版新目标初中英语七年级下册教案课件

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Teaching Goal: Topic: Countries, nationalities, and languages General aims: A. Talk about where people are from B. Talk about nationality, nation and language C. Talk about where people live Functions: Talk about countries, nationalities and languages Ask and tell about where people live Target language: A. Language Focus. (1). Talk about nationality, peoples and languages/ (2). Ask and answer where people live. B. Language goals (1). Change your own information with your pen pals. (2). Ask some questions using where. (3). Ask words somebody talk about. C. Language structure: Wheres/Wherere .from? Where does/do .from? What questions-What language does/do .speak? D. Language points: 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 ) Key points: Where is your/Johns pen pal from? He/She is from. Where does he/she live? He/She lives in Pre-task (Homework for preview): 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 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 following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English Teaching Steps: Step 1 Leading-in The information of the teachers own pen pals information. “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(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 pronunciation of the new words. 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 English meanings, then write down the English words with looking at the Chinese meanings. (This step is a memory game. It can help the Ss consolidate the new words they learned) Step 5 Pair work 1c Practice 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 with one student as an example then let the Ss practice 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 names 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 in this part. Step 8 Pair work 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. -Where does he/she live? -He/She lives in(Write it down on the Bb) Let the Ss practice after the Ts example in pairs then several pairs do it in class. Step 9 Exercise 1. My pen pal is from Australia.(划线提问) 2. Johns pen pal is from Japan. (划线提问) 3. 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 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) Period 2 (3a-Section B 2c) Preview(Pre-task): Add another information about their pen pals-their language on the card Key points: What language does she/he speak? She/He speaks. Does she/he have any brothers and sisters? Does she/he speak English? Teaching Steps: StepStep 1 1 RevisionRevision 1. Revision and dictation of the new words 2. Revise the drills they learned yesterday.(by pair work and grammar exercise) Step 2 Leading-in T has a conversation with one student. The conversation is 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 -Where does he/she live? -He/She lives in. -What language does he/she speak? He/She speaks Write the new words on the Bb. They are following: English Chinese Japanese French Step 3 Learn Learn the new words with the whole class. Finish 3a with the students 3b Pair work T still does an example with one student Then the Ss practice in pairs. The example is following: -Curry Muray is my pen pal. He is from the United States. -What language does he speak? -He speaks English. Step 4 Practice 1. Section B 1a Match the countries with their languages. 2. Memory game Let the Ss repeat the following sentences: People in China speak Chinese. People in Japanese speak Japanese. People in the USA, UK, Australia and Canada speak English. People in Singapore speak English and Chinese. People in France speak French. 3. 2a Listen and number the questions they hear 4. 2b Listen again and write short answers to the questions in 2a (Good students can finish the two tasks for one time) Step 5 Pair work Practice the conversation of 2a in pairs Pay attention to the language points: Does she have any brothers and sisters? (any and) Does she speak English? (Write them on the Bb) 2c The Ss makes up their own dialogue about more information of their pen pals by using the drills in 2a. Step 6 Group work Four students as a group make a survey about pen pals by asking and answering each other. Their questions are about their pen pals names, nationalities, cities, languages and their favorite subjects or more information At last if time possible several students do the report in class about their surveys. Step 7 Homework Copy the new words they learned today and the sentences in 2a Good students can write a report about their surveys about pen pals of their own groups. Period 3(3a-3c) A reading lesson Step 1 Revision 1.Revision and dictation of the new words and expressions 2.Revise conversations they learned yesterday. 3.Revise the key points by grammar exercise He speaks English. (变一般疑问句和特殊疑问句) Step 2 Reading 3a Read the letter and write answers to the questions in the box. Read it again and let the Ss discuss in groups(4 as a group) to design an information card for Bob. Let the Ss read aloud. First after the T or the tape then by themselves. T must make sure the Ss can read it correctly and fluently. T write the key words on the Bb to help the Ss retell the letter. The key words are following: Bob, Toronto, want, a very interesting country, 14, in Nov., can speak, brother, Paul, sister, Sarah, pen pals in the UK and Australia, like going and playing, favorite subject, fun, math, difficult, write to Learn the language points in the letter: 1)I want a pen pal . want sth./sb.( musician wanted) want to do sth. I want to play soccer with my friends. want sb. to do sth. My parents want me to do homework now. 2)I like going to the movies 3)My favorite subject in school is 4)write to sb. soon Step 3 Practice 3b Complete the pen pal letter with the information on the card. Step 4 Writing 1.Make an information card just like the card in 3b . 2.Write a letter or an e-mail to your pen pal. Step 5 Homework Write a letter or an e-mail to your pen pal. Period 4 (Self-check) Step 1 Revision 1.Reading practice(Read aloud the passage) 2.Dictation for the useful expressions Step 2 Words Revision Complete the words builder. (Some good students can express their vocabulary about countries and languages) Step 3 Writing P6 Part 3 First discuss and then complete the writing Step 4 Grammar Do the extra grammar exercises: 1. I have a pen pal. 2. He has a pen pal. 3. My pen pal is from Australia. 4. Jims pen pal is from Canada. 5. His pen pal lives in Singapore. 6. Her pen pal speaks French. 7. People in Japan speak Japanese. (以上各句都做变否定句、一般疑问句和划线提问的句式变化) 教学反思教学反思： 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。如果让他们把每单元几句重点句背下来，学习效果是不 是更好呢？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。对于我们那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。 另外，在本单元的教学中我还补充了相关知识，让学生对各地的名胜古迹、历史风情、地理 知识等知识的进一步了解，从而实现英语与其他各学科之间的渗透。 让学生死记硬背是不对的，但不让学生背也是不对的。 Unit 2 Wheres the post office? Language goal This unit students learn to ask for and give directions(方向) on the street. New language Is there 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 neighborhood? 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, clean. 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 questions and answers. Example 1 Teacher: Wheres Yang 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 Jiahui? (Point to one student standing between 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 ask 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 sample answer 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 and 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 Ss to listen and circle the items they hear on the picture. Correct the answers. These items should be circle: video arcade, post office, supermarket. Tape script(录音稿录音稿) Conversation 1 A: Is there a video arcade on Fifth Avenue? B: Yes, there is. Conversation 2 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 activity 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 students 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 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. Help students understand how to locate things on the map, if necessary. Ask several students to say some of their questions and answers for the class. 2a This activity introduces the terms across from, 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 repeat. Then ask students to match each sentence with one of the pictures. Say, Each 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 the answers. 2b This activity gives students practice listening to and understanding the target language. 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 carefully 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. Tape script (录音稿录音稿) Conversation 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, its on Fifth Avenue. Conversation 4 A: 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 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. Ask about the buildings in 1a. Demonstrate（示范） the activity. Point to the map and ask, Wheres 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.（进度） 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 questions 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 visitors to the United States believe that Americans dont like to answer questions or give directions(方向) to tourists（旅行者）and other visitors. This is not necessarily true. The pace of life is fast in the United States, especially（特别） in big cities. Most people walk quickly, talk quickly, and are in a hurry to 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 short, direct question will almost always get you the information you 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 that 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 ask 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 three pairs in the large picture above. Ask students to find the pairs in the big picture. Point to the questi