七年级英语第二单元教案人教新目标.doc

Unit 2 Where is the post office ? 一. Teaching Goal:1. Language goals: Ask students to master phrases: on / at +地点 enjoy enjoy doing sth. take a walk with 带有，具有the beginning of Ask students to learn to understand two tour guides and write a tour guide. 2. Ability goals: Through studying this lesson, train students reading and writing skill. 3. Emotion goals: Through studying this lesson, make students more love their neighborhood and school.二. Teaching important points and difficult points: 1. Important point: Ask students to understand a tour guide and write a tour guide. 2. Difficult point: Ask students to describe a district and write a tour guide. 三. Aids: Slides 四Teaching methods: Heuristic teaching. 五The teaching process. Step1. Revision. 1. Review the position phrases. (1). on (2). next to (3). across from (4). in front of (5). between and ( show slides )2.Ask and show the way. First, help students to show the way to the hotel. Then, ask them to show the way according to the slides. ( show three slides )Step2. Lead in. Show a district (a slide), listen to a tour guide, then ask students to describe it.Step3. Extensive reading. Ask students to read the tour guide quickly and loudly, then circle the description words. Check the answers.Step4. Intensive reading. Ask students to read and understand the tour guide carefully, then teach five important phrases.1.at / on +地点 2. enjoy - enjoy v-ing sth 3. take a walk 4. with5.the beginning of ( show a slide)Step5. 3b. First, introduce the district, then ask a student to describe it. Next , ask students to complete the tour guide according to the picture ( a slide ). Then, ask a student to read it . Check the answers. Read together. Step6. Writing method. Through studing 3a and 3b, sum up the writing method.Step7. Writing. Give students a district ( a slide ), then ask them to describe the district and write a tour guide. Next, ask two students to write a tour guide on the blackboard.Correct their tour guide. Step8. Groupwork. Ask students to describe their school and draw a picture. Then ask a group to read and show theirs.Step9. Homework.1. Hand in their compositions.2. Hand in their tour guides and the pictures of their shool.( a slide )Unit1 主备：张冬云 共5课时 科目：_英语_ 主备人：张冬云_ 授课人：_总第_1_课时 ；上课班级：_ 授课时间：_课 题Unit 1 Where is your pen pal from?课的类型新授复备记录Teaching Goal:1. General aims: A. Talk about where people are from B. Talk about nationality, nation and language C. Talk about where people live2. Particular aims: A. Language Focus. (1). Talk about nationality, people 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.3. Emotion goals:(1) Students can communicate with their pen pals in English using modern tools(e.g. e-mail, OICQ, MSN)(2) Students are happy to know the geography and the cultures of different areas in the world. Teaching difficulties:(1) the names of the countries and the languages.(2) How to use the students learn, especially in writing.(3). PersonalizingTeaching aidsA recorder some maps教法、学法讲授法；启发式教学 Teaching design:Five PeriodsPeriod One:Step1 Warming-up 1. Share an English song.2. Greetings.3. T: What did you do during the winter holiday?新 授Step 2 PresentationT: During the winter holiday, I made some pen pals from different countries on internet. Teach “pen pal” on the Bb. Ask Ss “Do you have a pen pal?”(Yes/No.) and show them the map of the world and let the students guess what countries they are from( they can use Chinese if they cant.) Then teach the names of the countries on the map.After learning the names of the countries on the map, show the different flags and let students say the names again. Meanwhile show some stars to present “He/She is from.”Step 3 Pair workShow the people of cartoons from different countries. Students ask and answer in pairs: “Where isfrom? He/She is from”Step 4 ListeningWork on 1a and 1b. Listen and repeat(1a). Listen and circle(1b).Step 5 Guessing game1T says some information and ask the students to guess who she is. For example: She is a girl. She is from China. And she plays ping pong very well. Students go on until they guess she is Wang Nan. Then present “She lives in Beijing.” And show the pictures.Step 6 LearningLook at the pictures, and learn the names of the cities in different countries. And tell them some cultures in the different countries. Work on 2a. Let Ss say like “Sydney is in Australia.” Ss ask and answer in pairs.Step 7 Listening1. Work on 2b. Listen and circle.2. Listen and complete the chart.(2c)Homework1. Copy the new words 5 times.2. Read the text 3times.And make questions about Jodie in 2c.3. Finish the exercises in Book1 and Book 2.课后小结 课外练习 板书设计 教 后 记Unit 1 Where is your pen pal from? Period TwoStep 1 Warming-up and revision1. Greetings.2. Revise the new words and the sentences with the Ss.3. Game: “Where is Sydney? Its in .” One by one in groups. See which group does best. (4)4. Pairs ask and answer the picture using “Where is from? He/She is from” “Where does he/she live? He/She lives in .”Step 2 PresentationT: They are from different countries. And they speak different languages. Do you know what languages they speak?Talk about the children on the map. See how many languages the Ss know and teach the new words like “Japanese, French”.Step 3 Task One1. Match the countries and the languages. “What languages do they speak in? They speak.in China/Australia/” 2. Work on 3a.Step 4 Pair work1. Talk about some famous people about their names, nationalities, cities, languages, hobbies, etc. First T practices with Ss, then S1 does it with Ss, finally practice it in pairs. Some pairs make a drill in front of the class. 2. Ss talk about themselves with their partner. Use “Where are you from? Where do you live? What language do you speak? What do you like?” etc.Step 5 Task Two-Choosing a pen pal1. T: Do you have a pen pal ? (Yes/No.) I have one .Show the picture. Ask Ss to ask me some questions about my pen pal. See who can ask more questions.2. T: What kind of pen pals do you want? Why?Group work. Get students choose their favorite pen pals from other countries according to the pictures given by teacher.Ss ask each other in their group.3. Report: Some Ss say their favorite pen pals in front of the class. e.g. My pen pal is He/She is from He/She is. years old. He/She lives in He/She speaks. He/She likes.ExerciseStep 6 ExerciseDo some exercises on the slide. See if Ss have problem and help them.Homework1. Practice the dialogues with their partners.2. Do the exercises in Book1.3. Suppose the Ss meet their favorite star in the street, and what questions you can ask the star.课后小结 课外练习 板书设计 教 后 记Unit 1 Where is your pen pal from?Period ThreeTeaching steps:Step 1 Warming-up 1. Greetings.2. Have a chat.Step 2 RevisionCheck the homework. Ask Ss to act it out when they meet their favorite star in the street.Step 3 Practice 1. Section B , Part 1. 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.Step 4 Listening1. Work on 2a, listen and number the questions they hear.2. 2b. Play the tape again and write short answers to the questions in 2a.3. Show a card about Lucy on the slide. Ss complete the chart and let Ss say something about Lucys pen pal. Ss can share some ides in class. Step 5 Pair workPractice the conversation of 2a in pairsPay 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 Task OneSix Ss a group. Give every group a letter in not an order. Ask the Ss to read the letter and put the letter in an order. And T asks the following questions: 1. Where is So-Young from？2. What languages does she speak？3. Does she have any brothers or sisters？5. What does she like？6.Whats her favorite subject？ T Gives the Ss several minutes. Some groups answer the questions and report about So-Young.Step 7 Task Two1. T gives every student an English letter and a chart before the lesson. Ss read their letters and underline the key words. T asks some questions like: (1) Whats your pen pals name?(2) Where is he/she from?(3) What language does he/she speak?(4) Where does he/she live?2.Divide Ss in groups of four. Ss fill in the chart with the information they get from other group members by asking. 3.Tell the Ss to give the whole class a report. Other Ss can take notes (write the Ssnames which their pen pal are from the same country with you.)Step 8 Homework1. Copy the new words they learned today and the sentences in 2a2. The Ss whose pen pals are from the same country collect some information about the country (如： 风土人情，文化习俗等) 3. Do the exercises in Book 2.Exercise1. T gives every student an English letter and a chart before the lesson. Ss read their letters and underline the key words. T asks some questions like: (1) Whats your pen pals name?(2) Where is he/she from?（3）What language does he/she speak?（4）Where does he/she live?Homework1 Practice the dialogues with their partners.2 Do the exercises in Book1.3 Suppose the Ss meet their favorite star in the street, and what questions you can ask the star.课后小结 课外练习 板书设计 教 后 记Unit 1 Where is your pen pal from?Period FourTeaching steps:Step 1 Warming-up and revision1. Greetings.2. Revise the new words and expressions.3. Revise the conversations they learned the last day.4. Some Ss report their collection in the homework.Step 2: Reading.1. The students open the books, turn to Page 6 and read the first letter. After that, the students answer three simple questions. 2. The students read after the tape and go on answering some more questions.3.Design a card about Bob. Ask individual Ss to complete it.Some Ss say something about Bob.Step 3 CompetitionWork on 3b. Divide the Ss into two groups, and complete the pen pals letter with the information on the slide more quickly. Check the answers with the Ss. Then close the books, See which pairs ask and answer some questions better and more quickly in front of the class.Step4 Group work1. Discussion: In your group, do you like your pen pals? Who likes? Why? ( Tell some reasons ) 2. Report.In our group, _of us like his pen pal. Because his ideal pen pal Step5 Big Task: Write an e-mail about yourself.Make an information card. Then write an e-mail to your pen pal. Several minutes later, Share some writing in class.ExerciseDo a report. My partners name is _. His new pen pals name is _. He is _ years old. He is from _. He lives in _. At school, he likes _. His favorite _ is _I think he can be my partners pen pal. Do you think so?Homework1. Read 3a again and again, then recite 3a.2. Write a reply to your pen pal about yourselves.3. Do the exercises in Book1 and Book2.课后小结 课外练习 板书设计 教 后 记Unit 1 Where is your pen pal from?Period FiveTeaching steps:Step 1 Warming-up1. Share an English song.2. Greetings.Step 2 Revision1. Revise the words in Part 1.2. Dictation for the useful expressions.3. Revise the countries and the cities.4. Revise the languages the people from different countries speak.Step 3 Words revisionComplete the words builder. (2)(Some good students can express their vocabulary about countries and languages)Step 4 PracticeGive the Ss two tables, A and B. Work in pairs. Student A has Table A. Student B has Table B. Ask and answer to finish their own table.Step 5 Make an interviewTask: Work in groups in fours. Make an interview to Zhou Xingchi. Then ask some students to act it out in front of the class.Step 6 WritingPart 3. First discuss and then complete the writing. Get some students to share their writings with the Ss in class.Step7 DebateDivide Ss into two groups to have a debate. Topic “Having pen pals is good or not good.” A thinks its good. B thinks it isnt good. Say the reasons. When the Ss discuss it, the teacher can give them help when they need. At last, T gives the group says the more reasons a medal.ExerciseSs read the humorous story and share their own ideas if they can.Homework1. Revise the whole unit.2. Do exercises in exercise book课后小结 课外练习 板书设计 教 后 记英语教学中的情感教育杨店子镇杨店子初级中学 王海燕案例背景随着时代的发展，学生情感态度的培养受到越来越多的关注。基础教育阶段的英语课程在发展学生的情感态度方面发挥着特殊的作用。如何把学生情感态度的培养渗透到英语课堂教学中去是每个英语教师在备课中务必要思考的问题。根据多年的教学经验和积累，我有了一些体会和方法，如列举事例，步步引导，层层递进，最终使情感培养达到水到渠成的效果。但随着时代的发展，思想的多元化，学生的价值观和道德观发生了明显的变化，使他们的个性更加张扬，性格愈发叛逆，所以在日常的教学中，我发现学生越来越不按我们预设的思路走，变得“不听话”了，我也一直寻求解决的办法。众里寻他千百度，暮然回首，一节很普通的英语课中的意外插曲让我豁然开朗，情感教育应该集趣味，快乐，轻松于一身的。教材分析新目标 Go for it ! 七年级下Unit 3 Why do you like koalas ? Section A 的核心问题是描述动物和表达个人喜好，以及句式“Why do you like ? Because ”。这也是本单元的重点。通过这节课的学习，学生应能较流利的运用所学词汇和句型描述动物，表达个人喜好。本课出现了许多描述动物的形容词，所以我为本课设计了一个情感目标，希望学生们都能用上好的描述词语来描述自己，比如 clever smart friendly cute ,而大家要远离 lazy 。案例描述为此，我设计了一个go to the zoo 的 flash 动画，让学生先认识一下动物，随后我设置了一个学习形容词的环节，同时渗透了本课的情感目标，争取用在自己身上的都是好的形容词，让学生做一个各方面都优秀的好孩子。教学片段 (T 代表 teacher , S 代表 student )T: (在新课导入和动物图片出现以后，我展示了一些形容词，也是本节课的新单词。)Now ,lets learn some adjectives . First, look at the pictures . 随即展示动物的图片，我让学生用汉语说出用来形容动物的一些形容词，学生们非常积极，踊跃。第一个我出示的是一只海豚的图片，同学们都用 clever beautiful 来