新目标七年级英语下册unit1-4英文教案

1 / 41 新目标七年级英语下册 unit1-4 英文教案 Unit1Whereisyourpenpalfrom? TeachingGoal: Topic:countries,nationalities,andlanguages Generalaims: ,nationandlanguage Functions: Talkaboutcountries,nationalitiesandlanguages Askandtellaboutwherepeoplelive Targetlanguage: (1).Talkaboutnationality,peoplesandlanguages/ (2).Askandanswerwherepeoplelive. (1).changeyourowninformationwithyourpenpals. (2).Asksomequestionsusingwhere. (3).Askwordssomebodytalkabout. : Where s/Where re.from? Wheredoes/do.from? 2 / 41 Whatquestions-Whatlanguagedoes/do.speak? : Whereisshefrom?Sheisfrom. Wheredoesshelive?Shelivesin. Whatlanguagedoesshespeak?Shespeaks. Vocabulary:Wordsaboutcountries,languages Teachingdesign:Thewholeunitneeds5periods,4fornewlessonsand1fortest Period1(1a-GrammarFocus) keypoints: Whereisyour/johnspenpalfrom?He/Sheisfrom. Wheredoeshe/shelive?He/Shelivesin. Pre-task(Homeworkforpreview): LettheSsgivethemselvespenpalsandtheyshouldwritedowntheirpenpalsinformation,suchastheirnames,countriesandcitiestheyliveeventhelanguagetheyspeak. TcangivetheSsane,theyarefollowing:加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国(TheSscanlookthemupinthedictionaryiftheyarenewforthem) Theexampleisfollowing: Name:currymuray 3 / 41 Age:75 From(Nationality):theUnitedStates city:Newyork Language:English TeachingSteps: Step1Leading-inTheinformationoftheteachersownpenpalsinformation. “?Whereisyourpenpalfrom?Whatsyourpenpalsname?” (bothchineseandEnglish) Step2Learning : penpal;canada;France;japan;theUnitedStates(theUS/theUSA/America);Australia;Singapore;theUnitedkingdom(/GreatBritain/England) Payattentiontothepronunciationofthenewwords. Step3Listening 1bListenandcirclethecountriesin1atheylearned Step4competition ,thenwritedowntheEnglishwordswithlookingatthechinesemeanings. () Step5Pairwork 4 / 41 1cPracticethefollowingconversation: -Doyouhaveapenpal?-yes,Ido. -Where syourpenpal sfrom?-He/Sheisfrom.(WriteitdownontheBb) FirstThasaconversationwithonestudentasanexamplethenlettheSspracticeinpairs. Atlastletseveralpairsdoitagaininclass. Step6Leading-in : Toronto;Paris;Tokyo;Newyork;Sydney;Singapore;London Step7Learning 2aLearnthecitynamestogetherwiththewholeclassjustlikeStep2 2bListenandcirclethecitiesandcountries 2cListenandcompletethechart Haveasimilarcompetitiontoconsolidatethenewwordsinthispart. Step8Pairwork Thasaconversationwithonestudentlikethefollowing: -Doyouhaveapenpal?-yes,Ido. -Whatsyourpenpalsname?-His/Hernameis. -Whereisyourpenpalfrom?-He/Sheisfrom. 5 / 41 -Wheredoeshe/shelive?-He/Shelivesin.(WriteitdownontheBb) LettheSspracticeaftertheTsexampleinpairsthenseveralpairsdoitinclass. Step9Exercise (划线提问 ) spenpalisfromjapan.(划线提问 ) (划线提问 ) Homework: Readandcopythenewwords. copythesentencesinGrammarFocus makeupthequestionsaboutjodiein2cThequestionsare: Doesjodiehaveapenpal?Whereisjodiespenpalfrom?Wheredoeshe/shelive?Whatshis/hername?(Thisonecanbechosenbythemselves) Period2(3a-SectionB2c) Preview(Pre-task): Addanotherinformationabouttheirpenpals-theirlanguageonthecard keypoints: Whatlanguagedoesshe/hespeak?She/Hespeaks. Doesshe/hehaveanybrothersandsisters? 6 / 41 Doesshe/hespeakEnglish? TeachingSteps: Step1Revision (bypairworkandgrammarexercise) Step2Leading-in : -Doyouhaveapenpal?-yes,Ido. -What syourpenpal sname?-His/Hernameis. -Whereisyourpenpalfrom?-He/Sheisfrom -Wheredoeshe/shelive?-He/Shelivesin. -Whatlanguagedoeshe/shespeak?He/Shespeaks :EnglishchinesejapaneseFrench Step3Learn Learnthenewwordswiththewholeclass. Finish3awiththestudents 3bPairworkTstilldoesanexamplewithonestudentThentheSspracticeinpairs. Theexampleisfollowing: - -Whatlanguagedoeshespeak? -HespeaksEnglish. 7 / 41 Step4Practice : ,Uk, (Goodstudentscanfinishthetwotasksforonetime) Step5Pairwork Practicetheconversationof2ainpairs Payattentiontothelanguagepoints: Doesshehaveanybrothersandsisters?(anyand) DoesshespeakEnglish?(WritethemontheBb) 2cTheSsmakesuptheirowndialogueaboutmoreinformationoftheirpenpalsbyusingthedrillsin2a. Step6Groupwork Fourstudentsasagroupmakeasurveyaboutpenpalsbyaskingandansweringeachother. Theirquestionsareabouttheirpenpals names,nationalities,cities,languagesandtheirfavoritesubjectsormoreinformation Atlastiftimepossibleseveralstudentsdothereportinclassabouttheirsurveys. 8 / 41 Step7Homework copythenewwordstheylearnedtodayandthesentencesin2a Goodstudentscanwriteareportabouttheirsurveysaboutpenpalsoftheirowngroups. Period3(3a-3c)Areadinglesson Step1Revision HespeaksEnglish.(变一般疑问句和特殊疑问句 ) Step2Reading 3aReadtheletterandwriteanswerstothequestionsinthebox. ReaditagainandlettheSsdiscussingroups(4asagroup)todesignaninformationcardforBob. TmustmakesuretheSscanreaditcorrectlyandfluently. TwritethekeywordsontheBbtohelptheSsretelltheletter. Thekeywordsarefollowing: Bob,Toronto,want,averyinterestingcountry,14,inNov.,canspeak,brother,Paul,sister,Sarah,penpalsintheUkan9 / 41 dAustralia,likegoingandplaying,favoritesubject,fun,math,difficult,writeto Learnthelanguagepointsintheletter: 1)Iwantapenpal. wantsth./sb.(musicianwanted) 2)Ilikegoingtothemovies 3)myfavoritesubjectinschoolis 4) Step3Practice 3bcompletethepenpalletterwiththeinformationonthecard. Step4Writing Step5Homework Writealetterorane-mailtoyourpenpal. Period4(Self-check) Step1Revision (Readaloudthepassage) 10 / 41 Step2WordsRevision completethewordsbuilder. (Somegoodstudentscanexpresstheirvocabularyaboutcountriesandlanguages) Step3Writing P6Part3Firstdiscussandthencompletethewriting Step4Grammar Dotheextragrammarexercises: spenpalisfromcanada. (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： 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11 / 41 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。 Unit2Wheresthepostoffice? Languagegoal Thisunitstudentslearntoaskforandgivedirections( 方向 )onthestreet. Newlanguage Isthereabanknearhere?yes,theresabankoncenterStreet,Wheresthesupermarket?It?yes,it sonBridgeStreetontheright. locationsintheneighborhoodsuchaspostoffice,hotel,videoarcade. 12 / 41 Descriptivewordssuchasnew,old,dirty,clean. Descriptionsoflocationsuchasacrossfrom,nextto,between. Recycledlanguage Whatareyoudoing? Doyouwantto.? SectionA Asktworowsofsandanswers. Example1 Teacher:WheresyangLi?(Pointtotwostudentsstandingbesideeachother.)yangLiisnexttoLiPeng. Example2 Teacher:WheresZhengWen?(Pointtotwostudentsindifferentlinesfacingeachother.)ZhengWenisacrossfromShengLin. Example3 Teacher:WheresLinjiahui?(Pointtoonestudentstandingbetweentwootherstudents.)LinjiahuiisbetweenShengLinandLiDai. laThisactivityintroducesthekeyvocabulary. 13 / 41 Then,Writethele 1bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage. Say,. correcttheanswers. Theseitemsshouldbecircle:videoarcade,postoffice,supermarket. Tapescript(录音稿 ) conversation1 A:IsthereavideoarcadeonFifthAvenue? B:yes,thereis. conversation2 A:Isthereapostofficenearhere? B:yes,soneonBridgeStreet. conversation3 A:IsthereasupermarketoncenterStreet? B:No,thereisnt. 14 / 41 1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage. ,saythenameandaskthestudenttorepeat. PointtothequestionandanswerIntheexamplec ,Firstonepersonasksaquestionandthentheotherpersontakesaturn. ?,yes,theresapostofficeonBridgeStreet. Asstudentswork,ifnecessary. Askseveralstudentstosaysomeoftheirquestionsandanswersfortheclass. 2aThisactivityintroducesthetermsacrossfrom,nextto,between,andon. , , checktheanswers. 2bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage. 15 / 41 ape. correcttheanswers. Tapescript(录音稿 ) conversation1 A:? B:sbetweenthevideoarcadeandthesupermarket. conversation2 A:Wheresthepark? B:Thepark?oh,itsacrossfromthebank. conversation3 A:? B;yes,itsonFifthAvenue. conversation4 A:Wheresthepayphone? B:Itsnexttothepostoffice. 2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage. Pointtothelistofbuildingsinla.Askastudenttoreadthe16 / 41 listaloud. Pointtothequestionandanswerinthespeechbubbles(泡沫 ) , Demonstrate （示范） ,Wheresthepark?,Itsacrossfromthebank. Asstudentswork,movearoundtheroomandcheckprogress.（进度） Askseveralstudentstosaysomeoftheirquestionsandanswersfortheclass. Grammarfocus Askstudentstocirclethesewordsinthegrammarfocussectionoftheirbooks:on,acrossfrom,nextto,andbetween. Ask,Whichwordstalkabouttwodifferentbuildings?(across/row,nextto,andbetween) Ask,Whichonetalksaboutonebuildingallalone.(on) culturenote manyvisitorstotheUnitedStatesbelievethatAmericansdontliketoanswerquestionsorgivedirections( 方向 )totourists （ 旅 行 者 ） ,especially （特别） ,talkquickly,mostAmericansspeakonlyonelanguageandaren,whenavisitorasksaquestion,manypeopleareple17 / 41 ,directquestionwillalmostalwaysgetyoutheinformationyouneed. 3aThisactivityprovidestarget-orientedreadingpracticeusingthelanguageitemstaughtinthisunit. ,HeresBridgeStreet. Pointtothetwoarrows(箭头 ). Answer: PaulandNancyarethetwofiguresoutsidetheentrancetothepark. 3bThisactivityprovidesguidedwritingpracticeusingthetargetlanguage. Pointtothequestionsbeloweachpictureandaskastudenttoreadthemaloud. ,Writetheanswerstothequestionshere. Askstudentstocompletethewritingindividually.(个别的 ) correcttheanswers. ,sapayphoneontheright. 18 / 41 ,sacrossfromthevideoarcade,nexttothesuper-market. 4Thisactivityprovidesguidedoralpracticeusingthetargetlanguage. sswhichbuildingitis. Severalstudentscantaketurnschoosingthebuildingfortheotherstoguess. SectionB laThisactivityintroducesthekeyvocabulary. ,new,busy,quiet,big,small,dirty,andcleanintheirstatements. Pointtoandnamealltheplacesinthepicturesagainwithoutthedescribingwordsandhavestudentsrepeat. Nowpoint,youmightsay;“?”clarifythemeaningofthewordscleananddirtybypointingoutdetailsinthepictures. , Then checktheanswers. 1bThisactivityprovidesguidedoralpracticeusingthetar19 / 41 getlanguage. Asstudentsworktogether,movearoundtheroomcheckingontheirprogress. Askseveralstudentstopresentsomequestionsandanswerstotheclass. 2aThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage. Say,sstreet. correcttheanswers. 2bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage. callattentiontothestreetmapinthebox. Say,sneighborhoodonthestreetmap. ?(ahotel,asupermarket,michaelshouse).Answeranyques20 / 41 tionsstudentsmayhave. sneighborhood. movearoundtheroom,offeringassistanceifneeded. Havesomestudentsshowtheircompleteddrawingstotheclass. 2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage. Say,Nowlettrueifthestatementistrueand Demonstrate( 示范 )“true”forthetruestatementand tosay“false”forthefalsestatementandchangeitintoatrueone. onstheymayhave. Askseve 3aThisactivityprovidesreadingpracticeusingthetargetlanguage. Askastudenttoreadtheparagraphtotheclassorreadityourself. Answeranyquestionsstudentsmayhave. (busy),andmakesurestudentsunderstandwhattheyhavetod21 / 41 o. correcttheanswers. 3bThisactivityprovidesguidedreadingandwritingpracticeusingthetargetlanguage. Say,/ortheanswers. Pointoutthesampleanswerintheblank. correcttheanswers. 3cThisactivityprovidesguidedwritingpracticeusingthetargetlanguage. 4Thisactivityprovidesopen-endedoralpracticeusingthetargetlanguage. Say, ,youmightdrawasmallsupermarketacrossfromapostoffice. Asstudentswork,movearoundtheroomofferingassistanceandansweringquestions. Asksomestudentstosharethecompleteddrawingsandtomake22 / 41 somestatementstoaccompanythem. Selfcheck 新课标第一网 1Thisactivityprovidesacomprehensivereviewofallkeyvocabularypresentedinthisunit. tknow. Askstudentstofindoutthemeaningsofanywordstheydon,askingyou,askingtheirclassmatesorusingalearnersdictionaryorbilingualdictionary. 2Thisactivityhelpsbuildvocabularybyprovidingaspecifictimeandplaceforstudentstorecordnewwords. AskstudentstoenterfivenewwordsintheirVocabuilderonpage108. Afterstudentshaverecordedtheirnewwords,inpairsorsmallgroups. 3Thisactivityprovidesreadingpracticefocusingonthestructuresusedtoaskandsaywherethingsare. checktheanswers.(youmaywanttodrawasimplecopyofthemapontheboard,andthenhaveonestudentcomeanddrawtherouteonit.) 23 / 41 课后反思： 由于本单元的内容和学生的实际生活息息相关，所以在课程的设计上给了教师更多的设计空间。同时在实际的操作中也显得流畅、自然。 在教学活动的设计上采用以学生对话和小品为主的活动课，能够更好地调动学生学习的积极性。通过调查，学生以小组的方式来开展问路的对话训练，让小组的同学在自己编排的活动中运用到相关的不同单词，可以帮助学生更加生动地掌握新单词。 在教学的整个过程中，充分发挥学生主动性，并鼓励学生体现个性化。得到了学生的热情响应，取得了很好的教学效果。但是由于是活动课，在课堂秩序的维护和时间的 有效利用上仍然需要近一步地改进。 Unit3:Whydoyoulikekoalas? Languagegoals Inthisunitstudentslearntodescribeanimalsandexpresspreferencesandgivereasons, Newlanguage Whydoyoulikekoalabears?Becausethey rekindofshy,They reverybig. Namesofanimalssuchastiger,elephant,koalabear,dolphin 24 / 41 Descriptionwordssuchassmart,cute,intelligent Namesofcountries:Australia,SouthAfrica, Recycledlanguage between,acrossfrom He s/She sfrom.He s/She sfiveyearsold. Namesofcountries;china,japan,Brazil SectionA Additionalmaterialstobringtoclass: coinsorothermarkersfortheBingogamein4. , Say, laThisactivityintroducesthekeyvocabulary. ,Writetheletterofeachanimalintheblankbythatanimal checktheanswers. 1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation. Pointtotheanimalsin1a-Askstudentstopointtoandnameth25 / 41 eanimals. Say,I correcttheanswers. 1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage. Say, Ifstudentsneedhelpgettingstarted,: Teacher:letsseetheelephant. Student:Whydoyouwanttoseetheelephant? Teacher:Becauseitsverysmart. Asksomestudentstopresenttheirconversationstotheclass. 2aThisactivityprovideslisteningpracticeusingthetargetlanguage. , 26 / 41 checktheanswers. Say, Playtherecordingandhavestudentsmatcheachanimalwithanadjective. correcttheanswers. 新课标第一网 2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage. callattentiontotheconversationandtheblanklinesinitSay, Askastudenttoreadthewordsinthebox. onversation. Goovertheanswers. 2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage. Say,Box2,andBox3inyourconversations. : 27 / 41 Student:Doyoulikepenguins? Teacher:yes,Ido. Student:Why? Teacher:Becausetheyreverycute. 3aThisactivityprovidesreadingpracticeusingthetargetlanguage. Pointtoandsaythenamesofthethreecountriesonthemapsandaskstudentstorepeat Pointtothethreeanimalsandaskastudenttonamethem. Say,Nowdrawalinebetweeneachanimalandthecountryitcomesfrom. correcttheanswers. 3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage. , Say,in3a. Afterafewminutes,askseveralpairstosaytheconversationfortheclass. SectionB 28 / 41 Additionalmaterialstobringtoclass: PicturesofhouseholdpetsandzooanimalscutoutofmagazinesforFollow-upactivity1. Thisactivityintroducesmorekeyvocabulary, callattentiontotheanimalsinthepictureandaskastudenttosaythenameofeachone. Pointoutthelistofeightnumberedadjectivesatthetop. Say, Asstudentswork,movearoundtheroomofferingtoanswerquestionsasneeded. correcttheanswers- 2aThisactivityprovideslisteningpracticewiththetargetlanguage. Say, 2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage. ,mariasWordsandTonysWords,andthewrite-onlinesundereach. Say,ewordstheysay. ,Whatanimalaretheytalkingabout?(theelephant)Whatwor29 / 41 dsdoesmariausetodescribetheelephant?(interesting,intelligent) Pointoutthewrite-onlineswherestudentscanwritethesewords. Playthewholerecordingandhavestudentswritethewordstheyhearonthechart. checktheanswers. 3Thisactivityprovidesguidedoralpracticeusingthetargetlanguage. Say, ,say,reintelligent. ,movearoundtheroomcheckingonprogress. Asksomepairstopresenttheirconversationstotheclass. 3aThisactivityprovidesreadingpracticeusingthetargetlanguage. , checktheanswers. 30 / 41 3bThisactivityintroducessomenewvocabularywordsandprovidesreadingandwritingpracticeusingthetargetvocabulary. callattentiontothepicturesofanimalsin3a,anddrawattentiontothegrass,leaves, P , Asstudentswork,movearoundtheroomcheckingprogressandofferinglanguagesupportasneeded. checktheanswers. 3cThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage, Say, ?Isitlazy?Doesiteatgrass? , Askstudentstosharetheirwritingwithothersintheclass. Afteryouhavereviewedthestudentswork,youmaywishtohavesomestudentsrecopytheirworksothatyoucanpostitontheclassroombulletinhoard. 教学点评及反思： 一环节设计思路： 31 / 41 本课以游戏形式的猜动物名称引入，首先让学生通过游戏中的练习，尽快熟悉各种动物的英文名称。然后导入到三个链状承接的任务上。第一个任务通过听力引入本课的第一组重点句型，即询问喜欢何种动物及其原因。然后在同学中做一个调查，看看大家都喜欢些什么动物以及喜欢的原因，为第二个任务积累资料。任务二是真实任务前的模拟，让学生从大家喜欢的动物中挑选两至三种安排小组去动物园的参 观路线。真实任务是来源于对秋游的设想，打算组织学生去北京动物园，分小组活动，要求各小组有自己的参观计划，必须明确列出参观各种动物的顺序以及原因，并根据地图说出大致的方位。课堂完成任务后，课后任务对课堂的延伸和巩固，因此选择了学生较感兴趣的野生动物问题，同时兼有美术和生物学科的学习，一举多得。 二课后反思： 本课设计上思路非常明晰，由潜入深，教师带领着学生一步一个脚印，渐渐进入任务，让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，有趣又实用，学生的参与非常热烈。教师对课堂的把握非常到位，收 放自如。不足之处在于野生动物的话题过于广泛，教师可给与适当的指导，提供方向性的资料利于学生课下任务的完成。 教案点评： 本课以游戏形式的猜动物名称引入，让学生熟悉各种动32 / 41 物的英文名称。然后导入到三个链状承接的任务上。课堂完成任务后，选择了学生较感兴趣的野生动物问题，对课堂进行延伸和巩固，同时兼有美术和生物学科的学习，一举多得。本课设计上思路非常明晰，由潜入深，让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，有趣又实用。 Unit4:Iwanttobeanactor. Languagegoal Inthisunit,studentslearntotalkaboutjobs. Newlanguage Whatdoyoudo?Imareporter Whatdoeshedo.Hesastudent. Whatdoyouwanttobe?Iwanttobeanactor. Whatdoesshewanttobe?Shewantstobeapoliceofficer namesofjobsandprofessions Teachingprocedure: SectionA Brainstormwithstudentsalistofjobsthatfriendsorrelativesdo.(Brainstormingisanactivityinwhichyousetatopicandstudentssaywhateverwordstheycanthinkofrelatingtothattopic.)Writethewordjobsontheboardandlistallt33 / 41 hejobsstudentsmention. Pointto,Itsagoodjob. laThisactivityintroducesthekeyvocabulary. ,namethejob,andaskstudentstorepeat. , 1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation. , Say, ions2and3. correcttheanswers. 1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage- Say, Asstudentsworkinpairs, 34 / 41 2aThisac