新目标七年级英语下册全册英文教案1

1 / 33 新目标七年级英语下册全册英文教案 1 Unit1Whereisyourpenpalfrom? Topic: countries,nationalities,andlanguages Functions: Talkaboutcountries,nationalitiesandlanguages Askandtellaboutwherepeoplelive Structure: Wheres/Wherere.from? Wheredoes/do.from? Whatquestions-Whatlanguagedoes/do.speak? Targetlanguage: Whereisshefrom?Sheisfrom. Wheredoesshelive?Shelivesin. Whatlanguagedoesshespeak?Shespeaks. Vocabulary: wordsaboutcountries,languages Teachingdesign: Thewholeunitneeds5periods,4fornewlessonsand1fortest Period1(1a-GrammarFocus) keypoints: Whereisyour/johnspenpalfrom?He/Sheisfrom. 2 / 33 Wheredoeshe/shelive?He/Shelivesin. (Homeworkforpreview)Pre-task: 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 Age:75 From(Nationality):theUnitedStates city:Newyork Language:English TeachingSteps: keypoints: Whereisyour/johnspenpalfrom?He/Sheisfrom. Wheredoeshe/shelive?He/Shelivesin. (Homeworkforpreview)Pre-task: LettheSsgivethemselvespenpalsandtheyshouldwritedowntheirpenpalsinformation,suchastheirnames,countries3 / 33 andcitiestheyliveeventhelanguagetheyspeak 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 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) 4 / 33 Payattentiontothepronuciationofthenewwords. Step3Listening 1bListenandcirclethecountriesin1atheylearned Step4competition ,thenwritedowntheEnglishwordswithlookingatthechinesemeanings. () Step5Pairwork 1cPractisethefollowingconversation: -Doyouhaveapenpal?-yes,Ido. -Wheresyourpenpalsfrom?-He/Sheisfrom.(WriteitdownontheBb) FirstThasac Step6Leading-in : Toronto;Paris;Tokyo;Newyork;Sydney;Singapore;London; Step7Learning 2aLearnthecitynamestogetherwiththewholeclassjustlikeStep2 2bListenandcirclethecitiesandcountries 2cListenandcompletethechart Haveasimilarcompetitiontoconsolidatethenewwordsinth5 / 33 ispart. Step8Pairwork Thasaconversationwithonestudentlikethefollowing: -Doyouhaveapenpal?-yes,Ido. -Whatsyourpenpalsname?-His/Hernameis. -Whereisyourpenpalfrom?-He/Sheisfrom. -Wheredoeshe/shelive?-He/Shelivesin.(WriteitdownontheBb) LettheSspractiseaftertheTsexampleinpairsthenseveralpairsdoitinclass. Step9Exercise mypenpalisfromAustralia.(划线提问 ) johnspenpalisfromjapan.(划线提问 ) HelivesinParis.(划线提问 ) Homework: Readandcopythenewwords. copythesentencesinGrammarFocus makeupthequestionsaboutjodiein2cThequestionsare: Doesjodiehaveapenpal?Whereisjodiespenpalfrom?Wheredoeshe/shelive?Whatshis/hername?(Thisonecanbechosenbythemselves) Unit2Wheresthepostoffice? 6 / 33 Languagegoal Thisunitstudentsleamtoaskforandgivedirections( 方向 )onthestreet. Newlanguage Isthereabanknearhere?yes,theresabankoncenterStreet,Wheresthesupermarket?It?yes,itsonBridgeStreetontheright. locationsintheneighborhoodsuchaspostoffice,hotel,videoarcade. Descriptivewordssuchasnew,old,dirty,clean. Descriptionsoflocationsuchasacrossfrom,nextto,Between Recycledlanguage Whatareyoudoing? Doyouwantto.? SectionA Asktworowsofsandanswers. Example1 Teacher:WheresyangLi?(Pointtotwostudentsstandingbesideeachother.)yangLiisnexttoLiPeng. Example2 Teacher:WheresZhengWen?(Pointtotwostudentsindiffer7 / 33 entlinesfacingeachother.)ZhengWenisacrossfromShengLin. Example3 Teacher:WheresLinjiahui?(Pointtoonestudentstandingbetweentwootherstudents.)LinjiahuiisbetweenShengLinandLiDai. laThisactivityintroducesthekeyvocabulary. Then,Writethele 1bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage. Say,. e. correcttheanswers. Theseitemsshouldbecircle:videoarcade,postoffice,supermarket. Tapescript(录音稿 ) convernation1 8 / 33 A:IsthereavideoarcadeonFifthAvenue? B:yes,thereis. conversation2 A:Isthereapostofficenearhere? B:yes,soneonBridgeStreet. conversation3 A:IsthereasupermarketoncenterStreet? B:No,thereisnt. 1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage. ,saythenameandaskthestudenttorepeat. PointtothequestionandanswerIntheexamplec ,Firstonepersonasksaquestionandthentheotherpersontakesaturn. Demonstrate （示范） ?,yes,theresapostofficeonBridgeStreet. Asstudentswork,movearoundtheroomandcheckprogress(进展情况 ).Helpstudentsunderstandhowtolocatethingsonthemap,ifnecessary. Askseveralstudentstosaysomeoftheirquestionsandanswe9 / 33 rsfortheclass. 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。 10 / 33 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. , , checkihcanswers. 2bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage. ape. correcttheanswers. Tapescript(录音稿 ) conwaraation1 A:? B:sbetweenthevideoarcadeandthesupermarket. conversation2 A:Wheresthepark? 11 / 33 B:Thepark?oh,itsacrossfromthebank. conversation3 A:? B;yes,itsonFifthAvenue. conversation4 A:Wheresthepayphone? B:Itsnexttothepostoffice. 2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage. Pointtothequestionandanswerinthespeechbubbles(泡沫 ) , Demonstrate （示范） ,Wheresthepark?,Itsacrossfromthebank. Asstudentswork,movearoundtheroomandcheckprogress.（进度） Askseveralstudentstosaysomeoftheirquestionsandanswersfortheclass. Grammarfocus Askstudentstocirclethesewordsinthegrammarfocussecti12 / 33 onoftheirbooks:on,acrossfrom,nextto,Whichwordstalkabouttwodifferentbuildings?(across/row,nextto,andbetween)Ask,Whichonetalksaboutonebuildingallalone!(on) culturenote manyvisitorstotheUnitedStatesbelievethatAmericansdontliketoanswerquestionsorgivedirections( 方向 )totourists （ 旅 行 者 ） ,especially （特别） ,talkquickly,mostAmericansspeakonlyonelanguageandaren,whenavisitorasksaquestion,manypeopleareple,directquestionwillalmostalwaysgetyoutheinformationyouneed. 3aThisactivityprovidestarget-orientedreadingpracticeusingthelanguageitemstaughtinthisunit. ,HeresBridgeStreet. Pointtothetwoarrows.(箭头 ) Answer PaulandNancyarethetwofiguresoutsidetheentrancetothepark. 13 / 33 3bThisactivityprovidesguidedwritingpracticeusingthetargetlanguage. Pointtothequestionsbeloweachpictureandaskastudenttoreadthemaloud. ,Writetheanswerstothequestionshere. Askstudentstocompletethewritingindividually.(个别的 ) correcttheanswers. ,sapayphoneontheright. ,sacrossfromthevideoarcade,nexttothesuper-market. 4Thisactivityprovidesguidedoralpracticeusingthetargetlanguage, sswhichbuildingitis. Severalstudentscantaketurnschoosingthebuildingfortheotherstoguess. SectionB laThisactivityintroducesthekeyvocabulary. ,new,busy,quiet,big,small,dirty,andcleanintheirstat14 / 33 ements. Pointtoandnamealltheplacesinthepicturesagainwithoutthedescribingwordsandhavestudentsrepeat. Nowpoint,youmightsay;?clarify( 澄清 )themeaningofthewordscleananddirtybypointingoutdetailsinthepictures. , Then checktheanswers. 1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage. Asstudentsworktogether,movearoundtheroomcheckingontheirprogress. Askseveralstudentstopresentsomequestionsandanswerstotheclass. 2aThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage. 15 / 33 Say,sstreet. correcttheanswers. 2bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage. callattentiontothestreetmapinthebox. Say,sneighborhoodonthestreetmap. ?(ahotel,asupermarket,michaelshouse).Answeranyquestionsstudentsmayhave. sneighborhood. movearoundtheroom,offeringassistance( 提供协助 )ifneeded. Havesomestudentsshowtheircompleteddrawingstotheclass. 2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage. Say,Nowlettrueifthestatementistrueand 16 / 33 Demonstrate( 示范 )trueforthetruestatementandtosayfalseforthefalsestatementandchangeitintoatrueone. |andansweringanyquestionstheymayhavc. Askseveralpairsofstudentstopresentsomestatementsandresponses(回答 ) 3aThisactivityprovidesreadingpracticeusingthetargetlanguage. Askastudenttoreadtheparagraphtotheclassorreadityourself. Answeranyquestionsstudentsmayhave. ReadtheInstructions （指示）(busy),andmakesurestudentsunderstandwhattheyhavetodo. correcttheanswers. 3bThisactivityprovidesguidedreadingandwritingpracticeusingthetargetlanguage. Say,/ correcttheanswers. 3cThisactivityprovidesguidedwritingpracticeusingthe17 / 33 targetlanguage. 4Thisactivityprovidesopen-endedoralpracticeusingthetargetlanguage. Say, ,youmightdrawasmallsupermarketacrossfromapostoffice. Asstudentswork,movearoundtheroomofferingassistanceandansweringquestions. Asksomestudentstoshare( 参与 )thecompleteddrawingsandtomakesomestatementstoaccompany(陪伴 )them. Selfcheck 1Thisactivityprovidesacomprehensivereviewofallkeyvocabularypresentedinthisunit. tknow. Askstudentstofindoutthemeaningsofanywordstheydon,askingtheirclassmatesorusingalearnersdictionaryorbilingualdictionary. 18 / 33 2Thisactivityhelpsbuildvocabularybyprovidingaspecifictimeandplaceforstudentstorecordnewwords. AskstudentstoenterfivenewwordsintheirVocab-builderonpage108. Afterstudentshaverecordedtheirnewwords,inpairsorsmallgroups. 3Thisactivityprovidesreadingpracticefocusingonthegmmmaticalstructuresusedtoaskandsaywherethingsare. 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? 19 / 33 Languagegoals Inthisunitstudentslearntodescribeanimalsandexpresspreferencesandgivereasons, Newlanguage Whydoyoulikekoalabears?.Becausetheyrecute,Theyreprettyinteresting,Theyrekindofshy,Theyreverybig. namesofanimalssuchastiger,elephant,koalabear,dolphin descriptionwordssuchassmart,cute,intelligent namesofcountries:Australia,SouthAfrica, Recycledlanguage between,acrossfrom Hes/Shesfrom.Hes/Shesfiveyearsold. nameofcountries;china,japan,Brazil SectionA Additionalmaterialstobringtoclass: coinsorothermarkersfortheBingogamein4. , Say, 20 / 33 laThisactivityintroducesthekeyvocabulary. ,Writetheletterofeachanimalintheblankbythatanimal checktheanswers. 1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation. Pointtotheanimalsin1a-Askstudentstopointtoandnametheanimals. Say,I correcttheanswers. 1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage. Say, 21 / 33 Ifstudentsneedhelpgettingstarted,: Teacher:letsseetheelephant. Student:Whydoyouwanttoseetheelephant? Teacher:Becauseitsverysmart. Asksomestudentstopresenttheirconversationstotheclass. 2aThisactivityprovideslisteningpracticeusingthetargetlanguage. , checktheanswers. Say, Playtherecordingandhavestudentsmatcheachanimalwithanadjective. correcttheanswers. 2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage. callattentiontotheconversationandtheblanklinesinitS22 / 33 ay, Askastudenttoreadthewordsinthebox. onversation. Goovertheanswers. 2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage. Say,Box2,andBox3inyourconversations. : Student:Doyoulikepenguins? Teacher:yes,Ido. Student:Why? Teacher:Becausetheyreverycute. 3aThisactivityprovidesreadingpracticeusingthetargetlanguage. Pointtoandsaythenamesofthethreecountriesonthemapsandaskstudentstorepeat Pointtothethreeanimalsandaskastudenttonamethem. Say,Nowdrawalinebetweeneachanimalandthecountryitcomesfrom. 23 / 33 correcttheanswers. 3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage. , Say,in3a. Afterafewminutes,askseveralpairstosaytheconversationfortheclass. SectionB Additionalmaterialstobringtoclass: PicturesofhouseholdpetsandzooanimalscutoutofmagazinesforFollow-upactivity1. 1Thisactivityintroducesmorekeyvocabulary, callattentiontotheanimalsinthepictureandaskastudenttosaythenameofeachone. Pointoutthelistofeightnumberedadjectivesatthetop. Say, Asstudentswork,movearoundtheroomofferingtoanswerquestionsasneeded. correcttheanswers- 24 / 33 2aThisactivityprovideslisteningpracticewiththetargetlanguage. Say, correcttheanswers. 2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage. ,mariasWordsandTonysWords,andthewrite-onlinesundereach. Say,ewordstheysay. ,Whatanimalaretheytalkingabout?(theelephant)Whatwordsdoesmariausetodescribetheelephant?(interesting,intelligent) Pointoutthewrite-onlineswherestudentscanwritethesewords. Playthewholerecordingandhavestudentswritethewordstheyhearonthechart. checktheanswers. 3Thisactivityprovidesguidedoralpracticeusingthetarg25 / 33 etlanguage. Say, ,say,reintelligent. ,movearoundtheroomcheckingonprogress. Asksomepairstopresenttheirconversationstotheclass. 3aThisactivityprovidesreadingpracticeusingthetargetlanguage. , checktheanswers. 3bThisactivityintroducessomenewvocabularywordsandprovidesreadingandwritingpracticeusingthetargetvocabulary. callattentiontothepicturesofanimalsin3a,anddrawattentiontothegrass,leaves, P , Asstudentswork,movearoundtheroomcheckingprogressandofferinglanguagesupportasneeded. 26 / 33 checktheanswers. 3cThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage, Say, ?Isitlazy?Doesiteatgrass? , Askstudentstosharetheirwritingwithothersintheclass. Afteryouhavereviewedthestudentswork,youmaywishtohavesomestudentsrecopytheirworksothatyoucanpostitontheclassroombulletinhoard. Unit4:Iwanttobeanactor. Languagegoal Inthisunit,studentslearntotalkaboutjobs. Newlanguage Whatdoyoudo?Imareporter Whatdoeshedo.Hesastudent. Whatdoyouwanttobe?Iwanttobeanactor. Whatdoesshewanttobe?Shewantstobeapoliceofficer namesofjobsandprofessions SectionA 27 / 33 Brainstormwithstudentsalistofjobsthatfriendsorrelativesdo.(Brainstormingisanactivityinwhichyousetatopicandstudentssaywhateverwordstheycanthinkofrelatingtothattopic.)Writethewordjobsontheboardandlistallthejobsstudentsmention. Pointto,Itsagoodjob. laThisactivityintroducesthekeyvocabulary. ,namethejob,andaskstudentstorepeat. , 1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation. , Say, ions2and3. correcttheanswers. 1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage- 28 / 33 Say, Asstudentsworkinpairs, 2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation. ?Whatjobsdotheyhave? ,youwillhearconversationsaboutthepeopleinthesepictures. ,Writethenumberofeachconversationbelowthepictureofthepersonbeingtalkedabout. correcttheanswers. 2bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation. ,Whatdoeswantstobemean?() , 2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage. (TheyareSusansmother,andTonysfather.) Say,Whatdoesheorshedo?Thenask,Whatdoesheorshewanttobe? 29 / 33 AsstudentsworkInpairs, 3aThisactivityintroducesthenamesfortheplaceswherepeoplework,andgivesreadingpracticeusingthetargetlanguage. ,writethewordontheboardand-asktheclasstorepeatit. ,Writethenumberofeachjobinthesquarenexttoeachworkplace. checktheanswers. 3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage. Say, ?Guidethestudenttoanswerusingthecorrectplace:?andguidethestudenttoanswer,Hesawaiter. Asstudentsworkinpairs, 4Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage. , (microphone,notebook,etc.)untilstudentsguesswhatjob30 / 33 itis. ,torsofficeandthepersonisadoctor. Asktwodifferentstudentstoaskquestionsaboutthejob,andthenaskathirdstudenttoguesswhatjobitis. Playthegameusingdrawingsbyseveraldifferentstudents. Alternative:Ifyoudonotwantstudentstomovefromtheirseats, SectionB Newlanguage Wordsthatdescribejobs,suchasexciting,dangerous,boring,difficult,busy,fun Additionalmaterialstobringtoclass: helpwantedadsfromanEnglish-languagenewspaper 1aThisactivityintroducesthekeyvocabulary. ,Whatjobdoesthepersonhave?Wheredoesthepersonivnrk? , , checktheanswers. 1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage. callattentiontothe,Whatelsec