人教版七年级英语下册全册教案.doc

unit1whereisyourpenpalfrom?topic:countries,nationalities,andlanguagesfunctions:talkaboutcountries,nationalitiesandlanguagesaskandtellaboutwherepeoplelivestructure:wheres/wherere.from?wheredoes/do.from?whatquestions-whatlanguagedoes/do.speak?targetlanguage:whereisshefrom?sheisfrom.wheredoesshelive?shelivesin.whatlanguagedoesshespeak?shespeaks.vocabulary:wordsaboutcountries,languagesteachingdesign:thewholeunitneeds5periods,4fornewlessonsand1fortestperiod1(1a-grammarfocus)keypoints:whereisyour/johnspenpalfrom?he/sheisfrom.wheredoeshe/shelive?he/shelivesin.(homeworkforpreview)pre-task:letthessgivethemselvespenpalsandtheyshouldwritedowntheirpenpalsinformation,suchastheirnames,countriesandcitiestheyliveeventhelanguagetheyspeak.tcangivethessanexamplemeanwhiletgivesthedifferentcountrieswhichcanbeusedbythess.tgivesthesschinesewordsforthecountries,theyarefollowing:加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国(thesscanlookthemupinthedictionaryiftheyarenewforthem)theexampleisfollowing:name:currymurayage:75from(nationality):theunitedstatescity:newyorklanguage:englishteachingsteps:keypoints:whereisyour/johnspenpalfrom?he/sheisfrom.wheredoeshe/shelive?he/shelivesin.(homeworkforpreview)pre-task:letthessgivethemselvespenpalsandtheyshouldwritedowntheirpenpalsinformation,suchastheirnames,countriesandcitiestheyliveeventhelanguagetheyspeaktcangivethessanexamplemeanwhiletgivesthedifferentcountrieswhichcanbeusedbythess.tgivesthesschinesewordsforthecountries,theyarefollowing:加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国(thesscanlookthemupinthedictionaryiftheyarenewforthem)theexampleisfollowing:name:currymurayage:75from(nationality):theunitedstatescity:newyorklanguage:englishteachingsteps:step1leading-intheinformationoftheteachersownpenpalsinformation.ihaveapenpal.hisnameiscurrymuray.heisfromtheunitedstates.doyouhaveapenpal?whereisyourpenpalfrom?whatsyourpenpalsname?differentstudentssaytheinformationabouttheirownpenpals.tshouldchoosethedifferentcountries.twritesthedifferentcountriesonthebb(bothchineseandenglish)step2learningsectiona1alearnthenewwordsonthebb.thenewwordsare:penpal;canada;france;japan;theunitedstates(theus/theusa/america);australia;singapore;theunitedkingdom(theu.k./greatbritain/england)payattentiontothepronuciationofthenewwords.step3listening1blistenandcirclethecountriesin1atheylearnedstep4competitiontwogroupsofstudentstowritethenewwordstoseewhichgroupdoesbetter.firstwritedownthechinesewordswithlookingattheenglishmeanings,thenwritedowntheenglishwordswithlookingatthechinesemeanings.(thisstepisamemorygame.itcanhelpthessconsolidatethenewwordstheylearned)step5pairwork1cpractisethefollowingconversation:-doyouhaveapenpal?-yes,ido.-wheresyourpenpalsfrom?-he/sheisfrom.(writeitdownonthebb)firstthasaconversationwithonestudentasanexamplethenletthesspractiseinpairs.atlastletseveralpairsdoitagaininclass.step6leading-inrevisethecountriesnameswithlookingatthebb.thentwritesdownthecitynamesonthebb.letthesstrytofindoutwhichcountriesthecitiesarein.thecitynamesarefollowing:toronto;paris;tokyo;newyork;sydney;singapore;london;step7learning2alearnthecitynamestogetherwiththewholeclassjustlikestep22blistenandcirclethecitiesandcountries2clistenandcompletethecharthaveasimilarcompetitiontoconsolidatethenewwordsinthispart.step8pairworkthasaconversationwithonestudentlikethefollowing:-doyouhaveapenpal?-yes,ido.-whatsyourpenpalsname?-his/hernameis.-whereisyourpenpalfrom?-he/sheisfrom.-wheredoeshe/shelive?-he/shelivesin.(writeitdownonthebb)letthesspractiseafterthetsexampleinpairsthenseveralpairsdoitinclass.step9exercisemypenpalisfromaustralia.(划线提问)johnspenpalisfromjapan.(划线提问)helivesinparis.(划线提问)homework:readandcopythenewwords.copythesentencesingrammarfocusmakeupthequestionsaboutjodiein2cthequestionsare:doesjodiehaveapenpal?whereisjodiespenpalfrom?wheredoeshe/shelive?whatshis/hername?(thisonecanbechosenbythemselves)unit2wheresthepostoffice?languagegoalthisunitstudentsleamtoaskforandgivedirections(方向)onthestreet.newlanguageisthereabanknearhere?yes,theresabankoncenterstreet,wheresthesupermarket?itsnexttothelibrary.isthereapayphoneintheneighbhood?yes,itsonbridgestreetontheright.locationsintheneighborhoodsuchaspostoffice,hotel,videoarcade.descriptivewordssuchasnew,old,dirty,clean.descriptionsoflocationsuchasacrossfrom,nextto,betweenrecycledlanguagewhatareyoudoing?doyouwantto.?sectionaasktworowsofthreestudentseachtostandfacingeachotherinthefrontoftheclassroom.pointtostudentsstandinginfrontandasktheclasstorepeatthequestionsandanswers.example1teacher:wheresyangli?(pointtotwostudentsstandingbesideeachother.)yangliisnexttolipeng.example2teacher:whereszhengwen?(pointtotwostudentsindifferentlinesfacingeachother.)zhengwenisacrossfromshenglin.example3teacher:whereslinjiahui?(pointtoonestudentstandingbetweentwootherstudents.)linjiahuiisbetweenshenglinandlidai.lathisactivityintroducesthekeyvocabulary.focusattentiononthepicture.askstudentstonameasmanyoftheplacestheyseeinthepictureastheycan.thennamealltheplacesandaskstudentstorepeat.pointoutthenumberedlistofwords.sayeachoneandaskstudentstorepeat.thenaskstudentstomatcheachwordorphraseonthelistwithoneofthepictures.say,writetheletterofeachplaceinthepicturenexttothecorrectwordorwordsonthelist.pointoutthesampleanswerf.checktheanswers.1bthisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.pointoutthebuildingsandotherlocationsinthepicture.saythenameofeachonetotheclass.say,nowiwillplayrecordingsofthreeconversations.listencarefullyandcirclethepictureofeachplaceyouhearonthetape.playtherecordingthefirsttime.studentsonlylisten.playtherecordingasecondtime.thistineaskstudentstolistenandcircletheitemstheyhearonthepicture.correcttheanswers.theseitemsshouldbecircle:videoarcade,postoffice,supermarket.tapescript(录音稿)convernation1a:isthereavideoarcadeonfifthavenue?b:yes,thereis.conversation2a:isthereapostofficenearhere?b:yes,thereis.theresoneonbridgestreet.conversation3a:isthereasupermarketoncenterstreet?b:no,thereisnt.1cthisactivityprovidesguidedoralpracticeusingthetargetlanguage.pointtothedifferentlocationsshowninthepicture.askdifferentstudentstonameeachone.ifnecessary,saythenameandaskthestudenttorepeat.pointtothequestionandanswerintheexampleconversationandaskapairofstudentstoreadtheconversationtotheclass.askotherpairsofstudentstorepeattheactivityifyouwish.askstudentstoworkinpairs.say,firstonepersonasksaquestionandthentheotherpersontakesaturn.demonstrate（示范）theactivity.pointtothepictureandask.isthereapostofficenearhere?thenchooseastudenttoanswer.guidethestudenttosay,yes,theresapostofficeonbridgestreet.asstudentswork,movearoundtheroomandcheckprogress(进展情况).helpstudentsunderstandhowtolocatethingsonthemap,ifnecessary.askseveralstudentstosaysomeoftheirquestionsandanswersfortheclass.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”，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。2athisactivityintroducesthetermsacrossfrom,nextto,between,andon.focusattentiononthepictures.askstudentstotalkaboutthepictures,namingasmanyplacesastheycan.thennamealltheplacesinthepicturesandaskstudentstorepeat.pointoutthefoursentences.sayeachoneandaskstudentstorcpeat.thenaskstudentstomatcheachsentencewithoneofthepictures.say,eacbsentencetalksaboutoneofthepictures.writethenumberofthesentenceintheboxonthepicturethatitistalkingabout.pointoutthesampleanswer1.checkihcanswers.2bthisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.pointoutthebuildingsandstreetnamesinla.sayeachoneandaskstudentstorepeat.callattentiontothefoursentencesin2b.readthemtotheclasssayingblankeachtimeyoucometoablankline.say.nowiwillplayrecordingsofthreeconversations.listencarefullyandwriteawordfromtheboxoneachblankline.pointoutthesampleanswer.playtherecordingthefirsttime.studentsonlylisten.playtherecordingasecondtime.thistimeaskstudentstofillintheblanksbylisteningtotheitemsonthetape.correcttheanswers.tapescript(录音稿)conwaraation1a:excuseme.istherealibraryaroundhere?b:yes.itsbetweenthevideoarcadeandthesupermarket.conversation2a:wheresthepark?b:thepark?oh,itsacrossfromthebank.conversation3a:excuseme.isthereasupermarketaroundhere?b;yes,itsonfifthavenue.conversation4a:wheresthepayphone?b:itsnexttothepostoffice.2cthisactivityprovidesguidedoralpracticeusingthetargetlanguage.pointtothelistofbuildingsinla.askastudenttoreadthelistaloud.pointtothequestionandanswerinthespeechbubbles(泡沫)in2candaskapairofstudentstoreadtheconversationtotheclass.askotherpairsofstudentstorepeattheactivityifyouwish.askstudentstoworkinpairs.say,firstonepersonasksaquestionandthentheotherpersontakesaturn.askaboutthebuildingsin1a.demonstrate（示范）theactivity.pointtothemapandask,wheresthepark?thenchooseastudenttoanswer.guidethestudenttosay,itsacrossfromthebank.asstudentswork,movearoundtheroomandcheckprogress.（进度）askseveralstudentstosaysomeoftheirquestionsandanswersfortheclass.grammarfocusreviewthegrammarbox.askstudentstosaythequestionsandanswers.askstudentstocirclethesewordsinthegrammarfocussectionoftheirbooks:on,acrossfrom,nextto,andbetween.ask,whichwordstalkabouttwodifferentbuildings?(across/row,nextto,andbetween)ask,whichonetalksaboutonebuildingallalone!(on)culturenotemanyvisitorstotheunitedstatesbelievethatamericansdontliketoanswerquestionsorgivedirections(方向)totourists（旅行者）andothervisitors.thisisnotnecessarilytrue.thepaceoflifeisfastintheunitedstates,especially（特别）inbigcities.mostpeoplewalkquickly,talkquickly,andareinahurrytogetwherevertheyaregoing.also,mostamericansspeakonlyonelanguageandarentusedtotalkingwithspeakersofotherlanguages.however,whenavisitorasksaquestion,manypeoplearepleasedtobeabletosharetheirknowledgeoftheircityortheirneighborhood.apleasantsmileandashort,directquestionwillalmostalwaysgetyoutheinformationyouneed.3athisactivityprovidestarget-orientedreadingpracticeusingthelanguageitemstaughtinthisunit.drawattentiontotheconversationinthebox.askstudentstoreaditoutloud.askastudenttopointouttheplacethatpaulwantstogetto.guidethestudenttopointtothebookandsay,heresthehotel.heresbridgestreet.pointtothetwoarrows.(箭头)askstudentstorepeatleftandright.thenaskthemtoholduptheirlefthandsandthentheirrighthands.askstudentstoreadtheconversationagain.thenaskthemtofindpaulandnancyinthepicture.answerpaulandnancyarethetwofiguresoutsidetheentrancetothepark.3bthisactivityprovidesguidedwritingpracticeusingthetargetlanguage.callattentiontothethreepictures.explainthatthethreepairsinthesepicturescorrespondtothreepairsinthelargepictureabove.askstudentstofindthepairsinthebigpicture.pointtothequestionsbeloweachpictureandaskastudenttoreadthemaloud.pointtothethreewrite-onlinesinthespeechbubbles.say,writetheanswerstothequestionshere.askstudentstocompletethewritingindividually.(个别的)correcttheanswers.1.yes,thereis.gostraightdownnewstreetandturnright.theresapayphoneontheright.2.gostraightdownnewstreetandturnright.turnleftatbridgestreet.thebankisacrossthestreet.3.yes,thereis.turnright,thengostraightdownbridgestreet.thepostofficeisontheleft.itsacrossfromthevideoarcade,nexttothesuper-market.4thisactivityprovidesguidedoralpracticeusingthetargetlanguage,callattentiontothepictureinla.askstudentstonameallthebuildingsinthepicture.pointouttheconversationinthepicturein4.askdifferentstudentstoreadeachline.havethestudentsworkingroups.onepersonchoosesabuildinginthelapicturebutdoesnttellanyonewhichbuildingitis.theothersaskquestionslikethoseintheactivity4pictureuntiltheyguesswhichbuildingitis.severalstudentscantaketurnschoosingthebuildingfortheotherstoguess.sectionblathisactivityintroducesthekeyvocabulary.focusattentiononthepictures.askdifferentstudentstonametheplacesshowninthepictures.theywillprobablynotincludewordssuchasold,new,busy,quiet,big,small,dirty,andcleanintheirstatements.pointtoandnamealltheplacesinthepicturesagainwithoutthedescribingwordsandhavestudentsrepeat.nowpointtoeachhalfofeachpictureandaskaboutthedifferencebetweenthehalves.forexample,youmightsay;thisisapark.isitacleanparkoradirtypark?clarify(澄清)themeaningofthewordscleananddirtybypointingoutdetailsinthepictures.pointoutthepairsofwordsorphrases.sayeachoneandaskstudentstorepeat,thenaskstudentstomatcheachwordorphraseonthelistwithoneofthepictures.pointoutthesamplanswer.checktheanswers.1bthisactivityprovidesguidedoralpracticeusingthetargetlanguage.callattentiontotheconversationinthepicture.askapairofstudentstoreaditaloud.thenaskseveraldifferentstudentsthesamequestion.askthemtotellthetruth.pointoutthelistofphrasesin1a.askstudentstoworkinpairstheytaketurnsaskingeachotherquestionsaboutthethingsonthislist.askthemtotelleachotherthetruth.asstudentsworktogether,movearoundtheroomcheckingontheirprogress.askseveralstudentstopresentsomequestionsandanswerstotheclass.2athisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.pointoutthelistofplacesinla.saydienameofeachonetotheclass.say,nowiwillplayarecordingofaconversation.listencarefullyandcirclethewordsin1athattellaboutmichaelsstreet.playtherecordingthefirsttime.studentsonlylisten.playtherecordingasecondtime.thistimeaskstudentstolistenandcircletheplacestheyhear.correcttheanswers.2bthisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.callattentiontothestreetmapinthebox.say,nowiwillplaytheconversationagain.listentoifanddrawtheplacesinmichaelsneighborhoodonthestreetmap.playtherecording.studentsonlylisten.demonstratetheactivitybysaying.whatarethethreeplacesonthetape?(ahotel,asupermarket,michaelshouse).answeranyquestionsstudentsmayhave.playtherecordingagain.studentsdrawmapsofmichaelsneighborhood.movearoundtheroom,offeringassistance(提供协助)ifneeded.havesomestudentsshowtheircompleteddrawingstotheclass.2cthisactivityprovidesguidedoralpracticeusingthetargetlanguage.say,nowletsworkinpairs.thefirstpersonmakessomestatementsaboutthepicturein2b.thesecondspersonsaystrueifthestatementistrueandfalseifthestatementisfalse.thesecondpersonalsochangeseachfalsestatementintoatrueone.callattentiontotheconversationinthepicturein2c.askapairofstudentstoreaditaloud.demonstrate(示范)theactivitywithastudent.havethestudentclosethebook.thensayonetruethingandonefalsethingaboutthepicture.guidethestudenttoanswertrueforthetruestatementandtosayfalseforthefalsestatementandchangeitintoatrueone.askstudentstopracticeinpairsandtotakebothroles.movearoundtheroomhelpingstudentsgetstarted|andansweringanyquestionstheymayhavc.askseveralpairsofstudentstopresentsomestatementsandresponses(回答)totheclass.askstudentstocorrectanymistakestheyhear.3athisactivityprovidesreadingpracticeusingthetargetlanguage.askastudenttoreadtheparagraphtotheclassorreadityourself.answeranyquestionsstudentsmayhave.readtheinstructions（指示）aloud.pointoutthesampleofthecircleddescriptionword(busy),andmakesurestudentsunderstandwhattheyhavetodo.correcttheanswers.3bthisactivityprovidesguidedreadingandwritingpracticeusingthetargetlanguage.pointouttheguideandtheblankspacesinit.readitaloudsayingblankeachtimeyoucometoablankline.say,nowpleasewriteonewordineachblankspaceintheguide.lookatthepicture/ortheanswers.pointoutthesampleanswerintheblank.correcttheanswers.3cthisactivityprovidesguidedwritingpracticeusingthetargetlanguage.askstudentstoworkontheirown.pointoutthedescriptionin3bandsay.nowwriteaboutyourownneighborhood.usesentenceslikethese.4thisactivityprovidesopen-endedoralpracticeusingthetargetlanguage.callattentiontowhatthepersoninthepictureissaying.askastudenttoreadthestatementtotheclass.say,nowyoucantalkwithyourpartneraboutyourownneighborhood.tellaboutthestreetsandbuildings.yourpartnerwilldrawapictureoftheneighborhooddemonstratetheactivitywithastudent.havehimorhermakesomestatementsanddrawontheboardwhatyouhear.forexample,youmightdrawasmallsupermarketacrossfromapostoffice.asstudentswork,movearoundtheroomofferingassistanceandansweringquestions.asksomestudentstoshare(参与)thecompleteddrawingsandtomakesomestatementstoaccompany(陪伴)them.selfcheck1thisactivityprovidesacomprehensivereviewofallkeyvocabularypresentedinthisunit.askstudentstocheckallthewordstheyknow.youmaywishtohavethemcircleanywordsthattheydontknow.askstudentstofindoutthemeaningsofanywordstheydontknow.theycandothisbyreviewingtheunit.askingyou,askingtheirclassmatesorusingalearnersdictionaryorbilingualdictionary.2thisactivityhelpsbuildvocabularybyprovidingaspecifictimeandplaceforstudentstorecordnewwords.askstudentstoenterfivenewwordsintheirvocab-builderonpage108.afterstudentshaverecordedtheirnewwords,askthemtosharetheirlistswithotherstudents.thiscanbedonewiththewholeclassorinformally,inpairsorsmallgroups.3thisactivityprovidesreadingpracticefocusingonthegmmmaticalstructuresusedtoaskandsaywherethingsare.askstudentstoreadtheletteranddrawtherouteonthemap.answeranyquestionsstudentsmayhave.checktheanswers.(youmaywanttodrawasimplecopyofthemapontheboard,andthenhaveonestudentcomeanddrawtherouteonit.)教学后记：培养学生的自信心和兴趣是最重要的培养学生的自信心和兴趣是最重要的吗？我一开始也对于这个结论也不以为然的。其次并这不是一个什么新的理论，而是是一个老掉牙的论调。但有两件事使我对这句话有了更深刻的理解。第一件事是在教育科学频道unit3:whydoyoulikekoalas?languagegoalsinthisunitstudentslearntodescribeanimalsandexpresspreferencesandgivereasons,newlanguagewhydoyoulikekoalabears?.becausetheyrecute,theyreprettyinteresting,theyrekindofshy,tsof