2017年人教新目标英语七年级下全册教案

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34Unit 1 Can you play the guitar?

一、单元总揽

（一）单元教学内容

话题：Can you play the guitar?

功能：（1）谈论能力

（2）辨别乐器

语言结构：

1、句型：Can you dance? Yes, I can. No, I can‘t. What club do you want to join? I want to join the music club. What can you do? I can play the piano.

2、复习已学词汇：basketball volleyball

复习已学句型：Do you like…? I like…. I don‘t like….

Let‘s ….

3、新词汇：Verbs of activity such as dance, swim, sing

Names of musical instruments such as guitar, drums, piano, drums, trumpet,

4、Grammar focus: Can you dance? Yes, I can. No, I can‘t.

Can . No, ‘t.

Can she speak English? Yes, she can. No, she can‘t.

Can you speak English? Yes, we can. No, we can‘t.

What club do you want to join? We want to join the chess club.

I want to join the basketball club.

（二）单元教学目标：

1、能力目标：（1）学会询问别人所拥有的技能

（2）根据相关信息表达自己所掌握的技能和意愿，想参加何种类型的俱乐部

（3）能够表达自己参加俱乐部的意愿和理由

2、知识目标：（1）能听说读写课文中出现大纲要求掌握的单词

（2）要知道play +球、棋、牌

play ＋the +乐器

（3）要学会情态动词can的用法及其一般疑问句型的肯定和否定回答

（4）掌握询问别人所掌握的能力的方法

3、情感策略、文化等有关目标：

（1）通过对人物个性化的了解，认识对方

（2）跨学科学习：语言艺术、审美教育

（3）了解自己的能力，培养情操

4、教学方法：直观教学法、情景教学、任务型教学法

5、教学用具：录音机、电脑、卡通图片

（三）单元重难点

1、本单元重点学习询问别人的能力

2、情态动词can及动词play教学是本单元的难点

（四）单元教学课时安排建议（4课时）

第一课时Section A

第二课时Section A

第三课时Section B

第四课时Self-check及处理一些练习册

二、Teaching Procedures

Period 1:Section A1a –1c

Additional materials to bring to class

Harmonica and guitar or other two musical instruments to use in the language goal section

PowerPoint with pictures of basketball, volleyball and some music instruments.

Step 1 Revision and lead in

The teacher says I like basketball. Then asks: Do you like basketball volleyball? Do you want to join a basketball club?

Step 2 Presentation

Ask the students to look at the pictures of , there are some clubs in it. Let‘s look at the clubs. What are they? They are art club, English club, chess club, swimming club and music club. What club do you want to join? Help the students to answer I want to join the art club and so on.

If the school ask the students: What clubs do we our school?

The teacher writes What club do you want to join? I want to join… on the blackboard. Ask the students to practice it.

Then introduces the key vocabularies and the words can and can‘t.

The teacher says to the students who say the basketball club: Can you play basketball? Help the students say Yes, I can. No, I can‘t. Then repeat with other actions or pictures, such as play volleyball.

Show the students the activities the people in each club can do with the same step.

Then repeat with dance, swim, play chess, paint, speak English and play the guitar with the . Or we can use the PowerPoint to do. The teacher can ask the students to practice the following dialogues with can.

Can you dance? Yes, I can. No, I can‘t.

Can . No, ‘t.

Can she speak English? Yes, she can. No, she can‘t.

Can you speak English? Yes, we can. No, we can‘t.

Can you play it well? Yes, I can. No, I can‘t.

Do the action and read the new words and phrases.

Ask the students to practice can and can‘t. Ask the students to practice can you play it well?

At the same time, the teacher write down sing, dance, swim, play chess, paint, speak English, and play the guitar on the blackboard. Ask the students to read after the teacher.

Step 3 A game

To be more familiar with the words and phrases, the teacher can organize a game like this:

Write the words and phrases on pieces of paper. Ask one of the students come to the front and choose one of the paper, then do the action. Ask other students to guess what do. Then exchange.

Step 4 Exercise

Task 1:

Look at the pictures 1a. Points to the activities the people in each club are doing. Say something about each club‘s activity clearly. For example, This is a chess club. See the chess? They are playing chess.

Ask the students to match each club activity in the picture with a word from the list. For example: A can dance, so we can write ―a‖beside dance.

The answers are: 1.dance a 2. swim e 3. sing f 4. play chess b 5. paint d 6. speak English c 7.play the guitar g

Task 2.

Say each conversation with a student in Part 1a. After doing this, play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to listen to the conversations and write a number 1 next to the first conversation they ask students to practice the conversations in pairs. Ask them to use the vocabulary from 1a. As students work, listen in on various pairs so that you can check progress and as needed.

After students the form. Write down three things you can do and three

The second period: 2c-4

Step1 Revision

Task 1:Ask the students to revise the names of the clubs they you do? What can‘t you do? Can you play chess? Can you play the guitar? Can you sing? What club do you want to join? Can you play it well? If time permits, ask the student who says do it to show something do.

Step 2 Presentation:

Task1: （Listening practice）

2a. Ask the students to read the context in 2a . Ask one student to read the clubs in the box. And ask another two students to read the dialogue. Ask all of them to listen to the recording carefully, circle the clubs they . Play the recording a second time. This time ask the students to circle the club they ask the students to repeat the dialogue.

Task 2（Listening practice）

2b. Ask the students to look at the dialogues of 2b on the right. Ask them if they can fill in the blanks directly. Play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to fill in the blanks with the words they ‘t. Then ask the students to listen and repeat the dialogue.

Task 3

3a. Ask the students to put the conversation in order. The first one is given. The right order is 2,3, 1, 4.

Step3 Survey

After finishing task 2 in step1.the teacher can ask: Can ‘t know.

3b.

Ask the students to practice the dialogues by asking: What can you do? Can you dance? Can you play the guitar? Can you play it well? What club

do you want to join? etc. the teacher goes round the classroom , gives they got from their friends. Help the students with the music club. Example: I am Lisa, I can sing, but I cannot sing well. I can swim. I think it is the swimming club. My friend Tom can play the guitar but ‘t play it well. And ‘t play chess. He wants to join the chess club. He thinks it is interesting. He wants to learn it. If the students can do the report like this with the much knowledge.

Step 4: Homework:

Task 1:

4 group work:

Suppose you are a boss, you want to get some good workers. How to write an advertisement.

Focus students on the advertisement. Elicit the kind of personal qualities that would be good for the job, eg. A good teacher, a good swimmer, and write them on the board. Then elicit questions from the qualities on the board. eg. Can you teach children? Can you you to the things after ―with‖. Eg

Can you they do? Why not? What can‘t they do?

Homework: Workbook Part 3, 4.

The third period: Section B 1a-3b.

Step 1 Revision

Task 1.Ask some questions about can you …? What club do you want to join?

Task 2: ask the students to give the ad. Four students a group. Ask one of them to be the boss. And others are the interviewees. Guide them to use kids, can you

1a Ask the students to guess the music instrument by listening the music one by one.（PowerPoint Can you play the guitar B.）

The music instruments are guitar, trumpet, drums, violin and piano.

Ask the students to read after the teacher when they are looking at the pictures on PowerPoint.

Ask the students to match the words with the pictures of the book.

The right answers are 3, 1, 4, 5, 2

Step 3 Practice

1b. ask the students to ask and answer questions about the instruments with the you play the guitar B.）

They can ask and answer the questions like this. The teacher goes round the class and gives you play the guitar? Yes, I can.

Can you play it well? No, I can‘t.

Can ? Sorry, I don‘t know.

Can she play the drums? Yes, she can . She can play it well. After the practice, the teacher can ask some pairs to act it out in the front. And the students answer the questions of the teacher after listening to the dialogue.

Ask the students to practice more dialogues with the picture of playing chess, singing, dancing, swimming, painting, speaking English. Mix with playing the guitar, playing the violin, playing the drums. Tell the students there are something differences between playing chess and playing the guitar. Ask them to pay attention to it. （PowerPoint Can you play the guitar B.）

Then ask more pairs to act the dialogues out in front of the class.

Step 3 Listening Practice

2a and 2b. Ask the students to read the words in the box first and ask them to listen to the recording for the first time. And play it for the second time and ask the students to circle the words they you play the guitar B.）With the same step, ask the students to do the exercise of 2b. Fill in the chart with the words in the box. Before doing this, tell the students to write

Step 4 Pair work

2c. Ask the students to read the information in the box. And do the pair work to tell what Bill, Jennifer and Victor can and can‘t do.

They can practice it like this:

A: Can Bill play chess?

B: No, ‘t. But play the guitar. And play it well.

A: Can Bill dance?

B: No, ‘t. But sing. And sing very well.

Ask the students to work in groups. Ask and answer like this:

-What can you do?

-I can…,but I can‘t…

（I can…and…, but I can‘t…or…）（PowerPoint Can you play the guitar B.）

Then act it out in front. If you can ,you must show（展示）it for your classmates.

3a. Ask the students to read the ad from the school magazine. The teacher

can teach the students you play the guitar B.）Ask the students to underline the things they want people to do for the school music festival. Ask the students to read once more and think about whether be the musician.

3b. ask the students to complete the following poster with the words in the box. They can use 3a for you play the guitar B.）

The answers are: play, guitar, Can, sing, Can, play, drums.

Homework:

Task 1:

3c. Ask the students to write their own poster for a sports day. The teacher can give some information to the students: play basketball, play volleyball, swim, jump, and so on. New and more information can be given to the students and they can also look up in the dictionary. They can also demonstrate their poster.

Task 2:

workbook

The four period：Self –Check

Step1 Revision

Ask several students to read the poster out. Let‘s see whose poster is the best one? Who can read it the most loudly and freely? The teacher asks the students to collect their own poster.

Ask the students to say something about their friends. Let‘s see what their friends can do for the school show.

Step2 Words check

1 and 2

Ask the students to see if they know the words on Part 1.

Ask students to check all the words they know. You may wish to ‘t know. Ask students to find out the meaning of any words they don‘t know. They can do this by reviewing the lesson, asking you, asking classmates or using a learner‘s dictionary or bilingual dictionary.

They can also add some new words that they learn from the teacher or the dictionary such as flute and . Ask them who is asking the conversation（a student and the teacher on charge of the art club）

Ask the students to fill in the card individually.

The answers are: Cindy Jones, 12, I can draw a little. I want to learn about art.

Step 4 Check the !

Ask a student to read what the man is asking the drummer. Ask students: can they play the drums? Guide them to answer: No, ‘t. Then ask, can . No, ‘t.

Step 5 Group work

4. There is a school show in the music room on Sunday. The time is 6:00. What can you do? What can your friends do? Ask one of the students to read the chart. Ask another students to read the example in the speech bubbles. Explain that students must fine people for the school show and

Then ask the students to give us a report like this. I can do Chinese kung fu

for the music show. My friend Wang Ming can….

Culture note

Kung Fu . The term Kung Fu can be used for the many martial arts native to China. More than 300 styles are registered with the Chinese government. Different spellings are Gung Fu and Gong Fu. In everyday language, gong fu is excellence achieved through long practice in any endeavor. A more correct word for describing Chinese martial arts is Wushu. Using Kung Fu to describe Chinese martial arts is more common outside China. Chinese martial arts movie. The films of Bruce Lee popularized martial arts in the west and actors like Jet Li and Jackie Chan many western films. Their movies are often called Kung Fu movies.

Homework

Task 1:Workbook Part 7 Writing

Task2: make an interview. What can your father do? What can your mother do? What can‘t your mother do ? What can‘t your father do? Make a list and prepare a report for the next class.

Unit 2 What time do you go to school?

(The 1st period Section A 1a-1c)

Teaching aims(教学目标）

1.谈论日常作息时间。

2.询问、表达时间。

3.学会用频度副词usually

Language points(语言点）

1.要求掌握以下句式：

（1）-What time is it?（将3b中的语言点前移）

-It's…

（2）-What time do you usually…?

-Iwe usually…

2. 要求掌握以下词汇：

（1）名词：time, shower

（2）动词短语：go to school, get up, take a shower,

（3）副词：usually o'clock

（4）疑问代词：what time

Key points（重点）:

一般现在时的特殊疑问句，即掌握:

―What time do you usually…？IWe usually…‖这个句型Teaching difficulties（难点）:

助动词do在一般现在时的特殊疑问句中的用法。Teaching steps (教学步骤):

1.Warming-up and revision（课堂热身和复习）

(1)欣赏世界名曲《钟表店》，学生交流收集到的时间谚语。（2）Game：

T：（指着自己）one

然后指着直排的一个学生

S1:two (T （呈现新知识）

T：（拿出一个自制的钟表，此钟指针会转动）

I groups.

T：（教师转动指针并引导组之间对话）

Ss: What time is it?

Ss: It's…

（操练三四次）

3、Drill（操练）

T：Ok. The whole class, please write down time on the paper.

Are you ready ?

Ss: Yes

T: Well. Practise it in pairs. What time is it?

It‘s…

T：act （三四组）

4、Consolidation（巩固）

Play a game and practise more on the pattern“What time is it? It‘s…”T：（每大组选一个代表，分别用What time is it ?向教师发问，教师便用以下句子启发）：

You can ①（呈现新知识）

T：（总结上述游戏）Now let's look at the clock .（将时钟调整到六点钟）What time is it?

Ss: It's six o'clock

T: o'clock（板书）. Read after me.

Ss: o‘clock.

T：We will……（做“起床”的动作，并提供一男孩起床的照片）

Ss: get up（T 1a （完成P651a）

T: Ok. Please open your book.

Look at 1a, listen and match the words and the pictures.

7、Work on 1b （完成P651b）

T: Now let's listen to the tape, match the times and actions.

T: Well, let's check the answers.

8、Consolidation.

T:（当答案校对到九点钟时）But I often take a shower at ten o'clock.（一边说一边高举自己洗澡的图片，此图片上课前画好）I usually（突出usually）

take a shower at ten o'clock

T：Read after me: usually

T：Please 1c（完成P651c）

（1）T：（针对最后一个发言的学生说的句子，问其它同学What time do you usually…？）

S1：I usually…at…（T pairs.

T: What time do you usually take a shower?

S1: I usually tak e a shower at …

10、Drill

（1）Make a similar dialogue with the person you like.

（2）Act.

11、Listen and repeat（听音跟读）

T：Now let's listen to the tape and repeat. Please try to read like the tape. 附听原文：

Interviewer: What time do you usually get up, Rick?

Rick: Um, I usually get up at five o‘clock.

Interviewer: Five o‘clock. Wow! And what time do you run?

Rick: Um. At six o‘clock.

Interviewer: Hmm. And breakfast?

Rick: Seven o‘clock.

Interviewer: What time do you usually shower?

]Rick: Uh, eight o‘clock.

Interviewer: What time do you usually go to school?

Rick: I usually go to school at nine o‘clock.

12、Follow up （进一步扩展）

（1）T：Now it's your turn to make up your own dialogues. Please work

with your partner.

（2）T：（事先将workbook中P43的第4题的图片扫描到PPT中并配上录音，其录音分别是：

①I do sport at 6:30

②I take a shower at 7:00

③I ask Justin some questions.

First, I will try. What time do you usually take a shower?（然后点击声音②）Come on!

S1：What time do you usually do sport?

S2:…

S3:…

T: Please open your workbook. Look and write sentences.

（有了前面的铺垫，这一部分对于学生就更加容易）

T: Ok, please tell a story about Justin.

S1:……

S2:……

13、Homework:

Oral work:

（1）Read and recite the listening tapescript.

（2）Go on making up your dialogues with the partner and polish it（继续和小组成员编对话，并完善对话）

Written work

（1）Copy the phrases in 1a twice （抄写1a的词组两遍）

（2）Finish Ex.1 of the workbook.

（3）调查朋友的作息时间，操作过程如下：

①教师设计如下表格，分发给各小组。

②学生自由组合成3~5人小组，围坐在一起，相互提问，并把答案记录在表格中。

②各小组成员根据表格内容，以“……的一天”为题，依次叙述作息时间，并写成一篇短文。

（The 2nd period Section A 2a-2c）

Teaching aims （教学目标）

1、谈论日常作息时间

2、询问、表达时间

Language points（语言点）

要求掌握以下句式：

——What time does sb. verb?

——Sb. verbs at …

Key points（重点）：

一般现在时的特殊疑问句，即掌握：

What time does （课堂热身和复习）

（1）Student chant:

What time do you usually get up?

I usually get up at 6:30.

What time do you usually go to school?

I usually go to school at 7:10.

What time do you usually go 2a.（完成2a）

T：But my friend Rick does the same thing with

S1:（启发学生回答）

T：Listen again and fill in the blanks.

3、Work on 2b.(完成2b)

T: What time do they take a shower? Listen again and complete the shower schedule.

T：(校对答案)

4、Work on 2c.(完成2c)

T：××，When does Alicia take a shower?

S1: She takes a shower at 8:00

T : （Read after me）

When does Alicia take a shower?

She takes a shower at 8:00.

Read it in groups.

T：××，when does Jerry take a shower?

S1:…

T: Look at 2b and make a dialogue like this.

5、Listen and repeat （听音跟读）

T: Now let's listen to the tape and repeat . Please try to read like the tape. 附：听力原文

Interviewer: You ‘t you, Rick?

Rick: Yes. I my sister Mary takes a shower at 6:00. Next my brother Jerry takes a shower at 7:00,then my sister Alicia at 8:00.

6、Follow up（进一步扩展）

（1）T：Now it's your turn to make up your own dialogues like this. Please work with your partner.

（2）T：And now say something about Rick. Four people make a group and try. You may begin it like this, “My friend Rick English. Then give a pairs first. And then choose some best groups to speak in the front.

（你认为Lu lilu周末生活好吗？请你看图与同伴一起为Lu lilu设计一个更有益健康的周末安排）

7、Grammar focus.

（老师用中文总结这两天所学的语法点）

（1）T：这两天，我们学习了以What time引导的一般现在时的特殊疑问句形式。

它的结构式是：What time do sb. Verb（原形）?

（非第三人称单数原形）

Sb. Verb at …（板书）

What time does sb. Verb（原形）?

（第三人称单数）

Sb.verb s at…

在这一句型中，要特别注意助动词用do还是does。

注：①以上结构板书，并配以解释。

②verb后有时也要加es。当此verb以s,x,ch,sh,o结尾时加es. watches ，does.

Fill in the blanks with the words in their proper forms.

①——What time （do）they .

（get up）？

——They （get up）at five o‘clock.

②——What time （do）Tom .

（take a shower）?

——He （take a shower）at 19:15

③——What time （do）making up your dialogues with group members and polish it （继续和小组成员编对话，并完善对话）

Written work

1.Finish Ex.2and Ex.3 of the workbook

2.Design a better schedule for your family at the weekends and write it down in your exercise book.

（The 3rd period SectionA3a~Part4）

Teaching aims （教学目标）

1、用When询问时间

2、表示频率的副词

Language points （语言点）

1、要求掌握以下句式：

——When do you usually …?

——Iwe … prep…

2、要求掌握以下词汇

（1）名词：work，，go to work，get to，go to bed

（3）其它：after，am

Key points（重点）：

1、一般现在时的特殊疑问句，即掌握：When do you usually …?

2、频度副词usually 的熟练运用

Teaching difficulties（难点）

助动词do，在一般现在时的特殊疑问句中的用法：

Teaching steps（教学步骤）：

1、Warming - up and revision （课堂热身和复习）

（1）Watch a video clip about Mickey Mouse's Day.（观看一段米老鼠一天活动的录像剪辑）