七年级下新目英语七年级下册教案全册.docx

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1、七年级下新目英语七年级下册教案全册1 新 目 标 英 语 七 年 级 下 册教案 Unit1 Where is your pen pal from? Topic: Countries, nationalities, and languages Functions: Talk about countries, nationalities and languages Ask and tell about where people live Structure: Wheres/Wherere .from? Where does/do .from? What questions-What langua

2、ge does/do .speak? Target language: Where is she from? She is from. Where does she live? She lives in. What language does she speak? She speaks. Vocabulary: words about countries, languages Teaching design: The whole unit needs 5 periods, 4 for new lessons and 1 for test Period 1 ( 1a-Grammar Focus

3、) Key points: 2 Where is your/Johns pen pal from? He/She is from. Where does he/she live? He/She lives in. (Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals information, such as their names, countries and cities they live even the language

4、they speak. T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them) The example is followin

5、g: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English Teaching Steps: Key points: Where is your/Johns pen pal from? He/She is from. Where does he/she live? He/She lives in. (Homework for preview)Pre-task: Let the Ss give themselves pen pals and they shoul

6、d write down their pen pals information, such as their names, countries and cities they live even the language they speak T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，

7、美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them) 3 The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English Teaching Steps: Step 1 Leading-inThe information of the teachers own pen pals information

8、. I have a pen pal. His name is Curry Muray. He is from the United States. Do you have a pen pal? Where is your pen pal from? Whats your pen pals name? Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb

9、(both Chinese and English) Step 2 Learning Section A 1a Learn the new words on the Bb. The new words are: pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(the U.K./Great Britain/England) Pay attention to the pronuciation of the new w

10、ords. Step 3 Listening 1b Listen and circle the countries in 1a they learned Step 4 Competition Two groups of students to write the new words to see which group does better. First write down the Chinese words with looking at the 4 English meanings, then write down the English words with looking at t

11、he Chinese meanings. (This step is a memory game. It can help the Ss consolidate the new words they learned) Step 5 Pairwork 1c Practise the following conversation: -Do you have a pen pal? -Yes, I do. -Wheres your pen pals from? -He/She is from .(Write it down on the Bb) First T has a conversation w

12、ith one student as an example then let the Ss practise in pairs. At last let several pairs do it again in class. Step 6 Leading-in Revise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out which countries the cities are in. The city na

13、mes are following: Toronto; Paris; Tokyo; New York; Sydney; Singapore; London; Step 7 Learning 2a Learn the city names together with the whole class just like Step 2 2b Listen and circle the cities and countries 2c Listen and complete the chart Have a similar competition to consolidate the new words

14、 in this part. Step 8 Pairwork T has a conversation with one student like the following: -Do you have a pen pal? -Yes, I do. -Whats your pen pals name? -His/Her name is. -Where is your pen pal from? -He/She is from. 5 -Where does he/she live? -He/She lives in.(Write it down on the Bb) Let the Ss pra

15、ctise after the Ts example in pairs then several pairs do it in class. Step 9 Exercise My pen pal is from Australia.(划线提问) Johns pen pal is from Japan. (划线提问) He lives in Paris. (划线提问) Homework: Read and copy the new words . Copy the sentences in Grammar Focus Make up the questions about Jodie in 2c

16、 The questions are: Does Jodie have a pen pal? Where is Jodies pen pal from? Where does he/she live? Whats his/her name?(This one can be chosen by themselves) 6 Unit 2 Wheres the post office? Language goal This unit students leam to ask for and give directions(方向) on the street. New language Is ther

17、e a bank near here? Yes, theres a bank on Center Street, Wheres the supermarket? Its next to the library.Is there a pay phone in the neighbhood?Yes, its on Bridge Street on the right. locations in the neighborhood such as post office, hotel,video arcade. Descriptive words such as new, old, dirty, cl

18、ean. Descriptions of location such as across from, next to,Between Recycled language What are you doing? Do you want to .? Section A Ask two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the quest

19、ions and answers. Example 1 Teacher: WheresYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng. Example 2 Teacher: Wheres Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin. Example 3 Teacher: Wheres Lin Jiah

20、ui? (Point to one student standing between 7 two other students.) Lin Jiahui is between Sheng Lin and Li Dai. la This activity introduces the key vocabulary. Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name all the places and as

21、k students to repeat. Point out the numbered list of words. Say each one and ask students to repeat. Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sa

22、mple answer f.Check the answers. 1b This activity gives students practice listening to and understanding the target language. Point out the buildings and other locations in the picture. Say the name of each one to the class. Say, Now I will play recordings of three conversations. Listen carefully an

23、d circle the picture of each place you hear on the tape. Play the recording the first time. Students only listen. Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture. Correct the answers. These items should be circle:video arcade, post off

24、ice, supermarket. Tapescript(录音稿) Convernation 1 A: Is there a video arcade on Fifth Avenue? B: Yes, there is. Conversation 2 8 A: Is there a post office near here? B: Yes, there is. Theres one on Bridge Street. Conversation 3 A: Is there a supermarket on Center Street? B: No, there isnt. 1C This ac

25、tivity provides guided oral practice using the target language. Point to the different locations shown in the picture.Ask different students to name each one. If necessary,say the name and ask the student to repeat. Point to the question and answer In the example conversation and ask a pair of stude

26、nts to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish. Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Demonstrate the activity. Point to the picture and ask. Is there a post office near

27、here? Then choose a student to answer. Guide the student to say, Yes,theres a post office on Bridge Street. As students work, move around the room and check progress(进展情况). Help students understand how to locate things on the map, if necessary. Ask several students to say some of their questions and

28、 answers for the class. 教学后记： 教学方法有问题？ 教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。哪怕自己多浪费点时间。有时想来，自己的教学效率实在是太低了，每天不分上课上自习，都是一个样。也就是9 说在不误课的情况下，我的教学时间应该是学校规定时间的两倍，然而教学的效果却很不理想。每天看着自己的队伍步履蹒跚的前行，自己不由的怀疑自己的教学方法。 与此同时，这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高，这更让我有理由怀疑自己的教学方法是不是不适合学生的实际？ 吃早饭时突发“奇想”

29、，是不是给学生一点时间，让他们把每单元几句重点句背下来更好呢？单词需要积累，这点勿容置疑。对于我们的学生来说，典型句子同样需要积累。句子背下来，在用的时候就可以举一反三，就像语文中背范文一样。对于我们我们这些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用英语去表达的话，说明这些典型的句子他们已经掌握。但现实的情况是，这种方法更容易适用于尖子生，或者基础较好的学生，很多学生只是充当的观众。 让学生死记硬背是不对的，但不让学生背也是不对的。 2a This activity introduces the terms across from,

30、 next to, between, and on. Focus attention on the pictures. Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat. Point out the four sentences. Say each one and ask students to rcpeat. Then ask students to matc

31、h each sentence with one of the pictures. Say, Eacb sentence talks about one of the pictures. Write the number of the sentence in the box on the picture that it is talking about. Point out the sample answer 1. Check ihc answers. 2b This activity gives students practice listening to and understanding

32、 the target language. 10 Point out the buildings and street names in la.Say each one and ask students to repeat. Call attention to the four sentences in 2b. Read them to the class saying blank each time you come to a blank line. Say. Now I will play recordings of three conversations. Listen carefull

33、y and write a word from the box on each blank line. Point out the sample answer. Play the recording the first time. Students only listen. Play the recording a second time. This time ask students to fill in the blanks by listening to the items on the tape. Correct the answers. Tapescript(录音稿) Conwara

34、ation 1 A: Excuse me. Is there a library around here? B: Yes. Its between the video arcade and the supermarket. Conversation 2 A: Wheres the park? B: The park? Oh, its across from the bank. Conversation 3 A: Excuse me. Is there a supermarket around here? B; Yes, itson Fifth Avenue. Conversation 4 A:

35、 Wheres the pay phone? B: Its next to the post office. 2c This activity provides guided oral practice using the target language. Point to the list of buildings in la. Ask a student to read the list aloud. Point to the question and answer in the speech bubbles( 泡沫) in 2c and ask a pair of students to

36、 read the conversation to the class. Ask 11 other pairs of students to repeat the activity if you wish. Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Ask about the buildings in 1a. Demonstrate the activity. Point to the map and ask,Where

37、s the park? Then choose a student to answer.Guide the student to say, Its across from the bank. As students work, move around the room and check progress. Ask several students to say some of their questions and answers for the class. Grammar focus Review the grammar box. Ask students to say the ques

38、tions and answers. Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between. Ask, Which words talk about two different buildings? (across/row, next to, and between) Ask, Which one talks about one building all alone! (on) Culture note Many

39、visitors to the United States believe that Americans dont like to answer questions or give directions(方向) to touristsand other visitors. This is not necessarily true. The pace of life is fast in the United States, especially in big cities. Most people walk quickly, talk quickly, and are in a hurry t

40、o get wherever they are going. Also, most Americans speak only one language and arent used to talking with speakers of other languages. However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood. A pleasant smile and a shor

41、t, direct question will almost always get you the information you 12 need. 3a This activity provides target-oriented reading practice using the language items taught in this unit. Draw attention to the conversation in the box. Ask students to read it out loud. Ask a student to point out the place th

42、at Paul wants to get to. Guide the student to point to the book and say,Heres the hotel. Heres Bridge Street. Point to the two arrows.(箭头) Ask students to repeat left and right. Then ask them to hold up their left hands and then their right hands. Ask students to read the conversation again. Then as

43、k them to find Paul and Nancy in the picture. Answer Paul and Nancy are the two figures outside the entrance to the park. 3b This activity provides guided writing practice using the target language. Call attention to the three pictures. Explain that the three pairs in these pictures correspond to th

44、ree pairs in the large picture above. Ask students to find the pairs in the big picture. Point to the questions below each picture and ask a student to read them aloud. Point to the three write-on lines in the speech bubbles. Say, Write the answers to the questions here. Ask students to complete the

45、 writing individually.(个别的) Correct the answers. 1. Yes, there is. Go straight down New Street and turn right. Theres a pay phone on the right. 2. Go straight down New Street and turn right. Turn left at Bridge 13 Street. The bank is across the street. 3. Yes, there is. Turn right, then go straight

46、down Bridge Street. The post office is on the left. Its across from the video arcade, next to the super-market. 4 This activity provides guided oral practice using the target language, Call attention to the picture in la. Ask students to name all the buildings in the picture. Point out the conversat

47、ion In the picture in 4. Ask different students to read each line. Have the students work In groups. One person chooses a building in the la picture but doesnt tell anyone which building it is. The others ask questions like those in the activity 4 picture until they guess which building it is. Sever

48、al students can take turns choosing the building for the others to guess. Section B la This activity introduces the key vocabulary. Focus attention on the pictures. Ask different students to name the places shown in the pictures. They will probably not include words such as old, new, busy, quiet, big, small,