七年级英语下册1-12单元全套教案人教新目标

1、新目标英语七年级下册教案Unit1Whereisyourpenpalfrom?Topic:Countries,nationalities,andlanguagesFunctions:Talkaboutcountries,nationalitiesandlanguagesAskandtellaboutwherepeopleliveStructure:Wheres/Wherere.from?Wheredoes/do.from?WhatquestionsWhatlanguagedoes/do.speak?Targetlanguage:Whereisshefrom?SheisfromWheredoes

2、shelive?ShelivesinWhatlanguagedoesshespeak?ShespeaksVocabulary:wordsaboutcountries,languagesTeachingdesign:Thewholeunitneeds5periods,4fornewlessonsand1fortestPeriod1(1aGrammarFocus)Keypoints:Whereisyour/Johnspenpalfrom?He/Sheisfrom.Wheredoeshe/shelive?He/Shelivesin(Homeworkforpreview)Pre-task:Letthe

3、Ssgivethemselvespenpalsandtheyshouldwritedowntheirpenpalsinformation,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

4、(TheSscanlookthemupinthedictionaryiftheyarenewforthem)Theexampleisfollowing:Name:CurryMurayAge:75From(Nationality):theUnitedStatesCity:NewYorkLanguage:EnglishTeachingSteps:Keypoints:Whereisyour/Johnspenpalfrom?He/Sheisfrom.Wheredoeshe/shelive?He/Shelivesin(Homeworkforpreview)Pre-task:LettheSsgivethe

5、mselvespenpalsandtheyshouldwritedowntheirpenpalsinformation,suchastheirnames,countriesandcitiestheyliveeventhelanguagetheyspeakTcangivetheSsanexamplemeanwhileTgivesthedifferentcountrieswhichcanbeusedbytheSs.TgivestheSsChinesewordsforthecountries,theyarefollowing:加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国(TheSscanl

6、ookthemupinthedictionaryiftheyarenewforthem)Theexampleisfollowing:Name:CurryMurayAge:75From(Nationality):theUnitedStatesCity:NewYorkLanguage:EnglishTeachingSteps:Step1Leading-inTheinformationoftheteachersownpenpalsinformation.Ihaveapenpal.HisnameisCurryMuray.HeisfromtheUnitedStates.Doyouhaveapenpal?

7、Whereisyourpenpalfrom?Whatsyourpenpalsname?Differentstudentssaytheinformationabouttheirownpenpals.Tshouldchoosethedifferentcountries.TwritesthedifferentcountriesontheBb(bothChineseandEnglish)Step2LearningSectionA1aLearnthenewwordsontheBb.Thenewwordsare:penpal;Canada;France;Japan;theUnitedStates(theU

8、S/theUSA/America);Australia;Singapore;theUnitedKingdom(theU.K./GreatBritain/England)Payattentiontothepronuciationofthenewwords.Step3Listening1bListenandcirclethecountriesin1atheylearnedStep4CompetitionTwogroupsofstudentstowritethenewwordstoseewhichgroupdoesbetter.FirstwritedowntheChinesewordswithloo

9、kingattheEnglishmeanings,thenwritedowntheEnglishwordswithlookingattheChinesemeanings.(Thisstepisamemorygame.ItcanhelptheSsconsolidatethenewwordstheylearned)Step5Pairwork1cPractisethefollowingconversation:-Doyouhaveapenpal?-Yes,Ido.-Wheresyourpenpalsfrom?He/Sheisfrom(WriteitdownontheBb)FirstThasaconv

10、ersationwithonestudentasanexamplethenlettheSspractiseinpairs.Atlastletseveralpairsdoitagaininclass.Step6Leading-inRevisethecountriesnameswithlookingattheBb.ThenTwritesdownthecitynamesontheBb.LettheSstrytofindoutwhichcountriesthecitiesarein.Thecitynamesarefollowing:Toronto;Paris;Tokyo;NewYork;Sydney;

11、Singapore;London;Step7Learning2aLearnthecitynamestogetherwiththewholeclassjustlikeStep22bListenandcirclethecitiesandcountries2cListenandcompletethechartHaveasimilarcompetitiontoconsolidatethenewwordsinthispart.Step8PairworkThasaconversationwithonestudentlikethefollowing:-Doyouhaveapenpal?-Yes,Ido.-W

12、hatsyourpenpalsname?-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:Read

13、andcopythenewwords.CopythesentencesinGrammarFocusMakeupthequestionsaboutJodiein2cThequestionsare:DoesJodiehaveapenpal?WhereisJodiespenpalfrom?Wheredoeshe/shelive?Whatshis/hername?(Thisonecanbechosenbythemselves)Unit2Wheresthepostoffice?LanguagegoalThisunitstudentsleamtoaskforandgivedirections(方向)ont

14、hestreet.NewlanguageIsthereabanknearhere?Yes,theresabankonCenterStreet,Wheresthesupermarket?Itsnexttothelibrary.Isthereapayphoneintheneighbhood?Yes,itsonBridgeStreetontheright.locationsintheneighborhoodsuchaspostoffice,hotel,videoarcade.Descriptivewordssuchasnew,old,dirty,clean.Descriptionsoflocatio

15、nsuchasacrossfrom,nextto,BetweenRecycledlanguageWhatareyoudoing?Doyouwantto.?SectionAAsktworowsofthreestudentseachtostandfacingeachotherinthefrontoftheclassroom.Pointtostudentsstandinginfrontandasktheclasstorepeatthequestionsandanswers.Example1Teacher:WheresYangLi?(Pointtotwostudentsstandingbesideea

16、chother.)YangLiisnexttoLiPeng.Example 2Teacher:WheresZhengWen?(Pointtotwostudentsindifferentlinesfacingeachother.)ZhengWenisacrossfromShengLin.Example 3Teacher:WheresLinJiahui?(Pointtoonestudentstandingbetweentwootherstudents.)LinJiahuiisbetweenShengLinandLiDai.laThisactivityintroducesthekeyvocabula

17、ry.Focusattentiononthepicture.Askstudentstonameasmanyoftheplacestheyseeinthepictureastheycan.Thennamealltheplacesandaskstudentstorepeat.Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.Thenaskstudentstomatcheachwordorphraseonthelistwithoneofthepictures.Say,Writetheletterofeachplaceint

18、hepicturenexttothecorrectwordorwordsonthelist.Pointoutthesampleanswerf.Checktheanswers.1bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.Pointoutthebuildingsandotherlocationsinthepicture.Saythenameofeachonetotheclass.Say,NowIwillplayrecordingsofthreeconversations.Listen

19、carefullyandcirclethepictureofeachplaceyouhearonthetape.Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Thistineaskstudentstolistenandcircletheitemstheyhearonthepicture.Correcttheanswers.Theseitemsshouldbecircle:videoarcade,postoffice,supermarket.Tapescript（录音稿）Convernati

20、on1A:IsthereavideoarcadeonFifthAvenue?B:Yes,thereis.Conversation2A: Isthereapostofficenearhere?B: Yes,thereis.TheresoneonBridgeStreet.Conversation3A:IsthereasupermarketonCenterStreet?B:No,thereisnt.1CThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Pointtothedifferentlocationsshowninthep

21、icture.Askdifferentstudentstonameeachone.Ifnecessary,saythenameandaskthestudenttorepeat.PointtothequestionandanswerIntheexampleconversationandaskapairofstudentstoreadtheconversationtotheclass.Askotherpairsofstudentstorepeattheactivityifyouwish.Askstudentstoworkinpairs.Say,Firstonepersonasksaquestion

22、andthentheotherpersontakesaturn.Demonstrate（示范）theactivity.Pointtothepictureandask.Isthereapostofficenearhere?Thenchooseastudenttoanswer.Guidethestudenttosay,Yes,theresapostofficeonBridgeStreet.Asstudentswork,movearoundtheroomandcheckprogress（进展f#况）.Helpstudentsunderstandhowtolocatethingsonthemap,if

23、necessary.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

24、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。2aThisa

25、ctivityintroducesthetermsacrossfrom,nextto,between,andon.Focusattentiononthepictures.Askstudentstotalkaboutthepictures,namingasmanyplacesastheycan.Thennamealltheplacesinthepicturesandaskstudentstorepeat.Pointoutthefoursentences.Sayeachoneandaskstudentstorcpeat.Thenaskstudentstomatcheachsentencewitho

26、neofthepictures.Say,Eacbsentencetalksaboutoneofthepictures.Writethenumberofthesentenceintheboxonthepicturethatitistalkingabout.Pointoutthesampleanswer1.Checkihcanswers.2bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.Pointoutthebuildingsandstreetnamesinla.Sayeachoneand

27、askstudentstorepeat.Callattentiontothefoursentencesin2b.Readthemtotheclasssayingblankeachtimeyoucometoablankline.Say.NowIwillplayrecordingsofthreeconversations.Listencarefullyandwriteawordfromtheboxoneachblankline.Pointoutthesampleanswer.Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordi

28、ngasecondtime.Thistimeaskstudentstofillintheblanksbylisteningtotheitemsonthetape.Correcttheanswers.Tapescript（录音稿）Conwaraation1A: Excuseme.Istherealibraryaroundhere?B: Yes.Itsbetweenthevideoarcadeandthesupermarket.Conversation2A:Wheresthepark?B:Thepark?Oh,itsacrossfromthebank.Conversation3A:Excuseme

29、.Isthereasupermarketaroundhere?B;Yes,itsonFifthAvenue.Conversation4A:Wheresthepayphone?B:Itsnexttothepostoffice.2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Pointtothelistofbuildingsinla.Askastudenttoreadthelistaloud.Pointtothequestionandanswerinthespeechbubbles（泡沫）in2candaskapairo

30、fstudentstoreadtheconversationtotheclass.Askotherpairsofstudentstorepeattheactivityifyouwish.Askstudentstoworkinpairs.Say,Firstonepersonasksaquestionandthentheotherpersontakesaturn.Askaboutthebuildingsin1a.Demonstrate（示范）theactivity.Pointtothemapandask,Wheresthepark?Thenchooseastudenttoanswer.Guidet

31、hestudenttosay,Itsacrossfromthebank.Asstudentswork,movearoundtheroomandcheckprogress.（进度）Askseveralstudentstosaysomeoftheirquestionsandanswersfortheclass.GrammarfocusReviewthegrammarbox.Askstudentstosaythequestionsandanswers.Askstudentstocirclethesewordsinthegrammarfocussectionoftheirbooks:on,across

32、from,nextto,andbetween.Ask,Whichwordstalkabouttwodifferentbuildings?（across/row,nextto,andbetween）Ask,Whichonetalksaboutonebuildingallalone!（on）CulturenoteManyvisitorstotheUnitedStatesbelievethatAmericansdontliketoanswerquestionsorgivedirections（方向）totourists（旅行者）andothervisitors.Thisisnotnecessaril

33、ytrue.ThepaceoflifeisfastintheUnitedStates,especially（特别）inbigcities.Mostpeoplewalkquickly,talkquickly,andareinahurrytogetwherevertheyaregoing.Also,mostAmericansspeakonlyonelanguageandarentusedtotalkingwithspeakersofotherlanguages.However,whenavisitorasksaquestion,manypeoplearepleasedtobeabletoshare

34、theirknowledgeoftheircityortheirneighborhood.Apleasantsmileandashort,directquestionwillalmostalwaysgetyoutheinformationyouneed.3aThisactivityprovidestarget-orientedreadingpracticeusingthelanguageitemstaughtinthisunit.Drawattentiontotheconversationinthebox.Askstudentstoreaditoutloud.Askastudenttopoin

35、touttheplacethatPaulwantstogetto.Guidethestudenttopointtothebookandsay,Heresthehotel.HeresBridgeStreet.Pointtothetwoarrows.（箭头）Askstudentstorepeatleftandright.Thenaskthemtoholduptheirlefthandsandthentheirrighthands.Askstudentstoreadtheconversationagain.ThenaskthemtofindPaulandNancyinthepicture.Answe

36、rPaulandNancyarethetwofiguresoutsidetheentrancetothepark.3bThisactivityprovidesguidedwritingpracticeusingthetargetlanguage.Callattentiontothethreepictures.Explainthatthethreepairsinthesepicturescorrespondtothreepairsinthelargepictureabove.Askstudentstofindthepairsinthebigpicture.Pointtothequestionsb

37、eloweachpictureandaskastudenttoreadthemaloud.Pointtothethreewrite-onlinesinthespeechbubbles.Say,Writetheanswerstothequestionshere.Askstudentstocompletethewritingindividually.（个别的）Correcttheanswers.1. Yes,thereis.GostraightdownNewStreetandturnright.Theresapayphoneontheright.2. GostraightdownNewStreet

38、andturnright.TurnleftatBridgeStreet.Thebankisacrossthestreet.3. Yes,thereis.Turnright,thengostraightdownBridgeStreet.Thepostofficeisontheleft.Itsacrossfromthevideoarcade,nexttothesuper-market.4. Thisactivityprovidesguidedoralpracticeusingthetargetlanguage,Callattentiontothepictureinla.Askstudentston

39、ameallthebuildingsinthepicture.PointouttheconversationInthepicturein4.Askdifferentstudentstoreadeachline.HavethestudentsworkIngroups.Onepersonchoosesabuildinginthelapicturebutdoesnttellanyonewhichbuildingitis.Theothersaskquestionslikethoseintheactivity4pictureuntiltheyguesswhichbuildingitis.Severals

40、tudentscantaketurnschoosingthebuildingfortheotherstoguess.SectionBlaThisactivityintroducesthekeyvocabulary.Focusattentiononthepictures.Askdifferentstudentstonametheplacesshowninthepictures.Theywillprobablynotincludewordssuchasold,new,busy,quiet,big,small,dirty,andcleanintheirstatements.Pointtoandnam

41、ealltheplacesinthepicturesagainwithoutthedescribingwordsandhavestudentsrepeat.Nowpointtoeachhalfofeachpictureandaskaboutthedifferencebetweenthehalves.Forexample,youmightsay;Thisisapark.Isitacleanparkoradirtypark?Clarify（澄清）themeaningofthewordscleananddirtybypointingoutdetailsinthepictures.Pointoutth

42、epairsofwordsorphrases.Sayeachoneandaskstudentstorepeat,Thenaskstudentstomatcheachwordorphraseonthelistwithoneofthepictures.Pointoutthesamplanswer.Checktheanswers.1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Callattentiontotheconversationinthepicture.Askapairofstudentstoreaditaloud

43、.Thenaskseveraldifferentstudentsthesamequestion.Askthemtotellthetruth.Pointoutthelistofphrasesin1a.AskstudentstoworkinpairsTheytaketurnsaskingeachotherquestionsaboutthethingsonthislist.Askthemtotelleachotherthetruth.Asstudentsworktogether,movearoundtheroomcheckingontheirprogress.Askseveralstudentsto

44、presentsomequestionsandanswerstotheclass.2aThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.Pointoutthelistofplacesinla.Saydienameofeachonetotheclass.Say,NowIwillplayarecordingofaconversation.Listencarefullyandcirclethewordsin1athattellaboutMichaelsstreet.Playtherecordin

45、gthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Thistimeaskstudentstolistenandcircletheplacestheyhear.Correcttheanswers.2bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.Callattentiontothestreetmapinthebox.Say,NowIwillplaytheconversationagain.Listentoifandd

46、rawtheplacesinMichaelsneighborhoodonthestreetmap.Playtherecording.Studentsonlylisten.Demonstratetheactivitybysaying.Whatarethethreeplacesonthetape?(ahotel,asupermarket,Michaelshouse).Answeranyquestionsstudentsmayhave.Playtherecordingagain.StudentsdrawmapsofMichaelsneighborhood.Movearoundtheroom,offe

47、ringassistance(提供协助)ifneeded.Havesomestudentsshowtheircompleteddrawingstotheclass.2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Say,Nowletsworkinpairs.Thefirstpersonmakessomestatementsaboutthepicturein2b.Thesecondspersonsaystrueifthestatementistrueandfalseifthestatementisfalse.These

48、condpersonalsochangeseachfalsestatementintoatrueone.Callattentiontotheconversationinthepicturein2c.Askapairofstudentstoreaditaloud.Demonstrate（示范）theactivitywithastudent.Havethestudentclosethebook.Thensayonetruethingandonefalsethingaboutthepicture.Guidethestudenttoanswertrueforthetruestatementandtos

49、ayfalseforthefalsestatementandchangeitintoatrueone.Askstudentstopracticeinpairsandtotakebothroles.Movearoundtheroomhelpingstudentsgetstarted|andansweringanyquestionstheymayhavc.Askseveralpairsofstudentstopresentsomestatementsandresponses（回答）totheclass.Askstudentstocorrectanymistakestheyhear.3aThisac

50、tivityprovidesreadingpracticeusingthetargetlanguage.Askastudenttoreadtheparagraphtotheclassorreadityourself.Answeranyquestionsstudentsmayhave.ReadtheInstructions（指示）aloud.Pointoutthesampleofthecircleddescriptionword（busy）,andmakesurestudentsunderstandwhattheyhavetodo.Correcttheanswers.3bThisactivity

51、providesguidedreadingandwritingpracticeusingthetargetlanguage.Pointouttheguideandtheblankspacesinit.Readitaloudsayingblankeachtimeyoucometoablankline.Say,Nowpleasewriteonewordineachblankspaceintheguide.Lookatthepicture/ortheanswers.Pointoutthesampleanswerintheblank.Correcttheanswers.3cThisactivitypr

52、ovidesguidedwritingpracticeusingthetargetlanguage.Askstudentstoworkontheirown.Pointoutthedescriptionin3bandsay.Nowwriteaboutyourownneighborhood.Usesentenceslikethese.4Thisactivityprovidesopen-endedoralpracticeusingthetargetlanguage.CallattentiontowhatthepersonInthepictureissaying.Askastudenttoreadth

53、estatementtotheclass.Say,Nowyoucantalkwithyourpartneraboutyourownneighborhood.Tellaboutthestreetsandbuildings.YourpartnerwilldrawapictureoftheneighborhoodDemonstratetheactivitywithastudent.Havehimorhermakesomestatementsanddrawontheboardwhatyouhear.Forexample,youmightdrawasmallsupermarketacrossfromap

54、ostoffice.Asstudentswork,movearoundtheroomofferingassistanceandansweringquestions.Asksomestudentstoshare（参与）thecompleteddrawingsandtomakesomestatementstoaccompany（陪伴）them.Selfcheck111 Thisactivityprovidesacomprehensivereviewofallkeyvocabularypresentedinthisunit.Askstudentstocheckallthewordstheyknow.

55、Youmaywishtohavethemcircleanywordsthattheydontknow.Askstudentstofindoutthemeaningsofanywordstheydontknow.Theycandothisbyreviewingtheunit.askingyou,askingtheirclassmatesorusingalearnersdictionaryorbilingualdictionary.2 Thisactivityhelpsbuildvocabularybyprovidingaspecifictimeandplaceforstudentstorecor

56、dnewwords.AskstudentstoenterfivenewwordsintheirVocab-builderonpage108.Afterstudentshaverecordedtheirnewwords,askthemtosharetheirlistswithotherstudents.Thiscanbedonewiththewholeclassorinformally,inpairsorsmallgroups.3 Thisactivityprovidesreadingpracticefocusingonthegmmmaticalstructuresusedtoaskandsay

57、wherethingsare.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125%Unit3:Whydoyoulikekoalas?LanguagegoalsInthisunitstudentslearntodescribeanimalsandexpresspreferencesandgivereasons,NewlanguageWhydoyoulikekoalabears?.Becausetheyrecute,Theyreprettyinteresting,Theyrekindofshy,Theyrever