教案3Unit 8: What is John like?Language goalIn this unit students learn to talk about what people are like.New languageWhos that? Thats Mike.Whats he like? Hes shy.Whats she like? Shes unfriendly.Section AAdditional materials to bring to class:pictures from newspapers and magazines for Follow-up activity 1 .Ask a student to stand in front of the class. Ask students questions about this student using language they already know. For example, Whats his/her name? Where is be/she from? Whats his/her address? Whats his/her favorite kind of music?Then say, In this unit were going to learn to say more about people. Write the six new words from page 47 on the board and use one or two of the words to describe the student standing in front of the class. For example,Hes/Shes friendly. Hes/Shes smart. Use gestures, facial expressions and/or translation to clarify the meaning of each statement. Point to each word on the board as youuse it to describe the student.1 a This activity introduces the key vocabulary.Focus attention on the picture. Ask students to tell what the people look like. They may mention that some one is tall, has blond hair, etc. Then point to a person in the picture, name the kind of personality he or she represents (smart, funny, serious, friendly, shy, or unfriendly) and ask students to repeat each word. Say a sentence or two about each kind of personality. Shes smart. She studies a lot. She getsAs in all her classes.Point out the numbered list of words. Say each one and ask students to repeat these words. , -Then ask students to match each word with one of the people. Say, Write the letter of each person next to one of the words. 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 picture. Ask students to identify the person ality type of each person. For example: Shes smart.Hes funny.Play the recording the first time. Students only listen.Play the recording a second time. This time, point to the six people. Ask students to write the number 1 next to Billy, the number 3 next to Jane and the number 2 next to Angela. You may wish to write these names and numbers on the board for students to look at as they work.Correct the answers.1 c This activity provides guided oral practice using the target language.Point to the example in the speech bubbles in activity la. Ask two students to read it.Say, Now work with a partner. Make your own conversations about Billy and Jane. Student A talks about Billy. Student B talks about Jane.Have students work in pairs making conversations about Billy and Jane. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.Ask some pairs to present their conversations to the class.2a This activity provides guided listening practice using the target language.Point out the chart. Read the column headings to the class. Then have one student read the list of names to the class, another student read the list of relationships to the class, and a third student read the list of personality words to the class.Say, You will hear a recording of four conversations.In the chart, circle all of the words that you hear.Play the tape the first time. Students only listen.Play the tape a second time. Say, Circle all the words you hear in these three columns.You may want to play the tape several times so students can finish and check their answers.Correct the answers.2b This activity provides listening practice using the target language.Call attention again to the chart. Point out the lines that are drawn between “Mike”, “Peters brother”, and “shy”!Say, I will play the tape again. This time, draw lines to match the words that are about each person in the chart. Mike is Peters brother and he is shy, so lines are drawn to connect all those words. Please do this for the other three people.Play the tape. Students draw lines connecting the related words.Check the answers.2c This activity provides guided oral practice using the target language.Point to the example in the speech bubbles. Ask two students to read the dialogue. Show students how this dialogue connects with the chart in activity 2a.Say, Now work with a partner. Make your own conversations about the chart. You can use sentences like the ones in activity 2c.As students work in pairs, move around the room monitoring their work. Offer language or pronunciatiol support as needed.3a This activity provides guided oral practice using the target language.Point out the four sentences next to the picture.Ask different students to say one of the sentences each.Say, Now number the sentences so that they make a conversation. The first one is done for you. The first line of the conversation is “Whos the tall, thin boy with curly hair?” Please work in pairs.As students work, move around the room monitoring progress.After students have finished numbering the sentences, check the answer. Then say. Now please practice the conversation. Take turns asking about Jack.Ask several pairs of students to read the dialogue to the class.3b This activity provides oral practice using the target language.Call attention to the example in the chart. Ask one student to introduce “Anne” to the class (Annes smart and interesting. She likes monies and Kung Fu).Explain that students have to write words that describe their riends personalities and hobbies. Ask,Are they friendly or nfriendly? erious or funny? Smart or shy? What sports do they like? What do they like to do in their leisure time? What clothes do they like to wear?What else can you say about them?Have students complete the chart individually. As they work, move around the classroom monitoring progress.When they have completed the chart, ask students to introduce their friends to their partners.Ask several students to introduce one of their friends to the rest of the class.4 This game provides guided listening, speaking, and writing practice using the target language.Point out the questions and answers in the speech bubbles. Ask two students to perform the dialogue.Reintroduce the question, What are you like? by asking one or two students the question and prompting a reasonable answer, such as, Im serious or Im friendly.Read the instructions to the class or have a student do this.Point out the list of six personality types and the sample answer, Dave. Say, Now talk to your class mates. Ask the question, “What are you like?” Get as many answers as you can in ten minutes.Answer any questions students have about how to play the game. Remind students that you will stop the game in ten minutes.When the game is over, ask. Who has ten names on your chart? Who has twelve names? Continue until you find the student with the most names. That student is the winner of the game.Ask the winner to read his/her list of personality types and names to the class.Alternative: If you do not want students to get up and walk round the class, then you can ask them to do ?the activity sitting down. They an ask students sitting near them, “What are you like?” The student who finds the largest number of different personal ity types is the winner.Section BNew languagemore words to describe peoples personalities: generous,outgoing, easygoing, moody1 This activity introduces more key vocabulary.Focus attention on the four pictures. Ask students to tell what they see in each picture. Guide students to understand the meaning of each word through facial gestures and/or translation.Then review the four words again, adding a sentence or two describing each personality type. For example you might say, Shes generous. She gives people things.She doesnt keep everything/or herself Shes a generous person.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 picture next to one of the words. Point out the sample answer.Check the answers.2a This activity provides listening practice using the target language.Say, You are going to hear a conversation. Mary is talking with a friend. Listen to the conversation and flu in the blanks in the chart under “Personality”.These words tell what the people are like.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to fill in the words under “Personality” that describe the peoples personalities.Check the answers.2b This activity provides more guided listening practice using the target language.Say, Now you are going to hear the conversation again. This time listen to the conversation and/ill in the blanks under “Appearance.” These words tell what the people look like.Play the recording the first time. Students only listen.Play the recording a second time. This time ask student to fill in the words under “Appearance” that describe what people look like.Check the answers.2c This activity provides guided listening and speaking practice using the target language.Point to the example in the speech bubbles. Ask two students to read it to the class.Ask students to work in pairs. Say, Use the chart in activity 2 a to ask and answer questions about the people in the picture.As students work, move around the room monitorin progress.Ask some pairs to present their conversations to the class.3a This activity provides reading and writing practice using the target language.Call attention to the letter and ask students to read one sentence each to the class. Ask some comprehension questions to be sure students understand the main ideas in the letter. For example, What is the girls name?Where does she want to go? How old is she?Point out the application form. Point to and read the five headings to the class. Say, Now use the information in the letter to fill in the application form. Ask students to work individually.Correct the answers.3b This activity provides more reading and writing practice using the target language.Call attention to the application form. Point out that it looks just like the one they just filled in.Say, Now read the information on this form and write a letter like the letter in activity 3a. You can look back at that letter/or ideas.Ask students to work independently. As they work,move around the room monitoring progress and offering assistance where eeded.Ask a student to read his or her letter to the class.3c This activity provides writing practice using the targetlanguage.On the board, make a five-part chart similar to the ones in activities 3a and 3b. Include 1. Name, 2. Age,3. Nationality,4. Likes, 5. Personality.Say, Copy this chart on separate paper and fill in the information about yourself before you start writing the letter. Offer spelling and pronunciation help with any new likes or personality types students wish to use in their letters. Write each new word on the board and have the class repeat it.Ask students to work Independently. As they work,move around the room monitoring progress and offering assistance where needed. .Ask several students to read their letters to the class.4 This activity provides listening and speaking practice using the target language.Read the directions to the class.Say, What do we ask to find out someones name?Guide students to answer. Whats your name? Write this on the board. Elicit more topics to ask about.Afterward, point to each of the questions on the board. Ask students to repeat each one after you. Compare the What do you like? and What are you like? questions and point out different answers to each.Ask students to work with their partners to ask and answer questions. Suggest that they each take the student and the teacher role once.Ask several pairs to present their conversations to the class.Review unit 81.QuestionWhats he/she/Fan Jianqiang like?He/She is-2.PersonalityHe is serious She funny Gong Yadong smart They are friendly My sister shy unfriendly quiet gentle and quiet introverted outgoing generous stingy stupid moodyUnit 9: How was your weekend?Language goalIn this unit, students learn to talk about recent past events.New languageWhat did you do over the weekend? I cleaned my room.What did she do over the weekend? She did her homework.What did he do over the weekend? He went to the movies.What did they do over the weekend? They played tennis.Section AAdditional materials to bring to class:wall calendarnewspaper and magazine pictures for Follow-up activity 1blank cards and markers for Follow-up activity 2Point to the previous Saturday and Sunday on a wall calendar and say, Saturday and Sunday are the weekend. This is last weekend. Then tell some things you did last weekend such as,/ cleaned my house over the weekend. Use quick sketches (in the board along with gestures to demonstrate the meaning of each activity,Ask students, What did you do over the weekend9 Accept one-word answers and rephrase these answers in complete sentences. For example, if you ask, What did you do over the weekend? and a student says. The beach, rephrase it by saying, Oh, you went to the beach over the weekend.Ask several different students and help these students say complete answers.1 a This activity introduces the key vocabulary.Focus attention on the picture. Ask students to tell what they see. Name each activity and ask students to repeat:went to the movies, played soccer, went to the beach,did homework, played tennis and cleaned my room.Point out the numbered list of activities. Say each one again and ask students to repeat.Then ask students to match each activity with one of the pictures. Say, Write the letter of each activity next to the words. 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 activities in the picture in activity la.Ask students to tell what the person did in each picture.For example, She played tennis, or Lucy played tennis.Play the recording the first time. Students only listen.Play the recording a second time. This time say. Listen to the recording and write the days and times Lucy did each thing under the pictures. Point out the sample answer under the picture of Lucy playing tennis; on Saturday morning.Correct the answers.1 c This activity provides guided oral practice using the target language.Point to the example conversation. Ask two students to read the dialogue to the class.Say, Now work with a partner. Student A, pretend to be Lucy. Student B, ask questions about what Lucy did on different days and times over the weekend.Talk about the activities in the picture.Students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed,2a This activity gives students practice in understanding the key vocabulary in spoken conversation.Point to the five sentences and ask a student to read these sentences to the class.Say, You will hear t recording of a conversation. The people will talk about some of the activities and people, but they will not talk about others. Please underline the words you hear on the recording.Play the recording the first time. Students only listen.Play the recording a second time. This time, ask students to underline each word that is said on the tape. Point out the sample answer, grandmother.Correct the answers.2b This activity provides listening practice using the target language.Call attention to the pictures of Carol, Ben, and Emma and ask students to identify each person by name.Say, Now I will play the recording again. Listen to the students talking about what they aid over the weekend. Write C for Carol, B for Ben or E for Emma next to each statement in activity 2a. The first one has been done for you.Play the recording the first time. Students only listen.Point out the sample answer, S, in statement 1. Say,Sonia visited her grandmother.Play the recording again. Ask students to write a letter in front of each statement to show what each person did.Check the answers.2c This activity provides guided oral and writing practice using the target language.Call attention to the dialogue and the list of activities in the box. Explain that students have to complete the dialogue using the activities words in the box.Students do the activity in pairs. When they have filled in the blanks, they practice the conversation. Have several pairs perform their conversations for the rest of the class.3a This activity provides reading practice using the target language.Point to the three scenes in the picture. Ask students to describe what the person in each scene did. (Picture 1 shows: She went to the beach. Picture 2 shows: He did his homework and watched TV Picture 3 shows: She cleaned her room and studied for the math test.)After that, read the three dialogues with a student.The second part of each dialogue is incomplete.Say, The rest of the sentences are listed above the picture. Read them to the class or have a student read them. Say, Write the correct number on the blank lines in the speech bubbles to complete the conversations.Correct the answers.3b This activity provides guided oral practice using the target language.Call attention to the example in speech bubbles. Ask a pair of students to read the dialogue to the class.Say, Now practice asking and answering questions like this about what the people in the pictures did over the weekend. Practice in pairs. Use the dialogue as an example.Help students find partners. Then say, First read the dialogu